If you teach AP Biology, could you tell me how you plan on covering the systems of the body? My students informed me that the AP Test at the end of the year had very little on body systems. This took up a substantial portion of our review time and if I can remove some, I will. Any suggestions?
No specific system, with the exception of the endocrine system is required for teaching the concepts in 3.D.2. Teachers are free to chooses a system that best fosters student understanding. study of the nervous and immune systems is required for concepts detailed in 3.E.2 and 2.D.4.
I would spend the bulk of my time on these three systems
Over a few sessions, he had mostly sand paper circles left - indicating that that species had survived and reproduced due to their natural adaption, while the regular paper species had died off because they were too easy to catch. If this doesn't make sense, let me know :) Not sure what grade you're teaching.
I am currently studying for the Graduate Diploma of Education (Secondary). I have to write 2 Overviews of Professional and Pedagogical experience Repertoire (PaPer) for the topics "Forces and Motion" (year 7 Physics, Newton's 3 laws, gravity, energy conservation) and "Excretory Systems" (year 11 Biology). I have instructions from my lecturer to interview experienced teachers for this task. Can I please, please, ask any of you, who have taught these subjects if they could please share with me their experiences, in terms of which pedagogical approach worked best for them or how they usually teach the concept, what limitations they came across, what students' common misconceptions are, and how students usually understand these concepts? Even little episodes are very helpful for me.
I have been a science teacher in Puerto Rico for ten years and I have taught from 7th to 12th. When teaching physics concepts (it does not matter the level), the first misconception students have is that physics is another math class. So, in order to eliminate this obstacle, I start by bringing physics concepts to our daily lives, without the math issue. By doing this, students understand that physics is completely pertinent to us. Then, concepts are introduced and explained together with lectures and hands-on activities,such as demonstrations and labs. Once the students become friends to the concepts, math applications come into the picture. Depending on the grade level and group characteristics is the math difficulty level. For me, deriving the equations (without using the term "derive" -it usually creates panic!!) is the best way to bring the students' understanding from the simplest to the most complicated level. The students can see how one apparently complicated equation comes from simpler concepts which usually they already know.
In terms of biology, all kind of visual resources are great. Remember, biological as well as biochemical processes are taught on faith based on scientific research because they are not seen. With time, I have understood that teaching biology following the levels of organization of life is vital. This way, students get to understand the events in the sequence that they must follow in order for life to develop. As for the Excretory System, as you can imagine, students usually think that it is just about the anus. Usually, they do not picture the kidneys as well as other organs as part of this system. When the relationship between all the other systems with the excretory system is explained, they really understand that life is a chain of very regulated processes. At least for me, dissecting is a great tool for students to understand the systems.
Hope this might help,
Cheers,
Myriam Cruz
On 7/22/13, Claudia wrote: > Hi there, > > I am currently studying fo r the Graduate Diploma of > Education (Secondary). I have to write 2 Overviews of > Professional and Pedagogical experience Repertoire (PaPer) > for the topics "Forces and Motion" (year 7 Physics, > Newton's 3 laws, gravity, energy conservation) > and "Excretory Systems" (year 11 Biology). I have > instructions from my lecturer to interview experienced > teachers for this task. > Can I please, please, ask any of you, who have taught these > subjects if they could please share with me their > experiences, in terms of which pedagogical approach worked > best for them or how they usually teach the concept, what > limitations they came across, what students' common > misconceptions are, and how students usually understand > these concepts? Even little episodes are very helpful for > me. > > Thank you so much! > > kind regards > > Claudia
It looks like Google is honoring Rosalind Franklin, whose x-ray crystallography was critical in discovering the structure of DNA. It was the picture looking like an X that told Watson and Cricket that DNA had two strands. If Linus Pauling would have had this information, he would have beat them to the structure.
Hello I am looking for retired biology teachers in the San Antonio to Austin Tx area who are interested in a career in writing test questions for large scale state assessments in the life sciences.
If you're interested please send a resume and note to me at cip.[email removed]
I have taught chemistry for the past six years. This year I am at a new school and I am teaching physics for the first time. Does anyone know of any good physics websites that have resources for teachers, such as worksheets, activities, and labs.
I just stopped by the science board again, and noticed your post. It is late here, so I will send you the seven zip files tomorrow. If you received them or not, post again, so I know you received them or to try again.
How many credentials can I get out of this? I think I can get a physics credential if I take another 8 credits or so. Would it be worthwhile to do this, as even if credentialed, I would have only 14-18 credits in physics.
More importantly, is it better for me to finish a BA in chemistry? That would require more money and an additional year. Do principals value a degree in the subject to be taught (in my case chemistry) or would they prefer many credentials?
How many credentials can I get out of this? I think I can get a physics credential if I take another 8 credits or so. Would it be worthwhile to do this, as even if credentialed, I would have only 14-18 credits in physics.
More importantly, is it better for me to finish a BA in chemistry? That would require more money and an additional year. Do principals value a degree in the subject to be taught (in my case chemistry) or would they prefer many credentials?