BIOS 270 Homework Assignments

The following is a list of homework assignments due on the dates listed to the left. All page references are to the course pack.

 

Day

Assignment

Jan 4

None

Jan 6

Send your instructor an email message; Get a copy of the course pack; Read

"Overview" (pp. 1-8), "The Nature of Science" (pp. 9-12), "Reductionistic and Holistic Approaches" (pp. 13-14), and "How to Build a Concept Map" (pp. 15-16). Please also read over the directions for the Student Conceptions Assignment (pp. 17-24) and "Finding Out What Children Think" (pp. 47-56) in preparation for this class.

Jan 11

Read "What Exactly is Constructivism? (pp. 73-78) and do the associated diagnostic test on pp. 79-82. Create a concept map using the first set of genetics concepts listed on p. 89 with reference to the background reading pp. 93-116. Bring a Macintosh formatted ZIP disk to class.

Jan 13

Create a concept map using the second set of genetics concepts listed on p. 89 with reference to the background reading pp. 93-116. Please also read over the directions for "Assignment #2 Report on a Disease that Affects an Organ System" (pp. 57-60), the example (pp. 61-70), and "Rules for Avoiding Plagiarism and Quotation Errors" (p. 71).

Jan 20

Create a concept map using the third set of genetics concepts listed on p. 90 with reference to the background reading pp. 93-116. Be sure to incorporate these into your concept map for the whole unit.

Jan 25

Create a concept map using the fourth set of genetics concepts listed on p. 90 with reference to the background reading pp. 93-116. Be sure to incorporate these into your concept map for the whole unit.

Jan 27

Create a concept map using the fifth set of genetics concepts listed on p. 91 with reference to the background reading pp. 93-116. Be sure to incorporate these into your concept map for the whole unit. Bakers remember to bring your cookies for this class!

Feb 1

Come prepared with questions for the review session. We will also go over the Practice Genetics Construction Kit Problems on pp. 137-140.

Feb 3

Genetics Unit Exam

Feb 8

Read the "Origin of Life" handout on pp. 153-154.

Feb 10

Read the "Life Story" handout on pp. 175-176. Start reading "DNA: Who Would Have Guessed It?" (pp. 155-174). By the end of this class you should have finished the LOGAL MB Explorer "First Look" exercise.

Feb 15

Start making a concept map of the first set of molecular and cell biology concepts on page 149 with reference to the reading "DNA: Who would have guessed it?" pp. 155-174. Be sure to bring a Macintosh formatted zip disk with you to class. By the end of this class you should have completed the following LOGAL MB Exploration exercises: "Introduction", "The Genetic Material", "Who's the Boss?", "DNA Replication", and "RNA as Intermediary".

Feb 17

Make a concept map of the second set of molecular and cell biology concepts on pp. 149-150 with reference to the reading "DNA: Who would have guessed it?" pp. 155-174. Add these concepts to the composite map you are creating of all the molecular and cell biology concepts. Be sure to bring a zip disk with you to class. By the end of this class you should have completed the following LOGAL MB Exploration exercises: "Protein Production", "Mapping DNA", "Genetic Engineering".

Feb 22

Come prepared to offer a 5-minute presentation of what you learned in connection with your student conceptions assignment, which is due this class. (If you work with the Windows version of PIViT, be sure to create transparencies you can use with our overhead projector.)

Feb 24

Read "Common Misconceptions about Cells (pp. 183-186). Create a concept map of the third set of molecular and cell biology concepts on pp. 150-151 with reference to the reading "The Cell" pp. 187-204. Add these concepts to the composite map you are creating of all the molecular and cell biology concepts. Be sure to bring your zip disks with your LOGAL molecular biology files to class.

Mar 8

Read "Lynn Margulis and the Question of How Cells Evolved" (pp. 205-216) and do the questions that follow (pp. 216-217). Make a concept map of the fourth set of molecular and cell biology concepts on pp. 151-152 with reference to this reading and "The Cell" pp. 187-203. Add these concepts to the composite map you are creating of all the molecular and cell biology concepts.

Mar 10

Come to class with questions for the review session. Complete the practice LOGAL MB exercises on pp. 181-182. Bring your zip disks if you want to continue practicing with the LOGAL simulation.

Mar 15

Molecular and Cell Biology Unit Exam

Mar 17

Read "Unit 3 Objectives and Evaluation" (pp. 223-225), "The Five Ways of Looking at Frogs" (pp. 229-231) and "The Structure and Function of the Red Blood Cell" (p. 247).

 

 

 

Mar 22

Write a daily diary entry based on your experiences last class. Summarize what took place, and consider the following diary "seed" questions: Inquiry-

What curious things did you notice about the patient’s red blood cells?

What effect might these features have upon the patient’s cardiovascular function? What further research questions do you have about the mystery disease? Meaning/Relevance- How do your research questions relate to the distinction between reductionistic and holistic approaches in biology?

Create a concept map of the first set of Organismal Biology concepts listed on p. 227 with reference to the reading "Anatomy and Physiology of the Cardiovascular System" (pp. 233-246).

Mar 24

Write a daily diary entry based on your experiences during the last class (and the previous class as needed). Summarize what took place, and consider the diary "seed" questions: Inquiry- What connections did you see between the genetics discussions last time and our exploration of the physiology and cellular anatomy during the first class? How could you account for the differences between individuals who seem to have some of the symptoms of the mystery disease, as compared to those like our mystery patient who have the full-blown disease? Meaning/Relevance- Is the theory you developed today a "good" theory? Why or why not? What characteristics make a theory a "good" theory?

Create a concept map of the second set of Organismal Biology concepts listed on p. 227 with reference to the reading "Anatomy and Physiology of the Cardiovascular System" (pp. 233-246). Combine these with the first set in your comprehensive concept map for the entire unit.

Mar 29

Write a daily diary entry based on your experiences in the last class (and previous classes as needed). Summarize what took place, and consider the "seed" questions: Inquiry- Are the results from this class a "better" interpretation of the genetics than the last class? Why or why not? Meaning/Relevance- Do you think that the results from today "proves" the genetics of the mystery disease? Why or why not?

Mar 31

Write a daily diary entry based on your experiences in the last class (and previous classes as needed). Summarize what took place, and consider the diary "seed" questions: Inquiry - What was the anomaly (unexpected finding) we discovered about the mystery disease from this class? Develop a theory that would explain this anomaly, and identify the evidence you have in favor of your theory. Meaning/Relevance - Since 1947, the evidence (e.g. pedigrees) in support of the genetics of the mystery disease strongly favors the theory of (recessive) simple dominance. Suppose in 2004 you collect pedigree information and your new data conflicts with the long-standing theory. What does this do to the status of that original theory? Read "Malarial Safari" (pp. 259-263).

Apr 5

Write a daily diary entry based on your experiences in the last class (and previous classes as needed). Summarize what took place, and consider the diary "seed" questions: Inquiry - What similarities and differences exist between malaria and the mystery disease? What reasons do you have for believing or doubting that the mystery patient has malaria? Meaning/Relevance- Thus far, much of what you’ve done in the course of this third unit still remains unresolved. How might this teaching approach (a lengthy mystery) enhance or detract from students’ experiences in learning about biology? Read "Is Global Warming Bad for Health" (pp. 267-268). Create a concept map of the third set of Organismal Biology concepts listed on pp. 227-228 with reference to the reading "Anatomy and Physiology of the Cardiovascular System" (pp. 233-246). Add these to your comprehensive concept map for the entire unit.

 

Apr 7

Write a daily diary entry based on your experiences in the last class (and previous classes as needed). Summarize what took place, and consider the diary "seed" questions: Inquiry- Does the ecology/epidemiology of malaria shed light on the problem we discovered two classes ago? If so, how? Meaning/Relevance-

Is it enough for a theory to be supported only by observational data? or does confirming a theory require experimental data? Why or why not?

Read "The Structure of Proteins (Hemoglobin)" (pp. 269-270) and "The Function of Hemoglobin " (pp. 271-272). Complete the "Red Blood Cell/Hemoglobin Questions" on the readings on p. 273. Create a concept map of the fourth set of Organismal Biology concepts listed on p. 228 with reference to these readings and "Anatomy and Physiology of the Cardiovascular System" (pp. 233-246). Add these to your comprehensive concept map for the entire unit.

Apr 12

Write a daily diary entry based on your experiences in the last class (and previous classes as needed). Summarize what took place, and consider the following questions: (Inquiry) "How do the molecular biology results from our last class help us to make sense of the strange shape of red blood cells associated with the mystery disease? How do geneticists depict individuals possessing variant forms of hemoglobin in pedigrees? How would cellular biologists account for these variations?" (Meaning and Relevance) "Comment on how this class affords your understanding of reductionist and holistic perspectives in biology. By itself, does knowing the molecular biology of the mystery disease (i.e. changes in the DNA) capstone our understanding of the mystery disease?" Finish making a concept map of the Organismal Biology concepts listed on pp. 227-228 with reference to the reading "Anatomy and Physiology of the Cardiovascular System" (pp. 233-246).

Apr 14

Come prepared with questions for the review session. The diary entry based on your experiences in the previous class should summarize what took place and address the following questions: Inquiry- "How have the experiences in this unit informed your view of the teaching of science?" Meaning and Relevance- "Textbooks present science as a process in which knowledge is gradually and uncomplicatedly accumulated. Has your experience in this unit caused you to agree or disagree with this? Why or why not?"

FINALS WEEK

Organismal Biology Unit Exam (Unit 3 Diaries are also due)