Denver AP Summer InstituteJuly 12, 2016

Day Two Agenda• Q & A for Day One Covering Big Idea #4

• Science Practices

• AP Exam Format and Analysis

• Inquiry Investigations

• AP Lab #8 Bacterial Transformation, AP Lab #9 Restriction Enzyme Analysis, ELISA Lab, AP Lab #7 Cell Division

• Cell Communication

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 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

Big Idea 3 LabsAP Lab #8: Bacterial Transformation

• Plasmid Dry Lab

• pGLO Lab

• Prepare Plates and Leave in Incubator over night

Big Idea 3 LabsAP Lab #9: Restriction Enzyme Analysis of DNA

• Traditional Methods

• Alternative Methods

• Die Lab from Wards

• Paper & Pencil to teach concepts

• Data Analysis

Connection Lab• Elisa Immune Explorer Lab

• Immune System and Cell Communication

• BioRad

• c. Elegans Behavior Lab

• If Time Permits

• BioRad

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

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???