All Taxa Biodiversity Inventory’ (ATBI) Discussion

All Taxa Biodiversity Inventory’ (ATBI) Discussion

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All Taxa Biodiversity Inventory’ (ATBI) Discussion

Imagine you are a botanist. Below are characteristics of a never-before described plant species recently identified as part of the ‘All Taxa Biodiversity Inventory’ (ATBI).

Organism 1
Field Notes: Specimen collected from rocks on bank of streams from the Adirondack Park (NY). Plant growth form is more ‘prone’ than upright (plant seems to have little support).

Laboratory Analysis:

Body:  Consists of three regions: light brown anchoring tissue (base of plant); Green vegetative area (middle of plant); Brownish-green, stalk-like structure bearing capsule at end (top of plant).

Size: 8 cm in length

Chromosomal Analysis: Bottom two thirds of plant is haploid (chromosome # 10), while top third of plant is haploid (chromosome # 20).

Lignin test: Negative

Cuticle: Present

Leaves: Absent, though they do possess green photosynthetic structures. Contains chlorophyll  a, b; B-carotenes; xanthophylls.

Roots: Absent, though they do possess anchoring (possibly absorptive) structures.

Stem: Absent, though they do possess axis—no xylem or phloem present.

Notes: Top third of plant may be separate but dependent stage of life cycle; Capsule at end of plant contains haploid spores.

Life History: Extended observations show that the haploid, bottom two regions of the plant are the dominant stage of the life cycle and produce gametes. The diploid, top third of the plant is a temporary spore-producing stage of the life cycle (sporophyte) that is dependent on the gametophyte.

Unit 7 DQ Question: Explain which domain, kingdom and phylum you believe this plant should be classified in.

For our final discussion of the term, we will have a class-wide discussion of the following 3 discussion prompts.  Please feel free to answer honestly; you will not be penalized in any way for your frankness, for the 3rd prompt or any part of this discussion (keeping it respectful of everyone, of course!)

A few years after graduation, you find yourself at a work-related social event, chatting with a very important person who happens to love Japan.  Why, you think Japan is interesting too!   And you happened to have taken a class in college on Classical Japanese Literature!   As you begin to talk about your mutual interest, 1) what is the name and author of the work you (hopefully) remember and like the most, and 2) what would you say, in 2 or 3 sentences that the work is about, and 3) why we still value it even 1000 years after it was composed?

A few days after the event described above in which you deeply impressed the important person with your insights about Classical Japanese literature and culture, you are now known to your co-workers (sarcastically) and bosses (admiringly) as the “expert on Japan.”  Someone asks you if it is true that in Japan slurping noodles is considered polite.  Pretending to be called away on an important call, you covertly check the internet to confirm or deny the noodle slurping rumor.  How can you tell if the internet sites you are reading are reliable and trustworthy (in other words, rigorous!) in their info about Japan or not?  The CEO is traveling to Japan next week and urgently wants reliable advice (or else!)

A friend asks if he/she should take this course. Would you recommend it? What would you say students need to do if they want to do well in the course?

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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