AP® Biology investigAtive lABs

426 Pages·2013·19.51 MB·English

AP Biology
®
investigAtive lABs:
An Inquiry-Based Approach
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Teacher Manual
AP Biology
Investigative Labs:
An Inquiry-Based Approach
The College Board
New York, NY
Teacher Manual
■ ABouT The College BoArd
The College Board is a mission-driven not-for-profit organization that connects students to
college success and opportunity. Founded in 1900, the College Board was created to expand
access to higher education. Today, the membership association is made up of over 6,000 of
the world’s leading educational institutions and is dedicated to promoting excellence and equity
in education. Each year, the College Board helps more than seven million students prepare for a
successful transition to college through programs and services in college readiness and college
success—including the SAT® and the Advanced Placement Program®. The organization also serves
the education community through research and advocacy on behalf of students, educators and
schools.
For further information, visit www.collegeboard.org.
■ AP® equity and Access Policy
The College Board strongly encourages educators to make equitable access a guiding principle
for their AP programs by giving all willing and academically prepared students the opportunity
to participate in AP. We encourage the elimination of barriers that restrict access to AP for
students from ethnic, racial and socioeconomic groups that have been traditionally underserved.
Schools should make every effort to ensure their AP classes reflect the diversity of their student
population. The College Board also believes that all students should have access to academically
challenging course work before they enroll in AP classes, which can prepare them for AP
success. It is only through a commitment to equitable preparation and access that true equity and
excellence can be achieved.
The College Board acknowledges all the third party content that has been included in these
materials and respects the Intellectual Property rights of others. If we have incorrectly attributed a
source or overlooked a publisher, please contact us.
Page S121: Reprinted with permission from Micklos and Freyer, DNA Science 2e, © 2003 Cold
Spring Harbor Laboratory Press.
Page A26: Chart from “The Inquiry Matrix” by Julie Grady, from The Science Teacher, November
2010. ©National Science Teachers Association. Used by permission of NSTA and the author.
FAST PLANTS® is a registered trademark of Wisconsin Alumni Research Foundation.
Editorial inquiries concerning this book should be directed to The College Board, 45 Columbus
Avenue, New York, New York 10023-6992.
Second Printing
© 2012 The College Board. College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are
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owners. (Visit the College Board on the Web: www.collegeboard.org.)
2 3 4 5
Dedication
On January 4, 2011, after a long, dignified, and courageous battle with pancreatic
cancer, the AP Biology community lost a great educator, mentor, and friend, Kim Foglia.
Her dedication to helping teachers and students and sharing activities and labs was
unparalleled. She was a major supporter of the redesign of the AP Biology course and
made significant contributions to the new lab manual. In honor of her vision, dedication,
authorship, and contributions, the College Board would like to dedicate AP Biology
Investigative Labs: An Inquiry-Based Approach to Kim Foglia.
Dedication iii
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Contents
Acknowledgments.....................................................................................................................vii
■ For the Teacher
Preface..........................................................................................................................................ix
Introduction...............................................................................................................................T1
Chapter 1:.How.to.Use.This.Lab.Manual..............................................................................T3
Chapter 2:.The.Labs.at.a.Glance...........................................................................................T11
Chapter 3:.Creating.Student-Directed,.Inquiry-Based.Lab.Investigations.....................T17
Chapter 4:.Managing.the.Investigative.Experience............................................................T23
Chapter 5:.Teaching.Quantitative.Skills.in.AP®.Biology...................................................T27
Chapter 6:.Written,.Verbal,.and.Graphic.Communication...............................................T39
Chapter 7:.Making.AP.Biology.Inclusive.for.All.Learners................................................T43
■ For the Student
Introduction................................................................................................................................S1.
Chapter.1:.What.Is.Inquiry?......................................................................................................S3.
Chapter.2:.Written,.Verbal,.and.Graphic.Information..........................................................S5.
Chapter.3:.Quantitative.Reasoning.in.AP.Biology................................................................S9
■ Big Idea 1: Evolution
Introduction.............................................................................................................................T47
Investigation 1:.Artificial.Selection,.Teacher.Version.......................................................T49
Investigation 1:.Artificial.Selection,.Student.Version........................................................S17
Investigation 2:.Mathematical.Modeling:.Hardy-Weinberg,.Teacher.Version..............T59
Investigation 2:.Mathematical.Modeling:.Hardy-Weinberg,.Student.Version...............S25
Investigation 3:.Comparing.DNA.Sequences.to.Understand.Evolutionary.Relationships.
with.BLAST,.Teacher.Version................................................................................................T69
Investigation 3:.Comparing.DNA.Sequences.to.Understand.Evolutionary.Relationships.
with.BLAST,.Student.Version................................................................................................S41
■ Big Idea 2: Cellular Processes: Energy and Communication
Introduction.............................................................................................................................T79
Investigation 4:.Diffusion.and.Osmosis,.Teacher.Version................................................T81
Investigation 4:.Diffusion.and.Osmosis,.Student.Version................................................S51
Contents v
Investigation 5:.Photosynthesis,.Teacher.Version..............................................................T95
Investigation 5:.Photosynthesis,.Student.Version..............................................................S61
Investigation 6:.Cellular.Respiration,.Teacher.Version...................................................T107
Investigation 6:.Cellular.Respiration,.Student.Version.....................................................S71
■ Big Idea 3: Genetics and Information Transfer
Introduction...........................................................................................................................T121
Investigation 7:.Cell.Division:.Mitosis.and.Meiosis,.Teacher.Version..........................T123
Investigation 7:.Cell.Division:.Mitosis.and.Meiosis,.Student.Version............................S83
Investigation 8:.Biotechnology:.Bacterial.Transformation,.Teacher.Version..............T143
Investigation 8:.Biotechnology:.Bacterial.Transformation,.Student.Version.................S97
Investigation 9:.Biotechnology:.Restriction.Enzyme.Analysis.of.DNA,.
Teacher.Version.....................................................................................................................T161
Investigation 9:.Biotechnology:.Restriction.Enzyme.Analysis.of.DNA,.
Student.Version......................................................................................................................S111
■ Big Idea 4: Interactions
Introduction...........................................................................................................................T175
Investigation 10:.Energy.Dynamics,.Teacher.Version....................................................T177
Investigation 10:.Energy.Dynamics,.Student.Version.....................................................S125
Investigation 11:.Transpiration,.Teacher.Version............................................................T189
Investigation 11:.Transpiration,.Student.Version............................................................S135
Investigation 12:.Fruit.Fly.Behavior,.Teacher.Version....................................................T203
Investigation 12:.Fruit.Fly.Behavior,.Student.Version....................................................S145
Investigation 13:.Enzyme.Activity,.Teacher.Version.......................................................T215
Investigation 13:.Enzyme.Activity,.Student.Version.......................................................S153
Appendix A:.AP.Biology.Equations.and.Formulas..............................................................A1
Appendix B:.Constructing.Line.Graphs................................................................................A3
Appendix C:.AP.Biology.Concepts.at.a.Glance.................................................................A19
Appendix D:.Matrix.for.Assessing.and.Planning.Scientific.Inquiry.(MAPSI)..............A25
vi Contents
Acknowledgments
The College Board would like to acknowledge the following individuals and committees
for their commitment and dedication toward the completion of this project:
■ Lab authors and Major Contributors
• Stacy Baker, Convent of the Sacred Heart, New York, NY
• Spencer Benson, University of Maryland, College Park, MD
• Elizabeth Cowles, Eastern Connecticut State University, Willimantic, CT
• Arthur Eisenkraft, University of Massachusetts, Boston, MA
• Kim Foglia, Division Avenue Senior High School, Levittown, New York
• A. Daniel Johnson, Wake Forest University, Winston-Salem, NC
• John Jungck, Beloit College, Beloit, WI
• John Jack Kay, Iolani High School, Honolulu, HI
• Sue Offner, Lexington High School, Lexington, MA
• Peggy O’Neill Skinner, The Bush School, Seattle, WA
• Sharon Radford, The Paideia School, Atlanta, GA
• Gordon Uno, University of Oklahoma, Norman, OK
• Brad Williamson, University of Kansas, Lawrence, KS
• Julianne Zedalis, The Bishop’s School, La Jolla, CA
■ aP Lab ManuaL Vision teaM
In 2010, the College Board convened a group of subject matter and laboratory
investigation experts to provide a model of excellence for what the investigative labs
should be in AP science courses. These individuals worked diligently to create a vision
for exemplary AP science labs that would serve to assist teachers in facilitating inquiry-
based and student-directed investigative work. This vision also serves as the input for
professional development and resource materials that will support the new course and
lab investigations.
• Arthur Eisenkraft, University of Massachusetts, Boston, MA
• Eugenia Etkina, Rutgers University, Piscataway, NJ
• Nivedita Ganguly, University of Tennessee, Knoxville, TN
• Dolores Gende, Parish Episcopal School, Dallas, TX
• Peggy O’Neill Skinner, The Bush School, Seattle, WA
• Susan Singer, Carleton College, Northfield, MN
• Angelica Stacy, University of California, Berkeley, CA
• Peter Strom, Rutgers University, New Brunswick, NJ
Acknowledgments vii
• Gordon Uno, University of Oklahoma, Norman, OK
• Dave Yaron, Carnegie Mellon University, Pittsburgh, PA
■ other Contributors
• AP Biology Commission
• AP Biology Consultants
• AP Biology Curriculum Development and Assessment Committee
• AP Biology Development Committee
• AP Biology Focus Group Participants
• AP Biology Lab Manual Reviewers
• AP Biology Lab Pilot Teachers
• AP Biology Readers
• Authors and Contributors of the 1990 AP Biology Lab Manual (and subsequent
editions)
• BioPhase Committee
• College Board Science Academic Advisory Committee
viii Acknowledgments
Preface
■ The AP® Biology CurriCulum FrAmework
The revised Advanced Placement® Biology course shifts from a traditional teacher-
directed “content coverage” model of instruction to one that focuses on helping students
gain enduring understandings of biological concepts and the scientific evidence that
supports them. This approach enables students to spend more time understanding
biological concepts while developing reasoning skills essential to the science practices
used throughout their study of biology. A practice is a way to coordinate knowledge and
skills in order to accomplish a goal or task. The science practices, as noted in the AP
Biology Curriculum Framework, enable students to establish lines of evidence, and use
them to develop and refine testable explanations and predictions of natural phenomena.
Because content, inquiry, and reasoning are equally important in AP Biology, each
learning objective combines content with inquiry and reasoning skills described in the
science practices.
The key concepts and related content that define the revised AP Biology course and
exam are organized around four underlying principles called the big ideas, which are as
follows:
Big Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 2: Biological systems utilize free energy and molecular building blocks to
grow, to reproduce, and to maintain dynamic homeostasis.
Big Idea 3: Living systems store, retrieve, transmit, and respond to information
essential to life processes.
Big Idea 4: Biological systems interact, and these systems and their interactions
possess complex properties.
These four big ideas will be referred to as evolution, cellular processes: energy and
communication, genetics and information transfer, and interactions, respectively, for
the sake of brevity. The big ideas encompass the core scientific principles, theories, and
processes governing organisms and biological systems. For each big idea, enduring
understandings incorporate the core concepts that students should retain from the
learning experience.
A more student-directed, inquiry-based lab experience supports the AP Biology
course revision and curricular requirements by providing opportunities for students to
design plans for experiments, data collection, application of mathematical routines, and
refinement of testable explanations and predictions. Such a lab experience reinforces the
revised curriculum’s focus on quantitative skills.
The suite of laboratory investigations within the new lab manual supports the
recommendation by the National Science Foundation (NSF) that science teachers build
into their curriculum opportunities for students to develop skills in communication,
teamwork, critical thinking, and commitment to lifelong learning (Waterman 2008, NSF
1996). These labs will allow teachers to develop and use investigations they design based
on their own experiences as an investigator and teacher. The manual’s engaging, inquiry-
Preface ix