Students are introduced to the classification of animals and animal interactions. Students also learn why engineers need to know about animals and how they use that knowledge to design technologies that help other animals and/or humans. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.
Subject:
Mathematics and Statistics, Science and Technology
In their study of artifact classification students will use pictures of artifacts or objects from a teaching kit to classify artifacts and answer questions about the lifeways of a group of historic Native Americans.
This activity requires the student to demonstrate an understanding of classification, patterning, and seriation. The students will complete the project based on personal characteristics.
A work in progress, CK-12 Biology I Honors - Teacher's Edition complements CK-12''s Biology I Honors book covering: Introduction to Life Science; Cells; Genetics; Evolution; Ecology; and Human Biology.
A work in progress, CK-12 Biology I Honors Workbook complements its Biology I Honors FlexBook covering: Introduction to Life Science; Cells; Genetics; Evolution; Ecology; and Human Biology.
Submitted as part of the California Learning Resource Network (CLRN) Phase 3 Digital Textbook Initiative (CA DTI3), CK-12 Foundation’s high school Biology I - Honors FlexBook covers Cell Biology, Genetics, Evolution, Ecology, and Physiology.
This course will consider the claim that there is no such thing as race, with a particular emphasis on the question whether races should be thought of as natural kinds: is our concept of race a natural kind concept? Is the term 'race' a natural kind term? If so, is Appiah right to conclude that there are no races? How should one go about "analyzing" the concept of race?
In their study of classification and attributes students will use "doohickey kits" to classify objects based on their attributes and learn that scientists and specifically archaeologists use classification to help answer research questions.
The unit is designed for seventh grade students who have been studying Earth and its atmosphere. In this sequence, students are faced with the realistic issue of personal and social decision-making when planning for hurricane strikes, which includes classification, tracking, and monitoring hurricanes, as well as planning for evacuations. The inquiry-based approach involves a WebQuest in which the learner will assume the role of an emergency management team member who must create a preparation plan for the community.
In this Earth Science activity, students will investigate rocks in an outdoor field trip. Students will be divided into groups and given a Ziploc bag to collect rocks. We will then return to the classroom, and the students will put their rocks into different groups. The different groups could be the size, shape, color, and texture of the rocks. We will then talk about the Rock Cycle and the three main types of rocks. Students will record their observations in their science journals.
this course will give an introduction to basic datamining techniques. Advanced datamining techniques will be added later. The basic course will teach the theory behind and techniques for datamining. Author encourage the reader of this article to apply the techniques in real life data. The topics author want to cover are resectively clustering, self organizing maps, classification problems, regression tree, support vector machine, neural network, genetic algorithm, simulated anealing
This exercise should be used to have students form their own classification of ferns by observing a variety of structural modifications in several ferns. The activity will give the students an understanding of some of the problems involved with phylogenetic classifications.
This course will look at the various mechanisms of evolution, how these mechanisms work, and how change is measured. The course will begin by reviewing the evolutionary concepts of selection and speciation. The student will then learn to measure evolutionary change and look at the history of life according to the fossil record and a discussion of the broad range of life forms as they are currently classified. Upon completion of this course, students will be able to: define evolution and describe different types of selection; provide examples of microevolutionary forces and describe how they impact the genetics of populations; describe the Hardy-Weinberg principle and solve problems related to Hardy-Weinberg equilibrium; provide examples of games used in evolutionary game theory; connect biological phenomena to game theory; develop simple phylogenies from molecular or morphological data; identify important evolutionary events that have occurred throughout geologic time; characterize and provide examples of major plant and animal phyla. (Biology 312)
This report provides a basic introduction to the construction and uses for dichotomous keys, and will be useful in any course where taxonomic classification is necessary, either in the lab or in the field.
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