Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: ____BIOLOGY_____
COLLEGE:
ARTS & SCIENCES
CONTACT PERSON: ____JAMIN EISENBACH________________________________________________
CONTACT PHONE:
7.0311
CONTACT EMAIL:
JAMIN.EISENBACH@EMICH.EDU
REQUESTED START DATE: TERM___WINTER___YEAR___2013___
A. Rationale/Justification for the Course
There are two types of students who are interested in biology but who are not biology majors, those
that are fascinated by how our bodies function and enjoy examining our bodies and those who are
not. BIO 106 has been designed to fill the needs of those students who desire to understand how
humans function. BIO 106 will be vetted for inclusion in the general education curriculum as an
alternative to BIO 105. BIO 106 will include detailed dissections of fetal pigs to introduce anatomy and
physiology of humans. BIO 105 will no longer include dissections, which will provide an alternative for
those students who prefer to avoid dissections and who prefer a more broadly focused introductory
biology course. BIO 106 will serve as the foundation course for the already approved Human Biology
Minor and will be a prerequisite for the other courses in the minor. The course will also serve a variety
of programs in the College of Health and Human Services that currently use BIO105 as a prerequisite
B. Course Information
1. Subject Code and Course Number:
BIO 106
2. Course Title:
Biology From a Human Perspective
3. Credit Hours:
4
4. Repeatable for Credit? Yes_______
No___X_
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
BIO 106 is an introductory course that emphasizes human biology for the non-major in lecture and a laboratory
that includes dissections. We cover the fundamental concepts, principles, and processes upon which life is
based and the use of the scientific method through the application of these principles, concepts, and
processes.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
X
Off Campus
b. Fully Online
c. Hybrid/ Web Enhanced X
7. Grading Mode:
Normal (A-F)
X
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
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New Course Form
9. Concurrent Prerequisites: Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by
Subject Code, Number and Title.)
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code,
Number and Title.)
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an
equivalent course has already been taken. (List by Subject Code, Number and Title)
BIO 105 Introductory Biology for Non-majors
BIO 110 Introductory Biology I
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
College of Education
No
Yes
X
No
X
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
X
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates___X____
All graduate students____
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
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Sept. ‘09
X
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13. Will the course be offered as part of the General Education Program?
Yes
X
No
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global
Community form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory
Committee. If this course is NOT approved for inclusion in the General Education program, will it still be offered?
Yes
No
X
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes X
No
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Human Biology Minor
Program
15. Will this course replace an existing course? Yes
No
Required X
Restricted Elective
Required
Restricted Elective
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request
for Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if
available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office
for assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
X
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the
lack of support, if available.
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D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE
GLOBAL COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL
EDUCATION ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF
A COURSE IN THE GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for
the sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For ____14______
Against ____1______
Abstentions ____2______
(Enter the number of votes cast in each category.)
Department Head/School Director Signature
Nov. 4, 2011
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
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Sept. ‘09
Date
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BIO 106
BIOLOGY From A HUMAN PERSPECTICE
SYLLABUS
Course description: BIO 106 is specifically designed as an introductory course with an emphasis on human
biology for the non-major. In all parts of this course, students are introduced to the fundamental concepts,
principles, and processes upon which life is based and they will learn to competently use the scientific method
through the application of these principles, concepts, and processes. This course introduces students to the
integration between structure and function among all levels of biological organization. Students learn to apply
principles of evolution, genetics, physiology and ecology to understand the integrated and interdependent nature
of humans through discussions that emphasize the process of science.
Rationale for inclusion in Gen. Ed.: BIO 106 is designed to enable students who are not biology majors to
understand: the fundamental concepts, principles, and processes upon which life is based; the relationship
between biology and their day-to-day world; how scientists acquire scientific knowledge; and how this
methodology is used to address questions important to health and environmental issues around the world. This
information provides students with the tools to enable them to become responsible, scientifically literate global
citizens and voters. Students who successfully complete BIO 106 have the ability to critically evaluate popular
press articles and other media reporting on technological, health-related and environmental issues. This ability
empowers students to make better, scientifically-informed life decisions. As such, BIO 106 meets the
requirements of a Natural Science Course in the Knowledge of the Disciplines portion of the new General
Education program.
Text: Ireland, K. 2011. Visualizing Human Biology 3rd ed. Wiley Pub.
Laboratory Manual: Eisenbach, J. 2012. Biology From a Human Perspective a Laboratory Manual.
Hayden McNeil Pub.
Examinations: Each of the four regular examinations consists of 50 multiple-choice questions. The
examination questions are designed to assess both your mastery of facts, information, terminology, the
hierarchical nature of biology, the scientific method and your ability to apply this knowledge to solve critical
thinking problems. The optional final exam consists of 100 multiple-choice questions.
Pre-Laboratory Assignments: Each laboratory unit has a pre-lab assignment associated with it. These
assignments require you to show a mastery of basic facts and new terminology, solve critical thinking problems,
and show your understanding of the hierarchical nature of biology. All assignments must be posted on WebCT
no later than 10PM the night before your scheduled laboratory day (if your lab is on Monday, you must post
your pre-lab by 10PM Sunday, the day before). You may always submit a pre-lab early. Late submissions will
not be accepted.
Post-Laboratory Assignments: Each laboratory unit has a post-lab assignment associated with it. These
assignments require you to show a mastery of basic facts, new terminology, the principles and processes that
underlie the lab unit, solve critical thinking problems, and show your understanding of the hierarchical nature of
biology. All assignments must be posted on WebCT no later than 10PM the night before your scheduled
laboratory day (if your lab is on Monday, you must post your post-lab by 10PM Sunday, the day before). You
may always submit a post-lab early. Late submissions will not be accepted.
Laboratory Reports: The weekly laboratory exercises require: regular application of the scientific method;
application of the principles, processes, hypotheses and theories taught during lecture; competent use of
laboratory equipment; and demonstrated knowledge of safety procedures in laboratory. By gaining mastery of
the scientific method of inquiry and scientific attitudes you will be able to: use qualitative and quantitative
methods in biology; and apply biological generalizations and processes (inferences, assumptions, principles,
hypotheses, theories, laws) and their implications; apply methods of empirical investigation (identify and
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analyze biological problems, form hypotheses, design and execute investigations, evaluate data and
assumptions, synthesize new knowledge). There are nine laboratory experiments for which students will write
well-organized scientific reports following specific guidelines that will require the use of computers in solving
problems, primary literature, and analyzing and presenting data in tables, charts, and or graphs.
Discussions: During laboratory, discussions will provide students with the opportunity to demonstrate they are
scientifically literature citizens who can analyze articles from the primary literature as well as the popular press.
Students will synthesize this biological/scientific information to articulate sound decisions and ethical choices;
describe how biology relates to technological, health, and environmental issues; and discuss the world-wide
impact of biological/technological concerns.
Homework: Question sets will be periodically handed out during lecture. These question sets require you to
show mastery of new terminology, solve critical thinking problems, and show your understanding of the
hierarchical nature of biology. To be eligible to receive full credit for an assignment, including bonus points,
you must 1) be present at the lecture in which the assignment was handed out, 2) personally hand it in at the
beginning of the next lecture (within the first 10 minutes), 3) write your answers on the original assignment
sheet provided by the BIO 106 staff - no substitute pieces of paper will be accepted, and 4) correctly answer
more than 50% of the questions in order to receive the bonus points.
Grades:
5 Lecture Examinations (100 pts each) your best 4 are counted
2 Laboratory Examinations (50 pts each)
10 Pre-laboratory Assessments (5pts each)
10 Post-laboratory Assessments (5pts each)
Reports/Presentations
Discussions
10 Homeworks (10pts each)
Genetic Disorder Paper
Total points
400 points
100 points
50 points
50 points
200 points
50 points
100 points
50 points
1,000points
Grading scale:
A =93-100%
A- =90-92%
B+
B
B-
=87-89%
=83-86%
=80-82%
C+
C
C-
=77-79%
=73-76%
=70-72%
D+
D
DF
=67-69%
=63-66%
=60-62%
< 60%
THERE ARE NO EARLY EXAMS and THERE ARE NO LATE EXAMS.
The final lecture exam serves as the only make up exam. Therefore, do not call to explain an absence. The final
can only be used to replace one examination. All examinations are the property of Dr. Eisenbach and are
collected after every examination. Students are encouraged to review each exam and see their graded exam
forms during study desk hours.
COMING TO EXAMS LATE: If you enter the room to take an exam after the first student has finished and
left, you will not be permitted to take that exam and will need to take the optional final exam.
EXAM SUPPLIES: It is your responsibility to bring pencils, an eraser and a non-programmable calculator to
every exam. Your professors and Graduate Teaching Assistants will not provide them to you. If you fail to
bring a pencil, you won’t be able to take the exam.
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COURTESY and CLASSROOM CONDUCT: If you come to lecture late, you are required to A) enter
through the rear doors up stairs and B) only sit in the last two rows. If you sleep during class, you will be
asked to leave. If you use your cell phone during class, you will be asked to leave. If you engage in reading
anything other than the textbook or your notes during class, you will be asked to leave. Incivility and
disruptive behavior of any nature will not be tolerated and may result in a request for you to leave class as well
as the involvement of the Department of Public Safety and the Office of Student Conduct and Community
Standards.. Examples of inappropriate classroom conduct include repeatedly arriving late to class, using a
cellular telephone, or talking while others are speaking. Students are expected to abide by the Student Conduct
Code and assist in creating an environment that is conducive to learning. A more complete explanation can be
found by accessing the EMU Student Code of Conduct online at www.emich.edu/sjs/conductcode.html. .
COMPUTER USE DURING CLASS: You may use a computer to take notes during lecture, and laboratory.
Use of your computer for purposes not directly related to BIO 106 is not permitted (for example, email,
watching videos, etc.). If you are observed doing so, you will be asked to leave the class. Computer users may
only sit in the first 2 rows of the center section of the lecture hall.
CALCULATORS: You should plan to bring a calculator to each examination; however the use of a
programmable calculator and or a cell phone is not permitted. Use of either of these during an examination
will be construed as cheating and the guidelines explained under academic dishonesty will be applied. You
may receive a failing grade and the matter may be turned over to Student Judicial Services.
HEAD PHONES, EAR BUDS, ETC.: Use of any of these during lecture, lecture examinations, laboratory
and/or laboratory examinations is not permitted.
ACADEMIC DISHOHESTY: You will be asked to leave class if you: a) engage in reading anything other
than the text-book, lab book or your notes; b) sleep during class; c) use your cell phone; and/or d) use your
computer for anything other than taking notes or data entry. A more complete explanation can be found by
accessing the EMU Student Code of Conduct online at http://www.emich.edu/policies/chapter8/8-1.html .
ANNOUNCED CHANGES: Readings may change or additional readings may be assigned as the semester
progresses. Class schedules, exam dates, and policies are subject to change. Students are responsible for any
changes announced in class or communicated by email.
EMAIL: important information you are responsible for will periodically be sent to you via your my.emich
email account. This is the only email address to which information will be sent. It is your responsibility to
check it frequently.
EMAIL PROTOCOL: when you send an email to your professor or to your Graduate Teaching Assistant,
you must write it in a professional manner (proper grammar and punctuation). In addition, your email must:
• start with Dear _____ (insert the name and title, when appropriate, of the person to whom you are
emailing);
• include your full name;
• include what course you are in
• include your lab section number;
• include your student ID number.
• include a very brief statement in the subject line (if there is nothing in the subject line we won’t open
the email)
If you fail to follow this protocol, your email will not be answered. We will attempt to respond to your emails
that adhere to our policy by the next office hour. Please do not email us asking for information that is included
in the course syllabus. It is your responsibility to read and know the information in the course syllabus. If you
send such an email your email will not be answered.
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CELL PHONES: Cell phones must be turned off during lecture, laboratory and while at the study desk. If
you are unwilling to turn your phone off, do not bring it to class. If you are observed using your phone during
class, you will be asked to leave. During every exam, your cell phone must be turned off and placed screen
down on the tablet arm of your seat. Use of a cell phone during an examination will be construed as cheating
and the guidelines explained under academic dishonesty will be applied. You may receive a failing grade and
the matter may be turned over to Student Judicial Services
STUDY DESK: each week a Laboratory Instructor will be available at the BIO 106 Study Desk in room 203
Science to tutor you, to help you review material and to go over your performance on exams. There will be a
Laboratory Instructor available 6 hours each week. The schedule of these times will be distributed after the
first week of classes.
BIO 106 class lecture notes, course handouts, outlines, and/or any other BIO 106-supplied materials are the
intellectual property of the faculty. Therefore, the public posting, selling of, or in any other way, distribution of
these materials without the express written permission of the instructors is not permitted. We reserve the right
to take legal action for any copyright infringement.
There are no exceptions to these rules.
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BIO 106
BIOLOGY From A HUMAN PERSPECTICE
SCHEDULE OF LECTURE TOPICS AND READINGS
Lecture #
Lecture Topic
Reading Assignments
1
The Scientific Method
pgs 12-14, 594-598
2
3
Life & Ecosystems
Organismal Interactions
pgs 1-11, 31-39,
pgs 600-610
4
5
Population Ecology
Ecological Issues
pgs 612-619
pgs 620- 627
6
Atoms & Bonds
*** LECTURE EXAM 1 100pts***
pgs 42-53
7
8
Building Blocks & Macromolecules
Cell Structure & Function
pgs 54-64 & 376 - 382
pgs 68 - 74
9
10
Membranes & Transport
Enzymes, Energy & Nutrition
pgs 75-87
pgs 59-64, 378-396
12
13
Respiration & Fermentation
Cellular Division
pgs 84-88, 390-393, 145-147
pgs 559 - 562
14
Human Genetics I
*** LECTURE EXAM 2 100pts***
pgs 554-563
15
16
Human Genetics II
Molecular Biology
pgs 563-575
chapt 20
17
18
The Genetic Code, Gene Expression & Mutations
Population Genetics & Evolution
pgs 575 - 587
pgs 592 - 602
19
Human Evolution
*** LECTURE EXAM 3 100pts***
pgs 22 - 31
*** Lab Exam I (labs 7, 8 & 9) 50 pts***
20
Digestion
21
Circulation & Gas Exchange
22
23
chapt 15
chapts 12 & 13
Endocrine System
Hormones and Reproduction
pgs 454 - 474
chapt 18
*** Lab Exam II during lab (labs 10, 11, & 12) 50 pts***
24
Kidney Function
25
Development & Aging
chapt 16
pgs 469-479,
*** LECTURE EXAM 4 100pts***
*** OPTIONAL Comprehensive Final Lecture Exam ***
Additional readings may be assigned as the semester progresses. Class schedules, exam dates, and policies are
subject to change. Students are responsible for changes announced in class.
SCHEDULE OF LABORATORY EXERCISES
WEEK
1
2
3
4
5
6
7
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Sept. ‘09
TOPIC
Tools for Biology
Natural Selection and Ecology
Scientific Investigations
Organismal Interactions and Survival
Cell Structure and Function
Diffusion and Osmosis
Nutrition and ATP Production
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8
9
10
11
12
Mitosis, Meiosis & Human Genetics
Genetics and DNA
Animal Structure and Function I
Animal Structure and Function II
Animal Structure and Function III
Laboratory Safety: During several laboratory exercises, you will be required to wear safety glasses and or
latex gloves. If you fail to wear the appropriate laboratory safety equipment, you will not be permitted to do
the laboratory exercise. No eating or drinking is permitted in the laboratory. Sandals and flip-flops are not
acceptable footwear for the laboratory. If you wear these, you will not be permitted to do the laboratory
exercise.
F and J visa students, you have 10 days to report any:
• Changes in your name, residential address, academic status (full or part-time enrollment), program of study or
completion date, student level (undergraduate to graduate assistant position).
• Intent to transfer to another university.
• Probation or disciplinary action due to a criminal conviction.
In accordance with new federal regulations, these must be reported to EMU Office of International Students (OIS), 229 King Hall
within 10 days of occurrence; failure to do so may result in the termination of your SEVIS record and even arrest and deportation.
You may not drop all courses or drop below the minimum credit hours without prior OIS approval. If you have any questions or
concerns, contact the OIS at 487-3116, not your instructor.
SAMPLE PRE- LABORATORY ASSIGNMENT:
1) Explain why 15 grams (approximately 1 tablespoon) of butter enable you to make more ATP than 15 grams of
plain pasta.
2) If you ate 100 grams of protein and 100 grams of carbohydrate, how many kilocalories would you have
consumed? (you must show your math)
3) The energy that can be used to make ATP that is stored in proteins can only be extracted in what part/s of
our cells? (explain your answer)
4) The energy that can be used to make ATP that is stored in lipids is extracted in what part/s of our cells?
(explain your answer)
SAMPLE POST- LABORATORY ASSIGNMENT:
1) Digestion of polysaccharides occurs in what parts of the human digestive system? (explain your answer)
2) What are the most likely effects of losing 50% of your large intestine? (explain your answer)
3) Water absorption occurs in what parts of the human digestive system?
4) Hydrochloric acid and the enzyme pepsin are produced by the cells lining the stomach and are two major
components of acidic chyme. Acid chyme is prevented from digesting the stomach by what mechanism?
5) What prevents the duodenum from being digested by the two substances from question #4? (explain your
answer)
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SAMPLE SURPRISE HOMEWORK ASSIGNMENT:
DUE AT THE BEGINNING OF LECTURE ON Thursday, February ________
Your answers are to be based on the readings from pages 84-88, 390-393, 145-147
To be accepted, you must personally turn this assignment in at the beginning of lecture on Thursday, Feb. _____. It must be hand
written on this piece of paper, no substitutes will be accepted. To receive the bonus points, you must pick it up on time, personally turn
it as you enter lecture (no later than 11:10 A.M.) on Feb. ______, and more than 50% of your answers must be correct. You may turn
this in early but you will not be eligible for the bonus points. No late assignments will be accepted. There are no exceptions.
ANYONE PARTICIPATING IN THE SHARING OF OR COPYING OF ANSWERS WILL HAVE THEIR HOMEWORKS
CONFISCATED AND WILL BE INELLIGIBLE FOR ALL FUTURE BONUS POINTS.
1) When cells perform work, they do energy coupling and use ATP. When ATP is used there are three specific
things that happen as the bond holding the third phosphate of ATP is broken. The three things are
ALL THREE MUST BE CORRECT TO RECEIVE CREDIT
2) When a phosphate group is transferred to a molecule, this process is called
3) What is the fundamental function of cellular respiration?
4) Energetically speaking, the set of reactions collectively known as cellular respiration is what type of
reaction?
5) A typical cell in your body can bank approximately what per cent of the energy in sugar?
6) The movement of electrons from one molecule to another during cellular respiration is facilitated by a key
player. This key player is the coenzyme called
7) During cellular respiration, what reaction takes place in the cytoplasm?
In this reaction that occurs in the cytoplasm what is broken?
.
BOTH MUST BE CORRECT TO RECEIVE CREDIT
8) The stored energy source that directly drives ATP synthesis (production) by ATP synthases (proteins that are
in the membrane) is
both parts of 9 must be correct to receive credit
9) In your muscle cells, there are two mechanisms by which ATP is generated. The one that produces the most
ATP is called
and occurs in what type of turkey meat?
both parts of 10 must be correct to receive credit
10) In your muscle cells, there are two mechanisms by which ATP is generated. The one that produces the most
ATP is called, there are two mechanisms by which ATP is generated. The one that produces the least ATP
is called
and occurs in what type of turkey meat?
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SAMPLE PAPER GRADING RUBRIC:
HUMAN GENETIC DISORDER RESEARCH PAPER (50 POINTS)
•
•
•
•
•
•
•
•
•
•
•
•
•
THE PAPER: (30pts)
Does the title include the name of the genetic disorder and convey what the paper is about?
Include description of the traits and their biological role– cite a relevant reference
What chromosome/s and gene/s are involved
How is the disorder inherited? (dominant, recessive, co-dominant, or incompletely dominant?
Is it sex linked?
How does the disorder manifest itself?
Why is it a problem
Is the disorder more commonly found among a particular group of people or in a particular region?
If yes to either or both of the above, what hypotheses have been proposed to explain this?
How was the genetic basis of the disorder discovered?
What are the differences between the allele that causes the disorder and the normal allele?
Are there any selective advantages to having the disorder causing allele?
Are there any treatments to alleviate the effects of the disorder?
•
•
•
LITERATURE CITED: (10pts)
are the minimum of 4 primary references cited?
are the minimum of 4 primary references cited in the body of the paper included here?
Are the primary references relevant and meaningful to the topic?
•
•
•
GENERAL CONSIDERATIONS: (10pts)
Organization
Grammar and Spelling
Cited literature
TOTAL out of 50 points
SAMPLE GRADING RUBRIC FOR THE POPULAR PRESS ANALYSIS:
Has the article been fully summarized?
Is the topic relevant to biology?
Has the article been properly analyzed?
Have the biologically relevant portions been fully related to course material?
Are each of the four different sources relevant?
Have the four different sources been fully explained?
Have the four different sources been fully integrated into the paper?
Are the conclusions supported by the article and the four different sources?
TOTAL out of 25 points
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