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Location: room 411E-mail: gilliet@pike.k12.ga.usWebsite: : Text the message @drgmoney to the number 81010.Course Description-In AP Biology, the emphasis is placed on students making connections between the big ideas within the AP Biology Curriculum Framework. I teach the equivalent of an introductory college-level biology course, and it is designed to prepare students for the AP Biology Exam.The teaching philosophy that is utilized in this course is to actively engage students in the process of science through class assignments and discussions which inform their laboratory experiences. Students’ critical thinking and problem solving abilities will be strengthened through participation in experimental set ups, group discussions, journal readings and hands-on labs. Emphasis will also be placed on readings which expose students to present day technologies and procedures to familiarize them to limitations of testable hypotheses in order to develop better designed experimental investigations. Course Overview-This AP biology course is organized into 8 major units:Chemistry of LifeCell Structure and FunctionCellular EnergeticsCell Communication and Cell Cycle HeredityGene Expression and RegulationNatural SelectionEcologyAP Biology students are expected to engage in the science process as scientists would. The following science practices will be integrated throughout the course. Science Practice 1: Concept Explanation. Students can explain biological concepts, processes, and models presented in a written format. Science Practice 2: Visual Representations. Students can analyze visual representations of biological concepts and processes.Science Practice 3: Questions and Methods. Students can determine scientific questions and methods.Science Practice 4: Representing and Describing Data. Students can represent and describe data. Science Practice 5: Statistical Tests and Data Analysis. Students can perform statistical tests and mathematical calculations to analyze and interpret data. Science Practice 6: Argumentation. Students can develop and justify scientific arguments using evidence. Course Materials-3-ring binder, notebook paper, graph paper, pens, pencils, colored pencils, lab/modeling supplies-some will be requested to donate and students will be given advance notice. Standard requests include, but are not limited to chenille sticks (aka pipe cleaners), play doh, pony beads, colored paper. Ideally each student will have their own bag of lab/modeling materials so that we can still conduct hands-on activities safely as individuals instead of groups. Course Resources-Textbook: Campbell, N. & Reece, J. (2008). Biology: AP edition (10th ed.). San Francisco, CA: Pearson Benjamin Cummings.Alternative to physical textbook: AP Biology Investigative Labs: An Inquiry-Based Approach, The College Board, 2012Articles from Various Scientific JournalsCourse Schedule-This schedule is subject to revision as determined by the instructor. Students will be given advanced notice about topics and due dates. Classroom Rules and Discipline Procedures-Students are expected to abide by the rules set forth by the Board of Education and in the school handbook. Students will also be held accountable for adherence to classroom expectations and procedures posted in the room and outlined by the instructor. Make Up Policy-It is imperative that students be in class in order to be successful. If a student should miss a class, the student is responsible for getting the missed materials and assignments from the “Make-Up” work file in the classroom. If the student is in need of extra explanation I am available before or after school. We will abide by the PCHS student handbook for all work regarding absences from class.Grading Policy-50% -Assessments (tests, projects, quizzes, labs, etc.)30% -Practice (class work, homework, etc.) 20% - Semester/Final Exam*Grades are kept as a cumulative average per semester.Grading Scale-90-100= A80-89= B70-79= CBelow 70=F ................
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