Talk:2011 Group Project 3 - Revision history

S8600021: /* Group Assessment Criteria */

2011-10-28T02:06:58Z

Group Assessment Criteria

← Older revision		Revision as of 13:06, 28 October 2011
Line 9:		Line 9:
	# The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.		# The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.
	## Good range of figures, graphs and diagrams in the project.		## Good range of figures, graphs and diagrams in the project.
	## Glossary is reasonable. Could have maybe also included an explanation of acronyms.		## Glossary is reasonable, descriptions though do not use terminology suitable for university (peer) level. Could have maybe also included an explanation of acronyms.
	## There are 3 different versions of the Karyotype included. Only one of which is high quality. The group should have resolved this obvious issue before close of the project.		## There are 3 different versions of the Karyotype included. Only one of which is high quality. The group should have resolved this obvious issue before close of the project.
	# Content is mostly correctly cited and referenced. Reference 47 and 60 are the same.		# Content is mostly correctly cited and referenced. Reference 47 and 60 are the same.

S8600021: /* Group Assessment Criteria */

2011-10-28T02:05:56Z

Group Assessment Criteria

← Older revision		Revision as of 13:05, 28 October 2011
Line 9:		Line 9:
	# The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.		# The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.
	## Good range of figures, graphs and diagrams in the project.		## Good range of figures, graphs and diagrams in the project.
			## Glossary is reasonable. Could have maybe also included an explanation of acronyms.
	## There are 3 different versions of the Karyotype included. Only one of which is high quality. The group should have resolved this obvious issue before close of the project.		## There are 3 different versions of the Karyotype included. Only one of which is high quality. The group should have resolved this obvious issue before close of the project.
	# Content is correctly cited and referenced.		# Content is mostly correctly cited and referenced. Reference 47 and 60 are the same.
	## Figures generally cited correctly by only some group members.		## Figures generally cited correctly by only some group members.
	## [[:File:Steps_in_a_classic_array_CGH-analysis_used_for_the_most_common_chromosomal_abnormalities.png\|CGH Analysis]] figure does have a reference, but it is not available on PubMed and does not provide link back to the original resource. This does not meet the assessment criteria.		## [[:File:Steps_in_a_classic_array_CGH-analysis_used_for_the_most_common_chromosomal_abnormalities.png\|CGH Analysis]] figure does have a reference, but it is not available on PubMed and does not provide link back to the original resource. This does not meet the assessment criteria.

S8600021: /* Group Assessment Criteria */

2011-10-28T02:01:17Z

Group Assessment Criteria

← Older revision		Revision as of 13:01, 28 October 2011
Line 11:		Line 11:
	## There are 3 different versions of the Karyotype included. Only one of which is high quality. The group should have resolved this obvious issue before close of the project.		## There are 3 different versions of the Karyotype included. Only one of which is high quality. The group should have resolved this obvious issue before close of the project.
	# Content is correctly cited and referenced.		# Content is correctly cited and referenced.
	## Figures generally cited correctly by some group members.		## Figures generally cited correctly by only some group members.
	## [[:File:Steps_in_a_classic_array_CGH-analysis_used_for_the_most_common_chromosomal_abnormalities.png\|CGH Analysis]] figure does have a reference, but it is not available on PubMed and does not provide link back to the original resource. This does not meet the assessment criteria.		## [[:File:Steps_in_a_classic_array_CGH-analysis_used_for_the_most_common_chromosomal_abnormalities.png\|CGH Analysis]] figure does have a reference, but it is not available on PubMed and does not provide link back to the original resource. This does not meet the assessment criteria.
	# The wiki has an element of teaching at a peer level using the student's own innovative diagrams, tables or figures and/or using interesting examples or explanations.		# The wiki has an element of teaching at a peer level using the student's own innovative diagrams, tables or figures and/or using interesting examples or explanations.
			## Links to the meiosis animations were a good inclusion for this topic.
			## Introduction of colour elements was useful in braking the text components and identifying table elements and key concepts.
	## While non-disjunction is an key component of this topic. It is not clear to me why we require 3 different student drawn images of this process. A better group coordination would have resolved this issue.		## While non-disjunction is an key component of this topic. It is not clear to me why we require 3 different student drawn images of this process. A better group coordination would have resolved this issue.
	## Several of the figures lacked descriptions as to why they were relevant to the project. This was a peer teaching element.		## Several of the figures lacked descriptions as to why they were relevant to the project. This was a peer teaching element.

S8600021: /* Group Assessment Criteria */

2011-10-28T01:51:28Z

Group Assessment Criteria

S8600021: /* Figure Assessment */

2011-10-28T01:46:42Z

Figure Assessment

← Older revision		Revision as of 12:46, 28 October 2011
Line 47:		Line 47:
	File:Male with 48,XXYY Syndrome.png\|Z3289991 - Image relavent to group topic. No legend describing features shown in image and has no additional information or explanation as peer teaching. Copyright and citation included. No link back to original article, as required by copyright. Could have used the auto-citation as shown in class. No student image disclaimer included.		File:Male with 48,XXYY Syndrome.png\|Z3289991 - Image relavent to group topic. No legend describing features shown in image and has no additional information or explanation as peer teaching. Copyright and citation included. No link back to original article, as required by copyright. Could have used the auto-citation as shown in class. No student image disclaimer included.

	File:FMRI Images of Brain Activation in XXY Patients.JPG\|Z3289066		File:FMRI Images of Brain Activation in XXY Patients.JPG\|Z3289066 - Image very relavent to group topic. Legend describing features shown in image has element of peer teaching. Copyright, citation and student image disclaimer included.

	</gallery>		</gallery>

S8600021: /* Figure Assessment */

2011-10-28T01:43:27Z

Figure Assessment

← Older revision		Revision as of 12:43, 28 October 2011
Line 45:		Line 45:
	File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991 - Image is relevant to group topic. Quality of this image is very poor and should not have been included. Citation does not link to original article (is not auto-formatted) and no student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.		File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991 - Image is relevant to group topic. Quality of this image is very poor and should not have been included. Citation does not link to original article (is not auto-formatted) and no student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.

			File:Male with 48,XXYY Syndrome.png\|Z3289991 - Image relavent to group topic. No legend describing features shown in image and has no additional information or explanation as peer teaching. Copyright and citation included. No link back to original article, as required by copyright. Could have used the auto-citation as shown in class. No student image disclaimer included.

	File:Male with 48,XXYY Syndrome.png\|Z3289991

	File:FMRI Images of Brain Activation in XXY Patients.JPG\|Z3289066		File:FMRI Images of Brain Activation in XXY Patients.JPG\|Z3289066

S8600021: /* Figure Assessment */

2011-10-28T01:39:15Z

Figure Assessment

← Older revision		Revision as of 12:39, 28 October 2011
Line 37:		Line 37:
	File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301 - Image is very relevant to group topic. This is a better version than the first [[:File:47,XXY_Klinefelter%27s_Syndrome.jpg\|Karyotype 1]] and [[:File:Karyogram_of_male_with_47,_XYY_Syndrome.png\|Karyotype 3]]. Legend does give explanation of what is shown. Citation, copyright and student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.		File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301 - Image is very relevant to group topic. This is a better version than the first [[:File:47,XXY_Klinefelter%27s_Syndrome.jpg\|Karyotype 1]] and [[:File:Karyogram_of_male_with_47,_XYY_Syndrome.png\|Karyotype 3]]. Legend does give explanation of what is shown. Citation, copyright and student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.

	File:Fluorescence In situ Hybridization (FISH) assay.JPG\|		File:Fluorescence In situ Hybridization (FISH) assay.JPG\|Z3289066 - Research image is very relevant to group topic. The legend does describe what is shown in the figure, but it is not an accurate description (what is the red fluorescence?) and therefore does not provide a complete element of peer teaching. No assessment of citation included as reformatted by coordinator. [[User:S8600021\|Mark Hill]] 19:05, 1 October 2011 (EST) I have reformatted the citation. Please follow the methodology as I have advised you in class before. Please add a more complete description of the image above.

	File:Action of Amoratase Inhibitors on Production of Estradiol.JPG\|Z3289066		File:Action of Amoratase Inhibitors on Production of Estradiol.JPG\|Z3289066 - Diagram meets student drawn criteria. Clear structure easy to understand.File legend explains what is shown in the diagram and shows peer teaching element. Includes copyright and student disclaimer.

	File:Immunoglobulin levels in 15 girls with Turner Syndrome.png\|Z3289991		File:Immunoglobulin levels in 15 girls with Turner Syndrome.png\|Z3289991 - Graph relavent to group topic. Poor quality/resolution file uploaded, when a better version (author's original image) is clearly shown. Legend describes the graph. It appears to be the original legend and has no additional information or explanation as peer teaching. Copyright and citation included. No link back to original article, as required by copyright. Could have used the auto-citation as shown below. No student image disclaimer included.

	File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991 - Image is relevant to group topic. Quality of this image is very poor and should not have been included. Citation does not link to original article (is not auto-formatted) and no student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.		File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991 - Image is relevant to group topic. Quality of this image is very poor and should not have been included. Citation does not link to original article (is not auto-formatted) and no student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.

S8600021: /* Figure Assessment */

2011-10-28T01:25:21Z

Figure Assessment

← Older revision		Revision as of 12:25, 28 October 2011
Line 35:		Line 35:
	File:Klinefelter syndrome group response to startle.jpg\|Z3289301 - Graph is relevant to group topic. legend does explain what the graph shows, but lacks some detail (acronyms EMG, PPI) and should link and relate to the equivalent [[:File:Control_group_response_to_startle.jpg\|Control group response to startle]] image. Lacks element of peer teaching. There is no link back to the original article, as required by the copyright conditions. This could have been achieved using the auto-citation format described in class.		File:Klinefelter syndrome group response to startle.jpg\|Z3289301 - Graph is relevant to group topic. legend does explain what the graph shows, but lacks some detail (acronyms EMG, PPI) and should link and relate to the equivalent [[:File:Control_group_response_to_startle.jpg\|Control group response to startle]] image. Lacks element of peer teaching. There is no link back to the original article, as required by the copyright conditions. This could have been achieved using the auto-citation format described in class.

	File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301		File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301 - Image is very relevant to group topic. This is a better version than the first [[:File:47,XXY_Klinefelter%27s_Syndrome.jpg\|Karyotype 1]] and [[:File:Karyogram_of_male_with_47,_XYY_Syndrome.png\|Karyotype 3]]. Legend does give explanation of what is shown. Citation, copyright and student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.

	File:Fluorescence In situ Hybridization (FISH) assay.JPG\|		File:Fluorescence In situ Hybridization (FISH) assay.JPG\|
Line 43:		Line 43:
	File:Immunoglobulin levels in 15 girls with Turner Syndrome.png\|Z3289991		File:Immunoglobulin levels in 15 girls with Turner Syndrome.png\|Z3289991

	File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991		File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991 - Image is relevant to group topic. Quality of this image is very poor and should not have been included. Citation does not link to original article (is not auto-formatted) and no student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.



	File:Male with 48,XXYY Syndrome.png\|Z3289991		File:Male with 48,XXYY Syndrome.png\|Z3289991

S8600021: /* Figure Assessment */

2011-10-28T01:15:38Z

Figure Assessment

← Older revision		Revision as of 12:15, 28 October 2011
Line 32:		Line 32:
	File: Comparing age and intellect of a Klinefelter group a non-clinical control group.PNG\|Z3289301/Z3289991 - Table is relevant to group topic. The file legend does not fully explain the table. For example the acronyms FSIQ, VIQ, PIQ are not explained. There is no explanation as to why there should be differences, this lacks peer teaching component.		File: Comparing age and intellect of a Klinefelter group a non-clinical control group.PNG\|Z3289301/Z3289991 - Table is relevant to group topic. The file legend does not fully explain the table. For example the acronyms FSIQ, VIQ, PIQ are not explained. There is no explanation as to why there should be differences, this lacks peer teaching component.
	File:Pubertal_gynecomastia_1.jpg\|Z3289301 - Image is relevant to group topic. There is no additional information provided with the image to show how this retails to the topic, this lacks peer teaching component.		File:Pubertal_gynecomastia_1.jpg\|Z3289301 - Image is relevant to group topic. There is no additional information provided with the image to show how this retails to the topic, this lacks peer teaching component.
			File:Control group response to startle.jpg\|Z3289301 - Graph is relevant to group topic. Legend does explain what the graph shows, but lacks some detail (acronyms EMG, PPI) and should link and relate to the equivalent [[:File:Klinefelter_syndrome_group_response_to_startle.jpg\|Klinefelter syndrome group response to startle]] image. Lacks element of peer teaching. There is no link back to the original article, as required by the copyright conditions. This could have been achieved using the auto-citation format described in class.
	File:Control group response to startle.jpg\|Z3289301		File:Klinefelter syndrome group response to startle.jpg\|Z3289301 - Graph is relevant to group topic. legend does explain what the graph shows, but lacks some detail (acronyms EMG, PPI) and should link and relate to the equivalent [[:File:Control_group_response_to_startle.jpg\|Control group response to startle]] image. Lacks element of peer teaching. There is no link back to the original article, as required by the copyright conditions. This could have been achieved using the auto-citation format described in class.

	File:Klinefelter syndrome group response to startle.jpg\|Z3289301

	File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301		File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301

S8600021: /* Figure Assessment */

2011-10-28T01:04:53Z

Figure Assessment

← Older revision		Revision as of 12:04, 28 October 2011
Line 30:		Line 30:
	File:Nondisjunction of Sister Chromatids in Meiosis 2.jpg\|Z3289301 - Meets student drawn image assessment criteria. Simple cartoon shows no-disjunction, has element of peer teaching, but there is no supporting description in the legend to the file. While non-disjunction is an key component of this topic. It is not clear to me why we require 3 different student drawn images of this process. A better group coordination would have resolved this issue. There is no copyright information provided.		File:Nondisjunction of Sister Chromatids in Meiosis 2.jpg\|Z3289301 - Meets student drawn image assessment criteria. Simple cartoon shows no-disjunction, has element of peer teaching, but there is no supporting description in the legend to the file. While non-disjunction is an key component of this topic. It is not clear to me why we require 3 different student drawn images of this process. A better group coordination would have resolved this issue. There is no copyright information provided.
	File:Diagram of PAR-1 and PAR-2 in humans.PNG\|Z3289829 - Meets student drawn image assessment criteria. Identifies original source image is based upon and includes copyright information. The file legend does describe what the image is about, but not very clearly. There is no description of what the red and blue bars represent? This lacks the element of peer teaching. There is also a typo, which suggests the work was not checked. Missing student disclaimer template.		File:Diagram of PAR-1 and PAR-2 in humans.PNG\|Z3289829 - Meets student drawn image assessment criteria. Identifies original source image is based upon and includes copyright information. The file legend does describe what the image is about, but not very clearly. There is no description of what the red and blue bars represent? This lacks the element of peer teaching. There is also a typo, which suggests the work was not checked. Missing student disclaimer template.
			File: Comparing age and intellect of a Klinefelter group a non-clinical control group.PNG\|Z3289301/Z3289991 - Table is relevant to group topic. The file legend does not fully explain the table. For example the acronyms FSIQ, VIQ, PIQ are not explained. There is no explanation as to why there should be differences, this lacks peer teaching component.
	File: Comparing age and intellect of a Klinefelter group a non-clinical control group.PNG\|Z3289301/		File:Pubertal_gynecomastia_1.jpg\|Z3289301 - Image is relevant to group topic. There is no additional information provided with the image to show how this retails to the topic, this lacks peer teaching component.
	Z3289991
	-

	File:Pubertal_gynecomastia_1.jpg\|Z3289301 -

	File:Control group response to startle.jpg\|Z3289301		File:Control group response to startle.jpg\|Z3289301

← Older revision		Revision as of 12:43, 28 October 2011
Line 45:		Line 45:
	File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991 - Image is relevant to group topic. Quality of this image is very poor and should not have been included. Citation does not link to original article (is not auto-formatted) and no student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.		File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991 - Image is relevant to group topic. Quality of this image is very poor and should not have been included. Citation does not link to original article (is not auto-formatted) and no student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.

			File:Male with 48,XXYY Syndrome.png\|Z3289991 - Image relavent to group topic. No legend describing features shown in image and has no additional information or explanation as peer teaching. Copyright and citation included. No link back to original article, as required by copyright. Could have used the auto-citation as shown in class. No student image disclaimer included.

	File:Male with 48,XXYY Syndrome.png\|Z3289991

	File:FMRI Images of Brain Activation in XXY Patients.JPG\|Z3289066		File:FMRI Images of Brain Activation in XXY Patients.JPG\|Z3289066

← Older revision		Revision as of 12:39, 28 October 2011
Line 37:		Line 37:
	File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301 - Image is very relevant to group topic. This is a better version than the first [[:File:47,XXY_Klinefelter%27s_Syndrome.jpg\|Karyotype 1]] and [[:File:Karyogram_of_male_with_47,_XYY_Syndrome.png\|Karyotype 3]]. Legend does give explanation of what is shown. Citation, copyright and student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.		File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301 - Image is very relevant to group topic. This is a better version than the first [[:File:47,XXY_Klinefelter%27s_Syndrome.jpg\|Karyotype 1]] and [[:File:Karyogram_of_male_with_47,_XYY_Syndrome.png\|Karyotype 3]]. Legend does give explanation of what is shown. Citation, copyright and student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.

	File:Fluorescence In situ Hybridization (FISH) assay.JPG\|		File:Fluorescence In situ Hybridization (FISH) assay.JPG\|Z3289066 - Research image is very relevant to group topic. The legend does describe what is shown in the figure, but it is not an accurate description (what is the red fluorescence?) and therefore does not provide a complete element of peer teaching. No assessment of citation included as reformatted by coordinator. [[User:S8600021\|Mark Hill]] 19:05, 1 October 2011 (EST) I have reformatted the citation. Please follow the methodology as I have advised you in class before. Please add a more complete description of the image above.

	File:Action of Amoratase Inhibitors on Production of Estradiol.JPG\|Z3289066		File:Action of Amoratase Inhibitors on Production of Estradiol.JPG\|Z3289066 - Diagram meets student drawn criteria. Clear structure easy to understand.File legend explains what is shown in the diagram and shows peer teaching element. Includes copyright and student disclaimer.

	File:Immunoglobulin levels in 15 girls with Turner Syndrome.png\|Z3289991		File:Immunoglobulin levels in 15 girls with Turner Syndrome.png\|Z3289991 - Graph relavent to group topic. Poor quality/resolution file uploaded, when a better version (author's original image) is clearly shown. Legend describes the graph. It appears to be the original legend and has no additional information or explanation as peer teaching. Copyright and citation included. No link back to original article, as required by copyright. Could have used the auto-citation as shown below. No student image disclaimer included.

	File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991 - Image is relevant to group topic. Quality of this image is very poor and should not have been included. Citation does not link to original article (is not auto-formatted) and no student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.		File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991 - Image is relevant to group topic. Quality of this image is very poor and should not have been included. Citation does not link to original article (is not auto-formatted) and no student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.

← Older revision		Revision as of 12:25, 28 October 2011
Line 35:		Line 35:
	File:Klinefelter syndrome group response to startle.jpg\|Z3289301 - Graph is relevant to group topic. legend does explain what the graph shows, but lacks some detail (acronyms EMG, PPI) and should link and relate to the equivalent [[:File:Control_group_response_to_startle.jpg\|Control group response to startle]] image. Lacks element of peer teaching. There is no link back to the original article, as required by the copyright conditions. This could have been achieved using the auto-citation format described in class.		File:Klinefelter syndrome group response to startle.jpg\|Z3289301 - Graph is relevant to group topic. legend does explain what the graph shows, but lacks some detail (acronyms EMG, PPI) and should link and relate to the equivalent [[:File:Control_group_response_to_startle.jpg\|Control group response to startle]] image. Lacks element of peer teaching. There is no link back to the original article, as required by the copyright conditions. This could have been achieved using the auto-citation format described in class.

	File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301		File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301 - Image is very relevant to group topic. This is a better version than the first [[:File:47,XXY_Klinefelter%27s_Syndrome.jpg\|Karyotype 1]] and [[:File:Karyogram_of_male_with_47,_XYY_Syndrome.png\|Karyotype 3]]. Legend does give explanation of what is shown. Citation, copyright and student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.

	File:Fluorescence In situ Hybridization (FISH) assay.JPG\|		File:Fluorescence In situ Hybridization (FISH) assay.JPG\|
Line 43:		Line 43:
	File:Immunoglobulin levels in 15 girls with Turner Syndrome.png\|Z3289991		File:Immunoglobulin levels in 15 girls with Turner Syndrome.png\|Z3289991

	File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991		File:Karyogram of male with 47, XYY Syndrome.png\|Z3289991 - Image is relevant to group topic. Quality of this image is very poor and should not have been included. Citation does not link to original article (is not auto-formatted) and no student disclaimer included. Why has the group included 3 different versions of the same Karyotype? This suggests a lack of co-ordination within the group. Only the best should have been used and probably only once or twice within the project.



	File:Male with 48,XXYY Syndrome.png\|Z3289991		File:Male with 48,XXYY Syndrome.png\|Z3289991

← Older revision		Revision as of 12:15, 28 October 2011
Line 32:		Line 32:
	File: Comparing age and intellect of a Klinefelter group a non-clinical control group.PNG\|Z3289301/Z3289991 - Table is relevant to group topic. The file legend does not fully explain the table. For example the acronyms FSIQ, VIQ, PIQ are not explained. There is no explanation as to why there should be differences, this lacks peer teaching component.		File: Comparing age and intellect of a Klinefelter group a non-clinical control group.PNG\|Z3289301/Z3289991 - Table is relevant to group topic. The file legend does not fully explain the table. For example the acronyms FSIQ, VIQ, PIQ are not explained. There is no explanation as to why there should be differences, this lacks peer teaching component.
	File:Pubertal_gynecomastia_1.jpg\|Z3289301 - Image is relevant to group topic. There is no additional information provided with the image to show how this retails to the topic, this lacks peer teaching component.		File:Pubertal_gynecomastia_1.jpg\|Z3289301 - Image is relevant to group topic. There is no additional information provided with the image to show how this retails to the topic, this lacks peer teaching component.
			File:Control group response to startle.jpg\|Z3289301 - Graph is relevant to group topic. Legend does explain what the graph shows, but lacks some detail (acronyms EMG, PPI) and should link and relate to the equivalent [[:File:Klinefelter_syndrome_group_response_to_startle.jpg\|Klinefelter syndrome group response to startle]] image. Lacks element of peer teaching. There is no link back to the original article, as required by the copyright conditions. This could have been achieved using the auto-citation format described in class.
	File:Control group response to startle.jpg\|Z3289301		File:Klinefelter syndrome group response to startle.jpg\|Z3289301 - Graph is relevant to group topic. legend does explain what the graph shows, but lacks some detail (acronyms EMG, PPI) and should link and relate to the equivalent [[:File:Control_group_response_to_startle.jpg\|Control group response to startle]] image. Lacks element of peer teaching. There is no link back to the original article, as required by the copyright conditions. This could have been achieved using the auto-citation format described in class.

	File:Klinefelter syndrome group response to startle.jpg\|Z3289301

	File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301		File:Karyotype of a Klinefelter's syndrome patient.jpg\|Z3289301

← Older revision		Revision as of 12:04, 28 October 2011
Line 30:		Line 30:
	File:Nondisjunction of Sister Chromatids in Meiosis 2.jpg\|Z3289301 - Meets student drawn image assessment criteria. Simple cartoon shows no-disjunction, has element of peer teaching, but there is no supporting description in the legend to the file. While non-disjunction is an key component of this topic. It is not clear to me why we require 3 different student drawn images of this process. A better group coordination would have resolved this issue. There is no copyright information provided.		File:Nondisjunction of Sister Chromatids in Meiosis 2.jpg\|Z3289301 - Meets student drawn image assessment criteria. Simple cartoon shows no-disjunction, has element of peer teaching, but there is no supporting description in the legend to the file. While non-disjunction is an key component of this topic. It is not clear to me why we require 3 different student drawn images of this process. A better group coordination would have resolved this issue. There is no copyright information provided.
	File:Diagram of PAR-1 and PAR-2 in humans.PNG\|Z3289829 - Meets student drawn image assessment criteria. Identifies original source image is based upon and includes copyright information. The file legend does describe what the image is about, but not very clearly. There is no description of what the red and blue bars represent? This lacks the element of peer teaching. There is also a typo, which suggests the work was not checked. Missing student disclaimer template.		File:Diagram of PAR-1 and PAR-2 in humans.PNG\|Z3289829 - Meets student drawn image assessment criteria. Identifies original source image is based upon and includes copyright information. The file legend does describe what the image is about, but not very clearly. There is no description of what the red and blue bars represent? This lacks the element of peer teaching. There is also a typo, which suggests the work was not checked. Missing student disclaimer template.
			File: Comparing age and intellect of a Klinefelter group a non-clinical control group.PNG\|Z3289301/Z3289991 - Table is relevant to group topic. The file legend does not fully explain the table. For example the acronyms FSIQ, VIQ, PIQ are not explained. There is no explanation as to why there should be differences, this lacks peer teaching component.
	File: Comparing age and intellect of a Klinefelter group a non-clinical control group.PNG\|Z3289301/		File:Pubertal_gynecomastia_1.jpg\|Z3289301 - Image is relevant to group topic. There is no additional information provided with the image to show how this retails to the topic, this lacks peer teaching component.
	Z3289991
	-

	File:Pubertal_gynecomastia_1.jpg\|Z3289301 -

	File:Control group response to startle.jpg\|Z3289301		File:Control group response to startle.jpg\|Z3289301

← Older revision		Revision as of 12:51, 28 October 2011
Line 8:		Line 8:
	# The key points relating to the topic that your group allocated are clearly described.		# The key points relating to the topic that your group allocated are clearly described.
	# The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.		# The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.
			## Good range of figures, graphs and diagrams in the project.
			## There are 3 different versions of the Karyotype included. Only one of which is high quality. The group should have resolved this obvious issue before close of the project.
	# Content is correctly cited and referenced.		# Content is correctly cited and referenced.
	## Figures generally cited correctly.		## Figures generally cited correctly by some group members.
	## [[:File:Steps_in_a_classic_array_CGH-analysis_used_for_the_most_common_chromosomal_abnormalities.png\|CGH Analysis]] figure does have a reference, but it is not available on PubMed and does not provide link back to the original resource. This does not meet the assessment criteria.		## [[:File:Steps_in_a_classic_array_CGH-analysis_used_for_the_most_common_chromosomal_abnormalities.png\|CGH Analysis]] figure does have a reference, but it is not available on PubMed and does not provide link back to the original resource. This does not meet the assessment criteria.
	# The wiki has an element of teaching at a peer level using the student's own innovative diagrams, tables or figures and/or using interesting examples or explanations.		# The wiki has an element of teaching at a peer level using the student's own innovative diagrams, tables or figures and/or using interesting examples or explanations.
	## While non-disjunction is an key component of this topic. It is not clear to me why we require 3 different student drawn images of this process. A better group coordination would have resolved this issue.		## While non-disjunction is an key component of this topic. It is not clear to me why we require 3 different student drawn images of this process. A better group coordination would have resolved this issue.
			## Several of the figures lacked descriptions as to why they were relevant to the project. This was a peer teaching element.
	# Evidence of significant research relating to basic and applied sciences that goes beyond the formal teaching activities.		# Evidence of significant research relating to basic and applied sciences that goes beyond the formal teaching activities.
			## There was some evidence of diverse research literature being used in the project.
	# Relates the topic and content of the Wiki entry to learning aims of embryology.		# Relates the topic and content of the Wiki entry to learning aims of embryology.
	# Clearly reflects on editing/feedback from group peers and articulates how the Wiki could be improved (or not) based on peer comments/feedback. Demonstrates an ability to review own work when criticised in an open edited wiki format. Reflects on what was learned from the process of editing a peer's wiki.		# Clearly reflects on editing/feedback from group peers and articulates how the Wiki could be improved (or not) based on peer comments/feedback. Demonstrates an ability to review own work when criticised in an open edited wiki format. Reflects on what was learned from the process of editing a peer's wiki.