Form 201BC: Assessment Report Form for Instructional Programs
Name
Ross S. Johnson
Department
Biological Sciences
Biology 1070 Education Assessment Outcome


Outcome #9: a laboratory exercise during the seventh week of the semester to assess the acquisition of
skills pertaining to the scientific method.
Outcome #5: A multiple choice test was given during the final exam of the course to test general
understanding of concepts.
Biology 1080 Education Assessment Outcome


Outcome #9: Understand the basics of the scientific method, including the formulation and testing of
hypotheses using empirical observations and data collection.
Outcome #8: Understand the interaction among human beings, human cultures, and the natural
environment within which they live.
Biology 1400 Education Assessment Outcome
 Outcome #2: To be able to find information, evaluate it critically in terms of reliability and use it in their
own thinking and writing
 Outcome #12: To be able to use computer technology
 Outcome #13: Understand the inherent implication of the use of technology on the natural environment
and human societies
Method of Assessment
Biology 1070 Outcomes #5 and #9
Outcome #9: a laboratory exercise during the seventh week of the semester to assess the acquisition of skills
pertaining to the scientific method.
Outcome #5: A multiple choice test was given during the final exam of the course to test general understanding of
concepts
Biology 1080 Outcomes #8 and #9
Outcome #9: Laboratory experiments demonstrating aspects of diffusion will be performed. Students will develop
hypotheses, predict experimental results based upon their hypotheses, collect and analyze their data. Students will
complete lab activity questions that will be assessed by the instructor.
Outcome #8: Test items relating to communities, ecosystems and conservation biology will assess this general
education outcome. Students will be asked to answer a series of questions before the material is discussed in class in
the form of a pretest, and after the material is discussed as a posttest.
Biology 1400 Outcomes #2, #12, and #13
Outcome #2: Retrieval of 10 referred secondary and primary sources from searching a variety of online databases,
critically evaluate two sources for facts and opinions using the APA style will be used to assess outcome #2
Outcome #12*: Assignments and final term paper will be used to assess Outcome # 12 by evaluating: Slide content
and organization, accuracy of slide content, proper and labeled figures, slide color scheme, logistics of slide
manipulation.
Outcome #13*: A rubric scale will be used to assess the extent students address “the inherent implication of the use
of technology on the natural environment and human societies” within their term papers.
* The methods of assessment of these outcomes have been slightly revised since the Fall 2010 report.
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BIOL1070 FALL 2011 ASSESSMENT FINDINGS/INTERPRETATIONS/CONCLUSIONS:
Prepared by Juanita C. Sharpe, Biology 1070 Coordinator, and Ross Johnson, Department General
Education Assessment Coordinator
Table 1: Fall 2011 Report
1070 Section # of Students
11
1
14
2
18
3
16
4
11
5
14
6
17
7
17
61
Average
118
Outcome #9 – Lab
70%
81%
75%
62.6%
56.4%
83.4%
76.2%
95.3%
75%
# of Students
20
17
20
17
13
14
16
17
134
Outcome 9
62%
64.13%
74%
60.9%
68.2%
75%
# of Students
134
127
146
145
165
134
Outcome #5 – Test %
37%
43%
47.8%
40.9%
44.2%
60%
77%
93.8%
55%
Trend data from Spring 2009 – Fall 2011
Table 2:
Semester
Spring 2009
Fall 2009
Spring 2010
Fall 2010
Spring 2011
Fall 2011
# of Students
119
125
142
78
146
118
Outcome 5
52%
44%
46.69%
54.3%
47.2%
55%
The education assessment Outcome #9 evaluates knowledge of the scientific method while Outcome #5 evaluates
understanding and application of the basic methods, questions and vocabularies of the humanities, mathematics, the
natural sciences and/or social sciences. A laboratory experiment is used as an instrument to assess Outcome #9, and
multiple choice questions assessing different skill levels (critical thinking, application, and factual recall) is used to
evaluate Outcome #5. Our results for the previous six semesters show an average of 48.2% for Outcome #5 and an
average of 66.3% for Outcome #9. The results from the Fall 2011 show that there was a 8.7% increase in Outcome
#9 and an increase of 7.8% for Outcome #5, an improvement in the scientific methodology content area over
previous declines is shown for Outcome #9 and a significant general content area increase is shown for Outcome #5.
Over the past six semesters we have seen a general trend of scores in the 60% and above in the laboratory
assessment, Outcome #9 while we have not seen similar scores in the general assessment, Outcome #5. We
currently cannot make any significant interpretation of the scores in Outcome #5 because we lack baseline student
data. We need to develop an assessment tool to capture whether this increase is an anomaly or represents the
beginning of an upward trend. The course was restructured in Fall 2010 in accordance to the plan presented in
Spring 2010 report. The average score for Outcome #5 has increased by 5.3% since the course reorganization.
There was also a slight increase of 0.82% in student scores on Outcome #9.
Plan for Academic Modifications Using Findings
Dr. Juanita Sharpe, as 1070 assessment coordinator has purchase a clicker response system to add active learning
and inquiry to all sections of 1070. The results from using these new learning tools has not been reported, so it is
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believed that this data will be presented in a later report. The question of student retention of course content
knowledge is being discussed. The assessment for Outcome #5 is given at the end of the semester and covers
material given throughout the semester. The lack of significant improvement in Outcome #5 may reflect that the
instructors may need to reflect on earlier material and connect the various concepts taught earlier in the semester,
throughout the semester. There is also the need to capture the initial level of student knowledge prior to taking the
course.
Plan for Assessment Modifications
Currently there is no assessment item that evaluates students’ learning outcomes within a specific semester for this
course. The item for Outcome #9 is in the process of being modified to provide learning gains within a specific
semester. The coordinator is has developed a direct assessment allowing for the measurement of student learning
outcomes with a semester. Department’s criteria are met for Outcome #9. An average score ≥60% for Outcomes #9
is considered satisfactory. Department’s criteria for Outcome #5 has not been set.
The General Education curriculum provides students with a breadth of knowledge and skills they need to succeed in
their chosen careers. To improve clarity and make the outcomes less restrictive and more manageable for developing
assessment instruments, the current 17 outcomes are in the process of being condensed into six broadly defined
outcomes. These six new outcomes will be used by faculty members of this department to look at our current
courses and assessments.
Resources needed
Instructors will need to have access to computer facilities on campus and a room for teaching enhancement
instruction.
Improved Student Learning
There is a general improvement in student laboratory learning and improved skill in scientific methodology.
Approved Changes
Feedback of Results
The course needs to increase student retention of the general information of the course throughout the semester
BIOL1080 FALL 2011 ASSESSMENT FINDINGS/INTERPRETATIONS/CONCLUSIONS:
Prepared by Kevin Swier, Biology 1080 Coordinator, and Ross Johnson, Department General
Education Assessment Coordinator
The assessment results for the ten sections of Biology 1080 taught during the Fall 2011 semester are presented in
Table 3. The mean scores of the laboratory exercise assessing outcome #9 ranged from a high of 85.6% in section
08 to a low of 45.3% in section 02. The mean difference in the pre-test vs. post-test assessing Outcome #8 ranged
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from a high of 27.0% in section 3 to a low of 6.8% in section 04. The average mean difference for Outcome #8
comparing pre-test and post-test was 15.2%. The mean Normalized Percentage Learning Gain (NPLG) for Outcome
#8 was 25.5% with a range of 39.0% in section 2 as the high and 15.3% as the low in section 04.
Normalized Percentage Learning Gain = (post-test – pre-test) x 100
(100 – pre-test)
TABLE 3. BIOL 1080 ASSESSMENT RESULTS FALL 2011
Biol 1080
Fall 2010
Section
Student #
Outcome 9
Mean Scores
Lab
Student #
Outcome 8
Mean Scores
Pretest
Outcome 8
Mean Scores
Posttest
Outcome 8
Mean
Increase
01
02
03
04
05
06
07
08
61
62
Totals
Or
Average
12
21
19
22
18
22
18
9
19
18
178
51.9%
56.1%
45.3%
64.1%
66.8%
62.3%
63.5%
85.6%
67.4%
73.0%
57.3%
15
19
15
19
19
19
21
10
17
16
151
28.3%
28.8%
28.3%
49.7%
30.3%
43.2%
28.5%
23.5%
45.0%
53.8
35.9%
41.0%
55.8%
54.5%
56.6%
45.4%
53.1%
47.1%
39.0%
54.7%
65.0%
51.2%
12.7%
27.0%
26.2%
6.8%
15.1%
8.9%
18.7%
15.5%
9.7%
11.3%
15.2%
Outcome 8
Normalized
Percentage
Learning
Gain
17.3%
39%
36.9%
15.3%
21.3%
17.1%
25.3%
21.0%
18.7%
27.4%
25.5%
Table 4 shows the trend data of assessment results from the Spring 2009 semester through the Fall 2011 semester.
TABLE 4. TREND DATA OF BIOLOGY 1080 ASSESSMENT RESULTS
SEMESTER
MEAN SCORES
FOR
OUTCOME #9.
MEAN SCORES
FOR PRE-TEST
OUTCOME #8
MEAN
SCORES FOR
POST-TEST
OUTCOME #8
Mean
Difference in
Pre-test vs.
Post-test
Outcome #8
Normalized
Percentage
Learning
Gain for
Outcome #8
Spring
2009*
Fall 2009
Spring 2010
Fall 2010
Spring 2011
Fall 2011
N/A
N/A
N/A
N/A
N/A
67.5%
61.1%
68.9%
63.6%
57.3%
39.7%
39.7%
43.9%
42.7%
35.9%
52.3%
52.4%
54.7%
57.1%
51.2%
12.6%
12.6%
10.8%
14.3%
15.2%
20.1%
21.1%
19.2%
23.5%
25.5%
*The previous Biology 1080 Assessment Coordinator Dr. Larry Szymczak prior to his retirement did not submit the
Spring 2009 semester Biology 1080 Assessment report. I have been unable to recover this data. The 1080 course is
being updated and modified by the course coordinator to allow students to master the materials. The course should
educate students to be informed about science and the impact that is has on their everyday lives. Students may
require more guidance from the instructor during the course of this difficult lab exercise, which requires some
degree of critical thinking on be half of the students. Student must possess a conceptual understanding of not only
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the scientific method but also diffusion and osmosis and must be able to apply deductive reasoning. Many students
are coming into this class having very complex lives that do not support successful course completion at the
undergraduate level. There was a 6.3% decline in student performance for Outcome #9 during the Fall 2011
semester compared to the Spring 2010 semester. It appears that there are three sections of Biol1080 which achieve d
student mean scores below 60%. The course coordinator will look in this issue. The NPLG in Outcome #8 assessing
the students' understanding of the interaction among human beings, human cultures, and the natural environment
within which they live was 25.5% for the Fall 2011 sections. This result represented a 2.5% learning gain over the
Spring 2011 result of 23.5%. Overall, the average for the NPLG for this outcome is 21.9% during the last five
semesters with data, the specific NPLG has only ranged from a low of 19.2% in Fall 2010 to a high of 25.5% in Fall
2011.
DEMONSTRATING IMPROVED LEARNING
Outcome #8 has shown a consistent Learning Gain of around 20%. The Fall 2011 semester saw an increase of the
Learning Gain to above 25% It remains to be determined if this learning gain can be increase since at the present
time there has not been an item analysis of the assessment tool.
PLAN FOR ACADEMIC MODIFICATIONS USING FINDINGS:
The general education outcomes assessed in Biology 1080 are the same as in previous semesters, but the assessment
instruments are new.
The new instruments reflect an attempt to address previous shortcomings revealed by
assessments with the old instruments. Regarding assessment of Outcome #9, it was previously concluded that
students need more guidance in designing and conducting experiments.
To this end, we have changed the
curriculum to include three laboratory experiments that illustrate good experimental design during the first 8 weeks
of the class. Students are guided extensively during the first experiment, less so during the second, and are on their
own in the third experiment. The assessment instrument tests their understanding of experimental design, execution
and interpretation during the third experiment. Assessment of Outcome #8 is essentially identical to the previous
assessment, except that the test has been rewritten to emphasize knowledge of energy and nutrient cycling in
ecosystems and the position of humans within the Earth’s ecology. Department’s criterion for Outcome #9 is an
average score of ≥60% for this item is considered satisfactory. Department’s criterion for Outcome #8 has not been
set using the Normalized Percentage Learning Gain.
PLAN FOR ASSESSMENT MODIFICATIONS:
We have changed the presentation of the data using the Normalized Percentage Learning Gain as method measure
learning outcomes. The Biology 1080 assessments also need to be able to determine the areas in of the assessments
in which the students are not performing well and answer these areas by developing a plan to improve student
outcomes in these specific troubled areas. The department has yet to determine what is a satisfactory outcome for the
assessment items for Biology 1080. This has been addressed in the Fall 2011 semester but no final consensus was
5
reached. The Department of Biological Sciences needs to order grading equipment and software to begin the item
analysis of the Pre-test/Post-Test assessment tool for Outcome #8.
The General Education curriculum provides students with a breadth of knowledge and skills they need to succeed in
their chosen careers. To improve clarity and make the outcomes less restrictive and more manageable for developing
assessment instruments, the current 17 outcomes are in the process of being condensed into six broadly defined
outcomes. These six new outcomes will be used by faculty members of this department to look at our current
courses and assessments.
BIOL1400 FALL 2011 ASSESSMENT FINDINGS/INTERPRETATIONS/CONCLUSIONS:
Prepared by Joyce Ache Gana (Biology 1400 Course Instructor) and Ross Johnson, Department
General Education Assessment Coordinator
The assessment results of each student enrolled in Biol1400 appears in Table 5 for each of the approved outcomes.
Table 5: Biol 1400 Student Assessment Results
Outcome # 12
Number of
Outcome #2
Students
1
80
92
2
48
88
3
48
92
4
84
88
5
84
72
6
84
92
7
76
88
8
80
60
9
60
92
10
64
84
11
88
88
12
92
76
Average %
72.0
82.7
Outcome # 13
87
97
95
95
85
97
85
98
92
76
92
99
91.5
Students’ performance for Outcome #2 averaged 72.0 %. Most students were able to retrieve sources for their
assigned research topics using the online databases provided by the CSU library. Scores of 60% or lower on
Outcome #2 was based on assignment turned in late, failure to use APA style, or lack of critical evaluation.
Students’ performance for Outcome #12 averaged 82.70 % for using PowerPoint to present their term paper in class.
Students were comfortable in using PowerPoint. Points were deducted from the PowerPoint presentation received
deductions for the following reasons: improper organization of information on the slides; congested slide content;
improper and/or unclearly labeled figures; color scheme of slides that masked slide content; and logistics of
changing slides. Students’ performance for Outcome #13 averaged 91.5%. Students were able to document the
impact of biotechnology in society in the context of their research topics. Students used the Presentation rubric to
judge the oral presentations of their peers. The students scores and weighted with the instructor’s score to determine
6
the final score for the presentation.
TABLE 6. TREND DATA OF BIOL 1400 ASSESSMENT RESULTS
Student
Student Outcome 12
Semester
Number
Number
Fall 2009
Fall 2010
Fall 2011
21
6
12
Outcome 2
70.5%
74.2%
72.0%
Student
21
6
12
Student
Number
90.2%
90.3%
82.7%
21
6
12
Outcome
13
83.2%
89.7%
91.5%
Student assessment results for previous years are in Table 6. The data for the Fall 2011 semester shows a 2.2%
decline in Outcome #2, a 7.6% decline in Outcome #12, and a 1.8% improvement in Outcome #13. This may be a
result of a change in the course instructor. A new instructor taught the course for the Fall 2009 and Fall 2010
periods. The Biological Sciences Department’s criteria are met. An average score ≥60% for Outcomes #2 and
Outcome #13 are considered satisfactory.
PLAN FOR ACADEMIC MODIFICATIONS USING FINDINGS:
Bio 1400 – Resources Needed – A request to add a minimum of one laboratory exercise, therefore, one day acess to
a laboratory classroom would fulfill an enhanced learning experience for the students
Biol1400 – Approved Changes – None at this time
Biol1400 – Improved Student Learning – Students improved in Outcome #13 because of their interest in
understanding the relevance of DNA technology in their daily lives. So students were able to evaluate and document
the pros and cons of technology in their lives as well as in the environment.
Biol1400 - Feedback from results
The General Education curriculum provides students with a breadth of knowledge and skills they need to succeed in
their chosen careers. To improve clarity and make the outcomes less restrictive and more manageable for developing
assessment instruments, the current 17 outcomes are in the process of being condensed into six broadly defined
outcomes. These six new outcomes will be used by faculty members of this department to look at our current
courses and assessments.
Department Assessment Meeting and Exchanges
URGENT: ASSESSMENT MEETING Thursday - Nov 10, 2011 12:30 - 2:00 PM
Dr. Ross Johnson<rjohns60@csu.edu>
Tue, Nov 8, 2011 at 10:44 AM
7
To: vpotluri@csu.edu, Ache Gana <jgana@csu.edu>, Andrew Maselli <amaselli@csu.edu>, Anser Azim <aazim@csu.edu>, Christopher
Botanga <cbotanga@csu.edu>, Eric Peters <e-peters@csu.edu>, Juanita Sharp <jsharp20@csu.edu>, Karel Jacobs <kjacobs@csu.edu>, Kevin
Swier <kswier@csu.edu>, Laurie Walter <l-walter@csu.edu>, Lucy He <rhe@csu.edu>, Mark Erhart <ma-erhart@csu.edu>, Ross Johnson
<rjohns60@csu.edu>, Tim Bell <tbell22@csu.edu>, Walid Al-Ghoul <walghoul@csu.edu>, Chao Yu <cyu@csu.edu>, Chao Yu
<yubaihe@gmail.com>, Hamed Sarwar <hsarwar@csu.edu>, Imran Khan <ikhan20@csu.edu>, Jimmie Bush <jbush@csu.edu>, John Boelter
<jboelter@csu.edu>, Nicholas Halm-Lutterodt <nhlutteodt@aol.com>, Nyema Jones <ajones21@csu.edu>, Siusan Kirt <susan.kirt@gmail.com>
Cc: "Pamela L. Sims" <psims@csu.edu>
Greetings,
There is an urgent need for the Department of Biological Sciences to meet and discuss our assessment results. This meeting is prior the arrival of
the outside group contracted by the President to evaluate and examine the assessment materials of departments in preparation of the upcoming the
HLC review.
Please R.S.V.P. for this meeting. I will be sending you materials for your evaluation later today.
Thank you and I look forward to your input at the meeting.
Sincerely,
Ross S. Johnson Ph.D.
Department of Biological Sciences Assessment Chair
Assistant Professor
Department of Biological Sciences
Chicago State University
Office: 773-995-2423
email: rjohns60@csu.edu
In the above meeting, a series of issues related assessment where discussed with the members of the
department that were able to attend. The department criteria for several assessments were discussed and
determined. However, for several assessments criterion were not determined by those in attendance. A
series of e-mail exchanges where also conducted to provide information related to assessment. The
department was also kept up to date on many of the changes concerning assessment and learning
objectives.
Publicizing Student Learning
We are currently in the process of determining the best ways to publicizing Student Learning outcomes.
The department has had difficulties coming to consencus on what information to place on the web. We
hope to have this completed in the near future. One potential form is to have an Assessment Webpage at
the Department of Biological Sciences Website.
Accomplishments and Challenge
There are a series of challenges to the General Education assessment program for the Department of
Biological Sciences. Challenge Number One is the collection of the data in a timely and uniform manner
to aid in the completion of required reports. Challenge Number Two is the need for a smooth transition
for the new General Education assessment coordinator for the 2012 – 2013 academic year. Challenge
Number Three is the evaluation and improvement of current assessment materials that can demonstrate
the outcomes of student learning within a specific semester.
8
APPENDIX
9
To:
From:
Subject:
Bio 1070 Instructors
Juanita C. Sharpe, Bio 1070 Coordinator
All Bio 1070 students are required to complete the following assessment
instrument for the general education Outcome #5 specified in the syllabus.
1) You decided to volunteer at the pediatric wing in the Cook county hospital. During your first day at
work you meet a lovely young girl stricken with bone marrow cancer. She initiates a conversation and
learns that you are a biology student. She immediately asked you to explain the specific biology process
that occurred, resulting in her development of cancer. You pondered a little, and began responding
(choose the most likely explanation). (3 points)
A) Cancer cells are non-dividing cells that are arrested at the GI phase of the cell cycle
B) Cancer cells do not have a properly functioning cell-cycle control system leading to excessive
cell division
C) Cancer cells divide like normal cells containing all the checkpoints that are needed for cell
division to occur
D) Little girls should not be asking questions to strangers
E) B and C
2) You rally your friends to brew your own special pumpkin beer for the upcoming holidays. You add
yeast to a grape juice mixture and allow the yeast to grow. After several days you find that the sugar
levels in the grape juice have dropped, but there’s no alcohol in the mixture. You conclude that; (3 points)
A) The mixture needs more sugar. Yeast needs a lot of energy before they can begin to
produce alcohol.
B) The mixture needs less oxygen. Yeast only produces alcohol in the absence of oxygen.
C) The mixture needs more oxygen. Yeast needs oxygen to break down sugar and get enough
energy to produce alcohol.
D) The mixture needs less sugar. High sugar concentrations stimulate cellular respiration, and
alcohol is not a by-product of cellular respiration.
E) Either A or C.
3) One of your classmates decides to repeat Mendel’s pea experiment. She crosses parental plants that
produce white flowers with those that produce red flowers. All the offspring produced red flowers.
Because she experimented with flower color that exhibited contrasting alleles, she must have produced a
____________________ in the F1 generation. (3 points)
A) Dihybrid
B) Trihybrid
C) Monohybrid
D) Both A and C
E) None of the above
4) None of the offspring in question #3 produce white flowers. This is because red flower allele has what
mode of inheritance? (1 point)
A) Recessive
B) Incomplete dominance
C) Dominance
D) Codominance
E) Autosomal dominance
5) The phase of mitosis during which the nuclear envelope fragments and the nucleoli disappear is called
(1 point)
A) Interphase
B) Prophase
C) Metaphase
D) Anaphase
E) Telophase
6) Which of the following is produced during the light-independent reactions of photosynthesis? (2 points)
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A) Glucose
B) NADPH
C) ATP
D) Oxygen
E) None of the choices is correct
7) The process of ________________ is essentially the opposite of cellular respiration (1)
A) Photosynthesis
B) Respiration
C) Glycolysis
D) Fermentation
E) None of the choices are correct
8) _____________ is a by product of photosynthesis that aerobic organisms including humans utilize for
their maximum energy (ATP) production. (1)
A) Carbon dioxide
B) Oxygen
C) Water
D) Pyruvic acid
E) Acetyl Co A
9) Talking to your plants might actually increase their growth rate a little bit, since talking to them might
enrich their surrounding atmosphere with (3)
A) Carbon dioxide
B) Sugars
C) Methane
D) Oxygen
E) None of the choices are correct
10) What are two important events that occur during the meiotic cell division which contribute to genetic
variation among individuals in any sexually reproducing population? (2)
A) Crossing over and independent assortment of chromosomes
B) Cell cycle and diakinesis
C) Crossing over and cytokinesis
D) Crossing over and linkage
E) Crossing over and movement of chromosomes
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Assessment Instrument for Bio1070 Outcome #9
Coordinator: Dr. Juanita C. Sharpe
PHOTOSYNTHESIS
All plants and some microorganisms manufacture their own food with the sunlight’s energy, water, minerals,
and carbon dioxide gas. This process is called photosynthesis. It is one of the most important processes on
earth because all living organisms depend directly or indirectly on the food made by photosynthetic organisms.
Generally, photosynthesis occurs in two broad stages. The first stage is usually referred to as the lightdependent reactions. In this stage, photosynthetic pigments in the chloroplasts capture energy from the sun,
then water molecules split into electrons, hydrogen ion, and oxygen. The electrons are boosted to increasing
higher energy levels as they move through a series of electron carriers until the electrons and protons become
attached to the electron carrier NADP+ and reduce it to NADPH. Oxygen, the high-energy molecule ATP, and
the electron carrier NADPH are products of the light reaction.
The second stage of photosynthesis is referred to as the light-independent reactions. In this stage, carbon
dioxide and electrons from the first stage of photosynthesis are fixed into high-energy sugar molecules. The sugar
produced during the process can be consumed directly by the plant for its own energy requirements and the excess
stored as starch or become part of the plant’s structure. Therefore, at the end of photosynthesis, the solar energy
from sunlight is converted to chemical energy in the bonds of organic molecules. The overall reaction is represented
by the following equation:
Light energy
6CO2 + 6H2O
Carbon dioxide water
C6H12O6
glucose
+
6O2
oxygen
Experiment: The role of carbon dioxide and light in photosynthesis
Materials:
Test tube rack
Phenol red indicator
Wax pencil
Bright light source
Four test tubes
Distilled water
Aluminum foil
Elodea
Method
1.
2.
3.
4.
5.
6.
Label four test tubes #1, #2, #3, and #4. Partially fill each of the four test tubes with distilled water.
Dispense 3-6 drops of phenol red indicator in each test tube. The solution should be red. Note. Phenol red is
an acid-base indicator.
Blow air through a straw to deliver carbon dioxide into the liquid in test tubes #1, #2 and #3 just until the
phenol changes to yellow. Carbon dioxide reacts with water to form carbonic acid, which is a weak acid. CO 2
+ H20
H2CO3
Add several sprigs of Elodea in tubes 1, and, 3. Wrap aluminum foil all around tube # 3.
Place all tubes under a bright light source for 1 hour.
Record the color of the test tubes at the beginning and after 1 hour.
Results
Tube #
#1 Elodea
#2 no elodea
#3 Aluminum, elodea
#4 no elodea
(2 points)
Beginning color
End color
Discussion Questions
What hypothesis are you testing with this experiment? (4 points)
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What is your predicted result if the hypothesis is supported? (4 points)
What are the independent and dependent variables? (4 points)
What are the controls? What is the purpose of using controls in your experiment? (4 points)
Why were the samples placed under light for a specified time period? (2 points)
What does the color change means in terms of reactants and products in photosynthesis? (2 points)
Does your result support or falsify your hypothesis? Explain (2 points)
What general conclusions can you make about the necessity of carbon dioxide in photosynthesis? (1 point)
13
Biology 1070 Pre-test/post-test Assessment
14
1. If you were studying the structures in plants which are responsible for taking in carbon dioxide you
would be studying:
A. The roots
B. The flowers
C. The stems
D. The fruits
E. The leaves
2. Which of the following is not a function of the root system in plants?
A. To absorb water
B. To anchor the plant
C. To absorb minerals
D. To store carbohydrates
E. To absorb carbohydrates
3. A biologist is studying an unknown species of plant and observes the following characteristics of the
plant: the root xylem and phloem is in a ring, the vascular bundles are scattered throughout the stem,
and the leaf veins form a parallel pattern. Based on these observations the biologist could safely
conclude that the plant is a:
A. Monocot
B. Perennial
C. Deciduous
D. Eudicot
E. Annual
4. A scientist is studying reproduction in prokaryotes. Which type of reproduction would he or she be
most likely be studying?
A. Somatic reproduction
B. Germ reproduction
C. Sexual reproduction
D. Gamete reproduction
E. Asexual reproduction
5. If the total number of chromosomes is six, then after mitosis there will be:
A. Two chromosomes in each daughter cell, one from each parent
B. Three chromosomes in each cell
C. 12 chromosomes in each cell
D. Six chromosomes in each daughter cell
E. Three chromosomes in one daughter cell and six chromosomes in the other cell
6. Which of the following nitrogenous bases are correctly paired in DNA?
A. Adenine-guanine; thymine-cytosine
B. Adenine-uracil; guanine-cytosine
C. Adenine-thymine; guanine-cytosine
D. Adenine-adenine; guanine-guanine
E. Adenine-cytosine; guanine-thymine
15
7. From the most general to the most specific what is the correct order in the hierarchy of taxa?
A. Kingdom, class, phylum, order, genus, family, species
B. Kingdom, phylum, class, order, family, genus, species
C. Kingdom, order, class, phylum, family, genus, species
D. Species, genus, family, class, order, phylum, kingdom
E. Species, genus, family, order, class, phylum, kingdom
8. Water is split and oxygen is released during which process?
A. The electron transport system
B. The cyclic electron pathway
C. The Calvin cycle
D. The light-dependent reaction
E. The light-independent reaction
9. The order of the major pathways and reactions of cellular respiration is:
A. Glycolysis-preparatory reaction-citric acid cycle electron transport chain
B. Electron transport chain-glycolysis-preparatory reaction-citric acid cycle
C. Glycolysis-electron transport chain-preparatory reaction-citric acid cycle
D. Citric acid cycle-glycolysis-preparatory reaction-electron transport chain
E. Glycolysis-preparatory reaction-citric acid cycle-electron transport chain
10. Which of the following is the vascular tissue which transports organic nutrients to all parts of the
plant?
A. Xylem
B. Vessel elements
C. Phloem
D. Spongy mesophyll
E. Palisade mesophyll
11. If you were a plant physiologist studying the male parts of a flower, which of the following would you
be interested in studying?
A. The stigma
B. The style
C. The ovule
D. The stamen
E. The carpel
12. The pollen grain contains the:
A. Sperm
B. Egg
C. Embryo
D. Endosperm
E. Anther
13. Which of the following types of energy is best associated with motion?
A. Mechanical
B. Chemical
C. Electrical
D. Nuclear
E. Radiant
16
14. In metabolism, which of the following molecules would be used for an immediate and quick source of
energy?
A. Protein
B. Nucleic acids
C. Lipids
D. Water
E. Carbohydrates
15. Which of the following would be found in the highest concentration in the cell membrane?
A. Steroids
B. Phospholipids
C. Proteins
D. Cholesterol
E. Carbohydrates
17
BIOLOGY 1080
Assessment B
Biological Sciences Survey II
Directions: For multiple choice questions, circle the letter of the best answer.
1. Which list arranges the levels of life’s hierarchical organization from least to most inclusive?
A. population  organism  community  ecosystem
B. organism  community  population  ecosystem
C. organism  ecosystem  population  community
D. organism  population  community  ecosystem
E. organism  community  ecosystem  population
2. At right is a simple diagram of the flow
of energy through the biosphere.
Match the letters to the appropriate
form of energy.
_____ chemical bond energy
_____ heat energy
_____ radiant energy
3. The diagram at the right shows that
photosynthesis and respiration are
complementary processes. Place the
following molecules in the appropriate
boxes to complete the diagram. There
are six boxes; each molecule should
appear in two boxes.
A. carbon dioxide (CO2)
B. oxygen (O2)
C. water (H2O)
4. A community is made up of _____.
A. different kinds of living organisms
B. one species of organism
C. living organisms and their nonliving environment
D. ecosystems
E. the factors that constitute an organism’s niche
The number of species in a community, irrespective of the number of individuals of each species present,
is called the _____.
18
A. species diversity
B. community
C. species richness
D. species population
E. species index
5. Which of the following organisms is mismatched with its trophic level?
A. algae—producer
B. fungi—decomposer
C. phytoplankton—primary consumer
D. carnivorous fish larvae—secondary consumer
E. eagle—tertiary or quaternary consumer
6. Which of the following best illustrates ecological succession?
A. A mouse eats seeds, and an owl eats the mouse.
B. Decomposition in soil releases nitrogen that plants can use.
C. Grasses grow in a deserted field, followed by shrubs and then trees.
D. Imported pheasants increase in numbers, while local quail disappear.
E. Overgrazing causes a loss of nutrients from soil.
7. Mzima Springs in Tsavo National Park in Kenya is home to many species. Hippos feed on the
grasses in the nearby countryside at night and keep cool in the springs by day. Fish such as barbels
and gobis feed on the waste excreted by the hippos; and carp, barbels and cichlids feed off the algae
that grow on the hippo’s body. The fish in turn become meals for crocodiles and cormorants. The
hippo waste also provides food for microbes and the chemical nutrients released by the microbes
support plant growth in and around the spring. Water pears and fig trees grow on the banks, home to
many species of birds and monkeys. Just outside the boundaries of the national park, there are
springs with no hippos and very few other species of life as well.
The above paragraph suggests that hippos are _____.
A. a keystone species
B. an invasive species
C. a tertiary consumer
D. plagued by parasites
E. efficient predators
19
8. A diagram of the carbon cycle is shown at
the right. Match the letter in the diagram to
the appropriate process.
_____ burning
_____ decomposition
_____ food chain
_____ photosynthesis
_____ respiration
9. What is the role of nitrogen-fixing bacteria in the nitrogen cycle?
A. Nitrogen-fixing bacteria convert nitrogen gas (N2) into ammonium (NH4+), which can be
assimilated by plants.
B. Nitrogen-fixing bacteria convert ammonium (NH4+) in the soil to nitrates (NO3-), which can
be efficiently assimilated by plants.
C. Nitrogen-fixing bacteria make nitrogen (N2) available to decomposers, which convert the
nitrogen into forms (NH4+ and (NO3-) that plants can assimilate.
D. Nitrogen-fixing bacteria make nitrogen directly available to animals for incorporation into
amino acids.
E. Nitrogen-fixing bacteria convert nitrogenous wastes from animals into forms that can be
assimilated by plants.
10. Explain why eating meat is a luxury for humans.
20
Biology 1080
Lab/Activity #7
Biol Sci Survey II
Photosynthesis and Respiration
Introduction
You have learned that cellular respiration is the process in which food molecules are oxidized for the
purpose of harvesting the energy stored in their covalent bonds. Cellular respiration begins in the cytosol
with glycolysis and ends in the mitochondria with the production of carbon dioxide and water. Nearly
40% of the energy harvested from the chemical bonds in sugar molecules is converted to the energy in the
chemical bonds of ATP (the rest of the energy is dissipated as heat). While the process actually involves >
30 individual steps, each facilitated by a protein, the overall equation for the process of respiration can be
summarized as follows:
C6H12O6
+
6O2

6CO2
+
6H2O
+
energy
All eukaryotic organisms containing mitochondria in their cells perform aerobic cellular respiration. This
includes all multicellular organisms such as animals and plants.
Plants differ from animals, however, in that they can make their own sugars for respiration. They do this
through a process called photosynthesis, which occurs entirely within chloroplasts (see Section 7.5 of
your text). As its name suggests, photosynthesis occurs through two distinct processes: the light
reactions (photo-) and the Calvin cycle (-synthesis). In the light reactions, electrons are stripped from
water (producing oxygen) and transferred to high-energy electron carriers. Electron transport provides
the energy to make ATP (ADP + Pi  ATP) and the electrons are finally accepted by NADP+, producing
NADPH, a high-energy electron carrier. The Calvin cycle uses these high-energy molecules to synthesize
sugar from carbon dioxide. The NADPH provides the hydrogen atoms (electrons) to turn inorganic CO2
into carbohydrate; the ATP provides the necessary energy for the synthesis. The overall process can be
summarized as follows:
light energy
+
6CO2
+
6H2O

C6H12O6
+
6O2
Note that the ATP and NADPH that are produced by the light reactions never leave the chloroplast. The
sugar produced by photosynthesis, however, is exported from chloroplast to the cytosol, where it can be
used for respiration.
This lab exercise will demonstrate the ability of plants to perform both photosynthesis and respiration.
Procedure
1.
Fill four test tubes ¾ full with a phenol red solution. Label the tubes #1, #2, #3 and #4.
2.
With a straw positioned slightly above the liquid in tube #1, blow carbon dioxide (exhale) into the
phenol solution until it turns yellow. Do the same for tubes #2 and #3. Leave tube #4 as it is.
3.
Place a large sprig of Elodea in test tubes #1 and #2.
4.
Place tube #1 in a dark cabinet and the other three tubes under a very bright light for approximately
30 minutes.
5.
On a separate sheet or paper, draw a cartoon of the experimental set-up.
6.
Read through the rest of the directions and make a table below your cartoon to record the results of
the experiment.
7.
During the 30-minute incubation, check the tubes periodically and record your observations.
8.
Record the color of the phenol red solution in each tube at the end of the 30-minute incubation.
9.
After the 30-minute incubation, reverse the tubes. Place the tube that was in the dark under a bright
light. Place the tubes that were in the light in the dark cabinet. Leave them for at least 2 hours.
21
10. Record the colors of the phenol red solutions at the end of the 2-hr incubation.
Questions
1.
Discuss the experimental set-up by describing the purpose of each tube.
a.
Test tubes 1 and 2 were the experimental tubes. What was the independent variable? What
was the dependent variable?
b.
Test tubes 3 and 4 were included as controls? Why was it important to include these tubes
in the experiment?
2.
State the results of the experiment without explanation or interpretation
3.
Explain your results.
a.
What does a color change represent?
b.
What cellular process is indicated by the color change?
c.
What was reason for any differences in color changes in the tubes after the 30-minute
incubation?
d.
What happened during the incubation in the dark? Why?
22
Biology 1080
Biological Sciences Survey II. Lecture and Laboratory. Investigation of major animal systems,
including skeletal, digestive, circulatory, urogenital, and nervous systems. A survey of the animal
kingdom. No prerequisites. Course credit: 3.0 semester hr
Fall 2011 Section 61 MW 6:00-8:50 pm
Williams Science Center Room 120
PROFESSOR
Office
Office hours
Phone:
email:
Website:
Kevin Swier, PhD
WSC 291
M 5:00-6:00; T 4:00-6:00; W 5:00-6:00
x2422
kswier@csu.edu
CSU Moodle: http://csumoodle.remote-learner.net/
TEXT
Reece, Taylor, Simon, Dickey. 2012. Campbell Biology: Concepts and
Connections. 7th Ed. San Francisco: Pearson Benjamin Cummings.
ISBN 10: 0-321-69681-6; ISBN 13: 978-0-321-69681-6.
LAB MANUAL
Biological Science Survey II: Biology 1080. Custom Edition for Chicago State
University. ISBN 1256319996.
COURSE OUTCOMES
Students will gain an understanding of the following:

basic cellular structure and function

patterns of mendelian inheritance

molecular biology of the gene

origin and evolution of life

evolution of populations and species

animal classification and diversity

structure and function of animal organ systems including the digestive, circulatory, respiratory,
excretory, and reproductive systems
ASSESSMENT MEASURES
Student understanding of each topic listed above will be assessed by a laboratory report, short quizzes,
and a unit exam. Student understanding of evolution will be assessed by a written report on a
presentation of evolution to the general public.
GENERAL EDUCATION OUTCOMES


Understand the basics of the scientific method, including the formulation and testing of
hypotheses using empirical observations and data collection.
Understand the interaction among human beings, human cultures, and the natural environment
within which they live.
ASSESSMENT OF GENERAL EDUCATION OUTCOMES



A series of three laboratory experiments demonstrating the scientific method will be performed.
Students will develop hypotheses, predict experimental results based upon their hypotheses,
collect and analyze their data. After the third experiment, students will be asked questions about
the experimental set-up and the results. The instructor will assess the students’ answers.
A pretest and post-test with items relating to communities, ecosystems and conservation biology
will assess the second general education outcome.
Assessment reports may be read in the department office during regular business hours.
23
COURSE POLICIES AND GUIDELINES
Attendance. Punctual attendance is mandatory. “Taking a class” means spending ~60 hr interacting
with a professor. You will receive credit for attendance (and no credit for lack of attendance). A 5-10
minute assessment/quiz will be given at the beginning of each class period. This will be the record of
your attendance. If you arrive too late you will not receive credit for the assessment and you will receive
only ½ credit for attendance. Similarly, leaving early will reduce your attendance grade. Anyone who
misses a total of four class sessions (12 hr) will be administratively dropped from the course.
General class conduct. You must participate actively in all class activities and help maintain an
atmosphere conducive to learning for all participants. Be sure to turn off all cell phones and pagers and
stow them away before class begins. Do not get up and leave the classroom during a class session unless
you are gravely ill. Breaks will be provided, but always come to class prepared to stay in class for at least
two hours at a time.
Homework. The most important thing you must do outside of class is to read the assigned sections in
your textbook. Classroom activities will guide you in deciding what is important to study in the textbook
and the textbook should reinforce what you learned in class. You should be actively learning outside of
class as well as inside of class.
Labs. Because this is a condensed class schedule, there may be a lab activity during any class session.
Therefore, you should come to class prepared to perform lab work. Safety and teamwork are essential in
performing lab activities. Use common sense and wear appropriate clothing. Eating is not allowed in
class. Children may not attend class sessions. You may be asked to turn in laboratory report worksheets
at the end of each lab activity. You may be asked to submit a formal laboratory report for at least one lab
activity. It is most important to reflect upon what that lab teaches you and how it relates to what you
read in your text. Labs cannot be made-up. If you miss a lab, you must still turn in a report but you will
receive only half credit.
Quizzes and Exams. Quizzes will be given at the beginning of each class session in the first ten minutes
of the class period. The quizzes will cover information from previous class sessions and/or from reading
assignments. The lowest quiz grade will be dropped, even if it is a zero for an excused absence. There are
three unit exams, one hour each, plus a 2 hr final exam. The exams cover the textbook reading
assignments. All lectures, lab activities and homework assignments are meant to help you understand
what is in the textbook.
Independent Project. You will be required to submit a report on a project regarding the public
understanding of evolution. Your report may be published on the class website and read by other
students in the class. You may be required to participate in peer evaluation of your classmate’s reports.
Specific guidelines will be distributed by the end of the 2nd week of class and the report will be due at the
beginning of the 8th week of class.
Grades: The following grading scale and criteria will be used. You should be able to calculate your own
grade as the course progresses. You can also follow your grade on Blackboard. Concentrate on learning,
however, and the grades will take care of themselves.
GRADING SCALE
A = 90% - 100%
B = 78% - 89%
C = 65% - 77%
D = 50% - 64%
F = 0% - 49%
GRADING CRITERIA
Attendance
Quizzes
Independent Project
Lab exercises
Four exams
10%
10%
15%
25%
40%
Total
100%
24
Disclaimer
All information in this syllabus is subject to change if circumstances warrant it. This syllabus does not
constitute a contract.
Statement from Abilities Office: Students with a disability who require reasonable accommodations to
fully participate in this course should notify the instructor within the first two weeks of the semester.
Such students must be registered with the Abilities Office, which is located in the Cordell Reed Student
Union Building, Room 198. The telephone number is 773.995.4401. Accommodations may be requested
at any time, but they are not retroactive.
Emergency Evacuation: In order to maximize preparedness in the case of an emergency, students who
may need assistance should an evacuation be necessary are asked to inform their instructors at the
beginning of each semester. This request is made to improve the safety of all members of the CSU
Community.
Plagiarism and Academic Misconduct: ‘Academic misconduct includes but is not limited to cheating,
encouraging academic dishonesty, fabrication, plagiarism, bribes, favors, threats, grade tampering, nonoriginal work, and examinations by proxy. Procedures regarding academic misconduct are delineated in
“Student Policies and Procedures” article X, section 2. If an incident of academic misconduct occurs, the
instructor has the option to notify the student and adjust grades downward, award a failing grade for the
semester, or seek further sanctions against the student.’
Academic Warnings: Student progress is monitored throughout each semester, and progress indicators
are posted to Moodle/CSU X-Press during the 5th, 9th, and 13th weeks of the semester, as listed in the
Academic Calendar. Instructors and academic advisors usually communicate with students if problems
arise, but it is the responsibility of the student to check, and to take immediate action when necessary to
improve the grade. If you receive “SP” (satisfactory progress), you are on track to successfully complete
the course. Otherwise, if there are issues related to attendance, missing assignments and exams, and/or
limited progress, please contact the instructor and your academic advisor as soon as possible