2013 Biology Scholars Program Post-Institute Homework Assignment...

2013 Biology Scholars Program Post-Institute Homework Assignment #1

Course Alignment Activity

Assigned: August 7, 2013 Due Date: August 30, 2013

ASSIGNMENT INSTRUCTIONS

We based the course design components for the Assessment Residency on the backward design model proposed by Fink (2003. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses). One of the essential elements of this model is to ensure that elements of a course are aligned. In other words, assessments, both formative and summative) should relate directly to the learning objectives of the course. We utilized the “castle top” diagram to outline the flow of assessments and teaching activities during a week or more of one of your courses. This tool helps ensure meaningful integration of activities and assessments into learning experiences that take place in class and out of class. As you continue to develop your course, you can map your objectives and assessments using the alignment grid found on the next page. This tool ensures that you are assessing all of the objectives of your course and that you are providing sufficient formative assessment experiences for your students. Please post your alignment grid to the wiki by Friday, August 30th. You can then take a look at these assignments as you continue to modify and develop teaching activities and assessment strategies. Hope you all had a productive summer! Best, Carol Alignment Grid

Learning Objective Taxonomy

Level/Category Formative Assessments Summative Assessment

Lee Abrahamsen/Stephanie Richards Alignment Grid

Learning Objective Taxonomy Level/Category Formative Assessments Summative Assessment

A-List/Describe functions of

proteins (knowledge) Knowledge

Warm-up questions – day 1 Clicker questions – day 1 Warm-up questions – day 2 Clicker questions – day 2

Protein identification project – day 2+

B- Recognize different structural

levels of proteins relate that function

Comprehension

Clicker questions – day 1 Pipecleaner protein Activity discussion – day 1 Clicker questions – day 2

Clicker questions – day 1

C-Compose examples of different

protein structural levels)

Application Pipecleaner protein Activity –day 1

D- Compose examples of

different protein structural levels

Analysis Pipecleaner protein Activity discussion – day 1 Clicker questions – day 2

Clicker questions – day 1 Protein identification project – day 2+

E- Recognize and analyze the

relationship between similar proteins using protein sequence, domains, and families ()

Comprehension, Analysis Pipecleaner protein Activity discussion– day 1 Clicker questions – day 2


F- Explain evolution in cellular

context

Application

Lab Protein identification project – day 2+

G- Work effectively in groups

Skill Clicker questions – day 2


H- Communicating scientific

ideas in writing

Skill RSQCC – day 2 Protein identification project – day 2+

Nathalia Holtzman Alignment Grid


understand the scientific method

and how to apply it Comprehension Analyze

Pre-class assignment: Read “How Science Works.” Write a written response to 3 questions. In class: be prepared to discuss in class.

Homework: Read Umbrellolgy letter and write a carefully scripted letter in response.

distinguish science from pseudo

science

Comprehension

Pre-class assignment: Watch movie “50 common scientific miss-conception.” Write a written response to 3 questions. In class: be prepared to discuss in class.

develop effective team work skills Analysis build a team work contract Build a team work RUBRIC

evaluate effectiveness of team work in generating 3 mini-projects and a capstone project

gain an understanding of the

biological basis of human health

conditions (3 separate two week

modules)

- diabetes (type 1 and 2)

- cardiovascular disease

- measles (vaccination)

Comprehension Application

Read review article on Diabetes and discuss in class Read primary article on Diabetes and use CREATE method for demonstrating understanding.

Mini-project 1, informational pamphlet about diabetes for the health fair

Megan Howard - Alignment Grid



Human Dimension

Work effectively in groups

In-Class Discussion activities (Lecture)

Lab Activities that are structured around group activities

Summarize discipline-scientific information in writing

Disease Project (Lecture)

Open-ended Critical Response/Scenario Questions in Lab Homework

Discipline Specific (Examples)

Summarize how different cellular structures can

enhance (or reduce) the virulence of a microorganism

Comprehension / 2

Short discussion following Case Study of S. pneumoniae virulence increase – present the case and

then have students respond with reasons behind virulence increase.

In Class Minute Paper at end of

lecture: “Choose one of the following cellular structures and describe how its presence can

increase pathogenicity.”

M/C Questions on Exam relating to presence/absence and function of pili,

fimbriae, glycocalyx

Scenario question relating to increase in virulence of S. pneumoniae with the

addition of a capsule.

Using your knowledge of

flagella rotation, describe how bacteria detect and respond to

a stimulus and predict bacterial responses from a

scenario

Knowledge / 1

Application / 3

In class M/C response on basic concepts covered in reading.

Mastering - Matching image for

flagella structure and chemotaxis

M/C questions on exam – define chemo-/photo-taxis (level 1), Scenario based question on stimuli response (level 3),

Diagram Exam question – signaling response from stimulus to flagella

response.

Compare the mode of action of 3 different HIV drugs

Analysis / 4 In Class Case Study (designed at

BSP workshop). Exam M/C questions based on case study

(level 3-4).

Mastering - Competitive (Sulfa) vs

Allosteric drug interaction.

Exam M/C question asking students to identify if an interaction is allosteric or

competitive (level 1) Scenario based question – overcoming the action of an enzyme with drugs– and multi-part question regarding structure function

(level 2-3).

Compare and contrast the mode of action of antibiotics

Knowledge / 1 Application / 3

Analysis / 4

In Class Matching Assignment (Drug class to agent)

Mastering Pre-lab assignment In-Class Scenario Case Study

(Antibiotic Choice for different complex bacterial infection cases)

Exam M/C questions – Drug Class and target

Exam M/C question – scenario based on case study (Gram negative and Septicemia)

Describe how salmonella is able to outcompete normal

flora in the intestine

Knowledge / 1 Comprehension/ 2

Application/ 3 Analysis / 4

In Class short individual response question (basic metabolism)

Mastering Pre-class re: Metabolic concepts

In-Class scenario (niche expansion in the human gut)

In-Class Case (Salmonella stimulate

ethanolamine/anaerobic metabolism)

In-Class scenario – Antibiotic-caused dysentery (bridge

Antibiotics and Normal Flora)

Exam M/C – all levels Exam scenario question – based on

Salmonella case Exam Scenario – derived from Case in Class

Discipline-Specific Skills (Predominantly Lab-based activities)

Use physiological tests to predict and differentiate

genus and species

Application Analysis

Skill

Dichotomous Key Assignment (Lab)

Dichotomous concept mapping and Mastering Assignment

(Lecture)

Unknown Project

Lab Reports/Results

Use and focus microscopes Skill In-Class Microscope Lab Lab Homework Assignments (higher stakes)

under 100X oil assignment Pre-lab Microscopy Assignment

Quizzes/Practical Exam questions

Bacteriology specific staining and culturing procedures

Skill In-Class and Pre-lab Assignments Unknown Project

Quizzes / Practical Exam Skills

Jerry Kavouras Alignment Grid I completed the grid by course unit because that is how I organized my course.



Unit 1: Biodiversity

(8/26 – 9/20)

Learning Outcomes: Students should be

able to:

define components of biodiversity

and provide examples for each

component

list aquatic and terrestrial biomes

and their general characteristics

define disturbance and describe its

significance to biodiversity

define succession and its

significance to biodiversity

Knowledge,

apply, evaluate

1. Knowledge grid

2. Simbio Virtual Lab:

Intermediate Disturbance

Hypothesis

3. Class Discussion of

Reading Assignments

(Easter’s End, Tragedy

of the Commons)

1. Exam

2. Weekly quiz

3. Group Project: Biomes

Posters

Unit 2: The Environment and Organisms

(9/23 – 10/11)


able to:

distinguish between microclimates

and macroclimates

describe the significance of

temperature in relation to the

performance of organisms

describe strategies that organisms

use to regulate body temperature

describe strategies that organisms

use to balance water loss/gain

describe methods organisms use to

Knowledge,

apply, evaluate

1. Knowledge grid


Liebig's barrel and

Limiting nutrients

1. Exam

2. Weekly quiz

obtain energy and the optimal

foraging theory

describe biogeochemical cycles and

factors that influence them

Unit 3: Population Ecology

(10/14 – 11/8)


able to:

define niche

describe factors that influence the

distribution and abundance of

populations

distinguish among geometric,

exponential, and logistic population

growth

interpret survivorship curves

describe approaches used to

organize life histories

Knowledge,

apply, evaluate

1. Knowledge grid

2. Simbio Virtual Lab: Isle

Royale

1. Exam

2. Weekly quiz

Unit 4: Species Interactions

(11/11 – 12/6)


able to:

define social, exploitative,

competitive, and mutualistic

relationships

describe the evolution of sociality

and cooperation

describe the Lokta-Volterra models

for competition and exploitation

define keystone species

define trophic cascade

Knowledge,

apply, evaluate

1. Knowledge grid

2. Simbio Virtual Lab: The

Barnacle Zone


Keystone Predators

4. Simbio Virtual Lab: Top

Down Control

1. Exam

2. Weekly quiz

The group projects due at the end of the semester allow the students to apply concepts from all

units.

Group Project: Activity

Workbook

Group Project: Public Service

Announcement

Wƻŀƴ YƛŜƭȅ Alignment Grid for BIO 364 Techniques in Cancer Biology

Learning Objective Students will be able to:

Taxonomy Level/Category

Formative Assessments Summative Assessment

summarize the prevailing theories of cancer

development and treatment Understanding

Summary paragraphs on

research papers (3/sem)

Discussion board on

redefining cancer

Questions on 2 exams that ask

the students to choose

appropriate phrases

use specific terms appropriately as they relate to

cancer research/treatment/diagnosis

Remembering

Anticipatory set vocabulary

lists

Laboratory activity summary

assignment

Discussion board on

describing cancer to a patient

Lab reports, group oral

presentation, final paper

describe a least 4 of the major signaling

pathways central to the development of cancer

that are presented in the course Understanding

Research paper summaries, 3

during semester

Multiple choice question on the

exam in which students choose

the best term or phrase, final

paper on group project

predict the effect of specific mutations in four

major pathways Apply

Discussion board on pathways

to cancer Group worksheet assignment

construct a model of cancer that incorporates at

least two of the major signaling pathways

presented in the course

Create

Concept maps

Discussion board on

redefining cancer

None, maybe final presentation

differentiate between interventions that prevent

cancer and interventions that treat cancer Analysis

Class discussion worksheets in

recitation

Research paper summaries

Exam questions

explain at least one type of experiment used in

cancer research Understanding Lab activity summary sheet

Post-hoc flow charts

Lab report (2), lab meeting

presentations (3) final

presentation

appraise data from an research paper for

relevance and significance Evaluation Lab discussion worksheets

Lab quiz (2), lab meeting

presentations (3)

read and summarize a research paper in cancer

biology Evaluation Lab discussion worksheets

Final presentations and final

paper

recognize and use safe practices in the laboratory

Understanding and application

Cell culture supervision Safety quiz

Objective Taxonomy level Formative Assessment Summative Assessment

Students will recognize and use safe practices in the laboratory

Understanding and application Cell culture supervision Safety quiz

explain at least one type of

experiment used in cancer

research

Research paper summary of single figure(Snider)

Research paper quiz (Snider)

differentiate between

interventions that prevent

cancer and interventions that

treat cancer

Research paper summary (NFkB)

summarize the prevailing

theories of cancer development

and treatment

Research paper summary, indiv Research paper quiz (individ)

Collect, organize and analyze data

Equipment worksheet Protein assay graph and legend

Choose relevant information from commercial sources

ATCC worksheet Antibody summary

Evaluate experimental methods

Inept investigator activity

Organize and present their conclusions drawn from their experimental data

Immunoassay presentation Immunoassay analysis paper

Describe procedures used in the laboratory and identify significant steps in the procedure

Flow charts post-hoc

Appraise data from an research

paper for relevance and

significance and compare the

published results to their own

NFkB lab report

Appraise data from an research

paper for relevance and

significance

Lab meeting presentation Final presentation

Summarize prevailing theories of cancer development/treatment

Lab meeting presentation Final presentation

Final paper

Exam 1

Exam 2

Describe prevailing theories in cancer research

Anticipatory set vocab lists

Alignment Grid-Crystal McAlvin


1. Students will recognize basic terminology related to nutrition, structure, and function of macromolecules in cells.

Blooms 1 Bioportal assignment, clicker questions, Fat and heart disease in-class group activity, Concept map.

Exam questions, group project analyze adkins diet

2. Students will compare and contrast classes of macromolecules relative to bonding properties, components, role of carbon.

Blooms 4 Bioportal assignment, clicker questions, Fat and heart disease in-class group activity, Concept map.


3. Students will map the relationship between carbon, macromolecules, diet, and the atmosphere.

Blooms 4 Clicker questions, Concept map


4. Students will discuss the basis of lactose intolerance and diabetes.

Blooms 3 Blackboard discussion thread


5. Students will explain in their own words how saturated, unsaturated, and trans fats affect the development of heart disease.

Blooms 2

Clicker questions, Fat and

heart disease in-class group

activity


6. Students will predict the health effects of steroid use by athletes.

Blooms 2

Blackboard discussion thread


7. Students will distinguish between the aerobic and anaerobic production of ATP.

Blooms 2

Bioportal assignment, Clicker questions, In class Mrs Barley and Mr Oat’s brewing disaster activity, and blackboard discussion thread.


8. Students will analyze the connections among proteins, fats/lipids, and carbohydrates and how they feed into the cellular respiration pathway.

Blooms 4 Bioportal assignment, Clicker questions, blackboard discussion thread


9. Students will explain how intermediates in cellular respiration are used by a cell to synthesize carbohydrates, proteins, and fats/lipids.

Blooms 1 Bioportal assignment, clicker questions, Blackboard discussion thread.


10. Students will analyze a fad diet or food lable for its nutritional value and predict if this diet or food is beneficial or detrimental to their health.

Blooms 4

Analyze the adkins diet for its nutritional value.

Maura Pavao Alignment Grid


Level/Category Formative Assessments

Summative Assessment

Explaining the structure-

function relationship of

microbes including how

cell structure can

contribute to habitat,

resistance to antibiotics

and infection;

Knowledge,

Comprehension

Articles to read and/or video

http://www.pbs.org/wgbh/evolution/library/10/4/l_104_03.html

with worksheet assessment, questions after lecture

Exam

questions

Explaining how cells,

organelles and major

metabolic pathways

evolved from early

prokaryotes;

Knowledge,

Comprehension,

synthesis

Phylogenetic tree bioinformatics exercise, lab exercise, questions

after lecture

Exam

questions,

in class

assignment

Explaining the principles

of microbial growth,

metabolic pathways and

control of growth in

diverse environments;

Knowledge,

Comprehension Lab exercises, microbial fuel cell demonstration with worksheet

Exam

questions

Discussing genetic

Knowledge, Comparative genomics exercise developed at workshop, article Exam,

http://www.pbs.org/wgbh/evolution/library/10/4/l_104_03.html

information flow and how

genetic variations impact

microbial functions

Comprehension,

synthesis

to read before assignment, questions after lecture graded in

class

assignment

Understanding microbial

systems including the

ability to live in complex

ecosystems, biofilms, and

the interaction with both

human and non-human

hosts

Knowledge,

Comprehension

Articles to read such as “Biofilms: Life on Surfaces”, EID, volume

8(9), online, questions Exam

Describing the principles

of infectious disease,

including transmission,

immune responses,

prevention and treatment;

Knowledge,

Comprehension

Lab exercise, questions after lecture Exam

Discussing applications of

microbiology, especially to

the field of biotechnology;

Knowledge Lab exercise, questions after lecture Exam

Computer Skills: Conduct a

BLAST search to identify

an unknown organism; use

NCBI tools to conduct an

epidemiology study; use

Biology Workbench to

create a phylogenetic tree

Comprehension,

syntesis

Phylogenetic exercise, TB bioinformatics exercise, exercise

developed at workshop

Exam

questions,

assignments

are graded

Anne Rosenwald Alignment Grid – Biochemistry – sophomore level lecture class (3 x 1 h/week) + 3 hour lab/week

Learning Objective Taxonomy Level (Bloom’s) Formative Assessments Summative Assessment

CONTENT OBJECTIVES

Protein Structure

inter/intramolecular interactions

levels of structure -1o, 2o, 3o, 4o

Knowledge: recognize, name, define Comprehension: describe, explain Application: practice, solve, calculate Synthesis: construct

Knowledge prequiz Laboratory: Protein Structure – Toobers from Joan Kiley Laboratory: Hb and Sickle Cell Disease Data analysis – case studies/graphs

Hourly Exam/Final Exam

Plan to include similar problems from formative assessments throughout

Laboratory Report

Enzyme Function

Thermodynamics

Kinetics

Mechanisms of action

Knowledge: identify Comprehension: describe, explain Application: practice, solve, calculate

Knowledge prequiz Laboratory: Enzyme Kinetics Data analysis/Journal Club – case studies/graphs/papers

Hourly Exam/Final Exam Laboratory Report

Bioenergetics

Thermodynamics

Conservation of function

Molecules involved

Energy transformations

Knowledge: identify Comprehension: describe, explain Application: practice, solve, calculate

Knowledge prequiz Data analysis – case studies/graphs

Hourly Exam/Final Exam

Core Metabolism

Central pathways – glycolysis, gluconeogenesis, TCA, ETC

Carbohydrate breakdown

Regulation of pathways

Knowledge: identify Comprehension: describe, explain Application: practice, solve, calculate Synthesis: Compare/contrast

Knowledge prequiz Laboratory: Mitochondria Computer Exercise Data analysis/Journal Club – case studies/graphs/papers


Secondary Metabolism Knowledge: identify Knowledge prequiz Hourly Exam/Final Exam

Molecules: Amino acids, fatty acids, bases and nucleotides

Pathways: Synthesis v. degradation

Regulation

Comprehension: describe, explain Application: practice, solve, calculate Synthesis: Compare/contrast

Data analysis/Journal Club – case studies/graphs/papers

Central Dogma Reactions

Polymer synthesis: DNA, RNA, proteins

Regulation

Knowledge: identify Comprehension: describe, explain Application: practice, solve, calculate Synthesis: Compare/contrast

Knowledge prequiz Laboratory: PCR Lab Data analysis/Journal Club – case studies/graphs/papers


PROCESS OBJECTIVES

Reading/Writing

Graph Interpretation

Converting words to graphics

Journal Articles

Application: Practice, employ, use, interpret Analysis: examine, interpret, distinguish, discriminate

Micro and mini assignments

1 min summaries

muddiest point

etc.

Laboratory Reports End-of-semester Poster

Mary Shaw Alignment Grid

Learning Objective Taxonomy Level/Category Formative Assessments Summative Assessment Be able to correctly describe

Natural selection Foundational Knowledge Clicker questions, homework Exam questions

Communicate your understanding

of biology in writing, speaking, and

using technology

???

Lab reports, homework

assignments, minute papers

Lab Presentation using

PowerPoint, Final Lab Report,

short essay questions on

midterm exam

Connect facts and concepts in

biology to evolutionary and

ecological theory

Foundational Knowledge

Integration

Clicker questions, homework,

Desire2Learn reading quizzes Exam questions

Apply the process of science - that

is, develop and test hypotheses,

construct and evaluate scientific

methods, interpret evidence,

support arguments with evidence


Application

Integration

Learning how to Learn

Lab exercises and reports,

clicker questions

homework

Lab reports, exam questions

Use quantitative reasoning Application

Homework and Lab Reports

especially graphs, clicker

questions

Lab reports and exam questions

Work effectively in collaborative

groups Human Dimention

Observation of Group

activities in class and Lab Self evaluation rubric

Reason through complex

biological problems

Application

clicker questions, homework,

lab reports Lab reports, exam questions

Develop personal learning goals

and reflect on your progress

throughout the semester

Human Dimension Minute papers ????

Learn how to be a better student

Learning How to Learn

Use of supplemental

Instruction center

? p. 94-95 of Fink, Creating

Significant Learning Experiences

Questions on Final exam

students must support how

they have learned to be a

better student

Use modeling and simulation to represent and test biological concepts


Application Homework, class activities

Exam questions

Eric Spana Alignment Grid: Class periods 2 & 3 of Biology 414LS

Learning Objective Taxonomy Level/Category Formative Assessments Summative Assessment Students will be able to cite &

describe the life cycle with

regard to timing of stages. Knowledge/Comprehension

Lab feedback (dissection activity)

Students will be able to identify the parts

of an adult wing. Comprehension Wing Mount exercise (Class period #5)

Group Presentation (Class period #4)

Students will be able to dissect and

identify larval imaginal discs by shape

and position. Comprehension

Lab feedback (dissection activity)

Students will be able to illustrate the

relationship between genome sequence,

genetic & cytological maps across the

chromosome.

Application Activity at Board-using sample mutations

Quiz 1 (Class #7)

Students will be able to determine (in a

very, very rough way) where their

mutation lies on the genome by

comparing the known genetic and/or

cytological map position for their gene.

Analysis Group Presentation (Class period #4)

Students will be able to describe what an

adult fly would look like given a

genotype.

Comprehension

Activity at Board-using sample mutations

Quiz 1 (Class #7)

Students will be able to sort and show the

difference between sexes & virgins. Comprehension Lab Feedback

Students will be able to explain what

balancers are used for and which is used

for which chromosome.

Comprehension Activity at Board-using sample mutations

Quiz 1 (Class #7)

Students will be able to set up the light

source & dissecting microscope. Application Sabotage! Activity

Tatiana Tatum Parker Alignment Grid


A-Explain and give examples of

why proteins are essential to cell function.

Knowledge

Warm-up questions Clicker questions Out of class blackboard questions

Protein identification project, Exam questions

B- Recognize different structural

levels of proteins relate that function

Comprehension

Clicker questions Pipe cleaner protein Activity Out of class blackboard questions

Exam questions

C- List and compose examples of

different protein structural levels

Knowledge Analysis

Pipe cleaner protein Activity discussion Clicker questions Out of class blackboard questions

Clicker questions Protein identification project Exam questions

D- Explain what mutations are,

understand how they occur, and know the role of mutations on protein function

Knowledge Comprehension Analysis

“Name that Structure Activity” Clicker questions Out of class blackboard questions

Clicker questions Exam questions

E- Sketch the basic structure of an amino acid, and describe how and why the side chains affect the function and structure of proteins.

Knowledge Comprehension Application

“Name that Structure Activity” Clicker questions Out of class blackboard questions

Clicker questions Exam questions

F- Recognize and analyze the

relationship between similar proteins using protein sequence, domains, and families ()

Comprehension, Analysis

Pipe cleaner protein Activity discussion Clicker questions Out of class blackboard questions

Protein identification project

G- Be able to use and compare

available databases.

Application

Lab Protein identification project

H- Work effectively in groups

Skill Clicker questions

Protein identification project Name that Structure Activity

I- Communicating scientific ideas

in writing

Skill RSQCC Protein identification project

Didem Vardar-Ulu BIOC223 Alignment Grid

August 30th 2013 Post-Work


Find, analyze, discuss, and evaluate scientific content in a primary literature or scientific text that addresses a biochemical problem or claim

Comprehension, Analysis, evaluation (Bloom) Learning how to learn, caring, application, integration (Fink)

Throughout the semester every student is asked to share with the class one scientific claim they have read about in the news or in a journal article and in five minutes tell the class whether they agree or disagree with the claim based on biochemical principles. They get feedback both from their peers and the professor immediately following their presentation

In the two mid-terms students are given direct passages from a peer-reviewed research article and asked questions that require them to analyze, discuss and evaluate the given text based on the biochemical information they have studied in the course thus far. In the final exam students are either given a claim from popular press that seems to be based on biochemical principles and are asked support or refute it or are given a claim statement and are asked to come up with a scientific scheme to prove or disprove it.

Demonstrate effective and productive teamwork

Integration and human dimension (Fink)

Each week students are required to work in small groups in class to complete in-class group activities as well as given homework sets part of which are open for group discussion. Twice in the semester every student in the class gets a chance to give feedback to all the classmates she had a chance to work with so far as a part of ungraded peer evaluation.

The group component of the Macromolecular Assemblies Final

Project for the course requires students to work in teams of 3-4 over

~ 4 weeks and culminates in a class presentation open to all Wellesley students and faculty. Teamwork is

explicitly graded for this project.

Communicate biochemical concepts to people within (peers and professor) and outside (public) the field.

Comprehension, application and synthesis (Bloom)

Integration (Fink)

Throughout the semester students are required to discuss biochemical problems with each other during class as a part of group discussion and then

The individual part of the final project requires a written communication of a specific student selected biochemical problem, which

report to each other and the professor and receive feedback. Also the individual part of the final project requires a written communication of a specific student selected biochemical problem and the draft for this work is peer reviewed by the project group members as a part of formative assessment.

constitutes the major summative assessment of written communication to people in the field. The class presentation of the same project constitutes the summative assessment of oral communication to the public.

Collect/obtain biochemical information from a variety of credible sources about the four biomolecules (proteins, carbohydrates, nucleic acids, lipids) and present this information using discipline appropriate representation

Knowledge, comprehension, application (Bloom) Foundational Knowledge, learning how to learn (Fink)

Over the course of the semester students will work on six problem sets that require them to practice collecting biochemical information pertinent to a specific problem and presenting it and receive ample feedback. Only the best five problem sets are graded.

Individual part of the final project constitutes the summative assessment for this objective.

Describe specific chemical and physical properties/ features of the four biomolecules and correlate elements of their nomenclature and terminology with their structure.

Knowledge, comprehension, application (Bloom) Foundational Knowledge, Application (Fink)

2-3 in-class worksheets for each molecule. The students work in groups to complete them in class and receive feedback. Students are expected to individually complete/ review these worksheets and seek for additional feedback during weekly review sessions with the attached tutor or during office hours.

Both mid-terms and the final exam contain questions that specifically

evaluate the students on this objective.

Given the name or chemical formula of a biomolecule, identify its structural representation among several possibilities and justify the choice based on specific functional groups.

Comprehension, evaluation (Bloom) Foundational Knowledge, Analysis (Fink)

2-3 in-class worksheets for each molecule. The students work in groups to complete them in class and receive feedback. Students are expected to individually complete/ review these worksheets and seek for additional feedback during weekly review sessions with the attached tutor or during office hours.

Both mid-terms and the final exam contain questions that specifically evaluate the students on this objective.

Given the structure of a biomolecule predict the impact of chemical reactions and/or altering physical and chemical characteristics of the environment on the

Comprehension, evaluation (Bloom) Foundational Knowledge, Application, integration

Problem sets assigned as homework contain problems to practice these skills.


structure, physicochemical properties, and the function of the biomolecule and evaluate their impact on molecular recognition.

(Fink)

Given the structure of a chemically modified biomolecule, identify the chemical modifications and the modifying chemical reaction or given a specific chemical reaction create a modified biomolecule.

Knowledge, Comprehension, Application (Bloom) Foundational Knowledge, Application, integration (Fink)

In-class worksheets and biweekly problems sets contain these kinds of

question.


Given the structures and functions of a variety of biomolecules provide a chemical/mechanistic explanation to how they perform their biological function by contextualizing their specific structural features.

Knowledge, Comprehension, Application Evaluation (Bloom) Foundational Knowledge, Application, integration, human dimension (Fink)


The individual component of the project is the summative assessment

for this objective

Given the structure of a biomolecule or a biomolecule binding another compound/biomolecule, identify and analyze forces involved in intra- and inter-molecular interactions.

Knowledge, analysis (Bloom) Foundational Knowledge, integration (Fink) Foundational Knowledge, Application, integration, human dimension (Fink)


All exams and the final project contain questions that are summative

assessments for this objective

Given a figure and/or text depicting the key structural features of a macromolecular assembly involving a biomolecule, hypothesize forces stabilizing the structure and design an experimental test to evaluate the potential contributions of each force to stabilizing its structure.

Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation (Bloom) Foundational Knowledge, Application, integration, caring (Fink)

The draft of individual part of the final project is the formative assessment for

this objective.

The individual part of the final project and selected questions on the final exam are the formative assessment

for this objective.

Matt Waterman Alignment Grid


Explain how a cell functions at the molecular level

Knowledge, Comprehension

Online Quiz IF-AT Quiz

Exam

Explain how scientists study cells at the molecular level

Knowledge, Comprehension


Exam

Interpret and explain cell biology and genetics research results

Analysis


Exam

Organize information from lectures and readings into a study

guide

Synthesis, Application Chapter topic lists Refined mini-guide

Final mini-guide

Create practice assessment questions related to course

content

Synthesis, Evaluation Constructed and Objective

questions Final questions

Work successfully in a small group/team environment

Human Dimension (Fink)

Jigsaw mini-guide IF-AT Quiz

Final mini-guide and question presentation

Group Effort Analysis

1

Alignment Grid – BIO 225, Trident Technical College, Maureen M. Whitehurst, Ph.D. Note: the formative assessments are the currently utilized lecture strategies. Revisions are coming!


Apply knowledge of antibiotic function to clinical, therapeutic, and patient education situations

Synthesis Daily quiz question – short essay answer, closed-book at end of lecture period

Lecture Exam Questions – multiple Choice Final Exam Questions

List the five antibiotic targets the cell wall, the plasma membrane, the ribosome, nucleic acids, inhibition of metabolic pathways

Knowledge - Recall

Daily quiz question – short essay answer the five, closed-book at end of lecture period


Regarding antibiotics which act against the bacterial cell wall: identify the stage of the microbial growth curve when Beta lactams interfere with bacterial growth.

Comprehension Daily quiz question – short essay answer, closed-book at end of lecture period


Name two antibiotics which employ each of the five mechanisms of action

Knowledge - Recall

Daily quiz question – short essay answer, closed-book at end of lecture period


Name the combination of drugs used to treat tuberculosis infections

Knowledge - Recall Daily quiz question – short essay answer, closed-book at end of lecture period


2

Justify the strategy of including antibiotics in animal feed for agricultural production

Evaluation Daily quiz question – short essay answer, closed-book at end of lecture period


Give the function of bacterial enzymes penicillinase and beta lactamase

Analysis Daily quiz question – short essay answer, closed-book at end of lecture period


Describe the difficulties encountered when developing antiviral drugs as far as human adverse affects and side effects.

Application Class discussion Lecture Exam Questions – multiple Choice Final Exam Questions

Name an antiviral drug used to treat Herpes viral infection

Knowledge Daily quiz question – short essay answer, closed-book at end of lecture period


List three difficulties regarding antibiotic/anti-viral/anti-fungal/anti-parasitic drug development

Analysis Class discussion Lecture Exam Questions – multiple Choice Final Exam Questions

2013 Biology Scholars Program Post-Institute Homework Assignment...

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