Design reviewQLM LabPath

AP Biology as a living lab course.

A full-course interactive biology path where students learn AP Biology through living models, evidence loops, FRQ defenses, misconception repair, and TeacherOS intervention signals.

Create classroom link Open student join Open first interactive lab Review course map

8AP Biology units

24interactive lab missions

5grade-band variants per lab

3+wet-lab causal steps per mission

9.7/10execution gate

Yearlong classroom

Pick once. Run all year.

24 paced AP Biology sessions are connected to one join link, TeacherOS, parent view, and district dashboard.

https://play.quantumlearningmachines.com/labpath/join/2GME6I

Native tracks

6 grade tracks

K-2 · 3-5 · 6-8 · standard-high-school · AP · undergrad

Each track covers every AP Biology unit with concept-first instruction, controls, evidence, and teacher moves.

Student loop

1Learn the concept visually before controls appear.

2Make a prediction before running the biological model.

3Change a variable and see a visible consequence.

4Explain, revise, defend, and transfer the reasoning.

5Practice AP-style FRQ thinking using the evidence just generated.

TeacherOS loop

1Assign the next lab or remediation lab based on live misconception clusters.

2Review which AP science practices lack evidence by student and class.

3Create a TeachProof practice room for the highest-risk misconception.

4Send parent/district progress using mastery evidence rather than completion.

AP practice loop

1Every lab generates one short AP-style prompt.

2Every unit ends in a defended FRQ gate.

3Every FRQ prompt uses simulation evidence, not detached worksheet recall.

4Every student leaves with a portable Learning Evidence Record.

Playable spine

Five anchor labs prove the course shape.

These are the first inspectable labs across cells, energetics, heredity, evolution, and ecology. Each links to the grade-aware 3D runtime and carries the same evidence contract used by every AP Bio lab.

Cells · cell transport

Membrane Transport Challenge

When does a membrane move matter with or against a gradient?

Students do: Run transport trials and explain movement from gradient and energy evidence.
Visible effect: Manipulate solute, channels, pumps, and ATP availability.
Cause/effect: osmotic gradient -> cell volume swells, shrinks, or stabilizes
Learner control: External solute: What gradient evidence explains water movement?
AP defense: Use your model trace to defend a claim with evidence and limitations.

Open 3D lab

Cellular Energetics · enzyme kinetics

Enzyme Kinetics Assay

How do substrate, temperature, pH, and inhibitors change enzyme activity?

Students do: Design a fair test, run assay data, and defend the causal variable.
Visible effect: Run controlled enzyme trials and compare rate curves.
Cause/effect: collision frequency -> rate rises until active sites saturate
Learner control: Substrate concentration: Where does the rate curve stop being linear?
AP defense: Use your model trace to defend a claim with evidence and limitations.

Open 3D lab

Heredity · genetics cross

Inheritance Evidence Court

Which inheritance model best explains the offspring data?

Students do: Defend an inheritance model with data and limitations.
Visible effect: Set crosses, collect ratios, run chi-square, and compare models.
Cause/effect: phenotype expression -> offspring pattern becomes clearer or ambiguous
Learner control: Dominance model: Which phenotype evidence supports the inheritance model?
AP defense: Use your model trace to defend a claim with evidence and limitations.

Open 3D lab

Natural Selection · population selection

Selection Pressure Field Study

How does selection pressure change trait frequency over generations?

Students do: Use population data to explain selection without implying individual adaptation.
Visible effect: Alter environment, run generations, and compare trait/allele distributions.
Cause/effect: heritable trait diversity -> selection has more or less material to act on
Learner control: Starting variation: What evidence shows variation existed before selection?
AP defense: Use your model trace to defend a claim with evidence and limitations.

Open 3D lab

Ecology · ecology network

Restoration Decision Review

Which restoration action improves resilience without causing a new failure?

Students do: Defend a restoration plan and transfer to a new ecosystem.
Visible effect: Run disturbance and restoration scenarios with biodiversity and population evidence.
Cause/effect: carrying capacity -> population time series rises, falls, or oscillates
Learner control: Resource level: Which data show density-dependent limits?
AP defense: Use your model trace to defend a claim with evidence and limitations.

Open 3D lab

9.5 depth contract

Every lab now carries the parts a teacher would otherwise have to invent.

The replacement contract includes grade progression, wet-lab cause/effect, instructional slides, learner controls, evidence artifacts, and TeacherOS handoff rules for every AP Biology mission.

Membrane Transport Challenge

Set hypothesis and control

osmotic gradient -> cell volume swells, shrinks, or stabilizes

3 instructional slides · 3 learner controls · 4 LER artifacts

Enzyme Kinetics Assay

Set hypothesis and control

collision frequency -> rate rises until active sites saturate

3 instructional slides · 3 learner controls · 4 LER artifacts

Inheritance Evidence Court

Set hypothesis and control

phenotype expression -> offspring pattern becomes clearer or ambiguous

3 instructional slides · 3 learner controls · 4 LER artifacts

Course map

Every unit ends in evidence, not just completion.

Unit 1 · 8%-11%

Chemistry of Life

How do molecular structure and water chemistry make life possible?

Water Properties Workbenchmolecular modeling Macromolecule Assembly And Functionmolecular modeling Enzyme Shape Before Rateenzyme kinetics

Mastery gate

Explain a biological property from molecular structure, run one controlled molecular/assay test, and defend a limitation.

AP gate

Short-answer structure-function and experimental-control prompts.

Unit 2 · 10%-13%

Cells

How do cell structures create living function and maintain boundaries?

Organelle Job Tracecell transport Membrane Transport Challengecell transport Cell Size Design Reviewcell transport

Mastery gate

Use a manipulated cell model to explain structure, transport, and system feedback from evidence.

AP gate

Model analysis and graph/data justification prompts.

Unit 3 · 12%-16%

Cellular Energetics

How do living systems capture, transform, and regulate energy?

Enzyme Kinetics Assayenzyme kinetics Photosynthesis Light Labenzyme kinetics Cellular Respiration Respirometerenzyme kinetics

Mastery gate

Design and interpret an energetics investigation with rate/yield data and a defended biological mechanism.

AP gate

Experimental design, graph interpretation, and justification prompts.

Unit 4 · 10%-15%

Cell Communication and Cell Cycle

How do cells send information, regulate responses, and decide when to divide?

Signal Transduction Relaysystems physiology Feedback Loop Interventionbiotech editor Cell Cycle Checkpoint Reviewbiotech editor

Mastery gate

Defend a cell communication or cell-cycle decision using signal, feedback, and consequence evidence.

AP gate

Pathway model interpretation and biological regulation argument prompts.

Unit 5 · 8%-11%

Heredity

How is genetic information passed across generations and why do offspring vary?

Meiosis Variation Labgenetics cross Inheritance Evidence Courtgenetics cross Phenotype As Gene Plus Environmentbiotech editor

Mastery gate

Use inheritance data and a statistical or chromosome model to defend a genetic explanation.

AP gate

Pedigree/cross/data interpretation and chi-square reasoning prompts.

Unit 6 · 12%-16%

Gene Expression and Regulation

How does stored genetic information become regulated biological function?

Central Dogma Production Linebiotech editor Gene Regulation Control Roombiotech editor CRISPR Design Reviewbiotech editor

Mastery gate

Trace genetic information to regulated function and defend a biotech or mutation claim with evidence.

AP gate

Model/pathway interpretation and biotech experimental justification prompts.

Unit 7 · 13%-20%

Natural Selection

How do populations change over time, and what evidence supports evolutionary claims?

Selection Pressure Field Studypopulation selection Hardy-Weinberg Stress Testbiotech editor Phylogeny Evidence Roombiotech editor

Mastery gate

Use population, genetic, or phylogenetic evidence to defend an evolutionary claim with limitations.

AP gate

Data-heavy evolution and argumentation prompts.

Unit 8 · 10%-15%

Ecology

How do organisms interact with each other and their environment across scales?

Energy Flow Food Webenzyme kinetics Population Dynamics And Carrying Capacityecology network Restoration Decision Reviewecology network

Mastery gate

Defend an ecological intervention using population data, energy/system reasoning, and limits.

AP gate

Ecology data analysis, model interpretation, and argument prompts.

TeacherOS evidence

What the teacher sees after students run labs.

QLM groups students by misconception, recommends the next lab or TeachProof room, and shows AP practice gaps by science practice.

Cells

gradient misconception · watch for: Particles move because they want balance

Next: Organelle Job Trace

Cellular Energetics

saturation misconception · watch for: More substrate always means faster forever

Next: Photosynthesis Light Lab

Heredity

dominance misconception · watch for: Ratios prove everything with small samples

Next: Meiosis Variation Lab

Natural Selection

individual-vs-population misconception · watch for: Individuals evolve because they need to

Next: Hardy-Weinberg Stress Test