AP Biology (Sem 2) v25
Course Description:
This is the second semester of a two-semester course sequence. AP Biology will explore major concepts that connect different areas of biology, helping students thoroughly understand essential biological concepts through a structured curriculum and laboratory investigations. The course is designed around six key science practices: explaining concepts, using visual representations, formulating questions and methods, representing and describing data, conducting statistical tests and data analysis, and developing scientific arguments. Students will conduct laboratory investigations throughout the course, applying their knowledge and enhancing their scientific literacy. They will record and present evidence from their investigations, fostering a deeper understanding of the material. By the end of the course, students will be well-prepared to think critically and scientifically about the world around them, making them informed and capable citizens. This comprehensive approach ensures that students are not only ready for the AP exam but also equipped with the skills necessary for future scientific endeavors.
Students will enroll in their Michigan Virtual instructor’s AP Classroom. If students intend to take the AP Exam, then they should be enrolled in an Exam Only section of AP Classroom created by their local school personnel. Students will then be enrolled in BOTH the Exam Only AP Classroom associated with their local school AND the online instructor’s AP Classroom associated with Michigan Virtual. Having completed this course, students will be prepared for the AP exam. The course does not include the AP Exam; students can contact their school’s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored by personnel at their local school.
Course Details:
| Course Title (District): | AP Biology (Sem 2) v25 | ||||||||||
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| Course Title (NCES SCED) : | AP Biology | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Florida Virtual School | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | CollegeBoard, National Collegiate Athletic Association | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/e/2PACX-1vRuD9SFHCe81PMItY5rycUla8LhP_4kIgYWjucbh6V9SE8lyCDOhP7P2EBtaAenxJwZgg2DuSNo-jhR/pub | ||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 03056 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
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| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Explain how meiosis results in the transmission of chromosomes from one generation to the next
- Compare the phases and outcomes of mitosis and meiosis
- Explain how meiosis generates genetic diversity
- Explain the inheritance of genes and traits as described by Mendel's laws and deviations from his model
- Explain how environmental conditions can result in multiple phenotypes from the same genotype
- Describe the structures and characteristics of DNA that enable it to serve as hereditary material
- Describe the mechanisms by which genetic information is copied and transmitted between generations
- Describe the mechanisms by which genetic information flows from DNA to RNA to protein
- Explain how genotype determines phenotype
- Explain how gene expression is regulated through transcription factors, promoter regions, and other regulatory interactions
- Explain how regulation of gene expression produces phenotypic differences in cells and organisms
- Describe the types of mutations and explain how changes in genotype may result in changes in phenotype
- Explain how DNA sequence alterations contribute to variation subject to natural selection
- Explain the use of genetic engineering techniques in analyzing or manipulating DNA
- Describe the causes of natural selection and explain how it affects populations
- Explain how phenotypic and molecular variation connects to organismal fitness
- Explain how random processes and human activity affect the genetic makeup of populations
- Describe the conditions under which allele and genotype frequencies change in populations over time
- Describe the types of evidence—morphological, biochemical, geological, and molecular—that support evolution and common ancestry
- Explain how phylogenetic trees and cladograms are used to infer evolutionary relatedness
- Describe the conditions and explain the processes that drive speciation
- Describe how ecological conditions affect the rate of evolution and speciation
- Explain how genetic diversity affects a species' ability to withstand environmental pressures
- Describe the scientific evidence supporting models of the origin of life on Earth
- Explain how organisms' behavioral and physiological responses to environmental changes affect their fitness and population success
- Describe the strategies organisms use to acquire and use energy
- Explain how energy flows and matter cycles through trophic levels via autotrophs and heterotrophs
- Explain how changes in energy availability affect populations, communities, and ecosystems
- Describe the factors that influence population growth dynamics, including resource availability and population density
- Describe community structure in terms of species composition and diversity
- Explain how interactions within and among populations influence community structure
- Explain the relationship between ecosystem diversity and resilience to environmental changes
- Explain how the addition or removal of ecosystem components affects short-term and long-term ecosystem structure
- Explain how invasive species, human activities, and geological and meteorological events lead to changes in ecosystem structure and dynamics
Additional Cost Description:
Students are responsible for purchasing the required digital textbook: Morris, J., Castignetti, D., Lepri, J., & Relyea, R. (2022). Biology for the AP® course (1st ed.). BFW Publishers. ISBN: 9781319524197 (Achieve). Be sure to purchase the Achieve digital format for access to all of the learning resources associated with the course. The following guide from the publisher relates to Creating an Account for BFW Achieve. NOTE: Students who have purchased the Achieve textbook in Semester 1 will not need to purchase it again.
Basic school supplies are required for this course. Additional materials may be needed for optional course activities. Required Supplies: Baking soda (sodium bicarbonate), distilled water, liquid dish soap, glass or plastic cup, glass or plastic bowl (that can sit on top of the cup), dark bowl, blanket, or foil, hole puncher or plastic drinking straw, leaf from a living plant (flexible, without a waxy covering), plastic syringe (10 mL or larger, without needle; can be purchased at a drug store), a timer or clock with a second hand, light source (60-watt or higher), sunlight, or non-LED light, metric ruler, tap water, 125 light-colored beans and 50 dark-colored beans (if you do not have beans, look for alternatives such as two colors of candies), a bag, calculator, graph paper
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses: Fourth Edition (2025)
| Rating | Comments | |
|---|---|---|
| A1: A course overview and syllabus are included in the course. | Pilot: Review Pending | |
| A2: Minimum computer skills and digital literacy skills expected of the learner are clearly stated. | Pilot: Review Pending | |
| A3: The instructor’s biographical information and information on how to communicate with the instructor are provided. | Pilot: Review Pending | |
| A4: Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Pilot: Review Pending | |
| A5: Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided. | Pilot: Review Pending | |
| A6: Grading policies and practices are clearly defined in accordance with course content learning expectations. | Pilot: Review Pending | |
| A7: The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. | Pilot: Review Pending | |
| A8: Learners are offered an orientation prior to the start of the course. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| B1: The course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course. | Pilot: Review Pending | |
| B2: Where applicable, the course content is aligned with accepted state and/or other accepted content standards. | Pilot: Review Pending | |
| B3: Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Pilot: Review Pending | |
| B4: Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned with the content delivered. | Pilot: Review Pending | |
| B5: The course content and supporting materials reflect different perspectives and provide non-stereotypical forms of representation. | Pilot: Review Pending | |
| B6: The course materials (e.g., textbooks, primary source documents, Open Education Resources “[OER])” that support course content standards are accurate and current. | Pilot: Review Pending | |
| B7: The course is free of adult content and avoids unnecessary advertisements. | Pilot: Review Pending | |
| B8: Copyright and licensing status for any third-party content is appropriately cited and easily found. | Pilot: Review Pending | |
| B9: Documentation and other support materials are available to support effective online course facilitation. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| C1: The course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Pilot: Review Pending | |
| C2: The course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Pilot: Review Pending | |
| C3: The course is organized by units and lessons arranged in a logical sequence. | Pilot: Review Pending | |
| C4: The course content is appropriate to the reading level of the intended learners. | Pilot: Review Pending | |
| C5: The course design includes introductory assignments or activities to engage learners within the first week of the course. | Pilot: Review Pending | |
| C6: The course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Pilot: Review Pending | |
| C7: The course provides regular opportunities for learner-learner interaction. | Pilot: Review Pending | |
| C8: The course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress. | Pilot: Review Pending | |
| C9: Course instructional materials and resources present content in an effective, engaging, and appropriate manner. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| D1: Learner assessments align with stated course, unit, or lesson-level objectives or competencies. | Pilot: Review Pending | |
| D2: Valid course assessments measure learner progress toward understanding of content. | Pilot: Review Pending | |
| D3: Assessment practices provide frequent and varied opportunities for self-monitoring and reflection of learning. | Pilot: Review Pending | |
| D4: Assessment materials provide the learner with the flexibility to demonstrate their understanding in a variety of ways. | Pilot: Review Pending | |
| D5: Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| E1: Course navigation is logical, consistent, and efficient from the learner’s point of view. | Pilot: Review Pending | |
| E2: The course design facilitates readability. | Pilot: Review Pending | |
| E3: The course provides accessible course materials and activities to meet the variable needs of learners, following Universal Design for Learning principles. | Pilot: Review Pending | |
| E4: Multimedia in the course is easy to use. | Pilot: Review Pending | |
| E5: Vendor accessibility statements are provided for all technologies required in the course. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| F1: All technologies and tools included for use as part of the course ensure that learner privacy is protected in accordance with the Acceptable Use Policy and applicable law. | Pilot: Review Pending | |
| F2: The course tools further the learning objectives and course competencies. | Pilot: Review Pending | |
| F3: The course technology allows for customization and personalization. | Pilot: Review Pending | |
| F4: The course operates within a platform to score and record assessments and calculate earned course points or grades. | Pilot: Review Pending | |
| F5: Courses utilize emerging technologies that can enhance the learning experience, prioritizing learners and outcomes. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| G1: The course uses multiple methods and sources of input for assessing course effectiveness. | Pilot: Review Pending | |
| G2: The course is regularly reviewed to ensure that the course is current and relevant. | Pilot: Review Pending | |
| G3: The course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Pilot: Review Pending |
Review Conducted By: Michigan Virtual
Date of Review:
12/18/2026
Module 05: Heredity
Module 06: Gene Expression and Regulation
Module 07: Natural Selection and Populations
Module 08: Ecology
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Semester | 04/01/2026 | 02/05/2027 | 07/01/2026 | 01/29/2027 | 01/15/2027 | 06/04/2027 | 100 | $450 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2026 | 02/05/2027 |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Ensure that your school or district network and device administrator establishes network access permissions or exceptions for online resources relevant to the course in which you are choosing to enroll. Ref., Michigan Virtual Course Allow List
Please review the Michigan Virtual Technology Requirements.
Lightweight devices such as Apple iPads, Google Chromebooks, and tablets have limited support for Java or Flash which still appear in a small percentage of our catalog. While FLVS does not offer technical support for these devices, FLVS is working to remove Flash from their remaining course content. Students will need extra work-around steps or alternate browsers to engage with some portions of those courses. FLVS recommends students have a Windows or Mac based computer available to complete coursework in the event that your selected mobile device does not meet the needs of the course. Fully supported Operating Systems for FLVS courses include Windows (10 or higher) and MacOS (11 or higher). Supported Browsers include the most recent versions of Microsoft Edge, Mozilla Firefox, Google Chrome, and Apple Safari on devices that support Java and HTML5. Browsers need to be up to date, and some FLVS courses may require installation or enabling of the following Plug-ins: JavaScript enabled, Cookies enabled, Java installed. https://www.flvs.net/student-parent-resources/more/system-requirements