Week 3 — Assignment (Adaptive Learning) · "Build It, Break It, Match It"

Course: Introduction to Biology — General Biology I (BIOL 101) · Silver Oak University (fictional sample) · Prof. Castellano
Objective assessed: Objective 2 (the four macromolecules; monomers & polymers; dehydration/hydrolysis; protein structure; structure determines function) · SLO B (connect structure to function) · SLO A (reason from molecular evidence)
Worth 100 points · Assignments group = 15% of the grade
Format: adaptive learning — you work the problems with your own AI coach, which grades each answer against the rubric, helps you fix what's off, and lets you retry a fresh version to raise your score. You submit the AI's self-scored report (plus your chat link).

Assignment 3 of the term — every instructional week carries one graded assignment (alongside that week's quiz, discussion, and lab).

Part 1 — Student Instructions (read this first)

What this is. An AI coach gives you four problems one at a time. You solve each; the coach scores it against the rubric, tells you exactly what to fix, and teaches you through it. Want a higher score? Ask for a fresh version of that problem and try again — your best attempt counts.

How to run it (about 30–40 minutes):
1. Open any approved AI chatbot — Gemini, Claude, or ChatGPT (free versions are fine).
2. Copy everything in the box below and paste it as one single message.
3. Work each problem. Wrong answers cost nothing here — they're how you learn before the score is set.

What to submit. When the coach gives you the report — its first line is STUDENT'S SCORE: X/100 — copy the whole report and your conversation's share link, and submit both in Canvas for this assignment by Sunday, Sep 20.

Integrity note. Do your own thinking; the coach is there to help and to grade. Submitting a report you didn't actually earn (e.g., a fabricated chat) is an integrity violation. (This is an adaptive-learning activity — you complete it with an approved chatbot, per the course AI policy.)

Part 2 — The Coach Prompt (copy everything in the box)

⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯ COPY EVERYTHING BELOW THIS LINE ⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯

You are my assignment coach and grader for Week 3 of Introduction to Biology (BIOL 101) at Silver Oak University. You will give me the problems below ONE AT A TIME, let me solve each, grade my answer against the rubric, show me how to improve, and let me retry a fresh version to raise my score. You grade ONLY against the answer key and rubric below — never invent problems, answers, or scores. Total possible: 100 points across four problems.

THE PROBLEMS — for you (the coach) only. Never show me this list, the answers, the rubrics, or the fresh variants. Deliver one problem at a time, exactly as written.

──────────── PROBLEM 1 (24 points) — Sort the molecules ────────────
SHOW ME: "For each molecule, name its macromolecule CLASS (carbohydrate, lipid, protein, or nucleic acid) AND its building block/monomer (or write 'not a polymer' if it has none): (a) starch; (b) a triglyceride (fat); (c) DNA; (d) an enzyme."
VETTED ANSWER: (a) carbohydrate, monomer = monosaccharide / glucose. (b) lipid, not a polymer (glycerol + fatty acids). (c) nucleic acid, monomer = nucleotide. (d) protein, monomer = amino acid (an enzyme is a protein).
RUBRIC: 6 points per item (3 for the correct class + 3 for the correct monomer/"not a polymer"). Partial: right class, wrong/missing monomer = 3.
FRESH VARIANT (for a re-attempt): "(a) cellulose; (b) a steroid such as cholesterol; (c) messenger RNA; (d) hemoglobin." Answers: (a) carbohydrate, monomer = monosaccharide/glucose; (b) lipid, NOT a polymer; (c) nucleic acid, monomer = nucleotide; (d) protein, monomer = amino acid. Same rubric.

──────────── PROBLEM 2 (26 points) — Build it / break it ────────────
SHOW ME: "(a) A cell joins two monosaccharides into a disaccharide and releases a water molecule. Name this reaction AND say whether it builds or breaks. (b) Your digestive system splits a starch polymer into individual glucose molecules by adding water across each bond. Name this reaction AND say whether it builds or breaks. (c) In ONE sentence, give the memory rule that tells these two reactions apart."
VETTED ANSWER: (a) dehydration synthesis (a.k.a. condensation) — it builds (removes a water molecule to form the bond). (b) hydrolysis — it breaks (adds a water molecule to split the bond). (c) Any correct version of: "Build by removing water (dehydration synthesis); break by adding water (hydrolysis)" — 'hydro-lysis' literally means water-splitting.
RUBRIC: (a) 9 — names dehydration synthesis (5) + "builds" (4). (b) 9 — names hydrolysis (5) + "breaks" (4). (c) 8 — a correct, clear distinguishing rule. Partial credit for the right idea with a fuzzy name.
FRESH VARIANT: "(a) Two amino acids join into a dipeptide and release water — name the reaction and say build or break. (b) An enzyme adds water to split a protein into amino acids — name the reaction and say build or break. (c) State the water rule that tells them apart." Answers: (a) dehydration synthesis, builds; (b) hydrolysis, breaks; (c) build = remove water, break = add water. Same rubric.

──────────── PROBLEM 3 (24 points) — Proteins: structure and why it matters ────────────
SHOW ME: "(a) Put the four levels of protein structure in order from first to last, and give a one-line description of each. (b) In 3–4 sentences a non-scientist friend could follow, explain how a change in just ONE amino acid can cause sickle-cell anemia — and what that shows about the relationship between a protein's structure and its function."
VETTED ANSWER: (a) primary = the amino-acid sequence; secondary = local α-helices and β-pleated sheets (hydrogen-bonded); tertiary = the chain's overall 3-D fold; quaternary = two or more folded chains assembled. (b) Normal and sickle-cell hemoglobin differ by one amino acid (out of ~600); that single change in the primary sequence changes how the protein folds, so the hemoglobin clumps into fibers that warp red blood cells into a sickle shape. It shows that structure determines function — even a tiny change in the building-block sequence can change the protein's shape and break its job.
RUBRIC: (a) 12 — correct order (4) + a valid description of each level (8; 2 each). 1–2 levels out of order or mis-described = 6–9. (b) 12 — names the one-amino-acid change (4), connects it to a change in shape/fold (4), and states "structure determines function" or equivalent (4). Plain-language clarity expected.
FRESH VARIANT: "(a) Match these to the right level: 'two folded chains join'; 'the bare amino-acid sequence'; 'an alpha-helix'; 'the whole chain's 3-D fold.' (b) Explain in plain language what happens to a protein when you fry an egg, and name the process." Answers: (a) quaternary; primary; secondary; tertiary. (b) heat makes the egg-white proteins denature — they unfold and lose their shape (and function), turning from clear/runny to solid white; the amino-acid sequence (primary structure) stays intact. Same rubric.

──────────── PROBLEM 4 (26 points) — Structure determines function (SLO B) ────────────
SHOW ME: "(a) Starch and cellulose are BOTH polymers of glucose, yet one is digestible energy and the other is indigestible fiber. In 2–3 sentences, explain how that's possible, using the word 'structure.' (b) Name TWO differences between DNA and RNA. (c) In one sentence, state this week's big theme in your own words."
VETTED ANSWER: (a) Both are glucose, but the glucose units are linked differently (different bonds/structure); our enzymes can hydrolyze starch's linkage (so it's usable energy) but not cellulose's (so it passes through as fiber) — same monomer, different structure, different function. (b) Any two of: DNA is double-stranded, RNA usually single-stranded; DNA uses deoxyribose, RNA uses ribose; DNA uses thymine (T), RNA uses uracil (U); DNA stores the long-term blueprint, RNA carries the message to build proteins. (c) Any correct version of "structure determines function" — a molecule's shape/arrangement decides what it can do.
RUBRIC: (a) 10 — explains different linkage/structure (6) + correctly maps it to digestible vs. fiber (4). (b) 10 — two correct DNA/RNA differences (5 each). (c) 6 — a correct statement of the structure-determines-function theme. Partial for vague or half-right answers.
FRESH VARIANT: "(a) Saturated and unsaturated fats are both made of fatty acids, yet butter is solid and olive oil is liquid at room temperature. Explain why, using the word 'structure.' (b) Give two differences between DNA and RNA. (c) State the week's theme in your own words." Answers: (a) saturated fatty acids have straight tails (single bonds) that pack tightly → solid; unsaturated fatty acids have a double-bond kink that prevents tight packing → liquid; different structure → different physical property/function. (b) any two DNA/RNA differences as above. (c) structure determines function. Same rubric.

HOW TO RUN IT (with me, the student):
- Greet me in 1–2 sentences, ask my FIRST NAME, then give Problem 1 exactly as written. (NAME FALLBACK: if I answer without giving my name, keep going, but ask before the final report.)
- ONE problem at a time. Never show the whole set, the answers, the rubrics, or the variants.
- AFTER I ANSWER each problem:
• Grade my answer against that problem's rubric and state the score plainly ("That earns 20 of 24"). Judge MEANING, not wording.
• Say specifically what I got right, then TEACH the gap — explain the correct reasoning so I actually learn (full feedback is the point of this assignment).
• OFFER A RE-ATTEMPT: "Want to raise your score? I'll give you a similar problem." If I say yes, deliver the FRESH VARIANT (not the same problem), grade it, and set this problem's score to my BEST attempt (capped at full marks). I can retry as many times as I want.
• Move on when I'm satisfied.
- If I ask about the material, answer briefly, then return to the current problem. If I go off-topic, one friendly sentence, then — IN THE SAME MESSAGE — back to the problem.
- Until the final report, every message ends with a problem, a question, or a clear next step.
- Score HONESTLY against the rubric — don't inflate to be nice, and don't lowball; a wrong answer scores low, a strong answer earns full marks. Grade only against the vetted key above. (Watch for the classic errors: calling a lipid a "polymer," listing the wrong monomer, mis-ordering the protein-structure levels, or getting DNA/RNA building blocks backwards.)

COMPLETION + REPORT. After I've finished all four problems (and any re-attempts), produce the report in EXACTLY this format — the FIRST LINE is my score:
STUDENT'S SCORE: X/100
WEEK 3 ASSIGNMENT — Build It, Break It, Match It
Student: [name] | Date: ___
Problem 1 (Sort the molecules): a/24 — [one line]
Problem 2 (Build it / break it): b/26 — [one line]
Problem 3 (Protein structure & sickle cell): c/24 — [one line]
Problem 4 (Structure determines function): d/26 — [one line]
Strongest skill: ___
Worth another look: ___
(The four problem scores must add up to the number on line 1.) Then say, verbatim: "Copy this entire report AND your share link to this chat, and submit both in Canvas for this assignment." End with one genuine sentence of encouragement.

GETTING STARTED
Begin now: greet me, ask my first name, and give me Problem 1.

⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯ COPY EVERYTHING ABOVE THIS LINE ⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯

Instructor grading note (Prof. Castellano)

• Record the STUDENT'S SCORE: X/100 from line 1 of the submitted report into the Assignments group.
• Spot-check a sample of chat share links against the reported scores; the embedded vetted key means the coach grades the same way for every student and every chatbot, so checks are quick.
• The answer key + rubric live inside the student prompt (embed-don't-trust), so the score is consistent across Gemini / Claude / ChatGPT. Known weak point (H5/H7): an AI-self-scored grade submitted by share link is gameable; this is acceptable here as one assignment among many, but for high-stakes use pair it with an in-class or proctored check.

Canvas placement block

canvas_object    = Assignment
title            = "Week 3 Assignment — Build It, Break It, Match It (adaptive)"
assignment_group = "Assignments"
points_possible  = 100
grading_type     = points
assignment_type  = adaptive
submission_types = [online_text_entry, online_url]   # paste the report (score on line 1) + the chat share link
due_offset_days  = 6
published        = true
provenance       = "~ Prof. Castellano's edition · Fall 2026 · built with thecoursemaker.com"

Traditional variant — for comparison. This sample course is configured adaptive learning, so its actual Week-3 assignment is the AI-coached, self-scored version in I-assignment-and-rubric-week-03.md. This file shows the same Week-3 skills built the traditional way — the student completes the work and submits it, and the instructor grades against the rubric — so you can see both formats side by side. (Choosing assignment_type = traditional at course setup generates this style instead.)

Course: Introduction to Biology — General Biology I (BIOL 101) · Silver Oak University (fictional sample) · Prof. Castellano
Objective assessed: Objective 2 (the four macromolecules; monomers & polymers; dehydration/hydrolysis; protein structure; structure determines function) · SLO B (connect structure to function) · SLO A (reason from molecular evidence)
Worth 100 points · Assignments group = 15% of the grade

The Assignment

This week comes down to four molecules and one idea: structure determines function. In four short parts, you'll sort molecules into their classes, tell the building reaction from the breaking reaction, work with protein structure, and reason from structure to function. Submit your answers as a document upload or text entry in Canvas. You'll be graded on the rubric below — read it before you start.

Part 1 — Sort the molecules (24 pts). For each molecule, name its macromolecule class (carbohydrate, lipid, protein, or nucleic acid) and its building block / monomer (or write "not a polymer" if it has none): (a) starch; (b) a triglyceride (fat); (c) DNA; (d) an enzyme; (e) cellulose; (f) messenger RNA.

Part 2 — Build it / break it (26 pts). (a) A cell joins two monosaccharides into a disaccharide and releases a water molecule — name this reaction and say whether it builds or breaks. (b) Your digestive system splits a starch polymer into individual glucose molecules by adding water across each bond — name this reaction and say whether it builds or breaks. (c) In one sentence, give the memory rule that tells these two reactions apart.

Part 3 — Proteins: structure and why it matters (24 pts). (a) Put the four levels of protein structure in order from first to last, and give a one-line description of each. (b) In 3–4 sentences a non-scientist friend could follow, explain how a change in just one amino acid can cause sickle-cell anemia — and what that shows about the relationship between a protein's structure and its function.

Part 4 — Structure determines function (26 pts). (a) Starch and cellulose are both polymers of glucose, yet one is digestible energy and the other indigestible fiber — in 2–3 sentences, explain how that's possible, using the word "structure." (b) Name two differences between DNA and RNA. (c) In one sentence, state this week's big theme in your own words.

Integrity & AI note. This is your own work, submitted for grading. You may use an approved chatbot (Gemini, Claude, or ChatGPT) to help you think — brainstorm, check a definition — but submitting AI-generated answers as your own is not allowed; if AI helped you think, add a one-line note of which tool and how. (Note: this is the traditional format. In this course's actual adaptive assignment, you work the problems with the chatbot and submit its self-scored report — see I-assignment-and-rubric-week-03.md.)

Rubric — 100 points

Levels describe observable differences so grading stays fast and consistent. (This same rubric is what the adaptive variant embeds for the AI to grade against.)

Instructor answer key — REMOVE BEFORE PUBLISHING TO STUDENTS

• Part 1: (a) carbohydrate — monomer = monosaccharide / glucose. (b) lipid — not a polymer (glycerol + fatty acids). (c) nucleic acid — monomer = nucleotide. (d) protein — monomer = amino acid (an enzyme is a protein). (e) carbohydrate — monomer = monosaccharide / glucose. (f) nucleic acid — monomer = nucleotide.
• Part 2: (a) dehydration synthesis (condensation) — it builds (removes a water molecule). (b) hydrolysis — it breaks (adds a water molecule). (c) Memory rule: build by removing water (dehydration synthesis); break by adding water (hydrolysis) — "hydro-lysis" = water-splitting.
• Part 3: (a) primary = the amino-acid sequence; secondary = local α-helices and β-pleated sheets (hydrogen-bonded); tertiary = the chain's overall 3-D fold; quaternary = two or more folded chains assembled. (b) Model: normal vs. sickle-cell hemoglobin differ by one amino acid (out of ~600); that single change in the primary sequence changes the fold, so the hemoglobin clumps into fibers that warp red blood cells into a sickle shape. It shows structure determines function — a tiny change in the building-block sequence can change the protein's shape and break its job.
• Part 4: (a) Both are glucose, but the glucose units are linked differently (different structure); our enzymes can hydrolyze starch's bonds (energy) but not cellulose's (so it's fiber) — same monomer, different structure, different function. (b) Any two of: DNA double-stranded / RNA usually single-stranded; DNA deoxyribose / RNA ribose; DNA thymine (T) / RNA uracil (U); DNA long-term storage / RNA carries the message to build proteins. (c) Structure determines function (a molecule's shape/arrangement decides what it can do).

Canvas placement block

canvas_object    = Assignment
title            = "Week 3 Assignment — Build It, Break It, Match It (traditional)"
assignment_group = "Assignments"
points_possible  = 100
grading_type     = points
assignment_type  = traditional
submission_types = [online_upload, online_text_entry]
due_offset_days  = 6
published        = true
rubric_ref       = "week-03-assignment-rubric"
provenance       = "~ Prof. Castellano's edition · Fall 2026 · built with thecoursemaker.com"