AP BIOLOGYLong Prairie/ Grey Eagle High School 2014-15

Teacher: Chet HudallaContact Information:

Ph: 320-732-2194 (ext. 1006)Email: chudalla@lpge.k12.mn.us

**Please email rather than call as the system is more dependable

TABLE OF CONTENTSPage 2 …………………….......Course Description, Texts, Supplies, Objectives, AP Exam Info.Page 4 …………………....…...Course Evaluation (Grading)Page 5-6…………………..…...Course OutlinePage 7 …………………..…...General ExpectationsPage 8-10…………………..…...Lab Notebook & Lab Write-up CriteriaPage 11-12……………………...Course Binder & Assignment DescriptionsPage 13 .....................................Campbell Biology 7e Companion SitePage 14……………………......Study Tips and Student/Parent Signature/Contact

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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). String secured with clear tape 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.

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.

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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: Biology, Neil A. Cambell & Jane B. Reece, 7th edition, Pearson Benjamin Cummings AP Biology Investigative Lab Manual: An inquiry-based approach. 2012. New York, NY:

The College Board. Student Study Guide for Campbell & Reece’s 7th ed. Biology Preparing For the Biology AP EXAM with 7th ed. Campbell & Reece Biology companion web site 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: Monday... May 11, 2014… you will need to be to school earlier than normalExam Format:

90 minutes- 63 multiple-choice questions AND 6 “grid-ins” (50% of grade)10 minutes- reading and study time on free response questions80 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: Composition Notebook... not a spiral notebook... pages are bound as in a book Spiral notebook or loose leaf paper 3” 3-ring binder Sticky tabs for binder Page protectors? Colored pencils and ruler to be used for graphing Calculator Formula Sheet 4-function calculator… I may provide

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Grading:Your grade will be comprised of three parts...

Participation and Citizenship: 5 %Assignments and Quizzes: 15%

Guided Notes- due during the chapter Free response questions- due periodically Objectives- due at the end of each unit Vocabulary notebook- 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 8 per semester Vocabulary quizzes- approx. one per month Activities- various formats/assessments AP biology binder- see separate page for criteria *** ALL extra credit will go into this category

Labs: 30% Lab notebook Lab assessments

Exams: 50% Unit exams- exams will be curved based on the highest score in the class

(50 points) 1st semester final (100 points) 2nd semester final (100 points) There will be “take home units” where students will complete assignments while

working independently with a unit exam to follow. These are done due to time restraints

Letter grades will be based on the following percentages:A=95-100 C=73-76.99A-=90-94.99 C-=70-72.99B+=87-89.99 D+=67-69.99B=83-86.99 D=63-66.99B-=80-82.99 D-=60-62.99C+=77-79.99 F=59.99 and lower

Semester grade calculations are cumulative. That is, the semester grade earned is a percentage of the TOTAL points earned for the semester as opposed to averaging quarter grades. Thus, students should focus on the semester grade when viewing grades on-line.

The grade that appears on your report card will be elevated as your earned grade will be multiplied by 1.1. For example if you earn a B, your report card grade will be 3.0 X 1.1 = 3.3

AP BIOLOGY (fall semester)

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Long Prairie/ Grey Eagle high school 2012-13 CURRICULUM

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

that each is supported by enduring understandings and essential knowledgeIntroduction of 7 science practicesHow to use Campbell and Reece's Biology and the text's companion web siteSyllabus

Unit 1 Biochemistry 2-5 microscope lab 1.D, 2.A, 4A, 4BOrganic Chemistry, waterMacromolecules

Unit 2 Cell 6-7 AP #1: diffusion & osmosis 2.A, 2.B, 3A, 4.CProkaryotic & Eukaryotic cellsMembranes

Unit 3 Metabolism &Cellular Engergetics 8-10 AP #2: enzyme catalysis 1.A, 1.D ,2.B, 4.A ,4.BMetabolism, enzymes,coupled reactions AP#5: cell respirationCellular Respiration, fermentation, AP#4: pigments and photo.PhotosynthesisCONNECTING 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 12-13 AP #3: mitosis & meiosis 2.E, 3.A, 3.B, 3.D Eukaryotic chromosomes (&11)Cell Cycle and its regulationMeiosis and gametogenisis

Unit 5 Ecology (Take Home Unit) 50-55 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.CEcosystems, conservation biologyCONNECTING 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

AP BIOLOGY (Spring semester)5

Long Prairie/ Grey Eagle high school 2012-13CURRICULUM

TOPIC CHAPTER(S) LABS FRAMEWORK Unit 6 Genetics and Heredity 14-15 AP #7: genetics of orgs 1.A, 3.A, 3.C, 4.C

Mendelian GeneticsInheritance Patterns

Unit 7 Molecular Genetics I 16-17 DNA model construction 1.A, 2.C, 2.E, 3.A, 3.B,DNA & RNA, protein synthesis protein synthesis lab 3.C, 4.AMutations DNAFTP web activities

Unit 8 Biodiversity (Take Home Unit) 26-31 Bacterial staining/I.D.-ing 1.C, 1.D, Early origin of life, taxonomy Microscope lab activities 3.A, 3.B, 3.DMonera, Protista, Plants, Fungi

Unit 9 Molecular Genetics II 18-19 DNAFTB Web 1.A, 2.C, 2.E, 3.A, 3.B, Genetics of Bacteria and viruses Activities 3.C, 4.AEukaryotic genome organization

and controlREINFORCING BIG IDEA 3. Students will create a 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 20-21 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 22-25 AP #8: population genetics 1.A, 1.B, 1C, Natural selection, Darwin (H.W.) 1.D, 3.A, 3.C, 4.CPopulation 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 35-39 AP#9: Transpiration 2.A, 2.B, 2.D, 2E,Plant Anatomy & physiology Flower Dissection Lab 3.A,

3.D, 4.A,Growth, nutrition, transportReproduction, control

Unit 13 Animal Evolution & Biodiversity 32-34 1.A, 1.B, 1.C, Invertebrate & vertebrate evol./diversity 1.D, 3.A, 3.C, 4CHuman EvolutionCONNECTING 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 40-49 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) MRSAREINFORCING 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 (IT’S NOT A FOLDER), binder, and something to write with, to class, EACH day.2. You will be marked tardy if you are not quietly sitting at your table when the bell rings.3. No cell phones or i-pods allowed4. Use proper language... swearing and slang, regardless of meaning, are undesirable.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 you8. Go to the restroom before and after class.9. Do not vandalize possessions that are not yours... you will replace them if you choose to do so!10. No food or drink is permitted in class... this includes gum.12. You MUST fill out a pass and Sign out when you leave the classroom... if not, you lose those privileges for 2 weeks13. 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 on YOUR time… follow your calendar.14. NO PERSONAL ELECTRONIC DEVICES ALLOWED IN CLASS15. i Pads are to closed and on the floor unless instructed to us during class time.

Consequences are as follows...1. Warning 4. Detention2. Inability to earn max. Points for the day 5. YOU contact a parent or guardian3. conference with Mr. Hudalla 6. Principals officeNOTE: the previous consequences may not follow the order listed above. Mr. Hudalla will

determine which consequence(s) best fit(s) the student behaviorTardies:

We will follow school policyCheating:

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 for any reason... SUPER ...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 white-board in front of the room solely for signing up. Please sign-up a day ahead of time.

Late Work:Students must bring work to class on the due date. Students WILL NOT be allowed to go to their locker to get work. Students who do not have homework completed on time receive a “0”. Large projects turned in late will earn 50% of the total points earned.

Test Dates:Students are given monthly 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. There are no test retakes.

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Laboratory NotebookFor 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!

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 Use a notebook with pages fastened in place (a composition notebook is ideal) Write name and class on front cover, on the front page, and the inside back cover IN INK, number all right-hand pages (on the lower right hand corner) SAVE the first TWO pages for table of contents. Keep it current as you proceed, listing lab

title and beginning page number Write in INK and use ONLY right-hand pages. Use left hand pages for preliminary notes,

graphs, or calculations. All final reporting should be on right hand pages ONLY. Don’t be stingy with space… you can always get a second book

DO NOT ERASE MISTAKES… perhaps they are not mistakes? Simply draw ONE line through the error and continue

Laboratory Reports:8

A minimum of 25% 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

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

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Prelab: MUST be completed BEFORE you are allowed to do the experiment (BOLD words are heading that ought to appear in your write-up.

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 timeData 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 notedData 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 numberEvaluation (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

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AP Biology BinderYou need to provide a 3-ring binder to organize your materials and maintain it throughout the year. I would recommend a 3” 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 quizzes5. Unit Reviews (unit review pages, unit review quizzes)6. Free Response Questions7. Lab

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.

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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.

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 7 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 20 points.

Extra Credit- students may earn extra credit points in the assignment category by completing test corrections by the assigned due date. For each wrong answer that is corrected, students will earn ½ point. Test corrections will appear on family access as worth “0”. The intent of this is that you go back and restudy the material you got wrong so you can later use the concepts to understand newly acquired material.

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Campbell Biology 7e Companion Web Site: We will use the Campbell Biology 7e Web Site for many lab, learning, and review activities Students will have their own subscription to the site. We will set-up accounts during the first week of school, at which time you will choose your login name and password. You may use this web site on any computer that has internet access and the minimum requirements (home, school, grandma’s-anywhere!)

To access the Campbell Biology 7e companion website: From any computer that has internet access, go to

http://www.campbellbiology.com Click on our text book (top left... black w/ fiddlehead and brown binding) Enter your LOGIN and PASSWORD and click on the “LOG IN” button. Select a chapter from the pull down menu and use the menu on the left margi of

the screen for learning activities specific for the chapter you have selected

What is available from the Biology 7e menu? Chapter Guide- clearly lays out all the media resources available within the

chapter E-book- electronic version of the text Art- art from the book is provided both with and without labels. You may print

them and perhaps use the unlabeled version as a self quiz Graph It- you can manipulate real data and learn the art of graphing through 9

graphing activities Word Study Tools- includes word roots and key terms for each chapter. Key

terms also include audio pronunciation. A flashcard game allows you to practice terms, definitions, and word roots.

Web Links and References- provides you with links to news stories that present recent developments related to the chapter content, and also to further readings. IN ADDITION, it gives you a list of helpful web tutorials and sites that are supplements to the chapter you have chosen

Glossary- word meanings and pronunciations (audio?) Lab Bench- tutorials that describe the concepts and set-up of each of the 12 AP

labs are included (VERY HELPFUL!!!) MP3 Tutors- audio sessions walk you step-by-step through the most difficult

topics in biology. Case Book- problem solving activities that I may assign or do together in class Discovery Channel Video Clips- cover a wide range of biological topics and

show you how science (pertaining to some chapters) is connected to their lives Tests and quizzes- a pretest, self quiz, activities quiz and chapter quiz are

multiple choice quizzes that test your knowledge of chapter material and serve as EXCELLENT review for chapter quizzes, unit and final tests.

You may explore other areas as well, but note that you DO NOT have access to the instructor media.

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Study Tips for AP BiologyHelpful 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 time3. 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 Chapter1. Complete the chapter web activities after reading the chapter2. Finish answering objectives3. Review vocabulary terms4. Try the self-quizzes at the end of the chapter or online5. Complete the chapter quiz for class. Mark questions you are unsure about6. Make a chapter review page

Before the Unit Test1. Review Vocabulary2. Skim chapter and review images and diagrams.3. Study notes, objectives, review pages, and reread sections of the text if needed4. 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.htm lHow 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

Please cut and return the bottom portion

_________________________________________________________________ PRINTED student name_________________________________________________________________ _____________________Student signature date

_________________________________________________________________ _____________________Parent/guardian signature date

Student email:______________________________________________

Parent email:_______________________________________________

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