You may use any size of bond paper. Recycled bond papers will do. Use additional sheets of paper, if necessary. Write on one side of the paper. Please write legibly using a black permanent pen. Pencils are not allowed.
Please refer to Activity Guidelines (see separate document) for the filename and submission guidelines.
In this activity, you will be graded based on your ability to analyze and evaluate connections to Lesson 2 concepts.
1. Compare and contrast the 10 types of microscopes discussed (from bright-field to stereo microscope) in terms of the following parameters:
· source of illumination
· quality of images produced
· applications in the field of Microbiology (provide only 1 specific example)
Create a table. Limit your answers to 1-2 sentences only. You may present your answers in bulleted style. This is equivalent to 30 points.
2. Evaluate the statement: "Members of the domain Archaea are more like Eukaryotes."
In 10 sentences, come up with an evaluation essay by analyzing thoroughly the statement presented. What features make them more like Eukaryotes? How about characteristics that make members of Archaea more like bacteria?
Take note that you are asked to create an evaluation essay and not a review. A review is based entirely on your own opinion. Ensure that all your claims should remain unbiased by supporting evidence. Use a defined set of criteria or parameters to judge the statement. It may be necessary to cite references. Avoid plagiarism or copy-pasting of work. This is equivalent to 30 points.
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Category |
8 — 10 pts |
5 — 7 pts |
2 — 4 pts |
0 — 1 pt |
Total |
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Argument and Evidence
· Clarity of purpose · Critical and original thought |
Clearly articulates a |
Articulates a |
Articulates a |
Does not articulate a |
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position/argument. |
position/argument |
position/argument |
position/argument. |
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but incomplete or |
that is unfocused or |
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Presents evidence |
limited in scope. |
ambiguous. |
Presents a lot of |
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that is relevant and |
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inaccurate and/or |
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accurate. Presents sufficient amount of |
Presents evidence that is mostly |
Presents evidence that is somewhat |
irrelevant evidence. Does not present any |
10 |
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evidence to support |
relevant and/or |
inaccurate and/or |
evidence at all. |
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argument. |
mostly accurate. |
irrelevant. Does not |
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Presents limited |
present enough |
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evidence to support |
evidence to support |
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argument. |
argument. |
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Overall Understanding
·Use of examples ·Content indicates synthesis of idea |
Shows a deep and |
Shows a limited |
Shows a superficial |
Shows no |
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robust |
understanding of the |
understanding of |
understanding of the |
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understanding of the |
topic, not quite a |
the topic. Argument |
topic and no |
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topic with a fully |
fully developed |
is not well |
argument is |
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developed |
argument. |
developed. |
presented. Does not |
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argument. Fully |
Adequately |
Discusses minor |
discuss the |
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discusses the major implications and/or |
discusses some of the major |
implications and/or applications |
implications and/or applications of the |
10 |
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applications of the |
implications and/or |
(missing the major |
argument. |
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argument. |
applications of the |
ones) OR does not |
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argument. |
discuss major |
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implications and/or |
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applications |
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adequately. |
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Paper is logically |
Paper has a clear |
There is some level |
There is no apparent |
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organized. Easily |
organizational |
of organization |
organization to the |
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Structure and |
followed. Effective, |
structure with some |
though digressions, |
paper. Difficult to |
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Organization
· Flow of thought · Transitions · Format |
smooth, and logical transitions. Professional format. |
digressions, ambiguities or irrelevances. Easily followed. Basic transitions. Structured format |
ambiguities, irrelevances are too many. Difficult to follow. Ineffective transitions. Rambling format |
follow. No or poor transitions. No format |
10 |
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30 |
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