DDT and the Environment Lab Report

  • Post category:Nursing
  • Reading time:8 mins read
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DDT and the Environment Lab Report

Description

Nursing homework help

 

ONLY TWO ACTIVITIES FROM ALL THE THREE CHAPTERS

Choose any 2 activities from this week chapters (chapter 34, 35, & 36). List the Lesson and then activity title and explain the concept it covered. Then explain specifically how it enhanced your understanding. You must write two paragraphs for each activity, one about the content and one about your learning.

Ch: 34

http://web01.cabeard.k12.in.us/science/Bio2/bc_campbell_concepts_5/0,11761,4093026-,00.html

Ch: 35

http://web01.cabeard.k12.in.us/science/Bio2/bc_campbell_concepts_5/0,11761,4093326-,00.html

Ch: 36

http://web01.cabeard.k12.in.us/science/Bio2/bc_campbell_concepts_5/0,11761,4093114-,00.html

Scoring Guide:

– Two Activities per each lesson (not per chapter )

– Title paragraph with name of Activity (complete name)

– First paragraph about content of activity

– Second paragraph about your new, renewed learning. What did you learn, what was a review, what an aha, what was fascinating, what was scary ie.

– You must include at least 5 sentences for each paragraph

– You will have a total of 4 short paragraphs per lesson

For example see below:

Lesson 1 Activity 1A: The Levels of Life Card Game (1.1)

http://web01.cabeard.k12.in.us/science/Bio2/bc_campbell_concepts_5/0,11761,4089398-,00.html

Content:
This game covered the concepts of the hierarchy of life from cells to ecosystem. This is the idea of classifying systems from lower to higher or maybe a better way to say it is from smallest to largest. It demonstrates how one entity fits into another. Sort of like those little stacking painted dolls that look like wooden eggs, or maybe a child’s toy. This activity shows the hierarchy of life and different levels build upon the others. Each screen shows different organisms and I click and drag to put them into the correct category. The game reviews the kingdom, phylum, class, order, genius, species of different organisms ie plants and animals and bacteria and protists and fungi

Learning:

I have always been confused by populations and communities and this gave me a visual and hands on example to help me remember. I am a global learner and do not want to know the steps of a process until I get the broad overview. So this game provided me with the steps but also I could manipulate the “big picture” and still have all of the information in front of me in color and organized. I also like the option of clicking on a vocabulary term and getting the definition on the screen while I study. The concepts are not confusing, I just never really took the time to see the patterns. Plus I liked the pictures and colors to actually show the cells, etc. I could see the “small to large”. In future activities I will probably have more questions regarding the content and concepts.

  Excellent Good Fair Poor
Main Posting 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

 

Supported by at least three current, credible sources.

 

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

 

At least 75% of post has exceptional depth and breadth.

 

Supported by at least three credible sources.

 

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

 

One or two criteria are not addressed or are superficially addressed.

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

Somewhat represents knowledge gained from the course readings for the module.

 

Post is cited with two credible sources.

 

Written somewhat concisely; may contain more than two spelling or grammatical errors.

 

Contains some APA formatting errors.

0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

Does not represent knowledge gained from the course readings for the module.

 

Contains only one or no credible sources.

 

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness 10 (10%) – 10 (10%)

Posts main post by day 3.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not post by day 3.

First Response 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Second Response 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Participation 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100