Worland High School
AP BIOLOGY - Mrs. Grzybowski
Course Organization and Expectations / Syllabus 2016-17
Instructor:​ Mrs. Karen Grzybowski
e-mail: [email protected]
Office Hours: ​ lunch and after school
Books:
Textbook: ​Biology, AP Edition, 10th Edition ​Pearson, Campbell 2014
POGIL Activities for AP Biology​ Laura Trout editor, Flinn Scientific, Inc. 2012
Teacher Lab Manual: ​AP Biology Investigative Labs An Inquiry-Based Approach ​ The College
Board 2012
Labs: ​AP Biology Advanced Inquiry Labs​ from Flinn Scientific, Inc. 2014
Materials:
Laboratory notebook (spiral bound notebook)
Safety goggles (use class set or purchase your own)
3-Ring Binder for notes, handouts, homework, etc.
Pen, pencil, loose-leaf paper
Scientific calculator
This course addresses these four “Big Ideas*” for AP Biology
Big Idea 1: ​The process of evolution drives the diversity and unity of life.
Big Idea 2: ​Biological systems utilize free energy and molecular building blocks to grow, to
reproduce, and to maintain dynamic homeostasis.
Big Idea 3: ​Living systems store, retrieve, transmit, and respond to information essential to life
processes.
Big Idea 4: ​Biological systems interact, and these systems and their interactions possess complex
properties.
* Taken from 2015 College Board’s Curriculum Course and Exam Description for AP Biology
AP Biology is a freshman college level lab/problem-solving course. The course covers the topics
recommended in the College Board’s AP Biology Course Guide. We will use the textbook,
Biology, AP Edition,​ by Campbell, 10th edition as well as supplemental material including POGIL
activities and exam review. This course is designed to prepare students for the Advanced Placement
Biology exam. The exam will be given on Monday, May 8​th​, 2017. The cost of this exam is covered
1
by the school. Most colleges grant credit for a passing score on this exam. Much more detailed
information on the course and exam is available on the Internet at:
https://apstudent.collegeboard.org/apcourse/ap-biology
This course will involve substantial reading and homework. It is recommended, as with any college
science course, that students dedicate a substantial number of hours outside the classroom working
on biology. Students should plan on at least 5 hours of weekly study time for this AP course. The
key for a student to have a successful year will depend on his/her organizational skills.
Labs:​ We will ​complete a minimum of 13 guided-inquiry labs​ for this course. We will be using
Advanced Inquiry Labs for AP Biology​ from Flinn Scientific, Inc., 2014 and labs adopted from the
2015 Summer AP Biology Workshop in Bellevue, WA. All labs listed are guided-inquiry unless
specifically noted as traditional. At a minimum, ​twenty-five percent​ of instructional time will be
spent in the laboratory. This amounts to an average of at least 100 minutes of in-class lab work each
week (two periods). During some weeks, those two periods will be dedicated in-class time. In
other weeks, it is expected that students will regularly come in over the lunch period and/or before
school to finish the required 100-minute minimum and to finish laboratory experiments begun
during the class period. Estimated lab times are included in this syllabus. Unless otherwise noted,
all labs are wet labs, not simulations.
Flinn Advanced Inquiry Labs Used (All are inquiry-based)
Lab
Enduring
Learning Objectives
Science Practices
Understanding and
Essential Knowledge
2D1, 2E3, 4A6, 4B4
2.22, 2.23, 2.24, 2.38, 2.39, 1, 3, 4, 5, 6, 7
Lab 1
2.40, 4.14, 4.15, 4.16, 4.19
Fruit Fly Behavior
Advanced Inquiry Lab
Big Idea 4 - Systems
and Their Interactions
Lab 2
Environmental Effects
on Mitosis
Advanced Inquiry Lab
Big Idea 3 Information
2A3, 2B1, 2B2, 2D1, 3A1,
3A2, 3A3, 3C2, 4A4, 4A6
3.7, 3.8, 3.9, 3.10, 3.11,
3.12, 3.28
1, 5, 6, 7
Lab 3
Water Potential
Advanced Inquiry Lab
Big Idea 2 - Energy
and Homeostasis
2BA, 2B2
2.6, 2.7, 2.10, 2.11, 2.12
2, 4, 5
2
Lab 4
Peroxidase Enzyme
Activity Advanced
Inquiry Lab
Big Idea 2 - Energy
and Homeostasis
Big Idea 4 - Systems
and their Interactions
2D1, 4A1, 4B1
4.2, 5.1, 6.1, 6.4, 7.2
4, 5, 6, 7
Lab 5
Diffusion and Osmosis
Advanced Inquiry Lab
Big Idea 2 - Energy
and Homeostasis
2B1, 2B2
2.6, 2.7, 2.10, 2.11, 2.12
2, 4, 5
Lab 6 -Dry Lab
Cancer and the Loss of
Cell Cycle Control
Advanced Inquiry
Activity Big Idea 3 Information
2A3, 2B1, 2B2, 2D1, 3A1,
3A2, 3A3, 3C2, 4A2, 4A6
3.7, 3.8, 3.9, 3.10, 3.11,
3.12, 3.28
1, 2, 5, 6, 7
Lab 7
Cellular Respiration
Advanced Inquiry Lab
Big Idea 2 - Energy
and Homeostasis
1B1, 2A1, 2A2, 2B3, 4A2,
4A6
1.15, 1.16, 2.2, 2.4, 2.14,
4.5, 4.14
1, 2, 3, 6, 7
Lab 8
Photosynthesis in Leaf
Disks Advanced
Inquiry Lab Big Idea 2
- Energy and
Homeostasis
1B1, 2A1, 2A2, 2B3, 4A2,
4A6
1.15, 1.16, 2.2, 2.4, 4.5,
4.14
1, 2, 3, 6, 7
Lab 9
Sordaria Genetics
Advanced Student
Laboratory Kit Big
Idea 3 - Information
2A3, 3A1, 3A2, 3A3, 3C2
3.7, 3.8, 3.9, 3.10, 3.11,
3.12, 3.28
1, 5, 6, 7
3
1.5, 3.5, 3.6, 3.13, 3.21
2, 3, 4, 5, 6
3.5, 3.13
2, 3, 4, 5, 6
1A1, 1A2, 2A3, 2B2, 2D1,
4A4, 4A6
1.1, 1.2, 1.3, 1.4, 1.5
1, 2, 5, 7
Lab 13 - Dry Lab
Mathematical
Modeling:
Hardy-Weinberg Big
Idea 1 - Evolution
1.C.1,.1.C.2, 1.C.3
1.1, 1.2, 1.4, 1.6, 1.7, 1.25,
1.26
2
Lab 14
Understanding
Evolutionary
Relationships
(BLAST)
Advanced Inquiry
Activity
Big Idea 1 - Evolution
1A2, 1A4, 1B2, 3A1
1.4, 1.9, 1.13, 1.19, 3.1
1, 5
Lab 15
Rate of Transpiration
Advanced Inquiry Lab
Big Idea 4 - Systems
and Their Interactions
2A3, 2B1, 2B2, 2D1, 4A4,
4A6
1.5, 2.6, 2.8, 2.9, 4.9, 4.14,
4.15
1, 2, 4, 6
Lab 10
Bacterial
Transformation Lab
Big Idea 3 Information
1A, 3A1, 3A4, 3B1, 3B2,
3C1, 3C2, 4A3
3A1, 3A3,
Lab 11
Restriction Enzyme
Analysis of DNA
Student Laboratory Kit
Big Idea 3 Information
Lab 12
Artificial Selection
Advanced Inquiry Lab,
Big Idea 1 - Evolution
4
Schedule ​(Subject to change)
Unit
Types of Work
Assignments/Assessments
Due
Dates
Unit One: Ecology
(3 weeks)
Reading Quiz
Chapters 51-56
M 8/22
POGILS
Global Climate Change
Eutrophication
Chi-Square (in class)
T 8/23
R 8/25
W 8/24
Softcover Book
Homework
pp 287 - 292
W 9/7
CH 51 Animal Behavior
CH 52 An Introduction to
Ecology and the Biosphere
CH 53 Population Ecology
CH 54 Community Ecology
Labs
CH 55 Ecosystems
CH 56 Conservation
Biology and Restoration
Ecology
● 1- Fruit Fly Behavior
● 2 - Environmental
Effects on Mitosis
T 8/30
T 9/6
Quiz
R 9/8
Test
M 9/12
Optional Bozeman Science
Videos
http://www.bozemanscience.co
m/026-behavior-and-natural-sele
ction
http://www.bozemanscience.co
m/046-communities
http://www.bozemanscience.co
m/047-ecosystems
http://www.bozemanscience.co
m/049-cooperative-interactions
http://www.bozemanscience.co
m/050-populations
5
Unit Two: The
Chemistry of Life
(4 weeks)
Reading Quiz
Chapters 2-5
W 9/14
POGILS
Properties of Water
Biochemistry Basics
Protein Structure
Enzymes and Cellular
Regulation
R 9/15
T 9/20
M 9/26
W 9/28
Softcover Book
Homework
pp 38 - 42
W 10/5
CH 2 The Chemical
Context of Life
CH 3 Water and the Fitness
of the Environment
CH 4 Carbon and the
Molecular Diversity of Life
CH 5 The Structure and
Function of Large
Biomolecules
Labs
● 3- Water Potential
● 4- Peroxidase
Enzyme Activity
T 9/27
T 10/4
R 10/6
Quiz
T 10/11
Test
Optional Bozeman Science
Videos
http://www.bozemanscience.
com/water-a-polar-molecule
http://www.bozemanscience.
com/water-potential
http://www.bozemanscience.
com/osmosis-demo
http://www.bozemanscience.
com/042-biologoical-molecu
les
http://www.bozemanscience.
com/048-enyzmes
6
Unit Three:
Introduction to the Cell
(3 weeks)
Reading Quiz
Chapters 6, 7, & 11
R 9/13
POGILS
Membrane Structure
Membrane Function
Cellular Communication
Signal Transduction
Pathways (in class)
M 9/17
W 9/19
pp 64 - 70
M 10/31
CH 6 A Tour of the Cell
CH 7 Membrane Structure
and Function
CH 11 Cell Communication
Softcover Book
Homework
Labs
● 5- Diffusion and
Osmosis
W 10/26
T 10/25
T 10/25
Quiz
T 11/1
Test
R 11/3
Optional Bozeman Science
Videos
http://www.bozemanscience.
com/043-cellular-organelles
http://www.bozemanscience.
com/037-cell-communicatio
n
http://www.bozemanscience.
com/038-signal-transduction
-pathways
Unit Four: The Cell
Cycle (2 weeks)
Reading Quiz
Chapters 12 & 13
M 11/7
POGILS
Cell Cycle Regulation
R
11/10
Softcover Book
Homework
p 66 #17-22, 25, p 67 #2
p 115 # 4, p 116 #14, p 117
#15-18, 21, 24.
CH 12 The Cell Cycle
CH 13 Meiosis and Sexual
Life Cycles
Labs
● 6 - Cancer and the
Loss of Cell Cycle
Control
W 11/16
T 11/15
Quiz
R 11/17
7
Test
M 11/21
Optional Bozeman Science
Videos
Unit Five: Energy and
the Cell
(3.5 weeks)
Reading Quiz
Chapters 8-10
W 11/23
POGILS
Free Energy
ATP The Free Energy
Carrier
Cellular Respiration: An
Overview
Glycolysis and the Krebs
Cycle
Oxidative Phosphorylation
Photosynthesis
M 11/28
W 11/30
F 12/2
CH 8 An Introduction to
Metabolism
CH 9 Cellular Respiration:
Harvesting Chemical
Energy
CH 10 Photosynthesis
http://www.bozemanscience.
com/028-cell-cycle-mitosis-a
nd-meiosis
Softcover Book
Homework
R 12/8
M 12/12
pp 92 - 98
Labs
● 7- Cellular
Respiration
● 8- Photosynthesis in
Leaf Disks
T 12/6
T 12/20
Quiz
R 12/15
Test
M 12/19
Optional Bozeman Science
Videos
END
W 12/7
SEMESTER
http://www.bozemanscience.
com/013-photosynthesis-and
-respiration
ONE
2016-17
8
Unit Six: Mendelian
Genetics
(2 weeks)
CH 14 Mendel and the
Gene Idea
CH 15 The Chromosomal
Basis of Inheritence
Reading Quiz
Chapters 14 & 15
M 1/9
POGIL
The Statistics of Inheritance
W 1/11
Softcover Book
Homework
pp 115-120
W 1/18
Labs
● 9- Sodaria Genetics
T 1/17
Quiz
R 1/19
Test
M 1/23
Optional Bozeman Science
Videos
http://www.bozemanscience.
com/029-mendelian-genetics
http://www.bozemanscience.
com/030-advanced-genetic
Unit Seven: Molecular
Genetics
(4 weeks)
Reading Quiz
Chapters 16 - 18, & 20
W 1/25
POGILS
Gene Expression Transcription
Gene Expression Translation
Gene Mutations
Control of Gene Expression
in Prokaryotes (in class)
R 1/26
pp 148-154
M 2/13
CH 16 The Molecular Basis
of Inheritence
CH 17 From Gene to
Protein
CH 18 Regulation of Gene
Expression
CH 20 Biotechnology
Softcover Book
Homework
Labs
● 10 - Bacterial
Transformation
● 11 - Restriction
Enzyme Analysis of
DNA
F 1/27
R 2/2
W 2/8
M 2/6
T 2/14
Quiz
W 2/15
Test
F 2/17
9
Optional Bozeman Science
Videos
http://www.bozemanscience.
com/031-gene-regulation
http://www.bozemanscience.
com/034-mechanisms-that-in
crease-genetic-variation
Unit Eight: Mechanisms Reading Quiz
of Evolution (3 weeks)
POGILS
CH 22 Descent with
Modification: A Darwinian
View of Life
CH 23 Evolution of
Populations
CH 24 The Origin of
Species
Softcover Book
Homework
Labs
CH 25 The History of Life
on Earth
Chapters 22-25
T 2/21
Selection and Speciation
The Hardy-Weinberg
Equation
Mass Extinctions
F 2/24
R 3/2
pp 170-177
M 3/6
● 12 - Artifical
Selection
● 13 - Mathematical
Modeling:
Hardy-Weinberg
F 3/3
TBD
W 3/1
Quiz
W 3/8
Test
F 3/10
Optional Bozeman Science
Videos
http://www.bozemanscience.
com/001-natural-selection
http://www.bozemanscience.
com/002-examples-of-natura
l-selection
http://www.bozemanscience.
com/003-genetic-drift
http://www.bozemanscience.
com/004-evidence-for-evolut
ion
10
http://www.bozemanscience.
com/007-speciation-and-exti
nction
http://www.bozemanscience.
com/speciation
Unit Nine: Evolutionary
History of Biological
Diversity (1 week)
CH 26 Phylogeney and the
Tree of Life
Reading Quiz
Chapter 26
M 3/13
POGILS
Phylogenetic Trees
W 3/15
Softcover Book
Homework
pp 198-202
F 3/17
Labs
● 14 - Understanding
Evolutionary
Relationships
(BLAST)
Major Quiz (25 ponts)
Unit Ten: Plant Form
and Function (2 weeks)
CH 39 Plant Responses to
Internal and Exernal Signals
M 3/20
Optional Bozeman Science
Videos
http://www.bozemanscience.
com/006-phylogenetics
Reading Quiz
Chapters 35, 36, & 39
T 3/21
POGILS
Photosynthesis - What’s in a
Leaf?
Plant Hormones
R 3/23
pp 218-221
F 4/7
CH 35 Plant Structure,
Growth, and Developmemt
CH 36 Resource Aquisition
and Transport in Vascular
Plants
R 3/16
Softcover Book
Homework
Labs
Take Home Major Quiz
(25 points)
● 15 - Rate of
Transpiration
T 4/4
T 4/11
M 4/10
11
Optional Bozeman Science
Videos
http://www.bozemanscience.
com/plants
http://www.bozemanscience.
com/plant-structure
http://www.bozemanscience.
com/plant-control
http://www.bozemanscience.
com/023-plant-and-animal-d
efense
Unit Eleven: Animal
Form and Function (4
weeks)
Reading Quiz
Chapters 40, 43, 45, 47, 48,
49, & 50
W 4/12
POGILS
Immunity
Feedback Mechanisms
Control of Blood Sugar
Levels
Neuron Structure
Neuron Function
R 4/13
T 4/18
W 4/19
pp 260-268
M 4/24
CH 40 Basic Principles of
Animal Form and Function
CH 43 The Immune System
CH 45 Hormones and the
Endocrine System
CH 47 Animal
Development
CH 48 Neurons, Synapses,
and Signaling
CH 49 Nervous Systems
CH 50 Sensory and Motor
Mechanisms
Softcover Book
Homework
Activities
● Immune System Skit
R 4/20
F 4/21
R 4/13
Quiz
T 4/25
Test
R 4/27
Optional Bozeman Science
Videos
http://www.bozemanscience.
com/023-plant-and-animal-d
efense
http://www.bozemanscience.
com/endocrine-system/
http://www.bozemanscience.
com/nervous-system
12
Review for AP Biology
Exam
“Mandatory” Extra Credit
(10 points)
Full Length AP Biology
Practice Exam from
Softcover Book
T 5/2
Review both semesters of
AP Biology
Comprehensive Exams
Comprehensive Exam - Free
Response (50 points)
W 5/3
Comprehensive Exam Multiple Choice/Grid In (50
points)
R 5/4
Optional Extra Review
Session
Sat. 5/6
10 am 2 pm
Extra Review Session
AP Biology Exam
M 5/8
Class Expectations:
1.
2.
3.
4.
5.
6.
7.
8.
General expectations Arrive on time with necessary materials
No food or drink is allowed in class for lab safety. If you need to drink water (from a clear
bottle only), ask to step out into the hall for a moment to take a sip.
Complete assigned work on time.
Follow all laboratory and safety guidelines.
Ask for help when needed.
We will conduct class in a courteous and respectful manner.
Attendance and participation in class discussion, labs, and group activities is expected and
needed.
For individual lab reports/ activities/ or homework, you may confer with your lab partner
and share ideas. However, written answers must be your own. If your answers are identical
to your partner’s answers, expect point deductions or no points at all.
Cell Phones/Electronic Devices:​ ​School policy will be enforced. Cell phones may be used
with teacher permission. For example, cell phones may be used as timers in labs or calculators
when needed.
Class Rules/Consequences:
Rules:
•
Stay safe; follow all safety precautions, written and oral.
•
Be in your seat when the bell rings.
•
Bring all books and materials to class.
•
Sit in your assigned seat daily.
•
Follow directions the first time they are given.
13
Consequences for breaking rules:
•
FIRST TIME: I will try to resolve it with you
•
SECOND TIME: Your parents will be contacted.
•
THIRD TIME: School disciplinary channels will be followed.
•
SEVERE DISRUPTION: Student will be sent immediately to office.
I do not expect any problems, but you should be aware of the procedure used if such a
problem arises.
Tech Suspension:​ ​Students on tech suspension will be given alternate method of
completing technology related assignments.
Attendance:
•
Be in your assigned seat, ready to work, when the bell rings. At the end of class,
wait in your seat until the bell rings and the teacher dismisses you.
•
Absences​ You must see me prior to any anticipated absence to schedule homework
and make-up work times. Also, if you miss this class but are in school the rest of the day, it is your
responsibility to hand in homework and collect any materials given out in class before you leave
school.
•
Tardies​ After 3 ​excused or unexcused tardies, the teacher may assign a 15 minute
detention to be served with the teacher before school, at lunch, or after school. No extra time will
be given if you are late for an activity, quiz, or test.
Safety:
Think about safety at all times. You will be given separate safety instructions. Know and follow
the rules. Violation of safety rules will result in exclusion from the lab and a grade of zero on the
lab.
Late Work:
Late work will be accepted with a 50% point deduction, if turned in within 5 days of due date. Late
laboratory reports will be accepted with a 10% point decution per day late.
Make-Up Work:
Per the Student Handbook:
“The student shall contact the teacher the following day after an absence or absences to make
arrangements to make up the work missed. Students have one (1) day to make up the work for each
day missed unless special arrangements are made between the student and classroom teacher.
14
If a long-term assignment (term paper, book report, etc.) is due on the day a student returns from an
absence, the assignment is due as scheduled unless the student has made prior arrangements with
the teacher.
If a scheduled exam falls on the day a student returns from an absence and the material was
presented while the student was present, the student will be expected to take the exam as scheduled,
unless the student has made prior arrangements with the teacher.
If a student fails to meet the agreed schedule, the work will be graded accordingly.
Any unexcused/suspended absences will result in no credit being allowed as explained in the
Parent-Student Handbook. “
If you are absent from class, it is your responsibility to determine what happened while you were
absent. Ask for any handouts you need. Lab points must be made up, but the assignment may differ
from the lab that you missed.
Grading:
Your grade will be determined in the following way. All of your class work will be assigned
a point value. Generally, the points will fit into these guidelines:
Softcover Book ​Homework- 2 points
POGILs - 3 points
Quizzes - 10 points
Major Quizzes - 25 points
Labs - 10 - 30 points
Tests - 50 points
Projects - 50-100 points (End of Semester Two)
I will use the total number of points you earn divided by the number of points
available to determine your percentage grade. We will be following the District Grading Scale:
A = 89.5-100
B = 79.5 - 89.4
C = 69.5 - 79.4
D = 59.5 - 69.4
F = Below 59.5
15
Semester Grade: ​There will be a cumulative exam at the end of each semester that will cover all of
the work done in that semester. Your semester exam is worth 20% of your semester grade. Each
quarter is worth 40% of your semester grade.
ASSIGNMENTS/ASSESSMENTS
1.
Tests
The tests will model the format of the AP exam, usually including fifteen multiple-choice questions
and one or more multi-part free response problems.
2.
Softcover Test Prep Book Homework
You will be given review problems from the softcover prep book for each unit. The answers are
provided at the back of the book. You are expected to work through all assigned problems, check
your answers, and ask questions in class for those problems that do not make sense. Since this
homework already has answers provided, you will be given credit for doing it, but not have it
graded for accuracy. Working through the assigned problems will increase your understanding of
the topics and should increase your speed in problem solving for the AP exam.
3.
Lab Papers and Notebook
For every lab, all students are expected to write and submit a formal lab paper following the format
provided in this syllabus. Each student must keep a laboratory notebook containing all observations
and data collected in laboratories. The lab notebook may be checked and graded at the end of each
quarter.
4.
Reading Quizzes
In order to get the most out of this course, reading the textbook will be essential. At the
introduction to each unit you will take a short (5-10 minutes) quiz that will assess your reading
comprehension. There will be 3-6 questions that will reflect exactly what was presented in the text.
You will not be asked to perform calculations, rather you will be asked about the main ideas of the
chapters. If you do your reading, you should perform well on these quizzes.
5.
POGILs
You may work in groups to solve Process Oriented Guided Inquiry Learning (POGIL) problems
that are assigned as homework. The advantages to group work are many. Students become active
learners. By discussing and explaining ideas back to others, students can develop a deeper
understanding of the topics. Students are exposed to more ideas and can tackle more complex
problems with each other’s help.
16
The answer key to your POGIL activities will be provided in class. It is your responsibility to check
your work and ask questions on those problems which you did not get right or you found confusing.
When POGILs are done in class, students are expected to follow these guidelines:
●
Be considerate
●
Listen without interrupting
●
Ask questions when needed
●
Help others in the group
●
Make sure everyone in the group understands the ideas well enough to present them to the
class.
These POGIL Roles will be followed when POGILs are completed in class:
● Manager – actively participates, keeps the team on task, distributes work and assigns
responsibilities, resolves disputes, and assures that all members participate and
understand.
● Spokesperson – actively participates, represents views and conclusions held by the
majority, presents required oral reports and discussions to the class.
● Recorder – actively participates, keeps a record of instructions and what the team has
done, and prepares the final written report and other documentation in consultation
with the others.
● Strategy Analyst – actively participates, identifies and keeps a log of problem-solving
strategies and methods, identifies and keeps a log of what the team is doing well, what
needs improvement, and insights and discoveries regarding course content and
individual and team performance.
AP BIOLOGY FORMAL LAB REPORT FORMAT
A record of laboratory work is an important document, which will show the quality of the
laboratory work that you have done. You may need to show your notebook to the Biology
Department at a university in order to obtain credit for the laboratory part of your AP Biology
course. As you record information in your notebook, keep in mind that someone who is unfamiliar
with your work may be using this notebook to evaluate your laboratory experience in biology. Be
sure that the meaning will be obvious to anyone who reads your notebook. Keep in mind that as you
explain your work, list your data, calculate values and answer questions you will deepen you
understanding of the concepts presented.
AP BIOLOGY LAB REPORT RUBRIC
Categories
Poor
Fair
Good
17
Format
Many grammatical errors
and/or report are out of
order.
0
Some grammatical errors
and/or one section are out of
order.
2
5
●
No grammatical errors
and/or report is complete
and in the correct order.
Headings and Title
Missing
0
Name, date, period,
headings, and/or descriptive
title missing
2
●
Name, date, and period
included.
Descriptive title provided
Headings provided for
each section.
●
●
5
Introduction
Introduction missing two or
more parts
0
Introduction is missing one
part or is poorly written.
5
●
●
●
Background information
provided.
Well written, and
addresses the purpose
and rationale, of the lab,
and a summary of how
the experiment should
work.
Beginning question and
hypothesis (if …, then …
statement) posed.
10
Procedure
Procedure not included
and/or did not address
safety concerns.
0
Procedure is not complete,
concise, and/or in a logical
order. Safety concerns
addressed.
5
●
●
Procedure is complete,
concise, and in a logical
order.
Safety concerns are
addressed.
10
Data Table
Calculations/ Statistical
Analysis
Data not included
0
Calculations are missing
0
Some data or units are
missing and/or table is not
neat and organized
5
●
●
●
Neat and organized
Data in table format.
Units are included.
●
All calculations are
present and correct.
Work and units are
shown.
Well organized.
10
Missing some calculations,
or may be incorrect. Missing
some work or units or is
poorly written.
10
●
●
15
Graphs
Graphs are missing
0
Graphs are not labeled or
titled. Data points are
connected instead of a
having drawn a best-fit line
or curve.
5
●
●
●
Graphs are appropriate
size to be easily read.
Labeled axes and title
are included and
appropriate.
A best-fit line or curve is
drawn.
10
Questions and Problems Questions are not answered
or are mostly incorrectly
answered
0
Most questions from the lab
●
sheet are addressed and
correct.
10
15
All questions from the lab
sheet are answered
correctly.
18
Analysis/Summary
Analysis/summary missing Missing one component to
two or more components or the right
is inadequate.
OR
●
0
●
●
Discussion of results or
sources of error skipped or
poorly written and/or
conclusions do not match
experimental results.
●
●
10
●
Thorough discussion of
results of experiment.
Errors identified and their
impact on the experiment
reasonably discussed.
Conclusions match
results.
Results compared to
beginning question and
hypothesis.
Suggestions for
improvement given.
Questions for further
study posed.
20
.
The Laboratory Notebook (spiral bound)
1. Page One - Title Page: Name, Subject, Class Period, School Year
2. Page Two - Table of Contents: titles of the labs and initial page numbers of the labs.
3. No erasures are to be made and no “white-out” may be used. Draw only a single line through any
errors.
4. Turn in only the yellow copy of each lab from the lab notebook.
Laboratory Reports -Include the following information in your laboratory reports:
Headings and Title
● Name, date, hour, and lab partners.
● Descriptive title of the lab on the first line.
● Headings provided for each section (​introduction, procedure, data table, …)
Introduction
● Write an introduction with background for the general topic investigated in the experiment.
Include any important principles that will be used. Give the reason for performing the
experiment. Pose a beginning question and provide a hypothesis (​if …, then … statement)
for the experiment. Summarize how the experiment should work.
● Have your introduction initialed by your instructor before you begin the lab.
Procedure
● Since you are developing your own lab procedures for this course, your procedures must be
complete, concise, and in a logical order.
● Address the SAFETY CONCERNS of this lab. This should answer the question “How will
I stay safe?”
● A person who understands biology should be able to read this section and know what you
are doing.
Data and Analysis
19
● Your data tables should cover all observations and measurements you make.
● Data tables are neat, organized, and easy to read.
Calculations/ Statistical Analysis
● You should show how calculations are carried out.
● Give the equation used and show how your values are substituted into it.
● Label each value with units and identification of what it represents.
● For a series of calculations using the same process, show only a sample calculation and
make sure you mark each answer clearly.
Graphs
● Graphs should be neat, labeled, and titled.
● Make the graphs an appropriate size so that they are easily read.
● Label all axes with units with the independent variable on the x-axis and the dependent
variable on the y-axis.
● Give each graph a title in the form of (dependent variable) versus (independent variable).
● Draw a best-fit line or curve rather than connect the data points.
Questions and Problems
● Answer all questions from the lab packet.
● You do not need to rewrite the entire question for each problem. Instead, answer the
question in such a way that the question is apparent.
Analsys/Summary
This section is to be a thorough discussion of the results of the experiment, written in a passive
voice. It must reflect thought and understanding on your part. Be sure to address the items below.
●
●
●
●
●
●
●
Thoroughly discuss the results of the experiment.
Identify sources of error and discuss how these errors could affect your results.
Arrive at a conclusion that matches your results.
Compare your results to the beginning question.
Support or reject your hypothesis based on your results.
Provide suggestions for improvement, if you were to repeat this experiment.
Pose questions for further study.
20