INLAND NORTHWEST APSI -...

INLANDNORTHWESTAPSIFERRISHIGHSCHOOL SUMMER2016

SPOKANE,WASHINGTON DAYTHREE

KELCEYBURRIS- COLLEGEBOARDCONSULTANT

DataCollectionAPLAB#1:ARTIFICIALSELECTION

NaturalSelectionofBrineShrimp§ 48hourCount:#Eggs,#Dead/PartiallyHatched&#swimming

APLAB#11:TRANSPIRATION1. Measureinitialmassofplantand

bag.Repeatforthenextthreedays§ Removeanyflowersandbudsthathave

grown.§ Massflowersandbudswithplant§ Keeptheflowersandbudstocontinuetomass

thelengthofthelab

2. Returnplanttoitsenvironmentcondition


APLab#4:Diffusion&OsmosisPART4:DETERMININGWATERPOTENTIALINPLANTCELLS1. Measurenewmassofplantcell

2. Calculate%masschangeofplantcellineachsolution

3. Graph%masschangevs.concentration.Determinewhatconcentrationyielded0%masschange.Thisistheisotonicsolution.

4. Calculatethewaterpotentialoftheplantcells

OPENINQUIRYINVESTIGATION


%ChangeinMassover24hoursIdentifywhichhalfofthegraphrepresentshypertonicandhypotonicsolution


ThePathofCollegeReadinessEquityandAccess


DiversityintheClassroom:Equity&Access§RigorousCoursescanopenthedoortoAcademicSuccess§APPotential:Free,web-basedtooltohelpschoolsidentifyqualifiedstudentsforAPcourses.§Turntopage28 ofthehandbookandhighlightthesentencethatstandsouttoyou.

“OneofthebeststandardpredictorsofacademicsuccessatHarvardUniversityisperformanceonAdvancedPlacementExaminations.”

WilliamFitzsimmons,DeanofAdmissions&FinancialAid,HarvardUniversity


DiversityintheClassroom:Equity&Access1. Sowhatisa“willingandacademicallypreparedstudent”?2. Whatstrategiescanweemploytohelpstudentsbecomeboth“willing” and“prepared”?

3. Whatdoesitmeantoprovideallstudentwith“accesstoacademicallychallengingcourseworkbeforetheyenrollinAPclasses”?

4. Whatarecostsandbenefitsof“open-door” policy?5. Whatarecostsandbenefitsofpre-requisiteachievement?


DiversityintheClassroom:Equity&AccessExpandingaccesstomoreschoolsisneeded,butifeveryschoolwithanexistingAPprogramfocusedonfindingits

own“missingstudents,” wecouldalmostentirelyeliminateparticipationgaps.

ChristinaTheokas andReidSaaris.“FindingAmerica’sMissingAPandIBStudents.”TheEduction Trust:ShatteringExpectationsSeries,June2013


FreeResponseQuestionso PowerWords

o WritingStrategies

o GradingStrategies


PowerWords– WhatStudentsareaskedtodoinFRQswww.clearbiology.com


FRQWritingStrategiesWRITINGSTRATEGIES

§IdentifyPowerWords§ MakesureyourstudentsaredoingwhatisbeingaskedofthemintheFRQ

§GettothePoint

§Don’tassumethereader“knowswhatyouaretalkingabout”

§Don’tBrainDrop

SUGGESTIONS

§PracticeReadingstylequestions

§Workonanalyzingunknowndata

§Usereadingtimeatthebeginningofthewritingsessiontooutlineeachquestionusingasfewwordsaspossible

§NumberFRQ’srangingfromeasiesttohardestduringreadingsession.Thenanswertheminthatorder.


FRQGradingStrategies§Teachstudentshowtogradeforpeergrading

§HavestudentswriteFRQ’swithStudentID’s

§Gradingseminars:§ TableLeader- “Teacher”&Readers-“Students”


FRQWritingCarousel§StudentsWritetheFRQonawhiteboardindividuallyorwithapartner.

§After3-5minutesthestudentsrotatewhiteboards,readtheresponsealreadywritten,makeanyeditsthatareneededandthencontinuetowritewithadifferentcolor

§ForShortFRQ’s,rotateboardsagainbutthistimewitharubricinhandtogradeinadifferentcolor

§ForLongFRQ’s,rotateboardsagainandrepeatwritingprocessfollowedbythegradingprocess


2016APBiologyExamFreeResponseQuestions#3,4,&5ReadandwritetheFRQ#3,4,&5fromthe2016APBiologyExamasifyouwereoneofyourstudents.


Scoringthe2016APBiologyExam

THISPRESENTATIONCONTAINSUNOFFICIALINFORMATION;PLEASECONSULTTHECHIEFREADERREPORT INSEPTEMBERFORCERTIFIEDDATA.


Question3


Question3Thegraphaboveillustratesthepercentdryweightofdifferentpartsofaparticularannualplant(plantsthatlivelessthanoneyear)fromearlyMaytolateAugust.Thepercentdryweightcanbeusedtoestimatetheamountofenergyaplantusestoproduceitsleaves,vegetativebuds,stems,roots,andreproductiveparts(seeds,receptacles,andflowers).(a) IdentifythedirectsourceoftheenergyusedforplantgrowthduringthefirstweekofMay,andidentifythepartoftheplantthatgrewthemostduringthesameperiod.

(b) Basedonthedataonthegraph,estimatethepercentofthetotalenergythattheplanthasallocatedtothegrowthofleavesonthefirstdayofJuly.

(c) Comparedwithperennials(plantsthatlivemorethantwoyears),annualplantsoftenallocateamuchgreaterpercentageoftheirtotalenergytogrowthoftheirreproductivepartsinanygivenyear.ProposeONEevolutionaryadvantageoftheenergyallocationstrategyinannualplantscomparedwiththatinperennialplants.


Question3ScoringGuidelines


Question3StatisticsQuestion3MeanWithout-/0=1.71


CommonErrorsandMisconceptions§Studentsidentifiedthesourceofenergycomingfromthesunratherthanfromtheseedornutrientsstoredintheseed.

§Itdidnotappearthatstudentsreadthegraphtogetestimateofthepercentofthetotalenergyallocatedforleaves.

§ForPartC,studentsdidnotaddressevolutionconcepts.Mostanswerswereaboutmakingseedsormakinglotsofoffspring.


SuggestionstoTeachers§Havestudentsanalyze/interpretunusualgraphs(e.g.stackedgraphs,boxandwhiskersplot)§RemindstudentstousetheFormulaChart.


Question4


Question4The figure represents the process of expression of gene X in a eukaryotic cell. (a) The primary transcript in the figure is 15 kilobases (kb) long, but the mature mRNA is 7 kb

in length. Describe the modification that most likely resulted in the 8 kb difference in length of the mature mRNA molecule. Identify in your response the location in the cell where the change occurs.

(b) Predict the length of the mature gene X mRNA if the full-length gene is introduced and expressed in prokaryotic cells. Justify your prediction.


CommonErrorsandMisconceptions§Studentsdidnotdescribeanswers.§IntronswerebeingremovedfromDNAratherthanfromRNA.§PredictingthelengthofthemRNAinprokaryoteswasweak.§Manystudentsdidnotjustifytheiranswer.Generalizationsweregiven.


SuggestionstoTeachers§ Havestudentspracticeconceptsusingmodelsthathave

labelsandwithoutlabels.

§ Continuetoaskstudentsquestionsabout“thebasics”beforeandaftermovingontoadvancedtopics.


Question5


Question5The graph above shows the mass of plants from two different species over time. The plants grew while attached to each other. The plants were separated at the time indicated by the vertical line in the graph. Using template 1, graph the predicted shape of the plant-mass lines after separation of the two plants if the plants were in an obligate mutualistic relationship. On template 2, graph the predicted shape of the plant-mass lines if the species 2 plant was a parasite of the species 1 plant. Justify each of your predictions.


CommonErrorsandMisconceptions§Studentsdidnotleveloffordidnotshowadeclinefortheobligatemutualismgraph.Parasitismgraphwasbetter.§Justificationsweresomewhatseen.


SuggestionstoTeachers§Practiceanalyzingdifferenttypesofgraphs.§Usegraphsasmodelsforinterpretation.


BigIdea3:InformationLivingsystemsstore,retrieve,transmitandrespondtoinformationessentialtolifeprocesses


CellCommunication“Howdoyouteachit?”o CellPhonesDemonstration

o HowdoBacteria”Talk”?

o CellCommunicationModeling

o CaseStudies


HowdoCellPhoneCommunicate?CellPhonesareanexampleofhowcellcommunicationwork


CellCommunication“TedTalk”


CellCommunicationScienceTake-Outo CellCommunicationModeling

o EndocrineSystem

o ImmuneSystem


NationalCenterforCaseStudyTeachinginScienceCellCommunication,EndocrineSystem,Resistance- Part1:ResearchOrientation;Part2:DiabetesandInsulinSignaling;Part3:InsulinResistancehttp://sciencecases.lib.buffalo.edu/cs/


APLab#7:CellDivision– Mitosis&MeiosisPART1:MODELINGMITOSISANDMEIOSIS

DryLabMaterialsNeeded§ PipeCleaners§ Sockosomes§ Clay§ PopBeads

PART2:EFFECTSOFENVIRONMENTONMITOSIS

§EffectsofLectinorCaffeineonMitosis

§AdvancedPrepNeeded

§SourcesforChromosomeSquash§ BroadBeans§ 12GiantChromosomes(useroothairsnotaproot)§ Onion§ Scallions

§UseChi-Squaretoanalyzedata§ IntroduceChi-SquarebeforelabwithM&MChi-Square

Activity


Chi-SquareAnalysisM&MCHISQUAREACTIVITY

EasyintroductiontoChi-SquareActivity

CHI-SQUAREANALYSIS

§Identifynull(“NOT”)vs.researchhypothesis

§Calculatechisquared

§Establishdegreesoffreedom(#categories-1)

§Rejectorsupportnullhypothesisbasedonwherechisquarevaluefallsinprobability:

§Probability<.05=rejectnullhypothesis(withconfidencelevelof95%thatdataisNOT bychance)orsupportnullhypothesis(p>.05withconfidencelevelof95%thatanydeviationbetweenobs.&exp.isduetochancealone)


APLab#7:CellDivision– Mitosis&MeiosisPART3:CELLCYCLECONTROL

CancerCaseStudy§ HeLaCells,CervicalCancer,HPV,&p53Genes

PART4:MODELINGMEIOSIS

DryLabMaterialsfromPart1Needed


APLab#7:CellDivision– Mitosis&MeiosisPART5:MEIOSISANDCROSSINGOVERINSORDAIRA

MaterialsNeeded§ Flashcards§ InternetImages§ SordariaCulture


GeneticsofOrganismsActivitieso “DirtyDozen”Lab#7:VirtualFlyLab

o MakingoftheFittest:UsingGeneticCrossestoAnalyzeaSticklebackTrait– HHMI

o MakingoftheFittest:MendelianGenetics,probability,pedigrees,andchisquarewithSickleCell– HHMI

o MakingoftheFittest:EvolvingSwitches,EvolvingBodies- HHMI


NationalCenterforCaseStudyTeachinginSciencePart1:PKUGenetics;Part2:Hardy-Weinberg;Part3:Carriershttp://sciencecases.lib.buffalo.edu/cs/


APLab#8:BacterialTransformationPLASMIDDRYLABS

PlasmidEngineering§ Pre-LabBeforeAPLab#8:Transformation

CarolinaSamplePlasmidLab§ PostLabActivityafterBiotechnologyLabs

PGLO ACTIVITY:BIORAD

§QuickProcedureGuidelines– BioRad

§PreparePlatesandIncubateovernight

§Dataanalysisafter24hours


APLab#9:RestrictionEnzymeAnalysisDNAFINGERPRINTING- BIORAD

QuickProcedureGuidelines– BioRad§ Crimescenecanbestagedpriortoclass,usingstudentsandfacultyatyourschool

ALTERNATIVEMETHODS

§PaperandPenciltoteachconcepts

§DieLabfromWards

§Kitsavailablefromallsciencevendorswithdifferentscenarios


UnitPlanningActivityGUIDELINES

§Workaloneorwithapartner

§Designaunitthatyoucoulduseinyourclassroom

§Include:§ Activities§ Labs§ Assessments

§UnitswillbepresentedonThursday

UNITS

1. Chemistry

2. Cells

3. CellularProcesses

4. Genetics

5. Evolution

6. Life


DailyWrapUp

§BigIdea3Suggestions§BestPracticeSharingHomework§ReviewQuestion#6,7&8fromthe2016APBiologyExam§ContinuetoworkAuditSyllabus


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