©2010-2011 Red Wagon Tutorials
Biology Assignment Supplement
2010-2011 School Year
Mr. Rosenoff’s Class
A. Steps for Success
These are the steps taken by successful students last year for
completing the required Module work. Please
note: these are the steps I am suggesting you take also!
As per stated policy, any assignment submitted is assumed to be
supervised and proctored by the student's parent.
First Week:
1.
Read the assigned reading indicated in your syllabus, including labs,
before coming to class.
2.
Answer the On Your Own
questions when you come to them. (These
are not turned in. They are for your
benefit. The answers are at the end of
your Module.)
3.
Attend Class: ask questions about reading assignment and labs. Participate, listen and learn.
4.
Perform the labs included in the week’s reading. Write the required informal lab report for
each lab completed.
5.
Place them in your notebook for safe keeping. (If you are doing the optional microscope
experiments these should be completed also.)
Second Week:
1.
Read the assigned second reading, including labs, before coming to
class.
2.
Answer the On Your Own questions
when you come to them. (Again, do not
turn these in.)
3.
Attend Class: ask questions about reading assignment and labs. Participate, listen, and learn.
4.
Perform labs included in the week’s reading. Write the required informal lab reports. (If you are doing the optional microscope
experiments these should be completed also.)
5.
Answer the Study Guide
questions at the end of the module.
(This is an open book assignment.
I have provided you an example of a completed assignment below.)
6. Parents use your Solutions Manual to correct your
student’s Study Guide answers.
7. Have the student
correct any error they may have made in the Study
Guide assignment.
Third Week:
1.
Overlap week. You will need to
begin the next Module in your book during this week. Follow the steps above.
2.
Ask questions in class about your Study
Guide grade. I will give you a
review for your Module Test during class this week. If you miss class this week, you will need to
listen to the class recording for Test prep assistance.
3.
Take the online Module Test by
the date indicated in your syllabus.
This assignment is closed book
and closed notes. The Module Test will be forwarded to me
automatically once you click on “Finished”
on the Student Portal site.
4.
Parents
MUST sign the bottom of the test and be present during the testing session.
Fourth Week:
1.
Ask questions in class about your Module
Test grade and your finished experiment reports.
2.
Continue on with next Module work.
B. Assignment Guidelines
1. Formal Experiment
Reports MUST BE
2. Formal Experiment
Report assignment requirements are outlined in detail in your 2010-2011 Assignment Supplement. Remember, I expect biology students to have had two years
prior practice writing experiment reports.
I do allow revisions of the experiment report during first semester and
will tell your student how to improve their assignment before
resubmission. During second semester, I
will grade the formal experiment report as received. If you plan to use graphs or other graphics as part of
your report Observations section, YOU MUST E-
3. Module Tests are taken
online through the Student Portal site: http://www.redwagontutorials.com/php/.
Module Test assignments
4. All Test assignments,
except your semester exams, must be completed within 60 minutes of logging onto
the Student Portal site. Semester exams
must be completed within 90 minutes.
After 60 or 90 minutes, depending on the assignment, the Student Portal
WILL DISCONNECT YOU
5. Upon submission of any
assignment through the Student Portal, the Portal site will forward a copy to
my e-mail address and forward a receipt copy to your e-mail address of record
on the site. IT IS YOUR RESPONSIBILITY
TO OBTAIN A RECEIPT FROM THE PORTAL COMPUTER
6. Students must be
disciplined enough to submit required work on time. As per Stated policy, I will deduct 10% per
day from the score received on the assignment on all late work, including the Parent Notebook Report, unless the lateness results from
personal illness, family emergency, or computer problem of a non-reoccurring
nature. In these instances, I will grant
full points. A schedule for the course,
providing due dates for all assignments for the entire year, has been forwarded
to you. If you are leaving on vacation or some other personal choice
holiday, please adjust your study schedule to submit the assigned work before
leaving. I will always accept an
assignment early. I am available during
my office hours to help you complete assignments before the due date, when and
if necessary, during the school year.
7. All class assignments
are due by 6:00 PM, Eastern Time, on the date indicated
in the Schedule I have provided.
The Student Portal time stamp on your work is the
final authority on whether something is submitted on time or not. NOTE:
8. Students
should keep hard copies of all their work (labs, study guides, tests,
etc.), not just computer saved work.
Doing so will allow the student to keep a good portfolio of their class
assignments should they be asked to demonstrate their work at some later
date. Please note, I do not maintain copies of a student's work beyond
the end of the school year. I will maintain a copy of a student's final
semester grades for seven years beyond the end of our class together.
C. Study Guide Assignment
The following is an example of the completed Study Guide
assignment. (You do not have to word
process this assignment. I highly
suggest your student write the answers in complete sentences as complete
sentence structure will be required on the Test or Exam.)
As per stated policy, any assignment submitted is assumed to be
supervised and proctored by the student's parent.
Mr. Biology Bugs
Biology
Module 1 Study Guide
Answers to #1
a. Metabolism is the process by which a living organism
takes energy from its surroundings and uses it to sustain itself, develop, and
grow.
b. Photosynthesis is the process by which a plant uses the energy of sunlight and
certain chemicals to produce its own food. Oxygen is often a by-product
of photosynthesis.
c. Herbivores are organisms that eat plants exclusively.
d. Carnivores are organisms that eat only organisms other than plants.
e. Omnivores are organisms that eat both plants and other organisms.
f. Producers are organisms that produce their own food.
g. Consumers are organisms that eat living producers and/or other consumers for
food.
h. Decomposers are organisms that breaks down the dead remains of other organisms.
i. Autotrophs are organisms that are able to make their own food.
j. Heterotrophs are organisms that depend on other organisms for food.
k. Receptors are special structures or chemicals that allow living organisms to
sense the conditions of their surroundings.
l. Asexual reproduction is reproduction accomplished by a single organism.
m. Sexual reproduction is reproduction that requires two organisms, a male and
a female.
n. Inheritance is the process by which physical and biological characteristics
are transmitted from the parent (or parents) to the offspring.
o. A mutation is an abrupt and marked difference between offspring and parent.
p. A hypothesis is an educated guess that attempts to explain an observation or
answer a question.
q. A theory is hypothesis that has been tested with a significant amount of
data.
r. A scientific Law is a theory that has been tested by and is consistent with
generations of data.
s. Microorganism is a living creature that is too small to see with the naked
eye.
t. Abiogenesis is the theory that, long ago, very simple life forms
spontaneously appeared through random chemical reactions.
u. A prokaryotic cell is a cell that has no distinct, membrane-bound
organelles.
v. A eukaryotic cell is a cell with distinct, membrane-bound organelles.
w. Species are a unit of one or more populations of individuals that can
reproduce under normal conditions, produce fertile offspring, and are
reproductively isolated from other such units.
x. Binomial nomenclature is naming an organism with its genus and species name.
y. Taxonomy is the science of classifying organisms.
2. The four criteria for life: (1) All life forms contain
deoxyribonucleic acid, which is called
3. The carnivore is a heterotroph and a consumer. Carnivores do not eat plants.
4. If a living organism's tentacles were cut off in an accident,
it would not be able to survive long because it no longer has the ability to
sense and respond to changes in its surrounding environment. Its
receptors (tentacles) were destroyed and therefore no longer able to sense the
conditions of the environment.
5. The parent and off springs will
reproduce sexually.
6. The statement is wrong because science cannot prove anything.
The best science can say is that all known data support a given statement.
7. The scientific method represents the best conclusions that
science has to offer, but they are nevertheless not completely reliable. The
scientific method cannot be proven and is limited. The scientific method starts
out with a person making observations. Observation allows the scientist to
collect data. Once enough data has been collected, the scientist forms a
hypothesis to explain those observations or to answer a question. The person
(often with the help of others) then designs experiments to test the
hypothesis. After the hypothesis has been tested by a significant amount of
data and is consistent with all of it, then it becomes theory. After more
testing with generations of data, the theory could become a scientific law.
8. The story of spontaneous generation illustrates the
limitations of science because it proves that scientific laws are not 100%
reliable. Because it is impossible to fully test a scientific law, and because
laws are tested by experiments that might be flawed, scientific laws are not
necessarily true. All 1900 years of executing the scientific method resulted in
a law that was clearly wrong. Thus, putting too much faith in scientific laws
and theories will end up getting you in trouble, because many of the laws and
theories in science today will eventually be shown to be wrong.
9. A wise person should place his/her faith in the Bible because it is %100
reliable and infallible.
10. The theory of abiogenesis is another example of the idea of spontaneous
generation. Abiogenesis is a theory that states that life sprang from
non-living chemicals eons. If you look at the track record of spontaneous
generation throughout the course of human history, it is safe to conclude that
at some point, the version of spontaneous generation known as abiogenesis will
also be shown to be quite wrong. We now know that this law is wrong.
11. The classification groups in order are: Kingdom, Phylum,
Class, Order, Family, Genus, and Species.
12. This organism belongs to the kingdom Animalia.
13. This organism belongs to kingdom Monera.
14. 1. macroscopic, proceed to key 3
3. heterotrophic, proceed to key 5
5. decomposer, kingdom Fungi
D. Informal Laboratory
Report format
The
experiments in this course are designed to be done as you are reading the text.
I recommend that you keep a notebook of these experiments. This notebook serves
two purposes. First, as you write about the experiment in the notebook, you
will be forced to think through all of the concepts that were explored in the experiment.
This will help you cement them into your mind. Second, certain colleges might
actually ask for some evidence that you did, indeed, have a laboratory
component to your biology course. The notebook will not only provide such
evidence but will also show the college administrator the quality of your
biology instruction. I recommend that you perform the experiments in the
following way:
·
When
you get to an experiment, read through it in its entirety. This will allow you
to gain a quick understanding of what you are to do.
·
Once
you have read the experiment, start a new page in your laboratory notebook. The
first page should be used to write down all of the data taken during the
experiment. What do I mean by “data”? Any observations or measurements you make
during the experiment are considered data. Thus, if you see an organism during
an experiment, you need to either describe it or draw it. If you measure the
length of something during the experiment, that is part of the experiment's
data and should be written down. In addition, any data analysis that you are
asked to do as a part of the experiment should be done on this page.
·
When
you have finished the experiment and any necessary analysis, write a brief
report in your notebook, right after the page where the data and calculations
were written. The report should be a brief discussion of what was done and what
was learned. You should not write a step-by-step procedure. Instead, write a
brief summary that will allow someone who has never read the text to understand
what you did and what you learned.
|
PLEASE
OBSERVE COMMON SENSE SAFETY PRECAUTIONS! The experiments in this course are no more dangerous than most
normal, household activity. Remember, however, that the vast majority of accidents
do happen in the home. Chemicals used in the experiments should never be
ingested; hot beakers and flames should be regarded with care; and all
experiments should be performed while wearing eye protection such as safety
glasses or goggles. |
E. Formal Laboratory
Report Format
Standard six-step, typewritten formal laboratory write-up should
include the following: (You do not have
to follow this format for your penciled, handwritten, laboratory notebook. There is information on how to prepare an informal
lab notebook report included above.) You
are required to produce one formal report per quarter. I will allow your student to revise the first
two while they learn, but the last two will be graded as received.
Name Date
Title of the Experiment
A. Purpose
You must tell what the experiment is about and what area it will
test. Background on the area is
expected. (In other words, provide
details about what is being experimented on.)
You must use your textbook and two outside resources preparing your
report background. You must also include a statement of what the
experiment hope to show and why this topic is of interest. You must also include a hypothesis statement
in the standard “If, then” format for scientific research work. First person pronouns are not used in
scientific writing.
B. Equipment
Provide a complete list of equipment necessary to conduct the experiment. Equipment should be listed in a 1, 2, 3, 4,
5, etc., fashion down the page.
C. Procedure
Provide a complete list of the procedure used. Procedure should be
written in a cookbook fashion and be numbered 1, 2, 3, 4, 5, etc., fashion down
the page.
D. Observations
Provide a detailed, objective report of observations -- what was seen, heard,
felt, tasted, smelled -- when the experiment was performed. Charts and
graphs which provide detail are encouraged, but these do not take the place of the
narrative observations.
E. Conclusions
Provide analysis of the experiment: try to explain what was seen, heard, felt,
tasted, or smelled while the experiment was happening. Be sure to provide ways that the experiment
could be improved if the experiment was done again and any ideas for further
research the experiment might have generated.
Note: there are ALWAYS ways to improve how an experiment is done and
ideas further research generated.
F. Bibliography
If you seek help from someone or quote facts from a book,
internet source, or other media you should include them in bibliography in
using the format I provide. You are
required to research two outside resources other than your textbook and use
them in the background of your report.
Additionally, you must cite your textbook and me as a “class source” or
“personal interview” on every lab report.
The completed Word document of the formal experiment report
should be printed and saved to your student’s notebook. The completed and spell-checked Experiment
Report is then copy/pasted into the assignment template on the Portal
submission site. An example of a
completed Physical Science experiment follows.
Please
note -- I expect you as incoming biology students to be able to produce a
quality lab report similar to the one below:
Miss SB
01/14/09
DNA Extraction
A. Purpose:
The objective of this experiment is to break down split peas and view their DNA
macroscopically. After various agents dissolve and break down the outside of
the pea's cells, protein-coated clumps of macroscopic DNA will become visible.
Even though the DNA in a cell's nucleus is too small to be seen with the naked
eye, this experiment provides a way to view macroscopic DNA. This gives
observers a clear idea of what DNA looks like on a macroscopic scale.
DNA is the basis of all life. Its structure follows a double-helix shape,
consisting of two backbones containing phosphorus, oxygen, carbon, and
hydrogen. The two halves of DNA are held together by nucleotide base pairs.
There are four types of nucleotide bases: adenine, thymine, guanine, and
cytosine. When they link together to connect the two halves of the DNA, only
adenine and thymine can link together, and only guanine and cytosine can link
together. Because of these limits on which bases can bond with each other, DNA
can easily replicate itself accurately. (CHEMystery)
DNA is an incredibly efficient way to store the massive amounts of information
needed by a living body. A sample of DNA the size of a pinhead can hold the
same amount of information as a stack of books reaching 500 times higher than
the distance from the earth to the moon. Adding this to the fact that, if all
the DNA in one human's cells were unwound, it would reach the moon 6,000 times
over (Rothamsted), demonstrates the incomprehensible amount of information
stored in the body by DNA. Some of this DNA tells cells what functions to
perform to continue life, while some of this DNA controls a person's genetics
and those of their children. The study of this incredible structure continues
to reveal more and more information about the mystery of life. Although the DNA
described here is too small to observe with the naked eye, it will be studied
on a macroscopic scale during this experiment.
This experiment hopes to show how to extract and observe DNA on a macroscopic
scale. Certain steps must be taken to extract DNA from a cell. After that, a
scientist must know what to look for and where to look for it in examining the
DNA. This experiment will demonstrate both the process of extraction and the
details of observation.
This experiment is of interest to science because, although DNA is an
absolutely critical element for life and the continuation of life, it has been
discovered quite recently. Therefore, compared to sciences like physics, which
have been studied for thousands of years, relatively little is known about DNA.
The mysteries of DNA that scientists face today can be solved only by careful
study of DNA itself. This experiment, therefore, teaches about and allows
observation of DNA in a way that could lead to new discoveries about this
amazing facet of life.
Hypothesis: If substances with certain properties are effectively added
to split pea cells in the right order to break down the cell, then the pea's
DNA will be extracted and become visible to the naked eye.
B. Equipment:
1. Blender
2. Toothpick
3. Clear liquid hand soap
4. Salt
5. Water
6. Strainer
7. Small glass
8. Meat tenderizer (Make sure it has
been bought within the last year or so.)
9. Rubbing alcohol
10. ½ cup of split peas
11. Measuring cups and spoons (1 cup,
1/4 teaspoon, 1 tablespoon)
12. Flashlight
13. Plastic bowl (although the text
includes this in the equipment list, it is never mentioned in the experiment
and is not necessary for successful completion of the experiment)
C. Procedures:
1. Dissolve ¼ teaspoon salt in one cup
of water.
2. Place the peas and salt water into
the blender and blend for 20-30 seconds. The result should have the consistency
of thin pea soup.
3. Hold the strainer over the small
glass and slowly pour the contents of the blender into the strainer, allowing
the liquid to drip into the small glass.
4. Add two tablespoons of the soap to
the solution in the glass.
5. Slowly mix the liquid and the soap by
swirling, and then let it sit for at least 10 minutes.
6. Add ¼ teaspoon of meat tenderizer and
mix very gently.
7. Slowly add as much rubbing alcohol as
there is liquid. Do not stir! The alcohol will sit on top of the liquid. Wait
for a few minutes, and white strands should appear in the layer of alcohol.
8. To aid in seeing the strands, shine
the flashlight down onto the surface of the solution and look at the solution
from the side of the glass.
9. If the strands are long enough, twist
them onto a toothpick and remove them from the solution.
10. Clean up the mess.
D. Observations:
All of the materials for the experiment were gathered before the experiment was
begun. When salt was added to the water, the clear water became slightly
cloudy. After the peas and saltwater were put in the blender, they were mixed
on "blend" setting. The blender roared very loudly at first because
the peas were dry. Once the whole mixture became liquid, the blender worked
more quietly. As soon as the peas began to be blended, they emitted a strong
smell like fresh peas. After the suggested blending time, the remains of the
peas settled to the bottom while the now-green salt water sat on top of them.
In an attempt to mix them more thoroughly, the blender was run for another ten
or fifteen seconds. The peas still settled to the bottom. An inch-high layer of
green-tinted froth sat on top of the water. When the mixture was poured into
the strainer, the green water and froth flowed into the glass while the thick
remains of the peas stayed in the strainer. The soap formed globs when it was
dumped into the glass, but after some gentle swirling it disappeared. After the
mixture sat for about fifteen minutes, it felt significantly more thick when
stirred. The rubbing alcohol did not mix at all with the pea mixture when it
was added, but instead sat on top of the liquid, turning a shade of green that
was lighter than the rest of the pea mixture. Almost immediately the alcohol
fogged up and very large semi-transparent white strands formed just above the surface
of the pea mixture. There was too much foam on the top to pull out any of the
strands, so a spoon was used to spoon out some of the froth. The size of the
strands exceeded expectations, but they broke apart easily.
E. Conclusions:
The hypothesis stated "If substances with certain properties are
effectively added to split pea cells in the right order to break down the cell,
then the pea's DNA will be extracted and become visible to the naked eye."
This hypothesis was supported by the results of the experiment. When the cells
of split peas were taken and mixed with hand soap, the soap destroyed the
cell's plasma membranes and opened the interior of the cells. After this, when
meat tenderizer was added, it destroyed the protein coat on the cell's DNA.
When the rubbing alcohol was added and formed a new layer of liquid, the
macroscopic DNA appeared in this layer. It was clearly visible to the naked
eye. This proves that when certain substances are used to systematically
destroy the outside of a cell, DNA can be extracted and viewed macroscopically.
This experiment could be improved in several ways. First, the experiment
instructions gave little idea as to what the experiment was supposed to look
like after each step. Because of this, those who perform the experiment cannot
be sure if they are achieving the right results. For example, while the
experiment instructions gave the impression that all of the blended split
pea/water mixture was to be sifted easily into the glass, in reality; the split
peas were mainly sifted out, leaving water mixed with invisible pea cells. In
this case the experiment did not give a clear idea of what to expect. Secondly,
the experiment never provided an explanation of what macroscopic DNA truly is
as compared to microscopic DNA. An explanation at the level of the student
would have been very helpful in analyzing the experiment. The experiment itself
could be improved by finding different ways to study the extracted DNA-either
with the eyes or with a microscope.
This experiment could be used to launch a study on DNA, including extracting
DNA strands from different cells than just pea cells and comparing them.
Different materials could be used to extract the DNA, leading to a study of
what ingredients are necessary to break down a cell. DNA could also be studied
on a microscopic level. This could include its structure, its functions, or
other information. This experiment opens the door to a critical area of life
science.
F. Bibliography:
Castells-Brooke, Nathalie. Rothamsted Research's Molecular Biology Notebook.
Structure of DNA. 2004.
Domain: http://www.rothamsted.ac.uk
Document:
/notebook/courses/guide/dnast.htm
CHEMystery: An Interactive Guide to Chemistry. Organic Chemistry: Nucleic
Acids. 1996.
Domain: http://library.thinkquest.org
Document:
/3659/orgchem/nucleicacids.html?tqskip1=1&tqtime=1112
Rosenoff, Steven. Classroom
Lecture. December 12, 2008.
Wile, Dr. Jay. L. and Durnell, Marilyn F. Exploring Creation with
Biology, 2nd Ed. Apologia Educational Ministries, Inc. 2008
An example of lab report grading criteria follows:
A. Purpose
(10 points possible) (10 points earned)
You must include the following five
paragraphs (minimum) and present them in this sequence:
Para 1 - What the
experiment is about: the objective
Para 2 - Background information on the experiment from your textbook and two
other sources. You may need more than one paragraph here, which is okay
Para 3 - What the experiment hopes to show
Para 4 - Why this topic is of interest to science
Para 5 - A hypothesis statement in the proper "If, then" format
SUPERIOR (I will include comments in all capitals
here. Please note: I am not shouting at your student! I am simply trying to set my comments apart
from the template information. Remember:
no personal pronouns can be used in your lab report!)
B. Equipment (5 points possible) (5 points
earned)
You may copy/paste this from the online
textbook, but you must make the following changes to the textbook list:
1. Provide
a complete list of equipment necessary to conduct the experiment. If you
substituted or changed anything, please list it here also.
2. Equipment should be listed in a 1, 2, 3, 4, 5, etc., fashion down the
page; not in the A, B, C, D, etc., fashion used in your textbook.
PERFECT.
C. Procedure (5 points possible) (5 points earned)
You may
copy/paste this from the online textbook, but you must make the following
changes to the textbook list:
1. Provide
a complete list of the procedure used. If you change any, be sure to note
it.
2. Procedures should be written in a cookbook fashion
3. Procedures must be numbered 1, 2, 3, 4, 5, etc., down the page, use a,
b, c, d, etc. for sub-items
PERFECT.
D. Observations (10 points
possible) (10 points earned)
1. Provide
a detailed, objective report of observations -- what you saw, heard, felt,
tasted, smelled, etc -- when the experiment was performed. (Charts and
graphs which provide detail are encouraged. These MUST be e-mailed as an
attachment to me as stated in your assignment guidelines.) A numbered
list of observations works well here: a well-detailed list may be as many as 10
observations or more long. You can also provide me with a narrative of
your observations in paragraph form if you desire.
GREAT
E. Conclusions (10 points possible) (10 points earned)
You must include:
1. An analysis of the data
2. Ways to improve the experiment
3. Ideas the experiment generated for further research
OUTSTANDING.
F. Bibliography (10 points possible) (10 points earned)
You must include the following four
citations in alphabetical order:
Cit 1 - A
reference for me as a class lecture or interview note in proper format as given
in examples
Cit 2 - A reference for your textbook in proper format as given in examples
Cit 3 - A reference for your first outside resource
Cit 4 - A reference for your second outside resource
WONDERFUL BIBLIOGRAPHY
ASSIGNMENT GRADE: 50/50 100% Excellent.
As per stated policy, any assignment submitted is assumed to be
supervised and proctored by the student's parent.
F. Laboratory Notebook
Requirements
Please note: Experiment 2.1
requires pond water collection, Experiment 8.4 requires the student to grow
radishes, and Experiment 14.1 requires the student to collect leaves. If you live in cold weather environments, you
should plan for collection or growth of these items during warm weather
conditions. You may need to accomplish
these Experiments when weather permits before
the due date, which may require you to complete these experiment during summer.
Students should keep hard printed copies of all their work
(labs, study guides, tests, etc.), not just computer saved work. I would divide the notebook into sixteen
sections, one for each Module of the Wile’s text. Doing so will allow the student to keep a
good portfolio of their class assignments should they be asked to demonstrate
their work at some later date. Please note, I do not maintain copies of a
student's work beyond the end of the school year. I will maintain a copy
of a student's final semester grades for seven years beyond the end of our
class together. Please note that some
of the experiments require long periods of time to complete. As I do not set the lab schedule in your home
school, you will need to look ahead and adjust your lab time accordingly. I require a Parent Report Summary to be
submitted at the end of first and second semesters which states how many of the
required experiments have been completed by your student. The
student should have the following completed and in his or her notebook for each
semester listed:
First Semester:
Experiment 1.1
Experiment 2.1, Part A – Formal Report Required
Experiment 5.1
Experiment 5.2
Experiment 5.3
Experiment 7.1 – Formal Report Required
Experiment 8.1
Experiment 8.2
Experiment 8.3
Experiment 8.4 (Extremely
long experiment. Plan ahead!)
Parent Experiment Summary -- Due
1/28/2011
Second Semester:
Experiment 10.1
Experiment 11.3 – Formal Report Required
Experiment 12.1
Experiment 12.2
Experiment 13.1
Experiment 13.2 – Formal Report Required
Experiment 14.1
Experiment 14.2
Experiment 15.1
Experiment 15.2
No assigned lab work due for Module 16.
Parent Experiment Summary -- Due
05/20/2011
G.
Module Tests and Exams
Module Tests and Semester Exams are taken online through the
Student Portal site. Module Tests and
Semester Exams
All Module Test assignments must be completed within 60 minutes
of logging onto the Student Portal site.
Semester exams must be completed within 90 minutes. After 60 or 90 minutes, depending on the
assignment, the Student Portal WILL DISCONNECT YOU
