AP Biology (Period 2) Assignments

Tips for Writing AP Biology FRQs (Free Response Questions)

DO:

• BRING A WATCH. The long responses require 22 minutes (10 points each), the short responses around 6 minutes (3-4 points each). Time yourself. At the end of your time for a question, move on or else you might miss easy points. If a calculation will take longer than you have, skip it. Go back later if you have time.
• The first thing you should do is carefully read the question (and re-read). Circle key terms. Briefly outline your response in your test booklet (or scratch paper, for in-class exams). This will help avoid scratch-outs, asterisks, etc.

• Answer the question that is asked and only that question. Be concise. If you word vomit and accidentally contradict yourself, you might lose a point you had just earned. Answer all parts. (“ATP”—Answer The Prompt!)

• Do not waste time restating the question. Go straight to the answer.

• Write clearly and neatly, IN PEN (black or blue that won’t bleed through), and stay between the lines. Readers can’t grade what they can’t read. (It also helps them if you leave room in the margins.) If you need to cross something out, use one or two lines through it instead of a scribbled mess. If you need to write a word or two in the margin, fine—but for more than that, add it at the bottom with an arrow to it. The proctor will have more paper if you need it.

• If you are given a choice of parts to answer, choose carefully. Don’t waste time answering all parts—AP readers will only give credit until they get to the number of parts the question asked for. Similarly, if you are asked for two examples and you give three, they won’t cherry-pick correct responses; they’ll credit your first two examples.

• Pay close attention to underlined words and verbs and be sure to follow these directions. Verbs you may see:

compare: point out similarities, to examine 2 or more objects and consider the likenesses.

contrast: point out differences, to examine 2 or more objects and consider the differences

identify: name, list, give an example

explain: tell how to do, tell the meaning of, or why, give reasons for. Provide details and reasons in order to clarify something (often 2 points—you might be given a claim and asked for evidence/reasoning, or given evidence and asked for the claim/reasoning—or any single part of that, which would just be one point)

describe: to give a picture or account of in words, use details to provide an accurate account (usually 1 point, unless asked to “describe TWO or THREE…”)

discuss: to consider from various points of view

define: give a meaning for a word or phrase

justify: support your statement using actual data/evidence. Refer to the data specifically!

analyze: interpret data sets or statements made based on evidence in order to reach a conclusion

apply: use a (biological) concept, theory, principle, or mathematical equation in a novel context

calculate or solve: use math to find a relationship. You may need to use your formula sheet and a calculator. You should show your work.

connect: find a relationship between two or more pieces of information

construct: build or devise a representation or explanation of a biological concept

design: produce an experimental plan that may be used to collect data

evaluate: examine and judge; usually involves determining if data justifies a conclusion

refine: clarify assumptions or models using evidence

represent: use a graph, diagram, or model to illustrate a concept

• Write in paragraph form. Use sentences, not bullet points. AP readers are instructed to skip non-paragraph responses. Don’t worry about perfect grammar. Although poor grammar and spelling might subconsciously affect a reader, they are not explicitly graded.
  Exceptions to paragraph form:
• Calculations just require that you show the math (no sentences), but be sure to show how you got your answer. Start by writing the formula(s) you are using, then show the values you have inserted into those formulas, THEN do the math, including units in your calculation. Box your answer, including units. No units = no points, even if the calculation is otherwise correct. If you know you need a number to complete your calculation but don’t know where to get it, make one up, clearly state that you did this so you could complete your calculation, then carry on.

• If you are asked to draw a diagram, be sure to annotate/label it carefully (or else no points). Try to put it where it belongs in the question instead of at the end, and refer to it in your written answers.

• If the essay is set up with internal parts (a, b, c, etc.), then answer them that way, in order, and clearly label each part.

• If a question asks about a change, a disruption, or an effect, be sure that you talk about the direction of the change in your answer. For example, write about what an increase (or decrease) in insulin levels causes, not what a change in insulin levels causes. In recent years, this has been a point that has cost students repeatedly!

• Go into detail that is on the subject and to the point. Be sure to include the obvious (Ex: if asked about photosynthesis, “light is necessary for photosynthesis”. If asked about the structure of DNA, talk about the helix, the bases, the hydrogen bonds, introns, exons, etc.—but do not waste time on RNA, expression, Mendelian genetics, etc.) If you cannot remember a word exactly, get as close as you can. If you don’t have a name for a concept, describe the concept. Remember, the test is often graded conceptually, so you may well get the point for the idea you have described.

• If you are asked to design or describe an experiment, include these parts:

• Hypothesis and/or predictions clearly defined
• Identify independent variable(s) with units--which treatments will you apply
• Identify dependent variable(s) with units--what will you measure
• Identify several variables to be controlled (VERY IMPORTANT). State, “Controls are.....”
• Describe the organisms/materials/apparatus to be used
• Describe what you will actually do (how will you apply the treatment)
• Many subjects should be included in the sample sizes- never just one (think about the stats you would analyze with)
• A clear description or what is to be measured, how it is to be measured and how frequently observations and measurements will be made
• Describe how the data will be graphed and analyzed (if appropriate)
• State how you will draw a conclusion (compare results to hypotheses and predictions)
• Indicate a need for repetition to confirm results, and a need to revise hypothesis if indicated

Your experimental design needs to be at least theoretically possible and it is very important that your conclusions/predictions be consistent with the principles involved and with the way you set up the experiment

• If you are asked to create a graph: (usually 3 points)

• If the prompt asks for a specific graph type, do it. Otherwise determine the appropriate graph type. (1 pt)
• Appropriately label your x- and y-axis. Include appropriate units. (1 pt)
• Plot all points and attempt to sketch in the curve (line). Include error bars if enough information is available. (1 pt)
• Include a key or label your lines/bars, if appropriate.

DON’T:

• Don’t panic. You’re competing against other students, not against a key. If a concept doesn’t look familiar (sometimes this is on purpose to see whether you can still “science” with an unfamiliar topic), it is still science, and you know the scientific method. Give it a shot. Whatever you do, don’t leave it blank. There are no penalties for wrong answers.