AP Biology c2 in the AP Biology Curriculum Carol Leibl National Math and Science Initiative Dallas, TX

Statistics, Analysis, and AP Biology On the AP exam, both multiple choice and free response style questions visit this connection using graphical, analytical, and application-based stems. Let’s take a look at some recent free response questions that illustrate this concept:

Student’s Pitfalls in Using c2 Students lack an understanding of the “null hypothesis”. In part b, a number line representation might be helpful to represent f = g’, but students must remember to justify the answer in words since AP graders are instructed to “cover up the number line” and look at what students wrote-students may show a number line to assist, but teachers are recommended to emphasize a “nice, concise” way of writing the reason for the answer as shown on the rubric. Students MUST connect g’(x) to f(x) to receive credit.

Student’s Pitfalls in Using c2 Students lack an understanding of the “null hypothesis”. Students have difficulties in determining what is expected. In part b, a number line representation might be helpful to represent f = g’, but students must remember to justify the answer in words since AP graders are instructed to “cover up the number line” and look at what students wrote-students may show a number line to assist, but teachers are recommended to emphasize a “nice, concise” way of writing the reason for the answer as shown on the rubric. Students MUST connect g’(x) to f(x) to receive credit.

Student’s Pitfalls in Using c2 Students lack an understanding of the “null hypothesis”. Students have difficulties in determining what is expected. Students have difficulties in working with fractions of different denominators. In part b, a number line representation might be helpful to represent f = g’, but students must remember to justify the answer in words since AP graders are instructed to “cover up the number line” and look at what students wrote-students may show a number line to assist, but teachers are recommended to emphasize a “nice, concise” way of writing the reason for the answer as shown on the rubric. Students MUST connect g’(x) to f(x) to receive credit.

The Null Hypothesis The null hypothesis refers to a general statement or default position that there is no relationship between two measured phenomena, OR a type of hypothesis used in statistics that proposes that no statistical significance exists in a set of given observations. The null hypothesis attempts to show that no variation exists between variables. If the null hypothesis is rejected or the data does not support it, then one can conclude there is statistical significance between variables. In part b, a number line representation might be helpful to represent f = g’, but students must remember to justify the answer in words since AP graders are instructed to “cover up the number line” and look at what students wrote-students may show a number line to assist, but teachers are recommended to emphasize a “nice, concise” way of writing the reason for the answer as shown on the rubric. Students MUST connect g’(x) to f(x) to receive credit.