Bi1x_2009_Final_Projects - provides a guide to the reader...

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Bi1x, Sping 2009 Final Projects Portfolio: In this class we have used experiments as a window on some of the great ideas in biology. The goal of your portfolio is to construct a narrative that captures the logic, the methods and the results of the experiments we have done this term and how they shed light on the great ideas of biology. We want you to cover the entire term in the portfolio and have you make a clear description of what students should have gotten out of this course. Concretely, we are expecting you to turn in a written portfolio that uses your results from the term to capture the logic and methods we have used. This means that you need to use your microscopy images, graphs, pictures, etc. .. as tools to build up your overall story. You will be graded on the quality of your logic and the evidence you marshall to support it, how well you link this analysis to the larger world of biology. All figures need detailed captions, you need sections and subsections as well as text that
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Unformatted text preview: provides a guide to the reader of the overall flow of your portfolio. Presentations: In the final presentations, you will have 15 minutes per group to give a visual and verbal presentation (powerpoint or keynote will be fine) in which you link one or several of the great ideas of biology to a scientific topic that interests you. For example, if you are a chemical engineering major interested in energy, you could make a presentation on efforts to develop biofuels. If you are a geology major, perhaps you will write on how fossils and molecular approaches allow us to comment on the history of life on Earth, etc. Or perhaps, you are just interested in all of the hype surrounding swine flu. The bottom line is that you will be judged on your logic, creativity, the quality of your evidence, the quality of your presentation and your ability to tie your discussion to the material you have learned this term....
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This document was uploaded on 01/03/2012.

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