Posted by: mrborden | March 13, 2016

Week 10 Natural Selection Types

Biology Week 10
March 14 2014
QFD : “Challenges are what make life interesting and overcoming them is what makes life meaningful.” – Joshua J. Marine
?FD : differentiate between the types of natural selection
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) film clip
2) notes
http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124

March 15 2014
QFD : “I am thankful for all of those who said NO to me. Its because of them I’m doing it myself.” – Albert Einstein
?FD :name 3 adaptations made by mammals over the last 500 years
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) handout on natural selection

March 16 2014
QFD : “Go where you are celebrated – not tolerated. If they can’t see the real value of you, it’s time for a new start.” – Unknown
?FD : describe the difference between divergent and convergent evolution
Learning Objective: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) evolution webquest

March 17 2016
QFD : “I am thankful for all of those who said NO to me. Its because of them I’m doing it myself.” – Albert Einstein
?FD :name 3 adaptations made by mammals over the last 500 years
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) test evolution

Multiple Choice Test
Please answer all questions
1 The effects of natural selection may be countered by
A) gene flow
B) genetic drift
C) mutation
D) inbreeding

2 In relation to natural selection, evolution is the
A) process
B) outcome
C) mechanism
D) purpose

3 Scientists generally agree that heterozygous advantage is
A) rare
B) frequent
C) pervasive
D) none of the above

4 The occurrence of large or small beak sizes among seed crackers in the absence of medium-sized beaks is an example of
A) directional selection
B) stabilizing selection
C) disruptive selection
D) none of the above

5 Sickle-cell trait in humans is a classic example of ____________________.
A) how mutations can lead only to tragic outcomes
B) why outbreeding is important
C) the superior fitness seen in heterozygotes
D) how every organism is an integrated gene complex

6 A person with sickle cell trait, having one S allele and one normal, will be resistant to malaria and eventually develop sickle cell anemia.
A) True
B) False

7 For a woman living in central Africa, which genotype would be the most advantageous to have?
A) homozygous for the sickle cell allele
B) heterozygous for the sickle cell allele
C) homozygous for the normal hemoglobin allele
D) it doesn’t matter; all are equally advantageous

8 Mating with relatives is called
A) inbreeding
B) outcrossing
C) random mating
D) clines
E) polymorphic

9 The random loss of alleles in a population is called
A) mutation
B) selection
C) genetic drift
D) electrophoresis
E) gene flow

10 Which of the following factors is most likely to contribute to gene flow between populations?
A) random mating
B) migration
C) mutation
D) genetic drift
E) inbreeding

11 In the Hardy-Weinberg equation, the term 2pq represents the frequency of the
A) dominant homozygotes
B) recessive homozygotes
C) dominant allele
D) recessive allele
E) heterozygotes

12 A scientist measures the circumference of acorns in a population of oak trees and discovers that the most common circumference is 2 cm. What would you expect the most common circumference(s) to be after 10 generations of stabilizing selection?
A) 2 cm
B) greater than 2 cm or less than 2 cm
C) greater than 2 cm and less than 2 cm
D) can’t tell from the information given

13 Refer to question 16, but this time answer what you would expect after 10 generations of disruptive selection.
A) 2 cm
B) greater than 2 cm or less than 2 cm
C) greater than 2 cm and less than 2 cm
D) can’t tell from the information given

14 Refer to question 16, but this time answer what you would expect after 10 generations of directional selection.
A) 2 cm
B) greater than 2 cm or less than 2 cm
C) greater than 2 cm and less than 2 cm
D) can’t tell from the information given

15 Why is genetic polymorphism important to evolution?
A) individual variability provides the raw material for natural selection to act on
B) genes cannot mutate unless they are polymorphic
C) only heterozygous individuals are selected in natural populations
D) the Hardy-Weinberg equilibrium is less likely to be disturbed in polymorphic populations
E) none of the above; genetic polymorphism is not important to evolution

16 In a population of wildflowers, the frequency of the allele for red flowers was 0.8. What was the frequency of the white allele, the only other allele for flower color?
A) 0.8
B) 0.4
C) 0.6
D) 0.2
E) 0.1

17 Referring to question 16, what is the frequency of homozygous red flower plants in the population?
A) 0.04
B) 0.16
C) 0.32
D) 0.48
E) 0.64

18 Referring to question 16, what is the frequency of homozygous white flower plants in the population?
A) 0.04
B) 0.16
C) 0.32
D) 0.48
E) 0.64

19 Referring to question 16, what is the frequency of plants in the population that are heterozygous for flower color?
A) 0.04
B) 0.16
C) 0.32
D) 0.48
E) 0.64

20 What is the ultimate source of genetic variability?
A) mutation
B) migration
C) genetic drift
D) nonrandom mating
E) selection

21 The movement of new genes into a population as a result of migration or hybridization is called
A) founder principle
B) selection
C) gene flow
D) bottleneck effect
E) adaptation

22 A virus killed most of the seals in the North Sea (e.g., dropped the population from 8000 to 800). In an effort to help preserve the species, scientists caught 20 seals and used them to start a new population in the northwest Pacific Ocean. Which of the following factors would most likely have the least impact in this new population?
A) founder effect
B) random mating
C) genetic drift
D) bottleneck effect

23 Inbreeding
A) increases the rate of mutation
B) increases the proportion of homozygous individuals in a population
C) never occurs in plants
D) all of the above
E) none of the above

24 Evolution by natural selection works best on a population having no variation.
A) True
B) False

25 According to Darwin’s theory of evolution, evolution occurs through natural selection operating on populations in ecosystems.
A) True
B) False

26 The theory of population genetics and how evolution occurs includes all but which one of the following
A) Mating must be random.
B) The size of the population is small.
C) There is no influx of genes from other populations.
D) No genotype has selective advantage over another.

27 Using the Hardy-Weinberg Principle, which expression represents the frequency of the homozygous recessive genotype?
A) p2
B) 2pq
C) q2
D) q

28 Which statement most accurately reflects what population geneticists refer to as “fitness”?
A) Fitness is the measure of an organism’s adaptability to various habitats.
B) Fitness reflects the number of mates each individual of the population selects.
C) Fitness refers to the relative health of each individual in the population.
D) Fitness is a measure of the contribution of a genotype to the gene pool of the next generation.

29 Mutation is a relatively unimportant source of variation and is not the foundation for evolution.
A) True
B) False

30 The fact that the majority of human newborns weigh around 7 pounds is reflective of ________________.
A) directional selection
B) stabilizing selection
C) disruptive selection
D) None of these is correct.

31 Organisms that are least likely to experience extinction over the long term are most likely to be found in _______________.
A) areas inhabited by humans
B) very stable habitats
C) desert
D) savanna

32 Which one of the following would cause the Hardy-Weinberg principle to be inaccurate?
A) The size of the population is very large.
B) Individuals mate with one another at random.
C) Natural selection is present.
D) There is no source of new copies of alleles from outside the population.
E) None of the answers is correct.

33 Which one of the following populations would most quickly lead to two groups with few shared traits?
A) a population with disruptive selection
B) a population with directional selection
C) a population with stabilizing selection
D) a population with no selection
E) none of the above

34 Mutations tend to have little effect on the allele frequency in a population.
A) True
B) False

35 The effects of genetic drift are most apparent in small populations.
A) True
B) False

March 18 2014

QFD : “Being happy doesn’t mean that everything is perfect. it means that you’ve decided to look beyond the imperfections.” – Unknown
?FD : describe how genes play a role in evolution of species
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) film about adaptations

Posted by: mrborden | March 6, 2016

Week 9 Populations and Evolution

Week 9 second semester
Biology and Biology honors
March 7 2016
QFD: Be not afraid of life. Believe that life is worth living, and your belief will help create the fact.
Essential question of the Day : Analyze why populations are important to study in terms of evolution
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Learning target : Students will take notes and view a clip that reveals information about Hardy Weinberg and population genetics
1) notes
2) problems Google classroom

HW : finish 3 problems



March 8 2016
QFD: It’s never too late to be what you might have been.George Eliot
Essential question of the day : Analyze various adaptations that organisms have are advantageous for survival
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will solve problems involving hardy Weinberg formula by the end of the period
1) hardy Weinberg problems day 2
Hw : finish all problems

1) Genetic drift – a change in allele frequency due to random chance
Causes a loss of diversity
Affects small populations.. leads to a bottleneck ( drastic reduction in the number of species small populations can lead to a new population called the founder affect
2) Gene flow – occurs when populations join new populations and reproduce and increases the chances of a different species evolving ( liger) (Mule) less likely a species will be able to adapt or reproduce
3) Mutations – leads to genetic variation needed for evolution to occur
4) Sexual Selection selects traits to improve the species and for mating success’
5) Natural Selection selects traits most advantageous for survival
***Mechanisms of change – (mutations, Migration, genetic drift and natural selection)
6) co-evolution is used to describe cases where two (or more) species reciprocally affect each other’s evolution. Co-evolution is likely to happen when different species have close ecological interactions with one another. These ecological relationships include:
Predator/prey and parasite/host
Competitive species
Mutualistic species
March 9 2016
QFD: a single act of kindness throws out roots in all directions, and the roots spring up and make new trees.Amelia Earhart
Essential question of the Day : Name and describe 3 ways in which some organisms have adapted to their environment and why these changes are significant for survival
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will complete a drawing that illustrates the findings of Charles Darwin , adaptation, and an example of survival of the fittest
1) quiz Hardy Weinberg

March 10 2016
QFD: Creativity requires the courage to let go of certainties.
Essential question of the Day : analyze why populations of animals change over time which aspect of evolution are most important to prove the theory of evolution
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will complete a test that reveals information about evolution , and adaptations regarding the theory of evolution by the end of the period
1) test due

March 11 2016
QFD: Joy is a net of love in which you can catch souls. Mother Teresa
Essential question of the day : What adaptations do humans possess?
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will complete a handout concerning the evolution of size by the end of the period
1) dogs decoded
2) handout due on way out of class

Posted by: mrborden | February 28, 2016

Week 8 Natural Selection

Week 8 second semester

Biology and Biology honors
Feb 29 2016
QFD: Don’t worry about being worried. You’re heading out on an adventure and you can always change your mind along the way and try something else.”
Essential question of the Day : Analyze why Charles Darwin’s discoveries were significant to the theory of evolution
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Learning target : Students will take notes and view a clip that reveals information about Charles Darwin and his discoveries of evolution and will complete homework of vocabulary terms listed to evolution
1) notes
2) video clip on natural selection

HW : vocabulary terms

http://evolution.berkeley.edu/evolibrary/article/evo_31 

March 1 2016
QFD: Every single cell in the human body replaces itself over a period of seven years. That means there’s not even the smallest part of you now that was part of you seven years ago.”
Essential question of the day : Analyze various adaptations that organisms have and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will create a Model that reveals information about lines of evidence of evolution by the end of the period
1) web quest mimicry , camouflage, and adaptations
2) watch videos at home about the other types of evidence
Hw : finish Webquest
March 2 2016
QFD: There are two mistakes one can make along the road to truth… not going all the way, and not starting.”
Essential question of the Day : Name and describe 3 ways in which some organisms have adapted to their environment and why these changes are significant for survival
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will complete a drawing that illustrates the findings of Charles Darwin , adaptation, and an example of survival of the fittest
1) finish posters and place on wall , go comment on another groups poster of which u think is important , and any info that you disagree with
2) gallery walk
March 3 2016
QFD: Spring is the time of plans and projects
Essential question of the Day : hypothesize which aspect of evolution ate most important to prove the theory of evolution
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will complete a test that reveals information about charles Darwin , and adaptations regarding the theory of evolution by the end of the period
1) quiz due

March 4 2016
QFD: It is spring again. The earth is like a child that knows poems by heart. – Rainer Maria Rilke
Essential question of the day : What adaptations does a squid possess?
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will complete a lab by dissecting a squid by the end of the period
1) Squid dissection
2) pairs handout

Posted by: mrborden | February 21, 2016

Week 7 Evidence of Evolution

Week 7 second semester
Biology and Biology honors
Feb 22 2016
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution
1) quiz due..
2) video clip on natural selection
3 ) notes

 

HW : vocabulary terms
Feb 23 2016
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a Model that reveals information about lines of evidence of evolution by the end of the period
1) draw a model of : common ancestors,homologous structures, embryo logic evidence, DNA evidence, and vestigial structures (draw a diagram or picture that describes the evidence for evolution, and then write a 1-2 paragraphs about why scientists believe this proves the theory of evolution)
2) watch videos at home about the other types of evidence

https://quizlet.com/122835703/spacerace/embed
Feb 24 2016
QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution
1) finish posters and place on wall , go comment on another groups poster of which u think is important , and any info that you disagree with
2) gallery walk
Feb 25 2016
QFD: “The past is a ghost, the future a dream. All we ever have is now.” -Bill Cosby
Essential question of the Day : hypothesize which aspect of evolution is most important to prove the theory
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a test that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1) quiz due
2) watch natural selection and Charles Darwin video
Feb 26 2016
QFD: don’t want a Black History Month. Black history is American history. ~Morgan Freeman
Essential question of the day : Who was Charles Darwin and what is his significance to the theory of natural selection
This weeks learning objective : HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will complete a webquest that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1) Charles Darwin video and handout

Posted by: mrborden | February 15, 2016

Week 6 Evolution Evidence

Week 6 second semester
Biology and Biology honors Seating chart
Feb 16 2016
QFD: Hate is too great a burden to bear. It injures the hater more than it injures the hated.”—Loretta Scott King
Essential question of the day : Describe why dinosaurs do not exist anymore
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a PowerPoint demonstration that reveals information about lines of evidence of evolution by the end of Wednesday
1) the geologic time scale
2) video clip
3) video project , Google slides, honors – individual , CP – pairs
Students will create a 15 slide PowerPoint that demonstrates how earth, the species of plants and animals, the environment has changed over time by examining one of the four eras in earths history ( Precambrian / Cambrian , Paleozoic, Mesozoic, and Cenozoic )
Included in your presentation : pictures that demonstrate the slide meaning, written explanation for the above requirements, you name/names and a title slide. (Doesn’t count in 15)

Slides 1-2 time period, and description of Era

Slides 3-4 Changes in the Animals from the beginning to end of period

Slides 5-6 Changes in plant life from the beginning to end of period

Slides 7-9 changes in the atmosphere and climate

Slides 10-12 Changes in the land masses

SLides 13-15 Major events that transpired during this time period
HW : continue in PowerPoint


Feb 17 2016
QFD: One day our descendants will think it incredible that we paid so much attention to things like the amount of melanin in our skin or the shape of our eyes or our gender instead of the unique identities of each of us as complex human beings.” —Franklin Thomas,
Essential question of the day : analyze the various eras in earths history
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a PowerPoint demonstration that reveals information about lines of evidence of evolution by the end of today
1) finish power points
2) watch videos at home about the other eras
Feb 18 2016
QFD: Never be limited by other people’s limited imaginations.”
—Dr. Mae Jemison,
Essential question of the day : Differentiate between mass extinctions according to their type
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will present a PowerPoint that demonstrates information about lines of evidence of evolution
1) presentations
2) take home quiz HOMEWORK


Feb 19 2016
QFD: The cost of liberty is less than the price of repression.”
—W.E.B. Du Bo
Essential question of the day : Compare and contrast the eras in Earths History
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a webquest that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1) quiz due , webquest assigned

Posted by: mrborden | February 7, 2016

Week 5 Genetic Engineering

Week 5 second semester
Biology and Biology honors
Feb 8 2016
QFD: Whatever we believe about ourselves and our ability comes true for us.” — Susan L. Taylor
Essential question of the day : how can environmental issues affect a species ? How can genetic engineering play a role in developing species?
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take Cornell notes into their notebooks and write down 3 questions they may have concerning genetic engineering
1) GMOs genetic engineering
2) video clip
3) notes



Feb 9 2016
QFD: Hate is too great a burden to bear. It injures the hater more than it injures the hated.-Coretta Scott King,
Essential question of the day : Anaylze the methods for genetic engineering and describe your results
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take notes into their notebooks concerning the video clips and the main points viewed and write down 3 questions they may have concerning Cloning
1) ethics of cloning humans
2) article Google classroom


Feb 10 2016
QFD: One of the hardest things in life is having words in your heart that you can’t utter. James Earl Jones
Essential question of the day : List 5 reasons why genetic engineering cloning is good for humanity and 5 reasons it is not
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will have a formal debate on the pros and cons of genetic engineering and cloning
1) pros and cons of genetic engineering
2) debate

Feb 11 2016
QFD: For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others. Nelson Mandela
Essential question of the day : should humans clone humans ? Justify your answer
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take a and complete a quiz concerning genetic engineering and the ethics of cloning
1) test genetic engineering

Posted by: mrborden | January 31, 2016

Week 4 Genetic Probability

image

Week 4 Genetic probability
Feb 1 2016
QFD: I have learned over the years that when one’s mind is made up, this diminishes fear. Rosa Parks
Essential question of the day : compare and contrast the terms homozygous dominant, heterozygous and homozygous recessive
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) lecture story of genes alleles and chromosomes
2) group problems
Honors : Hw : read article on Google classroom , highlight important facts .. We will answer questions in class

image

Feb 2 2016
QFD: Laundry is the only thing that should be separated by color.
-Author Unknown
Essential question of the day : analyze the probability of two random events occurring during meiosis
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) group practice mono and dyhybrid cross
Honors Hw : outline of research paper or study including 5 sources

Feb 3 2016
QFD: I was raised to believe that excellence is the best deterrent to racism or sexism.
-Oprah Winfrey, media proprietor

Essential question of the day : predict the phenotype from the genotype of individuals
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) genotype and phenotype … Mating game

Materials: Other students in class with clothes on
Procedure:
1) Students will draw 25 punnett squares on a separate sheet of paper and title it the observation section
2) Mark a little X in the corner of 1 of the 4 boxes in all punnett squares
3) Students will pair up with 5 members of the opposite sex in the class and trade genotypes.
4) The genotypes are as follows:
Boys –Shoes(ear type)D=dangling dd attached tennis shoes receive DD all other shoes dd
Girls – Shoes Sandals Dd shoes dd
Boys shirt color = blood type white AB blue AO red BO green AA purple BB all others OO
Girls shirt/blouse color = blood type white AB blue AO red BO green AA purple BB all others OO
Boys Pants = Hair color shorts = Bb brown hair pants = BB black hair blue shorts = bb Blonde hair
Girls Pant/skirts = Hair color shorts = Bb brown hair pants = BB black hair blue shorts/skirt = bb Blonde hair
Boys – Eye Color wears a watch = EE ( brown eyes) No watch Ee (green eyes) wears or has a hat or over 3 earrings ee (blue)
Girls– Eye Color wears a watch = EE ( brown eyes) No watch Ee (green eyes) wears or has a hat or over 3 earrings ee (blue)
Boys – Sex type boy/girl wear a belt – X does not wear a belt Y
Girls with 2 ears – X

5) Record the data for each encounter in the punnett squares. Record the boys genotype on top and the girls genotype on the left (3 people X 5 traits = 15 boxes)
6) After you are finished with a member of the opposite sex , record your data using the Xs you marked earlier. For instance you may have a Dangling eared, AB blood type, Blonde haired, green eyed, Boy. Write the combination of traits next to the punnett squares
Feb 4 2016
QFD: He who is not courageous enough to take risks will accomplish nothing in life. ? Muhammad Ali
Essential question of the day : determine the mechanisms for mutation in genes
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) genetic mutations and probability
2) X linked genes ( heredity papers due)


Feb 5 2016
QFD: Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed.
-Booker T. Washington, author and politician

Essential question of the day : what would a model of a genetic mutation look like ?

This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) create a mutant animal day 1

Posted by: mrborden | January 24, 2016

Week 3 genetics and probability

Week 3 second semester
Biology and Biology Honors
Jan 25 2016
QFD: Life’s most persistent and urgent question is, ‘What are you doing for others?’
Martin Luther King, Jr.

Essential question of the day : What controls the inheritance of traits in organisms?
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) video clip on genetics , notes ..
2) Handouts due
Hw : vocab Google classroom
Honors article summary + vocab

 

Jan 26 2016
QFD: Love is the only force capable of transforming an enemy into friend. MLK
Essential question of the day : What is probability and how does it help explain the results of genetic crosses?
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) probability worksheets and demonstrations

honors summary due watch video


Jan 27 2016
QFD: The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education. MLK
Essential question of the day : Draw a diagram and differentiate between the genotypes and phenotypes of an organism
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) hybrid and dyhybrid cross activity
Jan 28 2016
QFD: Nothing in all the world is more dangerous than sincere ignorance and conscientious stupidity. MLK
Essential question of the day Summarize the law of independent assortment and the law of segregation.
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) test – genetics , punnet squares, mutation types , meiosis, mitosis
Jan 29 2016
QFD: In the End, we will remember not the words of our enemies, but the silence of our friends. MLK
Essential question of the day : Explain the use of a pedigree. Be able to construct and interpret the results of a pedigree
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) design a pedigree, protein, and a mutation then :
2) design a creature activity

Hw: honors outline due and citations

 

Posted by: mrborden | January 18, 2016

Week 2 Sem 2 Mutation types

Week 2
Biology CP and Biology Honors
Jan 19 2016 Tuesday
QFD: Breakdowns can create breakthroughs. Things fall apart so things can fall together
Essential question of the day : define a positive mutation
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) handout pedigree due
2) article on positive mutations
Hw : finish questions
Jan 20 2016 Wednesday
QFD: A gem cannot be polished without friction, nor a man perfected without trials.
Chinese proverb
Essential question of the day : Explain why more mutations are harmful to humans than are helpful and include environmental factors
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) genetics notes
2) vocabulary
Check Hw
Jan 21 2016 Thursday
QFD: The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.
Martin Luther King Jr.
Essential question of the day : Name and describe 3 different types of mutations caused during replication
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) quiz
2) project mutation ( Google classroom)

Building a model of a mutation
1) investigate one of the various types of mutations and describe in a paragraph the changes in the DNA for your organism.. Be specific
2) build a model of the DNA fragment for your organism that shows the specific mutation using any household objects
3) evaluate how this mutation could affect a organism on earth
4) build a model of your organism and be able to demonstrate and describe the mutation to class (fish, mammal, insect, bird, reptile)

What is the name of your organism ?
How many types of the species are there ? Describe
How many are there and how do they reproduce ? Describe
What environment does your species live in ? Compare the environment and what affect this might have on your species ?
How long has your species lived in earth ?
Write a short story (1 page ) explaining how and where you found this creature and why it is a new species.
1. What is human nature? To understand human nature, what topics must you address
2. Do you think your personality was shaped more by how you were raised or by your genes?
3. When scientists learn that a particular brain structure or chemical is associated with a personality trait, how is that knowledge valuable? Does it help us understand the trait better? Does it have practical implications?
4. If you have siblings, was the family environment in which you grew up the same as, or different from, theirs? If different, do these variations account for how you and your siblings turned out?
5. Is there anything useful about depression? Would a person who was unable to experience depression have problems as a result? Can a person learn anything, or benefit in any way, from being depressed?
6. If you could choose, would you rather be high or low on sociosexuality?
7. Women who are high on agreeableness make more accurate assessments of their “mate value,” their attractiveness to the opposite sex. The study that reported this finding did not offer a very clear explanation. Can you come up with one?
8. Do you agree or disagree with evolutionary psychology’s conclusions about sex differences? Do you think these differences exist in the way the theory suggests? Could they be explained as well or better by culture?
9. If you are a woman, would you be comfortable marrying a man who had less education and made less money than you? (If you are a man, would you be comfortable marrying a woman who had more education and made more money than you?) Why? Are these attitudes changing?
10. Do you think psychology will eventually be replaced by biology?
11. Are people just another species of animal? In what ways are people similar to, and different from, “other” animals?
Jan 22 2016 Friday
QFD: The difference between stumbling blocks and stepping stones is how you use them
Essential question of the day : Compare and contrast a mutation caused during meiosis and mitosis and give an example
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) project , stage one research
2) start on questions over the weekend

Posted by: mrborden | January 8, 2016

Week 1 Semester 2 Mutations

Week 1 second semester
Jan 11 2016
QFD: The world is a tragedy to those who feel, but a comedy to those who think.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : compare and contrast the various types of mutations in a paragraph
Today’s learning objective : students will know and understand how and when various mutations occur
1) rules and procedures for 2nd semester and expectations

*** seating chart
2) video clip on mutations
3) notes (Cornell) on mutation types


Jan 12 2016
QFD: I was brought up to believe that how I saw myself was more important than how others saw me.
this weeks learning object : NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : what causes albinism ?
Today’s learning objective : students will demonstrate a knowledge of mutations by completing a Webquest
1) web investigation

Link to questions

Jan 13 2016
QFD: Everything has got a moral if you can only find it.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : name and describe 3 forms of mutations
Today’s learning objective : students will know and be able to : understand genetic vs somatic mutations and how they affect the overall organism and homeostasis
1) notes

2) quiz on mutations
Jan 14 2016
QFD: Don’t confuse being ‘soft’ with seeing the other guy’s point of view.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : what does a mutation look like ?
Today’s learning objective : students will know and be able to : demonstrate knowledge of genetic combinations that have errors, by reading, highlighting, and answering questions about genetic mutations
1) article :

2)activity … Design a creature ..Google classroom
Jan 15 2016
QFD: A loving person lives in a loving world. A hostile person lives in a hostile world. Everyone you meet is your mirror.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : describe a somatic mutation and how it differs from a germline mutations?
Today’s learning objective : students will know and be able to :
Building a model of a mutation
1) investigate one of the various types of mutations and describe in a paragraph the changes in the DNA for your organism.. Be specific
2) build a model of the DNA for your organism using any household objects
3) evaluate how this mutation could affect a organism on earth
4) build a model of your organism and be able to demonstrate and describe the mutation to class

« Newer Posts - Older Posts »

Categories