Montana AP Summer InstituteJune 28, 2016

Day Two Agenda• Q & A for Big Idea 1: Evolution

• Science Practices

• AP Exam Format and Analysis

• Inquiry Investigations

• AP Lab #4 Diffusion/Osmosis, #5 Cellular Respiration, & #6 Photosynthesis

• Case Studies

Tangled with Biomolecules

Gain an understanding of Monomers, Polymers, and

Macromolecules

Modified from AP Insight

Science PracticesIn Groups:

1. When do you plan to have your students do the science practices? 2. Keep in mind that the course is built around the science practices. You

want your students to be able to do the question on the exam because we did this Activity

3. Gallery Walk to Share

AP Science Practices

Science Practices: The student can/is able to . . .

1.0 Use representations and models to communicate scientific

phenomena and solve scientific problems.

2.0 Use mathematics appropriately.

3.0 Engage in scientific questioning to extend thinking or to guide

investigations within the context of the AP course.

4.0 Plan and implement data collection strategies appropriate to a

particular scientific question.

5.0 Perform data analysis and evaluation of evidence.

6.0 Work with scientific explanations and theories.

7.0 Connect and relate knowledge across various scales, concepts

and representations in and across domains.

Focus on Skills and Cognitive Strategies

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)

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

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

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

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

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)

2016 AP Biology ExamUnofficial Report

FRQ Review #1 & 2

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

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”

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

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)

AP Lab #13 - Enzymes• Enzyme Catalysis Inquiry Lab

• Confirmation

• Structured

• Guided

• Open

H2O + O2 catalase

H2O2

Toothpickase LabMultiple Versions of the Lab

Great Pre-AP Activity

Process Orientated Guided LearningPOGILs

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

POGIL - Group RotationsFind descriptions on wikispaces

Big Idea 2: EnergyBiological systems utilize free energy and molecular building

blocks to grow, to reproduce and to maintain dynamic homeostasis

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)

Writing Scientific ExplanationsClaim, Evidence & Reasoning

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

How do “I teach” Cellular Respiration & Photosynthesis• What comes in & what comes

out

• Laws of Thermodynamics

• Location

• How are the parts connected

• Ecosystems & Energy

Big Idea 2 Labs

AP Lab #5: Photosynthesis

Traditional

• Leaf Disc Method

Big Idea 2 LabsAP Lab #6: Cellular Respiration

Micro-Respirometers

Reddish Seeds

Alaskan Peas

Connection Lab• Cellular Respiration & Photosynthesis Lab

• BioRad - Algae Balls

• Ecosystems & Energy

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/

Montana AP Biology HHMI Resources for Native American Curriculum

• http://www.hhmi.org/biointeractive/some-animals-are-more-equal-others-keystone-species-and-trophic-cascades

• Can be used to introduce the concept of keystone species and trophic cascades, which can be connected to local examples (e.g. how apex and mesopredators like wolves and coyotes impact species richness, community composition, stream bank stability, etc.).

• http://www.hhmi.org/biointeractive/liz-hadly-tracks-impact-climate-change-yellowstone

• Local Relevance to Yellowstone National Park and Climate Change

• Comes with a student handout and activityConnected to Essential Understanding 3: “The ideologies of Native traditional beliefs and spiritualist persist into modern day life as tribal vultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs.” For example, you could look into differences between Federal, State, and Tribal land use planning and management policies.

Lab Data Collection• AP Lab #11 - Transpiration

• Collect Daily Mass of Plant

• AP Lab #10 - Energy Dynamics

• Check on Caterpillars and provide additional (Massed!) food if needed

• AP Lab #1 - Natural Selection Brine Shrimp

• 24-hour data for Brine Shrimp

Lab Set Up• AP Lab #8: Bio Rad Transformation (wiki)

• Streak Starter Plates for tomorrow’s Transformation Lab

Daily Wrap Up• Homework

• Review MC & Grid In Section on Practice Exam

• Continue Syllabus development

• Big Idea 2 Suggestions?

• Best Practice Sharing

• Reflection from the day…

• Needs or Wants???