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Warm Up Question

Learn how to develop a comprehensive syllabus for AP Biology and explore various lab activities to enhance student learning.

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Warm Up Question

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  1. Warm Up Question

  2. Activity: Syllabus Development

  3. Syllabus Development • Calling upon the information you were presented this week, along with the information presented in the Workshop Workbook, start constructing or amend your syllabus. • There is an online syllabus tutorial that you can consult if necessary: • http://www.collegeboard.com/html/apcourseaudit/courses/biology.html

  4. Syllabus Development • Use pages 72-93 to help guide your syllabus construction, paying special attention to the checklist questions on pages 72-75. • Once your syllabus is complete, go back and re-read the checklist again to ensure you’ve covered everything. • You can also use the information presented on pages 285-301 to make sure you are fulfilling the syllabus requirements. • There are some sample syllabi on pages 301-349 that you can use as your own or amend to better fit your needs.

  5. Activity: Becoming a Member of the AP Biology Teacher Community

  6. AP Biology Teacher Community • Go here: https://apcommunity.collegeboard.org/ and follow the instructions.

  7. Activity: The Course Audit

  8. The Course Audit • In addition to working on your syllabus, you will also learn how to complete the course audit. • Go to: http://www.collegeboard.com/html/apcourseaudit/index.html • Either set up your account at the right of the page, or enter the information you gave when becoming a member of the Teacher Community. • You’ll need to know the appropriate school information to complete the registration process. • Submit your syllabus (when finished) and await approval/feedback.

  9. Activity: The Photosynthesis Lab

  10. Photosynthesis Lab • Using the lab manual provided with the training materials, complete the photosynthesis lab using the materials provided.

  11. Labs and Other Activities

  12. Lab #1: Artificial Selection • I don’t do this one because I don’t have the equipment. • I perform other labs to demonstrate evolution and selection. I also discuss artificial selection with the students.

  13. Lab #2: Mathematical Modeling • We spend a day or two doing this one. • The students make a model following the lab manual’s explanation. • It’s a good lab. • Full of inquiry. • The kids can go as deep as they want with this one.

  14. Activity: Lab #2 Hardy-Weinberg Modeling • Find the handout and work through the activity. • Report back in 1 hour.

  15. Lab #3: BLAST • I use a friend’s version of this lab. • It’s quicker, and more user-friendly. • The kids like it more (the second year, I did both and took a poll). • I also do many other activities with this. • I’ve included a couple on the CD. • Morphology vs. Molecular DATA

  16. Activity: Lab #3, Cladistics • Critter cards and named cards. • Use the named cards first. • Proceed through the lab packet. • Report back in an hour.

  17. Activity: Lab #3, BLAST • Take out the BLAST handout and proceed through it. • Report back in 1 hour.

  18. Lab #4: Osmosis and Diffusion • We do a variety of things with this lab. • We use Egeria najas seaweed (replaces Elodea). • We use potatoes. • We use starch and iodine. • We use corn syrup and water.

  19. Lab #5: Plant Pigments and Photosynthesis • I use the Carolina kit and lab. When you order the lab you’ll get the procedure; I have found it works very well. • We use a spectrophotometer. • If you don’t have a spec, you can create a color coded card and have the students quantify their results and compare them to the colors/numbers on the card.

  20. Lab #6: Cell Respiration • This is a challenging lab. • We use peas, but have technology. • The equilibration portion of the lab is important (overnight?) • Can soak the peas for one day before using. • Finding pans to lay the respirometer down is challenging. • Ideally, set up the day before (~2 day lab). • Many different types of peas/beans work.

  21. Lab #7: Mitosis and Meiosis • We use onion root tip cells--we make them. • We also use prepared slides. • We purchase the Sordaria lab kit from Carolina. • It’s fussy. • We also do a paper lab (Reebops) • Included in your packet.

  22. Lab #8/9: Molecular Biology • Use kits. • I do electrophoresis of lambda phage first. • I embed these activities into what we do in lecture. • We also do a PCR lab looking for GMOs. • This is a very good inquiry lab, but it requires you to have a good budget and the appropriate equipment.

  23. Lab #8/9: Molecular Biology • These labs frequently show up on the exam. • It is a good idea to do your best to cover them if you cannot actually perform them. • This is where a lot of my students report back to me to tell me they are very happy they did this prior to college.

  24. Lab #8/9: Molecular Biology • pGLO is another one that works great for me. I’ve done it for many years and always get results. • Once you get confident in what you are doing, I would recommend the extension if you have the tools to do so. • The results are cool and the kids think it’s neat--it makes a connection.

  25. Lab #8/9: Molecular Biology • This is a multi-day lab. Electrophoresis takes a long time. I have my kids start them and come back to check them periodically. I let my fellow teachers know what’s going on. • I recommend practice gels.

  26. Lab #10: Energy Dynamics • I don’t do this lab because I don’t have the equipment. • I do a population biology lab. • I also do a couple of case studies from the University of Buffalo: • http://sciencecases.lib.buffalo.edu/cs/ • A couple of the case studies are included in your packet.

  27. Lab# 11: Transpiration • This is a good lab with a lot of potential for inquiry. • Fairly cheap. • You need some tubing, some Vaseline, and I have the kids plant the seeds and watch them grow. • We then use the plants for the lab. Make sure your sinks have strainers on the drains! • Works well, you just have to be patient. The kids need some skill to make it work right.

  28. Lab #12: Animal Behavior • We do the pill bug with the choice chambers. • I don’t want the fruit flies more than I have to. • Some of my students do experiments with fruit flies during the year for genetics.

  29. Lab #13: Enzyme Lab • I use catalase from a turnip along with hydrogen peroxide and guaiacol. • I have done this one for as long as I’ve taught biology. The kids like it! • Can be done according to the new AP lab manual, or it can be done with the lab I gave. • Included in your packet.

  30. Activity from HHMI: Rock-Pocket Mouse

  31. Instructions: • Using the handout, “The Biochemistry and Cell Signaling Pathway of MC1R,” read through it and answer the questions. • When you are finished, discuss your answers with the people at your table. • Come to a consensus on what you know (or don’t know) and prepare to share out.

  32. Interested in More Activities Like This? • Go here: http://www.hhmi.org/biointeractive

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