AP Biology TodayPresented 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 college-level 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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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.

Essential Knowledge 1.A.3 Genetic drift is a non-selective process occurring in small populations.

Clear learning objectives provide a window for what content and science practices will be assessed.

1. Less Emphasis on Recalling Facts

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2. More Emphasis on Content and Skills

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

Teachers have the flexibility to teach concepts and skills in depth by focusing on one specific example.

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3. Explicit Exclusion Statements in CF

Example from Big Idea 2: Cellular ProcessesIn 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 ValidationSixty 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.

Q1535/Q1540 AP Biology Teachers (n=475)

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

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AP Biology teachers tend to agree that the new course helps them teach at the right depth and pace.

16%

78%

81%

25%

21%

17%

59%

1%

2%

The revised AP Biology course and exam focus on

the minutia of biology

Successfully balances teaching content and helping students …

Allows me to teach key concepts in-depth

% Strongly Agree/Agree % Neutral Strongly disagree/disagree

Q1535 AP Biology Teachers (n=475)

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Teachers overwhelmingly feel that the revised AP Biology has the right balance of breadth and depth.

Q1300/Q1545 AP Biology Teachers (n=475)

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%

Doesn't cover enough topics with enough depth, 4%

Current CourseRevised Course

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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 re-training 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) 22

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 texts (34 requests)

Videos 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 Memoryo 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 labs have been written and piloted

April 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

Exam Information Published

What’s NewGrid-ins and short free-response questionsPractice exam available Spring 2012

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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

Course and Exam Description (Feb 2012)

Practice Exam (June 2012)

Course Pacing Guides (4)

Syllabus Development Guide

Sample Syllabi (4)

Textbook List and Reviews

Textbook Correlations

APSIs 2011 & 2012

Online PD

2. Inquiry-Based Labs

New Labs

o Lab Manual

o Online PD Event

Transitioning to Inquiry Labs

o APSIs 2011

o One-day Workshops, Fall 2011

Pre-AP

o Inquiry and Vertical Teaming Workshops

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Elements of Teacher Support

3. Unit Planning

Quantitative Skills Support

o Resource Guide

o Online PD

Online PD

o Science Practices—Predictions, Explanations, Models

o Deep Dives— Free Energy, Matter Exchange, Energy Capture

o Using Formative Assessment

4. Assessments

Online PD

o Writing Classroom Assessments

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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

Textbook Correlations

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AP Teacher Web Community Coming January 2012

Rate and Comment on

Posted Materials

Search, Browse, and

Find Resources

Join a Discussion and

Chat

Post Photos, Lesson Plans,

Videos of Good Instruction

Post and Review Blogs

Login-in to personalized workspace

Subscribe and receive notifications

Google it; search content , 3rd party links

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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

LSharpe@collegeboard.org

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