Feingold Gallery:
Eye in Eye Strengths

I. Two weeks ago, Anne told the story of a student who’d said to her, “I don’t know how I’m doing.” We mused together about how we must be failing as teachers, if our students are looking to us to tell them “how they are doing,” and how giving too many instructions/ offering a review of what is "great"/giving grades can contribute to this effect. This is, of course, part of a larger social phenomenon, of asking experts (doctors, esp.) to tell us "how we are doing."

Notes Towards Day 12 of Food for Thought

I. Sarah's survey

II. Welcoming Peter's class--
introduce yourself to one person you don't know
tell each other some unlikely fact...
(something interesting you'll do over break....?)

III. Review of upcoming writing/reading assignments:
By this morning: you should have posted your survey questions (in Week 6A)
(missing 3 of you; Sara: LOG ON)
By 5 p.m. tomorrow: e-mail us your self-evals

Mental Health and the Brain: A Discussion Fall, 2008 a course at Bryn Mawr College and associated public conversation

Writing Assignment Details

Newer Version Available

The activity below has a new and improved version available as two separate handouts; this older version is available as an archive to teachers still using it. Please find the new version at: Mitosis - How Each New Cell Gets a Complete Set of Genes and Meiosis and Fertilization – Understanding How Genes Are Inherited.

ARCHIVE

In the  hands-on activity, Mitosis, Meiosis and Fertilization, students use model chromosomes to simulate the processes of mitosis, meiosis and fertilization, and they answer questions designed to promote understanding of these processes. To demonstrate the principle that genes are transmitted from parents to offspring through the processes of meiosis and fertilization, students follow two alleles of a gene through gametes to zygotes as they model meiosis and fertilization. Students also learn how a mistake in meiosis can result in Down Syndrome.