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AP BIOLOGY

Young Women’s Leadership Academy

Fort Worth ISD

2016-2017

Instructor: Marissa Church

Email: Marissa.Church@fwisd.org (preferred method of contact)

Phone Number: 817-815-2400 (YWLA Office)

Website: www.marissachurch.weebly.com

Course Description:

AP Biology is the equivalent of a freshman-level collegiate general biology course. Students can expect

challenging content, a rigorous pace, extensive lab work, a significant time commitment to studying and

reading, and many rewards for putting in all of the effort it takes to be successful in AP Biology.

Though the course is composed of many units, students will recognize that each topic in the course is

designed around the AP Biology Curriculum Framework, and is centered on the four big ideas:

Big idea 1: The process of evolution drives the diversity and unity of life.

Big idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce,

and to maintain dynamic homeostasis.

Big idea 3: Living systems store, retrieve, transmit, and respond to information essential to life

processes.

Big idea 4: Biological systems interact, and these systems and their interactions possess complex

properties.

Each big idea is supported by enduring understandings and essential knowledge, which are taught in

relationship to each other and to the associated big idea(s).

Making connections between the big ideas:

The connections between the big ideas will be introduced and reinforced throughout the year. At the

close of the first unit of study, which encompasses enduring understandings from big ideas 2 and 4, the

students will be given copies of the frameworks for big ideas 1, 2 and 4. They will be asked to identify

the enduring understandings and essential knowledge that we covered during the unit. In this way, they

will get familiar with the language of the framework, as well as get a chance to actively consider how

discrete facts, concepts, theories, and examples (essential knowledge and illustrative examples) connect

to the bigger enduring understandings and big ideas of biology. After dialoguing, groups will be

challenged to create a visual aid that shows the connections between the big ideas and enduring

understandings we have covered. It will be suggested (though not required—groups may design their

own format) that a glossy or laminated piece of poster board be the backdrop, with big ideas, enduring

understandings, and essential knowledge components each written on color-coded post-it notes and

attached to the board (so they can be moved at a later time). Lines will reflect the connections.

Unit number two introduces big idea number 3, so at the close of that unit, students will be given copies

of the framework for big idea 3, and will again identify the components we studied, add them to post-its,

and add them to the board. However, they may determine that connections previously established

between big ideas 2 and 4 need to be moved around a bit to accommodate big idea 1 enduring

understandings, and so the post-its and string will be adjusted to reflect the new sense of connectivity.

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And, as unit three introduces and emphasizes big idea 1, at the close of that unit, they will again repeat

the process with big idea 1 essential understandings. By the close of the third unit, each student will

have made personal connections to the design of the AP Biology framework, the language of the

framework, and the relationships within and between the big ideas.

Objectives:

Understand that science is a process rather than an accumulation of facts

Gain personal experience in inquiry-based learning of essential concepts

Apply biological knowledge and critical thinking to environmental and social issues

Recognize the 4 “Big Ideas” of biology

Course textbook and resources:

Mader, Biology © 2013, 11e, AP Student Edition

Glencoe science, Online resources

Formula sheet to be used on all exams.

NOTE: you ARE NOT TO WRITE in any of the provided materials... should you choose to do so, you

WILL buy the book at the end of the school year

AP Biology Exam: You will need to be to school earlier than normal, no later than 8am.

Exam Format:

90 minutes- 63 multiple-choice questions AND 6 “grid-ins” (50% of grade)

10 minutes- reading and study time on free response questions

80 minutes- 8 free response questions (FRQ’s) (50 % of grade)... we will practice these

throughout the year. 2 FRQ’s are “long” answer and 6 are “shorter” response

Exam scoring:

A composite score is translated into an AP score ranging from 1 to 5 (1 being the lowest score). To earn

college credit, a student needs a minimum of at least a 3 on the exam. Check with individual universities

for their AP score requirements and credit policies.

Student Supplied Materials for Class: The key to success in an advanced placement course is organization. For you to be organized it is

recommended that you have the following: -Pens & Pencils for the year -Student Planner

-3 subject spiral

-2 inch binder

-Notebook Paper

-Package of dividers

-3 packages of note cards

-Large note card box or zippered pouch

Last Name A-H: 1 Bottle of hand soap I-Z: 2 Rolls of scotch tape

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Grading: *This class will have two separate sections, Lab and Lecture

Lecture:

Your grade will be comprised of three parts...

Advisory: 5 %

Assignments and Homework: 45%

Guided Notes- due during the chapter

Free response questions- due periodically

Objective maps- due at the end of each unit

Vocabulary notecards- due at the end of each unit

Chapter quizzes- due at the end of each unit

Unit review page- due at the end of each unit

Article reviews- approximately 6 per semester

Vocabulary/Root quizzes- throughout the six weeks

Activities- various formats/assessments

AP biology binder- see separate page for criteria

Homework

*** ALL extra credit will go into this category

Assessments: 50%

Activities- various formats/assessments

Lab:

Your lab grade will be comprised of these parts:

Advisory 5%

Daily assignments 45%

Lab notebook

Daily assignments/Homework

Assessments 50%

Lab assessments (Tests & Quizzes)

Discussion

Letter grades will be based on the following percentages:

A=91-100

B=81-90

C=70-80

F= 69 and below

Classroom Policies

The following policies will be in place throughout the course of the year.

I. Late work II. Since this is a college level class late work is not acceptable. However, I understand that life happens

and sometimes you need a little more time to do your best. It will be due by the next class period from

the due date. You will receive a demerit and a late slip, which must have a parent signature by the

next class with the completed assignment. GEMS enrolled in high school courses will receive a demerit

for incomplete or lost homework. Assignments submitted one day late will receive a maximum grade

of 60%. Assignments submitted two or more class periods late, will be scored a 0%.

III. Attendance a. The key to your success in AP Biology is attending class each day. If you experience absences

you will fall behind and need to spend time after school to catch up. You will be permitted time

equal to the length of your absence to make up any assignments that were missed. b. It is my

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expectation that you are in your desk working on the daily warm up by the time the late bell

rings. Tardies will follow YWLA procedure.

IV. Leaving the classroom a. In order to learn you need to be present in class. Each student will be able to leave class using

their hall pass. A filled out pass must be presented to the teacher at a time that is not disruptive

to the learning environment. You must sign out on the sign out sheet and sign back in. No locker

visits during class. V. Tutoring

a. If a student would like extra help on an assignment or is having difficulty with the current topic,

she may come in for tutoring before school, after school, or during conference. Tutoring is

available at various times. Please check the board outside my room & my website to see when I

will be available for you. VI. Student Conduct

a. Students are expected to behave as young adults. Behavior that is disruptive to the learning

environment will not be tolerated. The following consequences will be implemented. i. First Instance – Verbal reminder * ii. Second Instance – Demerit/Parent Notification * iii. Third Instance – Administrative referral and loss of extra credit opportunity

VII. FOCUS Grade Access a. Students and parent/guardians can access grades and assignments by logging into the

Students-FOCUS system (Live system immediate updates), Parents-Parent Portal (delayed

updates). If you do not have access to FOCUS/Parent Portal please contact our campus

Data Clerk Ms. Alvarado (817) 815-2400. VIII. Absolutely no gum, food or drink (except water in a closed container). IX. Electronic devices such as smart phones will be permitted for use in class when given prior approval.

These devices come in useful for research on the web and accessing student grades.

X. Citizenship

0 -3 demerits = E (excellent)

3-4 demerits = S (satisfactory)

4-6 demerits = N (needs improvement)

6 or more demerits = U (unsatisfactory)

XI. Make-up Work

Make up work will be given by request, students will need to request the opportunity to make up their

scores. Students have one day after receiving their graded work (test, quiz, assignment) to schedule

their make-up. Assessments will be scheduled as re-takes which will include a review portion that must

be completed prior to the re-take. Assignments will be corrected to include reasoning & analysis for

each missed question.

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AP BIOLOGY (fall semester)

YWLA 2016-2017 CURRICULUM

TOPIC CHAPTER(S) LABS FRAMEWORK Introduction Introduction of the four big ideas and 1.A

that each is supported by enduring

understandings and essential knowledge

Introduction of 7 science practices

How to use Campbell and Reece's Biology and the text's companion web site

Syllabus

Unit 1 Biochemistry microscope lab 1.D, 2.A, 4A, 4B Organic Chemistry, water

Macromolecules

Unit 2 Cell AP #1: diffusion & osmosis 2.A, 2.B, 3A, 4.C

Prokaryotic & Eukaryotic cells

Membranes

Unit 3 Metabolism &Cellular Engergetics AP #2: enzyme catalysis 1.A, 1.D ,2.B, 4.A ,4.B

Metabolism, enzymes,coupled reactions AP#5: cell respiration

Cellular Respiration, fermentation, AP#4: pigments and photo.

Photosynthesis

CONNECTING BIG IDEAS: 4 to 2. As an extension to the enzyme activity, students will diagram the primary,

secondary and tertiary structure of a protein. Students will then be asked to explain why the albumin of an egg turns

white when exposed to a hot fry pan, why hair (keratin) stays curled or straightened when subjected to a curling

and/or flattening iron, why “perm” solution function to make hair curly, and how meat (actin &myosin) tenderizing

solutions work.

Unit 4 Mitosis & Meiosis AP #3: mitosis & meiosis 2.E, 3.A, 3.B, 3.D

Eukaryotic chromosomes

Cell Cycle and its regulation

Meiosis and gametogenisis

Unit 5 Ecology AP#11: animal behavior 1.A, 1,C, 2.A, 2.C,

Biosphere, behavioral biology AP#12: dissolved oxygen & 2.D, 2.E, 3.E,

Population & community ecology Primary Productivity 4.A, 4.B, 4.C

Ecosystems, conservation biology

CONNECTING BIG IDEA 2 to 4. 2D to 4B. Students will be given a graph depicting the rise and fall of the

snow-shoe hare and Canadian lynx population in northern Minnesota. Students will be asked to explain, predict,

and interpret information given to them on the graph. Students will gain an in-depth understanding of predator-prey

relationships, specifically the direct impact that the size of one of the populations has on the size of the other. In

addition, students will be asked to predict what impact the reintroduction of the grey wolf in northern Minnesota will

have on the population curves of the hare and lynx.

REINFORCING BIG IDEA 2. Material cycles illustrated essay. Students will view an enclosed model ecosystem

and describe how the various element cycles are occurring within the enclosed terrarium. After students have

attempted each cycle on their own, we will diagram each cycle, as a class, on the board. Students will be asked to

compare and contrast the “mini” ecosystem with a larger ecosytem such as restored prairie near our school.

SEMESTER I FINAL EXAM

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AP BIOLOGY (spring semester)

YWLA 2016-2017 CURRICULUM

TOPIC CHAPTER(S) LABS FRAMEWORK Unit 6 Genetics and Heredity AP #7: genetics of orgs 1.A, 3.A, 3.C, 4.C

Mendelian Genetics

Inheritance Patterns

Unit 7 Molecular Genetics I DNA model construction 1.A, 2.C, 2.E, 3.A, 3.B,

DNA & RNA, protein synthesis protein synthesis lab 3.C, 4.A

Mutations DNAFTP web activities

Unit 8 Biodiversity (Take Home Unit) Bacterial staining/I.D.-ing 1.C, 1.D,

Early origin of life, taxonomy Microscope lab activities 3.A, 3.B, 3.D

Monera, Protista, Plants, Fungi

Unit 9 Molecular Genetics II DNAFTB Web 1.A, 2.C, 2.E, 3.A, 3.B,

Genetics of Bacteria and viruses Activities 3.C, 4.A

Eukaryotic genome organization

and control

REINFORCING BIG IDEA 3. Students will create a scientific poster (to be displayed in class) comparing human

viral illnesses (of their choice) caused by a DNA virus, an RNA virus, and a retro-virus. Posters will contain the

name of the illness, a sketch of each virus, and description of the methods of replication for each.

Unit 10 Biotechnology & Bioethics AP#6: molecular biology: 1.A, 2.C, 2.E,

DNA technology, bioethics transformation & 3.A, 3.B, 3.C,

Developmental genetics electrophoresis 4.A

Unit 11 Biological Evolution AP #8: population genetics 1.A, 1.B, 1C,

Natural selection, Darwin (H.W.) 1.D, 3.A, 3.C, 4.C

Population genetics, mechanisms of evolution

CONNECTING BIG IDEA 1 to 2. (1C to 2E) As a class, we will discuss the concept of biological species. From a

power-point slide, students will be able to explain within small groups multiple methods by which populations may

become reproductively isolated. Students will discuss how temporal isolation, gametic isolation, habitat isolation,

behavioral isolation, mechanical isolation, reduced hybrid viability, reduced hybrid fertility, and hybrid breakdown

can lead to speciation. Students will compare and contrast pre and post-zygotic barriers that lead to speciation.

Unit 12 Plant Structure & Function AP#9: Transpiration 2.A, 2.B, 2.D, 2E, Plant Anatomy & physiology Flower Dissection Lab 3.A, 3.D, 4.A,

Growth, nutrition, transport

Reproduction, control

Unit 13 Animal Evolution & Biodiversity 1.A, 1.B, 1.C,

Invertebrate & vertebrate evol./diversity 1.D, 3.A, 3.C, 4C

Human Evolution

CONNECTING BIG IDEAS 3 to 1. Students will read a case study pertaining to Kettlewell’s peppered moth

theory and explain how phenotypic variation in the moth population coupled with environmental change resulted in

evolution of the moth population.

Unit 14 Animal Structure & Function AP#10: Circulatory system 2.A, 2.B, 2.C, ,

Animal anatomy & physiology 2.D, 2.E, 3.B,

Animal organ systems 3.D, 3.E, 4.A, 4.B

Unit 15 Social and Ethical Concerns (FOLLOWING AP EXAM)

MRSA

REINFORCING BIG IDEA 1. Students will conduct independent research on MRSA (methicillin-resistant

staphylococcus aureus). Students will bring consolidate finding in an open-forum to discuss the mechanism of

antibiotic resistance of bacteria and the impact of such evolutionary change on various populations specifically the

human population.

SEMESTER II FINAL EXAM**The final exam will cover all material from both Semesters I AND II

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General Expectations: 1. Bring your books, binder, and something to write with, to class, EACH day.

2. You will be marked tardy if you are not sitting at your table when the bell rings.

3. No cell phones, tablets, laptops or I-pods allowed out unless specifically requested by the instructor

4. Use proper language.

5. Do not talk when someone else is talking... raise your hand if you have a question or a comment.

6. Be courteous to others.

7. Class ends when I dismiss you

8. Go to the restroom before and after class.

9. No food or drink is permitted in class... this includes gum & candy.

12. You MUST have your pass and Sign out when you leave the classroom

13. If you are absent, it is YOUR responsibility to find out what we did while you were gone... do

not ask me during class... Come see me during advisory, or by appointment.

Consequences are as follows... 1. Warning 4. Lunch Reflection

2. Inability to earn max. Points for the day 5. YOU contact a parent or guardian

3. Conference with Mrs. Church 6. Principal’s office

NOTE: the previous consequences may not follow the order listed above. Mrs. Church will

determine which consequence(s) best fit(s) the student behavior

Tardies:

We will follow school policy

Cheating: DO NOT DO IT. You will receive a “0” on the test, assignment, or project on which you cheated.

Student/Teacher Discussions: If a student wishes to talk with me about anything other than current class information...I will do my

best to find a time that is convenient for both the student and myself. Students must arrange for a

meeting time on their own time, not during class time. There is a schedule calendar in the notebook they

may schedule a time.

Test Dates:

Students are given monthly updates regarding calendars containing assignments and various due dates;

therefore, they are informed of test dates weeks in advance. Generally, a test is preceded by a review

day. If you are absent the day of the review, you WILL take the test on the scheduled day. If you

miss the test day, you WILL take the test the next day that you show up for class. I expect you will

study for the review day as if it were the test... thus, take you materials home and prepare

accordingly. Test retakes will only be given if the student completes the review with the parent

signature.

Laboratory Notebook

For all lab work, students will maintain a “laboratory notebook” as outlined below. We will discuss and

thoroughly analyze all lab data, results, and questions. Keeping this in mind, list all data, write down all

formulas used for calculations, and formulate clear explanations and responses to analysis questions.

Following discussions, there will be a Lab Assessment (“test”). This is a free response question, which

will assess students' understanding of lab concepts. Lab write-ups in the notebook are worth 25 points,

and the assessment is another 25 points per lab.

I require students to read labs and prepare their pre-lab prior to lab day. Students will not participate in

lab unless the pre-lab is complete!

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A record of lab work shows the quality of lab work you have done. You may need to show your

notebook to the Biology Department at a college or university to obtain credit for the laboratory portion

of the equivalent course.

Setting up your lab notebook

Write name and class on front cover, on the front page, and the inside back cover

DO NOT ERASE MISTAKES… perhaps they are not mistakes? Simply draw ONE line

through the error and continue

Do not remove pages

Laboratory Reports:

A minimum of 50% of total instructional time is devoted to inquiry-based laboratory investigations. Varying

levels of inquiry (structured, guided, open) will be employed, as appropriate to each investigation. There will be

a minimum of 2 investigations per big idea, representing all 7 science practices(see below). (For the purposes of

this document, any investigation that is not a part of the AP Biology Investigative Lab Manual: An inquiry-

based approach has been listed as an “activity” rather than a “lab investigation”, though many of those

activities will contain inquiry-based components and emphasize the science practices.)

Science Practices (SP) 1. The student can use representations and models to communicate scientific phenomena and solve scientific problems. 2. The student can use mathematics appropriately. 3. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. 4. The student can plan and implement data collection strategies appropriate to a particular scientific question. 5. The student can perform data analysis and evaluation of evidence. 6. The student can work with scientific explanations and theories. 7. The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains. Students will keep a lab notebook containing all lab investigations (as well as many of our “activities”).

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. The lab investigations performed, and the science practices reinforced, will include:

Big

Idea

Investigation SP 1 SP 2 SP 3 SP 4 SP 5 SP 6 SP 7

1 #3: BLAST

X X

1 #2: H-W

X X X

1 #1: Artificial

Selection

X X X X

2 #6: Cellular

Respiration

X X X X X

2 #5:

Photosynthesis

X X X X X X

2 #4: Diffusion

& Osmosis

X X X

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3 #7: Mitosis &

Meiosis

X X X X

3 #8: Bacterial

Transformation

X X X X X

3 #9: Restriction

Enzyme

Analysis

X X

4 #11:

Transpiration

X X X X X

4 #13: Enzyme X X X X

Prelab: May be formal or informal and MUST be completed BEFORE you are allowed to do the

experiment (BOLD words are heading that ought to appear in your write-up if it is a formal Prelab). Planning A (introduction): complete prior to lab

_____ Title… make sure it is descriptive

_____Date(s)

_____Purpose of investigation/ question trying to answer. It can be helpful to list the objectives from the lab

in this section

_____Null Hypothesis: reasonable prediction of the cause/effect relationship between the dependent and

independent variable (potential answer to the question posed in the purpose)

Planning B (Procedure): complete prior to lab

_____Materials listed

_____Identified independent and dependent variables

_____Control group/conditions

_____Experimental group/conditions

_____Summary in words, diagrams, and or flow charts of the methods used

_____Data tables prepared ahead of time

Data Collection (Results): complete during the lab

_____Quantitative data written in data tables

_____Units of measure are identified

_____Used instruments with precision (proper number of significant figures)

_____Qualitative data (notes, errors, and changes or modifications to procedure) is noted

Data Analysis (graphs): complete post lab as a part of your results section

_____All graphs have a descriptive title

_____All axes label and contain proper units

_____Independent variable is on the x-axis

_____Dependent variable is on the y-axis

_____Key is provided if needed

_____Scale divisions are appropriate for measurement precision (graph is “maximized”)

_____graph(s) is/ are neat

_____Lab questions are answered at the end of the analysis section and are marked with lab manual page

and question number

Evaluation (Discussion and Conclusion)

_____Accurately accepted or rejected hypothesis

_____If necessary, new hypothesis formulated based on results

_____Experimental source of error… that is, what would you do differently next time to improve experimental

design

AP Biology Binder

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You need to provide a 3-ring binder to organize your materials and maintain it throughout the year. I

would recommend a 2” binder and tabbed dividers. The binder needs to be organized according to the

following systems:

1. Course Information (calendar, syllabus, goals, and grade sheets)

2. Assignments (web activities, article reviews….)

3. Vocabulary (prefix/suffix vocab list, vocab quizzes, vocab notebook)

4. Unit Materials (guided notes, objectives, lecture notes, chapter quizzes

5. Unit Reviews (unit review pages, unit review quizzes)

6. Free Response Questions

You are free to add additional sections or organize within a section as you choose (that is, make unit

dividers for example)

This binder is worth points each semester. Each section is worth points based on whether or not it is

complete and organized. You automatically get the points on the first day we use the binder, and it is up

to you to keep those points. I will randomly select students periodically throughout the semester and

check their binders. Points will be lost if it is not organized or if materials are missing. Everyone will

have their binder checked at least once per semester, but all will be checked at semester end.

Assignment Descriptions:

Guided Notes (GN) – These are questions to help guide your learning as you read through the

chapter the first time. We will use these for discussion during class. I expect you to read the text

material, complete the corresponding section for the guided notes, and come prepared with

questions for each lecture topic. Each completed question is worth points on the due date.

Occasionally questions may be spot-checked for accuracy. I would suggest using pencil as you

may wish to modify or add to your answers as we discuss them in class.

Objectives (O) – The chapter objectives describe the concepts and skills you need to master for

each chapter. These are included in the chapter handout. For each objective, you need to write a

response. I recommend writing the responses after you read that section of material. We will use

these objectives as discussion material in class and use them for review before each unit exam.

Check the calendar for the corresponding objectives for each lesson. The written responses of the

objectives are due on review day for each unit unless specified otherwise on the calendar.

Vocabulary Notebook (V) – The vocabulary notebook is contained within a section of your AP

Biology binder. It can be either a spiral bound notebook or loose-leaf paper. Each chapter

handout will have a vocabulary list of important terminology you must learn. For those terms,

you must complete a vocabulary entry in your notebook. This is worth points and is due on the

review day for the unit.

Free Response Questions (FRQ) – Free response questions are essentially essay questions to

test your knowledge, comprehension, and application of concepts learned. They mimic the free

response questions that will be on the unit exam and AP Biology exam in May. The assigned free

response questions are included in the chapter handout. Free response questions MUST BE

HAND WRITTEN and are due on the date indicated on the calendar.

Lecture Notes- Lecture notes are also included in the chapter handout. This will help eliminate

wasting of valuable time “copying” notes from me as we discuss a topic. You can use these

while reading and studying to help identify and learn the important concepts. The posted

calendar will identify daily topics. See “Study Tips” for additional help using notes.

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Chapter Quizzes- Chapter quizzes help to test your understanding of the material for each

chapter before each unit exam. These will be handed out with the chapter handouts. These are

take-home, open-book, and potentially study group quizzes. I recommend you complete the

quizzes at the end of each chapter before you continue on to the next chapter (you can always

change your answers later). We will use the chapter quizzes to review chapter material on review

day before each unit exam. Quizzes are due on review day.

Vocabulary (Prefix/Suffix/Root) Quizzes (WRQ) – there will be vocabulary quizzes

throughout first semester. These vocabulary quizzes will test your knowledge of Latin prefixes,

suffixes, and root words which will allow you to determine the meaning of terminology in

biology as you “dissect” words. Each quiz is worth 100 points.

Extra Credit- students may complete their choice of extra credit posted by Mrs. Church. You

are only eligible for extra credit if you have turned in ALL assignments (no missing work).

Study Tips for AP Biology

Helpful Guidelines for Reading and use of Notes:

1. Read the guided notes questions & objective questions to get an idea of what the chapter

is about and to identify important concepts.

2. Read the chapter and have notes out at the same time

3. Highlight and key information in notes, add additional notes if necessary.

4. Define vocabulary terms in vocabulary notebook.

5. Answer guided notes questions as you read. Indicate pate numbers where you found the

material.

6. Go back and answer the objectives after each section reading.

7. MOST IMPORTANLY: Identify (highlight or circle) any material you are having

difficulty understanding and/or write questions you want to ask in class. We will focus

most of our “lecture” time discussing and figuring out ideas and concepts troubling us.

After Reading the Chapter

1. Complete the chapter web activities after reading the chapter

2. Finish answering objectives

3. Review vocabulary terms

4. Try the self-quizzes at the end of the chapter or online

5. Complete the chapter quiz for class. Mark questions you are unsure about

6. Make a chapter review page

Before the Unit Test

1. Review Vocabulary

2. Skim chapter and review images and diagrams.

3. Study notes, objectives, review pages, and reread sections of the text if needed

4. Review quizzes and free response questions

Other Study Resources:

How to Read Effectively in the Sciences (Cuesta College)

http://academic.cuesta.edu/acasupp/AS/621.html

How to Study Biology (and Succeed!)

http://www2.tltc.ttu.edu/dini/BIOL1403/Regular/howtostudybiology.html

How to Study.com

http://www.how-to-study.com?

Study Skills Self-Help (Virginia Tech)

http://www.ucc.vt.edu/stdysk/stdyhlp.html

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Student Name: _______________________________

***********RETURN TO TEACHER***********

AP Biology-Mrs. Church Syllabus Acknowledgement I acknowledge that I have read and understand the class syllabus for APES. I understand if I have any questions

or concerns regarding the course grade, content or policies that I should contact Mrs. Church immediately.

Photo Release Throughout the course of the year your student will participate in activities such as field trips, science research

presentations, and laboratory activities that I would like to document and share with you via the class website.

Thank you for your continued support. Please keep in mind you have signed a photo release for FWISD. ____________________________________________ ___________________________________________ Student Printed Name Student Signature ____________________________________________ ___________________________________________ Parent Printed Name Parent Signature

Parent/Guardian Contact Information and Preferences (please print clearly)

Parent/Guardian

Name:______________________________________________________________________

Daytime Phone :_______________________ Home/Cell Phone: _______________________

Address:______________________________________________________________________

Parent/Guardian

Name:______________________________________________________________________

Daytime Phone :_______________________ Home/Cell Phone: _______________________

Address:______________________________________________________________________

My preferred method of contact is through email for communicating with parents/guardians.

____Yes, the teacher MAY contact me via email regarding my daughter’s performance.

____ NO, contact me via phone. Best hours to reach me are :___________________________

Preferred Number(s) :__________________________________________________________

Parent/Guardian Signature: _____________________________________

Student Signature: ____________________________________________

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Date Reason Outcome Person Contacted

Contact Record *Teacher use only

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___________________________________________________________________________________________________________

AP Biology is a hands-on laboratory class. However, science activities may have potential hazards. We will use

some equipment and chemicals that may be dangerous if not handled properly. Safety in the science

classroom is an important part of the scientific process. The rules listed below must be followed at all times.

Additional safety instructions will be given for each activity. No science student will be allowed to participate in

science activities until this contract has been signed by both the student and a parent or guardian.

1. Conduct yourself in a responsible manner at all times in the lab. Horseplay, practical jokes, and pranks will

not be tolerated. 2. Follow all written and verbal instructions carefully. Ask your teacher if you do not understand the

instructions. 3. Do not touch any equipment, supplies, or other materials in the lab until instructed to do so.

4. Only perform experiments approved by your teacher. 5. Be prepared for your work in the lab. Read all procedures thoroughly before beginning the lab.

6. Never eat, drink, chew gum, or taste anything in the science room. 7. Keep hands away from face, eyes, and mouth while using lab materials. Wash your hands with soap and

water when you are finished with the lab. 8. Follow your teacher’s instructions for disposal of waste materials. 9. Clean all work areas and equipment. If you finish early, help clean up common areas. Nobody leaves the

lab until the entire lab space is clean and all materials are accounted for. 10. Never remove chemicals, equipment or other supplies from the lab unless instructed to do so. 11. Consider all chemicals used in the lab to be dangerous. Do not touch, smell, or taste any chemicals unless

specifically instructed to do so. 12. Treat all preserved specimens and dissecting supplies with care and respect.

a. Do not remove preserved specimens from the science room, b. Use scalpels, scissors, and other sharp objects only as directed. c. Never cut any material towards you- always cut away from your body.

d. Report any cut or scratch to the teacher immediately. 13. Report any accident, injury, or hazardous condition to the teacher immediately.

14. Do not handle broken glassware with your bare hands. 15. Always carry a microscope with both hands. Hold the arm with one hand and the base with the other

hand. 16. Dress properly- long hair must be tied back, no dangling jewelry, no loose or baggy clothing. Wear aprons

and goggles when instructed to do so. 17. Learn where the safety equipment is and how to use it. Know where the exits are located and what to do

in case of an emergency or fire drill. 18. Be aware of what is going on in your experiment at all times. Do not wander around the room, distract

other students, or interfere with the experiments of other students. Stay on task! 19. Examine glassware before each use. Never use chipped or cracked glassware. 20. Do not open storage cabinets or enter the storage room without permission from the teacher.

Failure to comply with lab safety rules will result in removal from the lab. If you are removed from a lab you will

complete an alternate assignment for credit.

I, _______________________, have read and understand each of the safety rules. I agree to follow them to ensure

not only my own safety but also the safety of my classmates. I understand that if I do not follow all the rules and

safety precautions, that I will be removed from the lab.

__________________________ Student Signature

_______________________________ Parent Signature

_____________ Date

Parents/Guardians please read through the list of safety rules. No student will be permitted to perform lab

experiments unless this contract is signed by both the student and parent/guardian and is on file with the

teacher. Your signature indicates that you have read and understand this contract.

AP Biology Lab Safety Contract