Master thesis qualitative research

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They are most likely carriers for the inability to digest starch. Since both parents are carriers, they are able to pass on Master thesis qualitative research, the gene to their offsprings; this would result in full expression of the gene. If one parent is a carrier and the other is My paper writing latex Dominant the Master thesis research, offspring may inherit the allele but doesn’t express the gene. One can use a Punnett Square, monohybrid cross to determine the probable pattern of inheritance for this condition. S will be used as the dominant allele that does not express the inability to digest starch; the s is recessive and will represent the inability to digest starch. One probable pattern of My paper, inheritance would be to cross two heterozygous alleles this example shows that both the parents carry the condition, but is not dominant. The probability when crossing the two heterozygous parents would be a 25% that their child will express the gene, the child inherited both the recessive alleles (ss), wont be able to digest starch. Two of their children will carry the s allele. Two of those four children will be able to digest starch, because they also have the dominant allele S, which determines that they are not affected with this condition. Qualitative Research! The fourth child will receive two dominant alleles and does not carry the condition. A second probable pattern of inheritance is to a homozygous dominant parent SS cross with a heterozygous parent Ss.

In this example, when the homozygous dominant gene is writing a essay crossed with a heterozygous gene, there is a 25% probability that their child will carry the s allele but will express the Master thesis qualitative research, condition, because the s is recessive. Essay Is A Necessary! There is a 75% probability that one of the offspring will not carry the condition because the offsprings inherited the two dominant S alleles, and therefore will not carry the s allele. Two heterozygous cross: Heterozygous X Homozygous Mutations are changes in a DNA sequence. There are three types of point mutations, which are base-pair subsitution, insertion and deletion. The base pair substitutions are missense, nonsense, and sense mutations. Missense mutations have altered codons, but still code for a message, but not necessarily the right amino acid. Master Thesis Qualitative Research! Nonsense mutations change the codon sequence to make it read the Custom paper zero, stop codons, UGA, UAG, and UAA. Sense mutations change the codon from a stop codon to a start codon (AUG). Thesis! Sense mutations result in longer polypeptides, and nonsense mutation may cause shorter polypeptides.

Insertion mutation adds a base, and deletion removes a base or codon. These types of mutations cause frame shift mutations, which may alter the reading frame of a gene. Mutations can cause the inability to digest starch. To digest starch an Custom, enzyme, which are made out of qualitative research, amino acids. By changing the sequence of DNA, there maybe an area that codes for the enzyme that digest starch, when alternated the gene may no longer code for the production of that enzyme. With this disruption no transcription or translation would occur for that enzyme. A modern technique of molecular biology that could be used to determine whether the mutant allele is present is DNA fingerprinting. For every 1,000 nucleotides inherited, there a polymorphism.

These DNA polymorphisms change the length of the DNA fragments produced by the digestion of restriction enzymes. The exact number and size of fragments produced by a specific restriction enzyme digestion varies for an individual. The resulting fragments, called Restriction Fragment Length Polymorphisms can be separated and their size determined by electrophoresis. These restriction enzymes that flank these repeating sequences cut the Engineering chemistry, DNA strand creating RFLPs. The differences in the fragments can be quantified to Master qualitative create a DNA fingerprint. Distinct RFLP patterns can be used to identify a mutation in an individual. Ap biology human systems essay - writing essay. The Advanced Placement Program. Sample Questions for Biology 5. The bones of Custom paper, a human arm are homologous. Master Thesis Research! AP Grades The Readers’ scores on the essay and. The AP Biology course is designed to enable you to.

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AP Biology Essay Questions. Essay Is A Necessary! AP Biology Essay Questions. HUMAN SYSTEMS QUESTIONS. Thesis Qualitative! ap biology human systems essay Related Articles. The following is a comprehensive list of is a evil, essay questions that have been asked on past AP exams. The questions are organized according to units. Unit 1 (Basic Chemistry and Water) 1. The unique properties (characteristics) of Master thesis qualitative research, water make life possible on Earth. Select three properties of water and: for each property, identify and define the property and explain it in terms of the physical/chemical nature of water. for each property, describe one example of how the property affects the functioning of living organisms. Unit 2 (Organic Chemistry, Biochemistry, and Metabolism) 2. Admission Essays! Describe the chemical composition and configuration of enzymes and discuss the factors that modify enzyme structure and/or function. 3. Thesis Qualitative! After an enzyme is mixed with its substrate, the amount of product formed is determined at Custom paper zero 10-second intervals for 1 minute.

Data from this experiment are shown below: Draw a graph of these data and answer the following questions. What is the initial rate of this enzymatic reaction? What is the rate after 50 seconds? Why is it different from the initial rate? What would be the effect on product formation if the enzyme where heated to thesis qualitative research a temperature of 100? C for 10 minutes before repeating the experiment? Why? How might altering the on homework is a evil, substrate concentration affect the rate of the reaction? Why? How might altering the pH affect the Master thesis research, rate of the reaction? Why? 4. Enzymes are biological catalysts.

Relate the professional, chemical structure of an enzyme to its specificity and catalytic activity. Design a quantitative experiment to Master thesis qualitative investigate the influence of airplanes zero, pH or temperature on the activity of an enzyme. Describe what information concerning the structure of an enzyme could be inferred from your experiments . Qualitative Research! Unit 3 (Cell Structure and Function, Cell division) 5. Essay On Homework Evil! Describe the fluid-mosaic model of a plasma membrane. Discuss the role of the membrane in the movement of Master thesis qualitative, materials through it by Custom paper airplanes zero each of the following processes: 6. Describe the structure of a eukaryotic plant cell. Master Research! Indicate the ways in which a nonphotosynthetic prokaryotic cell would differ in structure from this generalized eukaryotic plant cell. 7. Discuss the process of cell division in animals. Include a description of mitosis and cytokinesis, and Writing professional, of the other phases of the cell cycle. Do Not include meiosis. 8. A laboratory assistant prepared solution of 0.8 M . 0.6 M . 0.4 M . and 0.2 M sucrose, but forgot to label them.

After realizing the research, error, the assistant randomly labeled the flasks containing these four unknown solutions as flask A, flask B, flask C, and flask D. Design an experiment, based on the principles of diffusion and Essay, osmosis . that the assistant could use to determine which of the Master, flasks contains each of the Essay on homework necessary evil, four unknown solutions. Include in your answer (a) a description of Master research, how you would set up and perform the experiment: (b) the results you would expect from your experiments: and (c) an explanation of those results based on the principles involved. (Be sure to paper clearly state the principles addressed in your discussion.) 9. Cells transport substances across their membranes. Choose THREE of the following four types of cellular transport. For each of the thesis research, three transport types you choose, Describe the transport process and help writing a essay the personal, explain how the organization of cell membranes functions in the movement of specific molecules across membranes; and Master thesis qualitative research, Explain the significance of each type of transport to a specific cell (you may use difference cell types as examples.) Unit 4 (Photosynthesis and Cellular Respiration) 10. On Homework Necessary! Describe the Master, similarities and differences between the biochemical pathways of aerobic respiration and photosynthesis in eukaryotic cells. Include in Custom your discussion the major reactions, the end products, and energy transfers. 11. The rate of thesis qualitative research, photosynthesis may vary with changes that occur in environmental temperature, wavelength of help writing a essay the personal, light, and light intensity. Using a photosynthetic organism of your choice, choose only ONE of the three variables (temperature, wavelength of light, or light intensity) and for this variable. design a scientific experiment to determine the effect of the Master qualitative research, variable on the rate of photosynthesis for the organism; explain how you would measure the rate of Essay on homework necessary, photosynthesis in Master thesis qualitative your experiment; describe the My paper latex, results you would expect.

Explain why you would expect these results. Master Research! 12. Describe the light reactions of photosynthesis and, for both a C 3 and a C 4 plant, trace the path of a carbon dioxide molecule from the point at which it enters a plant to its incorporation into a glucose molecule. Include leaf anatomy and biochemical pathways in your discussion of each type of plant. 13. Explain what occurs during the Krebs (citric acid) cycle and electron transport by describing the essays, following: The location of the Krebs cycle and electron transport chain in qualitative research mitochondria.

The cyclic nature of the reactions in Custom the Krebs cycle. The production of ATP and reduced coenzymes during the cycle. The chemiosmotic production of ATP during electron transport. 14. Membranes are important structural features of cells. Describe how membrane structure is related to the transport of materials across the membrane.

Describe the Master qualitative, role of membranes in the synthesis of ATP in either cellular respiration or photosynthesis. 15. Energy transfer occurs in all cellular activities. For 3 of the following 5 processes involving energy transfer, explain how each functions in the cell and give an professional, example. Explain how ATP is thesis qualitative research involved in writing each example you choose. 16.

The results below are measurements of cumulative oxygen consumption by germinating and dry seeds. Gas volume measurements were corrected for changes in temperature and pressure. Cumulative Oxygen Consumed (mL) Using the graph paper provided, plot the results for the germinating seeds at 22? C and at 10? C. Calculate function the rate of oxygen consumption for the germinating seeds at 22? C, using the time interval between 10 and 20 minutes. Account for the differences in oxygen consumption observed between: germinating seeds at 22? C and at 10? C germinating seeds and dry seeds Describe the essential features of an experimental apparatus that could be used to measure oxygen consumption by a small organism. Explain why each of these features is necessary. Qualitative! Unit 5 (Meiosis, Mendelian Genetics, DNA Replication) 17.

State the conclusions reached by Mendel in paper zero his work on the inheritance of characteristics. Explain how each of the following deviates from these conclusions. 18. Experiments by the following scientists provided critical information concerning DNA. Master Research! Describe each classical experiment and indicate how it provided evidence for the chemical nature of the gene. Hershey and Chase- bacteriophage replication Griffith and Avery, MacLeod and McCarty- bacterial transformation Meselson and Stahl- DNA replication in bacteria. 19. Discuss Mendel?s laws of segregation and independent assortment.

Explain how the events of meiosis I account for the observations that led Mendel to formulate these laws. 20. An organism is heterozygous at two genetic loci on different chromosomes. Explain how these alleles are transmitted by the process of mitosis to daughter cells. Explain how these alleles are distributed by the process of meiosis to gametes. Explain how the behavior of these two pairs of homologous chromosomes during meiosis provides the physical basis for Mendel?s two laws of inheritance. Labeled diagrams that are explained in your answer may be useful. Unit 6 (Protein Synthesis, Gene Expression, DNA Technology) 21. A portion of specific DNA molecule consists of the following sequence of nucleotide triplets.

TAC GAA CTT GGG TCC. This DNA sequence codes for the following short polypeptide. methionine - leucine - glutamic acid - proline - arginine. Describe the steps in the synthesis of this polypeptide. What would be the effect of a deletion or an addition in one of the DNA nucleotides? What would be the effects of a substitution in one of the nucleotides? 22.

Describe the operon hypothesis and discuss how it explains the control of messenger RNA production and the regulation of protein synthesis in bacterial cells. 23. Scientists seeking to determine which molecule is responsible for the transmission of characteristics from one generation to the next knew that the molecule must (1) copy itself precisely, (2) be stable but able to be changed, and 50 best, (3) be complex enough to determine the organism?s phenotype. Explain how DNA meets each of the three criteria stated above. Select one of the criteria stated above and describe experimental evidence used to determine that DNA is the hereditary material. 24. Describe the biochemical composition, structure, and Master thesis qualitative, replication of DNA. Discuss how recombinant DNA techniques may be used to correct a point mutation. 25.

Describe the production and processing of a protein that will be exported from a eukaryotic cell. Begin with the separation of the messenger RNA from the DNA template and end with the release of the protein at the plasma membrane. 26. Describe the steps of protein synthesis, beginning with the attachment of a messenger RNA molecule to the small subunit of a ribosome and ending generalized with the release of the polypeptide from the ribosome. Include in Essay is a evil your answer a discussion of how the different types of RNA function in this process. 27. The diagram below shows a segment of Master thesis qualitative research, DNA with a total length of 4,900 base pairs. The arrows indicate reaction sites for two restriction enzymes (enzyme X and enzyme Y). Explain how the principles of gel electrophoresis allow for the separation of DNA fragments.

Describe the results you would expect from the electrophoresis separation of fragments from the professional gmc, following treatments of the thesis qualitative, DNA segment above. Assume that the digestions occurred under appropriate conditions and went to completion. DNA digested with only enzyme X DNA digested with only references gmc, enzyme Y DNA digested with enzyme X and enzyme Y combined Undigested DNA Explain both of the following. The mechanism of action of restriction enzymes. The different results you would expect if a mutation occurred at the recognition site for enzyme Y. 28. Thesis Qualitative! By using the techniques of genetic engineering, scientists are able to modify genetic materials so that a particular gene of interest from one cell can be incorporated into a different cell.

Describe a procedure by which this can be done. Explain the purpose of each step of Writing gmc, your procedure. Describe how you could determine whether the gene was successfully incorporated. Describe an example of how gene transfer and incorporation have been used in biomedical or commercial applications. 29. Assume that a particular genetic condition in a mammalian species causes an inability to digest starch. This disorder occurs with equal frequency in males and females. In most cases, neither parent of affected offspring has the condition. Describe the most probable pattern of inheritance for this condition.

Explain your reasoning. Include in your discussion a sample cross(es) sufficient to verify your proposed pattern. Explain how a mutation could cause this inability to digest starch. Describe how modern techniques of molecular biology could be used to determine whether the mutant allele is present in a given individual. Unit 7 (Evolution, Population Genetics, Speciation) 29. Thesis Qualitative Research! Describe the special relationship between the two terms in each of the following pairs. Convergent evolution of organisms and Australia.

Blood groups and genetic drift. Birds of prey and DDT. 30. Describe the modern theory of evolution and discuss how it is supported by evidence from two of the following areas. 31. Describe the process of speciation. Include in Essay on homework necessary your discussion the factors that may contribute to the maintenance of thesis, genetic isolation. 32. Do the following with reference to the Hardy-Weinberg model.

Indicate the conditions under which allelic frequencies (p and q) remain constant from one generation to the next. Calculate, showing all work, the paper airplanes zero, frequencies of the alleles and the frequencies of the genotypes in thesis qualitative a population of 100,000 rabbits, of which 25,000 are white and 75,000 are agouti. (In rabbits the white color is due to a recessive allele, w, and the agouti is due to a dominant all, W.) If the homozygous dominant condition were to become lethal, what would happen to the allelic and genotypic frequencies in the rabbit population after two generations? 33. Evolution is one of the major unifying themes of modern biology. Explain the mechanisms that lead to evolutionary change. Describe how scientists use each of the following as evidence for evolution. Bacterial resistance to antibodies. Comparative biochemistry. The fossil record. 34. Genetic variation is the raw material for evolution.

Explain three cellular and/or molecular mechanisms that introduce variation into the gene pool of a plant or animal population. Explain the evolutionary mechanisms that can change the composition of the gene pool. 35. In a laboratory population of diploid, sexually reproducing organisms a certain trait is studied. This trait is determined by a single autosomal gene and is expressed as two phenotypes. A new population was created by crossing 51 pure breeding (homozygous) dominant individuals with 49 pure breeding (homozygous) individuals. After four generations, the following results were obtained. Essay On Homework Evil! Number of Individuals.

Identify an organism that might have been used to perform this experiment, and explain why this organism is a good choice for conducting this experiment. Master Qualitative! On the basis of the chemistry textbook, data, propose a hypothesis that explains the change in phenotypic frequency between generation 1 and generation 3. Thesis Qualitative! Is there evidence indicating whether or not this population is in Hardy-Weinberg equilibrium? Explain. Unit 8 (Chemical Evolution, Prokaryotes, Eukaryote Evolution, Protista) 36. Scientists recently have proposed a reorganization of the phylogenetic system of classification to include the domain, a new taxonomic category higher (more inclusive) than the Kingdom category, as shown in the following diagram. Domain Bacteria Domain Archaea Domain Eukarya. (Eubacteria) (Archaebacteria) (Eukaryotes) describe how this classification scheme presents different conclusions about the relationships among living organisms than those presented by the previous five-kingdom system of classification describe three kinds of evidence that were used to develop the taxonomic scheme above, and explain how this evidence was used. The evidence may be structural, physiological, molecular, and/or genetic.

Describe four of the characteristics of the universal ancestor. Unit 9 (Introduction to Plants, Fungi, Invertebrates) 38. Describe the differences between the references, terms in each of the research, following pairs. Coelomate versus acoelomate body plan. Protostome versus deuterostome development. Custom Airplanes Zero! Radial versus bilateral symmetry. Research! Explain how each of these pairs of features was important in constructing the phylogenetic tree shown below. Engineering! Use specific examples from the tree in your discussion. Unit 10 (Vertebrates, Basic Animal Structure and Function) 39. Master Research! Select two of the following three pairs and discuss the evolutionary relationships between the two members of each pair you have chosen.

In your discussion include structural adaptations and the functional significance. Pair A: green algae---vascular plants. Pair B: prokaryotes---eukaryotes. Pair C: amphibians---reptiles. Unit 11 (Animal Nutrition, Circulation, Respiration, Immune System) 40.

Describe the structure of a mammalian respiratory system. Include in your discussion the mechanisms of inspiration and expiration. 41. Describe the processes of fat and protein digestion and product absorption as they occur in the human stomach and small intestine. Include a discussion of the enzymatic reactions involved. Engineering Textbook! 42. Describe the thesis qualitative, following mechanisms of response to foreign materials in on homework is a necessary evil the human body. The antigen-antibody response to a skin graft from Master research, another person. The reactions of the body leading to inflammation of a wound infected by bacteria. 43.

Discuss the processes of exchange of O 2 and CO 2 that occur at the alveoli and Engineering chemistry, muscle cells of thesis qualitative, mammals. Include in your answer a description of the transport of these gases in the blood. 44. Many physioligical changes occur during exercise. Design a controlled experiment to test the hypothesis that an exercise session causes short-term increases in heart rat and breathing rate in humans.

Explain how at least three organ systems are affected by paper airplanes this increased physical activity and discuss interactions among these systems. 45. The graph below shows the response of the human immune system to exposure to an antigen. Use this graph to Master answer part a and part b of this question. Describe the events that occur during period I as the Harvard essays 50 best, immune system responds to research the initial exposure to the antigen. Describe the admission essays 50 best, events that occur during period II following a second exposure to the same antigen. Explain how infection by qualitative the AIDS virus (HIV) affects the function of both T and B lymphocytes.

Unit 12 (Homeostasis, Reproduction, Development) 47. Discuss the airplanes zero, processes of cleavage, gastrulation, and Master thesis qualitative research, neurulation in the frog embryo; tell what each process accomplishes. Describe an experiment that illustrates the importance of induction in development. 48. Writing Professional References! The evolutionary success of organisms depends on reproduction. Some groups of organisms reproduce asexually, some reproduce sexually, while others reproduce both sexually and asexually. Using THREE difference organisms, give an example of research, one organism that reproduces sexually, one that reproduces asexually, and one that reproduces BOTH sexually and asexually. For each organism given as an example, describe two reproductive adaptations. My Paper Writing! These adaptations may be behavioral, structural, and/or functional. What environmental conditions would favor sexual reproduction?

Explain. What environmental conditions would favor asexual reproduction? Explain. Unit 13 (Endocrine System, Nervous System, Sensory and Motor Mechanisms) 49. Discuss the sources and actions of each of the following pairs of hormones in humans and describe the feedback mechanisms that control their release. 50.

Beginning at the presynaptic membrane of the neuromuscular junction, describe the physical and biochemical events involved in the contraction of Master qualitative, a skeletal muscle fiber. Include the structure of the Engineering, fiber in your discussion. Master Research! 52. Describe the Need a essay, negative and positive feedback loops, and discuss how feedback mechanisms regulate each of the following. 53. Master Qualitative! Discuss how cellular structures, including the plasma membrane, specialized endoplasmic reticulum, cytoskeletal elements, and mitochondria, function together in the contraction of skeletal muscle cells. 54. Structure and function are related in the various organ systems of animals. Professional! Select two of the thesis qualitative research, following four organ systems in vertebrates: For each of the two systems you choose, discuss the structure and help a essay the personal, function of two adaptations that aid in the transport or exchange of molecules (or ions). Be sure to qualitative relate structure to function in each example.

Unit 14 (Plant Structure and Function) Adaptations for photosynthesis and food storage. Adaptations for paper food translocation and water transport. Specialized adaptations to a desert environment. 56.

Define the following plant responses and explain the mechanism of control for each. Cite experimental evidence as part of your discussion. 57. Describe the structure of a bean seed and discuss its germination to the seedling stage. Include in your essay hormonal controls, structural changes, and tissue differentiation. 58. Describe the effects of plant hormones on plant growth and development. Design an experiment to demonstrate the Master thesis qualitative, effect of one of these plant hormones on plant growth and professional references, development. 59. Trace the pathway in a flowering plant as the water moves from the soil through the tissues of the root, stem, and leaves to the atmosphere. Explain the mechanisms involved in conducting water through these tissues.

60. Discuss the adaptations that have enabled flowering plants to overcome the following problems associated with life on land. Master Research! The absence of an aquatic environment for reproduction. The absence of an aquatic environment to support the plant body. Dehydration of the plant. 61. A group of students designed an Harvard admission essays, experiment to measure transpiration rates in qualitative research a particular species of Custom zero, herbaceous plant. Thesis! Plants were divided into four groups and were exposed to the following conditions. Is A Evil! Room conditions (light, low humidity, 20? C, and little air movement.) Identify three different environmental variables that could account for differences in thesis qualitative the mass of seedlings at day 30. Then choose one of these variables and design an experiment to test the hypothesis that your variable affects growth of these seedlings. Admission Essays 50 Best! Discuss the results you would expect if your hypothesis is correct.

Then provide a physiological explanation for the effect of your variable on Master thesis, plant growth. 63. Define and explain the role of latex, each of the following in social behavior. 64. Describe the trophic levels in a typical ecosystem. Discuss the flow of energy through the ecosystem, the relationship between the different trophic levels, and the factors that limit the qualitative, number of My paper latex, trophic levels. 65. Describe and give an example of each of the following. Include in your discussion the selection advantage of each. 66.

Describe the process of ecological succession from a pioneer community to qualitative research a climax community. Include in your answer a discussion of species diversity and interactions, accumulation of biomass, and energy flow. 67. Describe releasers, imprinting, and communications, as each of these terms relates to animal behavior. You may include in your answer a discussion of the classical studies of Niko Tinbergen, Konrad Lorenz, and Karl von Frisch. 68. Describe the biogeochemical cycles of carbon and nitrogen. Need Help Writing A Essay The Personal! Trace these elements from the point of research, their release from a decaying animal to their incorporation into a living animal. 69. Using an example for each, discuss the My paper writing latex, following ecological concepts. 70.

Living organisms play an important role in the recycling of many elements within an ecosystem. Research! Discuss how various types of Engineering, organisms and their biochemical reactions contribute to thesis the recycling of either carbon or nitrogen in an ecosystem. Include in your answer one way in which human activity has an impact in the nutrient cycle you have chosen. 71. Survival depends on the ability of an organism to respond to 50 best changes in its environment. Some plants flower in response to changes in day length. Some mammals may run or fight when frightened. Master! For both of these examples, describe the physiological mechanisms involved in Harvard the response.

72. Interdependence in nature is Master illustrated by the transfer of energy through trophic levels. The diagram below depicts the transfer of energy in a food web of an Arctic lake located in Alaska (J ) Choosing organisms from four different trophic levels of this food web as examples, explain how energy is obtained at each trophic level. Describe the efficiency of energy transfer between trophic levels and discuss how the amount of energy available at each trophic level affects the structure of the ecosystem. If the cells in Essay on homework is a evil the dead terrestrial plant material that washed into the lake contained a commercially produced toxin, what would be the likely effects of thesis qualitative, this toxin on this food web? Explain. For the data above, provide information on each of the following. Summarize the pattern. Identify THREE physiological or environmental variables that could cause the slugs to vary their distance from each other. Explain how each variable could bring about the observed pattern of distribution.

Choose ONE of the variables that you identified and design a controlled experiment to test your hypothetical explanation. Writing Professional! Describe results that would support or refute your hypothesis. 75. Describe the anatomical and functional similarities and difference within each of the following pairs of structures. 76. Discuss how each of the following has contributed to the evolutionary success of the organisms in which they are found. 77. Angiosperms (flowering plants) and vertebrates obtain nutrients from their environment in different ways.

Discuss the qualitative, type of nutrition and the nutritional requirements of Need help the personal, angiosperms and vertebrates. Describe 2 structural adaptations in Master thesis qualitative research angiosperms for obtaining nutrients from the environment. Relate structure to function. Interdependence in chemistry nature is evident in symbiosis. Explain tow symbiotic relationships that aid in Master thesis qualitative nutrient uptake, using examples from angiosperms and/or vertebrates. (Both examples may be angiosperms, both may be vertebrates, or one may be from each group. Need Help Writing! 78. The problem of survival of animals on land are very different from those of survival of animals in an aquatic environment.

Describe four problems associated with animal survival in terrestrial environments but not in Master qualitative aquatic environments. For each problem, explain an evolutionary solution. 79. The survival of paper airplanes zero, organisms depends on regulatory mechanisms at various levels. Choose THREE from the following examples. Master Qualitative Research! Explain how each is regulated. 80.

Photosynthesis and cellular respiration recycle oxygen in ecosystems. Respond to TWO (and only Harvard 50 best, two) of the following: Explain how the metabolic processes of cellular respiration and photosynthesis recycle oxygen. Discuss the structural adaptations that function in oxygen exchange between each of the following organisms and its environment: a plant; an insect; a fish. Trace a molecule of O 2 from the environment to a muscle cell in a vertebrate of your choice. 81. Biological recognition is important in many processes at the molecular, cellular, tissue, and organismal levels. Select three of the following, and for each of the Master thesis research, three that you have chose, explain how the process of recognition occurs and give an example of each. Organisms recognize others as members of their own species. Neurotransmitters are recognized in the synapse. Antigens trigger antibody response. Nucleic acids are complementary.

Target cells respond to My paper writing latex specific hormones. 82. Communication occurs among the cells in a multicellular organism. Choose THREE of the following examples of cell-to-cell communication, and for each example, describe the communication that occurs and the types of responses that result from this communication. communication between two plant cells communication between two immune-system cells communication either between a neuron and another neuron, or between a neuron and a muscle cell communication between a specific endocrine-gland cell and its target cell.

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Purposeful Annotation: A “Close Reading” Strategy that Makes Sense to Master research My Students. Mmm… tortilla chip crumbs. (It’ll make sense later.) If you look at my original close reading post, you’ll see I was basically using the phrase “close reading” to refer to annotation. It took me a year or more to realize that I was saying one buzzwordy thing to mean a lot of explicit, less confusing things that readers do when grappling with a text. I blame my error on allowing myself to get sucked into the unfortunate vortex that was the buzzwordification of close reading. If you’re new to the blog, though, keep in Need writing mind that while I do try not to take the educational establishment too terribly seriously (instead opting to occasionally poke fun at us), when it comes to helping students flourish in the long-term, I’m dead serious. So when I call close reading a buzzword or write the term’s obituary, I don’t want to give you the impression that we should let ourselves cynically dismiss the idea that reading is often hard, analytical — and yes, even “close” — work, especially when we’re dealing with complex, college- or career-level texts assigned by a teacher. We still need to teach kids, across the disciplines, how to thesis qualitative research wrestle with assigned texts, seeking, like Jacob , to get whatever blessing they have to bestow. So to help my kids get after it and dominate some life , I’ve simply taken to a “strategy” that I call purposeful annotation.

Purposeful annotation: here’s what I’m talking about. The big idea is this: what we do when reading should align with. When my students have a text they can write on, the idea, then, is to is a necessary annotate in a way that supports our purpose for reading and the parameters of our post-reading task (keep in Master research mind that the purpose and the task should line up). Hence the wonderfully descriptive, beautifully unoriginal strategy name: purposeful annotation. Looking for an affordable, online professional development that elaborates on Writing the concepts in this blog post? Click here to learn about Teaching with Articles, my go-at-your-own-pace online PD. As an thesis research example, let’s say I’m helping my students think through the task of purposefully annotating a Kelly Gallagher-esque article of the week. In that case, the purpose I set for my students’ reading is, as The Gallagher put it in a recent post’s comments section, to simply become smarter about the world, and the post-reading task is that they need to write a thoughtful 1+ page response. In that example, knowing that I want to references gmc dominate that post-reading task and that I simply need to get myself engaged with the probably unfamiliar and certainly unchosen content, I, as a student, ought to make annotations that begin to respond to the text.

Of course, I can’t respond to Master research something I don’t understand, and so sometimes, especially when faced with a particularly befuddling sentence, paragraph, or section in airplanes the article, I ought to Master qualitative slow down, reread, and then annotate a brief summary or paraphrase of the challenging section in the margin. So, two things we can annotate, naturally, are 1) our responses to a essay the personal a text, and 2) our paraphrases/summaries of bits of the text we had to wrestle with. These logically line up with what I’m going to do with the text after reading, as well as my purpose for thesis qualitative, reading it in the first place. The idea here is that I’m writing these things in Harvard 50 best the margins — these purposeful annotations — not simply for a grade or because the teacher said, “Do a close reading.” I’m doing it to help me dominate: the task of understanding and learning from the text while reading (this is Master research, one of my ultimate goals for my students — that they’ll read the texts I assign with self-kindled, habituated, cultivated curiosity, engaging with it for learning’s sake), and the task of doing a thing with that text after reading (if my head is on straight as a teacher, there’s going to be a piece of professional references gmc writing or a piece of speaking that every student will do with any given text). This obviously isn’t as broad of a strategy as close reading, and honestly, that’s why I like it — and my students do, too. The core idea is that annotation should help the reader during and after reading . Research? It should serve, as my friend and work-sister Erica Beaton has well put it, as the leaving of cyanide-laced breadcrumbs (okay, the cyanide bit is mine — but seriously, that’s the writing the personal right way to put it, because breadcrumbs alone get eaten by birds, while cyanide-laced breadcrumbs leave a nicely traceable, bird-covered trail). Mmm… Dark and Master thesis qualitative research accurate — my favorite flavor of analogy. Why teach purposeful annotation rather than some other method? I have two over-arching goals for my students each year that I think will get them on Writing professional references their way to Master a life that flourishes in the long-term. I want to help as many kids as possible to help writing a essay figure out. why school matters to them and their lives, and then how to dominate the Master thesis challenges of school and, more broadly, life.

So much of my thinking is still shaped by one of the central ideas of My paper writing latex Jerry Graff’s Clueless in Academe — far too many students simply don’t understand school, and frustratingly, that simply need not be so. A big part of helping kids “get” academia is showing them how argument is the essence of thought and then teaching them arguespeak across the school day — They Say, I Say remains the best text in the world for helping with that. For me, Graff pointed out both the Master qualitative research problem — academia does a great job obscuring itself to students — and a large part of the solution. Writing? Arguespeak is the language of power not just in school, but in the world at large — we’re foolish not to Master teach kids that. Yet the fact remains that, in K-12 schooling, far too many students simply do not take ownership of writing a essay their educations (or their lives, really) . Master Qualitative? This is a point that struck me like a freight train while reading the introduction of David Conley’s College, Careers, and paper airplanes zero the Common Core: What Every Educator Needs to Know . The [students] who had the greatest success were those who were willing to take some modicum of Master ownership of their learning and responsibility for their behavior.

Once I had achieved this with them, the rest was much more straightforward. For those who were not able to Engineering chemistry engage, no method or technique ever made much difference. This lesson about the importance of ownership of learning never completely left me. Interestingly and unexpectedly, I had reached the conclusion that the thesis qualitative social contract was a two-way street: society has a responsibility to Custom zero create a level playing field, and individuals have a responsibility to take advantage of it. I’m sure I’ll write more on ownership of learning this year as it’s a central burning question for my colleagues and me, but for the sake of this post suffice it to say that I believe the clearer we can be about what we ask kids to do and why we ask them to research do it, the Engineering more academia becomes unobscured and the more likely it is that our students will come to a place where they can say, “Yes — schooling matters for me because _______________.” In short, I’ve found that the phrase purposeful annotation makes sense to my freshmen and explicitly shows them how to thesis research “work smarter not harder” when reading and doing something with a text. So how do we do the Writing references gmc purposeful annotation thing? We’ve looked at what purposeful annotation is, and I’ve shared why I think it’s a strategy worth teaching kids. Thesis? Now let’s examine how to actually do the help writing a essay thing. Like I said, I try to teach my students to let their purpose for research, reading the text dictate what they do while they’re reading it. For my “what does this look like in Essay is a evil a gradebook” readers (I feel you), I do consistently assign a grade to whether my students, at minimum, write 1-2 thoughtful, purpose-driven annotations in the margins of each page of Master qualitative a shorter complex text . (I explain how I grade articles of the week in this post.)

Here’s an Writing professional references gmc annotation that demonstrates thoughtful engagement with the Master thesis qualitative research text. Here’s an annotation that shows little evidence of thought. I don’t mark kids down for this, but I also don’t give them credit for it. Responding with OMG, smiley faces, etc. is a strategy for staying engaged with a text and Writing professional references responding to it emotionally, but I want more when kids annotate. When my students read something I’ve assigned, I normally set the Master thesis qualitative purpose for the reading — that’s a simple way to scaffold a text for all readers. I often allow for some choice within that purpose (for example, with the article of the week, I follow Gallagher’s lead and tend to give 1-3 possible response options), or to admission 50 best set it broadly enough to allow for Master thesis qualitative research, some individual expression. Possible response options for Custom airplanes zero, a sample Gallagher-style article of the week.

This comes from annotation instructions written by thesis, my colleague, Doug Stark. With that said, here are the kinds of annotations I recommend kids try (remember, 1-2 thoughtful interactions per page) based on their purpose for reading. If your purpose for reading is to learn the content : Summarize a sentence or paragraph Paraphrase a sentence or paragraph Circle and Writing define key words. If your purpose for reading is to Master end by Harvard admission essays 50 best, responding to research a specific prompt : Annotate toward that prompt. If you’re being asked to evaluate, make evaluative annotations. If you’re being asked to My paper analyze, make analytical annotations.

If you’re thinking, “Um, my kids don’t really know what those verbs mean,” then use Jim Burke’s A-List (pictured and linked to below). Jim Burke’s A-List can help students unpack what the verbs in a prompt mean. Keep in mind that I don’t always have kids respond to a text in writing; sometimes their response will be via an assessed discussion or debate. I always have a few students per class who insist that they just can’t annotate while they read (and there are always a few teacher participants in my workshops who insist that they’ve never done it and see no need to thesis qualitative research now). Writing A Essay The Personal? Before these folks can authentically use the qualitative research strategy of purposeful annotation, they need to develop a growth mindset on the issue.

Rather than “I don’t do that” or “I can’t do that,” I urge them to instead say, “I’ve not done that before” or “I’ve not been able to do that before.” For my students who say they can’t, I watch them read and, more often than not, I see them zoning out in Harvard admission 50 best the middle of a page, or doing the “My eyes read it but my brain didn’t” thing that we all do. Thesis Qualitative? Annotation, I’ve found, can help my students focus on Need a text, especially when that annotation is Master qualitative research, purposeful rather than “fill in the margins as much as you can.” And then there are those students who just read, understand, and retain it all. Necessary? I try coaching them into Master research, the mindset that purposeful annotation is meant to make their post-reading work both stronger and more efficient. By choosing to annotate only portions of the text that they want to address further in the writing or speaking we’ll be doing after reading, they’re allowing their brain to leave those breadcrumbs on Essay necessary evil the page rather than keeping those notes in their brains (for an awesome article on how not writing things down keeps information in Master thesis qualitative your brain’s rehearsal loops, check this out.) Time out: what about on homework evil, teachers who see no value in annotation?

I know some readers are coaches, administrators, PLC leaders, department chairs, and so on, and if you’ve been trying to push close reading or annotation at Master thesis research your school, you’ve probably run into references, resistant folks. Here are a few things to think about: Are you referring to annotation as close reading? See the video below (or click here to view at Youtube). Instead of requiring all teachers to use a complicated coding system when teaching their kids to annotate, empower them with the thesis research idea of necessary evil purposeful annotation. The means need to fit the ends. Master Qualitative? Think deeply about the why . Use my “Why teach…” section above to help. Share this Eric Barker article with them, particularly #1 and the concept of rehearsal loops. Annotation allows us to get our 1-2 “I could expand on these in the post-reading writing or speaking task” thoughts on Engineering chemistry textbook paper and out of our brains’ rehearsal loops. This empties our brains, and that’s a good thing, as the post’s author explains. Fight relentlessly against this becoming busywork.

The thing is, annotation totally becomes busywork when we expect all students to do a ton of it . Some learners like annotating the crud out of thesis research things; others naturally don’t add a jot or tittle to the margins of Engineering a text. To help all kids benefit from purposeful annotation then, we need reasonable expectations — and thesis qualitative research that’s why I expect every kid to include 1-2 thoughtful annotations per page. “Thoughtful,” you say. “Wow. That’s so incredibly descriptive, Dave. Thank you. For nothing.” If that’s confusing, go back up to the comparative examples I gave a few sections above. One more thing: try to airplanes coach students out qualitative research of the “I’m going to read it through one time without annotating, and then another time with annotating.” If they’re doing this because they’re confused on the first read-through, show them how to Essay on homework break down difficult sections of a text and qualitative research paraphrase or summarize the gist — this kind of annotating aids comprehension. On the other hand, if they’re doing this because they just don’t feel like it or they don’t like it, we want to help them get the hang of annotating as they read, keeping their purpose for reading in the front of their mind . The point of professional having kids do this is helping them efficiently internalize a purpose for Master thesis research, reading, read toward that purpose, and then write or speak in line with that purpose. Finally, refer back to your annotations after reading and use them to work smarter. You’ll know you’re doing purposeful annotation right when looking back on your annotations after reading results in an easier time with the post-reading task, be it writing, discussion, debate, or learning new content. Unlike back in the day when I would tell my kids to close read an article, I feel good and clear when I teach them and professional gmc expect them to Master thesis qualitative purposefully annotate instead. Harvard? If you do something like this, or something totally different, I’d love to hear it.

And, as always, your critiques are welcome, too. So much of qualitative what I share on DaveStuartJr.com is the epitome of on homework is a necessary “rough draft thinking,” down to the smallest, most annoying typos #128578; (Sorry about those.) 73 Responses to Master qualitative Purposeful Annotation: A “Close Reading” Strategy that Makes Sense to My Students. I totally agree with you. I’ve been saying the same thing to the teachers I work with. And am disappointed and concerned when I hear of Engineering chemistry textbook teachers that assign annotating or journaling with NO purpose in mind.

For those teachers students I feel sorry for them; they are not findng a purpose for Master thesis qualitative research, reading in depth. Carla, thank you! We can spread some sanity on Engineering this issue, I think. Thesis? Share this post liberally, dear comrade #128578; Hey Dave! You nailed it here.

Annotating while I read helps me to gmc comprehend, remember, and perhaps apply what I have learned through the reading. I have had teachers who want to research take annotation and make it cute with symbols, but without the My paper written thought of the Master research reader, they do very little (if any) good. Writing Gmc? You articulated this thinking well in your article! Thank you! Christy, it’s always great to hear from you! Thanks for Master thesis research, the feedback and essays I hope all is well in IL and OH! This semester I have tried a purposeful annotation approach-I put four students in a reading group and gave the Master thesis research group 4 reading threads-writer’s craft, plot, character development, and theme. Each student was given a thread to follow that came with some questions that helped them to My paper think deeper about the text. They were asked to Master thesis research annotate and mark places where they felt they could go to Harvard admission essays to answer the Master thesis research questions on their thread.

In other words, no one wrote out answers to Need a essay the personal reading questions, they just kept track of where this information could be found through their annotations, Once a week we had a group quiz where everyone brought their annotated texts to class to use to answer 3 essay-sque questions about the chapters they read that week. I make sure each question draws on at least 2+ of the threads so everyone has something to say, and at least half can pull from their annotations. They find these quizzes hard/difficult because they ask them to really think about the qualitative text. they also find them meaningful because they help them to understand what is Engineering textbook, happening in the text, give them an Master qualitative research opportunity to talk about Custom airplanes zero, difficult spots and get to a point of understanding, and Master thesis provide them with the opportunity to collaborate. They all get the same grade which is a mere 20 points in My paper writing the informal assessment column, but they take these quizzes so seriously! It is better than discussion, reading questions, or actual individual quizzes because they understand the text. I have not had to give 1 lecture about thesis qualitative research, The Scarlet Letter, and yet they are able to relate to McCarthyism, Puritanism, and the Gothic Romantics which we study in class. I find giving my students a reason to read and professional annotate so important for self-reliance and gaining the confidence to understand difficult literature. Dave – love your ideas and Master thesis qualitative research thoughts on purposeful annotation. This skill helps my special ed students break down text, save unknown words or statements for later discussion, and Need help writing summarize sections.

We are still working on making it a more autonomous skill, but it’s never busy work – it’s purposeful. Master Thesis Qualitative? :). Thanks for Need help a essay, your info and sense of Master thesis qualitative humor. Stacy, that’s my pleasure. Custom Paper? I can tell you’re intentional with this, and that’s the thesis qualitative key, I think. Take care Stacy #128578; It’s Saturday night, and admission essays 50 best a great time to thesis do a little educational reading of Dave Stuart Jr.’s writing.

Student ownership of education, that you touched on, is the topic that has my mental wheels turning. Student ownership of education reminds me of some notes I took during my In-Service days this Fall. The notes listed research results done by Dr. Robert Marzano on activities that had the highest effectiveness on student learning. The top two educational “activities” I noted for all subject areas were students tracking their own progress, and students setting their own learning goals. When I think of my students that struggle to “own” their education, it strikes me that often these are the same students that may need my assistance in breaking down an assignment into bite size pieces that can be digested and completed bit-by-bit. Really, setting educational goals need to happen in the same way—learning goal by learning goal. This would look like an IEP that is reviewed and tweaked every couple of weeks, rather than once a year, and would be written one-on-one between the necessary teacher and student.

Practicing goal setting and Master qualitative research analysis of the learning results between myself and writing my students could very well lead to students owning and embracing their education, if I help my students set obtainable goals that would lead to successful outcomes. And here you thought you were writing about qualitative, purposeful annotation. :- Thanks, Dave, for your scholarly thinking and willingness to share your thoughts with me! I’m proud of admission you. (Cousin) Shelley. Shelley, at Master qualitative first when I was reading this comment in my inbox, I was like, “Wow, I am feeling what this person is saying — it’s almost as if we’re related.” And then, sure enough, we were #128578; Ownership of learning is at the forefront of my thinking and professional references seeking this year.

I think the process you describe makes sense, too — you are far ahead of me in Master thesis qualitative research your thinking! Always good to hear from you Shelley! I hope all is admission essays 50 best, well in Cale #128578; Years ago , I tried to convince my middle school colleagues the importance of Master thesis research annotating and they just could not accept it. Finally, years later after some in service, many have accepted it as a way to learn. I am so happy that you and others in on homework is a evil the education world are writing about the value of thesis qualitative this great strategy to aid comprehension as well as speaking and writing. I am truly grateful to you. Bev, I hope this article helps people see what annotation is good for (and also what it’s not good for). Take care, and thank you for your comment!

Thanks Dave! I appreciate the intentional direction that “purposeful annotation” brings to the discussion about close reading. Kids are tired of doing meaningless work and I am tired of point grubbing responses. Essay Is A? We have better things to do! It’s seriously my pleasure, Don. I am also tired of it, and we can’t blame the Master kids, can we? Take care!

Holy crap. Hands down, the essays 50 best best info on annotating I’ve ever seen. This is seriously the bomb-diggity. That’s high praise, Carianna — thank you so much! It is Master thesis qualitative research, always a pleasure to Essay on homework meet someone who “gets” what comes out of my brain #128578; Good grief! Brilliant! I took notes while reading this!

I learned more reading this than I have in “PD” — in quotes because those seem more beneficial for those giving (credit, $) than for those dying through it. It’s so good to hear that this was worth your time, Ebonye76. Thank you for your kind words #128578; Awesome job with the content on your website! I am 5th grade teacher and have been using your ideas and adapting them for my classroom (lots of good discussion lately) The articles of the Master thesis qualitative research week are awesome! I recently did one where I introduced it on Monday and we had a debate on Friday (yes, 5th grade) To my surprise, the strongest “debater” was one of my students who reads at Custom paper a 1st grade level! The evidence he brought was amazing (this is after I was told that the students couldn’t do it!) Anyway thanks! Question: How would you go about using NEWSEla in a small group setting?

Maybe using one article for the week, but for a different purpose. Just trying to get some ideas! Thank you for your time. Jim, I hugely appreciate the feedback! I’m thrilled that the Master qualitative research work I’m sharing translates into a 5th grade setting. Custom Paper Airplanes? Do be careful with some of Master my articles as the content of one (it was actually a Kelly Gallagher AoW) recently raised some controversy in Texas (it was the “What is Harvard essays, ISIS?” article). Isn’t it thrilling when a kid comes alive through debate?

I would probably do as you propose using Newsela with a small group — I’d try it, see how it worked, and tweak as needed. Keep dominating life, Jim! I really like newsela because it help me to differentiate my instruction to qualitative research meet the needs of my students with different lexile levels while maintaining the same topic-excellent new resource I have been using today. Hi Dave! So I see how we can annotate informational texts, but how would we go about professional references, having the kiddos annotate in their novels? Ideas there? Thanks! Erin, post-it notes are useful for annotating school novels. Master Research? I’ve also had much success with students in different class periods conversing with each other on post it notes in a class set of novels according to My paper specific purposes for reading. Dave, I couldn’t embrace the concept of “doing close reading” when “reading closely” suffices to name the Master thesis process by which we make sense out of difficult text. Thank you again for spreading the word about how to encourage meaningful, purposeful work.

Exactly what Susan said, Erin #128578; Thank you, Susan, for giving me things to My paper latex think about #128578; Thanks! I did plan on using post its. I just don’t want them to go post it crazy,and was looking for more ideas on using those post its. I want them maybe to qualitative pick one and Writing gmc write longer about it at least once a week, but I’m thinking then kids will only see that as a “task” to complete–write a post it so I can get the assignment of writing in my notebook about it. They need to Master thesis qualitative write about help writing the personal, their reading, but I just cannot read 120 post its or responses weekly. Thoughts? Yes, you cannot possibly read that much — I agree. You could grade one of those responses per kid per book.

You could also have students contribute to research a whole-class, graded (and taught) discussion based on those post-its, too. This saves you some grading and gives them precious practice in what Erik Palmer calls the neglected language arts of speaking and listening. I really like this idea of paper airplanes zero incorporating whole class mandatory discussion. I can see how I can do that with my read aloud for sure, but not sure how to handle it when they are all in different books. Love love love your awesome blog. Master Thesis Research? Stupendous ideas!

Erin, it’s really tricky with student choice books — that’s one of the writing latex beauties of occasionally doing the whole class book. Thank you Erin! I completely agree with your conclusion that ownership of learning, or lack of, has a major impact on student success. Can it be something that can be taught? In the thesis qualitative meantime,I am excited to teach a lesson on purposeful annotating to my third graders tomorrow! Mary, I’m thrilled that you agree — and admission essays I do think that ownership of thesis qualitative research learning can be taught; I think it’s a skill that must be learned. My Paper Writing? However, I don’t think any single teacher or person can be expected to teach this to every single kid. Research? Instead, I aim to move each student further toward ownership; if ownership were the alphabet, I want my G kids, with minimal ownership, to move closer to Z — yet I don’t expect them all to arrive at Z. I came across your article with the Engineering purposes if gaining a deeper understanding of annotating. In observing classes.

I see books filled with annotations. Thesis Qualitative? Students report “having to annotate a certain way” and feeling stressed that it is not done right. Others report they don’t understand the purpose behind annotating entire books in this way. Writing References? They don’t enjoy reading like this. They are not owning their learning, but rather complying to the rules in the class. Not what I would want for seniors. Qualitative? As someone who was never taught in paper airplanes zero this way, I am trying to understand more. I found your article helpful to gain some insight into the teacher’s purpose, but also be able to qualitative research ask better questions on behalf of the students. Thank you for getting me started! Laurie, thanks so much for writing, taking the time to Master thesis research write — I’m so glad this helped a bit.

It sounds like you and I are in the same place: dissatisfied with top-heavy systems of annotation that don’t allow room for student autonomy. Be in writing touch if I can be of further service, Laurie! What a great post. I’m planning on using your methods to introduce annotation to my seventh graders tomorrow. I think the key is in your two steps: why we’re reading and research what are we doing with the My paper latex reading once we are done…being purposeful! I linked to it in my most recent blog post: http://davasmithenglishteacher.blogspot.com/2015/02/annotating-text-in-middle-school-english.html. this has been fantastic.

I’m so glad to hear that, D! You speak my language, Dave! After reading this post, I’m feeling much enthusiasm about the upcoming school year! Michelle, I love finding people who speak the Master thesis language. That’s why I write #128578; Just found this entry and My paper writing latex I’m really glad I did. I’m a big proponent of annotation but have been looking to thesis qualitative research do it in a way that is more purposeful and efficient. This makes perfect sense. It’s like applying another best practice, backwards planning to the strategy. That is, setting the goal first, then tailoring the activity to My paper writing latex fit that goal. Thank you for posting this.

I’m looking forward to discovering all of the research wonderful bird-covered trails my students leave behind! I stumbled across this while I was preparing for a meeting with my son’s guidance counselor. He’s in 10th grade Pre-AP English and, for the second year in a row, he’s being required to necessary annotate every reference on qualitative every page of every book they read: R1–Main Idea: Blue/arrows. R2/R2a–Figurative Lanuage/Character Archetypes: Green/underline once. R3–Culture Society: Pink/squiggle underline. R4–Author’s Style: Orange/Circle.

R5–Comparing to other texts: No color/ *(write name of text/author) R6–Inferences Predictions: Yellow/Check mark. It is, as you described above, busy work. And he is admission essays 50 best, starting to hate literature. Master Qualitative? They never discuss the annotations. They just turn the book in after the test for a grade. No other feedback. They also do not have class discussions about the books. Nor do they use the annotations for any written assignments.

He was homeschooled until last year and I’m very frustrated with the Custom zero quality of thesis qualitative research education in Writing references what is supposed to be an advanced class. Melissa, this does sound tough — just keep in mind that his teacher is qualitative, probably stressed, pressured, and Harvard 50 best dizzied by thesis research, ever-increasing demands. Are the annotations indeed read by the teacher? I would recommend your son do exactly as I try to do when demands are placed upon me that inhibit my work — I modify them until they become helpful, and I try to do so with a humble demeanor so as not to draw anyone’s ire. Best to you and your son! Hi Melissa, I’m in the same situation you were a couple of essays 50 best years ago – but I’m preparing to meet with the teacher first.

Do you have any advice for me from your experience? This annotation “task” is making my book loving 5th grader start to hate books and feel discouraged with herself. Thesis? This is Engineering chemistry textbook, killing my heart. She is reading at a ridiculously slow pace for her and she says it’s because she can’t enjoy the book while she debating with herself – I’m reading that the main character is insecure and unsure about qualitative research, how to address the school principal – is this a character trait (should highlight in yellow) or a problem (highlight in orange). This is writing, killing her and I’m not knowing how to help. Thesis Qualitative? I loved seen her devour piles of books, and read a few pages of some and drop them because she doesn’t like them. Now it’s all assigned reading and professional references this annotation thing is pointless.

The book needs to look like a rainbow. My rule follower feels pressured to Master research find many colors and make lots of margin notes because that’s what the teacher asks! She doesn’t have a problem understanding books. Many times if she loves a book she asks me to read it so we can discuss it. And we do. She understands what she’s reading without annotating it. Is A Evil? I see the point in annotating an article or a scientific paper where you are trying to Master qualitative research analyze and assimilate as much info as you can. But what is the point of the color coding and margin notes in a novel? Dave and others here – what do you suggest?

Of course I’m supportive of the teacher in front of my daughter but this is killing me. Thanks! Hi Marta, thank you for writing. This sounds like a basic case of unintentional readicide (Kelly Gallagher has a book by admission 50 best, that title, and you could use that book if you need to take things beyond the teacher). Qualitative? As a teacher myself, let me say THANK YOU for 1) going to the teacher first, and 2) being supportive of the teacher in front of your daughter. You are handling things the way I would love for a parent to handle a concern with any of my own practices. With that said, if the teacher doesn’t budge based on the reasons / anecdotes you’ve given here, I do think it’s important to move to the administration. My prayer is My paper writing, that it won’t come to that and Master thesis research the teacher will modify his/her expectations. Keep us updated.

Dave, I am just discovering your articles, and I am intrigued! It is as bad as Pinterest where I am drawn from one thing to another and just can’t stop. In Louisiana, we give an End of Course test. I am all about annotating and Harvard essays marking up a text, but when it comes to standardized testing, it is done on the computer. Do you have any strategies for annotating a text they cannot write on? I am currently just making them write their annotations on a sheet of Master qualitative research paper, but I am struggling with getting them to be sure that what they write is meaningful and Writing not simply just a summary of what they are reading. Any advice will help! Heidi, what a privilege to have you on the journey #128578;

I sort of Master qualitative shudder at My paper writing these computer-based tests that ask kids to annotate. If I were reading an Master thesis article online and Engineering chemistry had to write using textual evidence from the article, I would pray that there be some way to take notes in thesis research the “text box” or whatever I’m supposed to compose my writing in. There, I would keep the occasional note that might help me in my writing. In terms of pushing kids past summary, try They Say, I Say — I’ve written on it here on My paper writing the blog, and it’s the work of Gerald Graff and Cathy Birkenstein. Love your arguments on purposeful annotation (thank you!) and so enthusiastically, I prepared a lesson and qualitative tried it out yesterday for the first time. But today, I am feeling a bit discouraged.

Do the students you teach end up loving this or just us teachers because we see the value in it? I teach 7th grade reading and LA. Writing Professional Gmc? Yesterday in class I went through the first page of a short story, demonstrating how I’d question or comment upon what I read in Master thesis research the margins (I was a terrific actress, commenting on things and jotting down a short note like “Wow – I wonder why he did that?”). For homework, they had to Harvard finish the thesis qualitative research remaining four pages. Today I had them work in groups and chemistry textbook share their ideas about research, annotating (if they enjoyed it, what sorts of professional things did they find themselves commenting on, etc), and then to thesis qualitative research send me a “group share” list with their thoughts. Although a few kids liked it and admitted it made them notice more things, overwhelming the chemistry textbook groups said they did not like it or find it useful. Quote: “We all said NO, we don’t like it. Master Thesis Qualitative Research? Why should we write our thoughts down when we think them?

Sometimes we don’t want our thoughts to Harvard admission 50 best be shared on a paper for everyone to Master thesis qualitative research see. We think it is Writing professional gmc, not useful.” Now I never said they had to share their thoughts with each other, and in fact, mentioned I wouldn’t be grading them. Master? (I requested they do about 3 annotations per page, but there was no set requirement) So do you think this is this a typical 7th grader not wanting to paper zero work differently/ general aversion to trying something new? Or is commenting about things as they read not purposeful enough? I plan to use this technique for a novel study coming up next week, but wished the students enjoyed it more. Is it a matter of thesis giving them a few questions to zero focus on before we read, or is this something they’ll grow to love? #128578;

Quick question: Why is it bad for students to Master qualitative research read the article once for the gist and then annotate on the second read? I’m torn on writing latex this one. LOVE your article – thank you so much. Captured so much about the ins and Master thesis qualitative outs of the process, the snarly tough parts of teaching kids to annotate..with some great solutions.. Do you see any value in group annotation using, for Need writing a essay the personal, instance, the hypothes.is app? I’m familiar with that application, Scott.

I could see value in group annotation, and I would at least be interested in experimenting with it. I’m spending some time this summer thinking about annotation and what we ask kids to do. Many of my students annotate to satisfy the teacher and not because it serves a purpose for them. I think the goal of thesis research annotation is to equip them with that tool when they need it – obviously they won’t annotate everything they read, but it’s there when they need it. And I love the zero idea of beginning with the end in mind and linking it to something they have to do at the end. I’ve asked this question to Master thesis qualitative several of my colleagues and I’m curious what you would say. If I assign a novel for kids to read and Engineering textbook annotate outside of class, how much time should they spend reading vs. annotating?

I define reading as anything that doesn’t involve writing something down; annotation would be anything that involves pen, highlighter, or post-its. Could you give me an ideal percentage? Is it different for articles? Great question, David. Master Thesis? I would say that with a novel it should be much less annotation than an article — it’s longer, we want kids to Harvard admission essays 50 best get into flow, etc.

Typically with novel homework I only expect kids to come back the next day with questions or insights — sometimes I set a number, sometimes I don’t. I am sure I picked that up from Kelly Gallagher once upon a time — he does something sometimes called “20 Questions,” I think. So I can’t give you a percentage, but there should be vastly more reading happening than annotating, in my opinion, when it comes to Master novels or just about anything else. I am so happy to have read this article with all of its attached side articles. Harvard Admission? I am really in a place to understand and incorporate this into my teaching this year. I have noticed lately that students have figured out that many teacher’s with their “close reading” and annotations have really become more busy work, and many have protested. I was in Master thesis qualitative the process of creating a cheat sheet about Engineering chemistry, Annotating (with explanations about Master, why and how) when I read your article and it really explained exactly what I wanted to share with my students. You wrote this so long ago and it’s still relevant. Thank you, thank you, thank you. Lisa, what a lovely compliment: “You wrote this so long ago and it’s still relevant.” Thank you.

Your article on annotation has been so helpful to admission me. It supports and augments what I already teach my students to do with paper texts. My current challenge is thesis research, how to teach students to annotate texts on Need writing a essay the computer. Our state tests are now computerized and thesis qualitative my students complain because they cannot annotate. Do you have any suggestions? Leigh, this is brave new world territory — I haven’t yet had students annotate digitally. Our state test was computerized, for a year, but then we dropped it or changed tests or something. Is A Necessary Evil? I can’t even keep the state tests straight in Michigan. Thesis? It’s changed every year for at least the last three years. I’ve expected my students to purposefully annotate for a few years now, but I still struggle with the grading aspect. Engineering Chemistry? I would love to get to the point where students would annotate without a grade attached because they see the value of Master thesis research those annotations (and want to Need help writing a essay follow the breadcrumbs), but I’ve never gotten there.

Instead, I am overwhelmed with checking 100+ novels every unit for annotations and feeling as if I can never really grade them effectively and efficiently. Any advice? For novels, I just have students come to class with 5+ insights, comments, questions, or confusions from the thesis previous day’s or night’s reading. I put a grade in the gradebook, but it’s only not a zero if kids are obviously not doing the work (which I check at the start of admission essays class during the Think-Pair-Share we do with their 5+ things. I hope that helps a bit. This is smart and thoughtful. Thanks for posting. I appreciate that Lulu! Thanks for the article Dave.

I’ve re-entered the teaching realm after a 9 year “sabbatical” and am searching for strategies to Master help my students. We are preparing to textbook read some Puritan literature and The Scarlet Letter. I am searching for some reading strategies to Master thesis research “practice” on the required short readings then utilize them in The Scarlet Letter. I definitely see the purpose of purposeful annotation and believe I understand the gist of it. You mentioned, though, that you don’t use it a lot throughout a novel. How can I utilize this strategy for The Scarlet Letter? This was exactly that which I didn’t know I was looking for. I don’t know if that made any sense but thank you for this article.

I took AP English classes in writing latex high school with endless amounts of busywork annotating. Today, in college a professor asked me to annotate an article and write a reflection. The reflection is easy but I had no idea how to annotate this in a way that made any sense. That frustration and Master thesis angst I recall so fondly from high school flooded back into Custom paper airplanes, me. Master Thesis Qualitative? You’d think that a college sophomore could annotate one simple article but I put it off for Engineering, weeks because I didn’t want to Master turn it in and have the professor hand it back to chemistry textbook me because my annotations didn’t make sense. Finally, in desperation I did a google search. This one blog entry explained annotating better than every English class I’ve ever taken combined. THANK YOU.

Paige, this was kind of an incredible piece of praise. Thesis? Really — amazing. My Paper Latex? Thank YOU! Thanks for Master qualitative, sharing the Harvard’s six reading habits! These will be very helpful as I redesign a critical reading course. You are all very smart. Wonderful article! Love the part about student’s ownership of their education. Thanks for this post, Dave! I have been teaching English Language Arts for 16 years, and I have the references most difficult time teaching kids to annotate because I have never needed to do so.

I tend to do it all in my head as I am reading. Most of thesis research my students are incapable of that though. Your article helps a lot. I wish I had discovered it at the beginning of the school year though. Thank you for this, Dave.

What is My paper latex, your view of digital annotations? We’re a 1:1 school, and Master research I bounce back and forth between wanting my students to read a physical book (I teach biblical studies, so the gmc Hebrew Bible/New Testament), or offering the option to read the text online. Would you find doing annotations online to be as effective as writing annotations? Kay, I think digital annotations can be done just as purposefully as handwritten ones. I don’t ask students to use digital annotation much because I’m not anything class to a paperless classroom. Master Thesis Qualitative Research? I suppose, though, that the only time I use digital annotations is Need a essay, when I am reading the Bible online — so, if you were my teacher asking me to Master thesis qualitative research do something like that, I’d be doing something that was pretty natural!

After 10 years of teaching ESL at a community college, I was just (and I mean just) hired to teach a course called “College Reading” at a small liberal arts college. Thank you for Harvard admission, clarifying something crucial – for qualitative research, me and for my students! And thanks for the links you provided … I am so happy to have discovered your words at My paper writing the beginning of our homeschooling journey. Master Thesis Qualitative Research? My daughter is a freshman. 50 Best? Your call for ownership of one’s education echo my thoughts exactly and I’m thrilled that you have given me insight into this tool as well as all of the helpful links. She is taking a Socratic discussion course through the Master thesis qualitative Well-Trained Mind Academy and is already enjoying “The Art of Argument”, although we will certainly check out “They Say, I Say” upon your recommendation.

Thank you!

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Exam Questions: Types, Characteristics, and Suggestions. Examinations are a very common assessment and evaluation tool in thesis universities and there are many types of examination questions. This tips sheet contains a brief description of seven types of examination questions, as well as tips for using each of them: 1) multiple choice, 2) true/false, 3) matching, 4) short answer, 5) essay, 6) oral, and 7) computational. Remember that some exams can be conducted effectively in professional a secure online environment in a proctored computer lab or assigned as paper based or online “take home” exams. Multiple choice questions are composed of one question (stem) with multiple possible answers (choices), including the correct answer and several incorrect answers (distractors). Typically, students select the correct answer by circling the associated number or letter, or filling in thesis qualitative the associated circle on the machine-readable response sheet. A) Elements of the paper zero, exam layout that distract attention from the questions. B) Incorrect but plausible choices used in multiple choice questions.

C) Unnecessary clauses included in the stem of multiple choice questions. Students can generally respond to these type of Master thesis research questions quite quickly. Help Writing! As a result, they are often used to test student’s knowledge of a broad range of Master content. Creating these questions can be time consuming because it is often difficult to generate several plausible distractors. However, they can be marked very quickly. Tips for writing good multiple choice items: Long / complex sentences Trivial statements Negatives and double-negatives Ambiguity or indefinite terms, absolute statements, and broad generalization Extraneous material Item characteristics that provide a clue to the answer misconceptions.

Statements too close to the correct answer Completely implausible responses ‘All of the above,’ ‘none of the above’ Overlapping responses (e.g., if ‘A’ is true) Your own words – not statements straight out of the textbook Single, clearly formulated problems. Plausible and homogeneous distractors Statements based on common student misconceptions True statements that do not answer the questions Short options – and My paper writing latex all same length Correct options evenly distributed over thesis qualitative, A, B, C, etc. Alternatives that are in logical or numerical then ‘C’ is also true) order At least 3 alternatives. Suggestion : After each lecture during the term, jot down two or three multiple choice questions based on the material for My paper latex, that lecture. Qualitative Research! Regularly taking a few minutes to My paper compose questions, while the material is fresh in your mind, will allow you to develop a question bank that you can use to qualitative research construct tests and exams quickly and easily. True/false questions are only composed of a statement.

Students respond to the questions by textbook indicating whether the statement is true or false. For example: True/false questions have only two possible answers (Answer: True). Like multiple choice questions, true/false questions: Are most often used to Master qualitative research assess familiarity with course content and to check for Harvard essays 50 best, popular misconceptions Allow students to respond quickly so exams can use a large number of them to test knowledge of a broad range of content Are easy and Master quick to professional references grade but time consuming to create. True/false questions provide students with a 50% chance of Master thesis qualitative guessing the right answer. Latex! For this reason, multiple choice questions are often used instead of true/false questions. Tips for Master thesis qualitative, writing good true/false items: Negatives and Harvard essays double-negatives Long / complex sentences Trivial material Broad generalizations Ambiguous or indefinite terms. Your own words The same number of true and false statements (50 / 50) or slightly more false statements than true (60/40) – students are more likely to answer true One central idea in each item.

Suggestion : You can increase the usefulness of true/false questions by asking students to correct false statements. Students respond to matching questions by pairing each of thesis qualitative research a set of stems (e.g., definitions) with one of the choices provided on the exam. These questions are often used to Harvard admission essays 50 best assess recognition and recall and so are most often used in Master thesis qualitative courses where acquisition of detailed knowledge is an important goal. Chemistry Textbook! They are generally quick and easy to create and mark, but students require more time to respond to these questions than a similar number of multiple choice or true/false items. Example: Match each question type with one attribute: Multiple Choice a) Only two possible answers True/False b) Equal number of stems and choices Matching c) Only one correct answer but at least three choices. Tips for writing good matching items:

Long stems and options Heterogeneous content (e.g., dates mixed with people) Implausible responses. Short responses 10-15 items on only one page Clear directions Logically ordered choices (chronological, alphabetical, etc.) Suggestion: You can use some choices more than once in the same matching exercise. It reduces the qualitative research, effects of guessing. Short answer questions are typically composed of a brief prompt that demands a written answer that varies in length from Engineering chemistry one or two words to a few sentences. They are most often used to test basic knowledge of key facts and thesis terms. An example this kind of short answer question follows: “What do you call an exam format in which students must uniquely associate a set of prompts with a set of options?” Answer: Matching questions.

Alternatively, this could be written as a fill-in-the-blank short answer question: “An exam question in which students must uniquely associate prompts and options is called a. ___________ question.” Answer: Matching. Short answer questions can also be used to help writing test higher thinking skills, including analysis or. evaluation. Master Research! For example: “Will you include short answer questions on your next exam? Please justify your decision with. two to three sentences explaining the factors that have influenced your decision.” Short answer questions have many advantages. Many instructors report that they are relatively easy to construct and can be constructed faster than multiple choice questions.

Unlike matching, true/false, and multiple choice questions, short answer questions make it difficult for students to. guess the answer. Essay Necessary Evil! Short answer questions provide students with more flexibility to explain their understanding and demonstrate creativity than they would have with multiple choice questions; this also means that scoring is relatively laborious and can be quite subjective. Short answer. questions provide more structure than essay questions and thus are often easy and faster to mark and often test a broader range of the Master qualitative, course content than full essay questions. Tips for paper airplanes, writing good short answer items: Your own words Specific problems Direct questions.

Taking out so many words that the Master thesis qualitative research, sentence is airplanes zero meaningless. Prompts that omit only one or two key words at the end of the sentence. Suggestion : When using short answer questions to test student knowledge of definitions consider having a mix of questions, some that supply the term and require the students to provide the definition, and Master research other questions that supply the definition and require that students provide the term. The latter sort of questions can be structured as fill-in-the-blank questions. This mix of formats will better test student knowledge because it doesn’t rely solely on recognition or recall of the term. Essay questions provide a complex prompt that requires written responses, which can vary in length from professional references gmc a couple of paragraphs to many pages. Like short answer questions, they provide students with an opportunity to explain their understanding and demonstrate creativity, but make it hard for students to arrive at an acceptable answer by bluffing.

They can be constructed reasonably quickly and easily but marking these questions can be time-consuming and grader agreement can be difficult. Essay questions differ from thesis qualitative research short answer questions in that the essay questions are less structured. This openness allows students to demonstrate that they can integrate the course material in creative ways. My Paper Writing! As a result, essays are a favoured approach to test higher levels of thesis cognition including analysis, synthesis and evaluation. However, the requirement that the students provide most of the structure increases the amount of work required to respond effectively. Custom Paper Airplanes! Students often take longer to Master thesis research compose a five paragraph essay than they would take to compose five one paragraph answers to short answer questions. This increased workload limits the number of Writing gmc essay questions that can be posed on a single exam and thus can restrict the overall scope of an exam to a few topics or areas. To ensure that this doesn’t cause students to panic or blank out, consider giving the option of answering one of two or more questions. Tips for Master research, writing good essay items: Complex, ambiguous wording Questions that are too broad to admission allow time for an in-depth response.

Your own words Words like ‘compare’ or ‘contrast’ at the beginning of the question Clear and unambiguous wording A breakdown of thesis qualitative marks to make expectations clear Time limits for thinking and writing. Suggestions : Distribute possible essay questions before the exam and Essay make your marking criteria slightly stricter. This gives all students an Master thesis qualitative research equal chance to prepare and chemistry textbook should improve the quality of the answers – and the quality of Master research learning – without making the exam any easier. Oral examinations allow students to respond directly to the instructor’s questions and/or to present prepared statements. These exams are especially popular in evil language courses that demand ‘speaking’ but they can be used to Master research assess understanding in almost any course by writing following the guidelines for the composition of short answer questions. Qualitative Research! Some of the principle advantages to oral exams are that they provide nearly immediate feedback and so allow the student to learn as they are tested. There are two main drawbacks to oral exams: the amount of time required and the problem of Harvard admission 50 best record-keeping. Thesis Research! Oral exams typically take at least ten to is a necessary evil fifteen minutes per student, even for a midterm exam. As a result, they are rarely used for large classes. Furthermore, unlike written exams, oral exams don’t automatically generate a written record. Thesis! To ensure that students have access to written feedback, it is chemistry recommended that instructors take notes during oral exams using a rubric and/or checklist and provide a photocopy of the notes to thesis the students.

In many departments, oral exams are rare. Students may have difficulty adapting to this new style of assessment. In this situation, consider making the oral exam optional. Custom Zero! While it can take more time to prepare two tests, having both options allows students to choose the one which suits them and thesis research their learning style best. Computational questions require that students perform calculations in order to solve for an answer. Computational questions can be used to assess student’s memory of Need help writing solution techniques and their ability to apply those techniques to solve both questions they have attempted before and questions that stretch their abilities by requiring that they combine and use solution techniques in research novel ways. Effective computational questions should: Be solvable using knowledge of the key concepts and Need help techniques from the course. Before the Master qualitative, exam solve them yourself or get a teaching assistant to attempt the questions. Indicate the mark breakdown to latex reinforce the expectations developed in in-class examples for the amount of detail, etc. required for the solution.

To prepare students to do computational questions on exams, make sure to describe and Master thesis model in class the correct format for the calculations and answer including: How students should report their assumptions and justify their choices The units and degree of precision expected in the answer. Suggestion : Have students divide their answer sheets into Harvard essays, two columns: calculations in one, and a list of assumptions, description of process and justification of qualitative research choices in the other. This ensures that the marker can distinguish between a simple mathematical mistake and a profound conceptual error and give feedback accordingly. Cunningham, G.K. (1998). Assessment in the Classroom. Bristol, PA: Falmer Press. Ward, A.W., Murray-Ward, M. (1999).

Assessment in the Classroom. Need Writing The Personal! Belmont, CA: Wadsworth Publishing Co. This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Exam questions: types, characteristics and suggestions . Centre for Teaching Excellence, University of Waterloo . The University of Waterloo is committed to achieving barrier-free accessibility for persons with disabilities who are visiting, studying, or working at Waterloo. If you have questions concerning access, such as parking, building layouts, or obtaining information in Master thesis qualitative research alternative formats, or wish to request accommodations for a CTE workshop or event, please contact CTE via email (cte@uwaterloo.ca) or phone (ext. 33857) and include the Need help a essay, session’s title and date. Our workshops typically involve a mix of presentation and discussion-based activities, and we encourage a scent-free environment. We also welcome accompanying assistants, interpreters, or note-takers; notify us if accommodations are needed in this regard. Please note that some accommodations may require time to arrange.

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