Week3+-+Meiosis+and+Chromosomal+Errors+Cont.

01.22.12 Congratulations to all of you that have responded promptly to my posting so far! Before I continue, please accept my apology for all the typos in the week2 postings! I rushed myself and skipped the spell check.

- If you are in periods 2 or 5 you will probably read this page while in the computer lab during your class period. - If you complete the assignment in class, you are pretty much "off the hook" for the week! - BUT, if you are reading this page on Sunday January 22nd, DO NOT respond yet to the questions. They are still a work in progress!

It goes like this... Your responses to the article "Women's chromosomes division different from men's" alerted me to some interesting observations: A. Identifying the evidence in a science news article is not trivial for many students. Many confuse what constitute experimental evidence and what is an interpretation and even previous knowledge, that lead to the research. We will practice this skill with every article. B. Since you read the article before we concluded the discussion genetic variation, it actually caused an important misconception! C. I responded to your questions (question 3, week 2) as best I could. You can find my answers under "Week2 - Answers to Students' questions". Our discussion this week is therefore meant to address both A and B issues.

I am trying to do this a bit differently this time, so please follow the directions below explicitly..

Please respond to the following questions in the discussion of this week, by posting your answer as a NEW POST, and NOT as a reponse to an existing post. In the title, just write "Question 1", "Question 2" or "Question 3" (no need to write your name. It is already there). Here are the questions:

Go over the students' responses in week 2 to question 1 "__**What was the experimental evidence**__?", and find - Must mention some methods (materials, mesurements, instruments, statistics, etc.). - Usually written in past tense ("The chromosomes moved") not present tense ("chromosomes move"). Present tense is usually to describe what we already knew from before the investigation, not what we learned form the new research. - Many times, numbers are indicative of evidence, though not always. - If the sentence you quote is both relevant and irrelevant to evidence, quote //only// the relevant part.
 * Question 1**:
 * A. The best quote(s) for experimental evidence from the article.** hints:

Hints: - You can't be too general. After all, you already found a quote with details, why not use them in your own interpretation? - Don't wander off to conclusions all of a sudden. You are still writing about evidnece - what and how they //did//. Here I ask you to repeat your response to question 2 in week 2: "__What are the advantages for crossing over__**?",** but only after you have completed the lesson today! The handout for today's lesson can be found in the file attached here:
 * B.** Paraphrase the quote you found in your words. You may use someone else's words, but then you must give them credit for a good answer!
 * Question 2**:


 * Question 3:** __**What do you think about the Wiki experience so far**__? If you have suggestions - please feel free to voice them!