Central Gwinnett High School

High School Course Syllabus

Course Title…..Advanced Placement BiologyTerm…………. 2013-14
Teacher………...Brad Callahanroom #...... 8207

Email Address

/

Teacher Support

(Help sessions etc.) / Fridays- 2:15-3:45PM or by appointment

Course Description(Paraphrased from College Board.com; AP Biology Curriculum Framework)

The revised AP Biology course focuses on four underlying principles called Big Ideas. These Big Ideas encompass the core scientific principles, theories, and processes governing living organisms and biological systems. Students who take AP Biology will also develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzingdata, applying mathematical routines, and connecting concepts in andacross domains. The result will be readiness for the study of advanced topics in later college courses.

Course Curriculum Content

The entire list of Academic, Knowledge and Skills(“Science Practices”) for each of the following curriculum strands in this course can be accessed through the College Board at collegeboard.com

College Board Unit requirements / Units/Topics – Year
AP Standards /Science Practices( see attached below) / Units/Topics
The entire list of Advanced Placement standards can be found below under “Science Practices”. / AP® Biology Big Ideas
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.

Instructional Materials and Supplies

Published Materials / Instructional Supplies
Biology; 8th edition, Campbell and Reece, Pearson Ed.
(ISBN-13: 978-0-13-135691-7)
AP Test Prep series to accompany Biology, 8th ed. / 1. Notebook (2 subject-Interactive notebook)
2. Highlighters and Glue Sticks
3. Pen (blue or black ink) & Pencils
4. Set of colored pencils – many colors
5. Gridded Composition book
5. Calculator and Ruler

Evaluation and Grading

Assignments / Grade Weights / Grading Scale
Chapter reviews/study guides
Quizzes
Laboratory Activities
Free Response essays
Chapter and/or Unit Tests, Projects
Final Exam/EOCT / Quiz/study guides/reviews 10%
Lab Assessments 15%
Free Response Questions 10%
MC Exams/Projects 35%
Final Exam + PA 20%
Classwork Maintenance 10% / A:90 and above
B:80 – 89
C:74 – 79
D:70 – 73
F:69 or below

Other Information

Expectations for Academic Success / Additional Requirements/Resources
1)Read daily/review class notes daily – PRINT FROM WEBPAGE
2)READ all labs in advance as prep for prelab quiz
3)Participate constructively as a team member
4)Complete all assignments and submit as due
5)Consult the teacher Website calendar & resourcesdaily /
  • Tutoring available( see above)
  • MANY helpful resources available on AP BIO WEBPAGE
  • Daily calendar of events available online & in the classroom
  • Establish a study group and USE IT!
  • Attend review sessions when scheduled

Science Practices for AP Biology

A practice is a way to coordinate knowledge and skills in order to accomplish

a goal or task. The science practices enable students to establish lines of

evidence and use them to develop and refine testable explanations and

predictions of natural phenomena. These science practices capture important

aspects of the work that scientists engage in, at the level of competence

expected of AP Biology students.

Science Practice 1: The student can use representations and models to

communicate scientific phenomena and solve scientific problems.

1.1 The student can create representations and models of natural or man-made

phenomena and systems in the domain.

1.2 The student can describe representations and models of natural or manmade

phenomena and systems in the domain.

1.3 The student can refine representations and models of natural or man-made

phenomena and systems in the domain.

1.4 The student can use representations and models to analyze situations or

solve problems qualitatively and quantitatively.

1.5 The student can re-express key elements of natural phenomena across

multiple representations in the domain.

Science Practice 2: The student can use mathematics appropriately.

2.1 The student can justify the selection of a mathematical routine to solve

problems.

2.2 The student can apply mathematical routines to quantities that describe

natural phenomena.

2.3 The student can estimate numerically quantities that describe natural

phenomena.

Science Practice 3: The student can engage in scientific questioning to

extend thinking or to guide investigations within the context of the AP

course.

3.1 The student can pose scientific questions.

3.2 The student can refine scientific questions.

3.3 The student can evaluate scientific questions.

Science Practice 4: The student can plan and implement data collection

strategies appropriate to a particular scientific question.

4.1 The student can justify the selection of the kind of data needed to answer a

particular scientific question.

4.2 The student can design a plan for collecting data to answer a particular

scientific question.

4.3 The student can collect data to answer a particular scientific question.

4.4 The student can evaluate sources of data to answer a particular scientific

question.

Science Practice 5: The student can perform data analysis and evaluation

of evidence.

5.1 The student can analyze data to identify patterns or relationships.

5.2 The student can refine observations and measurements based on data

analysis.

5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.

Science Practice 6: The student can work with scientific explanations and

theories.

6.1 The student can justify claims with evidence.

6.2 The student can construct explanations of phenomena based on evidence

produced through scientific practices.

6.3 The student can articulate the reasons that scientific explanations and

theories are refined or replaced.

6.4 The student can make claims and predictions about natural phenomena

based on scientific theories and models.

6.5 The student can evaluate alternative scientific explanations.

Science Practice 7: The student is able to connect and relate knowledge

across various scales, concepts, and representations in and across

domains.

7.1 The student can connect phenomena and models across spatial and

temporal scales.

7.2 The student can connect concepts in and across domain(s) to generalize or

extrapolate in and/or across enduring understandings and/or big ideas.

Course Philosophy:

Science is the one subject that many students seem afraid of. The need to assist students in overcoming their fear and develop instead interest, curiosity, and the skills needed to effectively observe the world around them is what drives science education. Biology integrates every other discipline; thus, a student should be able to use biological knowledge and skills as anchors for all other studies. The desire to make biology this “lifeline” for students is the driving force behind the AP Biology course. Biology should not be an intimidating discipline, rather, “…[biology] is in itself a thing of beauty, mysterious, wonderful, of exquisite order, truth and integrity, …and as such has a contribution to make to the intellectual and spiritual nurture of young people growing up” (Huxstep, 1958).

When needed, extended lab time is available after school on Fridays. This extended time begins at 2:15 PM and ends at 3:45 PM. This makes it possible to perform all labs in AP Lab Manual for Students as well as complete and implement many additional labs that promote inquiry skills during the course of a school year. Additionally, the extended time may be used in the spring for administering practice AP Exams.

Teaching Strategies

Class time is spent in lecture, class discussion, computer simulations and activities, testing, or lab activities. Lectures are done in PowerPoint format, with visuals added (video clips, transparencies, internet, etc.) All PowerPoints are posted online on the AP BIO WEBPAGE. It is highly recommended that students print out slide copies of these notes and bring them to class!!! Students should also READ AHEAD and add to the PowerPoint notes on their own – then, questions can be addressed more easily when students are in class.

*the 10 points added for AP courses at CGHS are not added to the student average until the VERY end of each semester; thus, when parents and students are given/sent grade reports, be aware that the grade indicates a raw score and is a true reflection of student content mastery with college-level expectations.

Lab Component

The course covers the labs suggested in the AP Biology Lab Manual for Students. These are modified as necessary to fulfill the course objectives. Additionally, supplemental labs are added as is appropriate. This amount of lab time requires approximately 1 day out of every 2 or 3 devoted to lab work. Pre-lab time is dedicated to discussion of lab equipment and use of said equipment, as well as pre-lab quizzes.

After completing labs, students may be asked to

  1. write official lab reports
  2. complete the sheets and write a conclusion
  3. answer questions in the lab handout and write a brief lab evaluation
  4. take a post-lab assessment that demonstrates mastery of the lab content and application of

skills and information

*If students are doing a full lab report, the following is required IN THIS ORDER(see rubric):

a. title

b. introduction/background information

c. purpose

d. materials

e. procedure

f. data/results

g. conclusion

Textbook:

Campbell, Neil A. and Reece, Jane B. Biology, 8th edition. Pearson Education, 2007, $150.40

In order to provide students the most dynamic, vibrant, and up-to-date content, class registration to an updated version of the Web site for Campbell Biology 8e has been moved. The new Web site offers a richer, more current online learning environment.

To access this new Web site, students and teachers simply visit and follow the onscreen instructions to locate and register for Campbell Biology 8e AP Edition using the

student access code. See Mr. Callahan for this code.

Additional Resources:

Student Study Guide for Biology: 8th edition

Students can choose to answer questions from this study guide to reinforce content covered in lecture and lab. The multiple choice questions are also good practice for the AP exam.

AP Biology study aids:

Princeton Review – Cracking the AP Biology Exam

Barron’s How to Prepare for the AP Biology Exam

5 Steps to a 5-- McGraw Hill

THE NOTEBOOK

This needs to be brought to class daily. All graded and non-graded assignments need to be kept.

There will be three sections of your notebook divided with tabs.

  1. Class Information – syllabus, lab safety contract, general handouts
  2. Lecture Notes/Class Notes – kept dated and in order
  3. Numbered Assignments – completed and in order

Webpage:

Weekly/Monthly schedules will be posted on Mr. Callahan’s page located on the Central Gwinnettwebsite at and will be updated regularly. AP Biology has its OWN webpage; the link is on Mr. Callahan’s school website. Assignments and other information will be linked to the site – YOU SHOULD CHECK THIS DAILY!!!

If you are absent, you are expected to check the website for missed assignments and information.

Arrangements for make up work should be made within 5 days of an excused absence. You will be expected to take tests the followingday that you return – plan accordingly, and TRY NOT TO BE ABSENT!!!

AP Biology Class Rules:

PLEASE do all that you can to help keep our room clean!! Basic rule of thumb -- leave it as clean if not CLEANER than you found it!!!

  1. Be on time for class. See school’s tardy policy for consequences.
  2. Have your book, notebook, writing utensils, and all needed materials ready to begin class. Work that is due that day must be turned in promptly at the BEGINNING of class – see board for specific directions daily.
  3. All work assigned is expected to be completed by the due date. LATEWORK IS NOT ACCEPTED. WORK NOT HANDED IN ON TIME WILL RECEIVE A GRADE OF ZERO. Tests that are missed will be made up the afternoon of your return – plan accordingly! Others have to wait for papers to be returned when you are absent – try to be here if at ALL possible!
  4. All papers should have your name, date and period in the upper right hand corner. Papers without a name will be placed in the no-name bin, but no credit will be awarded until the student claims the paper and turns it in to Mr. Callahan.
  5. There will be an academic penalty for cheating or allowing others to cheat from your work -- you will receive a zero, and you will be reported to the curriculum office for academic dishonesty. Your work should be YOUR WORK – some collaboration is expected, but answers should be in your own words….
  6. You are expected to show respect to all others in the class setting at all times. Classroom disturbances of any kind will not be tolerated. Please do not ask to leave the room except for emergencies. Take care of personal needs on your own time, and do not ask to leave class unless there is an emergency.
  7. The following are NOT allowed in this classroom: food of ANY kind, drinks (except water), hats, iPods, cellphones and other items as stated by the administration in the student handbook.
  8. Please check your work area each day. Place all trash in the trash cans and/or recycling bins. Any lab equipment should be cleaned and returned to the proper location before you leave.
  9. Pay careful attention to safety rules at all times. Failure to follow lab safety rules will result in disciplinary action.
  10. Students are EXPECTED to access Mr. Callahan’s CGHS webpage to check classwork, homework, links, handouts, notes, and other announcements. If you do not have access to the internet from home, there are student computers in each classroom and in the media center. Printing out assignments should occur AT HOME OR IN THE MEDIA CENTER prior to class – if not turned in on time, the assignments are late and not accepted for credit.

RECEIPT OF MATERIALS – AP Biology

This page needs to be signed and returned to Mr. CallahanASAP!

You are to keep the syllabus and lab safety contract in your science notebook for quick reference.

You must sign for the syllabus AND lab rules separately. By doing so, you acknowledge receipt of these materials AND that you have thoroughly read both documents.

Syllabus:

I have read the syllabus and am aware of the classroom policies, procedures, and expectations.

NOTE: Any portion of this syllabus may be changed throughout the year as necessary to ensure a constructive and productive learning environment. You will be notified of any changes.

Student Name (print):______Date______

Student Signature: ______Date______

Parent Name (print): ______Date______

Parent Signature:______Date______

Lab Agreement:

Student:

I have read/been explained and agree to follow all of the safety rules set forth for this class. I am aware that any violation of the safety rules or misbehavior on my part may result in removal from the laboratory, office referral, receiving a zero on the assignment, and/or any combination of these consequences.

Student Signature______

Date______

Parent/Guardian:

I have read the safety rules and am aware of the policies and consequences of violation of said rules.

Parent Signature______

Date______

Safety Information

  1. Does your student have any allergies? If so please list.
  1. Does your student have contact lenses?
  1. Please list any other important information regarding your student’s capability to do labs.

An additional copy of the syllabus and lab safety rules can be found online on Mr. Callahan’steacher page in the “Biodocuments” section. It is found under the separate AP Bio webpage.

PLEASE SIGN UP FOR THE PARENT PORTAL IF YOU HAVE NOT YET DONE SO – THIS IS A CRUCIAL COMMUNICATION TOOL FOR GWINNETT COUNTY SCHOOLS.