Denver AP Summer InstituteJuly 13, 2016

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

Data Collection• AP Lab #11 - Transpiration

• AP Lab #10 - Energy Dynamics with Painted Ladies

• AP Lab # 8 - DNA Restriction Analysis

• AP Lab #9 - Transformation

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 3: InformationLiving systems store, retrieve, transmit and

respond to information essential to life processes.

Cell Communication

• How do Cell Phones Work?

• How do Bacteria “Talk”?

• TED Talk

• Cell Communication Modeling

• Science Take-Out

How do you Teach it?

How do Bacteria “Talk”?

Cell Communication

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

• Part I: Research Orientation

• Part II: Diabetes and Insulin Signaling

• Part III: Insulin Resistance

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

Drosophila melanogasterWhere does the Fruit Fly Lab fit in?

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

• 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

• Part I: PKU Genetics

• Part II: Hardy-Weinberg

• Part III: Carriers

Modeling the “Operon”

Modeling the “Operon”• Cheap & Easy Operon

• Cardboard Tubes

• pHET Simulation of Lac Operon

• Gene Expression - The Basics

• Gene Machine - The Lac Operon

Teaching the Central Dogma

• James Bond: Cellular Spy

• Protein Lego Activity

• 3D Molecular Design Kits

SpringBoard®,ELA,,and,Mathema5cs,,

PSAT/NMSQT®,

AP,Poten5al™,

College,Visits,

SAT®,

AP®,Courses,

College,Admission,

ReadiStep™,

CollegeEd®,

Sixth,Grade,,

The Path to College Readiness

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

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

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

2016 AP Biology ExamUnofficial Report

FRQ Review #1, 2, 3, 4, & 5

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

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

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

M & M Statistics - A Chi Square Analysis

• Chi-Square

• Probability

• Null Hypothesis

• Degrees of Freedom

College Board Online Training Module

College Board Online Training Module

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

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/

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???