New
Exams
AP Science:
The Redesign
09
March
T3
Power
Session
New
Curricula
Two Important
Numbers
2,400,000
90%
Georgetown STEM report
5 The Jobs of the Future are Already Here
“Technology today can do in
five minutes a decoding task
that would have taken a
year to complete a decade
ago”-Eric Lander, Founder,
The Broad Institute
“The future is already
here –it's just not very
evenly distributed.”William Gibson
Robotic
Hand
Google Car
01
02
Hatsune Miku
04
Teenage
BioTech
Company
05
03
IBM WATSON
“A quantum computer of
just 150 QuBits would
have the power of all of
today’s
supercomputers”-Alan
Aspuru-Guzik, Harvard
University..we are
currently at 128 bits
We Need to Upskill
Supply Line is Leaking
How Do We Maximize Output?
We Must Update the STEM Curricula,
Instruction, and Assessments
• From this….
…to this
STEM Ed: Goal
• Develop and supply the applicants needed for the
demand of STEM-capable workers
NRC (2011) Successful K-12 STEM Education
Addressing STEM Ed Goals through the AP Science
Redesign
Evidence Centered Design, Assessment, &
Science Practices
• Evidence Centered Design ensures consistent
measurement of the learning objectives across
forms
• Course learning objectives (claims) provide
transparency pertaining to the assessment
• New item types emerge from application of the
science practices within real world contexts
Challenges with Implementation
• Lack of teacher “comfort” with the
paradigm shift
• Lack of teacher familiarity with
instructional strategies leading to
evidence of students applying the
science practices
• Lack of existing assessment items
aligned with the redesigned course
Lessons Learned and Changes Made
• Teachers need more time to
make a paradigm shift
• Teachers need to feel ready
to implement the changes
• Teachers need to feel
confident with the amount
and alignment of teacher
support materials
Provide effective messaging and
professional development earlier.
Engage and empower teachers to
evaluate, reflect , and redesign
Align textbook and test prep
publishers with the changes earlier.
AP Biology Course and Exam Changes
Content and 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 reduction in four ways:
 Factual recall reduced for exam
 Teacher choice of illustrative examples
 Explicit exclusion statements in Curriculum
Framework
 Specific content reductions
Probe ware
and
Software
Technology in
AP Biology
Tablets &
iPads
Virtual Labs
&
Simulations
TINspire for
ease of data
collection and
manipulation
Smart
Phones
AP Chemistry Course and Exam Changes
AP Chemistry Course and Exam
Changes
New approach: Essential content + skills
+ inquiry
New structure: 6 Big Ideas, 117
Learning Objectives
New formula List, change in usage of
calculators on exam
Breadth reduction in three ways:
 Factual recall reduced for exam
 Explicit exclusion statements in Curriculum
Framework
 Specific content reductions
Organization of the New AP Chemistry
Section 1:
Exam
•
•
•
•
•
60 Multiple Choice (with question sets)
90 minutes
50% of exam weight
May use Periodic Chart and Formula Sheet
May NOT use calculator
Section 2:
• 7 Free Response questions
– 3 long and 4 short free response questions
• 50% of exam weight
• May use Periodic Chart and Formula Sheet
• May use calculator on entire free response section
Teacher Support
•
•
•
•
•
•
•
•
•
Course and Exam Description
Course Planning and Pacing Guides (4)
Sample Syllabi (4) and Syllabus Development Guide
Higher Ed Validation Results
New Curriculum Module
Lab Manual/Teacher & Student Versions
Practice Exam
Online Teacher Community
New Professional
Development:
• APSIs (4-5 days)
23
New AP Chemistry Lab Manual
-
Probe ware
and
Software
Applets for
molecule
drawing and
3D rotations
Technology in
AP Chemistry
Tablets &
iPads
Virtual Labs
&
Simulations
TINspire for
ease of data
collection and
manipulation
Smart
Phones
AP Physics 1 & 2 Course and Exam Changes
AP Physics 1 and AP Physics 2 Course
Content:
AP Course
Topics
AP Physics 1
kinematics; Newton’s laws of motion; torque; rotational motion and
angular momentum; gravitation and circular motion; work, energy,
and power; linear momentum; oscillations, mechanical waves and
sound; introduction to electrostatics and electric circuits
AP Physics 2
fluid statics and dynamics; thermodynamics with kinetic theory, PV
diagrams and probability; electrostatics; electrical circuits with
capacitors; magnetic fields; electromagnetism; physical and
geometric optics; topics in modern physics
Curriculum Framework: Big Ideas
The unifying concepts or Big Ideas increase coherence both within and
across disciplines. There are seven Big Ideas for Physics 1 and 2:
BIG IDEA
1
Objects and systems have properties such as mass and charge.
Systems may have internal structure.
BIG IDEA
2
Fields existing in space can be used to explain interactions.
BIG IDEA
3
The interactions of an object with other objects can be described by
forces.
BIG IDEA
4
Interactions between systems can result in changes in those systems.
Curriculum Framework: Big Ideas
continued…
BIG IDEA
BIG IDEA
BIG IDEA
5
Changes that occur as a result of interactions are constrained by
conservation laws.
6
Waves can transfer energy and momentum from one location to another
without the permanent transfer of mass and serve as a mathematical model
for the description of other phenomena.
7
The mathematics of probability can be used to describe the behavior of
complex systems and to interpret the behavior of quantum mechanical
systems.
Curriculum Framework: Boundary
Statements
Boundary statements articulate overarching content divisions
between the two courses.
A New Emphasis on Science Practices
Science Practices define the skills students will use to demonstrate Essential Knowledge in
each subject area.
The science practices enable students to establish lines of evidence and use them to develop and refine
testable explanations and predictions of natural phenomena.
SCIENCE
PRACTICES
•
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.
•
4.0 The student can plan and implement data collection strategies in
relation 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.
•
•
3.0 The student can engage in scientific questioning to extend
thinking or to guide investigations within the context of the AP
course.
7.0 The student can connect and relate knowledge across various
scales, concepts, and representations in and across domains.
Curriculum Framework Learning Objectives
Essential knowledge
statements reference the
associated big idea and
enduring understanding
Learning objectives state
what a student should know
and be able to do.
Exam Design: AP Physics 1 & 2
Multiple Choice Section: Physics 1 and 2 Exams | 90 minutes | 50% of exam
50 multiple choice questions:
• discrete items & items in sets
• multiple-correct items
• 4 answer choices, each question
Free-Response Section: 90 minutes | 50% of exam
Physics 1:
5 free-response questions:
1 experimental design question
1 qualitative/quantitative
translation
3 short-answer questions
Physics 2 :
4 free-response questions:
1 experimental design question
1 qualitative/quantitative
translation
2 short-answer questions
Launching AP Physics 1 & 2
• Curriculum Framework Launched Fall 2012
AP PHYSICS
1 and 2
••Professional
Teacher Lab Manual
in Development
Development
Planning
••Teacher
Professional
Planning
LabDevelopment
Manual in Development
• New Online Community in Fall 2012
• New Course and Exam will launch 2014-2015
Redesigned Professional Development:
• 2014 Professional Development will launch new One-Day and AP Summer
Institute Workshops to support the new courses
• June 2014 – Practice Exams for both AP Physics 1 and AP Physics 2
Course Audit and Course Planning Resources:
• Sample Syllabi (course audit opens March, 2014; syllabi for new courses
must be submitted by January 31, 2015)
• Course and Exam Description (including equation sheets) – March, 2014)
• Course Planning and Pacing Guides (8 total; 4 for each course)
• Teacher’s Guide on Inquiry-Based Investigations
Course Planning & Pacing Guides
Advances in AP: Online Support
Advances in AP provides detailed
information and resources on:
Curriculum Framework
Course Overview and FAQ
Course Planning and Pacing
Guides (Fall 2013)
Course Audit and Sample Syllabi
(March 2014)
Go to advancesinap.collegeboard.org for more
information.
36
Motion
Detectors
Force Sensors
Microphones
Probe ware
and
Software
Technology in AP
Physics 1&2
Simulations
& Java
Applets
Voltage Probes
Magnetic Field
Sensors
Virtual Labs
&
Simulations
TINspire for
ease of data
collection and
manipulation
Tablets &
iPads
Multimeters
Capacitance
Meters, &
Oscilloscopes
Smart
Phones
Light
Sensors
AP Environmental Science Course and Exam Changes
Potential AP Enviro. Sci. Course and Exam Changes
Teacher Support, Outreach, and Future Work
• Released teacher support in the last two years:
– Curriculum Module on “Agriculture and the Nitrogen Cycle”
– Curriculum Module on “Introductory Topics for Climate”
– Launch of the AP Teacher Online Community
• Focused outreach events on building content knowledge with
teachers about climate models and systems
• Requested the NRC consider performing research on best
practices for introductory Environmental Science courses at the
college level
Challenges to Redesigning AP Environmental Science
Climate Change
01
04
How much
emphasis on
what content
Variety in
Undergrad
courses
02
03
What feasible
and accessible
labs/field
experience?
Probe ware
and
Software
Technology in AP
Enviro. Sci.
Simulations
& Java
Applets
Tablets &
iPads
Virtual Labs
&
Simulations
TINspire for
ease of data
collection and
manipulation
Smart
Phones
Question and Answer Session
apcentral.collegeboard.org
advancesinap.collegeboard.org
Tanya Sharpe, Lsharpe@collegeboard.org
Serena Magrogan, smagrogan@collegeboard.org