SCIE2006_Assessment 3_Brief1_Digital Case Study Presentation_Final Page 1 of 5
| ASSESSMENT 3 BRIEF | |
| Subject Code and Title | SCIE2006 Nutritional Biochemistry & HumanMetabolism |
| Assessment | Digital Case StudyPresentation |
| Individual/Group | Individual |
| Length | 8 minutes |
| Learning Outcomes | This assessment addresses the Subject LearningOutcomes outlined at the bottom of this document. |
| Submission | Due by 11:55pm AEST/AEDT Sunday of Module 6.1 (Week11) |
| Weighting | 45% |
| Total Marks | 100 marks |
AssignmentTutorOnline
Context
This assessment provides an opportunity for you to demonstrate your understanding and
knowledge on the topics of nutrients and neurotransmission, epigenetics and nutrigenomics by
applying them to the case scenario provided below.
Case Scenario
A 48-year-old female presents herself to you suffering from bouts of anxiety and mild depression..
She has recently being diagnosed with colon cancer and is currently under the care of an
oncologist. The client is seeking nutritional advice from you.
Instructions
1. In response to the case scenario, you are required to record an 8 minutes digitalpresentation
demonstrating your understanding of the following topics:
| |
Nutrients and neurotransmission Epigenetics |
| | Nutrigenomics |
2. Please cover the following concepts in your presentation:
| | Relevant neurotransmitter pathways and involved cofactors |
| |
Epigenetic causes of colon cancer Nutrients and bioactive dietary compounds |
3. Please create your presentation slides using PowerPoint. You could use approximately
6-8 PowerPoint slides for this 8 minutes presentation.
4. How to record a digital presentation?
The following link provides information on filming a digital presentation.
SCIE2006_Assessment 3_Brief1_Digital Case Study Presentation_Final Page 2 of 5
5. Referencing
| |
This is a research based assessment. Therefore, referencing is mandatory. You are required to use a minimum of eight references with at least five references from academic sources (e.g. peer-reviewed journals). In-text citations as well as a reference list following the APA referencing style must be included. Please see more information on referencing here: https://library.torrens.edu.au/academicskills/apa/tool |
| | |
| |
6. Please refer to the marking rubric to ensure you address all the assessmentcriteria
Submission Instructions
Please submit the digital case study presentation via the Assessment link within assessment 3 by
Sunday by 11.55 pm AEST/AEDT Sunday end of Module 6.1 (Week11).
Uploading your digital case study presentation: Detail instructions on compressing (if necessary)
and uploading your video presentation is availableat: link
The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can
be viewed in My Grades.
SCIE2006_Assessment 3_Brief_Digital Case Study Presentation_Module 6.1 Page 3 of 5
Assessment Rubric
| Assessment Attributes |
Fail (Unacceptable) 0-49% |
Pass (Functional) 50-64% |
Credit (Proficient) 65-74% |
Distinction (Advanced) 75 -84% |
High Distinction (Exceptional) 85-100% |
| Use of visual aids Visual aids supportsthe spoken message. Use of colour, layout, clarity and neatness of visual aids. 20% |
No PowerPoint slides were used OR PowerPoint slides were occasionally appropriate and related to the spoken message. The slides require significant improvement in design, colour choice, layout and neatness. |
PowerPoint slides supported the presentation. They clarified and reinforced the spoken message. However, most content requires clarity and improvement in design, layout and neatness. |
PowerPoint slides supported the presentation effectively. They clarified and reinforced the spoken message. Demonstrates an acceptable level of design and layout that supports the flow of information. |
PowerPoint slides were carefully prepared and supported the presentation effectively. They clarified and reinforced the spoken message. The visual aids added impact and interest to the presentation through the use of good design and layout to support the flow of information. |
PowerPoint slides were carefully prepared and supported the presentation effectively. They clarified and reinforced the spoken message. The PowerPoint slides have an excellent design and layout which supports the flow of information and all of the required elements are well placed and clearly defined. |
| Knowledge and | Lack of understanding of | Limited understanding of | Adequate knowledge or | Thorough understanding of | Highly developed |
| understanding | required concepts and | required concepts and | understanding of the | the required concepts. All of | understanding of the |
| Understanding of the | knowledge. Most of the | knowledge. Some of the key | required concepts. A | the key components are | required concepts. |
| key components are not | components are not | reasonable capacity to | presented. Demonstrates a | All of the key components | |
| key concepts and | addressed. Lack of | addressed. Limited | explain and apply relevant | good understanding of the | are well presented. |
| knowledge. | application and analysis of | application and analysis to | key concepts. | concepts and ability to apply | Recommendations are |
| Application and | information to provide | provide clear | Supports personalopinion | and analyse relevant | clearly justified based on |
| clear recommendations. | recommendations. | and information | information from the | the application and analysis | |
| analysis of information | substantiated by evidence | research/course materials | of information from the | ||
| to provide clear | from research to provide | and extended reading to | research/course materials | ||
| recommendations | recommendations. | provide clear | and extended reading. | ||
| 40% | recommendations. | ||||
| Effective | Techniques used to | Techniques used to engage | Techniques used to engage | An interesting or original | An interesting or original |
| Communication | engage audience were | audience were adequate. | audience were effective. | approach taken to the topic. | approach taken to the topic. |
| minimal, or mainly | Presenter usually spoke | Presenter spoke clearly to | Presenter spoke clearly and | Presenter spoke clearly and | |
| ineffective. Presenter | clearly to ensure audience | ensure audience | at a good pace to ensure | at a good pace to ensure |
SCIE2006_Assessment 3_Brief_Digital Case Study Presentation_Module 6.1 Page 4 of 5
| Ability to engage the audience Clarity, pace and fluency Clear and logical structure. 20% |
occasionally spoke clearly and at a good pace. Difficult to understand. Lack of logical and clear structure. |
comprehension. Delivery was usually fluent. Information, arguments and evidence are presented in a way that is not always clear and logical. |
comprehension. Delivery was fluent. Information and evidence are adequately presented with a mostlyclear flow of ideas and arguments. |
audience comprehension. Delivery was fluent. Information and evidence are well presented with clear and logical flow of ideas and arguments. |
audience comprehension. Delivery was fluent and expressive. Expertly presented with a clearand logical flow of ideas, arguments and evidence. |
| Context and purpose Suitability of presentation for the purpose and the audience 10% |
Demonstrates little or no awareness of the context. Limited or no attempts were made to tailor the presentation content to the intended purpose of informing, interesting or persuading. |
Demonstrates limited awareness of the context. Some attempts were made to tailor the presentation content to the intended purpose of informing, interesting or persuading. |
Demonstrates a reasonable awareness of the context. The presentation content, structure and delivery were tailored to the audience and to the intended purpose of informing, interesting or persuading. |
Demonstrates a good awareness of the context. The presentation content, structure and delivery were closely tailored to the audience and to the intended purpose of informing, interesting or persuading. |
Demonstrates a thorough awareness of the context. The presentation content, structure and delivery were closely tailored to the audience and to the intended purpose of informing, interesting or persuading. |
| Use of academic and | Poorly written with errors | Written according to | Written according to | Well-written and adheres to | Expertly written and |
| discipline conventions | in spelling and grammar. | academic genre and has | academic genre. | the academic genre. | adheres to the academic |
| Spelling, grammar, | Demonstrates | accurate spelling, grammar, | Demonstrates consistent use | Consistently demonstrates | genre. Demonstrates expert |
| inconsistent use of good | sentence construction. | of credible and relevant | expert use of good quality, | use of high-quality credible | |
| sentence construction, | quality, credible and | Demonstrates consistent | research sources to support | credible and relevant | and relevant research |
| appropriate use of | relevant resources to | use of credible and relevant | and develop ideas. There are | research sources to support | sources to support and |
| credible resources, | support and develop | research sources to support | no mistakes in using theAPA | and develop appropriate | develop arguments and |
| Correct citation of key | ideas. There are mistakes | and develop ideas, but | style. | arguments and statements. | position statements. Shows |
| resources using APA | in using the APA style. | these are not always | Shows evidence of reading | extensive evidence of | |
| style of referencing | explicit or welldeveloped. | beyond the key reading. | reading beyond the key | ||
| 10% | There are some mistakes in | There are no mistakes in | reading. There are no | ||
| using APA style. | using the APA style. | mistakes in using the APA | |||
| style. |
SCIE2006_Assessment 3_Brief_Digital Case Study Presentation_Module 6.1 Page 5 of 5
| The following Subject Learning Outcomes are addressed in thisassessment | |
| SLO b) | Identify and explain the main metabolic pathways and the role of nutrient cofactors, substrates, enzymes and coenzymes in maintaining normal metabolic function. |
| SLO d) | Examine and discuss the nutritional biochemistry of the blood brain barrier and neurotransmitter synthesis. |
| SLO e) | Demonstrate an understanding of the importance of nutrigenomics and epigenetics to professional practice. |
| SLO f) | Develop and integrate nutritional biochemistry knowledge in professional practice. |
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