CP Biology 622
CP Biology (622) Final Exam 2015
Name:_______________________________________________________________
Organism example: Clostridium tetani
You have spent a good deal of time studying a variety of topics. For your final exam,
you are going to reflect on many of these topics by studying several organisms that are
harmful to humans. With your lab group, you are going to present a poster detailing an
organism and how it is harmful to humans.
Key Points You Need to Have on Your Poster:
 Is the organism alive? Why or why not? Focus on Structure and Function of
Organism
 Explain the life cycle of the organism?
 Where does the organism live?
 How does it affect humans?
 How does this adaptation benefit the organism?
o What human systems does it affect? And How
o Does it affect the genetics of a human?
 What do we do to combat the organism?
 Is there any genetic variation in the human population to protect from the
organism?
 Is there genetic variation in the organisms, explain
 Will human or the organism change in the next million years based on the
relationship they have with each other. Cite evidence
Your presentation is confined to 8-10 minutes per group. At many professional
conferences, the bulk of the information is on a limited display board, and the presentation
is very restricted. You need to prepare and illustrate the verbal essence of your work. You
will not be allowed to read off your poster. You are expected to know your organism inside
and out.
CP Biology 622
CP Biology Final Exam Project
Group Members_____________________________________________________________
Organism ___________________________________________________________________
Content Area
0 points
Absent
1 point
Below Standard
3 points
Approaching Standard
Does not use
time in class
Does not use
time in class
Does not use
time in class
Not present
 Student has to receive reminders to stay focused
 Student researches during class period
 Student has to receive reminders to stay focused
 Student researches during class period
 Student has to receive reminders to stay focused
 Student prepares poster during class period
 does not present information, arguments, ideas, or findings
clearly, concisely, and logically; argument lacks supporting
evidence; audience cannot follow the line of reasoning
 selects information, develops ideas and uses a style
inappropriate to the purpose, task, and audience (may be too
much or too little information, or the wrong approach)
 does not address alternative or opposing perspectives
Life Cycle of
Organism
Not present
 does not present information, arguments, ideas, or findings
clearly, concisely, and logically; argument lacks supporting
evidence; audience cannot follow the line of reasoning
 selects information, develops ideas and uses a style
inappropriate to the purpose, task, and audience (may be too
much or too little information, or the wrong approach)
 does not address alternative or opposing perspectives
Human Affects
Not present
 does not present information, arguments, ideas, or findings
clearly, concisely, and logically; argument lacks supporting
evidence; audience cannot follow the line of reasoning
 selects information, develops ideas and uses a style
inappropriate to the purpose, task, and audience (may be too
much or too little information, or the wrong approach)
 does not address alternative or opposing perspectives
Adaptations that
benefit the
organism?
Not present
 does not present information, arguments, ideas, or findings
clearly, concisely, and logically; argument lacks supporting
evidence; audience cannot follow the line of reasoning
 selects information, develops ideas and uses a style
inappropriate to the purpose, task, and audience (may be too
much or too little information, or the wrong approach)
 does not address alternative or opposing perspectives
Combating
Organism
Not present
 does not present information, arguments, ideas, or findings
clearly, concisely, and logically; argument lacks supporting
evidence; audience cannot follow the line of reasoning
 selects information, develops ideas and uses a style
inappropriate to the purpose, task, and audience (may be too
much or too little information, or the wrong approach)
 does not address alternative or opposing perspectives
Genetic
Variation
Not present
 does not present information, arguments, ideas, or findings
clearly, concisely, and logically; argument lacks supporting
evidence; audience cannot follow the line of reasoning
 selects information, develops ideas and uses a style
inappropriate to the purpose, task, and audience (may be too
much or too little information, or the wrong approach)
 does not address alternative or opposing perspectives
Evolution
Not present
 does not present information, arguments, ideas, or findings
clearly, concisely, and logically; argument lacks supporting
evidence; audience cannot follow the line of reasoning
 presents information, findings, arguments and supporting evidence
in a way that is not always clear, concise, and logical; line of
reasoning is sometimes hard to follow
 attempts to select information, develop ideas and use a style
appropriate to the purpose, task, and audience but does not fully
succeed
 attempts to address alternative or opposing perspectives, but not
clearly or completely
 presents information, findings, arguments and supporting evidence
in a way that is not always clear, concise, and logical; line of
reasoning is sometimes hard to follow
 attempts to select information, develop ideas and use a style
appropriate to the purpose, task, and audience but does not fully
succeed
 attempts to address alternative or opposing perspectives, but not
clearly or completely
 presents information, findings, arguments and supporting evidence
in a way that is not always clear, concise, and logical; line of
reasoning is sometimes hard to follow
 attempts to select information, develop ideas and use a style
appropriate to the purpose, task, and audience but does not fully
succeed
 attempts to address alternative or opposing perspectives, but not
clearly or completely
 presents information, findings, arguments and supporting evidence
in a way that is not always clear, concise, and logical; line of
reasoning is sometimes hard to follow
 attempts to select information, develop ideas and use a style
appropriate to the purpose, task, and audience but does not fully
succeed
 attempts to address alternative or opposing perspectives, but not
clearly or completely
 presents information, findings, arguments and supporting evidence
in a way that is not always clear, concise, and logical; line of
reasoning is sometimes hard to follow
 attempts to select information, develop ideas and use a style
appropriate to the purpose, task, and audience but does not fully
succeed
 attempts to address alternative or opposing perspectives, but not
clearly or completely
 presents information, findings, arguments and supporting evidence
in a way that is not always clear, concise, and logical; line of
reasoning is sometimes hard to follow
 attempts to select information, develop ideas and use a style
appropriate to the purpose, task, and audience but does not fully
succeed
 attempts to address alternative or opposing perspectives, but not
clearly or completely
 presents information, findings, arguments and supporting evidence
in a way that is not always clear, concise, and logical; line of
reasoning is sometimes hard to follow
Research Day 1
Research Day 2/3
Research Day 4
Structure and
Function of
Organisms
4 points
At Standard
5 Points
Above Standard
 Student utilizes guided research worksheet to remain on
task and researching
 Student utilizes guided research worksheet and rubric to
prepare poster
 Student utilizes guided research worksheet to create
poster
 presents information, findings, arguments and supporting
evidence clearly, concisely, and logically; audience can
easily follow the line of reasoning
 selects information, develops ideas and uses a style
appropriate to the purpose, task, and audience
 clearly and completely addresses alternative or opposing
perspectives
Exceeds At Standard Level
 presents information, findings, arguments and supporting
evidence clearly, concisely, and logically; audience can
easily follow the line of reasoning
 selects information, develops ideas and uses a style
appropriate to the purpose, task, and audience
 clearly and completely addresses alternative or opposing
perspectives
Exceeds At Standard Level
 presents information, findings, arguments and supporting
evidence clearly, concisely, and logically; audience can
easily follow the line of reasoning
 selects information, develops ideas and uses a style
appropriate to the purpose, task, and audience
 clearly and completely addresses alternative or opposing
perspectives
Exceeds At Standard Level
 presents information, findings, arguments and supporting
evidence clearly, concisely, and logically; audience can
easily follow the line of reasoning
 selects information, develops ideas and uses a style
appropriate to the purpose, task, and audience
 clearly and completely addresses alternative or opposing
perspectives
Exceeds At Standard Level
 presents information, findings, arguments and supporting
evidence clearly, concisely, and logically; audience can
easily follow the line of reasoning
 selects information, develops ideas and uses a style
appropriate to the purpose, task, and audience
 clearly and completely addresses alternative or opposing
perspectives
Exceeds At Standard Level
 presents information, findings, arguments and supporting
evidence clearly, concisely, and logically; audience can
easily follow the line of reasoning
 selects information, develops ideas and uses a style
appropriate to the purpose, task, and audience
 clearly and completely addresses alternative or opposing
perspectives
Exceeds At Standard Level
 presents information, findings, arguments and supporting
evidence clearly, concisely, and logically; audience can
easily follow the line of reasoning
Exceeds At Standard Level
Exceeds At Standard Level
Exceeds At Standard Level
Exceeds At Standard Level
Points
Earned
CP Biology 622
 selects information, develops ideas and uses a style
inappropriate to the purpose, task, and audience (may be too
much or too little information, or the wrong approach)
 does not address alternative or opposing perspectives
Organization
Not Present
 does not meet requirements for what should be included in
the presentation
 does not have an introduction and/or conclusion
 uses time poorly; the whole presentation, or a part of it, is
too short or too long
Eye Contact
Student Reads
presentation ;
no eye contact
Not Present
 Student occasionally uses eye contact, but still reads most
of report
Presentation Aid
Overall
Not Present
 attempts to use a visual aid, but it does not add to or may
distract from the presentation
Visual Aid
Layout
Not Present
Response to
audience
Citations
Teams
Listening Skills
Fills out Chart
Total
Not Present
Voice




mumbles or speaks too quickly or slowly
speaks too softly to be understood
frequently uses “filler” words (“uh, um, so, and, like, etc.”)
does not adapt speech for the context and task
 Contains 2/5 of the following
o Border
o Colorful/ fills space
o Entirely Printed
o Even Edges
o Pop-up Effect
 Does not address questions or goes off topic without
seeking clarification
 attempts to select information, develop ideas and use a style
appropriate to the purpose, task, and audience but does not fully
succeed
 attempts to address alternative or opposing perspectives, but not
clearly or completely
 meets most requirements for what should be included in the
presentation
 has an introduction and conclusion, but they are not clear or
interesting
 generally times presentation well, but may spend too much or too
little time on a topic, a/v aid, or idea
 Student maintains eye contact most of the time but frequently
returns to notes
 selects information, develops ideas and uses a style
appropriate to the purpose, task, and audience
 clearly and completely addresses alternative or opposing
perspectives
 speaks clearly most of the time
 speaks loudly enough for the audience to hear most of the time,
but may speak in a monotone
 occasionally uses filler word
 attempts to adapt speech for the context and task but is
unsuccessful or inconsistent
 uses visual aids, but they may sometimes distract from or not add
to the presentation
 sometimes has trouble bringing visual aids or media smoothly into
the presentation
 Contains 3/5 of the following
o Border
o Colorful/ fills space
o Entirely Printed
o Even Edges
o Pop-up Effect
 Answe3rs audience questions, but not always clearly or completely
 meets all requirements for what should be included in the
presentation
 has a clear and interesting introduction and conclusion
 organizes time well; no part of the presentation is too
short or too long
Exceeds At Standard Level
 Student maintains eye contact with audience, seldom
returning to notes
Exceeds At Standard Level
 speaks clearly; not too quickly or slowly
 peaks loudly enough for everyone to hear; changes tone
and pace to maintain interest
 rarely uses filler words
 adapts speech for the context and task, demonstrating
command of formal English when appropriate
 uses well-produced visual aids or media to enhance
understanding of findings, reasoning, and evidence, and
to add interest
 smoothly brings visual aid into the presentation
 Contains All of the following
o Border
o Colorful/ fills space
o Entirely Printed
o Even Edges
o Pop-up Effect
 Answers questions completely and clearly, admits to “I
don’t know”, or explains where to find a question if the
answer is unknown
Exceeds At Standard Level
Exceeds At Standard Level
Exceeds At Standard Level
Exceeds At Standard Level
Not Present
 Contains 3 sources
 Contains 5 Sources cited properly
 Contains 5 high quality sources cited properly
Exceeds At Standard Level
Not Present
 Not all team members participate
 All team members participate, but not equally
 Needs to be reminded to be respectful
 Listens to all presentations
 All team members participate for about the same length
of time
 Actively Listens to presentations
Exceeds At Standard Level
Disrespectful
Not filled out
 Does not fill out chart
 Completes Half the Chart
 Fills out entire chart
Exceeds At Standard Level
Total Points: _____________
(out of 100)
Exceeds At Standard Level
CP Biology 622
CP BIOLOGY FINAL EXAM GUIDELINE
Names: ________________________________________________________________________________
Organism common name: _________________________________________________________________
You will have several days with the laptops in class to research your organism. You may ONLY research your
organism. If you are on a game site or doing personal work or email you will lose 30 points on your grade.
Take written notes; do NOT print out pages on the printer. Read (READ!) and take notes. If
you copy and paste it is an automatic zero as a grade.
DAY ONE:
Find out the common name of your organism:
Describe the life, life span and/or life cycle of your organism:
Where does the organism live? Include habitat preference and geographic area (where in the world?)
How does the organism affect humans? Include the human system, cells and if it affects the genome (DNA)
of the human. If it affects the DNA, then it can be transmitted to offspring.
You may use Wikipedia to start your search BUT then go to the NIH (National Institute of Health), CDC or an
.edu website. Compare the information. Google to see if there is a “.org” website dedicated to your
organism.
CP Biology 622
DAY TWO AND DAY THREE:
Read through the notes from Day One. Fix or add as needed. Today you will look up the history of the
organism and its affect on humans and their lives. Include any native people connections.
Explain what we humans do to combat the organism and if there are any long-term effects.
In this box to the left, plan the layout
of your poster.
Consult the rubrics.
Then, type the words you will cut out
and glue to the poster.
Print them out without wasting
paper.
On DAY FOUR you will have time in class to begin putting printed information on your poster.
NO handwriting allowed on your poster.
CP Biology 622
Name_____________________________________
Group
Organism
Structure and
Life Cycle
Members
Function
Effects on
Humans
How to
combat
organism
Genetic Variation
Evolution
CP Biology 622
Group
Members
Organism
Structure and
Function
Life Cycle
Effects on
Humans
How to
combat
organism
Genetic Variation
Evolution
CP Biology 622
NGSS Standards Assessed
1. Structure and Function
a. HS-LS1-2
b. HS-LS1-3
c. RST.11-12.1
d. WHST.9-12
e. WHST.11-12.8
f. WHST.9-12.9
g. SL.11-12.5
2. Matter and Energy in Organisms and Ecosystems
a. HS-LS1-7
b. HS-LS2-3
c. HS-LS2-4
d. HS-LS2-5
e. MP.2
3. Interdependent Relationships in Ecosystems
a. HS-LS2-1
b. HS-LS2-2
c. HS-LS2-6
d. HS-LS2-7
e. HS-LS2-8
f. HS-LS4-6
g. RST.11-12.1
h. RST.11-12.7
i. WHST.9-12.7
4. Inheritance and Variation of Traits
a. HS-LS3-1`
b. HS-LS3-2
c. HS-LS3-3
5. Natural Selection and Evolution
a. HS-LS4-1
b. HS-LS4-2
c. HS-LS4-4
d. HS-LS4-5