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AP Biology Workshop Experienced Teachers Rob Hamilton-consultant.

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Presentation on theme: "AP Biology Workshop Experienced Teachers Rob Hamilton-consultant."— Presentation transcript:

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 #47&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% H 2 O 2 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 H 2 O(stock) 35ml stock + 465ml H 2 O(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. Get DNA Science

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 modelsmodels 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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