1. AP® Biology:
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. 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:
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.

3. 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:
4 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.

4. 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

5. 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

6. 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

7. 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.

8. 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.

9. + 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!

10. 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.

11. 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
Need to do 2 labs per Big Idea – The Great Eight
You can do all 13 labs but you don’t need to do all…

12. 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
Big Idea 1
Artificial Selection
Using “FastPlants (takes 35 days for one generation) Scott Woody – Wikispace information
Fastplants.org (suggestion to make growing systems)
Mathematical Modeling: Hardy-Weinberg
Hardy-Weinberg Lab excel spreadsheet
Use the “classic version” and play Marvin Gaye’s “Let’s get it on” or other various songs
Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST
Look at a Fossil and make predictions (need computer lab for the BLAST simulation); revisit predictions; use additional BLAST extension posted on Mary’s wiki
Big Idea 2
Diffusion and Osmosis
Talk about water potential
Dye the sucrose solutions versus telling the students the actual molarity
Test different veggie/potatoes
Photosynthesis
Floating Leaf
Cellular Respiration
Respirometers or Bio chambers (Vernier or Plasco)
Different kinds of seeds; different days of germination

13. 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
Big Idea 3
Cell Division: Mitosis and Meiosis
Mitosis: Onions with damp sand & water versus onions with damp sand, water & mitosis chemical (caffeine, energy drinks, no doz…in place of lechtin)
Meiosis: Sardoria cards
Biotechnology: Bacterial Transformation
BioRad – Webinar
Amgen – check into free equipment
Biotechnology: Restriction Enzyme Analysis of DNA
Same lab as before
Check Mary’s wiki for alternative of using pre-stained gels vs. staining after running the gels
Big Idea 4
Energy Dynamics – Measuring Productivity
The new one (white cabbage butterflies) – look into
Dissolved Oxygen lab
Transpiration
Whole Plant – water thirsty plants (impatiens)
Use baggies & twist ties (sandwich flaps…not sealed variety) leaving soil on roots but watering before lab starts or
Mason jars with a specific amount of water (cut the lid & use plumbers tape); clean off the root ball of soil
Fruit Fly (Animal) Behavior
Pill Bugs – new pill bug trays or use plastic petri dishes
Fruit flies and water bottles with different soaked cotton balls of different types of “sugary substances”
Enzyme Activity
Same as before
Can test Yeast (Fungi), Potato (Plant), Liver (Animal) with H2O2

14. 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
(40 minutes total – 20 minutes each)
25% of Free Response Exam Weight
80 minutes + 10-minute reading period
6 short free response questions
(40 minutes total – approx. 6.5 min each)
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.

15. 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.

16. 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.

17. 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.
Answer is B

18. 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.

19. 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.

20. 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