AP Bio course expectations

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COURSE OVERVIEW
Introduction: Welcome to AP Biology. This is a challenging and fascinating course. We will learn about cells, genetics, evolution, organismal systems, and ecology. We will delve deeper into topics you learned in tenth grade biology and investigate new topics. We will do this at an advanced pace that will well prepare you for college and to pass “The Exam”. The AP Biology course description describes the goals of this course as: “the two main goals of AP biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process. The ongoing information explosion in biology makes these goals even more challenging. Primary emphasis in an Advanced Placement course should be on developing an understanding of concepts rather than on memorizing terms and technical details. Essential to this conceptual understanding are the following: a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns.”

Our Approach: There is a great deal of material to cover in the AP Biology curriculum, perhaps more than in any other AP course. Despite the rapid pace and demanding workload, we can not cover the entire curriculum in the time we have. You must plan on taking charge of your learning and doing a great deal on your own. If you do this you will not only be successful on the AP exam, but develop skills that will help you in college. Remember that I will always be there to help and support you, but the success you have in this course will be entirely dependent on what you do. I do have some requirements, strategies and suggestions that will help you make the most of the course:

•	I am well aware of what you learned in Biology and Chemistry. I will use these and build on these, in some cases refreshing your memories but quickly going further and deeper by making you think more critically about the material. It is important that you examine your notebooks and other materials from these courses. We can not simply repeat sophomore bio. If you feel week in an area that I have only briefly examined, please come and see me for help.

•	As in Biology we are taking an approach that integrates ecology, evolution, organismal and cellular physiology, and chemistry. In this way we can see the relationship and relevance of the molecular to the organismal and ecological levels. As one of you said sophomore year: “We keep going back and forth between molecules and bigger stuff, is that on purpose?” This means we will not be reading the book in order, but your prior knowledge makes this possible.

•	However, there are differences between this course and Biology. AP Bio puts a greater emphasis on labs (and the classic experiments on which our labs are based), independent learning, and critical thinking.

•	The assignments (objectives, essays, labs, projects and exams) are all designed to help you learn independently. They will help you prepare for the exam and for college.

•	We will do all the labs in the AP lab manual, as well as some others. This means that labs will account for about 30% of our class time.

•	Therefore, lecture time will be limited. While I will present college type lectures, I will also put a great deal of emphasis on discussions and problem solving in class. This will allow you the opportunity to use, think about, and increase understanding of concepts you have read about and taken notes on (objectives) at home as well as remember from previous courses. Do not expect every detail discussed in the book to be discussed in class.

•	Do expect that concepts will reoccur during the course. Given their importance and reoccurrence, at times it will seem that the course should be called “AP Proteins and Evolution.” That’s not too far off.

•	Although we will often discuss the AP Exam, it is not the primary goal of this class. My first goal is to deepen your understanding and appreciation of the concepts and processes of biology. The second goal is to help you develop the skills to do well in college. Although the exam will be a focal point and culminating activity for the course, it is only the third goal. •	Therefore, I do not try to teach to the test. The AP Bio curriculum is so broad that to base this year’s teaching on last year’s exam would be pointless. However, you should expect to see AP style questions as well as actual questions from prior AP courses.

•	I recommend that you purchase and use an AP Biology Study Guide. There are a number available at many bookstores and on-line. The Barron’s book is considered a good one by previous students. Don’t wait until final exam preparation; use the book as we go along.

•	Make use of the CD-ROM and internet resources associated with your book. Previous students have found the on-line quizzes and activities very helpful study aids.

•	There will be a summer assignment that will illustrate the typical at home work you will do during the school year. This assignment will cover the ecology unit, one of the easier and most familiar to you. The instructions are located elsewhere in this packet.

Teacher Contact:
James_Dixon@sharon.k12.ma.us

School-Wide Academic Expectations for Student Performance (emphasized in this course):
Solve problems analytically and critically

Use technology effectively

Behavioral Expectations:
All rules in the SHS Student Handbook will be enforced.

I think it is reasonable for us to have certain expectations for each other. You can expect me to treat you with respect, as individuals, and to not insult your intelligence. I will come to class prepared, return work in a timely fashion and make the subject as interesting as I know how. I will be available almost every afternoon should you have any problems, questions or comments.

I expect you to treat me and each other with respect, to not insult your own intelligence by taking the lazy way out and saying "I can't do this!" without really trying. You should come to class prepared, ready to think, and with an open mind. I expect you to seek me out after school should you be having any difficulties. It comes down to this: Respect yourself. Respect each other, Respect this place.

Assessment Methodology and Grading Policy:
These will be consistent with the school-wide rubrics, as presented in the student handbook.

Grades will be calculated on a Total Point System and therefore these percentages should serve only as approximations.

A. Testing. At the conclusion of each unit, there will be a major unit exam. This exam will be of varied format, multiple choice, matching, and essay. Smaller quizzes will also be given during the unit. These may be of a surprise nature. I will use as many “AP Style” questions as possible in the construction of these tests and quizzes. Approximately 60-65%

B. Outlines/Objectives. The AP course will require a great deal of reading and independent learning. I expect that all assigned reading will be completed on time and will presume so during each class. In addition, to guide your learning, I have compiled a list of chapter objectives. You will be creating a study guide as you go. Approximately 10-15%.

C. Lab reports, essays and projects. Each unit will involve one or more of the twelve required AP labs. In addition, we will complete other labs selected for the course. In college and in the AP curriculum there is a great emphasis on essay writing. These essays help you learn by forcing you to think deeply and make connections among various parts of the curriculum. In each unit I will assign AP exam essays for you to do. Approximately 20-25% of unit grade.

E. Effort and Participation. You will be expected to take lecture notes, keep a notebook and/or portfolio, participate in class activities and make up all work. Approximately 5% of unit grade.

Note: Due to its abbreviated length and the emphasis on review projects, these percentages do not apply to the fourth term.

COURSE ORGANIZATION:
The AP curriculum is organized in two ways. The book and the class will be based on a topical approach. The AP exam essays and our study guide/review will be based on a thematic approach.

Topic Outline: The AP exam is based on the following outline and percentages of the course. I will attempt to follow this outline during the year, though not in this order.

I. Molecules and Cell                                             25% (total) A. Chemistry of Life                                           7% Water Organic molecules in organisms Free energy changes Enzymes

B. Cells                                                      10% Prokaryotic and eukaryotic cells Membranes Subcellular organization Cell cycle and its regulation

C. Cellular Energetics                                         8% Coupled reactions Fermentation and cellular respiration Photosynthesis

II. Heredity and Evolution                                         25% (total) A. Heredity                                                    8% Meiosis and gametogenesis Eukaryotic chromosomes Inheritance patterns

B. Molecular Genetics                                           9% RNA and DNA structure and function Gene regulation Mutation Viral structure and replication Nucleic acid technology and applications

C. Evolutionary Biology                                         8% Early evidence of life Evidence for evolution Mechanisms of evolution

III. Organisms and Populations                                      50% (total) A. Diversity of Organisms                                       8% Survey of the diversity of life Phylogenetic classification Evolutionary relationships

B. Structure and Function of Plants and Animals               32% Reproduction, growth, and development Structural, physiological, and behavioral adaptations Response to environment

C. Ecology                                                     10% Population dynamics Communities and ecosystems Global issues

Themes: The AP curriculum is also organized around themes. These themes mean that we will try to make connections between previously learned materials and new material, and, we will constantly make links from the molecular to the cellular to the organismal. These themes are especially important as we prepare for the AP essays. The themes are:

I. Science as a process II. Evolution

III. Energy transfer

IV. Continuity and change

V. Relationship of structure to function

VI. Regulation

VII. Interdependence in nature

VIII. Science, technology and society

CLASS RULES:
All rules explained in the student handbook will be strictly enforced.

Tests will be announced well ahead of time. If you are absent a day or two before the test, you must still take it and turn in all work due.

If absent, you are responsible for homework due the next day. Call a friend.

If your group does not finish a lab in time, you must stay after school (that day or the next day only) to finish it. The lab report is due at the same time as everyone else.

You must bring your notebook (including paper) to each class. These must be out and ready to use when the bell sounds for the start of class.

All lab equipment and class supplies must be cleaned and put away as instructed. If a lab group fails to clean up, class work points will be deducted from the group.

TEXT:
Biology by Neil A. Campbell and Jane B. Reece Other readings will be provided during the course

Links:
AP Bio Course Expectations

[[Media: AP_syllabus_web.pdf| AP Bio Syllabus pdf]]

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