Date: April, 2008
Department: Biological Sciences & Geology
Course: BI-201: General Biology I
Curriculum or Curricula: Associate in Science (A.S.) Degrees in Health Sciences, Environmental
Health, and Liberal Arts and Science.
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
Course: BI-201 - General Biology I
Curricula: Associate in Science (A.S.) Degrees in Health Sciences, Environmental Health, and Liberal Arts and Science.
BI-201 is the first part of a two-semester sequential course in General Biology. This entry-level course is required for the
Health Sciences and Environmental Health curricula and it can be used to fulfill part of the science concentration for Liberal
Arts and Science students. It serves as a preparation for the pursuit of a bachelor’s degree in Biological Sciences or
Chemistry, and equally well as a foundation for professional programs (physical therapy, occupational therapy, physician’s
assistant, medical laboratory technology, environmental health, medicine etc.). The course also fulfills the lab science
requirement for other students, but is not recommended, since there are lab science courses designed for the non-scientist
which are of more general interest.
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives addressed by this course:
1. Environmental Health:
Students demonstrate mastery of science required for transfer to BS program in Environmental Health
2. Health Sciences:
Demonstrate an understanding of the principles of Chemistry and how they are fundamental to all living systems.
3.
4.
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen ed
objective’s ID
number from
list (1-10)
#4
#5
#9
#3
General educational objectives addressed by this course: Select from preceding list.
(1.) use analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decisions
(2.) reason quantitatively and mathematically as required in their fields of interest and in everyday
life
(3.) work collaboratively in diverse groups directed at accomplishing learning objectives
(4.) communicate effectively through reading, writing, listening and speaking
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TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1. Students will design and conduct an
Students will
a. develop a testable hypothesis
b. identify the independent, dependent and controlled variables
c. design experimental procedures
Students will
a. develop tables to record data
b. compose line and bar graphs to explain data
Students will
a. come to a conclusion based on results
b. communicate their results and conclusions verbally or in writing
Students will
a. use digital microscope to measure cell size in microns
b. observe and describe the structure of cells in plant and animal tissue
Students will
a. dispense small volumes of liquid with pipettes and syringes
b. measure length with metric rulers
c. collect data with computerized data probes
Students will
a. prepare slides of plant leaves in salt solutions of different concentrations
b. prepare blood slides in salt solutions of different concentrations
c. observe and record the microscopic appearance of the cells
d. integrate material from laboratory manual, textbook, and lecture to analyze the data
and reach conclusions
Students will
a. perform a quantitative assay of enzyme activity
b. complete a written PreLab assignment on the exercise
c. work in teams to conduct the experiment, record and analyze data
d. report their group’s results to the class
e. use a rubric to perform an in-class analysis of a sample lab report
f. write and submit individual lab reports
Students will
a. use paper chromatography to separate chloroplast pigments
b. measure distance traveled by solute and each pigment band
c. calculate R f value for each pigment
d. identify the pigments based upon color and R f value
Students will
a. identify the stages of mitosis in onion root tip slides
b. will model mitosis with pipe cleaners and beads, demonstrating the process to each
other
Students will
a. use Punnett squares to predict genotypes and phenotypes in the next generation
b. analyze pedigrees to determine how a genetic disorder is inherited
c. use software to conduct simulated fruit fly breeding experiments
d. analyze the fly offspring to determine how mutations are inherited
original experiment investigating independent
variables that affect pulse rate.
2. Students will use graphs to analyze and
interpret data.
3. Students will draw conclusions and
inferences from scientific observations or
experimental results.
4. Students will properly use the microscope
to measure cells and differentiate between
plant and animal cells.
5. Students will perform experiments. (pulse
rate, osmosis, enzymes, fermentation etc.) by
accurately measuring with pipettes, syringes,
rulers and data probes.
6. Students will compare the responses of
plant and animal cells to salt solutions of
different concentrations.
7. Students will write a lab report on their
enzyme experiment in the scientific paper
format.
8. Students will separate and identify
chloroplast pigments.
9. Students will demonstrate their
understanding of mitosis by identifying
microscopic images and constructing models.
10. Students will solve genetics problems to
predict offspring and determine the pattern of
inheritance.
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
Students will write a report on their enzyme experiment in the scientific paper format.
Curricular Objective(s) selected for assessment: (select from Table 2)
Students will demonstrate an understanding of the principles of Chemistry and how they are fundamental to all living systems.
General Education Objective(s) addressed in this assessment: (select from Table 3)
Students will reason quantitatively and mathematically as required in their fields of interest and in everyday life.
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TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
Over two labs, students will learn to perform a quantitative assay of enzyme activity by measuring the amount of oxygen produced by catalase
reaction, complete a written PreLab assignment, work in teams to determine the optima (pH, Temperature, concentration) for the enzyme
reaction, report their group’s results to the class, perform an in-class analysis of a sample lab report using a rubric and write a report on their
experiment in the scientific paper format.
Desired student learning outcomes
for the assignment
(Students will…)
Briefly describe the range of
activities student will engage in
for this assignment.
What assessment tools will be
used to measure how well
students have met each learning
outcome?
1. Students will perform quantitative assay of
enzyme activity.
a. In lab 6, students perform a quantitative
assay of enzyme activity as demonstrated
by instructor and described in written
instructions.
A. Completion of Table 1 “Effect of
Enzyme Concentration”, the graph “Effect
of enzyme Concentration on Reaction
Rate” and responses to written questions.
b. Before lab 7, students read the exercise
and answer questions about the concept,
objectives, variables, purpose, hypothesis
and reasoning.
B. PreLab assignment
c. Working in groups, students follow oral
and written instructions to set up the
apparatus (CO 2 probe and software) and
conduct an experiment investigating the
effect of their assigned variable on the
enzyme catalase.
D. Oral questions
2. Students will complete a written PreLab
assignment on the exercise
3. Students will work in teams to conduct the
experiment, record and analyze data
4. Students will report their group’s results to
the class
5. Students will perform in-class analysis of a
sample lab report
6. Students will write and submit individual lab
reports
(GEN ED OBJECTIVES # 2, 3, 7, 9)
d. Students present a graph summarizing
their results to the class.
e. Using a rubric, students work in groups
to identify the format and key components
of a sample lab report.
f. Students write individual lab reports in
the scientific paper format.
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C. Instructor circulates through the lab
monitoring progress.
E. Written lab reports
PART III. ASSESSMENT STANDARDS (RUBRICS)
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
Over two labs, students will learn to perform a quantitative assay of enzyme activity by measuring the amount of oxygen produced by catalase
reaction, complete a written PreLab assignment, work in teams to determine the optima (pH, Temperature, concentration) for the enzyme
reaction, report their group’s results to the class, perform an in-class analysis of a sample lab report using a rubric and write a report on their
experiment in the scientific paper format.
Desired student learning
outcomes from the
assignment: (Copy from
Column 1, Table 6 above;
include Educational Goals
and/or General Education
Objectives addressed)
Assessment measures for
each learning outcome:
(Copy from Column 3,Table 6
above)
Standards for student performance:
 Describe the standards or rubrics for
measuring student achievement of each
outcome in the assignment.
 Give the percentage of the class that is
expected to meet these outcomes
 If needed, attach copy(s) of rubrics.
1. Students will perform quantitative
assay of enzyme activity.
A. Completion of Table 1 “Effect of
Enzyme Concentration”, and the graph
“Effect of enzyme Concentration on
Reaction Rate” , and response to
questions.
A. All students are expected to complete the table and
graph, and answer the questions.
2. Students will complete a written
PreLab assignment on the exercise
B. PreLab assignment
B. Holistic scale for PreLab assignment:
Good - 2 points; Satisfactory - 1 point
Missing/unsatisfactory - 0 points
Projected outcome: 75% Satisfactory or Good
3. Student teams will conduct the
experiment and analyze data
C. Instructor circulates through the lab
monitoring progress.
C. All students are expected to follow the experimental
procedures.
4. Students will report their group’s
results to the class
D/E. Oral questions
D. All students are expected to answer questions
regarding their experimental results.
5. Students will perform in-class
analysis of a sample lab report
6. Students will write and submit
individual lab reports
(GEN ED OBJECTIVES # 2, 3, 7, 9)
E. All students are expected to answer a series of
questions regarding the sample lab report.
F. See Rubric below;
Projected Outcome: 75% A, B or C
F. Written lab reports
BI-201 LAB REPORT RUBRIC
Format
(4 points)
Introduction
(4 points)
Methods
(3 points)
Results
(4 points)
Discussion
(4 points)
References
(1 point)
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Followed lab report format; size 12 font
Neat and organized with no spelling/grammar errors
Brief review of relevant background information
Original writing (no copying lab hand out verbatim)
Hypothesis clearly stated
Step-by-step list or description of how experiment was performed
Independent and dependent variables clearly identified
Organized written summary of results
Data presented in graphs/tables with appropriate labels
Detailed explanation of results
Conclusions follow data (no wild guesses)
Discuss real world applications of the experiment
Hypothesis is rejected or accepted based on the data
Reasonable explanation for any errors
At least two references
All references are relevant and appropriate
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Grade
A
B
C
D
U
Points
18-20
15-17
12-14
9-11
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PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Educational Goals and/or General
Education Objectives addressed)
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.
1. Students will perform quantitative assay of
enzyme activity.
A. All students successfully performed the assay, completed the table and graph,
and answered the questions. The following process/knowledge abilities were
demonstrated:
•
understand and evaluate procedural knowledge
•
understand and evaluate factual knowledge
•
understand and evaluate conceptual knowledge
2. Students will complete a written PreLab
assignment on the exercise
B. On learning outcome #2, 92% of students achieved “Satisfactory” or “Good.”
These results exceeded the projected outcome. The following process/knowledge
abilities were demonstrated:
•
understand and evaluate procedural knowledge
•
understand and evaluate factual knowledge
•
understand and evaluate conceptual knowledge
3. Students will work in teams to conduct the
experiment, record and analyze data
C. All students were able to follow the experimental procedures. The following
process/knowledge abilities were demonstrated:
•
understand and evaluate procedural knowledge
•
understand and evaluate factual knowledge
4. Students will report their group’s results to
the class
5. Students will use a rubric to perform in-class
analysis of a sample lab report.
6. Students will write and submit individual lab
reports
(GEN ED OBJECTIVES # 2, 3, 7, 9)
D. All student groups were able to answer questions regarding their experimental
results. The following process/knowledge abilities were demonstrated:
•
understand and evaluate procedural knowledge
•
understand and evaluate factual knowledge
•
understand and evaluate conceptual knowledge
E. All students were able to answer a series of questions regarding the sample lab
report. The following process/knowledge abilities were demonstrated:
•
understand and evaluate procedural knowledge
•
understand and evaluate factual knowledge
F. On learning outcome # 6, 73% of students achieved C or higher. These results
very close to the projected outcome. The following process/knowledge abilities
were demonstrated:
•
understand and evaluate procedural knowledge
•
understand and evaluate factual knowledge
•
understand and evaluate conceptual knowledge
NOTE:
All seven laboratory sections participated.
th
Approximately 168 students enrolled in the course this semester, but the assignment began in the 7
week when students started to withdraw.
PreLab 3: 92% or 120/130 students achieved “satisfactory” or “good”
Lab report: 73% or 83/114 achieved C or higher
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TABLE 9. EVALUATION AND RESULTING ACTION PLAN.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
Students working in teams successfully performed quantitative assays of enzyme activity and wrote individual reports in the scientific
paper format.
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked
both to help students learn and to show what they have learned?
A. All students successfully performed the enzyme assay, completed the table and graph, and answered the questions. Instructors
monitored group progress and offered suggestions. Students who were not following the correct procedures were encouraged to repeat
the experiment.
B. On the PreLab assignment, 92% of students achieved “Satisfactory” or “Good.” These results exceeded the projected outcome.
Since this was the third take home PreLab assignment, students knew that they had to read the exercise slowly and carefully in order
to answer the questions.
C. All students were able to follow the experimental procedures. Sufficient time was allotted so that students who were not initially
successful could repeat the experiment.
D. All student groups were able to answer questions regarding their experimental results. Each group resented a graph of their results
to the class and then answered questions during a whole class discussion.
E. All students were able to answer a series of questions regarding the sample lab report. It was difficult to synchronize this activity
because some groups took longer than others to complete their experiments.
F. On the individual lab reports, 73% of students achieved C or higher. These results were very close the projected outcome.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The assignment selected for assessment in the Spring 2008 pilot, was first implemented in fall 2007. The computers, enzyme assay
and writing assignments were introduced as part of a major course revision. The results indicate that the vast majority of students
understood the concepts of experimental design and enzyme action, and were able to communicate their results in a scientific format.
A, B, C & D No changes are needed.
E. Greater emphasis will be placed on classroom management. Timely completion of the experiment depends on the students’
organizational and laboratory skills. Those who complete the exercise early can work with the instructor in assisting those having
difficulty so that sufficient time can be allotted for analysis of the sample lab report.
F. BI-201 instructors will meet to discuss providing additional directions on how to write a lab report.
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