Judging at the CVES Science Fair- or setting up an educational science demo during the event.-
Details below in e-mail sent:
My name is Morgan Espeland and I am organizing the science fair at CVES! The science fair is Thursday, April 21st from 5:30-7:30.
I am writing to inquire if you have any eager science students who would be interested in judging science fair projects that evening and/or doing a science demonstration for students. Last year we had 2 high school science students judge and they did a fantastic job and the students loved having them there. A science demo could be anything that they are studying or interested in...biology, meteorology, physical science, astronomy, ect. It could entail a simple science experiment they could demonstrate throughout the evening, a small microscope station, explaining a science concept (ex. Bernoulli's principle), ect.
Please let me know if you have any questions. Thank-you so much for your time and consideration.
Intro to Investigation #2:
How can mathematical models be used to investigate the relationship between allele frequencies in populations of organisms and evolutionary change?
“Mathematics is biology’s next microscope, only better …” (Cohen 2004)
In the first part of this investigation, you will build a spreadsheet that models how a hypothetical gene pool changes from one generation to the next. This model will allow for the exploration of parameters that affect allele frequencies, such as selection, mutation, and migration.
Quantitatively describe the biological system.
On pages 30-38 read and follow the guidelines for building your mathematical model. Think about the spreadsheet functions you are incorporating and how they help you model this particular system.
On a separate sheet of cellulose; answer the bullet-ed elements for this activity
Testing your mathematical model- pg 37: follow the guidelines for your model- in this case by adding several generations. Answer the following questions for this section:What factors can cause allele frequencies to change in a population? (Hint: There are many.) How could you model these factors using your spreadsheet?
■■Designing and Conducting Your Investigation
By this point you’ve been able to use your model to explore how random chance affects the inheritance patterns of alleles in large and small populations. Perhaps you’ve also been able to find some interesting patterns in how alleles behave across generations. At the end of the last section you were asked what factors can cause allele frequencies to change in a population and how you would model them. Choose one of your answers, and try it out using your spreadsheet. This may involve adding multiple columns or rows along with a few extra operations. Keep the life cycle of your hypothetical population in mind as you develop additional strategies.
With your new spreadsheet model, generate your own questions regarding the
evolution of allele frequencies in a population. From these questions (noted in your lab notebook), you need to develop hypotheses that you can test — those that allow you to easily manipulate the parameters of population size, number of generations, selection (fitness), mutation, migration, and genetic drift. Collect sufficient data by running your model repeatedly. Analyze your data. Formulate your conclusions.
Read Gould Article- be ready to discuss Friday BOP.
Read Gould article- be ready to discuss Friday BOP
Introduction to First life reading section
Watch Day Mesozoic Died - HHMI- complete student quiz
Score "Day the Mesozoic Died" video quiz with answer key below- scroll to end of PDF document- use separate colored ink. Due Monday BOP
Gould article- group roles-