FUNDAMENTALS OF GENETICS AND BIOTECHNOLOGY STAGE 4 CHECKLIST

Student Name: _________________________________________ Group: _______

Your portfolio must include, the student agreement (signed) and the portfolio checklist

Act

Description

Generic

Competences/

Attributes and

Disciplinary

Competences

Type of

evaluation

Activity

Points

Earned

Points

1

Sign Agreement

2

Diagnostic Activity CG 4.1, 6.2 Self assessment

3

Knowledge Acquisition CG 4.1, 5.1.2.3 CD 6 Peer assessment 10

4

Organization Activity CG 4.1, 5.1.2.3 CD 6 By teacher 15

5

Application Activity CG 4.1, 5.1.2.3 CD 6 By teacher 25

6

Metacognition CG 4.2 CD 6

Peer evaluation 15

7

Integrative Activity CG 4.1, 4.5 CD 1,2,6 By teacher 30

8

Lab. practice

CG 8.1

CD 17

By teacher 5

Total

100

* At the end of this Portfolio 4 are the Instructions for the PIA and the rubric.

Student´s reflections about his/her work (Presentation/Content/Activities):

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Feedback to

Teacher:______________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Students’ Signature_____________________________________ Date:____________

4

FUNDAMENTALS OF GENETICS AND BIOTECHNOLOGY 2016 COMPETENCES

4. Listen, interprets and delivers relevant messages in different contexts through the use of media, tools codes and appropriate tools. • Expresses ideas and concepts through linguistic representations, mathematics or graphics. • Applies different communicative strategies depending who is the speaker, the context they are using and the objective they are looking for. • Identify the key ideas in a text or oral speech and infer conclusions from them. • Manages information technology and communication to obtain information and express ideas.

5. Develops innovations and proposes solutions to problems from established methods

Chooses the appropriate procedures in solving a problem.

Understands reflectively the phases that will lead to the achievement of his/her objective.

Elaborates and designs hypothesis considering the principles, laws and concepts. 6. Sustains a personal position about interesting topics and general relevance, considering others points of view in a critical and reflexive way

Selects the source of information according to responsible criteria 8. Participates and collaborates effectively in diverse teams. • Suggests ways of solving a problem or develop a team project, defining a course of action with specific steps.

Disciplinary competencies 1. Sets the interface between science, technology, society and environment in historical and social contexts. 2. Evaluates the implications of the use of science and technology and the phenomenon related to the origin, continuity and

transformation of nature to establish the actions to prevent the manifestations. 6. Values the common preconceptions about various natural phenomena on the basis of scientific evidence. 12. Applies safety standards in the handling of chemicals, instruments and equipment in carrying out their daily life.

Elements of competence:

Define transgenic organisms and debate the usefulness that represents to living organisms.

Define genetic engineering and debate the benefits and disadvantages in humans.

Debate the pros and cons against genetically modified food. Evaluate the implications of privacy that demonstrates the biotechnology.

INTRODUCTION TO PORTFOLIOS

Every student must complete portfolio requirements each semester in order to be

promoted to the next semester.

Four (4) portfolios will be completed throughout this course. Detailed portfolio 1

requirements are listed on pages 5 and 6 in this handbook*, as well as an agreement

that most be signed to ensure the understanding of the requirements for the present

portfolio.

The portfolio will be considered as a part of each student’s semiannual evaluation

representing 40 % of its final grade (10% of each portfolio).

For this course (), students will be using three (3) ring binders* to present paper

portfolios.

Rubrics and guides for portfolio contents are included in this handbook and should be

used to ensure a high quality portfolio.

PORTFOLIO SUGGESTIONS AND RESOURCES

The Bilingual committee is available to answer questions regarding portfolios.

Reflective entries o All reflective entries must be written by hand. o A reflective entry should reflect the student's best effort in writing. o The entry must contain detailed and specific information about the assignment

or project. o The reflective entry form has a rubric which is in this handbook. o

Instructors are responsible for checking the quality of students’ reflective entries and

assignments. It is the student’s responsibility to secure instructors’ initials where

appropriate on the Student Portfolio Checklist when the portfolio requirement has been

met.

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

******

P O R T F O L I O 4 A G R E E M E N T

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

******

I ______________________________________________________ understand that

my portfolio is a collection of my school work and related achievements. The contents

exhibit my effort and progress as these elements relate to the goals represented in my

instructional program.

I agree to accept the responsibility for creating and managing my portfolio as I

complete each requirement. I will submit its content for periodic review to my

instructor. In doing so, I understand that the contents of my portfolio, as well as the

way in which I have presented the contents, will be evaluated for the purpose of

judging my performance in school.

Student Signature: ________________________________ Date:

______________________

Parent Signature:

I have read and understand the above portfolio agreement and have reviewed my

child’s portfolio requirements.

________________________________ Date: ______________________

Stage 4: Biotechnology

DIAGNOSTIC ACTIVITY

Learning Method Individually

Kind of Evaluation Self assessment

Teaching Strategy Questionnaire

Teaching Resources Prior Knowledge

Due Date

Possible Points 0

1.- What is the definition of genetic engineering? a) see what color DNA a dog has

b) making changes in the DNA code of living organisms

c) the discovery of DNA

2.- What are 3 key principles of genetic engineering?

a) create less thirsty crops to lower costs in irrigation

b) find an early warning system to prevent diseases

c) be able to eat more fast food

d) be able to transfer desired genes from one organism to another 3.- What made genetic engineering possible?

a) C.elegants b) The discovery of the mouse c) DNA sequencing d) Thomas Edison

4.- Gene splicing is the technique used to transfer desired genes from one organims to another. What is another name for this process?

a) transfer DNA (tDNA) b) moving DNA (mDNA) c) rescue DNA (rDNA) d) recombinant DNA (rDNA)

5.- Who discovered genetic engineering? Hint: There are 3 people Henry Ford

a) Mr. Gene b) Paul Berg c) Abraham Lincoln d) Stanley Cohen e) Herbert Boyer

KNOWLEDGE AQUISITION ACTIVITY

Learning Method Individually

Kind of Evaluation Peer- Assessment

Teaching strategy Questionnaire

Teaching Resources Biology, Miller and Levine

Due Date

Possible Points 10

1. a. Review Give an example of selective breeding. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Compare and Contrast Suppose you are a geneticist trying to develop a sunflower with red petals and a short stem. As you compare the sunflowers you have on hand, what genetic variations would you look for? What kinds of plants would you select for crossing? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. a. Review What is the relationship between genetic variations and mutations? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Explain How can breeders introduce mutations? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ c. Draw Conclusions How is selective breeding a form of biotechnology? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. a. Review Describe the process scientists use to copy DNA.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Infer Why would a scientist want to know the sequence of a DNA molecule? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. a. Review How do scientists use recombinant DNA? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Use Analogies How is genetic engineering like computer programming? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. a. Review What is a transgenic organism? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Compare and Contrast Compare the transformation of a plant cell with the transformation of an animal cell. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. a. Review Give two practical applications for transgenic plants and two for transgenic animals. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Infer What might happen if genetically modified fish were introduced into an aquaculture facility? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. a. Review Name three uses for recombinant-DNA technology. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Apply Concepts Medicines in the body interact with the body’s proteins. How might normal variations in your genes affect your response to different medicines? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. a. Review List the steps in DNA fingerprinting. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Infer Why is DNA fingerprinting more accurate if the samples are cut with more than one restriction enzyme? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. a. Review What is a patent? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Apply Concepts How could biotechnology affect your privacy? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. a. Review What are genetically modified foods? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Form an Opinion Should a vegetarian be concerned about eating a GM plant that contains DNA from a pig gene? Support your answer with details from the text. _____________________________________________________________________________________________________________________________________________________________________________________________________________________ 11. a. Review What are the main concerns about genetic engineering discussed in this lesson or elsewhere in the chapter? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Pose Questions Write three specific questions about the ethical, social, or legal implications of genetic engineering that do not appear in this lesson. For example, how does personal genetic information affect self-identity? _____________________________________________________________________________________________________________________________________________________________________________________________________________________

Summative rubric

1- Change your work with a classmate and verify their work. Teacher will give the correct

answers. Each question has a value of 4 points each.

2- Use the following formula to get your grade = 100- (number of wrong X 4 points)

RUBRIC FOR KNOWLEDGE ACQUISITION ACTIVITY STAGE 4 2016

Criteria 0 2.5 5 10

Answers 4 questions or

more

unanswered or

incorrect

3 questions (or

more)

unanswered or

incorrect

2 questions (or

more) unanswered

or incorrect

All questions

answered and

correct CG 4.5

DC 6

TOTAL

ORGANIZATION ACTIVITY

Learning Method Individually

Kind of Evaluation By teacher with rubric

Teaching strategy Cornell notes

Teaching Resources Biology, Miller and Levine

Due Date

Possible Points 15

1- In a cornell notes, take notes from all chapter 15.

2- Vocabulary words must have a definition and an example. Process and other

techniques must be fully explained and give an application.

3- Notes must be handwritten to obtain the required points.

Cornell Notes example

Main topic

Vocabulary words

Techniques

Main ideas

Definitions

Examples

Steps in all techniques

Reflexion:

RUBRIC FOR ORGANIZATION ACTIVITY STAGE 4 2016

Criteria 3 2 1 0

Heading All sections of

the heading are

legible and

complete.

All but one

section of the

heading is

complete and

legible.

More than one

section of the

headings are

incomplete

Several headings

are missing

Notes Section Notes are

detailed;

addresses all

areas read or

discussed

Notes include

some details;

addresses most

areas read or

discussed

Notes are

missing key

ideas from

discussion or

reading

Has notes that

lack clarity

Keywords and

concepts

All keywords and

concepts are

used and applied

All keywords and

concepts are

used but some

All keywords and

concepts were

used but

Important

concepts were

missing.

properly. important

information is

missing.

important

information is

missing.

Summary Thoroughly

reflects on key

points

Summary is

complete but

may be missing a

key point

Summary is too

general and non-

specific; may be

missing a

summary

Incomplete;

Missing more

than one

summary

Layout Use of correct

Cornell format;

Writing is legible

and symbols are

clear and easily

interpreted

Use of correct

Cornell format;

Writing and

symbols are

mostly legible

Cornell notes

format is not

precisely

followed; may

be missing an

essential key

element

Notes are

written but not

in Cornell notes

format

APPLICATION ACTIVITY

Learning Method In teams

Kind of Evaluation By teacher with rubrics

Teaching strategy Jeopardy Game

Teaching Resources Online information

Due Date

Possible Points 25

In teams of 5 make a jeopardy games from all concepts of chapter 15.

The game MUST include the following and if one is missing 5 points will be taken from your

grade:

- Include hyperlinks to obtain the question, the correct or incorrect answer.

- Background color and font size must be included and properly so students can read

from their seats.

- Candies of goodies can be used to create class participation.

- If no one in the group can answer the question a teammate MUST answer it.

RUBRIC FOR APPLICATION ACTIVITY STAGE 4 2016

Criteria 5 3 1 0

Content Uses all four clusters.

Different topics within each cluster.

Uses all four clusters.

Limited topics

within each cluster

Uses three clusters.

Limited topics

within each cluster

Uses 2 or less clusters. Within

only one topic

from cluster.

Variety Different types of questions.

Different degrees of

difficulty.

Some variety in questions.

Different

degrees of difficulty.

Some variety in questions.

Shows some

variety in difficulty.

Same types of questions.

Questions too

easy..

Creativity Originality in

questions and categories.

Shows some

originality in questions and

categories.

Shows limited

originality in questions and

categories.

Questions

directly from worksheet or

tests

Presentation/

Participation

Actively engaged in

presenting your groups questions.

Actively participated

in playing games presented by

classmates

Engaged in

presenting your groups

questions.

Participated in playing games

presented by classmates

Limited

engagement in presenting your

groups

questions. Limited

participation in playing games

presented by classmates

Lack of effort in

presenting your groups

questions.

Failed to participate in

playing games presented by

classmates

Technical

specifications

3 or more points are

missed.

Two or more

points are

missed.

One point is

missed.

Font size letter

and color good

for clear

reading. First

slide includes

CIDEB and UANL

logos, teacher

and students full

names,

student’s

numbers, school

and year.

METACOGNITION ACTIVITY

Learning Method In teams of 5

Kind of Evaluation Peer- Evaluation

Teaching strategy Questionnaire

Teaching Resources Biology, Miller and Levine. On line research

Due Date

Possible Points 15

15.1 Selective Breeding Understand Key Concepts 1. Crossing dissimilar individuals to bring together their best characteristics is called a. domestication. c. hybridization. b. inbreeding. d. polyploidy. 2. Crossing individuals with similar characteristics so that those characteristics will appear in their offspring is called a. inbreeding. c. recombination. b. hybridization. d. polyploidy. 3. Taking advantage of naturally occurring variations in organisms to pass wanted traits on to future generations is called a. selective breeding. c. hybridization. b. inbreeding. d. mutation. 4. How do breeders produce genetic variations that are not found in nature? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. What is polyploidy? When is this condition useful? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Think Critically 6. Propose a Solution Suppose a plant breeder has a thornless rose bush with scentless pink flowers, a thorny rose bush with sweet-smelling yellow flowers, and a thorny rose bush with scentless purple flowers. How might this breeder develop a pure variety of thornless, sweet-smelling purple roses? ______________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________ 7. Compare and Contrast Hybridization and inbreeding are important methods used in selective breeding. How are the methods similar? How are they different? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 15.2 Recombinant DNA Understand Key Concepts 8. Organisms that contain genes from other organisms are called a. transgenic. c. donors. b. mutagenic. d. clones.

9. What process is shown below? a. cloning b. transformation c. hybridization d. polymerase chain reaction 10. When cell transformation is successful, the recombinant DNA a. undergoes mutation. b. is treated with antibiotics. c. becomes part of the transformed cell’s genome. d. becomes a nucleus. 11. Bacteria often contain small circular molecules of DNA known as a. clones. c. plasmids. b. chromosomes. d. hybrids. 12. A member of a population of genetically identical cells produced from a single cell is a a. clone. c. mutant. b. plasmid. d. sequence. 13. Describe what happens during a polymerase chain reaction. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 14. Explain what genetic markers are and describe how scientists use them.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 15. How does a transgenic plant differ from a hybrid plant? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Think Critically 16. Apply Concepts Describe one or more advantages of producing insulin and other proteins through genetic engineering. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 17. Apply Concepts Bacteria and human beings are very different organisms. Why is it sometimes possible to combine their DNA and use a bacterium to make a human protein? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 15.3 Applications of Genetic Engineering Understand Key Concepts 18. Which of the following characteristics is often genetically engineered into crop plants? a. improved flavor b. resistance to herbicides c. shorter ripening times d. thicker stems 19. A substance that has been genetically engineered into transgenic rice has the potential to treat a. cancer. b. high blood pressure. c. vitamin A deficiency. d. malaria. 20. Physicians can screen for a genetic disorder using

a. a DNA microarray. b. PCR. c. restriction enzyme analysis. d. DNA sequencing. 21. Describe how a DNA microarray might be used to distinguish normal cells from cancer cells. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 22. Describe two important uses for DNA fingerprinting. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Think Critically 23. Infer If a human patient’s bone marrow was removed, altered genetically, and reimplanted, would the change be passed on to the patient’s children? Explain your answer. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

RUBRIC FOR METACOGNITION ACTIVITY STAGE 4 2016

Criteria 0 5 10 15

Answers 4 questions or

more unanswered

or incorrect

3 questions

(or more)

unanswered

or incorrect

2 questions (or

more)

unanswered or

incorrect

All questions

answered and

correct CG 4.5

DC 6

TOTAL

INTEGRATIVE ACTIVITY

Learning Method In teams of 5

Kind of Evaluation By teacher

Teaching strategy Presentation

Teaching Resources Biology, Miller and Levine

Due Date

Possible Points 30

*Real life situation

Prepare a Seminar in teams of 5 for one of the following topics: 1.- CLONING DOLLY THE SHEEP 2.- DISCOVERY OF DNA 3.- BRINGING EXTINCT SPECIES BACK TO LIFE 4.- PARENTAL TESTING 5.- GENE THERAPY 6.- TRANSGENIC FOOD 7.- LIMB REGENERATION The presentation MUST include the following criteria:

- Presentation done in power presentation with a proper background color and proper font size. Pictures, diagrams and animations must be included.

- Must include a video of 2 minutes that supports your topic. - Use at least 5 references from books and internet. You’re textbook must not be used

in one of the reference. - The front page must include: teammates, group number, topic and school name and

logos.

RUBRIC FOR INTEGRATIVE ACTIVITY STAGE 4 2016

Criteria 0 1 3 5

Introduction Topic is

mentioned

Topic and some

of the subtopics

are stated

Topic and all

subtopics are

stated

Topic and all

subtopics are

stated in proper

order

Knowledge of

Topic

Limited

knowledge of

topic with

little accuracy

Some knowledge

of topic with a

degree of

accuracy

Standard

knowledge of

topic, usually

accurate info

Detailed

knowledge of

topic with

consistently

accurate info

Organization Unclear

agenda with

Scant agenda &

handout with

Clear, logical

agenda is

Clear, logical,

thorough agenda

LABORATORY PRACTICE Lab Session:

Learning Method In teams of 4, individual reports

Kind of Evaluation By teacher

Teaching strategy Hands on, lab practice

Teaching Resources Biology, Miller and Levine.

Due Date

Possible Points 5

*Real life situation

illogical

sequencing &

unhelpful

handout

somewhat useful

handout

usually shown /

followed with

useful handout

is shown &

followed

combined w/

very useful

handout

Conclusion Little summary

of subtopics

Topic and some

subtopics

summarized

Topic and all

subtopics

summarized

Topic all

subtopics

summarized in

proper order

Documentation Little or no

message

support

provided for

major ideas;

visual aids are

missing or

inadequate;

little or no

sourcing

provided

Some message

support provided

by facts and

visual aids;

sourcing may be

outdated or thin,

visual aids need

work

Adequate

message

support

provided for key

concepts by

facts and visual

aids; sourcing is

generally

adequate and

current

Effective message

support provided

in the form of

facts and visual

aids; sourcing is

current and

supports major

ideas

Discussion Little

discussion

generated

from closed-

ended,

repetitive

questions

Some discussion

generated from

somewhat

relevant

questions that

require

superficial

thought

Three relevant

questions

generate

discussion that

requires

thought

Three relevant,

open-ended

questions

generate much

discussion,

insight, analysis &

evaluation

Extracción de ADN Problema ¿Dónde están las instrucciones de las células para reproducirse, construirse y funcionar? Introducción Todos los seres vivos sabemos qué hacer, tenemos una forma y funciones definidas. Hay una molécula en la que se define la gran mayoría de quién eres. Esta molécula determina tu color de ojos, estatura y muchos otros atributos. Esta molécula se conoce como ADN o ácido desoxirribonucleico o material genético. Como cualquier molécula es microscópica y no es posible apreciarla a simple vista, pero sí podemos tomar muchas células y extraerles únicamente el ADN y así ver las características que presenta. Habilidades Aislar y observar la extracción del ADN. Aplicar conocimientos del método científico. Materiales • Vasos de precipitados • Cuchara sopera cafetera • Papel filtro • Tubo de ensayo • Pipeta graduada • Alcohol de 96 grados previamente guardado en el refrigerador por 24 horas • Frutas (plátano, kiwi, brócoli, coliflor, papaya, manzana, fresa, etc) • Jabón líquido para trastes • Sal de mesa • Agua destilada Procedimiento 1. Realizarán el siguiente procedimiento por cada uno de las frutas o partes de planta que tengan. Ninguna fruta debe tener cáscara. a) Licua la fruta 15 segundos con una taza (240 mL) de agua destilada. b) En un vaso de precipitados pon 3 mL del jabón líquido y un gramo de sal. c) Agrega 20 mL de agua destilada y disuelve la mezcla con cuidado para no producir espuma. d) Añade 45 mL de la mezcla de plátano y mezcla de 5 a 10 minutos sin producir espuma. e) Coloca un papel filtro sobre un vaso de precipitados; cuida que no toque el fondo del vaso. Pasa la solución por el filtro hasta completar unos 5 mL. f) Llena el tubo de ensayo con alcohol frío (utiliza la cubeta con hielo). g) Toma con una pipeta la solución filtrada de cada fruta y agrega al tubo de ensayo con el alcohol; deja reposar por 3 minutos sin mover. h) Observa que se forma un precipitado blanco en el tubo de ensayo; ese precipitado blanco es el ADN. Anota tus observaciones. 3. Discute con tu grupo y tu profesor los resultados. Pueden comparar los resultados si todos los equipos tuvieron las mismas plantas pero también si hubo grupos que trabajaron con platas distintas al resto. ¿Hubo alguna planta de la cual se pudo obtener una mayor cantidad de ADN? ¿Qué características comparten todas las extracciones? Anota lo que discutieron.

Resultado obtenido Fotografía del ADN 1. Describe. Señala en la fotografía la parte que corresponde al ADN extraído y en el espacio siguiente describe sus características. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Análisis y conclusiones 1. Aplicar conceptos. En la extracción de la molécula de ADN, ¿qué tipo de información estamos obteniendo y que información es necesaria para otro tipo de estudios? ¿Podemos saber la cantidad de ADN que tiene cada tipo de muestra? ¿Podemos saber el código genético? __________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________ 2. Predecir. Si te dan la muestra de ADN ya aislada ¿puedes saber de qué especie proviene? Explica tu respuesta. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Usar analogías. Los investigadores forenses pueden determinar de quién es el ADN de una muestra. En la técnica que usan pueden “leer” el ADN. ¿Cómo saben qué dice el ADN? ¿En qué se fijan los investigadores? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Evaluar y revisar. ¿Crees que podrías hacer esta extracción con células animales? ¿Qué tejidos animales escogerías para hacer un experimento con este tipo de células? Explica tu respuesta.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Bibliografía Consultada

INTEGRATIVE PRODUCT – VIRTUAL PRACTICE and JEOPARDY

Student Name: __________________________________ Group: ______ ID:

Student Name: __________________________________ Group: ______ ID:

Student Name: __________________________________ Group: ______ ID:

Student Name: __________________________________ Group: ______ ID:

Student Name: __________________________________ Group: ______ ID:

INSTRUCTIONS

Part 1. Choose your favorite lab practice and perform a virtual practice in teams.

Teams must not have more than five members. The practice must include the following

information: (6%)

a) Cover: Include all team members and teacher names, school logos, title

(practice) and date.

b) Introduction: Explain why you perform this practice and all the general

concepts or theory related with it.

c) Hypothesis: What you what to achieve and/or the results you want to obtain.

d) Materials and Reactants: All materials, special equipment and reactants must

be included.

e) Procedure and Results: This is the most important part. By using animations,

hyperlinks, and other resources, explain how the practice should be performed. You

can change the conditions of the place and explain how this affects in the results.

Based on the performed practice, you have to be able to describe and record the

most important (quantitative/qualitative) data.

f) Discussion and Conclusion

g) Bibliography: Include, at least, five references.

Part 2. Make a Jeopardy using the format of the application activity. Each team will use

a chapter from 10-14. (6%)

DELIVERY DATE:

_______________________________________________________

LIP – VIRTUAL PRACTICE AND JEOPARDY TOTAL POINTS: 12

CRITERIA REQUIRED ASPECTS TOTAL

GRADES EXCELLENT REGULAR POOR

DATA Includes all

members and

teacher names,

school logos, title

and date.

One or two data is

missing.

More than three

data is missing.

There is not front

page.

EXCELLENT: 1.0

REGULAR: 0.5

POOR: 0.0

INTRODUCTION

AND HYPOTHESIS

The introduction is

engaging, states

the main topic and

states the main

ideas. Formulates a

focused

hypothesis.

The introduction

does not states the

main topic or

states the main

ideas. Formulates

an incomplete

hypothesis.

There is no clear

introduction. Does

not identify a

correct hypothesis.

EXCELLENT: 1.0

REGULAR: 0.5

POOR: 0.0

MATERIALS AND

REACTANTS

All materials,

reactants, special

equipment and

other aspects

(assistance, rooms,

etc.) are

mentioned.

One to four items

are missing.

Five or more items

are missing. EXCELLENT: 1.0

REGULAR: 0.5

POOR: 0.0

PROCEDURE AND

RESULTS

Procedure shows

animations,

hyperlinks and

other resources to

make a dynamic

presentation.

Results include

relevant data and

are presented in an

organized way.

Information is

presented in an

organized way, but

presentation is not

dynamic. Results

are presented in an

unorganized way

or include some

irrelevant data.

Procedure does not

shows animations,

hyperlinks and

other resources.

Results include

irrelevant data and

are presented in an

unorganized way.

EXCELLENT: 1.0

REGULAR: 0.5

POOR: 0.0

DISCUSSION AND

CONCLUSION

States a discussion

and conclusion,

with justification,

based on a

reasonable

interpretation of

the data.

States a discussion

or conclusion

based on a

reasonable

interpretation of

the data.

States no

conclusion and

discussion, or

discussion and

conclusion is

based on an

unreasonable

interpretation of

the data.

EXCELLENT: 1.0

REGULAR: 0.5

POOR: 0.0

REFERENCES Includes reliable

references from

research papers,

books and web

sites and uses the

APA style. 40% of

the information is

from internet sites.

Includes no

reliable references

from research

papers, books and

web sites and uses

the APA style.

60% of the

information is

from internet sites.

Does not include

references from

research papers,

books and web

sites neither uses

the APA style.

80% (or most) of

the information is

from internet sites.

EXCELLENT: 1.0

REGULAR: 0.5

POOR: 0.0

PRESENT THE

JEOPARDY GAME

The Jeopardy

includes all the

subtopics of the

chapter assigned.

The Jeopardy

missed one or two

subtopics.

The Jeopardy

missed three or

more subtopics.

EXCELLENT: 6.0

REGULAR: 3.0

POOR: 1.0

Observations:

TOTAL POINTS