AP BIOLOGY

Long Prairie/ Grey Eagle High School 2014-15

Teacher: Chet Hudalla

Contact 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 CONTENTS
Page 2 …………………….......Course Description, Texts, Supplies, Objectives, AP Exam Info.
Page 4 …………………....…...Course Evaluation (Grading)
Page 5-6…………………..…...Course Outline
Page 7 …………………..…...General Expectations
Page 8-10…………………..…...Lab Notebook & Lab Write-up Criteria
Page 11-12……………………...Course Binder & Assignment Descriptions
Page 13 .....................................Campbell Biology 7e Companion Site
Page 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.

2
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 normal
Exam Format:
90  minutes­ 63 multiple­choice questions AND 6 “grid­ins” (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:
 Composition Notebook... not a spiral notebook... pages are bound as in a book
 Spiral notebook or loose leaf paper
 3” 3­ring binder
 Sticky tabs for binder
 Page protectors?
 Colored pencils and ruler to be used for graphing
 Calculator
 Formula Sheet
 4­function 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=95­100 C=73­76.99
A­=90­94.99 C­=70­72.99
B+=87­89.99 D+=67­69.99
B=83­86.99 D=63­66.99
B­=80­82.99 D­=60­62.99
C+=77­79.99 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 on­line. 

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 

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 AP BIOLOGY (fall semester)
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 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 2-5 microscope lab 1.D, 2.A, 4A, 4B

Organic Chemistry, water
Macromolecules

Unit 2 Cell 6-7 AP #1: diffusion & osmosis 2.A, 2.B, 3A, 4.C
Prokaryotic & Eukaryotic cells
Membranes

Unit 3 Metabolism &Cellular Engergetics 8-10 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 12-13 AP #3: mitosis & meiosis 2.E, 3.A, 3.B, 3.D
Eukaryotic chromosomes (&11)
Cell Cycle and its regulation
Meiosis 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.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
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 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)

Long Prairie/ Grey Eagle high school 2012-13
CURRICULUM
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 Genetics
Inheritance 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.A
Mutations 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.D
Monera, 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.A
Eukaryotic genome organization
and control
REINFORCING 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.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 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, transport
Reproduction, control

Unit 13 Animal Evolution & Biodiversity 32-34 1.A, 1.B, 1.C,

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

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 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 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)
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

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 i­pods allowed
4.  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 you
8.  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 weeks
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 on YOUR time… follow your calendar.
14.  NO PERSONAL ELECTRONIC DEVICES ALLOWED IN CLASS
15. i Pads are to closed and on the floor unless instructed to us during class time.

Consequences are as follows...
1.  Warning 4. Detention
2.  Inability to earn max. Points for the day 5.  YOU contact a parent or guardian
3.  conference with Mr. Hudalla 6.  Principals office
NOTE:  the previous consequences may not follow the order listed above.  Mr. Hudalla 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

7
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 white­board in front of the room solely for signing up.  Please sign­up 
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.

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 write­ups 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 pre­lab prior to lab day.  Students will not participate in 
lab unless the pre­lab 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 right­hand 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
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  Write in INK and use ONLY right­hand 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:

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.

9
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 Investigation SP 1 SP 2 SP 3 SP 4 SP 5 SP 6 SP 7
Idea
1 #3: BLAST X X

1 #2: H-W X X X

1 #1: Artificial X X X X
Selection
2 #6: Cellular X X X X X
Respiration
2 #5: X X X X X X
Photosynthesis
2 #4: Diffusion X X X
& Osmosis
3 #7: Mitosis & X X X X
Meiosis
3 #8: Bacterial X X X X X
Transformation
3 #9: Restriction X X
Enzyme
Analysis
4 #11: X X X X X
Transpiration
4 #13: Enzyme X X X X

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

10
_____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 x­axis
_____Dependent variable is on the y­axis
_____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

11
AP Biology Binder
You need to provide a 3­ring 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 quizzes
5. Unit Reviews (unit review pages, unit review quizzes)
6. Free Response Questions
7. 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 spot­checked 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 loose­leaf 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.

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 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.

 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 
take­home, open­book, 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 set­up 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’s­anywhere!)

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
 E­book­ 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 set­up of each of the 12 AP
labs are included (VERY HELPFUL!!!)
 MP3 Tutors­  audio sessions walk you   step­by­step 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.
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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 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 self­quizzes 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.how­to­study.com?
Study Skills Self­Help (Virginia Tech)
 http://www.ucc.vt.edu/stdysk/stdyhlp.html

Please cut and return the bottom portion

_________________________________________________________________  
PRINTED student name
_________________________________________________________________   _____________________
Student signature date

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_________________________________________________________________    _____________________
Parent/guardian signature date

Student email:______________________________________________

Parent email:_______________________________________________

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