Syllabus

AP Biology
Mrs. Ravesi-Weinstein
Email: cravesi@attleboroschools.com
Twitter: @Aboroscience @RavesiWeinstein
apbiologyahs.weebly.com

Dear Student and Parent(s),

I. Course Overview

The AP Biology class meets five days a week for 62 minutes each time throughout the entire school year.
Over the course of these 24 weeks, we study a variety of biological topics and processes and perform various
laboratory investigations. Topics of study include biochemistry, cells, cellular energetics (respiration and
photosynthesis), cellular division, molecular genetics, heredity, evolution, plants, the structure and function of
animals, and ecology. All of these subjects adhere to the recommended topics of study put out by the College
Board in the AP Biology New Curriculum Course Description.

The Science Practice goals of this course are as follows:

1. To be able to use representations and models to communicate scientific phenomena and solve scientific
problems.
2. To be able to use mathematics appropriately.
3. To be able to engage in scientific questioning to extend thinking or to guide investigations within the
context of the AP course.
4. To be able to plan and implement data collection strategies appropriate to a particular scientific
question.
5. To be able to perform data analysis and evaluation of evidence.
6. To be able to work with scientific explanations and theories.
7. To be able to connect and relate knowledge across various scales, concepts and representations in and
across domains.

Each unit we study takes approximately two to three weeks to complete. Within each unit, you will first spend
time researching and taking notes in preparation for class discussions. During class you will connect with me
discussing the given topics and taking additional notes. Once class discussions are completed, you will
engage in various learning activities which include both required and teacher generated labs. You are
expected to write formal lab reports for completed labs and in some cases, present lab work to the class.
Homework will include both written and online assignments. Finally, you will conclude each unit with a
major assessment that is designed in conjunction with the AP test. In general, all units are organized in this
manner; however some units differ in their organization in that they include major unit projects.

II. Textbook

Campbell, Neil A. and Reece, Jane B. Biology 8th edition (AP Edition)

III. Review Texts

The Princeton Review: Cracking the AP Biology Exam 2018 Edition

IV. Course Outline

The AP Biology course is structured around the four Big Ideas and enduring understandings identified in
the College Board AP Biology New Curriculum Course Description:
1. The process of evolution drives the diversity and unity of life.
A. Change in the genetic makeup of a population over time is evolution.
B. Organisms are linked by lines of descent from common ancestry.
C. Life continues to evolve within a changing environment.
D. The origin of living systems is explained by natural processes.
2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and
to maintain dynamic homeostasis.
A. Growth, reproduction and maintenance of the organization of living systems require free
energy and matter.
B. Growth, reproduction and dynamic homeostasis require that cells create and maintain internal
environments that are different from their external environments.
C. Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain
dynamic homeostasis.
D. Growth and dynamic homeostasis of a biological system are influenced by changes in the
systems environment.
E. Many biological processes involved in growth, reproduction and dynamic homeostasis include
temporal regulation and coordination.
3. Living systems store, retrieve, transmit, and respond to information essential to life processes.
A. Heritable information provides for continuity in life.
B. Expression of genetic information involves cellular and molecular mechanisms.
C. The processing of genetic information is imperfect and is a source of genetic variation.
D. Cells communicate by generating, transmitting and receiving chemical signals.
E. Transmission of information results in changes within and between biological systems.
4. Biological systems interact, and these systems and their interactions possess complex properties.
A. Interactions within biological systems lead to complex properties.
B. Competition and cooperation are important aspects of biological systems.
C. Naturally occurring diversity among and between components within biological systems affects
interactions with the environment.

The table below illustrates the units of study, correlating chapters in the textbook, topics covered with
enduring understandings addressed (in brackets represented by number and letter), and activities conducted
along with the science practices (SP) covered. This allows you to make greater connections between the
varieties of concepts you will be studying. It will be your job at the end of each unit to explain how each fits
into the four Big Ideas. Many of these explanations will be required of you in the form of AP essays. The
activities listed for each unit are not an exhaustive list. Based on a variety of formative assessments conducted
throughout the year, others will be added as needed. Do not lose this syllabus as it tells you what information
fits where! You will be referring to it frequently!

Unit/Chapters Topics Activities

1. BIOCHEMISTRY Major elements of life Lab #13: Yeast Catalase Enzyme
Chapters 2-5 and 8 Structure of the atom Inquiry with formal report and
Isotopes presentation SP 5-7 [CR 6]
Types of bonding
Water [2.A]
Carbon [4.A]
Macromolecules: lipids,
carbohydrates, nucleic acids and
 proteins (structures and functions)
[4.A]
Monomers vs. polymers [4.A]
Enzymes and energy [2.A, 3.A,
4.B]
2. CELLS Surface-to-volume ratio [2.A] Lab #4: Diffusion and Osmosis
Chapters 6-7 Structure/function of eukaryotic Inquiry with formal lab report and
cells and all organelles (subcellular) presentation SP 2, 4 and 5 [CR 6]
[4.A]
Membrane structure and function,
i.e., fluid-mosaic model [2.B]
Cellular transport: diffusion,
osmosis, facilitated diffusion and
active transport [2.B]
Prokaryotes vs. eukaryotes [2.B]
3. CELLULAR ENERGETICS Glycolysis, Krebs cycle, electron Lab #5: Leaf Disk Assay
Chapters 9-10 transport chain and oxidative Photosynthesis Inquiry with formal
phosphorylation [2.A, 2.B, 2.D, lab report and presentation SP 1-4
4.A] and 6-7 [CR6]
Alcohol fermentation [2.A]
Lactic acid fermentation [2.A]
Light reactions and Calvin cycle
[2.A]
4. CELLULAR DIVISION Chromosomes [3.A, 3.C] Lab: Mitosis and Meiosis SP 1 and
Chapters 12-13 Mitosis: interphase, G1, S, G2, 5-7
prophase, metaphase, anaphase and
telophase [2.E, 3.A]
Meiosis: stages, crossing over,
spermatogenesis and oogenesis
[3.A]
Diploid vs. haploid [3.A]
Somatic cells vs. gametes [3.A]
5. MOLECULAR GENETICS DNA: structure, function and Lab #8: Bacterial Transformation
Chapters 16-21 replication [3.A] with formal lab report SP 1, 3 and
RNA: structure, function and types 5-7 [CR 6]
[3.A] Lab #9: Gel Electrophoresis with
Proteins: structure and function formal lab report SP 3 and 5-7
[3.A, 4.B] [CR 6]
Protein synthesis: transcription and Molecular Genetics Poster:
translation [3.A] visualizing the process of protein
Gene regulation: lac operon and trp synthesis SP 1 and 7
operon [2.C, 2.E, 3.A, 3.B, 3.C,
4.A]
Genetic engineering [3.A, 4.C]
Mutations: point, silent, missense,
insertion and deletion [3.A, 3.C]
6. HEREDITY Mendelian genetics: probability, Lab: Heredity of Corn with formal
Chapters 14-15 Punnett Squares, genes [3.A] lab report SP 1, 2, 4 and 5
Monohybrid vs. Dihybrid crosses
[3.A]
 Codominance vs. Incomplete
dominance [3.A]
Chi Square
Sex-linked traits [3.A]
Mutations and disease: Downs,
Turners, etc. [3.A, 3.D]
7. EVOLUTION Evidence of evolution: Darwin, Lab #3: BLAST with formal lab
Chapters 22-25 natural selection, Lamarck, etc. report SP 1 and 5 [CR 4a] [CR
[1.A, 1.D, 3.A] 6]
Natural Selection [1.A] Lab #2: Hardy-Weinberg with
Mechanisms of evolution [1.C, 2.D, formal lab report and presentation
3.C]
SP 1, 2, 4 and 5 [CR 6]
Hardy-Weinberg [1.A, 4.C]
Phylogenetic trees/cladograms [1.B]
Origin of life [1.D]
9. DIVERSITY OF Taxonomy [1.B] Lab #11: Transpiration Inquiry with
LIFE/PLANTS Five kingdom classification[1.B] formal lab report and presentation
Chapters 36-39 Viruses [3.A, 3.C] SP 1, 2, 4, 6 and 7 [CR 6]
Xylem vs. phloem
Structure of leaf
Transport of water: osmosis,
capillarity, cohesion-tension theory
and water potential [2.A]
Control of stomata: structures and
functions [2.A]
Transport of sugars: pressure-flow
hypothesis [2.A]
Plant hormones: auxin, gibberellins,
cytokinins, ethylene and abscisic
acid [3.D]
Plant response to stimuli:
phototropism, gravitropism and
thigmotropism [2.C, 2.E]
Photoperiodism [2.C, 2.E]
10. BODY SYSTEMS Nervous [3.E] Animal Systems Project: 150 point
Chapters 43, 45 and 48 Immune [2.D, 4.C] group study and presentation
Endocrine [2.C, 3.D] (student-directed learning) SP 3 and
7 [CR 4]
11. ECOLOGY Biosphere and ecosystems [2.D, Planet Earth project SP 1 and 7
Chapters 50 and 52-54 4.A] [CR 5]
Population ecology [4.A]
Community ecology: competitive
exclusion, Gauses Principle, niches,
resource partitioning, predation,
symbiosis, coevolution [1.A, 2.E,
3.E, 4.C, 4.B]
Animal Behavior [3.E]
Primary vs. secondary succession
[4.A, 4.B]
 Food chains vs. food webs:
producers and consumers [2.D, 4.A]
Ecological pyramids: energy,
biomass, size [4.A]
Biogeochemical cycles: water,
carbon, nitrogen and phosphorus
[2.A, 4.A]
Biomes: deserts, tundra, grasslands
(savanna, steppe, prairie),
rainforests, deciduous forests,
coniferous forests, freshwater
marine and saltwater marine [4.A,
4.B]
Human impact on biosphere:
deforestation, pollution, greenhouse
effect, etc. [4.A, 4.B]

V. Lab Component

Labs are a large part of the AP Biology curriculum and are based on student inquiry. Within each unit of
study you will be completing both required AP Biology labs and additional teacher generated labs.

You will work in groups of two to four to complete each lab during the class period. Most labs will require
more than one full class period. Once a lab is complete, you and your group will be required to create a
PowerPoint presentation which you will show in class. Quality is stressed as opposed to quantity and labs are
to be set-up as follows:
Title
Introduction/Background Information
Hypothesis
Experimental Design/Methodology
Data (raw data collected while carrying out lab; usually in the form of tables, drawings, or
observations)
Analysis (includes graphs and calculations)
Conclusion (which includes rejecting or not rejecting the tested hypothesis with scientific
rationale/justification, discussing experimental difficulties and possible explanations, posing new
questions, applying the results to real world situations, suggesting possible experimental design
improvements, and finally connecting the lab to one of the Big Ideas with justification)

VI. Major Project

In trimester two and three, you will work in groups, to produce a lesson on one body system (Unit 9). Project
requirements include a presentation with visuals and handouts, in addition to designing a 20 point
post-presentation assessment of your classmates understanding.

VII. Homework

You will be assigned homework on a weekly basis. Every Sunday, the weekly agenda outlining both our
work in class for the week and the assignments that are due will be available on our class website. Many
assignments you will have multiple nights to complete. Much of your work in class is a test of your time
management skills. Leaving homework until the night before it is due will not bring you success. I give you
advanced notice to allow you to plan your week (including the homework you will have in other courses)
accordingly.

VIII. Student Evaluation/Expectations

You will be evaluated in AP Biology on a variety of activities which are grouped and weighted into the
following categories:
Homework...........................................20%
Labs/Papers/Projects/Quizzes...........30%
Tests50%

Late work will only be accepted if it is prearranged with me or if you are absent due to illness. If you
are absent due to an illness, the work missed is expected to be in on the day you return unless you have
arranged it with me otherwise. AS AP STUDENTS YOU ARE REQUIRED TO MEET ALL DUE
DATES WITH NO EXCEPTIONS! If conflicts arise, please talk to me about them openly and
honestly and we will try to work around the problem. I am very flexible if you let me know about
things ahead of time. If you miss a due date and did not previously discuss it with me, I WILL NOT
ACCEPT THE ASSIGNMENT LATE! This is unfair to those students who hand in their work in a
timely fashion.

I will take attendance on a daily basis. It is of the utmost importance that you attend class everyday.
As AP students, I am aware that you are highly involved in the school community and often have
multiple things going on at once. Consider it absolutely essential that you do not miss my class. Falling
behind in the material will have an adverse effect on your ability to complete assignments and hence
your grade. We move very quickly and have little to no time to spare in this course.

If you are unexpectedly absent from class, it is required that you let me as soon as possible why you
were not in class, i.e., you email me, or call the office and have a note sent to me. Being dismissed early
from school because you did not complete your homework such as notes for a quiz, or a written
assignment, is unacceptable and not tolerated in this class! If you are leaving school early, you are
required to turn your work in BEFORE you leave the building, or I will not accept it. If notes were
due that day for a quiz, you must turn in your notes BEFORE you leave, or YOU WILL NOT BE
ABLE TO MAKEUP THE QUIZ! Again, please be sure to prearrange any pending absences so that
we can work together to plan your work accordingly.

IX. AP Review

Preparation for the AP exam is a process that occurs throughout the year for AP Biology students. Although
the last one to two weeks of the curriculum is dedicated to as much review as possible, getting ready for the
AP exam is an ongoing process.

As already noted, over the course of the year major assessments are designed in conjunction with the AP
exam. You will be given both multiple choice, grid-in, and open response questions. Questions on any
previously covered material are fair game on every test, e.g., on a semester two exam you may be required to
answer questions from unit one.

Practice open response questions are also given and then peer-edited in class. You will score each others
papers and give constructive feedback over the course of the year.
Finally, just prior to the AP exam in May, practice tests, i.e., previously released exams, are given, timed, and
graded in order to help with pacing and expectations. Preparation for the AP exam is continuous throughout
the year as opposed to last minute in order to emphasize good test-taking and study skills.
 Syllabus
AP Biology
Mrs. Ravesi-Weinstein
Email: cravesi@attleboroschools.com
Twitter: @Aboroscience @RavesiWeinstein
apbiologyahs.weebly.com

I, _____________________________________________________ have read all of the Syllabus and

understand what is expected of me in this class.

________________________________________________________ __________________
(student signature) (date)

________________________________________________________ __________________
(parent signature) (date)

Parent Name(s): __________________________________________________________________

Parent email address (and whose is it?): ______________________________________________

Parent phone number (and whose is it?): ______________________________________________

Any comments, concerns, and/or questions?