Teacher Contact Information: Miss Jessica Brierton
Room 161
Phone: (480) 472-8092
Email: jesbrier@mpsaz.org
Website: http://www.mpsaz.org/rmhs/staff/jlbrierton2
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Overview:
Advanced Placement Biology is a rigorous, lab-oriented course centering on major topics of introductory college-level biology. This course is structured around the four big ideas, the enduring understandings within the big ideas and the essential knowledge within the enduring understandings. By structuring the course around the four big ideas, enduring understandings, and science practices, the students shall develop an appreciation for the study of life and an understanding of the unifying principles within a diversified biological world.
What we know today about biology is a result of inquiry. Science is a way of knowing. Therefore, the process of inquiry in science and developing critical thinking skills is the most important part of this course.
At the end of the course, students will have an awareness of the integration of other sciences in the study of biology, understand how the species to which we belong is similar to, yet different from, other species, and be knowledgeable and responsible citizens in understanding biological issues that could potentially impact their lives.
Texts:
Starr, Cecie and Ralph Taggart (2006). Biology: The Unity and Diversity of Life
(11th Ed.). Independence, KY: Brooks/Cole Thomson Learning.
Campbell, Neil, et al., (1999). Campbell Biology (5th Ed.). Pearson Benjamin Cummings.
Selected labs from:
Biology Lab Manual, College Board Advanced Placement Program, 2001.
AP Biology Investigative Labs: an Inquiry Based Approach, College Board Advanced Placement, 2012.
Morgan, Judith and M. Eloise Carter (1999) Investigating Biology, (3rd Ed.).
Benjamin/Cummings Publishing Company.
Course Objectives/Competencies:
Advanced Placement Biology is designed to help students develop a conceptual framework for modern biology and gain an appreciation of science as a process. The course will provide students with the knowledge and analytical skills necessary to understand the rapidly changing science of biology. Students will gain personal experience in scientific inquiry and apply biological knowledge and critical thinking to environmental and social concerns. AP Biology students will also be able to recognize the unifying big ideas that integrate the major topics of biology.
Investigative Laboratory Component AP Biology is also structured around inquiry in the lab and the use of the seven science practices throughout the course. Students are given the opportunity to engage in student-directed laboratory investigations throughout the course for a minimum of 25% of instructional time. Students will conduct a minimum of eight inquiry-based investigations (two per big idea throughout the course). Additional labs will be conducted to deepen students’ conceptual understanding and to reinforce the application of science practices within a hands-on, discovery based environment. All levels of inquiry will be used and all seven science practice skills will be used by students on a regular basis in formal labs as well as activities outside of the lab experience. The course will provide opportunities for students to develop, record, and communicate the results of their laboratory investigations.
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Grading System:
Grades will be assigned based on the student’s earned percentage of points available from class participation, assignments, labs, quizzes and tests. AP Biology is a weighted course.
The following is the grading scale:
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90% – 100% |
A = 5 |
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80% – 89% |
B = 4 |
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70% – 79% |
C = 3 |
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60% – 69% |
D = 2 |
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Less than 59.9% |
F = 1 |
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Semester grades will be calculated accordingly: |
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1st nine weeks 40% |
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2nd nine weeks 40% |
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Final Exam 20% |
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Quarter Grades:
Test & quizzes: 60 % Labs & Homework: 40 %
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Required Materials:
Ø Two 2" Three-ring binders with pocketed dividers (one per semester)
Ø Standard size, loose leaf notebook paper
Ø Graph paper
Ø Colored pencils
Ø Blue or Black ink pens
Ø Anestis, Mark (2012). 5 Steps to a 5: AP Biology (2012 Edition). New York: McGraw Hill. (Recommended Study Guide).
Class Policies:
Attendance
Material covered in class is very important. Students need to be in class, on time, attentive and actively participating every time the class meets. A significant part of your grade in this class will come from your individual participation in class and collaborative work with others; therefore attendance is vital for your success in this class. It is the responsibility of the student to take care of all assignments immediately following an excused absence. General rule is two days for every one day absent to make-up missed work. Students will be swept who are not in the classroom when the bell rings. Students that are swept and unable to attend class must see the teacher immediately after school to turn in assignments due during the period spent in sweep and to pick up new homework assignments. Make up will not be allowed for tests and quizzes missed due to sweep.
Assignments, Quizzes and Tests
All assigned material is designed to help the student learn biology. Not doing assignments leads to poor performance in class. All assignments are due no later than 3:30 pm of the assigned date. These will include essays, reading questions, abstracts and lab reports. Late work will not be accepted. All assignments should be completed accurately and kept in the student notebook. Students will have the responsibility of keeping track of assignments and academic progress using their biology notebook. The format for all exams will include multiple choice and free response questions. Emphasis will be given to prepare students for the AP Biology exam format.
Notebook
Each student is required to keep a three-ring binder as a notebook for the class. The notebook will contain the objectives and assignments, in order, for each unit. Assignments will be neat and kept in the proper sequence. Notebook updates, quizzes and checks will be given regularly. Students who are prepared with a complete, orderly notebook generally do very well on these quizzes and checks. A good quality notebook will be very useful for completing homework and preparing for tests.
Lab Component
The lab component for this course consists of a minimum of eight inquiry-based laboratories as recommended by The College Board Advanced Placement Program. Additional labs are teacher generated. Students are engaged in hands-on laboratory work 25% of instruction time throughout the course. Labs are designed to engage students in hands-on activities that relate to the concepts being taught and emphasize problem solving learning strategies. Students are expected to read each lab carefully before coming to the laboratory and are responsible for following all correct laboratory and safety procedures. Students will utilize the seven science practice skills on a regular basis in formal labs as well as activities outside the lab experience. Upon lab completion, students will be provided opportunities to develop, record, and communicate the results of their laboratory investigations.
Science Philosophy
This biology class is designed to challenge all students to develop critical thinking and specific science skills. An emphasis will be placed on science as a process and the importance of evolution as a major foundation of modern biology. Students will be expected to understand the role of science and higher level thinking in solving critical environmental and social issues facing our modern society. Through diligent and consistent effort, students will come away from class with a conceptual framework of modern biological knowledge, trained as better problem solvers and more informed members of the biosphere.
Communication
Please feel free to discuss any concerns or questions with me directly. It is my hope that each student is successful and enjoys this year of science. I am available nearly every day either before school, at lunch, or after school. In addition, all my AP students have my e-mail address and can readily e-mail me for help at any time after school hours and I will make every effort to reply to them immediately. I am here to help them understand and learn to love the subject of Biology as much as I do.
Red Mountain High School expectations will be upheld as outlined in the student handbook. Your behavior should be considerate of others and not disruptive or interfering in any way with the education of other students.
This syllabus is subject to modification by the instructor. All changes will be in writing.