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Scoring Rubrics
for Environmental Biology Assignments
Desert Ecology Experiment Assignment
Remote Sensing Internet Activity
Remote Sensing of Vegetation Internet
Activity
Remote Sensing Case Studies Internet
Activity
Global Climate Change Internet Activity
Atmospheric Ozone Internet Activity
Home Water Use Activity
El Niño-Southern Oscillation
Internet Activity
Land-Use Planning Activity
SCORING
RUBRIC FOR UNIT 4, STEP 3: DESERT ECOLOGY EXPERIMENT ASSIGNMENT
Part 1: Make observations and formulate a research
question
| |
Answer shows that students has spent
time making pertinent observations |
4 pts |
| |
Research question reflects observations |
2 pts |
| |
Research questions answerable by collecting
numerical data |
1 pt |
Part 1: Formulate your hypotheses
| |
Initial hypothesis is a possible answer
to research question |
1 pt |
| |
Null hypothesis correctly formulated
|
1 pt |
| |
Alternate hypothesis correctly formulated |
1 pt |
| |
Alternate and null hypotheses are refinements
of initial hypothesis |
1 pt |
| |
Alternate and null hypotheses are testable
|
1 pt |
Part 1: Design an experiment to test your hypotheses
| |
Description is complete and detailed |
4 pts |
| |
|
Description is complete
and detailed |
|
| |
|
Includes when, where,
and how observations/measurements will be made |
|
| |
|
Specifies how many observations/measurements
will be made |
|
| |
Experimental design follows rule of
"good" science |
4 pts |
| |
|
Experiment has only one
independent variable |
|
| |
|
Experiment is not biased |
|
| |
|
Experiment will yield
numerical data that can be tested statistically |
|
| |
|
Experiment is repeatable/duplicable |
|
| |
Type of data and statistical test
appropriate for data stated |
1 pt |
You must have Part 1 approved by your instructor before you proceed
with Part 2. You will receive ZERO points for this assignment if
you do not get your instructor's approval for Part 1.
Part 2: Create empty data table
| |
Table format will simply and completely
record experimental data |
2 pts |
Part 2: Carrying out the experiment, collecting data,
and filling in data table
| |
Experiment conducted and data collected
|
4 pts |
| |
Experimental data completely recorded
in data table |
1 pt |
Part 2: Conducting statistical analysis of your data
| |
Results of statistical test correctly
recorded |
2 pts |
| |
|
For Chi-square analysis, chi-square value and
degrees of freedom recorded OR |
|
| |
|
For t-test analysis, t-test value and degrees
of freedom recorded |
|
| |
Critical value for the appropriate
test recorded |
2 pts |
Part 2: State your conclusions
| |
Conclusions include statement about
accepting/rejecting null and alternate hypothesis |
2 pts |
| |
|
Including restatement
of hypotheses |
|
| |
Conclusions are based on (and refer
to) results of statistical analysis |
2 pts |
| |
|
Including level of confidence
for accepting/rejecting hypothesis |
|
| |
Possible design flaws of experiment
discussed |
4 pts |
Penalties
| |
Illegible/unintelligible answers |
up to – 42
pts |
| |
Grammatical/spelling errors, typos, "text-messaging" abbreviations, etc. |
up to – 10 pts |
| |
Failed to get approval for Part 1 before
proceding to Part 2 |
– 42 pts |
| |
Turned in after deadline for assignment points |
– 42 pts |
| |
Turned in with answers that are
identical to another student's answers |
– 42 pts |
Total Possible: 42 points
SCORING RUBRIC
FOR UNIT 7, STEP 2: REMOTE SENSING INTERNET ACTIVITY
Part 1:
| |
Question 1 |
|
| |
Answer includes a definition
of remote sensing |
0.60 pt |
| |
Question 2 |
|
| |
Answer lists three examples |
0.60 pt |
| |
Question 3 |
|
| |
Answer describes the
Montreal Protocol |
0.30 pt |
| |
Answer indicates the
role of remote sensing in the Montreal Protocol |
0.30 pt |
| |
Question 4 |
|
| |
Answer is comlete |
0.60 pt |
| |
Question 5 |
|
| |
Answer includes three
technological advances |
0.60 pt |
| |
Question 6 |
|
| |
Answer includes three
examples |
0.60 pt |
| |
Examples are pertinent
to southern Arizona |
0.30 pt |
Part 2:
| |
Question 7 |
|
| |
Answer is complete |
0.60 pt |
| |
Question 8 |
|
| |
Answer is complete |
0.60 pt |
| |
Question 9 |
|
| |
Answer identifies portion
of electromagnetic spectrum |
0.30 pt |
| |
Answer states wavelength
of visible light |
0.30 pt |
| |
Question 10 |
|
| |
Answer is complete |
0.60 pt |
| |
Question 11 |
|
| |
Answer lists three outcomes |
0.60 pt |
| |
Question 12 |
|
| |
Answer includes detailed
explanation |
0.60 pt |
Part 3:
| |
Question 13 |
|
| |
Answer compares active
and passive remote sensing |
0.60 pt |
| |
Question 14 |
|
| |
Answer compares radiometers
and spectroradiometers |
0.30 pt |
| |
Answer identifies "class"
of instrument |
0.30 pt |
| |
Question 15 |
|
| |
Answer compares radar
and lidar |
0.60 pt |
| |
Question 16 |
|
| |
Answer identifies type
of satellite for Arizona weather |
0.30 pt |
| |
Answer iidentifies type
of satellite for ozone monitoring |
0.30 pt |
Part 4:
| |
Question 17 |
|
| |
Answer is complete |
0.60 pt |
| |
Question 18 |
|
| |
Answer is area for pixel
with 1m resolution |
0.30 pt |
| |
Answer is area for pixel
with 10m resolution |
0.30 pt |
| |
Answer is number of 1-m
resolution pixels in a 10-m resolution pixel |
0.30 pt |
| |
Question 19 |
|
| |
Answer compares spatial
and spectral resolution |
0.60 pt |
Penalties
| |
Illegible/unintelligible answers |
up to – 12
pts |
| |
Turned in after deadline for assignment points
|
– 12 pts |
| |
Turned in with answers that are identical
to another student's answers |
– 12 pts |
Total possible: 12 pts
SCORING RUBRIC
FOR UNIT 7, STEP 3: REMOTE SENSING OF VEGETATION INTERNET ACTIVITY
Part 1
| |
Question 1 |
|
| |
Answer is complete |
1.0 pt |
| |
Question 2 |
|
| |
Answer is complete |
1.0 pt |
| |
Questions 3-8 |
|
| |
Each correct answer is
worth 1/3 pt for a subtotal of 2.0 pts |
2.0 pts |
| |
Question 9 |
|
| |
Answer is complete |
0.5 pt |
| |
Question 10 |
|
| |
Answer is complete |
0.5 pt |
| |
Question 11 |
|
| |
Each correct answer is
worth 1/2 pt for a subtotal of 1.0 pt |
1.0 pt |
| |
Question 12 |
|
| |
All three factors listed
|
1.0 pt |
Part 2
| |
Questions 13-15 |
|
| |
Answer includes an interpretation
of areas that never have vegetation |
0.33 pt |
| |
Answer includes an interpretation
of areas that never have vegetation |
0.33 pt |
| |
Answer includes an interpretation
of areas that seasonally have vegetation |
0.33 pt |
| |
Question 16 |
|
| |
Answer includes an explanation
of why the areas are white |
0.5 pt |
| |
Answer indicates if plants
are still present in winter |
0.5 pt |
| |
Question 17 |
|
| |
Answer is complete |
1.0 pt |
| |
Question 18 |
|
| |
Answer is complete |
1.0 pt |
| |
Question 19 |
|
| |
Answer is complete |
1.0 pt |
Penalties
| |
Illegible/unintelligible answers |
up to – 12
pts |
| |
Turned in after deadline for assignment points
|
– 12 pts |
| |
Turned in with answers that are identical
to another student's answers |
– 12 pts |
Total possible: 12 pts
SCORING RUBRIC
FOR UNIT 7, STEP 4: REMOTE CASE STUDIES INTERNET ACTIVITY
| |
Case Study 1 |
|
| |
1. Answer compares the
first and second photos |
1.0 pt |
| |
2. Answer describes
how remote sensing adds to understanding of fire |
1.0 pt |
| |
3. Answer includes a
prediction for the future of the landscape |
2.0 pt |
| |
Case Study 2 |
|
| |
4. Answer
compares the three photos |
1.0 pt |
| |
5. Answer discusses pertinent events
during the time of the photos |
1.0 pt |
| |
6. Answer identifies whether changes
are human-caused or natural |
1.0 pt |
| |
7. Any reasonable prediction |
1.0 pt |
| |
Case Study 3 |
|
| |
8. Answer indicates
the two-week period with the lowest NDVI values for both 1998
and 2002 |
1.0 pt |
| |
9. Answer indentifies cause of "greening
up" on the maps |
0.5 pt |
| |
9. Answer identifies two-week period
for each year when "greening up" occurs |
0.5 pt |
| |
10. Answer identifies months when
using NDVI would lead managers to limit grazing |
1.0 pt |
| |
11. Answer identifies months when
using NDVI would lead managers to increase grazing |
1.0 pt |
Penalties
| |
Illegible/unintelligible answers |
up to – 12
pts |
| |
Turned in with answers that are identical to another
student's answers |
– 12 pts |
| |
Turned in after deadline for lab points
|
– 12 pts |
Total possible: 12 pts
SCORING RUBRIC
FOR UNIT 9, STEP 2: GLOBAL CLIMATE CHANGE INTERNET ACTIVITY
Part 1
| |
Questions 1 |
|
| |
Answer explains what greenhouse
gases are |
0.25 pts |
| |
Answer indicates how greenhouse gases
influence climate |
0.25 pts |
| |
Question 2 |
|
| |
Answer lists three most abundant greenhouse
gases |
0.25 pts |
| |
Answer indicates gives an example
of how human activities increase the concentrations of the three
most common greenhouse gases |
0.25 pts |
| |
Question 3 |
|
| |
Answer indicates what the three examples
from Question 2 have in common |
0.5 pts |
| |
Question 4 |
|
| |
Answer indicates which country releases
the most CO2 |
0.5 pts |
| |
Question 5 |
|
| |
Answer indicates relationship between
greenhouse gas concentration and how energy is released or absorbed |
0.25 pts |
| |
Answer indicates the impact of increased
greenhouse gases on the atmosphere |
0.25 pts |
| |
Question 6 |
|
| |
Answer compares positive and negative
feedback loops |
0.25 pts |
| |
Answer indicates which results in
a warmer climate |
0.25 pts |
| |
Questions 7-9 |
|
| |
Answer indicates for each problem
which type of feedback loop is indicated |
0.5 pts |
| |
Question 10 |
|
| |
Answer indicates the maximum
amount of projected warming by 2100 |
0.25 pts |
| |
Answer indicates the
minimum amount of projected warming by 2100 |
0.25 pts |
| |
Question 11 |
|
| |
Answer indicates the
approximate amount of sea level rise during the 1900s |
0.5 pts |
| |
Question 12 |
|
| |
Answer indicates the amount of sea
level rise due to thermal expansion |
0.25 pts |
| |
Answer indicates the amount of sea
level rise due to melting glaciers |
0.25 pts |
| |
Question 13 |
|
| |
Answer indicates why scientists are
concerned about negative impacts of global warming |
0.5 pts |
| |
Question 14 |
|
| |
Answer identifies seasonal pattern
of vegetation change |
0.5 pts |
| |
Question 15 |
|
| |
Answer indicates the major change
in vegetation between 1900 and 1950 at lower elevations |
0.5 pts |
Part 2
| |
Questions 16 |
|
| |
Answer explains what climate
variability is |
0.25 pts |
| |
Answer gives an example of climate
variability in the Southwest |
0.25 pts |
| |
Question 17 |
|
| |
Answer indicates projected warming
in the Southwest by 2090 |
0.25 pts |
| |
Answer indicates which season will
be most affected |
0.25 pts |
| |
Question 18 |
|
| |
Answer indicated how much winter rainfall
is projected to change in the Southwest by 2090 |
0.5 pts |
| |
Question 19 |
|
| |
Answer indicates at least two detrimental
impacts of global warming in Southwest |
0.25 pts |
| |
Answer indicates at least two beneficial
impacts of global warming in Southwest |
0.25 pts |
| |
Question 20 |
|
| |
Answer discusses why global change
efforts need to be international in scope |
0.5 pts |
| |
Question 21 |
|
| |
Answer indicates the name of the international
agreement on global climate change |
0.25 pts |
| |
Answer indicates whether or not the
United States is part of this agreement |
0.25 pts |
| |
Question 22 |
|
| |
Answer indicates by what year the
nations have agreed to cut greenhouse gas emissions |
0.5 pts |
| |
Question 23 |
|
| |
Answer indicates whether
or not the United States will meet its reduction target on time |
0.5 pts |
| |
Question 24 |
|
| |
Answer indicates whether
or not the student thinks the Kyoto Protocol will be effective |
0.25 pts |
| |
Answer discuss at least two lines
of reason to support the student's answer |
0.25 pts |
| |
Question 25 |
|
| |
Answer gives at least one example
of how global warming may affect the student during his or her
life time |
1.0 pt |
Penalties
| |
Illegible/unintelligible answers |
up to – 12
pts |
| |
Turned in with answers that are identical to another
student's answers |
– 12 pts |
| |
Turned in after deadline for lab points
|
– 12 pts |
Total possible: 12 pts
SCORING RUBRIC FOR
UNIT 9, STEP 3: ATMOSPHERIC OZONE INTERNET ACTIVITY
Part 1
| |
Question 1 |
|
| |
Answer is
complete |
0.5
pt |
| |
Question 2 |
|
| |
Answer completely
describes the importance of stratospheric ozone to life |
1.0
pt |
| |
Question 3 |
|
| |
Answer describes
how ozone forms in the stratosphere |
0.5
pt |
| |
Answer describes
the relationship between oxygen molecules and ozone molecules |
0.5
pt |
| |
Question 4 |
|
| |
Answer correctly
compares stratospheric and tropospheric ozone concentrations |
0.5
pt |
| |
Question 5 |
|
| |
Answer correctly
states the average annual decrease in ozone over Antarctica and
shows calculation |
0.5
pt |
| |
Question 6 |
|
| |
Answer indicates type
of clouds that are important for the destruction of ozone |
0.5 pt |
| |
Question 7 |
|
| |
Answer correctly indicates
the percentage change in ozone over Tucson |
0.5 pt |
| |
Question 8 |
|
| |
Answer states Antarctic
three organisms impacted by increased UV radiation |
0.5 pt |
| |
Question 9 |
|
| |
Answer states decade
during which skin cancer rates stop increasing |
0.5 pt |
| |
Question 10 |
|
| |
Answer compares estimates
effects of Montreal Protocol to effects of prior agreements |
1.0 pt |
Part 2
| |
Question 11 |
|
| |
Answer indicates position
of tropospheric ozone |
0.5 pt |
| |
Question 12 |
|
| |
Answer states negative
impacts of tropospheric ozone |
0.5 pt |
| |
Question 13 |
|
| |
Answer indicates how human-caused
tropospheric ozone forms |
0.25 pt |
| |
Answer states several human-made objects
and places associated with tropospheric ozone formation |
0.25 pt |
| |
Question 14 |
|
| |
Answer states increase in tropospheric
ozone since 1900 |
0.5 pt |
| |
Question 15 |
|
| |
Answer indicates time of day of peak
ozone concentrations in Tucson |
0.25 pt |
| |
Answer indicates related atmospheric
conditions |
0.25 pt |
| |
Question 16 |
|
| |
Answer indicates location of peak
ozone concentrations in Tucson |
0.25 pt |
| |
Answer indicates value for those peak
ozone concentrations |
0.25 pt |
| |
Question 17 |
|
| |
Answer indicates time of day of peak
ozone concentrations in Tucson |
0.25 pt |
| |
Answer indicates related atmospheric
conditions |
0.25 pt |
| |
Question 18 |
|
| |
Answer states atmospheric variable
that is important in determining seasonal tropospheric variability
in Tucson |
1.0 pt |
| |
Question 19 |
|
| |
Answer indicates ozone level for their
home area in Tucson |
0.5 pt |
| |
Answer states time and
date of viewing plus approximate home location |
0.5 pt |
Penalties
| |
Illegible/unintelligible answers |
up to – 12
pts |
| |
Turned in with answers that are identical to another
student's answers |
– 12 pts |
| |
Turned in after deadline for lab points
|
– 12 pts |
Total possible: 12 pts
SCORING RUBRIC FOR
UNIT 10, STEP 2: HOME WATER USE ACTIVITY
Section 2: Calculating home water use
| |
Part 1. Use by area |
|
| |
Answer complete, numbers
recorded are reasonable |
3.0 pts |
| |
Calculations correct |
3.0 pts |
| |
Part 2. Total home use |
|
| |
Answer complete, numbers
recorded are reasonable |
3.0 pts |
| |
Calculations correct |
3.0 pts |
| |
Part 3. Percent use by area |
|
| |
Answer complete, numbers
recorded are reasonable |
3.0 pts |
| |
Calculations correct |
3.0 pts |
Section 5: Conclusions
| |
Question 1 |
|
| |
Student’s data are
compared with typical home use from Section 3 |
1.5 pt |
| |
Student’s data are
compared with use in major urban areas (Section 3) |
1.5 pt |
| |
Question 2 |
|
| |
Student lists several
appropriate home water-saving techniques |
1.0 pt |
| |
Question 3 |
|
| |
Student indicates willingness
or unwillingness to change home water-use habits |
0.5 pt |
| |
Student lists incentive(s)
that would lead to change in home water-use habits |
0.5 pt |
| |
Question 4 |
|
| |
Student lists several
strategies to encourage public water conservation |
0.5 pt |
| |
Student indicates which
strategies would be most successful |
0.5 pt |
Penalties
| |
Illegible/unintelligible answers |
up to – 24
pts |
| |
Turned in with answers that are identical to another
student's answers |
– 24 pts |
| |
Turned in after deadline for lab points
|
– 24 pts |
Total possible: 24 pts
SCORING RUBRIC FOR
UNIT 10, STEP 3: EL NINO-SOUTHERN OSCILLATION INTERNET ACTIVITY
Part 1
| |
Question 1 |
|
| |
Answer compares rainfall
and sea surface temperature in the western Pacific Ocean during
El Niño and La Niña events |
0.5 pts |
| |
Question 2 |
|
| |
Answer discusses why oceanic buoys
in the equatorial Pacific Ocean do not typically collect rainfall
data |
0.25 pts |
| |
Answer suggests a method for estimating
rainfall without rain gauges |
0.25 pts |
| |
Question 3 |
|
| |
Answer indicates during which season
sea surface temperatures are warmest during an El Niño
event |
0.25 pts |
| |
Answer indicates how much warmer,
in degrees Celsius, the sea surface temperatures are |
0.25 pts |
| |
Question 4 |
|
| |
Answer indicates regions of the world
that are warmer and drier during El Niño winters |
0.5 pts |
| |
Question 5 |
|
| |
Answer indicates cause of teleconnections |
0.5 pts |
| |
Question 6 |
|
| |
Answer indicates regions of the world
that are wetter during La Niña winters |
0.5 pts |
Part 2
| |
Question 7 |
|
| |
Answer discusses which
ENSO teleconnection is important for North American precipitation
and temperature |
0.5 pt |
| |
Question 8 |
|
| |
Answer indicates how much
greater than average, in inches, rainfall is during El Niño
winters |
0.5 pt |
| |
Question 9 |
|
| |
Answer indicates how much
less than average, in inches, rainfall is during La Niña
winters |
0.5 pt |
| |
Question 10 |
|
| |
Answer indicates the least
variable ENSO-type of winter |
0.5 pt |
| |
Question 11 |
|
| |
Answer indicates how many El Niño
winters have had drier than average winters |
1.0 pt |
| |
Question 12 |
|
| |
Answer indicates how many La Niña
winters have had wetter than average winters |
1.0 pt |
| |
Question 13 |
|
| |
Answer indicates in degrees Fahrenheit
how much coolor than average it is during an El Niño winter |
1.0 pt |
| |
Question 14 |
|
| |
Answer indicates in degrees Fahrenheit
how much warmer than average it is during a La Niña winter |
1.0 pt |
| |
Question 15 |
|
| |
Answer is forecast of rainfall and
temperature for an El Niño winter in southern Arizona |
1.0 pt |
| |
Question 16 |
|
| |
Answer indicates whether or not the
student thinks wildfire danger is enhanced during El Niño
or La Niña events |
0.5 pt |
| |
Answer gives a reason
for why wildfire danger is enhanced or not |
0.5 pt |
| |
Question 17 |
|
| |
Answer indicates whether or not the
student thinks flooding risk is enhanced during El Niño
or La Niña events |
0.5 pts |
| |
Answer gives a reason
for why flooding danger is enhanced or not |
0.5 pts |
Penalties
| |
Illegible/unintelligible answers |
up to – 12
pts |
| |
Turned in with answers that are identical to another
student's answers |
– 12 pts |
| |
Turned in after deadline for lab points
|
– 12 pts |
Total possible: 12 pts
SCORING RUBRIC FOR
UNIT 14, STEP 2: LAND-USE PLANNING ACTIVITY
Part 1: Analysis of five proposed uses
| |
For each of the five proposed uses |
|
| |
Student discusses possible
advantages to people, worth 0.3 pt each for a subtotal of 1.5
pts |
1.5 pt |
| |
Student discusses possible
advantages to environment, worth 0.3 pt each for a subtotal of
1.5 pts |
1.5 pt |
| |
Student discusses possible
disadvantages to people, worth 0.3 pt each for a subtotal of 1.5
pts |
1.5 pt |
| |
Student discusses possible
disadvantages to environment, worth 0.3 pt each for a subtotal
of 1.5 pts |
1.5 pt |
Part 2: Determining the best use of the land
| |
Student states personal opinion on
best use for the parcel of land |
1.0 pt |
| |
Student states reasons to support personal
opinion |
1.0 pt |
| |
Student lists questions or comments
expected from those opposing student’s opinion |
2.0 pt |
| |
Student provides arguments to defend
student’s opinion from opposition |
2.0 pt |
Penalties
| |
Illegible/unintelligible answers |
up to – 12
pts |
| |
Turned in with answers that are identical to another
student's answers |
– 12 pts |
| |
Turned in after deadline for lab points
|
– 12 pts |
Total possible: 12 pts
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