/*Reduce main content padding-top at full-width only on pages without a banner image - Marquee/Alex.*/ @media only screen and (min-width: 768px) { body:not(.has-banner-image) .content-inner { padding-top: 5px; /*Adjust as desired. Default is 100px.*/ } }

AP Biology End of Year Review

  • Game Designer: Jennifer Edgar
  • Content Area: AP Biology
  • Recommended Ages: High School
  • Ideal Group Size: Small Groups
  • Suggested Time: 15 minutes

The AP Biology exam is coming up. You must show what you know to solve the clues and open the box. Inside is a reward for those who can meet the challenge… the challenge of biology.

3-DIGIT LOCK = 1-2-9

4-DIGIT LOCK = 1-1-0-7




1. Print out the AP Biology EOY Review Clue Cards and reward coupons.

2. With the UV ink pen, highlight or underline the term “Amino” in clue #5. This appears twice, in protein monomers and structure. Hang up the clues 1-5 in the area of the room in which you will be playing the game.

Place scratch paper near the clues for students to write on when playing the game.

3. Place the black light inside the small lockbox, and lock with the 3-digit lock. Place the small box near the large lockbox.

4. Place the “free HW” reward coupons inside the large lockbox as the reward. Or, substitute a reward like candy or test pencils for use on the AP Biology exam.

5. Place the hasp on the large lockbox, and add the locks with the codes as listed above.

6. Show the introductory slides if you wish to orient students with the different locks and how to open each lock.

7. Provide one clue card.

8. Set a timer for 15 minutes. If playing with more than one small group in class, you can have the group with the fastest time be the overall champions.

9. When students complete the restriction map, double check their answers before giving them the key. The single digest for Eco RI should result in bands of length 7 and 3, while the single digest of Hae III should result in 4, 6.

10. When finished, review the correct answers in class. Ask students to provide solutions--and how they arrived at solutions for each clue--for added review.

AP Biology equation sheets http://media.collegeboard.com/digitalServices/pdf/ap/bio-manual/Bio_AppendixA-APBiologyEquationsandFormulas.pdf

You will need scratch paper for students to draw a restriction map.



1. When solving Hardy-Weinberg equilibrium problems, why is it usually best to find q2 first? In Hardy-Weinberg equilibrium, what do p and q represent? What about p2? 2pq? q2?

2. What was your strategy for constructing the restriction map of the plasmid?

3. How do you determine expected values when solving for Chi-squared? What’s different about expected values in Chi-squared when Punnett squares can be used to predict genotypic and phenotypic outcomes?

4. What is the effect of increasing temperature or concentration on solute potential? On pressure potential? How does water move?

5 .Compare and contrast dehydration and condensation reactions.

Learn more about Breakout EDU Reflection Cards



Email info@breakoutedu.com if you have any questions.