This web page serves as my College Board Advanced Placement Syllabus, officially approved July, 2007.
“Above CollegeBoard® logo is a registered trademark of the College Board, which was not involved in the production of, and does not endorse, this product.”

General Course Information
2008 - 2009

updated August 31, 2008

Summer 2008 Studies In Evolution...

I'm glad you took the time to check out the website. I'll try to post things on a fairly regular basis as students contact me about the Evolution readings. E-mail me when you read this. Give your name, since I might not know you from your e-mail address name...

Course Description: A.P. Biology

Advanced Placement Biology exposes the student to a survey of the material in a first year college course for majors. Further, it emphasizes the syllabus recommended by the College Board, particularly through its 8 major themes (listed below). The student will be required to sit for the A.P. Biology Examination in May. Prerequisite: Grade of at least a B in biology and Chemistry, and approval of the instructor. Physics is a pre-or corequisite. 

Since we will meet five out of every seven class days, we will probably realize a total of 110 class meetings before the Advanced Placement exam. For this reason students will be expected to do a significant amount of reading and independent study. A.P. Bio is a rigorous course, but all students accepted for the course have done well in their prior science courses and are fully capable of excelling in A.P. Biology. Some students will not have to change a thing about the way they study; others will have to make some changes so they can make much more efficient use of their study time.

The Eight Themes of A.P. Biology

The topics and concepts studied in Advanced Placement Biology are unified under these "overarching" themes, integrated throughout the course, which are listed below:

Science as a process Evolution Energy Transfer Continuity and Change

Relationship of structure to function Regulation Interdependence in nature Science, technology and society

	A.P. Biology Text Our text is probably the most widely-used text, both in Advanced Placement Biology courses in high schools throughout the country, as well as in introductory biology courses for majors in colleges and universities throughout the country. The late Dr. Neil Campbell was a member of the AP Biology Development Committee. I was fortunate to get to know him as a fellow Reader of the AP Exam. (See bibliographical information below.)
	A.P. Biology Study Guide The study guide is intended to give you a basic outline of what I think is the important material you should be able to master in the text. It contains a number of exercises that are supplementary to the text. You will receive a number of handout pages through the course of the year. Place them, as well as your class notes and assignments in the study guide binder. (See bibliographical information below.)
	Preparing for the AP Biology Exam This workbook contains practice tests, both on subject matter and comprehensive levels. I think you will find it to be very helpful to review for the A.P. Exam in May. It was written as an accompanying manual specifically for our text.  Although you should have this book on hand in September, you will not have to bring it to class every day until the Spring when we begin our formal review. (See bibliographical information below.)

Course Guidelines

The following information is given to students on the first day of class, and to parents at the first Back To School Night: 

College Level Course. A.P. Biology is a college level course that you're able to take in high school. It is equivalent to a first-year biology course that would typically be taken by biology majors.

Advanced Standing. A good score on the A.P. Biology test, coupled with your College/University's policies and your intended major, could mean that you will receive college credit for work you do during this school year. You may "test out" of the course entirely, or you may be assigned to an "honors" section, which is probably much smaller than a general introductory biology course.

Enrichment. You have an opportunity to explore topics in AP Biology that you would not normally be able to in other high school courses. 

A course for "majors." We will use a college level text, proceed at a college level pace, perform college level labs, and take college level tests. 

Before/after school help. Even though this is a college level course, you will experience a smaller class size than you would in college, and have closer teacher contact. As I've stated on my home page I get to school early in the morning, usually by 7:00 AM, and remain at school after school until at least 3:00 PM. You can feel free to schedule a meeting time with me, or simply "walk-in", provided that I'm not working with another student, or attending a meeting. Play it safe and schedule something in advance. (I'm usually out of the room between 7:30 and 8:00 AM, and have afternoon meetings on most G-days). 

Homework every night. Students sometimes feel that if they don't have a written assignment, they don't have homework. You will have either written or non-written homework every night. You should keep up with your assigned outlines, with reading, and once that is complete, your review of your notes each and every night. If you do this, you'll excel in the course. If you don't, it will become obvious to you.

Academic Integrity. The following is a quote from page 7 of the Student Handbook, available on the Salesianum web site:

"Each student is encouraged and required to respect what God has given him and others, both in material goods and scholastic ability. This respect implies honesty with oneself and others. Taking the property of others -- material, intellectual, or scholastic -- is a betrayal of respect as well as a violation of honesty."

"Academic integrity is the expectation of every Salesianum student. Any student who jeopardizes this by plagiarism, cheating or taking another's work will receive a zero for the assignment in question. He will also receive a demerit. In addition, the student's parent/guardian will be contacted by his teacher."

I truly hope that none of my students feel so pressured that they need to resort to copying someone else's homework, lab report, or test. The same could be said about improperly using material from printed and electronic media. The results of being caught doing so would be so devastating to one's grades! Do the math -- a homework or lab grade of zero might be the difference of a letter grade; a test grade of zero would probably result in your failing the quarter, and academic ineligibility for participating in co-curricular activities. All of the work I give is doable -- all of my students are capable. If something happens that you can't get an assignment in on time -- ask me for more time. If you feel unprepared in the days before a test, ask for help.

The question often arises when two or more students are partners for a lab or project. Of course your data and information should be the same, but your conclusions, while similar, should not be word-for-word. Whenever you collaborate, you should list those persons and resources you used. A great temptation might be to use material available electronically or on the Internet. Always be sure to attribute credit to your sources! The problem comes when you try to pass on someone else's work as your own.

Testing Procedures (taken with permission from syllabi of several Salesianum Science Department members).

• no talking during tests
• test materials in the center of your desk at all times; your eyes on your own test materials
• use of cell phones prohibited; calculators will be provided if needed
• have additional materials to work on if you finish test early
• if absent for a test, arrange with me to take it on the first day back, even if we don't have a scheduled class that day

    Failure to comply with the above test procdures will result in an automatic grade of "0" with no opportunity to retake the test.

Grading Policy. Your grades in this course should reflect that you're enrolled in a rigorous, college level course: 

Tests. Most of your grade (80%) will be based on your performance on written tests, which will be scheduled in advance. You will see after a test or two that modern biology is not an exercise in memorization, but a study of a modern science. Accordingly, we will try to test your mastery of concepts and processes. Tests will almost always include an essay ("free response" question).

Lab  reports and written assignments. Lab  reports and written assignments will be collected and graded, and will constitute 20% of your grade.

Grading Scale. Your grade will be based on the school's official grading scale: A = 93, B+ = 89, B = 85, C+ = 81, C = 77, D+ = 73, D = 70. 

Keeping track of your grades. It is your responsibility to keep track of your grades. Check the FAWeb site often to make sure you have received the correct grade for all the work you've done. FAWeb is readily available for both parents and students.

Attendance, behavior, and preparation. Class "citizenship" points will be deducted from your final average in the event that you violate the Attendance and Behavior guidelines below. I rarely every have to resort to this, as students seem to be able to gauge whether they belong in the course or not... 

Attendance. You  are expected to arrive at class on time, be seated before bell, and remain for the entire class. 

Behavior. You should not engage in behavior that would jeopardize lab safety, nor distract the teacher or other students from doing their work. 

Preparation. You should have assigned readings completed, have any written assignments turned in on time, and have have your text, workbook, and Study Guide at each class.

The molecule on the left is a small polypeptide. When polymerized further, it is known as a protein. Have you given any thought to how important proteins are to the structures and functions of livng cells: 1. What structures of the cell contain polymers of this molecule?What are the functions served by these structures? 2. What other important cellular functions are performed by proteins? 3. What processes are involved in the production of proteins, and do proteins themselves participate in these processes?

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Links to other pages:

Mr. Phil Vavala's Home Page

Salesianum School Home Page

Links within this page:

2nd Quarter Schedule

3rd Quarter Schedule

4th Quarter Schedule



Get a cover sheet for your lab write-up

Coming soon: some cool pages on the WWW...

(under construction...)

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Tentative Schedule

The following schedule is the intended sequence of activities for the 2008-2009 Academic Year. Experience shows that we will always be within a week of the dates provided. In any event, the sequence of events will be correct.

References in the schedule include the following:

Text, Study Guide (SG), and Preparation Guide - the three texts captioned above; all are the property of the students.

"AP Labs" come from the College Board's Biology Lab Manual, which is available in the classroom laboratory.

P-drive - a location on the school's computer server where resources are placed by the teacher and used as required by the students. These resources will include PowerPoint presentations, suggested web sites, and various assignments that may be downloaded.

Cycle

Assignments

Topics

1-1 beginning
Thu., Aug. 28

Read pp. 1-1 thru 1-4 in Study Guide



Chapters 22 - 25
R/O Ch. 22 - 25
Meet objectives, p. 22-1 through 25-1, Study Guide
(hopefully completed during the summer months...)


** Lab report due on the first class day following the test on this material**

Safety (MSDS briefing), seating, texts. 
General topics: grading, class rules.

Evolution 
Historical perspectives & evidence
Darwinism, neo-Darwinism
Mechanisms of modern theory
Population genetics
First-life hypothesis (excerpts from Ch. 26)

Lab: Hardy-Weinberg Population Genetics. We will model a population that meets HW criteria, then test the effect of selection; also, a "real world" calculation of PTC tasting. (AP Lab #8)

A good essay: Outline Darwin's points in his theory of Natural Selection, and compare his theory with our modern definition of evolution.

1-2 beginning
Wed., Sept. 10

* Test on Ch. 22-25 during this cycle*

Chapters 1 - 3
R/O Ch. 1 & 2
Meet objectives, p. 1-1 through 3-1, Study Guide

Remind parents: Parent - Teacher Meeting on Wednesday, September 10 at 6:30 PM.

Elementary chemistry needed in biology

A good essay: Discuss the physical and chemical properties of water in terms of its use as a solvent, molecules that are insoluble in it, and its temperature ranges on earth.

1-3 beginning
Fri., Sept. 19

Chapters 1 - 3, continued...

Chapter 4
R/O Ch. 4
Meet objectives, p. 4-1, Study Guide
Study Organic Groups: alcohols, aldehydes/ketones,
carboxylic acids, ethers...

Check out the polypeptide at the top of the page and think about the answers to the questions posed...

*Test on Ch. 1-4 during this cycle *

Elementary chemistry, continued...

Elementary Organic chemistry
(Extremely short, but extremely important chapter)

P-drive: Record PowerPoint notes on organic functional groups on p. 4-4 in SG

A good essay: Describe the oxidation of methane (through alcohol, aldehyde, acid) to carbon dioxide. Describe each successive molecule in terms of energy contained.

1-4 beginning
Tue., Sept. 30

Chapter 5
R/O Ch. 5
Meet objectives, p. 5-1, Study Guide

 * Test on Ch 5  this cycle or next*

Macromolecules
Proteins
Carbohydrates
Lipids
Nucleic acids

A good essay: Compare a six-carbon fatty acid with glucose, structurally, and with regard to the energy contained.

Progress Reports posted this cycle

1-5 beginning
Thu., Oct. 9

Chapter 5, continued...


Chapter 6 
R/O Ch. 6
Meet objectives, p. 6-1, Study Guide
Complete work on pp. 6-3 thru 6-6, SG


** Lab report due on the first class day following the test on this material**

* Test on Ch. 6  this cycle or next *

Organic chem, macromolecules, continued...

Bioenergetics
Energy and Entropy
Activation energy
Enzymes
Metabolism, anabolism, catabolism
Reaction coupling

Lab: Effect of catalase on breakdown of H₂O₂ . We will do this using the classic procedure in the lab manual, and with the Vernier gas pressure probe. (AP Lab #2)

A good essay: Describe the structure and function of a typical enzyme, and discuss the following: cofactors, coenzymes, various types of enzyme inhibition.

1-6 beginning
Thu., Oct. 23

Chapter 7 
R/O Ch. 7
Meet objectives, p. 7-1, Study Guide

** Lab report due on the first class day following the test on this material**

* Test on Ch. 7 (possibly including Ch.8) this cycle*

The cell
Historical perspective
Modern theory
Pro- and Eukaryotic cells
Organelles in pro- and eukaryotes

Lab: Observing Living Cells. We will compare and contrast animal and plant cells, and using  micro- photography to record data.  (Study Guide)

A good essay: Discuss Margulis' Endosymbiosis Hypothesis

2-1 beginning
Mon., Nov. 3

******* 2nd Quarter Begins ******

Chapter 8: Membranes and Their Functions
R/O Ch. 8
Meet objectives, p. 8-1, Study Guide

** Lab report due on the first class day following the test on this material**

* Test on Ch. 8 during this cycle (if not done previously)*

The functions of membranes, particularly as regards the movement of materials into and out of the cell.

Lab: Osmosis and Diffusion. Use of dialysis bags and potato cores to measure rates of diffusion/osmosis, as well as to calculate the isosmotic concentration of living cells. (AP Lab #1)

A good essay: List, compare and contrast the mechanisms for atoms, molecules and ions to permeate the cell membrane. Include all forms of diffusion, as well as active and passive transport.

2-2 beginning
Thu., Nov. 13

Chapter 9: Cellular Respiration
R/O Ch. 9
Meet objectives, p. 9-1, Study Guide

Study pp. 9-7 & 9-8, and 9-10 in SG


** Lab report due on the first class day following the test on this material**

Remind parents: Parent - Teacher Conferences on Thursday November 15 at 6:30 PM.

Almost the exact reverse of the net reaction of photosynthesis that you studied in first year biology...

P-drive: Record PowerPoint notes on p. 9-3 thru 9-6 in SG

Lab: Cellular respiration. Using volume or pressure to measure the rate of carbon dioxide production in a small animal or plant. We'll do this in a classic way (calculation of the reduction of the volume of oxygen), and in an electronic way (measuring the concentration of either oxygen and/or carbon dioxide). (AP Lab #5)

A good essay: Compare and contrast alcoholic and lactic fermentation with glycolysis. Discuss the carbon pathway, as well as energy molecules consumed and produced.

2-3 beginning
Mon., Nov. 24

* Test on Ch. 9 during this cycle *

Chapter 10: Photosynthesis
R/O Ch. 10
Meet objectives, p. 10-1, Study Guide

** Lab report due on the first class day following the test on this material**

Study Chart on page 10-5 in SG

** Lab report due on the first class day following the test on this material**

Historical perspective.

Modern theory.

Photorespiration, C4, and CAM pathways.

Lab: Rate of photosynthesis. Use of the spectrophotometer to measure the rate of photosynthesis in spinach chloroplasts.  (AP Lab #4)

Lab: Absorption spectrum of chlorophyll-a. Elute the band for chlorophyll from your paper chromatogram and determine the absorption spectrum with your spectrophotometer. Student-designed lab execise.

A good essay: Compare and contrast photosynthesis and cellular respiration. Include in your discussion: carbon pathways, electron-carrying molecules, proton gradients, membranes. 

2-4 beginning
Mon., Dec. 8

Chapter 10 , continued...


* Test on Ch. 10 during this cycle

Progress Reports posted this cycle

2-5 beginning
Wed., Dec. 17

Chapter 12:  The Cell Cycle
R/O Ch. 12
Meet objectives, p.12-1, Study Guide

Chapter 13: Meiosis and Sexual Life Cycles
R/O Ch. 13
Meet objectives, p.13-1, Study Guide

** Lab report due on the first class day following the test on this material**

Study page 13-2 in SG

P-drive: Record PowerPoint notes on p. 12-3 thru 12-6 in SG

…or view this PowerPoint with your web browser

Asexual and sexual reproduction
Pro- and Eukaryotic genetic material
Binary fission
Cell cycle and mitosis
Regulation of the cell cycle
Meiosis

P-drive: Record PowerPoint notes on p. 13-3 & 13-4 in SG

…or view this PowerPoint with your web browser

Lab: Mitosis and Meiosis. Review of onion and whitefish mitosis; calculation of crossover frequency in Sordaria fimicola. (AP Lab #3)

A good essay: Compare and contrast diplontic, haplontic, and diplohaplontic life cycles.

2-6 beginning
Fri., Jan. 9, 2009

Chapter 14: Mendelian Genetics
R/O Ch. 14
Meet objectives, p. 14-1, Study Guide

Chapter 15: Chromosomes and Genetics
R/O Ch. 15
Meet objectives, p. 15-1, Study Guide

* Test on Chapter 12-13  during this cycle *

Chapter 16: Molecular Basis of Inheritance
R/O Ch16 
Meet objectives, p. 16-1, Study Guide

Study pp. 17-2 & 17-3 in SG

* Test on Chapter 14-15 possible this cycle or next*

Classical genetics...

Relating Mendel's traits (segregation and independent assortment to the phenomena observed in mitosis...)

Historical perspective
Structure & function: DNA & RNA
Replication, transcription
Translation (protein synthesis)
Modern genetics, gene expression & regulation
Mutation vs. genetic recombination

3-1 beginning
Wed.,  Jan. 21

**** 3rd Quarter Begins ****

Chapter 16 continued...

Chapter 17: From Gene to Protein
R/O Ch. 17, text
Meet objectives, p. 17-1, SG

Check out the pBLU Transformation lab: bacteria were given a plasmid with a gene for ampicillin resistance.

A review of the basics of DNA replication
A review of the history of the research.
A review of transcription and translation.

Given a DNA sequence, be able to determine the amino acid sequence in a polypeptide.

A good essay: Explain Crick's Central Dogma, and list violations of the "dogma."

Visit a site at Univ. of Nebraska Lincoln. Good explanation of Okazaki fragments;  great (ShockWave) graphics.

Integrated assignment: Taxonomy – Chapters 26 - 34
This work is to be done entirely out of class during the 3rd Quarter. Your assignment is to:
1.    Read the assigned chapter(s).
2.    Answer the objectives and complete the charts in your Study Guide. The charts were constructed so that comparison and contrast could be recorded among the various taxa listed in the chapter. In some cases it will not be possible to complete each and every box in every chart.
3.    Complete the following chapters in order. Turn in your work according to the following schedule:

Due Date	Chapters (Text, SG)	Content	Topics
A-day Feb. 2	Ch. 26 - 27	Early Earth and the Origin of Earth Prokaryotes and the Origins of Metabolic Diversity	Unity and Diversity Taxonomy, Systematics &       Evolution Phylogeny (review) Dichotomous keys
A-day Feb. 11	Ch. 28	Origins of Eukaryotic Diversity	We are not going to memorize the classification of these organisms, but we are going to uncover the system with which biologists classify.
A-day Feb. 23	Ch. 29 - 30	Plants: The Colonization of Land Seed Plants
A-day Mar. 4	Ch. 31 - 32	Fungi Animal Evolution
A-day Mar. 17	Ch. 33	Invertebrates
D-day Mar. 26	Ch. 34	Vertebrate Evolution and Diversity

*** In the event of the closing of school because of bad weather, one taxonomy chapter will be due for each day missed on the next day back to school All other chapters will move up in precedence.

3-2 beginning
Mon.,  Feb. 2

Continue work on Chapters 16 & 17...

* Test on Ch.16-17 late in this cycle*

Remind parents: Parent - Teacher Conferences on
Monday , February 4 at 6:30 PM.

Pay particular attention to plasmids, prophages, and episomes...

A good essay: Explain the mechanisms involved in inducing and repressing operons, particularly the lac-operon.

3-3 beginning Wed., Feb. 11

Chapter 18: Genetics of Viruses and Bacteria
R/O Ch. 18, text
Meet objectives, p. 10-1, Study Guide
Read p. 18-2, Study Guide

Lytic and lysogenic cycles
Viruses as vectors

A really cool site: you list the DNA base sequences, the site will tell you where the restriction enzyme will cut it!

Simple diagram of how EcoRI works...

3-4 beginning Mon., Feb. 23

Chapter 19: Eukaryotic Genomes
Read Ch. 19, text
Meet objectives, p. 19-1, SG
(mostly independent study...)

Chapter 20 : DNA Technology
R/O Ch. 20, text
Meet objectives, p. 20-1, Study Guide

Read pp. 20-2 through 20-15, SG

** Both lab reports due on the first class day following the test on this material**

Lab: Bacterial Transformation. Introduce pBLU® plasmid in a strain of E. coli that will give it ampicillin resistance and allow it to metabolize an analog of lactose. (AP Lab 6a)

Lab: Agarose gel electrophoresis. Restriction enzyme mapping of Labmda DNA restricted with EcoRI, HindIII, and both enzymes. (AP Lab 6b)

View a simple protocol for electrophoresis...

Progress Reports posted this cycle

3-5 beginning on Wed., Mar. 4

* Test on Ch. 18-19-20 during this cycle*

Chapter 21:  The Genetic Basis of Development
Read Ch. 21, text
Meet objectives, p. 21-1, SG

** There will not be a test on Ch. 21 **

Chapters 40 & 41: Animal Structure and Function; Animal Nutrition
R/O Ch. 40 & 41 
Meet objectives, pp. 40-1 & 41.1, SG
Complete chart, p. 41-2, SG

* Test on Chapter 40-41 possible this cycle*

An attempt to relate what we now know about DNA with what we observe in development. Why do some cells act one way in a set of environmental conditions, and another way in a different set of conditions?

There will be a lot of structure (anatomy) and function (physiology) here. Try to put it all in the perspective of evolutionary adaptation.

A review of topics from first-year biology, but at a college depth and pace...

Some general anatomy, and a good review of structure & function.
Dentition in vertebrates

A good essay: Species evolve, individuals adapt. Choose a structure and its function, and tell how it allows the individual to adapt and react to its environment, and how this is an evolutionary advantage for the species.

3-6 beginning on Tue., Mar. 17

Chapters 42 - 45: Circulation, Gas Exchange, Immunity, Hormones
R/O Ch. 42 - 45
Meet objectives, pp. 42-1, 43-1, 44-1, 45-1, SG
Complete charts & diagrams, chapters 41 - 45 in SG

* Test on Chapter 42-45 possible this cycle or next*

** Lab report due on the first class day following the test on this material**

Pay particular attention to hemoglobin saturation curves in text and Study Guide.

A good essay: Using the hemoglobin saturation curves, discuss why fetal hemoglobin is able to successfully compete for oxygen. Question: could genetic engineering to restore the ability to produce fetal hemoglobin in the adult be a possible cure for sickle cell anemia?

Lab: Circulation - We'll refine our ability to measure pulse and blood pressure on humans, but we won't necessarily attempt to determine "fitness." (AP Lab 10)

A good essay: Discuss feedback mechanisms in terms of hormones, and compare this with both enzyme inhibition and operon  control.

4-1 beginning on Thu., Mar. 26

******* 4th Quarter Begins ******

Chapters 35 - 39: Plant Biology
Meet objectives, p. 10-1, SG

** Both lab reports due on the first class day following the test on this material**

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Chapters 46 - 47: Animal Reproduction and Development
R/O Ch. 46
Read Ch.47
Meet objectives, p. 46-1 & 47-1, SG

PowerPoint for Plants

PowerPoint for Ecology

Continue with Animal Structure & Function, then a block on Plant Structure & Function...

Lab: Plant anatomy. We will compare monocots and dicots as to root, stem, leaf and flower structures. Macroscopic and microscopic digital images will be made. (Study Guide)

Lab: Transpiration in plants. We will do this lab over a one-week time course, using vinca or pansy; and we will perform the investigation with potometers according to the procedure in the lab manual.(AP Lab 9)

These two chapters build on what you learned in Reproduction and Development in your first-year bio course.

Note that you do not have to read and outline Chapter 47...

A good essay: Discuss cleavage through neurulation in a vertebrate embryo.

4-2 beginning on Mon., Apr. 6

Chapters 46 - 47: continued...

*** Test on Ch. 46-47 late in this cycle***






** Lab report due on the second class day following the discussion of the lab**

Chapters 48 - 49: Nervous Systems, Sensory Systems
(includes a discussion on muscle contraction....)

R/O Ch. 48
Read Ch.49

Meet objectives, p. 48-1 & 49-1, SG

*** Test on Ch. 48-49 late in this quarter***

Easter Vacation from Thursday, April 9 through Sunday, April 19. Happy Easter!

The test for Chapters 48-49 will be later in the quarter, when we can fit it in. It could even take place after the AP Exam is administered...Take good notes so that you can go back and refer to them...   Work on these chapters will be submitted on or before TBA.

Lab: Behavior - We'll attempt a habitat selection lab with the Pill Bug either right before or right after Easter vacation, depending on the weather and availability of the colony in my back yard. (AP Lab 11)

A good essay: You determined how the pill bug responds to its environ- ment. How is this response an evolutionary adaptation for the species?

A good essay: Compare the feedback of hormonal regulation with the nervous system's reflex arc.

A good essay: Compare and contrast the structures and functions of all the components of the Central and Periferal Nervous Systems.

4-3 beginning on Fri., Apr. 24

Chapters 50 - 55: Ecology and Behavior
Read the chapters
Meet objectives, appropriate chapters in Study Guide

** Lab report due on the second class day following the discussion of the lab**

Populations and Communities
Population dynamics
Ecosystems and Biomes
Human Impact


Lab: Dissolved oxygen and primary productivity. We will measure D.O. concentrations over a one-week time course, using both Vernier probes and conventional colorimetry. (AP Lab 12)

Progress Reports posted this cycle

4-4 beginning on Tue., May 5

AP Bio Exam Review begins...






AP Bio Exam Monday, May 11 (E-day)

Practice Test. Finish for homework 

Review Topics:

• General chemistry, Energetics, Photosynthesis, Respiration, Cell Cycle
• Genetics
• Evolution
• Animal Systems
• Plant Biology
• Ecology & Behavior
• Taxonomy

Progress reports distributed this cycle

4-5 beginning on Thu., May 14

Course Final Exam  given in two parts on two separate class days. Exact dates to be announced.

Make-up days on tests, assignments, etc.

Final administrative details for the course.

Seniors not in class; Juniors only: Tue., May 27 - Wed., Jun 4.

Students must resolve conflicts at least 2 days in advanceof the scheduled final by arranging mutually convenient alternate dates with Mr. Vavala

4-6 Tue., May 26

  (Juniors only).

R/O        =     Read and Outline
Read       =     Read carefully
Browse   =     Read lightly
Study      =     Read very analytically

References:    Biology (Campbell), 8th Edition, 2008,  ISBN 0-1313-5691-7
                      AP Test Prep: AP Biology (Holtzclaw & Holtzclaw), 2008, ISBN 0-1-313-5749-2
                      Salesianum A.P. Biology Study Guide (Vavala), 2008 - 2009

If you have any questions or comments for Mr. Vavala, telephone (302) 654-2495, VoiceMail 213, or...send an e-mail.