Perspectives on AP Biology Revisions
Lynn Meldru, AP Biology Teacher, Cheltenham High School, Wyncote, PA
Tanya Sharpe, The College Board, Advanced Placement Program-Science
What we changed and why ……..
Recommendations for Revising
AP Science Courses
A 2002 National Research Council Report recommended




Learning and Understanding: Improving Advanced Study of Mathematics and Science
in U.S. High Schools, National Research Council, 2002
Positive Feedback for the AP Biology Revisions
scientific
inquiry that increases reasoning skills and conceptual understanding….
…These revisions represent a major reform in science education that will enable many
more young Americans to experience science as a special "way of knowing" about the
world.”
“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
“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
American University
Amherst College
Barnard College
Georgetown University
Georgia Institute of Technology
Haverford College
University of California, Santa Barbara
University of Central Florida
University of Colorado
Baylor University
Boston University
Bowdoin College
Brigham Young University
California State Polytechnic University
California State University - Fresno
Carleton College
Carnegie Mellon University
Claremont McKenna College
Clemson University
Colby College
Colgate University
College of Charleston
College of the Holy Cross
Connecticut College
Cornell University
Davidson College
Iowa State University
Johns Hopkins University
Loyola University Chicago
Notre Dame University
Ohio State University
Penn State University
Pepperdine University
Rochester Institute of Technology
Stanford University
SUNY Center Albany
Trinity College
Union College
University of Alabama
University of Arkansas Fayetteville
University of British Columbia
University of California, Los Angeles
University of California, Riverside
University of Connecticut
University of Florida
University of Iowa
University of Kentucky
University of Mary Washington
University of Maryland
University of Pittsburgh
University of Tennessee Knoxville
University of Vermont
University of Virginia
University of Wisconsin - La Crosse
University of Wisconsin - Madison
Villanova University
Washington State University
Wellesley College
Whitman College
Yale University
5
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
Big Ideas
Enduring Understandings
Essential Knowledge
Science Practices:
Science Inquiry & Reasoning
Learning Objectives
Curriculum Framework: Big Ideas
The unifying concepts or Big Ideas increase coherence both within and
across disciplines. A total of Four Big Ideas:
1
The process of evolution drives the diversity
and unity of life.
BIG IDEA
2
Biological systems utilize energy and molecular
building blocks to grow, reproduce, and maintain
homeostasis.
BIG IDEA
3
Living systems retrieve, transmit, and respond to
information essential to life processes.
BIG IDEA
4
Biological systems interact, and these interactions
possess complex properties.
BIG IDEA
AP Science Practices
Focus on Skills & Cognitive Strategies
Science 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 exam
2.
Teacher choice of illustrative examples
3.
Explicit exclusion statements in
Curriculum Framework
4.
Specific content reductions
1. Factual Recall Reduced for Exam
Learning Objectives provide transparency and boundaries for what
content and science practices will be assessed
Essential Knowledge 1.A.3
Genetic drift is a non-selective process occurring
in small populations
Science Practice 1.4
The student can use representations and models
to solve problems qualitatively and quantitatively.
Learning Objective 1.6
The 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.
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
To foster student understanding of this concept,
instructors can choose an illustrative example such as:
- Sickle cell anemia
- Tay-Sachs disease
- Huntington’s disease
- X-linked color blindness
-Trisomy 21/Down syndrome - Klinefelter’s syndrome
3. Explicit Exclusion Statements in
Curriculum Framework
Memorization of the names, molecular structures and specific
effects of all plant hormones are beyond the scope of the course
and the AP Exam.
4. Specific Content Reductions



Organ/System of the Day

March across the Phyla

14
AP Biology: Inquiry Based Lab Manual
AP Labs: Guiding Principles & Requirements
online


 No new major equipment





 Currently online
AP Biology: Course Audit
AP Biology Course Audit Requirements
College-level
Course
Text
structured around Enduring
Understandings
Course
& Big Ideas (w/connections)
addresses social issue(s)
Student-directed
25%
investigations
time rule for investigations
Student
communication of results
Address
Learning Objectives in Big Ideas
(emphasis
on skills outside of investigations)
http://www.collegeboard.com/html/apcourseaudit/courses/biology.html
AP Biology: Exam Updates
Organization of the New AP Biology Exam








*Practice Exam available for AP Teachers.
**Sample exam items are located in the new Course & Exam
Description (online)
Sample Multiple-Choice Question
predicts
justifies
Sample Grid-In Question
How many of the tasters in the
population are heterozygous for
tasting?
Tasters
NonTasters
8235
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
Are you a member of the AP
Teacher Community?
-Read and participate in
discussion threads
-Share ideas, files, links
-Save resources to your library
A new Curriculum Module:
Exploring Plasmodium
Evolution
Authors:
-Sam Donovan
-David Knuffke
Teacher Support - Continued











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 Labs
 Quantitative Skills
 Course Changes
AP Annual Conference 2013
Stay connected
to the
conversation
http://apac.collegeboard.org/progr
am
2014 Reading Dates and Location
AP Biology
June 11 – 17, 2014
Kansas City, MO
Thanks
Thank you!
Contact information
Tanya Sharpe, PhD