Transcript AP® Biology Silver State APSI Workshop Henderson High School

®
AP
Biology Silver State APSI Workshop
Henderson High School.
MONDAY
Henderson, Nevada
June 22nd-25th, 2015
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Warm-Up Question
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Warm Up Question:
The complex structure of proteins can be explained in
terms of four levels of structure: primary, secondary,
tertiary and quaternary.
– (a) Primary structure involves the sequence of amino acids that
are bonded together to form a polypeptide. State the name of
the linkage that bonds the amino acids together.
– (b) Beta pleated sheets are an example of secondary structure.
State one other example.
– (c) Tertiary structure in globular proteins involves the folding of
polypeptides. State one type of bond that stabilizes the tertiary
structure.
– (d) Outline the quaternary structure of proteins.
– (e) Show the general structure of an amino acid.
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Warm Up Question:
The complex structure of proteins can be explained in
terms of four levels of structure: primary, secondary,
tertiary and quaternary.
– (a) Primary structure involves the sequence of amino acids that
are bonded together to form a polypeptide. State the name of
the linkage that bonds the amino acids together.
– Peptide bonds
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Warm Up Question:
The complex structure of proteins can be explained in
terms of four levels of structure: primary, secondary,
tertiary and quaternary.
– (b) Beta pleated sheets are an example of secondary structure.
State one other example.
– Alpha helix
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Warm Up Question:
The complex structure of proteins can be explained in
terms of four levels of structure: primary, secondary,
tertiary and quaternary.
– (c) Tertiary structure in globular proteins involves the folding of
polypeptides. State one type of bond that stabilizes the tertiary
structure.
– Ionic/ polar/ hydrogen/ hydrophobic/ disulfide/ van der Waal’s
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Warm Up Question:
The complex structure of proteins can be explained in
terms of four levels of structure: primary, secondary,
tertiary and quaternary.
– (d) Outline the quaternary structure of proteins.
– Linking together of polypeptides to form a single protein
– Using the same bonding as for tertiary structure
– Linking of a non-polypeptide structure
– Name an example of a quaternary structure (hemoglobin,
collagen, albumin, etc.)
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Warm Up Question:
The complex structure of proteins can be explained in
terms of four levels of structure: primary, secondary,
tertiary and quaternary.
– (e) Show the general structure of an amino acid.
http://chsweb.lr.k12.nj.us/mstanley/outlines/organicap/aporgchem.html
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Hello and Welcome!
My name is Travis Multhaupt.
I teach at the Utica Academy for International
Studies in Sterling Heights, Michigan.
I graduated from Michigan State University.
I was a GA at MSU for 3 years.
I was a general science teacher for 7 years.
I have taught AP Biology since 2006-2007.
I am an AP Reader.
www.travismulthaupt.com
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Personal Information
What is your name?
Where do you teach?
Where did you go to college?
How long have you taught?
What is your AP experience?
Have you attended an APSI in the past?
What subjects do you teach, and how long have
you taught them?
Is there any other interesting information you
want to share?
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What are your needs as a participant?
My Goals for Our Workshop
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.
We’ll have time to reflect.
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Breaks and Lunch
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 am - 12:45 pm Lunch!
12:45 pm - 2:15 pm Session 3
2:15 pm - 2:30 pm Break 2
2:30 pm - 4:00 pm Session 3
– *Please sign the sign-in sheets for the morning AND the
afternoon (2 of them).
– **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.
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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Agenda
Be sure to please sign the attendance sheet.
I have good intentions!
See the handout, I’ll do my best!
If I don’t cover everything, or you have questions when you
leave, PLEASE email me and I will be happy to assist you.
Make contacts with your fellow participants. The best
resources are in this room.
Another good spot to get questions answered is on the AP
Teacher Community:
https://apcommunity.collegeboard.org/web/apbiology/home
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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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Workshop Handbook
Let’s look at what is in it.
Course description
Audit information
Program information
Benefits for AP students, teachers, etc.
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Activity: Cell-to-Cell Interactions
Lab Prep: Onion Root-tip Mitosis
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Lab Prep:
Take one of the onions and very gently cut the
top portions of the roots off to expose the
meristematic tissue.
Place the onion into a beaker so that the exposed
tissue of the onion is JUST TOUCHING the water.
Within a day or two you will see roots growing.
Add water as necessary.
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An Inquiry Activity: Cell-to-Cell, Julia Kay
Christensen Eichman
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
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Activity: Cell-to-Cell
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Activity: Cell-to-Cell
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
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Equity and Access
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College Board Equity and Access Policy
 The College Board and the Advanced Placement Program
encourage teachers, AP Coordinators, and school
administrators to make equitable access a guiding principle
for their AP programs. The College Board is committed to the
principle that all students deserve an opportunity to
participate in rigorous and academically challenging courses
and programs. All students who are willing to accept the
challenge of a rigorous academic curriculum should be
considered for admission to AP courses. The Board encourages
the elimination of barriers that restrict access to AP courses
for students from ethnic, racial, and socioeconomic groups
that have been traditionally underrepresented in the AP
Program. Schools should make every effort to ensure that
their AP classes reflect the diversity of their student
population.
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Sir Ken Robinson
“A human community has a diversity of talent.”
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Reflect to Yourself on The Video
What did you think?
What were your observations?
How does it play into Equity and Access?
Were there any parallels to what goes on in your
school?
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Equity and Access
Now turn to page 27 in your Workbook and take
about 10 minutes to answer the questions on
pages 28 and 29.
Be prepared to discuss your answers and share
out.
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Ordered Share
Take a moment and reflect on the following
questions. When you are ready to answer, start.
When the first person in your group finishes
answering, you proceed clockwise around the
table.
Someone at your table should be ready to
summarize what you’ve discussed.
What is equity and access to you?
What does your school do to promote equity
and access?
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Group Discussion
Someone at your table should now summarize and
share what was discussed at your table.
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Inquiry
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Ordered Share
Inquiry is a large component of the new
curriculum. Getting students to think like
scientists and to intelligently explore a topic is a
strong skill they should leave high school with.
Take about 10 minutes and answer the questions
on pages 54 and 55. Be prepared to discuss this
within your group, and then as a class.
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Moving Toward Inquiry
Turn to page 56 and take a moment to look
through the different levels of inquiry.
Reflect on the following questions and then
discuss as a group and be prepared to discuss as a
class.
Which level of inquiry do you use in your class?
Which one is most realistic given the time
constraints of AP Biology?
Which, if any, do you consistently use in your
classroom?
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Moving Toward Inquiry
Turn to page 59.
Answer the question at the top of the page and
complete the chart below.
Then turn to page 66, answer the two questions,
and complete the chart on page 67.
Be prepared to discuss your answers to these
items as a class.
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The New Course Emphasizes
Inquiry-Based and Student-Directed Labs
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Topic
Previously
Now
Primary Question
A primary question framed the lab
Students generate their own questions
for investigation
Alignment to Big Ideas
Not as clearly tied to the curriculum
Labs are clearly tied to Big Ideas,
enduring understandings, science
practices, and the learning objectives
Experiments
Experiments were
teacher-directed
Students design and conduct their own
experiments, based on investigative
questions they pose for themselves
Variables
Students are told which variables to
investigate
Students choose which variables to
investigate
Steps
Each lab provided clear steps to follow
Students design their own experimental
procedures
Tables and Graphs
Tables and graphs were provided for the Students construct their own tables and
students to fill in
graphs for presentations
Providing Conclusions
Students were given specific questions Students determine how to provide their
to answer
conclusion
The Laboratory and What is Inquiry?
Respond to the following questions posted around the
room:
1.How did you learn Biology in high school?
2.What does inquiry mean to you?
3.What does inquiry look like to you?
4.How often do you use inquiry in your classroom?
5.Why don’t you use inquiry more often?
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Levels of Inquiry: Marshall Herron (1971)
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Level of Inquiry
Question?
Procedure?
Solution?
1
Confirmation
Provided
Provided
Provided
2
Structured
Provided
Provided
Student generated
3
Guided
Provided
Student generated
Student generated
4
Open
Student generated
Student generated
Student generated
Inquiry:
Find the Inquiry Ladder in your folder (page 58).
Take a moment and think of one or two labs you
do that fit somewhere on the inquiry ladder.
Answer this on page 61.
When you’re ready, share out with your table.
Level of Inquiry
Question?
Procedure?
Solution?
1
Confirmation
Provided
Provided
Provided
Provided
Student
generated
Student generated
Student
generated
Student generated
Student
generated
2
Structured
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Provided
3
Guided
Provided
4
Open
Student
generated
Here’s what inquiry looks like to me...
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It also looks like this...
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It also looks like this...
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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 (in
the back of the manila folder I gave you).
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 Discussion
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Back to the Activity!!!
Work together.
Make your observations.
Answer the questions.
Discuss them at your table then as a group.
Questions?
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Activity: Cell-to-Cell
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Activity: Cell-to-Cell
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Interested in More Activities Like This?
Go here:
http://apcentral.collegeboard.com/apc/public/c
ourses/teachers_corner/2117.html
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