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AP Biology Workshop

AP Biology Workshop. Experienced Teachers Rob Hamilton-consultant. Getting to Know You. What is your Name? Where are you from? What is the state of the AP Biology Program at your school? Issue(s) or concerns you would like to discuss today. Recent AP Exam Questions .

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AP Biology Workshop

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  1. AP Biology Workshop Experienced Teachers Rob Hamilton-consultant

  2. Getting to Know You • What is your Name? • Where are you from? • What is the state of the AP Biology Program at your school? • Issue(s) or concerns you would like to discuss today.

  3. Recent AP Exam Questions • What is the theme that College Board is trying to send to us? • How can we as teachers, improve our student’s scores? • What should be the vital components of Experimental Design?

  4. College Boards Components of Experimental Design • Search the Literature • State your hypothesis • CB has been sending this message for years. Why are our student’s scores low? • Manipulate one variable • Make quantitative measurements • Verify your results (incorporate replicates) • Control the variables (uniform conditions) • Statistically analyze the results • Relate results to the hypothesis

  5. Tested Lab Questions • 2001 #3 12 Dissolved Oxygen & Productivity • 2000 #1 2 Enzyme Catalysis • 1999 #1 4 Plant Pigments and Photosynthesis • 1998 #1 1 Diffusion and Osmosis • 1998 #2 6 Molecular Biology • 1997 #4 7&8 Population and Organism Genetics • 1997 #3 11 Animal Behavior

  6. Tested Lab Questions Cont. • 1996 #4 3 Mitosis and Meiosis • 1995 #4 6 Molecular Biology • 1994 #3 2 Enzyme Catalysis • 1993 #3 10 Physiology and Circulatory System • 1992 #1 1 Diffusion and Osmosis • 1991 #2 9 Transpiration • 1990 #1 5 Cell Respiration

  7. What Is the Message? • The lab portion of the course is important. • Data indicates that students who do labs perform better on lab based questions. • We are putting our students at risk if we don’t do all the labs.

  8. Resources and Hints for Labs • Supplier and Supplies • Diagram/take pictures of lab stations • Dedicate equipment if possible

  9. Lab 1 Osmosis & Diffusion • Reduce length of dialysis tubing (reduces waste) • Tie tubes with dental floss. (Prevents leaking and doesn’t absorb water.) • Prep students with water potential handouts • Reduce the number of trials for each lab group (Speeds up the Lab) • Post class data (Allows students to catch errors) • Use a wet test. (Allows students to apply concepts)

  10. Labs 2 Enzyme Catalysis • Prep students with toothpick simulation. • Skip 360 second trial. Increase Catalase solution to 1000 units. 40% H2O2 converted to product in 10 second trial. • Demonstrate Proper Titration & Have Students Practice producing a Baseline • Pair Student Roles: Starter/Swirler & Timer Stopper • Do trials one at a time.

  11. Lab 3: Mitosis & Meiosis • Lab 3 Prep students with pop bead demonstration. • Use Crossing over in Sordaria worksheet • Have students view Sordaria slides but get ideal data from handouts.

  12. Labs 4 Photosynthesis • Practice using spec 20 by preparing an action spectrum. • DPIP: 0.144g +100 ml H2O(stock) 35ml stock + 465ml H2O(working conc.) • Incubate all the tubes together. • Have students design an experiment with different colored light.

  13. Lab 5 Respiration • Use corn that has been germinating 48-72 hours. (Some peas are cold adapted) • Demonstrate respirometer construction • Assign students to room or cold temperature groups. • Have students design an experiment with seeds that have been germinating different lengths of time.

  14. Labs 6 Molecular Biology • Get DNA Science and attend a summer workshop.

  15. Lab 7 Genetics of Organisms • Use carbon dioxide tank to put flies out. • Use handout to discuss Chi Square. • Purdue will supply free flies is you attend their summer workshop

  16. Lab 8 Population Genetics • Prep students with many Hardy-Weinburg problems. • Use squirrel sheet to differentiate between gene and genotypic frequencies. • Use Data Tables that allow students to calculate P & q each generation.

  17. Labs 9-12 • Lab 9: Use Plant with a woody stem. • Lab 10: Use automated blood cuffs. Use pencil tap method for determining heart rate of Daphnia. • Lab 11: Use different Choice Chambers. • Lab 12: Use Ankistrodesmus and Algae grow. Turn aquarium into dark bottle for minimum of 48 hours. Use corrected nomograph

  18. Low Tech Transformation

  19. Maximizing Available Time • Double Period • Avoid block 8 or block 4 • 0 hour/period • After school • Saturdays • Be Innovative/Please Share

  20. Effective Teaching Strategies • Never Lecture • Use Prepared Notes/Study Guides • Create/use conceptually rich models • Avoid “Factoidal Spew” • Emphasize Labs and Important Concepts (from Acorn book) • The Textbook is Not the Curriculum

  21. Ending the Program • Morgan and Ramist Report • Questions and Answers • Picture • Program Evaluation • Thanks

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