“Biology of Women”Course Context:

Learning Objective

Taxonomy Level/Category

Learning Activities

Formative Assessment

Summative Assessment

Connect sub-topics to the topic of interest in a research paper

synthesis (integrate)

Group work: give out 3 papers and have students find the links

Class discussion

Written 8-12 page research paper (Rubric)

Individually write a paragraph

See Rubric

Learning Activities• Group work: Give out 3 papers or 3 sections in a book for students to read. Each student gets one of the papers. Students read paper on their own and then discuss papers in

groups in which all students are given the same paper. Students then form groups with students who read the other papers. Students describe the paper they read to their group and work together to identify how the topics link together. What are the relevant connections? Groups present their ideas to class. Students will write a paragraph individually.

• Individually write a paragraph: This paragraph should include a topic sentence that describes the importance of a common theme throughout the topic. This sentence should provide insight about how these topics are related biologically, (on a cellular, molecular, anatomical or physiological level) and why this common link is important. Subsequent sentences should describe how the unique aspect of each article fits into the main topic to add information or provide further support or explanation. Information should be concisely and accurately summarized. The explanation of the information should be clear and include enough detail to provide information about some aspect of cellular, molecular, anatomical or physiological process.) Paragraph should include a conclusion sentence that succinctly summarizes the link between the topics and why the link between these topics is relevant or important

• Write an 8-12 page research paper. Select a topic relevant to the biology of women genetics. The following topics are examples of relevant topics. ( A disease affecting predominantly women such as Multiple sclerosis, Cervical cancer, ovarian cancer, breast cancer)

– The purpose of this 8-10 page, double spaced (12 pt font New Times Roman) research paper is to provide an objective and informative discussion of a topic relevant to the biology of women in which you integrate concepts from the course with your topic. You should provide ample detail and depth of concepts to demonstrate knowledge of the topic. For instance, you should explain the molecular, cellular, physiological, or anatomical basis of biological function, responses or disease. In writing the paper, you may consider the scientific community as your audience such that you write in the highest level of writing, but recognizing that there are many areas within the scientific community. While you do not have to define terms that we have discussed in class, you should use such terms in a knowledgeable and accurate manner. Your research on this topic should include at 6 references. Provide an in-text citation for each piece of evidence included in the paper (APA format) and then include a complete bibliography at the end of the paper.

You should begin your paper with an introductory paragraph, stating the topic of interest, the purpose of the paper and a few main questions that will be answered by the end of the paper. The introduction should also identify the main supporting points that will be expanded within the body of the paper.

 

The body of the paper should include at least a paragraph that includes supporting statements and examples. Support each sub-topic by identifying and summarizing relevant conclusions and justify these conclusions from peer reviewed journals and provide transitional statements to link such evidence to each topic. The evidence you present should serve to support an answer for at least one of the questions you outlined at the beginning of the paper. Transition sentences should be used to help link the connections between sub-topics and elucidate how sub-topics are relevant to the overall purpose of the paper.

 

You should end with a concluding paragraph in which you tie together your main point with the main supporting points made in the paper. You should summarize the answer to the questions you posed in the introduction and generate a novel conclusion that is based on the evidence you included within the paper.

 

Please be sure to follow regulations regarding plagiarism and use citations for each reference that you use. Your writing must represent your own thoughts and work and no portion of your paper may be copied from another source, including another’s paper or your own paper from another course. You should avoid having large sections of direct quotations, but rather rephrase information from sources into your own words, with in-text citations. You should use in-text citations and bibliography according to APA style.

You should use at least 6 peer–reviewed references. The following website may be useful for help on using citations. (http://owl.english.purdue.edu/)

Fo rm ati ve A ssessm en ts

Biology of Women Paragraph linking topics 1. Topic Sentence Developing Competent Advanced Topic sentence does not

explain a common theme of the topic.

Topic sentence does not

explain a biological link.

Topic sentence does not

clearly explain how the concepts are important.

Topic sentence vaguely describes a common theme throughout the topic.

Topic sentence provides vague notion

about how these topics are related biologically, (on a cellular, molecular, anatomical or physiological level) and why this common link is important.

Topic sentence identifies why the

connection between the concepts is important.

Topic sentence clearly describes a common theme throughout the topic.

Topic sentence accurately provides insight

about how these topics are related biologically, (on a cellular, molecular, anatomical or physiological level) and why this common link is important.

Topic sentence identifies why the connection

between the concepts is important.

2. Content/Support Developing Competent Advanced Sub-topics are not related to

the main topic. Little explanation is provided

for how each article fits into the main topic.

Subtopics do not provide

support for main topic.

Little evidence is given . Connections between

subtopics and main topic are not made.

Sub-topics somewhat support the overarching topic.

Some explanation is provided for how each

article fits into the main topic.

Subtopics do not clearly provide relevant

support for the main topic. Evidence is provided, but unclear or

cumbersome. Connections between subtopics and

overarching topic are vaguely delineated.

Sub-topics are effectively used to support the overarching topic.

The unique aspect of how each article fits into

the main topic is explained.

Each subtopic adds information or provides

further explanation or relevant support for the main topic.

Relevant evidence is clearly and concisely

summarized. Connections between subtopics and

overarching topic are clearly delineated.

3. Depth

Summative AssessmentsBiology of Women Capstone Research Paper 1. Introduction

Undeveloped Developing Competent Advanced A purpose and specific relevant questions are

clearly stated

2. Content/Support Undeveloped Developing Competent Advanced

Sub-topics are effectively used to support the overarching topic.

Each sub-topic is supported with relevant evidence summarized from peer reviewed journals

Relevant evidence is clearly and concisely summarized such that justification is provided for how conclusions were made.

Connections between subtopics are clearly delineated.

3. Depth of discussion

Undeveloped Developing Competent Advanced A thorough explanation of biological concepts

are provided Ample examples of molecular, cellular,

physiological, or anatomical basis for biological function, responses or diseases are provided.

Details are accurate.

4. Conclusion Undeveloped Developing Competent Advanced

Specified questions posed in the introduction are answered.

A novel conclusion is made based on evidence within and links between sub-topics .

5. Organize evidence to support subtopics

Undeveloped Developing Competent Advanced Information included Information within the Some relevant and topical Relevant and topical information is included within

Timeline

• This course will be taught in fall 2012. Students will have the opportunity to complete a variety of activities with formative assessment that will prepare them to write an 8-12 research paper.