PREREQUISITES: PreAP Biology, Chemistry I, and Algebra 1 are required with a grade of 80% (B) for each semester in these courses. Students may also enroll with teacher recommendation.

CREDITS: 1.0 Science

COURSE DESCRIPTION:

This course is designed to emphasize the study of the interrelationships of living organisms with respect to their environment. Students will engage in laboratory investigations, scientific discussions, and phenomena based instruction in order to apply science and engineering practices and crosscutting concepts of the Next Generation Science Standards (NGSS) to explain cell structures and processes, ecosystem interactions, inheritance of traits, and evolution. Students will use observations, experiments, models, theories, and technology to make sense of the natural world. Emphasis is placed on important biological and geophysical phenomena that support the understanding of the cycling of matter and flow of energy in living organisms, gene expression, and biodiversity. This course will also involve students developing solutions to authentic problem-based life science issues and investigations, while exploring career opportunities in Science, Technology, Engineering, and Mathematics (STEM).

Materials:

• 3-ring binder with pocketed dividers • Standard size, loose leaf notebook paper • Pencils with erasers • Colored pencils • Graph paper • Black ink pens • Typing paper • Access to the internet & a word processor.

Recommended: Calculator, Organization method/Agenda planner

PGCPS Science Grading

AP Biology

Overview: The goal of grading and reporting is to provide the students with feedback that reflects their progress toward the mastery of the indicators and objectives found in the Science curriculum documents.

Factors

Brief Description

Grade Percentage

Per Quarter

Classwork 35%

This includes all work completed in the classroom setting. Assignments may include, but are not limited to:

Developing and using models
Engaging in argument from evidence
Individual and whole class discussions
Planning and carrying out investigations
Projects (include parts of the STEM Fair process)
Hands-on and lab experiences
Asking questions (for science) and defining problems (for engineering)
Obtaining, evaluating, and communicating information
Constructing scientific explanations (for science) and designing solutions (for engineering)

Homework 15%

This includes all work completed outside the classroom. Assignments may include, but are not limited to:

Developing and using models
Obtaining, evaluating, and communicating of information
Constructing scientific explanations (for science) and designing solutions (for engineering)

Assessment 50%

This category entails both the traditional (exams and quizzes) and alternative (presentations, projects, portfolios) methods of assessing student learning:

Pre/post assessments, final exams, quizzes, final essays/reports, portfolios
Analyzing and interpreting data, using mathematics and computational thinking
Oral or written evaluation that reflects the student’s performance on a summary of a lesson, chapter or unit

An instructional rubric should be created to outline the criteria for success and scoring for each alternative assessment.

Grading Sclae

Grade Points

Weighted (AP)

90-100 A

A = 4

A = 5

80-89 B

B= 3

B = 4

70-79 C

C= 2

C = 3

60-69 D

D= 1

D = 2

0-59 F

F = 0

Miscellaneous Grading Policy Highlights & Changes:

Students have one week to present yellow slips for excused absences and make up work. Work cannot be obtained at the close of the quarter.
One chance to improve selected scores by meeting due dates and participating in re-teaching.
Unlawfully absent students will receive a “failing” grade(s).
A student may not withdraw from a course after ten days in a semester course or twenty days in a year-long course without School Instructional Team approval.
Minimum grade of 50% with a good faith effort (student must complete the entire assignment in order to receive the 50% for good effort). *Good Faith may be interpreted as no later than 1 day late. All work must include attempts at calculations or problems.

Chronic Absences - Referred to SIT

When a student misses 10% of school

days whether lawful or unlawful

absences, including suspensions, for at least:

Four (4) days in a quarter
Nine (9) days in a semester
Eighteen (18) days in a school year

Habitual Absences - In Jeopardy of not receiving credit

Any student who is unlawfully absent from school more that 20% of any grading period, semester or school year is considered as a Habitual Truant, for at least:

Nine (9) days in a quarter
Eighteen (18) days in a semester
Thirty-six (36) days in a school year

_____________________ ________________________________________ ________________________

Student’s Name Parent’s/Guardian’s Signature Date

AP Biology

Course at a Glance

Goals of the Course: Big Ideas and Concepts: The AP Biology examination continues to focus on the 4 Big Ideas which has a set of Enduring Understandings which incorporate core concepts that students should retain, which is followed by the essential knowledge students must develop over the course. An emphasis will also be placed on science practices that enable students to develop and refine testable predictions and explanations. AP Biology at our school will focus on the big ideas. Each unit is organized and taught with great attention to the Big Ideas below. Lessons are designed to interweave the Big Ideas throughout the course:

The Big Ideas are:

 Big Idea #1: The process of evolution drives the diversity and unity of life.

 Big Idea #2: Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis.

 Big Idea #3: Living systems retrieve, transmit and respond to information essential to life processes.

 Big Idea #4: Biological systems interact, and these interactions possess complex properties.

Chemistry of Life

• To understand the unique chemical and physical properties of water and to know how

these properties make life on earth possible

• To explain the role of carbon in the molecular diversity of life

• To explain how cells synthesize and break down macromolecules

• To explain the structure of biologically important molecules

• To explain how enzymes regulate chemical reactions

Cells

• To explain the similarities, differences and evolutionary relationships between

prokaryotic and eukaryotic cells

• To understand the current model of membrane structure and to explain how

different molecules pass across the membrane

• To show how cells use compartmentalization to organize the various cellular function

• To understand which factors limit cell size and to explain how and why cells divide

Cellular Energetics

• To demonstrate the role of ATP and the chemiosmotic theory in cellular energetics

• To show how organic molecules are catalyzed

• To explain the photosynthetic process and to show how it compares and contrasts

with cellular respiration

Heredity

• To explain which features of meiosis are most important to sexual reproduction

• To follow the paths of chromosomes and individual genes through gametogenesis

• To explain how genetic information is organized

• To demonstrate and understanding of the importance of Mendel’s Laws of inheritance

Molecular Genetics

• To know the major types of nucleic acids and explain how their structure is related

to their function

• To understand the various mechanisms of gene expression

• To show the forms of gene mutation

• To explain viral structure and replication

• To understand modern biotechnological advances and how they may impact human

lives

Evolutionary Biology

• To show and understanding of the current models for the origin of biological

macromolecules

• To explain the evidence of evolution

• To demonstrate an understanding of the mechanics of evolution at work

Diversity of Organisms

• To explain the main body plans of plants and animals

• To identify a representative organism for the major taxa

• To explain the major characteristics in each primary taxon

• To show evolutionary similarities among related groups

Structure and Function of Plants and Animals

• To show what patterns of reproduction are found in plants and animals and to show

how they are regulated

• To understand physiological organization among living things

• To explain how organisms respond to their environment

Ecology

• To show how models can be used to demonstrate population growth

• To show how energy flows through ecosystems

• To explain how humans may impact the ecosystem around them

Next Generation Science Standards Parents’ Guide

https://www.nextgenscience.org/ and https://www.nextgenscience.org/parentguides

The Next Generation Science Standards (NGSS) enable students to: Develop a deeper understanding of science beyond memorizing facts, and Experience similar scientific and engineering practices as those used by professionals in the field.

How can you support your child’s success? Although this new approach to teaching and learning K–12 sciences is different than the past, you can still actively support your child’s success in the classroom!

1. Speak to your child’s teacher(s) or principal about how these important changes affect your school.

2. Ask your child’s teacher thoughtful questions based on the information provided in this syllabus.

3. Learn how you can help the teacher(s) reinforce classroom instruction at home.

Next Generation Science Standards Performance Expectations (PEs)

Performance Expectations state what students should be able to do in order to demonstrate that they have met the standard, thus providing the same clear and specific targets for curriculum, instruction, and assessment.

Three Dimensional Learning (3D Learning)

The NGSS emphasizes three distinct, yet equally important dimensions that help students learn science. Each dimension is integrated into the NGSS and—combined—the three dimensions build a powerful foundation to help students build a cohesive understanding of science over time.

Dimension 1: Science and Engineering Practices (SEPs): The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. This dimension emphasizes that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Dimension 2: Crosscutting Concepts (CCCs): Crosscutting concepts describe concepts that bridge disciplinary boundaries, having explanatory value throughout much of science and engineering. These crosscutting concepts have application across all domains of science; they are a way of linking the different domains of science. The Framework emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically based view of the world.

1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

Dimension 3: Disciplinary Core Ideas (DCIs): Disciplinary core ideas have the power to focus K–12 science curriculum, instruction, and assessments on the most important aspects of science. To be considered core, the ideas met at least two of the following criteria and ideally all four:

Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline;
Provide a key tool for understanding or investigating more complex ideas and solving problems;
Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;
Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
Disciplinary ideas are grouped in four major domains: physical sciences; the life sciences; the earth and space sciences; and engineering, technology and applications of science.

DCIs are grouped in four domains: the physical sciences; the life sciences; the earth and space sciences; and engineering, technology and applications of science.

Physical Sciences (PS)

PS1: Matter and its interactions

PS2: Motion and stability: Forces and interactions

PS3: Energy

PS4: Waves and their applications in technologies for information transfer

Life Sciences (LS)

LS1: From molecules to organisms: Structures and processes

LS2: Ecosystems: Interactions, energy, and dynamics

LS3: Heredity: Inheritance and variation of traits

LS4: Biological evolution: Unity and diversity

Earth and Space Sciences (ESS)

ESS1: Earth’s place in the universe

ESS2: Earth’s systems

ESS3: Earth and human activity

Engineering, Technology, and Applications of Science (ETS)

ETS1: Engineering design

ETS2: Links among engineering, technology, science, and society

Labs:

Students are required to complete between eight (8) and thirteen (13) labs set forth

by The College Board Advanced Placement Program. Students are expected to read

each lab carefully before coming to the laboratory and are responsible for following all

correct laboratory and safety procedures. Students should also use the lab aid,

LabBench, to make sure they understand all lab procedures before beginning a lab

exercise.

Due to the large amount of time required for laboratory set-up, it is essential that you

are always present on lab days. Some labs will use Lab Quest sensors and probes to obtain

quantitative data. Additional labs will be included such as bioremediation of oil and

industrial pollutants, gram staining techniques.

AP Exam Preparation:

All students should prepare to take the Advanced Placement test given in May; therefore,

throughout the course students will use past AP Biology essay questions to improve their

skills in writing answers to scientific, free-response questions. Also, all major exams will

follow the AP testing format of 60% multiple choice and 40% essay questions.

There are many other varieties of AP Biology study guides, and they all can be found at a

local bookstore. Take the practice tests in these books so that you can become familiar

with what to expect. When trying to find an AP Biology test prep book, choose one that

also lets you see sample essays. Some books just focus on the multiple choice, and you

need to be exposed to both parts of the exam.

AP Biology receives weighted credit on the student’s rank GPA and on the state GPA appearing on the transcript

AP Biology Exam Review Sites:

Exam Questions & Standards UGA AP Biology

youtube: bozeman biology

Format of the AP Biology Exam:

63 multiple choice and 6 grid-in questions in 90 minutes = 50% of test

Two (2) Free Response Essay Questions and 6 short response questions in 90 minutes (10

minutes reading time) = 50% of test

Essay Section Hints:

1. The 8 questions are graded equally.

2. One question is on molecules and cells.

3. One question is on genetics and evolution.

4. Two questions are on organisms and populations.

5. One or more of the questions will be lab-based.

6. Write in essay form! There is room on the test for you to create an outline to guide

your answer if you'd like but outlines are not graded. That being said, perfect essay

writing is not expected. There aren't deductions for grammar or spelling mishaps (provided

the spelling is close enough to determine the word you are trying to write).

7. Diagrams are helpful! If you use a diagram, be sure to refer to it in your essay.

8. Points are not deducted from your essay score if you give an incorrect statement. (You

just don't receive points for incorrect statements). But be careful not to contradict

yourself, because this can cause you to not receive points

Study Tips:

1. A biology textbook cannot be read the way you would read a novel! Begin by pre-reading

the chapter; glance at the section headings, charts and tables in order to organize the

material in your mind and stimulate your curiosity. This will make it easier to read the

chapter and extract more information from it.

2.Be an active, not passive reader, by stopping frequently (at least every paragraph) and

consider what you have just read. What is the concept being discussed? Put it in your own

words (out loud or by writing it down); by doing so you are reprocessing and using the

information presented in the text. Place a few key notes in you notebook; make sure these

notes include all new terms and illustrative examples.

3. Become a note taker and not a note copier! Simply writing down what is written on the

board is passive learning (it's a start, but is not as effective as it could be). To get the

most out of taking lecture notes, do it in a systematic manner. Before class read the

textbook material to be covered in lecture. You will then use class time more efficiently

because you will learn more from the lecture, and you will be able to take better notes

having been introduced to many of the concepts in the text. During lecture do not attempt

to write down every word that is said; that approach is futile and unnecessary. Instead,

focus on the major ideas.

4. Summarize information by making your own diagrams and tables which will allow you to

rehearse and test yourself on the material.

5. Relate new information to other, related information.

6. Study with a friend in the class and at home! Take turns explaining the material to each

other. Set up on-going study groups and meet at each others home each week.

7. There is too much new material in a biology class to be able to learn two weeks' worth

of material the night before an exam! Review your text material and lecture notes daily so

that you can avoid cramming at test time. Daily studying and rehearsal helps get

information into long-term memory.

8. Make the most of your time in lab by arriving fully prepared. AP Biology labs are too

long and involved to try to perform without having thoroughly read over them the day

before.

How Can Parents Help:

1. Quiet structured study time! Help your child to establish a study routine by setting up

a quiet study area and a consistent quiet study time nightly. The routine will help them

practice good study habits for college. Should the study area be their bedroom or a family

area, like the dining room? That depends on your household and your child. If your child is

self-motivated and can work steadily without supervision, then a quiet desk space in their

bedroom would work well. However, if their bedroom is equipped with distractions like a

stereo or TV, then this might not be conducive to concentrating on homework and the

family area may work better.

2. Work on Biology EVERY night! For your child to stay up-to-date in this course they

need to spend some time on biology every night. The ideal would be about one (1) hour per

night or approximately six (6) hours per week. This would include textbook reading, lecture

review, lab notebook assignments, extra credit assignments, and test preparation. On

weeks when they cannot devote that one hour on a weeknight, they should put in extra

time on weekends to make up for it. On nights where they have minimal time, your child

should at least review the day’s lecture notes (PowerPoint notes on the Web).

3. Support Study Groups! Encourage your child to arrange a study group with other

students in the class. Each student will have different strengths and weaknesses in this

course. In one unit, your child will be the teacher to other students and in a different

unit they will be the student. Putting two or more heads together is always a benefit. You

never learn something as well as when you have to explain it to someone else. However let

me emphasize that, while study groups and cooperative effort are strongly encouraged; on

final written work, all students are required to craft their own answers and must have a

completely uniquely worded answer for each question!

4. Use a Lifeline! Encourage your child to ask for help. I can stay after any day for extra

help. Also, all my AP students have my e-mail address and they can readily e-mail me for

help at any time after school hours and I will make every effort to reply to them

immediately. Do not allow them to feel like they are intruding, I am here to help them

understand and learn to love the subject of Biology as much as I do.

5. Don’t Panic! Stick with it! Some parts of this course will come more easily than others.

Encourage your child to work steadily and not to be discouraged. Success will build as they

improve their critical thinking skills and their writing ability through practice. This is a

college course and they are working on more than learning biology; they are working on

skills that they will use to succeed academically for years to come.