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Anne Dalke's picture

Friday "Lab"

Submitted by Anne Dalke on Thu, 08/22/2013 - 10:21am
Fri, 02/07/2014 - 1:00pm - 3:00pm

preparing for our on-campus "confrontation"/difficult conversation

Anne Dalke's picture

“Re-making the Landscape: The Art and Science of Ava Blitz”

Submitted by Anne Dalke on Thu, 08/22/2013 - 10:08am
Thu, 01/30/2014 - 7:00pm - 8:30pm

A public talk by visual artist Ava Blitz. English House Lecture Hall.

Fascicle from Striatum0/1

BETWEEN WORLDS

fence electric hum
high tension highwire
balancing brinkman

ocular rivalry
criticise silence
drawn to lacuna minima

hemisphere boundary
k-means crackle
open balls excluded

diaspora'd deity
zero one never member
blackboard torn

SILENCE SCIENCE

no prisoners fallen carcasses
preserved in basement mortuary
not dead but hung urethane
mocked analyzed
violated terminally paralzyed

stimulate observe
exhume exhibit exemplify
silence science

between these battered shelves is war
subject battleline partitioned relics
ye who choose to make thy home
in theatre expect destruction
bulldozer carrion

no eating drinking
no talking or whispering
silence science

LIE

inconsistency
ruptures
bleeding for maintenance
shovelling gaping
requiring ministry
rewrite citations
sequent mountains
overlap rivals
exhaust constraints
burn glucose
maintain mountains

FIRE MOUNTAIN

runes
ruined
rubble
wrecked
ploughing
parched

futile cultivated crust
pathetic geometric etchings
removed and reconstructed

theorem
towers
await
centennial
belching

HEMISPHERES

battlefield tireless
advances inches
recruits spills ATP
threatens islands of certainty

territory irony on magma
each society temporary falls
destroy rebuild reuse merciless
heckling hemispheres

How Eyes Evolved – Analyzing the Evidence

Human eye and octopus eye with lens and retina

This analysis and discussion activity focuses on two questions. How could something as complex as the human eye or the octopus eye have evolved by natural selection? How can scientists learn about the evolution of eyes, given that there is very little fossil evidence?

To answer these questions, students analyze evidence from comparative anatomy, mathematical modeling, and molecular biology. Students interpret this evidence to develop a likely sequence of intermediate steps in the evolution of complex eyes and to understand how each intermediate step contributed to increased survival and reproduction.

The Teacher Notes suggest additions to the Student Handout that can be used to introduce concepts such as the role of gene duplication in evolution and/or homology and analogy. 

alesnick's picture

Africana Studies Program

Submitted by alesnick on Thu, 08/15/2013 - 9:31am
Africana Studies Program

Welcome to this online forum for Africana Studies at Bryn Mawr.  This new space is for students in the Africana Studies program to share ideas, resources, links, and announcements.  We will see together how it may be useful to our intellectual community.  If you have questions about using the site or more broadly about the program, please contact Africana Studies Coordinator Prof. Alice Lesnick (alesnick@brynmawr.edu). 

How Animals Adapt to Their Environments– Examples and Evolution

In this activity, students analyze examples of adaptations, including camouflage, mimicry of an inedible object, and phenotypic plasticity. Phenotypic plasticity means that a single genotype can develop different phenotypes in different environments.

Phenotypic plasticity allows an individual organism to adapt to different environments during its lifetime. Natural selection for an adaptation allows a population of organisms to adapt to different environments over time.

The Student Handout is available in the first two attached files and as a Google doc designed for use in online instruction and distance learning. The Teacher Notes, available in the last attached file, provide instructional suggestions and background information and explain how this activity is aligned with the Next Generation Science Standards. The last attached file is a Powerpoint of the figures so you can show your students the color camouflage.




blendedlearning's picture

Creating Your Own Collections: OER Commons

Submitted by blendedlearning on Mon, 08/12/2013 - 5:21pm

To start creating collections on OER Commons, you first need to register an account. Commons has the quickest registration process I’ve encountered – it doesn’t require any institutional affiliation or specialty information. Just fill in name, email, and password and wait for your activation email. Once logged in, go straight to the “My OER” link, which is part of the sticky box at the top of the page.

The page which opens tells you, essentially, that you have no saved resources of any kind. The category names, currently all showing as zero are links which take you to the same categories as the sidebar: saved items, submitted items, evaluated items, authored items, and remixed items. You will also see the option to “Add Resource” on the same page.

For now, skip past these options to and scroll down to the bottom of the left-hand sidebar. The very last item on the list says “My Collections” and below it you will see the option to “create collection.” Select this option and the entry field will immediately change to ask you for a Collection title. For our trial purposes, we’ll create a collection called “U.S. History.”

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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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