This document provides a syllabus for an AP Biology course taught at BrainworX Academy during the 2020-2021 school year. The course will meet daily from August 3, 2020 to May 21, 2021 in room 206 of the CTECH building. The instructor is Tim Welsh, who can be contacted by cell phone or email. The course aims to develop students' skills in collaboration, preparation for work and higher education, and innovation in biology. Key topics covered include evolution, biological systems, heredity, and interactions with the environment. Students will learn through inquiry-based labs and applying scientific practices to enduring understandings and big ideas. Formative and summative assessments will evaluate students' mastery of concepts and application of skills
Experimental Study of Effectiveness of Constructivism Based Learning Model 5 Eijtsrd
The goals of this examination were to consider the social study of social science understudy in the time of learning through 5 ‘e'. Some example utilized popular in examination was ninth standard Social Science Studies understudies using Thirty eight understudies who were concentrating in the auxiliary school scholarly year 2019 in Bangalore. Which chose by bunch irregular testing. The exploration devices remained exercise strategy, the Five ‘E' knowledge series prototypical related to atmosphere and Climate, Social Science accomplishment assessment. The exploration was done through a set of Pre and Post Test plan. Information was investigated utilizing M Mean , SD, rate and ‘t' test for a ward. Aftereffects related to the examination was like the following 1 Social Science understudy instructors consume remained guidance with the Five ‘E' have Social Science accomplishment Pre Test ‘M' score 57.76 subsequent to education related to Pre Test M values is 29.68 82.81 . Dr. Praveen Kumar T. D "Experimental Study of Effectiveness of Constructivism Based Learning Model 5 "E"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47527.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47527/experimental-study-of-effectiveness-of-constructivism-based-learning-model-5-e/dr-praveen-kumar-t-d
Experimental Study of Effectiveness of Constructivism Based Learning Model 5 Eijtsrd
The goals of this examination were to consider the social study of social science understudy in the time of learning through 5 ‘e'. Some example utilized popular in examination was ninth standard Social Science Studies understudies using Thirty eight understudies who were concentrating in the auxiliary school scholarly year 2019 in Bangalore. Which chose by bunch irregular testing. The exploration devices remained exercise strategy, the Five ‘E' knowledge series prototypical related to atmosphere and Climate, Social Science accomplishment assessment. The exploration was done through a set of Pre and Post Test plan. Information was investigated utilizing M Mean , SD, rate and ‘t' test for a ward. Aftereffects related to the examination was like the following 1 Social Science understudy instructors consume remained guidance with the Five ‘E' have Social Science accomplishment Pre Test ‘M' score 57.76 subsequent to education related to Pre Test M values is 29.68 82.81 . Dr. Praveen Kumar T. D "Experimental Study of Effectiveness of Constructivism Based Learning Model 5 "E"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47527.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47527/experimental-study-of-effectiveness-of-constructivism-based-learning-model-5-e/dr-praveen-kumar-t-d
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Developing the Scientific Temperament in the Children at Early Schooling Ageijtsrd
Teaching learning process is the most important pillar of any school which defines the academic success of the school. Monotonous ways of completion of syllabus and homework leads the majority of the students taking the studies as a burden and no way helps them out in their knowledge building. In the present research, the researcher discusses about the strategies that has been implemented in a school, which has rationale for each and every classroom teaching subject and topic. The researcher identifies the ways of various type of skill improvisation techniques that articulates the learning and adds on many related topics to know without any burden. The school, that implements such practices at very early age of schooling, definitely directs the students’ engagement positively for the learning. Mr. Dhaval B. Solanki | Dr. Dharmistha Panchal "Developing the Scientific Temperament in the Children at Early Schooling Age" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38545.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38545/developing-the-scientific-temperament-in-the-children-at-early-schooling-age/mr-dhaval-b-solanki
1. History of Science aApproach based learning
2. The principles of sciencetific approach based learning
3. Activities
4. procedures of Scientific approach based learning
5. Strengths and weakness of Scientific approach based learning
6. Conclusion
No nation whether developed or developing countries can rise above the level of its education without giving adequate consideration for its Human and Material resources in terms of curriculum to be used. One of the Basic qualities of a curriculum is dynamism. This implies that a good curriculum is never static rather it changes along with changes in societal needs and aspirations, political and economic factors. For example in Nigeria the educational system has witnessed some changes in Content, Context and Structure (9-3-4 educational systems). Like most of the countries in the world, the changes have come as result of the growing awareness of the need to develop technologically, socially, and economically.
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Developing the Scientific Temperament in the Children at Early Schooling Ageijtsrd
Teaching learning process is the most important pillar of any school which defines the academic success of the school. Monotonous ways of completion of syllabus and homework leads the majority of the students taking the studies as a burden and no way helps them out in their knowledge building. In the present research, the researcher discusses about the strategies that has been implemented in a school, which has rationale for each and every classroom teaching subject and topic. The researcher identifies the ways of various type of skill improvisation techniques that articulates the learning and adds on many related topics to know without any burden. The school, that implements such practices at very early age of schooling, definitely directs the students’ engagement positively for the learning. Mr. Dhaval B. Solanki | Dr. Dharmistha Panchal "Developing the Scientific Temperament in the Children at Early Schooling Age" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38545.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38545/developing-the-scientific-temperament-in-the-children-at-early-schooling-age/mr-dhaval-b-solanki
1. History of Science aApproach based learning
2. The principles of sciencetific approach based learning
3. Activities
4. procedures of Scientific approach based learning
5. Strengths and weakness of Scientific approach based learning
6. Conclusion
No nation whether developed or developing countries can rise above the level of its education without giving adequate consideration for its Human and Material resources in terms of curriculum to be used. One of the Basic qualities of a curriculum is dynamism. This implies that a good curriculum is never static rather it changes along with changes in societal needs and aspirations, political and economic factors. For example in Nigeria the educational system has witnessed some changes in Content, Context and Structure (9-3-4 educational systems). Like most of the countries in the world, the changes have come as result of the growing awareness of the need to develop technologically, socially, and economically.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
1. 2911 Transworld Drive
Stockton, CA 95206
209-603-9985
BrainworX Program Page 1 of 5 AP Biology: Science
20/2021
AP Biology
Science Syllabus
2020/21
BrainworX Academy
Datesand TimesofCourse:
8/3/20-5/21/21
Classmeetsat the CTECHBuilding2nd Floor/Room#206
Instructor Contact Information:
Instructor: Tim Welsh M.A. Ed.
Cell Phone: (209) 603-9985
E-mail: timwelsh@sjcoe.net
Mission ofAP Biology
To develop a workforce of students and future leaders that are comfortable with collaboration, understand
the need to prepare students for both work and higher education, and have the skills to develop, implement
and sustain innovative ideas in the Biology Field.
Course Description
The AP Biology course is designed to be the equivalent of a college-level introductory biology course. The
intent of the course is to expose students to higher-level biological principles, concepts, and skills and allow
them the opportunity to apply their knowledge to real-life applications. Rather than learning from a micro
level outward, students learn from a macro level inward. Students are also expected to learn not by
memorization of facts, but through content and concept application viathe AP Biology science practices.
Core concepts called enduring understandings and their application via the science practices are the basis of
the AP Biology curriculum. These concepts are organized around biological principles called big ideas that
permeate the entire course and focus on the following topics:
• Evolution
• Biological systems using energy to maintain homeostasis for survival
• Passing heritable information to provide continuity of life
• The interaction of biological systems with biotic and abiotic factors
In the revised AP Biology course, the teacher serves as the facilitator while the students develop as
independent thinkers and learners, especially through laboratory investigations. Many concepts that are
considered prerequisite knowledge for the course can be reviewed as home study through the use of rich
resources such as assigned websites, WebQuests, and journal articles.
In class, students are given opportunities to learn and apply their knowledge through the process of inquiry
rather than learning from lectures and/or prescribed lab protocols. A sense of wonder and use of original
thought are fostered as students are encouraged to extend their learning via scaffolded conceptual
understandings and open inquiry.
In the new AP Biology Investigative Labs: An Inquiry-Based Approach (2012), 13 inquiry-based and student-
directed lab investigations provide opportunities for teachers to engage students in the scientific process.
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Each lab includes a supplemental list of resources that provides a toolbox of activities for the teacher to build
and extend lessons. There are no required labs; thus, teachers can use and conduct labs other than those in
the manual to provide similarlearning and investigative experiences that are student directed and inquiry
based. The importance of such instructional activities is paramount in instructional planning at BrainworX
academy. These types of activities add to and deepen students’ conceptual understanding and learning.
In our school, concerted efforts are also made to ensure that teachers differentiate instructional strategies
and activities so that students’ varied educational needs and learning styles are addressed. For example, at
the beginning of the course, I work with students to develop study and note- taking skills. Ihave found that
using a variety of instructional strategies and tools helps to address students’ different learning styles and
aids in their understanding of the concepts and application of the science practices. Some of these strategies
and tools include note cards, Cornell notes, hands-on activities, role-playing, demonstrations, POGIL activities
and online activities.
Student assessments are also critical to the instructional process. Summative assessments at the end of a unit
serve to evaluate the culmination of student learning and understanding of the AP Biology curriculum’s big
ideas, enduring understandings, and essential knowledge, as well as the application of that understanding
through the science practices. Summative assessments can also ask students to apply or analyze concepts that
require problem solving. Prior to any summative assessment, formative assessments are administered in an
attempt to check students’ understanding and ability. These formative assessments provide opportunities for
teachers to offer corrective feedback to students so that their misconceptions or incomplete understandings
can be uncovered and addressed. In most cases, formative assessments serve to inform how the instructor
should modify subsequent instructional activities so that student understanding and learning are better
facilitated.
The learning process in the AP Biology course should be rich and impactful. When a student completes the
course, he or she should be prepared to do well on the AP Exam as well as in the sequent course in a college
or university setting.
Science Practices for AP Biology:
A practice is a way to coordinate knowledge and skills in order to accomplish a goal or task. The science
practices enable students to establish lines of evidence and use them to develop and refine testable
explanations and predictions of natural phenomena. These science practices capture important aspects of the
work that scientists engage in, at the level of competence expected of AP Biology students.
Science Practice 1:The student can use representations and models to communicate scientific
phenomena and solve scientific problems.
1. 1.1 The student can create representations and models of natural or man-made phenomena and
systems in the domain.
2. 1.2 The student can describe representations and models of natural or man- made phenomena and
systems in the domain.
3. 1.3 The student can refine representations and models of natural or man-made phenomena and
systems in the domain.
4. 1.4 The student can use representations and models to analyze situations or solve problems
qualitatively and quantitatively.
5. 1.5 The student can reexpress key elements of natural phenomena across multiple representations in
the domain.
Science Practice 2:The student can use mathematics appropriately.
1. 2.1 The student can justify the selection of a mathematical routine to solve problems.
2. 2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
3. BrainworX Program Page 3 of 5 AP Biology: Science
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3. 2.3 The student can estimate numerically quantities that describe natural phenomena.
Science Practice 3:The student can engage in scientific questioning to extend thinking or to guide
investigations within the context of the AP course.
3.1 The student can pose scientific questions.
3.2 The student can refine scientific questions.
3.3 The student can evaluate scientific questions.
Science Practice 4:The student can plan and implement data collection strategies appropriate to a
particular scientific question.
1. 4.1 The student can justify the selection of the kind of data needed to answer a particular scientific
question.
2. 4.2 The student can design a plan for collecting data to answer a particular scientific question.
3. 4.3 The student can collect data to answer a particular scientific question.
4. 4.4 The student can evaluate sources of data to answer a particular scientific
question.
Science Practice 5: The student can perform data analysis and evaluation of evidence.
1. 5.1 The student can analyze data to identify patterns or relationships.
2. 5.2 The student can refine observations and measurements based on data
analysis.
3. 5.3 The student can evaluate the evidence provided by data sets in relation to a
particular scientific question.
Science Practice 6: The student can work with scientific explanations and theories.
6.1 The student can justify claims with evidence.
6.2 The student can construct explanations of phenomena based on evidence
produced through scientific practices.
6.3 The student can articulate the reasons that scientific explanations and
theories are refined or replaced.
6.4 The student can make claims and predictions about natural phenomena
based on scientific theories and models.
6.5 The student can evaluate alternative scientific explanations.
Science Practice 7: The student is able to connect and relate knowledge across various scales,
concepts, and representations in and across domains.
1. 7.1 The student can connect phenomena and models across spatial and temporal scales.
2. 7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or
across enduring understandings and/or big ideas.
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Attendance and Tardy Policy:
As a community of learners, yourinsight, experience, and reflection are needed contributions to our
class. It is important that candidates approach attendance on a professional level. Pleasearriveto
classandoronlinemeeting,on time and remain present bothphysically and mentally until the end
of class. It is the candidate’s responsibility to notify the instructor in advance of an absence. Assignments
are due on the designated due date, even if the candidate is not in class. In addition, it is the student’s
responsibility to find out what he or she missed and any assignments due for the next class session.
Student Responsibilities and Expectations
• Be an active listener and participant
• Complete required readings and assignments
• Be prepared to participate in class discussions and activities
• Self-monitor participation in group discussions, including using the Norms of
Collaboration (pausing, paraphrasing, probing, putting ideas on the table, paying attention
to self and others, presuming positive intentions, pursuing a balance between advocacy
and inquiry)
• Cell phones should be silenced during class.
• Electronics will be used to access materials needed for course content only
• Notify instructor if you will be absent from class
Textbook and Materials
Study.com AP Biology course materials
Next Generation Science Standards for California Public Schools
Science Safety Handbook for California Public Schools
POGIL (Peer oriented Guided Inquiry Learning) activities for AP Biology
Various handouts, articles, websites
Assignments & Grading Policies
Grades are indicators of the quality of work.
Grade ME (A) Outstanding knowledge and application of course content; assignments turned in on time
and reflect professionalism, effort and application above and beyond minimum course requirements.
Grade M (B) Good knowledge and application of course content; assignments reflect professionalism,
effort and application of course requirements.
Grade Cs (C) Satisfactory knowledge and application of course content: assignments not typically
reflective of graduate level expectations.
Grade IM (D) Unsatisfactory knowledge and application of course content: assignments need
remediation and does not meet graduate level expectations.
Grade I (F)- or Lower Failure Course may need to be retaken and results in placement on Academic
Probation.
5. BrainworX Program Page 5 of 5 AP Biology: Science
20/2021
Grading Scale and Description
Grades Minimum Score Grade-Point
Equivalent
A 93% 4.0
A- 90% 3.7
B+ 87% 3.3
B 83% 3.0
B- 80% 2.7
C+ 77% 2.3
C 73% 2.0
C- 70% 1.7
D+ 67% 1.3
D 63% 1.0
D- 60% 0.7
F 0% 0.0
AP® Biology Big Ideas
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.