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Biology Short Essay Free Response Questions

10 min read • june 11, 2020

Jessica Nadzam

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Overview of the Short Essay (FRQ) Questions

The AP Biology exam used to consist of eight long-form free response questions, but in 2019 it was redesigned to consist of only six free response questions. Two of those questions are in the “short” form, and these consist of 50% of the free response score, or 25% of your total score. 

Long story short, those four questions may not be as long as the first two, but they still pack a big punch on your score.

The short essay questions will always be the last four on your exam. They’re very different than the first two in length and point-value, but you can use the same techniques as the others. You still need to know the content and utilize the “essential verbage” to write an appropriate response, but this response will be shorter and take less time to complete. 

You have to write in blue or black ink (for all things that are good, please do not use a pencil), so have a few of your favorite pens ready. You’ll have lots of pages to write on (if you use all of them, you may have written too much), and you’ll be given a copy of the Formulas and Equations Sheet for any calculations you need to do. 

Questions are 4 points apiece, and they typically contain content and problems concerning multiple content areas. Since they are shorter they are less likely to cover multiple topics, but it does still happen. You could initially respond about protein structure in the first part and then end up describing the evidence of evolution by the end of the question. There’s a lot of points on the table, and CollegeBoard will make you work for them. 

Response Grading (from an AP Reader)

There are 16 points for the last four questions of the FRQ test, and they make up 25% of your AP Biology score. So, how are those points calculated and scored? CollegeBoard is fantastic at writing rigorous questions, but they’re also very good at training their graders (called AP Readers) how to objectively score the questions. Readers spend a whole day training to grade just two of the questions (they don’t get to look at the other four at all), and then spend a whole week grading only those questions, eight hours a day . 

A well-oiled machine may be an understatement. The bottom of the line is, AP Readers know exactly what they’re looking for when they’re grading. They read a hundred tests a day (minimum), and if you don’t have the answer they’ve been told is the right answer, they tend to move on pretty quickly. 

While this seems intimidating, it’s actually good news for you - but only if you pay very close attention to the next section on verbiage. You see, the bolded verbs in AP free response questions are just hints as to what AP Readers are looking for in an answer. If you know those verbs backwards and forwards, you will know what type of response AP Readers want. And if you know that, you don’t have to worry about writing something that may be right content-wise, but still missing a point on a technicality. 

Essential Verbiage

There are a lot of verbs used in AP exams to pose questions for students to ponder and rip their hair out over. 

To keep all that hair on your head, we’ve made you a table. It’s pretty easy - if you know exactly what to do when you encounter each bolded verb , you know exactly what to do to answer the question the way the Reader wants to see it. You know how many points it’s worth, and therefore can figure out how much time to spend on it. 

Side note - keep in mind that if a question asks you do something more than once - maybe to describe two factors or explain three phenomenon, you should multiple that # Points by however many things it expects you to do. 

Strategies for 5able Responses

Do you want a 5 on this test? Then here’s what you need to know and be able to do:

Read. The. Question. Carefully. Seriously. You don’t know how many students miss points because they were skimming and missed a critical word. It’s a heartbreaker for Readers, who want to give you that point, but can’t. Also, read the directions carefully. Your papers always say something about how responses on the actual question page will not be scored. Do not write on the question page . You can use it for brainstorming or outlining as scratch paper, but if your words aren’t written on lined paper or a graph or table, they won’t be scored. So make sure you put your answers in the right place! 

Complete. Sentences. Unless it’s an identify or construct or calculate question, you need a capital letter and a period, or the Reader will not grade that response. Period. Outlines, bulleted lists, and drawings won’t be graded unless specified in the question’s directions. 

Circle your bolded verbs . Find them. Figure out which are worth the most points, the least points, will take the longest, will be the quickest, etc. Then, figure out which ones to answer first. 

When you start the test, you don’t have to go in order. If your mind goes blank on question one, skip it . It’s not going anywhere, you can come back to it. But don’t waste time on it when there are others you can definitely answer later in the booklet. 

The identify and graph/draw questions are some of the quickest to respond to because they don’t require complete sentences, and the answers are usually very quick to come up with. Answer these questions first to get them out of the way. 

Time yourself. You get 90 minutes, but it goes by fast. Keep a digital watch that does not beep , and refer to it regularly. Plot how long you want to spend on each question so you don’t waste time in one area and lose points on another question you could have easily answered. Since the short questions are worth half your free-response score, you shouldn’t spend any more than 45 minutes on these four questions, or about 10-11 minutes apiece. 

This is not AP English. The graders are not English teachers. They don’t care how pretty your introduction is or how ~thought-provoking~ your thesis statement is. They just want to finish your paper and move on, so don’t ramble on and on. Skip the fluff and go straight to the point. Don’t restate the question or introduce the topic or regurgitate random knowledge - it won’t get you extra points, it’s a waste of time for you, and the Readers get bored sorting through all your thoughts and writing. 

Label your responses . While you still have to write in complete sentences, please label each response with a, b, c, etc. if the essay question has multiple parts. You don’t even have to go in order, but this helps Readers find your answer so they don’t have to sift and guess what you meant.

COMMIT TO YOUR ANSWER . Readers don’t like wishy-washy papers. Erase the words “might” and “possible” and “I think” from your vocabulary. You could be completely wrong, but if you’re writing about a purple hippopotamus, COMMIT to that purple hippopotamus. Don’t say “I think the purple hippopotamus might possibly maybe do photosynthesis if it feels like it.” That’s wishy washy, and Readers don’t accept that as an actual answer, so they won’t give points for it. Be committed , and loudly proclaim “This purple hippopotamus does photosynthesis!” Ta-da! 

If possible, always give an example. We said earlier not to mind dump and regurgitate, but examples are usually a good way to sweep up an extra point or two if you have budgeted your time wisely and can accurately apply it to the scenario. 

So, now that you know what the Readers are looking for in your responses, let’s talk about the types of questions they will ask you. 

Question Types

The short version of the free-response test has four questions, and each of those four questions has a distinct question type. These are based on “science practices” that CollegeBoard expects students to develop to be more ~well-rounded~ and ~critical thinkers~. Luckily, these questions go in a distinct order, too. Those types and order is as follows:

Scientific Investigation 

Conceptual Analysis

Analysis of Model or Visual Representation 

Analysis of Data 

With this, you can get a good idea of what to expect on the 3rd, 4th, 5th, and 6th question. And if you’re used to studying for the science section of the ACT, you probably recognize these question types. It’s all about analyzing graphs and tables, pulling information from passages, and performing analysis on data. 

Oh, while remembering all that AP Biology knowledge your teacher tried to get into your brain for the past 6-9 months. No pressure. 

Let’s break down what each of those question types is asking for, and the best ways to respond to maximize your time and your points. 

Scientific Analysis - this question will describe a lab experiment scenario, and expect you to be able to describe the biological concept or process involved, identify an experimental procedure, predict results, and justify your prediction.

Conceptual Analysis - in this question, CollegeBoard will present a question that describes a real-life scenario. It will relate that scenario to a biological phenomenon and tell you something has disrupted the process. To get all four points, you will have to describe the biological process that is happening, explain that biological concept, predict the causes and effects of the disruption, and justify your prediction. 

Analysis of Model or Visual Representation may seem like two separate question types, but they will ask you to do the same thing. Both will give you a description of some biological scenario with a visual model. You will be asked to analyze that model, and then describe different biological characteristics of the model, explain the relationships between the different characteristics, identify or draw the relationships within that model, and then explain how the scenario relates to a larger idea or concept. 

Analysis of Data - for the final question of the exam (and then you’re freeeeee !), you will receive data on a graph or table. You will then have to describe the data (twice), evaluate a hypothesis or prediction using the data, and then explain how the experimental results relate to some biological concept. 

These descriptions can seem a bit confusing on their own. Therefore, some examples are provided below. 

Sample Question 1 - Scientific Investigation  

A forest ecosystem has a delicate balance of life. Autotrophs, heterotrophs, and decomposers live together and exchange resources to survive. Sometimes their relationships are mutually beneficial, but sometimes they can be harmful for one species and beneficial for another. Buteo jumaicensis , or the red-tailed hawk, consumes smaller organisms such as small reptiles and small mammals. Recently, the ecosystem has been disturbed by deforestation of pine trees. Hawks typically roost on the crowns of tall trees, and as a result their habitat begins to diminish. 

a) Describe the niche of the red-tailed hawk. 

b) Identify the type of relationship shared between the red-tailed hawk and a common forest mouse. 

c) Predict the short-term impact of the decline of the red-tailed hawk due to deforestation, and how it will impact the rest of the ecosystem. 

d) Provide reasoning to justify your prediction. 

Sample Question 2 - Conceptual Analysis  

The lac operon model is a common phenomenon used to demonstrate the regulation of gene expression. In this model, a gene is essentially turned “on” and “off” to produce proteins only when they are necessary. This allows a bacteria called Escherichia coli ( E. coli) to metabolize lactose. 

a) Describe the gene expression process from DNA to protein. 

b) Explain why operons are an evolutionary advantage over allowing genes to undergo transcription and translation constantly. 

c) Although less commonly used for demonstration, the trp operon is another bacterial operon found in E. coli. Predict what would occur if a lac repressor was used on the trp operon. 

d) Provide evidence to support your prediction. 

Sample Question 3 - Analyze Model or Visual Representation  

Signal transduction pathways occur when cells receive signals from outside their membranes, and transduct those messages through the cell to a predetermined location. These signals are used for a variety of reasons including growth, division, mating, protein production, and more. In order for a cell to experience signal transduction, it must receive some signal that binds to a receptor and triggers the pathway. 

a) Referring to the figure, predict a possible response that may occur as a result of this signal. b) Describe the steps of the signal transduction pathway that must occur to elicit a response. 

c) Sometimes secondary messengers may enter the cell only after a ligand has bound to a receptor. Explain why secondary messengers may be necessary for cell signalling. 

d) Identify the ligand in the figure. 

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Mastering A Level Biology Essays: Smart Tips and Unbeatable Examples

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Introduction

A Level Biology is a challenging but rewarding course that covers a wide range of topics, from DNA and genetic inheritance to ecosystems and biodiversity. The key to success in this subject lies in understanding and applying the core principles of Biology and expressing your understanding in well-structured, coherent essays. In this article, we will provide you with some essential tips for writing outstanding A Level Biology essays, as well as presenting clear examples to help you master the essay-writing process.

• Understand the essay question

The first and most important step in writing an A Level Biology essay is to clearly understand the question. Break down the question into its key terms and implications, and ensure you comprehend what the examiner is asking you to discuss. Make a note of any key words or phrases that should feature in your essay, as these will help you structure your response and ensure you cover all the necessary points.

• Plan your essay

Before you begin writing your essay, take the time to plan your response. Create an outline that maps out the main points you want to make, as well as the order in which you will discuss them. This will enable you to develop a logical and coherent argument that addresses all the key aspects of the question.

• Include an engaging introduction

An effective introduction is crucial to grabbing the reader’s attention and setting the tone for your essay. Begin with a general statement that links to the essay question, and then narrow down your focus to present your main argument or line of inquiry. Finish your introduction with a clear thesis statement, which outlines the central points you will cover in your essay, demonstrating a solid understanding of the topic.

Example: The discovery of DNA and the subsequent advancements in genetic research have proven instrumental in understanding the role of genetics ininheritance of traits and diseases. This essay will discuss the role of genetic inheritance in the development of several human diseases, namely: Cystic Fibrosis, Huntington’s disease, and Alzheimer’s disease, as well as the ethical implications surrounding genetic testing and treatment.

• Use specific examples to support your arguments

In A Level Biology essays, it is essential to provide examples that demonstrate your understanding of the material and support your claims. Try to include a range of examples from different areas of the subject to show that you have a comprehensive and in-depth understanding of the course material.

Example: Cystic Fibrosis is an example of a genetic disorder caused by a mutation in the CFTR gene, which results in thick and sticky mucus production in affected individuals. This condition can lead to respiratory and digestive complications, illustrating the significant impact of genetic inheritance on an individual’s health.

• Synthesize information from multiple sources

To demonstrate a high level of understanding, A Level Biology essays should integrate information from various sources, such as class notes, textbooks, and scientific articles. Be sure to support your ideas with specific references to the source material, and use your own words to explain the concepts in a clear and concise manner.

• Address counterarguments and controversies

In any scientific field, there are often debates and controversies surrounding key concepts and theories. To show a comprehensive grasp of the subject matter, be sure to address counterarguments and discuss opposing viewpoints in your essay.

Example: While genetic testing for diseases such as Huntington’s has the potential to provide valuable information for individuals at risk, there are ethical concerns about the potential misuse of genetic information by employers, insurance companies, and even government entities. Weighing the benefits of genetic testing and treatment against these ethical concerns is an ongoing debate within the scientific community.

• Write a strong conclusion

To wrap up your essay, restate your main argument and summarize the key points you have made. Provide a clear and concise conclusion that demonstrates the significance of your argument and its implications for the broader field of Biology.

Example: In conclusion, the role of genetic inheritance in human diseases, as illustrated by Cystic Fibrosis, Huntington’s disease, and Alzheimer’s disease, underscores the immense potential of genetic research to improve our understanding of human health. However, as we continue to advance our knowledge and develop new treatments and testing methods, it is crucial that we remain conscious of the ethical implications that come with such advancements in order to protect individuals’ rights and liberties.

• Proofread and edit your essay

Finally, make sure you thoroughly proofread and edit your essay to correct any grammar, spelling, or punctuation errors, and to ensure that your argument flows smoothly and logically. Consider asking a friend or peer to review your essay and provide feedback – a fresh perspective can help you identify areas for improvement that you may have overlooked.

In summary, mastering A Level Biology essays involves understanding the essay question, planning a clear and logical response, using specific examples and evidence, synthesizing information from multiple sources, addressing counterarguments and controversies, and crafting a compelling introduction and conclusion. By following these steps and using the examples provided, you will be well on your way to delivering high-quality, insightful essays that demonstrate an excellent understanding of the complex and fascinating world of Biology.

Good luck, and happy essay writing!

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How to answer A-level Biology essay questions

The Synoptic essay questions in paper 3 of the AQA A-level biology course carries 25 marks, so can make a big difference to your overall grade. The essay encourages you to think across different topics (some call this “synoptic” or “holistic” thinking). This is also valuable for other areas of the exams, particularly the application questions .

Here are a few tips for tackling your A-level biology essay: (As an example, Let’s use the title “The importance of movement in cells and tissues”)

Think broadly…

Essay titles are deliberately vague to give you the chance to show your knowledge in a variety of topics. To help you to choose what’s most relevant, look out for subjective words like “movement” and “cells”. Think of the possible alternatives. “Cells”, for example, hints that you could discuss plants, animals, single-celled organisms etc. in your essay. “Movement” could mean short distances (across a membrane) or much further (circulation or mass flow) or even the whole tissue moving (phototropism).

Visualize and catastrophize!

If you can’t think of enough topics for an “importance” essay, flip the question around – what would happen if movement in cells suddenly ground to a halt? Or if ATP suddenly vanished, or our cells were robbed of their ions? Sometimes catastrophizing in this way frees up thoughts, and helps you see what is really important. Another way is to picture every diagram in your notes or textbook that features the thing-that’s-important-in-the-question. If it’s in a diagram, it could go in your essay.

Pick your strongest topics

It’s possible to drop marks on the essay for scientific errors. With that in mind, even if you have lots of ideas for things to include, always pick the topics you can write confidently about. For bonus marks, try to order them in a way that “flows” like a story. Take care to use A-level (and not GCSE) language too.

Keep an eye on the question

While you’re writing, keep asking yourself “Where am I placing the emphasis?”. If the essay is about movement, perhaps you don’t need a whole page about nervous responses, only the bits where movement is involved – sodium ions flowing through channels, waves of depolarisation etc. Movement is the focus of the essay, after all, not neurons. Always ask yourself “Does this sentence fit with the title of the essay?”

Use outside knowledge

The top marks for the essay are reserved for displaying “evidence of reading beyond specification requirements”. Often you can drop recent scientific research or news into your writing – how vaccines tackle COVID might work in an essay about viruses, for example. I often encourage students to have a quick look at the news pages of New Scientist pages (eg https://www.newscientist.com/subject/health/ ) before paper 3 for inspiration – you don’t need to spend ages doing this, just long enough to have one or two ideas up your sleeve…

Good luck with your essay!

If you’d like to work through some example essay questions, please get in touch with me at Woolton Tutors (or Woolton Biology) and we can set up some online biology tutoring sessions.

Best wishes,

Dr John Ankers

Specialist online A-level biology tutor

www.wooltontutors.co.uk

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Critical Thinking Questions

Why is it advantageous for the cell membrane to be fluid in nature?

Why do phospholipids tend to spontaneously orient themselves into something resembling a membrane?

How can a cell use an extracellular peripheral protein as the receptor to transmit a signal into the cell?

Which explanation identifies how the following affect the rate of diffusion: molecular size, temperature, solution density, and the distance that must be traveled?

Why does water move through a membrane?

Both of the regular intravenous solutions administered in medicine, normal saline and lactated Ringer’s solution, are isotonic. Why is this important?

Describe two ways that decreasing temperature would affect the rate of diffusion of molecules across a cell’s plasma membrane.

A cell develops a mutation in its potassium channels that prevents the ions from leaving the cell. If the cell’s aquaporins are still active, what will happen to the cell? Be sure to describe the tonicity and osmolarity of the cell.

Where does the cell get energy for active transport processes?

How does the sodium-potassium pump contribute to the net negative charge of the interior of the cell?

Glucose from digested food enters intestinal epithelial cells by active transport. Why would intestinal cells use active transport when most body cells use facilitated diffusion?

The sodium/calcium exchanger (NCX) transports sodium into and calcium out of cardiac muscle cells. Describe why this transporter is classified as secondary active transport.

Why is it important that there are different types of proteins in plasma membranes for the transport of materials into and out of a cell?

Why do ions have a difficult time getting through plasma membranes despite their small size?

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