A. Three things that stood out: Please describe, briefly, three things that you learned so far in BIOL463 and that really stood out to you (either because you enjoyed them, found them surprising, found them difficult – any reason).
B. Identify types of knowledge: For each of your three “things”, please try to identify what type of knowledge it represents (Factual, Conceptual, Procedural/Skills, Metacognitive).
C. What makes “things” stand out for you: For each of your three “things”, please indicate what made it stand out for you.
D. Evidence (of course, we are in a science course … we like evidence!): Imagine that you need to test a group of students on one of your three “things”. Imagine that you need to determine, precisely, whether these students have acquired/developed the same knowledge that you have. How would you test them, and what would you consider as evidence that they have developed/acquired this knowledge?
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Three things that stood out |
Type of knowledge |
What makes these things stand out for you |
Evidence/how you would test someone on this (select one “thing” only!) | |
| 1 | The difficulty in identifying regulatory regions | Conceptual | When I am reading an article about a regulatory regions it seems relatively simple to determine where a regulatory region is or how it works, but actually going through some of the data and trying to figure out what they mean makes it seem much more difficult | Come up with different methods for identifying a putative regulatory region making sure to explain how the data that resulted could be interpreted |
| 2 | A hox gene loss of function mutation causes a homeotic transformation that gives a segment an identity that looks like the more anterior adjacent sengment | Factual | Previously I had a lot of trouble wrapping my head around how you determine loss of function or gain of function in hox genes, thinking about it like this made it easier to understand | Tell what a segment would look like phenotypically if there was a loss of function mutation in the hox gene that is expressed there |
| 3 | The complexity of imprinting | Conceptual | I had only briefly heard about imprinting before but I didn’t realize how much of an affect it had on development | Demonstrate an ability to understand or work through the regulation of a specific imprinted locus |