1. 1 Warm Up Question

3. 3 Activity: Syllabus Development

4. 4 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/apcourseaud it/courses/biology.html http://www.collegeboard.com/html/apcourseaud it/courses/biology.html

5. 5  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. Syllabus Development

6. 6 Activity: Becoming a Member of the AP Biology Teacher Community

7. 7 AP Biology Teacher Community  Go here: https://apcommunity.collegeboard.org/ and follow the instructions. https://apcommunity.collegeboard.org

8. 8 Activity: The Course Audit

9. 9 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/apcourseaud it/index.html http://www.collegeboard.com/html/apcourseaud it/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.

10. 10 Activity: The Photosynthesis Lab

11. 11 Photosynthesis Lab  Using the lab manual provided with the training materials, complete the photosynthesis lab using the materials provided.

12. 12 Labs and Other Activities

13. 13 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.

14. 14 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.

15. 15 Activity: Lab #2 Hardy-Weinberg Modeling  Find the handout and work through the activity.  Report back in 1 hour.

16. 16 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

17. 17 Activity: Lab #3, Cladistics  Critter cards and named cards.  Use the named cards first.  Proceed through the lab packet.  Report back in an hour.

18. 18 Activity: Lab #3, BLAST  Take out the BLAST handout and proceed through it.  Report back in 1 hour.

19. 19 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.

20. 20 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.

21. 21 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.

22. 22 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.

23. 23 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.

24. 24 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.

25. 25 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.

26. 26 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.

27. 27 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/ http://sciencecases.lib.buffalo.edu/cs/  A couple of the case studies are included in your packet.

28. 28 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.

29. 29 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.

30. 30 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.

31. 31 Activity from HHMI: Rock-Pocket Mouse

33. 33 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.

34. 34 Interested in More Activities Like This?  Go here: http://www.hhmi.org/biointeractivehttp://www.hhmi.org/biointeractive