AP BIOLOGY – Ms. S. Peretz
Room 2631 (office)  Room 2532 (classroom)
E-mail: peretz.shelly@district205.net
work phone: 708-225-4785
fax: 708-225-4821

 

COURSE SYLLABUS (printer friendly version)

 

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

 

During the course of the semester, you must make at least 10 substantive contributions to the APBioWiki [online: http://scook.cuip.net/~speretz/wikiwebquest/webquest.htm].

 What is a "substantive" contribution? It's one that...

·     is at least 2 paragraphs long, with each paragraph consisting of at least 5 sentences,

·     contains at least two links to some other entry in  the wiki and at least one to an external URL, and

·     focuses on one important  person, place, thing, event, fact, concept or principle  that is squarely within the domain of this course.

Other requirements for this assignment:

·     At least 2 of your ten postings must include an image file, sized no larger than 300 x 300 pixels.

·     You should refine or enhance at least three postings created by others in the class.

Each of these 10 contributions counts for 20 of the 200 total points for this assignment. The wiki software will keep track of all contributions.

What kinds of entries should you make? Just to assure that there is variety in your contributions, think about the categories of things one might write about. Here are some possible categories:

People (e.g., Charles Darwin, Rosalind Franklin)

Themes (e.g., Science as a Process, Regulation)

Topics (e.g., Gene Regulation, Ecology)

Concepts (e.g.,  How does protein structure effect enzyme action? How do the unique chemical and physical properties of water make life on earth possible?

Ethical, Legal and Social Issues (e.g., Stem Cell research, Privacy and Confidentiality of Genetic Information)

Great Scientific Debates (e.g., How old is the earth? Lord Kelvin vs. Charles Darwin, What makes us sick? Sir Joseph Lister/ Louis Pasteur v. Bloodletting)

Science Fiction or Non-fiction Books that I've read (e.g., Jurassic Park, The Hot Zone)

Your contributions should not all be of one of these types. Try for a variety of these.

Due Dates

On October 3, we'll devote class time to the mechanics of actually posting them in the wiki. For now, write them in single Word document.

October 13, 2004. By this date, make a posting to the AP Bio Wiki Forum listing the names and a short description of all 10 entries you'll be making. Look at what's already posted first so that there are no duplications.

After that time, start searching the web and the library for the information you'll need to make your entries.  Completed entries are due by December 17, 2004.

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://scook.cuip.net/~speretz/ap_biology.htm.

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 before school or during 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 – 10:00 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.