Mrs.

Jennifer Nester Griffin

AP Biology
A Modeling Approach
Course Description
Biology is a natural science concerned with the study of life and living organisms, including their structure,
function, growth, evolution, distribution, and taxonomy. A.P. Biology is a two semester sequential course
designed to mimic the introductory college Biology curriculum. The subject matter is similar to the regular
Biology class, but in greater depth and detail, with special emphasis on organic chemistry, molecular biology,
DNA, genetics, and evolution. Later units include the study of living organisms, the basics of human
anatomy and physiology, and ecology and the environment. A significant portion of the course will be
devoted to work in the laboratory. A national test is taken at the end of the year to determine possible
exemption of the introductory course in college. Taking the national test is required.

The AP Biology class focuses on the understanding of biological concepts rather than the memorization of
facts. The “4 Big Ideas” specified in the AP Biology Course Description as issued by the College Board are
covered in each unit. Students will have to achieve understanding of those big ideas and the achievement
will be assessed through multiple choice and essay tests, written laboratory reports, and semester exams.

What is modeling?
Modeling instruction is a method of teaching in which students construct their own model of the physical
world. Once an initial model has been developed students will continue exploring the model further refining
it as we go. Students will deploy their model to many different contexts and are able to solve and analyze
problems related to their current model. When the current model fails to explain a phenomenon we will
continue exploring to expand on the initial model. By the end of the semester we will have a comprehensive
model of biology.

Modeling is a student-centered process that allows students to create and manipulate concepts or ideas
based on their own exploration. The goals of modeling include but are not limited to: improving the critical
thinking skills of students, requiring students to reflect on their work and revise as needed, using multiple
representations to describe a situation, working collaboratively with their peers and communicating their
ideas supported by evidence.

Materials
Each student will need to bring the following items to class each day:
3 composition lab notebooks Dry Erase Markers colored pencils
Pen or Pencil Highlighter laptop

Classroom Organization & Participation

Collaborative group work is a key component of the modeling approach therefore ALL in class work will be
completed in small lab groups. Each individual student will be required to record their class activities (labs,
worksheets, etc) in their lab notebook. Keeping a neat and orderly lab notebook will be critical to student
success! Lab notebooks will be collected at the end of each unit and graded. More on these notebook checks
can be found below.
 Students will participate in ‘board meetings’ daily. All solutions to labs and worksheets will be displayed by
lab groups on whiteboards. We will gather as a class to share and discuss the solutions to these labs and
problems. All students will be required to actively participate in these regular board meetings. Student
participation will also be critical to their success!

Grading: AP Biology
Standards (Assessments) 85%
Lab Reports and Projects 10%
Lab Notebook Checks/ Other 5%

Notebook
*Use colored pencils!
Your logbook should be a bound notebook, one in which the pages are not meant to be torn out. Make sure
your name, class, and year of use is on the front and email/contact info are on your inside cover in case you
lose it.
You should get a logbook that is filled with graph paper in a science course where there will be a lot of
graphing. If not, you’ll have to glue/tape in your graphs. Don’t do any graphs that aren’t on graph paper.

In your notebook:
1) Describe where you are as you are observing.
2) Describe where your specimen/object came from (in the wild, from a trap, provided by the teacher,
etc.).
3) Include a picture/sample of the specimen/object as best you can through drawing, taking photographs
then taping them in, or taking an actual sample and taping it into your book (e.g. a leaf). Take care to dry
out taped in specimens so they don’t bleed liquid/water through the pages of your book.
4) Spend time on your drawings. Don’t rush!
5) Include magnifications for microscope drawings and/or something to show size/scale in a picture (a
ruler, coin, or hand next to the specimen/object).
6) Have a notes/observations section with a paragraph that describes the specimen and includes
descriptions of the colors/shapes/movements/activities of organisms.
7) If you are observing animal behavior, talk about why you think that behavior might be happening.
8) Include measurements or calculations if that is involved in your observation. Include units in
measurements. Never write a number on its own in a log book without somehow explaining what it is.

Assessments
Student understanding of biology will be shown through demonstration of mastery of the standards. There
will be a short assessment for each standard in each unit. On any assessment, I will rate a student’s
mastery on each of the standards being assessed. The current level of mastery of these standards,
together with the level of mastery on any past standards will determine the course grade at that moment.

*Online Homework – In order to demonstrate mastery, you will have to complete the assigned homework for
the particular model online. You will be given a username and password on the first day of school. You will be
required to work on this homework any time you have “down time” in the classroom and at home. The
homework will be assigned at the beginning of the model and is required to be completed by the end of the
model. This is excellent practice for the AP Biology Exam as well.

*Lab Notebook Checks –I will collect lab notebooks at the end of each model (unit) for grading. Students
must have a 100 on their lab notebook check in order to be able to demonstrate mastery. Students can fix
their notebook at any time for a grade change.
 *Labs- We will do plenty of labs this semester! I expect ALL students to participate in all labs and
activities. This is crucial for student success in this AP Biology class.

*Other Assignments- From time to time we will have short quizzes on ideas that are very important to
make sure you are following along with me. Also, I may collect and grade class work as needed to make sure
you are on task.

*Final Exam- Each student will take a teacher mandated exam during the designated exam period for our
class, which will count as 25% of your final grade for the course. There will be Exam Review Days preparing
you for this Teacher exam towards the end of the semester. I encourage you to take advantage of these
opportunities. You will also be required to take the AP Biology Exam in May.

AP Biology Exam Grading:

Scoring a level 3, 4, or 5 on this AP Biology Exam will give you college credit for all NC universities.
Final Exam Format:

Section
Number and Type of Questions Weight Time
Number

1 60 Multiple-choice questions 50% 90 minutes

FRQ 1: Interpreting and Evaluating Experimental 8-10

Results points
18
points
FRQ 2: Interpreting and Evaluating Experimental 8-10
Results with Graphing points

2 50% 90 minutes
FRQ 3: Scientific Investigation 4 points

FRQ 4: Conceptual Analysis 4 points

FRQ 5: Analyze Model or Visual Representation 4 points

FRQ 6: Analyze Data 4 points

Miscellaneous
Late Work & Absences- You should always strive to turn in your work on time! If you are absent, you are
responsible for getting any missed labs or worksheet solutions from your lab group. If you are absent
for a school related function then you are responsible for making arrangements to receive and complete
your work ahead of time!

Cheating- Cheating will not be tolerated on any level in this course. If you are caught cheating you will
receive a zero and your parents will be notified. Cheating via using the internet or your computer in a way
other than taking the assessment will result in a loss of computer privileges.

Remind- We will actively be using technology in this class. I will from time to time “text” you on Remind. You
are also required to “text” me if you are running late or going to be absent. This is a sign of respect and
dedication to this class.
AP Biology Unit Schedule:

Units of Instruction Exam Weighting

3. Chemistry of Life (Macromolecules) Unit 1 8-11%

5. Cell Structure and Function Unit 2 10-13%

4. Cellular Energy Unit 3 12-16%

7. Cell Communication and Cell Cycle Unit 4 10-15%

8. Heredity Unit 5 8-11%

6. Gene Expression and Regulation Unit 6 12-16%

1. Natural Selection Unit 7 13-20%

2. Ecology Unit 8 10-15%

Classroom Rules
Respect yourself, your classmates, your teacher, and the furnishings of the room!
Come to class on time and prepared!
Ask permission before speaking and getting out of your seat!
Distracting yourself and others is not acceptable!

Contact Information
Name: Jennifer Nester Griffin E-mail: Jennifer.Griffin@onslow.k12.nc.us
AP Biology Formal Lab Report Format
For several of the 12 required AP Biology Labs, you will construct a lab report using the guidelines listed
below. You will need to be extremely familiar with these labs for the AP Exam in May.
 Lab reports will be typed and can be submitted electronically (see instructions below).
 Lab reports should be written in APA format (see separate handout).
 This write-up is to be your own work. Once you finish taking data, you are on your own. Except for the
data, NOTHING in this report (including graphs) should be identical to your partner’s.
 Any information taken from outside sources must be properly cited. Large amounts of information
should not be copied and pasted into your report—even if it is cited.
Format:
 Title (should be detailed enough to give an overview of the lab. “Enzyme Lab” is too vague. “The
Effect of Temperature, pH and Salinity on Enzyme Activity” is better.

 Background Any pertinent background information should be included as an introduction to the

lab report.

 Purpose/Objective
o Include variables (independent and dependent); state specifically what you will be
measuring.
 Examples:
 Good: “To measure the effect environmental variables such as light intensity, humidity, and
wind on the rate of transpiration in plants”.
 Not so good “To look at the effect various conditions on water loss in plants.”
 Variables
 Independent—Include the variable(s) and the conditions.
 Dependent—State the variable(s) and discuss how it will be measured.
 Identify the control group and the experimental group.
 Experimental Controls/Constants—experimental variables that will be held constant; include
at least two.
o Hypothesis will also be included in this section.
 Should be written as an “If...then” statement
 Use clear and precise words
 Explain what observations led you to come up with your prediction.
 Procedure
o In paragraph form, describe what you did.
o Provide a thorough overview, and explain what you are doing.
o Do not copy the procedure word for word (if you had lab instructions).
o Should include enough detail that someone would be able to replicate your experiment by
reading your report.
 Data/Observations
o Include data tables and any charts and graphs. It is ok to copy/paste data tables I post on my
website (for group data).
o Charts and graphs should be computer generated.
o All graphs should be based on class data unless otherwise indicated.
 Requirements for a good graph:
 Title
 Label axes with title and units
 Calibrate axes in regular increments
 Plot all points
 Add a line or curve of best fit— NOT a connect the dots graph
 Include a legend if more than one set of data is on the same graph.
  Data section should also include a short paragraph describing observations, or
qualitative data.

 Conclusion
o What did you learn by doing this experiment? Explain your findings.
o Go back to your purpose and answer the question that was posed.
o Include specific numerical data in the discussion.
o Include background information on the topic to frame your discussion.

 Analysis
o Answer all analysis questions in the lab handout (or other questions I may specify). For some
labs, there may not be any questions.
o Analyze your data, explaining any possible sources of error, how the investigation could be
improved, and any new questions that arise.
 Bibliography
o Any outside sources used must be documented in the bibliography in APA format; failure to
do so is plagiarism.

To submit electronically:
Please submit on Teams.