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Sarah Schnellbacher's picture

The Stagnation of Evolution through Standardization

Submitted by Sarah Schnellbacher on Fri, 02/11/2011 - 5:34pm

I am currently enrolled in an interdisciplinary biology and English course at Bryn Mawr College titled “The Story of Evolution and the Evolution of Stories” in which my classmates and I have begun to explore the process of evolutionary thought and applying this perspective to our own lives. Recently during a class discussion we were asked to define “evolutionary theory”. Though we all had a general notion of what evolutionary theory is, everyone in the course found it difficult to produce a dictionary definition that accurately could encompass the many aspects of evolution into a set of short and sweet sentences without steering into the taboo “survival of the fittest”.

AnnaP's picture

Disciplinary vs. Interdisciplinary (and other tricky dualities...)

Submitted by AnnaP on Fri, 02/11/2011 - 2:01pm

Yesterday in Prof. Dalke's discussion section, we talked about whether it was more effective to conceive of our eduction in terms of defined, separate disciplines or in terms of an interdisciplinary approach. We seemed to have a very difficult time coming up with an answer; some people, for instance, thought that we have the responsibility to teach people about "social Darwinism" (and the ways in which Darwin's theories have been co-opted) in a biology class, and others felt that that should be the territory of a history class.

vlopez's picture

The Quest for Truth: Science & Religion

Submitted by vlopez on Fri, 02/11/2011 - 10:48am

katlittrell's picture

Semantics of Foundation

Submitted by katlittrell on Fri, 02/11/2011 - 1:58am

Words continually evolve, their connotations and definitions shift and are forgotten and replaced as the generations pass. The mutability of language causes people to connote certain words differently. This semester, I am taking an course cross-listed in both English and Biology called “The Story of Evolution and the Evolution of Stories”. This comment from one of my classmates prompted my essay:
 

Cremisi's picture

Week 2

Submitted by Cremisi on Tue, 02/01/2011 - 12:12am

 This week has been an interesting one for me as I go deeper into the thoughts of evolution. In particular, this week has been a marvel for me--to see how things evolve..to look at things in terms of a story. Whenever I thought about Darwin I used to think of a stuffy old man eating pheasant at expensive dinner parties. I had never really known the tentative, worrisome, and somewhat charming character that Darwin graces the pages with. I had always thought of science evolving over inspiration, happiness, and wonder..but while reading this book, I find that science is the product of worry. Darwin had his own observations, and they didn't quite match up with what modern science was currently saying.

OrganizedKhaos's picture

The Only Thing That's Constant is Change

Submitted by OrganizedKhaos on Mon, 01/24/2011 - 2:05pm

     I found this first week of discussion very interesting. As we continued the discussion on evolution as a way of being, I found many questions forming in my head. I understand the importance the role of history plays in explanations for why things are here, but I find more comfort in the idea that history cannot explain everything and that chance, opportunity and maybe even destiny are explanations for some occurrences. One example, we talked about was how we as individuals got here. Though there is a story or "history" that may explain how my parents met, got married, etc. The first answer off the top of my head was "by chance".

Genetics Review Jeopardy Game

This game reviews genetics, with 25 questions of varying levels of difficulty. To access the game, open the PowerPoint attachment below; in full screen display, click on the slideshow icon on the right in the bottom bar. Clicking on a number in the game board will bring you to a question. When that question has been answered click on the yellow box in the lower right corner and you'll be brought back to the game board screen.  Spaces for questions that have already been answered will now appear blank, just like on the TV show.  

Two ways of organizing the Jeopardy game are recommended in the Teacher Notes available in the second attachment below.

Genetics Vocabulary Review Game

This game helps students to enjoy reviewing vocabulary related to genetics.  Each card in the deck has a target vocabulary word and two related taboo words that the student may not use as he/she gives clues so the other students in his/her small group can guess the target word.  Many students have trouble learning the substantial new vocabulary required for biology, and this game lets students have fun while reinforcing their understanding of key terms. 

The first file below provides the master copy for creating the card decks for this game, and the second file below provides the teacher notes, including instructions for playing the game.

 

Learning about Genetic Disorders

This activity provides brief instructions and recommended reliable sources for students to investigate and report on a genetic disorder of their choice. The Student Handout is available in the first attached file and as a Google doc designed for use in online instruction and distance learning.The Teacher Notes, available in the second attached file, provide instructional suggestions and background information.

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Remote Ready Biology Learning Activities

Scanning electron microscope image of SARS-CoV-2

Remote Ready Biology Learning Activities has 50 remote-ready activities, which work for either your classroom or remote teaching.

Narrative is determined not by a desire to narrate but by a desire to exchange. (Roland Barthes, S/Z)

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