Ap21 Chief Reader Report Biology

Chief Reader Report on Student Responses:
2021 AP® Biology Free-Response Questions
• Number of Students Scored 230,527

• Number of Readers 1,000
• Score Distribution Exam Score N %At
5 17,048 7.4
4 44,766 19.4
3 74,683 32.4
2 69,165 30.0
1 24,865 10.8
• Global Mean 2.83
The following comments on the 2021 free-response questions for AP® Biology were written by the Chief
Reader, Amy Dykstra, Professor of Biological Sciences, Bethel University, St. Paul, MN, based on input from
Exam Leader Robert Benedetto, Central Catholic High School, Lawrence, MA. They give an overview of each
free-response question and of how students performed on the question, including typical student errors.
General comments regarding the skills and content that students frequently have the most problems with are
included. Some suggestions for improving student preparation in these areas are also provided. Teachers are
encouraged to attend a College Board workshop to learn strategies for improving student performance in
specific areas.
© 2021 College Board.

Visit College Board on the web: collegeboard.org.
Question #1 Task: Interpreting and Topic: Polycystic kidney disease
Evaluating Experimental Results and ouabain
Max. Points: 10 Mean Score: 3.68
What were the responses to this question expected to demonstrate?
This question was based on polycystic kidney disease (PKD), which results in water loss from the body and affects cell
division in kidney cells. The question described two experiments in which normal human kidney (NHK) cells and PKD cells
were treated with increasing concentrations of the steroid hormone ouabain. Experimental results were presented in two
graphs: Figure 1 showed the number of NHK and PKD cells in various ouabain concentrations, and Figure 2 showed the
percent Na + /K + ATPase activity in the various ouabain treatments. A third figure illustrated a hypothesized signal
transduction pathway initiated by ouabain binding to Na + /K + ATPase .
In part (a) students were asked to describe characteristics of the plasma membrane that prevent simple diffusion of Na + and
K + across the membrane and to explain why ATP is required for the activity of the Na + /K + ATPase . Responses were
expected to demonstrate an understanding of the structure of plasma membranes (Topic 2.4 in the AP Biology Course and
Exam Description), membrane permeability (Topic 2.5), active transport (Essential Knowledge ENE-2.E.3 in Topic 2.6), and
the function of the Na + /K + ATPase (ENE-2.G.4 in Topic 2.7).
In part (b) students were asked to identify an independent variable in the experiment represented in Figure 1, to justify the
use of NHK cells as a control, and to justify the range of ouabain concentrations used. Responses were expected to
demonstrate proficiency in identifying experimental procedures (Science Practice 3.C).
In part (c) students were asked to describe the relationship between concentration of ouabain and Na + /K + ATPase activity
in both NHK and PKD cells. Responses were expected to demonstrate proficiency in describing data from a graph (Science
Practice 4.B). Students were also asked to perform a mathematical calculation based on the data presented (Science Practice
5.A).
Part (d) described a third experiment in which scientists added an inhibitor of one of the components of the signal
transduction pathway. Students were asked to predict the effect of the inhibitor and justify their prediction. Responses were
expected to demonstrate an understanding of signal transduction pathways (Topics 4.2, 4.3, and 4.4 of the CED) and
proficiency in scientific argumentation (Science Practices 6.E and 6.C). Finally, students were asked to explain why the
concentration of cyclin proteins may increase in PKD cells treated with a specific concentration of ouabain. Responses were
expected to demonstrate an understanding that the signaling pathway stimulates gene expression (IST-3.D.2 in Topic 4.2)
and that cyclins regulate the cell cycle (IST-1.D.1 in Topic 4.7).
How well did the responses address the course content related to this question? How well did the responses
integrate the skills required on this question?
Membranes and Transport
• Many responses correctly described membrane structure – membranes are composed of lipid bilayers; phospholipids
are composed of hydrophilic heads and hydrophobic tails – but some responses did not demonstrate understanding
of how the structure of the membrane is related to its function or how hydrophilic and hydrophobic molecules
interact with their environments.
• There was some confusion about the differences between simple diffusion, facilitated diffusion, and active transport.

Experimental Design
• Many responses correctly identified a dependent variable, but some responses confused independent and dependent
variables.
• Many responses correctly justified the use of normal human kidney cells as a control.
• Some responses correctly justified the use of a range of ouabain concentrations in the experiments, but some
responses confused using a range of concentrations with replication (performing multiple trials).
Data Analysis
• Many responses correctly described data from a graph, namely a decrease in ATPase activity with increasing
concentrations of ouabain. However, some responses compared ATPase activity in NHK and PKD cells while
neglecting to describe that, in both types of cells, the ATPase activity declined at high concentrations of ouabain.
• Some responses correctly calculated the expected Na + /K + ATPase activity in PKD cells treated with 106 pM
ouabain. However, some responses performed calculations based on incorrect data selection.
• Some responses indicated an incomplete understanding of mathematical ratios.
Signal Transduction Pathways
• Some responses demonstrated an understanding of signal transduction pathways and made correct predictions of the
effect of a disruption to the ouabain pathway. However, there were many errors in interpreting the roles of various
molecules in the pathway.
• Few responses demonstrated an understanding of the role of cyclins in regulating the cell cycle.
Integrating the Skills Required on this Question
• Many responses demonstrated an ability to handle complex stimuli and multiple data sets.
• Students appeared willing to work through and answer all parts of the question.
What common student misconceptions or gaps in knowledge were seen in the responses to this question?
Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding
• Misconception: Na + and K + are too large to • “Since Na + and K + are ions (they have an electric
get through the pores in the membrane. charge) they must enter the cell through transport proteins
since can’t diffuse through membrane.”
• Misconception: The Na + /K + ATPase is • “Since the cell is bringing in more K + ions against their
required, not because Na + and K + are moving concentration gradient and pumping out Na + ions against
against their concentration gradients, but because their concentration gradient, energy in the form of ATP is
they are ions. necessary.”
• Misconception: Using a range of concentrations • “A range of concentrations are used since PKD cells bind
of ouabain will increase the accuracy of the more ouabain to their Na + /K + ATPase , so scientists are
experiment. looking to see how the increased binding affects cells at
varied concentrations.”

• Knowledge gap: Understanding of the role of • “Ouabain is a signaling molecule that causes the
cyclins in regulation of the cell cycle. transcription of target genes…it can be inferred that
ouabain increases transcription of cyclin genes, which
promote cell growth and division.”
Based on your experience at the AP® Reading with student responses, what advice would you offer teachers to
help them improve the student performance on the exam?
Membranes and Transport
• Have students interact with the fluid mosaic model and its role in transporting various substances.
• Connect cell transport across topics and units.
Experimental Design
• Expose students to various types of data and require them to understand why certain data were collected and how
these data tell a complete story.
Data Analysis
• Have students make multiple types of calculations from data.

• Have students describe the relationships among variables in various types of data.
Signal Transduction Pathways
• Expose students to multiple signal transduction pathways and models.

• Ask students to make predictions based on disruptions of these models.
General
• Make connections across topics and units.
What resources would you recommend to teachers to better prepare their students for the content and skill(s)
required on this question?
• Teachers should direct students to AP Daily Videos from Topics 2.4 and 2.6 as well as Topic 4.4.
• Teachers should direct students to Higher Ed Faculty Lecture number 4.
• Teachers should assign topic questions, as well as personal progress check items to monitor progress being made in
the mastery of content.
• To prepare students to meaningfully interact with data and experimental design, teachers should utilize the suggested
data resources outlined in the Online Resources Recommended by AP Teachers.

Question #2 Task: Interpreting and Topic: Pedigree – glucose
Evaluating Experimental metabolism disorder
Results with Graphing
This question presented a pedigree of a family in which some individuals are affected by a “rare disorder that alters glucose
metabolism and first shows symptoms in adulthood.” Data on average blood glucose levels of individuals in one generation
of the pedigree were presented in a table. A second table provided phenotypic classifications based on blood glucose levels.
In part (a) students were asked to describe the atoms and types of bonds in a glucose molecule. Responses were expected to
demonstrate an understanding of the structure of carbohydrates (SYI-1.B.2.c in Topic 1.4).
In part (b) students were asked to construct a graph based on the blood glucose data. Responses were expected to
demonstrate proficiency in constructing a bar graph (Science Practice 4.A). Students were asked to determine one individual
both at risk of developing the disorder and with a significantly different blood glucose level from a specified individual.
Responses were expected to demonstrate proficiency in describing data from a table or graph (Science Practice 4.B) and
using error bars to determine whether means are statistically different (Science Practice 5.B).
In part (c) students were asked to identify all individuals in generation IV of the pedigree who can pass on the mutation to
their offspring. Responses were expected to demonstrate proficiency in analyzing a visual representation of biological
concepts and processes (Science Practice 2) and an understanding of a mitochondrial inheritance pattern (IST-1.J.4 in
Topic 5.4).
Part (d) presented a claim that the inheritance pattern is X-linked recessive. Students were asked to predict which individuals
of generation III would be affected by the disorder, based on the claim, and to justify why the data do not support the claim.
Responses were expected to demonstrate an understanding of X-linked and mitochondrial inheritance patterns (IST-1.J.2 and
IST-1.J.4 in Topic 5.4) and proficiency in argumentation (Science Practice 6).
Biochemistry
• Many responses correctly identified the atoms in a glucose molecule. However, some responses incorrectly
identified the types of bonds.
• Some responses indicated that glucose is a polymer.
• Some responses demonstrated confusion between atoms and molecules.
Graphing and Data Analysis
• Many responses demonstrated proficiency in labeling axes, plotting points on a graph, and plotting error bars.
• Some responses incorrectly connected the points on the graph, even though the instructions were to construct a bar
graph.
• Many responses demonstrated proficiency in using error bars to identify an individual with a significantly different
blood glucose level from another specified individual.

Genetics
• Many responses demonstrated a lack of understanding of non-Mendelian patterns of inheritance, including X-linked
inheritance and mitochondrial inheritance.
• Many responses demonstrated a lack of proficiency in reading and interpreting pedigrees.
• Misconception: Hydrogen bonds hold the atoms • “Glucose is made of carbon, hydrogen, and oxygen…the
in a glucose molecule together. bonds found between these atoms in a glucose molecule
are covalent bonds.”
• Misconception: All individuals listed in a • “Every male individual of generation III that came from
generation in a pedigree (including mates of the Individual II-2 would be affected if this claim was
offspring) can inherit traits from the previous true…This is not true, since the females that came from
generation. II-2 were also affected even though their father wasn’t
affected.”
• Misconception: Males can pass on mitochondrial • “The data does not support the students claim because the
DNA. trait is found in mitochondrial DNA which is passed
down by the mother and not autosomal DNA which is
from both parents.”
Biochemistry
• If biochemistry is taught early in the course, continue to reintroduce these concepts throughout the year in other
units.
• The basics of chemistry (e.g., bonding) need to be (re)introduced.
Graphing
• Have students practice graphing different types of data in different ways.
Genetics
• Teach beyond Mendelian patterns of inheritance, and have students make predictions based on non-Mendelian
patterns.
• Have students interact with various models presenting inheritance patterns.
General
• Make connections across topics and units.

• Teachers should direct students to AP Daily Videos from Topics 1.1, 1.4, and 5.4.
• Teachers should direct students to Higher Ed Faculty Lecture numbers 1 and 5.
• For graphing supports and practice, utilize the resources within the Quantitative Skills Guide.

Question #3 Task: Scientific Investigation Topic: Mitochondria and
resveratrol
This question described an experiment in which mammalian muscle cells were treated with resveratrol dissolved in dimethyl
sulfoxide (DMSO).
In part (a) students were asked to describe the advantage of aerobic respiration over fermentation in mammalian muscle
cells. Responses were expected to demonstrate an understanding of the ATP yields of fermentation and aerobic respiration
(Learning Objective ENE-1.K in Topic 3.6).
In part (b) students were asked to identify an appropriate negative control. Responses were expected to demonstrate
proficiency in identifying experimental procedures (Science Practice 3.C).
In part (c) students were asked to predict the effect on short-term ATP production if resveratrol-treated cells are grown in the
absence of sugar. Responses were expected to demonstrate an understanding of the process of cellular respiration (ENE-1.K
in Topic 3.6).
In part (d) students were asked to justify the claim that, because resveratrol stimulates the production of the components of
the electron transport chain, treatment with resveratrol will increase oxygen consumption by the cells. Responses were
expected to demonstrate an understanding that oxygen acts as the terminal electron acceptor in the electron transport chain
(ETC) in mitochondria (ENE-1.K.3 in Topic 3.6).
Cellular Respiration
• Many responses demonstrated an understanding of the advantage of aerobic respiration over fermentation. However,
some responses demonstrated misconceptions (see table in next section).
• Many responses demonstrated a lack of understanding of the inputs and outputs of the steps of cellular respiration.
• Many responses demonstrated a lack of understanding about the role of oxygen in the mitochondrial electron
transport chain.
Experimental Design
• Many responses did not correctly identify an appropriate negative control.
• Misconception: Glycolysis is the same as anaerobic • “Aerobic respiration with glycolysis + Krebs cycle
respiration. produces more ATP than fermentation using only
glycolysis.”

• Misconception: Aerobic respiration and • “Aerobic respiration can produce up to 36 ATP
fermentation differ in speed of ATP production, not from a single glucose molecule, while fermentation
amount of ATP produced. produces only two ATP.”
• Misconception: Molecular oxygen pulls hydrogen • “Oxygen is the highly electronegative

ions across the mitochondrial membrane. anchor/magnet that pulls electrons down the ETC.
Likewise, increase usage of ETC promoted by
resveratrol would result in more electrons moving
down, and likewise more O2 input.”
Cellular Respiration
• Clearly distinguish glycolysis and fermentation from anaerobic respiration.

• Model the ETC and the role of all components. Have students predict the effects of disruptions to these components.
Experimental Design
• Have students identify, design, and justify the use of positive and negative controls.
• Teach experimental design early and often.
General
• Practice writing responses to FRQs.

• Require students to justify their conclusions.
• Teachers should direct students to AP Daily Video from Topic 3.6.


Question #4 Task: Conceptual Analysis Topic: Finch evolution
This question described the establishment of a hybrid lineage of finches, dubbed “Big Bird,” on the Galápagos island Daphne
Major. Data on beak length and depth were presented in a scatterplot graph (Figure 1).
In part (a) students were asked to describe a prezygotic mechanism that contributed to the reproductive isolation of the Big
Bird lineage from Geospiza fortis, one of the species of finches that lives on Daphne Major. Responses were expected to
demonstrate an understanding of prezygotic mechanisms (EVO-3.F.3 in Topic 7.10).
In part (b) students were asked to explain why the Big Bird population has been able to survive and reproduce on the island.
Responses were expected to demonstrate an understanding of niche partitioning (ENE-4.B.3 in Topic 8.5).
Part (c) posited a disruption caused by a virus that infects and kills all G. magnirostris on Daphne Major but does not affect
the other finch species. Students were asked to predict the most likely change in the beak phenotype of the Big Bird
population after six generations.
In part (d) students were asked to justify the predictions they made in part (c). Responses were expected to demonstrate an
understanding of natural selection in response to selective pressures in the environment (Topic 7.2).
Speciation
• Many responses correctly identified a prezygotic mechanism; however, some responses did not describe the
mechanism or demonstrate understanding of how a prezygotic mechanism can lead to speciation.
• Many responses demonstrated an understanding of the biological concept of species.
Niche Partitioning
• Many responses demonstrated understanding that competition is minimized when niches do not overlap.
Using Data
• Some responses did not use the data provided to justify their predictions.
Evolution
• Many responses demonstrated an understanding that avoiding competition is advantageous.

• Some responses demonstrated misconceptions about evolution (see next section).

• Misconception: Evolution is goal- • “Big Bird’s beak will increase in size because it provides a
oriented. selective advantage. By having a larger beak, Big Bird will be
able to expand their ecological niche into G. magnirostris’s
former niche. This will increase food supply, so natural
selection will favor the Big Bird variations with larger beaks.”
• Misconception: Individuals can identify • “With g. magnirostris gone, their food source will become
open niches and exploit them by making extremely plentiful. Therefore, the Big Birds with longer and
phenotypical changes. deeper beaks will be able to take advantage of this. With an
abundance of food, most of them will live to reproduce, and
pass on longer and deeper beaks.”
Speciation
• Provide scenarios where students can observe pre- and postzygotic barriers leading to speciation.
Using Data
• Have students practice incorporating data into their understanding of a biological system or phenomenon.
Evolution
• Work with students to ensure they understand the role of chance in phenotypical shifts in a population.
• Use population changes to model the modes of selection.
• Distinguish between Lamarckian processes and natural selection.
• Teachers should direct students to AP Daily Videos from Topic 7.10.


Question #5 Task: Analyze Model or Visual Topic: Ragweed and biodiversity
Representation
This question described a field experiment in which all germinating seedlings of the invasive weed Ambrosia trifida (giant
ragweed) were removed from some experimental plots, while other plots were left untouched. Figure 1 showed the plant
identity and distribution in typical plots (plot A and plot B) by representing A. trifida and other annual plant species with
different symbols.
In part (a) students were asked to describe a cause of logistic growth of the ragweed population. Responses were expected to
demonstrate an understanding that resource availability limits population growth (SYI-1.H.2 in Topic 8.4).
In part (b) students were asked to explain why plot B would be more resilient than plot A if exposed to a sudden
environmental change. Responses were expected to demonstrate an understanding that more diverse ecosystems are more
resilient to environmental changes (SYI-3.F.1 in Topic 8.6) and proficiency in analyzing a visual representation (Science
Practice 2).
Part (c) described a third group of plots in which researchers removed all seedlings that emerged prior to June 1, then left
untouched the plants that emerged after June 1. Students were asked to represent the plant species that would be expected to
emerge in these plots, using the same symbols used in Figure 1. Responses were expected to demonstrate an understanding
of how interactions among populations can influence community structure (ENE-4.B.4 in Topic 8.5) and proficiency in
representing relationships with a diagram (Science Practice 2.D).
In part (d) students were asked to explain how an invasive species such as ragweed affects ecosystem biodiversity.
Responses were expected to demonstrate an understanding of how invasive species affect ecosystem dynamics (SYI-2.A in
Topic 8.7).
Population Growth
• Many responses demonstrated a lack of understanding of logistic growth, carrying capacity, and factors that limit
population growth.
Community Ecology
• Many responses demonstrated a lack of understanding of ecological succession and ecosystem stability.
• Many responses equated species biodiversity with genetic diversity.
Interactive Modeling
• Many responses demonstrated a lack of proficiency in analyzing visual representations.

• Many responses demonstrated a lack of proficiency in representing relationships with a diagram.
• Many responses demonstrated an understanding that explanations require reasoning.

• Misconception: Logistic growth results in an • “The ragweed population grows very quickly at first,
exponential growth curve. but slowing steadily as it approaches carrying
capacity. A limiting resource that slows the growth
could be available space, whereas at the beginning
there was enough space for the population to grow
exponentially.”
• Misconception: Invasive species attack/kill • “An invasive species can decrease the community’s
off/pursue native species. biodiversity because it can out-compete the native
species for resources, such as space or light.”
Population Growth
• Emphasize different models of population growth and the mathematics underlying these models.
• Use simulations to demonstrate different growth patterns.
• Model carrying capacity and its causes and impacts on population growth.
Community Ecology
• Provide varying examples of the roles and impacts of introduced and invasive species.
• Distinguish between genetic diversity and (species) biodiversity.
• Explain how species biodiversity leads to ecosystem stability.
Interactive Modeling
• Use models often.

• Have students manipulate models and use them to make predictions.
• Emphasize that predictions/explanations of effects often require a direction (i.e., “it will change” is not sufficient –
does it increase or decrease?).
• Teachers should direct students to AP Daily Videos from Topics 8.4-8.7.

• To prepare students to meaningfully interact with models and simulations, teachers should utilize the suggested data
resources outlined in the Online Resources Recommended by AP Teachers.

Question #6 Task: Analyze Data Topic: Temperature and krill hsp
mRNAs
This question was based on a species of krill, Thysanoessa inermis, that is adapted to cold seawater. The question described
experiments used to detect changes in expression of hsp genes that code for heat-shock proteins (HSPs). Average
concentrations of mRNAs transcribed from three hsp genes in krill before, during, and after a heat shock treatment were
presented in a graph (Figure 1).
In part (a) students were asked to identify the hsp mRNA that has the slowest rate of concentration increase in response to
the heat shock treatment. Responses were expected to demonstrate proficiency in describing data from a graph (Science
Practice 4.B).
In part (b) students were asked to describe the trend in average concentration of mRNA I throughout the experiment.
Responses were expected to demonstrate proficiency in describing data from a graph (Science Practice 4.B).
In part (c) students were asked to use experimental data to support the scientists’ claim that the HSP translated from
mRNA I plays a greater role in refolding proteins than does the HSP translated from mRNA II . Responses were expected
to demonstrate proficiency in describing data from a graph (Science Practice 4.B), that gene regulation results in differential
gene expression (IST-2.D.1 in Topic 6.6), and an understanding of how heat can denature proteins (ENE-1.F.1 in Topic 3.3).
In part (d) students were asked to explaian how a cell can produce two different mRNAs from the same gene. Responses
were expected to demonstrate an understanding of alternative splicing (IST-1.N.6 in Topic 6.3).
Data Analysis
• Many responses demonstrated proficiency in identifying data points on a graph.

• Some responses demonstrated proficiency in describing trends in data presented in a graph. However, some
responses did not distinguish among different rates of change presented graphically.
• Some responses demonstrated a lack of mathematical understanding of graphical rates.
Environmental Impacts on Enzyme Function
• Many responses demonstrated an understanding that heat can denature enzymes.
Molecular Genetics
• Many responses demonstrated a lack of understanding of the specific processes involved in RNA processing.
• Many responses demonstrated an understanding of the processes of transcription and translation. However, some
responses confused processes involved in DNA replication, transcription, and translation.
• Some responses demonstrated a lack of understanding of the roles of alleles, genes, DNA, and RNA in determining
a protein.

• Misconception: Both strands of DNA • “A cell can produce two different mRNAs from the same gene
in a gene code for proteins (albeit through a process called alternative RNA splicing. Genes contain
different proteins). coding regions called exons that alternate with noncoding regions
called introns. When transcription occurs, the pre-mRNA transcript
has both exons and introns. The transcript then has its introns
removed by a spliceosome and the exons are joined together. In
alternative RNA splicing, different mRNAs can be produced
depending on which regions are treated as exons and which are
treated as introns.”
Data Analysis
• Have students practice describing the nuances of data trends. Relate those trends to cellular processes and
hypotheses.
• Incorporate mathematics into graphical discussions.
• Teach students to examine legends carefully.
Molecular Genetics
• Have students model the steps of post-transcriptional control. Ask them to predict the effects of modifying an aspect
of these controls.
• Go beyond the basics of DNA  RNA  Protein.
• Include details about alternative splicing and its implications.
• Avoid teaching DNA replication alongside the Central Dogma.
General
• Have students practice using evidence to support a claim.
• Teachers should direct students to AP Daily Videos from Topic 6.3.

• For graphing supports and practice, utilize the resources within the Quantitative Skills Guide.
• To prepare students to meaningfully interact with models and simulations, teachers should utilize the suggested data
resources outlined in the Online Resources Recommended by AP Teachers.


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Chief Reader Report on Student Responses:

2021 AP® Biology Free-Response Questions

• Number of Students Scored 230,527

© 2021 College Board.

Max. Points: 10 Mean Score: 3.68

What were the responses to this question expected to demonstrate?

Membranes and Transport

© 2021 College Board.

Signal Transduction Pathways

Integrating the Skills Required on this Question

Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding

© 2021 College Board.

Membranes and Transport

• Have students make multiple types of calculations from data.

Signal Transduction Pathways

• Expose students to multiple signal transduction pathways and models.

• Make connections across topics and units.

© 2021 College Board.

Max. Points: 8 Mean Score: 3.17

What were the responses to this question expected to demonstrate?

Graphing and Data Analysis

© 2021 College Board.

Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding

• Have students practice graphing different types of data in different ways.

• Make connections across topics and units.

© 2021 College Board.

© 2021 College Board.

Max. Points: 4 Mean Score: 1.54

What were the responses to this question expected to demonstrate?

• Many responses did not correctly identify an appropriate negative control.

Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding

© 2021 College Board.

• Misconception: Molecular oxygen pulls hydrogen • “Oxygen is the highly electronegative

• Clearly distinguish glycolysis and fermentation from anaerobic respiration.

• Practice writing responses to FRQs.

• Teachers should direct students to AP Daily Video from Topic 3.6.

© 2021 College Board.

Max. Points: 4 Mean Score: 1.60

What were the responses to this question expected to demonstrate?

• Many responses demonstrated an understanding that avoiding competition is advantageous.

© 2021 College Board.

Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding

• Teachers should direct students to AP Daily Videos from Topic 7.10.

© 2021 College Board.

Max. Points: 4 Mean Score: 1.62

What were the responses to this question expected to demonstrate?

• Many responses demonstrated a lack of proficiency in analyzing visual representations.

© 2021 College Board.

Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding

• Use models often.

• Teachers should direct students to AP Daily Videos from Topics 8.4-8.7.

© 2021 College Board.

Max. Points: 4 Mean Score: 1.26

What were the responses to this question expected to demonstrate?

• Many responses demonstrated proficiency in identifying data points on a graph.

Environmental Impacts on Enzyme Function

• Many responses demonstrated an understanding that heat can denature enzymes.

© 2021 College Board.

Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding