Core Course Review Documentation
Biol 1544
Checklist
Document
Core Course Review
Syllabus
Laboratory Exercise 9
Rubric to Assess Core Objectives
Student Evaluation of Contribution to Experimental Project, and Oral and
Poster Presentations
Poster Grading Sheet
Inquiry and Analysis VALUE Rubric
Oral Communication VALUE Rubric
Quantitative Literacy VALUE Rubric
Teamwork Literacy VALUE Rubric
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Core Course Review Documentation
Foundational Component Area: LIFE & PHYSICAL SCIENCES
Component Area Option? No
Yes – Cultural & Global Understanding
Yes – Undergraduate Inquiry & Creativity
Proposed Course: Biol 1544
Credit Hours: 4
Proposed by: Department of Biology
Date: September 28, 2012
Please document how the proposed course meets each of the following requirements. (You may
provide a written explanation or copy and paste the appropriate information from the
syllabus.)
Content:
Courses in this category focus on describing, explaining, and predicting natural
phenomena using the scientific method.
Students will discern that by applying the scientific method to the study of plants, new
knowledge is produced to further our understanding of the natural and physical world. They will
learn that:
 we depend upon plants for our own survival
 because plants acquired, through evolution, the ability to transform sunlight into chemical energy (i.e.,
photosynthesis), they provide us with food, fuel and fiber, and as a byproduct, they produce
oxygen
 plants are primary producers
 plants play a pivotal role in maintaining the health and functioning of ecosystems
 plants have evolved mechanisms that allow them to adapt to different environments
 through evolution plants have acquired biochemical pathways that produce unique chemical
compounds
 plant diversity is the result of evolutionary processes
 plant biologists use the scientific method to study plants to:
o improve and secure the food supply for an increasing world population
o identify new sources of bioactive compounds and medicine
o improve fiber production
o identify sources of biofuels and biorenewable resources
 plant diversity is the result of evolutionary processes
2
SKILLS: Courses involve the understanding of interactions among natural phenomena and the
implications of scientific principles on the physical world and on human experiences.
In this course, students will acquire and refine their critical thinking skills through inquiry,
case studies, experimental research, etc., that prepare them to recognize that all organisms (plants,
animals [including humans], fungi, and microorganisms) interact among themselves and with the
environment (physical world) and their existence is impacted by laws of physics (e.g., gravity)
and thermodynamics (e.g., energy transformations), and the chemical composition of the
environment.
They will also be able to recognize that new knowledge is produced as advances in
technology occur. They will be able to differentiate between knowledge acquired as a result of
applying the scientific method and popular beliefs that do not pass the rigor of scientific inquiry.
ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and
direct. The following four Core Objectives must be addressed in each course approved to fulfill this
category requirement:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and
synthesis of information
Class discussions, assignments and laboratory exercises are designed to promote and to refine
students’ critical thinking skills. All laboratory exercises contain elements of inquiry, data
interpretation, summarizing learned information, etc.
In the laboratory, students will apply the scientific method to investigate an aspect of plant
growth and development. Students will ask a question based on observations and published
information, formulate testable hypotheses, and design experiments to test their hypotheses. They
will carry out their proposed experiments, gather and analyze the data. They will discuss the
experimental results in light of the published literature (attachment: Laboratory Exercise 9 from
Rincón-Zachary & Cook The Green Kingdom: What is a Plant? Laboratory Manual). The students
will report their results orally and construct a poster.
A rubric with elements of the AACU Inquiry and Analysis VALUE rubric will be used to
assess students’ critical thinking skills.
Communication Skills - to include effective development, interpretation and expression of ideas
through written, oral, and visual communication
Students will report results from their experimental investigation as described above. During
the poster presentation students will express their ideas orally, in writing, and visually (attachment:
General Botany Poster Grading Sheet).
A rubric with some elements of the AACU Oral Communication VALUE rubric will be used to
assess students’ communication skills.
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
Students will have ample opportunities to develop and refine their empirical and quantitative
skills through many laboratory exercises. Empirical and quantitative skills will be assessed during
several laboratory exercises in which students will manipulate, analyze and graph numerical data (e.g.
seedling growth measurements).
A rubric with elements of the AACU Quantitative Literacy VALUE rubric will be used to
assess students’ empirical and quantitative skills.
3
Teamwork - to include the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal
Students will work in teams to carry out the experiments they design (see Critical Thinking
Skills section above). Students will self-evaluate their contribution to their project, from formulating
the question to the final oral and poster report presentations (attachment: Student Evaluation of
Contribution to the Experimental Project).
A rubric with elements of the AACU Teamwork VALUE rubric will be used to assess students’
behaviors when working in a team toward a common goal.
ADDITIONAL INFORMATION: Provide any additional information supporting course
inclusion in the core (optional).
PLEASE ATTACH THE FOLLOWING
1.
2.
3.
4.
5.
Syllabus
Assessment for Critical Thinking Skills
Assessment for Communication Skills
Assessment for Empirical & Quantitative Skills
Assessment for Teamwork
All in one rubric
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General Botany
Biol 1544
Syllabus
Instructor:
Office:
Office hours:
Phone #:
E-mail:
Laboratory instructors:
Textbook: Bidlack, James E. and Jansky, Shelley H. Stern’s Introductory Plant Biology. 12th ed.,
McGraw-Hill. 2010
Textbook website: http://www.mhhe.com/stern12e
Laboratory Manual: Cook, William B. and Rincón-Zachary, Magaly. The Green Kingdom:
What is a Plant? Laboratory Exercises. First ed., Fountainhead Press. 2006.
Please make sure you buy a new laboratory manual. Used laboratory manuals may not have all
the pages. In addition to the text and lab manual you will need a 3-ring binder to keep lecture
outline, laboratory schedule, lecture notes, reports, interesting readings, assignments, etc.
Course Objectives: Upon completion of this course, students will be able to:
 Recognize that Botany is the scientific study of plants
 Describe the importance of plants in our lives
 Describe the different disciplines within Botany and their field of study
 Explain the role of plants in maintaining the health and functioning of ecosystems
 Describe the general principles governing the life cycle of plants
 Describe the structure and cellular organization of plant cells
 Describe, in general terms, the chemical composition of plant cells
 Explain how plant cells form specialized tissues and tissues form specialized organs
 Describe the functions of all plant organs
 Understand the principles of plant cell growth and differentiation
 Understand and apply the scientific method to study growth and development of plants
 Explain that plant diversity is the result of evolutionary processes
 Describe adaptations of plants to different environments
 Explain how the environment, hormones and endogenous factors (e.g., gene expression)
control plant growth and development
 Describe the structure and organization of peer-reviewed research articles
Course Policies
1. You must attend lectures and labs.
2. You must be punctual. The instructor calls roll everyday. You must be in the classroom when
the instructor calls your name. Attendance is considered into your final grade as 3% is added to
your final grade for perfect attendance. A student with excessive absences may be dropped from
the course (2011-2012 Student Handbook, p. 43-44).
3. No make-up exams or quizzes will be given except in cases of authorized absences (2011-2012
5
Student Handbook, p. 43-44), injury, illness, or family emergency. If the reason of your absence
is a non-life threatening injury or illness or a family emergency, you must contact me without
delay. If the reason of your absence is a university activity (athletic, art, music, etc.), you must
furnish a letter from the instructor indicating the reason for the absence. If you must be absent
from class for a long period of time because of injury, illness, or family emergency, please contact
the Dean of Students.
4. Unexcused absences from exams or quizzes will be recorded as zero.
5. Assignments are handed in during class. No late assignments will be accepted unless the
student has a compelling reason such as an injury, illness, or family emergency and informs the
instructor of the situation in a timely manner (not later than 24 hours).
6. If you have questions and want to discuss course material or problems, please come to see me
during my office hours or your lab instructor during her scheduled office hours.
7. You must follow the lecture outline and read the material before coming to class.
8. You must follow the university standards of conduct (2011-2012 Student Handbook, p. 75-81).
9. Graduating seniors are not exempt from taking the final exam unless they are graduating
Summa cum laude.
10. YOU MUST TURN OFF CELLULAR PHONES before you enter the classroom and
laboratory
11. Electronic devices are not allowed during quizzes and tests.
12. NO EATING, NO DRINKING, NO SMOKING IN THE LABORATORY AND
CLASSROOM
13. YOU SHALL NOT NAP during lectures and labs.
Cell phone etiquette
Students who engage in text messaging and answer their cell phone during class will be asked to
leave the classroom and will be considered absent. If a student needs to have a cell phone on
because an extraordinary circumstance (e.g., having a family member sick at home or in the
hospital), he/she must let the instructor know about it before class.
ACADEMIC HONESTY
MSU students demand of themselves the highest level of academic honesty as stated in their
honor creed “As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so”
(2011-2012 Student Handbook, p. 4). In this course you will be asked to work together in groups
on assignments and then show your understanding of the topic by writing a summary, answering
questions, etc. I want to be absolutely clear on this subject, while I strongly encourage students to
discuss assignment materials among themselves, it is absolutely unacceptable to copy each other
or share documents electronically. Academic honesty involves the submission of work that is
wholly the student’s own work. Academic honesty also involves giving credit or authorship by
following the proper citation rules.
Students with disability
In accordance with the law, MSU provides students with documented disabilities academic
accommodations. If you are a student with a disability, please contact me and Disability Support
Services, Clark Student Center, room 168, phone: 397-4140.
Intellectual property
By enrolling in this course, the student expressly grants MSU a "limited right" in all intellectual
property created by the student for the purpose of this course. The "limited right" shall include
but shall not be limited to the right to reproduce the student's work product in order to verify
originality and authenticity, and for educational purposes.
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Grades
Grades are based on the following scale:
90-100
A
80-89
B
70-79
C
60-69
D
< 60
F
Lecture: The lecture portion weighs 75% of your overall grade. The components are:
Tests: A total of 4 tests including the final examination are administered. Each test assesses
material discussed in lecture and lab. The average of the 4 tests weighs 20% of your lecture
grade. The final test is not comprehensive and seniors are not exempt from taking it.
Test
#
1
2
3
4
Date
Assignments: There will be 1-2 long assignments and several short ones throughout the
semester. Short assignments are usually done in class hence the importance to be in attendance.
The average of all assignments weighs 40% of your lecture grade.
Unless otherwise indicated, all assignments must be typed and followed the format below:
Line spacing: 1.5
Margins: 1" all around
Font: Times New Roman
Font size: not smaller than 10 point and not larger than 12 point
Proper English usage is required.
Quizzes: Quizzes will be administered unannounced throughout the semester. The average of all
quizzes weighs 15% of your lecture grade.
Laboratory: The laboratory weighs 25% of your overall grade.
I cannot stress strong enough the importance of reading your lab exercise before coming to the lab
session. PLEASE DO! Also, you must be punctual. The laboratory grade will be based on
quizzes, assignments and a comprehensive final laboratory quiz. Quizzes are scheduled for most
lab periods. One quiz will be dropped before calculating your final grade. There are not make up
quizzes. The lab final laboratory quiz is mandatory.
Three excused or unexcused laboratory absences will be grounds for failing the laboratory.
Consequently, your grade in the course will be F.
Desire to learn (D2L)
The General Botany D2L is a supplement to the course. You will find lectures notes,
assignments, readings, weblinks and other useful information posted in the course D2L. You will
take quizzes through D2L. It is also a venue for the students to communicate outside the
classroom. I frequently post messages, update links, upload class notes, etc., thus, make a habit
to check it often.
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Questions
I cannot stress strong enough the importance of asking questions in class. It is very likely that
if you have a question, you are not alone; many others may have the same question. However,
there are two questions that are not allowed, “do I need to know this?” and “is it going to be on
the test?”
Strategies for Success in General Botany
Come to class
Participate in class discussions
Ask questions
Form a study group of 3 or 4 students
Create a personalized botany glossary. The vocabulary in botany is extensive and we don't use
"botanical terms" in our everyday conversations
6. Answer the questions from the Review Questions section at the end of each chapter as well as
questions for thought and Discussion.
7. Review class material before and after class using your notes, handouts, and textbook. Add to your
notes corresponding pages in the textbook and laboratory exercise, figures, and identify material
given special emphasis in class by the instructor. Do not rely on the notes of others!
8. Do the assignments and hand them in on time.
9. Study, get help early, and manage your time well
10. Visit me during my office hours
11. Visit textbook website. Use the online flashcards; take the online quizzes, etc.
1.
2.
3.
4.
5.
Dates to remember
Mid-Semester
Last Day to Drop a Course for “W”
Thanksgiving Holidays
Laboratory Final Exam
Poster Presentations
Last day of classes
Lecture final
8
General Botany
Biol 1544
Tentative Lecture Outline
Topic
Course overview
OBJECTIVES
Students will be able to:
 Recognize that Botany is the scientific study of plants
 Describe the importance of plants in our lives
 Describe the different disciplines within Botany and their field of study
 Understand and apply the scientific method to study growth and development of plants
 Describe the general principles governing the life cycle of plants
Introduction: What is Botany? What is a Plant? Why we study plants?
Why is botany a science? The Scientific Method. Specializations in the Field of Botany. Scientific
literature.
Herbaceous, woody (shrubs, trees) plants.
Annual, biennial, and perennial plants.
Brassica rapa (wild mustard) as a model of a flowering plant. Life cycle.
OBJECTIVES
Students will be able to:
 Describe the components of the scientific name of a plant
 Explain that plant diversity is the result of evolutionary processes
 Describe the evolutionary trend of plants
 Describe the characteristics and life cycle of bryophytes, seedless vascular plants, non-flowering
seed plants and flowering seed plants
Plant Diversity. Names and classification.
Non-vascular plants: Bryophytes. Seedless vascular plants. Non-flowering seed plants. Flowering seed
plants
TEXTBOOK CHAPTERS*
AND OTHER RESOURCES
1
D2L lecture notes
Lab manual exercises 1 & 2
16, 20, 21, 22, 23
Appendix 1
D2L lecture notes
Lab manual exercises 1, 2, 5,13
& 14
2
OBJECTIVES
Students will be able to:
 Explain the role of plants in maintaining the health and functioning of ecosystems
 Describe adaptations of plants to different environments
 Identify terrestrials biomes
Plants and the environment. Plant adaptations to different environments. Mesophytes, hydrophytes,
and xerophytes
Biomes
OBJECTIVES
Students will be able to:
 Describe the parts of a seed
 Describe the causes of seed dormancy
 Describe mechanisms that break seed dormancy
 Describe the process of seed germination and etiolation
 Explain the role of light and phytochrome in photomorphogenesis
Structure of a seed. Dormancy. Germination. Seedling emergence and photomorphogenesis. The role
of phytochrome in photomorphogenesis.
OBJECTIVES
Students will be able to:
 Explain how the environment, hormones and endogenous factors (e.g., gene expression) control
plant growth and development
Hormonal and Environmental Regulation of Plant Growth and Development
25
26
8: p. 140-145
Lab manual:
Exercises 2
D2L lecture notes
11
Lab manual exercise 12
D2L lecture notes
OBJECTIVES
Students will be able to:
 Describe the structure and cellular organization of plant cells
 Describe, in general terms, the chemical composition of plant cells
 Distinguish among the different organic molecules
 Describe the plant cell cycle
 Explain the role of meristems
 Identify the location of meristems in a plant body
2
3
 Explain the principles of plant cell growth and differentiation
Plant cell structure and composition
Water and organic molecules. The cell cycle.
Cell expansion and differentiation => Growth.
OBJECTIVES
Students will be able to:
 Differentiate between meiosis in plants from that in animals
 Explain the formation of spores in plants
 Explain that the products of meiosis in plants are spores
 Describe the processes by which female and male gametophytes are formed in higher plants
 Describe the processes by which female and male gametes are formed in higher plants
 Describe the parts of a flower and their functions
 Describe pollination and fertilization
 Explain the difference between pollination and fertilization
 Identify the biotic and abiotic agents of pollination
 Explain how a plant embryo is formed
 Explain double fertilization
 Explain how seeds are fruits are formed
 Describe the functions of seeds and fruits
Sexual reproduction in plants. Meiosis.
The Flower: structure, development and functions. Pollination & fertilization. Embryogenesis.
The Fruit: structure, development and functions.
OBJECTIVES
Students will be able to:
 Explain the role of meristems
 Identify the location of meristems in a plant body
 Explain how plant cells form specialized tissues and how tissues form specialized organs
 Describe the main characteristics of cells that form the different plant tissues
 Describe the functions of all plant tissues
 Locate the different tissues in a plant body
The Plant Body: Cells and Tissues. Concept of Meristems. Primary growth vs. Secondary growth.
Type of Tissues: Dermal (epidermis, cuticle, trichomes, guard cells, root hairs), ground (parenchyma,
collenchyma, sclerenchyma), and vascular (xylem & phloem).
2, 3;
Lab manual exercise 3
D2L notes
8, 12, 23
Lab manual exercises 2 & 5
D2L lecture notes
4
D2L lecture notes
3
4
OBJECTIVES
Students will be able to:
 Explain diffusion and osmosis
 Differentiate between diffusion and osmosis
 Describe the properties of water
 Explain passive and active transport
 Explain symplastic and apoplastic transport
 Describe the path of water and ions across a root
 Explain how water moves from the roots to the shoot
 Explain what controls transpiration
 Describe when guttation occurs
 Explain the tension-cohesion theory
 Explain the pressure-flow hypothesis
 Explain how photosynthate moves from the leaves (source) to the non-photosynthetic organs
(sink)
Water, inorganic and organic nutrient transport in plants. Cellular and whole plant transport.
Diffusion. Osmosis. Water potential. Passive and active transport. Symplastic and apoplastic transport.
Transpiration, guttation.
Tension-cohesion theory. Pressure-flow hypothesis.
Review: root, stem, and leaf
OBJECTIVES
Students will be able to:
 Describe the origin and composition of soils
 Locate the different soil horizons
 Describe the properties soils pertinent to sustaining life
 Identify essential nutrients and their functions in plant development and survival
 Explain the relationship between plant growth and concentration of nutrients in plant tissues
 Discuss symptoms of nutrient deficiencies
 Describe mycorrhizae and their role in plant mineral nutrition
 Describe the formation of nitrogen-fixing nodules and their role in plant mineral nutrition
 Describe the nitrogen and carbon cycles
 Apply principles of composting
Soils, minerals and plant nutrition
Soil structure and composition: water content and soil particles, air. Availability of water: gravitational,
capillary and
9
Lab manual exercises 4, 6,
&8
D2L lecture notes
5, 9: p. 157-160; 25: p.
487-488
Appendix 4
4
5
hygroscopic water. Field capacity, saturation (water logging) and permanent wilting percentage.
Essential elements: Macronutrients and micronutrients. Growth and tissue mineral content.
Mineral deficiencies and toxicity. Fertilizers. Role of mycorrhizae and symbiotic nitrogen-fixing
bacteria in plant mineral nutrition. Nitrogen and Carbon cycles
Home gardening
OBJECTIVES
Students will be able to:
 Recognize and contrast the generalized equations of photosynthesis and respiration
 Describe the structure of the chloroplast and localize where the light reactions of
photosynthesis and
carbon dioxide fixation occur
 Describe the structure of the mitochondria and localize where the electron transport chain
and the Kreb cycle occur
 Relate photosynthesis and respiration with the global cycle of carbon dioxide
Photosynthesis & Respiration
D2L lecture notes
10
Lab manual exercise 11
D2L lecture notes
*Textbook chapter numbers and appendices are boldface
Textbook website
http://www.mhhe.com/stern12e
Test schedule
Test #
Date
1
2
3
4
**Seniors are not exempt from taking the final test
5
GENERAL BOTANY
BIOL 1544
FALL 2012
LABORATORY SCHEDULE
WEEK EXERCISE
NUMBER
AUG.
1, 2
27-29
SEPT.
3-5
SEPT.
2
10-12
SEPT.
3, 10
17-19
SEPT.
5
24-29
OCT.
13, 14
1-3
OCT.
12
8-9
OCT.
8
15-16
9
TEXTBOOK
CHAPTER
1
TOPIC
What is a Plant?
NO LABS
LABOR DAY HOLIDAY
14: p. 257Plant Propagation: Seeds vs. Cuttings
263
Observing the RCBr Life Cycle
3
The Plant Cell
Introduction to the Microscope
8, 12, 23
Plant Sexual Reproduction:
Flowers and Pollination
20, 21, 22
Seedless Plant Diversity
Gymnosperm Diversity
11
Factors Affecting Plant Growth
7
OCT.
22-24
6
9
6
OCT.
29-31
NOV.
5-7
NOV.
12-14
NOV.
19-21
NOV.
26-28
DEC.
3-5
7
6
The Leaf
Design and Do an Experiment
The Scientific Method
The Stem
Cont’d Design and Do an Experiment
The Scientific Method
Secondary Growth: Wood
11
10
Photosynthesis
4
5
The Roots
NO LABS
THANKSGIVING HOLIDAY
Poster Presentations
Lab evaluation & Review
LAB FINAL
2
General Botany Laboratory
Syllabus
Instructor:
Office:
Phone: (940)-397-4163 (leave a message)
E-mail:
Tutoring hours: (in room 214)
M: __________________
W: __________________
Required Lab Manual
Cook, William B. and Rincón-Zachary, Magaly. The Green Kingdom: What is a Plant?
Laboratory Exercises. 1st. ed., Fountainhead Press. 2011.
Laboratory Objective
To reinforce and supplement the biological concepts taught in lecture in a hands-on
laboratory setting.
Grading System
Quizzes
Lab Final
Poster Presentation
60%
20%
20%
Quizzes
Each week there will be a quiz that will cover the material from the previous lab and from the
current lab that we will be working on that day. You MUST read the lab material prior to lab.
Quizzes will be given at the beginning of the lab.
Attendance
Due to hands-on nature of this course, it is crucial to attend the scheduled lab meetings.
Missed exams or quizzes due to unexcused absences will be recorded as a zero. Bonus points
may be offered during lab periods and cannot be earned at a later time. No make-up exams
(including quizzes) will be given except in cases of authorized absence, injury, illness, or
family emergency. In these cases, you must contact me as soon as soon as possible. For an
excused university activity absence you must obtain a letter from the instructor/coach
indicating the reason of the absence. It is the policy of the Biology Department that THREE
ABSENCES (EXCUSED OR UNEXCUSED) WILL BE GROUNDS FOR RECEIVING AN
‘F’ IN THE COURSE.
Lab Rules:
1. Show up on time for your scheduled lab.
2. Attend every lab period.
3. Read the lab exercise before you come to lab.
4. Actively participate in the lab activities.
2
3
5. No food, drinks, tobacco products are allowed in the lab. Turn off or silence your cell
phones before lab. (Refer to the “cell phone etiquette” section of the syllabus.)
6. Safety first in all matters. Close-toed shoes must be worn in the lab. Any student not
wearing close-toed shoes will have points subtracted from his/her grade.
7. The lab must be cleaned before leaving. The microscopes must be returned to the storage
cabinets, slides returned to the correct boxes, plants returned or discarded, any tools/slides
cleaned and dried and put away, tables wiped clean, etc. If any area is not cleaned, points
will be subtracted from each offending student’s grade at the discretion of the TA.
8. Don’t cheat or copy anyone else’s work unless you would like to receive a zero for your
quiz, assignment or exam. Group work must be equally shared among the members of the
group. Each member of the group must contribute equally to the completion of the overall
project to the satisfaction of the TA. Any group member not pulling his or her weight in
the project will have points deducted from their grade at the discretion of the TA.
9. Expect to stay for the full lab period.
10. Be respectful of all plants, living and preserved.
Student Disability Statement
In accordance with the law, MSU provides academic accommodations for students with
documented disabilities. If you are a student with a disability, please contact me. If you
believe that you may have a previously undiagnosed learning disability, you can contact
disability support services for help.
Disability Support Services
Clark Student Center, room 168
Phone: (940) 397-4140
Cell Phone Etiquette
1. All cell phones must be TURNED OFF or SILENCED before entering the lab.
2. All cell phones must be put away for the entire duration of the lab. I suggest that you wear
a watch if you need to keep track of the time
3. NO TEXTING during lab. There will be ZERO TOLERANCE in this matter. Anyone seen
texting during lab will be asked to leave and will receive a zero for their quiz and assignment
that day.
4. No phone calls can be made or received during the lab period.
5. Occasional exceptions can be made for extenuating circumstances on a case by case basis.
However, you must make prior arrangements with me before class begins.
Additional Course Information:
All students should refer to the MSU Student Handbook for university policies related
student responsibilities, rights and activities.
By enrolling in this course, the student expressly grants MSU a “limited right” in all
intellectual property caused by the student for the purpose of this course. The “limited right”
shall not include but shall not be limited to the right to reproduce the student’s work product
in order to verify originality and authenticity, and for educational purposes.
3
4
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5
5
6
6
7
7
8
8
9
General Botany
Biol 1544
Rubric to Assess Core Objectives: Critical Thinking, Communication Skills, Empirical and Quantatitive Skills, and Teamwork
Category
Exceeds Benchmark
Critical Thinking: Ability to focus on a question
based on previous observations and published
information. The question leads to a testable
hypothesis. [inquiry]
Focus on a question based on previous published
observations but it has not been unequivocally answered in
the literature. A testable hypothesis is based on the question
and clearly stated.
Focus on a question based on observations performed in
The question is too general and or not based on
previous laboratory exercises. The question is among those previous observations and the hypothesis is not
suggested by the instructor. A testable hypothesis is based clearly stated.
on the question and clearly stated.
Meets Benchmark (1)
Does Not Meet Benchmark (0)
Existing Knowledge (background): Ability to
synthesize information and previous
observations related to the question and
hypothesis. [synthesis of information]
Synthesizes in-depth information from primary sources and
secondary of previous experiments related to the question
and hypothesis. Clearly includes the question and the
hypothesis to be tested.
It synthesizes information from relevant sources of previous
experiments related to the question and hypothesis. It
includes some primary sources but relies heavily on
textbooks and on the Internet. It clearly includes the
question and the hypothesis to be tested.
Design Process: Experimental Design. It
describes how the experiment was carried out
to test the hypothesis.
[inquiry]
Materials and methods are clearly described. Methodology The method is clearly outlined and materials clearly listed.
used is an extension or an improved version of the current
The independent and dependent variables are correctly
methodology. The independent and dependent variables are identified.
correctly identified.
Results: . Ability to describe the results in
mathematical forms (e.g. graphs, equations,
diagrams, tables). [empirical & quantitative
skills]
Data are converted into graphs, tables, and figures that
Data are converted into graphs, tables, and figures. Graphs, Graphs, tables, and figures are nonexistent
convey insight and deep understanding. Graphs, tables and tables and figures are properly labeled and easy to read and
figures are properly labeled and easy to read and interpret.
interpret.
Graphs, tables and figures have titles and contain legends that
describe the results succinctly.
Analysis: Ability to reject or accept the
hypothesis based on the quantitative analysis
of data and to draw conclusions. [empirical &
quantitative skills]
Uses the quantitative analysis of the data to reject or accept
the hypothesis and to draw insightful conclusions.
Score
It does not contain a review of knowledge
related to the question and hypothesis. It does
not include the question or the hypothesis to be
tested.
Methodology is not described and materials are
not listed. Variables are not identified
Uses the quantitative analysis of the data to to reject or
accept the hypothesis and to draw conclusions.
Attempts to use the quantitative analysis of the
data to reject or accept the hypothesis and to
draw conclusions.
Communication Skills: Effective development, Both oral and poster presentations are cohesively organized.
interpretation and expression of ideas through Clear big-picture research context; explain why the research is
written, oral, and visual communication.
important; appropriate reference to early work; research
question and hypothesis clearly stated. Language in oral and
poster presentations is appropriate to audience. Visuals
attractive and of high quality, stand alone. Poster
aesthetically pleasing, uncluttered; poster reads coherently
from left to right.
Both oral and poster presentations are organized. Explain
why the research is important; appropriate reference to
early work; research question and hypothesis clearly stated.
Language in oral and poster presentations is appropriate to
audience. Good visuals, stand alone. Poster aesthetically
pleasing, uncluttered; poster reads coherently from left to
right.
Both oral and poster presentations are
disorganized. Unclear picture of what the
research is about. Language in oral and
presentations inappropriate to audience.
Poster aesthetically unpleasing; poster does not
read coherently from left to right.
Teamwork: Ability to consider different points Contributes meaningfully to all phases of the project from
of view and to work effectively with others to formulating the research question to the delivery of the final
support a shared purpose or goal
project (oral and poster presentation).
Treats
team members respectfully. Expresses confidence in the
teams ability to accomplish the project.
Provides assisstance/encouragement to team members. Takes
turns; listens to others. Offers suggestions to advance the
work.
Contributes to all phases of the project from formulating
Does not contribute to any of the phases of the
the research question to the delivery of the final project
project; relies on the work of team members.
(oral and poster presentation).
Not a team player.
Treats team members respectfully. Expresses confidence in
the teams ability to accomplish the project.
Provides assisstance/encouragement to team members.
Takes turns; listens to others. Offers suggestions to advance
the work.
9
10
Student Evaluation of Contribution to Experimental Project, and
Oral and Poster Presentations
Instructions: You are being given the opportunity to evaluate the contribution of each of your
peers as well as yourself in the process of creating, assembling, and presenting your experimental
project. Your evaluation will remain anonymous to your peers, but will be used by your
instructors for evaluating your teamwork. For each member of the team (including yourself), give
your honest evaluation of the two components listed to the right of each name listed in your
group. The first component is your perceived overall percentage contribution of each member of
the group to the entire project. This includes things such as: 1) asking a question/forming
hypothesis, 2) literature searching and review, 3) experimental design, 4) data collection, 5)
writing, 6) arranging poster layout, 7) developing graphics/visual aesthetics, 8) quantitative
analysis/interpretation of data, 9) contribution to oral and poster presentations, etc. Make sure that
the percentage contributions that you list for the individual group members’ totals to 100% (e.g.
Jill-25%, Jim-20%, Kelly-30%, yourself-25%)! This is a quantitative assessment of the
contribution of each group member, in your opinion. The second component concerns your
perception of the quality of the overall contribution of each member of your group in the
teamwork required to achieve the goals. On a scale of 1-5 (with 1= poor, 2 =f air, 3 = good, 4 =
very good, 5 = excellent), rate the quality of what each member has contributed to the project.
This is a qualitative assessment of the contribution of each group member, in your opinion.
Percentage Contribution
Quality Rating (1 - 5)
_________
_______
1. _______________________________
_________
_______
2. _______________________________
_________
_______
3. _______________________________
_________
_______
4. _______________________________
_________
_______
Your name: _______________________
Members of the rest of your group include:
100% total
10
11
General Botany
Biol 1544
Poster Grading Sheet
Title __________________________________________________________________________________________
Presenters______________________________________________________________________________________
Category
Points
Comments:
Poster Aesthetics (10 pts)
Is the poster neatly arranged?
Does the poster read coherently from left to right?
Is the title prominently displayed across the top of the poster?
Are the student names prominently displayed under the title?
Is the font size appropriate?
Introduction (20 pts)
Is previous work referenced?
Is the research question clearly stated?
Is the hypothesis clearly stated?
Materials/Methods (10 pts)
Are the independent and dependent variables correctly identified? (5 pts)
Is the procedure clearly outlined? (3 pts)
Are all materials clearly listed? (2 pts)
Results (15 pts)
Are the results neatly summarized in a table, graph or figure? (5 pts)
Are all tables, graphs and figures properly labeled? (5 pts)
Are the results easy to read? (5 pts)
Discussion (15 pts)
Has the hypothesis been reasonably accepted or rejected? (5 pts)
Have the tables, graphs and figures been referenced and interpreted? (5 pts)
Did the group give suggestions for improvement or future expansion of their
experiment? (5 pts)
Literature Cited (10 pts)
Are the citations arranged in alphabetical order?
Are there at least five sources?
Is there at least one primary source?
Are these citations actually referred to in the writing?
Teamwork (20 pts)
Quantitative assessment from peers. (10 pts.)
Qualitative assessment from peers. (10 pts.)
Each group member must fully participate in the research and poster
presentation. Points in this category will be awarded per individual based on
peer evaluation.
Total
11
12
INQUIRY AND ANALYSIS VALUE RUBRIC
for more information, please contact value@aacu.org
Definition
Inquiry is a systematic process of exploring issues, objects or works through the collection and analysis of evidence that results in informed conclusions or judgments. Analysis is the process of breaking
complex topics or issues into parts to gain a better understanding of them.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4
Milestones
3
2
Benchmark
1
Topic selection
Identifies a creative, focused, and
manageable topic that addresses
potentially significant yet previously lessexplored aspects of the topic.
Identifies a focused and
manageable/doable topic that
appropriately addresses relevant aspects
of the topic.
Identifies a topic that while
manageable/doable, is too narrowly
focused and leaves out relevant aspects
of the topic.
Identifies a topic that is far too general
and wide-ranging as to be manageable
and doable.
Existing Knowledge, Research,
and/or Views
Synthesizes in-depth information from
relevant sources representing various
points of view/approaches.
Presents in-depth information from
relevant sources representing various
points of view/approaches.
Presents information from relevant
sources representing limited points of
view/approaches.
Presents information from irrelevant
sources representing limited points of
view/approaches.
Design Process
All elements of the methodology or
theoretical framework are skillfully
developed. Appropriate methodology or
theoretical frameworks may be
synthesized from across disciplines or
from relevant subdisciplines.
Critical elements of the methodology or Critical elements of the methodology or Inquiry design demonstrates a
theoretical framework are appropriately theoretical framework are missing,
misunderstanding of the methodology
developed, however, more subtle
incorrectly developed, or unfocused.
or theoretical framework.
elements are ignored or unaccounted
for.
Analysis
Organizes and synthesizes evidence to
Organizes evidence to reveal important
reveal insightful patterns, differences, or patterns, differences, or similarities
similarities related to focus.
related to focus.
Conclusions
States a conclusion that is a logical
extrapolation from the inquiry findings.
States a conclusion focused solely on the States a general conclusion that, because States an ambiguous, illogical, or
inquiry findings. The conclusion arises it is so general, also applies beyond the unsupportable conclusion from inquiry
specifically from and responds
scope of the inquiry findings.
findings.
specifically to the inquiry findings.
Limitations and Implications
Insightfully discusses in detail relevant
and supported limitations and
implications.
Discusses relevant and supported
limitations and implications.
Organizes evidence, but the
Lists evidence, but it is not organized
organization is not effective in revealing and/or is unrelated to focus.
important patterns, differences, or
similarities.
Presents relevant and supported
limitations and implications.
Presents limitations and implications,
but they are possibly irrelevant and
unsupported.
12
13
ORAL COMMUNICATION VALUE RUBRIC
for more information, please contact value@aacu.org
Definition
Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4
3
Milestones
2
Benchmark
1
Organization
Organizational pattern (specific
introduction and conclusion, sequenced
material within the body, and transitions)
is clearly and consistently observable and
is skillful and makes the content of the
presentation cohesive.
Organizational pattern (specific
introduction and conclusion, sequenced
material within the body, and transitions)
is clearly and consistently observable
within the presentation.
Organizational pattern (specific
introduction and conclusion, sequenced
material within the body, and transitions)
is intermittently observable within the
presentation.
Organizational pattern (specific
introduction and conclusion, sequenced
material within the body, and transitions)
is not observable within the presentation.
Language
Language choices are imaginative,
memorable, and compelling, and enhance
the effectiveness of the presentation.
Language in presentation is appropriate to
audience.
Language choices are thoughtful and
generally support the effectiveness of the
presentation. Language in presentation is
appropriate to audience.
Language choices are mundane and
commonplace and partially support the
effectiveness of the presentation.
Language in presentation is appropriate to
audience.
Language choices are unclear and
minimally support the effectiveness of the
presentation. Language in presentation is
not appropriate to audience.
Delivery
Delivery techniques (posture, gesture, eye
contact, and vocal expressiveness) make
the presentation compelling, and speaker
appears polished and confident.
Delivery techniques (posture, gesture, eye
contact, and vocal expressiveness) make
the presentation interesting, and speaker
appears comfortable.
Delivery techniques (posture, gesture, eye
contact, and vocal expressiveness) make
the presentation understandable, and
speaker appears tentative.
Delivery techniques (posture, gesture, eye
contact, and vocal expressiveness) detract
from the understandability of the
presentation, and speaker appears
uncomfortable.
Supporting Material
A variety of types of supporting materials
(explanations, examples, illustrations,
statistics, analogies, quotations from
relevant authorities) make appropriate
reference to information or analysis that
significantly supports the presentation or
establishes the presenter's
credibility/authority on the topic.
Supporting materials (explanations,
examples, illustrations, statistics, analogies,
quotations from relevant authorities)
make appropriate reference to
information or analysis that generally
supports the presentation or establishes
the presenter's credibility/authority on the
topic.
Supporting materials (explanations,
examples, illustrations, statistics, analogies,
quotations from relevant authorities)
make appropriate reference to
information or analysis that partially
supports the presentation or establishes
the presenter's credibility/authority on the
topic.
Insufficient supporting materials
(explanations, examples, illustrations,
statistics, analogies, quotations from
relevant authorities) make reference to
information or analysis that minimally
supports the presentation or establishes
the presenter's credibility/authority on the
topic.
Central Message
Central message is compelling (precisely
Central message is clear and consistent
stated, appropriately repeated, memorable, with the supporting material.
and strongly supported.)
Central message is basically
understandable but is not often repeated
and is not memorable.
Central message can be deduced, but is
not explicitly stated in the presentation.
13
14
QUANTITATIVE LITERACY VALUE RUBRIC
for more information, please contact value@aacu.org
Definition
Quantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve
quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of
formats (using words, tables, graphs, mathematical equations, etc., as appropriate).
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4
Milestones
3
2
1
Interpretation
Provides accurate explanations of information
Provides accurate explanations of information
Ability to explain information presented in mathematical presented in mathematical forms. Makes
presented in mathematical forms. For instance,
forms (e.g., equations, graphs, diagrams, tables, words)
appropriate inferences based on that
accurately explains the trend data shown in a graph.
information. For example, accurately explains the trend
data shown in a graph and makes reasonable predictions
regarding what the data suggest about future events.
Provides somewhat accurate explanations of
information presented in mathematical forms,
but occasionally makes minor errors related to
computations or units. For instance, accurately
explains trend data shown in a graph, but may
miscalculate the slope of the trend line.
Attempts to explain information presented in
mathematical forms, but draws incorrect
conclusions about what the information means.
For example, attempts to explain the trend data shown in
a graph, but will frequently misinterpret the nature of that
trend, perhaps by confusing positive and negative trends.
Representation
Ability to convert relevant information into various
mathematical forms (e.g., equations, graphs, diagrams,
tables, words)
Skillfully converts relevant information into an
Competently converts relevant information into
insightful mathematical portrayal in a way that
an appropriate and desired mathematical
contributes to a further or deeper understanding. portrayal.
Completes conversion of information but
resulting mathematical portrayal is only partially
appropriate or accurate.
Completes conversion of information but
resulting mathematical portrayal is inappropriate
or inaccurate.
Calculation
Calculations attempted are essentially all
successful and sufficiently comprehensive to
solve the problem. Calculations are also
presented elegantly (clearly, concisely, etc.)
Calculations attempted are essentially all
successful and sufficiently comprehensive to
solve the problem.
Calculations attempted are either unsuccessful or Calculations are attempted but are both
represent only a portion of the calculations
unsuccessful and are not comprehensive.
required to comprehensively solve the problem.
Application / Analysis
Ability to make judgments and draw appropriate
conclusions based on the quantitative analysis of data,
while recognizing the limits of this analysis
Uses the quantitative analysis of data as the basis
for deep and thoughtful judgments, drawing
insightful, carefully qualified conclusions from
this work.
Uses the quantitative analysis of data as the basis
for competent judgments, drawing reasonable
and appropriately qualified conclusions from this
work.
Uses the quantitative analysis of data as the basis
for workmanlike (without inspiration or nuance,
ordinary) judgments, drawing plausible
conclusions from this work.
Uses the quantitative analysis of data as the basis
for tentative, basic judgments, although is
hesitant or uncertain about drawing conclusions
from this work.
Assumptions
Ability to make and evaluate important assumptions in
estimation, modeling, and data analysis
Explicitly describes assumptions and provides
Explicitly describes assumptions and provides
compelling rationale for why each assumption is compelling rationale for why assumptions are
appropriate. Shows awareness that confidence in appropriate.
final conclusions is limited by the accuracy of the
assumptions.
Explicitly describes assumptions.
Attempts to describe assumptions.
Communication
Expressing quantitative evidence in support of the
argument or purpose of the work (in terms of what
evidence is used and how it is formatted, presented, and
contextualized)
Uses quantitative information in connection with
the argument or purpose of the work, presents it
in an effective format, and explicates it with
consistently high quality.
Uses quantitative information in connection with Uses quantitative information, but does not
the argument or purpose of the work, though
effectively connect it to the argument or purpose
data may be presented in a less than completely of the work.
effective format or some parts of the explication
may be uneven.
Presents an argument for which quantitative
evidence is pertinent, but does not provide
adequate explicit numerical support. (May use
quasi-quantitative words such as "many," "few,"
"increasing," "small," and the like in place of
actual quantities.)
14
15
TEAMWORK VALUE RUBRIC
for more information, please contact value@aacu.org
Definition
Teamwork is behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions.)
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4
Milestones
3
2
Benchmark
1
Contributes to Team Meetings
Helps the team move forward by articulating
the merits of alternative ideas or proposals.
Offers alternative solutions or courses of action Offers new suggestions to advance the work of Shares ideas but does not advance the work of
that build on the ideas of others.
the group.
the group.
Facilitates the Contributions of Team
Members
Engages team members in ways that facilitate
their contributions to meetings by both
constructively building upon or synthesizing
the contributions of others as well as noticing
when someone is not participating and inviting
them to engage.
Engages team members in ways that facilitate
their contributions to meetings by
constructively building upon or synthesizing
the contributions of others.
Engages team members in ways that facilitate
their contributions to meetings by restating the
views of other team members and/or asking
questions for clarification.
Engages team members by taking turns and
listening to others without interrupting.
Individual Contributions Outside of Team
Meetings
Completes all assigned tasks by deadline;
work accomplished is thorough,
comprehensive, and advances the project.
Proactively helps other team members
complete their assigned tasks to a similar level
of excellence.
Completes all assigned tasks by deadline;
work accomplished is thorough,
comprehensive, and advances the project.
Completes all assigned tasks by deadline;
work accomplished advances the project.
Completes all assigned tasks by deadline.
Fosters Constructive Team Climate
Supports a constructive team climate by doing
all of the following:
• Treats team members respectfully by
being polite and constructive in
communication.
• Uses positive vocal or written tone,
facial expressions, and/or body
language to convey a positive attitude
about the team and its work.
• Motivates teammates by expressing
confidence about the importance of
the task and the team's ability to
accomplish it.
• Provides assistance and/or
encouragement to team members.
Supports a constructive team climate by
Supports a constructive team climate by
Supports a constructive team climate by doing
doing any three of the following:
doing any two of the following:
any one of the following:
• Treats team members respectfully by
• Treats team members respectfully by
• Treats team members respectfully by
being polite and constructive in
being polite and constructive in
being polite and constructive in
communication.
communication.
communication.
• Uses positive vocal or written tone,
• Uses positive vocal or written tone,
• Uses positive vocal or written tone,
facial expressions, and/or body
facial expressions, and/or body
facial expressions, and/or body
language to convey a positive attitude
language to convey a positive attitude
language to convey a positive attitude
about the team and its work.
about the team and its work.
about the team and its work.
• Motivates teammates by expressing
• Motivates teammates by expressing
• Motivates teammates by expressing
confidence about the importance of
confidence about the importance of
confidence about the importance of
the task and the team's ability to
the task and the team's ability to
the task and the team's ability to
accomplish it.
accomplish it.
accomplish it.
• Provides assistance and/or
• Provides assistance and/or
• Provides assistance and/or
encouragement to team members.
encouragement to team members.
encouragement to team members.
Responds to Conflict
Addresses destructive conflict directly and
constructively, helping to manage/resolve it in
a way that strengthens overall team
cohesiveness and future effectiveness.
Identifies and acknowledges conflict and stays
engaged with it.
Redirecting focus toward common ground,
toward task at hand (away from conflict).
Passively accepts alternate
viewpoints/ideas/opinions.
15