GOALS: There are two major goals of AP Biology: (1) to enable students to develop a real understanding of the principal

concepts in biology and (2) to experience science as a process of problem solving and discovery. The primary emphasis in AP Biology is on developing an understanding of the basic concepts rather than memorizing terms and technical details. Essential to this conceptual understanding are: a grasp of science as process rather than an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns. THEMES, TOPICS, & CONCEPTS: Themes, topics, and concepts all give structure to the AP Biology course. In this course, themes are defined as overarching features of biology that apply throughout the curriculum. Topics are the subject areas in biology, and concepts are the most important ideas that form our current understanding of a particular topic.The eight major THEMES that recur throughout the course are: Science as Process - Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing. Evolution - Evolution is the biological change of organisms that occurs over time and is driven by the process of natural selection. Evolution accounts for the diversity of life on Earth. Energy Transfer - Energy is the capacity to do work. All living organisms are active (living) because of their abilities to link energy reactions to the biochemical reactions that take place within their cells. Continuity and Change - All species tend to maintain themselves from generation to generation using the same genetic code. However, there are genetic mechanisms that lead to change over time, or evolution. Relationship of Structure to Function - The structural levels from molecules to organisms ensure successful functioning in al living organisms and living systems. Regulation - Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive and negative feedback mechanisms. Interdependence in Nature - Living organisms rarely exist alone in nature. Organisms are dependent upon other organisms to meet their needs. Science, Technology, and Society - Scientific research often leads to technological advances that can have positive and/or negative impacts upon society as a whole. This list of biological themes is not absolute; some people might find a shorter or longer list more useful. There is consensus among biologists, however, as to the core theme of biology: It is evolution. Evolution is the common thread that links everything together, and thus evolution is emphasized in every unit. To quote one of the founders of modern evolutionary theory, Theodosius Dobzhansky, Nothing in biology makes sense except in the light of evolution. The eight themes listed above will help us unify the major topics we will cover in this course. For example, the theme of energy transfer will help us connect topics as diverse as cellular respiration and ecosystem dynamics

Syllabus for 2009-2010 Page 2 of 10 Below is an outline of the major TOPICS we will cover in AP Biology. The percentages listed are roughly equivalent to how much time we will spend during the year on these topics, as well as, the emphasis they are given on the AP Exam in May. Please note that we will study these topics in a different sequence than listed below. (See the course planner in this packet for the actual sequence our class will follow.) 1. Molecules and Cells ......................................................................................................................................25% A. Chemistry of Life .......................................................................................................................................7% Water Organic molecules in organisms Free energy changes Enzymes B. Cells .......................................................................................................................................................10 % Prokaryotic and eukaryotic cells Membranes Subcellular organization Cell cycle and its regulation C. Cellular Energetics ...................................................................................................................................8% Coupled reactions Fermentation and cellular respiration Photosynthesis 2. Heredity and Evolution ..................................................................................................................................25% A. Heredity ....................................................................................................................................................8 % Meiosis and gametogenesis Eukaryotic chromosomes Inheritance patterns B. Molecular Genetics ..................................................................................................................................9% RNA and DNA structure and function Gene regulation Mutation Viral structure and replication Nucleic acid technology and application C. Evolutionary Biology .................................................................................................................................8% Early evolution of life Evidence of evolution Mechanisms of evolution 3. Organisms and

Populations ..........................................................................................................................50% A. Diversity of Organisms ............................................................................................................................. 8% Evolutionary patterns Survey of the diversity of life Phylogenetic classification Evolutionary relationships B. Structure and Function of Plants and Animals .......................................................................................32% Reproduction, growth, and development Structural, physiological, and behavioral adaptations Response to the environment C. Ecology ..................................................................................................................................................10 % Population dynamics Communities and ecosystems Global issuesAP BIOLOGY SYLLABUS M. Eberhard / St. Clair High School Syllabus for 2009-2010 Page 3 of 10 Course Schedule 2009-2010 Unit # Topic # of Days Textbook Chapters Laboratory Investigations 1 Introduction & Biochemistry 13 (1) 1, 3, 4, 5, 8 Enzyme Toothpickase Activity AP Lab 2 - Enzyme Catalysis 2 Ecology & Animal Behavior 15 (1) 51, 52, 53, 54, 55, 56 AP Lab 12 - Dissolved Oxygen & Primary Productivity AP Lab 11 - Animal Behavior 3 Cellular Biology & Reproduction 14 6, 7, 11, 12, 13 AP Lab 1 - Diffusion and Osmosis AP Lab 3 - Mitosis and Meiosis END FIRST TERM 4 Bioenergetics 12 9, 10 AP Lab 4 - Photosynthesis AP Lab 5 - Cell Respiration 5 Genetics 12 14, 15 AP Lab 7 - Genetics of Organisms M&M Chi Square Analysis

6 Molecular Genetics 9 16, 17, 18 DNA Pop-It Bead Simulations 7 DNA Biotechnology 9 19, 20, 21 BioRad Paper Lab AP Lab 6A Bacterial Transformation AP Lab 6B Restriction Enzymes & Gel Electrophoresis END SECOND TERM 8 Evolutionary Biology 10 22, 23, 24, 25 AP Lab 8 - Population Genetics & Evolution 9 Classification & Diversity of Organisms Bacteria, Protists, & Fungi 5 26, 27, 28, 31 Bacteriology (IB Lab13) Protists & Fungi (IB Lab 14) 10 Diversity of Organisms - Plants 3 29, 30 Comparative Anatomy Lab 11 Plant Structure & Function 12 35, 36, 37, 38, 39 AP Lab 9 Transpiration Plant Anatomy - Roots, Stems, and Leaves (Lab 24 Curtis) Angiosperm Development - Flowers, Fruits & Seeds (Lab 25 Curtis) Plant Response to Stimulus - Tropism (Lab 28 Curtis) 12 Diversity of Life - Animals 5 32, 33, 34 Animal Diversity I: Porifera, Cnidaria, Platyhelminthes, Annelida, Mollusca (IB Lab 18) Animal Diversity II: Nematoda, Arthropoda, Echinodermata, & Chordata (IB Lab 19) END THRD TERM 13 Animal Structure & Function: Homeostasis 12 40, 41, 42, 43. 44. AP Lab 10 - Physiology of the Circulatory System Comparative Dissections of Dogfish Shark, Frog, Turtle & Rat 14 Animal Structure & Function: Reproduction & Communication 12 45. 46, 47, 48, 49 Comparative Dissections of Dogfish Shark, Frog, Turtle & Rat AP Biology Exam Monday, May 10

th 15 Post Exam 15 To be announcedAP BIOLOGY SYLLABUS M. Eberhard / St. Clair High School Syllabus for 2009-2010 Page 4 of 10 Laboratory Component Working in pairs, students will complete all 12 of the labs in the AP Biology Lab Manual for Students. In addition, we will complete further laboratory investigations drawn from a variety of sources. This requires a minimum of one day out of every four be devoted to lab work. Prior to each lab, students must successfully complete a pre-lab assignment, this will typically means either taking a pre-lab quiz, writing up a lab abstract, developing a lab design diagram, creating a procedural flow chart, or some combination of the previous items. Students will NOT be allowed to work in the lab if they fail to complete their pre-lab assignments! Students will also be assigned to serve as a lab aide two to three times during the year, this requires the student to be involved in the set up and tear down of several of the labs for class. This provides students the experience of preparing solutions, learning what various types of lab equipment are and how they are used, and learning how to culture various types of organisms. Labs are generally completed in two 57-minute periods. Thus students must be thoroughly prepared before coming to lab in order to make the most efficient use of their time. Students will be required to keep a permanentbound laboratory notebook. For the typical lab, students will record in their notebooks their pre-lab assignment(s), their hypothesis, their data and observations for their investigation, graphic representations of their data, an analysis, conclusion, limitations, and recommendations. Post lab activities may include (1) formal lab reports which include a title, introduction and background information, purpose, hypothesis, procedure, data and results, analysis, conclusion, limitations, and recommendations; (2) Informal lab reports that only require certain components of the formal lab report. For example, the informal report might focus only on analysis and conclusion, while another informal report may focus only on presentation of data, charts, and graphs; (3) Oral presentation of a students results are presented to the class in a mini symposium using charts, graphs, and other visual media; (4) for some of the AP labs students will complete the graphs and questions from the AP Lab Manual (5) A lab practical or exam that tests students on their laboratory skills. At least one of the listed activities will be used for each lab we do. The laboratory program follows the objectives outlined by the AP Biology Lab Manual for Students. In addition to the specific objective for each lab, the labs are designed to help students learn how to: understand problems; develop hypotheses;

 design and implement controlled experiments; identify independent and dependent variables; record data and observations properly; analyze data; draw conclusions; think analytically; communicate results with appropriate data tables and graphs; and use the correct form and content when writing a lab report. IMPORTANT NOTE: Your laboratory notebook may make the difference between receiving or not receiving lab credit at the college of your choice, regardless of your grade on the AP Exam. Thus meticulous attention should be paid to the keeping of the students laboratory notebook. Laboratory notebooks need to be purchased from Mr. Eberhard for $15.00. The fifteen dollar fee simply covers the cost of the notebook. If you are writing a check please make it payable to St. Clair High School.AP BIOLOGY SYLLABUS M. Eberhard / St. Clair High School Syllabus for 2009-2010 Page 5 of 10 Teaching Strategies In general, when we are not doing the labs and activities described in this syllabus, I will be lecturing or holding a class discussion. I expect students will spend an hour a night (or 3-5 hours on the weekend) reading, taking notes on the textbook, and completing the their reading guides and internet activities according to their syllabus. Listed below are some selected strategies I plan to use with my AP Biology students. Lecture & Discussion Lectures and discussions will be reinforced and/or prompted using video clips and animations from various on-line sources, DVDs, power point or keynote presentations, and other multi media resources. Students will be given reading assignments ahead of time, and will be expected to have read and studied the topics before coming to class. The pop quizzes over readings at sporadic intervals are intended to help students stay on track. Students will be more engaged in discussion if they are already familiar and have grappled with the material. I will NOT lecture on everything in the chapter. Lessons are designed to highlight the repeating, overarching themes or patterns that thread their way through the three major topics and the eight themes addressed earlier in this syllabus. These will be the major organizing principles for all class lectures and discussion. We will be asking ourselves repeatedly, How does what were studying now connect to those themes? The AP Biology Examination continues to emphasize the concepts and themes of biology. Less weight is placed on specific facts than on the big ideas that tie them together. However students will be

responsible on their exams and quizzes for more details than we generally will go over in class on a day-to-day basis, which puts the onus of responsibility on the students to work with each other in study groups or by themselves to get some of the details. I will provide students with the key learning objectives so they know what to spend the most time on. Reading & Lecture Guides I have prepared both a reading guide and lecture guide for each chapter and section we cover in the Campbell Biology textbook. The reading guide features a series of questions and activities that assist students in focusing on and mastering the key concepts for each chapter. The lecture guides allows us to move through class lectures and discussions more quickly since students dont have to write everything down. However, I will expect students to add additional notes from class lectures and activities to their lecture guidelines. Unit Syllabi & Course Schedule Students will be given a course schedule at the beginning of the year that gives an overview of how long we will spend on each topic, the sequence of topics, and the laboratory investigations we will be conducting. Students will also be given a more detailed unit syllabus for each unit we cover. These syllabi are available online at www.apbioeb.notlong.com. The unit syllabus will list due dates for all reading assignments, reading guides, internet tasks and quizzes, projects, lab reports, and other similar tasks. The calendar will also list all lab dates and which labs we will be working on, and dates for all tests and announced quizzes will be listed. With AP Biologys very tight schedule, the syllabi should help keep us on track and provide some flexibility for students; homework schedules. They should be able to look ahead on the syllabi and budget their time more effectively in order to keep up with AP Biologys demanding schedule. Themes of Biology Chart Students will keep a master chart of the eight biological themes base on the AP Biology Course Description in the front of their AP Biology binders. Each day, students will be asked to classify the material covered that day under a least one of the eight themes and record it. Frequently, discussions will be held the next day as students compare their classifying decisions, either with a partner, a group, or the class.AP BIOLOGY SYLLABUS M. Eberhard / St. Clair High School Syllabus for 2009-2010 Page 6 of 10 Supplemental Readings Throughout the year students will given supplemental readings from classic scientific papers, current scientific publications, and both national and local main stream media. These articles are intended to:

 supplement the information provided in lecture and the students textbook to provide the most current information; apply what we are learning to both environmental and social issues associated with biology; and expose students to scientific publications and give them practice on how to critique scientific articles. Articles will come from a variety of sources including, but not limited to, Science, Nature, Scientific American, New York Times, Detroit Free Press, and the Detroit News. Tutorial Sessions Every Wednesday from 6:30-7:20 AM I will hold tutorial sessions. Depending on the week, some tutorials will be an open format where students may come in with any questions or concerns they have about the course material. While some of the tutorials may be designed to reinforce a particular topic area I perceive students are having trouble with. These tutorials may include additional lab experiences, computer simulations, discussions, lectures, or reading assignments. Tutorials are optional but will be strongly encouraged. Independent Reading Topics Approximately once every eight weeks during the school year, students may be assigned one topic or unit to study on their own. Students must complete an outline and reading guide for each chapter. Students must attend a review session on the topic Student must take an exam or complete a visual display on the assigned topic. Textbook & Supplemental Resources Campbell, Neil A., Jane B. Reece, Lisa Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, and Robert b. Jackson. Biology, 8th Edition / AP Edition. San Francisco: Benjamin Cummings (Pearson Education, Inc.). 2008. Heitz, Jean, Cynthia Giffin. Practicing Biology, 3 rd Edition. San Francisco: Benjamin Cummings (Pearson Education, Inc.). 2008. Holtzclaw, Fred W., Theresa Knapp Hotzclaw. Pearson Education AP Test Prep Series: AP Biology. San Francisco: Benjamin Cummings (Pearson Education, Inc.). 2008. Taylor, Marthar R. Student Study Guide for Campbell Biology, 8 th Edition. San Francisco: Benjamin Cummings (Pearson Education, Inc.). 2008. Greenwood, Tracey, Lissa Bainbridge, Richard Allan. Senior Biology 1 Student Workbook. New Zeeland: Biozone International Ltd. 2009 Greenwood, Tracey, Lissa Bainbridge, Richard Allan. Senior Biology 2 Student Workbook. New Zeeland: Biozone International Ltd. 2009 The College Board, Advanced Placement Program. AP Biology Lab Manual for Students. 2001. Morgan, Judith G., M. Eloise Brown Carter. Investigating Biology Laboratory Manual, 6 th Edition. San Francisco:

Benjamin Cummings (Pearson Education, Inc.) 2008. Helms, Doris R., Carl W. Helms. More Biology in the Laboratory. New York: Worth Publishers, Inc. 1989.AP BIOLOGY SYLLABUS M. Eberhard / St. Clair High School Syllabus for 2009-2010 Page 7 of 10 Student Evaluation Students are evaluated on their performance on the unit exams, quizzes, laboratory notebooks, lab reports, projects, homework, and the practice AP exams they complete. I assign a certain number of points for each assignment students complete for credit. Their final grade is earned by the percentage of the total points earned during the term. The final semester grade will be determined by adding the points from both terms and the points from the final exam and dividing that total by the total number of points possible from the entire semester. Tasks Typical Point Range for Individual Task Approximate Percentage of Grade Exams, Quizzes, & Projects 50-150 60-65% Laboratory Investigations (notebook, reports, pre-lab activities, & lab practical) 10-50 15-20% Homework (student notes, reading guides, Biozone worksheets, etc.) 01-15 15-20% Free-Response Questions & Practice AP Exams 10-25 5-10% Unit Exams After the completion of each unit, an exam will be administered, which are part multiple choice (including many questions from old AP Exams) and part free response (also taken from old AP Exams). Like the AP exams, 60 percent of the grade on the unit exams will be multiple choice and 40 percent will be free response Quizzes At least one quiz will be given, and often more, during each unit of study. Some quizzes will be announced ahead of time and some quizzes will be pop quizzes based on pre-assigned readings. Projects Students will complete at least one project each term. These projects will be used to either explore topics in more depth that we dont have time for in class or to further develop student laboratory research skills. Projects may include an independent lab investigation, a research paper, a debate, or multi media project focused on an environmental or social issues associated with biology. Homework I expect students will spend an hour a night (or 3-5 hours on the weekend) reading, taking notes on

the textbook, completing their reading guides, completing on-line tasks, and other related assignments according to their syllabus. Practice AP Exams Beginning in March, students will be given portions of previously released AP Biology exams, one each week. Students will be given these practice exams on a Monday and they will be due the following Monday when they receive their next practice exam. They will take each exam at home and I will grade them using the AP scoring guidelines. Students will be asked to look at the questions they missed and analyze why they missed them. Free-Response Questions In addition to the practice AP Exams, I will assign individual free response questions from old AP exams and ones that I have developed as homework approximately once a week. The chosen question will reinforce the current topic of study. These practice questions are intended to improve students skills in writing responses to free-response questions.AP BIOLOGY SYLLABUS M. Eberhard / St. Clair High School Syllabus for 2009-2010 Page 8 of 10 Make Up & Late Work If the student has an excused absence, they have one day for each day absent to make up any assignment assigned on the day(s) they were absent. All work assigned prior to the absence is to be turned in on the day the student returns. Since you have due dates for all assignments and tests well in advance you are expected to be prepared the day you return. Unless it is a long-term illness (3 or more consecutive days) YOU WILL BE EXEPECTED: Take all tests and quizzes on the assigned date, even if you were absent the day before! Take all unannounced quizzes at the time they are given because you are expected to keep up with the syllabus even when absent. To complete all pre-lab work and perform all laboratory activities on the date assigned, even if you were absent the day before! If the pre-lab work is NOT completed, you will not be allowed to work in the lab!! If you miss a unit test IT MUST BE MADE UP THE FIRST DAY YOUR RETURN TO SCHOOL ON YOUR OWN TIME the only exception will be if you have a long-term illness of three or more consecutive days, in that situation you need to make special arrangements with Mr. Eberhard as soon as your return. If you miss a lab YOU MUST MAKE ARRANGEMENTS WITH MR. EBERHARD THE FIRST DAY YOUR RETURN TO SCHOOL TO MAKE UP THE LAB ON YOUR OWN TIME this will typically be within a three day window, most often that same day your return primarily because the labs cannot remain set up for more than a day or two because many of the lab materials are time sensitive.

If we have a school day canceled for any reason (such as a snow day), are schedule WILL NOT shift. You are expected to complete that days work and the next days work we MUST stick to the syllabus. You will be asked to check our AP Bio web page for complete directions on any school day that is canceled!!! Any work that is determined to be late will receive a 50% reduction on the grade earned. Attendance & Tardy Policy Whether an absence is excused or unexcused is always determined by Mr. Cooks or Mrs. Woolmans office. If a students absence is declared unexcused, NO credit will be given for any missed assignments a deduction of 10% will be given for any major projects, papers, and tests! Per district policy, if you reach SEVEN absences for this class you will lose credit for the course. Any tardy will also be handled by Mr. Cooks or Mrs. Woolmans office. If you are not in the room and prepared to work before the bell rings, you will be reported as tardy for the hour. A tardy may also be given if a student must leave the room, after the bell, to get materials for class or to use the toilet. You need to be aware that every SECOND tardy is equal to one unexcused absence. CLASSROOM POLICIES 1. Exhibit a positive attitude towards learning. It is your education; please make the most of it! 2. Show RESPECT, at all times, for other people and their property. Disrespectful behavior will NOT be tolerated! 3. Academic honesty is expected at all times! Students demonstrating academic dishonesty (cheating) will lose credit for the assignment. Multiple offenses of this policy can lead to loss of credit in the course. 4. Be to class on time and prepared to work. 5. No food or drink (except bottled water) should be in the classroom. 6. Per school policy, no cell phones, pagers, CD players, iPods, MP3 players, playing cards, etc. are to be used in the room. These items will be confiscated and turned into the assistant principals office. 7. Take responsibility for your work area and class materials, they should be kept clean and organized. 8. Follow all laboratory safety procedures. The laboratory area is an area that you must be on your best behavior for your safety and the safety of your fellow classmates. 9. When all else fails USE COMMON SENSE!AP BIOLOGY SYLLABUS M. Eberhard / St. Clair High School Syllabus for 2009-2010 Page 9 of 10 AP BIOLOGY EXAM The AP Biology Exam is on Monday, May 10, 2010 at 8:00 AM. Students who take AP Biology must take the AP Biology Exam. A grade of 3 or higher will save many students time and money in college, depending on their desired degree field. Taking the AP Biology Exam results in a student grade based on a 5.0 GPA scale rather than the normal 4.0 GPA scale, IF the student earns a grade of 70 percent or higher in AP Biology and takes the AP Exam.

 The AP Biology Exam is three hours in length and is designed to measure a students knowledge and understanding of modern biology. The exam consists of an 80-minute, 100-item multiple choice section, which examines the students understanding of representative content and concepts drawn from across the entire course; a 10-minute reading period; and a 90-minute free response section, consisting of four mandatory questions that encompass broader topics. The number of multiple choice questions taken from each major subject area of biology reflects the approximate percentages of the course as designated in the course description on page 2 of this syllabus. In the free-response portion of the exam, usually one question is taken from Molecules and Cells, one is taken from Heredity and Evolution, one question is taken from Organisms and Populations, and one question focuses on the 12 AP labs. Any of these four questions may require the student to analyze and interpret data or information drawn from the laboratory experience, as well as from lecture material, and may require students to integrate material from different subject areas of the course. The multiple-choice section counts for 60 percent of the students exam and grade, and the freeresponse section counts for 40 percent. Within the free-response section, each of the four questions is weighted equally. The answers to the free-response questions must be in essay form; outlines alone or unlabeled and unexplained diagrams alone are NOT acceptable. There are four free response questions. One of the four questions is always based on one of the twelve AP labs we will do in class. You can earn a maximum of 10 points on each of the four questions; however each question usually has 12-15 points possible. Each question typically breaks down into three parts and you can earn a maximum of 4 points on each part, but no more than 10 points for the overall question. Therefore it is not possible to earn a full 10 points without answering all three parts of the question. We will practice writing free response questions throughout the course and they will appear on every unit test. AP Grade Qualification 5 Extremely well-qualified 4 Well-qualified 3 Qualified 2 Possibly qualified 1 No recommendationAP BIOLOGY SYLLABUS M. Eberhard / St. Clair High School Syllabus for 2009-2010 Page 10 of 10 Things You Need To Do BEFORE Coming to Class on Monday, September 14th Internet Tasks 1. Go to Mr. Eberhards web page for AP Biology - www.apbioeb.notlong.com a. Click the link for Course Description i. Click on Class Syllabus 2009-2010

ii. Read the syllabus iii. Have your parent or guardian read the syllabus and sign your form. If it is easier, please print a copy for your parent or guardian to read. b. Click the link for Unit Syllabi c. Open and print the syllabus for Unit 1 Biochemistry and bring it to class. 2. Go to the Campbell Textbook site www.aw-bc.com/campbell/ (there is a link on our AP Bio web page) a. Register yourself i. Use the registration code: SSNAST-GIBLI-HOXHA-NEIGH-SARTO-ROPES ii. You will be able to select your own log-in name and password b. Login to the website and then you MUST register for your correct class i. 5th Hour use the code cm951019 ii. 6th Hour use the code cm737006 c. This site contains: i. An online edition of the textbook ii. Many activities, tutorials, podcasts, videos, and animations to support our learning iii. Many of your homework assignments will be completed online and submitted online YOU MUST HAVE CREATED AN ACCOUNT TO DO THIS! iv. If you lack home access to the internet, some assignments can be completed using the disc provided with your book. However some assignments must use intenet access and you will have to plan time to use the computers in the library or Mr. Eberhards classroom. 3. Familiarize yourself with the LabBench website www.phschool.com/science/biology_place/labbench/index.html (there is a link on our AP Bio web page) a. This site will be used as part of your pre-lab assignments for each of the 12 AP labs. b. You will be required to complete the pre-lab quiz prior to conducting each AP lab. Unfortunately, you cannot electronically submit your results for this quiz online, thus you will need to print your results at home and bring them to class the next day. Materials for Class You will need to purchase and/or bring to class on a daily basis the following items 2 Binder A set of 8 dividers with tabs Laboratory Notebook (must be purchased from Mr. Eberhard) o The cost is $15.00 and checks should be made payable to St. Clair High School o Please see page 3 of the course syllabus for further explanation. A Scientific Calculator (can check one out from school library) Black or blue ink pens to be used for ALL laboratory notebook entries A set of colored pencils may be helpful when working with and creating diagrams. ------------------ PLEASE DETACH THE BOTTOM & RETURN --- KEEP THE SYLLABUS FOR YOUR RECORDS -----------------I acknowledge that I have viewed an electronic or printed copy of the syllabus for St. Clair High Schools AP biology class. I have read, understand, and accept the expectations, procedures, policies, and requirements for Mr. Eberhards AP biology class. __________________________________ __________________________________________________ Student Signature Date Parent/Guardian Signature Date