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FUNDAMENTALS OF GENETICS AND BIOTECHNOLOGY STAGE 4 CHECKLIST
Student Name: _________________________________________ Group: _______
Your portfolio must include, the student agreement (signed) and the portfolio checklist
Act
Description
Generic
Competences/
Attributes and
Disciplinary
Competences
Type of
evaluation
Activity
Points
Earned
Points
1
Sign Agreement
2
Diagnostic Activity CG 4.1, 6.2 Self assessment
3
Knowledge Acquisition CG 4.1, 5.1.2.3 CD 6 Peer assessment 10
4
Organization Activity CG 4.1, 5.1.2.3 CD 6 By teacher 15
5
Application Activity CG 4.1, 5.1.2.3 CD 6 By teacher 25
6
Metacognition CG 4.2 CD 6
Peer evaluation 15
7
Integrative Activity CG 4.1, 4.5 CD 1,2,6 By teacher 30
8
Lab. practice
CG 8.1
CD 17
By teacher 5
Total
100
* At the end of this Portfolio 4 are the Instructions for the PIA and the rubric.
Student´s reflections about his/her work (Presentation/Content/Activities):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Feedback to
Teacher:______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Students’ Signature_____________________________________ Date:____________
4
FUNDAMENTALS OF GENETICS AND BIOTECHNOLOGY 2016 COMPETENCES
4. Listen, interprets and delivers relevant messages in different contexts through the use of media, tools codes and appropriate tools. • Expresses ideas and concepts through linguistic representations, mathematics or graphics. • Applies different communicative strategies depending who is the speaker, the context they are using and the objective they are looking for. • Identify the key ideas in a text or oral speech and infer conclusions from them. • Manages information technology and communication to obtain information and express ideas.
5. Develops innovations and proposes solutions to problems from established methods
Chooses the appropriate procedures in solving a problem.
Understands reflectively the phases that will lead to the achievement of his/her objective.
Elaborates and designs hypothesis considering the principles, laws and concepts. 6. Sustains a personal position about interesting topics and general relevance, considering others points of view in a critical and reflexive way
Selects the source of information according to responsible criteria 8. Participates and collaborates effectively in diverse teams. • Suggests ways of solving a problem or develop a team project, defining a course of action with specific steps.
Disciplinary competencies 1. Sets the interface between science, technology, society and environment in historical and social contexts. 2. Evaluates the implications of the use of science and technology and the phenomenon related to the origin, continuity and
transformation of nature to establish the actions to prevent the manifestations. 6. Values the common preconceptions about various natural phenomena on the basis of scientific evidence. 12. Applies safety standards in the handling of chemicals, instruments and equipment in carrying out their daily life.
Elements of competence:
Define transgenic organisms and debate the usefulness that represents to living organisms.
Define genetic engineering and debate the benefits and disadvantages in humans.
Debate the pros and cons against genetically modified food. Evaluate the implications of privacy that demonstrates the biotechnology.
INTRODUCTION TO PORTFOLIOS
Every student must complete portfolio requirements each semester in order to be
promoted to the next semester.
Four (4) portfolios will be completed throughout this course. Detailed portfolio 1
requirements are listed on pages 5 and 6 in this handbook*, as well as an agreement
that most be signed to ensure the understanding of the requirements for the present
portfolio.
The portfolio will be considered as a part of each student’s semiannual evaluation
representing 40 % of its final grade (10% of each portfolio).
For this course (), students will be using three (3) ring binders* to present paper
portfolios.
Rubrics and guides for portfolio contents are included in this handbook and should be
used to ensure a high quality portfolio.
PORTFOLIO SUGGESTIONS AND RESOURCES
The Bilingual committee is available to answer questions regarding portfolios.
Reflective entries o All reflective entries must be written by hand. o A reflective entry should reflect the student's best effort in writing. o The entry must contain detailed and specific information about the assignment
or project. o The reflective entry form has a rubric which is in this handbook. o
Instructors are responsible for checking the quality of students’ reflective entries and
assignments. It is the student’s responsibility to secure instructors’ initials where
appropriate on the Student Portfolio Checklist when the portfolio requirement has been
met.
*****************************************************************************
******
P O R T F O L I O 4 A G R E E M E N T
*****************************************************************************
******
I ______________________________________________________ understand that
my portfolio is a collection of my school work and related achievements. The contents
exhibit my effort and progress as these elements relate to the goals represented in my
instructional program.
I agree to accept the responsibility for creating and managing my portfolio as I
complete each requirement. I will submit its content for periodic review to my
instructor. In doing so, I understand that the contents of my portfolio, as well as the
way in which I have presented the contents, will be evaluated for the purpose of
judging my performance in school.
Student Signature: ________________________________ Date:
______________________
Parent Signature:
I have read and understand the above portfolio agreement and have reviewed my
child’s portfolio requirements.
________________________________ Date: ______________________
Stage 4: Biotechnology
DIAGNOSTIC ACTIVITY
Learning Method Individually
Kind of Evaluation Self assessment
Teaching Strategy Questionnaire
Teaching Resources Prior Knowledge
Due Date
Possible Points 0
1.- What is the definition of genetic engineering? a) see what color DNA a dog has
b) making changes in the DNA code of living organisms
c) the discovery of DNA
2.- What are 3 key principles of genetic engineering?
a) create less thirsty crops to lower costs in irrigation
b) find an early warning system to prevent diseases
c) be able to eat more fast food
d) be able to transfer desired genes from one organism to another 3.- What made genetic engineering possible?
a) C.elegants b) The discovery of the mouse c) DNA sequencing d) Thomas Edison
4.- Gene splicing is the technique used to transfer desired genes from one organims to another. What is another name for this process?
a) transfer DNA (tDNA) b) moving DNA (mDNA) c) rescue DNA (rDNA) d) recombinant DNA (rDNA)
5.- Who discovered genetic engineering? Hint: There are 3 people Henry Ford
a) Mr. Gene b) Paul Berg c) Abraham Lincoln d) Stanley Cohen e) Herbert Boyer
KNOWLEDGE AQUISITION ACTIVITY
Learning Method Individually
Kind of Evaluation Peer- Assessment
Teaching strategy Questionnaire
Teaching Resources Biology, Miller and Levine
Due Date
Possible Points 10
1. a. Review Give an example of selective breeding. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Compare and Contrast Suppose you are a geneticist trying to develop a sunflower with red petals and a short stem. As you compare the sunflowers you have on hand, what genetic variations would you look for? What kinds of plants would you select for crossing? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. a. Review What is the relationship between genetic variations and mutations? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Explain How can breeders introduce mutations? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ c. Draw Conclusions How is selective breeding a form of biotechnology? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. a. Review Describe the process scientists use to copy DNA.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Infer Why would a scientist want to know the sequence of a DNA molecule? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. a. Review How do scientists use recombinant DNA? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Use Analogies How is genetic engineering like computer programming? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. a. Review What is a transgenic organism? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Compare and Contrast Compare the transformation of a plant cell with the transformation of an animal cell. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. a. Review Give two practical applications for transgenic plants and two for transgenic animals. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
b. Infer What might happen if genetically modified fish were introduced into an aquaculture facility? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. a. Review Name three uses for recombinant-DNA technology. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Apply Concepts Medicines in the body interact with the body’s proteins. How might normal variations in your genes affect your response to different medicines? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. a. Review List the steps in DNA fingerprinting. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Infer Why is DNA fingerprinting more accurate if the samples are cut with more than one restriction enzyme? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9. a. Review What is a patent? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Apply Concepts How could biotechnology affect your privacy? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
10. a. Review What are genetically modified foods? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Form an Opinion Should a vegetarian be concerned about eating a GM plant that contains DNA from a pig gene? Support your answer with details from the text. _____________________________________________________________________________________________________________________________________________________________________________________________________________________ 11. a. Review What are the main concerns about genetic engineering discussed in this lesson or elsewhere in the chapter? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Pose Questions Write three specific questions about the ethical, social, or legal implications of genetic engineering that do not appear in this lesson. For example, how does personal genetic information affect self-identity? _____________________________________________________________________________________________________________________________________________________________________________________________________________________
Summative rubric
1- Change your work with a classmate and verify their work. Teacher will give the correct
answers. Each question has a value of 4 points each.
2- Use the following formula to get your grade = 100- (number of wrong X 4 points)
RUBRIC FOR KNOWLEDGE ACQUISITION ACTIVITY STAGE 4 2016
Criteria 0 2.5 5 10
Answers 4 questions or
more
unanswered or
incorrect
3 questions (or
more)
unanswered or
incorrect
2 questions (or
more) unanswered
or incorrect
All questions
answered and
correct CG 4.5
DC 6
TOTAL
ORGANIZATION ACTIVITY
Learning Method Individually
Kind of Evaluation By teacher with rubric
Teaching strategy Cornell notes
Teaching Resources Biology, Miller and Levine
Due Date
Possible Points 15
1- In a cornell notes, take notes from all chapter 15.
2- Vocabulary words must have a definition and an example. Process and other
techniques must be fully explained and give an application.
3- Notes must be handwritten to obtain the required points.
Cornell Notes example
Main topic
Vocabulary words
Techniques
Main ideas
Definitions
Examples
Steps in all techniques
Reflexion:
RUBRIC FOR ORGANIZATION ACTIVITY STAGE 4 2016
Criteria 3 2 1 0
Heading All sections of
the heading are
legible and
complete.
All but one
section of the
heading is
complete and
legible.
More than one
section of the
headings are
incomplete
Several headings
are missing
Notes Section Notes are
detailed;
addresses all
areas read or
discussed
Notes include
some details;
addresses most
areas read or
discussed
Notes are
missing key
ideas from
discussion or
reading
Has notes that
lack clarity
Keywords and
concepts
All keywords and
concepts are
used and applied
All keywords and
concepts are
used but some
All keywords and
concepts were
used but
Important
concepts were
missing.
properly. important
information is
missing.
important
information is
missing.
Summary Thoroughly
reflects on key
points
Summary is
complete but
may be missing a
key point
Summary is too
general and non-
specific; may be
missing a
summary
Incomplete;
Missing more
than one
summary
Layout Use of correct
Cornell format;
Writing is legible
and symbols are
clear and easily
interpreted
Use of correct
Cornell format;
Writing and
symbols are
mostly legible
Cornell notes
format is not
precisely
followed; may
be missing an
essential key
element
Notes are
written but not
in Cornell notes
format
APPLICATION ACTIVITY
Learning Method In teams
Kind of Evaluation By teacher with rubrics
Teaching strategy Jeopardy Game
Teaching Resources Online information
Due Date
Possible Points 25
In teams of 5 make a jeopardy games from all concepts of chapter 15.
The game MUST include the following and if one is missing 5 points will be taken from your
grade:
- Include hyperlinks to obtain the question, the correct or incorrect answer.
- Background color and font size must be included and properly so students can read
from their seats.
- Candies of goodies can be used to create class participation.
- If no one in the group can answer the question a teammate MUST answer it.
RUBRIC FOR APPLICATION ACTIVITY STAGE 4 2016
Criteria 5 3 1 0
Content Uses all four clusters.
Different topics within each cluster.
Uses all four clusters.
Limited topics
within each cluster
Uses three clusters.
Limited topics
within each cluster
Uses 2 or less clusters. Within
only one topic
from cluster.
Variety Different types of questions.
Different degrees of
difficulty.
Some variety in questions.
Different
degrees of difficulty.
Some variety in questions.
Shows some
variety in difficulty.
Same types of questions.
Questions too
easy..
Creativity Originality in
questions and categories.
Shows some
originality in questions and
categories.
Shows limited
originality in questions and
categories.
Questions
directly from worksheet or
tests
Presentation/
Participation
Actively engaged in
presenting your groups questions.
Actively participated
in playing games presented by
classmates
Engaged in
presenting your groups
questions.
Participated in playing games
presented by classmates
Limited
engagement in presenting your
groups
questions. Limited
participation in playing games
presented by classmates
Lack of effort in
presenting your groups
questions.
Failed to participate in
playing games presented by
classmates
Technical
specifications
3 or more points are
missed.
Two or more
points are
missed.
One point is
missed.
Font size letter
and color good
for clear
reading. First
slide includes
CIDEB and UANL
logos, teacher
and students full
names,
student’s
numbers, school
and year.
METACOGNITION ACTIVITY
Learning Method In teams of 5
Kind of Evaluation Peer- Evaluation
Teaching strategy Questionnaire
Teaching Resources Biology, Miller and Levine. On line research
Due Date
Possible Points 15
15.1 Selective Breeding Understand Key Concepts 1. Crossing dissimilar individuals to bring together their best characteristics is called a. domestication. c. hybridization. b. inbreeding. d. polyploidy. 2. Crossing individuals with similar characteristics so that those characteristics will appear in their offspring is called a. inbreeding. c. recombination. b. hybridization. d. polyploidy. 3. Taking advantage of naturally occurring variations in organisms to pass wanted traits on to future generations is called a. selective breeding. c. hybridization. b. inbreeding. d. mutation. 4. How do breeders produce genetic variations that are not found in nature? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. What is polyploidy? When is this condition useful? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Think Critically 6. Propose a Solution Suppose a plant breeder has a thornless rose bush with scentless pink flowers, a thorny rose bush with sweet-smelling yellow flowers, and a thorny rose bush with scentless purple flowers. How might this breeder develop a pure variety of thornless, sweet-smelling purple roses? ______________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________ 7. Compare and Contrast Hybridization and inbreeding are important methods used in selective breeding. How are the methods similar? How are they different? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 15.2 Recombinant DNA Understand Key Concepts 8. Organisms that contain genes from other organisms are called a. transgenic. c. donors. b. mutagenic. d. clones.
9. What process is shown below? a. cloning b. transformation c. hybridization d. polymerase chain reaction 10. When cell transformation is successful, the recombinant DNA a. undergoes mutation. b. is treated with antibiotics. c. becomes part of the transformed cell’s genome. d. becomes a nucleus. 11. Bacteria often contain small circular molecules of DNA known as a. clones. c. plasmids. b. chromosomes. d. hybrids. 12. A member of a population of genetically identical cells produced from a single cell is a a. clone. c. mutant. b. plasmid. d. sequence. 13. Describe what happens during a polymerase chain reaction. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 14. Explain what genetic markers are and describe how scientists use them.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 15. How does a transgenic plant differ from a hybrid plant? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Think Critically 16. Apply Concepts Describe one or more advantages of producing insulin and other proteins through genetic engineering. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 17. Apply Concepts Bacteria and human beings are very different organisms. Why is it sometimes possible to combine their DNA and use a bacterium to make a human protein? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 15.3 Applications of Genetic Engineering Understand Key Concepts 18. Which of the following characteristics is often genetically engineered into crop plants? a. improved flavor b. resistance to herbicides c. shorter ripening times d. thicker stems 19. A substance that has been genetically engineered into transgenic rice has the potential to treat a. cancer. b. high blood pressure. c. vitamin A deficiency. d. malaria. 20. Physicians can screen for a genetic disorder using
a. a DNA microarray. b. PCR. c. restriction enzyme analysis. d. DNA sequencing. 21. Describe how a DNA microarray might be used to distinguish normal cells from cancer cells. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 22. Describe two important uses for DNA fingerprinting. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Think Critically 23. Infer If a human patient’s bone marrow was removed, altered genetically, and reimplanted, would the change be passed on to the patient’s children? Explain your answer. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
RUBRIC FOR METACOGNITION ACTIVITY STAGE 4 2016
Criteria 0 5 10 15
Answers 4 questions or
more unanswered
or incorrect
3 questions
(or more)
unanswered
or incorrect
2 questions (or
more)
unanswered or
incorrect
All questions
answered and
correct CG 4.5
DC 6
TOTAL
INTEGRATIVE ACTIVITY
Learning Method In teams of 5
Kind of Evaluation By teacher
Teaching strategy Presentation
Teaching Resources Biology, Miller and Levine
Due Date
Possible Points 30
*Real life situation
Prepare a Seminar in teams of 5 for one of the following topics: 1.- CLONING DOLLY THE SHEEP 2.- DISCOVERY OF DNA 3.- BRINGING EXTINCT SPECIES BACK TO LIFE 4.- PARENTAL TESTING 5.- GENE THERAPY 6.- TRANSGENIC FOOD 7.- LIMB REGENERATION The presentation MUST include the following criteria:
- Presentation done in power presentation with a proper background color and proper font size. Pictures, diagrams and animations must be included.
- Must include a video of 2 minutes that supports your topic. - Use at least 5 references from books and internet. You’re textbook must not be used
in one of the reference. - The front page must include: teammates, group number, topic and school name and
logos.
RUBRIC FOR INTEGRATIVE ACTIVITY STAGE 4 2016
Criteria 0 1 3 5
Introduction Topic is
mentioned
Topic and some
of the subtopics
are stated
Topic and all
subtopics are
stated
Topic and all
subtopics are
stated in proper
order
Knowledge of
Topic
Limited
knowledge of
topic with
little accuracy
Some knowledge
of topic with a
degree of
accuracy
Standard
knowledge of
topic, usually
accurate info
Detailed
knowledge of
topic with
consistently
accurate info
Organization Unclear
agenda with
Scant agenda &
handout with
Clear, logical
agenda is
Clear, logical,
thorough agenda
LABORATORY PRACTICE Lab Session:
Learning Method In teams of 4, individual reports
Kind of Evaluation By teacher
Teaching strategy Hands on, lab practice
Teaching Resources Biology, Miller and Levine.
Due Date
Possible Points 5
*Real life situation
illogical
sequencing &
unhelpful
handout
somewhat useful
handout
usually shown /
followed with
useful handout
is shown &
followed
combined w/
very useful
handout
Conclusion Little summary
of subtopics
Topic and some
subtopics
summarized
Topic and all
subtopics
summarized
Topic all
subtopics
summarized in
proper order
Documentation Little or no
message
support
provided for
major ideas;
visual aids are
missing or
inadequate;
little or no
sourcing
provided
Some message
support provided
by facts and
visual aids;
sourcing may be
outdated or thin,
visual aids need
work
Adequate
message
support
provided for key
concepts by
facts and visual
aids; sourcing is
generally
adequate and
current
Effective message
support provided
in the form of
facts and visual
aids; sourcing is
current and
supports major
ideas
Discussion Little
discussion
generated
from closed-
ended,
repetitive
questions
Some discussion
generated from
somewhat
relevant
questions that
require
superficial
thought
Three relevant
questions
generate
discussion that
requires
thought
Three relevant,
open-ended
questions
generate much
discussion,
insight, analysis &
evaluation
Extracción de ADN Problema ¿Dónde están las instrucciones de las células para reproducirse, construirse y funcionar? Introducción Todos los seres vivos sabemos qué hacer, tenemos una forma y funciones definidas. Hay una molécula en la que se define la gran mayoría de quién eres. Esta molécula determina tu color de ojos, estatura y muchos otros atributos. Esta molécula se conoce como ADN o ácido desoxirribonucleico o material genético. Como cualquier molécula es microscópica y no es posible apreciarla a simple vista, pero sí podemos tomar muchas células y extraerles únicamente el ADN y así ver las características que presenta. Habilidades Aislar y observar la extracción del ADN. Aplicar conocimientos del método científico. Materiales • Vasos de precipitados • Cuchara sopera cafetera • Papel filtro • Tubo de ensayo • Pipeta graduada • Alcohol de 96 grados previamente guardado en el refrigerador por 24 horas • Frutas (plátano, kiwi, brócoli, coliflor, papaya, manzana, fresa, etc) • Jabón líquido para trastes • Sal de mesa • Agua destilada Procedimiento 1. Realizarán el siguiente procedimiento por cada uno de las frutas o partes de planta que tengan. Ninguna fruta debe tener cáscara. a) Licua la fruta 15 segundos con una taza (240 mL) de agua destilada. b) En un vaso de precipitados pon 3 mL del jabón líquido y un gramo de sal. c) Agrega 20 mL de agua destilada y disuelve la mezcla con cuidado para no producir espuma. d) Añade 45 mL de la mezcla de plátano y mezcla de 5 a 10 minutos sin producir espuma. e) Coloca un papel filtro sobre un vaso de precipitados; cuida que no toque el fondo del vaso. Pasa la solución por el filtro hasta completar unos 5 mL. f) Llena el tubo de ensayo con alcohol frío (utiliza la cubeta con hielo). g) Toma con una pipeta la solución filtrada de cada fruta y agrega al tubo de ensayo con el alcohol; deja reposar por 3 minutos sin mover. h) Observa que se forma un precipitado blanco en el tubo de ensayo; ese precipitado blanco es el ADN. Anota tus observaciones. 3. Discute con tu grupo y tu profesor los resultados. Pueden comparar los resultados si todos los equipos tuvieron las mismas plantas pero también si hubo grupos que trabajaron con platas distintas al resto. ¿Hubo alguna planta de la cual se pudo obtener una mayor cantidad de ADN? ¿Qué características comparten todas las extracciones? Anota lo que discutieron.
Resultado obtenido Fotografía del ADN 1. Describe. Señala en la fotografía la parte que corresponde al ADN extraído y en el espacio siguiente describe sus características. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Análisis y conclusiones 1. Aplicar conceptos. En la extracción de la molécula de ADN, ¿qué tipo de información estamos obteniendo y que información es necesaria para otro tipo de estudios? ¿Podemos saber la cantidad de ADN que tiene cada tipo de muestra? ¿Podemos saber el código genético? __________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________ 2. Predecir. Si te dan la muestra de ADN ya aislada ¿puedes saber de qué especie proviene? Explica tu respuesta. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Usar analogías. Los investigadores forenses pueden determinar de quién es el ADN de una muestra. En la técnica que usan pueden “leer” el ADN. ¿Cómo saben qué dice el ADN? ¿En qué se fijan los investigadores? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Evaluar y revisar. ¿Crees que podrías hacer esta extracción con células animales? ¿Qué tejidos animales escogerías para hacer un experimento con este tipo de células? Explica tu respuesta.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Bibliografía Consultada
INTEGRATIVE PRODUCT – VIRTUAL PRACTICE and JEOPARDY
Student Name: __________________________________ Group: ______ ID:
Student Name: __________________________________ Group: ______ ID:
Student Name: __________________________________ Group: ______ ID:
Student Name: __________________________________ Group: ______ ID:
Student Name: __________________________________ Group: ______ ID:
INSTRUCTIONS
Part 1. Choose your favorite lab practice and perform a virtual practice in teams.
Teams must not have more than five members. The practice must include the following
information: (6%)
a) Cover: Include all team members and teacher names, school logos, title
(practice) and date.
b) Introduction: Explain why you perform this practice and all the general
concepts or theory related with it.
c) Hypothesis: What you what to achieve and/or the results you want to obtain.
d) Materials and Reactants: All materials, special equipment and reactants must
be included.
e) Procedure and Results: This is the most important part. By using animations,
hyperlinks, and other resources, explain how the practice should be performed. You
can change the conditions of the place and explain how this affects in the results.
Based on the performed practice, you have to be able to describe and record the
most important (quantitative/qualitative) data.
f) Discussion and Conclusion
g) Bibliography: Include, at least, five references.
Part 2. Make a Jeopardy using the format of the application activity. Each team will use
a chapter from 10-14. (6%)
DELIVERY DATE:
_______________________________________________________
LIP – VIRTUAL PRACTICE AND JEOPARDY TOTAL POINTS: 12
CRITERIA REQUIRED ASPECTS TOTAL
GRADES EXCELLENT REGULAR POOR
DATA Includes all
members and
teacher names,
school logos, title
and date.
One or two data is
missing.
More than three
data is missing.
There is not front
page.
EXCELLENT: 1.0
REGULAR: 0.5
POOR: 0.0
INTRODUCTION
AND HYPOTHESIS
The introduction is
engaging, states
the main topic and
states the main
ideas. Formulates a
focused
hypothesis.
The introduction
does not states the
main topic or
states the main
ideas. Formulates
an incomplete
hypothesis.
There is no clear
introduction. Does
not identify a
correct hypothesis.
EXCELLENT: 1.0
REGULAR: 0.5
POOR: 0.0
MATERIALS AND
REACTANTS
All materials,
reactants, special
equipment and
other aspects
(assistance, rooms,
etc.) are
mentioned.
One to four items
are missing.
Five or more items
are missing. EXCELLENT: 1.0
REGULAR: 0.5
POOR: 0.0
PROCEDURE AND
RESULTS
Procedure shows
animations,
hyperlinks and
other resources to
make a dynamic
presentation.
Results include
relevant data and
are presented in an
organized way.
Information is
presented in an
organized way, but
presentation is not
dynamic. Results
are presented in an
unorganized way
or include some
irrelevant data.
Procedure does not
shows animations,
hyperlinks and
other resources.
Results include
irrelevant data and
are presented in an
unorganized way.
EXCELLENT: 1.0
REGULAR: 0.5
POOR: 0.0
DISCUSSION AND
CONCLUSION
States a discussion
and conclusion,
with justification,
based on a
reasonable
interpretation of
the data.
States a discussion
or conclusion
based on a
reasonable
interpretation of
the data.
States no
conclusion and
discussion, or
discussion and
conclusion is
based on an
unreasonable
interpretation of
the data.
EXCELLENT: 1.0
REGULAR: 0.5
POOR: 0.0
REFERENCES Includes reliable
references from
research papers,
books and web
sites and uses the
APA style. 40% of
the information is
from internet sites.
Includes no
reliable references
from research
papers, books and
web sites and uses
the APA style.
60% of the
information is
from internet sites.
Does not include
references from
research papers,
books and web
sites neither uses
the APA style.
80% (or most) of
the information is
from internet sites.
EXCELLENT: 1.0
REGULAR: 0.5
POOR: 0.0
PRESENT THE
JEOPARDY GAME
The Jeopardy
includes all the
subtopics of the
chapter assigned.
The Jeopardy
missed one or two
subtopics.
The Jeopardy
missed three or
more subtopics.
EXCELLENT: 6.0
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