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TRANSCRIPT
Options for Lab Reports, Presentations, Research Projects, and other Projects It is not necessary to complete a formal lab report with every lab. For Pre-‐AP classes, the AP curricula support a variety of presentation modalities such as oral presentations, posters, and answering summary and conclusion questions. Lab Report Options Lab Report Rubric Poster Lab Rubric Simple Lab Template How to Make a Mini Poster (using 2 manila folders) (Pre-‐AP version) Sample Mini Poster Research Projects Research Projects for Each Level Final Paper Example Handout Research Paper Rubric Mini Research Projects Other Projects Genetics Project: Design a Species Making a Protein Project (Transcription and Translation) Photosynthesis and Cellular Respiration Poster Cellular Transport Activity with rubric Pre-‐AP Cell Mini-‐Research Project with Cell Type Sign Up Sheet Current Events News Flash Project
LAB REPORT RUBRIC 100 points available Title • Concisely explains the purpose of the investigation (e.g., the effect of
additional nitrogen fertilizer on the growth rate of corn) 3 pts
Abstract • A summary of the lab investigation • Fewer than 100 words (This should mirror abstracts for articles in
scientific journals)
3 pts
Introduction • Background information
• Purpose of the investigation; how the investigation answers a specific question; how does the information fit in with what we are studying
• Hypothesis(es) “if...then”
5 pts
5 pts
5 pts Materials and Procedures
• Materials/supplies listed
• Procedures clearly stated
5 pts
5 pts Results/Data Collection/Analysis
• Data recorded in tables (tables titled, calculations completed)
• Graphs (X-‐Y & histograms) present
• Graphs titled • Axes labeled correctly • Statistical analysis
10 pts
10 pts
2 pts
3 pts
2 pts Conclusions and Discussion
• Results summarized
• Errors identified
• Results compared to hypothesis and primary question
• Conclusions stated/results interpreted
• Suggestions for improvement
2 pts
2 pts
2 pts
10 pts
4 pts
Questions • What are questions for further investigation? What new questions arise from the results of the investigation?
12 pts
Literature Cited • Cited within write-‐up
• Accuracy of citation information
2 pts
2 pts Correct Use of Language
• Grammar
• Punctuation
• Spelling
1 pt
1 pt
1 pt
Poster Lab Rubric with Presentation 100 points possible Title • Clearly explains the lab. In large enough text to be read from at least
the middle of the classroom 3 pts
Subtitle • Concisely explains the outcome of the lab 3 pts Introduction • Briefly explains why the lab was done.
• What questions were trying to be answered? • What was the hypothesis? • For a poster, be brief and to the point. You should explain more of
the purpose during your presentation of the poster
5 pts 2 pts 3 pts
5 pts
Materials and Procedures
• Procedure briefly explained in writing
• Procedures more thoroughly explained during presentation
5 pts
5 pts Results/Data Collection/Analysis
• Data recorded in tables (tables titled, calculations completed)
• Graphs (X-‐Y & histograms) present
• Graphs titled • Axes labeled correctly • Statistical analysis (if applicable) • Data is clearly explained during presentation
5 pts
10 pts
2 pts
3 pts
2 pts
5 pts Conclusions and Discussion
• Results summarized briefly on poster and thoroughly in presentation
• Errors identified
• Results compared to hypothesis and primary question
• Conclusions stated/results interpreted
• Suggestions for improvement
2 pts
2 pts
2 pts
10 pts
4 pts
Questions • What are questions for further investigation? What new questions arise from the results of the investigation? (Does not have to be on poster but should be explained during presentation)
12 pts
Literature Cited • Attach to poster or hand in. You may have only used the lab handout and your textbook.
• Accuracy of citation information
2 pts
2 pts Correct Use of Language
• Grammar • Punctuation • Spelling
1 pt 1 pt 1 pt
Lab Report Template Name Block
1 2 3 4 Date
Assignment Title:
Steps of the Scientific Method
1. State the Problem
2. Hypothesis Independent Variable ____________________
IF_______________________________________________, THEN____________________________________________ ________________________________________________.
Dependent Variable ____________________
3. E
xper
imen
t
Control Materials
Procedures (list steps) 1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
4. Record and Analyze (draw tables/charts to record data in this space)
5. Conclusion Did your data support or refute your hypothesis?
What would you do to improve the experiment in the future?
What did you learn about this topic?
How to create a mini-‐poster
Posters are often used a way to showcase an experiment or series of experiments in a crowded setting. At a scientific meeting, there may be thousands of science posters set up in a large exhibit hall. The posters are divided by topic, and there are set periods of time in which the author of the poster stands by the poster to answer questions from other people. In this manner, a scientist can view dozens of posters related to his or her field and ask questions about the ones that seem particularly interesting. A person is much more likely to look at multiple posters than read multiple research papers! You will be creating a miniature version of a science poster, using the guidelines below. There is also an example for you to look at. You will use two manila file folders to create the poster (glue two of the sides together to make a mini-‐tri-‐fold.) You may type or NEATLY handwrite your text and graphics. Possible Mini-‐poster headings used for high school level research or performance assessment. Text is adapted from: Brad Williamson’s adaptation of A Handbook of Biol ogical Investigation. Harrison W. Ambrose III and Katharine Peckham Ambrose. 1995. Hunter Textbooks.
TITLE AUTHORS
The title should describe the work to the reader. Include the variables that are manipulated and the author(s)
Introduction The introduction has three parts: 1) The question asked, 2) Background context—where does this question fit with what is known, and 3) Your hypothesis presented in an “If…then” prediction that structures your research. QUESTIONS: BACKGROUND: HYPOTHESIS:
METHODOLOGY This section should include three sections in sufficient detail so that others can repeat your research. PROCEDURE: MATERIALS:
RESULTS Describe the results clearly. Use graphs, tables and charts to help clarify the results. Include a discussion on the statistics you use to describe or test your data. Save any conclusions for the DISCUSSION
DISCUSSION What do your results mean when you consider the original question or hypothesis? Point out the significance of your results. If the results are unexpected or contradictory, you should attempt to explain why and point out possible avenues for further research.
LITERATURE CITED Include all published works mentioned in your presentation. List in bibliographic form.
Adapted from: https://sites.google.com/site/sciencejones/ap-‐biology/ap-‐biology-‐labs
Sample Mini Poster (Pre-‐AP version)
Research Projects for Each Level Pre-‐AP: These students should complete a thorough research project or paper including APA formatting for in-‐text citations and reference list. Depending on the desired length (suggested 5-‐10 pages), you can walk students through each part of the process from gathering resources, taking information from resources, and producing text in their own words. Honors: These students should create a research project or paper of a lesser length (3-‐7 pages). You may or may not want to include in-‐text citations, but students should complete a reference list in APA format. College Prep: These students should create a research project or paper working in collaborative groups or individually. If a paper is chosen, 2-‐4 pages may be appropriate depending on the class. Suggested Research Topics: Any topic over any length of time can be appropriate depending on your class and computer lab availability. These topics lend easily to distinct topics for individual students and are usually high interest areas. Mutations Genetic Diseases Anatomy Diseases by system Somatic cells (for example red blood cells, neurons, adipose cells, etc) Environmental issues Genetically Modified Food Controversy Cloning Bioethics Ecological systems Local food webs and interactions Biomes
Final paper Most of you have worked very steadily for all the steps of this process. We began this process the first week of February! For most of you, this last step will be very simple: correct your rough drafts, make a cover sheet, complete your list of references and you are done. Some of you did not do some of the steps along the way and have a lot more work to do. For your final draft, include the following: 1. A cover page with the title and your name. 2. A reference list should be in APA format and in alphabetical order by the name of the author. You were and still are required to include at least 8 references, 2 of which are books or magazines. 3. Citations throughout your paper should be in APA formatting, for example (Meade, 2011). 4. Check yourself for plagiarism. Some papers I have already looked up questionable areas to check for plagiarism. If you quote and cite a reference – it’s not plagiarism. If you cut and paste and replace a few words, it’s plagiarism. Plagiarism on your final drafts will result in a 0. Check your own work. When in doubt, change every word and cite it. Even if it is something you already knew, do not cite yourself – find a credible reference and give some credit for ideas. If there things are reworded and you have a reference, it’s not plagiarism. Don’t use quotation marks without a citation. 5. Attach your rough draft with my comments to the final draft. Final paper will be worth 200 classwork/project points for 4th quarter. FAQs 1. “Teacher, I’ve been a terrible slacker and have like 4 pages and 3 references, what do I do?” Well, it’s time to get busy! I will still take your completed paper as long as it is on time. Get busy, get more of a rough draft together, I will give you feedback, and you can still get a good final grade. 2. “You said my paper needed more details and I have already searched my question a gazillion times.” See me for help! I will help you develop some better search terms. 3. “A book? I forgot all about getting a book? What ever can I do?” Go to the science library in B-‐375. Most of you are lacking in some of the basic science (anatomy, etc) and can easily fill in some gaps with a basic anatomy book. Or hey, you could also add an image that you draw from a book (as long as your text is still the required length). 4. “My paper is really boring to read. How can I make it more interesting to get an A?” Great question! Some of your papers read like a list of science facts and it is a little tough to read and stay interested. Since you have the basic research, think about what your main point or opinion might be and figure out how to weave a theme in. Brock did a fantastic job with this in his paper – ask him or me for help. 5. “I can make these edits and turn it in like tomorrow. Can I hand it in early?” Yes, that would be awesome. Thanks. 6. “If I do another rough draft, will you read it and make more notes?” Sure! Love to! Just make sure it is before the due date for the final paper.
Pre-‐AP Rubric for Research Paper or Project Meets the standard Needs improvement Missing critical
elements Does not meet the standard
APA citations 10 points
Citations are all in proper APA format including quotes. Work is carefully reworded and cited. 9-‐10
Most APA citations are correct but some are clearly missing; incorrect punctuation but good citations 7-‐8
Some APA citations used but some paragraphs have no reference. Quotes have no reference. 4-‐6
No APA format used; unclear connection between reference and words used; incorrect format 0-‐3
APA reference list 10 points
Reference list is accurate, in APA format, alphabetical; 8-‐10 references used; 2 are books; references are good science websites or books 9-‐10
Reference list is mostly accurate, not alphabetical; 8-‐10 references; 2 are books; or questionable quality of references 7-‐8
Reference list is there but not in APA format; or less than 8 references; questionable quality of references 4-‐6
No reference list or less than 8 in no format at all, just links 0-‐3
Paper requirements 20 points
Paper is 8-‐10 pages (of text) long, includes an intro and conclusion; font is size 12, double spaced, 1 inch margins, no extra spacing 18-‐20
Paper is 8-‐10 pages but has multiple spacing issues or is only 8-‐10 pages with images 11-‐17
Paper is 6-‐8 pages long 5-‐10
Paper is less than 6 pages 0-‐5
Quality of the written work 40 points
Paper is interesting; blends research and main purpose, explains ideas in a creative way, draws the reader in to the story of science 30-‐40
Paper is interesting in some parts, but some areas are just a list of facts, lacks some flow 24-‐29
Paper is mostly a list of facts without coherence, main idea is not evident 15-‐23
Paper does not make scientific sense, is a list of facts, no evidence of understanding 0-‐14
Use of editing and feedback 10 points
Integrated all of the teacher edits, asked for additional help, worked hard to create a great paper 9-‐10
Integrated some of the teacher edits for punctuation and APA but changed none of the content 7-‐8
Ignored most of the teacher edits, never sought help to make a good paper 4-‐6
Turned the same paper in again with no significant changes 0-‐3
Organization of the paper 10 points
Well organized, structure is very clear, conclusion makes a point and summarizes paper, paragraphs are well constructed 9-‐10
Mostly well organized, some sentences are out of place, conclusion lacks details or a point 7-‐8
Some areas are organized but paper lacks coherence as a whole, paragraphs need work to make sense, conclusion has some points but no details 4-‐6
No clear organization, conclusion is unrelated to paper, paragraphs don’t make sense 0-‐3
Mini Research Projects
Mutation Research Project: Mini Research Session 1. Do a google or similar search on your mutation. Don’t write stuff down yet, get a general sense of what it is. Wikipedia can be useful here. 2. Look at at least 3 good quality, science/medical websites (go beyond Wikipedia type sites). 3. Get some info:
1. What type of mutation is it? 2. Is it recessive or dominant? 3. Who is most likely to get it? 4. What are the most important or interesting aspects of the mutation? 5. Get a picture of someone with it.
4. Don’t write a paper, just take some good notes. Write notes in plain language. Don’t copy words that don’t mean anything to you unless you look them up. 5. Print out your picture only (may be easiest to cut and paste it into word so that you are only printing the picture and not the whole website). 5. You will present to class. Rubric for your grade 1 2 3 Time management Very distracted, had to
be reminded to do work Mostly kept to task, but had to be reminded about talking or did not complete task
Excellent use of time, focused on work
Followed directions Clearly did not read these instructions; printed out too much; typed a paper
Followed most directions but printed too much; only went to Wiki
Followed all directions, used many sources for information
Mutation concepts Could not remember or understand main concepts of genetics
Could relate some topics of genetics, but did not seem to understand main concepts
Applied knowledge of genetics to research
Quality of research Answering questions
Only answered a few of the above areas
Answered all questions but not enough to generate interest or understanding
Answered all questions, added interest and enthusiasm, looked deeper into topic
Presenting Did not present Presented topic but did not seem familiar, was uninterested
Presented topic with expertise and interest
Genetics Project: Design a Species
Create and Imaginary Creature. The creature must have at least 6 genetic traits from the following list
2 Single Allele Traits
1 Codominant Trait
1 Multiple Allele Trait
1 Sex Linked Trait
1. Describe and Sketch each of the traits on the list, showing genotypes and phenotypes for each. (see sample)
2. Sketch two examples of your creature. The two examples must have different genotypes
3. Pick one of your single allele traits and and create a sample pedigree for your creature which includes at least 4 generations
4. Show a dihybrid cross using your two single allele traits ( Ex: AaBb x AaBb ). Show the Punnet square and the ratios produced
5. Create 5 practice problems using any of your traits. You do not have to actually solve these problems, but they should be solvable.
Making a Protein: Your Mission (page 1 of 5) You are a very cool cell in the human body. You are hanging out, growing and metabolizing. For the body to really work, grow, and function, you need to start making some proteins! First: Read the “Roles.” Figure out who will fill each role. If you have less than 4 people, one job will have to be split or one person can do two jobs. If you have more, figure out which job might need two people. Your mission will begin in the nucleus. Since you’re here, go ahead and practice DNA replication. Figure out your complementary strand. Model it with pipe cleaners. If you want to make more of yourself, you really need to get good at this! At the end of your time in the nucleus, have your fact checker come find me to clear you for heading out into the cytoplasm!
Your Mission = Make a Protein But it needs to be the right protein for your cell. Be careful and communicate with your team!
Name: __________________________________________________________ Make a Protein (page 2) Mystery: You will begin in the nucleus of a mystery cell of the human body. By the end you will make a protein that is made by a particular cell for an important purpose. Nucleus # ______ In the Nucleus You are in the nucleus. In front of you is one strand of your DNA. Write down the complementary strand to go with this strand. Write your completed double strand here: Use the pipe cleaners to practice modeling how DNA replication occurs. Draw a quick sketch of what you did here: Since our main goal is to make a protein, we need to make some mRNA! Why can’t the DNA just head on out to the cytoplasm to do this? DO TRANSCRIPTION: Use the original strand of DNA to write the matching mRNA strand. When your group has agreed on it, write it here. Since you know you are going to translate it into amino acids, group your bases in three letters to make it easier: Leave the nucleus and go to the cytoplasm to find your matching amino acids!
Make a protein (page 3) : Out in the Cytoplasm: Remember that proteins are chains of amino acids linked by peptide bonds. We will use pipe cleaners to be our peptide bonds. Look at your first codon (the first three letters of your mRNA). Use the first letter to find the group of codons with that first letter. Then find the amino acid that corresponds to the whole codon. Pick up the index card underneath the codon. Keep track of the order in this table. After you found your first one, then find the second one and link them together with a peptide bond. Codon Amino Acid
Once you have your linked up amino acids, you have a protein!!!! Walk around to the proteins and find the sequence that matches yours. If none match, you need to go back and find what went wrong in your transcription or translation (or you will have a MUTATION). What protein did you make? _________________________ Go on to Part II: Learning about a protein.
Make a Protein (page 4) Learning about a protein Name: _____________________________________________________________ Protein: ____________________________________________ 1. What cells make this protein? (If it doesn’t say specifically, make a logical guess) 2. What part of the body is made of or affected by this protein? 3. Make an observation about the images on the description sheet. Describe something of interest in one of the images. 4. If you have a microscope slide, draw what you see: 5. If this were a science experiment, you would make a conclusion about the experiment at the end. On the back, write 4 sentences that summarize your learning experience. What did you learn that was interesting? Did this lesson work to help you understand how cells make proteins? Make a Protein (page 4)
Roles: 1. The Enthusiastic Reader: This person will read aloud the questions, instructions and information to make sure that everyone understands what we are doing. __________________________________________________ 2. The Fabulous Fact Checker: This person will notice when the group has reached a solution or issue and come to me to tell me to check on them. When your group has a question, send your fact checker to me. __________________________________________________ 3. The Mindful Behavior Monitor: This person will remind the group to keep voices to a reasonable level. If someone is not participating or is acting inappropriately, this person will tell me or try to remind the group to be focused. __________________________________________________ 4. The Terrific Teachery Type: This person will make sure everyone in the group has filled in all the blanks on their worksheets. This person will also check for neatness and accuracy on drawings.
Photosynthesis & Cellular respiration Poster Project Directions: -‐ Design a poster that will show information about photosynthesis and cellular respiration and the connections between the two. -‐ You can show the relationship between the two in whatever manner you would like (if approved). -‐ Your Poster Must Contain the Following Information:
Terms to Include in the Poster: (these terms must be on the poster) Carbon Dioxide (CO2), Oxygen (O2), Glucose (C6H12O6), Sun/Sunlight/Light, Water (H20), ATP, NADPH, NADH Areas in your poster should represent the following: (these terms need to be on the poster, but do not need to be called this) Light Reactions, Dark Reactions, Calvin Cycle, Krebs Cycle, Electron Transport Chain, Glycolysis, Chloroplast, Mitochondria, Stroma, Thylakoid, Matrix, Inner Membrane of Mitochondria -‐ You must show a rough draft of your poster showing approximately what it will look like before building your poster.
-‐ Your grade will be based on the following criteria
Category
Points Earned
Grading Sheet (5 Points) -‐ grading sheet was returned
TITLE (5 POINTS) -‐ creative and clearly visible 5 4 3 2 1
Terms/Areas to be Included (20 Points) -‐ contains all the needed information terms/areas 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
PRESENTATION (20 POINTS) -‐ your poster is neat 5 4 3 2 1 -‐ clearly shows the needed information 5 4 3 2 1 -‐ organized in a way people can understand and follow 5 4 3 2 1 -‐ color is added 5 4 3 2 1
CREATIVITY (5 POINTS) -‐ poster displays a creative way to show the information and connections between the two processes 5 4 3 2 1
ACCURACY (5 POINTS) -‐ processes are represented accurately 5 4 3 2 1
ROUGH DRAFT (5 POINTS) -‐ a rough draft was handed in and approved by the teacher
COMMENTS
TOTAL POINTS EARNED/TOTAL POINTS POSSIBLE / 65
Name: ____________________________________________________ Date: ____________________ Cellular Transport Role Activity Your group will be assigned one of the following roles. You should develop: 1. A solution to the problem (5-10 sentences) that each person writes down. 2. A picture showing how your solution relates to the CELL MEMBRANE. 3. Use some aspect of cellular transport and cell membrane anatomy. 4. Present to the class. Each person should have a role in presenting. 1. FARMER: You are a farmer who grows tomatoes and sells them commercially (to big companies that ship them around the country). You have noticed that juicy, red tomatoes sell better in the long run than firmer ones. Design a nutrient fertilizer that will change the cell membrane in some way to create juicier tomatoes. Juicier = more water, more sugar. Be sure to show the original plant cell membrane and the new one after your fertilizer has done its work. 2. BACTERIA: Lots of bacteria invade cells through endocytosis. You are a brand new bacteria. Who do you invade? How do you get inside the cell? Your picture should include mechanisms/features on your cell membrane that help you invade and also show a picture of how you invade another cell and get taken in to that cell. How will you reproduce? Will you make your host sick? Will you take over organelles in your host cell? Show the details of the membrane invasion. 3. DOCTOR: You are a doctor that specializes in developing antidotes for insect bites. A spider you are studying has venom that destroys the sodium potassium pump in muscle cells, leaving its victim paralyzed. You must develop and name the antidote you come up with. Your picture should show what is happening to the muscle cells when they are being attacked by the venom and how your antidote fixes this problem. Be sure to show the relationship of sodium and potassium. 4. ALIEN: You are an alien coming to Earth. Your cells currently use liquids, gases, and elements from your home world. For example, you diffuse mysterious alien gas across your cell membranes. You are a very special alien, however. You can change your physiology (how your body works) to use resources on your new planet. Your picture should include a picture of your alien cell and how it uses alien resources and then how those resources can change to use stuff from Earth. Include how you will use and make organic compounds. 5. SUPERHERO: You are that beautiful combination of mad scientist and superhero. In your futuristic lab, you have figured out how to change yourself into a superhero using the nervous system and exocytosis. Normally, nerve cells called neurons use exocytosis to release neurotransmitters (chemicals that carry information) which go to bind with another membrane, change its charge and cause the other cell the fire (or stop the other cell from firing). You design a new neurotransmitter that your neurons will release and send to the next neuron. Your neurotransmitter will start in one cell and go on to affect all of the nervous system, giving you the superpower you desire. Eventually, you will achieve world domination, of course. Show a picture of your nerve cell releasing the new neurotransmitter to another cell.
RUBRIC Awesome Job (16-‐20 points) You totally get this!
Pretty Good (8-‐15 points) You pulled it together!
You’ve got some issues (0-‐8 points)
You had a role in your presentation
Your role, like everyone else’s role was significant when you presented to the class
Your role was significant, but someone else was left out
Your role was insignificant in presentation or you did not present
You and your team worked well together
You clearly added to the group’s success. Your group problem solved in a way that was positive.
Your group pulled it together but had some issues along the way.
Your group was arguing, lost, or you were not helpful to the success of your group
Creativity of project Your project was cleverly done and had good visuals.
Your project had some creativity but it wasn’t very interesting
Your project lacked creativity and interest.
Problem Solving You demonstrated that you understand the cell membrane and problem solved your project without much help from the teacher. You figured it all out and it makes sense.
You needed some help from the teacher, demonstrated some but not all understanding. Eventually, you figured it out and it makes sense.
Even with help, you still couldn’t make it all work. Your solution does not include all the necessary elements.
The Pre-‐Ap Cell Mini-‐Research Project: Follow these instructions. All work must be printed or hand-‐written. Title: The Type of Cell (5 points)
The reference for the picture goes here (10 points)
1. What does your cell do? 2. Where is your cell found in the body? 3. What does it look like? (can cut and paste or draw)
The cell is a part of _______________________ tissue in ________________________(part of body) 10 points Functions of the cell
• explain the functions • in at least • 3 bullet points (20 points)
Other points of interest • 3 bullets about what is interesting • such as what proteins the cell makes • or what diseases are involved (20 points)
All of this MUST fit on one page!!!!! References should go on a separate page. Do not use Wikipedia as a reference. References can easily be put into the correct format from www.bibme.org. We should use APA format for science work. You should use at least 2 references (15 points – 5 for following directions, 10 for using 2 references in correct format) This should be about ½ page. All references must be listed. Don’t plagiarize.
A picture of your cell here (20 points)
Cells to choose from: Neuron (nerve cell) Epithelial Cells (any of them) Skeletal muscle cells Red Blood Cells Cardiac muscle cells (heart) Fat cell (brown or white) Osteoblast/osteocyte (bone) T cells (immune system) Or look at any cells of organs and explain them Or any other human cell you come across that you think is interesting
Cell Type Name 1 Apocrine Sweat Gland Cell 2 Kerotinocyte 3 Red Blood Cell (erythrocyte) 4 Thyroid Gland Cell 5 Nail Bed Basal Cell 6 Epithelial Cell 7 Hair Matrix Cell (or any hair cell) 8 Photoreceptor Cell 9 Neuron Cell (choose any type) 10 Schwann Cell 11 Hepatocyte 12 Kidney cell (choose any) 13 Osteoblast/osteocyte (choose either) 14 Skeletal muscle cell 15 Cardiac muscle cell (heart muscle cell) 16 Smooth muscle cell (choose any) 17 Helper T cell (a white blood cell) 18 Melanocyte 19 Chondrocyte (choose any type) 20 Fibroblast (any type) 21 Adipocytes 22 Taste bud cells 23 Adrenal Gland cells (choose any type) 24 Squamous Cell (in any tissue)
Pre-‐AP Science Current Event Project 2
News Flash! You will present a 2-‐3 minute news story, as if you were a reporter on the news. Select a news article from the past year that relates to cell biology or organic molecules. Helpful websites are New York Times Science, Science Daily, BBC Science, Science Magazine and Science News for Kids. Be careful to select an article that you actually understand or are willing to look deeper for understanding. There will not be a written component to this assignment. You will be graded on your ability to succinctly explain your article in 2-‐3 minutes, acting like a reporter. “In this week’s science headlines, a new protein was discovered which will advance cancer research. Protein 6TLMP was found by a team of scientists in…… The significance of this is….. This news bite is from the New York Times, date October 15, 2010….” Print or email me your article for approval by Thursday November 4th 3pm (30 classwork/project points). Anything past 3pm Thursday but before 3pm Friday will be worth (22 points). Anything on Saturday (emailed obviously) will be worth (15 points). After Saturday 3pm, you will not receive points for the article, but can still get approval for the article to move on with the project. Rubric: Maximum points Medium points Low points No points Approval of article on time 30 points
On time and is about required topic
22 points Late or is not about required topic
15 turned in late Article not submitted for pre-‐approval in the required time
Presentation Ready for Monday Nov 8 (has presentation notes, etc)
20 points; on time and ready
15 points, one day late 8 points ready on Wednesday
Ready on Thursday or later
Creative, engaging 20 points Very creative, Engaging presentation
15 points, Somewhat creative and engaging
8 points Required elements are there, but it’s not interesting
0 points Not engaging at all
Comprehension 20 points Student fully understands article and can explain it
15 points Student seems to understand it, but cannot explain it
8 points Student explains it fairly well but does not really understand it
0 points Student has not taken the time to understand it and can’t explain it
Assignment parameters 10 points Article is about required topics, fits presentation in 2-‐3 mins, is a news flash style
7 points Meets most but not all of the requirements
5 points Meets some but not most requirements
0 points Article is not about topic required, presentation is too short or too long, is not a news flash
