Assignments

Your assignments and due dates are provided below. In the due dates column, the first date is for the Wednesday section, the second for the Thursday section. The newest assignments are at the top of the page.


 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * 15 || Peer review of experiment report || You will peer review an experimental report from the other 231 section. This assignment will be done individually (although several people will be reviewing the same report) and completed on Blackboard. The reports are due on the day of this week's class and will be posted for your review on Friday, 4/22. All reviews, regardless of section, are due by Friday, 4/29 (last day of classes). ||  || 4/29 ||

4/21 || 4/7 (earliest) || 4/21 ||
 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * 14 || Final safety exam || You will retake the required safety exam for your final score. A score of 90% is required to pass. If you already achieved this score on the pretest, you do not need to retake the exam. This test is on the course Blackboard site, under Assessments. ||  || 4/20
 * || Complete your classroom activity write-up. || You should have all of your write-up elements assembled at this point. Continue to edit and refine your activity. For presenters from 3/2 to 3/30, your final write-ups are due by 4/6 (W) or 4/7 (Th). For presenters after 3/30, your final write-up is due one week after your presentation. ||  || 4/6
 * || Continue experimental project. || Continue with the experiment. ||  || 4/20

4/15 || 4/7 (earliest) || 4/22 ||
 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * 13 || HIV virulence problem set || This problem set requires you to read and interpret a series of graphs. Download the file provided here and record your answers within the file. Turn in your completed problem set on Blackboard. Be sure to rename the file starting with your last name; otherwise you will lost significant points for the assignment. || [[file:HIV_Virulence_Activity_Student.doc]] || 4/14
 * || Complete your classroom activity write-up. || You should have all of your write-up elements assembled at this point. Continue to edit and refine your activity. For presenters from 3/2 to 3/30, your final write-ups are due by 4/6 (W) or 4/7 (Th). For presenters after 3/30, your final write-up is due one week after your presentation. ||  || 4/6
 * || Continue experimental project. || Proceed with the experiment. ||  || 4/21

4/7 (earliest) || 4/22 ||
 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * 12 || Complete your classroom activity write-up. || You should have all of your write-up elements assembled at this point. Continue to edit and refine your activity. For presenters from 3/2 to 3/30, your final write-ups are due by 4/6 (W) or 4/7 (Th). For presenters after 3/30, your final write-up is due one week after your presentation. ||  || 4/6
 * || Continue experimental project. || Once you receive approval for your hypothesis and experimental outline, you may proceed with the experiment. ||  || 4/21

4/7 (earliest) || 3/31 (latest) || 3/31 ||
 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * 11 || Complete your classroom activity write-up. || You should have all of your write-up elements assembled at this point. Continue to edit and refine your activity. For presenters from 3/2 to 3/30, your final write-ups are due by 4/6 (W) or 4/7 (Th). For presenters after 3/30, your final write-up is due one week after your presentation. ||  || 4/6
 * || Continue experimental project. || Decide on your group hypothesis and outline your experimental plan. Add to your Google doc. **You may not start your experiment until your plan is approved by the instructor.** This is for your own benefit. The sooner you post these items, the sooner you will receive feedback and approval to proceed with the experiment. ||  || 3/30
 * || Web investigation assignment. || You will complete the two-part assignment provided on **Blackboard**. Part 1 can be completed in class this week. ||  || 3/30

3/24 || 3/24 || 3/24 || 3/24 ||
 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * 10 || Complete assessments for your classroom activity. || You should have at least one assessment for each activity objective. These do not have to be separate items, but you must clearly designate the measurement method for each objective. ||  || 3/23
 * || Begin experimental project || Meet with your group and decide on a group name. ||  || 3/23
 * ||  || As a group, choose a consumer product to test and develop a question to answer. ||   || 3/23
 * ||  || Create a Google doc for your experimental project, meeting the following criteria:
 * Title the document file with your group name.
 * At the top of the document, list your group members.
 * Directly underneath that, indicate your chosen consumer product and experimental question.
 * Be sure to share your document with me. ||  || 3/23


 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * 8 || No new assignments for Spring Break! I'm not that cruel. ^_^ || However, I have listed two assignments below that you must complete the week of your presentation. ||  ||   ||
 * || Self-reflection on presentation. || This assignment must be completed individually on Blackboard within 48 hours of your presentation. You will receive your compiled class rubric scores when this assignment is completed, addressing the following questions:

How do you think your presentation went, overall? Which aspects of your presentation were you pleased with? Which aspects of your presentation do you think needed improvement? What would you do differently next time? Is there anything I should know about the way you and your partner functioned as a team? ||  || The week of your presentation ||
 * || Ticket In. || You and your partner must prepare one or two questions for a ticket in for your presentation day. This can be one of the questions you use for your assessments if appropriate. ||  || The week of your presentation ||

3/3 || 3/3 ||
 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * 7 || Activity procedures due. || Add your completed procedure, along with prep and safety instructions, to your 'official' Google doc (the one with the activity name) for grading. ||  || 3/2
 * || Outline student assessments. || Provide an outline of your intended student assessments at the TOP of your original doc (the one titled with your last names). ||  || 3/2

2/24 || 2/24 || 2/24 || 2/24 || 2/24 ||
 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * 6 || Technology survey on Blackboard. || Please complete the technology survey in the Assessment section of the course Blackboard site. Even if you completed this in a previous semester, there are new questions. I will be using these data to plan content for this semester. (If you did the survey in 161 THIS semester, you do not have to take it again.) ||  || 2/23
 * || Safety rule || Take one of the safety rules discussed in class and create a memorable version for students. ||  || 2/23
 * || Create a new Google doc for grading. || Please create a new activity file on Google named: 'your section number - activity name.' (Example: "2 - Modeling Digestion" for a Thursday class activity.) This is the material that will be graded. Copy and add any finalized sections from your other document to this new file. You will find it most convenient to continue using your original file for brainstorming and taking notes. ||  || 2/23
 * =  || Formal submission of first activity sections. || Within your new Google file, complete the initial sections of your write-up as outlined in the provided grading rubric. These include title, rationale, content background, objectives and materials list. If you have kept up with previous assignments, these should be almost finished. || [[file:Grading Rubric for Activity Draft for 2-23.doc]] || 2/23
 * || Continue the procedure section of your activity write-up. || You and your partner should develop the step-by-step procedure for the activity. Try to visualize the steps and include everything! You may need to add items to your Materials list. ||  || 2/23
 * || Read through the week's articles. || I have provided several articles on the Week 6 schedule page discussing how to convert cookbook activities to inquiry form. These can provide strong guidance for self-evaluation. ||  ||   ||

|| 2/16 2/17 || 2/17 || 2/17 ||
 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * 5 || Name your activity if you haven't already || You and your partner should brainstorm and choose a (semi-)clever name for your activity. Silly tends to catch student attention. Add the title to the top of your Google doc. || See rubric:
 * =  || Finalize outline of your activity for presentation || Provide a one paragraph description of the student activities you will include in your write-up/presentation. Place this at the top of your Google doc (under the title) for my review. || See above. || 2/16
 * || Continue the early sections of your activity write-up || Once you have chosen an activity to adapt, finalize your student objectives and write the content background for teachers, as it relates to your objectives. See the Week 4 schedule for further details and files on student objectives. || See above || 2/16

2/9 2/10 || 2/10 || 2/10 ||
 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * = 4 || Choose activity for presentation || You and your partner should make a final choice on the activity you will be writing and presenting. Please look at the comments I have left in your Google doc and be sure to add the URL(s) for your final choice. ||  || Before
 * || Read the attached rubric || This rubric indicates the sections that are required for the teacher pages of your activity report. Note the elements that will be assessed in your final product. This rubric will be used for peer evaluation later in the course. || [[file:Rubric For Teacher Pages.doc]] || 2/9
 * || Begin the early sections of your activity write-up || Once you have chosen an activity to adapt, start working on the student objectives and content background, as it relates to your objectives. See the Week 4 schedule for further details and files on student objectives. Be prepared to share at least one of your objectives with the class next week. ||  || 2/9
 * || Name your activity || You and your partner should brainstorm and choose a (semi-)clever name for your activity. Silly tends to catch student attention. ||  ||   ||

2/3 || 2/3 || 2/3 || 2/3 || 2/3 ||
 * = ==Week== || ==Assignment== || ==Description== || ==Documents== || ==Due Dates== ||
 * = 3 || Safety pre-test || You will take a safety pre-test to determine the overall knowledge level of the class. You are required to take the test, but your score will not be graded. This test is on the course Blackboard site, under Assessments. || None || 2/2
 * =  || Activity analysis discussion || You and your partner should be prepared to discuss your activity analyses, due this week. Be sure that I have a copy of or link to the original activity you analyzed. ||   || 2/2
 * =  || Choose activity for presentation || You and your partner will choose the activity that you will write up and present to the class. General requirements for the activity will be discussed in class this week. ||   || 2/2
 * || Teacher pages || Please print and read this teacher page example that is provided here. (The same file is also provided on the weekly schedule page.) Bring your copy to class next week for discussion. || [[file:Just What is Oobleck - Teacher's Guide.doc]] || 2/2
 * || Set up Google Doc || You and your partner should set up a file in Google Docs for your future activity write-up. For now, the title of the file should be your last names. Please add me as a viewer and editor. To start the file, please add the URL or other source for your presentation activity. I will check it over and make sure it is appropriate for adaptation (you don't want to choose an impossible task). ||  || 2/2

1/27 || 1/27 || 1/27 ||
 * **Week** || **Assignment** || **Description** || **Documents** || **Due Dates** ||
 * = 2 || Choose activity topic || You and your partner should choose one of the NSES high school biology content topics. || [[file:Topics for NSES Activities.doc]] || 1/26
 * || Find and analyze activities || Partners: Identify and carefully read two classroom activities for your chosen topic. Fill out a copy of attached form (right) for each of the activities; I recommend doing this together. The forms must be filled out electronically; simply expand the spaces in the attached file. Each of you should attach one of the forms to the appropriate wiki page to complete the assignment (each of you will turn in one of the two activities). Wednesday Section 1 students attach your files here; Thursday students here. Be sure the file starts with your last name to receive full credit. || [[file:Activity Analysis for NSES Topic.doc]] || 1/26
 * || Inquiry recommendation || Please read the attached file discussing why teachers might want to use inquiry and prepare two questions/comments on a 4x6 card for class discussion next week. || [[file:Should You Use Inquiry.doc]] || 1/26

2. Log onto the course sites described there and contact me if you have any problems. 3. Purchase your pack of index cards. || || 1/19 1/20 || 1/20 ||
 * = ==**Week**== || ==**Assignment**== || ==**Description**== || ==**Associated Documents**== || ==**Due Dates**== ||
 * = 1 || Course organization || 1. Read the syllabus before next class.
 * =  || Baking Powder Lab Modifications || One essential skill for science teachers is the ability to add inquiry-based modifications to cookbook-type activities. The attached activity is a classic example of the type of traditional lab you will find in most commercial lab manuals. While it would be difficult to convert a chemistry lab of this type to completely open-ended inquiry, there are many simple changes that could make this lab more inquiry-oriented. For this assignment, please read the lab and suggest two small, practical tweaks in the lab presentation that would create a more student-centered approach. You do NOT have to rewrite the entire procedure; just list the two changes on one of the index cards. Bring this list to class next week for discussion (you will also be turning the card in). || [[file:Baking Powder Analysis lab.doc]] || 1/19
 * =  || Lab partner || Choose a lab partner to work with you on the activity development and presentation. You should discuss whether you would like to present early or late in the semester. ||   ||   ||