SC/SS 115 Ethnobotany test two • Name:


Use the leaves in the laboratory to match each leaf to the most appropriate leaf shape name:

  1. _____ awl
  2. _____ cordate
  3. _____ lanceolate
  4. _____ lobed, pinnate
  5. _____ obovate
  6. _____ palmate
  7. _____ peltate

8. What was Haruki?

9. Why is the coconut oil at CDA called "virgin" coconut oil?

10. Make a sketch of a leaf. To the best of your ability, label the parts of the leaf. Include the petiole, midrib, blade, and axillary bud in your sketch. Include whether the leaf you have drawn is most likely to be a dicot or monocot.

  • 11. [If Thursday test]: Sketch one of the flowers in the laboratory. Correctly identify the four whorls, labeling the all the parts of the flower to the best of your ability. Each correct label from the base of the pedicel all the way to the tip of the stigma is worth a point each. Include whether the flower is a dicot or monocot.
  • 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.

    Essay Question

    12. On Tuesday the 28th and Thursday the 30th of November the class will be working in the ethnobotanical weed patch in the area of the well-head by the college junction. The area already has some locally significant plants and a lot of invasive species. The 28th will be spent hunting for plants planted last term which are now lost in the weed patch and in razor grass (reh padil) whacking operations. Coconut oil should be liberally applied to all skin surfaces prior to entering the weed patch.

    On the 30th of November I will be asking you to bring a plant of significance to you and your culture to plant.

    What plant would you bring and, more importantly, why?

    That is, explain in detail why that plant would be important to have in the garden in your opinion based on your own experiences and the perspective of your culture. Cite specific examples of usage from your own life experience, or share stories that support the importance of the plant.

    To the best of your ability use correct grammar and spelling. Write a well-formed essay including an introductory paragraph, body paragraphs, and concluding paragraph.