Evolution as the Biology Department Capstone
Now that Bio 453 is the one and only capstone course in biology, you will be evaluated in
light of the learning outcomes set out by the faculty of the biology department. That is,
upon your graduation there were a suite of skills we hoped we taught you/you learned
along the way…
Each year we are evaluating the seniors on a different objective, and this year we are
evaluating Outcome #3: employ appropriate experimental design and methods to solve
problems in biology. As indicators of achievement, the graduate will demonstrate: 1) the
ability to apply the scientific method, 2) inquiry and analytical skills, and 3) data gathering
skills in the lab or field.
Obviously the ideal way to assess this learning outcome is to have you do an independent
research project where you ask a question, design hypotheses and methods, collect and
analyze data, and work together to decipher those results in the light of your original
question or problem. Unfortunately, we do not have the luxury of providing this
experience to all of you.
Thus, to avoid any knowledge biases or your ability to simply “look the answer up online”,
I borrowed some interesting concepts from After Man: The Zoology of the Future.
From Wikipedia:
“Dougal Dixon presents his hypothesis on
how the fauna could change 50 million
years from now. Dixon assumes that
Europe and Africa eventually fused, closing
up the Mediterranean. Asia and North
America collided and closed up the Bering
Strait, South America split off from Central
America, and Australia collided with
southern Asia uplifting a mountain range.
Additionally, parts of eastern Africa split
off to form new islands, and a serious of
volcanic islands have been added in the
Pacific.”
Imagine you could visit Dougal’s prevised Earth and bring a population of
animals back to modern-day Earth to study… Using one the organisms on
page 2 or 3, pick a specific phenomenon and explain how you would test
said phenomenon. Your question/ hypotheses can address any proximate
or ultimate aspect of these animals, including aspects of morphology,
physiology, development, genetics, ecology, behavior, or evolution.
1
Instructions:
Work alone. It is due anytime before the Final Exam (while this will not be graded/
counted towards your grade in class, there will be a significant amount of points on the
final for turning it in). Double spaced, typed, and format your document into six sections:
Section I:
1-3 paragraphs introducing your phenomenon. While you are welcome to
paint some broad strokes about the animal, be sure you are addressing
something specific to test.
Section II:
Clearly state your question/observation, hypotheses, and corresponding
predictions.
Section III:
1-2 paragraphs describing your methodology. While the animals are
imaginary, your methodology should not be; your methodology should be
do-able with today’s technology and within a reasonable amount of
research time. Consider your self a well-funded scientist with a wellequipped lab.
Section IV:
1-2 paragraphs on the kind of results you might get and how they would
inform you of your hypotheses.
Section V:
1-2 paragraphs on the limitations of your study and what kind of future
work you might do in light of Section IV.
Section VI:
A full list of all 300 and 400 level biology courses you have taken at UP.
Animal #1
the desert leaper
Besides the presence of
hooves, I’m particularly
intrigued by its loose,
saggy skin.
2
Animal #2 – the fin lizard
Bipedal and fast, this animal in a
genus that literally means “revelation reptile”
Animal #3 – the parashrew
The unique parachute tail is only
present in the adolescents; it is
molted when the animal
becomes sexually mature.
Animal #4 – the vortex
Only three inches in length,
the baleen beaked vortex is
one of the most abundant
animals inthe South Ocean.
3
Assessment Rubric
Modified from Timmerman et al., 2010 and AAC&U Grading Rubrics
Novice

I. Topic Selection/
Problem Definition




II. Hypotheses and
Predictions




III. Methods/
Design



IV. Possible
Results



4
Intermediate
generic or vague
rationale
begins to demonstrate
ability to construct
problem statement or
question but leaves out
relevant aspects
ideas are unoriginal

stated but vague or
confusing
only considers single
hypothesis
taken directly from
course material
hypothesis could apply to
multiple phenomena
predictions are not
specific to hypothesis

considers one (or none)
relevant factor,
replication is modest,
absent, or inappropriate
poorly explained,
“copied” from another
known example
demonstrates
misunderstanding of
framework or critical
elements

proposed data set seems
incomplete; unable to
evaluate possible
conclusions
no statistical evaluation
or proposed an
inappropriate stat
organized, but doesn’t
effectively describe how
it would reveal important
patterns
evaluation too brief










Proficient
adequate detail,
doable topic that
appropriately
addresses seemingly
relevant aspects
some originality in
ideas

multiple hypotheses,
clearly stated, and
testable
indicates a level of
understanding beyond
the material that has
been directly provided
some originality
predictions vague or
confusing

takes most factors into
account
if appropriate,
considers positive and
negative controls
clearly explained and
modified rom known
examples
some critical elements
are missing

proposed data are
relevant and complete
with only minor gaps
minor mistakes that do
not interfere with
understanding or
testing of phenomena
organizes evidence to
reveal important
patterns and
evaluation of potential
data is adequate










clear and insightful
observation or
question with all
relevant contextual
factors considered
creative, focused and
manageable topic
comprehensive set of
hypotheses which are
clearly stated and
when tested will
distinguish among
multiple explanations
for phenomena at
hand
predictions clear
demonstrates
comprehension and
creativity of study
system/trait
considers all relevant
factors, controls
differentiate between
hypotheses
replication is robust
clearly explained,
synthesis of multiple
previous approaches
or an entirely new
approach
theoretical framework
is skillfully developed
through methodology
proposed data are
relevant, accurate and
comprehensive
data are synthesized
and highlight the
relationships between
relevant aspects
no mistakes and may
be an elegant/novel
insight into
phenomena
organizes evidence to
reveal important and
insightful patterns
Novice

V. Limitations/
Context




Grammar/ Spelling


Intermediate
alternate explanations
and limitations are not
provided or are trivial or
irrelevant
context of future work is
general or ambiguous
future work and/or
limitations are vague,
implausible, trivial, or off
topic
if a conclusion is made it
is either vague or
unsupported by logic laid
out

several typos and
grammatical errors
written in the style of a
humanities paper and
not a scientific paper
unnecessarily verbose



alternative
explanations are
discussed and
reasonably complete
attempts made to
explain missing pieces
limitations are
discussed, but either
incomplete or
irrelevant
Proficient






minimal typos and/ or
grammatical errors
some correct aspects
of scientific writing but
missed others
parts clear and
concise, other parts
verbose, unorganized,
or confusing



discussion of
alternatives is based
on current data and
phenomena and is
complete and
persuasive
any overall conclusions
take limitations into
account
future directions are
salient, plausible, and
insightful
if a conclusion is made
it is logical and
considers all aspects
laid out by the writer
very minimal typos or
grammatical errors
correct use of scientific
style throughout text
clear and concise
language; apparent
thought went into
organization and
transitions
Again, your question/hypotheses can address ANY proximate or ultimate
aspect of these organisms and may include any facet of physiology,
morphology, development, genetics, ecology, behavior, or evolution.
Despite the imaginary subjects for this assessment, this is an exercise
in your ability to think like a scientist; it is only with the unknown that
we can truly evaluate your ability to think critically.
5