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iRubric: eCL Bi11 - C19 - Virus Modelling rubric

iRubric: eCL Bi11 - C19 - Virus Modelling rubric

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eCL Bi11 - C19 - Virus Modelling 
eCL Bi11 - C19 - Virus Report
Create a Virus Model Include anatomy, genetic material & label parts. Explain if this is a DNA or RNA virus. Include the target (host). An explanation of the virus life cycle is needed. Include major diseases caused by the virus, economic / human. Is there a vaccine or treatment available? If none, how is the infection cycle minimized (ex. sanitation). Bonus 5pts —> If the virus is being used in modern research, as in the treatment of disease, include a summary.
Rubric Code: QX2B3C2
By Jerry_Bleecker
Ready to use
Public Rubric
Subject: Biology  
Type: Project  
Grade Levels: 9-12

Powered by iRubric General C19 Viruses
  Poor

2 pts

Fair

3 pts

Good

4 pts

Excellent

5 pts

DNA vs. RNA Viruses

Poor

The student provides little detail about DNA & RNA viruses.
Fair

The student fully explains the RNA as a genetic code vs. DNA as a genetic code

The student provides examples of RNA viruses AND DNA viruses
Good

The student fully explains the RNA as a genetic code vs. DNA as a genetic code

The student provides examples of RNA viruses AND DNA viruses

The student explains which virus is more likely to mutate and the reason for this.
Excellent

The student fully explains the RNA as a genetic code vs. DNA as a genetic code

The student provides examples of RNA viruses AND DNA viruses

The student explains which virus is more likely to mutate and the reason for this.

The student explains why creating vaccines is harder for RNA viruses.
Structure of a Virus

Poor

The student creates an model of the virus but doesn't fully identify the:
protein structure, genetic material, and organization of a virus.
Fair

The student creates an model of the virus and identifies the:
protein structure, genetic material, and organization of a virus.
Good

The student provides an overview of the structure of a virus.

The student explains how mutation can change the structure of a virus.
Excellent

The student creates an accurate model of the virus and identifies the:
protein structure, genetic material, and organization of a virus.

The student explains how mutation can change the structure of a virus.

The student explains, using examples why viruses are specific to a host cell.

The student argues whether a virus is alive or dead.
Lifecycle

Lytic vs. Lysogenic Phases
Poor

The student does not adequately describe the lytic vs. lysogenic phase of a virus.
Fair

The student provides an overview of the lytic vs. lysogenic phase of a virus.
Good

The student provides an overview of the lytic vs. lysogenic phase of a virus.

The student explains what factors might induce the lytic phase.
Excellent

The student provides an overview of the lytic vs. lysogenic phase of a virus.

The student explains what factors might induce the lytic phase.

The student identifies several viral diseases that have a lytic & lysogenic phase.
Vaccination

Poor

The student does not properly explain vaccination or how it works to provide immunity to disease
Fair

The student explains: attenuated vs. non-attenuated vaccines and how it works to provide immunity to disease
Good

The student explains: attenuated vs. non-attenuated vaccines and how it works to provide immunity to disease

The student explains why antibiotics do not affect viruses.
Excellent

The student explains: attenuated vs. non-attenuated vaccines and how it works to provide immunity to disease

The student explains why antibiotics do not affect viruses.

The student researches modern vaccine efforts for HIV or another virus of interest.
Costs of Infection

Poor

The student provides a brief summary of disease(s) caused by the virus.
Fair

The student explains disease(s) caused by the virus and also includes human costs of infection.
Good

The student includes any major diseases caused by the virus. Include the economic / human costs of the virus.

The student examines if there are vaccines or treatments to eliminate the virus.

If non, how is the infection cycle minimized (ex. sanitation).
Excellent

The student includes any major diseases caused by the virus. Include the economic / human costs of the virus.

The student examines if there are vaccines or treatments to eliminate the virus.

If no treatments are available, the student examines how the infection cycle can be safeguarded against or minimized (ex. sanitation).
Presentation

Poor

Poor formatting

Minimal effort put into presentation, editing, revision.
Fair

Some revisions required

Format is presentable, showing pride in the work
Good

The format and presentation are good with few revisions needed.
Excellent

The work is exemplary.

No revisions required.



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