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ASSIGNMENT 2

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

/100 marks – Due Fri, Dec 7 at 11:59 PM

EVALUATION NOTES

Read before submitting:

This assignment is worth 20% 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

Connect Assignments folder.

submitted

online

to

the

DC

be Connect Assignments folder. submitted online to the DC a. 2 files need to be submitted
be Connect Assignments folder. submitted online to the DC a. 2 files need to be submitted

a. 2 files need to be submitted in total.

answers to the questions in Parts 1-3. 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.

The first file will be a fillable PDF containing your

While students may work in groups, each student must submit their own original work.

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PART 1 – Basic Knowledge

[ 20 marks ]

Rationale: In this section you are required to answer content specific questions.

very similar in structure and style to Test 2 questions and will therefore be excellent study practice.

These questions are

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 8: The Digestive System

1. (2.5 marks) Match the descriptions below with their correct term. Answers are used only once.

A. Common bile duct

B. Duodenum

C.

D. Ileocecal sphincter

E.

F. Lower esophageal sphincter

G.

H. Mucosa

Epiglottis

Ilium

Jejunum

I. Muscularis

J. Pancreatic duct

K.

L. Pyloric sphincter

M.

N. Submucosa

O.

Peristalsis

Serosa

Uvula

 

Rhythmic, wave-like contractions of smooth muscle

   
 

Inner layer of digestive (GI) tract

   
 

Flap of skin that covers the trachea when swallowing

   
 

Part of the small intestine that connects to pancreas, liver, and gall bladder

   
 

Ring of muscle that allows chyme to exit the stomach

   

2.

The pancreas releases pancreatic juice during digestion.

     
 

a.

(0.5 mark) What is the purpose of bicarbonate within pancreatic juice?

     
       
 

b.

(1 mark) List the 4 enzymes found in pancreatic juice.

     
   

-

 
   

-

 
   

-

 
   

-

 

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3. (1 mark) Which of the following accurately describes bile? Select ALL that apply.

   

It is produced by the gall bladder

   
   

It breaks triglycerides into monoglycerides and free fatty acids

   
   

It emulsifies lipids

   
   

It travels down the common bile duct

   
   

It is released into the stomach during digestion

   
   

It is present in the hepatic portal vein

   
   

It is an enzyme

   

4.

(0.5 mark) Multiple choice – Which of the following statements is TRUE?

 
   

a.

Digestion of proteins begins in the mouth

 
   

b.

Trypsin is produced by the stomach and the pancreas

 
   

c.

Pepsin is inactive when hydrochloric acid is present

     
   

d.

Nuclease is a brush border enzyme

     
   

e.

Peptidase breaks smaller polypeptides into amino acids

     

5.

(0.5 mark) Multiple choice – Which of the following represents the correct order of feces through the large intestine?

 
   

a.

Ileocecal sphincter, cecum, ascending colon, transverse colon, descending colon, sigmoid

   

b.

colon, rectum, anal canal, anal sphincter, anus Ileocecal sphincter, cecum, descending colon, transverse colon, ascending colon, sigmoid

   

c.

colon, rectum, anal canal, anal sphincter, anus Ileocecal sphincter, cecum, ascending colon, descending colon, transverse colon, sigmoid colon, rectum, anal canal, anal sphincter, anus

   

d.

Anal sphincter, cecum, descending colon, transverse colon, ascending colon, sigmoid

     

colon, rectum, anal canal, ileocecal sphincter, anus

UNIT 9: The Cardiovascular System

       

6.

(2 marks) Could Type A Rh+ blood be given safely to a person with Type AB Rh- blood? Explain your answer using the chart below.

 

Organize:

         
     

DONOR

RECIPIENT

   
 

What antigens are present on the RBC?

Which antibodies are present in the plasma?

What antigens are present on the RBC?

Which antibodies are present in the plasma?

 
   
 

Check:

 
 

Decide:

Will antibodies in recipient bind antigens on donor RBC? Will agglutination occur?

 

Recommend: Will this blood transfusion be safe?

 
     

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7. (2 marks) Match the descriptions with an appropriate term. Answers are used only once.

A.

B. Heme

Hemoglobin

C.

D. Hematopoiesis

Hemolysis

 

Molecule found in hemoglobin that works with iron to bind oxygen

 

Destruction of red blood cells in the liver and spleen

 

Creation of red blood cells in the bone marrow

 

Protein found in red blood cells that binds oxygen

8.

(2 marks) Compare and contrast a vein and an artery. List at least ONE similarity and THREE differences.

 

Differences

         
   

Artery

   

Vein

   
   
 

Vs

   
 

Similarity

         
 

UNIT 10: The Respiratory System

         

9.

(0.5 mark) Multiple choice – Which of the following is/are TRUE concerning alveoli?

 
 

a.

They are sacs in the lungs

         
 

b.

     
 

c.

d.

It is a location where gas exchange takes place via diffusion They are surrounded by capillaries

 
 

e.

Only A and C are correct All of the above

         

10.

(0.5 mark) Multiple choice – What is the role of chemoreceptors during ventilation?

 
 

a.

They detect when pH is low within the blood

 

b.

They communicate with the medulla oblongata to decrease breathing rate

 

c.

They eventually force you to breathe if you try to hold your breath for as long as possible

 

d.

e.

Only A and C are correct All of the above

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11. (3 marks) Fill-in the chart below to describe THREE ways in which carbon dioxide can be carried within the blood:

 

Method of CO2 transport

% CO2

Description (List TWO details)

 
 

Dissolved in blood

 
 

plasma

 
 

Bound to hemoglobin

 
     
 

As bicarbonate

 
     

UNIT 11: The Integumentary System

   

12.

(4 marks) Indicate whether the following statements are TRUE or FALSE:

 
 

a.

The largest organ in the body is the skin

 
 

b.

A function of skin is to remove waste from the body

 
 

c.

Adipocytes are primarily found within the hypodermis

 
 

d.

The stratum basale is superficial to the stratum corneum

 
 

e.

During UV light exposure, Langerhans cells produce a pigment called melanin

 

f.

Arrector pili are responsible for “goose bumps”

 
 

g.

Genes, carotene, and haemoglobin can contribute to the colour of skin

 
 

h.

Melanocytes are primarily found within the epidermis

 

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PART 2 – Case Study

[ 40 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.

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

• For short answer questions, answer in full sentences Scenario: Mary is a student enrolled in

Scenario: Mary is a student enrolled in the Pre-Health Sciences program at Durham College. Like many of her classmates, she has applied to several competitive healthcare programs including Paramedics and Nursing and is very proud of the hard work that she has accomplished so far.

Unfortunately, the past few weeks have taken their toll on Mary’s mental health and she is feeling extremely burned out. Her stress levels are at an all time high and she is struggling to manage the demands of school, caring for her young son, Andrew, and working part-time 20 hours per week. All of this exhaustion has caused her digestive disorder (lactose intolerance) to flair up despite the fact that she can normally manage it very well with diet and medication. Specifically she has been forgetting to restock her supply of Lactaid medication (an over-the-counter-drug) and has picked up the habit of eating cheap, frozen pizzas that contain high quantities of starch and lactose. This has left her with extreme bloating, nausea, and pain and has forced her to make regular emergency trips to the bathroom while at school and at work.

13. (0.5 mark) Multiple choice – People with lactose intolerance cannot digest

a.

Lactose

e.

Amylase

b.

Lactase

 

c.

Maltase

 

d.

Maltose

 

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14. (0.5 mark) Multiple choice – Medications like Lactaid contain that is normally made by the

, a digestive enzyme

   

a.

Maltase, small intestine

Lactose, small intestine

   
   

b.

c.

Amylase, pancreas

 
   

d.

Lactase, small intestine

   
   

e.

Lactase, pancreas

   

15. (5 marks)

Track a piece of pizza through Mary’s digestive system by drawing a simplified

 

sketch of how various biological molecules are processed by Mary’s digestive system. Start with the pizza entering through the mouth and show how the various enzymes break it down into nutrients that can be absorbed within the body. For this question, you may assume that the biological molecules in the pizza are polysaccharides, from the starch-filled dough, and lactose, from the cheese. You may ignore any other molecules that might be present. You should also assume that Mary did NOT take her Lactaid medication when eating the pizza.

 

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. A reminder that your image must be original – i.e. it is not copied directly from course resources (E.g. lecture slides) or the internet. Use the checklist below as a guide:

 

ANATOMY of the digestive system is drawn and labeled:

   
 

Regions: mouth, pharynx, esophagus, stomach, small

   
   

intestine (duodenum, jejunum, ileum), large intestine

   
 

     
 

Accessory organs: salivary glands, gall bladder, liver, pancreas

Digestion of polysaccharides and lactose is clearly shown:

   
 

Names of all enzymes are provided

   
 

Names of the organs that make each enzyme are

   
   

provided

   
 

Descriptions/diagrams are provided as to how each

   
   

enzyme breaks down the molecules

   

TIP 1: Crop/zoom your image if necessary so that it is clear to the viewer.

TIP 2: Make sure the fillable PDF is open in Adobe when inserting photos. It will not work if you are viewing the PDF in an internet browser. If you are having trouble attaching your photo, never fear! Just watch the help video on DC Connect or contact your instructor.

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16.

(1 mark) How would the digestion above change if Mary took Lactaid with her meal?

 
   
 

17.

(3 marks) Untreated lactose intolerance leads to inflammation within the gut that prevents key nutrients from being absorbed. Explain how digested carbohydrates normally get absorbed into the body. Provide at least THREE details using correct terminology.

   

 
   

 
   

 

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Scenario: As Mary continues the semester, stress continues to take its toll on Mary’s body. While not life threatening, Mary has noticed that she experiences constant outbreaks of acne, despite having a history of clear, blemish-free skin. After doing a bit of research and chatting with her Biology professor, she learns that stress can aggravate sebaceous glands in the skin and cause acne.

18. (5 marks) Answer the following questions about sebaceous glands:

a. (1 mark) Where are sebaceous glands located in the body? Be as specific as possible.

 
 

b.

(1 mark) What is the difference between a sebaceous gland and a sudoriferous gland?

 
 

c.

(1 mark) What is sebum made of? List at least THREE ingredients.

 
 

d.

(2 marks) Explain in detail how an excess of sebum can lead to the production of acne.

 

Scenario: As the final weeks of school approach, Mary’s stress begins to reach a breaking point as her assignments and test dates loom. What is more, her son Andrew has been experiencing troubles at school and has recently been diagnosed with ADHD. She confides in a friend that she feels as though she is “barely hanging on.” She is just hoping she can make it through these final weeks.

One day, as she is walking into her Biology lab, Mary starts to feel funny. She beings to feel faint and light-headed, almost as if the “walls are closing in.” She sits down quickly at the lab bench but a huge wave of nausea suddenly overwhelms her and she begins to breathe rapidly. Just as class is about to begin, Mary reaches a state of full-blown panic as she finds herself with unexpected chest pain and difficulty breathing. Noticing her distress, her classmates and professor immediately call Campus Safety and the Campus Emergency Response Team (CERT). An ambulance soon arrives and after an initial assessment by paramedics, it is determined that she needs to get to Lakeridge Health immediately. She is quickly loaded into the ambulance, connected to an IV (containing water, sugar and salt), given her an aspirin, and offered additional oxygen. As they pull into the hospital, paramedics do their best to keep her calm but Mary overhears them say her symptoms align with that of a heart attack.

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19.

(0.5 mark) Multiple Choice – If Mary is experiencing a heart attack, what blood circuit is mostly

a.

Coronary

d.

likely compromised?

 

b.

Hepatic

 

e.

Systemic None of the above

   
 

c.

Pulmonary

           

20.

(0.5 mark) Multiple Choice – Which component of blood is IV fluid meant to mimic?

   
 

a.

Electrolytes

 

d.

A and B only

 

b.

Blood plasma

 

e.

All of the above

 

c.

Erythrocytes

           

21.

(3 marks) List THREE specific components of blood that are NOT present in Mary’s IV fluid Briefly describe the function of each within the body.

 

   
 

   
 

   

22.

While in the ambulance, the additional oxygen that Mary receives enters her nasal cavity and travels through the respiratory system until it reaches the blood. From there, it travels to her heart so that it can be pumped to the various cells in her body.

 

a.

(2.5 marks) List the respiratory structures IN ORDER that carry oxygen from the nasal cavity to the alveoli. List at least FIVE structures.

   

Nasal cavity

>

         
     

>

         
     

>

         
     

>

         
     

>

> Alveoli

       
 

b.

Once absorbed into the blood at the alveoli, oxygen is then transported through the blood via the red blood cells within the blood.

   

i.

(0.5 mark) What is the scientific name for a red blood cell?

     
       
   

ii.

(0.5 mark) During hypoxia, what hormone would be released to increase the number of red blood cells within the blood?

 
       

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iii.

(0.5 mark) True or False – A red blood cell is able to live for years within the

 
       

blood.

 
     

iv.

(2 marks) What structural features does a red blood cell have that allows it to effectively move through the blood and transport oxygen? List at least FOUR features and explain how these features help RBCs carry out their functions.

 
     

     

     

     

Scenario: Upon arriving at the hospital, Mary is assessed by the on-call cardiologist, Dr. Hiba Khaled. After an initial assessment and blood draw, Dr. Khaled orders an EKG and echocardiogram for Mary to determine if she is experiencing a heart attack.

 

23. (5 marks) An echocardiogram is an ultrasound test that allows the heart to be imaged and blood tracked through the heart. In the space below, map the pathway of blood through the heart. Start with blood entering the heart via the vena cava and finish with blood leaving the heart through the aorta. Be sure to list all chambers, valves, and blood vessels that the blood passes through IN ORDER. Don’t forget to answer in your own words and use the checklist below as a guide.

   

4 heart valves are listed in the pathway

   
   

4 heart chambers are listed in the pathway

   
   

4 blood major blood vessels attached to the heart are listed in the pathway

   
   

All structures are listed in the correct chronological order

   
   

All names are written in FULL (no acronyms) with no spelling errors

   
 

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Scenario: Luckily, Dr. Khaled reports that the blood work, EKG, and echocardiogram came back clean, i.e. there is no evidence to support that Mary experienced a heart attack. Dr. Khaled suggests that Mary may have actually experienced a panic attack instead, explaining that the symptoms of a heart attack are often the same (chest pain, shortness of breath, dizziness, nausea). She goes on to say how under severe stress, the nervous and endocrine systems within the body can trigger a rapid heart rate during a panic attack.

24. (1.5 marks) Which of the following are able to increase the speed of the cardiac cycle? Select ALL that apply.

 

Sympathetic nervous system

   
 

Parasympathetic nervous system

   
 

Epinephrine

   
 

Norepinephrine

   

Scenario: After several more hours, Mary is discharged from the hospital with a diagnosis of “acute panic attack.” Before leaving, she is told to rest and consider booking an appointment with a professional psychologist for talk therapy. She is also told that if her panic attacks persist to try a variety of breathing techniques and investigate various medications like cannabidiol (CBD) oil, an extract from the Cannabis sativa plant that has been linked to anxiety reduction [Source]. Mary goes home and practices the suggested breathing techniques. One of them, the “calming breath,” recommends taking a long, slow breath in through the nose, holding your breath for 3 seconds, and exhaling slowly through pursed lips.

25.

(5 marks) While performing these breathing exercises, describe IN YOUR OWN WORDS how the diaphragm and intercostal muscles assist Mary’s inspiration and expiration.

During inspiration:

During expiration:

26.

(0.5 marks) Multiple Choice – What term is used to describe the amount of air moved with 1

a.

d.

breath at rest?

 

b.

Inspiratory reserve volume Expiratory reserve volume

e.

Vital capacity Residual volume

 
 

c.

Tidal volume

   

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Scenario:

an appointment with one of the counsellor’s at Durham College’s Campus Health Centre in G1030 and does some additional research on the Solace Centre in C111 to see when the various wellness coaches and meditation classes are available. She also sends an email to the Access and Support Centre (ASC) in SW116 and Student Academic Learning Services (SALS) in SSB204 to see if there are any additional supports she can access to help her manage her academics while she recovers. She also opens the pamphlet on CBD oil to see if this is a route she wants to pursue. Specifically, she is wondering if CBD oil could also help her manage her symptoms of lactose intolerance as well.

After trying the various breathing exercises, Mary feels calmer and less anxious. She books

27. (2+1 marks) Perform a quick Google search of CBD oil and digestive health. Is there any CREDIBLE evidence to suggest that CBD can help manage inflammation within the gut? Justify your answer and provide the link to your source.

TIP 1: Credible sources include government websites and peer-reviewed journal articles. If you are unsure of how to pick a credible source, watch the following video or take a look at the resources posted on the SALS course in DC Connect:

TIP 2: You will not be marked on if your answer is right or wrong. Instead, it is your job to formulate a clear response and back up your answer with credible evidence.

Answer:

 
 

Link to credible source:

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PART 3 – Study Tools

[ 10 + 30 marks ]

Rationale: In this part of the assignment, you will create various study tools that will allow you and your classmates to prepare for Test 2. These study tools will allow you to “personalize” your learning, put key concepts into your own words, and examine concepts through a more creative lens.

Instructions

Create 2 small SUMMARY SHEETS

Create 1 detailed STUDY TOOL” and share it with your classmates

STEP 1: Choose 2 “summary sheet” topics

classmates STEP 1: Choose 2 “summary sheet” topics Choose ANY TWO anatomical structures listed below (E.g

Choose ANY TWO anatomical structures listed below (E.g pancreas and dermis) and imagine that you are allowed to bring a “cheat sheet” into the test containing information about them.

Unit 8 – Digestive

Unit 9 – Cardiovascular

Unit 10 – Respiratory

Unit 11 – Integumentary

- Stomach

- Capillaries

- Alveoli

- Epidermis

- Pancreas

- Veins

- Dermis

- Large intestine

- Arteries

- Hypodermis

- SA node

STEP 2: Create 2 “summary sheets”

Using the content from your lecture slides, create a “summary sheet” for EACH of your chosen

anatomical structures.

focusing on the functions (what does it do?

what cells/tissues/structures are found within it?). The format of your summary sheet does not matter and it is OK if it looks a bit “quick and dirty.” The key idea is to organize the information in your own words so that it makes sense to you and to evaluate what information is the most relevant/helpful for your test.

why is it important?) and structures (what it is made of?

To do this, summarize the key ideas on a blank piece of 8.5”x 11” paper,

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STEP 3: Submit photos of your 2 “summary sheets” in the boxes below.

TIP 1: Before submitting your photos, examine the rubric at the end of this document to ensure that you will receive full marks.

TIP 2: Crop/zoom your image if necessary so that it is clear to the viewer.

TIP 3: Make sure the fillable PDF is open in Adobe when inserting photos. It will not work if you are viewing the PDF in an internet browser. If you are having trouble attaching your photo, never fear! Just watch the help video on DC Connect or contact your instructor.

“Summary Sheet 1”

“Summary Sheet 2”

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STEP 4: Choose a “study tool” 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 8 – Digestive

Unit 9 – Cardiovascular

 

a)

Digestion of biological molecules

b)

Blood vessels

-

Describe the process by which carbohydrates,

-

Describe the structure and function of the

lipids, proteins and nucleic acids are digested by the digestive system

three main types of blood vessels

-

Compare blood flow in the pulmonary and

-

Discuss the absorption of the end products of

systemic circuits

digestion into the lymphatic and cardiovascular systems

Explain the location and the purpose of the hepatic portal system

-

Explain the differences between veins, arteries and capillaries

-

Unit 10 - Respiratory

Unit 11 – Integumentary

c)

Ventilation

d)

Skin structure and function

- Define ventilation and respiration

-

List the layers of skin, describe their functions

- Contrast the processes of inspiration and

and identify the various types of tissues found

expiration during ventilation

Define the terms used to describe volumes of air moved during ventilation

Describe the role of the nervous system and chemoreceptors in the control of breathing

-

-

within

Identify the main pigments responsible for skin colour

-

Differentiate between sweat glands and oil glands

-

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STEP 5: Choose a “study tool” 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:

VISUAL INFOGRAPHIC

TEACHING VIDEO

Overview:

Overview:

Create a 1-page infographic that summarizes a particular topic.

Create a 3-5 minute video of you teaching a particular topic.

Elements:

Elements:

This infographic must include the following elements arranged in a way that makes visual and organizational sense:

This teaching video must include the following elements:

- Useful props

- 1+ drawings or digital images with captions

- Visuals aids

- 1+ Charts/tables/mind maps/tree diagrams

- Clear captioning or verbal descriptions

- 1+ Links to helpful videos or websites

- 1+ Memory tricks

Format:

- Minimal but relevant text

-

The format of this video is flexible. For

Format:

example, it can show you on screen teaching a particular concept, or you can narrate a series of

digital pictures and/or animations.

-

The infographic can be created by hand on

paper or poster board or you may create a digital version using an online tool of choice (E.g. Mindomo, Piktochart). For inspiration, watch this video on visual note taking and this video on mind mapping.

-

-

This video can be created using your own

personal electronic devices and/or other online

tools. If you choose this option you should have a certain level of comfort in creating and editing videos.

Slides/PowerPoint is NOT an acceptable format

Originality:

Originality:

Your video must contain entirely original content – E.g. it is not acceptable to simply stitch together a series of already made YouTube videos.

Target audience:

Your infographic must contain entirely original content – E.g. it is not acceptable to simply copy content (text, images, etc) from course lecture slides or online resources. All text must be in your own words.

Target audience:

Your target audience is your fellow classmates. Make sure that it meets their needs and is at the appropriate level of detail.

Your target audience is your fellow classmates. Make sure that it meets their needs and is at the appropriate level of detail.

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Option 3:

 

Option 4:

MOCK TEST

OTHER

Overview:

 

Overview:

Create a mock test of 20 questions related to your particular topic. This mock test should include original questions written by you as well as a full solution key that will help users remember the material and/or learn more about the topic if a question was answered incorrectly.

This task is meant to be creative. Many other options are possible depending on your area of interest and expertise.

Elements

Flexible

Elements:

 

Format:

-

The questions must contain the following

- Examples include, but are not limited to:

elements:

 

o

Physical model

 

o

A variety of definitions, multiple choice and short answer questions

o

Dramatic skit

 

o

Poem

 

o

Various degrees of difficulty

o

Many more!

-

The solutions key should contain the following

- If you have another idea, you must check with

elements for EACH question:

your teacher first to gain approval. Please give at least 1 week before the due date to gain approval; we have to make sure your idea works with the rubric below.

Originality:

 

o

Correct, detailed response

o

1+ helpful resource (drawing/digital image with caption, chart/table/mind map/tree diagram, link to video/website)

1+ memory trick/prompt/hint

o

o

Reference to slide and/or textbook

Your tool must contain entirely original content – E.g. it is not acceptable to copy or duplicate resources from the internet.

Format:

The questions must be submitted via one of the following approved formats:

-

 

Target audience:

Your target audience is your fellow classmates. Make sure that it meets their needs and is at the appropriate level of detail.

 

o

Digital questions organized neatly within a Word document

o

Physical set of flash cards

o

Online platforms (E.g. Cram, Quizlet Kahoot) are NOT acceptable formats

 

-

The solution key may be embedded within the

mock test itself or submitted as a separate file

Originality:

Your questions must contain entirely original content – E.g. it is not acceptable to copy questions provided to you in class or within the practice booklets or textbook.

Target audience:

Your target audience 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 6: Create your “study tool”

After choosing a topic and format, you are now ready to create your study tool:

TIPS

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 7: Post your “study tool” to DC Connect

for you. STEP 7: Post your “study tool” to DC Connect Once your study tool is

Once your study tool is complete, post it in TWO places – the Assignments folder on DC Connect (for formal grading) and the Discussions folder on DC Connect (to share with your classmates).

TIPS

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).”

Submit files that are standard and easily accessible.

o

E.g. JPG/PNG image

o

E.g. PDF document

o

E.g. Website link

o

NOTE: If using an online platform, make sure that access is free for all viewers and that the link you provide is public (not password protected)

the link you provide is public (not password protected) • Once you have posted your tool

Once you have posted your tool to the Discussions folder, you will be able to view other people’s study tools and use them as a resource when studying.

PHS – Pre-Health Sciences

Name:

CRN#:

Student ID:

Date:

Grading and Rubric for “Summary Sheets”

CRITERIA

EXCELLENT

GOOD / SATISFACTORY

NEEDS IMPROVEMENT

Summary

5 marks

--

0

marks

Sheet 1

- The function is thoroughly described

Student is missing more than 1 or more of the requirements listed

Work is not original and/or is copied from lecture slides, course material and/or other internet sources

-

-

- The structure is thoroughly described

All ideas and concepts are original and in the student’s own words.

-

-

The summary sheet is legible and clear

Summary

5

marks

--

0

marks

Sheet 2

-

The function is thoroughly described

Student is missing more than 1 or more of the requirements listed

-

-

The structure is thoroughly described

All ideas and concepts are original and in the student’s own words.

-

-

The summary sheet is legible and clear

Work is not original and/or is copied from lecture slides, course material and/or other internet sources

-

PHS – Pre-Health Sciences

Grade =

/10

Name:

CRN#:

Student ID:

Date:

Grading and Rubric for “Study Tool”

CRITERIA

 

EXCELLENT

GOOD / SATISFACTORY

NEEDS IMPROVEMENT

Content

10

marks

5

marks

0

marks

All required subtopics are present for your chosen

-

topic as noted in the options above

Student is missing 1-2 of the requirements listed

-

Student is missing more than 3 of the requirements listed

-

-

Each required element is thoroughly explained in

Work is not original and/or is copied from lecture slides, course material and/or other internet sources

-

detail at a level that suits the needs of the audience

-

All information is accurate and correct

Elements

10

marks

5

marks

0

marks

OPTION 1 – Visual Infographic

Student is missing 1-3 of the requirements listed

-

-

Student is missing more than 3 of the

- Tool is no more than 1 page in length

requirements listed

- Tool includes:

 

-

Study tool is just text

 

- 1+ drawing/digital image with caption

- 1+ chart/table/mind map/tree diagram

Tool was submitted in format that is not acceptable or not approved (E.g. Powerpoint presentation is used for

-

- 1+ link to a helpful video or website

- 1+ memory trick

Option 1)

- Minimal but relevant text

Work is not original and/or is copied from lecture slides, course material and/or other internet sources

-

OPTION 2 – Teaching Video

- Tool is no more than 3-5 min in length

- Tool includes:

 
 

1+ visual aid (i.e. pictures, props, diagrams, chalkboards)

-

-

Clear text or verbal descriptions

OPTION 3 – Mock Test

- Tool contains at least 20 questions

- Questions include:

 

- Definitions, MC + short answer

- Various degrees of difficulty

- Each solution include ALL of the following:

 

- Correct, detailed response

- 1+ helpful resource

- 1+ memory trick/prompt/hint

- Reference to slide and/or textbook

OPTION 4 – Other

-

Tool follows guidelines set out by your instructor

PHS – Pre-Health Sciences

Name:

CRN#:

Student ID:

Date:

Grading and Rubric for “Study Tool” – continued…

CRITERIA

EXCELLENT

GOOD / SATISFACTORY

NEEDS IMPROVEMENT

Spelling &

grammar

4

No (or very minor) spelling, grammar or punctuation errors

-

marks

2 marks - Some spelling, grammar or punctuation errors

0

Significant errors in spelling, grammar or punctuation that distract from the content

-

marks

Referencing

3

marks

--

0

marks

Links are provided for all non-original resources used (i.e. things you did not create yourself) including text, images and videos

-

-

Link is clearly labeled (E.g. video link –

-

Minimal or no references provided

-

References are not labeled by type

http://www…) - NOTE: Full APA citations are recommended but not required

 

3 marks

--

0

marks

- Tool is posted to DC Connect by the due date

Tool is not posted to DC Connect in a timely manner

-

Resource

established by your instructor

Tool is posted in a format that is easily accessible

-

A description of your tool is posted to allow classmates to know what topic and format you have chosen

-

-

accessible format (E.g. a link to a online

tool that is not free)

Tool is not posted in an easily

sharing

-

Tool does not provide a description

PHS – Pre-Health Sciences

Grade =

/30