AP BIOLOGY – Ms. S. Peretz
Room 2631 (office)
E-mail: peretz.shelly@district205.net
work phone: 708-225-4785
fax: 708-225-4821

 

COURSE SYLLABUS

 

COURSE DESCRIPTION:  The AP Biology course is designed to be taken by students after the successful completion of a first course in high school biology and one in high school chemistry as well.  It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology.

The AP Biology course is designed to be the equivalent of a college introductory biology course usually taken by biology majors during their first year.  AP Biology includes those topics regularly covered in a college biology course for majors. The college course in biology differs significantly from the usual first high school course in biology with respect to the kind of textbook used, the range and depth of topics covered, the kind of laboratory work done by students, and the time and effort required of students. 

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 is 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.

 

INSTRUCTIONAL PHILOSOPHY: Science understanding and skills help all students to hold meaningful and productive jobs in the future.  The business community needs entry-level workers with the ability to learn, reason, think creatively, make decisions, and solve problems.   It is no longer enough for students to memorize facts and find answers in their textbooks. Today’s citizens must routinely make informed decisions regarding our shared resources such as air, water, and national forests.

The course is designed to be problem-based, emphasizing decision-making and orientation toward the future.  There will be a variety of learning experiences in which students will be expected to use and develop both science and communication skills.

  • Students will use and improve their writing skills when preparing lab reports.

  • Students will improve their math skills by applying them to real life problems.

  • Students will use and improve their public speaking skills when making presentations.

  • Students will use and improve their social skills through productive group work.

COURSE GOALS:

  •  Students will understand that cells are the structural and functional units of life; cellular processes are based on physical and chemical changes.

  • Students will understand how hereditary events control the passage of structural and functional information from one generation to the next.

  • Students will understand that the relationship of structure to function is a theme that is common to all organisms; the interactions of organisms with their environment is the major theme in ecology.

  • Students will understand the processes of scientific inquiry to investigate questions, conduct experiments and solve problems.

MAJOR COURSE ASSIGNMENTS AND PROJECTS:

Students may be asked to demonstrate their knowledge through

written laboratory reports

portfolios of student work

laboratory practical assessments

journals

ongoing oral assessment

student surveys

observations and checklists

research activities

student web pages

individual and group projects

individual and group multimedia presentations

 

 

Possible Projects:

APBioWikiWebquest During the course of the semester, you must make at least 10 substantive contributions to the AP BioWiki.

Great Scientific Debates: Using iMovie to Teach History and the Nature of Scientific Inquiry Using iMovie as their primary tool, students supplement hands-on science with their own creative genius to explore how and why we know what we know about the world.

Urban Watch Illinois adult volunteers, high school teachers and students will be able to conduct biological inventories of their local open green spaces. Scientists can then use the data to identify long-term changes in urban natural areas. UrbanWatch will provide teachers and students with an opportunity to learn more about urban ecology and enable them to influence wildlife habitats, while helping scientists gather data on urban wildlife statewide.

Life Through Time: The Heart of the Phanerozoic Students first study the sequence, history, and meaning of the geological time scale. Each individual or small group is then assigned a segment of geological time about which to produce a three-to five-minute iMovie project. Students use the Internet, books, and other resources to locate information about the time period. The research is used as the basis for the movie's narration. Students need to make sure they properly document all sources.
 

 

ASSESSMENT PLAN:  Your grade will be based on the following:

Daily Class Work............................. 10 pts each

Exams........................................... 100 pts each

Study Guides................................... 10 pts each

Study Products................................ 20 pts each

Laboratory Work.............................. 15 pts each

Special Projects.......................................... TBD

 

Grading Scale:

Your grade will be based on the percentage of possible points you have earned.  Computer printouts will be available on a regular basis.

 

In determining the letter grade, the following scale will be employed:

Lowest A...................................................... 90%

Lowest B..................................................... 80%

Lowest C..................................................... 70%

Lowest D..................................................... 60%

 

 

Bring these materials to class EVERY DAY:

  • 2 or 3 inch 3-ring binder

  • loose-leaf paper

  • writing utensils

  • ruler

  • bound laboratory notebook, quadrille-ruled

Every day your homework assignment will be on the board and posted on the Internet at http://www.schoolnotes.com.

Class attendance is very important.  There is no way to make up the experience of labs, class discussions, and films.  If you miss a lab, you may be given sample data.

    

Even if you are absent, it is your responsibility to get the class notes and assignments and to get the work in on time.  If you have an extended absence, see me about make-up work. If there is no specific assignment, there is a standing assignment: to study the materials and class notes on the current topic.

 

Homework Passes™ will be available that may be turned in for extra credit.  Stamps are earned for each complete, on-time assignment.  If you are absent and still wish to receive an on-time stamp for an assignment, you must make arrangements to get the assignment in on time.  Call a study-buddy, call me, fax me, email me or check on the Internet to get your assignment.  Make arrangements to come in during the morning or afternoon CP to get your assignment.

 

When working as part of a group, everyone is responsible for all class work.  The excuse, "My partner has the work," will never be accepted.  Keep all of your science homework and science handouts in a 3-ring binder. Bring these materials to class EVERY DAY.

 

SKILLS FOR SUCCESSFUL STUDY GROUP - Some basic skills will help members of study groups work better together, use work time more productively, and learn more.

 

RULES are meant to eliminate disruption in the science class and provide the most time-on-task for each student. 

 

SAFETY is our primary concern in the science laboratory.

 

IF YOU NEED HELP: I am available to meet with students or to speak with parents before class (7:15 – 9:00 am) on most school days.  Since I frequently have additional district responsibilities in the afternoon, it is wise for students to check to see if I am available on a particular day. Parents are encouraged to leave a message on my voice mail or e-mail and I will return the call as soon as possible

 

Please share this information with your parents and return the sign-off sheet to me.

 

There is a large group of happy, healthy, productive people that live a good life.  There is a less large group of unhappy, unhealthy, unproductive people that are miserable.  The key to success is to evaluate your progress continually and try to improve it–not to whine and argue about it.