Bio 140 Assessment Report: Spring 2012 PRINCIPLES OF BIOLOGY (BIO 140) Course Assessment Spring 2012 Course Description BIO 140; 4 credits, 6 class hours: 3 lecture hours, 3 laboratory hours A comprehensive approach to the interaction of living things in the biological world. Topics include the cellular basis of life, genetics, reproduction, evolution, and ecology. The laboratory experience includes dissection of selected vertebrates. The course fulfills the laboratory science requirement for non‐science majors earning Associates in Arts (AA) and Associates in Science (AS) degrees conferred by the college. Curricula objectives addressed by this course. 1. For students to begin to develop an understanding of how a natural science, like biology, is used to explain the world around us through evidence and reasoning. 2. For students to learn some concepts in biology that may serve them in dealing with a complex life. Students will be able to demonstrate that they can process and analyze data to make informed decisions about the health of the individual. General Education objectives addressed by this course:  Communicate effectively through reading, writing, listening, and speaking  Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions  Reason quantitatively and mathematically as required in their fields of interest and in everyday life  Work collaboratively in diverse groups directed at accomplishing learning objectives  Employ concepts and methods of the natural and physical sciences to make informed judgments. Educational/Academic Objectives addressed by this analysis:  Reason quantitatively and mathematically as required in their fields of interest and in everyday life  Employ concepts and methods of the natural and physical sciences to make informed judgments.  Communicate effectively through reading, writing, listening, and speaking Method of Assessment: Assessment was performed in the laboratory portion of the course. Laboratory exercises are scheduled in coordination with the lecture content, which is divided into 5 units. Assessment strategy was focused on 2 units; methods in science and cells. Students are required to take 6 quizzes in the lab and were assessed on quiz 1 (methods in science) and quiz 4 (cells). Assessment was centered on students’ ability to understand the significance of microscopic size of cells and selective transport across membranes. They were also assessed on their ability to use mathematical formula and apply it towards understanding key biological concepts. QUIZ 1: Students were tested on 2 laboratory exercises that focused on scientifically demonstrating the biological and evolutionary significance of microscopic cell size. Students stated a hypothesis that related to calculating surface area/volume rations. Even though cells tend to be spherical, the Bio 140 Assessment Report: Spring 2012 hypothesis was tested using cubes, such as dice as a model, to calculate the surface area and volume values as mathematical relationship between surface area and size holds true whether dealing with spheres or cubes. All laboratory instructors incorporated the same question (designed collectively by the instructors) on Quiz 1. Data collected (on the basis of points earned points earned) was submitted to the course coordinator The question had 3 sections: Section A: Calculation of Surface Area and Volume (assessment of ability to use a mathematical formula accurately) Section B: Applying the above calculations to identify the most efficient cell (Interpretation of results and testing hypothesis) Section C: Applying knowledge acquired to understand key biological concept: in this case “biological significance of microscopic cell size” Results: A total of 100 students were assessed for Quiz 1. Section A: 1. 16% of students answered section A accurately 2. 45% of students used correct formula for Surface Area (SA) calculation 3. 67% of students used correct formula for Volume (V) calculation 4. 35% of students accurately calculated SA/V ratio Section B 58% of students were able to read the data table and apply the data in identifying the most efficient cell Section C 51% of the students assessed were able to use a mathematical model to explain the biological significance of microscopic size of cells Conclusion: Section A required students to use simple mathematical formula to calculate SA and V of a few cubes and then compare SA/V ratios. Students showed some difficulty in doing this but when asked to analyze data, 58% of the students were successful in identifying the most efficient cells by comparing SA/V ratios. Considering this is a non‐majors biology classroom with most of the students “not inclined” to learning a science, the assessment reveals 51% of the students assessed (section C) actually achieved the outcome of the first two lab sessions and were able to successfully construct a hypothesis, test it by using mathematical models and were eventually able to understand the scientific reasoning behind the biological significance of microscopic size of cells. Students were required to answer section C by writing a well formulated scientific answer. QUIZ 4: Students were tested on 2 laboratory exercises that focused on transport across cell membrane. Students were expected to understand the selective permeable nature of cell membranes. Experiments performed in the lab focused on factors that affected movement of material across membranes particularly size and concentration of molecules. Again, all laboratory instructors incorporated the same questions (designed collectively by the instructors) on a hand‐on‐experiment performed in lab, on Quiz 4. The question was worth 20 points. Data collected (on the basis of points earned) was submitted to the course coordinator Bio 140 Assessment Report: Spring 2012 Results: Question a b c d e f Was the membrane permeable to starch, in other words was starch able to diffuse across the membrane? Explain your answer to the above question above (a) Starch molecules are too small to be seen with the help of the naked eye. How did you demonstrate indirectly that starch was or was not able to diffuse across the membrane: Was the membrane permeable to salt, in other words was salt able to diffuse across the membrane? Explain your answer to the above question above (d) Salt molecules are too small to be seen with the help of the naked eye. How did you demonstrate indirectly that salt was or was not able to diffuse across the membrane Data collected Total # of students assessed: 104 66% answered accurately 54% were able to explain accurately their answer to the above (a) question by relating it to the size of the starch molecule 25% of the class was actually able to describe in the detail the science behind the indirect method used to demonstrate that starch was not able to diffuse across the membrane. 37% of the students mentioned the indirect method used but were not able to fully explain the science behind the procedure used 76% answered accurately 66% were able to explain accurately their answer to the above (a) question by relating it to the size of the salt molecule along with concentration gradient 17% of the class was actually able to describe in the detail the science behind the indirect method used to demonstrate that salt was able to diffuse across the membrane. 34% of the students mentioned the indirect method used but were not able to fully explain the science behind the procedure used. Conclusion Transport across membranes is a difficult concept to explain and understand since cells are microscope. Simulation using models and chemicals provide description of processes at a cellular level. The above questions were all based on a hand‐on‐experiment performed by students in the lab. Students used an artificial selective membrane (dialysis tubing) and set up an experiment demonstrating the principle behind clinical dialysis. Students were introduced to the concept of diffusion and how particle size and concentration gradient governs movement across a membrane. Since movement of molecules is not directly visible, indirect methods were used to visualize movement of molecules, a concept that was difficult for students to grasp. Learning assessment revealed that 66%‐76% students assessed were able to answer accurately which molecules were actually able to be transported across the artificial membrane. 54%‐66% students were able to provide a logical explanation to the reason why. Answers to questions b and c required students to provide a well formulated scientific answer. The assessment strategies employed were not easy to measure but were very meaningful as the evaluation actually expressed student learning.