Power Session

09March

AP Science: The

Redesign

New Exams

New Curricula

T3

2,400,00090%

Two Important Numbers

Georgetown STEM report

IBM WATSON

Robotic Hand

Google Car

Teenage BioTech Company

Hatsune Miku

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01

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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

“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

“The future is already here –it's just not very evenly distributed.”-William Gibson

We Need to Upskill

Supply Line is Leaking

How Do We Maximize Output?

• From this…. …to this

We Must Update the STEM Curricula, Instruction, and Assessments

• Develop and supply the applicants needed for the demand of STEM-capable workers

STEM Ed: Goal

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

• 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

Challenges with Implementation

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

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 examTeacher choice of illustrative examplesExplicit exclusion statements in Curriculum

FrameworkSpecific content reductions

Content and Depth

Technology in AP

Biology

Probe ware and Software

Virtual Labs & Simulations

Tablets & iPads

Smart Phones

TINspire for ease of data collection and manipulation

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 examExplicit exclusion statements in Curriculum

FrameworkSpecific content reductions

Section 1:• 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

Organization of the New AP Chemistry Exam

Teacher Support

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• 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)

New AP Chemistry Lab Manual

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Technology in AP

Chemistry

Probe ware and Software

Virtual Labs & Simulations

Tablets & iPads

Smart Phones

Applets for molecule drawing and 3D rotations

TINspire for ease of data collection and manipulation

AP Physics 1 & 2 Course and Exam Changes

AP Physics 1 and AP Physics 2 Course Content:

AP Course Topics

AP Physics 1kinematics; 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 2fluid 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

B I G I D E A

B I G I D E A

B I G I D E A

Curriculum Framework: Big IdeasThe unifying concepts or Big Ideas increase coherence both within and across disciplines. There are seven Big Ideas for Physics 1 and 2:

Interactions between systems can result in changes in those systems.

The interactions of an object with other objects can be described by forces.

Fields existing in space can be used to explain interactions.

Objects and systems have properties such as mass and charge. Systems may have internal structure.

B I G I D E A

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4

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1

B I G I D E A

B I G I D E A

Curriculum Framework: Big Ideas continued…

The mathematics of probability can be used to describe the behavior of complex systems and to interpret the behavior of quantum mechanical systems.

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.

Changes that occur as a result of interactions are constrained by conservation laws.

B I G I D E A

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Curriculum Framework: Boundary Statements

Boundary statements articulate overarching content divisions between the two courses.

A New Emphasis on 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.

• 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 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.

• 7.0 The student can connect and relate knowledge across various scales, concepts, and representations in and across domains.

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

Science Practices define the skills students will use to demonstrate Essential Knowledge in each subject area.

Curriculum Framework Learning Objectives

Learning objectives state what a student should know

and be able to do.

Essential knowledge statements reference the associated big idea and enduring understanding

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

Physics 2 : 4 free-response questions: 1 experimental design question1 qualitative/quantitative translation2 short-answer questions

Free-Response Section: 90 minutes | 50% of exam

Physics 1:5 free-response questions: 1 experimental design question1 qualitative/quantitative translation3 short-answer questions

Exam Design: AP Physics 1 & 2

Launching AP Physics 1 & 2

AP PHYSICS 1 and 2

• Curriculum Framework Launched Fall 2012• Teacher Lab Manual in Development• Professional Development Planning• New Online Community in Fall 2012

•Professional Development Planning•Teacher Lab Manual in Development• 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 2Course 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

Go to advancesinap.collegeboard.org for more information.

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Advances in AP provides detailed information and resources on:Curriculum FrameworkCourse Overview and FAQCourse Planning and Pacing Guides (Fall 2013)Course Audit and Sample Syllabi (March 2014)

Advances in AP: Online Support

Motion DetectorsForce SensorsMicrophones

Voltage ProbesMagnetic Field Sensors

Light Sensors

Technology in AP Physics

1&2

Probe ware and Software

Virtual Labs & Simulations

Tablets & iPads

Smart Phones

Simulations & Java Applets

TINspire for ease of data collection and manipulation

MultimetersCapacitance Meters, & Oscilloscopes

AP Environmental Science Course and Exam Changes

Potential AP Enviro. Sci. Course and Exam ChangesTeacher 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

What feasible and accessible

labs/field experience?

Climate Change Variety in Undergrad

courses

How much emphasis on what content

0201

0304

Technology in AP Enviro. Sci.

Probe ware and Software

Virtual Labs & Simulations

Tablets & iPads

Smart Phones

Simulations & Java Applets

TINspire for ease of data collection and manipulation

Question and Answer Session

apcentral.collegeboard.orgadvancesinap.collegeboard.org Tanya Sharpe, Lsharpe@collegeboard.orgSerena Magrogan, smagrogan@collegeboard.org