Allyson Baughman and Pam Francis

Not just for the Pre-AP, AP or ALPS
classroom.

Teacher’s with students who are identified as
GT must provide differentiation within their
own classroom setting.

Differentiation even for unidentified students
can help maintain classroom management.

Please…
 Don’t put the advanced learner in a position in which
they must tutor others
 Don’t make the differentiation MORE work. It should
be appropriately challenging and different work than
other students who need more support.
 Don’t make a big deal out of the differentiation. The
techniques should be seamless and integrated, just as
all differentiated instruction should.

Please…
 Don’t take grades on mastery above the grade or
course level of student’s enrollment.
 This is the MOST important of all. We want
students to take our classes.

Allow choice of
product for
assignments or
classroom response.
 Free Flowchart Apps
▪ Popplet Lite
▪ Grafio Lite
 Free Drawing Apps
▪ Educreation
 Other products
▪
▪
▪
▪
Poster
PowerPoint (NearPod)
Written Report
Video (can be done on
iPad)

Accepting unconventional ways to respond.

Accepting other ways to solve problems.

Take away the
instructions.

Inquiry?

5 E model.

Guidance available for
those who need it.

Occasionally allow
peers to work with
each other.
 Collaborations
 Lab Partners

Most AP tests now utilize 4 choice multiple
choice.Some still use 5!

Other High level multiple choice.
MULTI-USE MULTIPLE CHOICE
MORE THAN ONE ANSWER
Use the following choices for
questions 1-3
A. F
B.
S
C.
Mg
D. Ar
E.
Mn
Which of the following molecules
have planar configurations?
I. BCl3
II. CHCl3
III. NCl3
a.
I only
b.
III only
c.
I and II only
d.
II and III only
e.
I, II and III
1.
2.
3.
Forms monatomic ions with 2charge in solutions.
Forms compounds with the
formula KXO4
Forms oxides that are common
air pollutants and yield acid
solution in water.



Open ended questions are utilized on every
AP test and account for 50% or more of the
test.
The exam questions are scaffold and
generally start with easier questions that
guide students toward more difficult
questions.
My regular ed. students will never take an AP
class!
A student is assigned the task of determining the mass percent of silver in an alloy of copper and silver by dissolving a sample of the alloy in excess
nitric acid and then precipitating the silver as AgCl. First the student prepares 50. mL of 6 M HNO3 .
(a) The student is provided with a stock solution of 16 M HNO3 , two 100 mL graduated cylinders that can be read to ±1 mL, a 100 mL beaker that
can be read to ±10 mL, safety goggles, rubber gloves, a glass stirring rod, a dropper, and distilled H2O.
(i) Calculate the volume, in mL, of 16 M HNO3 that the student should use for preparing 50. mL of 6 M HNO3 .
(ii) Briefly list the steps of an appropriate and safe procedure for preparing the 50. mL of 6 M HNO3. Only materials selected from those
provided to the student (listed above) may be used.
(iii) Explain why it is not necessary to use a volumetric flask (calibrated to 50.00 mL ±0.05 mL) to perform the dilution.
(iv) During the preparation of the solution, the student accidentally spills about 1 mL of 16 M HNO3 on the bench top. The student finds three
bottles containing liquids sitting near the spill: a bottle of distilled water, a bottle of 5 percent NaHCO3(aq), and a bottle of saturated NaCl(aq).
Which of the liquids is best to use in cleaning up the spill? Justify your choice.
Then the student pours 25 mL of the 6 M HNO3 into a beaker and adds a 0.6489 g sample of the alloy. After the sample completely reacts with the
acid, some saturated NaCl(aq) is added to the beaker, resulting in the formation of an AgCl precipitate. Additional NaCl(aq) is added until no more
precipitate is observed to form. The precipitate is filtered, washed, dried, and weighed to constant mass in a filter crucible. The data are shown in
the table below.
Mass of sample of copper-silver alloy
0.6489 g
Mass of dry filter crucible
28.7210 g
Mass of filter crucible and precipitate (first weighing)
29.3587 g
Mass of filter crucible and precipitate (second weighing)
29.2599 g
Mass of filter crucible and precipitate (third weighing)
29.2598 g
(b) Calculate the number of moles of AgCl precipitate collected.
(c) Calculate the mass percent of silver in the alloy of copper and silver.
An experiment is performed to determine the molarity of acetic acid in a sample of vinegar (HC2H3O2). A standardized solution of 0.10M
sodium hydroxide, NaOH is provided along with the following laboratory equipment.
Rings stand
Buret clamps
Phenolphthalein indicator
2 burets
250 mL Erlenmeyer flasks
50 mL graduated cylinder
100 mL beaker
funnel
safety goggles
The following data was collected for trial 1.
Data Table
Trial 1
Initial Volume
of Vinegar
Final Volume of
Vinegar
Volume of
Vinegar Used
Initial Volume
of NaOH
Final Volume of
NaOH
Volume of
NaOH used
Molarity of
Standardized
NaOH
a)
b)
c)
d)
e)
0.45 mL
11.35 mL
0.30 mL
21.00 mL
0.4843 M
Describe the steps for filling a buret correctly.
Write the balanced equation between vinegar (acetic acid) and sodium hydroxide.
Calculate the volume of vinegar and NaOH used in the experiment and fill in the answers in the data table on your answer sheet.
Calculate the moles of vinegar showing all work.
Calculate the molarity of the vinegar showing all work.
An experiment is performed to determine the molarity of citric acid in a sample of lemon juice (HC6H7O7). A standardized solution of
0.10M sodium hydroxide NaOH is provided along with the following laboratory equipment.
Rings stand
Buret clamp
Phenolphthalein indicator
buret
250 mL Erlenmeyer flasks
graduated pipet
100 mL beaker
funnel
safety goggles
The following data was collected for trial 1.
Data Table
Trial 1
Volume of Citric
Acid used
Initial Volume
of NaOH
Final Volume of
NaOH
Volume of
NaOH used
Molarity of
Standardized
NaOH
a)
b)
c)
d)
e)
f)
2.0 mL
0.30 mL
21.00 mL
0.10 M
Describe why phenolphthalein is added to the reaction.
Write a balanced equation to show the reaction between sodium hydroxide and citric acid.
Determine the volume of NaOH used to titrate the sample. Record on your answer sheet.
Using the molarity and volume, calculate the number of moles of NaOH used to titrate the sample.
Using a mole ratio from your balanced equation, determine the number of moles of citric acid that would react with the NaOH used to
titrate the sample showing all work.
Using the moles of citric acid and the volume of juice you titrated, calculate the molarity of the citric acid (HC6H7O7) in the lemon juice
showing all work.

Talk to your Pre-AP teachers. They have access to quality multiple
choice and free response questions written for your grade level.

http://www.ltftraining.org

The files are .pdf and can be saved to the main sever to share.

If you are not sure who to contact you can contact:
 Science: pamela.francis@burkburnettisd.org
 Math: allyson.baughman@burkburnettisd.org
 English: shannon.johnston@burkburnettisd.org *
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
Learning contracts are both a teaching strategy and an
assessment tool used to encourage self-directed learning.
They are a negotiation between the student and teacher that
allows for shared responsibility of the planning and learning
experiences.
Through learning plan development students begin to take
responsibility and control over their own learning.
Learning contracts allow students to work at different levels
according to their own knowledge.
Allows students to pace themselves and create their own
assignments to prepare themselves for the assessment.

Reading Selections in literature classes.

Other reading?
Language of the Discipline
Details
Patterns
Trends
Unanswered Questions
Rules
Ethics
Big Idea
LANGUAGE OF THE DISCIPLINE
•
•
specialized
vocabulary
names of skills or
tasks particular to
people working
within the
discipline
•
tools used by the
discipline
•
symbols and
jargon used in a
field
What specialized language is needed
to define and/or describe this topic?
How would this topic best be described
by people working in this area, field, or
discipline?
DETAILS
•
•
•
•
attributes/
characteristics
parts/ factors/
variables
facts/ evidence
/information /data
elaboration/
embellishment
What are its attributes?
What distinguishes this from other
things?
What features characterize this?
What are the parts or specific elements?
PATTERNS
•
•
•
repetition in
ideas, elements,
or events
form (i.e.
template,
blueprint, sewing
pattern)
provides
predictability and
shows
relationships
What are the reoccurring events?
What elements, events, and ideas are
repeated over time?
What was the order of events?
How can we predict what will come next?
How can we make another just like this?
TRENDS
•
forces which
influence or cause
change
•
ongoing factors
•
direction
•
courses of action
•
can be social,
political,
economic,
religious, etc.
What are the external factors affecting
the information about this topic?
What ongoing factors have influenced
this topic?
What actions affected the development
of the ideas about this topic?
UNANSWERED QUESTIONS
•
discrepancies
•
missing parts
•
unclear ideas
•
incomplete ideas
What ideas remain unclear or incomplete
about this topic?
What information is still ambiguous about
this topic?
What ideas are still unresolved about this
topic?
What information is relevant to this topic
but is still unavailable?
RULES
•
Structure
•
Order
•
Hierarchy
•
Explanation/
guideline
•
explicit/implicit;
written/unwritten;
natural/manmade;
proven/unproven
How is this topic structured?
What are the guidelines or regulations
affecting this topic?
What hierarchy or ordering principle is at
work?
ETHICS
•
looking at
opposing sides of
an issue
What dilemmas or controversies exist
regarding this topic?
•
arguing from
different points
of view
What arguments could emerge from a
study of this topic?
•
examining
different opinions
•
investigating
controversies,
dilemmas,
prejudice,
discrimination
What elements can be identified that
reflect bias, prejudice, and/or
discrimination?
BIG IDEAS
•
generalizations
•
principles
•
theories
•
laws
•
helps student
gain a greater
understanding of
a discipline
What overarching statement best
describes what is being studied?
Which ideas are best included in this
general statement?
What law or principle is at work?

Laying the Foundation http://www.ltftraining.org

Learning Contracts
http://giftedmmiller.wikispaces.com/GT+Weekly+Tea
ching+Strategy+Learning+Contracts

Kaplan’s Depth and Complexity Model
http://jtayloreducation.com/presentations/Boerne201
0/Boerne%20Workshop%202%20PPTs/q3Cards.ppt

M. Mayfield “Tips for Making Your Session Count for
GT Credit”