Production Student uses data, observations, and anecdotal notes from the design process to excellently articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes from the design process to adequately articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes from the design process to minimally articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes but production notes are unclear or incomplete. Or no data was used to support statement. Student does not provide reasoning for why the project is ready for production or use or this is not evident. Discuss and Share Student is excellently prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly and effectively. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates. Student is adequately prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates. Student is minimally prepared for and participates in project discussion with prompting. Summarized results from testing are shared. Student infrequently poses and responds to questions to clarify or follow up on information shared from other classmates. Student is not prepared for and inadequately participates in project discussion. Summarized results from testing are shared, but are incomplete or unclear. Communication with classmates by posing and responding to questions is limited. Student does not participate in project discussion with judge. Construct viable arguments. Student can reason inductively about data, using this knowledge to communicate findings clearly based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student can adequately interpret data, using this knowledge to communicate findings based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student can minimally communicate findings by referring to objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student inadequately communicates findings, or analysis of data is present, but flawed. Student does not participate in project discussion with judge.
Step 7 Communicate the Solution(s) Project Summary: Students should include a description and explanation of their model and summarize how the model performed during testing, including their calculations for work and power. Students must also include their technical diagram. Presentation of Final Solution: Students will explain the results of how their waterwheel performed during testing and refer to the model and the technical diagram during the presentation. Students should present like they talking to the board of the engineering design firm and explain why their design is an efficient waterwheel. Step 8 Redesign Re-designing of the Prototype Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their design. Teacher Notes: Before the Activity: Review force, work and power. Drill 3/8-inch holes into the end of the two-liter bottle and the cap. This allows the bottles to spin symmetrically and freely about the dowel rod. (If you do not have the hole in the cap, the dowel rod will not spin symmetrically.) Ideas: Can test waterwheels over a sink or container to capture the water Testing waterwheels outside is a good idea to prevent water from covering the floor Students can rebuild and change the distance from which they pour the water or use a different amount of weight. The website below is where this activity came from:
Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Peer-Review Questions: Step 7 Communicate the Solution(s) Project Summary: Presentation of Final Solution: Step 8 Redesign Re-designing of the Prototype
Step 4 Select the Best Step 5 a Building of the Product (Prototype, model or Artifact): Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Peer-Review Questions: Step 7 Communicate the Solution(s) Project Summary: Presentation of Final Solution: Step 8 Redesign Re-designing of the Prototype
Alleles Genetic Trait Heads Dominant Tails Recessive Coin Toss 1 Coin Toss 2 Genotype (Alleles from both coin tosses) Phenotype (physical trait) # of eyes T= two T = one Color of eyes E= brown e= blue Color of hair H= green h= red Color of body B = yellow b= purple Body Shape S= short s= tall Antennae A= present a= absent Wings W= present w= absent Data Table II: Father’s Traits Alleles Genetic Trait Heads Dominant Tails Recessive Coin Toss 1 Coin Toss 2 Genotype (Alleles from both coin tosses) Phenotype (physical trait) # of eyes T= two T = one Color of eyes E= brown e= blue Color of hair H= green h= red Color of body B = yellow b= purple Body Shape S= short s= tall Antennae A= present a= absent Wings W= present w= absent Observations/Data Analysis: Sketch and color your Parent GMO.
Step 1 Identify the Need or Problem Define Problem/Scenario: You need to design a model or simulation that will demonstrate how a trait can skip a generation. Expected Task: Create a model of how two different traits are passed from grandparents to parents to offspring. The model must be able to use all possible combinations of alleles represented by at least three sets of parents. Step 2 Research the Need or Problem Research and Citations: Written information by the students about the need or problem being solved with citations noted. Vocabulary: Heredity, Genetics, Chromosomes, Genes, Alleles, Dominant, Recessive, Genotype, Phenotype, Punnett Square, Probability, Homozygous, Heterozygous Step 3 Develop Possible Solution(s) Criteria: Identify two traits that each have two separate alleles to be used in the model. (eye color is one trait that has a brown allele and a blue allele). Determine which train it dominant and which is recessive. The model must be able to predict the possible outcomes of different parents (not just one set of parents). Materials should be used to physically distribute items that represent alleles. Display how a trait can skip a generation. Constraints: Only select traits that display complete dominance. Materials: Many small objects of varied colors such as marbles, coins, etc. and paper bags or cups Step 4 Select the Best Possible Solution(s)/ Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): Teams must come up with clears rules for separating alleles within individual parents and combining alleles from different parents. Each group must create a technical diagram which shows how their model works. Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): When testing the model, each team should record the genotype (allele pairs) and phenotypes (appearance of trait) “input” of each grandparent and then the “output” which are the genotypes and phenotypes of the possible offspring. The teams should calculate the probability that the offspring will have a particular trait and provide the code to interpret the data. .
Step 1 Identify the Need or Problem Define Problem/Scenario: You need to design a model or simulation that will demonstrate how a trait can skip a generation. Expected Task: Create a model of how two different traits are passed from grandparents to parents to offspring. The model must be able to use all possible combinations of alleles represented by at least three sets of parents. Step 2 Research the Need or Problem Research and Citations: Vocabulary: Heredity, Genetics, Chromosomes, Genes, Alleles, Dominant, Recessive, Genotype, Phenotype, Punnett Square, Probability, Homozygous, Heterozygous Step 3 Develop Possible Solution(s) Criteria: Identify two traits that each have two separate alleles to be used in the model. (eye color is one trait that has a brown allele and a blue allele). Determine which train it dominant and which is recessive. The model must be able to predict the possible outcomes of different parents (not just one set of parents). Materials should be used to physically distribute items that represent alleles. Display how a trait can skip a generation. Constraints: Only select traits that display complete dominance. Materials: Many small objects of varied colors such as marbles, coins, etc. and paper bags or cups Step 4 Select the Best Step 5 a Building of the Product (Prototype, model or Artifact): Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Peer-Review Questions: Step 7 Communicate the Solution(s) Project Summary: Presentation of Final Solution: Step 8 Redesign Re-designing of the Prototype
Trait Possible Genotypes Father’s Allele Mother’s Allele Child’s Genotype Child’s Phenotype Alleles Sex X Father will give an X or Y trait. XX- Female XY - Male face shape chin size hair color CH CH CH CT CT CT hair type DH DH DH DT DT DT widow’s peak EE,Ee,ee eye color FF,Ff,ff 6. Eye Color Brown (FF) Green(Ff) Blue (ff) Eye distance GH GH GH GT GT GT