If you’re Mr. W’s student, please complete the following modules about cell energy.
BHS Students. Your job is to use our classtime today and tomorrow to complete a series of tutorials about population genetics.
Here’s a link to the first one.
At any time, you can click on the “Quizzes and Tutorials” menu above to see the 8 modules in this series.
Or you can return here and click on any of the links below.
Population Genetics Tutorials and Quizzes
- Tutorial and Quiz 1: Alleles and Gene Pools
- Tutorial and Quiz 2: Allele Frequency: How to understand allele frequencies in gene pools
- Tutorial 3 (no quiz): Misconception Alert: Why “Dominant” Doesn’t Mean “Common”
- Tutorial and Quiz 4: Natural Selection in Gene Pools
- Tutorial and Quiz 5: Why Harmful Recessive Alleles Don’t Disappear
- Tutorial and Quiz 6: Mutation in Gene Pools, and Heterozygote Advantage
- Tutorial and Quiz 7: Genetic drift
- Population Genetics Cumulative Quiz: All the questions from the previous quizzes, in one quiz
I’ll be using them with my students on Thursday or Friday. Let me know what you think (and please let me know if you find any mistakes!)
Just back from a two day EL Achieve symposium. Berkeley Unified (my district) is pursuing two initiatives: one to support our English language Learners (Systematic ELD), and one to infuse all of our teaching with academic language support (Constructing Meaning).
For as long as I’ve been a teacher, it’s been important for me that students be able to talk about what they’re learning: that, at the end of a lesson, they can explain or describe what we’ve worked on. What I love about Constructing Meaning is that it’s given me the specific tools for providing my students with the capacity to talk, write, and read with rigor about biology.
Let’s say that I’m teaching about evidence for evolution, and one of my objectives is that students can explain the difference between vestigial structures and homologous structures. For going on 20 years, I would have taught the material, then had students (arranged in pairs), turn to one another and discuss the similarities and differences. I’d probably have them write it down. All good stuff. What Constructing Meaning adds is additional tools to help me ensure that all my students reach the objective. These tools include graphic organizers and specific language frames that students can use to discuss academic content with much more precision and rigor than I’ve ever been able to generate before.
At Berkeley High School, where I’m one of three professional development coordinators, we’ve adopted Constructing Meaning as one of the ways that we’re trying to promote equitable outcomes among our very heterogeneous students. It’s not magic, and we have a long way to go, but I’m very grateful for having these tools!
If you’re in Mr. W’s biology class, work on these on-line quizzes. Keep working until you can get them all right!
- Meiosis Quiz 1: tests you on basic concepts related to meiosis.
- Meiosis Quiz 2: tests you on the differences between mitosis and meiosis.
- Meiosis Quiz 3: tests you on your understanding of the life cycle of sexually reproducing organisms.
- Meiosis Quiz 4: tests you on your understanding of the differences between meiosis 1 and meiosis 2.
- Meiosis Quiz 5: tests you on your understanding about how meiosis creates variation.
- Meiosis Quiz 6: tests you on sex determination, non-disjunction, and chromosomal disorders.
Click here to take a look, and let me know what you think!
A very basic quiz for my 9th graders
My winter break project was to figure out how to get an interactive quiz onto www.sciencemusicvideos.com
Here it is: the DNA Diagram Quiz
Please take a look and tell me what you think.