Tonight Virgil assigned each row a misconception in the study guide to answer. Please post your answer in the comments below! Just click comments, identify which letter misconception you are answering and then write your answer. See you next Tuesday!
Misconception A: Several students state that since the plant's whate flowers are similar in color to the plant's roots, they must have the same function.
ReplyDeleteResponse by Carrie
Part A:In this example, the misconception is that color denotes function.
The currently accepted scientific explanation of the phenomenon that the students do not understand is that the flower color is generated by it's genotype/phenotype.
The science behind flower color would include a discussion of genetics, dominant and recessive traits, punnet squares. A completely separate lesson would have to address the actual plant anatomy.
Part B: To address this misconception using best instructional practices would be to recognize the students prior knowledge and how the prediction was made as to the flower/root connection. Proceed through the activity as described below, then check for student learning. This would not be a single class session, but most likely an extended topic.
To begin the lesson (after having discussed prior knoweldge). Bring in several plants of varying phenotypes. Since the classic is one of red, white, and pink flowers, those would be preferrable.
Students should Think, Pair Share the following questions. Why do the plants have some features in common? Why do the plants have differences in appearances.
Show the first three clips from www.unitedstreaming.com from the movie titled;Biologix: Introduction to Classical Genetics and Monohybrid Cross ....titled: Introduction: Classical Genetics and Monohybrid; Introduction: Classical Genetics and Monohybrid, and Gregor Mendel's Research and Principles [04:30). Preferably this would be done by downloading the video to a classroom computer and an electronic projector so the entire class can view this at one time.
Move onto a lesson in Punnet squares. Using the whiteboards, have students complete squares for homozygous and heterzygous red and white plants. Ensure that students correctly use the terms dominant, recessive, and incomplete dominance with the capitalized and lower case letters appropriately. Also, support the math standards by discussing percentage and probability.
This would be part of a series of lessons that could culminate in students growing their own plants.
Alright team, I really didn't want to go first. But perhaps I just can't see your posts.
Misconception D:
ReplyDeletea. The students do not understand the hydrologic cycle as a global phenomenon. They are viewing it as a local occurrence, as if the water always stays in the area. The scientific explanation is that Earth's water is constantly moving. The hydrologic cycle explains the movement of water on, above, and below the surface of the Earth. At any given time the amount of water on Earth is the same, an individual water molecule can quickly change states & places. The hydrologic cycle is called a cycle for a reason-there is no start or finish…it is always in motion. Water can change states at any place in the water cycle and there is no guarantee that the exact same water molecule would return from whence it came.
b. In order to address the hydrologic cycle using best practices, I would use the Incredible Water Journey game created by Project Wet which can be found here http://www.montana.edu/wwwwet/journey.html . In it, students simulate the hydrologic cycle, but instead of it simulating a very distinct path, it can take various paths depending on the circumstances the water drop finds itself.
Misconception D:
ReplyDeletePart (a).
1. Misconception
The misconception of the student is that the running of the river creates heat, causing evaporation. The student also incorrectly believes that the water returns to the very same spot when it rains.
2-4 Scientific Explanation
Earth's water is always in movement, and the water cycle describes the continuous movement of water on, above, and below the surface of the Earth. In the water cycle, water evaporates, condenses, and falls back to Earth as precipitation. Since the water cycle is truly a "cycle," there
is no beginning or end. Although water continuously changes states from solid to liquid to gas, the amount of water on Earth remains constant. There is as much water now as there was hundreds of millions of years ago.
Water's state (solid, liquid or gas) is determined mostly by temperature. Heat (energy) is necessary for evaporation to occur. Energy is used to break the bonds that hold water molecules together, which is why water easily evaporates at the boiling point (212° F, 100° C) but evaporates much more slowly at the freezing point. The physical movement of the water in a river is caused by gravity.This does not cause the river to heat up. Typically, solar radiation and other factors such as air temperature, vapor pressure, wind, and atmospheric pressure affect the amount of natural evaporation that takes place in any geographic area. Evaporation can occur on raindrops, and on free water surfaces such as seas and lakes. It can even occur from water settled on vegetation, soil, rocks and snow. There is also evaporation caused by human activities. Each part of the cycle drives the other parts. Water is constantly being cycled between the atmosphere, the ocean and land. This cycling is a very important process that helps sustain life on Earth. As the water evaporates, vapors rise and condense into clouds. The clouds move over the land, and precipitation falls in the form of rain, ice or snow. The water fills streams and rivers, and eventually flows back into the oceans where evaporation starts the process anew. The water that goes into the atmosphere does not come back down to the exact same water source as the condensed water in the clouds moves over the land.
Part (b)
1-4 Best instruction practice to teach scientific concept
Based on the student’s response, the class has already studied the water cycle. However, it is apparent that the student does not fully understand it.
The teaching of the Water Cycle would begin with reviewing the key vocabulary words.
The teacher will ask the students to create a diagram of the water cycle, using the vocabulary words.
Students, in groups, using their white boards, will brainstorm where water is found on the Earth. The list will be shared as a class. The teacher has already prepared stations, recording sheets and dice. Students will play a game, pretending they are a molecule of water cycling through the earth and its atmosphere. Their path will be determined by rolling a single die at each station and recording their results. Students are assigned to begin at each of the nine stations in small groups. Have students record which stations they visit and how many times they stay or collect at that station. At the conclusion of the game, discuss the different paths taken by the students. The homework will be to create a cartoon story of their Journey.
Before dismissing, the teacher would show the students clear glasses with colored water in them. Each glass represents the amount of the Earth’s water in each source. Students could also graph the water distribution.
Misconception B:
ReplyDeletea) The misconception is that the ice caused the blueberry bush to wilt and die. The scientific explanation of the phenomenon that the students do not understand is the process of osmosis and that all plants have permeable membranes. This means that water molecules move from areas of high concentration to low to neutralize the difference. So when too much salt is introduced to the plant it causes dehydration because water wants to move out of the plant cells into the area that has fewer water molecules and thus hurts the blueberry bush.
b) To address the misconception of the students a hands on lab investigation would be set up. Students would research soil conditions, osmosis, dehydration, and proper plant care. Students would keep notes in their journals. After some researching we would then acquire some plants that were already established and the only variable that would be different is the water solution used on the plants. One solution would be a salt water solution and one would be normal water. Through observation and research students would see that a salt water solution hurts the plants because of their declining health.
Anyone have an idea on how to attack Misconception E?????
ReplyDeleteMisconception C
ReplyDeleteA.The misconception is that students often believe that it is possible to contract cancer through body contact.
Cancer is the result of loss of control of the cell cycle caused by accumulated damage to a cell’s DNA. Cancer is out of control cell replication which creates a tumor that can be malignant. In mitosis and meiosis, receiving too much or too little DNA in the former, and accumulated damage to DNA in the later results in Down syndrome and cell malignancy.
In mitosis, this can occurs in two ways, mitotic potential and imbalance.
Cells have a built in number of divisions. After several replications, telomeres, protective ends of the chromosome begin to disintegrate the cell automatically dies. But cancer finds a way to reactivate this process.
Also, normal genes called oncogenes give commands for cell replication. These are balanced by tumor suppressor genes that code for proteins having the opposite function. If a cell’s oncogenes malfunction from a mutation, an extra oncogene appears or the existing oncogene fails to turn off resulting in out of control cell division and the delicate balance is now unbalanced.
B.Prior to this lesson, I would have completed a unit on cell division and reproduction so that my student s would have a basic understanding of mitosis and meiosis. As the lesson began we would discuss their prior knowledge of what cancer is. My objective would be that students will understand and be able to explain that cancer is a result of “cell division gone wild”. To refute the misconception, I would explain that some diseases are caused by viruses, such as the flu. These are very tiny organisms which can move from one person to another by body contact and some viruses can become airborne and travel distances to later be picked up by another person. Cancer on the other hand is a disease caused by a mutation in the cell’s DNA resulting in out of control cell division.
To support my statement, I would use several props such as visual diagrams, a power point, and textbook illustrations which will show 1) a skin cell where the mutation occurs, 2) the growth of a mass of cells, and 3) how the tumor connects with a blood vessel and cancer cells spread through the body. They would also read about this topic using a textbook or handout. Afterwards, students will draw their own sketches of the 3 visuals, and write 3 paragraphs explaining the process, and share what they have learned with a partner. In a second lesson that would research a particular type of cancer, of their choosing, and create a visual about that cancer. The visual would be a of a cell showing the mutation, using a paper plate as the cell with the name of the cancer and a description written on it. Four colored arms made of construction paper will be attached to the plate would describe 1) describing how it begins, 2) medical treatment, 3) possible environmental factors, and 4) prevention. They would make presentations to the class after completion.
Misconception E
ReplyDeleteStudents agreed that using genetically designed skin would be dangerous and scientists should never perform genetic engineering.
A.While it is true that genetic engineering on humans, directly introducing new genetic material into human cells, could be dangerous and has not actually been tried, humans have benefited from genetic engineering indirectly. Insulin can now be produced by splicing a gene frorm human DNA into the DNA of an E-coli bacteria cell. The bacteria reproduce rapidly produce a large supply of insulin to be harvested, thus benefiting people with diabetes.
Genetic engineers use nucleic acid probes with fluorescent tags to locate genes, and restriction enzymes to snip out the gene. Then they paste in the gene with Ligase into the recipients DNA. The result is “recombinant DNA”. These organisms are now called genetically modified organisms or “GMO’s”.
Benefits include, improved crop yields, pest resistance, human insulin and hope for gene therapy with genetic diseases in the near future.
B. After first covering basic genetics, DNA, and genetic disorders, I would introduce the topic of genetic engineering. To address the misconception that all genetic engineering is bad, especially with humans, I would l share with students some of the benefits or GE. I would address the need to combat world hunger and to help people who are sick.
My lesson objective: Genetic engineering friend or foe? Students will understand the benefits and risks of genetic engineering and decide for themselves whether GE is safe or not. I would start buy showing students diagram using a PowerPoint visual. The PP would show 5 steps. 1) A plasmid being removed from a bacterium cell. 2) An enzyme removing the human insulin gene and the insulin gene being spliced to the bacterium plasmid. 4) The modified plasmid inside the bacterium cell. 5) And the bacterium cell now inside several other bacterium cells, directing the cells to produce human insulin. Student will take notes and draw the five steps. I would explain that these new organisms are called “GMO’s”.
Finally, I would have students read and discuss some prepared material on “gene therapy” in fighting inherited diseases such as hemophilia and other material discussing concerns and risks about genetic engineering.
Students would also do a writing assignment. Imagining they work for a drug company that produces insulin from GMO bacterium. They will write an advertisement for the new insulin with a simple explanation of how the drug is produced.
Ondrea Cook
ReplyDeleteMisconception C-
A) The misconception is that students believe that cancer can be spread through bodily contact. Cancer is the result of a cells oncogene malfunctioning. When this happens, the cell can begin replicating out of control. Cancer cells then need to recruit other non-cancerous cells while hiding so they are not detected by the immune system. They recruit different cells to feed the growing cell mass and invade other tissues and metastasize. This all can happen when something causes the cell to become unbalanced.
B)To address this misconception, I would have students read about cell division in their text book. We would then review how the division of cells can go wrong. This would lead us into discussing how cancer forms. Students would then view a power point lesson on how cancer forms. Students would create a flow chart diagramming the process of cancer.
To extend this lesson, I would assign each student to research and create a poster for particular type of cancer to further demonstrate their understanding of how cancer forms and moves through the body. Students would need to include pictures of the cancer at various stages as well as descriptions of what is taking place at each stage. They would also need to include possible causes/preventions as well as possible treatments. Students would present their cancer posters to the class.
Misconception E:
ReplyDeleteThe misconception is that "using geneticvally designed skin would be dangerous and scientists should never peform genetic engineering."
The currently accepted scientific explanation of the phenomenon is that genetisists work very meticulously with an extreme knowledge base in strict laboratory settings before human trials begin. Genetics is a relatively new field, however it is far from its infancy. Much good ahve come from genetic engineering with little concern, or concerns that do not outweigh the potential benefits.
Students should know what the field of genetics entails at a DNA level including how different parts of DNA are manipulated naturally millsions of times. Genetic engineering puts the scientists/doctors in control of what these stem cells will come - not just leave it up the nature. While agriculture leads the way for many sucessful genetic endeavors, moving into the human body has already been done for several diseases and illnesses.
Part B:
Best instructional practices would to first be sure to gain student understanding of new understandings of the human genome and what a stem cell is. I'd show United Streaming Video "Genetic Engineering, the Human Genome Project, and Gene Therapy
A Segment of: Genes, Genetics, and DNA"
Pausing as necessary, however focusing on the narration when it begins discussing genetic engineering "Genetically engineered crops like cotton and corn grow bigger
and better.
Genetically engineered salmon grow three times faster than
normal ones. With more animals and crops like these, we
could wipe out starvation throughout the world.
Genes and DNA molecules are difficult to see, but scientists
are able to identify them by using special images. . . ."
Follow up activities would include a Webquest in which students research different medical benefits of genetic engineering (perhaps with a small part sharing concerns of those who are reputable in the profession in order to balance the picture.) Students would present their final project in powerpoint slide presentation, and scored on a rubric of educational value & presentation.
Siggy Lawyer said
ReplyDeleteMisconception B. A student lamented that she accidently killed her mom's prize blueberry bush. She was making homemade ice cream in a churn containing salted ice. She decided to give the plant a drink on the hot summer day and dumped the salt ice mixture from the churn near the base of the blueberry bush. She said the ice caused the blueberry bush to wilt and die.
A) The misconception is that the plant was killed because ice was put on the plant and it was so cold that the plant wilted and died.
The ice did not have anything to do with the blueberry bush dying.
The plant wilted and died when the mixture of salt and ice was poured on the roots of the plant. There was a higher concentration of salt outside of the plant cells than in the plant cell. The water in the plant cells moved out of the cells to reduce the concentration outside the cell. When the water moved out of the plant cells this dehydrated the cells.
The girl did not understand that when there is an area of higher concentration and lower concentration on opposite sides of the cell membrane there will be an adjustment to try to make the concentrations on both sides of the cell membrane are equivalent. She did not understand the concept of osmosis and the fact that cell membranes are permeable and molecules of a certain size are able to pass from one side of the cell membrane to the other.
B) A lab that could be done so students could better understand osmosis.
1. Students will define osmosis. They will understand that when there are 2 solutions of different concentrations separated by a semi-permeable membrane the smaller molecules will be able to pass through the membrane and will move from the area of lower concentration to the area of higher concentration.
2. The students will be given a starch solution in a test tube(the cell). The test tube(cell) will be covered with cellophane(the cell membrane).
The test tube(cell) will be inverted in a beaker of water with iodine mixed in it. When starch and iodine come into contact the starch solution turns a bluish black color. This color change will allow students to see movement of the water across the cell membrane.
They will be able to see in which direction the movement occurs.
Students will make a prediction of which direction the water will move across the membrane. Will the water in the test tube (cell) move out into the iodine mixture or will b=the iodine mixture move into the test tube(cell).
Students will write up their procedure and results and conclusions. Students will draw the se up of the experiment.
Tamara Santilli
ReplyDeleteSTEM BIO 298
April 10. 2011
Misconception A
PART A
In this example, the misconception is that color links the function or purpose of a part as the same or somehow linked. The currently accepted scientific explanation of the phenomenon that the students do not understand is that the flowers color is selected by the phenotype and genotype of the plant. The plant root color has no bearing on the color of the plant’s flower. The botanist Gregor Mendell is noted as doing the initial research to prove the theory of phenotype and genotype of plants and how it correlates to flower color. The study of Mendell’s work on geneticist, recessive and dominant traits and punnet squares would need to be taught to the students to explain this concept. In addition, a lesson on Plant anatomy would be needed.
PART B
To use best instructional practices would be to begin with what students already know about how traits are inherited within their own family. This is a simplified first lesson to address phenotype and genotype. Transfer this “knowledge” to plants. On the same day show a variety of carnations of various color (phenotypes). Show similarities and differences amongst the carnations; petal size and shape (genotypes)
Using a white carnation run a hands on lab investigation to demonstrate the anatomy of the plant (xylem and phloem). Using red dyed water, cut the stem of the carnation, wait 15 minutes and take a second look at the carnation petals. Have the leaves changed color? Using cooperative learning groups of think, pair share have students discuss and share out what they think happened to the leaf color and why.
Rellie said:
ReplyDeleteMisconception B. A student lamented that she accidently killed her mom's prize blueberry bush. She was making homemade ice cream in a churn containing salted ice. She decided to give the plant a drink on the hot summer day and dumped the salt ice mixture from the churn near the base of the blueberry bush. She said the ice caused the blueberry bush to wilt and die.
The misconception is that the plant was killed because ice was put on the plant and it was so cold that it caused the plant to wilt and die.
In actuality the coldness of the ice did not have anything to do with the demise of the blueberry bush.
The plant wilted and died when the mixture of salt (NaCl) and water was poured on the roots of the plant. There was a higher concentration of salt outside of the plant cells and the water in the plant cells moved out of the cells to reduce the concentration outside the cell. When the water moved out of the plant cells this dehydrated the cells.
The girl did not understand the concept of osmosis and the fact that cell membranes are permeable and molecules can pass into and out of the cell. She did not understand that when there is an area of high concentration on one side of the cell membrane water on the other side of the cell membrane will move out to lower the concentration and bring both sides of the cell membrane into equilibrium.
B) A lab that could be done with younger students to help them understand that the effects of ice on a growing plant will not kill the plant is as follows:
The students will have 3 pots they will add identical amounts of the same potting soil to each pot. The students will each be given a marigold plant and they will plant the plants one to each pot.
The students will give: Plant A a fixed amount of tap water each day, Plant B an equal amount of ice that is equivalent to the amount of tap water given to plant A. The student will measure ice into a cup and melt the ice until they have the same amount of water that is being used to water plant A. Plant C will receive a 20% mixture of salt and water in the same amount as is given to plants A and B.
Each plant will receive the same amount of water daily.
The plants will each be set outside at the same place for the same amount of time daily.
At the outset of the experiment the students will make a prediction in their science journal about how healthy each plant will be at the end of 1, 2, and 3 weeks.
Each day the students will observe and measure their plants. They will record their observations in their science journal.