view experienced workshop notes
Post on 27-Jun-2015
273 Views
Preview:
TRANSCRIPT
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
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?
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
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
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
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.
Resources and Hints for Labs Supplier and Supplies Diagram/take pictures of lab stations Dedicate equipment if possible
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)
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.
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.
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.
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.
Labs 6 Molecular Biology
Get DNA Science and attend a summer workshop.
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
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.
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
Low Tech Transformation
Maximizing Available Time
Double Period Avoid block 8 or block 4 0 hour/period After school Saturdays Be Innovative/Please Share
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
Ending the Program
Morgan and Ramist Report Questions and Answers Picture Program Evaluation Thanks
top related