Transcript Introducing AP Biology

I hear and I forget. I see and I remember. I do and I understand.
Confucius
4 Big Ideas
Enduring Understandings
Science Practices:
Science Inquiry & Reasoning
Essential Knowledge
Learning Objectives
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
1
The process of evolution drives the diversity
and unity of life.
2
Biological systems utilize energy and molecular
building blocks to grow, reproduce, and maintain
homeostasis.
3
4
Living systems retrieve, transmit, and respond to
information essential to life processes.
Biological systems interact, and these interactions
possess complex properties.
SCIENCE
PRACTICES
The science practices enable students to establish lines of
evidence and use them to develop and refine testable
explanations and predictions of natural phenomena
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
3.0 The student can engage in scientific questioning to extend
thinking or to guide investigations within the context
of the AP course
4.0 The student can plan and implement data collection strategies
appropriate 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
7.0 The student is able to connect and relate knowledge across various
scales, concepts, and representations in and across domains
Section Information:
Item Types & Weight
Multiple Choice + Grid-ins
(50% of exam weight)
Question Types and Distribution
63 multiple choice
6 grid-in questions
(New type: mathematical
manipulation/calculation. Students will
write and bubble in numerated answer)
Timing
90m
Ten Minutes Required Reading Time in Advance of the Free Response Section
Free Response
(50% of exam weight)
2 long free response questions, 1 of
which connects to the lab experience
6 short free response questions
80 minutes + 10minute reading
period
The International Baccalaureate aims to develop
inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world
through intercultural understanding and respect.
 To this end the organization works with schools,
governments and international organizations to
develop challenging programmes of international
education and rigorous assessment.
 These programmes encourage students across the
world to become active, compassionate and lifelong
learners who understand that other people, with their
differences, can also be right.


Inquirers- They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy learning and
this love of learning will be sustained throughout their lives.

Knowledgeable- They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop understanding
across a broad and balanced range of disciplines.

Thinkers- They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators- They understand and express ideas and information confidently and
creatively in more than one language and in a variety of modes of communication. They
work effectively and willingly in collaboration with others

Principled- They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take responsibility
for their own actions and the consequences that accompany them.

Open-minded- They understand and appreciate their own cultures and personal histories,
and are open to the perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of points of view,
and are willing to grow from the experience.

Caring- They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive difference
to the lives of others and to the environment.

Risk-takers- They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas and
strategies. They are brave and articulate in defending their beliefs.

Balanced- They understand the importance of intellectual, physical and emotional balance
to achieve personal well-being for themselves and others.

Reflective- They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to support their
learning and personal development

The DP is a pre-university course of study leading to
examinations; it is designed as a comprehensive two-year
curriculum that allows its graduates to fulfill the
requirements of university entrance to universities
worldwide.

Through studying any of the group 4 subjects, students
should become aware of how scientists work and
communicate with each other. While the “scientific
method” may take on a wide variety of forms, it is the
emphasis on a practical approach through experimental
work that distinguishes the group 4 subjects from other
disciplines and characterizes each of the subjects within
group 4.

In group 4, the subjects physics, chemistry
and biology have common aims and there is a
single model of assessment for all three. This
consists of practical work weighted at 24%,
undertaken throughout the course, and
written examinations weighted at 76%, taken
at the end of the course

For internal assessment there are three assessment
criteria to assess practical investigations:
▪ Design
▪ Data Collection and Processing
▪ Conclusion and Evaluation.

Two pieces of work are assessed for each criterion. The
criterion “manipulative skills” is used summatively to
assess a student’s hands-on practical skills during the
course and the criterion “personal skills” is used to assess a
student’s participation in the group 4 project

The summative assessment that takes place at
the end of the course is in the form of three
written examination papers:
 Paper 1—a multiple-choice question paper
 Paper 2—a mixture of short-answer questions and
extended-response questions
 Paper 3—examining performance in the chosen topic
options



The AP Lab Final/ Group 4 Project is an
interdisciplinary activity in which all AP
Biology/Diploma Programme science
students must participate.
It mirrors the work of real scientists by
encouraging collaboration between schools
across the regions.
The emphasis is on the processes involved in
scientific investigation rather than the
products of such investigation.



The Project will be one scientific investigation
taking about 10 hours
The write-up should be about 6 to 12 pages
long.
It should require a purposeful research
question and the scientific rationale for it.

Some of the possible tasks include:
• a hands-on laboratory investigation
• using a spreadsheet for analysis and modelling
• extracting data from a database and analysing it
graphically
• producing a hybrid of spreadsheet/database work with
a traditional hands-on investigation
• using a simulation provided it is interactive and openended.

Some tasks may consist of relevant and
appropriate qualitative work combined with
quantitative work.