Experiment Report
Course Project: Experiment Report
Assignment Description: The course project is designed to focus on experimental design. As future scientists this project orients you to the process of experimental design. It entails designing an experiment using the Vernier instrumentation (gas pressure sensor). The results of the experiment are to be presented in a lab report format. The information in the experiment report should match the experiment design presented earlier. You will share your experiments and results with the class in the last forum of the class.
Instructions: For the course project you must perform, analyze and share and the results of an experiment of your own design. You have already turned in and received feedback on your experiment design. You need to carry out your experiment as designed incorporating feedback. With the data collected you will analyze your results and draw conclusions. Your information must then be submitted as a lab report. Directions on how to write a lab report are found below and in the attached Guidlines for Scientific Papers. You will need to fill out the self grading sheet as part of this assignment. Make sure you read through the grading rubric so that you understand all the information that is required. Your assignment will be automatically submitted to TurnItIn with your submission. Make sure you follow APA reference and citation technique.
How to Write An Experiment Report
Experiment or lab reports are an excellent way to practice scientific writing. Scientific writing is a style of writing that places a premium on clear, concise language. You should write efficiently and without excess verbiage. This means you want to avoid using more words when fewer will do.
Researchers must pay by the page to have their work published. They want to spend as little as possible on publication, saving more money to fund the actual research. By writing as efficiently as possible they can eliminate excess verbiage and decrease the cost of publication. You will practice this style of writing in your lab reports for the course project.
Lab reports for this course project will have the following style.
- Use 12 point font
- The report should be written in the 3rd person. Do not use personal pronouns (I, us, we).
Example written incorrectly in 1st person: I applied 5mL of water to each plant daily.
Example written correctly in 3rd person: 5ml of water was applied to each plant daily.
- Make sure to use the correct tense. If you are talking about something that has happened in the past, use past tense. Present tense can be used when referring to scientific principle such as “Meiosis involves two divisions.”
- Use APA formatted references and in text citations. Direct quotations should not be used in lab reports. Any information that is not common knowledge needs to be cited. When in doubt, cite it. Failure to cite information can be plagiarism. For more information on what constitutes plagiarism go here. If you need to review APA formatting for references and citations go here and scroll down to the bottom of the page (citation examples section).
- The experiment/lab report should be organized into the following sections: Title, Abstract, Introduction, Methods, Results, Discussion, Literature Cited. Details about each section are found below and in the attached Guidelines to Scientific Papers resource.
The title of the experiment/lab report should be descriptive. It should state what you are studying and what variable was manipulated. It should be on a separate title page that includes the students name, course section and date.
The abstract is a one paragraph summary of the entire lab report. It should state the purpose of the study, what was done, what was found and what was concluded. Even though it goes at the beginning of the report, you should write this after you have completed the entire lab report.
The introduction section of the report should define the topic and explain its importance. It should share some background information related to the research that you used to help you design your experiment as well as state the research question and your hypothesis. It should me no longer than 1 page in length. MAKE SURE YOU HAVE IN TEXT CITATIONS HERE!(See Guidelines to Scientific Papers resource below for more details)
The methods section should explain how the experiment was conducted. It should not be a list or bullets but should be written in a narrative format. Include only the details that are necessary to replicate the experiment and should explain why the procedure was done. This section should be written in the past tense and should not discuss any results . You need to include a picture that includes your name, the date and your experiment set up in action in the methods section.
The results section should explain the results of the experiment without interpretation or comment. It should be used to summarize general trends. If multiple experiments were conducted each should have a separate paragraph explaining the results. Graphs and tables should be used if appropriate but not as a substitute for a written explanation. Make sure that graphs and tables have a description that would allow the reader to understand the graphic even if they could not see the graphic.
Example of incorrect table/graphic description: Table 1. Bacteria counts and water level for Blackwater River
Example of correct table/graphic description: Table 1. Bacteria counts and water level for Blackwater River in the summer of 2015. Bacteria were sampled using 3 point cross sections along a 10 mile stretch of the Blackwater River. Samples show that as water level decrease so do bacteria counts. During higher flow levels bacteria levels increase. The results the area sampled is impaired for contact recreational use.
The discussion section is where you interpret the results. You should also discuss the results in context of the overall experiment as identified in the introduction of the report. You should tell the reader why the data looks like it does and why it is important to know. Lastly you should discuss potential modifications for the experiment. What kind of changes would you make to this experiment to further knowledge of transpiration? This is not to correct mistakes but usually every experiment ends with more questions than you start with. How would you address those questions in future research?
Rubric: The grading rubric for this assignment is attached. Make sure to review the rubric so that you have all the required components.
Submission Instructions:
1) Upload your lab report as a word document for grading.
2) Copy the self grading sheet and paste it into the text box as part of your submission. Do not attach it for submission.
The lab report will be checked for originality using Turnitin. Make sure you have proper citations and references for work that is not your own!
Instructions adapted from Steingraber S., Jolls, C., Goldberg, D (1985) Guidelines for Writing Scientific Papers. Michigan State University
EXAMPLE
LAB
REPORT
The
effect
of
X
on
Y
By
NAME
DATE
COURSE
NAME
&
SECTION
ABSTRACT
The
abstract
is
a
one
paragraph
summary
of
the
entire
lab
report.
It
should
have
1
sentences
that
states
the
purpose
of
the
study,
1
that
states
what
was
done,
1
that
states
what
was
found
and
1
that
states
what
was
concluded
INTRODUCTION
The
introduction
section
of
the
report
should
define
the
topic
and
explain
its
importance.
It
should
share
some
background
information
related
to
the
wide
range
of
research
that
you
used
to
help
you
design
your
experiment.
At
the
end
of
the
introduction
you
need
to
state
your
the
research
question
and
your
hypothesis.
It
should
me
no
longer
than
1
page
in
length.
MAKE
SURE
YOU
HAVE
APA
FORMATTED
IN
TEXT
CITATIONS
HERE!
METHODS
The
methods
section
should
explain
how
the
experiment
was
conducted.
You
do
not
include
a
materials
list.
It
should
be
should
be
written
in
a
narrative
format.
It
should
only
include
only
the
details
that
are
necessary
to
replicate
the
experiment
and
should
explain
why
the
procedure
was
done.
This
section
should
be
written
in
the
past
tense
and
should
not
discuss
any
results.
It
should
be
2-‐3
paragraphs
in
length.
Make
sure
you
include
a
photo
of
your
experiment
set
up
at
the
end
of
this
section
that
includes
your
name
and
the
date.
RESULTS
The
results
section
should
explain
the
results
of
the
experiment
without
interpretation
or
comment.
It
should
be
used
to
summarize
general
trends.
Each
trial
should
have
a
separate
paragraph
explaining
the
results.
Graphs
and
tables
should
be
used
but
not
as
a
substitute
for
a
written
explanation.
They
should
be
included
at
the
end
of
the
written
paragraph.
Make
sure
that
graphs
and
tables
have
a
description
that
would
allow
the
reader
to
understand
the
graphic
even
if
they
could
not
see
the
graphic.
Example
of
incorrect
table/graphic
description:
Table
1.
Bacteria
counts
and
water
level
for
Blackwater
River
Example
of
correct
table/graphic
description:
Table
1.
Bacteria
counts
and
water
level
for
Blackwater
River
in
the
summer
of
2015.
Bacteria
were
sampled
using
3
point
cross
sections
along
a
10
mile
stretch
of
the
Blackwater
River.
Samples
show
that
as
water
level
decrease
so
do
bacteria
counts.
During
higher
flow
levels
bacteria
levels
increase.
The
results
the
area
sampled
is
impaired
for
contact
recreational
use.
Sample
Flow
Average
water
level
(cfs)
Bacteria
counts
(#/100ml)
Low
water
45
39
Normal
150
173
High
water
376
2256
Figure
2.
Monthly
low
water
levels
on
the
Blackwater
River
in
2015
from
June
through
September.
Samples
were
taken
from
the
USGS
monitoring
station
on
the
Blackwater
River.
Water
levels
were
lowest
during
the
month
of
June
and
peaked
the
following
month
in
July.
Average
low
water
levels
were
45cfs.
DISCUSSION
The
discussion
section
is
where
you
interpret
the
results.
You
should
also
discuss
the
results
in
context
of
the
overall
experiment
as
identified
in
the
introduction
of
the
report.
You
should
tell
the
reader
why
the
data
looks
like
it
does
and
why
it
is
important
to
know.
Lastly
you
should
discuss
potential
modifications
for
the
experiment.
What
kind
of
changes
would
you
make
to
this
experiment
to
further
knowledge
of
transpiration?
This
is
not
to
correct
mistakes
but
usually
every
experiment
ends
with
more
questions
than
you
start
with.
How
would
you
address
those
questions
in
future
research?
20
25
30
35
40
45
50
55
60
June
July
August
September
Monthly
low
water
levels
on
the
Blackwater
River
in
2015
(cfs)
Monthly
low
water
levels
on
the
Blackwater
River
in
2015
(cfs)
REFERENCES
You
should
have
a
variety
of
academic
references
(4-‐6
different
sources)
listed
in
alphabetical
order
and
in
proper
APA
format
in
this
section.
Each
reference
should
match
an
in
text
citation
from
the
introduction
section.
Honors Organismal Biology Laboratory
185
APPENDIX E
Guidelines for Writing Scientific
Papers
“Write with precision, clarity and economy. Every
sentence should convey the exact truth as simply as
possible.”
Instructions to Authors
Ecology
19
64
General Comments
ScientiÞc research demands precision. ScientiÞc writing should reßect this precision in the form of clarity. Unfortu-
nately, a glance at almost any scientiÞc journal will reveal that the above-stated ideal is often not attained in the real
world of scholarly publication. Indeed, many of the accusations by non-scientiÞsts of “obscurity” and “elitism” with
in
the scientiÞc community probably originate in the sad fact that many scientists are not capable of expressing their
hypotheses and conclusions clearly and simply. Fortunately, much of the confusion can be eliminated if writing is con-
sidered part of the pretentiousness. In practical terms, the Þrst of those two suggestions implies that as much effort and
consideration should be given to the organization of the paper as was given to the execution of the study, and the second
implies that the writer should employ crisp sentences not cluttered with excess verbiage. The purpose of this handout is
to help you achieve your goals.
This argument may seem more compelling if we look at it in terms of dollars. Much is spent to perform research, and
the publication is the distillate of that expensive work, all that will survive and communicate what was learned. More-
over, the scientist pays to have papers published, currently $50 per page for many journals. If the content is not clear,
the research will be lost, and the money spent to perform it was wasted. If the text is verbose, the author will pay dearly
in page charges.
Do not consider the following guidelines as unbreakable rules. The particular format and style adopted for a given
paper depend upon both the nature of the report and the journal or other publication in which the paper is to be pub-
lished. For our purposes, we will use the format of Ecology, the publication of the Ecological Society of America; refer
to recent issues as models. All journals publish “Instructions to Authors” annually in one of the issues. In other words,
there is often more than one “correct” way of doing something, depending on your intentions. However, the practices
adopted here are straightforward and intuitively simple. You are advised to become familiar with details of organiza-
tion, section headings, methods of data presentation, and ways of citing and listing references by examining recent
papers in any well-established scientiÞc journal.
186
BS/LBS 158H
Format
The scientiÞc paper has the following elements: Title, Abstract, Introduction, Methods, Results, Discussion, and Litera-
ture Cited. The actual words “Introduction”, “Methods,” etc. are used to head the sections of your paper. Begin a new
page for each section. Tables and Þgures are placed at the end of the text.
In the Appendix you will Þnd an example of a short scientiÞc paper, which contains most of the elements described below,
except for an abstract. Consult that after reading each of the following sections.
Title:
The title should contain three elements:
1.
the name of the organism studied;
2.
the particular aspect or system studied;
3.
the variable(s) manipulated.
Do not be afraid to be grammatically creative. Here are some variations on a theme, all suitable as titles:
THE EFFECT OF TEMPERATURE ON GERMINATION OF CORN
DOES TEMPERATURE AFFECT GERMINATION OF CORN?
TEMPERATURE AND CORN GERMINATION: IMPLICATIONS FOR AGRICULTURE
Sometimes it is possible to include the principal result or conclusion in the title:
HIGH TEMPERATURES REDUCE GERMINATION OF CORN
Abstract:
The abstract is a one or two paragraph condensation (150-200 words) of the entire work described completely in the arti-
cle. The abstract should be a self-contained unit capable of being understood without the beneÞt of the text. It should
contain these four elements:
1.
the purpose of the study (the central question);
2.
a brief statement of what was done (Methods);
3.
a brief statement of what was found (Results);
4.
a brief statement of what was concluded (Discussion, in part).
Introduction:
The function of an introduction is to present the question being asked and place it in the context of what is already known
about the topic. Background information that suggests why the topic is of interest and related Þndings by other scientists
are usually mentioned here. In other words, this section should contain:
1.
a description of the nature of the problem and current state of knowledge or understanding at the beginning of the
investigation (background);
2.
a statement of the purpose, scope, and general method of investigation in your study;
3.
hypothesis/hypotheses and predictions.
Honors Organismal Biology Laboratory
187
Format
Do not get lost in reviewing background information. Remember that the Introduction is meant to introduce the reader to
your research, not summarize and evaluate all past literature on the subject (which is the purpose of a review paper). Many
of the other studies you may be tempted to discuss in your Introduction are better saved for the Discussion, where they
become a powerful tool for comparing and interpreting your results. Include only enough background information to
allow your reader to understand why you are asking the questions you are and why your hyptheses are reasonable ones.
Often, a brief explanation of the theory involved is sufÞcient.
The statement of purpose expresses the central question you are asking and thus presents the variable you are investigat-
ing. For example:
This study investigates the relationship between tree density and fruit size.
The purpose of this study is to determine the effect of enzyme concentration on the reaction rate of ….
The hypothesis is the explanation you are proposing for certain observations. It is a tentative answer to the question you
have posed above. It should be accompanied by a prediction of results expected under certain conditions if the hypothesis
is correct.
If competition lowers reproductive output, then fruit size shuld be smaller when tree density increases.
Some editors think that the principal results and conclusions should be summarized in the Introduction. This practice is
advocated by Day (1983). Most biologists disagree, arguing that such a summary appears in the abstract and should not
be repeated in the Introduction. You should avoid the practice except when writing for a journal that requires it.
Write this section in the past or present tense, never in the future. Avoid expressions like “This study will examine
Methods:
The function of this section is to describe all experimental procedures, including controls. The description should be com-
plete enough to enable someone else to repeat your work. If there is more than one part ot the experiment, it is a good idea
to describe your methods and present your results in the same order in each section. This may not be the same order in
which the experiments were performed -it is up to you to decide what order of presentation will make the most sense to
your reader.
1.
Explain why each procedure was done, i.e., what variable were you measuring and why?
Example:
DifÞcult to understand: First, I removed the frog muscle and then I poured Ringer’s solution on it. Next, I atttached it to
the kymograph.
Improved: I removed the frog muscle and poured Ringer’s solution on it to prevent it from drying out. I then attached the
muscle to the kymograph in order to determine the minimum voltage required for contraction.
2.
Experimental procedures and results are narrated in the past tense (what you did, what you found, etc.) whereas con-
clusions from your results are given in the present tense.
3.
Mathematical equations and statistical tests are considered mathematical methods and should be described in this sec-
tion along with the actual experimental work.
4.
Use active rather than passive voice when possible. Always use the singular “I” rather than the plural “we” when you
are the only author of the paper. Throughout the paper, avoid contractions, e.g. did not vs. didn’t.
5.
If any of your methods is fully described in a previous publication (yours or someone else’s), you can cite that instead
of describing the procedure again.
188
BS/LBS 158H
Example: The chromosomes were counted at meiosis in the anthers with the standard acetocarmine technique of Snow
(1955).
Results:
The function of this section is to summarize general trends in the data without comment, bias, or interpretation. Statistical
tests applied to your data are reported in this section although conclusions about your original hypotheses are saved for the
Discussion section.
Data may be presented in Þgures and tables, but this may not substitute for a verbal summary of the Þndings. The text
should be understandable by someone who has not seen your Þgures and tables.
Example:
Incorrect: The results are given in Figure 1.
Correct: Temperature was directly proportional to metabolic rate (Fig. 1).
1.
All results should be presented, including those that do not support the hypothesis.
2.
Statements made in the text must be supported by the results contained in Þgures and tables.
3.
The results of statistical tests can be presented in parentheses following a verbal description.
Example: Fruit size was signiÞcantly greater in trees growing alone (t = 3.65, df = 2, p < 0.05).
Discussion:
The function of this section is to analyze the data and relate them to other studies. To “analyze” means to evaluate the
meaning of your results in terms of the original question or hypothesis and point out their biological signiÞcance.
1.
The Discussion should contain at least:
¥
the relationship between the results and the original hypothesis, i.e., whether they support the hypothesis, or cause it to
be rejected or modiÞed.
¥
an integration of your results with those of previous studies in order to arrive at explanations for the observed phenom-
ena.
¥
posssible explanations for unexpected results and observations, phrased as hypotheses that can be tested be realistic
experimental procedures, which you should describe.
2.
Trends that are not statistically signiÞcant can still be discussed if they are suggestive or interesting, but cannot be
made the basis for conclusions as if they were signiÞcant.
3.
Avoid redundancy between the Results and the Discussion section. Do not repeat detailed descriptions of the data and
results in the Discussion. In some journals, Results and Discussions are joined in a single section, in order to permit a
single integrated treatment with minimal repetition. This is more appropriate for short, simple articles than for longer,
more complicated ones.
4.
End the Discussion with a summary of the principal points you want the reader to remember. This is also the appropri-
ate place to propose speciÞc further study if that will serve some purpose, but do not end with the tired cliche’ that “this
problem needs more study.” All problems in biology need more study. Do not close on what you wish you had done,
rather Þnish stating your conclusions and contributions.
Honors Organismal Biology Laboratory
189
Format
Tables and Figures:
Tables and Þgures should be used when they are a more efÞcient way to convey information than verbal description. They
must be independent units, accompanied by explanatory captions that allow them to be understood by someone who has
not read the text. Do not repeat in the text the information in tables and Þgures, but do cite them, with a summary state-
ment when that is appropriate.
Whenever possible, use a Þgure instead of a table. Relationships between numbers are more readily grasped when they
are presented graphically rather than as columns in a table.
1.
Tables
¥
Do not repeat information in a table that you are depicting in a graph or histogram; include a table only if it presents
new information.
¥
It is easier to compare numbers by reading down a column rather than across a row. Therefore, list sets of data you
want your reader to compare in vertical form.
¥
Provide each table with a number (Table 1, Table 2, etc.) and a title. The numbered title is placed above the table.
2.
Figures
¥
These comprise graphs, histograms, and illustrations, both drawings and photographs. Provide each Þgure with a
number (Fig. 1, Fig. 2, etc.) and a caption that explains what the Þgure shows. The numbered caption is placed below
the Þgure.
¥
Figures submitted for publication must be “photo ready,” i.e., they will appear just as you submit them, or photgraphi-
cally reduced. Therefore, when you graduate from student papers to publishable manuscripts, you must learn to pre-
pare Þgures that will not embarrass you. Lines should be drawn with black ink (not ballpoint or marker). Symbols,
letters, and numerals must be produced by stencil or mechanically, and should be large enough to withstand reduction.
Proportions must be the same as those of the page in the journal to which the paper will be submitted.
¥
Graphs and Histograms
Both can be used to compare two variables. However, graphs show continuous change, whereas histograms show dis-
crete variables only. Compare Figures 1 and 2 in the Appendix. You can compare groups of data by plotting two or
even three lines on one graph, but avoid cluttered graphs that are hard to read, and do not plot unrelated trends on the
same graph.
For both graphs, and histograms, plot the independent variable on the horizontal (x) axis and the dependent variable on
the vertical (y) axis. Label both axes, including units of measurement.
¥
Drawings and Photographs
These are used to illustrate organisms, experimental apparatus, models of structures, cellular and subcellular structure,
and results of procedures like electrophoresis. Preparing such Þgures well is a lot of work and can be very expensive,
so each Þgure must add enough to justify its preparation and publication, but good Þgures can greatly enhance a pro-
fessional article, as your reading in biological journals has already shown.
Litature Cited:
This is the last section of a scientiÞc paper. References are listed by author, as indicated by the following sample list.
Papers are not referred to by footnotes as in literature papers but are cited within the body of the text (see Section I below).
1.
We will follow the format of the journal, Ecology. Other journals use variations on this theme. Ask your instructors
for the speciÞc format they want you to adopt for your work.
¥
(Journal): Strong, D. R., Jr. 1980. Null hypothesis in ecology. Synthese 43: 271-285.
¥
(Book): Eadie, W. R. 1954. Animal control in Þeld farm and forest. MacMillan Co., New York, New York, USA.
190
BS/LBS 158H
¥
(Article
in a book):
Werner, P.A. 1979. Competition and coexistence of similar species. Pages 287-310.
in
O.T. Sol-
brig, S. Jain, G. B. Johnson and P. Raven, editors. Topics in plant population biology. Columbia University Press,
New York, New York, USA.
¥
(Multiple authors): Gross, K. L. and P. A. Werner. 1978. The biology of Canadian weeds. Canadian Journal of Plant
Science 58:401-413.
¥
(Thesis): Calvo, R. N. 1990. Pollinator limitation, cost of reproduction, and Þtness in plants: a demographic approach.
Dissertation. University of Miami, Coral Gables, Florida, USA.
¥
(Technical report): Heinselman, M. L. 1981. Fire intensity and frequency as factors in the distribution and structure of
northern ecosystems. Pages 7-57
in
H. Mooney, I. M. Bonnicksen, N. L. Christensen, J. E. Loten, and W. A. Reiners,
editors. Fire regimes and ecosystem properties. USDA Forest Service General Technical Report WO-2
6.
2.
All
authors must be named in the Literature Cited; use “et
al.”
only with the text.
3.
No reference is listed in this section unless it was cited somewhere in the text.
Format for Citing References in the Text:
You must cite another researcher whenever you refer to his or her results, conclusions, or methods in your paper. The ref-
erence in the text is made only to the author’s name and date of publication. There are three ways of doing this:
1.
Both the name and date can go inside parentheses is the name is not actually part of your sentence. Not all journals
include the comma between author and year. For example:
Enzymes are inhibited by cyanide (Grubb 1977).
Because enzymes are inhibited by cyanide (Grubb 1977), I expect to Þnd….
Notice that the parenthesis is placed at the end of the sentence of clause containing the reference and that punctuation
FOLLOWS the citation.
2.
Another way to cite a study is to make the last name of the researcher the subject or object of the sentence or clause
and follow it immediately with the date of the study in parentheses:
Grubb (1977) found that cyanide inhibits enzymes.
Because Grubb (1977) found that cyanide inhibits enzymes….
These data support the conclusions of Grubb (1977).
3.
If you wish to emphasize the date of the cited study, you can omit the parentheses:
As early as 1977, Grubb observed the inhibitory effect of cyanide on enzyme action.
This strategy is often effective for presenting an historical perspective of the problem (i.e., useful in Introduction).
4.
It is INCORRECT to separate the date of publication from the author’s name:
Incorrect: Grubb found that cyanide inhibits enzyme action (1977).
5.
If you wish to cite more than one study per reference, i.e., if more than one author has reached the same conclusion or
worked on the same problem independently, you may list them together in the same parentheses and separate their
names by semicolons:
Cyanide has been found to inhibit enzyme action (Grubb 1977, Smith 1980, Taylor 1983).
By convention, these citations are listed in chronological order.
6.
In the case of more than three authors, you may use et
al.
(from “et alii,” Latin for “and others”) after the Þrst
author’s name:
Cyanide has been found to inhibt enzyme action (Jones et
al.,
1985).
Honors Organismal Biology Laboratory
191
Appendix
Appendix
On the following pages you will Þnd a short scientiÞc paper, reproduced here because it contains examples of most of the
elements described above. Note that it has no abstract. The journal Ecology publishes very short papers under “Notes and
Comments” without abstracts because one can read the whole text in a few minutes. However, in just a few paragraphs the
authors state hypothesis they wish to test, describe their methods, present the data collected and reach a conclusion about
the validity of the hypothesis as it applies to the species studied. Their paper is also useful for our purposes because it
includes tables, a histogram, and a graph.
Acknowledgements:
Written principally by Sandra Steingraber in 1985, with subsequent modiÞcation by Dr. Claudia Jolls, Dr. Debra Gold-
berg, and others. Minor changes were made to Þt the format of this manual.
References:
Ambrose, H. W., III. and K. P. Ambrose. 1995. A handbook of biological investigation. 5th ed. Hunter Textbooks, Inc.
Winston-Salem, NC.
Day, R. A. 1983. How to write and publish a scientiÞc paper. 2nd edition. ISI Press, Philadelphia, Pennsylvania, USA.
McMillan, Victoria E. 1988. Writing papers in the biological sciences. St. Martin’s Press, Inc., New York, New York, USA.
Neter, E., P. L. Altman, M. W. Burgan, N. H. Holmgren, G. Pollock, E. M. Zipf. 1983. CBE style manual: a guide for
authors, editors, and publishers in the biological sciences. 5th edition. Council of Biology Editors, Inc., Bethesda,
Maryland, USA.
Woodford, F. P., editor. 1986. ScientiÞc writing for graduate students: a manual on the teaching of scientiÞc writing. Com-
mittee on Graduate Training in ScientiÞc Writing. Council of Biology Editors, Inc., Bethesda, Maryland, USA.
192
BS/LBS 158H
LAB REPORT SELF GRADING
1)Review the rubric for full grading details. This sheet is meant as a reminder so you do not forget any critical components of the lab report**
2) Complete this sheet and copy and paste it into the text window for submission. Do not include it as an attachment!
1) Title Page:
Properly formatted title, name, and course number present?
Points available: 2
Points earned:
2) Abstract:
Was the abstract a clear and accurate 1 paragraph synopsis of the entire lab report?
Points available: 5
Points earned:
3) Purpose:
Was the purpose of the experiment clearly stated in the introduction?
Points available: 5
Points earned:
4) Introduction & Literature review:
Was there a wide variety of background information from 4 different sources? Did the background information lay a solid foundation for further research and investigation?
Points available: 15
Points earned:
5) Hypothesis:
Was a legitimate hypothesis presented in the introduction?
Points available: 5
Points earned:
6) Methods:
Was there a clear and concise description of how the lab was conducted in a way that could be repeated for verification? Were they written in the past tense?
Points available: 10
Points earned:
7) Results:
Was there a thorough written description the of data collected? Did the written description provide an adequate explanation without the use of tables & graphs?
Points available: 10
Points earned:
8) Tables & Graphs:
Were charts and graphs used to help understand and interpret the data? Were they properly described using correct titles as instructed in the assignment directions?
Points available: 10
Points earned:
9) Analysis:
Were you able to identify trends, cause and effect or correlations?
Points available: 8
Points earned:
10) Conclusion:
Were you able to make meaningful conclusions based on your analysis? Did the data support the hypothesis?
Points available: 10
Points earned:
11) References, grammar, spelling:
Were references and in text citations in proper APA format? Was proper grammar, voice and spelling used?
Points available: 10
Points earned:
Total
Points available: 100
Points earned:
|
LAB REPORT GRADING |
Exemplary 100% |
Accomplished 85% |
Developing 75% |
Beginning 65% |
|
Abstract (5 points) |
-Clear and accurate synopsis -Entire lab summarized |
-Clear and accurate synopsis
-One area missing from summary |
Two areas missing from summary Or Summary not written in past tense |
-Writing is not clear and accurate, is too long |
|
Introduction & Literature Review (25 points) |
4 different academic sources were used Background information provided a solid foundation for further research & investigation Testable hypothesis and clear purpose statement present |
4 different academic sources were used. Background information is unclear or too brief. Testable hypothesis or clear statement of purpose present |
Student does not meet one of the following criteria: 4 different academic sources Testable hypothesis present Clear purpose statement present . |
Student does not meet two or more of the following criteria: 4 different academic sources Background information provides a solid foundation. Testable hypothesis present Clear purpose statement present |
|
Methods (15 points) |
Clear and concise description of methods in past tense. The “why” is explained along with the how. |
Clear and concise description of methods in past tense. The “why” part of the methods are missing. |
Clear and concise description of methods. Methods are written in the present tense. |
Methods are copied from experiment directions and not in the students own words. |
|
Results (20 points) |
Thorough, written summary of results. Tables & Graphs are included and properly described. |
Thorough written summary of results . Tables & Graphs are included but not properly described |
Thorough written summary of results
Tables &/or Graphs are absent |
No written summary Tables & Graphs are present |
|
Discussion, Analysis & Conclusion (20 points) |
Trends, cause and effect identified, meaningful conclusions were made, data was used to support analysis and discussion. |
Trends, cause and effect identified, meaningful conclusions were made but lacking reference to data to support analysis and discussion |
Limited discussion of trends, cause and effect. Conclusions were made and data was used to support analysis and discussion. |
Little analysis and few meaningful conclusions made. |
|
References, grammar, spelling, format (15 points) |
References in APA format. In text citations were used. No spelling or grammar errors Properly formatted title page present |
Student does not meet 1 of the following criteria: References in APA format. In text citations were properly used. No spelling or grammar errors |
Student does not meet 2 of the following criteria: References in APA format. |
Student does not meet 3 or more of the following criteria: References in APA format. |
**Students who did not attempt any of the sections will be scored a grade of 0 for that section of the lab report.