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Killer?”
Illustrations and animations that engage
Illustrations within the book are designed to help students visualize the concepts of biology using figures with simple,
clear, designs and color schemes that go side-by-side with vivid photos and micrographs. Biology for AP® Courses also
incorporates links to relevant animations and interactive exercises that help bring biology to life.
Visual Connection features identify core figures in each chapter for student study. Questions about key figures,
including clicker questions that can be used in the classroom, engage students’ critical thinking to ensure genuine
understanding.
Link to Learning features direct students to online interactive exercises and animations that add greater context to
core content.
Additional resources
Student and instructor resources
We'’ve compiled additional resources for both students and instructors, including Getting Started Guides, and a teacher'’s
guide. Instructor resources require a verified instructor account, which you can apply for when you log in or create your
account on OpenStax.org. Take advantage of these resources to supplement your OpenStax book.
Community Hubs
Insert paragraph text here.OpenStax partners with the Institute for the Study of Knowledge Management in Education
(ISKME) to offer Community Hubs on OER Commons – a platform for instructors to share community-created resources
that support OpenStax books, free of charge. Through our Community Hubs, instructors can upload their own materials or
download resources to use in their own courses, including additional ancillaries, teaching material, multimedia, and relevant
course content. We encourage instructors to join the hubs for the subjects most relevant to your teaching and research as an
opportunity both to enrich your courses and to engage with other faculty.
?To reach the Community Hubs, visit https://www.oercommons.org/hubs/OpenStax (https://www.oercommons.org/
hubs/OpenStax) .
Partner resources
OpenStax Partners are our allies in the mission to make high-quality learning materials affordable and accessible to students
and instructors everywhere. Their tools integrate seamlessly with our OpenStax titles at a low cost. To access the partner
resources for your text, visit your book page on OpenStax.org.
About the authors
Senior contributing authors
Julianne Zedalis, Bishop’s School, La Jolla, California
Julianne Zedalis has taught AP® Biology for over twenty years. She served on the College Board’s committee to rewrite
and test the revised AP® Curriculum Framework, working with other high school AP® teachers and college faculty as
well as the National Science Foundation. She was later selected to chair the College Board’s Curriculum Development and
Preface
3

Assessment Committee.
John Eggebrecht
Dr. John Eggebrecht, Brooklyn Technical High School (retired), Brooklyn, New York
John Eggebrecht taught AP® Physics and Biology courses for over thirty years. He was instrumental in the development
and revision of various AP® curriculum frameworks over an extended collaboration with the College Board and other
educational organizations. Under his guidance, Brooklyn Tech was repeatedly selected by the College Board as an
exemplary AP® program, and its practices and students outcomes were featured in several publications. In addition to his
writing role, John regularly evaluates course materials and programs for alignment and quality.
Contributing authors
Connie Rye, East Mississippi Community College
Robert Wise, The University of Wisconsin Oshkosh
Vladimir Jurukovski, Suffolk County Community College
Jean DeSaix, The University of North Carolina at Chapel Hill
Jung Choi, Georgia Institute of Technology
Yael Avissar, Rhode Island College
Curriculum Framework for AP® Biology
Big Idea 1: The process of evolution drives the diversity and unity of life.
Enduring understanding 1.A. Change in the genetic makeup of a
population over time is evolution.
Chapter/Key Concepts
1.A.1. Natural selection is a major mechanism of evolution.
5.3, 18.1, 18.2, 19.1, 19.2,
19.3, 21.2, 23.5
1.A.2. Natural selection acts on phenotypic variations in populations.
7.3, 7.6, 18.2, 19.2, 19.3, 36.5
1.A.3. Evolutionary change is also driven by random processes.
19.1, 19.2
1.A.4. Biological evolution is supported by scientific evidence from many
disciplines, including mathematics.
2.1, 5.2, 8.2, 11.1, 14.1, 17.1
18.1, 19.3
Enduring understanding 1.B. Organisms are linked by lines of descent
from common ancestry.
Chapter/Key Concepts
1.B.1. Organisms share many conserved core processes and features that
evolved and are widely distributed among organisms today.
3.4, 4.3, 4.6, 8.2, 15.3, 13.2,
14.1, 15.5, 18.1, 20.1, 20.2
1.B.2. Phylogenetic trees and cladograms are graphical representations
(models) of evolutionary history that can be tested.
14.4, 20.1, 20.2, 20.3
Enduring understanding 1.C. Life continues to evolve within a changing
environment.
Chapter/Key Concepts
1.C.1. Speciation and extinction have occurred throughout the Earth's
history.
14.4, 18.2, 20.1, 38.1
1.C.2. Speciation may occur when two populations become reproductively
isolated from each other.
18.2, 19.2, 23.5
1.C.3. Populations of organisms continue to evolve.
7.3, 7.6, 18.1, 18.3, 19.1, 19.2,
20.1, 20.2, 23.5
Enduring understanding 1.D. The origin of living systems is explained by
natural processes.
Chapter/Key Concepts
1.D.1. There are several hypotheses about the natural origin of life on Earth,
each with supporting scientific evidence.
8.2, 18.1, 20.1, 21.1, 20.3
1.D.2. Scientific evidence from many different disciplines supports models of
the origin of life.
8.2, 18.1, 20.2, 28.1
4

Killer?”

Illustrations and animations that engage

Illustrations within the book are designed to help students visualize the concepts of biology using figures with simple,

clear, designs and color schemes that go side-by-side with vivid photos and micrographs. Biology for AP® Courses also

incorporates links to relevant animations and interactive exercises that help bring biology to life.

Visual Connection features identify core figures in each chapter for student study. Questions about key figures,

including clicker questions that can be used in the classroom, engage students’ critical thinking to ensure genuine

understanding.

Link to Learning features direct students to online interactive exercises and animations that add greater context to

core content.

Additional resources

Student and instructor resources

We'’ve compiled additional resources for both students and instructors, including Getting Started Guides, and a teacher'’s

guide. Instructor resources require a verified instructor account, which you can apply for when you log in or create your

account on OpenStax.org. Take advantage of these resources to supplement your OpenStax book.

Community Hubs

Insert paragraph text here.OpenStax partners with the Institute for the Study of Knowledge Management in Education

(ISKME) to offer Community Hubs on OER Commons – a platform for instructors to share community-created resources

that support OpenStax books, free of charge. Through our Community Hubs, instructors can upload their own materials or

download resources to use in their own courses, including additional ancillaries, teaching material, multimedia, and relevant

course content. We encourage instructors to join the hubs for the subjects most relevant to your teaching and research as an

opportunity both to enrich your courses and to engage with other faculty.

?To reach the Community Hubs, visit https://www.oercommons.org/hubs/OpenStax (https://www.oercommons.org/

hubs/OpenStax) .

Partner resources

OpenStax Partners are our allies in the mission to make high-quality learning materials affordable and accessible to students

and instructors everywhere. Their tools integrate seamlessly with our OpenStax titles at a low cost. To access the partner

resources for your text, visit your book page on OpenStax.org.

About the authors

Senior contributing authors

Julianne Zedalis, Bishop’s School, La Jolla, California

Julianne Zedalis has taught AP® Biology for over twenty years. She served on the College Board’s committee to rewrite

and test the revised AP® Curriculum Framework, working with other high school AP® teachers and college faculty as

well as the National Science Foundation. She was later selected to chair the College Board’s Curriculum Development and

Preface

3

Assessment Committee.

John Eggebrecht

Dr. John Eggebrecht, Brooklyn Technical High School (retired), Brooklyn, New York

John Eggebrecht taught AP® Physics and Biology courses for over thirty years. He was instrumental in the development

and revision of various AP® curriculum frameworks over an extended collaboration with the College Board and other

educational organizations. Under his guidance, Brooklyn Tech was repeatedly selected by the College Board as an

exemplary AP® program, and its practices and students outcomes were featured in several publications. In addition to his

writing role, John regularly evaluates course materials and programs for alignment and quality.

Contributing authors

Connie Rye, East Mississippi Community College

Robert Wise, The University of Wisconsin Oshkosh

Vladimir Jurukovski, Suffolk County Community College

Jean DeSaix, The University of North Carolina at Chapel Hill

Jung Choi, Georgia Institute of Technology

Yael Avissar, Rhode Island College

Curriculum Framework for AP® Biology

Big Idea 1: The process of evolution drives the diversity and unity of life.

Enduring understanding 1.A. Change in the genetic makeup of a

population over time is evolution.

Chapter/Key Concepts

1.A.1. Natural selection is a major mechanism of evolution.

5.3, 18.1, 18.2, 19.1, 19.2,

19.3, 21.2, 23.5

1.A.2. Natural selection acts on phenotypic variations in populations.

7.3, 7.6, 18.2, 19.2, 19.3, 36.5

1.A.3. Evolutionary change is also driven by random processes.

19.1, 19.2

1.A.4. Biological evolution is supported by scientific evidence from many

disciplines, including mathematics.

2.1, 5.2, 8.2, 11.1, 14.1, 17.1

18.1, 19.3

Enduring understanding 1.B. Organisms are linked by lines of descent

from common ancestry.

Chapter/Key Concepts

1.B.1. Organisms share many conserved core processes and features that

evolved and are widely distributed among organisms today.

3.4, 4.3, 4.6, 8.2, 15.3, 13.2,

14.1, 15.5, 18.1, 20.1, 20.2

1.B.2. Phylogenetic trees and cladograms are graphical representations

(models) of evolutionary history that can be tested.

14.4, 20.1, 20.2, 20.3

Enduring understanding 1.C. Life continues to evolve within a changing

environment.

Chapter/Key Concepts

1.C.1. Speciation and extinction have occurred throughout the Earth's

history.

14.4, 18.2, 20.1, 38.1

1.C.2. Speciation may occur when two populations become reproductively

isolated from each other.

18.2, 19.2, 23.5

1.C.3. Populations of organisms continue to evolve.

7.3, 7.6, 18.1, 18.3, 19.1, 19.2,

20.1, 20.2, 23.5

Enduring understanding 1.D. The origin of living systems is explained by

natural processes.

Chapter/Key Concepts

1.D.1. There are several hypotheses about the natural origin of life on Earth,

each with supporting scientific evidence.

8.2, 18.1, 20.1, 21.1, 20.3

1.D.2. Scientific evidence from many different disciplines supports models of

the origin of life.

8.2, 18.1, 20.2, 28.1

4