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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
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
APLab#4:Diffusion&OsmosisPART4:DETERMININGWATERPOTENTIALINPLANTCELLS1. Measurenewmassofplantcell
2. Calculate%masschangeofplantcellineachsolution
3. Graph%masschangevs.concentration.Determinewhatconcentrationyielded0%masschange.Thisistheisotonicsolution.
4. Calculatethewaterpotentialoftheplantcells
OPENINQUIRYINVESTIGATION
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
%ChangeinMassover24hoursIdentifywhichhalfofthegraphrepresentshypertonicandhypotonicsolution
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
ThePathofCollegeReadinessEquityandAccess
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
DiversityintheClassroom:Equity&Access§RigorousCoursescanopenthedoortoAcademicSuccess§APPotential:Free,web-basedtooltohelpschoolsidentifyqualifiedstudentsforAPcourses.§Turntopage28 ofthehandbookandhighlightthesentencethatstandsouttoyou.
“OneofthebeststandardpredictorsofacademicsuccessatHarvardUniversityisperformanceonAdvancedPlacementExaminations.”
WilliamFitzsimmons,DeanofAdmissions&FinancialAid,HarvardUniversity
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
DiversityintheClassroom:Equity&Access1. Sowhatisa“willingandacademicallypreparedstudent”?2. Whatstrategiescanweemploytohelpstudentsbecomeboth“willing” and“prepared”?
3. Whatdoesitmeantoprovideallstudentwith“accesstoacademicallychallengingcourseworkbeforetheyenrollinAPclasses”?
4. Whatarecostsandbenefitsof“open-door” policy?5. Whatarecostsandbenefitsofpre-requisiteachievement?
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
DiversityintheClassroom:Equity&AccessExpandingaccesstomoreschoolsisneeded,butifeveryschoolwithanexistingAPprogramfocusedonfindingits
own“missingstudents,” wecouldalmostentirelyeliminateparticipationgaps.
ChristinaTheokas andReidSaaris.“FindingAmerica’sMissingAPandIBStudents.”TheEduction Trust:ShatteringExpectationsSeries,June2013
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
FreeResponseQuestionso PowerWords
o WritingStrategies
o GradingStrategies
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
PowerWords– WhatStudentsareaskedtodoinFRQswww.clearbiology.com
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
FRQWritingStrategiesWRITINGSTRATEGIES
§IdentifyPowerWords§ MakesureyourstudentsaredoingwhatisbeingaskedofthemintheFRQ
§GettothePoint
§Don’tassumethereader“knowswhatyouaretalkingabout”
§Don’tBrainDrop
SUGGESTIONS
§PracticeReadingstylequestions
§Workonanalyzingunknowndata
§Usereadingtimeatthebeginningofthewritingsessiontooutlineeachquestionusingasfewwordsaspossible
§NumberFRQ’srangingfromeasiesttohardestduringreadingsession.Thenanswertheminthatorder.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
FRQGradingStrategies§Teachstudentshowtogradeforpeergrading
§HavestudentswriteFRQ’swithStudentID’s
§Gradingseminars:§ TableLeader- “Teacher”&Readers-“Students”
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
FRQWritingCarousel§StudentsWritetheFRQonawhiteboardindividuallyorwithapartner.
§After3-5minutesthestudentsrotatewhiteboards,readtheresponsealreadywritten,makeanyeditsthatareneededandthencontinuetowritewithadifferentcolor
§ForShortFRQ’s,rotateboardsagainbutthistimewitharubricinhandtogradeinadifferentcolor
§ForLongFRQ’s,rotateboardsagainandrepeatwritingprocessfollowedbythegradingprocess
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
2016APBiologyExamFreeResponseQuestions#3,4,&5ReadandwritetheFRQ#3,4,&5fromthe2016APBiologyExamasifyouwereoneofyourstudents.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Scoringthe2016APBiologyExam
THISPRESENTATIONCONTAINSUNOFFICIALINFORMATION;PLEASECONSULTTHECHIEFREADERREPORT INSEPTEMBERFORCERTIFIEDDATA.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question3
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question3Thegraphaboveillustratesthepercentdryweightofdifferentpartsofaparticularannualplant(plantsthatlivelessthanoneyear)fromearlyMaytolateAugust.Thepercentdryweightcanbeusedtoestimatetheamountofenergyaplantusestoproduceitsleaves,vegetativebuds,stems,roots,andreproductiveparts(seeds,receptacles,andflowers).(a) IdentifythedirectsourceoftheenergyusedforplantgrowthduringthefirstweekofMay,andidentifythepartoftheplantthatgrewthemostduringthesameperiod.
(b) Basedonthedataonthegraph,estimatethepercentofthetotalenergythattheplanthasallocatedtothegrowthofleavesonthefirstdayofJuly.
(c) Comparedwithperennials(plantsthatlivemorethantwoyears),annualplantsoftenallocateamuchgreaterpercentageoftheirtotalenergytogrowthoftheirreproductivepartsinanygivenyear.ProposeONEevolutionaryadvantageoftheenergyallocationstrategyinannualplantscomparedwiththatinperennialplants.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question3ScoringGuidelines
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question3ScoringGuidelines
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question3ScoringGuidelines
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question3StatisticsQuestion3MeanWithout-/0=1.71
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
CommonErrorsandMisconceptions§Studentsidentifiedthesourceofenergycomingfromthesunratherthanfromtheseedornutrientsstoredintheseed.
§Itdidnotappearthatstudentsreadthegraphtogetestimateofthepercentofthetotalenergyallocatedforleaves.
§ForPartC,studentsdidnotaddressevolutionconcepts.Mostanswerswereaboutmakingseedsormakinglotsofoffspring.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
SuggestionstoTeachers§Havestudentsanalyze/interpretunusualgraphs(e.g.stackedgraphs,boxandwhiskersplot)§RemindstudentstousetheFormulaChart.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question4
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
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.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question4ScoringGuidelines
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question4ScoringGuidelines
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question4StatisticsQuestion4MeanWithout-/0=2.19
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
CommonErrorsandMisconceptions§Studentsdidnotdescribeanswers.§IntronswerebeingremovedfromDNAratherthanfromRNA.§PredictingthelengthofthemRNAinprokaryoteswasweak.§Manystudentsdidnotjustifytheiranswer.Generalizationsweregiven.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
SuggestionstoTeachers§ Havestudentspracticeconceptsusingmodelsthathave
labelsandwithoutlabels.
§ Continuetoaskstudentsquestionsabout“thebasics”beforeandaftermovingontoadvancedtopics.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question5
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
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.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question5ScoringGuidelines
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question5ScoringGuidelines
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
Question5StatisticsQuestion5MeanWithout-/0=3.00
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
CommonErrorsandMisconceptions§Studentsdidnotleveloffordidnotshowadeclinefortheobligatemutualismgraph.Parasitismgraphwasbetter.§Justificationsweresomewhatseen.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
SuggestionstoTeachers§Practiceanalyzingdifferenttypesofgraphs.§Usegraphsasmodelsforinterpretation.
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
BigIdea3:InformationLivingsystemsstore,retrieve,transmitandrespondtoinformationessentialtolifeprocesses
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
CellCommunication“Howdoyouteachit?”o CellPhonesDemonstration
o HowdoBacteria”Talk”?
o CellCommunicationModeling
o CaseStudies
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
HowdoCellPhoneCommunicate?CellPhonesareanexampleofhowcellcommunicationwork
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
CellCommunication“TedTalk”
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
CellCommunicationScienceTake-Outo CellCommunicationModeling
o EndocrineSystem
o ImmuneSystem
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
NationalCenterforCaseStudyTeachinginScienceCellCommunication,EndocrineSystem,Resistance- Part1:ResearchOrientation;Part2:DiabetesandInsulinSignaling;Part3:InsulinResistancehttp://sciencecases.lib.buffalo.edu/cs/
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
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
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
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)
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
APLab#7:CellDivision– Mitosis&MeiosisPART3:CELLCYCLECONTROL
CancerCaseStudy§ HeLaCells,CervicalCancer,HPV,&p53Genes
PART4:MODELINGMEIOSIS
DryLabMaterialsfromPart1Needed
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
APLab#7:CellDivision– Mitosis&MeiosisPART5:MEIOSISANDCROSSINGOVERINSORDAIRA
MaterialsNeeded§ Flashcards§ InternetImages§ SordariaCulture
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
GeneticsofOrganismsActivitieso “DirtyDozen”Lab#7:VirtualFlyLab
o MakingoftheFittest:UsingGeneticCrossestoAnalyzeaSticklebackTrait– HHMI
o MakingoftheFittest:MendelianGenetics,probability,pedigrees,andchisquarewithSickleCell– HHMI
o MakingoftheFittest:EvolvingSwitches,EvolvingBodies- HHMI
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
NationalCenterforCaseStudyTeachinginSciencePart1:PKUGenetics;Part2:Hardy-Weinberg;Part3:Carriershttp://sciencecases.lib.buffalo.edu/cs/
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
APLab#8:BacterialTransformationPLASMIDDRYLABS
PlasmidEngineering§ Pre-LabBeforeAPLab#8:Transformation
CarolinaSamplePlasmidLab§ PostLabActivityafterBiotechnologyLabs
PGLO ACTIVITY:BIORAD
§QuickProcedureGuidelines– BioRad
§PreparePlatesandIncubateovernight
§Dataanalysisafter24hours
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
APLab#9:RestrictionEnzymeAnalysisDNAFINGERPRINTING- BIORAD
QuickProcedureGuidelines– BioRad§ Crimescenecanbestagedpriortoclass,usingstudentsandfacultyatyourschool
ALTERNATIVEMETHODS
§PaperandPenciltoteachconcepts
§DieLabfromWards
§Kitsavailablefromallsciencevendorswithdifferentscenarios
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
UnitPlanningActivityGUIDELINES
§Workaloneorwithapartner
§Designaunitthatyoucoulduseinyourclassroom
§Include:§ Activities§ Labs§ Assessments
§UnitswillbepresentedonThursday
UNITS
1. Chemistry
2. Cells
3. CellularProcesses
4. Genetics
5. Evolution
6. Life
KELCEYBURRIS- COLLEGEBOARDCONSULTANT
DailyWrapUp
§BigIdea3Suggestions§BestPracticeSharingHomework§ReviewQuestion#6,7&8fromthe2016APBiologyExam§ContinuetoworkAuditSyllabus
KELCEYBURRIS- COLLEGEBOARDCONSULTANT