C- Poster
Each student is required to produce a poster presentation. In each poster student will choose
one advanced laboratory technique that was used in a scientific paper and summarise the work
mentioned in these papers.
1- Learning outcomes
• Student will be able to understand the principle and advantages of new and
advanced laboratory techniques from reading
• Student will be able to produce a properly structured scientific poster to present
summary of the technique using lay language.
2- Instructions for students:
• Each poster should contain proper introduction to the main theme discussed and
presented
• Each poster should provide details of the principle of the method (student can use
techniques discussed during classes or from personal reading)
• Student should provide summary of the advantages and drawbacks of each
technique
• Student then should generate a rational of the technique for the generation of new
data set and to provide an answer to a specific problem.
• Student should be able to illustrate this information and present them in lay
language that is easily understood by people from outside the speciality.
• The criteria for the poster evaluation is summarised in the table below
.
Table 2: poster evaluation
0-1 2-3 4-5 Mark
Focus and Details The topic and main ideas are not
clear.
There are some topics. Main
ideas are somewhat clear.
There is one clear, well- focused
topic. Main ideas are clear and
supported by detailed
information.
Comprehensiveness There is no clear introduction,
structure, or conclusion.
The introduction states the main
topic. A conclusion is included.
The introduction is inviting,
states the main topic, and
provides an overview of the
paper. Information is relevant
and presented in a logical order.
The conclusion is strong.
Voice The author’s purpose of writing
is unclear.
The author’s purpose of writing
is somewhat clear, and there is
evidence of attention to audience.
The author’s knowledge and/or
experience with the topic is/are
limited.
The author’s purpose of writing
is somewhat clear, and there is
some evidence of attention to
audience. The author’s
knowledge and/or experience
with the topic is/are evident
Sentence Structure,
Grammar, Mechanics,
and Spelling
References
Sentences sound awkward, are
distractingly repetitive, or are
difficult to understand. The
author makes numerous errors in
grammar, mechanics, and/or
spelling
that interfere with understanding.
Most sentences are well
constructed, but they have a
similar structure and/or length.
The author makes several errors
in grammar, mechanics, and/or
spelling that interfere with
understanding.
Almost all sentences are well
constructed and have varied
structure and length. The author
makes almost no errors in
grammar, mechanics, and/or
spelling.
Some sources are not accurately
documented.
All sources (information and
graphics) are accurately
documented, but many are not in
the desired format.
All sources (information and
graphics) are accurately
documented, but a few are not in
the desired format.
Progress NOT following the giving
feedback and do not show
progress or keep up with the
deadlines
Show some progress in following
the giving feedback and try to
keep up with the deadlines
Following the giving feedback
and show progress and keep up
with the deadlines
Total evaluation