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Final presentation
 

Final presentation

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Final presentation Final presentation Presentation Transcript

  • DNA and Gel Electrophoresis A L e ve l I I S c i e n t i f i c V i s u a l i z a t i o n U n i t ECOMP 6106 Final Charles Flynt
  • Essential Questions • What is it about the structure of DNA that makes all life similar, yet different? • How can the structure of DNA be used in forensics and biology? • What are the principles behind the process of Gel Electrophoresis? Previous Home Next
  • Charles Flynt • Grimsley High School, Greensboro, NC Education Biography • Oldest High School in the county • Wake Forest University, BA ’85 • NC State University , BS ’88 • Guilford College, BS ’04 • Diverse student body, 1850 • Lesley University students Teaching Licenses • Comprehensive Science • Scientific Visualization I, II • Ranked in Newsweek Top 100 Teaching Experience • Physical Science 9-12 • Earth Science 9-12 • Strong IB and AP programs • Biology 9-12 • Environmental Science 9-12 • Scientific Visualization 9-12 Previous Home Next
  • Scientific Visualization • The use of computer graphics and animation to illustrate and explain scientific concepts • Taught under the engineering/technology group of vocational education • Population is heavily male and very interested in computer technology Previous Home Next
  • Scientific Visualization • The use of computer graphics and animation to illustrate and explain scientific concepts • Taught under the engineering/technology group of vocational education • Population is heavily male and very interested in computer technology Previous Home Next
  • Scientific Visualization • Three Levels ✦ Level One - most of year is spent learning to use graphics and animation software (10th grade) ✦ Level Two - Second half of year is spent on four culminating projects using science topics ✦ Students are responsible for science content as well as graphics content ✦ This unit covers the project on DNA and Gel Electrophoresis Previous Home Next
  • Scientific Visualization Goals North Carolina Standard Course of Sudy (NCSCOS) • 205.05 Describe DNA and Gel Electrophoresis • 205.06 Create a visualization of DNA and Gel Electrophoresis Previous Home Next
  • NC Biology Standards (NCSCOS) • 2.01 - Compare and contrast the structure and function of organic molecules • 3.01 - Analyze the molecular basis for heredity • 3.04 - Assess the impact of genomics on individuals and society Previous Home Next
  • NC Computer Competency Goals (NCSCOS) • Goal 2 - The learner will demonstrate knowledge and skills in the use of computer and other technologies • Goal 3 - The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information Previous Home Next
  • NC Visual Arts Standards (NCSCOS) • Goal 2 - The learner will develop skills necessary for understanding and applying media, techniques, and processes. (National Standard 1) • Goal 3 - The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements. (National Standard 2 ) Previous Home Next
  • Technology Goals (ISTE) • Students will understand that echnology can: ‣ Be used as a tool to convey complex ideas ‣ Help gather, share and collaborate with information ‣ Help design teams collaborate ‣ Help produce high-quality digital media Previous Home Next
  • Guided Inquiry • Understanding Goals • Students will understand the molecular basis for Gel Electrophoresis • Students will understand the genetic uses of Gel Electrophoresis • Students will understand how visualization technology can be used to explain Gel Electrophoresis Previous Home Next
  • The Activity • Students will visit the DNA Interactive website Previous Home Next
  • The Activity • Students will work through the Human Identification section Previous Home Next
  • The Activity • Students will then pick a section from Recovering the Romanovs, Genes and Medicine or Human Origins and work through it Previous Home Next
  • The Activity • Students will write a summary of what they learned using a collaborative Google Document, shared with the teacher. Previous Home Next
  • Assessment • Students will self-assess, using the DNAI Rubric Criterion 3 2 1 Structure Essay (if applicable) is structured Essay is not structured logically OR Essay is not structured logically and logically with no grammatical or there are a few grammatical or there are many grammatical and compositional errors compositional errors compositional errors. Completeness All questions are answered and the Some questions are not answered Many questions are left unanswered reader is not left wondering OR the reader is left wondering AND the reader is left wondering Accuracy All questions are answered Some questions are not answered Most questions are not answered and completely and all information cited in completely OR some information most information cited in the essay is the essay is accurate cited in the essay is not accurate not accurate Learning After reading the response/essay, the After reading the response/essay, the After reading the response/essay, the reader can tell that the student reader can tell that the student reader can tell that the student did not learned a lot learned a some learn much • Teacher will then assess using the same Rubric Previous Home Next
  • Culminating Activity • Students will work in groups of 2-3 to produce an animated film explaining DNA and Gel Electrophoresis • Students will be formatively assessed along the way on their storyboard and their weekly progress • Students will develop a rubric and project checklist in collaboration with the teacher • Students will use rubric and checklist to self assess as they are working Previous Home Next
  • Past Example of Student Project Previous Home Next
  • Culminating Project Sample Rubric Previous Home Next
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