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Unit 1, Lesson 13 Student Assessment Lesson: How did this population of insects become more resistant over time?
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Individual Assessment: Using what you’ve learned so far, come up with a model to explain this new phenomenon. Be sure to include all key components and interactions from your “Gotta Have It” checklist.

Subject:
Biology
Science
Material Type:
Activity/Lab
Provider:
iHub
Date Added:
08/29/2019
Unit 1, Lesson 13: What questions can we answer about bacteria and Addie's Situation?
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We can help our community fight (or slow) the increasing frequency of antibiotic resistant bacterial infections by communicating a more effective message (than the CDC) for why people should follow CDC recommendations regarding antibiotic use.

Subject:
Biology
Science
Material Type:
Lesson
Provider:
iHub
Date Added:
08/19/2019
Unit 1, Lesson 14: Which aspects of our natural selection model apply to other organisms?
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We identified characteristics we wanted in a new case to help us evaluate whether the interactions and outcomes of our model for how bacteria populations can be used to explain changes observed in other populations of organisms.

Subject:
Biology
Science
Material Type:
Lesson
Provider:
iHub
Date Added:
08/19/2019
Unit 1, Lesson 15 Student Home-Learning A Lesson: What is happening in this new case of the UCSD juncos?
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You will use Google maps to continue to investigate the two different environments that you were introduced to in the juncos case you are studying in class. This page shows you how to use the map view, satellite view, and street view options for exploring UCSD. Record your observations for this environment on this page. The back page provides the same for Mt. Laguna.

Subject:
Biology
Science
Material Type:
Activity/Lab
Provider:
iHub
Date Added:
08/29/2019
Unit 1, Lesson 16: Just how different are these two populations of juncos from one another?
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There are measurable differences in the tail length, wing length, and the amount of white in tail feathers, found between individuals within each population and in the distribution of variations found between populations.

Subject:
Biology
Science
Material Type:
Lesson
Provider:
iHub
Date Added:
08/19/2019
Unit 1, Lesson 16:Student Data Investigation C Methodology Lesson 16: Just how different are these two populations of juncos from one another?
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From 1998 to 2002, Assistant Professor, Ecology and Evolutionary Biology, Pamela J. Yeh, banded, measured, and monitored individual juncos breeding in the campus population. A total of 298 adult birds were measured over the five years. Since 2000, about 95% of adult birds in the population have been uniquely color-banded, so that nearly every individual in the population can be recognized and tracked. NOTE: Video link on this lesson.

Subject:
Biology
Science
Material Type:
Activity/Lab
Provider:
iHub
Date Added:
08/29/2019
Unit 1, Lesson 17: How are physical traits like wing color or wing length inherited?
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Many trait variations seen in birds, like feather colors, feather patterns, and limb proportions are the result of the combinations of alleles that were inherited. These provide instructions to the cells of the organism about what substances (proteins) to produce or not produce.

Subject:
Biology
Science
Material Type:
Lesson
Provider:
iHub
Date Added:
08/19/2019