SC/SS 115 Ethnobotany test two • Name:

Sketch one of the leaves in the laboratory. To the best of your ability, label the parts of the leaf. Include whether the leaf is most likely from a dicot or monocot.

  • Sketch one of the flowers in the laboratory. Correctly identify the four whorls, labeling the parts of the flower to the best of your ability. Include whether the flower is a dicot or monocot.
  • Essay Question

    Micronesians have abandoned their traditional material cultural practices. Traditional homes have been replaced by cement cinder block houses. Traditional modes of transportation such as canoes and walking have been replaced by fiberglass outboard motor boats, pick-up trucks, cars, taxis, and airplanes. Traditional banana fiber or hibiscus skirts have been replaced by cotton skirts, t-shirts, and jeans. Walking barefoot in the soft soils and sands of these islands has been replaced by expensive designer basketball shoes. Few young Micronesians tattoo themselves from head to foot with the traditional markings of their clan. While people hold on to their language, their traditional medicinal plants, and their traditional foods; material culture seems to be intentionally abandoned, thrown away, and forgotten.

    Of all the areas we study during the term, the loss of knowledge and the extent of the adoption of foreign ways is most evident in material culture. As none of the students come to class in ancient traditional wear, or walk to the college from town, arguing that material culture is important would be specious.* The daily choices made by Micronesians indicate that material culture is being intentionally abandoned and forgotten.

    Write an essay that addresses the following issues:

    *Specious: Apparently attractive, apparently true, or correct but not actually correct, actually false.

    Essay grading and marking rubric

    The essay will be worth up to 25 points.

    5No errors of grammar or word order.
    4Some errors of grammar or word order but communication not impaired.
    3Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension.
    2Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader's part.
    1Errors of grammar or word order very frequent; reader often has to rely on own interpretation.
    0 Errors of grammar or word order so severe as to make comprehension virtually impossible.
    5Appropriate terms used consistently, clear command of vocabulary, no misspelled words.
    4Occasionally uses inappropriate terms or relies on circumlocution; expression of ideas not impaired; or a few misspelled words.
    3Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary.
    2Limited vocabulary and frequent errors clearly hinder expression of ideas.
    1Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.
    0 Vocabulary limitations so extreme as to make comprehension virtually impossible.
    5 Material exceptionally well organized and connected including introduction, body, and conclusion structure.
    4 Material well organized; structure could occasionally be clearer but communication not impaired.
    3Some lack of organization; re-reading required for clarification of ideas. Missing structures such as an introduction or conclusion.
    2Little or no attempt at connectivity, though reader can deduce some organization. Missing two or more parts structures such as the introduction and conclusion.
    1Individual ideas may be clear, but very difficult to deduce connection between them.
    0 Lack of organization so severe that communication is seriously impaired.
    5Consistent choices in cohesive structures. Ideas flow logically within the body and reflect the introduction. Essay remains on topic. Connector words assist the reader.
    4Occasional lack of consistency in choice of cohesive structures and vocabulary but overall ease of communication not impaired.
    3'Patchy', with some cohesive structures or vocabulary items noticeably inappropriate to general style. Ideas tend to be disconnected from each other. Reads more like an outline than a coherent essay.
    2Cohesive structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication.
    1Communication often impaired by completely inappropriate or misused cohesive structures or vocabulary items.
    0A 'hodgepodge' of half-learned misused cohesive structures and vocabulary items rendering communication almost impossible.
    10Fully complete and thorough answer to the task set. Addresses the areas required in the essay description. Content coverage is excellent.
    8Relevant and adequate answer to the task set with only a single gap or missing task item.
    6For the most part answers the tasks set, though there may be some gaps or redundant information.
    4Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and/or pointless repetition.
    2The answer bears almost no relation to the task set. Inadequate answer.
    0No evidence of assigned task.