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AP Biology LabPath UI designs

The first course-replacement build: Chemistry of Life and Cells. These screens are the product target for replacing lectures, worksheets, labs, evidence capture, and AP practice with one coherent LabPath.

Open course replacement v1Open playable lab
1A student knows what to do in under 10 seconds.
2The first screen teaches the concept before controls appear.
3Every action visibly changes a biological system.
4Every lab produces prediction, action, observation, explanation, revision, transfer, and evidence.
5TeacherOS receives misconception clusters and one next action.
6AP practice uses the evidence the student just produced.
Grade-band runtime

Same 3D biology. Right depth for the learner.

The playable lab now adapts the concept framing, visible controls, prompts, and evidence burden by grade.

K-2

Life Science Explorer

Look, change one thing, say what happened.

Open playable lab3-5

Elementary Biology

Concrete biology with fewer variables and clear cause/effect.

Open playable lab6-8

Middle School Life Science

NGSS-style modeling, evidence, and explanation.

Open playable lab9-12

AP Biology

Prediction, model manipulation, evidence, and defense.

Open playable labundergrad

Undergraduate Biology

Mechanism, parameters, assumptions, and limitations.

Open playable lab
Screen 1

Teacher assigns AP Bio once

Day 1 should feel like assigning a course, not building a demo.

AP Biology · 32 weeks

Launch AP Biology LabPath

Students receive weekly labs. Evidence flows to TeacherOS. Parents and district leaders see progress.

8units
24labs
10V10 modes
8%-11%

Chemistry of Life

Water Properties Workbench · Macromolecule Assembly And Function · Enzyme Shape Before Rate
10%-13%

Cells

Organelle Job Trace · Membrane Transport Challenge · Cell Size Design Review
Screen 2

Instructional-first start

No controls yet. The student first sees the biological idea, why it matters, and what success looks like.

Unit 1 · Water properties

Why does water behave like a life-support machine?

Before you touch the lab, learn the key idea: water polarity changes how molecules stick, dissolve, move, and organize living systems.

  1. Watch polarity and hydrogen bonding.
  2. Predict what will happen when solute enters.
  3. Run one clean test and explain the pattern.
Screen 3

Mode-native biological workbenches

These are the first three V10 build targets because they carry AP Bio Units 1-3.

moleculeforge

Chemistry of life and macromolecule structure

Biochemistry research bench with molecular models, hydration shells, polymer assembly, and structure-function probes.

Build polymerRotate moleculeToggle polarityProbe hydrogen bonding
cellworld

Cell structure, membrane transport, compartmentalization, energetics, and feedback

Cell biology live-cell imaging lab with organelles, membranes, gradients, and fluorescent reporters.

Open membrane channelChange solute gradientStress mitochondriaTrace vesicle route
reactionlab

Enzymes, cellular energetics, photosynthesis, respiration, and experimental design

Bioenergetics wet lab with enzyme assay, respirometer, spectrophotometer, and ATP yield dashboard.

Set substrateAdjust pHAdjust temperatureAdd inhibitor
Screen 4

Student lab runtime

The runtime should have one primary action, one visible biological consequence, and one evidence prompt.

solute gradient
Visible resultWater moved into the cell. Volume rose 18%. Membrane stress increased.
Screen 5

Learning Evidence Record

Evidence is portable: what the student predicted, tested, explained, revised, and transferred.

1PredictedCaptured from the lab run.
2TestedCaptured from the lab run.
3ExplainedCell volume changed because water crossed the membrane down a gradient.
4RevisedCaptured from the lab run.
5TransferredCaptured from the lab run.
Screen 6

TeacherOS intervention

The teacher sees clusters and one recommended action, not a wall of analytics.

Misconception cluster

Students think osmosis means “water always enters.”

Gradient reasoningMembrane selectivityEvidence wording
Screen 7

AP practice from the same evidence

FRQ prep should not be a separate worksheet. It should use the simulation trace students already created.

FRQ defense

Explain how membrane structure caused the observed volume change.

Use evidence from your transport run. Name one limitation. Predict how the outcome changes in a new solute condition.

AP scoring signalsConcept explanationVisual model useData interpretationArgumentation