Lamar University
Detailed Assessment Report
2012-13 NC BIOL 1406 - General Biology 1 (Major)
As of: 11/15/2013 03:42 PM CST
Student Learning Outcomes/Objectives, with Any Associations and Related Measures, Targets,
Findings, and Action Plans
SLO 1: Evaluate theories and supporting evidence.
Students will distinguish between biogenesis and abiogenesis in accounting for the origin of life on earth.
Rationale:
Evaluation of competing scientific theories is critical to understanding the relationship between scientific knowledge and
theory development. Distinguishing between fact and perception is central to distinguishing scientific and philosophical
foundations of knowledge. This outcome and the associated test items, achievement targets, and instructional units
assess student's ability to distinguish between two scientific theories (biogenesis and abiogenesis) as well as between
scientific and non-scientific concepts (biogenesis and abiogenesis vs. creationism) in terms of factual support and
amenability to scientific methodology.
Relevant Associations:
Standard Associations
New Core Component Areas
2 Life & Physical Science (L & PS)
New Core Objectives
1 Critical Thinking (CT)
General Education/Core Curriculum Associations
1 Critical Thinking: Students will apply critical thinking appropriately to identify, analyze and resolve complex
issues.
Strategic Plan Associations
Lamar University
14.1 To offer undergraduate and selected graduate educational experiences of excellence, both
curricular and co-curricular, which engage students with faculty and staff to meet their diverse needs.
(Recruitment, retention, financial support, distance education, curriculum, academic excellence, student
engagement, communication, and student life)
Related Measures
M 1: Measure 1: Evaluate theories and supporting evidence
Students will answer the following questions embedded in an examination.
1. A student attempts to study the origin of life on earth in the laboratory by carrying out a series of experiments
designed to recreate the primitive atmosphere, examine the chemical formation of macromolecules such as proteins,
lipids, and nucleic acids and their building blocks, as well as synthesize a self-replicating catalytic molecule like RNA.
This approach would be best suited to test which of the following theories addressing the origin of life on earth?
A. Creationism
B. Biogenesis
C. Abiogenesis
D. All of the above
E. Both A and B above
2. Projects such as SETI (Search for Extraterrestrial Intelligence), the exploration of Mars by robotic spacecraft, and
the search for earth-like planets by astronomers provide the best test for which of the following theories addressing
the origin of life on earth?
A. Creationism
B. Biogenesis
C. Abiogenesis
D. All of the above
E. Both A and B above
3. Which of the following theories addressing the origin of life on earth is best supported by evidence from the theory
of evolution by natural selection?
A. Creationism
B. Biogenesis
C. Abiogenesis
D. All of the above
E. Both A and B above
4. Which of the following theories addressing the origin of life on earth can be tested using the scientific method?
A. Creationism
B. Biogenesis
C. Abiogenesis
D. All of the above
E. Both A and B above 5. Which of the following theories addressing the origin of life on earth is best supported by
scientific evidence?
A. Creationism
B. Biogenesis
C. Abiogenesis
D. All of the above E. Both A and B above
Source of Evidence: Performance (recital, exhibit, science project)
Target:
Students will average 70% or higher on questions relating to measure 1.
SLO 2: Principles of inheritance and classical genetics problems
Students will describe the principles of Mendelian inheritance and solve inheritance problems using
Punnett squares and probability.
Rationale:
Experiments in classical genetics are characterized by outcomes amenable to simple quantitative
analysis. Expected phenotypic and genotypic ratios of offspring as well as prediction of parental
genotypes are all logical outcomes of experiments on classical genetic systems. This outcome and
the associated test items, achievement targets, and instructional units assess student's ability to use
quantitative approaches to predict results from experiments in classical genetics, and to understand
and use the fundamental tenets of probability as they apply to simple Mendelian inheritance.
Relevant Associations:
Standard Associations
New Core Component Areas
2 Life & Physical Science (L & PS)
New Core Objectives
3 Empirical & Quantitative Skills (EQS)
General Education/Core Curriculum Associations
2 Quantitative Thinking: Students will demonstrate mastery of quantitative reasoning and algorithems used to
address applied problems
Strategic Plan Associations
Lamar University
14.1 To offer undergraduate and selected graduate educational experiences of excellence, both
curricular and co-curricular, which engage students with faculty and staff to meet their diverse needs.
(Recruitment, retention, financial support, distance education, curriculum, academic excellence, student
engagement, communication, and student life)
Related Measures
M 2: Measure 2: inheritance and Problem Solving
Students will answer the following questions embedded in an examination.
1. In garden peas, the gene for producing purple flowers (P) is dominant to the gene that results
in white flowers (p). If two pea plants each heterozygous for flower color are crossed, what
proportion of the progeny are expected to breed true for flower color?
A) 3/4
B) 2/3
C) 1/2
D) 1/3
E) 1/4
2. In garden peas, the gene for producing purple flowers (P) is dominant to the gene that results
in white flowers (p). Two pea plants, one having white flowers and the other having purple, are
crossed. Of the 260 progeny obtained from this cross, 134 have purple flowers and 126 have
white flowers. What is the genotype of the purple flowered parent?
A) Pp
B) PP
C) pp
D) either A or B above
E) cannot be determined with the information provided
3. In garden peas, the gene for producing purple flowers (P) is dominant to the gene that results
in white flowers (p ), and the gene for tall plants (T) is dominant to the gene for short plants (t). If
a pea plant heterozygous for flower color and plant height is used in a test cross and 1000
progeny are obtained, how many of the progeny are expected to have purple flowers and be tall?
A) A) 1000 B) 750
C) 500
D) 250
E) 0
4. If a couple has two children, what is the probability that one will be a boy and the other a girl?
A) 1 (100%)
B) 3/4
C) 1/2
D) 1/4
E) 1/16
5. Red-Green color blindness in humans is a recessive sex-linked trait. A woman with normal
vision whose father was color blind and her normal vision husband have a daughter. What is the
probability that the girl will be color blind?
A) 1/2
B) 1/4
C) 0 (none of the girls are expected to be color blind)
D) 1 (100% - all of the girls are expected to be color blind)
E) None of the above
Source of Evidence: Performance (recital, exhibit, science project)
Target:
Students will average 70% or higher on questions relating to measure 2.
SLO 3: Creating tables and graphs.
Given experimental data, students will create graphs using methods standard in scientific publication.
Rationale:
Accurate presentation of data in graphical form is essential to good scientific communication. This
outcome and the associated assignments, achievement targets, and instructional units assess student's
ability to graph scientific data in meaningful ways according to current publication standards .
Relevant Associations:
Standard Associations
New Core Component Areas
2 Life & Physical Science (L & PS)
New Core Objectives
1 Critical Thinking (CT)
2 Communication (COM)
3 Empirical & Quantitative Skills (EQS)
General Education/Core Curriculum Associations
1 Critical Thinking: Students will apply critical thinking appropriately to identify, analyze and resolve complex
issues.
2 Quantitative Thinking: Students will demonstrate mastery of quantitative reasoning and algorithems used to
address applied problems
3 Communication: Students will develop written and oral presentations that are clear, precise, organized,
efficient and approipriately adapted to audience and purpose.
Strategic Plan Associations
Lamar University
14.1 To offer undergraduate and selected graduate educational experiences of excellence, both
curricular and co-curricular, which engage students with faculty and staff to meet their diverse needs.
(Recruitment, retention, financial support, distance education, curriculum, academic excellence, student
engagement, communication, and student life)
Related Measures
M 3: Measure 3: Creating tables and graphs.
Given experimental data, students will create graphs using methods standard in scientific publication. Learning
outcomes will be assessed using the following rubric.
Rubric for Assessing Charts and Graphs†
Attribute
Attribute Description
Capstone (4 pts.)
Milestone (3 pts.)
Milestone (2 pts.)
Benchmark (1 pt.)
Interpretation
Ability to explain
information presented
in graphical
forms (e.g., equations,
graphs, diagrams,
tables, words)
Provides accurate
explanations of
information
presented in
graphical forms.
Accurately
explains the trend
data shown in a
graph and makes
appropriate
inferences based
on that
information.
Provides accurate
explanations of
information
presented in
graphical forms.
For instance,
accurately explains
the trend data
shown in a graph,
but inferences may
be lacking or
inaccurate.
Provides
somewhat accurate
explanations of
information
presented in
graphical forms,
but occasionally
makes minor
errors related to
computations or
units.
Attempts to
explain information
presented in
graphical 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.
Presentation
Ability to convert data
into various
mathematical forms
(e.g., equations,
graphs, diagrams,
tables, words)
Skillfully
converts data into
an insightful
graphical
portrayal in a
way that
contributes to a
further or deeper
understanding.
Competently
converts relevant
information into
an appropriate and
desired graphical
portrayal.
Completes
conversion of data
but resulting
graphical portrayal
is only partially
appropriate or
accurate.
Completes
conversion of data
but resulting
graphical portrayal
is inappropriate or
inaccurate.
Format
Table is formatted
according to accepted
publication standards,
including use and
labeling with
appropriate units,
proper labeling of the
abscissa and
ordinates, assignment
of logical ranges to the
abscissa and
ordinates, and
appropriate labeling of
variables
All formatting
standards are
followed.
Most standards
are followed, but a
few of the required
elements are
missing or
improperly
included.
Some standards
are not followed,
but the most
important
components are
present and the
meaning of the
graph is largely
evident .
Key componets of
the format are
lacking such that
the intention of the
graph cannot be
determined.
Uses the figure legend
to accurately describe
what is portrayed
graphically
Legend provides a
complete
description of
what is portrayed
graphically.
Legend provides a
mostly complete
description of
what is portrayed
graphically, but a
few omissions or
misconceptions
are evident.
Legend provides
only a partial
description of
what is portrayed
graphically and
several omissions
or misconceptions
are evident.
Legend is absent or
inadequately
describes what is
graphically
portrayed.
Communication
† - modified from the Association of American College and Universities Quantitative Value Rubric
Source of Evidence: Performance (recital, exhibit, science project)
Target:
Students will average 2.5 or higher on the rubric evaluation pertaining to outcome 3.
SLO 4: Interpretation of Analytical Results
Given analytical results in graphs and tables, students will answer embedded questions on a
laboratory quiz.
Rationale:
Interpretation of information presented in graphs and tables is critical to the scientific method and
constitutes an essential skill fundamental to the process of science. This outcome and the associated
assessment items, achievement targets, and instructional units address several important aspects of
the interpretative process including qualitative and quantitative relationships between variables as well
as relationships between data, experimental design, and the formation of conclusions.
Relevant Associations:
Standard Associations
New Core Component Areas
2 Life & Physical Science (L & PS)
New Core Objectives
1 Critical Thinking (CT)
3 Empirical & Quantitative Skills (EQS)
General Education/Core Curriculum Associations
1 Critical Thinking: Students will apply critical thinking appropriately to identify, analyze and resolve complex
issues.
2 Quantitative Thinking: Students will demonstrate mastery of quantitative reasoning and algorithems used to
address applied problems
Strategic Plan Associations
Lamar University
14.1 To offer undergraduate and selected graduate educational experiences of excellence, both
curricular and co-curricular, which engage students with faculty and staff to meet their diverse needs.
(Recruitment, retention, financial support, distance education, curriculum, academic excellence, student
engagement, communication, and student life)
Related Measures
M 4: Measure 4: Interpretation of analytical results.
A. Given analytical results in graphs and tables, students will answer the following questions on a
laboratory quiz.
(Complete assessment questions, including associated graphs and tables, have to uploaded to Weave via the the
document management portal. See the document University Core BIOL 1406 Assessment Plan).
1. Refer to graph 1. Which line depicts a directly proportional relationship between variables 1
and 2?
A. Line A
B. Line B
C. Line C
D. Line D
2. Refer to graph 1. Which line depicts an inversely proportional relationship between variables
1 and 2?
A. Line A
B. Line B
C. Line C
D. Line D
m=2
Variable 1
Variable 2
Lower va lue
Lower
va lue
Higher va lue
Higher va lue
B
C
A
m=1
m = 0.5
m = slope value
Graph 2
3. Refer to graph 2. Which line indicates that when one of the variables changes a certain
amount, the other variable changes the same amount?
A. Line A
B. Line B
C. Line
Graph 3
Graph 3 presents data from an experiment on snakes. In this experiment, realistic but artificial
kingsnakes and brown snakes were constructed from rubber and placed in two areas, one in
which coral snakes were present and the other in which coral snakes were absent. The
percentage of artificial snakes attacked was then determined by examining them for evidence of
assault, such as tooth marks, scratches, etc.
4. About what percentage of brown snakes were attacked in the coral snakes present area?
A. 83%
B. 67%
C. 17%
D. 16%
E. None of the above
5. What is the difference in percentage of artificial kingsnakes attacked between the coral snakes
absent/coral snakes present areas.
A. 83%
B. 67%
C. 17%
D. 16%
E. None of the above
Source of Evidence: Performance (recital, exhibit, science project)
Target:
Students will average 70% or higher on questions relating to outcome 4.
SLO 5: Cooperation and communication in experimental setup and data collection
Students will cooperate effectively as a team in the setup of an experimental apparatus and collection of data. Students
will demonstrate effective oral communications in accomplishing cooperative tasks.
Rationale:
Cooperative interaction and effective communication is required for successful collaboration in the
sciences.
Relevant Associations:
Standard Associations
New Core Component Areas
2 Life & Physical Science (L & PS)
New Core Objectives
2 Communication (COM)
4 Teamwork (TW)
General Education/Core Curriculum Associations
3 Communication: Students will develop written and oral presentations that are clear, precise, organized,
efficient and approipriately adapted to audience and purpose.
4 Teamwork: includes the ability to collaborate effectively, consider different points of view, and work with others
to support a shared purpose or goals.
Strategic Plan Associations
Lamar University
14.1 To offer undergraduate and selected graduate educational experiences of excellence, both
curricular and co-curricular, which engage students with faculty and staff to meet their diverse needs.
(Recruitment, retention, financial support, distance education, curriculum, academic excellence, student
engagement, communication, and student life)
Related Measures
M 5: Measure 5: Cooperation in experimental setup and data collection.
Given a standard operating procedure, students will cooperate in the setup of experiments and
collection of data. Learning outcomes will be assessed using the following rubric.
Rubric for Assessing Teamwork and Communication †
Attribute
Capstone (4 pts.)
Milestone 3 (3 pts.)
Milestone 2 (2 pts.)
Benchmark (1 pt.)
Contributes to team activities
Helps the team move forward by suggesting relevant solutions.
Offers relevant solutions or courses of action .
Offers suggestions to advance the work of the group.
Shares ideas but does not advance the work of the group.
Individual contributions
outside of team
Completes all assigned tasks by deadline;
Completes all assigned tasks by deadline; work accomplished is thorough,
work accomplished is thorough,
activities
comprehensive and advances the project.
Completes all assigned tasks by deadline;
Completes all assigned tasks by deadline.
work accomplished advances the project.
comprehensive and advances the project.
Proactively helps other team members
complete their assigned tasks to a similar level
of excellence.
Fosters constructive team
climate with effective oral
communication
Responds to conflict
Supports a constructive team climate by doing
Supports a constructive team climate by
all of the following:
doing any three of the following:
Supports a constructive team climate by
Supports a constructive team climate by
• Treats team members respectfully by being polite, constructive, and effective in oral
• Treats team members respectfully by being polite and constructive in
doing any two of the following:
any one of the following:
communication.
communication.
• Treats team members respectfully by
• Treats team members respectfully by
• Uses positive vocal or written tone,
• Uses positive vocal or written tone,
being polite and constructive in
being polite and constructive in
facial expressions, and/or body
facial expressions, and/or body
communication.
communication.
language to convey a positive attitude
language to convey a positive attitude
• Uses positive vocal or written tone,
• Uses positive vocal or written tone,
about the team and its work.
about the team and its work.
facial expressions, and/or body language to convey a positive attitude
facial expressions, and/or body language to convey a positive attitude
• Motivates teammates by expressing
• Motivates teammates by expressing
about the team and its work.
about the team and its work.
confidence about the importance of
confidence about the importance of
• Motivates teammates by expressing
• Motivates teammates by expressing
the task and the team's ability to
the task and the team's ability to
confidence about the importance of
confidence about the importance of
accomplish it.
accomplish it.
the task and the team's ability to
the task and the team's ability to
accomplish it.
accomplish it.
• Provides assistance and/or
• Provides assistance and/or
• Provides assistance and/or
• Provides assistance and/or
encouragement to team members.
encouragement to team members.
encouragement to team members.
encouragement to team members.
constructively, helping to manage/resolve it in
engaged with it
toward task at hand (away from conflict)
Passively accepts alternate
a way that strengthens overall team
cohesiveness and future effectiveness
† - modified from the Association of American College and Universities Teamwork and Oral
Communication Rubrics
Source of Evidence: Performance (recital, exhibit, science project)
Target:
Students will average 2.5 or higher on the rubric evaluation pertaining to measure 5.
viewpoints/ideas/opinions.