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Name: _____________________

Stephanie De la Cruz CRN#: _____________________


Student ID: _____________________
100697879 Date: _____________________

ASSIGNMENT 1
Biology I, Pre-Health Sciences - Durham College, Fall 2018

/60 marks
EVALUATION NOTES

Read before submitting:

• This assignment is worth 10% of your final grade.

• This assignment is due by 11:59 pm on the due date


established by your instructor: _________________

a. A submission after this due date is considered late and


will result in a grade of 0 unless a late submission is
negotiated.
b. A negotiated late submission is an assignment that has
been submitted late for valid reasons with the written
permission of the instructor. It is the responsibility of
the student to request permission to negotiate a late
submission no later than 48 hours prior to the due date.
Late submissions are penalized 10% per day up to a
max of 3 days (including weekends). After that a zero
is assigned.

• This assignment should be submitted online to the DC


Connect Assignments folder.

a. 2 files need to be submitted in total. The first file will be a fillable PDF containing your
answers to Part 1 and Part 2. The second file will contain a link, pdf, jpg, etc containing
your study tool from Part 3. Note that Part 3 also requires that you post in a discussion
forum on DC Connect.
b. Unless otherwise directed, submissions made by other means (E.g. email or hard copy) will
not be accepted and will result in a grade of 0.
c. Computer malfunctions or technical issues are not accepted as excuses for late or missing
components. TIP: Submit your assignment early so that you have time to resolve any
potential technical issues prior to the deadline.
d. An instructional video is available if you require assistance using a fillable PDF.

• While students may work in groups, each student must submit their own original work.
Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

PART 1 – Basic Knowledge [ 20 marks ]

Rationale: In this section you are required to answer content specific questions. These questions are
very similar in structure and style to Test 1 questions and will therefore be excellent study practice.

Instructions:.
• Answer in the spaces provided
• Read the questions carefully and thoroughly
• Consider the point value of each question as a guide for how much detail you should include
• Remember to write all answers IN YOUR OWN WORDS
• For short answer questions, answer in full sentences

UNIT 1: The Human Body


1. (1 mark) Multiple choice – Which of the following describes homeostasis?
a. It is disrupted by negative feedback
b. It controls an individual’s external environment Answer a
c. It occurs when the body is at disequilibrium
d. It cannot be regulated
e. It attempts to create a constant internal environment within the body

2. (1 mark) List TWO differences between positive and negative feedback.

Positive Negative
Defects a physiological condition Vs Defects a physiological condition
and stops or reverses it. and increases it.

Fixes the problem and restores Vs Makes the condition worse and
homeostasis. further disrupts.

UNIT 2: Biological Molecules


3. (3 marks) Fill in the following chart regarding carbohydrates:

Monomer Dimer Polymer


monosacchari disaccharide polysaccharid
Name: Name: Name:
de e
Example: glucose Example: sucrose Example: glycogen
Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

4. (1 mark) Multiple-choice – Which of the following is TRUE concerning lipids?


a. Oils are not considered to be types of lipids
b. Triglycerides contain glucose bonded to 3 fatty acids Answer e
c. Oils contain only saturated fatty acids
d. An example of a lipid is an amino acid
e. Fatty acids with double or triple bonds are considered to be unsaturated

UNIT 3: Cells

5. (2.5 marks) MATCH the correct term with its appropriate description:

A. Cell membrane G. Golgi apparatus


B. Nucleus H. Lysosome
C. Nucleolus I. Cilia
D. Ribosome J. Flagella
E. Rough endoplasmic reticulum K. Mitochondria
F. Smooth endoplasmic reticulum

A whip-like tail used for cellular movement ______


J

Production of ATP energy for cell functions ______


K

Contains “destroyer” enzymes capable of digesting cellular material ______


H

Has ribosomes attached to its surface ______


E

“Packages” proteins by adding molecules such as carbohydrates ______


G

6. (1.5 marks) Below is a chart containing the 3 stages of cellular respiration. Indicate where these
processes take place inside of the cell. Be as specific as possible.

Stage Location in cell


Glycolysis
cytoplasm

Citric acid cycle / Krebs cycle


mitochondrial matrix

Electron transport chain


inner mitochondrial membrane
Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

UNIT 4: Cellular Reproduction

7. (1.5 marks) Explain THREE full differences between meiosis and mitosis.
Differences
Meiosis Mitosis
Starts with a diploid, splits into 2 diploids, All start with a diploid and splits
and changes to 4 haploid cells Vs into 2 diploids
(non-identical)

occurs in the reproductive organs used for growth and repair of


somatic cells

produce sex cells, or gametes produce an identical copy of a


cell

8. (1 mark) Which of the following characterizes sister chromatids?


a. They are identical copies of a chromosome
b. They contain the same set of genes Answer e
c. They are connected via a centromere
d. During mitosis, they separate during telophase
e. All of the above

9. (2 marks) Describe what a human male karyotype would look like for a person with Down
Syndrome. Include at least FOUR points in your description.

- XY sex chromosomes

- trisomy 21: three copies of chromosome 21 (rather than two chromosomes)

- 47 chromosomes in total (rather than 46)


- two copies of a chromosome are placed in a gamete (rather than one chromosome)

10. (0.5 mark) During which stage of the cell cycle is a copy of the DNA made? __________
Interphrase

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

UNIT 5: Genetics

11. (2 marks) Compare and contrast the structure of DNA and RNA. List ONE similarity and
THREE differences.

Differences
DNA RNA
double stranded (has H-bonding) single stranded (no H-bonding)

Vs
uracil bases thymine bases

deoxyribose sugar ribose sugar

Similarities

The building block (monomer) is the nucleotide.

UNIT 6: Evolution

12. (3 marks) Indicate whether the following statements are TRUE or FALSE:

a. ______
FALSE Microevolution is defined as the change in inherited traits in a population of
organisms within multiple species over time

b. ______
TRUE Antibiotic resistance is an example of microevolution

c. ______
FALSE Evolution is the change in the non-inherited traits in a population of organisms
over time

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

PART 2 – Case Study [ 30 marks ]

Rationale: In this section you will develop your


problem-solving and critical thinking skills by
applying your knowledge of basic concepts to a case
study. This is an important skill to develop as it
allows you to relate what you are learning to the
everyday world and helps prepare you for future
programs and careers in the health care field. As you
proceed through this section, think about how these
questions connect to your other courses and to your
future goals.
[Source]
Instructions:
• Answer in the spaces provided
• Read the questions carefully and thoroughly
• Consider the point value of each question as a
guide for how much detail you should include
• Remember to write all answers IN YOUR
OWN WORDS
• For short answer questions, answer in full
sentences
• Helpful (but detailed!) link about sickle cell
anemia:
https://www.youtube.com/watch?v=1ql-
X60CUNQ

Scenario: Hiba is a student in the Pre-Health Sciences program at Durham College. She is enjoying
being back in the classroom after several years of working as a personal support worker in the Durham
region. While the demands of school are intense, Hiba knows that her hard work and dedication will
pay off as she pursues a career in nursing.

Several weeks into the term, Hiba notices that her 7-month-old daughter, Douaa – a baby with a
contagious smile and a voracious appetite for banana and sweet potato – appears out of sorts and seems
to have painful swelling in her hands and feet. Hiba also realizes that Douaa doesn’t appear to have
put on much weight over the last month or two in comparison to when she was younger. Worried, she
brings Douaa to her local emergency room at Lakeridge Health.

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

In the emergency room a friendly doctor named Dr. Raghavan is able to see them. As she assesses
Douaa she notes 2 key areas in her charts, as follows:

Area A = Swelling in left hand, anterior side, proximal to fingers, distal to wrist.
Area B = Abnormal size of interior organ, left side, inferior to heart, superior to
pancreas, lateral and posterior to the left kidney

13. (1 mark) What part is Area A most likely to be?


a. Palm of the left hand
b. Knuckles of the left hand Answer a
c. Elbow of the left hand
d. Fingernails of the left hand

14. (1 mark) What organ is Area B most likely to be? [Hint:


Use the image of the abdomen as a guide]
a. Pancreas
b. Spleen Answer b
c. Bladder Abdomen [Adapted from Source]
d. Gall bladder

Scenario: After her assessment, Dr. Raghavan tells Hiba that the swelling and lack of growth rate
could indicate something more serious. She would like to draw some blood and run a few more tests.
She comes back 3 hours later with the results – the tests suggest that Douaa has a genetic mutation in
her DNA causing a disruption in the oxygen-carrying blood protein, hemoglobin. She carefully reveals
that Douaa is suffering from a disease called sickle cell anemia and needs to be admitted to begin
immediate treatment.

Hiba’s mind immediately begins racing with questions. What causes sickle cell anemia? How is it
treated? How does a DNA mutation impact a blood protein? What does this mean for her daughter’s
future? It all feels so overwhelming. She takes a deep breath, fights back tears, and gives Douaa a big
hug. She then calls her parents, arranges a babysitter for her other kids, and works to get Douaa
admitted and settled in her room. As Douaa falls asleep and the hospital staff change over to the night
shift, Hiba rolls up her sleeves, settles into a hospital chair, and begins to search for more answers on
her phone.

15. (1 mark) Hiba begins with a quick Google search of “sickle cell anemia mutation.” She finds
the DNA sequences listed below. Based on your knowledge of mutations, circle or highlight the
specific DNA mutation that causes sickle-cell anemia:
Healthy: GGA CTC CTC CAC
Sickle Cell Anemia: GGA CAC CTC

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

16. (5 marks) Next, Hiba uses her Biology lecture slides to help her visualize exactly what those 9
letters would look like in a hemoglobin gene. Draw a simplified diagram of the DNA sequence,
GGA CAC CTC. Your drawing can be done by hand on paper or made digitally as long as a
clear photo or a screenshot of your work is submitted. For simplicity, the DNA structure should
be drawn as an untwisted ladder using the check list below as a guide:

Checklist:
 DNA is double stranded and 9 nucleotides long
 Each nucleotide shows a properly arranged sugar, phosphate and nitrogenous base
 Complementary base pairing is present, including the correct number of hydrogen bonds
 Labels are included: nucleotide, sugar, phosphate, nitrogenous base, hydrogen bonds, DNA
backbone
 The diagram is accompanied by a brief written description

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Scenario: Next, Hiba starts to think more about how DNA mutations lead to problems with proteins.
For example, she doesn’t understand how a small change in her daughter’s DNA could lead to a problem
with hemoglobin. To help Hiba navigate this question, answer the questions below:

17. (1 mark) Multiple choice: In a red blood cell, the hemoglobin gene is copied into an mRNA
through the process of transcription. Based on the DNA sequence given in Question 16, what is
the mRNA sequence for hemoglobin in a person suffering from sickle cell anemia?
a. GGA CAC CTC
b. GGA CAC CUC Answer b
c. CCU GAG GAG
d. CCT GTG GAG
e. CCU GUG GAG

18. (1 mark) Multiple choice: What organelle does the transcription of hemoglobin takes place in?
a. Nucleus
b. Ribosome
c. Nuclear membrane Answer c
d. Endoplasmic reticulum
e. Cytoplasm

19. (1 mark) Multiple choice: What happens immediately after the hemoglobin mRNA molecule is
transcribed?
a. It stays in the nucleus
b. It goes to the mitochondria to get translated
Answer c
c. It goes to the ribosome
d. It undergoes exocytosis
e. It gets converted to tRNA

20. (1 mark) Multiple choice: When _________ occurs, the hemoglobin mRNA is used as a
template to make hemoglobin protein.
a. Translation
b. Replication
c. Osmosis Answer a
d. Transcription
e. Diffusion

21. (1 mark) Multiple choice: During translation, codon sequences within an mRNA molecule are
read 3 nucleotides at a time. The sequence of a codon determines what ________ will be added
to the growing protein strand.
a. Anticodon
b. Amino acid
c. Monosaccharide Answer b
d. tRNA
e. mRNA

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Scenario: Hiba feels the pieces connecting now. She realizes that if you change a DNA sequence (like
the case with her daughter’s mutation in the hemoglobin gene), the resulting mRNA also gets changed
during transcription. This then causes the ribosome to add the wrong amino acid during translation,
leading to an improperly built hemoglobin protein. Hiba pauses and wipes her brow. While it is starting
to make more sense, she still doesn’t get why changing 1 amino acid in the hemoglobin protein
dramatically alters its function. To help her understand this, answer the following questions:

22. (4 marks) Describe the structure of the hemoglobin protein by filling in the chart below:

Write the Write the List the 4 layers of folding


YES or NO – Can a
name of its name of its present in hemoglobin, in
hemoglobin function if it
protein protein order from least folded to
is unfolded or denatured?
monomer. polymer. most folded.

Amino Acid Polypeptide Primary NO, a hemoglobin


-
cannot function if it is
unfolded or denatures,
- Secondary
because proteins cannot
function unless they
- Tertiary
have a unique shape.
-
Quaternary

23. (2 marks) Using the information from the chart as a guide, explain in detail how a change to an
amino acid within hemoglobin (like in Douaa’s case) could affect its ability to carry oxygen
efficiently throughout the bloodstream. Be sure to include appropriate terminology.
A change to an amino acid with hemoglobin could affect its ability to carry oxygen
efficiently throughout the bloodstream by not having the protein molecules with a
"unique shape" (such as primary, secondary, tertiary, and quaternary). The folded
proteins helps its function / bind substrate, also known as the "lock and key".
Having denatured proteins loses its function and could lead to human diseases.

24. (1 mark) A change in hemoglobin’s shape also causes a “clumping effect” inside of a red blood
cell. This gives the red blood cells a sickle-shape as opposed to its normal round, biconcave
shape. What organelle within the body is typically responsible for maintaining the shape of a
cell? _____________

cytoskeleton

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Scenario: Hiba is tired. It is almost midnight, and Douaa appears to be sleeping soundly. Hiba admits
to herself that she should probably try to sleep at least a little in order to be as fresh as possible for
Douaa’s treatment tomorrow. Hiba grabs a lumpy pillow and an extra blanket and curls up beside
Douaa in the small bed. She is just about to drift off when a terrible thought occurs to her – what if SHE
gave Douaa sickle cell anemia? After all, it WAS a genetic illness. Could she have somehow passed on
a gene to Douaa that causes her to be sick? She sits back up and goes back to the chair with her biology
lecture slides on inheritance. She grabs a pencil and cautiously begins sketching out a Punnett square –
she knows she won’t be able to fall asleep until she figures it out.

25. The trait for sickle cell anemia is recessive (a) and the trait for healthy is dominant (A).
Assuming sickle cell anemia follows a Mendelian pattern of inheritance, answer the following:
a. (2 marks) What would Douaa’s genotype and phenotype be?
Genotype of Douaa = __________
aa
Phenotype of Douaa = __________
sickle cell anemia

b. (2 marks) If Hiba and Douaa’s father are healthy, what must both their genotypes be?
Genotype of Hiba = __________
Aa
Genotype of Douaa’s father = __________
Aa

c. (2 marks) Complete a Punnett square showing a cross between Hiba and Douaa’s father.

A a
A AA Aa
a Aa aa

d. (1 mark) What were the chances that Douaa was born with sickle cell anemia? List your
answer as a percent or a fraction. ________
25%
e. (1 mark) If Hiba and Douaa’s father were to have another child, what are the chances
75%
that their child would be healthy? List your answer as a percent or a fraction. ________
f. (1 mark) Given the genetics above, are Hiba’s concerns warranted? Should she feel
guilty? Discuss in your own words.

Hiba shouldn`t feel guilty because the chance of her child having sickle cell an

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Scenario: The next day, Dr. Raghavan meets them in their hospital room along with a hemotologist, Dr.
Zlochower, who specializes in blood disorders. They explain that sickle-cell anemia is not a curable
disease unless a bone marrow transplant is performed. This process, however, has serious risks
associated with it, including death, and finding a donor is often difficult. While they will explore this
option further and screen Hiba and her family to see if they are matches, they suggest a treatment plan
for Douaa that will help manage and prevent her symptoms. Specifically, they would like to start her on
antibiotics (to prevent infections), pain-relieving medications, and blood transfusions.

In addition to this standard treatment, Dr. Raghavan and Dr. Zlochower also tell Hiba about an
experimental treatment that she may want to consider that uses a drug called hydroxyurea. This drug
works by activating a second hemoglobin gene present within the genome. Normally this gene is turned
on when the fetus is developing during pregnancy but then turns off several months after birth. By
reactivating it, the hemoglobin produced from the second gene has been shown to help relieve
symptoms.

26. (1 mark) Multiple choice – The ability to turn genes on and off is referred to as:
a. Gene expression
b. Gene regulation
c. Homeostasis Answer b
d. Transcription
e. Replication

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

PART 3 – Study Tool [ 10 marks ]

Instructions

In this final part of the assignment, you will create and share a study tool with your classmates. This
tool will allow you to solidify key concepts and will aid your classmates as they prepare for Test 1.

STEP 1: Choose a topic:

You will choose one of the content areas listed below. Your study tool must address all of the key
subtopics listed within that topic. It is recommended that you select a topic that you are struggling
with so that you can better understand the concepts.

Unit 1 – Human Body Unit 2 – Biological Molecules Unit 3 - Cells

a) Homeostasis b) Lipids c) Membrane transport


- Define homeostasis and - Summarize the functions - Describe the structure of
describe the components of of lipids within the human the plasma membrane.
the various feedback body. - Distinguish between
systems. - Describe the structure of a diffusion, osmosis,
- Include specific examples triglyceride and facilitated transport and
of positive + negative compare/contrast a state the role of each in the
feedback and explain how saturated and unsaturated cell.
these mechanisms are both fatty acid. - Describe active transport
similar and different. - Provide examples of other and explain how it is
lipids important in the body different from passive
forms of transport.
- Summarize how cells
move large molecules
across membranes.
d) Protein production
- Describe the structure and
the function of the nucleus,
ribosome, endoplasmic
reticulum (rough and
smooth) and Golgi body as
they relate to protein
production
- Be sure to include the
process by which these
organelles relate to protein
production

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Unit 4 – Cell Division Unit 5 – Genetics Unit 6 - Evolution

e) Mitosis and meiosis f) Genotype and phenotype h) Evolution


- Explain the purpose of - Distinguish between a - Briefly describe Darwin's
mitosis genotype and a phenotype theory of evolution
- Explain the events that - Define allele, gene, - Differentiate between
occur in each stage of dominant and recessive as microevolution and
mitosis and in cytokinesis they relate to patterns of macroevolution
- Explain the purpose of inheritance - Describe the importance
meiosis - Identify the phenotype of of microevolution to
- Differentiate between the an individual given the humans
daughter cells resulting genotype
from meiosis and mitosis
g) Non-Mendelian
inheritance
- Describe examples of
non-Mendelian inheritance
- Explain human ABO
blood types as an example
of codominance and
multiple allele inheritance,
and predict possible blood
types in children given
parental blood types
- Discuss human X-linked
patterns of inheritance

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

STEP 2: Choose a format:

Now that you have chosen a content area, you must now choose one of the formats below to present
that content. Ideally, you should choose a format that plays to your creative strengths and talents.

Option 1: Option 2: Option 3:


VISUAL INFOGRAPHIC TEACHING VIDEO OTHER

Create a 1-page infographic Create a 3-5 minute video of This task is meant to be
that summarizes a particular you teaching a particular topic creative. Many other options
topic. are possible depending on your
This teaching video chould area of interest and expertise.
The following elements could include the following elements:
be arranged in a way that - Useful props Other examples could include,
makes visual and - Visuals aids but are not limited to:
organizational sense: - Verbal descriptions - Physical model
- Relevant text - Dramatic skit
- Drawings The format of this video is - Poem
- Images flexible. For example, it can - Written essay
- Charts show you on screen teaching a + Many more!
- Mind maps particular concept, or you can
- Video links narrate a series of digital If you have another idea, you
- Memory tricks pictures and/or animations. must check with your teacher
first to gain approval. Please
The format of this infographic NOTE: your video must give at least 1 week before the
is flexible. For example, it can include original content – E.g.. due date to gain approval; we
be created by hand on paper or it is not acceptable to simply have to make sure your idea
you may create a digital stitch together a series of works with the rubric below.
version using an online tool of already made YouTube videos.
choice (E.g. Mindmodo) Your target audience for this is
This video can be created using your fellow classmates. Make
For inspiration, watch this your own personal electronic sure that it meets their needs
video on visual note taking and devices and/or other online and is at the appropriate level
this video on mind mapping. tools. If you choose this of detail.
option you should have a
Your target audience for this certain level of comfort in
teaching video is your fellow creating and editing videos.
classmates. Make sure that it
meets their needs and is at the Your target audience for this
appropriate level of detail. teaching video is your fellow
classmates. Make sure that it
meets their needs and is at the
appropriate level of detail.

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

STEP 3: Create your study tool

After choosing a topic and format, you are now ready to create your study tool. Below are some
tips for creating your study tool:

• Remember that your study tool should be completely unique. While it is acceptable to
brainstorm ideas with your classmates or look for inspiration online, your final product should
be entirely original.
• Refer to the rubric so that you have an understanding of how you will be graded. Be sure to
compare your completed study tool to the rubric so that you can be sure all expected elements
are included. If you are unsure of any aspect of the rubric, email your instructor. They will be
happy to provide clarification.
• Make sure you proof read your study tool. Consider showing your study tool to a friend or
family member to see if it is easy to follow and clear. They will often have excellent feedback
for you.

STEP 4: Post your study tool to DC Connect and provide peer feedback

Now that you have completed your study tool it is time to show it off by posting it to DC Connect.
Below are some tips when posting:

• Make sure to provide a quick description of your tool


o E.g. “Here is a visual infographic that I made using Piktochart. You can use it to
review concepts about Homeostasis (Unit 1).”
• Make sure that the file you submit is considered “standard” and easily accessible
o E.g. a link to a website, a JPG/PNG image, a PDF document, etc

Once you have posted your study tool, you will be able to see your classmates’ posted study tools.
Examine all posted study tools and comment on at least ONE person’s study tool. When
commenting, be sure to include the following:

• At least ONE strength of this person’s tool


o Your strength should relate specifically to the criteria in the rubric
o Be as detailed as possible

• At least ONE area of growth for this person’s tool


o Your area of growth should relate specifically to the criteria in the rubric
o Be as detailed as possible

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Grading and Rubric

CRITERIA EXCELLENT GOOD / SATISFACTORY NEEDS IMPROVEMENT

Content 4 marks 2-3 marks 0-1 marks


- All required subtopics are present for your Student is missing 1-2 of the requirements Student is missing more than 3 of the
chosen topic as noted in the options above listed requirements listed
- Each required element is thoroughly
explained in detail at a level that suits the
needs of the audience
- All information is accurate and correct

2 marks 1 mark 0 marks


OPTION 1 – Visual Infographic Student is missing 1 of the requirements Student is missing 2-3 of the requirements
-Tool is 1 page in length listed listed
- Tool includes relevant text as well as a
variety of useful elements such as
drawings, images, charts, charts, mind
maps, video links, and memory tricks

OR

OPTION 2 – Teaching Video


- Tool is 3-5 minutes in length
- Tool includes useful props, visual aids,
and verbal descriptions

OR

OPTION 3 – Other
- Tool follows specific guidelines as set out
by your instructor

Spelling & 1 mark -- 0 marks


grammar - No (or very minor) spelling, grammar or - Significant errors in spelling, grammar or
punctuation errors punctuation that distract from the content

PHS – Pre-Health Sciences


Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Grading and Rubric – continued…

CRITERIA EXCELLENT GOOD / SATISFACTORY NEEDS IMPROVEMENT

2 marks 1 mark 0 marks


- Tool is very user friendly, organized and - Tool is somewhat user friendly, organized - Tool is not user friendly and is organized
Clarity &
easy to navigate and easy to navigate and/or hard easy to navigate
organization
- Tool is very professional in both content - Tool is somewhat professional in both - Tool is not professional in both content
and appearance content and appearance and appearance

0.5 mark -- 0 marks


- Tool is posted to DC Connect by the due - Tool is not posted to DC Connect in a
date established by your instructor timely manner, is not posted in an easily
Resource - Tool is posted in a format that is easily accessible format, or does not include a
sharing accessible description
- A description of your tool is posted to
allow classmates to know what topic and
format you have chosen

0.5 mark -- 0 marks


- Student comments on at least one other - Student did not comment on another
students resource student’s submission or comments are
Peer - At least 1 strength and 1 area of growth lacking in their usefulness as feedback
feedback are noted
- Comments are thoughtful and provide
valuable feedback to the student

Grade = _____ /10

PHS – Pre-Health Sciences