AP Biology (Period 2) Assignments
- Instructors
- Term
- Spring 2014
- Department
- Science
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Writing About Worry
Researchers from the National Science Foundation have found that students who were given at least ten minutes to write out their feelings of anxiety before a test improved their test score by nearly one grade. By writing out their feelings, students were able to free up their brain power that was needed to take the test.
Further research shows that writing helps regulate worries, giving students the opportunity to create more space in their working memory. In order to ease stress the weeks before a test, try to write a few times each week, which will help decrease stress levels. Or, write down your fears and test anxieties for ten minutes right before the big exam.
Unrealistically High Expectations
Many students stress during testing season because they strive to be a perfectionistic or have unrealistically high expectations. It is not uncommon for students to say, “I need to get an A on this exam.” The fear of not being able to receive that “A” can lead to a panic attack, or even destructive behavior and depression. Approach testing time with an attitude of optimism. Instead of saying, “I must get an A on this exam,” say, “I am prepared, and I will do my best on this exam.” This will help raise your confidence and ease your stress level.
Testing time is stressful, no matter how you look at it. Besides the tips above, students should eat healthy, exercise, and get a lot of sleep. This, accompanied with a few relaxation techniques and a little personal time will help individuals feel refreshed and relaxed.
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One of the major changes in the redesigned AP Biology course is the requirement that students demonstrate their depth of understanding of biology content through the application of science practices. The AP Biology Curriculum Framework articulates specific learning objectives that merge content with science practice skills (e.g., analyzing data). The learning objectives should not be considered in isolation; they must be taught and learned within the broad context of the entire curriculum framework, which includes the big ideas, enduring understandings, essential knowledge statements, and science practices.
On the free-response section of the AP Biology Exam, students are expected to demonstrate their understanding of biology in the context of authentic problems and research. Whether asked to justify, explain, predict, or describe, students must clearly articulate their understanding of the key biological principle(s) or concept(s) underlying the phenomenon being investigated. In short, to be successful on the AP Biology Exam, students must clearly connect a biological concept to a larger big idea or enduring understanding while using designated science practices and skills. On the exam, students must make claims and defend them — providing evidence as part of their reasoning. This should include making appropriate and insightful connections across big ideas and/or enduring understandings.
When developing their reasoning and selecting supporting evidence to demonstrate understanding, a student might consider applying the following strategies:
- Relate a proposed cause to a particular biological effect (e.g., if asked, What is the evidence that a single mutation caused the phenotypic change seen in an organism?)
- Identify assumptions and limitations of a conclusion (e.g., if asked, If a nutrient has a positive effect on one plant, can you appropriately conclude that it is effective on all plants?)
- Connect technique/strategy with its stated purpose/function in an investigation (e.g., if asked, Identify the control from a list of experimental treatments.)
- Identify patterns or relationships (and anomalies) from observations or a data set (e.g., if asked, Is the behavior of an organism the same in different environments?)
- Rationalize one choice over another, including selection and exclusion (e.g., if asked, Which question from this list of questions can best be investigated scientifically?)
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- Introduction to the World of Stem Cells: A Conference for High School Students
An after-school program for high school students, parents and teachers interested in learning about stem cell research.The goal of the program is to educate the audience on the research and science along with the related issues and potential solutions.
Call for Research Papers - the Department of Neurosurgery hosts a research paper competition to stimulate students' interest in the theory and application of stem cell research. Papers are due March 3, 2014. Essay topics and instructions can be found here .
The conference is held during Brain Awareness Week on March 11th at Cedars-Sinai Medical Center's Harvey Morse Auditorium from 5pm to 7pm. Those interested in attending the conference must register. Last day of registration will be March 10, 2014. Click here to register.
Students who are interested in volunteering and participating in programs offered at Cedars-Sinai should apply through the Teen Volunteer Program. Applications are available February 1, 2014 and are first-come first-served until they have reached capacity.More information can be found here.
For more information about the conferences listed, please contact Samantha Phu, Department Academic Program Coordinator, at [email protected].
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Purpose
The purpose of this call for research essays for high school students is to stimulate interest in, and develop their understanding of, the theories and applications of stem cell research.
All currently enrolled high school students are eligible to participate. All essays need to be submitted by March 3, 2014 to be considered for awards.
Topics of Research Essays
1. How do stem cells differentiate into adult cells? How can these processes be manipulated to generate new tissues? 2. Discuss the recent successes of the use of stem cells in therapy for human disease 3. Discuss the challenges of making stem cell therapies more viable for human use 4. What are stem cells and how do they work? How do embryonic differ from adult stem cells? Which stem cells have seen success in their intended use for human therapies?
Research Essay Guidelines
Quality of the content is favored over length (but essay should be long enough to address the questions you researched).
At least five references should be used in the preparation of the research paper with at least two of the references from recent publications. (Wikipedia cannot be listed as a reference for the essay).
References must be cited within text of essay.
References must be included in bibliography: Periodicals: Author, title, publication, volume, number and date Textbooks: Author, title, publisher date Websites: Author, title, website link
Research Essay Submission Information
All questions prior to submission as well as essay submission can be forwarded via email to Samantha Phu at [email protected].
The winners will be announced during the Cedars-Sinai Department of Neurosurgery’s Introduction to the World of Stem Cells Program for high school students, parents and teachers on Tuesday, March 11, 2014 at 5pm at Cedars-Sinai Medical Center’s Harvey Morse Auditorium.
For more information, contact Samantha Phu phone: 310.423.9522 email: [email protected] or website: cedars-sinai.edu/neurosurgeryconferences
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http://vcell.ndsu.edu/animations/lacOperon/movie-flash.htm
http://highered.mcgraw-hill.com/olc/dl/120080/bio27.swf
http://highered.mcgraw-hill.com/sites/0072556781/student_view0/chapter12/animation_quiz_4.html
http://www.sumanasinc.com/webcontent/animations/content/lacoperon.html
http://bcs.whfreeman.com/thelifewire/content/chp13/1302002.html
http://highered.mcgraw-hill.com/sites/0072556781/student_view0/chapter12/animation_quiz_3.html