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The AP BIO course framework provides a clear and detailed description of the course requirements necessary for student success.The framework specifies what students should know, be able to do, and understand to qualify for college credit and/or placement.
The course framework includes two essential components: SCIENCE PRACTICES and COURSE CONTENT
COURSE CONTENT BIG IDEAS
COURSE CONTENT BIG IDEAS
The course content is organized into commonly taught units of study that provide a suggested sequence for the course. These units comprise the content and skills colleges and universities typically expect students to be proficient in to qualify for college credit and/or placement. This content is grounded in big ideas, which are cross cutting concepts that build conceptual understanding and spiral throughout the course.
The big ideas, often, are abstract concepts or themes that allow students to create meaningful connections among course concepts. Revisiting the big ideas and applying them in a variety of contexts allow students to develop deeper conceptual understandings. Following are the big ideas of the course and a brief description of each.
COURSE CONTENT UNITS
COURSE CONTENT UNITS
The AP Bio course content is organized into eight units. These units, and their weightings on the multiple-choice section of the AP Exam, are listed below. The teaching pacing guide is as suggested by college board but will be modified to fit Argyle High School's academic calendar and class schedules. Each unit will take on average 3 weeks to complete with time dedicated within each for two labs to be completed for a total of 8 "big labs".
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