Edgewood Independent School DistrictAP Summer Institute

August 3 - 6, 2015 San Antonio, TX

Kelcey Burris Union High School

Camas, WA

Welcome

• Kelcey Burris Union High School Camas, Washington kelcey.burris@evergreenps.org

• Introductions Name School AP Biology Experience Workshop Wishes

Workshop Resources

• Collaborative Sharing

• What email do you use?

• Access Code: TR7FXMN

• https://wikispaces.com/join/

• http://kbapbioworkshop.wikispaces.com/

Nature of Science• Inquiry Cubes

• 5 E approach • Engagement

• Exploration

• Explanation

• Elaboration

• Evaluation

• “Learning to Ask Questions”

Curriculum Framework• E2 I2

• EvolutionBig Idea 1

• EnergyBig Idea 2

• InformationBig Idea 3

• InteractBig Idea 4

AP Biology Curriculum FrameworkSupports and Enhance Conceptual Knowledge

Big Ideas

Enduring Understandings

Essential Knowledge Science Practices: Science Inquiry & Reasoning

Learning Objectives

Curriculum Framework: Big IdeasThe unifying concepts or Big Ideas increase coherence both within

and across disciplines. A total of Four Big Ideas:

The process of evolution drives the diversity

and unity of life. B I G I D E A 1

Living systems retrieve, transmit, and respond to

information essential to life processes. B I G I D E A 3

Biological systems interact, and these interactions

possess complex properties. B I G I D E A 4

Biological systems utilize energy and molecular

building blocks to grow, reproduce, and maintain

homeostasis.

B I G I D E A 2

Curriculum Framework•Enduring Understandings

•Essential Knowledge

•Illustrative Examples & Exclusive Statements

•Science Practices

•Learning Objectives

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

Phylogenetic ActivityThe American Biology Teacher

Learning Objectives provides transparency and boundaries for what content and and science

practices will be assessed

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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

Curriculum Update• New Updates for 2015

• 3 New Learning Objectives

• Several Learning Objectives have been altered

• pg. 113

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).

Bozeman Science• Key Resource for Teachers & Students alike

• www.bozemanscience.com

• 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.

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

Conceptual Flow Graphic

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

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.

CFG Example

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)

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

College Board Resources

• AP Central

• Teacher Community

• AP Instructional Planning Report

AP CentralAP Biology Course Home Page

AP Biology Community

Social Media Communities• Facebook

• National Association of Biology Teachers (NABT)

• National AP Biology Teachers

• Twitter• Trevor Packer @AP_Trevor

• Head of AP for College Board

• 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

• The Advanced Placement Program provides teachers with timely and relevant feedback on their students

• Available on-line in July via Audit portal

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

Instructional Planning Report

Instructional Planning Report

AP Biology Labs

• Lab Manual

• Can you use alternative labs

• Equipment and Supplies

• Lab Tips

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

Big Idea 1: EvolutionThe process of evolution drives the diversity and unity of life

Big Idea 1: Challenge Areas• 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

Concepts that students struggle with

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• 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.

Concepts that students struggle with

Hardy Weinberg

• Hardy Weinberg Modeling - pgs 13-16

• Hardy Weinberg Simulation I: (Old Lab Manual) - pgs. 3-10

• Many versions - beads; seeds; cards; Teddy Grahams and Goldfish

HHMI: BioInteractive• Free Education Materials

• Short Films

• Holiday Lectures

• Activities

• Correlated to AP Biology Framework

• www.hhmi.org/biointeractive

• Big Idea 1 Activities:

• Rock Pocket Mouse

• Shell Activity - Follow up BLAST

Big Idea 1 LabsInvestigation 1: Artificial Selection

• Suggested trait - First Leaf

• 7-10 Weeks

• Fast Plants

• Excellent for science practices, lab skills, graphing, & statistics

Big Idea 1 Labs

Investigation 2: Mathematical Modeling• Mendelian Genetics

• Excel Skills

• Hardy Weinberg

• Use a Pre-Made Spreadsheet

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

Big Idea 1 Labs

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

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/

• Case Study Connecting - Cell Communication, Endocrine System & Resistance

• Part I: Research Orientation

• Part II: Diabetes and Insulin Signaling

• Part III: Insulin Resistance

• Part I: PKU Genetics

• Part II: Hardy-Weinberg

• Part III: Carriers

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?