Unit 4 Reflection
This unit was about reproduction, specifically sexual. We discussed the significance of chromosomes and genes, and also which parts of sex are predictable or random, and how to use punnett squares to predict phenotypes. We talked about Mendel's sex laws, and how sometimes genetic inheritance is more complicated than just dominant and recessive alleles; they can have co-dominance or incomplete dominance. I completely understood how to use punnett squares for both polygenic and regular alleles. I didn't fully grasp the concept of The Law of Segregation. It was confusing to me how it worked. I learned a lot more about how disorders such as the bipolar disorder and colorblindness are passed on to children, and what the difference is between autosomal and x-linked inheritance, and about Mendel's pea experiments. I learned how to effectively use diagrams, photos, and icons to learn about genetics. I learned about how Mitosis was discovered by Walther Flemming and how Meiosis was discovered by Oscar Hedwig. I believe that I am a better student than yesterday, because I have learned a lot about how to actively study and start doing it a lot earlier, as well as getting better at doing my work on time and not procratinating. I would like to learn more about which genetic traits are dominant and which recessive, as well as disorders. I don't have any unanswered questions. I wonder why Mendel became involved with genetics in the first place, when he went to the monastery to become a monk.
I took the VARK questionnaire, and got an 11 in Kinesthetic, a 6 in audio, a 3 in read/writing, and a 2 in visual. So my preferred learning style is a hands on approach and talking it through. This doesn't surprise me at all because I'm a super talkative person who doesn't want to sit and takes notes. I can re do some labs or examples, or also I could read the textbook out loud or re-listen to the vodcasts.
I'm glad you learned beyond what I covered in the vodcasts by exploring the history.
ReplyDeleteMany people who wanted to do science actually became monks or priests because it gave them time to study what they were interested in. Darwin, for example, almost became one himself.