Project Peer EvaluationYou will need to review the visual presentations of the other students in your group and
use that information to evaluate the effectiveness of the presentation.
Your responses will be kept anonymous from your peers (however, you are more than
welcome to share your constructive comments with your peers yourself).
Your assigned microbe: _____________________
Effectiveness of presentation
For each microbe, rate the presentation on a scale of 1-5 (1 low or not effective; 5 high
or very effective) about:
i. The effectiveness in distributing necessary information. Were you able to find the
necessary information to help you address the questions on the worksheet? Was the
information complete?
ii. The effectiveness of the visuals. Were the visualizations clear and easy to
understand?
If the microbe listed is absent in your group or represents your own microbe, select ‘n/a’
Staphylococcus aureus
i.
ii.
1
1
2
2
3
3
4
4
5
5
n/a
n/a
4
4
5
5
n/a
n/a
Cutibacterium acnes
i.
ii.
1
1
2
2
3
3
Faecalibacterium prausnitzii
i.
ii.
1
1
2
2
3
3
4
4
5
5
n/a
n/a
3
3
4
4
5
5
n/a
n/a
Lactococcus lactis
i.
ii.
1
1
2
2
Lactobacillus plantarum
i.
ii.
1
1
2
2
3
3
4
4
5
5
n/a
n/a
4
4
5
5
n/a
n/a
4
4
5
5
n/a
n/a
4
4
5
5
n/a
n/a
4
4
5
5
n/a
n/a
4
4
5
5
n/a
n/a
Pseudomonas aeruginosa
i.
ii.
1
1
2
2
3
3
Pseudomonas putida
i.
ii.
1
1
2
2
3
3
Enterobacter cloacae
i.
ii.
1
1
2
2
3
3
Stenotrophomonas maltophilia
i.
ii.
1
1
2
2
3
3
Myxococcus xanthus
i.
ii.
1
1
2
2
3
3
Learn from your peers
Choose at least one of your peer’s presentations that was particularly impressive to you
and describe something that they did that you would like to incorporate in your
presentation, if you had to do this again. Be sure to state which microbe that student
presented on. Once you are done, I suggest adding your positive comments next to that
person’s slide ☺
Project worksheet
You will need to review the visual presentations of the other students in your group and
use that information to help you answer these questions.
Responses will be graded on correctness and thoroughness (see rubric). Each
response should be at least several sentences in length.
No outside resources/references may be used to answer the questions. All information
must be found within the presentation of other students in your group.
Similar to all other modules, responses must be in your own words! Do not simply
reword what other students wrote on their slide.
Your assigned microbe: _____________________
1) Choose a microbe from your group (it cannot be your own) that represents a
pathogen. What is the major conclusion shown by the illustration used in the slide for
that pathogen? In your response, name the pathogen that you chose. (2 points)
2) Choose a second microbe from your group that represents a non-pathogenic
bacterium. Compare and contrast the pathogen you chose from question #1 and the
non-pathogenic bacterium. (3 points)
3) Choose a microbe from your group (it cannot be your own and it cannot be one you
already described in responses #1 and #2) that represents a Gram-negative bacterium.
Is this bacterium considered a beneficial commensal or a pathogen or neither? Explain
your response. (2 points)
Compare and contrast between your microbe
4) Choose another microbe from your group that is different than any of the ones you
have already discussed in the previous questions. Compare and contrast this microbe
with your microbe. You can compare and contrast the use of virulence factors, cell
envelope, general bacterial features, or interactions with the human body. Your
response should be a small paragraph (4-7 sentences). (5 points)
Overview
! At this point, you should be very familiar with the lifestyle of your microbe. But the
microbe you researched is not the only microbe out there. For this class, there are 9
other microbes that have been researched by your fellow students. Here, you will have
the opportunity to learn about those other 9 microbes and teach your colleagues about
your microbe.
What to turn in
1) An infographic or brochure-style PowerPoint slide (8.5 x 11-inch size; vertical/portrait
orientation) that describes your microbe in sufficient detail that other students can learn
enough to answer questions.
2) Completed worksheet that addresses questions about the other microbes in the
class.
3) Peer evaluation of the other infographic or brochure-style slides in your group,
evaluated on their ability to teach you the relevant information.
What to do
1) Create a PowerPoint slide that fully describes your microbe to other students.
One of the main objectives for this entire project is for you to learn enough about your
microbe to be able to describe it to your peers. Here you will create a single PowerPoint
slide (infographic or brochure-style) that will show your peers information about your
microbe.
b. The slide deck
–
Each student should use only a single slide.
The dimensions of the slide are 8.5 x 11 inch and oriented as portrait.
Do not change the general settings for the slide deck
Hint, it will probably be easier to create the slide (or parts of it) in a private,
separate PowerPoint presentation. When you are done, you can then import it
to the shared deck.
1
c. Plan out the design
– You will want to balance out visualizations with text. Do not simply have a
giant paragraph of text. Instead, try to have images with short legends.
– While you can use clipart or similar images from the internet, do not overdo it
with images that are not your original art.
– Your peers should be able to generally understand all relevant details after
looking over your document in 3-5 minutes.
– There are many infographic templates available online. Feel free to
experiment a little.
– A brochure-style document basically requires you to break up the subjects of
your poster into sections. Each section will have a figure/illustration and a
figure legend.
d. Required parts of the slide
– Find the information to include in your document
o The following information must be included in your document (not
necessarily in this order)
▪ Full Latin name of your microbe and common name, if
applicable
▪ The model and figure legend from Project Module #3 or a
similar illustration with similar info (note, you can make changes
on the one you submitted earlier based on instructor feedback)
▪ Location on human body or the environment your microbe can
be found
▪ Description of disease caused by your microbe (if applicable)
▪ Description of how your microbe may be used as a probiotic (if
applicable)
▪ Description of its role in the environment (if applicable)
▪ At least one conclusion taken from the manuscript on your
microbe (Project #3)
Hint: Look at the questions on the worksheet and ensure that other
students can clearly find that information on your document.
2) Look over the slides of the other students in your group and answer the
questions on the worksheet.
–
Each student in your group has a unique microbe.
Use the information presented in their visual slide and/or video presentation
to answer the questions on the worksheet
You should not need to look up information to answer your questions outside
of your group member’s slides
3) Answer the questions in the peer review worksheet.
2
A fundamental part of this module is the ability of you to teach your peers about your
microbe. Thus, your peers will evaluate their ability to learn about your microbe based
on your infographic/poster and/or video. Your final grade in this module will be in part
based on this evaluation.
Grading rubric for Project
Infographic or posterDocument
style
includes all
document/presentation components
listed in
directions; all
parts are clear
and easy to
follow.
Information to
address
questions is
easily found;
provides
helpful visuals
instead of only
text. Limited
use of outside
pictures that
are not
student’s
original
creation. (14
points)
Questions based on
Responses
information from other are complete
student presentations
and based off
of information
*specific point values
from the
for each question are
presentations
stated in the
of other
worksheet
students;
microbes are
adequately
compared,
Most of the
components
are present,
though 1 or 2
may be
missing;
organization is
mostly clear;
may be too
much text or
visuals are
difficult to
interpret. Most
pictures or
images
included are
not student’s
original
creation. (5-13
points)
Several
components
are missing;
very difficult to
understand due
to organization
or unclear
visuals; difficult
to find the
relevant
information to
answer
worksheet
questions; slide
contains mostly
text or
irrelevant
visuals (1-4
points)
Most
components
are missing;
document is
all or mostly
text; relevant
information is
extremely
difficult to find
(no points)
Responses
may be
simplistic or
only 1-2
sentences;
information not
based on other
student
presentations
(partial
points)
–
Responses
rely heavily on
information
outside of
other students
presentations;
responses
missing; bullet
point lists are
used (no
points)
3
Peer evaluations
*students will not
receive any points if
they do not submit an
evaluation
instead of just
listing attributes
(full points)
Most peer
evaluations are
positive and
indicate that
the
presentation
was effective;
You as the
evaluator gave
honest
feedback (ie
not giving
everyone 5’s if
not true)
There is a
significant
trend by peers
indicating that
presentation
was difficult to
use or unclear;
confirmed by
instructor;
It is clear you
did not
honestly
evaluate the
posters.
(1 points)
(4 points)
4
Student did not
submit a peer
evaluation (0
points)
All or most
evaluations
indicate that
the
presentation
was very
ineffective and
information
difficult or
impossible to
find; confirmed
by instructor
(0 points)
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