Wednesday, January 30, 2013

" Got Blood?" analysis questions


“ Got Blood ” Analysis Questions

1) What are the Blood “types “ of the four stations?  Why do you think so? (Explain)

 

2) Draw a Punnet square for a heterozygous type A mom ( A,o ) and a heterozygous type B dad ( B,o ).

What are the Phenotypes/genotypes and the ratios for each that would form?

 
3) Why is O blood type called the “universal donor?”  Why is AB blood type called the “universal receiver? “ Explain your answer discuss about antigens and

antibodies.
 

4) How might you use this ability to find out blood types to solve a crime or determine paternity of a child? Explain your answer.

 

Monday, January 28, 2013

earthMoon rubric 2013


Earth/Moon Diagram Rubric   13              Group Name:_____________________________Score:

 

Section
Exceptional  5 pts
 Good 4 pts
Acceptable 3 pt

    Revisit 1

Illustration Citations
(attach works cited page to poster back )
-All of Good +:
 ==All citations are collated on one alphabetized Work’s Cited Page
-All of Acceptable +:
 ==All illustrations are keyed to the Work’s Cited Page (a letter or number is next to each citation and the corresponding illustration on your poster)
-Correct citations are included in a Work’s Cited Page for all illustrations, diagrams, figures, charts and student ‘authored’ artwork (=your name, the date and OHS, CA).
-Not all illustrations, diagrams,
figures, charts and student
‘authored’ artwork is cited.  And/or
there are Work’s Cited Page format problems.
 
 
EQ
Illustrated Content
Accuracy
(2x Score)
 
 
- All EQs and sub topics are illustrated the drawings, tables, diagrams, keys, scales, figures and charts are all student generated for the Earth and the Moon;
- The EQ information is scientifically accurate all text: titles, labels and student generated text notes are computer generated by students and attached to the poster.
- All EQs and sub topics are illustrated more than half of the drawings, tables, diagrams, keys, scales, figures and charts are not photocopied, scanned or printed for the Earth and the Moon;
- The EQ information is scientifically accurate text is limited to titles, labels and student generated text notes.
- All EQs and sub-topics are illustrated mostly with non-student generated drawings, tables, diagrams, keys, scales, figures and charts for the Earth and the Moon;
-The EQ information is scientifically accurate lots of text used to explain some EQ illustrations
- Missing or vague
illustrations for EQ information
and/or sub-topics.
-EQ information is not correct.
 
 
EQ

Illustration Quality

 
 
 
- Throughout the entire poster: art, diagrams, photocopies, keys and symbols are used to neatly and colorfully provide visual illustration of EQ research.  Students use unifying symbols/themes/colors between the different quads. 
- Throughout the entire poster: art, diagrams, photocopies, keys and symbols are used to neatly and colorfully provide visual illustration of EQ research. 
- Throughout most of the poster: art, diagrams, photocopies, keys and symbols are used to neatly and colorfully provide illustration of EQ research. 
- Poster: art, diagrams, photo-
copies, keys and symbols are not
neat and/or lack color and/or do not
illustrate the EQ research.   
 
Group
Effort
 
-Teacher observation of in-class production time and/or each poster quadrant’s illustrations are evidence that all members of the group made exceptional effort to create the poster.
-Teacher observation of in-class production time and each poster quadrant’s illustrations are evidence that all members of the group made great effort to create the poster.
-Teacher observation of in-class production time and each poster quadrant’s illustrations are evidence that all members of the group made some effort to create the poster.
-If teacher did not observe a
student working in class or
observed other group members illustrate their quad that
student earns a 0/100 on the
EMP poster grade

 

Group grades will be based on this rubric and translated into 250 pts any rubric with a revisit mark will not score higher than 60%

Earth Science- Earth Moon Introduction


Earth/Moon Project 2012/2013:  Introduction

You and your fellow group members are going to:

·       Independently research an aspect of the Earth and Moon system (matter, inside, surface, interaction).

·       Cooperatively design and create a unique graphic representation of your text research for the Earth and Moon.

·       Develop skills in varied source research (text, reference, and online) and in cooperative group work.

In class, I will provide activities and other materials to give everyone a general understanding of the main concepts related to each Earth/Moon quadrant for the final exam.  I will provide some class time for project poster production, but group members should exchange phone numbers and/or email addresses for contact outside of class.  Groups will be determined after the Winter break.

Assessment:

An individual grade will be determined for group members based on the completion of their quadrant research notes and a works cited page.  You will have approximately one day in the library for text research and one day in the computer lab for completing research notes and citations.  Focused and productive students might complete all of their research on these days.  I recommend students also use their textbook at home and in most cases students will need to complete research and citations outside of class.

A group grade will be determined by the group’s ability to cooperatively produce a poster/diagram (or other format) of their Earth and Moon research through illustrations, diagrams and tables.  A poster rubric will be provided after research is completed.

ote:  students that do not do the individual research portion of this project will not be able to earn a passing grade on the project!  Cooperating is essential to success, the highest scores always occur when everyone in the group does more than what they are expected. 

 

Calendar:  (subject to change as needed)

  • Preliminary research (50pts ): 1-2 pages of general back ground info
  • and 5 sources                                                                                                      Due 1/7/2013
  • Majority of quadrant research packet should be illustrated on poster and work     Due week of

cited page: 3 sources, minimum including text book. (50pts)                                  1/28/2012                                                                                  

·       Final poster/revised research & works cited page Deadline                           Due 2/1/2012


·       Individual and Group cooperative grades                                                          Due 2/1/2012


**Works cited  must include a minimum of your text book, two other text sources and two different internet sources, for a minimum total of 5 overall sources!**

Tuesday, January 22, 2013

Traits lab guide sheet


Traits Lab for District Competency (graphing skills, analysis and predictions)

 

Back ground:  This partial lab will be used to determine your science competency for the district.  It is expected that you should be able to complete this lab with a score of 70% or higher; scoring below this # in essence suggest that you do not have the skills needed to earn credit for this class.  You may continue to redo this lab until you have a 70% score.  But your grade on the lab for my class will only change if you earn the passing score by its due date or after the first revision.

 

Task:  This is a partial lab write up you will need to include the following for your final draft:

  1. Question:  Are dominant or recessive expressions of genetic traits most common in this class?
  2. Hypothesis:  Insert your educated answer to the question here
  3. Data Table:  must be ruled and include any observations that may affect data collection
  4. With observation journal
  5. Analysis:  Using the good graphing rules create a bar graph that compares the # of students that have the dominant or recessive expression of each trait you test.  Questions 1) How would testing the entire 10th grade population affect your answer to the question?  2) Which trait(s0 were most commonly affected by environmental factors obscuring the genetic phenotype?
  6. Conclusion:  write your conclusion paragraph.  Restate the hypothesis, use evidence to support your comments, address sources of error and include a next step (social context is not required).

Procedures:

  1. Survey everyone in class for the presence of at least 7 genetic traits.  Coordinate with your group members you may not all test the same traits (no more than 4 can be in common) for each table group.
  2. Describe any variations, environmental changes or other OBSERVATIONS of note that may influence the observance of the trait for each person tested.
    1. Don’t forget to keep track of who you test and any relevant observations about trait expression for each person tested.
  3. Once the data collection process is complete begin the analysis and conclusions.  This part can easily be completed at home.  Use REAL graph paper.

 

The Lab rubric/grading:

  • I will grade all parts of the Format section
  • Data Manipulation will be x3 pts a score for data tables, graphs and analysis questions
  •  And all of the Conclusion section should be included with all sections (except Logic) worth x2 pts.
 
TRAITS
DOMINANT
RECESSIVE
Space Between Top Teeth
Space
No Space
Chin Shape
Cleft
No Cleft
Hair on Knuckles
Hair
No Hair
Rolling Tongue in a “U” Shape
Can Roll
Can’t Roll
Tongue Flipping
Flip
Can’t Flip
Eye Color
Brown/Green
Blue/Gray
Ear Lobe Attachment
Free
Attached
Hand Usage
Right
Left
Hair Color
Not Red
Red
Hair Type
Curly
Straight
Hair Shade
Dark
Blond
Nose Shape
Roman
Straight
Freckle Amount
Freckles
No Freckles
Having Dimples
Dimples
No Dimples
Hair Line
Widow’s Peak
No Widow’s Peak
Hitchhiker Thumbs
Curved Thumbs
Straight Thumbs
Little Finder “Pinky” Shape
Bent Pinky
Straight Pinky
Finder/Toe Number
6
5
Taster (PTC)
Taster
Non-Taster
TRAITS
DOMINANT
RECESSIVE
PEDIGREE DETERMINED
Hitchhiker Thumbs
Curved Thumbs
Straight Thumbs
Yes
Hair Color
Not Red
Red
Yes
Hair Type
Curly
Straight
Yes
Hair Type
Curly
Straight
Yes
Eye Color
Brown/Green
Blue/Gray
Yes
Rolling Tongue in a “U”
Can Roll Tongue
Can not roll Tongue
Yes