1. Power Session 09 March AP Science: The Redesign New Exams New Curricula T3T3

2. 2,400,000 90% Two Important Numbers Georgetown STEM report

3. Robotic Hand Google Car Hatsune Miku02 01 03 04 05 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

4. We Need to Upskill

5. Supply Line is Leaking

6. How Do We Maximize Output?

7. From this…. …to this We Must Update the STEM Curricula, Instruction, and Assessments

8. Develop and supply the applicants needed for the demand of STEM-capable workers STEM Ed: Goal NRC (2011) Successful K-12 STEM Education

9. Addressing STEM Ed Goals through the AP Science Redesign

11. 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

15. 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

16. 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.

17. AP Biology Course and Exam Changes

18.  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 exam  Teacher choice of illustrative examples  Explicit exclusion statements in Curriculum Framework  Specific content reductions Content and Depth

19. Technology in AP Biology Probe ware and Software Virtual Labs & Simulations Tablets & iPads Smart Phones TINspire for ease of data collection and manipulation

20. AP Chemistry Course and Exam Changes

21.  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 exam  Explicit exclusion statements in Curriculum Framework  Specific content reductions

22. 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

23. Teacher Support 23 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)

24. New AP Chemistry Lab Manual -

25. 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

26. AP Physics 1 & 2 Course and Exam Changes

27. AP Physics 1 and AP Physics 2 Course Content:

28. B I G I D E A Curriculum Framework: Big Ideas The 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 3 4 2 1

29. 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 7 5 6

30. Curriculum Framework: Boundary Statements Boundary statements articulate overarching content divisions between the two courses.

31. 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.

32. 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

33. 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 question 1 qualitative/quantitative translation 2 short-answer questions Free-Response Section : 90 minutes | 50% of exam Physics 1: 5 free-response questions: 1 experimental design question 1 qualitative/quantitative translation 3 short-answer questions Exam Design: AP Physics 1 & 2

34. Launching AP Physics 1 & 2 AP PHYSICS 1 and 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 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 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 2 Course 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

35. Course Planning & Pacing Guides

36. Go to advancesinap.collegeboard.org for more information.advancesinap.collegeboard.org 36 Advances in AP Advances in AP provides detailed information and resources on: Curriculum Framework Course Overview and FAQ Course Planning and Pacing Guides (Fall 2013) Course Audit and Sample Syllabi (March 2014) Advances in AP: Online Support

37. Motion Detectors Force Sensors Microphones Voltage Probes Magnetic 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 Multimeters Capacitance Meters, & Oscilloscopes

38. AP Environmental Science Course and Exam Changes

39. Potential AP Enviro. Sci. Course and Exam Changes Teacher 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

40. Challenges to Redesigning AP Environmental Science Climate Change Variety in Undergrad courses 02 01 03 04

41. 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

42. Question and Answer Session apcentral.collegeboard.org advancesinap.collegeboard.org Tanya Sharpe, Lsharpe@collegeboard.orgLsharpe@collegeboard.org Serena Magrogan, smagrogan@collegeboard.orgsmagrogan@collegeboard.org