This document provides instructions for interns to complete and submit their final malaria treatment proposal. It guides them through writing an introduction paragraph by copying relevant information from their project summary. It then instructs them to state their design claim by describing the key aspects of the proposed treatment design. For the conclusion, interns are told to summarize why their design should be chosen, describe their design priorities and the trade-offs between criteria, and convince the reader their design is optimal despite the trade-offs. The document also reviews revising the entire proposal, including the three design decision paragraphs, before submitting.
1. Interns were instructed to review feedback from the project director on their outline and background research and discuss how to strengthen their design decision paragraphs with colleagues.
2. They were then directed to write the three design decision paragraphs for their proposal, using their outline, feedback, and other resources as guides.
3. Interns were reminded to save their work in progress but not submit, as they will continue working on the introduction and conclusion sections during their next workday. They should review tasks and determine if any unfinished work needs completion after hours.
The document discusses strategies for writing a strong proposal to address the problem of drug-resistant malaria, including focusing on one section of the proposal at a time, using an outline to organize evidence supporting design claims, and reviewing examples to understand how different parts fit together. Interns are asked to gather evidence by outlining their design decisions for three criteria related to minimizing drug resistance, side effects, and cost in order to receive feedback on their evidence and arguments.
This document outlines steps for interns to review design feedback, interpret how well their design addressed different criteria, and plan iterative testing to improve their design. Interns receive feedback letters evaluating their designs on criteria like minimizing drug resistance, reducing side effects, and lowering treatment costs. They annotate the letters and record notes in a feedback summary table, color-coding results as strongly, moderately, or weakly addressing each criterion. Discussing trade-offs between criteria helps interns prioritize areas for improvement and set targets for their redesign strategies, as it is difficult for one design to strongly address all criteria equally. The goal is to identify an optimal design through iterative testing and choice of priority among criteria.
Engineers at Futura are developing malaria treatments using an iterative design process and simulation tool called MalariaMed. Students practiced this process by running multiple iterative tests of simulated malaria treatment designs, recording the results, and analyzing the data to identify the strongest design. The best design would minimize drug resistance and side effects while keeping costs low, without increasing the malaria parasite population. After analyzing all their results, students selected one design to submit to their project director for feedback on how to further improve their treatment design.
The document discusses exploring antimalarial drugs to treat malaria. It describes running tests in MalariaMed to investigate how changing the drug type, dose size, and number of treatment days affects various criteria like the total parasite population, drug resistance, patient side effects, and total cost. The tests show that using a larger dose or more days of treatment generally reduces the parasite population more but increases drug resistance faster. In contrast, a smaller dose or fewer days reduces side effects and cost but risks allowing more parasites to survive and the population increasing. Using multiple drugs sequentially is suggested as a way to minimize drug resistance.
Using a single drug treatment for malaria results in a shift in the parasite population toward increased resistance to that drug over time. Testing different single-drug treatments in the MalariaMed model showed that resistance developed quickly when only one drug was used. Combining multiple antimalarial drugs is preferable to delay the development of resistance compared to reliance on a single drug.
This document provides guidance to students on developing a scientific argument to explain why stickleback populations changed over 13 generations. It instructs students to use a Reasoning Tool template to organize their claim, evidence, and reasoning. Students are told to annotate their Reasoning Tool by circling their strongest evidence, crossing out unrelated evidence, and connecting related evidence with arrows. They then write an argument referring back to the Reasoning Tool and using suggested sentence starters to clearly articulate their reasoning. For homework, students finalize and revise their written arguments.
This document provides instructions for interns to complete and submit their final malaria treatment proposal. It guides them through writing an introduction paragraph by copying relevant information from their project summary. It then instructs them to state their design claim by describing the key aspects of the proposed treatment design. For the conclusion, interns are told to summarize why their design should be chosen, describe their design priorities and the trade-offs between criteria, and convince the reader their design is optimal despite the trade-offs. The document also reviews revising the entire proposal, including the three design decision paragraphs, before submitting.
1. Interns were instructed to review feedback from the project director on their outline and background research and discuss how to strengthen their design decision paragraphs with colleagues.
2. They were then directed to write the three design decision paragraphs for their proposal, using their outline, feedback, and other resources as guides.
3. Interns were reminded to save their work in progress but not submit, as they will continue working on the introduction and conclusion sections during their next workday. They should review tasks and determine if any unfinished work needs completion after hours.
The document discusses strategies for writing a strong proposal to address the problem of drug-resistant malaria, including focusing on one section of the proposal at a time, using an outline to organize evidence supporting design claims, and reviewing examples to understand how different parts fit together. Interns are asked to gather evidence by outlining their design decisions for three criteria related to minimizing drug resistance, side effects, and cost in order to receive feedback on their evidence and arguments.
This document outlines steps for interns to review design feedback, interpret how well their design addressed different criteria, and plan iterative testing to improve their design. Interns receive feedback letters evaluating their designs on criteria like minimizing drug resistance, reducing side effects, and lowering treatment costs. They annotate the letters and record notes in a feedback summary table, color-coding results as strongly, moderately, or weakly addressing each criterion. Discussing trade-offs between criteria helps interns prioritize areas for improvement and set targets for their redesign strategies, as it is difficult for one design to strongly address all criteria equally. The goal is to identify an optimal design through iterative testing and choice of priority among criteria.
Engineers at Futura are developing malaria treatments using an iterative design process and simulation tool called MalariaMed. Students practiced this process by running multiple iterative tests of simulated malaria treatment designs, recording the results, and analyzing the data to identify the strongest design. The best design would minimize drug resistance and side effects while keeping costs low, without increasing the malaria parasite population. After analyzing all their results, students selected one design to submit to their project director for feedback on how to further improve their treatment design.
The document discusses exploring antimalarial drugs to treat malaria. It describes running tests in MalariaMed to investigate how changing the drug type, dose size, and number of treatment days affects various criteria like the total parasite population, drug resistance, patient side effects, and total cost. The tests show that using a larger dose or more days of treatment generally reduces the parasite population more but increases drug resistance faster. In contrast, a smaller dose or fewer days reduces side effects and cost but risks allowing more parasites to survive and the population increasing. Using multiple drugs sequentially is suggested as a way to minimize drug resistance.
Using a single drug treatment for malaria results in a shift in the parasite population toward increased resistance to that drug over time. Testing different single-drug treatments in the MalariaMed model showed that resistance developed quickly when only one drug was used. Combining multiple antimalarial drugs is preferable to delay the development of resistance compared to reliance on a single drug.
This document provides guidance to students on developing a scientific argument to explain why stickleback populations changed over 13 generations. It instructs students to use a Reasoning Tool template to organize their claim, evidence, and reasoning. Students are told to annotate their Reasoning Tool by circling their strongest evidence, crossing out unrelated evidence, and connecting related evidence with arrows. They then write an argument referring back to the Reasoning Tool and using suggested sentence starters to clearly articulate their reasoning. For homework, students finalize and revise their written arguments.
The document describes a classroom lesson where students will participate in a Science Seminar discussion to answer the question "What caused the stickleback population to have less armor and become faster?". The students will be split into two groups - one to lead the discussion in the inner semicircle and one to listen and take notes in the outer semicircle, and they will switch roles halfway through. The goal is for the students to use the evidence cards and their knowledge to build the best explanation for why the environmental change caused the stickleback population to change.
This document describes a science seminar about stickleback fish. It includes sections where students annotate passages about sticklebacks, are introduced to how the population has changed over generations from having more armor plates to fewer, and examine evidence cards about stickleback traits, environment, and lifespan. The goal is for students to analyze the evidence and determine which of two claims is best supported about what caused the changes in the stickleback population.
Mutations can introduce new traits into a population. A mutated trait will become more common over generations if it provides an adaptive advantage in the environment. According to the document, a mutation introduced a trait for high poison levels in newts 50 generations ago. When snakes were introduced to the environment 40 generations ago, the high poison levels provided an adaptive advantage by preventing snakes from eating the newts. As a result, the highly poisonous trait became the most common trait in the newt population over many generations.
This document discusses mutations in populations and how traits created by mutations may become more or less common over generations. It describes an activity using a simulation where students will investigate whether mutations can introduce non-adaptive fur traits into an ostrich population in a cold environment. The simulation allows students to observe the population over 50 generations with mutations turned on and analyze changes in fur traits, to see if low-fur traits introduced by mutation become more or less common. Key points emphasized are that mutations occur randomly, can create adaptive, non-adaptive or neutral traits, and adaptive traits will become more common while non-adaptive traits will become less common over time.
This document describes a lesson about how new traits can emerge in populations through mutations. Students will read an article on mutations and discuss how mutations could explain a new poison level trait appearing in newt populations over time. They will then use a simulation to explore how mutations can introduce variation that allows a population to adapt when the environment changes. By running the simulation with and without mutations turned on, students can compare the outcome for a population of ostrilopes in a cooling environment and see the impact of mutations on the population's ability to survive.
Reviewing Key Ideas About Natural Selectiondwinter1
The document discusses natural selection and reproduction through a lesson on newts. It explains that traits are passed down from parents to offspring, and that individuals with adaptive traits are more likely to survive and reproduce, passing on those traits. The lesson has students complete different activities to understand how adaptive traits like high poison levels in newts became more common in a population over time through this process. It concludes with a self-assessment for students to reflect on their learning.
The document discusses a chapter about natural selection and reproduction. It includes sections about warming up and reading activities for students, including reading an article called "The Deadly Dare" about how poison helps rough-skinned newts survive and how it became more common over generations through natural selection. The chapter asks how some traits become more common over many generations while others become less common.
The document describes students rereading an article on how a newt population evolved to have higher levels of poison over generations. It has the students use evidence from histograms and the article to complete a reasoning tool connecting the evidence to a claim about why the trait for increased poison became more common. The reasoning tool is used to help the students write a scientific argument explaining their claim to share with others.
The document discusses natural selection and how traits become more or less common over generations within populations. It describes an investigation using a simulation of ostrilopes with different color traits. Data was collected on how many offspring each color trait produced. The data showed that ostrilopes with the yellow color 7 trait reproduced more on average and became more common in the population over time, while ostrilopes with traits like blue 1 and yellow 10 that did not provide camouflage reproduced less and became less common. This occurred because traits that helped ostrilopes survive longer, like yellow 7, allowed them to reproduce more and pass on their genes more frequently.
The document describes a simulation activity where students use a natural selection simulation to gather evidence about how traits are passed from parents to offspring during reproduction. The simulation shows that while offspring generally inherit traits from their parents, over multiple generations of reproduction the frequency of traits in a population can change as some traits become more or less common than others. The activity provides evidence to refute the claim that reproduction always produces offspring with adaptive traits, since in the simulation non-adaptive traits were still passed down from parents to offspring.
The document summarizes a lesson on explaining changes in a population of rough-skinned newts over time based on evidence. It discusses:
1) Having students review evidence that the newt population changed, with more highly poisonous individuals now than 50 generations ago.
2) Connecting this to the fact that snakes became part of the newts' environment between the first and second data samples.
3) Concluding that snakes likely caused high poison levels to become an adaptive trait, leading to more poisonous newts over time through natural selection.
This document describes an investigation of how traits change over time in different environments using a simulation of ostrilopes. Students observe an ostrilope population in two environments - one with a predator where being yellow provides camouflage, and one without a predator. In the environment with a predator, the population shifts to being entirely yellow over time as yellow ostrilopes are more likely to survive. In the environment without a predator, the trait distribution changes little. This provides evidence that yellow color is only adaptive in an environment where it provides camouflage from predators. The document then discusses using a modeling tool to predict how traits in a thornpalm population might change over time in response to environmental factors like
Investigating Changes In Trait Distributiondwinter1
The document describes how a population of ostrilopes experienced a change in their environment from warm to cold over generations. Students used a natural selection simulation to observe how the distribution of fur traits in the population changed over time in response to the colder environment. Specifically, ostrilopes with higher levels of fur, which were adaptive in the cold, became more common, while those with lower fur levels, which were non-adaptive, decreased. Students then used a modeling tool to visually represent these changes and predict how another population may respond if its environment also became colder.
Exploring Variation and Distribution in Populationsdwinter1
This document provides an introduction to using a simulation called the Natural Selection Simulation to explore variation and distribution in populations. It describes the key organisms in the simulation - thornpalms, ostrilopes, and carnithons - and how their traits can be adjusted. It also explains how to use the simulation's features like turning populations on/off, zooming in on organisms, and changing trait levels and variation using sliders. Students will complete missions in the simulation by adjusting these sliders. The document concludes with an activity where students build histograms out of cubes to represent different levels of variation and distributions in populations.
Natural Selection - The Mystery of the Poisonous Newtdwinter1
This document provides an overview of a lesson on describing populations and investigating why a population of rough-skinned newts has become more poisonous over time. The lesson has students observe traits in populations of butterflies and dogface butterflies to understand what a trait is and how to describe variation within a population. It then introduces students to the investigation question of why the newt population in Oregon State Park has become more toxic. The lesson concludes by assigning students homework reading two articles on rough-skinned newts and a scientist who studies natural selection to help understand changes in the newt population.
Writing an Argument About the Channel on Marsdwinter1
This document provides guidance and context for students to write an argument about what geologic process formed a channel on Mars. It instructs students to use the Reasoning Tool from Lesson 3.3 to write a claim supported by evidence. It emphasizes that students should be clear and convincing in their explanation of how the evidence supports the claim in order to persuade the audience of planetary geologists. The document also notes that students can refer to other resources and should craft their full argument in the provided space.
This document discusses using evidence to support claims about geology on Mars. It provides examples of evidence that was discovered by the Curiosity rover, including an image of rock near a landform that changed scientists' thinking about the possibility of water on Mars. The document emphasizes the importance of reasoning - clearly explaining how evidence connects to and supports claims. It introduces a "Reasoning Tool" graphic organizer to help organize arguments by explaining the link between each piece of evidence and the claim. The document also provides discussion questions to help students practice developing reasoning and constructing convincing arguments using evidence from Mars.
The document discusses new information from NASA about a channel on Mars. It includes an image from the Curiosity rover showing rock found near the base of the channel. The document discusses different types of rocks, including conglomerate which can form near channels formed by water, and basalt which is often found near lava channels. Students will examine rock samples and use an evidence gradient to evaluate claims about how the Mars channel was formed based on the new evidence of the rock type.
I'm not fully convinced yet, but the evidence of a triangle-shaped landform is consistent with both flowing lava and flowing water processes. More evidence is still needed to determine which process best explains the formation of the channel on Mars.
This document discusses using models to gather evidence about geological formations on Mars. It describes a student observing a model of flowing lava to determine if lava could have formed channels on Mars that are similar in shape to an observed channel. The model shows lava forming a channel with a triangular cross-section at the bottom, matching the shape of the channel on Mars, providing evidence that lava may have created it. The document suggests students will learn more evidence from NASA about the geological processes that formed the channel to help determine if it resulted from lava or water.
The document describes a classroom lesson where students will participate in a Science Seminar discussion to answer the question "What caused the stickleback population to have less armor and become faster?". The students will be split into two groups - one to lead the discussion in the inner semicircle and one to listen and take notes in the outer semicircle, and they will switch roles halfway through. The goal is for the students to use the evidence cards and their knowledge to build the best explanation for why the environmental change caused the stickleback population to change.
This document describes a science seminar about stickleback fish. It includes sections where students annotate passages about sticklebacks, are introduced to how the population has changed over generations from having more armor plates to fewer, and examine evidence cards about stickleback traits, environment, and lifespan. The goal is for students to analyze the evidence and determine which of two claims is best supported about what caused the changes in the stickleback population.
Mutations can introduce new traits into a population. A mutated trait will become more common over generations if it provides an adaptive advantage in the environment. According to the document, a mutation introduced a trait for high poison levels in newts 50 generations ago. When snakes were introduced to the environment 40 generations ago, the high poison levels provided an adaptive advantage by preventing snakes from eating the newts. As a result, the highly poisonous trait became the most common trait in the newt population over many generations.
This document discusses mutations in populations and how traits created by mutations may become more or less common over generations. It describes an activity using a simulation where students will investigate whether mutations can introduce non-adaptive fur traits into an ostrich population in a cold environment. The simulation allows students to observe the population over 50 generations with mutations turned on and analyze changes in fur traits, to see if low-fur traits introduced by mutation become more or less common. Key points emphasized are that mutations occur randomly, can create adaptive, non-adaptive or neutral traits, and adaptive traits will become more common while non-adaptive traits will become less common over time.
This document describes a lesson about how new traits can emerge in populations through mutations. Students will read an article on mutations and discuss how mutations could explain a new poison level trait appearing in newt populations over time. They will then use a simulation to explore how mutations can introduce variation that allows a population to adapt when the environment changes. By running the simulation with and without mutations turned on, students can compare the outcome for a population of ostrilopes in a cooling environment and see the impact of mutations on the population's ability to survive.
Reviewing Key Ideas About Natural Selectiondwinter1
The document discusses natural selection and reproduction through a lesson on newts. It explains that traits are passed down from parents to offspring, and that individuals with adaptive traits are more likely to survive and reproduce, passing on those traits. The lesson has students complete different activities to understand how adaptive traits like high poison levels in newts became more common in a population over time through this process. It concludes with a self-assessment for students to reflect on their learning.
The document discusses a chapter about natural selection and reproduction. It includes sections about warming up and reading activities for students, including reading an article called "The Deadly Dare" about how poison helps rough-skinned newts survive and how it became more common over generations through natural selection. The chapter asks how some traits become more common over many generations while others become less common.
The document describes students rereading an article on how a newt population evolved to have higher levels of poison over generations. It has the students use evidence from histograms and the article to complete a reasoning tool connecting the evidence to a claim about why the trait for increased poison became more common. The reasoning tool is used to help the students write a scientific argument explaining their claim to share with others.
The document discusses natural selection and how traits become more or less common over generations within populations. It describes an investigation using a simulation of ostrilopes with different color traits. Data was collected on how many offspring each color trait produced. The data showed that ostrilopes with the yellow color 7 trait reproduced more on average and became more common in the population over time, while ostrilopes with traits like blue 1 and yellow 10 that did not provide camouflage reproduced less and became less common. This occurred because traits that helped ostrilopes survive longer, like yellow 7, allowed them to reproduce more and pass on their genes more frequently.
The document describes a simulation activity where students use a natural selection simulation to gather evidence about how traits are passed from parents to offspring during reproduction. The simulation shows that while offspring generally inherit traits from their parents, over multiple generations of reproduction the frequency of traits in a population can change as some traits become more or less common than others. The activity provides evidence to refute the claim that reproduction always produces offspring with adaptive traits, since in the simulation non-adaptive traits were still passed down from parents to offspring.
The document summarizes a lesson on explaining changes in a population of rough-skinned newts over time based on evidence. It discusses:
1) Having students review evidence that the newt population changed, with more highly poisonous individuals now than 50 generations ago.
2) Connecting this to the fact that snakes became part of the newts' environment between the first and second data samples.
3) Concluding that snakes likely caused high poison levels to become an adaptive trait, leading to more poisonous newts over time through natural selection.
This document describes an investigation of how traits change over time in different environments using a simulation of ostrilopes. Students observe an ostrilope population in two environments - one with a predator where being yellow provides camouflage, and one without a predator. In the environment with a predator, the population shifts to being entirely yellow over time as yellow ostrilopes are more likely to survive. In the environment without a predator, the trait distribution changes little. This provides evidence that yellow color is only adaptive in an environment where it provides camouflage from predators. The document then discusses using a modeling tool to predict how traits in a thornpalm population might change over time in response to environmental factors like
Investigating Changes In Trait Distributiondwinter1
The document describes how a population of ostrilopes experienced a change in their environment from warm to cold over generations. Students used a natural selection simulation to observe how the distribution of fur traits in the population changed over time in response to the colder environment. Specifically, ostrilopes with higher levels of fur, which were adaptive in the cold, became more common, while those with lower fur levels, which were non-adaptive, decreased. Students then used a modeling tool to visually represent these changes and predict how another population may respond if its environment also became colder.
Exploring Variation and Distribution in Populationsdwinter1
This document provides an introduction to using a simulation called the Natural Selection Simulation to explore variation and distribution in populations. It describes the key organisms in the simulation - thornpalms, ostrilopes, and carnithons - and how their traits can be adjusted. It also explains how to use the simulation's features like turning populations on/off, zooming in on organisms, and changing trait levels and variation using sliders. Students will complete missions in the simulation by adjusting these sliders. The document concludes with an activity where students build histograms out of cubes to represent different levels of variation and distributions in populations.
Natural Selection - The Mystery of the Poisonous Newtdwinter1
This document provides an overview of a lesson on describing populations and investigating why a population of rough-skinned newts has become more poisonous over time. The lesson has students observe traits in populations of butterflies and dogface butterflies to understand what a trait is and how to describe variation within a population. It then introduces students to the investigation question of why the newt population in Oregon State Park has become more toxic. The lesson concludes by assigning students homework reading two articles on rough-skinned newts and a scientist who studies natural selection to help understand changes in the newt population.
Writing an Argument About the Channel on Marsdwinter1
This document provides guidance and context for students to write an argument about what geologic process formed a channel on Mars. It instructs students to use the Reasoning Tool from Lesson 3.3 to write a claim supported by evidence. It emphasizes that students should be clear and convincing in their explanation of how the evidence supports the claim in order to persuade the audience of planetary geologists. The document also notes that students can refer to other resources and should craft their full argument in the provided space.
This document discusses using evidence to support claims about geology on Mars. It provides examples of evidence that was discovered by the Curiosity rover, including an image of rock near a landform that changed scientists' thinking about the possibility of water on Mars. The document emphasizes the importance of reasoning - clearly explaining how evidence connects to and supports claims. It introduces a "Reasoning Tool" graphic organizer to help organize arguments by explaining the link between each piece of evidence and the claim. The document also provides discussion questions to help students practice developing reasoning and constructing convincing arguments using evidence from Mars.
The document discusses new information from NASA about a channel on Mars. It includes an image from the Curiosity rover showing rock found near the base of the channel. The document discusses different types of rocks, including conglomerate which can form near channels formed by water, and basalt which is often found near lava channels. Students will examine rock samples and use an evidence gradient to evaluate claims about how the Mars channel was formed based on the new evidence of the rock type.
I'm not fully convinced yet, but the evidence of a triangle-shaped landform is consistent with both flowing lava and flowing water processes. More evidence is still needed to determine which process best explains the formation of the channel on Mars.
This document discusses using models to gather evidence about geological formations on Mars. It describes a student observing a model of flowing lava to determine if lava could have formed channels on Mars that are similar in shape to an observed channel. The model shows lava forming a channel with a triangular cross-section at the bottom, matching the shape of the channel on Mars, providing evidence that lava may have created it. The document suggests students will learn more evidence from NASA about the geological processes that formed the channel to help determine if it resulted from lava or water.