AP Monday - Home - Whitman-Hanson Regional School … for APSI ! We are in this together – part of larger AP Community ! Share information about ourselves. ! Understand that no question

AP® Biology Georgia KSU APSI Workshop Kennesaw State University. Monday

Kennesaw, Georgia

July 20 -24, 2015

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Warm-Up Question

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Warm Up Question:

Read the statement below and consider the following questions. Talk it through with your neighbor.

§ In order to conduct an experiment you need to know whether the width of the palm across the inside of the knuckles is significantly different in females and males?

§ (a) How would you determine this?

§ (b) What do you have to consider?

§ (c) How do you measure for consistency so that we can make a CLAIM, support it with EVIDENCE and REASONING (CER) ?

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Warm Up Question:



§  Is this enough for CLAIM,

support it with EVIDENCE

and REASONING (CER) ?

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mean palm width

mean palm width

Warm Up Question:



§  Is this better for a

CLAIM, supported with EVIDENCE


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Hello and Welcome!

§ My name is Mark Stephansky .

§ I teach at the Whitman-Hanson Regional High School in Whitman, Massachusetts – 28 years.

§ 10 yrs as Adjunct at Massasoit Community College

§ I graduated from Bridgewater State University.

§ I have taught AP Biology since 1997.

§ 13 yrs as an AP Reader/Table Leader/Exam Leader.

§ www.whrsd.org/stephansky

§ àAPBioCB àKSU

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Welcome/Brief Introductions

§ Brief Introductions – •  What is your name? •  What do you teach? At what school? How Long? •  What is your AP Biology experience? •  Did you attend an APSI in the past? •  What do you need this week? •  Is there any other interesting information you want to

share? •  What are your needs as a participant?

§ Contact Spreadsheet – to network and to share with sponsors

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Daily Routine?

§ 8:00 am - 10:00 am Session 1

§ 10:00 am - 10:15 am Break 1

§ 10:15 am - 12:00 pm Session 2

§ 12:00 pm – 1:00 pm Lunch!, The Commons

§ 1:00 pm – 3:00 pm Session 3

§ 3:00 pm – 3:15 pm Break 2

§ 3:15 pm - 5:00 pm Session 4 –  *Please sign the sign-in sheets for the morning. –  **At the request of the site-coordinator, please don’t leave

early.

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Breaks and Coffee

§ Leave as needed, we are all adults.

§ Restrooms: out door Rt à Ltà Lthttp://www.wimp.com/dogcourse/

§ Questions: – During the workshop: if on topic, certainly during the

discussion. – During the workshop: give to me during breaks. If I don’t

cover them or cannot answer them, I will find out the answer and email it to you.

– After the workshop: email me with any questions you may have.

– [email protected]

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Exit Goals for Our Workshop

● Leave here Thursday confident you understand: 1.  How to teach your course this coming year 2.  Curriculum Framework (how to use,

organization, etc.) 3.  Audit requirements and resources – submit? 4.  Labs 5.  How Inquiry will work in your classroom 6.  AP Biology Exam 7.  Pacing 8.  Resources

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Philosophy for APSI

§ We are in this together – part of larger AP Community

§ Share information about ourselves.

§ Understand that no question is a bad question.

§ Be flexible, we may need to change direction as the workshop progresses.

§ We’ll try to meet the expectations of each of you individually, while fulfilling the needs of the group.

§ Complete a lot of labs and activities and share best practices – lessen anxieties

§ We’ll have time to reflect

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Norm Setting

§ Be on time.

§ Be helpful.

§ Be respectful of others.

§ We’re all professional, leave as needed.

§ Help us stay on topic, especially during discussions.

§ Limit the sidebar conversations during discussions.

§ Ask questions.

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Got Stuff?

§ Workshop Handbook

§ Lab Manual

§ Exploring Plasmodium Evolution

§ Textbook(s)

§ Lab Notebook

§ Handouts

§ Lab Materials (Thursday Raffle)

§ Demos/Props (Thursday Raffle)

§ Box.com Share Drive – www.whrsd.org/stephansky

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APSI Homework – Not Graded

§ Take the 2013 or 2014 exam § Read CF § Follow Syllabus § Read Labs we will be working on § Read CB materials (written/online) that we will be using § Apply what we do to your classroom § Be Intentional – come in with questions: it has to be YOURS. § *Report Out Thursday– Case Study – (Pairs) § *Report Out Thursday- Lab mini-poster – (Group)

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What is AP Biology?

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What is AP Biology?

§ It is a college level, introductory biology course. – Built around inquiry based labs. Inquiry Cubes;

Magic Hooey Sticks

§ Have realistic goals for all of your students. – Supplement the course with experiences that will help

students when they get to college. – Build in expectations that the students should encounter

when they get to college.

§ Do your best and don’t be afraid to reach out to colleagues when you need help.

§ We’re all in this together--build your network.

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The New AP Biology

4 Big Ideas: 1. The process of evoluBon drives the diversity and unity of life. 2. Biological systems uBlize energy and molecular building blocks to grow, reproduce, and maintain homeostasis. 3. Living systems retrieve, transmit, and respond to informaBon essenBal to life processes. 4. Biological systems interact, and these interacBons possess complex properBes.

Core Concepts

Testable explanaBons and predicBons: The New AP Biology Exam

13 New Laboratory InvesBgaBons

The new curriculum framework supports Essen%al Knowledge with Science Prac%ce

Science PracBces: 1. The student can use representaBons and models to communicate scienBfic phenomena and solve scienBfic problems. 2. The student can use mathemaBcs appropriately. 3. The student can engage in scienBfic quesBoning to extend thinking or to guide invesBgaBons within the context of the AP course. 4. Student can plan and implement data collecBon strategies in relaBon to a parBcular scienBfic quesBon. 5. The student can perform data analysis and evaluaBon of evidence. 6. The student can work with scienBfic explanaBons and theories. 7. The student can connect and relate knowledge across various scales, concepts, and representaBons in and across domains.

Enduring understanding

Learning Objec%ve

Peggy O’Neill Skinner

LearningObjective

Essential Knowledge

SciencePractice

Warm Up Question:



§ (a) How would you determine this?

§ (b) What do you have to consider?

§ (c) How do you measure for consistency so that we can make a CLAIM, support it with EVIDENCE and REASONING (CER) ?

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Warm Up Question:



§  Is this enough for CLAIM,

support it with EVIDENCE


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72

74

76

78

80

82

84

86

88

90

92

Female Male

mean palm width

mean palm width

Warm Up Question:



§  Is this better for a

CLAIM, supported with EVIDENCE


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The Workshop Handbook

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Handbook Activity: Monday

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§ Take a Post-It Note and label the following pages: – Curriculum Framework, Pg. 1 & 101 –  Equity and Access, Pg. 25 – Understanding the Exam, Pg. 29 –  Instructional Design and Assessment, Pg. 39 –  Inquiry-Based Instruction, Pg. 53 –  Syllabus Development, Pg. 69 – Appendix, Pg. 93 –  Science Practices, Pg. 205 – Appendix to CF, Pg. 212 – The Laboratory Investigations, Pg. 229


§ Take a Post-It Note and label the following pages: – Exam Information, Pg. 232 – How the CF is Assessed, Pg. 235 – Answers to MC Questions, Pg. 272 – Sample FRQs, Pg. 273 – Appendix A – preparing students for success, Pg. 282 – Appendix B – Formula Sheet, Pg. 295 – Syllabus Development Guide, Pg. 299 – Sample Syllabus 1, Pg. 315 – Sample Syllabus 2, Pg. 331 – Sample Syllabus 3, Pg. 338 – Sample Syllabus 4, Pg. 353

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§ Take a Post-It Note and label the following pages: – AP Biology Practice Exam, Pg. 365 – Practice FRQs, Pg. 420 – Notes on the Practice Exam, Pg. 436 – AP Biology 2014 Exam Materials, Pg. 497 – FRQ 2014 Scoring Guidelines and Sample Responses, Pg.

506

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To the Lab: Day 1 in lab - goal

§  Set up Transpiration Lab §  Set up Brine Shrimp in Solutions for Natural Selection lab

§  Plate starter plates for Transformation Lab §  Put Seeds in water for respiration lab §  Population Genetics traditional lab §  Population Genetics Mathematical modeling §  Blast Lab

Lab Set up - Transpiration

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Transpiration – Big Idea 4 (Lab 11)

§ Transpiration Lab Setup

§ See Handout – Whole Plant

§ Lab Manual

§ Alternates

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Lab Set up – Brine Shrimp

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Natural Selection (Brine Shrimp) – Big Idea 1 § Natural Selection Lab Setup

§ See Handout – Brine Shrimp §  https://www.youtube.com/watch?v=fA795LkVPjs

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Lab 2: Mathematical Modeling Hardy-Weinberg

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lMathematical Modeling Hardy-Weinberg – Big Idea 1 (Lab 2)

§ Changes in a Gene Pool (Biozone)

§ Population Calculations § Biozone https://www.youtube.com/watch?v=KmqgZvUoq3k

§ Handout – Old Lab

§ Lab Manual – Computer Lab § Bleier: https://www.youtube.com/watch?v=eDKcq_ND94g

§ EdX - https://www.edx.org/course/ramp-ap-biology-weston-high-school-bio101x

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Lab 3: Comparing DNA Sequences - BLAST

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Comparing DNA Sequences – BLAST – Big Idea 1 (Lab 3)

§ ENSI Web

§ Cytochrome C Lab - paper

§ Making Cladograms

§ HHMI Click to Learn § http://www.hhmi.org/biointeractive/creating-phylogenetic-trees-dna-

sequences

§ Lab Manual– BLAST – Computer lab § Bozeman: https://www.youtube.com/watch?v=OSKwuOccAak

§ EdX - https://www.edx.org/course/ramp-ap-biology-weston-high-school-bio101x

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Process Oriented Guided Inquiry Learning

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Process Oriented Guided Inquiry Learning

§ Let’s look at some examples from your folder.

§ Choose any (or all) of the activities that you wish to explore, and spend some time working on it (with or without a partner).

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Activity: Web Search

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Web Activity

§ Using a search engine, find the following:

§ The AP Biology Course Description for 2015

§ The Lab Manual – pdf files of the individual labs – The entire lab manual – FRQs and Scoring Guidelines

§ The Quantitative Skills Guide

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Activity: Cell-to-Cell Interactions

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An Inquiry Activity: Cell-to-Cell, Julia Kay Christensen Eichman

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§ In front of you you have some items we can use for review. – Dialysis tubing – Plastic dish – Tap water – Starch water –  Iodine water – Dental floss (String)

Activity: Cell-to-Cell

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§ What is your hypothesis?

§ Identify the independent variable.

§ Identify the dependent variable.

§ Do you have a control? What is it? Is there more than one?

§ Identify the controlled variables.

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Activity: Cell to Cell Discussion

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Back to the Activity!!!

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§ Work together.

§ Make your observations.

§ Answer the questions.

§ Discuss them at your table then as a group.

§ Questions?


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Interested in More Activities Like This?

§ Go here: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2117.html

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Documents

AP Monday - Home - Whitman-Hanson Regional School … for APSI ! We are in this together – part of larger AP Community ! Share information about ourselves. ! Understand that no question