Image Citation: 1. Horspool, D. (Photographer). (2008, November 28). Central Dogma of Molecular Biochemistry with Enzymes [Web Photo]. Retrieved from http://en.wikipedia.org/wiki/Central_dogma_of_molecular_biology
Biology
Quarter 1
Image Citation: 1. N/A. Science Process Skills. Digital image. Mind Map Download. Bigger Plate: Mind Map Library, 12 May 2013. Web. 6 Oct. 2013. <http://www.biggerplate.com/mapImages/xl/50832a43-aa0a-409e-858d-07d651f0918e.png>.
![Picture](/uploads/2/4/0/0/24002252/5056331.png)
A science process skill such as CER was taught in biology, and CER is knowledge I can use in everyday life. CER is an abbreviation for claim, evidence, and reasoning. Not only do you use CER in biology and other science classes, you also use it in English, which is referred to as a thesis statement and supporting evidence and details. You can use CER in English when you are writing a report or document based question project. Within a CER it is composed of a claim which is a thesis that explains the topic of the discussion going to be discussed; next in a CER is the evidence used to support the claim such as websites, interviews, videos, definitions, etc. And then it needs conclusive ending to sum up all that is said in the evidence and to finally to sum everything up to state the claim is true.
This knowledge is important to me due its possible usage in daily life. It’s important to me because I can use it elsewhere in life, such as classes such as World History with its document based question projects. It will also assist me to a good transition to classes throughout college as well. Without CER, anything I say or anyone says cannot be liable. I have shared this knowledge with others by providing examples to other, like my CER on Metacognition. Biology is a subject I need to comprehend, along with Chemistry, because of my determined goal to become a physician. As a physician, I will need to know the basics of what are true facts of medicine, illnesses/diseases, and health information. I need to use CER as a way to learn what is liable and what isn't in the health community because of the pseudoscience extending across America. Pseudoscience is a claim based on opinions and beliefs. Around the world people believe they are a doctor and can provide the actions and opinions to pretend that they know facts and background of certain medicine, illnesses, and health facts, when in actuality they don’t because they have no supporting evidence of data or statistics to prove accuracy to the claim.
Among the CERs I have completely in class , through out projects completed that provide clear evidence that with reasoning such projects done can be concluded to help any claim made. Based on evidence provided about how beneficial CERs to the me and life are, CER is a scientific process that may be used in daily life.
Works Cited:
N/A. Science Process Skills. Digital image. Mind Map Download. Bigger Plate: Mind Map Library, 12 May 2013. Web. 6 Oct. 2013. <http://www.biggerplate.com/mapImages/xl/50832a43-aa0a-409e-858d-07d651f0918e.png>.
This knowledge is important to me due its possible usage in daily life. It’s important to me because I can use it elsewhere in life, such as classes such as World History with its document based question projects. It will also assist me to a good transition to classes throughout college as well. Without CER, anything I say or anyone says cannot be liable. I have shared this knowledge with others by providing examples to other, like my CER on Metacognition. Biology is a subject I need to comprehend, along with Chemistry, because of my determined goal to become a physician. As a physician, I will need to know the basics of what are true facts of medicine, illnesses/diseases, and health information. I need to use CER as a way to learn what is liable and what isn't in the health community because of the pseudoscience extending across America. Pseudoscience is a claim based on opinions and beliefs. Around the world people believe they are a doctor and can provide the actions and opinions to pretend that they know facts and background of certain medicine, illnesses, and health facts, when in actuality they don’t because they have no supporting evidence of data or statistics to prove accuracy to the claim.
Among the CERs I have completely in class , through out projects completed that provide clear evidence that with reasoning such projects done can be concluded to help any claim made. Based on evidence provided about how beneficial CERs to the me and life are, CER is a scientific process that may be used in daily life.
Works Cited:
N/A. Science Process Skills. Digital image. Mind Map Download. Bigger Plate: Mind Map Library, 12 May 2013. Web. 6 Oct. 2013. <http://www.biggerplate.com/mapImages/xl/50832a43-aa0a-409e-858d-07d651f0918e.png>.
![Picture](/uploads/2/4/0/0/24002252/4722836.png?134)
This is a visual of the Strawberry DNA Lab that we complete. Instructions were to extract the DNA show the process of it by recording it on video and creating the lab ourselves. The objective of this was to learn of DNA and to know the process of the lab so you may teach it to others
![Picture](/uploads/2/4/0/0/24002252/1393972807.png)
This is a visual of our Decompose lab that we had to create. To compare we had to create controlled environments and uncontrolled environments. This taught us the process of decomposition and in relation to how life works.
Images Cited:
- K, Jeyci. Fish 1. Digital image. Biology. Weebly, 4 Oct. 2013. Web. 4 Oct. 2013. <http://jkailieportfolio.weebly.com>.
- K, Jeyci. Fish. Digital image. Biology. Weebly, 4 Oct. 2013. Web. 4 Oct. 2013. <http://jkailieportfolio.weebly.com>.
- K, Jeyci. Strawberry DNA Lab. Digital image. Biology. Weebly, 4 Oct. 2013. Web. 4 Oct. 2013. <http://jkailieportfolio.weebly.com>.
Quarter 2
A new biology concept learned throughout this quarter was cellular reproduction, and it was understood through lab investigation and project based learning. Cellular reproduction has two types: asexual reproduction and sexual reproduction. This could be understood through Lab investigation through our DNA extraction lab of ourselves. It could be understood though the my DNA extraction lab because it taught me how our DNA was a part of asexual reproduction and sexual reproduction as well. Asexual reproduction is the reproduction of cells that clone itself to retain the complete number of chromosomes as the parent and it contains the same genetic code as well. Asexual reproduction's purpose (in humans) is to replace damaged or old, dying cell because cell are mortal. Sexual reproduction is the cell reproduction that creates gametes in the form of either eggs (women) or sperm (men). Sexual reproduction creates a haploid from the diploid parent which means that the parent's chromosomes are divided in half when forming gametes. When two gametes come together to have sexual reproduction of the egg and sperm, the chromosomes then join together to create a new organism and the complete the chromosomes to 2n.
![Picture](/uploads/2/4/0/0/24002252/2380755.jpg?180)
Cellular reproduction is a crucial biology concept to be learned because it provides information of how we were formed and how our body repairs itself. This biology concept was learned through my DNA extraction Lab because I was taught that my DNA has a unique genetic code that originated from two gametes's code and joined together to not only form me but to complete my chromosomes to 2n so that I'd be a complete organism. Within my body before I was born, my body created my own gametes which will be used for my later sexual reproduction when I decide to have an baby.
Within my PBL1 project on asexual and sexual reproduction, it was able to help me solve the questions, "how do I grow if my cells die constantly and why do we look different from our siblings if we are from the same parent." It helped me find a solution to these questions by extending my knowledge to a greater understanding of how our bodies work using biological concepts. Based on my comprehension of asexual and sexual reproduction, the new biology concept I learned this quarter, cell reproduction, was understood through labs and project based learning.
Within my PBL1 project on asexual and sexual reproduction, it was able to help me solve the questions, "how do I grow if my cells die constantly and why do we look different from our siblings if we are from the same parent." It helped me find a solution to these questions by extending my knowledge to a greater understanding of how our bodies work using biological concepts. Based on my comprehension of asexual and sexual reproduction, the new biology concept I learned this quarter, cell reproduction, was understood through labs and project based learning.
Image Citation:
- Kaili, J. DNA Lab Self. Digital image. Biology - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/biology.htm>.
Works Cited
- Kaili, J., S. Yamaguchi, and K. Kua. "Project Based Learning: Cellular Reproduction."Project Based Learning: Cellular Reproduction. Prezi.com, 14 Nov. 2013. Web. <http://prezi.com/88kvlfwxc3ki/project-based-learning-cellular-reproduction/>.
- Patino, Mario. "Cell Reproduction." Cellular Reproduction: Asexual & Sexual. Kamehameha Schools Biology Class, Hilo. Lecture.
Quarter 3
Image Citation: 1. Horspool, D. (Photographer). (2008, November 28). Central Dogma of Molecular Biochemistry with Enzymes [Web Photo]. Retrieved from http://en.wikipedia.org/wiki/Central_dogma_of_molecular_biology
![Picture](/uploads/2/4/0/0/24002252/1394247960.jpg)
Learning the concept of central dogma of molecular biology is important to my life. It is important because the central dogma of molecular biology (CDMB) describes the relationship between genetic information and physical attributes (Patino, 2014). This concept helps elaborate further into the process of making the connection between my physical attributes and my genetic makeup, which makes me what I look like today. The CDMB includes the three major classes of biopolymers: DNA, RNA, and protein (Wikipedia, 2014). This is crucial information to retain because this process of DNA replication, transcription, RNA replication, translation, Amino Acids, and finally the production of proteins help elucidate my genetic makeup that derives from my parents from sexual reproduction in which the male gamete, sperm, and the female gamete, eggs, come together and fertilize one another to make a zygote which developed into an embryo, fetus, then me.
Learning this biology concept has affected me knowledgeably. It has a positive effect on my knowledge because I was able to retain more information that involve in my developing as a human with my genotypes and phenotypes. As a developing student in biology, this concept will help me progress throughout my student-life and possibly throughout my aspiring career in the medical field as a family physician. By that time in my life, I will have to master this concept well enough to be able to explain it to others in depth and specifically know how the genetic information in everyone affects the phenotypes you obtain.
In the Protein 3D Model Project we had to complete in my biology class, I had to explain a part of the structure of the CDMB. The forms we must have completed to do the project were the DNA sequence which we transcribed into RNA, then the RNA into the Amino Acids which resulted in my Amino Aid - Protein 3D Model using biodegradable products. This project progressed my learning because I mastered the knowing of the structure of ORFs, Open Reading Frames, and recognizing the start and end codons. This project also assisted in the development in my knowledge of genes. Overall, based on this Amino Acid - Protein 3D Model Project, my newly gained knowledge of the relationship between genetic information and physical traits, and the process of which DNA can be turned into a protein with the help of the concept of the Central Dogma of Molecular Biology, I have been able to grow more enlightened in biology, life, and knowing more of how unique my DNA is to my body; being more aware of what I am made of genetically and physically I am able to be more connected to who I am scientifically and medically, not just spiritually and mentally.
Learning this biology concept has affected me knowledgeably. It has a positive effect on my knowledge because I was able to retain more information that involve in my developing as a human with my genotypes and phenotypes. As a developing student in biology, this concept will help me progress throughout my student-life and possibly throughout my aspiring career in the medical field as a family physician. By that time in my life, I will have to master this concept well enough to be able to explain it to others in depth and specifically know how the genetic information in everyone affects the phenotypes you obtain.
In the Protein 3D Model Project we had to complete in my biology class, I had to explain a part of the structure of the CDMB. The forms we must have completed to do the project were the DNA sequence which we transcribed into RNA, then the RNA into the Amino Acids which resulted in my Amino Aid - Protein 3D Model using biodegradable products. This project progressed my learning because I mastered the knowing of the structure of ORFs, Open Reading Frames, and recognizing the start and end codons. This project also assisted in the development in my knowledge of genes. Overall, based on this Amino Acid - Protein 3D Model Project, my newly gained knowledge of the relationship between genetic information and physical traits, and the process of which DNA can be turned into a protein with the help of the concept of the Central Dogma of Molecular Biology, I have been able to grow more enlightened in biology, life, and knowing more of how unique my DNA is to my body; being more aware of what I am made of genetically and physically I am able to be more connected to who I am scientifically and medically, not just spiritually and mentally.
References:
1. Patino, M. (2014, March 6). Interview by J Kaili. Central dogma of molecular biology clarification definition.
2. Wikipedia, The Free Encyclopedia. (2014). Central dogma of molecular biology. Retrieved from http://www.princeton.edu/~achaney/tmve/wiki100k/docs/
Central_dogma_of_molecular_biology.html
1. Patino, M. (2014, March 6). Interview by J Kaili. Central dogma of molecular biology clarification definition.
2. Wikipedia, The Free Encyclopedia. (2014). Central dogma of molecular biology. Retrieved from http://www.princeton.edu/~achaney/tmve/wiki100k/docs/
Central_dogma_of_molecular_biology.html
Quarter 4
![Picture](/uploads/2/4/0/0/24002252/9488587.jpg?468)
It is valuable to learn controversial topics. Learning from controversial topics are important because it displays both perspectives, and which one, based on research, is more accurate. Critical thinking is considered the second most important skill to learn after interpersonal school based on a 1994 Nine Year Follow-Up Survey (of 1985 Freshman) completed by Cooperative Institutional Research Program (ProCon.com, 2014).
Controversial topics, such as evolution, can be studied and learned from. Scientists have discovered that evolution is fact, but those who believe evolution is a controversy are those do not understand science (Patino, 2014). "Evolution comes to debate in the world with those are misinformed of the true evolution theory created by Charles Darwin and those who stand by their foundation in religious beliefs of creationism. (Kaili, 2014). Luckily, as a biology student learning evolution, I have been able to learn further knowledge just from viewing evolution in both perspectives.
According to "Benefits of Teaching Controversial Issues," learning about controversial topics help students become more informed and active citizens with the knowledge of what is going on in this world. As a student, I have been able to really indulge myself in events in this world that is occurring and as a student my age, I wouldn't learn these things, but because it benefits my learning ability and awareness I have been grateful to have done so. Controversial issues also benefit me as a student by "increasing student attention, motivation, achievement, creativity, and self-esteem (ProCon.com, 2014)." Based on my understanding and experience with learning controversial topics, such as evolution, I have been able to gain more knowledge and learn that it is valuable to learn from controversial topics.
Controversial topics, such as evolution, can be studied and learned from. Scientists have discovered that evolution is fact, but those who believe evolution is a controversy are those do not understand science (Patino, 2014). "Evolution comes to debate in the world with those are misinformed of the true evolution theory created by Charles Darwin and those who stand by their foundation in religious beliefs of creationism. (Kaili, 2014). Luckily, as a biology student learning evolution, I have been able to learn further knowledge just from viewing evolution in both perspectives.
According to "Benefits of Teaching Controversial Issues," learning about controversial topics help students become more informed and active citizens with the knowledge of what is going on in this world. As a student, I have been able to really indulge myself in events in this world that is occurring and as a student my age, I wouldn't learn these things, but because it benefits my learning ability and awareness I have been grateful to have done so. Controversial issues also benefit me as a student by "increasing student attention, motivation, achievement, creativity, and self-esteem (ProCon.com, 2014)." Based on my understanding and experience with learning controversial topics, such as evolution, I have been able to gain more knowledge and learn that it is valuable to learn from controversial topics.
(For more information about the evolution controversy, I address this topic in my Bio Blog, "Creation & Evolution of What?"
References:
References:
- Ian J. Quitadamo and Martha J. Kurts, "Learning to Improve: Using Writing to Increase Critical Thinking Performance in General Education Biology,” CBE Life Sciences Education, Feb. 2007.. Retrieved from http://www.procon.org/view.resource.php?resourceID=2016
- Kaili, J. (2014, April 26). Creation & evolution of what? [Web log message]. Retrieved from http://jkailieportfolio.weebly.com/1/post/2014/04/creation-evolution-of-what.html
- Patino, M. (Director) (2014, May 2). Evolution. BSCS Biology. Lecture conducted from , Keaau.
- ProCon.com. (2014). Ii. benefits of teaching controversial issues. Retrieved from http://www.procon.org/view.resource.php?resourceID=2016
- O, A. (Performer). (2014). Alex O. - Biology 122 [Web Drawing]. Retrieved from https://smithlhhsb122.wikispaces.com/Aleks O.
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Biology Web Page by J Kaili is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on a work at http://jkailieportfolio.weebly.com/biology.html.