Pearls Bio Perak State

323 views

Published on

PEARLS Seminar (Perak State) in Penang,2007

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
323
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
2
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Pearls Bio Perak State

  1. 1. PEDAGOGY ENHANCEMENT AND REINFORCEMENT OF LEARNING STRATEGIES (PEARLS) BIOLOGY Cell Division
  2. 2. CASE - Cell division <ul><li>BACKGROUND </li></ul><ul><li>Cell division is one of the popular topics frequently asked in examinations. But students usually encounter difficulties in tackling the question correctly. </li></ul><ul><li>When teaching mitosis and meiosis , students always get confused between chromatin , chromatids and chromosomes. They tend to use incorrect terms for describing different forms of chromosome. </li></ul><ul><li>Students are also facing problem to count the chromosomal number in the cell especially in meiosis. </li></ul>
  3. 3. DISCUSSION <ul><li>How to solve the problems? </li></ul><ul><li>Suggestion  4 solutions </li></ul>
  4. 4. Solution 1 Show the diagrams and explain the structure of chromatin, chromatid and chromosome so that the students are able to differentiate their structure.
  5. 6. 1. Using different stages of mitosis and meiosis to show the location of chromatin, chromatid and chromosome. 2. Students are also explained that chromatid are also known as chromosome at the end of mitosis and meiosis. Solution 2
  6. 7. Mitosis Telophase Prophase Metaphase Anaphase
  7. 8. Meiosis Anaphase 1 Metaphase 1 Prophase 1 Telophase 1
  8. 9. Meiosis Anaphase 2 Metaphase 2 Prophase 2 Telophase 2
  9. 10. Students are given several diagrams of different stages mitosis and meiosis and they are asked to determine diploid and haploid number of chromosomes. Solution 3
  10. 11. 2n = ______ n = ______ 2n = ______ n = ______
  11. 12. 2n = ______ n = ______ 2n = ______ n = ______
  12. 13. Solution 4
  13. 14. Solution 4 <ul><li>Using models in explaining the structure of chromosome </li></ul><ul><li>Suggested materials: </li></ul><ul><li>Marble,two colours of plasticine,manila card </li></ul><ul><li>Procedure: </li></ul><ul><li>1. Students are asked to work in pairs. </li></ul><ul><li>2. Student are asked to use two different colours of plasticine to form cylinder-shaped structure. </li></ul><ul><li>3. Both cylinders are then crossed together and the marble is put at the crossing point. </li></ul><ul><li>4. Place the model on the manila card to be displayed to other students. </li></ul>
  14. 15. Conclusion <ul><li>All the four solutions given are subjective. </li></ul><ul><li>It depends on students’ capabilities and can be altered. Teachers can use different solution to different sets of student and situation. </li></ul><ul><li>Teachers may develop and elaborate the ideas of the solution according to teacher’s creativity. </li></ul>

×