AP Biology - Clear Creek Independent School District

AP Biology Course Syllabus 2014-2015
AP Biology Course Overview
My AP Biology course is designed to offer students a solid foundation in introductory college-level biology.
By structuring the course around the four big ideas, enduring understandings, and science practices I assist
students in developing an appreciation for the study of life and help them identify and understand unifying
principles within a diversified biological world.
What we know today about biology is a result of inquiry. Science is a way of knowing. Therefore, the
process of inquiry in science and developing critical thinking skills is the most important part of this course.
At the end of the course, students will have an awareness of the integration of other sciences in the study
of biology, understand how the species to which we belong is similar to, yet different from, other species,
and be knowledgeable and responsible citizens in understanding biological issues that could potentially
impact their lives.
Required Resources:
Textbook: Reece, Jane et al., Campbell Biology, 9th Edition. Benjamin Cummings, 2011.
Textbook web resource: masteringbiology.com
Moalem, Sharon, and Jonathan Prince. Survival of the Sickest: A Medical Maverick Discovers Why We Need
Disease. New York: William Morrow, 2007. Print.
Advanced Placement Biology Content
*Students must have completed both first year biology and chemistry prior to enrolling in AP Biology. This
course is structured around the four big ideas and the enduring understandings identified in the curriculum
framework. All essential knowledge will be taught and all learning objectives will be addressed through this
curriculum. College Board Website: https://apstudent.collegeboard.org/apcourse/ap-biology
The four “Big ideas” are:
Big idea 1: The process of evolution drives the diversity and unity of life
Big idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and
to maintain dynamic homeostasis
Big idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes.
Big idea 4: Biological systems interact, and these systems and their interactions possess complex
properties.
Big Ideas
The big ideas are interrelated, and they will not be taught in isolation. The course will connect the enduring
understandings from one big idea with those of the others wherever practical. Students will maintain a
curricular map of the big ideas and enduring understanding showing connections as they are made by the
students themselves.
Teaching Strategies
Students begin each unit with a list of enduring understandings and big ideas to guide them throughout the
main points of the unit and to frame students’ class notes. Students are encouraged to add to these notes
during class discussions, listing all of their questions that arise as the class discusses each topic.
Class discussions may be based on animations from various sources (textbook, CDs, Internet, etc.) to help
the students visualize what they have read. Quizzes are interspersed throughout the unit and inform how
instruction may need to be adjusted to improve student learning.
The course is also structured around inquiry in the lab and the use of the seven science practices
throughout the course. Students will maintain a written record (lab notebook) of investigations conducted.
In addition, they will be asked for the following throughout the course:
 Formal lab report that emphasizes the development and testing of a hypothesis, the ability to
organize collected data, and the ability to analyze and clearly discuss the results.
 Poster presentations (create poster with main investigation components; present to small
groups or whole class; field questions).
 Self-assessments of their ability to work in group investigations that will often be conducted in
teams of 2 or 3 in order for students to develop group skills and learn the importance of
collaboration among scientists.
The Investigative Laboratory Component
Students are given the opportunity to engage in student-directed laboratory investigations throughout the
course for a minimum of 25% of instructional time. Students will conduct a minimum of eight inquiry-based
investigations (two per big idea throughout the course).
Additional labs will be conducted to deepen students’ conceptual understanding and to reinforce the
application of science practices within a hands-on, discovery based environment.
All levels of inquiry will be used and all seven science practice skills will be used by students on a regular
basis in formal labs as well as activities outside of the lab experience. The course will provide opportunities
for students to develop, record, and communicate the results of their laboratory investigations.
Science Practices (SP)
1. The student can use representations and models to communicate scientific phenomena and
solve scientific problems.
2. The student can use mathematics appropriately.
3. The student can engage in scientific questioning to extend thinking or to guide investigations
within the context of the AP course.
4. The student can plan and implement data collection strategies appropriate to a particular
scientific question.
5. The student can perform data analysis and evaluation of evidence.
6. The student can work with scientific explanations and theories.
7. The student is able to connect and relate knowledge across various scales, concepts and
representations in and across domains.
Biology AP Test
MONDAY, May 11, 8AM
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AP Biology Course Syllabus 2014-2015
Web Sites:
Class Supplies
CFHS website: http://tinyurl.com/1415CFHS
AP Biology http://tinyurl.com/CFHSAPBIO
Edmodo: https://www.edmodo.com
2– Composition Notebooks
1 - AP Biology folder
Pens – blue/black
Grading Policies
50% Major Grades - Exams, FRQ. major projects/labs
45% Daily grades - homework, labs, quizzes, individual and group projects, extra credit
5% Reading in the curriculum
Work Policies
Pencils
1. All homework is due by the posted date. Late work is graded using the guidelines in the
student handbook. Day 1 & 2 receive 25% penalty. 3rd day late will not receive credit but turn
in the assignment for feedback.
*Class Period Supply:
_______________________
2. Make-up work is posted and is your responsibility. (One day for each day of an excused
absence*Except for long term projects)
3. Tests and quizzes must be made up within one week of an excused absence. It is your
responsibility to schedule this with me.
Tardies
You may not enter unless you
have a pass from the CFHS
secretary.



You must have a pass when you
leave the classroom.
Only one student out at a time.
10/10 rule applies.
Please do not ask to go to the
parking lot/your car during class
time.
**Please do not ask me for exceptions. It is
important that I follow all procedures asked
of me on this campus.
Tutorials
Tutorial times are Tuesday and
Thursday from 2:30 – 3:15. If you
cannot come in during these times
please see me to schedule
alternative tutorial times.
homework: Plan to spend an
4. Expect substantial penalties, including receiving a “0” for any type of academic dishonesty or
truancy.
Classroom Rules and Procedures
1.
2.
3.
4.
5.
average of 5 hours per week in this
advanced level class.
Spring Semester Exemption
Policy: I will follow the CFHS exemption
policy for the Spring Semester. Please do not
ask me to make exceptions! If you have
extenuating circumstances please speak to
your assistant principal for approval.
Year At A Glance……
6.
Show respect to all.
No sleeping, eating, or drinking allowed in the laboratory classroom.
Bring all required materials to class every day.
Be in your seat READY to learn when the tardy bell rings. The CFHS tardy policy will be
followed.
Cell phones and other electronic devices are not permitted to be “powered up” in the
classroom unless specified by the teacher. Consequences will apply. District policy is
operating on a BYOD policy and there will be several opportunities for electronic use in
this classroom.
Follow all safety and school rules. (See CFHS handbook)
*Students are rewarded for good behavior with verbal recognition, and special class activities. If a
student chooses to break the rules in my classroom, the following consequences will occur:
1. First time: Verbal warning
2. Second time: Student conference, notify parents, teacher 30 minute
D-hall assigned, school D-hall assigned
3. Third time: Office Referral
**Severely disruptive students or those involved in a safety violation are immediately sent
to the Assistant Principal.
1st 9 weeks – Biochemistry/Chemistry of Life, The Cell, Cell Processes and Energy, Cell
Cycle
Parent/Guardians be sure to fill out the Parent/Student
2nd 9 weeks – Cell Cycle, Mendel/Heredity, Protein Synthesis, Gene
Expression/Regulation,
Information form at this link: http://tinyurl.com/scienceinfoform
You will need to know the class period of your student. _________
3rd 9 weeks – Microbiology and Biotechnology, Evolution, Plants, Ecology,
*If you prefer a hard copy to fill out, please ask me.
4th 9 weeks – Ecology, Animal Homeostasis, AP TEST, Field Study/Collaboration
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