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AP® Biology Silver State APSI WorkshopHenderson High School.MONDAYHenderson, Nevada

June 22nd-25th, 2015

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Warm-Up Question

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Warm Up Question:

The complex structure of proteins can be explained in terms of four levels of structure: primary, secondary, tertiary and quaternary.

– (a) Primary structure involves the sequence of amino acids that are bonded together to form a polypeptide. State the name of the linkage that bonds the amino acids together.

– (b) Beta pleated sheets are an example of secondary structure. State one other example.

– (c) Tertiary structure in globular proteins involves the folding of polypeptides. State one type of bond that stabilizes the tertiary structure.

– (d) Outline the quaternary structure of proteins.– (e) Show the general structure of an amino acid.

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Warm Up Question:

The complex structure of proteins can be explained in terms of four levels of structure: primary, secondary, tertiary and quaternary.

– (a) Primary structure involves the sequence of amino acids that are bonded together to form a polypeptide. State the name of the linkage that bonds the amino acids together.

– Peptide bonds

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Warm Up Question:

The complex structure of proteins can be explained in terms of four levels of structure: primary, secondary, tertiary and quaternary.

– (b) Beta pleated sheets are an example of secondary structure. State one other example.

– Alpha helix

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Warm Up Question:

The complex structure of proteins can be explained in terms of four levels of structure: primary, secondary, tertiary and quaternary.

– (c) Tertiary structure in globular proteins involves the folding of polypeptides. State one type of bond that stabilizes the tertiary structure.

– Ionic/ polar/ hydrogen/ hydrophobic/ disulfide/ van der Waal’s

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Warm Up Question:

The complex structure of proteins can be explained in terms of four levels of structure: primary, secondary, tertiary and quaternary.

– (d) Outline the quaternary structure of proteins.– Linking together of polypeptides to form a single protein– Using the same bonding as for tertiary structure– Linking of a non-polypeptide structure– Name an example of a quaternary structure (hemoglobin,

collagen, albumin, etc.)

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Warm Up Question:

The complex structure of proteins can be explained in terms of four levels of structure: primary, secondary, tertiary and quaternary.

– (e) Show the general structure of an amino acid.

http://chsweb.lr.k12.nj.us/mstanley/outlines/organicap/aporgchem.html

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Hello and Welcome!

My name is Travis Multhaupt.I teach at the Utica Academy for International Studies in Sterling Heights, Michigan.

I graduated from Michigan State University.I was a GA at MSU for 3 years.I was a general science teacher for 7 years.I have taught AP Biology since 2006-2007.I am an AP Reader.www.travismulthaupt.com

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Personal Information

What is your name?Where do you teach?Where did you go to college?How long have you taught?What is your AP experience?Have you attended an APSI in the past?What subjects do you teach, and how long have you taught them?

Is there any other interesting information you want to share?

What are your needs as a participant?

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My Goals for Our Workshop

Share information about ourselves.Understand that no question is a bad question.

Be flexible, we may need to change direction as the workshop progresses.

We’ll try to meet the expectations of each of you individually, while fulfilling the needs of the group.

Complete a lot of labs and activities and share best practices.

We’ll have time to reflect.

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Breaks and Lunch

8:00 am - 10:00 am Session 110:00 am - 10:15 am Break 110:15 am - 12:00 pm Session 212:00 am - 12:45 pm Lunch!12:45 pm - 2:15 pm Session 32:15 pm - 2:30 pm Break 22:30 pm - 4:00 pm Session 3– *Please sign the sign-in sheets for the morning AND the

afternoon (2 of them).– **At the request of the site-coordinator, please don’t

leave early.

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Breaks and Coffee

Leave as needed, we are all adults.Questions:– During the workshop: if on topic, certainly during

the discussion.– During the workshop: give to me during breaks. If I

don’t cover them or cannot answer them, I will find out the answer and email it to you.

– After the workshop: email me with any questions you may have.

• travis.multhaupt@uticak12.org

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Agenda

Be sure to please sign the attendance sheet.I have good intentions!See the handout, I’ll do my best!If I don’t cover everything, or you have questions when you leave, PLEASE email me and I will be happy to assist you.

Make contacts with your fellow participants. The best resources are in this room.

Another good spot to get questions answered is on the AP Teacher Community:

https://apcommunity.collegeboard.org/web/apbiology/home

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Norm Setting

Be on time.Be helpful.Be respectful of others.We’re all professional, leave as needed.Help us stay on topic, especially during discussions.

Limit the sidebar conversations during discussions.

Ask questions.

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Workshop Handbook

Let’s look at what is in it.Course descriptionAudit informationProgram informationBenefits for AP students, teachers, etc.

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Activity: Cell-to-Cell Interactions Lab Prep: Onion Root-tip Mitosis

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Lab Prep:

Take one of the onions and very gently cut the top portions of the roots off to expose the meristematic tissue.

Place the onion into a beaker so that the exposed tissue of the onion is JUST TOUCHING the water.

Within a day or two you will see roots growing.

Add water as necessary.

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An Inquiry Activity: Cell-to-Cell, Julia Kay Christensen Eichman

In front of you you have some items we can use for review.–Dialysis tubing– Plastic dish– Tap water– Starch water– Iodine water–Dental floss

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Activity: Cell-to-Cell

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Activity: Cell-to-Cell

What is your hypothesis?Identify the independent variable.Identify the dependent variable.Do you have a control? What is it? Is there more than one?

Identify the controlled variables.

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Activity: Cell-to-Cell

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Equity and Access

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College Board Equity and Access PolicyThe College Board and the Advanced Placement

Program encourage teachers, AP Coordinators, and school administrators to make equitable access a guiding principle for their AP programs. The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.

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Sir Ken Robinson

“A human community has a diversity of talent.”

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Reflect to Yourself on The Video

What did you think?What were your observations?How does it play into Equity and Access?Were there any parallels to what goes on in your school?

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Equity and Access

Now turn to page 27 in your Workbook and take about 10 minutes to answer the questions on pages 28 and 29.

Be prepared to discuss your answers and share out.

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Ordered Share

Take a moment and reflect on the following questions. When you are ready to answer, start. When the first person in your group finishes answering, you proceed clockwise around the table.

Someone at your table should be ready to summarize what you’ve discussed.

What is equity and access to you?What does your school do to promote equity and access?

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Group Discussion

Someone at your table should now summarize and share what was discussed at your table.

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Inquiry

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Inquiry is a large component of the new curriculum. Getting students to think like scientists and to intelligently explore a topic is a strong skill they should leave high school with.

Take about 10 minutes and answer the questions on pages 54 and 55. Be prepared to discuss this within your group, and then as a class.

Ordered Share

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Moving Toward Inquiry

Turn to page 56 and take a moment to look through the different levels of inquiry.

Reflect on the following questions and then discuss as a group and be prepared to discuss as a class.

Which level of inquiry do you use in your class?

Which one is most realistic given the time constraints of AP Biology?

Which, if any, do you consistently use in your classroom?

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Moving Toward Inquiry

Turn to page 59.Answer the question at the top of the page and complete the chart below.

Then turn to page 66, answer the two questions, and complete the chart on page 67.

Be prepared to discuss your answers to these items as a class.

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The New Course EmphasizesInquiry-Based and Student-Directed LabsTopic Previously Now

Primary Question A primary question framed the labStudents generate their own questions for investigation

Alignment to Big Ideas Not as clearly tied to the curriculum

Labs are clearly tied to Big Ideas, enduring understandings, science

practices, and the learning objectives

ExperimentsExperiments wereteacher-directed

Students design and conduct their own experiments, based on

investigative questions they pose for themselves

VariablesStudents are told which variables to

investigateStudents choose which variables to

investigate

StepsEach lab provided clear steps to

followStudents design their own experimental procedures

Tables and GraphsTables and graphs were provided for

the students to fill inStudents construct their own tables

and graphs for presentations

Providing ConclusionsStudents were given specific

questions to answerStudents determine how to provide

their conclusion

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The Laboratory and What is Inquiry?

Respond to the following questions posted around the room:

1.How did you learn Biology in high school?

2.What does inquiry mean to you?

3.What does inquiry look like to you?

4.How often do you use inquiry in your classroom?

5.Why don’t you use inquiry more often?

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Levels of Inquiry: Marshall Herron (1971)

Level of Inquiry Question? Procedure? Solution?

1Confirmation

Provided Provided Provided

2Structured

Provided Provided Student generated

3Guided

Provided Student generated

Student generated

4 Open

Student generated

Student generated

Student generated

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Inquiry:

Find the Inquiry Ladder in your folder (page 58).

Take a moment and think of one or two labs you do that fit somewhere on the inquiry ladder. Answer this on page 61.

When you’re ready, share out with your table.

Level of Inquiry

Question? Procedure? Solution?

1Confirmation

Provided Provided Provided

2Structured

Provided Provided Student generated

3Guided

Provided Student generated

Student generated

4 Open

Student generated

Student generated

Student generated

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Here’s what inquiry looks like to me...

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It also looks like this...

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It also looks like this...

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Process Oriented Guided Inquiry Learning

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Process Oriented Guided Inquiry Learning

Let’s look at some examples from your folder (in the back of the manila folder I gave you).

Choose any (or all) of the activities that you wish to explore, and spend some time working on it (with or without a partner).

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Activity: Web Search

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Web Activity

Using a search engine, find the following:The AP Biology Course Description for 2015The Lab Manual– pdf files of the individual labs– The entire lab manual– FRQs and Scoring Guidelines

The Quantitative Skills Guide

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Activity: Cell to Cell Discussion

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Back to the Activity!!!

Work together.Make your observations.Answer the questions.Discuss them at your table then as a group.Questions?

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Activity: Cell-to-Cell

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Activity: Cell-to-Cell

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Interested in More Activities Like This?Go here: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2117.html