Summer Reading Vocabulary List. Chapter 2 Outline. Chemical Bonds Study Guide. Chapter 3 Outline. Chapter 4 Outline. Organic Functional Groups Study Guide. Chapter 5 Outline. Carbohydrates Study Guide. Lipids Study Guide. Proteins Study Guide. Chapter 6 Outline. Cell Organelles Study Guide.
Cell Theory PowerPoint. Chapter 7 Outline. Cell Membrane Structure Study Guide. Cell Transport Study Guide. Cell Membrane Transport PowerPoint. Osmosis Diffusion Lab. Plasmolysis PowerPoint. Water Potential Graph. Chapter 8 An Introduction to Metabolism. Chapter 8 Outline. Enzymes Study Guide. ETC Movie. ATP Synthase Movie.
Cell Respiration PowerPoint. Krebs Cycle Movie. Glycolysis Movie. ATP Synthase Animation. Chapter 9 Outline. Chapter 10 Photosynthesis. Photosynthesis Tutorial. Photosynthesis Problem Set. Chapter 11 Cell Communication. Cell Communication Problem Set. Chapter 12 The Cell Cycle. Cell Cycle Tutorial. Onion Cell Mitosis Activity. Meiosis Tutorial 2. Cell Cycle Clock Checkpoints. Genetics of Corn. Corn Chi Square Calculator.
In chi square analysis you test o vs e. How to use a Spec Chapter 15 The Chromosomal Basis of Inheritance. Chapter 14 PowerPoint. Chapter 15 PowerPoint.
Chapter 16 The Molecular Basis of Inheritance. History of DNA. Chapter 16 PowerPoint. DNA Replication. DNA Replication Animation. Chapter 17 From Gene to Protein. Restriction Enzyme Movie. Translation Movie. Transcription Movie. DNA Replication Movie. Sordaria Crossing Over PowerPoint. Meiosis Vocabulary Review. Transcription Game. Gene Expression Vocabulary. Chapter 17 PowerPoint. Our activity could certainly be modified to include complete datasets for all eight organisms and less initial scaffolding, if appropriate for a given course and student population.
In order for students to appreciate the nature of science, teachers must weave supporting ideas about the tools and processes of science throughout the curriculum.
However, even teachers with sufficient understanding of scientific processes can struggle with translating these vital concepts into classroom practice Lederman, ; for a review of additional considerations in the biology classroom, see McComas, One of the most important aspects of the nature of science is prioritizing data, including conflicting data, in drawing conclusions and creating arguments to support them. We were highly motivated, as we began constructing the activities in the second of our articles Davenport et al.
As a result, the weighting of evidence is woven through the work students do in both the activity and the assessment. During the group activity, students analyze information sets highlighting physiological, geographic, and molecular data for eight modern-day species. As they do so, they compare each information set to given phylogenetic trees. Students document their group's thinking by drawing lines between a graphic for the information set and the given phylogenetic trees see Figure 2.
The handouts even include a special space for students to develop their own line to depict relationships between claims and available evidence. Activity detail from Davenport et al. Priming students to see that some data are more meaningful than others continues in our suggested assessment for this activity. After students have written explanations for their final tree-assignment, based on the claim—evidence—reasoning CER framework McNeill et al.
We knew that students in our introductory courses might not intuitively prioritize the provided DNA data, particularly when it contradicted data that some students might find more intuitive i. The assessment discussion described earlier in this section, with its highlighting and reviewing of student work, addresses this by prompting students to explain why putatively noncoding regions should receive a higher priority of consideration than the other data provided.
Finally, Brower suggests a hardware-sorting exercise in which students define groupings based on physical characteristics of a collection of fasteners. Clearly, this exercise is a useful tool for considering classification. However, it may not, as described, help students new to evolutionary disciplines practice the revision and argumentation skills required to investigate the modern richness of comparative biology.
For this very reason, we continue to hold that intertwining science content and skill development in classroom experiences and unpacking how evidence can be prioritized is of benefit, regardless of how it is achieved. The authors thank Dr. Brower for his commentary as well as those whose assistance helped clarify our thinking in this response, particularly Armin Mozcek at Indiana University and Isaac Stewart at Black Hawk College.
Recipient s will receive an email with a link to 'Tree-Thinking: A Response' and will not need an account to access the content. Part b earned a point for attachment and another for injection of DNA.
A point is earned for the synthesis of. In part c , a point was earned for stating that the genetic material of a retro virus is RNA and another for the. In part a , a point was earned for exponential growth. In part b , a point was earned for attachment to the host. Part c earned a point for RNA being the genetic material of the retrovirus and another for the function of. Labeled diagrams may be used to supplement discussion, but in no case will a diagram alone suffice.
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