denver ap summer institutekbapbioworkshops.weebly.com/uploads/7/3/3/2/73322273/...day three agenda...
TRANSCRIPT
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Denver AP Summer InstituteJuly 13, 2016
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Day Three Agenda• Q & A for Big Idea 3: Information
• Equity and Access
• 2016 AP Exam Results - FRQ #1,2, 3, 4 & 5
• Math in Biology
• Using Models and Representations - Cell Communication
• Big Idea 2 Labs:
• AP Lab #4: Diffusion/Osmosis
• AP Lab #13: Enzyme Catalysis
• AP Lab #5: Photosynthesis
• AP Lab #6: Cellular Respiration
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Data Collection• AP Lab #11 - Transpiration
• AP Lab #10 - Energy Dynamics with Painted Ladies
• AP Lab # 8 - DNA Restriction Analysis
• AP Lab #9 - Transformation
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Inquiry Lab Strategies• What is Inquiry
• Modifying Traditional Labs
• AP Lab #13 - Enzyme Catalysis
“The lab you do is not as important as the what you do in the lab”
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What is Inquiry?• Essential Features of Inquiry
• Confirmation, Structured, Guided, & Open
• Levels of Inquiry (Handout)
• MAPSI - Appendix D
• Teacher-Directed vs. Student-Directed Inquiry
• Science Practice Skills - Modeling
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Modifying Traditional Labs• Modeling
• Teacher Demo • Screencast • Pre-AP Course: Introduce Protocol
• Design an Experiment
• Pre-Lab Questions
• Designing an Inquiry-Based Lab: Modifying Traditional Labs (Handout)
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AP Lab #13 - Enzymes• Enzyme Catalysis Inquiry Lab
• Confirmation
• Structured
• Guided
• Open
H2O + O2 catalase
H2O2
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Toothpickase LabMultiple Versions of the Lab
Great Pre-AP Activity
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Process Orientated Guided LearningPOGILs
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How to use POGILs…
Small Groups Roles
• Facilitator
• Process Analyst
• Quality Control
• Spokesperson
Time each section to keep students moving and check for misconceptions as you move along
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POGIL - Group RotationsFind descriptions on wikispaces
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Big Idea 3: InformationLiving systems store, retrieve, transmit and
respond to information essential to life processes.
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Cell Communication
• How do Cell Phones Work?
• How do Bacteria “Talk”?
• TED Talk
• Cell Communication Modeling
• Science Take-Out
How do you Teach it?
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How do Bacteria “Talk”?
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Cell Communication
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• Case Study Connecting - Cell Communication, Endocrine System & Resistance
• Part I: Research Orientation
• Part II: Diabetes and Insulin Signaling
• Part III: Insulin Resistance
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Big Idea 3 LabsAP Lab #7: Cell Division: Mitosis & Meiosis
• Traditional Lab vs. New Lab
• Student made slides
• Prepared Slides
• Cards from Wards
• Mitotic Stages Flash Cards
• Sordaria Crossing-Over Flashcards
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Drosophila melanogasterWhere does the Fruit Fly Lab fit in?
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Genetics of Organisms Activities
• Laboratory 7: Genetics of Organisms (Old Lab Manual)
• Virtual Fruit Fly Lab
• The Making of the Fittest: Evolving Switches, Evolving Bodies (HHMI)
• Using Genetic Crosses to Analyze a Stickleback Trait
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• Making of the Fittest • Using Genetic Crosses to
Analyze Stickleback Traits
• Making the Fittest - Sickle Cell
• Mendelian Genetics, probability, pedigrees, and chi square
• Rocket Pocket Mouse • Gene Expression
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• Part I: PKU Genetics
• Part II: Hardy-Weinberg
• Part III: Carriers
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Modeling the “Operon”
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Modeling the “Operon”• Cheap & Easy Operon
• Cardboard Tubes
• pHET Simulation of Lac Operon
• Gene Expression - The Basics
• Gene Machine - The Lac Operon
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Teaching the Central Dogma
• James Bond: Cellular Spy
• Protein Lego Activity
• 3D Molecular Design Kits
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SpringBoard®,ELA,,and,Mathema5cs,,
PSAT/NMSQT®,
AP,Poten5al™,
College,Visits,
SAT®,
AP®,Courses,
College,Admission,
ReadiStep™,
CollegeEd®,
Sixth,Grade,,
The Path to College Readiness
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Diversity in the Classroom: Equity & Access
• Rigorous Courses can open the door to Academic Success
• AP Potential: Free, web-based tool to help schools identify qualified students for AP courses.
“One of the best standard predictors of academic success at Harvard
University is performance on Advanced Placement Examinations.”
William Fitzsimmons, Dean of Admissions & Financial Aid, Harvard University
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Expand AP Access and Opportunities
Expanding access to more schools is needed, but if every school with an existing AP program focused on finding its own “missing students,” we could
almost entirely eliminate participation gaps.
Christina Theokas and Reid Saaris. “Finding America’s Missing AP and IB Students.” The Eduction Trust: Shattering
Expectations Series, June 2013
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AP Biology Exam• Exam organization
• 2016 Exam Results
• Student Performance Question & Answer - “Chief Reader Report”
“What can you do (science practices) to infer about what you know about Biology”
…Chief Reader on Key to New Exam (2013)
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AP Exam Organization• Section 1:
63 Multiple Choice + 6 Grid-In Questions 90 minutes 50 % of exam weight
• Section 2: 8 Free Response Questions
2 long free response questions (one is lab based) 6 short free response questions
10 minutes required reading time + 80 minutes response time 50% of exam weight *Practice Exam available for AP Teachers
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Sample Multiple Choice QuestionTwo flasks with identical medium containing nutrients and glucose are inoculated with yeast cells that are capable of both anaerobic and aerobic respiration. Culture 1 is then sealed to prevent fresh air from reaching the culture; culture 2 is loosely capped to permit air to reach the culture. Both flasks are periodically shaken.
Which of the following predicts which culture will contain more yeast cells after one week, and most accurately justifies that prediction?
A. Culture 1, because fresh air is toxic to yeast cells and will inhibit their growth B. Culture 1, because fermentation is a more efficient metabolic process than
cellular respiration C. Culture 2, because fresh air provides essential nitrogen nutrients to the culture D. Culture 2, because oxidative cellular respiration is a more efficient metabolic
process than fermentation
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Sample Grid-in QuestionsThe data below demonstrates the frequency of tasters and non-tasters in an isolated population at Hardy-Weinberg equilibrium. The allele for non-tasters is recessive
How many of the tasters in the population are heterozygous for tasting?
Tasters Non-
Tasters
8235 4328
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Sample Single Part Question The role of tRNA in the process of
translation was investigated by the addition of tRNA with attached radioactive leucine to an in vitro translation system that included mRNA and ribosomes. The results are shown by the graph.
In a short paragraph, describe how this figure justifies the claim that the role of tRNA is to carry amino acids that are then transferred from the tRNA to growing polypeptide chains
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AP Exam Results• 2016 Exam Results - Released in July
• Student Performance Question & Answer - “Chief Reader Report”
“What can you do (science practices) to infer about what you know about Biology”
…Chief Reader on Key to New Exam (2013)
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2016 AP Biology ExamUnofficial Report
FRQ Review #1 & 2
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2016 FRQ Breakdown1. 5.39
2. 3.60
3. 1.71
4. 2.19
5. 3.00
6.1.40
7. 1.51
8. 1.16
6.3% = 5
20.6% = 4
33.6% = 3
29.2% = 2
10.3% = 1
227,000
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2016 AP Biology ExamUnofficial Report
FRQ Review #1, 2, 3, 4, & 5
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Math in Biology• Truth, Lies, and Statistics: An Intro to
the Quantitative Skills Guide - Handout
• Variability, Standard Deviation, etc….Handout
• Data Analysis Practice - Pasco Handout
• An Introduction to Statistics - Little Handout
• Evolution in Action: Statistical Analysis (HHMI)
• Chi-square and M & M’s
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Quantitative Skills• AP Biology Quantitative Skills Manual
• Incorporate into curriculum: • Introduce skills early • Include in every lab activity • Warm Up Scenarios • Unit Exams include Grid In Response
Questions • Bozeman Videos • Practice - “Trial & Error” • Key is that it is a “Skill”. Must teach like a
skill • Gradual Release Model: Model the Skill,
Practice Together, Practice Alone • Start second semester with reteaching of
the skills
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HHMI - Mathematics & Statistics in Biology
• Application in Biology - Example 2 - Page 15
• Great Activity for the first weeks of school
• Use to Introduce: • Standard Deviation
• Standard Error of the Mean
• 95% Confidence Interval
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M & M Statistics - A Chi Square Analysis
• Chi-Square
• Probability
• Null Hypothesis
• Degrees of Freedom
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College Board Online Training Module
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College Board Online Training Module
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Big Idea 2: EnergyBiological systems utilize free energy and molecular building
blocks to grow, to reproduce and to maintain dynamic homeostasis
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Big Idea 2 LabsAP Lab #4: Diffusion & Osmosis
• Part 1: Cell Size and Surface Area
• Part 2: Inquiry Investigation to determine relative concentrations of unknown substances
• Part 4: Inquiry Investigation to determine water potential of plant cells
• Write Up - Post It Paper
• Scientific Question, Hypothesis, Data Table, Graph, Statistical Analysis of Data, Conclusion (Reasoning)
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Writing Scientific ExplanationsClaim, Evidence & Reasoning
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Scientific Explanations
• Learning to Write Scientific Explanations - Handout - Question given
• Explanation Tool for Teachers
• Using Blank Explanation Tool - write up one lab from Day Two
• CER Analysis - Integrating into your homework - Wuerth
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How do “I teach” Cellular Respiration & Photosynthesis• What comes in & what comes
out
• Laws of Thermodynamics
• Location
• How are the parts connected
• Ecosystems & Energy
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Big Idea 2 Labs
AP Lab #5: Photosynthesis
Traditional
• Leaf Disc Method
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Big Idea 2 LabsAP Lab #6: Cellular Respiration
Micro-Respirometers
Reddish Seeds
Alaskan Peas
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Case Studies• Exploring Plasmodium
Evolution - Curriculum Module
• Hedgehog Case Study - Pearson - Campbell Biology in Focus
• National Center for Case Study Teaching in Science
http://sciencecases.lib.buffalo.edu/cs/
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Daily Wrap Up• Homework
• Review 2016 FRQ #6, 7, & 8
• Continue Syllabus development
• Big Idea 3 Suggestions?
• Best Practice Sharing
• Reflection from the day…
• Needs or Wants???