extra credit biology assignments

Secondary Science Extra Credit Opportunities That Are Actually Worthwhile

Have any other great extra credit ideas? Leave them in the comments!

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Extra Credit Assignments

Models are excellent tools for demo and study.  In general, you can design a model of virtually anything related to biology.   Models are worth a maximum of 25 points .  For a model to be accepted for extra credit it must meet the following criteria:  all models must

• begin with a written proposal (to be presented to me) which includes a sketch of your idea, the materials to be used, and details about scale (size)
• be unique, three-dimensional, and structurally correct
• be durable, show careful planning and meticulous construction
• have all parts clearly labeled

Some models accepted in the past include: atoms, simple molecules, organic compounds, specialized cells (plant or animal), fluid mosaic, exo- and endocytosis, lock and key (enzymes), mitosis, meiosis, nondisjunction, DNA, RNA, DNA replication, protein synthesis, viruses, skeletal system components…

LITERATURE REVIEWS

At any time throughout the semester you may submit a review of written literature.  In general, the longer the article the longer the review, but the review must be a minimum of 2 pages.  Reviews are worth a maximum of 25 points .  The review must be typed, double-spaced and include the following:

• a succinct summary of the entire article
• a discussion of how it relates to your biology studies
• an explanation of your interest in the topic of the article
• a copy of the article

 You can review books, periodicals, newspaper articles or any other printed material pertaining to biology.  Keep in mind that the quality of your chosen article will affect the quality of your review.  These assignments are first come, first served, so you may not review literature that has already been reviewed and submitted by any other student. 

ORAL REPORTS

Oral reports can be done on a variety of subjects.  In general, they should cover topics relevant to what is currently being studied but should focus on more detail than expected in the class objectives.  Oral reports must demonstrate that you have done research, using sources other than your textbook.  They are worth a maximum of 25 points. Oral reports can accompany any of the other types of extra credit.  Oral reports must:

• be at least three minutes but not more than seven minutes in length
• include a typed transcript of the report
• include photocopies of your sources      

EDUCATIONAL TOOL

Everyone can teach! Actually teaching someone else is one of the best ways to learn a subject matter. Create an educational tool (web, print, movie, etc.) designed to teach a middle school science student a biological concept. They are worth a maximum of 25 points.

• limit the main points in a lecture to five or fewer
• create effective visuals, analogies, demonstrations, and examples to reinforce the main points
• share your outline with students
• emphasize your objectives and key points in the beginning, as you get to them, and as a summary at the end

Interview someone who uses concepts from biology as an important part of their work (an important person in biology studying DNA, biotechnology, evolution, ecology, or genetics.) They are worth a maximum of 25 points.

• write a summary of your conversation or interview
• be sure to include education and experience needed, a description of the type of work that they do, approximate salary, job satisfaction and opportunities, how you know this person and how much time you spent with them.
• it is a good idea to write down some questions before you actually meet with the person.

CURRENT EVENT REPORT

Find an article in a recent, serious magazine (2015 to now), a recent newspaper or an Internet site (but not an encyclopedia or Wiki); on any topic in biology i.e. DNA, RNA, genetics, genetic engineering, evolution, ecology, and similar topics.  Better quality earns more points. They are worth a maximum of 25 points.

• summarize the article in your own words (at least 2/3 page)
• give your reaction or opinion

For more points, read your report to the class. Schedule this with me before hand

Go to a public meeting or field trip having to do with biological, health, science, or natural resource concerns. They are worth a maximum of 25 points.

• turn in your notes.
• a signature from the presenter, and
• some handouts

If you are interested in a career that involves science, learn more!  Find out what type of coursework you need to prepare for it, check out schools you might like attend, find out about salaries, outlook for work, the type of duties you might have. Worth a maximum of 25 points.

• Make copies of information that you find, let me know what you have learned.

There are great web sites for this.

OTHER IDEAS

Do you have other ideas, experiments, posters, projects, interests, or want to learn something new!!?? See me first with your idea, so you will be sure to get credit.

- create or significantly edit a page in Wikipedia on a biological topic, - write a letter to your congressperson discussing a biology-related issue, - write a letter to the editor of a news media source about one of their articles on a biology-related topic

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Welcome to the Visible Body Blog!

Extra credit assignment: bony landmarks flashcards.

Posted on 3/15/24 by Sarah Boudreau

As a member of the Visible Body Customer Engagement Team, Jenn Smulligan works with instructors both one-on-one and in groups so that they can get the most out of Visible Body products. Customer engagement specialists use instructors’ existing syllabi and goals to create compelling courses that engage students in new ways. 

But Jenn doesn’t just support instructors—she is one! Right now, Jenn is teaching an online, asynchronous A&P I course at one of the largest community colleges in Massachusetts. 

Jenn uses VB Suite in her own classroom to enhance student learning, and today on the Visible Body Blog, we’re going to look at an extra credit assignment her students recently completed. 

At the end of this blog post, you’ll find instructions on how to add this extra credit assignment to your course in Courseware with a couple clicks!

It's easy to view bony landmarks in VB Suite !

Bony landmarks flashcards

When Jenn created her extra credit Flashcard assignment, her A&P I students were in the middle of their unit on the skeletal system. Typically, Jenn says, students struggle with this subject, so she wanted to give them an extra credit opportunity.

"I didn't want this extra credit to be just busywork; I wanted it to be something that could actually help reinforce their learning,” she said. "With the parameters I set for them, they had a lot of flexibility and freedom to utilize the tool to support their weaknesses." 

For five bonus points on their lab exam, students were tasked with making a short Flashcard Deck of bony landmarks. Students were provided with a list of requirements:

• The Deck must have a minimum of 15 cards
• The Deck must show a minimum of 30 bony landmarks
• You can use the whole bone or the Details view of the bone
• You can write your own Flashcard prompts, or you can use the automatic ID feature

When their Decks were complete, students copied their Deck’s share link and pasted it into Blackboard, their LMS. They could also share the Deck through generating a QR code. 

You can find instructions on how to create Flashcards and Flashcard Decks in this article , which also features a brief video walkthrough. Complete instructions on sharing custom content can be found here . 

Flashcards in VB Suite . 

To grade the assignment, Jenn copied and pasted each share link into VB Suite and previewed her students’ Decks, quickly going through the cards to make sure they fulfilled the requirements. She made some notes in the feedback section of Blackboard to provide encouragement or correct any mislabeled landmarks. 

How did it go?

The extra credit assignment was a success! 

"I noticed that of the five students who completed this extra credit assignment, two scored over 100%, two scored over 95%, and only one scored below a 90%,” reported Jenn. “I asked these students for feedback on the assignment—did it help them better prepare for the lab exam? Everyone who responded responded with positivity and wishing they had more opportunities like this earlier in the semester.”

This assignment did double duty: students reviewed bony landmarks and learned how to use a study tool that will help them on future exams. One student even said they would prefer having a small, graded Flashcard assignment every week. 

In future courses, Jenn plans on incorporating a similar Flashcard assignment at the beginning of the semester so that students will have this study tool in their arsenal as they tackle course content. 

Teaching asynchronous courses can be challenging because students have less direct guidance, but Jenn says that customizable assignments like this one help asynchronous students achieve.

"Given the fact that this is an asynchronous online course, we lose some of the connection that I would normally have with my students. I don't get that immediate visual feedback from students—I can't look out at a room of blank faces and realize that no one understands what's going on. Being able to give them opportunities to participate in learning exercises where they can personalize them to meet their needs—that's a great way to bridge that gap." 

Engagement expertise

As a customer engagement specialist, Jenn works with instructors to implement activities and assignments just like this one. She says that her work on the Customer Engagement Team and her work as an instructor have a lot of overlap: “It’s all teaching. It’s all about gauging where your learner is at and meeting them there.”

Her experience in both higher education and K12 schools allows her to connect with the instructors she works with as a customer engagement specialist. 

"When you've got 120 students who are looking to you for guidance or to blame, plus the external pressures and the pressures of a really rigid schedule—I recognize that, and I know what it feels like. That’s what makes me want to offer more to the customers I work with. I’ll look for any way I can make it easier for you, because I've been in your shoes.” 

If you’re a current customer who wants help incorporating Visible Body products into your courses, you can schedule a training session with a customer engagement specialist through this form . 

Use this assignment in your course

We’ve created a version of this extra credit assignment in Courseware, complete with instructions for both students and instructors. 

If you don’t have access to Courseware yet, reach out to our team for a free instructor trial!

If you already have Courseware, follow these steps to add this folder to your course in Courseware: 

• Click on this link to add the lesson plan material to your Courseware account.
• In this new course, click on the Bulk Editing tool, select the relevant folder(s) and click Copy. Choose the destination course and folder and copy.
• Navigate to your existing course, where you will find the content you copied. Use the bulk editing tool to edit release and due dates and publish. If you have Canvas deep integration set up, deploy to Canvas.

Once this lesson content is copied to your account, you can customize it to fit your class’s unique needs!

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Williamsburg High School for Architecture and Design

Redefining Career & Technical Education in New York City

Biology EXTRA CREDIT Assignments

March 10, 2014 By Ms. Bruno

Attached are the 3 extra credit assignments that have been available since last week. Each extra credit assignment can replace a quiz, homework, or classwork grade. Extra credit assignments are to be turned into the basket when they are completed. Answers must be well thought and supported with the information we have learned in class. If you do not understand, simply come see me. Refer to the notes below for support. Last day to turn in extra credit assignments is THIS Friday (3/14)

• DNA is a double-stranded molecule.
• DNA strands are connected by complementary base pairs.
• In DNA, the base A always pairs with T. The base G always pairs with C.
• Each strand serves as a template for the other.
• Following the rules of base-pairing, we can easily create a new strand of DNA by separating the strands, and using each as a template to synthesize the complementary strand.
• DNA is a universal code for life. DNA is found in all living things.
• The sequence, or order of the genetic code is what gives diversity to life.
• RNA is a single stranded molecule that can be synthesize from DNA.
• In RNA the bases are G C A and U
• There is no T in a strand of RNA, instead there is U.
• RNA G will attach to DNA C. RNA C will attach to DNA G. RNA A will attach to DNA T. RNA U will attach to DNA A. 
• Mitosis is cell division that creates identical cells with identical DNA
• Mitosis is involved with growth, repair, and asexual reproduction.
• Meiosis is cell division that creates gametes (sex cells) with a unique half of genetic material.
• Meiosis is involved with the production of sperm and egg ONLY.
• Genetic recombination occurs during meiosis and makes each sex cell unique.

[gview file=”https://www.whsad.org/wp-content/uploads/2014/03/Assignment-2-Stop-copying-me.docx”] [gview file=”https://www.whsad.org/wp-content/uploads/2014/03/Assignment-1-meowsis.docx”] [gview file=”https://www.whsad.org/wp-content/uploads/2014/03/Assignment-1-A-with-U.docx”]

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About Ms. Bruno

Ms. Bruno has been an Assistant Principal at Williamsburg High School for Architecture and Design since 2009. She oversees the departments of Science, Mathematics, Architecture and Design (Career and Technical Education (CTE)), Physical Education and Health. She can be reached at 718-388-1260 ext. 2080, or [email protected] .

5 Extra Credit STEM Assignments to Engage Your Students & Give Their Grades a Lift

Extra credit assignments can be tricky because instructors wonder if it’s giving students a pass or allowing them to slack off. We found from our STEM educators in the Labster Community Campus educator network community that extra credit assignments help engage students and reinforce their learning when done meaningfully. 

A study by the Journal of Anatomy and Physiology Society found “[Extra credit] assignments can serve as a platform for students to apply the course material to their own lives, optimizing their strengths and creativity, and encouraging them to take ownership of their learning.”

It’s important to assign extra credit throughout the semester to allow students to interact with their learning so they don’t ask that dreaded question at the end of the semester, “What can I do to improve my grade?” Especially if it’s a challenging STEM course, offering extra credit assignments can keep students familiar with the subject matter.

We’ve gathered each of these extra credit STEM assignments you can try with your students to engage them better from our Community Campus members. 

Five extra credit STEM assignments

1. incentivize students to show up & participate.

Getting students to even show up to your scientific lectures can be challenging. Incentivizing them to show up may seem unecessary, but there are a few ways to make it work.

First, the EdSurge podcast had a recent episode about student engagement (and lack thereof after the pandemic started). They discussed how some instructors offer incentives for student participation in the lecture when they ask an organic question, whether or not the students get a question right. Points for answering questions encourage students to attend the lecture and participate, as instructors find it takes more to get students physically and mentally present. 

Second, one of the STEM professors in our Community Campus also found it helpful to offer incentives for coming to lectures:

“I offer an attendance bonus as an incentive to get students to lecture. We can not count attendance as part of their grade (which is ridiculous), but I can offer it in the form of a bonus.” - Marc Behrendt, Professor at Webber International University 

2. Offer additional quiz questions

Offering extra quiz questions can be a way to engage students with the material. You can add them to an existing exam or project, which would help students who got a question or two wrong. Or, you could post in-class quiz questions in real-time using an interactive response tool (like TopHat ). This real-time question-asking in class can encourage participation in a different way than students are used to, encouraging more active learning. You could ask the questions during lecture time or before/after a lab!

3. Gather survey data

Similar to participating in a research study, perhaps you’re looking to survey your students on their experience in class or with a particular edtech tool. This can help gather data so that you can improve your teaching methods. 

A STEM instructor in our Community Campus shared his experience with gathering data:

“I give the students extra credit for answering a survey about the course and especially about the relevance of the Labster simulations and how they work to prepare them for the real-world labs which we do afterwards. This helps me to see if the materials I offer help the students to succeed. This also helps me to collect data about student success and supplemental materials which I can present to the people in charge of the money.” - Eddy van Hunnik, Biotech/Bioscience Instructor at Alamance Community College

4. Utilize virtual labs

Labster virtual labs are a gamified way to engage students who are challenging to excite in STEM. We have over 300+ simulations to choose from across various disciplines (biology, chemistry, physics, earth science, etc.). Virtual labs can be offered as extra credit to reinforce learning or help a student prepare for an in-person lab. You can assign them as a stand-alone extra credit assignment or allow them to redo past virtual labs to do better next time.

All of our virtual labs operate on a storyline that keeps students engaged! We have a biology simulation called Cellular Respiration: Glycolysis , where students will help the basketball players understand how the food they eat gets converted to energy by investigating glycolysis, the first stage of cellular respiration. 

5. Offer reflection opportunities

STEM has many real-world applications, so getting them to reflect is a great part of the process. Instructors can offer meta-cognitive reflection opportunities so students can think about their learning and ways to improve. Some sample reflection questions you could offer are:

• What’s something you learned in class?
• Reflect on how you can apply something you learned in class to your life.
• Share a question that you still have.
• What did you find most challenging about this topic?
• What did you like most/least about this class?

A member of our Labster Community Campus shared their experience with reflection: 

“My extra credit is in the form of optional exam reflections, where students not only make corrections but dig deeper into why they got the question wrong (material not in notes, misread the question or focused on the wrong part of it, etc). They also have to evaluate their study habits & try new approaches to studying.” - Academic Staff at a 4-year public university

Questions for your reflection:

• Have you found extra credit to work in your class? How do you go about it?
• Can you apply any of these to your current teachings? Join our Community Campus for STEM educators and share with us what’s working!

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Extra Credit Assignment Ideas that Support Student Learning

Classroom Management , Project-Based Learning , Writing

Close to the end of the semester, you likely get requests from students to complete extra credit assignments. You might be looking for extra credit assignment ideas , or maybe you’re wondering if extra credit should be allowed in the first place. Maybe you find last-minute requests annoying – grading extra credit projects can be frustrating and confusing! In this blog post, I’ll share some reasons to consider extra credit in your classroom. It can be an enriching learning opportunity for your students. You’ll also receive some examples of extra credit assignments , along with some strategies to stay organized with extra credit assignments.

Is Extra Credit a Good Thing?

Not everyone agrees that students deserve extra credit. Many teachers believe in only assigning “regular” credit. Sometimes the top performers in our class request the opportunity to boost their grades. Oftentimes, students who have unfinished assignments or lower grades request extra credit too. Teachers who do not assign extra credit often decline these requests to emphasize the importance of turning in regular assignments on time .

Meanwhile, some teachers do not assign extra credit because their schools do not allow it. School-wide policies may not permit extra credit in order to promote equitable grading practices. Before you decide whether or not you will offer extra credit, be sure to check your school’s policy.

Equitable Extra Credit Policies

Another place to consult before assigning extra credit is with any staff that teaches the same course as you. If either one of you approaches extra credit differently, your students may interpret this as inequitable . One of the main reasons that teachers believe students do not deserve extra credit is that it is unethical. There are ways to ensure that extra credit is equitable, but you will need to ensure that your colleagues are in agreement .

Students deserve extra credit when it is an opportunity offered to everyone . To ensure that your policies are ethical and equitable, do not assign extra credit on a case-by-case basis. This does not mean that everyone needs to complete an extra credit assignment. This also does not mean that every extra credit assignment needs to be the same. Equity is about access . Case-by-case simply implies that you should not approve extra credit for one student and deny it for another – unless there is a valid reason to do so.

Whether you believe students deserve extra credit or not, be sure to include your policy in your syllabus . If you allow extra credit, you may also wish to note your requirements. These can include when and how to request extra credit opportunities. Mondays Made Easy includes an Extra Credit Application with our Editable Full Course Syllabus Template .

Why Should Teachers Give Extra Credit?

Teachers should give extra credit if they support differentiation for students. When implemented properly, extra credit assignments can be a fantastic way to differentiate for different learner profiles. Many teachers hold the belief that a student’s grade in a course should reflect their understanding of the curriculum. In an equitable setting, there should be several opportunities to demonstrate that understanding.

There are multiple reasons why a student may perform poorly on an assessment. There are also multiple factors that may prevent students from being present in class or turning in work on time. Extra credit assignments, when assigned to correlate with your curriculum requirements and course expectations, provide students with another opportunity to meet course standards .

This is especially true if the extra credit is able to assess learning goals while catering to different learning styles . I saw a great example the other day of a student who baked a literal cake of symbolic elements from The Great Gatsby. Their write-up described the literary elements in the novel in relation to the cake: from rum-flavored icing to pearl necklace piping, this culinary creation fused course requirements with the student’s passion!

Tips for Assigning Extra Credit

One reason why teachers hate extra credit is that it can be a real headache! Keeping track of extra credit assignments and due dates requires additional effort on our part. On top of that, grading additional assignments around report card time is stressful. Thankfully, these hardships are minimized with a simple system in place.

Mondays Made Easy’s FREE Extra Credit Application is a great tool to help you keep track of extra credit assignments and requests. Students typically ask for extra credit in person; an application provides a paper trail for these conversations. Additionally, an application provides space to note assignment instructions and due dates – if your students are anything like mine, they might need a reminder about these details.

Extra credit applications can also double as a metacognitive reflection tool . I often have students explain why they need the extra credit in the first place. This provides them the opportunity to reflect on their performance and participation in the course. If the same student repeatedly asks for extra credit in your class, it can also be useful to have a record of each request . This can provide you both with documentation to discuss the student’s habits and performance.

A final reason why I love using extra credit applications is that they encourage students to be proactive . I introduce my extra credit application with my syllabus at the start of the course. I notify students that I require extra credit applications to be submitted three weeks before report cards. This sets the expectation that extra credit requests should not be made last minute. I also schedule assignments to be turned in before grades are finalized. This eliminates any last-minute grading .

Extra Credit Assignment Ideas for English Class

To simplify extra credit assignment ideas, you can adopt the popular approach of offering an assignment re-do to students. This is the easiest way to avoid additional grading while accommodating extra credit requests.

Another approach to extra credit that requires very little assessment is to implement a pass system . At the start of the semester, you can provide each student with a number of passes. For example, each student might receive three hallway passes and one late pass. In order to receive extra credit, students must have all of their passes remaining at the end of the semester. If your school policy allows, you can give students bonus points for simply showing up to class on time and avoiding hallway distractions.

For novel studies , you can offer students the opportunity to create a movie trailer. This example for an extra credit assignment idea requires a bit of effort, but it is a great alternative assessment for older students . A movie trailer will prompt students to avoid simple plot summaries and establish characterization and theme. To facilitate this assignment, Mondays Made Easy offers a Movie Trailer Project Outline and Rubric .

If your students have written research essays , you can offer them the opportunity to turn their work into a “ real-world resource .” A “real-world resource” is any type of media or document that delivers students’ research to the general public. This example of an extra credit assignment is a great opportunity for differentiation because it allows students to be creative and select any medium they like. Mondays Made Easy also offers a Real-World Resource Assignment Outline and Rubric .

Aligning Extra Credit Assignment Ideas with Your Curriculum

When it comes to selecting an extra credit assignment idea, the most important consideration should be how the assignment aligns with your curriculum. If you’re not sure what to assign for extra credit, one option could be to review the student’s performance . If they scored low on a particular assessment, it would make sense to opt for an assignment that covers similar curriculum strands .

For example, the Common Core State Standards require students to “write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence” ( English Language Arts Standards – Writing – Grade 9-10 ). If your student requesting extra credit scored lowest on an assessment for this strand, it would not be best practice to assess an argumentative writing assignment.

Mondays Made Easy’s Extra Credit Application prompts students to reflect on their performance in your course. It also offers them the opportunity to suggest extra credit assignment ideas . Oftentimes, students are able to recommend an assignment idea that evaluates similar skills to those that were evaluated poorly on a previous assessment. If their recommendation doesn’t align, you can facilitate a conversation to guide them in the right direction. This is a great way to implement differentiation and student choice . It also enables you to incorporate your students’ examples of extra credit assignments into your curriculum. Students have great ideas, and I’ve benefitted from reusing their suggestions with future classes!

Extra Credit Assignment Ideas: Important Takeaways

Assigning extra credit remains a matter of personal preference. You know what works best for your students, and your professional discretion will best determine whether or not extra credit is an opportunity that they need. As mentioned, it is best to check if your approach aligns with your school policy and your colleagues’ practices. If you do decide to offer your students extra credit assignments , I hope that the suggestions and ideas in this blog post support you in your efforts!

Biology UN2006 / UN2402 - Spring 2017 - POTENTIAL EXTRA CREDIT ASSIGNMENT  Updated 01/04/2017 Note that the SURF symposium is in February -- right after Exam #1. If you can't make it, see FAQs at the bottom of this page. Deadline to hand in summaries: Tuesday, March 28, 2017. Give them to Dr. M, put them in her mail box (2453 on 7th floor of Fairchild) or drop them off at the bio. dept. office (600 Fairchild).  Do NOT leave summaries in the boxes in Mudd. Last summer, about 75 Columbia University undergraduate students conducted biomedical research under the aegis of the SURF    (Summer Undergraduate Research Fellowship) & Amgen programs. They will be presenting their research at the annual SURF Symposium, and you are invited to attend.         Friday Februrary 10, 2017 :  Here is the plan, based on last year -- it will be updated if there are any changes. 12:00 - 2:00 pm:        Students will stand near posters describing their work, in Low Rotunda.  You can walk around and talk to them about their research.   

Your assignment, should you choose to accept it...     Learn about some of the research being conducted by these undergraduate students, and write a short news article about each. You can submit up to 2 such articles. Each one, if satisfactory, will count as one to two points, which will be added to your points after the grade distribution has been determined. Thus, if you are near the cut-off, this may raise your grade to the next category (for example, from a C+ to a B-.)  There are usually about 10-15 points between cut-offs, so if  you are not near the cut-off, this assignment will not increase your final grade -- but it is still worth it, as it should increase your knowledge of biology! 

1. Visit the students at the poster session, and ask them to explain their research.   Take notes, and save them.   There will probably be several students listening to each SURFer's explanation, so you may not all be conducting a one-on-one interview. That's okay -- But do ask for clarification if something is unclear, because your paper must demonstrate that you understood the research. 

2. Read some background information on the area of biology that relates to this research, either in one of the course textbooks (on reserve in the Science Library), or in Kimball's Biology Pages , or any other on-line biology textbook. (Wikipedia is a good start, but doesn't usually go deep enough.)

3. Write a brief (1-2-page) paper that describes the research project, and its relevance to the field of biology. (One page is plenty!)

Format: The following format may be most appropriate: Write an introductory paragraph summarizing the major findings of the project, or the major purpose, if there were no clear cut results. Continue with one or two paragraphs to show how this research is connected to the basic biology you learned (or will learn) in the introductory biology course. Include the background information that a non-specialist would need in order to  understand the student's research. Next, describe the specific question that the student was addressing, and the experiment that was designed to answer that question. Finally, explain the conclusions that the student drew from these results. Are the conclusions warranted by the results? What further studies are being conducted? References: Within the body of your paper, give appropriate references to the books or articles you read, like this: "The 'red tide' is due to the reproduction of one-celled organisms called dinoflagellates (Sadava, et al., p. 568)" At the end of the paper, include a bibliography that lists the sources you cited, using this format for books:  Author, (Year), Title, Publisher; and this format for web sites:  Author, Title, Date (if available) <URL>. Style: Write in the style of a New York Times article. That is, use simple, direct prose, not bombastic scientific jargon. Write the way you would speak, for example "She taught them to walk again", not "She assisted them in regaining their ambulatory capacity". Make sure that you understand all the words that you use; look up unfamiliar terms in the glossary in your textbook or use an online source such as the MedlinePlus online dictionary .  Write in your own words!  Do not simply copy the text that you read on the SURF poster or in the textbook. This is not only plagiarism, but also will convince us that you don't know what you're talking about.

• A cover sheet, with your name, the course you are registered in UN2006 or UN2402) and the number of papers you are submitting (1-2)
• All of the papers you have written
• A photocopy of the interview notes you took

We will not look at these until the end of the s emester.  After calculating the course grade distribution, we will make a list of the students who are within 4 points of a cut-off, and see whether the number of papers they have submitted could increase their grade.  If so, we will read those papers, assigning each a grade of either 2 points (for a satisfactory job), 1 point for so-so, or 0 points (for work which is sloppy, careless, or fails to follow directions). 

FAQs: (1) What i f I am participating in the SURF symposium myself? You cannot get credit for summarizing your own poster. The idea is to learn something new! If you come early or stay late you should have the opportunity to speak to others about their posters. (2). What if I have a class or a job that conflicts with the entire SURF symposium, all two hours, and I want an opportunity to earn extra credit? In that case we will try to arrange it. HOWEVER, you must email Amanda < [email protected] > about the conflict BEFORE the day of the symposium. Late requests will not be considered. After the symposium Amanda will email all those with conflicts who have emailed her in advance about how to complete an equivalent assignment. (Usually it involves attending a scientific talk or symposium at CU or elsewhere.)

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Extra credit ideas?

Any good extra credit ideas? Possibly something along the lines of reading an article or watching a video/ movie and writing something about it. Other ideas are welcome too!

I think I've gotten a bit bogged down in formulas and problem-solving this year, and we haven't had quite as much time to explore the real-life side of physics as I would like, so I'd like it not to be something directly related to classwork (ie. just extra problems).

*I know some people are against extra credit on principle, but I already told my students I'd offer something.

Extra Credit Paper