Ap biology syllabus (new version)
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Ap biology syllabus (new version) Ap biology syllabus (new version) Document Transcript

  • AP® Biology SyllabusStefanie Barkanic stefanie.barkanic@timberlane.net phone ex: 3825Course Overview In AP Biology, an emphasis is on students making connections between the big ideas within the AP Biology Curriculum Framework. I teach the equivalent of an introductory college-‐level biology course, and it is designed to prepare students for the AP Biology Exam.My philosophy is to actively engage students in the process of science through class assignments and discussionswhich inform their laboratory experiences. For example, I increase students’ critical thinking and problem solvingabilities by actively requiring them to anticipate experimental set ups in group discussions, journal readings andhands-on labs. Emphasis is also given to journal article readings in order to expose students to present daytechnologies and procedures to familiarize them to limitations of testable hypotheses in order to develop betterdesigned experimental investigations.Lab techniques are learned through researching journal papers and hands-on labs which make up at least 25% ofinstructional time.[CR7] Labs emphasize development and testing of the hypothesis, collection, analysis andpresentation of data, as well as discussion of results to discover unanswered questions about the particular topicsaddressed. A minimum of two labs in each big idea will be conducted.[CR6]Students are required to report on alllaboratory investigations.[CR8] The student-directed and inquiry-based laboratory investigations used throughoutthe course enable students to apply the seven science practices as defined in the Curriculum Framework.Textbook and Laboratory Manuals Used Campbell, Neil A. and Jane B. Reece, Biology, 6th edition, San Francisco: Benjamin Cummings, 2002. AP Biology Investigative Labs: An Inquiry-Based Approach, The College Board, 2012Course materials-Graph paper composition notebook-Three ring binder or Notebook and folders for assignments-Calculators-Pen and pencil-Digital storage device-Highly recommended: AP Biology Review books (i.e., Cliffs notes, College Board books,etc.)Selected websites and electronic media: (see longer list at end of document) - AP Central. - There are many sites available with labs, exercises, quizzes etc. to be used as supplementary study resources - Pearson Lab Benches offers labs as excellent online practice for students before coming into wet lab.Classroom Policies-Tests and quizzes will be derived from released AP® Biology questions.-Cell phone and Mp3/ipod use in the class room will NOT be tolerated.-You are expected to take the AP ® Biology exam which will take place in May 2013. The cost ofthe test is $87, and registration takes place in March.- Unless noted otherwise all assignments are expected to be completed individually. Any evidence of cheatingwill result in a zero for that assignment and cannot be re-submitted.-There are no retakes, or corrections for any test or quiz.-All assignments are expected to be turned in on time. Excuses of computer/ printer problems will NOT beaccepted. If you leave school for any reason (sick, field trip, sports, etc) on the day an assignment is due, it isstill your responsibility to hand it in on time. Short (nightly homework) assignments, will not be accepted late.
  • Longer (laboratory reports, projects, etc.) assignments may be accepted one day late with a 10% penalty. Noassignment will be accepted more than one day late.- Immature behavior will absolutely not be tolerated. We have very high expectations of youand low tolerancefor time wasted on behavior issues. All school handbookpolicies will beenforced. Please do not waste ourtime or embarrass yourself with immature behavior inan AP class. You will also be taking practice tests fromold AP exams throughout the year. You may be tempted to surf the net for the answers. There is no way forme to regulate thisbut hope you understand that cheating on these is wasted effort and only hurting yourchances of passing the AP exam in May.Overview of the Concept Outline The key concepts and related content that define the revised AP Biologycourse and exam are organizedaround a few underlying principles calledthe big ideas, which encompass the core scientific principles, theoriesandprocesses governing living organisms and biological systems. For eachof the big ideas, enduringunderstandings, which incorporate the coreconcepts that students should retain from the learning experience, arealsoidentified.Each enduring understanding is followed by statements of the essentialknowledge necessary tosupport it.Enduring understanding 1.A: Change in the genetic makeup ofa population over time is evolution. Essential knowledge 1.A.1: Natural selection is a major mechanism of evolution. Essential knowledge 1.A.2: Natural selection acts on phenotypic variations in populations. Essential knowledge 1.A.3: Evolutionary change is also driven by random processes. Essential knowledge 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics.Enduring understanding 1.B: Organisms are linked by lines ofdescent from common ancestry. Essential knowledge 1.B.1: Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. Essential knowledge 1.B.2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.Enduring understanding 1.C: Life continues to evolve within achanging environment. Essential knowledge 1.C.1: Speciation and extinction have occurred throughout the Earth’s history. Essential knowledge 1.C.2: Speciation may occur when two populations become reproductively isolated from each other. Essential knowledge 1.C.3: Populations of organisms continue to evolve.Enduring understanding 1.D: The origin of living systems isexplained by natural processes. Essential knowledge 1.D.1: There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence. Essential knowledge 1.D.2: Scientific evidence from many different disciplines supports models of the origin of life
  • Enduring understanding 2.A: Growth, reproduction andmaintenance of the organization of living systems require freeenergy and matter. Essential knowledge 2.A.1: All living systems require constant input of free energy. Essential knowledge 2.A.2: Organisms capture and store free energy for use in biological processes. Essential knowledge 2.A.3: Organisms must exchange matter with the environment to grow, reproduce and maintain organization.Enduring understanding 2.B: Growth, reproduction anddynamic homeostasis require that cells create and maintaininternal environments that are different from their externalenvironments. Essential knowledge 2.B.1: Cell membranes are selectively permeable due to their structure. Essential knowledge 2.B.2: Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes. Essential knowledge 2.B.3: Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.Enduring understanding 2.C: Organisms use feedbackmechanisms to regulate growth and reproduction, and to maintaindynamic homeostasis. Essential knowledge 2.C.1: Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes. Essential knowledge 2.C.2: Organisms respond to changes in their external environments.Enduring understanding 2.D: Growth and dynamichomeostasis of a biological system are influenced by changes inthe system’s environment. Essential knowledge 2.D.1: All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy. Essential knowledge 2.D.2: Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments. Essential knowledge 2.D.3: Biological systems are affected by disruptions to their dynamic homeostasis. Essential knowledge 2.D.4: Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis.Enduring understanding 2.E: Many biological processesinvolved in growth, reproduction and dynamic homeostasisinclude temporal regulation and coordination. Essential knowledge 2.E.1: Timing and coordination of specific events are necessary for the normal development of an organism, and these events are regulated by a variety of mechanisms. Essential knowledge 2.E.2: Timing and coordination of physiological events are regulated by multiple mechanisms. Essential knowledge 2.E.3: Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection.
  • Enduring understanding 3.A: Heritableinformation provides forcontinuity of life. Essential knowledge 3.A.1: DNA, and in some cases RNA, is the primary source of heritable information. Essential knowledge 3.A.2: In eukaryotes, heritable information is passed to the next generation via processes that include the cell cycle and mitosis or meiosis plus fertilization. Essential knowledge 3.A.3: The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring. Essential knowledge 3.A.4: The inheritance pattern of many traits cannot be explained by simple Mendelian genetics.Enduring understanding 3.B: Expression of geneticinformation involves cellular and molecular mechanisms. Essential knowledge 3.B.1: Gene regulation results in differential gene expression, leading to cell specialization. Essential knowledge 3.B.2: A variety of intercellular and intracellular signal transmissions mediate gene expression.Enduring understanding 3.C: The processing of geneticinformation is imperfect and is a source of genetic variation. Essential knowledge 3.C.1: Changes in genotype can result in changes in phenotype. Essential knowledge 3.C.2: Biological systems have multiple processes that increase genetic variation. Essential knowledge 3.C.3: Viral replication results in genetic variation, and viral infection can introduce genetic variation into the hosts.Enduring understanding 3.D: Cells communicate by generating,transmitting and receiving chemical signals. Essential knowledge 3.D.1: Cell communication processes share common features that reflect a shared evolutionary history. Essential knowledge 3.D.2: Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling. Essential knowledge 3.D.3: Signal transduction pathways link signal reception with cellular response. Essential knowledge 3.D.4: Changes in signal transduction pathways can alter cellular response.Enduring understanding 3.E: Transmission of informationresults in changes within and between biological systems. Essential knowledge 3.E.1: Individuals can act on information and communicate it to others. Essential knowledge 3.E.2: Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.
  • Enduring understanding 4.A: Interactions within biologicalsystems lead to complex properties. Essential knowledge 4.A.1: The subcomponents of biological molecules and their sequence determine the properties of that molecule. Essential knowledge 4.A.2: The structure and function of subcellular components, and their interactions, provide essential cellular processes. Essential knowledge 4.A.3: Interactions between external stimuli and regulated gene expression result in specialization of cells, tissues and organs. Essential knowledge 4.A.4: Organisms exhibit complex properties due to interactions between their constituent parts. Essential knowledge 4.A.5: Communities are composed of populations of organisms that interact in complex ways. Essential knowledge 4.A.6: Interactions among living systems and with their environment result in the movement of matter and energy.Enduring understanding 4.B: Competition and cooperationareimportant aspects of biological systems. Essential knowledge 4.B.1: Interactions between molecules affect their structure and function. Essential knowledge 4.B.2: Cooperative interactions within organisms promote efficiency in the use of energy and matter. Essential knowledge 4.B.3: Interactions between and within populations influence patterns of species distribution and abundance. Essential knowledge 4.B.4: Distribution of local and global ecosystems changes over time.Enduring understanding 4.C: Naturally occurring diversityamong and between components within biological systemsaffects interactions with the environment. Essential knowledge 4.C.1: Variation in molecular units provides cells with a wider range of functions. Essential knowledge 4.C.2: Environmental factors influence the expression of the genotype in an organism. Essential knowledge 4.C.3: The level of variation in a population affects population dynamics. Essential knowledge 4.C.4: The diversity of species within an ecosystem may influence the stability of the ecosystem.Course Schedule - - -GradingThe overall quarter grade will be determined by a point system. Each assignment is given a representativenumber of points, larger assignments having a higher point value. The individual grade is simply calculated bythe number of points earned divided by the total number of points possible.
  • Course Outline (Example provided by AP College Board) MOLCEULES, CELLS & ENERGY Big ideas 1, 2, 3 & 4 [CR2]TOPICS READINGS ACTIVITY/LABS ASSESSMENTA. MOLECULES Chemistry of Life Using kits to build macro–molecule Student generated concept maps models [CR4a] (SP 1)Big idea 4 Chapters 2--5 from Reading quizzes textbook Exercises: protein folding softwarePolarity of water & its [CR4b] Unit test with free responseimportance to biological practicesystems Acid/base/buffer lab activity [CR6] (SP 2) Written lab reportsCarbon’s role in themolecular diversity of life Adhesion/ cohesion labMonomers, polymers & Students do variations by adding differentreactions involved in macro-molecules to solution to see effectsbuilding & breaking them adhesion etc. (EU4.A connects to BI 1)down considering [CR3d] (SP 4)polar/nonpolar interactions Given specific heat equation, in groupsVarious levels of structures students try to come up with a way toin protein & carbohydrates determine specific heat of water–15min (EU 4.C connects to BI 1) [CR3d],Enzyme structure as a [CR4a] & [CR4b] (SP 3)special proteinCohesion, adhesion,specific heat of water & itsimportance to biologicalsystemsAcids, bases, and buffersIdentifying macro- Portion of Chapter 55 LAB: Using and understanding how Students compose chartmolecules in our foods different indicators are used to identify comparing structural differences proteins, lipids, carbohydrates (incl. & how indicators physically workSupplements & Add-‐ons: reducing sugars analysis) using Biuret, Benedict’s, Sudan etc. [CR6] (SP 6) Students use chart to predictCohesion/ adhesion in contents of unknown samplesnature Research exploring how animals use water’s properties for survival Students share one example theyVarious macro-molecules (comparing specific heat) (EU 4.C have found how animals usein our foods connects to BI 1)[CR3d] water’s properties for survival.Cycling of chemical Students make posters of different Student generated shortelements in ecosystem element cycles including relative amts. of PowerPoints on macro-molecules transfer [CR4b], [CR4d] & [CR8] and nutrition. (Ex. Butter vs margarine vs oil OR summarizing different artificial sweeteners)B. HISTORY OF LIFE Text chapter 25 Clay catalyzed RNA polymerization Concept mapsBig idea 1 outline notes activity with role playing focus on theories, redevelopment of theories over Reflection on the developmentTheories of how macro- guided reading time (EU 1.B connects to BI 3) [CR3a] & and reformulation of scientificmolecules joined to support [CR4c] (SP 6, 7) theoriesorigin of life Discussion of journal article (extra) model or cartoonWas RNA 1st genetic explaining the theories of originmaterial? of life [CR4a]
  • Age of earthC. CELLS (structure & Text chapters 6,7,11 Mini poster/ models comparing structures Student generated concept mapsfunction) of cells from 3 different cell types from 3 Outline notes different kingdoms (EU 1.A connects to Reading quizzesBig idea 1 & 2 BI 3) [CR3a], [CR4a], [CR4c] & [CR8] Guided reading Mini poster comparing structuresExplain similari ties, questions LAB: Normal vsPlasmolyzed Cells using of cells from 3 different kingdomsdifferences & evolutionary Plant cells (teacher generated) [CR6]relationships between Journal articles on Unit test with Free Responseprokaryotic & eukaryotic organelle based Eduweblabs:Osmosis& diffusion prelabs practicecells health issues [CR5] 1 & 2 [CR4b], [CR4c] & [CR6] Written lab reports [CR8]Cell membrane structure & Cell size lab teacher generatedfunction Eduweblabs graph & calculations Mini Poster Presentations comparing 3Cell communication feedback mechanisms [CR8] Cell Size lab calculations(signals, receptors,responses hormones) Inquiry lab # 4 Diffusion and Osmosis Formal Lab Writeup for Inquiry [CR6] (SP 3, 4) lab Diffusion & Osmosis [CR8]Methods of transport acrossmembranes LAB: Microscope techniques for Microscope drawings & observing & measuring different types of calculation cells. Analyze & Discuss chart comparing different types of cells & their functions in the human body Discussion of the endosymbiont hypotheses of the evolution of eukaryotic cells [CR3b]D. IMMUNITY Text chpt. 43 LAB: Immunoassays: Antibody Student generated concept maps purificationBig idea 2 & 3 Background Flow chart for immunoassay labs information on Dot Blot (1 full day at BTIInnate vs Acquired immunoassays from Pharmaceutical company where students Post-fieldtrip quizResponse the company. completely perform both labs) [CR6] (SP 5)Humoral responses B cellsvs T cellsSelf vs non-‐selfField Trip toPharmaceutical CompanyE. CELL ENERGY Text chpts 8, 9, 10 Eduweblabs: Prelab “Enzyme Catalysis” Student generated concept mapsATP structure & function Outline notes Investigative lab #13: Enzyme Activity Reading quizzes (EU 4.A connects to BI 2) [CR3d] &Redox reactions in relation Guided reading [CR6] Unit test with free responseto cellular respiration questions practice Prelab: ToothpickaseEnzyme catalysis Eduweblab graphs Investigative Lab: Enzymes: FactorsActivation energy & affecting the rate of activity [CR6] (SP 2, Toothpickase graphs & questionsspecificity 5) Presentation of students group labCellular respira- tion
  • glycolysis, citric acid cycle, Eduweblab: Respiration [CR4b] results to class [CR8]electron transport chain&chemios- mosis Investigative Lab #6 Cellular Respiration Eduweblabs graphs & [CR6] (SP 2) calculationsMitochondria form&function Fermentation in Yeast Lab (Flynn kit) Presentations of lab data and student generated variations required results [CR8]Photosynthesismechanisms; light/dark Eduweblabs: Prelab Plant pigments Graphs & discussion on Yeast [CR4b] Lab with variations [CR8]Compare/contrasttorespiration Eduweblabs: Prelab Photosynthesis Eduweblabs chromatography [CR4b] calculations, graphsAlternative mechanisms Investigative Lab #5 Photosynthesis Presentations on lab resultsUnderstanding light energy [CR6]&the nano scale (the size of Lab writeup and analysis [CR8]small things inside cells) Internet activity comparing different wavelengths of light in relation to Students make a chart comparing photosynthesis (teacher generated) sizes of cellular parts & larger items to evaluate range of metric Discussion on nanotechnology & distance measurements down to implications of our smaller world [CR5] the nano scale [CR4b] HEREDITY, GENETICS & EVOLUTION Big ideas 1 & 3 [CR2]TOPICS READINGS ACTIVITY/LABS ASSESSMENTA. MOLECULAR BASIS Text chapters 16, 17 DNA extraction Student generated concept mapsOF INHERITANCE Journal Article Read- Comparing DNA & protein sequences Reading quizzesDNA structure & ing from an internet based computer database in discussing evolutionary implications of Journal article discussionsreplication Watson and Crick’s mutations (SP 7) original Nature paper Unit test with Free ResponseRNA structure from 1953 Eduweblabs: Prelab Crossing Over Lab practiceProtein Synthesis Text chapters 12, 13 Investigative Lab #7: Mitosis and Meiosis Bioinformatics resultstranscription & translation (EU 3.A connects to BI 1)[CR3c] & [CR6] Student generated concept mapsMutations - basis fornatural selection Karyotyping exercise (teacher generated-‐ Reading quizzes students will have to do this on their ownB. MITOSIS & MEOSIS time) [CR4c] Unit test with Free Response practiceCell Cycle mechanism &control Eduweblabs resultsChromosomes Investigative LAB AnalysesSexual vs asexual Karyotyping resultsreproduction &evolutionary advantages Students choose & research controversial topics and the argu-Stages of meiosis ments supporting their genetic and/or environmental basis. Ex.Genetic variation in Obesity, alcoholism, etc. [CR5]offspring, mechanisms &impact on evolutionInvestigating genetics:environ- mental influences
  • C. MENDELIAN Text chapters 14, 15 Prelab activity: Looking at corn crosses & Student generated concept mapsGENETICS analyzing results Scientific American Reading quizzesMENDEL’S LAWS Article Reading Eduweblabs: Prelab Population Genetics Journal article discussionsPatterns of inheritance Eduweblabs: Prelab Fruit fly genetics Unit test with free responsePredicting genetic practiceoutcomes geneticcounseling Eduweblabsprelab reportGene linkage & mappingMutations revisitedD. MOLECULAR Text chapters 18-‐21 Eduweblabs: Prelab Bacterial Student generated concept mapsGENETICS transformation Journal Article Read- Reading quizzesRegulation of gene ing Eduweblabs: Prelab DNA Electrophoresisexpression Journal article discussions Article by Kary Investigative lab #9: Biotechnology I andViruses Mullis on PCR. Biotechnology II. Bacterial Trans- Unit test with free response formation and Restriction Enzyme practiceGene expression in bacteria Analysis of DNA [CR6] Eduweblabs results for bothBiotechnology DNA Field trip to Promega in Wisconsin will transformation & electrophoresisTechnology, Recombinant expose students to these techniques in labsDNA, PCR, Gel industryelectrophoresis Analysis and group presentation of Investigative labApplications of DNAtechnology Post field trip testUse of bioinformatics to Report on Bioinformatics activityanalyze genomesComparing & discussinggenomic sequences inrelation to evolutionE. EVOLUTIONARY Text chapters 22–25 Activity: Genetics Survey Project Student generated concept mapsBIOLOGY analyzing traits of those around us Journal Article Read- Reading quizzesDarwin’s explorations and ing Lab Investigation “2 Mathematicaltheory of descent with Modeling: Hardy-Weinberg [CR6] (SP2, Book discussionsmodification & natural Beak of the Finch by 4, 5, 7)selection Jonathan Weiner Unit test with Free Response Activity: Students create Geologic practiceGalapagos Islands timelineOverview Activity: Hands on fossil analysisEvidence for evolution (obtained from nearby college) [CR4a](molecular analyses & (SP 6, 7)morphological analysesPhylogeny & systematicsEvolution of populationsHardy-Weinberg Law
  • ORGANISMS & POPULATIONS Big ideas 1, 3 & 4 [CR2]TOPICS READINGS ACTIVITY/LABS ASSESSMENTA. BIOLOGICAL Text chapters 25, 26, Students are to find an article involving Article presentation to classDIVERSITY & 27 genetic recombination using prokaryotesMICROBIOLOGY and present to class [CR5] Student generated concept map Text 29, 30Early life on earth Investigative LAB # 3: Analyzing Genes Section test Text 35, 36 with BLAST (EU 1.B connects to BI 4)Evolution of prokaryotes & [CR3a] & [CR6] Practical Test specimeneukaryotes Text 37,, 38, 39 identification & placing on Eduweblabs: Prelab phylogenetic treeB. PLANTS & THEIRDIVERSITY Transpiration Student generated concept mapHow plants colonized land Investigative LAB # 11: Transpiration Section test (EU 1.B connects to BI 4) [CR3a] &Evolution of seed plants [CR6] (SP 2, 3, 5) Eduweblab transpiration resultsStructure, growth & LAB: Flower dissection Investigative labs analysisdevelopment LAB: Students conduct a long term Flower dissection practicalPlants responses to internal (exp’t) lab investigation plant growth& external stimuli from seeds under various conditions in Formal writeup for students’ own our greenhouse. [CR6] (SP 3.5, 6, 7) plant lab [CR8]Plant nutritionAngiosperm ReproductionD. ECOLOGY Text chapters 50– 55 Eduweblabs: Prelab Animal Behavior Student generated concept mapsEcological interactions- Investigative LAB #12: Fruit fly behavior Reading quizzesbiotic vs abiotic [CR6] (SP 3, 4) Unit test with Free ResponseBehavioral ecology-natural Animal Behavior: Taxis, Kinesis, and practiceselection involvement Agonistic Behavior [CR6] (SP 3, 4, 6) Eduweblab reportsPopulation dynamics- LAB: Termite Behavior (WARD’S)growth & its regulations Wolbachia Project- PCR In conjunction Investigative Lab #11 report with the Marine Biology Institute in [CR8]Communities & Boston, students will conduct researchEcosystems energy levels looking at the presence of symbiotic Termite lab questions, analysIs& flows, cycles, symbiosis relationship in insects with Wolbachia and presentation [CR8]& impact on evolution (EU 4.A connects to BI 1) [CR3d] & [CR4d] (SP 3, 4, 5) Eduweblab report on primaryHuman influences positive productivity& negative LAB: Dissolved Oxygen & Aquatic Primary Productivity (EU 4.A connects to Presentation: Students present lab BI 1) [CR3d], [CR5] & [CR6] (SP 2, 3, 4, results to class with ways to 5, 6, 7) improve water quality of their local river [CR5] LAB: Local Burpee museum field trip where students perform water quality Personal Project: Students surveys including benthic macroinver- complete “My Footprint” online tebrate survey (EU 4.C connects to BI 1) and write a paper discussing their [CR3d] & [CR6] individual impact on Earth [CR5] Activity – “My footprint” (EU 4.A connects to BI 1)[CR3d] & [CR4d]
  • Teaching StrategiesStudents are provided with a varied array of opportunities in which to learn and to demonstrate their learning.A “Unit at a Glance” is distributed to students at the beginning of each unit. This unit planner lists allassignments, laboratory sessions, quizzes and tests. There is a great deal of independent reading andpreparation expected in this course and the typical AP ® Biology student is heavily scheduled. The “Unit at aGlance” assists students with time management.Typically the students receive an advance organizer for each topic’s lecture notes. A follow-up writtenassignment with exercises drawn from the textbook to ensure the students do more than a superficial reading ofthe textbook. However, audiovisual materials or student-created presentations may be used in lieu of atraditional lecture by the instructor.Key concepts are reinforced with laboratory work designed to both illustrate the concept at hand but to allowstudents the opportunity to gain experience in experimental design, data collection, and analysis of data. [C8]Formal laboratory reports are required for a select few of the twelve AP ® Biology labs. The laboratory formatused in class requires an informative title, an explanation of the theoretical background to the lab (introduction),a methods and materials section written in narrative form, a results section with properly prepared tables andgraphs, a discussion section, a conclusion section, and a list of references. [C4] All other laboratory work willbe kept in a laboratory notebook.The revised Advanced Placement Biology course shifts from a traditional teacher directed “content coverage”model of instruction to one that focuses on helping students gain enduring understandings of biologicalconcepts and the scientific evidence thatsupports them. This approach enables students to spend more timeunderstanding biological concepts while developing reasoning skills essential to the science practices usedthroughout their study of biology. A practice is a way to coordinate knowledge and skills in order to accomplisha goal or task. The science practices, as noted in the AP Biology Curriculum Framework, enable students toestablish lines of evidence, and use them to develop and refine testable explanations and predictions of naturalphenomena. Because content, inquiry, and reasoning are equally important in AP Biology, each learningobjective combines content with inquiry and reasoning skills described in the science practices.Students are required to research a biological issue that has environmental or social ramifications. Each studentselects a unique topic on a first-come, first-serve basis. Student research must include both print and non-printsources, an interview, and the analysis of original data collection. Students must prepare a written paper and aPowerPoint ® presentation that is given to the class after the AP® Biology examination in May. [C7] Additional Websites:Websites for student use for review/homework/lab-prep are an irreplaceable tool for instructional purposes and student understanding. The following is a partial list of some of the sites I use on a daily/weekly basis.The Biology Project - University of Arizona Online Campbell Biology BookCampell Log in site for students with password Prentice Hall - The Biology PlaceLab Bench Biocoach PBS.ORGSunamasinc.com DNAFTB.ORGTALKORIGINS.ORG LEARN.GENETICS.UTAH.EDUCells Alive SYLLABUS SUBJECT TO CHANGE