Perspectives on AP Biology RevisionsLynn Meldru, AP Biology Teacher, Cheltenham High School, Wyncote, PATanya Sharpe, The College Board, Advanced Placement Program-Science

What we changed and why ……..

Recommendations for Revising AP Science Courses

Learning and Understanding: Improving Advanced Study of Mathematics and Sciencein U.S. High Schools, National Research Council, 2002

“The scientific community is reacting positively to the changes to the AP Biology exam…

…The changes will more closely align what goes on during a high school biology course with the current ‘best practices’ for introductory college biology.”

Steven L’Hernault, Professor and Dept Chair, Emory University

Positive Feedback for the AP Biology Revisions

“The College Board took criticisms to

heart, and has been working

with hundreds of college

professors and high school teachers to

develop the new approach.”

NY Times (Jan 2011)

…And validated through a study with 60 biology department chairs and faculty at leading institutions

5

American University Georgetown University University of California, Santa

BarbaraAmherst College Georgia Institute of Technology University of Central FloridaBarnard College Haverford College University of ColoradoBaylor University Iowa State University University of ConnecticutBoston University Johns Hopkins University University of FloridaBowdoin College Loyola University Chicago University of Iowa

Brigham Young University Notre Dame University University of KentuckyCalifornia State Polytechnic

University Ohio State University University of Mary Washington California State University - Fresno Penn State University University of Maryland

Carleton College Pepperdine University University of PittsburghCarnegie Mellon University Rochester Institute of Technology University of Tennessee Knoxville

Claremont McKenna College Stanford University University of VermontClemson University SUNY Center Albany University of Virginia

Colby College Trinity College University of Wisconsin - La CrosseColgate University Union College University of Wisconsin - Madison

College of Charleston University of Alabama Villanova UniversityCollege of the Holy Cross University of Arkansas Fayetteville Washington State University

Connecticut College University of British Columbia Wellesley CollegeCornell University University of California, Los Angeles Whitman CollegeDavidson College University of California, Riverside Yale University

Validation study participants indicated the new curriculum has achieved its stated goals

6

Overview of AP Biology Revisions

AP Biology Curriculum Framework Supports and Enhances Conceptual

Knowledge

Enduring Understandings

Essential KnowledgeScience Practices:Science Inquiry &

Reasoning

Learning Objectives

Curriculum Framework: Big IdeasThe unifying concepts or Big Ideas increase coherence both within and across disciplines. A total of Four Big Ideas:

The process of evolution drives the diversity and unity of life.B I G I D E

A 1

Living systems retrieve, transmit, and respond to information essential to life processes.B I G I D E

A 3Biological systems interact, and these interactions possess complex properties.B I G I D E

A 4

Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis.

B I G I D E A 2

AP Science PracticesFocus on Skills & Cognitive

StrategiesScience Practices: The student can/is able to . . .

1.0 Use representations and models to communicate scientific phenomena and solve scientific problems.2.0 Use mathematics appropriately.3.0 Engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.4.0 Plan and implement data collection strategies appropriate to a particular scientific question.5.0 Perform data analysis and evaluation of evidence.6.0 Work with scientific explanations and theories.7.0 Connect and relate knowledge across various scales, concepts and representations in and across domains.

Reduction in Content Breadth & Increase in Depth

New approach: Essential content + skills + inquiry

New structure: 4 Big Ideas, 17 Enduring Understandings

New transparency into exam: Learning Objectives, Formula List, Usage of Calculators

Breadth reduced in four ways:1. Factual recall reduced for exam2. Teacher choice of illustrative

examples3. Explicit exclusion statements in

Curriculum Framework4. Specific content reductions

Science Practice 1.4The student can use representations and models to solve problems qualitatively and quantitatively.

Learning Objective 1.6The student is able to use data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations.

Essential Knowledge 1.A.3Genetic drift is a non-selective process occurring in small populations

Learning Objectives provide transparency and boundaries for what content and science practices will be assessed

1. Factual Recall Reduced for Exam

2. Teacher Choice of Illustrative Examples

Rather than trying to cover all topics, teachers have flexibility to focus on one specific example for in-depth study

3. Explicit Exclusion Statements in Curriculum Framework

4. Specific Content Reductions

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AP Biology: Inquiry Based Lab Manual

AP Labs: Guiding Principles & Requirements

AP Biology: Course Audit

College-level TextCourse structured around Enduring Understandings & Big Ideas (w/connections)Course addresses social issue(s)Student-directed investigations25% time rule for investigationsStudent communication of resultsAddress Learning Objectives in Big Ideas

(emphasis on skills outside of investigations)

http://www.collegeboard.com/html/apcourseaudit/courses/biology.html

AP Biology Course Audit Requirements

AP Biology: Exam Updates

Organization of the New AP Biology Exam

Sample Multiple-Choice Question

Sample Grid-In Question

Tasters

Non-Taste

rs8235 4328

Sample Single-Part Question

In a short paragraph, describe how this figure justifies the claim that the role of tRNA is to carry amino acids that are then transferred from the tRNA to growing polypeptide chains.

AP Biology: Teacher Support

Teacher Support

A new Curriculum Module: Exploring Plasmodium EvolutionAuthors: -Sam Donovan -David Knuffke

Are you a member of the AP Teacher Community? -Read and participate in discussion threads-Share ideas, files, links-Save resources to your library

Quantitative Skills Guide AP Biology Investigative Labs: An Inquiry-Based Approach Performance Based Assessment Course and Exam Description Project Based Assessment Course Planning and Pacing Guides (4) Sample Syllabi (4) Practice Exam & Additional Questions (2013) One Day Workshops AP Summer Institutes (4-5 days) Online Professional Development

New LabsQuantitative SkillsCourse Changes

Teacher Support - Continued

http://apac.collegeboard.org/program

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AP Annual Conference 2013

2014 Reading Dates and Location

AP BiologyJune 11 – 17, 2014Kansas City, MO

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