The purposes of the final video project proposal are to help you start planning your project well ahead of the submission deadline and to guide you toward a successful project.
The purposes of the final video project proposal are to help you start planning your project well ahead of the submission deadline and to guide you toward a successful project.
Deadline
By 11:55 PM Central Time on Thursday, November 30 but we strongly encourage you to submit well ahead of this deadline.
Instructions
It will take some time for you to brainstorm a good idea for your final video project, so we encourage you to read through the Final Video Project Overview page and the instructions for the proposal early on in the coruse. Take a few days to jot down ideas and create the proposed storyboard that you will submit for TA approval.
1. Carefully read the Final Video Project Overview （1）page for details about the goals of the project and how your video will be assessed. The Final Video Project FAQs page may answer some additional questions that you may have. You can also post in the Q & A Forum to gather suggestions.
2. Create a proposed storyboard for your video and consider what it will take to create your video. The proposal should consist of the following required components. A bullet point list with bolded headers for each component as shown below would be an ideal format for the proposal.
Topic being addressed in the video: This is a 1-2 sentence explanation of the topic/misconception that you will clarify and explain in your video. You can choose any topic we covered in IB 100 (see Course Learning Objectives)（2）.
Content: This is really the ‘meat’ of your proposal. You’ll want to be detailed here so that your TA can give you meaningful feedback on the biological content of your project. This would include an overview of facts and evidence you’ll use to teach the topic. To complete this component we suggest a storyboard approach:
Storyboard: At a minimum, this component should consist of a bullet point outline of the different shots that will be included in the video. For example:
The first 30 seconds of the video will be interviews of students in the quad, your family members or friends asked to answer a question about biological concept ABC.
The next 60 seconds will be a whiteboard animation explaining biological concept ABC.
You must outline what will be shown and explained in the animation so that your TA can provide feedback on whether or not this is correct and effective.
You should also include information, quotes, or paraphrasing here that you’ll plan to use.
The last 30 seconds will be interviews of students in the quad responding to having their misconception dispelled and drawing a personal connection to the topic.
Intended audience of the video: Who are you trying to teach in your video? College students? Elementary school students? The general adult public?
Format of the video: Be creative! Some creative formats include animations, music videos, and puppet shows. The only format we do NOT allow is video consisting entirely of Powerpoint slides with voice over.
Logistics and Materials: What will you need to create your video? Also, include your two cited sources here (remember one source can be the textbook and another can from our course list of Appropriate Web Resources). There are free video editing software options you can find online; and if you have access to an Apple computer, you can use iMovie for video editing. We prefer not to upload anything with a watermark to prevent copyright issues. You can also edit directly on Illinois Media Space. If you want to interview people, then plan ahead for scheduling this. Be sure to see the Final Video Project Overview page for more information.
Anticipated Roadblocks: What challenges do you anticipate encountering that could prevent you from creating the video that you have envisioned? Thinking through this now will help you plan ahead to overcome some of the challenges or to change the plan for your project if you cannot overcome the challenges. Your TA may also be able to make suggestions for how to deal with these potential roadblocks.
3. Submit your final video project proposal here. You will need to copy and paste the text of your proposal into the submission box rather than uploading a document file to attach. This will help avoid any delays in TA feedback associated with problems opening files. Click the orange “Add submission” button below to open the online text box in which you will paste your proposal. When you are done, click “Save changes” and then “Submit assignment” to submit your proposal. You may edit your submission at any time, but just remember to save your changes and submit the edited version.
4. Check the Final Video Project Proposal entry in your grade book for feedback from your TA before you proceed with creating your video. Your TA will provide feedback.
Evaluation
You will receive 100 points for submitting the proposal, as shown on the rubric below:
Objective
Scoring Categories
Topic Selection
(25 points)
Approved—no changes needed
25 points
Approved with reservations—minor changes needed
23 points
Not approved—Email TA to discuss changes needed
20 points
Absent
0 points
Biological Content
(25 points)
Approved—no changes needed
25 points
Approved with reservations—minor changes needed
23 points
Not approved—Email TA to discuss changes needed
20 points
Absent
0 points
Video Format
(25 points)
Approved—no changes needed
25 points
Approved with reservations—minor changes needed
23 points
Not approved—Email TA to discuss changes needed
20 points
Absent
0 points
Logistics Plan
(25 points)
Approved—no changes needed
25 points
Approved with reservations—minor changes needed
23 points
Not approved—Email TA to discuss changes needed
20 points
Absent
0 points
Your TA will provide feedback about the appropriateness of your selected topic and any necessary corrections to your script. You can view this feedback in the grade book by clicking on the Final Video Project Proposal entry in the grade book.
（1）
Final Video Project Overview
Purpose
In this assignment, you will create a 3-5 minute video in which you teach about a topic in this course that is of interest to you. This could be about a topic you learned about in the database, a topic you want to dig deeper on, a topic that is a common misconception that could use correcting, or really anything with our Course Learning Objectives.
The final video project serves as a summative assessment of your learning in IB 100, taking the place of a traditional cumulative final exam. Through the creation of a 5-minute teaching video, you will apply higher-order thinking skills to synthesize knowledge. Through the peer assessment of the videos, this also serves as a last learning opportunity in the course because you will learn from watching your classmates’ videos.
The College of Liberal Arts & Sciences requires that 20% of the overall grade in online courses come from activities in which the students’ identities can be verified; by requiring you to show your face in your video, we will be able to use your i-card photo to verify that you indeed created the video that you submitted. You simply need to appear on camera at the beginning of your video and state your name to meet this requirement.
Deadlines
Final Video Project Proposal, Thursday of Module 6 (11:55pm)
Final Video Project Submission, Monday of Module 8 (11:55pm)
Peer Assessment of Final Video Project Submission, Friday of Module 8 (11:55pm Central)
Instructions
For the final video project, you will create a short video in which you expand on a concept that we covered in IB 100. Here are the requirements:
Topic: Select any topic covered somewhere in our IB 100 course (see Course Learning Objectives for a brief overview.)
Content: Student uses relevant background facts and evidence to teach about the topic within the 3-5 minute video. Two sources are used (one source can be the course textbook and one source should come from Appropriate Web Resources). At least 50% of the final project should be you teaching on this topic in your own words.
Audience: This video is a teaching tool for the general public, but you will want to decide on your exact audience (Children? Adults? What background knowledge might they need to have?)
Length: Video is 3-5 mins long
Creativity: You have the creative freedom to decide the format of your video (e.g., interviews, music videos, animations, puppet shows, etc), but videos consisting only of voice over explanations of Powerpoint slides are not permitted.
Quality: Use your smartphone or web camera on a computer to film. Be sure the video is of high quality, showing evidence of planning and editing to create a creative, meaningful final product. NOTE: Given that most students will be novices at video production, we do not hold students to a high standard here. However, some effort should be made.
Transcript/References: Students must include a typed transcript of their video with their final submission as well as a correctly formatted list of citations (see Citation Format). Remember to also appear on camera at the beginning of your video and state your name to meet the ID requirements.
Also be sure to read Final Video Project FAQs for more detailed information about each component.
To help make sure that you are on the right path to successfully completing the Final Video Project, your TA will review and provide feedback on a Final Video Project Proposal that you will submit by 11:55 PM Central Time on Thursday of Module 6. We encourage you to submit your proposal ahead of this deadline so your TA can provide more detailed feedback ahead of the due dates.
Course Learning Objectives
Module 1
Caption a diagram of the scientific method, identifying each step in the process
Develop a hypothesis and predictions from a given observation
Design an experiment using appropriate variables, treatments, and controls
Give specific examples of a scientific fact and a scientific theory
Evaluate a scientific claim
Explain the importance of scientific literacy in making informed decisions
Distinguish between correlation and causation, and give a clear example of each
Determine whether a scientific claim is based on real science or pseudoscience
Module 2
Define the terms biological population and give examples
Give examples of species interactions
Define an ecological niche as a range of tolerable conditions for a species
Draw a simple graph showing logistic growth, exponential growth and carrying capacity
Distinguish between density dependent and density independent population regulation factors
Relate the importance of an interdisciplinary approach in solving complex ecological problems
Explain the concept of ecological footprints and how these are calculated
Module 3
Differentiate between anabolism and catabolism
Detail the role of ATP in a cell
Compare and contrast photosynthesis and cellular respiration, including the inputs and outputs of each process
Define the two stages of photosynthesis (light reactions and Calvin cycle), and explain the function of each
Define the three stages of cellular respiration (glycolysis, Krebs cycle, oxidative phosphorylation), and explain the function of each
Explain how photosynthesis and cellular respiration support life on Earth
Calculate an ecosystem’s net primary productivity
Explain the distinction between “energy flow” and “nutrient cycling” in an ecosystem
Explain the Rule of 10’s, and use an energy pyramid to assign trophic levels to a food chain
Relate the roles of primary producers, herbivores, carnivores, and decomposers in the energy flow and nutrient cycling of an ecosystem
Explain the difference between “climate” and “weather”
Describe the greenhouse effect
Explain how global warming contributes to climate change
Define an ecosystem and give examples
Module 4
Define the term chromosome
Label a figure of the major stages of the cell cycle and explain the processes that occur during each of these stages
Explain the importance of the checkpoints in the cell cycle and the consequences of bypassing those checkpoints
Define the term, apoptosis, and describe the role of this process in normal human development
Define the term, cancer, and describe generally how cancer develops
Describe the role of tumor suppressor genes in the development of cancer
Diagram a chromosome, identifying genes, alleles, and loci
Distinguish between sister chromatids and homologous chromosomes
Compare and contrast autosomal and sex chromosomes
Compare and contrast somatic cells and sex cells (also known as germ line cells or gametes)
Describe the factors that determine whether DNA damage or mutation gets passed on to offspring
Compare and contrast mitosis and meiosis
Identify the ways in which meiosis produces genetically diverse zygotes
Explain the role of meiosis in an organism’s sexual life cycle
Module 5
Describe the structure of RNA and DNA
Use base-pairing rules to model semi-conservative DNA replication
Model transcription and translation and the enzymes involved
Determine the correct amino acid sequence from a given codon
Explain why the genetic code is universal, and how it is redundant and unambiguous
Explain how an organism regulates gene expression to create a phenotype from a genotype
Explain how somatic cells have such different functions
Define the term mutation including the terms DNA, gene, and allele
List the types of mutations that can occur in a gene and determine the effect
Distinguish between spontaneous and induced mutations
Explain why mutations are not always harmful and can actually be beneficial
Relate how vaccines are created from inactivated proteins
Identify the role of antibodies in the fight against antigens
Module 6
Describe the relationship between natural selection and evolution
List and explain Darwin’s main ideas concerning evolution by natural selection
Explain the 4 mechanisms of microevolution (natural selection, mutation, gene flow, genetic drift)
Relate how changes in allele frequency lead to micro- and macroevolution
Describe the three conditions required for natural selection necessary to change allele frequencies in a population
Explain why natural selection does not lead to the perfect organism
Distinguish between natural selection and artificial selection
Provide or recognize examples of directional, disruptive, and stabilizing selection
Distinguish between the concepts of macroevolution and microevolution
Describe the importance of geographic isolation in the formation of a species
Explain how speciation can occur within the same geographic region as the parental population
Explain why evolution is both a fact and a scientific theory
List five lines of evidence in support of evolution and describe how each can be used to determine evolutionary relationships among organisms
Explain why humans are NOT descended from chimpanzees and, instead, are thought to share an immediate common ancestor with them that diverged some 5-7 million years ago
Interpret an evolutionary tree or cladogram
Module 7
Provide a brief history of the use of biotechnology by human societies and an understanding of what definesbiotechnology
Briefly relate the process of DNA sequencing the human genome including the enzymes involved and the use of fluorescent proteins
Describe polymerase chain reactions (PCR) as a method to amplify small segments of DNA
Draw a diagram or write a description of the action of restriction enzymes in the cutting of DNA molecules into “restriction fragments”
Outline a procedure for isolating a specific gene from a eukaryotic organism, incorporating it into a recombinantplasmid, and inserting it into a bacterial cell to produce a gene product
Describe the basic function of new genome editing techniques, in particular, the CRISPR/Cas9 System
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