Edgewood Independent School District AP Summer Institute

Transcription

1 Edgewood Independent School District AP Summer Institute August 3-6, 2015 San Antonio, TX Kelcey Burris Union High School Camas, WA

2 Welcome Kelcey Burris Union High School Camas, Washington Introductions Name School AP Biology Experience Workshop Wishes

3 Workshop Resources Collaborative Sharing What do you use? Access Code: TR7FXMN

4 Nature of Science Inquiry Cubes 5 E approach Engagement Exploration Explanation Elaboration Evaluation Learning to Ask Questions

5 Curriculum Framework E 2 I 2 Evolution Big Idea 1 Energy Big Idea 2 Information Big Idea 3 Interact Big Idea 4

6 AP Biology Curriculum Framework Supports and Enhance Conceptual Knowledge Big Ideas Enduring Understandings Essential Knowledge Science Practices: Science Inquiry & Reasoning Learning Objectives

7 Curriculum Framework: Big Ideas The unifying concepts or Big Ideas increase coherence both within and across disciplines. A total of Four Big Ideas: B I G I D E A 1 The process of evolution drives the diversity and unity of life. B I G I D E A 2 Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis. B I G I D E A 3 Living systems retrieve, transmit, and respond to information essential to life processes. B I G I D E A 4 Biological systems interact, and these interactions possess complex properties.

8 Curriculum Framework Enduring Understandings Essential Knowledge Science Practices Learning Objectives Illustrative Examples & Exclusive Statements

9 AP Science Practices Focus on Skills and Cognitive Strategies Science Practices: The student can/is able to 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.

10 Phylogenetic Activity The American Biology Teacher

11 Learning Objectives provides transparency and boundaries for what content and and science practices will be assessed Essen*al&Knowledge&1.A.3& Gene*c&driE&is&a&nonBselec*ve&process&occurring& in&small&popula*ons& Science&Prac*ce&1.4& The&student&can&use$representa*ons$and$models$$ to$solve$problems$qualita*vely&and&quan*ta*vely.& Learning&Objec*ve&1.6& The&student&is&able&to&use&data&from&mathema*cal& models&based&on&the&hardybweinberg&equilibrium& to&analyze&gene*c&drie&and&effects&of&selec*on&in& the&evolu*on&of&specific&popula*ons.&

12 Content Reduction Chemical foundations of biology Cellular organelles and their function Structural and physiology features of animal form & function (Organ/System of the Day) *Only 3 systems are required: Immune, Endocrine, & Nervous Structural & physiological features of Prokaryotes to Vertebrates (March across the Phyla) Specific stages of cleavage, blastulation, gastrulation and the comparison of these stages in different organisms

13 Curriculum Update New Updates for New Learning Objectives Several Learning Objectives have been altered pg. 113

14 New Learning Objectives LO 2.41: The student is able to evaluate data to show the relationship between photosynthesis and respiration in the flow of free energy through a system (SP 5.3, 7.1). LO 2.42: The student is able to pose a scientific question concerning the behavioral or physiological response of an organism to a change in its environment (SP 3.1). LO 2.43: The student is able to connect the concept of cell communication to the functioning of the immune system (SP 7.2).

15 Bozeman Science Key Resource for Teachers & Students alike AP Science & Standard Science Course Screencast 55 Essential Knowledge Statements 55 Bozeman Screencast 7 Science Practices 7 Bozeman Screencast Key to New AP Courses: Focus on Skills (Science Practices) when teaching content.

16 Conceptual Flow Graphic Visual Concepts are organized and displayed Make a display to sequence the concepts Display strength of relationship between concepts Strong Connection Weak Connection No Connection - No Arrow

17 Conceptual Flow Graphic

18 CFG Task In small groups; you will be given concept statements about each Big Idea After arranging the concept order - show the strength of relationships between concepts Add activities or lessons that support each concept

19 CFG Sharing Do a gallery walk and look at the other CFG s. Pick 1-2 group members to stay behind and answer any questions from the different groups.

20 CFG Example

21 AP Biology Exam Exam organization 2015 Exam Results - Later Student Performance Question & Answer - Chief Reader Report - Later What can you do (science practices) to infer about what you know about Biology Chief Reader on Key to New Exam (2013)

22 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

23 Sample Multiple Choice Question Two 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

24 Sample Grid-in Questions The 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

25 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

26 College Board Resources AP Central Teacher Community AP Instructional Planning Report

27 AP Central AP Biology Course Home Page

28 AP Biology Community

29 Social Media Communities Facebook National Association of Biology Teachers (NABT) National AP Biology Teachers Twitter Trevor Head of AP for College Board

30 NABT is a great community of biology teachers from K-12 Educators to Higher Learning Educators Yearly National Conference American Biology Journal - Contains many wonderful teaching strategies NABT2015: Discount Code for new members or membership renewals Digital subscription is available now

31 The Advanced Placement Program provides teachers with timely and relevant feedback on their students Available on-line in July via Audit portal

32 AP Instructional Planning Report: Timely & Relevant Feedback Teachers are interested in assessment results when: The results focus on their students performance The assessment is grounded in agreed upon standards The assessment is valid The tool provides comparison to others

33 Instructional Planning Report

34 Instructional Planning Report

35 AP Biology Labs Lab Manual Can you use alternative labs Equipment and Supplies Lab Tips

36 AP Labs: Guiding Principles & Requirements Students actively involved in process of scientific inquiry Minimum of eight hands-on lab investigations 25% of instructional time on labs AP Biology Investigative Lab Manual: An Inquiry Approach Thirteen student directed and inquiry based labs Student and Teacher Manuals

37 Big Idea 1: Evolution The process of evolution drives the diversity and unity of life

38 Big Idea 1: Challenge Areas Concepts that students struggle with Essential Knowledge 1.A.1: Natural Selection is a major mechanism Natural Selection reproductive success vs. survival success Role of changing environment on selection (population fitness) Hardy Weinberg Conditions for equilibrium Difference between frequencies Math skills involved in Equation Assume the recessive phenotype must have lowest percentage frequency. Evidence for Evolution via Natural Selection Using Hardy-Weinberg formula to explain evolving population

39 Big Idea 1: Challenge Areas Essential Knowledge 1.A.2: Natural Selection acts on phenotypic variations in populations Genetic Changes in Populations How changes in genetic diversity & resulting phenotypic variation in populations can be favorable or disruptive in relationship to particular environmental change How same species might present different phenotypic variation in different environment Variation and Fitness Concepts that students struggle with Explaining mutations are random changes in genetic information Do NOT understand how the Hardy Weinberg equation can be used to calculate allele frequencies in a population Role of the Environment in Evolution Explain how various mechanisms of evolution or other events influence allele frequencies in populations Explain why genetically disadvantage traits or diseases exist since students believe evolution leads to perfection in species.

40 Hardy Weinberg Hardy Weinberg Modeling - pgs Hardy Weinberg Simulation I: (Old Lab Manual) - pgs Many versions - beads; seeds; cards; Teddy Grahams and Goldfish

41 HHMI: BioInteractive Free Education Materials Short Films Holiday Lectures Activities Correlated to AP Biology Framework Big Idea 1 Activities: Rock Pocket Mouse Shell Activity - Follow up BLAST

42 Big Idea 1 Labs Investigation 1: Artificial Selection Suggested trait - First Leaf 7-10 Weeks Fast Plants Excellent for science practices, lab skills, graphing, & statistics

43 Big Idea 1 Labs Investigation 2: Mathematical Modeling Mendelian Genetics Excel Skills Hardy Weinberg Use a Pre-Made Spreadsheet

44 Big Idea 1 Labs Investigation 3: BLAST Comparing DNA Sequences; Mathematical Modeling & BioInformatics Internet Access Needed Two Days at least Download Files Before Lab Pre-Lab Activity: BLAST Tutorial

45 Lab Set Up Natural Selection Lab: Brine Shrimp (Carolina Biological) Investigation 4: Diffusion & Osmosis Dialysis Tubing & Sucrose Solutions Investigation 5: Photosynthesis Bicarbonate Solution Investigation 8: Bio Rad Transformation (wiki) Starter Plates Investigation 11: Whole Plant Transpiration Set Up & Initial Measurements - Take Data Each Day

46 Case Studies Exploring Plasmodium Evolution - Curriculum Module Hedgehog Case Study - Pearson - Campbell Biology in Focus National Center for Case Study Teaching in Science

47 Case Study Connecting - Cell Communication, Endocrine System & Resistance Part I: Research Orientation Part II: Diabetes and Insulin Signaling Part III: Insulin Resistance

48 Part I: PKU Genetics Part II: Hardy-Weinberg Part III: Carriers

49 Daily Wrap Up Homework Case Study - By Thursday Lab Review - By Thursday Big Idea 1 Suggestions? Best Practice Sharing Reflection from the day Needs or Wants for the rest of the week?