1. AP® Biology: Course and Exam Revisions
VO:
Welcome to the College Board’s presentation of the revised AP Biology Course. In this presentation, we will:
Explain why and how we have changed the AP Biology Course by introducing you to the new curriculum.
Show you how the exam ties to the curriculum and how the exam will test your students’ skills and conceptual knowledge.
Show how we have reduced the breadth of the course, which has sometimes been found to be “a mile wide and an inch deep.” Now, you will be able to engage students in “doing science” and in deeper conceptual learning.
And finally how we will be supporting you as you begin to teach this revised program.

2. Why We Are Changing AP Biology and Other AP Science Courses?
To Emphasize scientific inquiry and reasoning To Respond to changes recommended by the National Research Council and the National Science Foundation To Reduce the emphasis on broad content coverage and focus on depth of understanding To Support teachers in their efforts to foster students’ deep understanding of science
VO:
Following recommendations from the National Research Council and the National Science Foundation, the AP Program embarked on a multi-year process to revise all AP science courses and exams.
All AP courses should provide students with a rigorous college-level learning experience. However, AP Biology has been criticized for requiring teachers to march through an enormous amount of content, often sacrificing students’ depth of conceptual understanding so that you can cover all of the topics.
The revised AP Biology course is still equivalent to a college and university introductory level biology course. But we have reduced the breadth to allow for a focus on depth of understanding. It also focuses on teaching students to apply this knowledge through the practice of science, specifically inquiry and reasoning skills.

3. Goals of the AP Biology Revision
Working Directly With Experts From Colleges and High Schools, the College Board Has Created a Revised AP Biology Course That:
Reduces and defines the breadth of the required content so that teachers have more time to develop students’ deep conceptual understanding and to engage in inquiry-based lab experiences
Allows teachers to select specific contexts for teaching key concepts in ways that are meaningful to their own strengths and preferences and to their students’ interests
Makes knowing what will be on the AP Biology Exam completely transparent
VO:
The revisions to the AP Biology course have several goals. The course will:
Engage students in college-level learning of essential concepts and science practices (skills)
Reduce the breadth of required content so you have more time to develop students’ conceptual understanding and engage them in inquiry-based experiences.
Allow you to decide how to teach key concepts. You will be able to use your own strengths and preferences to engage your students.

4. Goals of the AP Biology Revision (continued)
Working Directly With Experts From Colleges and High Schools, the College Board Has Created a Revised AP Biology Course That:
Supports the awarding of college credit/placement for qualifying student exam performance
Provides students the opportunity to prepare for success in sequent college courses in biology
VO:
The revised course will:
*meet colleges’ expectations for what students should learn and do in an introductory college-level biology course.
and prepare students for success in the courses that follow introductory biology.

5. The New Course Was Created in Collaboration With College Faculty & AP Biology Teachers
Stacy Baker, Staten Island Academy Spencer Benson, University of Maryland Arnold Best, Tri-Cities HS A. Malcolm Campbell, Davidson College Robert Cannon, University of North Carolina Elizabeth Carzoli, Castle Park HS Liz Cowles, Eastern Connecticut University Janice Earle, National Science Foundation Kim Foglia, Division Ave HS Michael Gaines, University of Miami Pamela Gunter-Smith, Drew University
J.K. Haynes, Morehouse College
Doris R. Helms, Clemson University
John R. Jungck, Beloit College
Chasity Malatesta, West Salem HS
Pat Marsteller, Emory University
Sue Offner, Lexington HS
Jim Pellegrino, University of Illinois at Chicago
Jeanne Pemberton, University of Arizona
Jack Kay, Iolani HS
Sharon Radford, The Paideia School
Mark Reckase, Michigan State University
Peggy O’Neill Skinner, The Bush School Nancy Songer, University of Michigan Kathy Takayama, Brown University Gordon Uno, University of Oklahoma Brad Williamson, University of Kansas Betty Ann Wonderly, Hockaday School Bill Wood, University of Colorado Julianne Zedalis, The Bishop’s School
VO:
The revised AP Biology course and exam were created in collaboration with college biology faculty, AP biology teachers, experts at the National Science Foundation as well as learning and assessment experts. These are just a few of those involved in the redesign.

6. What Has Changed? Current Course
Teachers have only a general topic outline in the AP Course Description and released exams to determine what to teach
Teachers feel the need to march through all textbook chapters associated with the general topics because no specific guidance was given
VO:
With the current course, you use a general topic outline in the AP Biology Course Description to determine what to teach. Guidance is limited. Many AP teachers feel compelled to teach all of their textbook chapters to ensure they are preparing their students for the exam.

7. What Has Changed? Revised Course
A detailed curriculum framework defines and articulates the scope of the course. Clear guidance is provided on what concepts, content and science practices (skills) should be taught and will be assessed on the AP Exam
“Exclusion Statements” — clear indications in curriculum framework as to what teachers don’t have to teach
New emphasis on integrating inquiry and reasoning throughout the course and on quantitative skills
VO:
In the revised course, you will be provided with a very detailed AP Biology Curriculum Framework (which is now located in the new Course and Exam Description). You will be given clear guidance on what topics you need to cover, and which examples are optional. This framework will allow you to develop experiences for your students that will improve their quantitative skills and lead to a deeper understanding of science concepts and principles.

8. The New Curriculum Framework Supports and Furthers Conceptual Knowledge
4 Big Ideas
Enduring Understandings
Science Practices: Science Inquiry & Reasoning
Essential Knowledge
Learning Objectives
The new curriculum framework allows you to develop your own course. It organizes knowledge into:
Four Big Ideas
17 Enduring Understandings
61 Essential Knowledge Components
7 Science Practices –
And 155 Learning Objectives
The organization of the curriculum framework helps teachers and students focus on the most important science practices (skills) and concepts that students should learn and retain for success in future biology courses.
During this presentation, we will show you how these new elements will give you the tools for success with your students.   
Let’s review each component in depth.

9. AP Biology Curriculum Is Framed Around Four Big Ideas
The process of evolution drives the diversity and unity of life.
B I G I D E A 1
Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis.
B I G I D E A 2
Living systems retrieve, transmit, and respond to information essential to life processes.
B I G I D E A 3
The new course content is organized along four Big Ideas. This allows you to tie concepts together and reinforce them throughout the course. These four Big Ideas, or recurring themes, are:
Evolution
Cellular Processes: Energy and Communication
Genetics and Information Transfer
Interactions
These four Big ideas will help the student organize their depth of understanding of biology.
Biological systems interact, and these interactions possess complex properties.
B I G I D E A 4

10. Building Enduring Understandings
E X A M P L E
Building Enduring Understandings
For each of the four Big Ideas, there is a set of Enduring Understandings which incorporates core concepts that students should retain from these learning experiences
The process of evolution drives the diversity and unity of life.
B I G I D E A 1
Enduring Understanding 1.A: Change in the genetic makeup of a population over time is evolution
Enduring Understanding 1.B: Organisms are linked by lines of descent from common ancestry
Under each Big Idea, there are Enduring Understandings. These are the core concepts in biology. Enduring Understandings should be retained by the student throughout college and beyond.
AP Teachers will return to the Enduring Understandings throughout the course.
Enduring Understanding 1.C: Life continues to evolve within a changing environment
Enduring Understanding 1.D: The origin of living systems is explained by natural processes

11. Building Essential Knowledge
E X A M P L E
Building Essential Knowledge
Each Enduring Understanding is followed by statements of the Essential Knowledge students must develop in the course
The process of evolution drives the diversity and unity of life.
B I G I D E A 1
Enduring Understanding 1.A: Change in the genetic makeup of a population over time is evolution
Essential Knowledge1.A.1: Natural selection is a major mechanism of evolution
a. According to Darwin’s Theory of Natural Selection, competition for limited resources results in differential survival . Individuals with more favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations
The term “Essential Knowledge” refers to the supportive content essential for understanding the Big Ideas and Enduring Understandings. The learning objectives for the course are derived from coupling the Essential Knowledge statements with specific Science Practices. The learning objectives are what will be tested on the AP Biology Exam.
b. Evolutionary fitness is measured by reproductive success
c. Genetic variation and mutation play roles in natural selection. A diverse gene pool is important for the survival of a species in a changing environment

12. Emphasis on Science Practices
The science practices enable students to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena
1.0 The student can use representations and models to communicate scientific phenomena and solve scientific problems 2.0 The student can use mathematics appropriately 3.0 The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course 4.0 The student can plan and implement data collection strategies appropriate to a particular scientific question 5.0 The student can perform data analysis and evaluation of evidence 6.0 The student can work with scientific explanations and theories 7.0 The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains
SCIENCE PRACTICES
There is an emphasis in all AP science courses on the practice, or “doing,” of science. Each one of these seven practices gives students the opportunity to engage in the practice of science through inquiry and reasoning. Students will be asked to:
use representations and models,
to calculate answers,
to question their data,
to develop data-collection strategies,
to perform analyses
to explain theories and
to make connections across scales, concepts and domains
These practices are infused throughout the course and integrated into the exams. Many AP Biology teachers are already engaging their students in meaningful inquiry activities. The articulation of the science practices is intended to make them a centerpiece for the revised course. And you will see in the next slide how each learning objective in the revised course contains a science practice.

13. Clearly Articulated Science Practices Underpin the Entire Course
E X A M P L E
Clearly Articulated Science Practices Underpin the Entire Course
SCIENCE PRACTICES
6.0
The student can work with scientific explanations and theories.
6.1 The student can justify claims with evidence
6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices
6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced.
6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models.
6.5 The student can evaluate alternative scientific explanations
Each of the seven science practices contain skills that students must acquire to reach competency in the practice. The Science Practices are further detailed in the Curriculum Framework which is located in the new Course and Exam Description.

14. + Content Science Practice Learning Objective
An Example of Integrating the Concept, Content, and the Science Practice
Essential Knowledge 1.B.2
Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested
Content
Science Practice
Learning Objective
Science Practice 5.3
The student can evaluate the evidence provided by data sets in relation to a particular scientific question +
Learning Objective (1.B.2 & 5.3)
The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation
The required content along with a science practice come together to form the learning objectives for the revised course. All of the questions on the exam will directly relate to one or more of the AP Biology learning objectives. There will be no more guesswork about what will be on the exam!

15. The New Course Emphasizes Inquiry-Based and Student-Directed Labs
Topic
Previously
Now
Primary Question
A primary question framed the lab
Students generate their own questions for investigation
Alignment to Big Ideas
Not as clearly tied to the curriculum
Labs are clearly tied to Big Ideas, enduring understandings, science practices, and the learning objectives
Experiments
Experiments were
teacher-directed
Students design and conduct their own experiments, based on investigative questions they pose for themselves
Variables
Students are told which variables to investigate
Students choose which variables to investigate
Steps
Each lab provided clear steps to follow
Students design their own experimental procedures
Tables and Graphs
Tables and graphs were provided for the students to fill in
Students construct their own tables and graphs for presentations
Providing Conclusions
Students were given specific questions to answer
Students determine how to provide their conclusion
Another shift in the revised AP Biology Course will be the emphasis on inquiry based and student-directed labs.
Take a minute to review the new approach.
As with the current course, you will be expected to devote 25 percent of instructional time to labs. Students must do at least two student-directed labs per Big Idea, or or a minimum of eight for the course. Each of the new labs will clearly identify which of the learning objectives for the course are being met through the lab experience.
The labs should be student directed: students should generate their own questions about a topic, design their own experiments, and come to their own conclusions. We will provide you with a new lab manual with inquiry-based, student led labs. We will also provide you with information on how to conduct student-led investigations.
Teachers can adapt or transition their existing labs, use external (inquiry based and student directed labs that meet the learning objectives) or use labs from the new manual. We will also provide professional development starting in the summer of 2011, so there will be plenty of time to update your existing labs. No new major lab equipment purchases will be required.
Later on, you’ll see how the exam will assess the Science Practices developed through their lab work.

16. AP Biology Investigative Labs: An Inquiry-Based Approach
13 inquiry-based lab investigations
Investigations are broken up by big ideas and map directly to the AP Biology curriculum framework
Each investigation provides guidance to the teacher pre-, during, and post-investigation
Many of the investigations provide suggestions for extension

17. AP Biology Investigative Labs: An Inquiry-Based Approach
Big Idea 1
Artificial Selection
Mathematical Modeling: Hardy-Weinberg
Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST
Big Idea 2
Diffusion and Osmosis
Photosynthesis
Cellular Respiration

18. AP Biology Investigative Labs: An Inquiry-Based Approach
Big Idea 3
Cell Division: Mitosis and Meiosis
Biotechnology: Bacterial Transformation
Biotechnology: Restriction Enzyme Analysis of DNA
Big Idea 4
Energy Dynamics
Transpiration
Fruit Fly Behavior
Enzyme Activity

19. AP Biology New Exam Design
Section Information: Item Types & Weight
Question Types and Distribution
Timing
Multiple Choice + Grid-ins
(50% of exam weight)
63 multiple choice
6 grid-in questions (New type: mathematical manipulation/calculation. Students will write and bubble in numerated answer)
90m
Ten Minutes Required Reading Time in Advance of the Free Response Section
Free Response
2 long free response questions, 1 of which connects to the lab experience
80 minutes + 10-minute reading period
6 short free response questions
Chapter 2: The exam
While the revised AP Biology Exam will still consist of multiple choice, grid-in and free response questions, the number of multiple-choice questions has been reduced to 63.
All of the items on the new exam will be directly tied to the Learning Objectives. There will be no more guesswork about what will be tested on the AP Biology Exam.
In a few minutes, you’ll see some sample questions, including some new question types. You will see how the new questions focus on student understandings of Big Ideas, Enduring Understandings, and Essential Questions – and do not demand memorization of facts.
If factual information or specific details of a phenomena are needed in an exam question, this information will be provided to the students in the actual stem of the question.

20. E X A M P L E
Example of a Multiple Choice Question Integrating Concept, Content and Science Practice
Two flasks with identical medium containing nutrients and glucose are inoculated with yeast cells that are capable of both anaerobic and aerobic respiration. Culture 1 is then sealed to prevent fresh air from reaching the culture; culture 2 is loosely capped to permit air to reach the culture. Both flasks are periodically shaken. Which of the following best predicts which culture will contain more yeast cells after one week, and most accurately justifies that prediction?
Culture 1, because fresh air is toxic to yeast cells and will inhibit their growth
Culture 1, because fermentation is a more efficient metabolic process than cellular respiration
Culture 2, because fresh air provides essential nitrogen nutrients to the culture
Culture 2, because oxidative cellular respiration is a more efficient metabolic process than fermentation
You can see in this question how the AP Program has reduced the breadth of the required content. Exam questions will no longer require students to recall factoids. Any essential facts that are not required content will be provided in the body stem of the exam question.

21. M U L T I P L E C H O I C E E X A M P L E
Example of a Multiple Choice Question Integrating Concept, Content and Science Practice
Animal
Jaws
Lungs
Claws Nails
Feathers
Fur/Mammary Glands
Lizard X
Mouse
Hagfish
Chimp
Perch
Pigeon
Salamander
Let’s take a look at some sample test questions from the new exam.
This is the first part of a two part multiple-choice question. The student will be given this chart showing the integration of a concept, content and practice. As you can see, the students are given key information in the question – they don’t have to memorize these facts.

22. And Here Is the Exam Question…
M U L T I P L E C H O I C E E X A M P L E
And Here Is the Exam Question…
Assume that the cladogram shows the correct ancestral relationships between the organisms listed. Which of the following describes an error in the data table?
Perch have swim bladders, and therefore the table should indicate the presence of lungs.
Salamanders should not show claws or nails in the data table.
Pigeons produce a nutritious milk-like substance for their young, and therefore the data table should indicate the presence of mammary glands.
Hagfish are the animals least like chimps, but since they are fish, the data table should indicate the presence of jaws.
And now here is the question. You can see that the student will have to use science practices in combination with essential knowledge to demonstrate their understanding of the learning objective.

23. Short Free Response Question
E X A M P L E
Short Free Response Question
Currently, all living organisms are classified into one of three domains: Bacteria, Archaea, and Eukarya.
In a sentence or two, provide two pieces of evidence that justify a common origin for the three domains.
B I G I D E A 1
Oxygen can diffuse into cells by passing between plasma membrane lipids.
In a sentence or two, explain why ions, such as Na+, cannot pass between membrane lipids.
B I G I D E A 2
Next we have an example of short, short free response question. You will see that discrete facts and details are now provided in the questions themselves. The questions also integrate the concept, the content and the science practice. The students then use the essential knowledge and science practices that they have learned to answer the question. This is further evidence that the breadth of required content has been reduced. Students and teachers can have complete confidence about what knowledge will and will not be required for the AP Exam by careful examination of the Curriculum Framework located in the new Course and Exam Description. The corresponding AP Exam will not ask for non-specified rote factual memorization as the focus of an exam question.
Since there will be somewhat more reading involved in the multiple-choice questions, the number of multiple-choice questions has been reduced.

24. Another Short Free Response Question…
E X A M P L E
Another Short Free Response Question…
The role of tRNA in the process of translation was investigated by the addition of tRNA with attached radioactive leucine to an in vitro translation system that included mRNA and ribosomes. The results are shown by the graph.
Describe in one or two sentences 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.
B I G I D E A 3
Here’s another single response question. Once again, we see that facts and details are provided in the question - students need not memorize the factoids. The student’s answer will demonstrate that he or she understands the connection between the learning objective, Big Idea, Enduring Understanding, Essential Knowledge and Science Practices.

25. Short Free Response Questions
E X A M P L E
Short Free Response Questions
The activity rate of an enzyme was measured at various temperatures based on the amount of substrate, in micromoles, produced per square meter of reaction surface per second. The table below shows the data collected.
In two or three sentences, indicate the nature of the relationship between enzyme structure/function and environment temperature that explains the data shown in the table.
B I G I D E A 4
Ok, let’s check off the components of this question.
Are the facts and details given? Check
Are the components aligned to the Curriculum Framework? Check
Does the question assess the student’s grasp of the Science Practice, Essential Knowledge and Enduring Understandings? Check

26. Grid-In Question Requiring Calculator Use
E X A M P L E
Grid-In Question Requiring Calculator Use
The data below demonstrate the frequency of tasters and non-tasters in an isolated population at Hardy-Weinberg equilibrium. The allele for non-tasters is recessive
Tasters
Non-tasters
8235
4328
This is a new type of question. The raw data is presented in the question and students will use their calculators to determine the correct answer. The “grid” will be used to capture the students’ answer, and is located on the new answer form.
How many of the tasters in the population are heterozygous for tasting?

27. How the Curriculum Framework helps you focus and constrain breadth
Illustrative Examples are suggested contexts for instructional purposes. The specific examples will not be assessed on the AP Biology exam. What is required is an understanding of the contexts/concepts that are illustrated
Exclusion Statements define the type and level of content which is excluded from the AP Biology course and exam
Concept and Content Connections indicate where an overlap, further clarification or application of concepts and content exist
CHAPTER 3:
As mentioned earlier, one of the primary goals of the revised AP Biology Course was to reduce the breadth of content coverage compared to the current course, allowing teachers to focus students on depth of understanding.  The revised AP Biology Curriculum Framework (located in the new Course and Exam Description) contains several features that will help you focus the course, and constrain breadth:
Illustrative examples are just that – examples that you can use to foster students understanding of required concepts. They will not be assessed on the exam.
An “X” in the framework marks Exclusion Statements. These are typically details that students do not need to memorize. By moving away from memorization of facts, you will be able to focus on key concepts and support deeper understanding of the content.
Finally, Concept and content connections show where there is overlap in the curriculum – you can choose how to spiral these through your course.

28. Breadth Reduction in the Curriculum Framework
Speciation and extinction have occurred throughout the Earth’s history.
1.C.1 SPECIATION
Speciation rates can vary, especially when adaptive radiation occurs when new habitats become available.
Species extinction rates are rapid at times of ecological stress
Students should be able to demonstrate understanding of the above concept by using an Illustrative example such as:
Five major extinctions
Human impact on ecosystems and species extinction rates
They do NOT need to know the names and dates of these extinctions
Here you see a specific example of breadth reduction in the curriculum framework.
Notice that below the learning objectives are two statements. The one on the left is the Illustrative Example for the objective. On the right is a statement that clearly defines what is NOT covered. In the current AP Biology course, AP teachers spend a great deal of time teaching many “factoids” and examples because what could be tested on the exam is not transparent.
Learning Objective (Pairing of Content + Science Practice)

29. Examples of Reduction of Breadth
A Typical AP Biology Textbook
Material in 20+ chapters does not need to be covered or needs much less coverage (See table below for examples of how content has been reduced)
Type of Content Reduction
Examples of Chapters
Content is prerequisite or eliminated
Chapter 2: Chemical Context of Life (Prerequisite)
Chapter 35: Plant Structure (Eliminated)
Content is substantially reduced *Only certain content is required and is specified in the AP Biology Curriculum Framework
Chapters 40-49: Animal Form and Function (“Organ of the Day” approach will no longer be needed. ) *Only required systems are immune, nervous, and endocrine, as specified in the AP Biology Curriculum Framework.
Chapters 8-10: Energy, Respiration, and Photosynthesis *The required content is specified in the AP Biology Curriculum Framework
Content is primarily comprised of illustrative examples and is not required.
Chapters 27-34: Prokaryotes to Vertebrates (“March of the Phyla”) *Content includes illustrative examples taught to support concepts and is not required.
We can use a typical AP Biology textbook to provide another example of how breadth is reduced. Take a minute to review this example
As you can see, chapters have been eliminated because they represent either prerequisite knowledge or content that is not required for AP Biology.
Other chapters will be included but you can cherry pick the content that best suits your needs to teach the concepts and skills. Only the textbook content that supports the Curriculum Framework will be required.
And finally, chapters that show Illustrative Examples can be used at your discretion based on your students’ interests.

30. Reductions to the AP Biology Course Content Make Course Delivery Manageable
AP Teacher
School Starts/Ends
Class Periods
Amount of Instructional Time Devoted to Each Big Idea
Julianne Zedalis
The Bishop’s School, La Jolla, CA
Number of AP Biology Students: 20
Mid August
End of May
50 minutes twice a week for class
Two double periods for labs of 100 minutes each week
Big Idea 1: 17%
Big Idea 2: 32%
Big Idea 3: 31 %
Big Idea 4: 20%
AP Teacher
School Starts/Ends
Class Periods
Amount of Instructional Time Devoted to Each Big Idea
Sharon Radford
The Padeia School, Atlanta, GA
Number of AP Biology Students: 18
Mid August
End of May
50 minute classes five times per week
Big Idea 1: 17%
Big Idea 2: 29%
Big Idea 3: 29%
Big Idea 4: 25%
In order to ensure that the revised course is teachable within a typical academic year, three AP teachers have created detailed unit plans based on their school calendar. These teachers considered the time needed to:
implement the student–directed, inquiry-based labs and activities;
To teach all the scope of the curriculum framework
and to assess student understanding and learning formatively and summatively.
All three found that the reduced course breadth afforded them enough time to teach the concepts and skills in-depth as appropriate for a college-level course.
AP Teacher
School Starts/Ends
Class Periods
Amount of Instructional Time Devoted to Each Big Idea
Elizabeth Carzoli
Castle Park High School, Chula Vista, CA
Number of AP Biology Students: 27
Early September
End of June
55 minute classes five times per week
Big Idea 1: 17%
Big Idea 2: 31%
Big Idea 3: 27 %
Big Idea 4: 25%

31. Resources for the New Course and Exam
Visit advancesinap.collegeboard.org
AP Biology Course and Exam Description
Curriculum Framework
Exam Information
Sample Exam Questions
AP Biology Investigative Labs: An Inquiry-Based Approach
Course Planning and Pacing Guides
CHAPTER 4:
The curriculum framework is now located within the new Course and Exam Description, and is currently available at on AP Central as a free download.
Support materials and updates about the revised course is now available on the Advances In AP – biology page.

32. Resources for the New Course and Exam
Information about the course audit can be found at /courses/biology.html
sample syllabi
syllabus development guide
recommended textbook list

33. AP Biology Teacher Community
Sign up for the AP Biology Teacher Community at ogy/home
The new community provides easy online tools for educators to:
Engage in lively discussions organized by topic.
Find and share AP classroom-ready materials and related resources.
Browse the curriculum framework and share strategies.
Connect with colleagues and grow your personal network.
Receive digests and notifications on community activity

34. Thank you!
On behalf of the Advanced Placement Program, thank you very much for your time to learn more about the upcoming changes to AP Biology. We look forward to partnering with you as you build students’ success in biology in your classroom and for the future!
The Advanced Placement Program is deeply grateful for your time to learn about the upcoming changes to AP Biology.
We know that excellent AP Biology teachers, like you, are already focusing your students on the goals of student-directed inquiry and learning for understanding. It is our hope that the revised AP Biology Curriculum Framework will serve to better support a positive direction for the discipline of biology and take all of the guesswork out of what to teach and what will be tested.