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Signature Assignment BIOL 1311/1111 General Botany

SOIL TESTING

Course

Assignment Title

Assignment ID (to be assigned)

Outcomes/Rubrics to be Assessed by the Assignment

o Communicationo Critical Thinkingo Empirical and Quantitative Reasoningo Teamwork

Assignment Description

Students working in groups of 3 – 4 will complete 8 different tests on soil samples they provide:

pH Nitrogen (N) Phosphorous (P) Potassium (K) Humus content Percolation rates Soil typing Horizon settling

Group members will complete the testing during a scheduled laboratory period. Students will complete mathematical calculations on selected portions and draw and/or mark specified diagrams/charts. Question pages will be filled in with math calculations, analysis of individualized tests and written answers to various proposed scenarios. Each student will submit the completed project (total 9 Pages) on the linked Gen Ed project site on BlackBoard. Additionally, each student will complete a Teamwork Reflection (Prompt Questions) page and submit their comments on the BlackBoard site.

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GENERAL EDUCATION OUTCOME ASSESSMENT PLAN, “COMMON ASSIGNMENT(S)”

This is the assignment that all professors teaching a section in the San Jacinto College Core Curriculum will agree upon,

teach, assign, assess and document in Blackboard.

Course & Plan Information

Course Rubric/Number BIOL 1311 (Lecture) + BIOL 1111 (Lab)

Course Title General Botany

Component Area Biological Sciences

Outcomes assessed (per district-wide syllabus)

Communication Skills; Critical Thinking; Empirical/Quantitative; Teamwork

Effective Date REVISED FALL 2017

Summary (for faculty, expository explanation of assignment)

Students working in groups of 3 – 4 will complete 8 different tests on soil samples they provide; ph, nitrogen, phosphorous, potassium, humus content, percolation rates, soil typing + horizon settling. Group members will complete the testing during a scheduled laboratory period. Each student will submit the completed project (total 8 Pages) on the linked Gen Ed project site on BlackBoard. Students will also complete a teamwork evaluation sheet as part of the project.

Parameters/Logistics (for faculty, specific parameters or logistics when implementing)

(Do not remove, standard for all courses) The assignment must be collected through an “Assignment” contentitem in Blackboard. Faculty electing to use Turnitin may do so, but students will need to submit thedocument twice: first to the Bb “Assignment” content item and second to Turnitin.

(Do not remove, standard for all courses) The assignment assesses an outcome included in the syllabus forthe course; thus, all assignments should be included as a regular grade in the course. The assignment shouldnot be considered optional, extra-credit, or a bonus activity.

Part 1 (for students, to be copy and pasted into the Blackboard Assignment item)

Assignment Title Soil Testing

Aligned Outcomes Communication Skills, Critical Thinking, Empirical & Quantitative Skills

Description Following the direction sheet provided, each of the 8 tests will be completed on a soil sample provided by the team. The tests will be completed during one designated lab period. The question/answer sheet provided will be filled in, math calculations completed and the soil triangle marked for soil typing. In completing the page worksheets, full grammar responses are expected. Citations of reference sources may be done in any format (Ex: list the URL for on-line sites, title and author of texts, book title and authors, etc.)

Notes (for faculty, do not

include in Bb) Each student submits the entire soil project packet individually at the Gen. Ed site on BlackBoard. A completed hard-copy may be submitted for easier grading.

Part 1 (for students, to be copy and pasted into the Blackboard Assignment item)

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Assignment Title Soil Testing

Aligned Outcomes Teamwork Evaluation

Description Each student will complete the reflection form (see page 16 of packet) listed under the Teamwork Assignment Section (Teamwork Reflection Prompt Questions) and submit it on Blackboard.

Notes (for faculty, do not

include in Bb) The questions will be filled out by the individual student with comments for each of the 5 questions.

Assignment Design Worksheet: Critical Thinking BIOL 1311/1111 General Botany

SOIL TESTING

Course

Assignment Title


Criterion Design (How does the assignment ask students to perform in the manner expected by the criterion?)

Explanation of Issues

In both the Phosphorous Test Question C and the Potassium test, Question C students must suggest mechanisms to solve soil deficiency problems. Students must also clearly state the role of potassium and phosphorous in plant anatomy and physiology.

Evidence Students must accurately obtain raw data from the soil test # 6 results from sifting, weighing and convert mathematically into percentages. From these percentages, students must further interpret the soil type by correctly graphing the % lines.

Influence of Context and Assumptions

Part 6 Percentage Test, Question C : Students must assess the environmental condition that is best for the proper growth of root crops. This implies a basic knowledge of the needs and growth patterns of specific examples.

Student’s Position Part 8 Percolation Question D: Students must propose 2 opposing effects on any plant sitting in a watery environment with a clear explanation supporting each.

Conclusions and Related Outcomes

Part 6 Percentage Question B: Students must base a soil conclusion by correctly calculating and analyzing the data obtained in the Percentage soil test procedure.

Assignment Design Worksheet: Written Communication BIOL 1311/1111 General Botany

SOIL TESTING

Course

Assignment Title



Context of and Purpose for Writing

In pH Test # 1, Question B requires a statement and explanation of the pH scenario for plants indicating a clear understanding of pH effect on soil. In Test #2 Phosphorous Question D: students must specifically and clearly state the deficiency conditions seen in depleted Phosphorous.

Content Development

In Test # 3 Nitrogen Question B: Students must connect and develop the relationship between the soil content of Nitrogen with the specific need and use by plant parts.

Genre and Disciplinary Conventions

Students are required to complete all 8 tests and fully fill-in the 8 question/answer pages.

Sources and Evidence

In Soil pH Question B; Student are required to cite text, horticulture journals, papers, etc. Students must use/interpret references to respond to specific pH scenarios.

Control of Syntax and Mechanics

Students will complete all questions with clear, full sentence structure + correct grammar.

Readability of Visual Elements

In Test Horizons, Question D, students must observe their test tube results + convert them into a visible drawing with proper distribution and coloration of different horizons.

Relevance, Accuracy, and Integration of Visual Elements

Students will interpret the colorimeter charts to obtain results on Test pH, Phosphorous, Nitrogen and Potassium. Students must calculate mathematical %’s of soil types and integrate the scores into a triangulated visual soil type chart.

Assignment Design Worksheet: Empirical and Quantitative Reasoning (EQR)

BIOL 1311/1111 General Botany

SOIL TESTING

Course

Assignment Title


Criterion Design

Interpretation Part 6 Students must accurately sift and weigh soil samples and mathematically convert weights into percentages. From the cross-triangulated lines, they must select the correct soil sample. Further, they must give a reasonable projection for soil types suitable for root crops.

Representation Part 6 Percentages + Part7 Horizons, Question D. Students must correctly convert mathematical raw weights into the formula for conversion into Percentages. Further: Students must propose another mathematical method to calculate Percentages of the different soil deposits layered in the Horizon # 7 test tube.

Calculation or Transformation

All Parts: Students must complete all Parts of Soil Testing with accurate measuring, mixing and analysis of colorimeter test cards. Conversions of raw data must be converted into Percentages for Soil Typing and another calculating method must be proposed in Test 7.

Application/Analysis Part 8 Percolation Questions A, B, C. Students must draw a conclusion concerning both percolation and retention capability after completing the section. A description and proposed explanation for any color change in any or all of the test tube filtrate is required.

Assumptions Test # 4 Potassium Questions C/D. Students must describe the procedure to improve soil Potassium content and identify any plant samples that would be used because of their high K content.

Communication Part 8 Percolation Question D. Students must propose both a positive and negative impact on plants in a high water retention scenario and support their stance.

Relevance, Accuracy, and Integration of Visual Elements

All Parts: The completion of all 8 tests and the required worksheets implies accuracy of procedural steps and interpretation of colorimeter charts as well as drawing the test tube horizons and cross-triangulating the USDA triangle

Assignment Design Worksheet: Teamwork BIOL 1311/1111 General Botany

SOIL TESTING

Course

Assignment Title



Contributes to Team Meetings

Question # 1 of the Teamwork Reflection Prompt Questions (last page of the packet) asks students to comment on how they contributed to the group’s work and specifically asks what role they played in the team dynamics.

Facilitates the Contributions of Team Members

Question # 2 of the Prompt Questions asks students to comment on how they encouraged others to participate and how they facilitated/encouraged team members in their completion of the task.

Individual Contributions Outside of Team Meetings

Question # 3 of the Prompt Questions asks students to detail their contribution to the teamwork. This may include communication and interexchange of ideas between members of the group.

Fosters Constructive Team Climate

Question # 4 of the Prompt Questions asks students to describe their working relationship with team members with a focus on respectful, constructive support of other team members.

Responds to Conflict

Question # 5 of the Prompt Questions asks students to give specific example of how any conflict was resolved.

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GENERAL DIRECTIONS FOR GROUP SOIL TESTING PROJECT

Table members will complete all 8 tests on soil provided by 1 table member. Share the accumulated data with team mates. Each student will then independently complete their own 8 pages of Test Interpretations. They

will analyze the data and respond to specific questions pertinent to each test. Students will also draw a test tube content and cross-triangulate the soil triangle diagram. Each participant within the team will also evaluate their personal participation in the project. The final report grade will be a portion of the 2nd lab test grade (max value: 10 points).

PREPARATION:

Exchange phone, e-mail, contact information with each member of the team. Determine/designate the roles/testing/data collecting of each member of the team. 1 lab period will be identified as the testing day. All 8 tests (see direction sheets Pages 4-5) will

be completed on the specific soil sample. One of the members will be the supplier of the soil sample.

o 1 large gallon “zip-loc” bago Collect soil and dry thoroughlyo Remove any large debris material (sticks, rocks, leaves, etc.)

Each team member is responsible for completing his/her assigned duties and submitting theirown paperwork on the BlackBoard site.

FINAL REPORT

The report form will be available on BlackBoard prior to the testing time frame. Keep raw data of each test result until the team/group completes all 8 tests. Complete the individual test question by referencing outside sources (text, internet, laboratory

book sources, etc.) Utilize correct paragraph structure, proper grammar and punctuation. Attach the cover page indicating team members and assignments. The team “captain” should compile all results into a finished product and submit it to the

instructor for grading. Completion date will be Week # 10; in time to be added to Lab Test # 2. EACH student should complete the personal evaluation questionnaire + submit it on

BlackBoard; answering all 5 questions with a clear explanation for each. Failure to submit thisform will result in a subtraction/penalty of 1 point for each question not answered.

The scoring will be:o Each test (8) @ 1 pt each = 8o 1 completed soil triangle = 1o Project submitted on time = 1

10

TOTAL POSSIBLE POINTS = 10 – any points for non-submission or partial submission of personal evaluation form.

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SOIL TESTING 1. SOIL pH TEST

- Fill the small graduated cylinder (at station # 1) with 5 ml. of water.- Pour into one of the small, unlined plastic test tubes from the equipment box on the table.- Add 3 drops of the pH Indicator Solution.- Using the 0.5 g spatula, scoop/spoon 2 even measures of the soil sample into the test tube.- Cap and gently shake for 1 minute.- Allow the tube to stand undisturbed so that the soil particles will settle, leaving a layer of colored solution

above the layer of settled soil.- Compare the color of the liquid layer to the colors of the pH Range Color Chart.- Mark the pH answer page and complete all the questions.

2. SOIL PHOSPHOROUS TEST (P)- Fill the small graduated cylinder (at station # 2) with 6 ml. of Phosphorous Extracting Solution.- Pour into one of the small, unlined plastic test tubes from the equipment box on the table.- Using the small 0.5 g spatula, scoop/spoon 2 even measures of the soil sample into the test tube.- Cap and gently shake for 1 minute.- Set the capped tube aside and allow the contents to settle, leaving a clear liquid layer above the settled soil.- Pipette the clear liquid from the first test tube to line 3 (ml) in a second plastic test tube (with lines).- Add 6 drops of the Phosphorous Indicator Reagent to the second test tube. Cap and shake to mix.- Add 1 Phosphorous Tablet to this test tube. Cap and shake until the tablet dissolves.- Match the color of the reaction to the colors printed on the Soil Phosphorous Color Chart.- Mark the Phosphorous answer page and complete all the questions.

3. SOIL NITROGEN TEST (N)- Fill the small graduated cylinder (at station # 3) with 7 ml. of Nitrogen Extracting Solution.- Pour into one of the small, unlined plastic test tubes from the equipment box on the table.- Using the 0.5 g spatula, scoop/spoon 2 even measures of the soil sample into the test tube.- Cap and shake gently for 1 minute.- Set the capped tube aside and allow the contents to stand undisturbed until the soil particles settle and the

liquid above the soil becomes clear.- Pipette the clear liquid from the first test tube to line 3 (ml) of a second plastic test tube (with lines).- Using the 0.25 g spatula (at station # 3), scoop/spoon 2 even measures of the Nitrogen Indicator Powder

into the second test tube.- Cap the tube and shake gently to mix.- Wait 3 minutes for the color to fully develop. Compare the test color with the Nitrogen Color Chart.- Mark the Nitrogen answer sheet and complete all the questions.

4. SOIL POTASSIUM TEST (K)- Fill the small graduated cylinder (at station # 4) with 8 ml. of Potassium Extracting Solution.- Pour into one of the small unlined plastic test tubes from the equipment box on the table.- Using the small 0.5 g spatula, scoop/spoon 2 even measures of your soil sample to the test tube.- Cap and gently shake for 1 minute.- Set the capped test tube aside and allow the tube to stand undisturbed until the soil particles settle out and

the liquid layer above the soil becomes clear.- Pipette the clear liquid from the first test tube to line 5 (ml) of a second plastic test tube (with lines).- Add 1 Potassium Indicator Tablet to the second test tube. Cap and shake until the tablet dissolves. - Note

the "before" color.- Carefully add 5 drops of Potassium Test Solution. Cap and shake well.- Compare the color in the test tube to the Potassium Color "after" Chart.- If the solution does not match the color chart, add 5 more drops of the Potassium Test Solution. Cap and

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mix again. - Compare the color in the test tube to the Potassium Color "after" Chart.- Repeat this step if necessary.- Mark the Potassium answer sheet and complete all the questions._______________________________________________________________________________________

5. SOIL HUMUS TEST- Fill the small graduated cylinder (at station # 5) with 5 ml. of Humus Test Solution.- Pour into one of the small, unlined plastic test tubes from the equipment box on the table.- Using the small 0.5 g spatula, scoop/spoon 3 measures of your soil sample to the test tube.- Cap and shake for 1 minute.- Fold a piece of filter paper (at station # 5) to form a cone. Place the paper cone in the cylindrical, filtrate tube.- Slowly pour the entire sample from the first test tube into the filter paper cone. Wait until the sample has

filtered through the paper down into the tube.- Compare the color of the solution in the filtrate tube to others and the chart below.- Mark the Humus level on the answer sheet and complete all the questions.

FILTRATE TUBE COLOR HUMUS LEVEL Pale Yellow Brown Low Medium Yellow Brown Medium Dark Brown High

6. SOIL PERCENTAGES- Using the soil sample provided, scoop/spoon 1 even measure into the top of a set of sifting plates.- Shake vigorously for at least 5 minutes.- Pour the contents of each pan into a "weighing plate" and measure the weight of each at an available scale.

(Don’t forget to subtract the weight of the weighing plate) - Calculate the masses of each pan and using the formula in the lab manual; convert the raw data scores into

percentages of the separate soil components.- Grid lines for the percentages on the large soil graph handout and identify the specific soil sample.- Complete all the questions on the Soil Percentage answer sheet.

7. SOIL HORIZONS- Using a large mouth test tube from the equipment box on the table, scoop up enough soil sample to fill the

tube 1/3 full.- Add enough tap water to the same test tube to fill 2/3 full.- Cap and shake vigorously until no soil is caked at the bottom of the test tube.- Place the test tube in the test tube rack and allow the contents of the tube to settle.- Wait a minimum of 15 minutes or until the liquid layer on the top is clear.- Examine the colors and depth of the soil layers at the bottom of the test tube.- Identify the contents of each layer, using the information in Chapter 24 of the lab manual.- Mark/Color the horizons on the blank test tube on the Horizon answer sheet and complete all the questions.

8. SOIL PERCOLATION (TABLE SET-UP)- Plug 3 funnels with 1 cotton ball each. Place each funnel in an empty test tube and set in the test tube rack.- Using the small glass cylinder in each soil container measure 1 level scoop of each sample (sand/silt/potting

soil) and place in each of the funnels.- Measure 25 ml each of tap water into 3 separate graduated cylinders.- Carefully and simultaneously, pour the water in the center of the soil samples in each funnel.- Time exactly 15 minutes.- Measure the amount of liquid percolated in each test tube/soil type by pouring the content back into the

graduated cylinders.- Calculate the percolation rate in ml/min on the Percolation answer sheet and complete all questions.

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GENERAL EDUCATION OUTCOMES GENERAL BOTANY (BIOL 1311/1111)

GROUP PROJECT

Submitted on ______________________________________________________

TEAM MEMBERS

ASSIGNMENT (recorder, soil provider, group

leader, timer, etc)

TESTS PERFORMED

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PROJECT ANALYSIS/QUESTIONS 1. ph TEST:

A. TEST RESULT INTERPRETATIONS:

What is the final color of your soil sample and pH value/number of your soil sample?

____________________ (COLOR) ______________________ (pH VALUE)

Using your knowledge of the pH values and their numerical ranges, determine the pH description of your soil sample. acid basic (alkaline) neutral

(Circle one)

B. Use botanical sources/references to determine:Are some pH samples better suited than others for plant growth? Explain why.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

C. Describe the method and materials that would be used to INCREASE soil pH.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

D. Describe the method and materials that would be used to DECREASE soil pH.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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2. PHOSPHOROUS TEST


What final color developed in your soil sample?_______________________________

Using the proper Soil Colorimeter Scale, what is the Phosphorous level in your sample?High Medium Low Trace

(Circle one)

B. Describe the role/need for phosphorous in plant anatomy and physiology.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

C. Describe the method and materials that would be used to improve the Phosphorouscontent of a depleted soil sample.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

D. What would be symptoms of a plant deficient in Phosphorous? Be specific as to plant partsand effects (Ex: leaves turn yellow, petal fall, etc.)

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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3. NITROGEN TEST


What final color developed in your soil sample? _______________________________

Using the proper Soil Colorimeter Scale, what is the nitrogen level of your soil sample?High Medium Low Trace

(Circle one)

B. Describe the role/need for Nitrogen in plant anatomy and physiology.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

C. How would a depleted soil be treated to improve the Nitrogen content?____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

D. What do the 3 numbers on a fertilizer bag or bottle refer to? In what molecular form are theyfound and how are they calculated within the container?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________________

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4. POTASSIUM TEST


NOTE: (HIGH= 10 DROPS OR LESS MEDIUM= 15-20 DROPS LOW= MORE THAN 20 DROPS)

How many drops of Potassium Test Solution did it take to cause the color change? ____________

Using the provided test key and based on the number of Potassium Indicator Solution drops required, at what Potassium level did the color change?

High Medium Low (Circle one)

B. Describe the role/need for potassium in plant anatomy and physiology.___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

C. How would a depleted soil be treated to improve the Potassium content?___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

D. Identify 5 different plants and/or plant parts (Ex: leaves, stems, roots, flowers, fruit,seeds) which are used in the human diet because of their high concentration of Potassium.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________________________

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5. HUMUS TEST

A. TEST RESULT INTERPREATATIONS:

What is the color of the solution in the filtrate tube? __________________________

Using the proper key from the Humus direction sheet, what level of humus is containedin your soil sample?

High Medium Low (Circle one)

B. Define/describe Humus.________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

C. Describe some techniques used to treat soil and improve its Humus content._________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

D. Describe the process/needs/components of composting.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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6. PERCENTAGES


Indicate the recorded weights for each of the 3 soil types in the sifted soil sample. Convert theraw scores into % for each of the soil portions. (Round off the % value to a whole number)

SAND ______ gr. = _______ %

SILT _______ gr. = _______ %

CLAY ______ gr = _______ %

TOTAL ______ gr.

B. Using the provided USDA soil type triangle, mark the lines of each % to cross-triangulate apoint. What specific soil type did the finished triangulation indicate?

_____________________________

C. Recognizing the function of soil in the plant life cycle, what general soil type would be bestto grow root crops in? Support your decision by focusing on the soil characteristics of yourselection and the specific growth patterns of large root crops such as carrots, radishes,turnips, etc.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

D. Besides the soil categories listed on the USDA soil triangle, identify 3 other soil types.Identify their characteristics (Ex: water retention, aeration, root penetration), overallcompositions and where they would be found (geographical location).

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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7. HORIZONS

A. SOIL TEST INTERPRETATIONS:

Using the lab manual (see Ex 24), identify the material floating on the top of the test tubeAND the horizon it represents.

_________________________________________________________________________

_________________________________________________________________________

B. Identify the soil components that have settled on the top of the lower/bottom depositAND the horizon it represents.

_________________________________________________________________________

_________________________________________________________________________

C. Identify the soil components that have settled on the bottom of the lower/bottom depositAND the horizon it represents.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

D. Fill in the test tube drawing to represent the color banding in the actual horizon test tube.Propose a possible procedure to calculate the Percentages (%) of the 2 colored zones locatedonly in the bottom-most layer of answer C (without drying and sifting as in test # 6).Show the mathematical calculations that may be involved in the procedure.

________________________________________________________________________

________________________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

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8. PERCOLATION


Fill in the percolated volumes/contents of each tube

SAND __________ SILT ___________ POTTING SOIL ____________

Calculate the percolation rate for each of the above soil components. Indicate in ml/minute and CIRCLE the soil type below with the best percolation rate.

SAND ________ml/min

SILT ________ml/min

POTTING SOIL ________ml/min

B. Using the same results, which soil sample had the best water retention capability?

________________________________________________________________________

C. Did any of the collected liquid look different from the original clear water sample?If so, what would explain any possible color changes?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

D. Propose 1 positive effect/result/adaptation AND 1 negative effect/result/adaptation ofa generalized plant rooted in a soil with very good water retention.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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SOIL PERCENTAGES – SOIL TYPING

Mark the appropriate lines for the % soil results from Test # 6 on this triangle. Use a colored marker/pen to cross-triangulate the %’s and highlight the final result soil type.

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Teamwork Reflection Prompt Questions

Directions: Reflect upon your teamwork skills by addressing the five questions below. Submit to Blackboard a typed document: a

minimum of one page and a maximum of 2 pages.

1. Give specific examples and details in which you contributed to team meetings (online or face-to-face). What role didyou play in team meetings or discussions (online or face-to-face)? What ideas or work did you contribute? Consideryour verbal (vocal or written tone, etc.) and nonverbal communication (body language, facial expressions, etc.).

2. Give specific examples and details of how you encouraged others to participate. In what ways did you encourage orsupport participation by all team members?

3. Give specific examples and details of how you contributed to the work accomplished by the team. Explain the

assignments and the completion of the team’s responsibilities. Was your contribution to completing the project

thorough and on time?

4. Give specific examples and details of how well you worked with and related to other team members. How did you

help or motivate team members in a positive and respectful way? What constructive feedback did you provide to

team members toward the completion of the project?

5. Remember, a conflict is not necessarily an argument or fight; it may be a difference of opinion or a discussion with

varying viewpoints that reaches a specific conclusion. Give specific examples and details of how you contributed to

resolving conflicts within the team? How did the team discuss the issue or come to a conclusion? What was your

role in that process?

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