AP Biology Course Expectations and Syllabus 2016-2017

Karen Molloy at Chantilly High School

kcmolloy@fcps.edu
Brief Description of Course: Advanced Placement Biology is designed to
be the equivalent of an introductory college course taken by biology majors
taken during the freshman year of college. It covers all of the topics in the AP
Biology Course Description (http://apcentral.collegeboard.com) incorporated
in the course through four big ideas.
I. Big Idea 1: The process of evolution drives the diversity
and unity of life.
II. Big Idea 2: Biological systems utilize free energy and
molecular building blocks to grow, to reproduce, and to maintain dynamic
homeostasis.
III. Big Idea 3: Living systems store, retrieve, transmit, and respond to information
essential to life processes.
IV. Big Idea 4: Biological systems interact, and these systems and their interactions
possess complex properties.
V. Science practices are stressed through inquiry and models to support enduring conceptual
understandings rather than the memorization of fact. Students spend time applying their
understandings. However, this is a science course and students will need to know things to do
things. As a laboratory course in which hands-on activities are a staple. Students have
opportunities to design investigations, collect data and analyze the results in order to solve
biological problems.
VI. To support all students in learning at this advanced level and pace, there is an emphasis on
writing, inquiry, collaboration and reading to complete lab work, solve problems and understand
material.
VII. Philosophy and Approach to Course: It is my prime objective to prepare students not only to
survive but to excel in rigorous college-level courses. Any student who has successfully
completed Biology I or Honors Biology and who is willing take up the challenge of AP Biology is
welcome in this course. Often all that is needed to make a difference in a student's academic life
is to give him or her more experience with biology or other disciplines before he or she gets to
college. AP Biology acts as an effective bridge to their success. I strive to empower students to
achieve at high levels in their academic lives.
VIII. With this in mind, I expect every student to consider the consequences and accept responsibility
for their actions as an independent learner would. This includes everything from attendance to
safety. I am here to offer a unique educational experience that furthers the study of biology. To
succeed in AP Biology it takes the desire and motivation to learn as well as a strong work ethic on
a daily basis. Remember a key to success is to ask for help when you need it.
IX. Course Outcomes: By the completion of this course, students will be able
to:
Demonstrate lab skills using various types of biological instrumentation and
scientific methodologies;
Perform experiments using proper laboratory techniques, and the scientific
method to develop conclusions;
Learn how to read and critique papers written by scientists in the field of
biology;
Identify and use patterns from data to solve scientific problems;
Exhibit mastery of the major principles of biology;
Apply biological knowledge and critical thinking to environmental and societal
concerns;
 Have the requisite knowledge to challenge the Advanced Placement Biology examination.
X.
XI. Class Time: Our 90 minutes every other day and LS periods are vital to processing the key
information for this course. Students are expected to attend daily with laptop charged and pre-
classwork completed. Students who have frequent absences in the past have demonstrated
lower levels of proficiency. While graded work can be made up, there is no equivalent for the
discussion that occurs during class. Students can seek extra help during Charger Time in 126
and after school on Mondays after school. I am also available by appointment.
XII.
XIII. Required Texts: Campbell Biology in Focus, 1st edition (2013) by Urry, Cain,
Wasserman, Minorsky, Jackson and Reece Highly recommended text: Preparing for
the AP Biology Exam by Reece available through Amazon. The ISBN is
9780133458145. Use the ISBN number to get the current edition.
XIV. Teacher Contact: Students and parents should feel free to contact me as often as needed by e-
mail Karen.Molloy@fcps.edu or by phone 703-222-7442. Additionally, I hope to meet you at Back-
to-School night (9/15).
XV. Materials: 200-page spiral notebook, baggie for the classroom to store goggles, colored pencils,
glue sticks, #2 pencils, blue or black ink pen, scissors, ruler, graph paper, an open mind, a
spirited interest in biology, willingness to learn, an active engagement in the material
XVI.
XVII. Grading: Evidence of daily learning is shown in the interactive notebook and google classroom
prompts and quizzes with summative unit tests every 3-4 weeks. Grades are based on the level
of achievement that students earn based on the framework. This work must be maintained daily
for maximum performance although the unit work is assessed at the close of the unit. All work is
expected on time. Students who have difficulty meeting a deadline should discuss this with the
teacher prior to the assignment deadline. Work that is submitted after the deadline will have the
score deducted by five percent per school day with 50% being the lowest grade. Students are
expected to take tests on the day assigned or make arrangements to take them early in the case
of a known future absence. In the event of an illness, the student should contact Mrs. Molloy as
soon as possible to set a make-up time. In order to be eligible for a retake of a test performance
lower than 80%, students will need to present a C or better interactive notebook and summarize
the essential questions for each learning day. Retakes on tests must be completed within one
week of the returned test and can earn up to 80%. Test retakes are limited to one sitting. The AP
Biology grade will earn an additional 1.0 bonus to your GPA only if you challenge the AP Exam in

Quarter Grade Categories Final Grade Breakdown FCPS Grading Scale

Quarter 1 25%
Tests and Quizzes 65% Quarter 2 25%
Lab and Lab Quizzes 25% Quarter 3 25 %
INB and Assignments 10% Quarter 4 12%
Research Project 6%
Final Project 7%

May. Finally, unless otherwise stated, all graded work in this class is individual work.
XVIII.
XIX. Lab Work: A vital component of this course is the lab work. The guided lab section
prepares students for the inquiry labs that they create. For each lab, students will
have a team with whom they will work to collect the data. Collaboration is expected
in the development of lab procedures, the collection of data and sharing of data
across the class or sections of the course, and the discussion of the meaning of
the data. Most labs are individual student products. Students may discuss lab
data and analysis of the data but each student should write their own lab
report in their own words to express their understanding of the material and
results. Formal lab reports earning below 80% may be revised and
submitted within two weeks of the return or grade posting. Resubmissions
require a teacher conference about the revisions that are suggested and
can earn up to 80%. One opportunity for revision is allowed per lab report.
XX.
XXI. Academic Integrity: I expect students to demonstrate the highest integrity in their behavior and
work ethic. Academic misconduct will not be tolerated. Copying any work for this class, asking or
having others do work for you and using the words or ideas of others without citation, all
constitute academic misconduct and will be referred to administration. The repercussions of this
can result in forfeiting the grade depending on the situation. In science, it is expected that you
confer and dialogue with your peers about the work that is due because you have the same data.
However, all final work is individual work meaning that the ideas are expressed are your
own in your own words. Please cite sources appropriately.
XXII. Attendance: I expect you to be prompt and attend class daily and LS periods as scheduled. In
the event of an absence, please consult Blackboard for what you missed and plan to keep on our
timeline. Work missed is expected within 3 days. If work was due on the day that you are absent,
it is expected no later than 8:00am the morning following the absence or via e-mail. In the case of
 prolonged absences (more than 2 consecutive school days), please contact me ASAP and
continue to reference Blackboard for any assignments. All FCPS and Chantilly attendance
policies are in effect in this class. I understand that there are many reasons for excused absences
and that life is important. It is my experience that the more a student attends and participates in
class, the more successful he or she is.
XXIII.
XXIV. Safety: Safety is paramount for these experiences and the provided goggles are expected for
every lab without exception. The safety rules provided are to protect you, other students, teachers
and all visitors to our classroom. Students are expected to conform to all safety rules and protect
themselves at all time by wearing appropriate personal protective gear including goggles, aprons,
and gloves. Please refer to the safety rules posted in Blackboard for specific safety guidelines but
I also expect you to use good sense and follow these regulations. Conduct yourself in a
responsible, serious lab manner at all times. Additionally, you are expected to respect yourself
and others.
 XXV. AP Biology Syllabus 2016-2017
XXVI. All reading assignments are from Urry (1st edition) Biology in Focus. The schedule of lab
activities is tentative and subject to change.
XXVII.
XXIX. T
i
m
e
XXXII.
XXVIII. (
Tentative
Uni c XXX. Topic XXXI. Labs
l Test
a Date
s
s
e
s
)
XXXIV. XXXV. Evolution & Behavior
XXXIII. XLII.
1 12 XXXVI. Descent with Modification (Ch XLIII. Animal
19) Behavior
XXXVII. Phylogeny (Ch 20) XLVIII.
XLIV.
XXXVIII. The Evolution of Populations October
XLV. BLAST
(Ch 21) 12/1
XXXIX. The Origin of Species (Ch 22)
Lab
3
XL. Broad Patterns of Evolution (Ch 23) XLVI.
XLI. Evolutionary History (Ch 24 and 25) XLVII. Hardy
Weinberg
XLIX. L. 6 LI. Chemistry & Metabolism LVI.
2 LII. The Chemical Context of Life Water (Ch LVII. Enzymes LVIII. Octo
2)
ber
LIII. Carbon and the Molecular Diversity of
Life (Ch 3) 28/3
LIV. An Introduction to Metabolism (Ch 6) 1
LV.
LIX. LX. 7 LXI. Cells, Tissues & Transport LXVI.
3 LXII. A Tour of the Cell (Ch 4) LXVII.Diffusion
LXIII. Membrane Transport (Ch 5) & LXXI. Nove
LXIV. Transport in Vascular Plants (Ch 29) Osmosis mber
LXV. 22/2
LXVIII.
LXIX. Transpirat 3
ion
LXX.
LXXII.LXXIII. LXXIV. Cell Communication LXXIX.
4 9 LXXV. Cell Signaling (Ch 5)
LXXVI. Homeostasis and Endocrine LXXX.
Signaling (Ch 32) January 9/10
LXXVII. Immune System (Ch 35)
LXXVIII.
LXXXI.LXXXII. LXXXIII. Timing and Coordination LXXXIX. XC. Janu
5 5 *note not all chapter reading is require ary
for this unit. Please wait for specifics. 18/1
LXXXIV. Plant Responses (Ch 31) 9
LXXXV. Reproduction and Development
 (Ch 36)
LXXXVI. Neurons, Synapses and
Signaling (Ch 37)
LXXXVII. Nervous and Sensory Systems
(Ch 38)
LXXXVIII.
XCI. XCII. 5 XCIII. Cellular Energy XCVIII.
6 XCIV. Animal Nutrition (Ch 33) XCIX. Respirati
XCV. Cellular Respiration & Fermentation (Ch CII. Febr
on
7) uary
C.
XCVI. Photosynthesis (Ch 8) 2/3
CI. Photosyn
XCVII.
thesis
CIII. CIV. 6 CV. Genetics CXII.
7 CVI. The Cell Cycle (Ch 9) Cell
CVII. Reproduction and Development (Ch 36) Cycle CXV. Febr
CVIII. Meiosis and Sexual Life Cycles (Ch 10) CXIII. uary
CIX. Mendel and the Gene Idea (Ch 11) 22/2
CXIV. Flies
CX. The Chromosomal Basis of Inheritance 3
(Ch 12)
CXI.
CXVI.
 CXVIII.
Time
(
c
CXVII. l
Uni a CXIX. Topic CXX. Labs CXXI.
s
s
e
s
)
CXXII.CXXIII. CXXIV. Molecular Genetics CXXX. B
8 12 CXXV.The Molecular Basis of Inheritance acterial
(Ch 13) Transfor
CXXVI. Gene Expression: From Gene mation
CXXXIII.
to Protein (Ch 14) CXXXI.
April 4/5
CXXVII. Regulation of Gene CXXXII. G
Expression (Ch 15) el
CXXVIII. Viruses (Ch 17) Electroph
CXXIX. oresis
CXXXIV.
CXXXV. CXXXVI. Ecology CXLII.
9 8 CXXXVII. Population Ecology and the CXLIII. Pr
Distribution of Organisms (Ch 40) oductivit
CXXXVIII. Species Interactions (Ch 41) y
CXLIV.
CXXXIX. Ecosystems and Energy (Ch
April 27/28
42)
CXL. Global Ecology an Conservation
Biology (Ch 43)
CXLI.
CXLV.CXLVI. CXLVII. AP Review CL. CLI.
??? CXLVIII. Class time will vary
depending on instructional time
available
CXLIX.

CLII. Monday, May 8 - AP Biology Test

CLIII. CLIV. 5 CLV. Further Vertebrate Studies CLIX.
CLVI. Dissection with Practical Exam
CLX. TBA
CLVII. Project
CLVIII.
CLXI. CLXII.4 CLXIII. Final Projects & Legacy CLXVI.
Project
CLXVII.
CLXIV. Presentation of final projects on
TBA
Senior Exam Day
CLXV.
CLXVIII.
 CLXIX.
CLXX.
CLXXI.
CLXXII.
CLXXIII. AP Biology Course Information Sheet Student and Parent
Acknowledgments
CLXXIV.
CLXXV. I, __________________________, and my mother, father or guardian has read
the course information sheet, syllabus and pacing guide for AP Biology. I understand all
the information and rules and agree to abide by these for the 2016-2017 school year. If I
fail to uphold my responsibilities, including being prepared for class each day, I
understand the consequences and accept the results of my actions.
CLXXVI.
CLXXVII.
CLXXVIII. Student signature: _________________________________
Date: ________
CLXXIX. Student e-mail: _________________________________
CLXXX. (Please Write Neatly)

CLXXXI.
CLXXXII. Parent/Guardian printed name:
_______________________________________
CLXXXIII. Parent/Guardian Signature:
_______________________________________
CLXXXIV. Parent/Guardian Contact Numbers: cell
____________________________________

CLXXXV. Alternate _____________________________________

CLXXXVI.
CLXXXVII.