The Fall 2012 KABT meeting is just over a week away. \u00a0Several members have stepped up and volunteered to present. \u00a0Should be a great time to meet, get reacquainted and geek out about biology. \u00a0A whole lot of sharing of ideas, problems and solutions happen at these meetings. \u00a0The meeting start with registration at 8:30 at the KU Field Station north of town. \u00a0Registration is $15 to cover facilities and noon meal. \u00a0Hope to see you there.<\/p>\n
Each Presentation is scheduled for 40 minutes with a 5 minute break between presentations. \u00a0Here’s how the day breaks down.<\/p>\n
8:30–>9:00<\/strong> 9:00–>9:40<\/strong> 9:45–>10:25<\/strong> 10:30–>11:10<\/strong> 11:15–>11:55 \u00a0<\/strong> 12:00–>1:25<\/strong> \u00a0 \u00a0Lunch<\/strong> \u00a0(burgers, veggie burgers, brats), Poster Presentations<\/strong>, Track Tube Demonstration<\/strong>, short Business Meeting<\/strong><\/em><\/p>\n 1:30–>2:10<\/strong> 2:15–>2:55<\/strong> 3:00–>3:40 3:45–>4:30<\/strong> The Fall 2012 KABT meeting is just over a week away. \u00a0Several members have stepped up and volunteered to present. \u00a0Should be a great time to meet, get reacquainted and geek out about biology. \u00a0A whole lot of sharing of ideas, problems and solutions happen at these meetings. \u00a0The meeting start with registration at 8:30
\nRegistration \u00a0(Breakfast is on your own but we do plan on providing lunch)<\/p>\n
\nEnzyme kinetics (inquiry adaptations & Excel modeling)<\/em><\/strong>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Michael Ralph (Olathe East High School)
\nExploring how to encourage student inquiry and build deep content understanding<\/p>\n
\nLessons from the BSCS AP Biology Leadership Academy<\/em><\/strong>\u00a0 \u00a0 \u00a0 \u00a0 Lin Andrews (Goddard Eisenhower High School)
\nTechniques and Tips for taking an inquiry investigation to the next level with formative assessment techniques, argumentation and connecting to big ideas.<\/p>\n
\nTadpole and Fairy Shrimp Culture in the Classroom<\/strong> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<\/em>Mike Grose (KU Museum of Natural History)
\nPresentation abstract:
\nTadpole shrimp (Triops<\/em>) are important ecological links in semi-arid and ephemeral pool habitats. \u00a0They need to complete their entire life cycle within weeks and lay hundreds of eggs for the next generation. \u00a0This presentation will cover everything you wanted to know about raising these fascinating vernal pool dwellers. \u00a0 I’ll cover equipment you may already have, ideal hatching conditions, what they need to eat, and how to raise them to egg laying adults. \u00a0 Their quick life cycle may make them ideal experimental animals for behavior projects, science fairs, or just fun demonstrations for animal diversity. \u00a0I have dried out eggs, so if you interested you can leave and start your own colonies. \u00a0(If you or your students are really interested in raising them, let me know before and I’ll prepackage a starter kit for you). \u00a0E-mail me at\u00a0mjg@ku.edu<\/a><\/p>\n
\nAlgae and Biofuels Classroom Research<\/em> <\/strong>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Andrew Ising and Scott Sharp (Junction City and De Soto)
\nWe will aim to show how microalgae can be used in a variety of classes and at many different levels to demonstrate concepts in Microbiology, Ecology, Biotechnology and Engineering.\u00a0 We\u2019ll discuss cheap ways to measure algae densities, and the best way to keep it alive and thriving.<\/p>\n
\nHalo Bacteria as Model Organism in the Classroom<\/em>\u00a0<\/strong> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Kelley Tuel (Emporia State University)
\nHighlighting\u00a0attributes that make the extremophile Model Microbe, Halobacterium sp. NRC-1 an exciting tool for safe and versatile classroom use.<\/p>\n
\nCalifornia Blackworm Investigation<\/em><\/strong>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Paula Donham (Olathe East High School)
\nTo explore the impact of treatments on the pulse rate of the worm\u00a0Lumbriculus variegatus\u00a0<\/em>while refreshing and refining student understanding of experimental design with a focus on recognizing and minimizing experimental bias.\u00a0\u00a0<\/strong>Adapted from Dr. Charles Drewes, Iowa State University (<\/em>http:\/\/www.eeob.iastate.edu\/
\nCricket Frog Citizen Science \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<\/strong>Dan Smalley (Augusta High School)
\nThe goal of this presentation is to describe and inspire teachers to have students help to gather data about cricket frog populations. I will be describing a project I did last year with my students where we collected data about a population of cricket frogs near our school. I want to make a proposal that other classes join in and study the frogs too. In several other states these frogs have been used to describe environmental pollutants, as well as emerging evolutionary patterns. What patterns may our students find if they too looked at data about these frogs from Kansas?<\/p>\n
\nPlanting Science<\/strong> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Bill Welch (Wichita Northwest)
\nHow to use the Plantingscience.org<\/a> website and integrating it into the classroom setting.<\/p>\n","protected":false},"excerpt":{"rendered":"
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