2013-14
ADVANCED PLACEMENT BIOLOGY
Instructor:
Dr. Werner, Room E-115
Email:
[email protected]
Class Forum:
http://mybigcampus.com/users/MWERNER18
Textbook:
Campbell 7th Edition, AP Biology with complementary Study Guide.
Online Text:
http://wps.aw.com/wps/media/access/Pearson_Default/1663/1703422/login.html
Sections:
Period 1 (Day 1-6), Lab Period 2 (Day 1, 4)
Period 7/8 (Day 1-6), Lab Period 9 (Day 3, 6)
Tutorials:
By appointment, M-R after 2:30 pm
Welcome to AP Biology!
This course will be paced at the equivalent of a two-semester Biology course taken by science majors
during their first year in college (two 4.0 credit courses). AP Biology requires a fairly intensive
amount of independent reading, extensive lab work, and a diversity of assessments. It should be
noted that all students registered for this course are encouraged by the school district (although not
required) to take the College Board’s AP Exam in May. Only students who register for and take the AP
Biology exam in May will be exempt from the final exam in June. If a score of a 4 or higher is attained,
most colleges will award 8.0 credits towards your study in place of Biology I and II or an elective(s).
AP Biology Score Statistics
Score
5
4
3
2
1
Total
Students
Average
Score
National
Average
Total
Students
18
18
15
20
11
82
3.17
2.68
The exact guidelines will vary from college to college; additionally, AP course score requirements
often vary from department to department within a college. Contact your colleges ahead of time and
learn from the Department of the Sciences the score required for you to earn credit.
Suggested Prerequisites: A strong passion for the life sciences, challenging and meaningful
coursework, and college-level lab experiences. Grade equivalents of an A in Biology College Prep, or a
B or better in Biology Honors is recommended.
The goal of this course is to develop, within each student, an appreciation for the living world and
with that appreciation, a respect for the complexity of life’s processes. An emphasis in this course will
be on each student’s demonstration of an intuitive capacity to be innovative, evaluative, and
collaborative in biological contexts. This entails the student expanding their level of scientific
literacy, demonstrating a capability of designing a sound experiment, displaying proficiency in
laboratory techniques, and contributing to the community with a service learning project.
We will call to attention the modern avenues of biotechnology, of which continue to co-evolve with
our understanding and manipulation of the biological world. However, as members of a global
scientific society, we must learn to make informed decisions about how our global society uses
scientific data and innovations. In this manner, students will come to grasp how the societal and
industrial applications of biology can influence policy-making (bioethics).
The Seven Science Practices: Seven science practices have been integrated into this course content
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and aim to develop each student’s capacity to work and think like a scientist, critically and
analytically. Throughout the course, AP Biology students will be expected to strive towards mastery
in each of these seven essential areas.
1.
Students must be able to use representations and models to communicate scientific phenomena
and solve authentic scientific problems.
2.
Students must use mathematics appropriately and with proficiency.
3.
Students must be engaged in scientific questioning to extend thinking or to guide self-directed
investigations and experimentation.
4.
Students must be capable of planning and implementing data collection strategies appropriate
to a particular scientific question, either proposed by the instructor, or constructed by the
student.
5.
Students must be capable of performing data analysis and evaluating scientific evidence, both
qualitatively and quantitatively.
6.
Students must develop a high level of literacy in the scientific context in order to be able to
work with proposed scientific explanations and theories identified by other scientists.
7.
Students must be able to connect and integrate knowledge across various scales, concepts and
representations in and across domains of study. The student must be able to think globally and
across other disciplines, including the possibilities of scientific policy and laws governing
research.
Coursework Goals
AP Biology has been recognized as one of the most demanding AP courses set up by the College
Board. Not only is an extensive amount of technical reading involved, there is also the required
combination of mathematics and skillful laboratory skills. To prepare, students will be assigned real
world problems as well as problem sets for select chapters corresponding to the text. Reading and
completion of the problem sets is valuable in mastering the terminology and building scientific
literacy. Each problem set may be used for additional student note taking while reading the text that,
in turn, may be used as open notes for select formative assessments. All problem-sets should be
hand-written, as well as any notes taken from the text. In addition to assessments on the reading,
students must demonstrate proficiency in the lab with manual skills, college-level writing in lab
reports and designing experiments. On average, students who plan to do well in this course should
expect to spend 6-10 hours each week reading, researching, and studying outside of class. Upper
Merion Area High School students have consistently scored above the national average for the pass
rate on the AP Biology exam. Do not believe, however, that this means just because a student shows
up for class, they are going to pass. Students must complete a considerable amount of extra work on
their own and be self-motivated to do well in this class as well as on the exam. To be candid, students
are responsible for developing a work ethic that comes with maturity. At some point after this class
begins, students will have to determine if their priority is AP Biology or if it something else, and they
must live with the consequences. Students may not get an A or even a B in this class, despite
succeeding in Biology I. And if a student is more worried about their grade point average than
becoming immersed in the advanced study of biology, then this course may not be for them.
Course Content
The assigned readings from the text, class discussions of real world issues, teacher and studentdirected lab investigations, and assessments revolve around the following four themes. These themes
are known as the “Four Big Ideas” to the College Board and have recently been adopted for AP
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Biology. Underneath each theme (in italics) I have provided is a short list of the “enduring
understandings,” as proposed by the College Board®.
I. Evolution
* Change in the genetic makeup of a population over time is evolution.
* Organisms are linked by lines of descent from common ancestry.
* Life continues to evolve within a changing environment.
* The origin of living systems is explained by natural processes.
II. Cellular Processes-Energy and Communication
different
* Growth, reproduction, and maintenance of the organization of living systems require free energy and matter.
* Growth, reproduction and homeostasis require that cells create and maintain internal environments that are
from their external environments.
* Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain homeostasis.
* Growth and homeostasis of a biological system are influenced by changes in the system’s environment.
* Many biological processes involved in growth, reproduction, and homeostasis include temporal regulation and
coordination.
III. Genetics and Information Transfer
* Heritable information provides for continuity of life.
* Expression of genetic information involves cellular and molecular mechanisms.
* The processing of genetic information is imperfect and is a source of genetic information.
* Cells communicate by generating, transmitting, and receiving chemical signals.
* Transmission of information results in changes within and between biological systems.
IV. Interactions
* Interactions within biological systems lead to complex properties.
* Competition and cooperation are important aspects of biological systems.
* Naturally occurring diversity among and between components within biological systems affects interactions with the
environment.
Within these four themes in our course, the seven science practices of AP Biology are seamlessly
integrated. Guidance will be provided for student-directed experimental design investigations that
will help students deepen their understanding of the concepts and processes covered in each of the
four themes.
Assessment
A major goal of this course is to have students work with the instructor to develop proficiency in four
specific areas. Students are expected to assume full responsibility for the quality and timely
completion of their work and preparation for the exam. Embedding into the successful completion of
this course is a commitment that is made by the parents, the instructor, and most importantly, the
student. In order to calculate a quarterly grade for each student, a student will be continually
assessed for personal growth, development, and preparation for the AP Biology Exam in four
overlapping areas:
Scientific Literacy (SL) Scientific literacy is defined as having the knowledge and understanding of
scientific concepts and processes required for personal decision making, participation in civic and
cultural affairs, and economic productivity. Students will work to increase their level of scientific
literacy in order to read, write, and otherwise communicate in a diversity of scientific contexts. This
grade is calculated from in-class text chapter quizzes as well as class discussions and bioethical
debates to real world problems.
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Experimental Design (ED) The design of an experiment to test a hypothesis or research a problem
requires ingenuity and a curious nature. In the real world of research, designing an experiment may
involve the use of sophisticated equipment from time to time. There are, despite the level of
sophistication in a lab, a number of features that are found in all well-crafted experiments (and a few
that are often absent from poorly-crafted experiments). A well-designed experiment includes a well
thought out set of controlled variables and often aims to contribute new data and conclusions to a
particular field. In some cases the goal of an experiment is to manufacture a product, test a
procedure, or better our understanding by solving a scientific problem. Students will work to develop
their mastery of experimental design and become skilled critical evaluators of data presented in
other works of research. This grade is calculated from student-directed, as well as teacher-directed
laboratory investigations.
Student-directed investigations typically include a presentation
component as findings are shared and discussed.
Laboratory Techniques (LT) Biological research is typically a hands-on practice, and students are
required to develop proficiency in a variety of techniques used in the laboratory. The types of skills a
researcher will require depend on the field of work. Plant geneticists, for example, may spend time
using tools outside in fields to gathering plant specimens while molecular biologists may use
advanced equipment such as a DNA sequencer to analyze an organism’s genome. Even with
differences between the fields of research, there are a number of basic laboratory techniques that all
students should understand and be able to demonstrate proficiency in during lab. This grade is
calculated based on the instructor’s assessment for student growth and mastery of laboratory
techniques. Part of this grade may be attributed to the quality of a student’s work outside the
classroom (at a local college or nature center).
Community Service Learning (CSL) Service learning is a method of learning that benefits from
using instruction with a related and sometimes innovative service to the community. Advocates of
service learning claim that learning is enhanced when we incorporate the direct application of what
we learn about in class or at home to real-world contexts. This form of learning works best when
combined with written and oral reflection of the student's experiences. Service learning, for the
student, should integrate meaningful community action with instruction to teach civic responsibility
and strengthen communities for the common good. This grade is a one time grade calculated in the
first quarter based on the student’s summer assignment (see summer assignment description).
Calendar
Students are to subscribe to the class iCal in order to stay abreast of reading assignments,
assessments, as well as lab and project deadlines. Each student is responsible for initiating and
completing their school work in a timely manner; including making-up any missed work or labs. If a
student is absent on the day of a quiz, he or she is responsible for setting up a make-up date during a
study hall or after school. Daily, punctual attendance has been shown to be extremely influential to a
student’s success in this course.
In the Lab
Students will follow all safety rules as defined in the safety contract provided during the first week of
classes. Unsafe practices during lab will result in a student first being warned, second will require a
parent contacted, and then a third infraction will result in suspension from lab until the student can
demonstrate proper safety procedures after school.
Although not required materials for this course, the following items are recommended for purchase:

Lab Coat
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http://www.amazon.com/Medline-Knee-Length-WhiteLarge/dp/B002FW0YW0/ref=sr_1_1?s=industrial&ie=UTF8&qid=1339420665&sr=1-1

Laboratory Notebook
http://sargentwelch.com/product.asp?pn=IG0046399&sid=mercent&mr:trackingCode=2A0492F3-FB3D-DF11-A0C8002219318F67&mr:referralID=NA
Electronic Device Policy
No cell phones or hand-held gaming devices of any type are to be seen or heard in class unless
permission has been granted. Students are to have their own set of ear buds to use during various lab
exercises that include sound. A phone with camera capabilities is advised for microscopy labs.
Academic Honesty
A high level of integrity and academic honesty is expected in this course. Students should not do
anything that would compromise their integrity. All assessments and research are expected to be
completed only by the student. Collaboration and teamwork are encouraged, however, individual
work must always be distinctly original from the lab partner’s work and be authentic (i.e., a lab team
may share data collected from an experiment, but each student’s analysis and interpretation of the
data may/should differ). Not only is the act of reproducing someone else’s work dishonest, but also a
student who allows others to copy his or her work is equally dishonest. Students should never put a
classmate in an uncomfortable position by asking to copy their work. No amount of points will ever
be worth your integrity if the instructor discovers copied work, so make the right choice and do your
own work.
Student Assistance
On any given day in class, students will use time to discuss homework or readings, continue work on
an independent research project, use scientific evidence to design a policy, debate bioethical
dilemmas, and sharpen their laboratory skills using tested lab procedures. For selected problem sets,
students are expected to keep pace with the readings according to the iCal. This pace may translate
into about twenty to thirty of pages of reading for every three to four class periods. If a student
discovers that they are having a difficult time learning a concept or keeping up with the reading, they
are to arrange a time soon for tutorial after school (M-R). Students should be advocates of their own
education and seek assistance when necessary. As instructor, I am here to facilitate the growth of
each student by teaching valuable lab skills and providing guidance to students during their
individualized plans of study.
Print and sign where indicated
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AP Biology Syllabus Form
Both of the individuals listed below have read and agree to the AP Biology course syllabus and
class expectations.
Parent/Guardian: _______________________________
Signature:
________________________________
Date________________
Aspiring Scientist: _______________________________
Signature:
__________________________________
Date________________
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