AP Biology Today
Presented at the June 2011
AP Biology Reading
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Because of you…
 More students
than ever are
taking AP
Biology
 AP students
feel inspired
and
encouraged
 More students
are pursuing
STEM careers
http://www.mynmsistory.com
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Because of you, AP Biology is changing…
Some of your concerns…
 You do not see a connection between your collegelevel curricula and the AP Exam.
 AP Biology content outlines are not specific.
 To ensure student success on the exam, many of
you cover most of the content in your textbook.
 Teaching concepts and skills is difficult when you
feel compelled to cover a vast amount of content.
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We heard you…
“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 [to AP
Biology].”
—The New York Times
(Jan. 2011)
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Reforming Science Education
“The changes to the AP Biology course provide
greater emphasis on the type of scientific inquiry that
increases reasoning skills and conceptual
understanding.”
“These revisions represent a major reform in science
education, which will enable many more young
Americans to experience science as a special ‘way
of knowing’ about the world.”
—Bruce Alberts, Editor in Chief, Science
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Aligning with Higher Ed
“The scientific community is reacting positively
to changes to the AP Biology Exam.”
“The changes will more closely align what goes
on during a high school biology course with
current ‘best practices’ for introductory
college biology.”
—Steven L’Hernault, Professor and
Chair of Biology, Emory University
(April 2011)
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Major Changes to
AP Biology
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AP Biology, 2012-13
 Detailed curriculum
framework
 New inquiry-based lab
manual
 Revised exam
 Professional development
opportunities
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What’s Changing?
 New Approach: Essential Content + Skills + Inquiry
 New Structure: 4 Big Ideas, 17 Enduring
Understandings
 New and Transparent Exam: Learning Objectives,
Formula List, Calculator Policy
 New Scope:
1. Less emphasis on recalling facts
2. More emphasis on concepts and skills
3. Explicit exclusion statements in the CF
4. Specific content reductions
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1. Less Emphasis on Recalling Facts
Clear learning objectives provide a window 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.
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2. More Emphasis on Content and Skills
Teachers have the flexibility to teach concepts and skills
in depth by focusing on one specific example.
Example from Big Idea 3: Genetics
Certain human genetic disorders can be attributed to the
inheritance of single gene traits or specific chromosomal
changes, such as nondisjunction.
To foster student understanding of this concept,
instructors can choose from illustrative examples.
- Sickle cell anemia
- Tay-Sachs disease
- Huntington’s disease
- X-linked color blindness
-Trisomy 21/Down syndrome - Klinefelter’s syndrome
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3. Explicit Exclusion Statements in CF
Example from Big Idea 2: Cellular Processes
In plants, physiological events involve interactions between
environmental stimuli and internal molecular signals.
Evidence of student learning is a demonstrated
understanding of each of the following:
1. Phototropism, or the response to the presence of light
2. Photoperiodism, or the response to change in length of the night
that results in flowering in long-day and short-day plants
✘Memorization of the names, molecular structures, and
specific effects of all plant hormones is beyond the scope
of the course and the AP Exam.
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4. Specific Content Reductions
 Chemical foundations of biology
 Cellular organelles and their functions
 Structural and physiological features of animal form and
function (Organ/System of the Day). Only three systems
are required: immune, endocrine, nervous
 Structural and physiological features of prokaryotes to
vertebrates (March Across the Phyla)
 Specific stages of cleavage, blastulation, gastrulation and the
comparisons of these stages in different organisms
 Plant structure and function
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Examples of Breadth Reduction
Biology, Campbell and Reece, 7th Edition
 Material
in 20+ (out of 55) chapters is eliminated or
reduced considerably.
 Chapter 2: Chemical Context of Life (pre-requisite)
 Chapter 6: Tour of the Cell (required content described in the
curriculum framework)
 Chapters 8-10: Energy, Respiration, and Photosynthesis
(required content described in the curriculum framework)
 Chapters 27-34: Prokaryotes to Vertebrates, “March of the
Phyla” (content is illustrative to support concepts)
 Chapter 35: Plant Structure
 Chapters 40-49: Animal Form and Function, “Organ of the Day”
(required systems include immune, nervous, endocrine;
required content described in the curriculum framework)
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Higher Ed Validation and
AP Teacher Survey
Results
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Fall 2010 AP Biology Higher Ed Validation
Sixty faculty from leading higher ed institutions
confirmed the following statements about the
revised AP Biology course.
 The course will prepare students for success in
sequent college biology courses.
 The depth and breadth of the course are
appropriate for two semesters of college biology
study.
 Higher ed institutions are likely to grant credit and
placement to students who complete the course.
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In a recent survey of 475 AP Biology teachers, most
agreed that the revised course is a change for the better.
The revised AP Biology course
is a change for the better.
(% Agree/Disagree)
The revised AP Biology course is
the right path for AP Biology to take.
(% Agree/Disagree)
Survey: 475 AP Biology
Teachers
Q1535/Q1540 AP Biology Teachers (n=475)
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AP Biology teachers tend to agree that the new course
helps them teach at the right depth and pace.
% Strongly Agree/Agree
% Neutral
Strongly disagree/disagree
Allows me to teach key
concepts in-depth
81%
Successfully balances
teaching content and
helping students…
The revised AP Biology
course and exam focus on
the minutia of biology
78%
16%
Q1535 AP Biology Teachers (n=475)
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25%
59%
17%
2%
21%
1%
Teachers overwhelmingly feel that the revised AP Biology
has the right balance of breadth and depth.
Revised Course
Current Course
Doesn't cover
enough topics
with enough
depth, 4%
Covers too
many topics in
not enough
depth, 4%
Has about the
right balance of
breadth of
topics covered
and depth of
how they are
covered, 92%
Q1300/Q1545 AP Biology Teachers (n=475)
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What do you like most about the revised course?
 “I like that the content is focused more on
understanding and less on memorizing facts.”
 “I am very happy that the reduced amount of material
will allow me to focus more on inquiry and concepts.
I had already redesigned several labs to be inquiry
based, but felt that they took away from the amount of
time I had to focus on other material.”
 “I really like the clarity of what WILL be on the exam;
the inquiry-based labs… learning in-depth for
understanding. I like the new test format.”
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What is your single biggest concern?
 “Implementing the first year without an adequate
understanding of what the exam will look like.”
 “I fear that schools will not send teachers for retraining and the syllabus will have to be rewritten for
each teacher.”
 “After doing [AP Biology] this way for so long, it may be
tough for me to change.”
 “I don’t really believe that content will be reduced.
The concept of "Big Ideas" is great but will only work if
the College Board truly removes some of the required
chapters.”
Q1510/Q1515 AP Biology Teachers (n=475)
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Besides a full-length practice exam, what
instructional materials do you need?
 Lab
manual (259 requests)
 More
questions with rubrics (109 requests)
 Course
and Exam Description (109 requests)
 Pacing
guide (65 requests)
 Lesson
plans/instructional materials (47 requests)
 PD
for implementation (47 requests)
 Sample
syllabi (46 requests)
 Suggested
 Videos
texts (34 requests)
of a good instruction (15 requests)
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Inquiry-Based
Lab Manual
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Lab Development
In loving memory of our
beloved AP Biology teacher,
reader, mentor, collaborator
and friend, Kim Foglia.
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“Kim shared everything, EVERYTHING.”
 Huge
supporter of the course
revisions and the new lab
direction
 Co-wrote
several labs,
providing input on almost every
aspect of the manual
 In
Memory
o
The College Board will dedicate
the teacher version of the new lab
manual to Kim.
o
The College Board will sponsor
the Kim Foglia Travel Award
through the National Association
of Biology Teachers.
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Guiding Principles & Requirements
 AP
Biology labs are anchored in America’s Lab
Report.
 Students
should participate actively in scientific
inquiry to develop an understanding of the way in
which scientific knowledge is acquired.
A
minimum of eight hands-on lab investigations are
required.
A
minimum of 25 percent of instructional time is spent
on labs.
 No
new major equipment is required.
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Status of Lab Manual
 Thirteen
 April
labs have been written and piloted
2011: AP Biology consultants introduced to
labs
 May
2011: Lab overview released for use at APSIs
 July
2011: Focus testing of introductory chapters of
lab manual at AP Annual Conference
 Sept
2011: Launch of PD workshops on
transitioning to inquiry-based labs
 Jan
2012: Lab manual is released
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Pilot LAB—
PHOTOSYNTHESIS: Floating
Leaf Disk Assay
Piloted by Joan Carlson
The Bancroft School, MA
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Inquire.
Learn how the floating leaf disk technique works by testing a variable
known to affect photosynthesis.
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Prepare solutions and design procedures.
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Test variables and record results.
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Present the findings.
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Students’ Comments
“The
lab helped me to better understand the
scientific method and how important controls are.”
“I
really felt that I learned more by designing the
experiment myself.”
“I
was invested in what I was doing. I was glad we
weren’t all doing the same experiment.”

“Requiring me to present my findings in the
poster sessions led to my really knowing what I
did and how to explain it to others.”
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AP Biology Exam
Updates
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Exam Development
Curriculum
Finalized
Exam
Designed
Pilots / Focus
Groups
Exam Design
Final
What’s New
 Grid-ins and short free-response questions
 Practice exam available Spring 2012
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Exam
Information
Published
DRAFT / Organization of the New Exam
Section 1
 63 multiple choice + 6 grid-in questions
 90 minutes
 50 percent of exam weight
Section 2
 8 free-response questions
 10 minutes reading time + 80 minutes
response time
 50 percent of exam weight
AP Biology—
Teacher Support Plan
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Elements of Teacher Support
1. Course Planning/Course Audit
2. Inquiry-Based Labs
 Course
 New
and Exam Description
(Feb 2012)
 Practice
 Course
Exam (June 2012)
Pacing Guides (4)
 Syllabus
 Sample
Syllabi (4)
List and Reviews
 Textbook
Correlations
 APSIs
2011 & 2012
 Online
PD
o
Lab Manual
o
Online PD Event
 Transitioning
Development Guide
 Textbook
Labs
to Inquiry Labs
o
APSIs 2011
o
One-day Workshops, Fall
2011
 Pre-AP
o
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Inquiry and Vertical
Teaming Workshops
Elements of Teacher Support
3. Unit Planning
4. Assessments
 Quantitative
 Online
Skills Support
o
Resource Guide
o
Online PD
 Online
o
PD
o
Science Practices—
Predictions, Explanations,
Models
o
Deep Dives— Free Energy,
Matter Exchange, Energy
Capture
o
Using Formative Assessment
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PD
Writing Classroom
Assessments
AP Course Audit Update
2012-13:
All AP Biology teachers are
required to submit a new course syllabus.
Feb
2012: Course materials available
March
1, 2012: AP will begin accepting syllabi
June
1, 2012: AP’s suggested date for submitting
syllabi
January
31, 2013: Deadline for submitting syllabi
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Textbook Correlations
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Textbook
Correlations
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AP Teacher Web Community Coming
January 2012
Login-in to
personalized
workspace
Rate and
Comment on
Posted
Materials
Search,
Browse, and
Find Resources
Post and
Review Blogs
Subscribe
and receive
notifications
Post Photos,
Lesson Plans,
Videos of Good
Instruction
Join a
Discussion and
Chat
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Google it;
search
content ,
3rd party
links
Help us spread the word…
We need help getting
the message on course
revisions to the AP
Biology community.
 Use
the website
Advances in AP to
find information.
 Share
tools and
information.
 Help
foster the future
success of AP Biology.
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Contact AP
Tanya Sharpe, Director, Curriculum and Content
Development, AP Biology
[email protected]
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