How this site is made

Last updated: 14 September 2026

The questions, the lessons and the exam maker were all built by one biology teacher who writes code with AI help. People ask what that means in practice, and it is a fair question: “made with AI” covers everything from a teacher checking their own wording to a thousand questions scraped out of a chatbot and published unread. This page says exactly which parts are which, so you can judge the material rather than the method.

Who writes the questions

There are 2,946 original questions in the bank: 1,999 IB questions and extended-response themes across the 40 subtopics, and 947 AP items across the eight units.

Every one is written from the published course framework: the content statements in the 2025 IB guide, and the Learning Objectives and Science Practices in the AP Biology CED. None is copied or adapted from a real past paper or a released exam. The format follows the published specimen and practice papers, because that is what students have to walk into; the content is mine.

This site is not affiliated with, endorsed by, or connected to the International Baccalaureate Organization or the College Board.

What the AI does, and what it does not

It drafts, and it builds. A first pass at a question. The machinery around it: the paper generator, the on-screen marking, the glossary layer, the diagrams drawn as SVG. And all the patient work that would otherwise never get done, re-tagging a unit against the CED, cross-checking a markscheme against its mark total, redrawing a figure for the fourth time at eleven at night.

It does not decide what is true, what is worth asking, or what a markscheme should reward. I read every question before it goes in. Plenty do not survive that: wrong biology, an ambiguity I can hear a class arguing about, a distractor no one would pick, a statement that is really HL wearing an SL label. Those get rewritten or binned. Fifteen years of teaching the courses is what does the judging; the AI is what makes the judging worth doing at this scale.

If that distinction sounds thin, the next section is the part that makes it checkable.

How it is checked

Nothing reaches the site without passing an automated validator. It is not a spellchecker. It looks for the specific ways a question bank goes wrong:

• HL content tagged SL. The one error a student actually feels, because it puts a question in front of someone who was never taught it. The guide decides the tag, not me.
• Markscheme points against marks. A four-mark question with three creditable points is a question nobody can score full marks on.
• Extended-response structure. One part worth 7 or 8 marks, three parts summing to 15, as the real rubric requires.
• Figures. Every referenced diagram exists; every diagram is referenced by something.
• Answer-key spread. Both banks once sat near 70% on a single letter, which teaches students to guess a letter instead of the biology. The whole bank is now held to roughly a quarter each, and every paper generated deals its answers out evenly so no single letter takes more than about 30% of it.
• Length cues. If the correct option is reliably the wordiest one, students learn to pick the long answer. That is flagged per question and tracked across the bank.

Those checks run on every change. They are the reason I am comfortable saying the bank is sound, rather than asking you to take my word for it.

What is still rough, and said so out loud

The Turkish and Simplified Chinese support is a seed translation: machine-drafted and not yet checked by a native speaker. The language packs carry that as a flag in their own metadata, and it stays there until a speaker has been through them. If you read either language and want to fix something, I would be glad of the help.

Exam questions themselves are never translated. The exam is sat in English, so practising it in another language would be a disservice. The glossary supports vocabulary only, and while a paper is being sat it gives the word alone, with no definition attached, so it cannot become a way of answering the question.

There will be errors I have not caught. There are 2,946 questions; some of them are wrong. Tell me and I will fix it and say that I have.

Where I draw the lines

The questions above are about quality. These are the ones about conduct, and they are the reason the rest of it holds together.

• Nothing is published unread. Not one question, however good the draft looked. If I have not read it, it is not on the site.
• Students are not handed the answer. While a paper is being sat, the glossary gives the word alone and no definition. A hint gives the vocabulary the markscheme rewards, never the point itself. The assumption behind the whole design is that a student who games a practice paper has only wasted their own afternoon. Honesty is made the easier path rather than a rule to enforce.
• I do not imitate anyone’s exam product. Writing original questions in a published format is fair, and it is what students need. Copying an examination board’s interface, look or branding is a different thing, and I turn that work down.
• Nothing about a student comes back to me. No accounts, no logins, no answers leaving the browser. Not even in aggregate, and not for “improving the product”.

What it costs you to use

Nothing, and there is no account. Build a paper without signing in; give students a link and they can sit it without signing in either. Answers typed into a paper on screen are marked in the browser and go nowhere. Not to me, not to their teacher. The privacy page sets out the whole of what the site does collect, which is page counts and not much else.

Why it is free

Because I would rather it were used than owned. I teach these courses; the tools I wanted did not exist, so I built them, and the cost of letting another teacher use them is zero.

That is a decision about this project, not a verdict on anyone else’s. Teachers who write and sell their own resources are doing real work and deserve to be paid for it. I have bought plenty of it, and been glad to. Free is simply the arrangement that suits what I am trying to do here.

Using it yourself

The questions are released under CC BY-NC-SA 4.0. Use them with your classes, print them, adapt them, share what you make on the same terms. Do not resell them.

Questions about any of this

Message me on LinkedIn. If you think something on this page overstates what I have done, I would genuinely like to hear it. The point of writing it down is that it can be held to.