Date
|
Course |
Desired Outcome/ Competency |
Assessment Technique |
Analysis of Data |
Adjustment |
1/10/00
|
Bio 1111 |
Faculty and student will determine
effective time allotments for cell lectures |
Background knowledge |
a)
aerobic,
meiosis b)
genetic
engineering, protein synthesis, DNA c)
mitosis,
evolution, creationism, enzymes d)
chromosomes,
photosynthesis |
Chose to modify lectures in order
to focus on a and b in terms of time spent during semester |
1/20/00
|
Bio 1111 |
Students will be able to ID their
preferred learning style |
Self assessment in preferred ways
of learning |
90% visual 10 % kinetic |
Continue to utilize models graphs
images in lecture. Encourage kinetic learners to manipulate models in lab and
preview images via internet |
1/31/00
|
Bio 1111 |
Students will be able to ID
concepts least understood during previous lecture sessions |
Muddiest point Of the topics listed below which
was the least understood by you. 1)
defining
life 2)
classification 3)
atomic
structure 4)
chemical
bonding |
Least Understood 4 3 2 1 |
Instructor will focus more lecture
time on chemical bonding during lectures on organic chemistry, Review
concepts prior to unit exam |
2/10/00
|
Bio 1111 |
Students will be able to ID the
most useful or meaningful thing presented during previous lectures |
Minute paper What was the most useful or
meaningful thing you learned during the last 3 lecture sessions |
1)
cancer
and chemistry 2)
protein
denaturation and cancer 3)
life
on mars? 4)
Covalent
bond (water) |
Research cancer and connections to
Denaturation and inorganic chemistry to better present more accurately and up
to date research |
2/21/00
|
Bio 1111 |
Students will be able to identify
the least understood concepts presented in lab |
Minute paper What part of the lab was the least
understood by you a)
aerobic
respiration b)
anaerobic
respiration c)
enzyme
Denaturation d)
photosynthesis |
c) enzyme denaturation a) aerobic respiration b) anaerobic respiration d) photosynthesis |
Focus discussion at start of lab on
enzyme properties and aerobic respiration. Review processes in lecture. |
Terry Wiseth Northland Community & Technical College
Date
|
Course |
Desired Outcome/ Competency |
Assessment Technique |
Analysis of Data |
Adjustment |
3/1/00
|
Bio 1111 |
Students will be able to ID and
match specific organic compounds with common names |
Provide quiz via powerpoint in
class. Matching |
90% able to ID Carbohydrates 85% able to ID proteins 50% able to ID Lipids 50% able to ID Nucleic acids |
Utilize review time on lipid and
nucleic acid concepts. Increase amount of lecture time on lipids and nucleic
acids |
3/10/00
|
Bio 1111 |
Students will be able to ID
chemistry concepts in relation to Biological processes |
Internet quizzes with results
e-mailed to instructor (open book) |
Average grade 85%. Most oftern missed question dealt
with hydrogen bonding |
Review hydrogen bonding in lecture.
Focus more time in future to hydrogen bonding |
3/20/00
|
Bio 1111 |
Students will be able to organize
critical components of aerobic respiration |
Matching quiz |
Glycolysis 75% Kreb’s cycle 50% ETP 40% |
Specific concepts in Kreb’s cycle
and ETP need review and more time in lecture |
3/30/00
|
Bio 1111 |
Students will be able to ID
critical stages of photosynthesis |
Matching quiz via verbal/chalkboard quiz |
Light capture 90% Calvin Benson 80% Photophosphorylation 90% Hydrogen ion ATP generation 50% C4 pathway 60% |
Hydrogen ion an C4 pathway were
reviewed via worksheets for additional study. Two internet sites dealing with
these components were provided to class. Instructor needs to focus more
student work in future on these two concepts |
4/7/00
|
Bio 1111 |
Students will be able to relate
energy acquiring and energy use processes of cells |
Internet quiz Multiple choice, e-mail results to
instructor (open book) |
Energy acquiring 90% Energy use 80% |
Continue current time allotments to
both concepts. No need for review before exam |
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