Our final project is a debate or paper about a topic related to genetics, GMOs, or a related topic.
The linke to the rubric is http://trillium678.wikispaces.com/GeneticsGMOs+Rubric
The requirements for the topic are:
Debate:
Three arguments for, one argument against, and the rebuttal for that argument. Prepared likely on index cards or post its. Three arguments against argument and the rebuttal for that. Able to argue either side of the debate. Side of debate called by a coin toss day of debate.
PERSUASIVE ESSAY EXPECTATIONS:
Three arguments, an opposite argument and the rebuttal for it. (5 pages high school credit, 3 pages middle school credit)
RESEARCH PAPER:
In your own words thoroughly describe a disease, GMO, or genetic condition. One argument, controversy, or “dishy” thing about it.
Monday, May 10, 2010
Monday, April 19, 2010
Movie about the sugar beet issue, questions to accompany article or essay
Movie re: sugar beets in case you were absent:
http://article.wn.com/view/2010/03/06/Oregon_dispute_over_sugar_beets/
Questions:
Questions to accompany sugar beets article:
1.What company is putting forth the RoundUp Ready Seeds.?
2.Why would banning Round Up Ready sugar beet seeds be a loss to Oregon?
3.Why would banning RoundUp Ready surgar beets be a hardship for farmers?
4.Where does most sugar beet crop come from?
5.When was the sugar beet crop planted?
6.When will it be ready?
7.How would you respond to this court ruling if you were a Monsanto executive?
8.How would you respond to this court ruling if you were a small organic grower in Oregon?
9.If you chose this for your project, and decided to do a debate, what do you think are the three points that you might choose as pro or con. Make a t-chart with pro and con.
10.If you were to choose to write a persuasive essay what side of the debate would you choose and why?
http://article.wn.com/view/2010/03/06/Oregon_dispute_over_sugar_beets/
Questions:
Questions to accompany sugar beets article:
1.What company is putting forth the RoundUp Ready Seeds.?
2.Why would banning Round Up Ready sugar beet seeds be a loss to Oregon?
3.Why would banning RoundUp Ready surgar beets be a hardship for farmers?
4.Where does most sugar beet crop come from?
5.When was the sugar beet crop planted?
6.When will it be ready?
7.How would you respond to this court ruling if you were a Monsanto executive?
8.How would you respond to this court ruling if you were a small organic grower in Oregon?
9.If you chose this for your project, and decided to do a debate, what do you think are the three points that you might choose as pro or con. Make a t-chart with pro and con.
10.If you were to choose to write a persuasive essay what side of the debate would you choose and why?
Sunday, April 18, 2010
Round up ready beets
Here is a few paragraphs about an article about round up ready beets. You can read the full article by clicking the link below.
Suit seeks to bar genetically modified sugar beets
By JEFF BARNARD Associated Press Writer
Wednesday, March 3, 2010 4:40 PM CST
PHILOMATH, Ore. (AP) - Organic farmers fear this year's spring breezes will be carrying pollen from genetically altered sugar beets, which they say could render their crops worthless, and they hope to persuade a federal judge this week to halt the plantings nationwide.
Experts and industry groups say such an injunction could jeopardize U.S. sugar supplies, about half of which comes from the biotech beets planted on more than 1 million acres in 10 states stretching from Michigan to Oregon.
Full article
Suit seeks to bar genetically modified sugar beets
By JEFF BARNARD Associated Press Writer
Wednesday, March 3, 2010 4:40 PM CST
PHILOMATH, Ore. (AP) - Organic farmers fear this year's spring breezes will be carrying pollen from genetically altered sugar beets, which they say could render their crops worthless, and they hope to persuade a federal judge this week to halt the plantings nationwide.
Experts and industry groups say such an injunction could jeopardize U.S. sugar supplies, about half of which comes from the biotech beets planted on more than 1 million acres in 10 states stretching from Michigan to Oregon.
Full article
Genetically modified corn syrup... Ewww
Here is a link to a blog post about how corn syrup has GMO in it. It also has some other serious health concerns.
Sunday, April 4, 2010
Gattaca: Movie Questions
Hi there,
If you missed the movie in class watch the movie and answer these questions.
http://faculty.valenciacc.edu/tklenk/gattacaguide.htm
If you missed the movie in class watch the movie and answer these questions.
http://faculty.valenciacc.edu/tklenk/gattacaguide.htm
Possible topics for papers or debates
I've been reading lots over the break about genetic testing, GMOs, and the awful eugenics movement. I've come up with this list of topics that a student may be interested in researching, debating, and or writing about. This IS NOT A COMPLETE LIST. A student is free to explore any topic related to the topic. Might be good to check with me if it's tangential.
Possible topics: (which I have read about and direct you to leads)
Genetically Engineered Foods May Cause Rising Food Allergies
Monzanto shutting out small farms
Sugar beets and Round Up Ready beets
Susan B. Anthony, Sufragist, and proponent of Eugenics
Eugenics movement in United States
Laws in 1935 Oregon for sterilizing insane, feebleminded, "drunkards", illiterate, or those who scored low on IQ test.
Insurance companies denying those with genetic disorders from coverage
Genetic privacy vs. civil liberties
US Congress 1972 passing the "Sickle Cell Anemia Control Act" where people fired from any Airline or military position if found to be carrier or positive for sickle cell. Often increasing premiums.
Kaiser Permanente and genetic screening.
Nature vs. Nature; genetic claims about controversial topics such as alcoholism, mental illness, homosexuality, criminality.
Diabetes not genetic after all.
DNA profiling and employment.
Tying tubes (sterilization) of certain populations based on prejudice
Possible topics: (which I have read about and direct you to leads)
Genetically Engineered Foods May Cause Rising Food Allergies
Monzanto shutting out small farms
Sugar beets and Round Up Ready beets
Susan B. Anthony, Sufragist, and proponent of Eugenics
Eugenics movement in United States
Laws in 1935 Oregon for sterilizing insane, feebleminded, "drunkards", illiterate, or those who scored low on IQ test.
Insurance companies denying those with genetic disorders from coverage
Genetic privacy vs. civil liberties
US Congress 1972 passing the "Sickle Cell Anemia Control Act" where people fired from any Airline or military position if found to be carrier or positive for sickle cell. Often increasing premiums.
Kaiser Permanente and genetic screening.
Nature vs. Nature; genetic claims about controversial topics such as alcoholism, mental illness, homosexuality, criminality.
Diabetes not genetic after all.
DNA profiling and employment.
Tying tubes (sterilization) of certain populations based on prejudice
Monday, March 22, 2010
Online Quiz About Cell Reproduction
Follow this link and find an online quiz about cell reproduction.
Thursday, March 18, 2010
GATTACA
Hi there, in case you missed class on Wednesday we watched an online movie and I sent home with y'all homework questions to reflect on the movie:
Here is the link:
GATTACA
The questions are:
1. Do you think this could ever happen in our culture?
2. Write the base pairs (A,T,C,G) for the word GATTACA?
3. If the guy that Vincent was frauding to be was able bodied could he have a job at a good place?
4. Do you think if you were to be able to find out the probable causes of your death would you get your genotypic makeup tested?
5. There are tests to see if you have the genetic likelihoods to get prostrate cancer, breast cancer, Leu Gerrig's, or thinks like Hodgkins disease. Would you want to take these test?
If you were gone I expect you to watch at least half the movie as we'll finish it on Monday. Take care, Nina
Here is the link:
GATTACA
The questions are:
1. Do you think this could ever happen in our culture?
2. Write the base pairs (A,T,C,G) for the word GATTACA?
3. If the guy that Vincent was frauding to be was able bodied could he have a job at a good place?
4. Do you think if you were to be able to find out the probable causes of your death would you get your genotypic makeup tested?
5. There are tests to see if you have the genetic likelihoods to get prostrate cancer, breast cancer, Leu Gerrig's, or thinks like Hodgkins disease. Would you want to take these test?
If you were gone I expect you to watch at least half the movie as we'll finish it on Monday. Take care, Nina
Monday, March 8, 2010
Blood Types
Today, Monday, we'll go over tests. Redo the genotypic ratio lab, and if time show a powerpoint on bloodtypes. If not time we'll have some questions for y'all to do it on your own. Here is the link: Blood Types PPT
Questions:
How many blood types does a cow have?
What is the universal donor for dog blood types?
What drug was a dog being used to carry through the country?
Questions:
How many blood types does a cow have?
What is the universal donor for dog blood types?
What drug was a dog being used to carry through the country?
Monday, March 1, 2010
Test went well!
The test went really well! A few 100%s!
Few of us will need to retake it but we're on our way to master the concepts. Please read through the earlier posts on punnet squares and dihybrid crosses.
Press on!
Few of us will need to retake it but we're on our way to master the concepts. Please read through the earlier posts on punnet squares and dihybrid crosses.
Press on!
Thursday, February 25, 2010
Tuesday, February 16, 2010
Radio Lab On Genetics and Life
Radiolab is a great radio show, if you have some time this is a great listen:
http://www.wnyc.org/shows/radiolab/episodes/2008/03/14
http://www.wnyc.org/shows/radiolab/episodes/2008/03/14
Friday, February 12, 2010
Genetics vocabulary handout
Genetics Vocabulary
1. Allele — alternative forms of a gene for each variation of a trait of an organism
2. Diploid — cell with two of each kind of chromosome; is said to contain a diploid, or 2n, number of chromosomes
4. Dominant — observed trait of an organism that mask the recessive form of a trait
5. Egg — haploid female sex cell produced by meiosis
6. Fertilization — fusion of male and female gametes
7. Gamete — male and female sex cells, sperm and eggs
8. Genetic recombination — major source of genetic variation among organisms caused by re-assortment or crossing over during meiosis
9. Genetics — branch of biology that studies heredity
10. Genotype — combination of genes in an organism
11. Haploid — cell with one of each kind of chromosome; is said to contain a haploid or n, number of chromosomes.
12. Heredity — passing on of characteristics from parents to offspring
13. Heterozygous — when there are two different alleles for a trait
14. Homologous chromosome — paired chromosomes with genes fro the same traits arranged in the same order.
15. Homozygous — when there are two identical alleles for a trait
16. Hybrid — offspring formed by parents having different forms of a specific trait.
19. Meiosis — type of cell division where one body cell produces for gametes, each containing half the number of chromosomes in a parent’s body.
21. Phenotype — outward appearance of an organism, regardless of its genes.
23. Recessive — trait of an organism that can be masked by the dominant form of a trait
24. Sexual reproduction — pattern of reproduction that involves the production of subsequent fusion of haploid cells.
25. Sperm — haploid male sex cells produced by meiosis
26. Trait — characteristic that is inherited; can be either dominant or recessive
27. Zygote — diploid cell formed when a sperm fertilizes an egg.
1. Allele — alternative forms of a gene for each variation of a trait of an organism
2. Diploid — cell with two of each kind of chromosome; is said to contain a diploid, or 2n, number of chromosomes
4. Dominant — observed trait of an organism that mask the recessive form of a trait
5. Egg — haploid female sex cell produced by meiosis
6. Fertilization — fusion of male and female gametes
7. Gamete — male and female sex cells, sperm and eggs
8. Genetic recombination — major source of genetic variation among organisms caused by re-assortment or crossing over during meiosis
9. Genetics — branch of biology that studies heredity
10. Genotype — combination of genes in an organism
11. Haploid — cell with one of each kind of chromosome; is said to contain a haploid or n, number of chromosomes.
12. Heredity — passing on of characteristics from parents to offspring
13. Heterozygous — when there are two different alleles for a trait
14. Homologous chromosome — paired chromosomes with genes fro the same traits arranged in the same order.
15. Homozygous — when there are two identical alleles for a trait
16. Hybrid — offspring formed by parents having different forms of a specific trait.
19. Meiosis — type of cell division where one body cell produces for gametes, each containing half the number of chromosomes in a parent’s body.
21. Phenotype — outward appearance of an organism, regardless of its genes.
23. Recessive — trait of an organism that can be masked by the dominant form of a trait
24. Sexual reproduction — pattern of reproduction that involves the production of subsequent fusion of haploid cells.
25. Sperm — haploid male sex cells produced by meiosis
26. Trait — characteristic that is inherited; can be either dominant or recessive
27. Zygote — diploid cell formed when a sperm fertilizes an egg.
Update.
Theoretically folks are finishing up their packet. If done I've asked folks to move onto drawing a dihybrid cross. It's an advanced version of a punnet square that incorporates more than one trait.
And there are more advanced layers that students may explore.
And there are more advanced layers that students may explore.
Wednesday, February 3, 2010
Punnett Squares
Today, first day we changed some details on the syllabus (which i've updated above). We also discussed punnett squares and family trees.
Below is a diagram of a punnett square that has great drawings associated.
Below is a diagram of a punnett square that has great drawings associated.
Tuesday, February 2, 2010
Genetics and GMOs DRAFT Syllabus
Genetics and GMOs
Nina Thompson
nina@trilliumcharterschool.org
(503) 807-7179
Course Blog:http://geneticsandgmos.blogspot.com/
Course Objectives:
Students will be able to understand, explain, and predict patterns of inheritance on the micro and macro levels.
Students will be able to state statistical likelihoods, of patterns being inherited.
Students will be able to identify both sides of pertinent social and policy issues such as genetic testing, GMOs
State Benchmarks:
H.2L.5 Explain how multiple lines of scientific evidence support biological evolution.
H.1L.2 Describe the chemical structure of DNA and its relationship to chromosomes. Explain the role of DNA in protein synthesis.
H.1L.3 Explain and apply laws of heredity and their relationship to the structure and function of DNA.
H.1L.4 Explain how cellular processes and cellular differentiation are regulated both internally and externally
H.4D.5 Describe how new technologies enable new lines of scientific inquiry and are largely responsible for changes in how people live and work.
H.4D.6 Evaluate ways that ethics, public opinion, and government policy influence the work of engineers and scientists, and how the results of their work impact human society and the environment.
Classroom Policies:
Rights and Responsibilities:
Students in this class are asked to abide by the Trillium Constitution guidelines of conduct. To work within the structures set in place for nonviolent conflict resolution. I encourage students to discuss issues or concerns with instructors as soon as they arise. Discussions in this class may get heated as we are talking about very serious issues, however we'll ask that people take a respectful professional tone in our conversations and not cross into personal attacking. Lab Procedure safety requires all of us to be aware of each other's space, be careful about our movements, and wear our goggles for the entire period of asked to.
Curriculum and Content:
Content has been selected to help students become more aware consumers of media, to improve science literacy, to make students aware of the controversial topics of genetic testing and Genetically Modified Foods. Special effort has been made to cover the guidelines for education set forth by the State of Oregon's CIM Benchmarks.
Retakes:
Any student scoring under 70% will be asked to retake the test or quiz. A retake cannot be a higher score than 89%.
Late Work:
Late work will be accepted for half credit within two weeks of the deadline. Exceptions to this would require a doctor note and is subject to instructor approval.
Grades Will Be Based On:
Multiple Choice Midsemester Exam and Final: 40%
Debate or Final Research paper on a topic tied to the class 30%
In class work, movie questionnaires, homestudy, quizzes: 30%
The typical 90% and above is an A, 80-89% is a B, 70-79% is a C, 69% and below is a D, 59% and lower is an F
Cheating: In the first instance of any academic dishonesty cheating, the student will receive an 'F' grade for the work involved. Furthermore, any student who supplies answers, in part or in whole, will receive the same discipline as the one who receives work that is falsely claimed as their own. Subsequent cheating will result in disciplinary action that may lead to suspension or expulsion and/or loss of credit for the class.
Proposed Course of Study:
We'll be using the text book Science Plus: Technology and Society. Holt, Rinehart, Winston. 1997. In addition we'll be watching documentaries about the arguments for and against genetically modified food, watching movies about genetic disorders, and following the print media as it explores these topics.
Units of Study:
Inheritance
Your family tree
Mendel and his peas
Punnet Squares
Monohybrid and DiHybrid Crosses
Project: Dihybrid case.
Vocabulary: Gene, genetics, inheritance, recessive, dominant, allele, homozygous and heterozygous
Chromosomes and DNA:
Cells, cell division, Meiosis
Genetic disorders vs. misfires
Genetic disorders "Puzzle"
DNA, DNA Structure, Watson, Crick and Franklin,
Chromosomes
Project: Extracting DNA, Genetic disorder group (or individual) presentation
Vocabulary: Cell division, Prophase, Metaphase, Anaphase, Telophase, Interphase, Meiosis, Tay Sachs, Sickle Cell Anemia, Hodgkins, Cleft pallat, widow's peaks, Cystic fibrosis
Genetically Modified Organisms:
Firsts and why
How they are used in science research
How they are used to fuel the world market
Pros and Cons
Project: Research for impending debate
Vocabulary: TBD
Genetic Testing:
Firsts and why
How they are used in science research
How they are used to exclude peolpe from jobs and insurance
Pros and Cons
Movie: Gattaca
Project: Research for impending debate
Vocabulary: TBD
Nina Thompson
nina@trilliumcharterschool.org
(503) 807-7179
Course Blog:http://geneticsandgmos.blogspot.com/
Course Objectives:
Students will be able to understand, explain, and predict patterns of inheritance on the micro and macro levels.
Students will be able to state statistical likelihoods, of patterns being inherited.
Students will be able to identify both sides of pertinent social and policy issues such as genetic testing, GMOs
State Benchmarks:
H.2L.5 Explain how multiple lines of scientific evidence support biological evolution.
H.1L.2 Describe the chemical structure of DNA and its relationship to chromosomes. Explain the role of DNA in protein synthesis.
H.1L.3 Explain and apply laws of heredity and their relationship to the structure and function of DNA.
H.1L.4 Explain how cellular processes and cellular differentiation are regulated both internally and externally
H.4D.5 Describe how new technologies enable new lines of scientific inquiry and are largely responsible for changes in how people live and work.
H.4D.6 Evaluate ways that ethics, public opinion, and government policy influence the work of engineers and scientists, and how the results of their work impact human society and the environment.
Classroom Policies:
Rights and Responsibilities:
Students in this class are asked to abide by the Trillium Constitution guidelines of conduct. To work within the structures set in place for nonviolent conflict resolution. I encourage students to discuss issues or concerns with instructors as soon as they arise. Discussions in this class may get heated as we are talking about very serious issues, however we'll ask that people take a respectful professional tone in our conversations and not cross into personal attacking. Lab Procedure safety requires all of us to be aware of each other's space, be careful about our movements, and wear our goggles for the entire period of asked to.
Curriculum and Content:
Content has been selected to help students become more aware consumers of media, to improve science literacy, to make students aware of the controversial topics of genetic testing and Genetically Modified Foods. Special effort has been made to cover the guidelines for education set forth by the State of Oregon's CIM Benchmarks.
Retakes:
Any student scoring under 70% will be asked to retake the test or quiz. A retake cannot be a higher score than 89%.
Late Work:
Late work will be accepted for half credit within two weeks of the deadline. Exceptions to this would require a doctor note and is subject to instructor approval.
Grades Will Be Based On:
Multiple Choice Midsemester Exam and Final: 40%
Debate or Final Research paper on a topic tied to the class 30%
In class work, movie questionnaires, homestudy, quizzes: 30%
The typical 90% and above is an A, 80-89% is a B, 70-79% is a C, 69% and below is a D, 59% and lower is an F
Cheating: In the first instance of any academic dishonesty cheating, the student will receive an 'F' grade for the work involved. Furthermore, any student who supplies answers, in part or in whole, will receive the same discipline as the one who receives work that is falsely claimed as their own. Subsequent cheating will result in disciplinary action that may lead to suspension or expulsion and/or loss of credit for the class.
Proposed Course of Study:
We'll be using the text book Science Plus: Technology and Society. Holt, Rinehart, Winston. 1997. In addition we'll be watching documentaries about the arguments for and against genetically modified food, watching movies about genetic disorders, and following the print media as it explores these topics.
Units of Study:
Inheritance
Your family tree
Mendel and his peas
Punnet Squares
Monohybrid and DiHybrid Crosses
Project: Dihybrid case.
Vocabulary: Gene, genetics, inheritance, recessive, dominant, allele, homozygous and heterozygous
Chromosomes and DNA:
Cells, cell division, Meiosis
Genetic disorders vs. misfires
Genetic disorders "Puzzle"
DNA, DNA Structure, Watson, Crick and Franklin,
Chromosomes
Project: Extracting DNA, Genetic disorder group (or individual) presentation
Vocabulary: Cell division, Prophase, Metaphase, Anaphase, Telophase, Interphase, Meiosis, Tay Sachs, Sickle Cell Anemia, Hodgkins, Cleft pallat, widow's peaks, Cystic fibrosis
Genetically Modified Organisms:
Firsts and why
How they are used in science research
How they are used to fuel the world market
Pros and Cons
Project: Research for impending debate
Vocabulary: TBD
Genetic Testing:
Firsts and why
How they are used in science research
How they are used to exclude peolpe from jobs and insurance
Pros and Cons
Movie: Gattaca
Project: Research for impending debate
Vocabulary: TBD
Subscribe to:
Comments (Atom)