Structured Inquiry Investigation: Modeling Mitosis
Overview: The students will be investigating what happens when cells undergo mitosis. They will correctly sketch the order of the stages of mitosis as well as define the nuclear membrane, chromosomes, spindle fibers, and centrioles. The students conclusion will use as many of the vocabulary words to describe what happens during cell division.
Approximate percentage of success or how many students fell into the categories of demonstrating understanding at the:
Target level: 33%
Exceeding the target: 50%
Beneath the target: 12%
Modeling Mitosis Structured Inquiry Investigation
I have included the overall lesson here.
Demonstrating Understanding Journal Sample
Although the student hypothesis reveals minor points misconception, the data and conclusions section demonstrates developing understanding and promise of solidification. The hypothesis is a misconception were the student thinks cytokinesis involves one cellsplitting into two cells. The student demonstrates understanding throughout the phases of mitosis in varying degree. Interphase is defined as the phase where the chromosomes are copied but the chromosome are not drawn with in the nucleus. In prophase the student forgot the word nuclear membrane but talks about moving centromeres to opposite sides of the cell and draws the centrioles with in the cell but fails to label them. During metaphase the student states chromosomes line up and separate into chromatids here the student has drawn the chromatids but still did not label. In telophase the student states the nuclear membrane reforms and cell splits into two, here the student draw in the separate cell membrane and two cells form accurately.
Approximate percentages of success in demonstrating understanding at the:
Targeted level: 40%
Exceeding the target: 44%
Beneath the target: 16%
Demonstrating Understanding Science Log Sample
There are several factors which played into choosing this student sample to represent the demonstrating understanding science log sample. This student has prior knowledge and a general understanding of how the muscles, bones, and tendons work together which she state in her Hypothesis “I think our muscles and bones work together by tendons” before the lab began. My reasoning for labeling this sample as understanding is that during the lab the student made additional advances in her understanding of the physiology of the wing. This was noted when she stated her Conclusion “There are many ways that will help animals like chicken and humans move by using muscles. You can find nerves, tendons, and blood vessels. Some of the examples are biceps and triceps. They can also use bones. Bones meet at joints and ligaments connect bones. However the student has a misconception about differentiation between bone and cartilage which is demonstrated in her last statement “An example of a bone is cartilage.”
Demonstrating Understanding Wing It Sample
This is an image of the dissection performed by this demonstrating understanding student.
Partial Understanding Science Log Sample
I was able to determine that this student partially understands the homologous nature of the chicken and human arm. The hypothesis states that the ” muscles are connected ” but does not tell to what they are connected to. He states one of the functions of the muscles is ” to help move ” but also states anothers aspect of muscles is ” so you do not fall apart”. This statement shows limited understanding of the exact connection between muscles, bones, and tendons and thus the purpose of the lab. The conclusion section demonstrates an understanding of the homologous nature between a human arm and a chicken wing by including ball-and-socket joint, cartilage, triceps, biceps, flexors, extensor muscles among commonalities but, the student does not relate his findings to the chicken wing. The students also describes the function of the tendons but cannot or does not relate this to the lab. He also appears to have some misconception about the anatomy and physiology of the blood vessels and the nerves.
Partial Understanding Wing It Model
This is an image of the dissection performed by this partial understanding student.
Exceeding Understanding Science Log Sample
I have chosen this in particular student sample to demonstrate student understanding for several reasons. She completely answered the question “How do our muscles and bones work together to move the wing?’ by stating ” The muscles attach to bones with tendons, and flex so that the bones can move”. Her existing ideas apparently formed an identical fit with her existing schema that muscle attached to bones by tendons. She also understands that the muscle must “flex” in order for the bone to move. I was able to determine from the sentences she constructed that she understood the homologous nature between the human arm and the chicken wing. In the conclusion she correctly related the similarities between the chicken and human. She also added more to her previous hypothesis to state ” We flex our muscles that makes the bones move because they are connected by tendons”. The student notes furthermore that the ball-and-socket joint allows us to move our arms back and forth.
Exceeding Understanding Model
This is an image of the dissection performed by this exceeding understanding student. This student identified the tendon.
Including a pre-lab exercise which included a Question, Hypothesis, and a Venn diagram allowed me to assess my students for understanding before the lab began. I also included a post-lab Analysis Questions and Conclusion sections which helps me to predict where my students stood in their understanding of the how the bones and muscles work together. The conclusion score was based on several factors; use of all of the vocabulary words, using their own words, and fluency of topic. Students who did exceedingly well covered all aspects of understanding.
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