23 May Science 7 Design, Build, Fly

Seeing from the PIP that there is some interest in the science and engineering of flight, I thought we could spend today’s class on some basics and some exploration.

Paper flying craft have been fascinating from many years for students. Some hints on the history of paper planes: http://mentalfloss.com/article/55397/which-came-first-airplanes-or-paper-airplanes

The classic “schoolboy dart” involves both design and throwing ability. It can be difficult to separate aspects of design from performance since the skill of the thrower is involved. A few 7th graders made devices to try to standardize the launches so that they could concentrate on the design.

Another way to look at design features of a flying paper craft is to design a glider. The glider is dropped whereas the dart is thrown.

Let’s first look at some descriptive terms and then start a few simple experiments and then see who can make a glider that flies the farthest and straightest.

http://www.scienceclarified.com/everyday/Real-Life-Chemistry-Vol-3-Physics-Vol-1/Aerodynamics-Key-terms.html

If we have time, I will also show you a simple glider/kite that can also be used to examine features of flight.

For Friday, bring a musical instrument, if you like. We will be exploring Sound.


Posted in Science 7 | Leave a comment

21 May Science 7 Personal Inquiry Project showcase and beyond

Open your the reflection document that you cmposed and displayed for your Personal Inquiry Project.

Add your responses to the following prompts/questions to the document . The original reflection with the following additions should be uploaded in your DSN. Make sure it is shared correctly. Also send the link to the reflection with additions to Dr. F by email.

  1. What was the hardest question for you that was asked by someone viewing your project? Why was it hard?
  2. What question surprised you the most? Why do you think you were surprised?
  3. What idea seemed most challenging for you to explain? Why did you feel challenged?
  4. What did you discover about those who talked to you about your project? Their assumptions and preconceptions? Their scientific understanding? Their background knowledge?
  5. What advice, suggestions, recommendations did you receive that you found valuable? Explain why?
  6. What advice, suggestions, recommendations did you receive that you did not think were relevant or important? Explain why?
  7. After the showcase, what did you think of that you wish you had said or demonstrated for someone who had viewed your exhibit? Explain.
  8. Now that we have held the showcase, what do you wish you had known beforehand–about your question/topic?
  9. Now that we have held the showcase, what do you wish you had done on your project differently? Explain.
  10.  Now that we have held the showcase, what suggestions, feedback, advice, etc. do you wish you had received beforehand? Explain.
  11. Write a letter about the idea of personal / independent inquiry to a “New 7th grader.” “Dear new 7th Grader, Let me tell you about the Personal Inquiry Project. . . .”

Students who engaged in Personal Inquiry:

View some of these videos as a class and discuss. View the others on your own.

E.O. Wilson Advice to a young scientist

Posted in Science 7 | Leave a comment

2,4,8,10, 14, 16 May Human Impact Discussions

Be sure that you have submitted the requested comments–see below.

 

After each discussion/activity, please send the leader an email with these items completed in full sentences:

Please, no idle praise or negative criticism. Focus on the topic, not the person.

  1. Your activity made me think of ________________.
  2. Your discussion made me think of ______________.
  3. The most interesting comments in your discussion were __________________.
  4. These questions about your topic came to my mind during your session: ________________.
  5. Your topic concerns me because ______________________________.
  6. I had never thought of _______________________________ until your discussion/activity.

Discussion leaders: Send the link to your human impacts folder will all your documents. Make sure the sharing is set so that anyone with the link can view.

Respond to the following in an email to <rfrazier@aes.ac.in>. Keep your responses as a document in your DSN as well. Put YOUR name and sci 8 comments in the subject line–like this <Richard Frazier Sci 8 Comments>.

  1. What did you think of the presentation about the Yamuna River Project? How many of our class’s sub-topics had some relation to ideas in the YRP? Explain. What most captured your attention? What do you have questions about–What are they?
  2. Describe your level of engagement and concern regarding both the specific  and the general human impact topic. How do you respond to the proposition that the whole set of sub-topics in your class are the most important of your life?
  3. Write a descriptive statement that you see as accurate about your year in Science 8. Include a couple of examples. You may refer to yourself by name (3rd person).
  4. Describe areas of growth you experienced this year–in terms of scientific ideas/concepts; science practices; cross-cutting concepts. Of course, provide examples.
  5. Describe areas of growth you experienced this year–in terms of learning habits.
  6. Describe areas where you think you need to grow (ideas; practices; cross-cutting concepts; learning habits)–especially to meet the demands of high school. Specific examples.
  7. Most fascinating/stimulating topic/activity/concept this year. Why do you think you found them so?
  8. Most puzzling topic/activity/concept  this year (you still have questions–what are they)
  9. Any additional comments you would like to make about your learning, your experience, your goals for the future.

 

Posted in Science 8 | Leave a comment

15 May Science 7 Personal Inquiry Project

Plan your display for the PIP showcase 18 May from 4:30-5:30 in the gym. You will share a table. You will need:

  • A digital display on your ipad. OR A material display with 3-d artifacts, well-made poster, photographs, sketches, infographics, whatever is appropriate. OR digital and material.
  • A well-written and documented report about your project. Show the proposed structure to Dr. F.
  • A well-written reflection about your learning through “personal inquiry.” Include how your thinking developed and changed. What did you learn about yourself as an investigator, scientist, creator, thinker, doer? Describe particular milestones–insights you reached, problems you encountered and solved. This reflection is a good place to consider things like learning habits. Describe your focus, self-discipline, resourcefulness, creativity, originality, depth of knowledge of the topic (research), self-motivation, understanding of concepts-practices-related issues.

If you have not done any work on your original proposal, do the following:

Pick out something you have done in science earlier in the year. A set of complete and thoughtful DSN entries, with photos and sketches would be a good place. Extend your inquiry from what we did in class. You have today 7 May and 9, 11, 15, AND 17. You will need to set up your display after school on the 18th. Make a detailed time-based plan to have your new PIP as a point where you can have the display, the report, and the reflection ready for the showcase.

If you have completed work from your original proposal, first talk with Dr. F and then get the display, the report, and the reflection ready for showing on the 18th. You may need to develop a time-line plan for 7,9,11,15 and 17 May. Include time for proofreading, practicing, correcting (completing trials, for example), printing, constructing, etc.

Share your plans, results, designs, drafts, etc. with Dr. F. today.

Posted in Science 7 | Leave a comment

7, 9 May Science 7 Prepare for Personal Inquiry Project showcase

A. If you have not responded, do so first today:

Respond to the following in an email to <rfrazier@aes.ac.in>. Keep your responses as a document in your DSN as well. Put YOUR name and sci 7 comments in the subject line–like this <Richard Frazier Sci 7 Comments>.

  1. What did you think of the presentation about the Yamuna River Project? What most captured your attention? What do you have questions about–What are they?
  2. Describe your level of engagement with respect to our topics this year–Motion, Energy, Growth-Development-Reproduction, Biodiversity, Evolution, Natural Selection, Adaptation? What connections do you see in the physical science topics (Motion-Energy)? What connections do you see among the Life Science topics?
  3. Write a descriptive statement that you see as accurate about your year in Science 7. Include a couple of examples. You may refer to yourself by name (3rd person).
  4. Describe areas of growth you experienced this year–in terms of scientific ideas/concepts; science practices; cross-cutting concepts. Of course, provide examples.
  5. Describe areas of growth you experienced this year–in terms of learning habits.
  6. Describe areas where you think you need to grow (ideas; practices; cross-cutting concepts; learning habits)–especially to meet the demands of high school. Specific examples.
  7. Most fascinating/stimulating topics/activities/concepts this year. Why do you think you found them so?
  8. Most puzzling topics/activities/concepts  this year (you still have questions–what are they)
  9. Any additional comments you would like to make about your learning, your experience, your goals for the future.

B. Submit Bird Beak Evolution project if you have not done so. Make sure it is also properly uploaded in your DSN.

C. Plan your display for the PIP showcase 18 May from 6-8 in the gym. You will have your own table. You will need:

  • A digital display on your ipad. OR A material display with 3-d artifacts, well-made poster, photographs, sketches, infographics, whatever is appropriate. OR digital and material.
  • A well-written and documented report about your project. Show the proposed structure to Dr. F.
  • A well-written reflection about your learning through “personal inquiry.” Include how your thinking developed and changed. What did you learn about yourself as an investigator, scientist, creator, thinking, doer? Describe particular milestones–insights you reached, problems you encountered and solved. This reflection is a good place to consider things like learning habits. Describe your focus, self-discipline, resourcefulness, creativity, originality, depth of knowledge of the topic (research), self-motivation, understanding of concepts-practices-related issues.

D. If you have not done any work on your original proposal, do the following:

Pick out something you have done in science earlier in the year. A set of complete and thoughtful DSN entries, with photos and sketches would be a good place. Extend your inquiry from what we did in class. You have today 7 May and 9, 11, 15, AND 17. You will need to set up your display after school on the 18th. Make a detailed time-based plan to have your new PIP as a point where you can have the display, the report, and the reflection ready for the showcase.

E. If you have completed work from your original proposal, first talk with Dr. F and then get the display, the report, and the reflection ready for showing on the 18th. You may need to develop a time-line plan for 7,9,11,15 and 17 May. Include time for proofreading, practicing, correcting (completing trials, for example), printing, constructing, etc.

F. Share your plans, results, designs, drafts, etc. with Dr. F. today.

Posted in Science 7 | Leave a comment

3 May Science 7 Finish and submit summative project on bird beaks. Print copy and DSN.

See previous blogpost:

http://rfrazier.msblogs.aes.ac.in/2018/05/01/1-may-science-7-bird-beak-evolution-summative-project/

Respond to the following in an email to <rfrazier@aes.ac.in>. Keep your responses as a document in your DSN as well. Put YOUR name and sci 7 comments in the subject line–like this <Richard Frazier Sci 7 Comments>.

  1. What did you think of the presentation about the Yamuna River Project? What most captured your attention? What do you have questions about–What are they?
  2. Describe your level of engagement with respect to our topics this year–Motion, Energy, Growth-Development-Reproduction, Biodiversity, Evolution, Natural Selection, Adaptation? What connections do you see in the physical science topics (Motion-Energy)? What connections do you see among the Life Science topics?
  3. Write a descriptive statement that you see as accurate about your year in Science 7. Include a couple of examples. You may refer to yourself by name (3rd person).
  4. Describe areas of growth you experienced this year–in terms of scientific ideas/concepts; science practices; cross-cutting concepts. Of course, provide examples.
  5. Describe areas of growth you experienced this year–in terms of learning habits.
  6. Describe areas where you think you need to grow (ideas; practices; cross-cutting concepts; learning habits)–especially to meet the demands of high school. Specific examples.
  7. Most fascinating/stimulating topics/activities/concepts this year. Why do you think you found them so?
  8. Most puzzling topics/activities/concepts  this year (you still have questions–what are they)
  9. Any additional comments you would like to make about your learning, your experience, your goals for the future.

 When you have finished, work on your Personal Inquiry Project.

1. Gather data.

2. Write report (consult with Dr.F.) (See original proposal. Log of activity and findings. Outside research. Etc.)

3. Write reflection on process, learning, connecting with a topic through inquiry. (Consult with Dr. F.)

4. Produce exhibit–either digital / hardcopy / both. Make draft. Get feedback. (Consult with Dr. F.)

Posted in Science 7 | Leave a comment

1 May Science 7 Bird Beak evolution Summative Project

finches

http://www.hhmi.org/biointeractive/origin-species-beak-finch

Carry out the bird beak simulation (see handout or link above). Additional instructions will be given in class. Collect all data.

As individuals:

  • Make a visual display of the data–an appropriate graph (be sure to following good graphing practices–choose a scale that covers all the data, that makes the graph as large as possible AND that is convenient).
  • Label axes with variable name and unit.
  • Include a title.
  • Graph first in pencil and make sure it is correct before using ink.
  • Write a report of the simulation explaining the procedure, the data, and the way natural selection of beak size is modeled.
  • Refer to the various ideas and examples we have considered this semester–from Charles Darwin, to the things you observed in the fruit and flower dissections, field studies and field trip, to the cases of Teosinte, Rock Pocket Mice, Anole Lizards, dogs, primates, the video and written packet on the Grants’ work with the Galapagos finches.
  • Be sure to connect the data to your ideas.
  • Also describe which parts of the simulation correspond to reality and which parts do not.
  • Also make a statement referring specifically to the standards.
  • The visual display and written portion are due at the end of the next class.
  • They should be submitted in hard copy AND uploaded correctly in your digital science notebook.
  • You must do original work.
  • This will be due at the end of class on 3 May.

Natural Selection and Adaptation SA

  1. Students will carry out a simulation related to the natural selection of bird populations in the Galapagos. The simulation will generate quantitative data based on bird beak size.
  2. Data is collected from the bird beak simulation and analyzed.
  3. Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
  4. Product: 1. Visual presentation of the collected quantitative data and analysis. 2. A brief summary of the simulation, collected data, and the cause and effect relationship between beak size and natural selection of bird populations.

The learning standards to be assessed:

Science and Engineering Practices

  • Developing and using models
  • Using mathematics and computational thinking

Cross Cutting Concepts

  • Cause and effect
  • Structure and function

Disciplinary Core Ideas

  • Natural selection and adaptations

Reading and Video–context for Assessment

finches  (Read pp. 121-124. Read about activity pp. 125-134–do not conduct this activity–just prepare your mind. Read about activity pp. 135-140–do not conduct this activity–just prepare your mind. Read about activity pp. 142-144–do not conduct this activity–just prepare your mind. )

We will watch this video together. You may watch it beforehand to identify your questions. http://www.hhmi.org/biointeractive/origin-species-beak-finch

Posted in Science 7 | Leave a comment

19, 23, 25, 27 April Science 8 Human Impact Project research, planning, preparation

Keep in mind: “Everything is connected.” “You can’t change just one thing.”

Tragedy of the Commons (mentioned in yesterday’s ET):

http://www.garretthardinsociety.org/articles_pdf/tragedy_of_the_commons.pdf

http://science.sciencemag.org/content/162/3859/1243.full

Note for 27 April.

Be fully prepared to conduct your discussion and activity starting 2 May–EVEN IF YOU ARE SCHEDULED LATER!!!

These items should be complete and uploaded in your DSN in a folder that is accessible for viewing by anyone who has the link.

  • A document with the annotated bibliography on your topic.
  • A document where you have outlined your ideas, questions, and reflections about your topic.
  • A document where you have planned your discussion.
  • BRIEF slide presentation with main points, questions, etc. that helps you lead the discussion.
  • A document with the plan for the activity you lead. This plan will include how the activity is connected to your topic and discussion. The projected time frame and details of procedure. Materials and plan for distributing. Expected outcomes.

TODAY respond to the following in an email to <rfrazier@aes.ac.in>. Keep your responses as a document in your DSN as well. Put YOUR name and sci 8 comments in the subject line–like this <Richard Frazier Sci 8 Comments>.

  1. What did you think of the presentation about the Yamuna River Project? How many of our class’s sub-topics had some relation to ideas in the YRP? Explain. What most captured your attention? What do you have questions about–What are they?
  2. Describe your level of engagement and concern regarding both the specific  and the general human impact topic. How do you respond to the proposition that the whole set of sub-topics in your class are the most important of your life?
  3. Write a descriptive statement that you see as accurate about your year in Science 8. Include a couple of examples. You may refer to yourself by name (3rd person).
  4. Describe areas of growth you experienced this year–in terms of scientific ideas/concepts; science practices; cross-cutting concepts. Of course, provide examples.
  5. Describe areas of growth you experienced this year–in terms of learning habits.
  6. Describe areas where you think you need to grow (ideas; practices; cross-cutting concepts; learning habits)–especially to meet the demands of high school. Specific examples.
  7. Most fascinating/stimulating topic/activity/concept this year. Why do you think you found them so?
  8. Most puzzling topic/activity/concept  this year (you still have questions–what are they)
  9. Any additional comments you would like to make about your learning, your experience, your goals for the future.

During the 23-27 April week, finish your plans. Gather all materials needed. Practice/time your activity. Have all documents (1. Annotated bibliography, 2. Slide presentation to structure discussion/activity, 3. Activity plan, 4. Discussion plan, 5. Thinking/reflection log kept during your research and planning) uploaded into your digital science notebook in a folder. Share the folder for viewing with anyone who has the link. We will share those links across classes. 

Let me know if you have any questions.

Pay attention during Earthweek. There will be relevant information. Thursday’s speaker should be perfect for understanding more about human impact on the environment.

Describe how you will introduce your topic and how you hope to sequence the discussion and activity. Work out a schedule/timeframe. What questions will you use to prompt? What responses do you expect? How will you respond and follow up? How will you encourage discussion between students? How will you restate, summarize, move to the next point?

You need a materials list for your activity. In that list, indicate what materials you need from our science supply. If we have it (and it is safe), you may use it. If we do not have it, you will need to consider alternatives.

Create a BRIEF google slide presentation to help you with the structure of your discussion/activity.

What you should have started:

  1. A document in your DSN with the annotated bibliography on your topic.
  2. A document in your DSN where you are outlining, writing your ideas, questions, and reflections about your topic. How is
  3. A document where you plan your discussion. (Consultation with Dr.F)
  4. BRIEF slide presentation with main points, questions, etc. to help you lead the discussion.
  5. A document with the plan for the activity you will lead. (Consultation with Dr. F) This plan will include how the activity is connected to your topic and discussion. The projected time frame and details of procedure. Materials and plan for distributing. Expected outcomes.
  1. Conduct research, annotate sources, and compile an annotated bibliography: Well-respected, credible, reliable, valid, accurate websites, journals, in the news (BBC, NYT, NPR, TOI—other sources with approval), books, videos; Interviews and firsthand observations. Dr. F will post resources and links to resources. Be on the lookout!

You should look at 3-4 sources each day provided for research. The bibliography is arranged in alphabetical order by author’s last name. Include a minimum of 9 sources–reliable scientists, reliable information, reasoned (backed up with evidence) arguments, critiques, and policy recommendations. No references without author attribution (no Wikipedia, for example). Be very, very careful with blogposts and opinion sites. Be able to justify the sources you include.

Annotation format:

  • Bibliographic information in MLA or APA citation style. Complete and consistent.
  • Description of resource (context, type, etc.);
  • Summary of main ideas and important details;
  • Assessment of quality, validity, reliability, point of view, etc.;
  • Your reaction–what it makes you think of, what questions you have, how you feel about the implications of the ideas, facts, argument.
  1. Lead a class activity that is preferably interactive, hands-on/experiential, inquiry-oriented, thought-provoking. The activity should be clearly linked to the topic. Because the time is short you should focus on some aspect of the topic rather than try to encompass the entire topic.
  2. Create Presentation and lead a discussion that is directed toward understanding the science and the issues—Brainstorming Solutions—Present existing proposals for solutions. Class members should do most of the talking. The discussion leader asks questions, clarifies, keeps the discussion on track. This may be a new experience.
  3. You need to prepare for 25 minutes for both #2 and #3 above. Discuss with Dr. F how you might organize your 25 minutes.

Reporting standards:

  • SEP
  • Constructing Explanations and Designing Solutions
  • Obtaining, Evaluating, and Communicating Information
  • CCC
  • Systems and System Models
  • DCI
  • Ecosystem Dynamics, Functioning, and Resilience
  • Human Impacts on Earth Systems

Tentative schedule:

https://docs.google.com/spreadsheets/d/19pC9XXhM1UdcTXYIK-L8mVLhhweSaxLFMAXmwQCP3uY/edit?usp=sharing

Posted in Science 8 | Leave a comment

26 April Science 7 Preparing for Natural Selection Summative and Personal Inquiry Project

See spreadsheet with data from the Oh Deer games: 
 
Make a graph for each class with deer population on the vertical axis and time on the horizontal axis. Use good graphing technique. Review from our 1st unit of the year.
 
Why do you think the graphs vary? How can you support your explanation?
 
The simulation did not include any connection between the number of resources in one year and the next.
 
In what ways did the simulation mimic real population dynamics? Where did the simulation “break” with reality?
 
How could the simulation be revised so that there were more aspects that resembled reality?
 
What were your thoughts about the two simulations? To what extent do you see their application to natural selection and evolution?
 
******************
 
In order to prepare for the final summative, we will learn about research on bird beak evolution. We will watch this video together tomorrow: https://www.hhmi.org/biointeractive/the-origin-of-species-the-beak-of-the-finch
 
The simulated experiment and write-up will take place next Tuesday and Thursday.
 
There is a second version which includes a quiz. You should use this to help you prepare:
 
Here is information about the summative project: 
 

Upcoming Summative project:

finches

http://www.hhmi.org/biointeractive/origin-species-beak-finch

Carry out the bird beak simulation (see handout or link above). Additional instructions will be given in class. Collect all data.

As individuals:

Make a visual display of the data (be sure to following good graphing practices–choose a scale that covers all the data, that makes the graph as large as possible AND that is convenient). Label axes with variable name and unit. Include a title. Graph first in pencil and make sure it is correct before using ink. Write a summary of the simulation explaining the procedure, the data, and the way natural selection of beak size is modeled. Be sure to connect the data to your ideas. Also describe which parts of the simulation correspond to reality and which parts do not. Also make a statement referring specifically to the standards. The visual display and written portion are due at the end of the next class. They should be submitted in hard copy AND uploaded correctly in your digital science notebook. You must do original work. This will be due at the end of class on 3 May.

Natural Selection and Adaptation SA

  1. Students will carry out a simulation related to the natural selection of bird populations in the Galapagos. The simulation will generate quantitative data based on bird beak size.
  2. Data is collected from the bird beak simulation and analyzed.
  3. Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
  4. Product: 1. Visual presentation of the collected quantitative data and analysis. 2. A brief summary of the simulation, collected data, and the cause and effect relationship between beak size and natural selection of bird populations.

The learning standards to be assessed:

Science and Engineering Practices

  • Developing and using models
  • Using mathematics and computational thinking

Cross Cutting Concepts

  • Cause and effect
  • Structure and function

Disciplinary Core Ideas

  • Natural selection and adaptations

Reading and Video–context for Assessment

finches  (Read pp. 121-124. Read about activity pp. 125-134–do not conduct this activity–just prepare your mind. Read about activity pp. 135-140–do not conduct this activity–just prepare your mind. Read about activity pp. 142-144–do not conduct this activity–just prepare your mind. )

We will watch this video together. You may watch it beforehand to identify your questions. http://www.hhmi.org/biointeractive/origin-species-beak-finch

***************

Personal inquiry project. Showcase date: 18 May from 6-8 in the gym. You will have a table assigned to you for your display and you will stand by your display and talk with visitors (parents, teachers, other students.)
 
Note the items below: 
 
1. A high quality display (digital–using your ipad–or hard copy–well-done posters–photos–drawings–paintings–graphs, etc.). 
2. A written and printed description/explanation of the project. Consult your written proposal, your log of results, your findings. 
3. A written and printed reflection describing your interest and motivation, your level of engagement in an independent project, what you learned about yourself and personal inquiry.
 
If you have not started, you might consider at this point looking at what you have already done throughout the year. Pick what has been most interesting to you. Develop an investigation that goes a bit beyond what we had done in class. You can build upon a previous activity / project. Your DSN can be a source of information to start with. Talk to me if you have an idea.
 
  • The project should be something that interests you and motivates you very much.
  • The project should be related to some idea(s) and/or some practice(s) that are part of Science 7 (Motion; Energy; Growth-Development-Reproduction / Biodiversity; Natural Selection-Adaptation / Evolution). You should be able to provide rationale for the connection of your PIP to the Science 7 curriculum.
  • The PIP should involve significant firsthand experience and original thought/work.
  • The PIP will be presented to the school community (including parents) at the end of the year. Thus, it will need certain components. The details of the presentation / publication of projects will be determined through collaborative discussion with each student. The expectation is that the quality of the presentation / publication will be high.
  • A written description/explanation of the project will be required.
  • A written reflection including specified points will be required.
  • There is the possibility that the PIP will be included in Power School (especially regarding scientific practices as well as cross-cutting concepts and disciplinary core ideas).
  • Although some time will be provided during class, most of the time for the research and composition will come outside of class. There will be checkpoints along the way.
  • A proposal is made that identifies: 
    • Challenging Problem or Question
    • Key Knowledge, Understanding, and Success Skills 
    • Sources of personal interest and motivation
    • Clear connections to scientific concepts, ideas, practices from the Science 7 curriculum
    • A timeframe


Posted in Science 7 | Leave a comment

24 April Science 7 Simulations and Natural Selection/Evolution

How and why do scientists use simulations? (Simulations are one kind of model. In a way, they are explanations that can be tested. For students a simulation can be useful if it provides insight into the actual phenomena under investigation. However, there is a danger that the game-like aspects of the simulation distract the player-scientists from the ideas and beliefs about games and “winning” obscure learning about the target ideas. As we look at these simulations (games), consider the target ideas and the extent to which you gain insight or become distracted. (An examination of how evolution is investigated–using simulations: https://repository.upenn.edu/cgi/viewcontent.cgi?article=2924&context=edissertations)

Where do you see game theory (you will need to find out more about this) assisting in an understanding of evolution by natural selection? by other forms of selection?

Population simulations

Oh Deer!

Population with invasive species, predators, etc.

Carrying capacity–Limiting factors

Year Deer Water Shelter Food
0
1
2
3
4
5
6
7
8
9
10
+

Survey Predator-Prey (games / simulations)

Prisoner’s Dilemma–Game Theory–Intro to Summative Assessment

Upcoming assessment.

finches

http://www.hhmi.org/biointeractive/origin-species-beak-finch

Carry out the bird beak simulation (see handout or link above). Additional instructions will be given in class. Collect all data.

As individuals:

Make a visual display of the data (be sure to following good graphing practices–choose a scale that covers all the data, that makes the graph as large as possible AND that is convenient). Label axes with variable name and unit. Include a title. Graph first in pencil and make sure it is correct before using ink. Write a summary of the simulation explaining the procedure, the data, and the way natural selection of beak size is modeled. Be sure to connect the data to your ideas. Also describe which parts of the simulation correspond to reality and which parts do not. Also make a statement referring specifically to the standards. The visual display and written portion are due at the end of the next class. They should be submitted in hard copy AND uploaded correctly in your digital science notebook. You must do original work.

Natural Selection and Adaptation SA

  1. Students will carry out a simulation related to the natural selection of bird populations in the Galapagos. The simulation will generate quantitative data based on bird beak size.
  2. Data is collected from the bird beak simulation and analyzed.
  3. Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
  4. Product: 1. Visual presentation of the collected quantitative data and analysis. 2. A brief summary of the simulation, collected data, and the cause and effect relationship between beak size and natural selection of bird populations.

The learning standards to be assessed:

Science and Engineering Practices

  • Developing and using models
  • Using mathematics and computational thinking

Cross Cutting Concepts

  • Cause and effect
  • Structure and function

Disciplinary Core Ideas

  • Natural selection and adaptations

Reading and Video–context for Assessment

finches  (Read pp. 121-124. Read about activity pp. 125-134–do not conduct this activity–just prepare your mind. Read about activity pp. 135-140–do not conduct this activity–just prepare your mind. Read about activity pp. 142-144–do not conduct this activity–just prepare your mind. )

We will watch this video together. You may watch it beforehand to identify your questions. http://www.hhmi.org/biointeractive/origin-species-beak-finch

Posted in Science 7 | Leave a comment