Perspectives on AP Biology Revisions
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Transcript of Perspectives on AP Biology Revisions
Perspectives on AP Biology RevisionsLynn Meldru, AP Biology Teacher, Cheltenham High School, Wyncote, PATanya Sharpe, The College Board, Advanced Placement Program-Science
What we changed and why ……..
Recommendations for Revising AP Science Courses
Learning and Understanding: Improving Advanced Study of Mathematics and Sciencein U.S. High Schools, National Research Council, 2002
“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
Positive Feedback for the AP Biology Revisions
“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
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American University Georgetown University University of California, Santa
BarbaraAmherst College Georgia Institute of Technology University of Central FloridaBarnard College Haverford College University of ColoradoBaylor University Iowa State University University of ConnecticutBoston University Johns Hopkins University University of FloridaBowdoin College Loyola University Chicago University of Iowa
Brigham Young University Notre Dame University University of KentuckyCalifornia State Polytechnic
University Ohio State University University of Mary Washington California State University - Fresno Penn State University University of Maryland
Carleton College Pepperdine University University of PittsburghCarnegie Mellon University Rochester Institute of Technology University of Tennessee Knoxville
Claremont McKenna College Stanford University University of VermontClemson University SUNY Center Albany University of Virginia
Colby College Trinity College University of Wisconsin - La CrosseColgate University Union College University of Wisconsin - Madison
College of Charleston University of Alabama Villanova UniversityCollege of the Holy Cross University of Arkansas Fayetteville Washington State University
Connecticut College University of British Columbia Wellesley CollegeCornell University University of California, Los Angeles Whitman CollegeDavidson College University of California, Riverside Yale University
Validation study participants indicated the new curriculum has achieved its stated goals
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Overview of AP Biology Revisions
AP Biology Curriculum Framework Supports and Enhances Conceptual
Knowledge
Enduring Understandings
Essential KnowledgeScience Practices:Science Inquiry &
Reasoning
Learning Objectives
Curriculum Framework: Big IdeasThe unifying concepts or Big Ideas increase coherence both within and across disciplines. A total of Four Big Ideas:
The process of evolution drives the diversity and unity of life.B I G I D E
A 1
Living systems retrieve, transmit, and respond to information essential to life processes.B I G I D E
A 3Biological systems interact, and these interactions possess complex properties.B I G I D E
A 4
Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis.
B I G I D E A 2
AP Science PracticesFocus on Skills & Cognitive
StrategiesScience 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 exam2. Teacher choice of illustrative
examples3. Explicit exclusion statements in
Curriculum Framework4. Specific content reductions
Science Practice 1.4The student can use representations and models to solve problems qualitatively and quantitatively.
Learning Objective 1.6The 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.3Genetic drift is a non-selective process occurring in small populations
Learning Objectives provide transparency and boundaries for what content and science practices will be assessed
1. Factual Recall Reduced for Exam
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
3. Explicit Exclusion Statements in Curriculum Framework
4. Specific Content Reductions
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AP Biology: Inquiry Based Lab Manual
AP Labs: Guiding Principles & Requirements
AP Biology: Course Audit
College-level TextCourse structured around Enduring Understandings & Big Ideas (w/connections)Course addresses social issue(s)Student-directed investigations25% time rule for investigationsStudent communication of resultsAddress Learning Objectives in Big Ideas
(emphasis on skills outside of investigations)
http://www.collegeboard.com/html/apcourseaudit/courses/biology.html
AP Biology Course Audit Requirements
AP Biology: Exam Updates
Organization of the New AP Biology Exam
Sample Multiple-Choice Question
Sample Grid-In Question
Tasters
Non-Taste
rs8235 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
A new Curriculum Module: Exploring Plasmodium EvolutionAuthors: -Sam Donovan -David Knuffke
Are you a member of the AP Teacher Community? -Read and participate in discussion threads-Share ideas, files, links-Save resources to your library
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 LabsQuantitative SkillsCourse Changes
Teacher Support - Continued
http://apac.collegeboard.org/program
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AP Annual Conference 2013
2014 Reading Dates and Location
AP BiologyJune 11 – 17, 2014Kansas City, MO
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