• AP Biology/DCC Bio 105 & 106



    Instructor:    Mrs. MJ McFarland                  Extra Help: by appointment

                           Room 192

                           897-6700 ext. 30034



    Code: S688 Full Year (11-12) (1 credit)   (rank weight 1.10)

    Prerequisite: Approval by Science teacher, Regents or Honors Biology, Regents or Honors Chemistry

    Recommendation: Students are expected to have at least an 85% average in previous Honors science courses and at least a 90% average in previous Regents science courses.





     The following is provided by DCC:

    Academic Accommodations

    Dutchess Community College makes reasonable accommodations for students with

    documented disabilities. Students requesting accommodations must first register with

    the Office of Accommodative Services (OAS) to verify their eligibility. After

    documentation review and meeting with the student, OAS staff will provide eligible

    students with accommodation letters for their professors. Students must obtain a new

    letter each semester and discuss their accommodation plan with their instructors as

    soon as possible to ensure timely accommodations. The Office of Accommodative

    Services is located in the Orcutt Student Services Building, Room 201, phone #



    Title IX

    Dutchess Community College is committed to maintaining a positive campus climate and will not tolerate any form of sexual harassment including sexual assault, sexual violence, and sexual misconduct. It is the responsibility and obligation of all members of the College community to report and/or to assist others in reporting incidents of sexual harassment. Please direct all Inquiries and reports related to sexual harassment and sexual violence to: Title IX Coordinator:

    Esther Couret, Director of Human Resources

    Dutchess Community College, Bowne Hall, Room 220

    53 Pendell Road, Poughkeepsie, NY 12601

    (845) 431-8673



    For information regarding the DCC sexual harassment and sexual violence policy and resources

    go to:

    https://dutchess.open.suny.edu/webapps/portal/execute/tabs/tabAction? For anonymous reports go to Share at DCC: https://www2.sunydutchess.edu/cgi-bin/share-atdcc/index.php


    Academic Honesty

    Academic dishonesty includes, but is not limited to, the following:

    1. Cheating on examinations
    2. Plagiarism, the representation of another’s ideas or writing as one’s own, including but

    not limited to:

    1. presenting all or part of another person’s published work as something one has


    1. paraphrasing or summarizing another’s writing without proper acknowledgement;
    2. representing another’s artistic or technical work or creation as one’s own.
    3. Willingly collaborating with others in any of the above actions which result(s) in work being submitted which is not the student’s own.
    4. Stealing examinations, falsifying academic records and other such offenses.
    5. Submitting work previously presented in another course without permission of instructor.
    6. Unauthorized duplication of computer software.
    7. Unauthorized use of copyrighted or published material.


    If, based on substantial evidence, an instructor deems that a student is guilty of academic

    dishonesty, the instructor may initiate disciplinary action.

    1. The instructor may require that the student repeat the assignment or examination, or
    2. The instructor may give the student a failing grade for the assignment or examination, or
    3. The instructor may give the student a failing grade for the course.
    4. Additionally, the instructor may require that the student receive counseling on academic

    honesty through the Office of the Dean of Student Services.


    Course Information

    Textbook/Lab Manual:

                A number of recently published textbooks are appropriate for college students enrolled in introductory courses for biology majors.  The AP biology textbook covers the suggested AP syllabus in a manner and style satisfactory to the teacher and the students.  Among the major considerations to be used are: depth of coverage, quality of illustrations, level and attractiveness of writing, clarity of presentations, value of end-of-chapter questions, availability of other teaching aids, and capacity to stimulate the reader’s interest.  We will be using: 

    Neil A. Campbell, Biology, 11th Edition


    The 2012 lab manual, AP Biology Investigative Labs: An Inquiry-Based Approach, supports the recommendation by the National Science Foundation (NSF) that science teachers build into their curriculum opportunities for students to develop skills in communication, teamwork, critical thinking, and commitment to lifelong learning.  Teachers are expected to devote 25 percent of instructional time to lab investigations and conduct at least two investigations per Big Idea.


    Web Resources:    http://www.wappingersschools.org//Domain/1541


    AP Biology Course Description:

         The AP Biology course has been designed to provide students with a solid background in modern biology and help the students gain an appreciation of the scientific process.  As a student taking AP Biology, your main goal should be one of developing a firm understanding of the concepts presented to you in the text, lecture and lab – rather than simply memorizing facts.  This class will teach you how to think critically and understand complex processes. 

         This course involves an incredible commitment!  WE will be moving at a rather rapid pace in order to cover all of the materials needed for the AP exam.  YOU must complete ALL assignments ON TIME and NOT get behind on your readings.  All students taking this class are expected to take the AP Biology exam on May 13, 2019.  If you decide not to take the AP Biology exam, your high school transcript will not indicate the AP Biology course.  The course title and weight will be changed on your official transcript.  There will be a midterm and a comprehensive final.  As your instructor, I will not teach you all there is to know about biology.  Rather, I will structure an environment where you can learn the material and be successful.  Good luck and be prepared to work hard!

    The AP Biology course is designed to be the equivalent of a college introductory biology course usually taken by biology majors during their first year.  After showing themselves to be qualified on the AP Examination, some students, as college freshman, are permitted to undertake upper-level courses in biology or to register for courses for which biology is a prerequisite.  Other students may have fulfilled a basic requirement for a laboratory-science course and will be able to undertake other courses to pursue their majors.

                The college course in biology differs significantly from the usual first high school course in biology with respect to the kind of textbook used, the range and depth of topics covered, the kind of laboratory work done by students, and the time and effort required of students.  The textbooks used for AP Biology should be those also used by college biology majors.  The kinds of labs done by AP students must be the equivalent of those done by college students.

                The AP Biology course is designed to be taken by students after the successful completion of a first course in high school biology and one in high school chemistry as well.  It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology.

    (Information in this packet can also be found in the College Board Advanced Placement Course Description Guide.



    DCC Bio 105 & 106 Course Description:  All students taking AP Biology at JJHS may choose to also be enrolled in Biology 105 (Fall) and Biology 106 (Spring) at Dutchess Community College.  This is the Introductory Biology course sequence for Biology majors. Only students passing Biology 105 with a C will be permitted to enroll in Biology 106. All students passing each course AND a final exam comprehensive for each semester will receive college credit.  An official transcript may then be obtained directly from Dutchess Community College for future use. 


    Student Responsibilities:

    • It is recommended that an hour a night is spent on biology reading and studying.
    • A written outline will be due before or on the day of the exam for that particular chapter.
    • Additional homework may be assigned during the week and is due at the beginning of the period the following day, unless otherwise stated.
    • Students will complete a written lab report for most laboratory exercises.  This will usually be due one week following the completion of the lab and MUST be typed.  Your average lab grade will make up 30% of your quarterly grade.
    • Quizzes will be announced or unannounced.  Outlines will count as a quiz grade.  Your average quiz grade will make up 10% of your quarterly grade.
    • Unit exams will always be announced.  Your average unit exam grade will make up 60% of your quarterly grade.
    • Scientific readings will be assigned throughout the year.  The grade from this assignment will count as an exam grade.
    • Be on time to class.  Be attentive and actively participate.
    • Practice safe laboratory procedures, including no food or cell phones.
    • Be tolerant and courteous of others.
    • Seek help when needed.


    Exams                    60%

    Labs                       30%

    Quizzes/Outlines   10%


    Grading System: 

    • Ten (10) points are deducted for each day an assignment is late.  ALL work must be turned in – NO EXCUSES!!
    • All assignments must be completed in a timely manner.  Work missed due to a legal absence is expected to be completed within the number of days the student was absent (ex: if you were absent for 2 days, you have 2 days to make up the missed work once you return).
    • There will be assignments and tests after the AP exam in May.
    • Your final JJHS course grade will be an average of each quarterly grade.
    • Your final DCC grade for each semester that you are enrolled will be an average of the 2 quarters.



    • Three ring binder with dividers just for biology w/ loose leaf.
    • Pen and pencil
    • Optional highlighter or multi-colored pens
    • Pocket folder



    Given the speed with which scientific discoveries and research continuously expand scientific knowledge, many educators are faced with the challenge of balancing breadth of content coverage with depth of understanding.  The revised AP Biology course addresses this challenge by shifting from a traditional “content coverage” model of instruction to one that focuses on enduring, conceptual understandings and the content that supports them.  This approach will enable students to spend less time on factual recall and more time on inquiry-based learning of essential concepts, and will help them develop the reasoning skills necessary to engage in the science practices used throughout their study of AP Biology.  To foster this deeper level of learning, the breadth of content coverage in AP Biology is defined in a way that distinguishes content essential to support the enduring understandings from the many examples or applications that can overburden the course.  Students who take an AP Biology course designed using this curriculum framework as its foundation will also develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains. The result will be readiness for the study of advanced topics in subsequent college courses — a goal of every AP course.  The revised AP Biology course is equivalent to a two-semester college introductory biology course and has been endorsed enthusiastically by higher education officials.


    The key concepts and related content that define the revised AP Biology course and exam are organized around four Big Ideas, which encompass the core scientific principles, theories and processes governing living organisms and biological systems.


    Big Idea 1: Evolution
    The process of evolution drives the diversity and unity of life.

    Big Idea 2: Cellular Processes: Energy and Communication
    Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.

    Big Idea 3: Genetics and Information Transfer
    Living systems store, retrieve, transmit, and respond to information essential to life processes.

    Big Idea 4: Interactions
    Biological systems interact, and these systems and their interactions possess complex properties.

    Topics covered in this class include:                                                             

    1. Molecules and Cells                                      
    2. Chemistry of Life                                           


                Organic molecules in organisms

                Free energy changes


    1. Cells                                                                            

                Prokaryotic and eukaryotic cells


                Subcellular organization

                Cell cycle and its regulation 

    1. Cellular Energetics                                          

                Coupled reactions

                Fermentation and cellular respiration


    1. Heredity and Evolution                                                
    2. Heredity                                                                      

                Meiosis and gametogenesis

                Eukaryotic chromosomes

                Inheritance patterns 

    1. Molecular Genetics                                                     

                RNA and DNA structure and function

                Gene regulation


                Viral structure and replication

                Nucleic acid technology and applications 

    1. Evolutionary Biology                                                  

                Early evolution of life

                Evidence for evolution

                Mechanisms of evolution 

    III.   Organisms and Populations                                        

    1. Diversity of Organisms                                               

                Evolutionary patterns

                Survey of the diversity of life

                Phylogenetic classification

                Evolutionary relationships 

    1. Structure and Function of Plants and Animals           

                Reproduction, growth, and development

                Structural, physiological, and behavioral adaptations

                Response to the environment 

    1.   Ecology                                                                       

                Population dynamics

                Communities and ecosystems

                Global issues 

    Please indicate that you have read this outline by signing on the next page and please feel free to add any comments and/or suggestions.



    Parent Page




    Your son/daughter has been assigned a biology textbook in excellent condition.  It is their responsibility to return it in the same condition or you will be billed a replacement fee.  Students should not lend their books out; it is best kept at home as a homework study guide.

    The textbook ID # is: __________________________


    I have read all the information on the previous pages pertaining to       

    ____________________ (student’s name) upcoming year in AP Biology.  I have the following comments and/or suggestions:




    Daytime phone# __________________        

    Hours ___________________________        

    Is there a best time to reach you at this number?  _________________________________        


    Nighttime phone# ________________

    Hours ___________________________

    Is there a best time to reach you at this number?



    Student’s Signature  


    Parent/Guardian’s Signature