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- (-) Remove Introductory Biology filter Introductory Biology
- (-) Remove Assessment of individual student performance filter Assessment of individual student performance
- (-) Remove Synthesis/Evaluation/Creation filter Synthesis/Evaluation/Creation
- (-) Remove Introductory filter Introductory
- (-) Remove Upper Level filter Upper Level
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A flexible, multi-week approach to plant biology - How will plants respond to higher levels of CO2?Learning ObjectivesStudents will be able to:
- Apply findings from each week's lesson to make predictions and informed hypotheses about the next week's lesson.
- Keep a detailed laboratory notebook.
- Write and peer-edit the sections of a scientific paper, and collaboratively write an entire lab report in the form of a scientific research paper.
- Search for, find, and read scientific research papers.
- Work together as a team to conduct experiments.
- Connect findings and ideas from each week's lesson to get a broader understanding of how plants will respond to higher levels of CO2 (e.g., stomatal density, photosynthetic/respiratory rates, foliar protein concentrations, growth, and resource allocation).
A clicker-based case study that untangles student thinking about the processes in the central dogmaLearning ObjectivesStudents will be able to:
- explain the differences between silent (no change in the resulting amino acid sequence), missense (a change in the amino acid sequence), and nonsense (a change resulting in a premature stop codon) mutations.
- differentiate between how information is encoded during DNA replication, transcription, and translation.
- evaluate how different types of mutations (silent, missense, and nonsense) and the location of those mutations (intron, exon, and promoter) differentially affect the processes in the central dogma.
- predict the molecular (DNA size, mRNA length, mRNA abundance, and protein length) and/or phenotypic consequences of mutations.