MYPSCIENCE
LAB REPORTGUIDE
Completing a
scientific
inquiry is a
complicated
process.
Make sure to
check this
guide often
during each
step of the
process.
How do I scientifically inquire?
The Scientific Method
PLANNING
DATA COLLECTION
The first part of any inquiry
will be planning what you
will do. In science you must
be very detailed BEFORE you
do your experiment!
After you have properly
planned your inquiry and
submitted your materials
list, you may conduct your
investigation!
This part of your process will
include:
This part of your process will
include:
-
-
Variables
Research Question
Hypothesis with Support
Materials
Procedure
Raw Data Table
1
Recording Raw Data
Observations
Data Processing
Processed Data Table
Graph
CONCLUSION &
EVALUATION
The final part of your inquiry
is to identify patterns in the
data, and to conclude
whether or not this supports
your hypothesis. You will
also evaluate your method
and suggest improvements.
This part of your process will
include:
- Conclusion
- Evaluation
- Next Testable Question
MYPSCIENCE
Rules:
1.
2.
3.
4.
Read all procedures and ask questions
if necessary. Follow directions and
class rules.
No Food! Never taste or drink
anything in the lab.
Absolutely no horseplay. The
consequences will be immediate
removal from the room, no excuses.
Treat living things humanely
Lab Safety Procedures!
Attitudes in Science
Safety and Emergency Procedures:
1.
Always do your best to assure the safety of 1.
your classmates and yourself. Be aware of
your surroundings and be careful when you
move around.
2.
Make sure that no solids go down the sink
drains (sand, dirt, plant parts, etc.).
2.
Wash hands with soap and water after
experiments or handling animals.
3.
Tie back your hair and wear goggles when
using an open flame or harmful chemicals.
3.
If you catch on fire: stop, drop, and roll.
Know the location of the fire blanket.
3.
Use common sense!
4.
Wash and put away materials as instructed.
Clean up your work area, washing the table
if necessary. No team member leaves until
table clean up is finished.
4.
2
Lab Instructions and Clean-up:
Let your teacher know right away if glass
or anything else breaks.
Shoes are recommended.
MYPSCIENCE
Planning
Variables
Research Question
Variables are the part of your experiment that
you will change and measure. Choosing
appropriate variables will also help you make it
a fair test. In a scientific inquiry you will change
only one type of thing, and only measure one
type of thing. The rest of the things you could
change, you must actually keep the same!
When you put your independent and
dependent variables together, you can form
a question that you will try to answer
through your experiment. Your research
question is what you are trying to answer
when you write your conclusion or form your
hypothesis.
Independent variable
- the variable you decide to change
- always choose a range based on research
- make sure to include appropriate labels
Is Testable
- this means it can be measured
- what units will you measure with?
Dependent variable
- what you will measure
- make sure it is able to be measured using
numbers!
Controlled variables
- all the things you will keep the same
- make sure you describe what they should be,
and how you will make sure they stay that way!
Hypothesis
Your hypothesis is a statement you make
BEFORE you do your experiment, that
describes what you think will happen. Our
hypotheses are often wrong, and that’s ok!
After your experiment you will see if your data
supports or contradicts your hypothesis.
Prediction
- what you think will happen
- refers to the independent and dependent
variables
Reasons
- a description of why you made your prediction
- you should use sources such as books,
magazines, the internet, or other lab reports
and experiments
- make sure to cite your sources!
3
Format
- written in an “If....then....because” format
- a good structure for writing your hypothesis is:
“If I (increase/decrease) my (independent
variable), the (dependent variable) will (increase/
decrease), because (reasons with information
and citation of sources).
Does not try to test too much
- it is not too large of an experiment
- it will not take longer than you have to test,
and write up your report
You don’t already know the answer
- if you already know the answer, don’t
waste your time experimenting!
- if you can easily find the answer on google,
then maybe it’s not the best experiment
Includes the independent and
dependent variables
- you can write your question in form: How
does the (independent variable) affect the
(dependent variable)?
Support
As part of your planning, hypothesis, and
often conclusion writing you will need to find
supporting information and research. Make
sure to properly cite your information to
avoid plagiarism in your writing.
Use MLA format
- MLA formatting guides can be found online
- use in-text citation to show where you are
using someone else’s information
EasyBib.com
- makes citation easy!
- do not copy/paste from the website,
instead make sure to export the entire list
as Word.doc file
- it is highly recommended that you login to
EasyBib, because it will save your searches
and references for later!
MYPSCIENCE
Planning
Materials
Procedure
The materials you need for your lab are
very important. Many students forget to
ask for proper materials, and then cannot
complete their lab. It is important that you
think through what you will need, and
specifically ask for it before the lab is
supposed to start.
Materials Request
- if you do not make a request in enough
time, you may not be able to get the
materials you need for your lab
- if you’re not sure we have
something...ask!
Be Specific!
- you get what you ask for!
- someone else should be able to read your
list and go get you everything you need, if
they can’t, then you weren’t specific
enough!
Quantity
- don’t ask for “water” or a “beaker”, but
“250ml of water” or a “500ml beaker”
- not “salt” but “10g of salt”
Raw Data Table
Your procedure is a very detailed
description of what you PLAN to do, not a
record of what you changed. If you change
anything, you can discuss it in your
EVALUATION. Make sure to write a
procedure that not just you understand, but
that is good enough that someone from
another school could do your experiment
exactly the way you did!
Clear and easy to follow
- use proper vocabulary
- use the variables in your procedure
- use the quantities in your materials list
- use a numbered list to help others know
the steps and the order
- have someone proof read your
instructions and see if it makes sense to
them
Controlled varibles
- make sure you describe how you will
make sure they stay the same as part of
your procedure!
Data
- include how you will collect your data
- more data is better! don’t just test once,
why not 3, 5, 10, or 20 times?
Variables are the part of your experiment that you will change and measure. Choosing
appropriate variables will also help you make it a fair test. In a scientific inquiry you will
change only one type of thing, and only measure one type of thing. The rest of the things
you could change, you must actually keep the same!
Do it before the experiment
- don’t wait until you start the experiment to
figure out how to record your data, do it as part
of the plan before you start
Can it be messy?
- as long as you can read it!
- you’ll be doing a final version in your lab report
Where do the variables go?
- independent on the LEFT
- dependent on the RIGHT
4
Dependen
t
variable!
Time
Temp #1 Temp #2
(seconds)
(C)
(C)
0
ent
Independ 30
variable!
No labels in the tables
- DO NOT include labels in the table, only include
them in the title boxes!
60
23
23
20
19
17
16
MYPSCIENCE
Data Collection
Recording Data
Observations
When you are recording data it is important
to remember to be specific, and record
everything! It is better to record too much,
and then not need to use the data, than to
not record enough information!
When conducting your experiment make
sure you are recording your thoughts and
observations to reflect on later. This will
help you make your conclusion, and write a
better evaluation of your method.
Raw Data Table
- use the raw data table you made in your
plan to record your data
- don’t waste time writing the labels every
time, remember it should only be written
once in the title of the table!
Qualitative vs Quantitative data
- quantitative means a measured quantity, if
you’ve measured it, then it should go in
your raw data table
- qualitative means describing a “quality”,
such as color, smell, shape, etc
- your observations should be about
anything that is qualitative that happens
that may be of importance
Working in a group?
- if you are working in a group it is fine to
have one data recorder during the
experiment
- make sure everyone copies the data
immediately after the experiment!
- “I forgot to get the data” is not an
acceptable excuse for missing a lab
report deadline!
Data Processing
After you have completed your experiment
you will need to process your raw data. Do
you need to find the mean, median, or
mode? Maybe a percentage, total, or
difference is best? How about a t-test? It
will depend on your data!
No averages!
- find the mean, median, or mode not the
average!
- you may need to find more than one
depending on your data
Show your work
- include the formulas used
- include one example of your processed
data for each different type of formula you
used
Explain in words
- include a few written sentences to explain
why you chose the formula you did
- don’t just say, “because I have to process
my data”!
5
You won’t remember everything
- record your thoughts, or anything that
happened you didn’t expect
- did you make a mistake, such as spilling
something? record that as an observation
Take a picture!
- It is not only ok, but actually a great idea
to take a photo or video of an experiment
- If you have photos include them in the
observation section of your lab report
Processed Data Table
After you have processed your data, you
need to present it in a second table. This
will be the table that you use to make your
graph, and your conclusion.
New table
- create a second table after your data
processing section
- DO NOT just add a section on to your raw
data table, it should be a separate table
Smaller table
- yes, it is going to be smaller than the raw
data table!
- do not include all the raw data in the new
table, just the processed data
Variables
- independent variable in the left column
- dependent variable in the right column(s)
MYPSCIENCE
Data Collection
Graphing
Use your processed data to create a graph
that shows the results of your experiment. It
should be neat, including proper titles, and
must be the proper type of graph!
Type of graph
- depends on the type of data your
independent variable produces
- continuous data = line graph or scatter plot
- discreet data = bar or pie chart
Don’t forget to include...
- title
- x and y axis
- axis titles including units
- proper scale of numbers
By Rambo's Revenge (Own work) [CC-BY-SA-3.0] or GFDL, via Wikimedia Commons
Computer or hand drawn?
- both are fine, but the computer doesn’t
always make good science graphs,
sometimes it is quicker and easier to draw
them by hand
- hand drawn graphs need to be neat!
Continuous data
- data that could be any number on a
continuum
- starts, changes, stops
- changes over time are usually continuous
- imagine the slope of a hill
Discreet data
- data that has only certain options
- imagine a set of steps
- number of people, shoe size, type of
exercise are all types of discreet data
- whenever you create groups you create
discreet data, i.e. - 0-5minutes,
6-10minutes, 11-15minutes are discreet
groups even though time is usually
continuous
- if you want to compare different groups, or
show which group is the largest, then a
vertical line diagram is best
- if you want to compare parts of a whole,
then a pie chart is best
- O2
6
P.K.Niyogi at Wikipedia GFDL or CC-BY-SA-3.0, via Wikimedia Commons
Gases of the Air
Nitrogen
78.08
Oxygen
20.95
Argon
0.93 Other
0.04
MYPSCIENCE
Conclusion and Evaluation
Conclusion
Patterns
When making your conclusion you need to
first identify the patterns in the data. Is the
dependent variable increasing or
decreasing? Is there a linear relationship,
or exponential? How exactly are the
variables related or not related?
When you write you conclusion, you will be
answering your research question, so make
sure you discuss how it was answered.
Also discuss your hypothesis, and if it was
supported or not. Make sure to have a very
clear statement of your final conclusion.
Increase, decrease, or constant
- data does not go “up”, it increases
- data does not go “down”, it decreases
- data does not stay the same, it is
constant
- sometimes data does 1, 2, or all 3 of
these at different points
Did you prove it?
- you cannot prove your hypothesis correct,
you can only support it
- make sure to discuss the data that
supports your thinking
Relationships between variables
- direct = both increase, or both decrease
- indirect = they are opposite
Common graph types
- is this a linear relationship, can you
represent it with a line of best fit?
- is this an exponential relationship?
- do you see a normal distribution?
Data, data, data
- make sure to discuss the data, actually
use numbers with units to discuss your
findings
- refer to the table and graph to help
support your thoughts
Research
- have you found information elsewhere to
support your ideas? if so, then use a
proper citation
Reliability of Method Validity of Method
Your method probably wasn’t perfect,
that’s ok, as long as you discuss the
issues. There are two types of errors in
your method, the first type is reliability.
Reliability according to Worthen is “The
measure of how stable, dependable,
trustworthy, and consistent a test is in
measuring the same thing each time
(1993).
Consistency
- did your method allow for a consistent set
of data to be collected, or did the
measurements change because of your
method?
- two people measuring the same thing
differently is an issue with reliability
7
Measuring tools
- using poor tools to measure may affect
reliability
- counting out loud is not a very reliable
way to measure time, a stopwatch is much
more reliable
The second type of error in method is
validity. Worthen describes a method as
being valid in “the degree to which they
accomplish the purpose for which they are
being used” (1993). Meaning, does your
method actually measure what you are
trying to measure.
Proper variables
- make sure your variables are actually the
correct ones to assess what you’re trying
to investigate
- if you’re interested in health, is measuring
someone’s weight the most valid
measurement, or would BMI be better?
Proper tools
- make sure your measurement tool is the
proper way to measure your variable
- if you want to measure the change in
acidity, then blue-red litmus paper will not
give you a valid set of data, you may need
a pH probe
MYPSCIENCE LAB:
Name:
Group:
Lab Report
Research Question : How is y dependent on x?
Variables
x - Independent
(what will I
change?)
y - Dependent
(what will I
measure?)
Controlled
(what will I keep
the same?)
Hypothesis
IF
THEN
BECAUSE
PLANNING
Procedure : What will I do?
8
Materials : What do I need?
Manipulation
DATA COLLECTION AND PROCESSING
MYPSCIENCE
9
Raw Data Table
How will you record your quantitative data?
Observations
What qualitative data will you record?
Data Processing
Use words and/or math to describe how you will change/manipulate your raw data
Processed Data Table
A new table with your processed data
Graph
Attach your graph to the back of the lab write-up sheet
MYPSCIENCE
Conclusion
EVALUATION AND CONCLUSION
Tell how your question was answered
10
Evaluation
Explain anything that happened you did not expect
Error in
Method
Significance
(low, moderate, high)
Next Testable Question
What experiment could you do next?
Improvement
Criterion D: Scientific Inquiry
state a focused problem or research question to be tested by a scientific investigation
formulate a testable hypothesis and explain it using scientific reasoning
design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a
method to be followed, and the way in which the data is to be collected and processed
evaluate the validity and reliability of the method
judge the validity of the hypothesis based on the outcome of the investigation
suggest improvements to the method or further inquiry, when relevant.
•
•
•
•
•
•
Level
0
1-2
Level of Achievement
Task-Specific Clarification
The student does not reach a standard described by any of
the descriptors given below.
The student attempts to state a focused problem or
research question.
The method suggested is incomplete.
The student attempts to comment on the method and
respond to the focused problem or research question.
QUESTION: not related to the topic, or no variables used in the
question
HYPOTHESIS: not written in an “IF...THEN...BECAUSE” format
VARIABLES: identifies incorrect variables
MATERIALS: missing obvious materials needed to carry out the
experiment
PROCEDURE: describes the procedure in very little detail, or could
in a way that is too confusing to follow
REFLECTION: not about the method and suggesting improvements
3-4
The student states a focused problem or research question
and makes a hypothesis but does not explain it
using scientific reasoning.
QUESTION: includes either an independent or dependent variable
used in a question
HYPOTHESIS: written in an “IF...THEN...BECAUSE” format, but
does not properly use variables or without appropriate supporting
reasoning
The student selects appropriate materials and equipment
and writes a mostly complete method, mentioning some
VARIABLES: identifies either the independent variable or the
of the variables involved and how to manipulate them.
dependent variable, or reverses them
The student makes few comments on the method.
MATERIALS: identifies some of the materials needed to conduct the
experiment
The student comments on whether the hypothesis is
PROCEDURE: describes the procedure in enough detail that
supported or not.
someone else could repeat a similar experiment, but might get different
The student suggests some improvements to the method data
5-6
or makes suggestions for further inquiry when relevant.
REFLECTION: comments on the method and suggests simple
improvements to the method
The student states a clear focused problem or research
question, formulates a testable hypothesis and
explains the hypothesis using scientific reasoning.
QUESTION: includes an independent and dependent variable, and
the relationship between them in the form of a question
The student selects appropriate materials and equipment and
writes a clear, logical method, mentioning all of the
relevant variables involved and how to control and
manipulate them, and describing how the data will be
collected.
The student makes comments on the method, and the
accuracy and precision of the data
HYPOTHESIS: written in an “IF...THEN...BECAUSE” format using
the independent and dependent variable, with appropriate supporting
reasoning
VARIABLES: identifies the independent variable and the dependent
variable
MATERIALS: identifies the materials needed to conduct the
experiment with only minor mistakes
PROCEDURE: describes the procedure in enough detail that
someone else could repeat the same experiment, and measure the data
The student comments on how the hypothesis is supported in the same way
or not by the data/outcome of the investigation.
REFLECTION: comments on the method and the quality of the
The student suggests realistic improvements to the method results and suggests improvements to the method
and makes suggestions for further inquiry when relevant.
Explain: to give a detailed account of causes, reasons or mechanisms.
Reliability of the method: refers to whether the method allows for the collection of sufficient reliable data to answer the question. This
depends upon the selection of the measuring instrument, the precision and accuracy of the measurements, errors associated with the
measurement instrument, the size of the sample, the sampling techniques used and the number of readings.
Validity of the method: refers to whether the method allows for the collection of sufficient valid data to answer the question. This includes
factors such as whether the measuring instrument measures what it is supposed to measure, the conditions of the experiment and the
manipulation of variables (fair testing).
11
Criterion E: Processing Data
•
collect and record data using units of measurement as and when appropriate
•
organize, transform and present data using numerical and visual forms
•
analyse and interpret the data
•
draw conclusions consistent with the data and supported by scientific reasoning.
Level
0
1-2
3-4
Level of Achievement
The student does not reach a standard described by any of
the descriptors given below.
The student collects some data and attempts to
record it in a suitable format.
OBSERVATIONS and RESULTS: collects data
The student attempts to identify a trend, pattern or
relationship in the data.
CONCLUSION: does not identify trends, patterns and relationships
with types of pollution and observations
The student attempts to draw a conclusion but this is not
consistent with their interpretation of the data.
CONCLUSION: does not draw a conclusion, or conclusion not
based on the data
The student collects sufficient relevant data and records
it in a suitable format.
OBSERVATIONS and RESULTS: collects and records data
DATA PROCESSING: organized and transformed data into either
The student organizes and presents data using simple a table or graph,
numerical or visual forms.
DATA PROCESSING: no calculations
The student organizes, transforms and presents data in
numerical and/or visual forms, with a few errors or
omissions.
The student states a trend, pattern or relationship shown
in the data.
The student draws a conclusion consistent with their
interpretation of the data.
5-6
Task-Specific Clarification
DATA PROCESSING: organized and transformed data into a
table and graph,
DATA PROCESSING: does appropriate calculations with the data
with some mistakes (mean, median, mode, and range; differences;
totals; etc)
CONCLUSION: attempts to identify trends, patterns and
relationships in the data
CONCLUSION: draws conclusions based on the data
The student collects sufficient relevant data and records it in
a suitable format.
OBSERVATIONS and RESULTS: collects and records data
using appropriate units of measurement
The student organizes, transforms and presents data in
numerical and/or visual forms logically and correctly.
DATA PROCESSING: organized and transformed data into an
appropriate table and graph,
The student describes a trend, pattern or relationship in
the data and comments on the data.
DATA PROCESSING: does appropriate calculations correctly
with the data (mean, median, mode, and range; differences; totals; etc)
The student draws a clear conclusion based on their
interpretation of the data and explains it using
scientific reasoning.
CONCLUSION: draws appropriate conclusions based on the data
CONCLUSION: identifies trends, patterns and relationships in the
data (increase/decrease; cause/effect; etc)
Numerical forms: may include calculations such as averaging, or determining values from a graph or table.
Qualitative data: refers to non-numerical data or information that it is difficult to measure in a numerical way.
Quantitative data: refers to numerical measurements of the variables associated with the investigation.
Transforming data: involves processing raw data into a form suitable for visual representation. This process may involve, for
example, combining and manipulating raw data to determine the value of a physical quantity (such as adding, subtracting, squaring or
dividing), and taking the average of several measurements. It might be that the data collected is already in a form suitable for visual
representation, for example, distance travelled by a woodlouse. If the raw data is represented in this way and a best-fit line graph is
drawn, the raw data has been processed.
Suitable format: may include tables with appropriate headings and units, large clearly labelled diagrams or concisely worded
observations.
Visual forms: may include drawing graphs of various types appropriate to the kind of data being displayed (line graphs, bar graphs,
histograms, pie charts, and so on).
12
Criterion F: Attitudes in Science
One world enables students to gain a better understanding of the role of science in society and allows them
to explore how scientific developments and applications are applied and used to address specific problems
or issues in local and global contexts.
Students should be able to:
•
explain the ways in which science is applied and used to address a specific problem or issue
•
discuss the effectiveness of science and its application in solving the problem or issue
•
discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental
implications of the use of science and its application in solving specific problems or issues.
Assessment tasks should give students the opportunity to explore how science is used to address a
specific problem or issue. Students are required to critically discuss and evaluate the implications
associated with the use and application of science by considering moral, ethical, social, economic, political,
cultural and environmental factors.
Level
Teacher’s
Decision
Level of Achievement
0
The student does not reach a standard described by any of the
descriptors given below.
1-2
The student requires some guidance to work safely and
some assistance when using material and equipment.
The student requires some guidance to work responsibly
with regards to the living and non-living environment.
When working as part of a group, the student needs
frequent reminders to cooperate with others.
3-4
The student requires little guidance to work safely and
little assistance when using material and equipment.
The student works responsibly with regards to the living
and non-living environment.
When working as part of a group the student cooperates
with others on most occasions.
5-6
The student requires no guidance to work safely and uses
material and equipment competently.
The student works responsibly with regards to the living and
non-living environment.
When working as part of a group, the student cooperates
with others.
Describe: to give a detailed account.
Discuss: to give an account including, where possible, a range of arguments for and against the relative
importance of various factors and comparisons of alternative hypotheses.
Evaluate: to assess the implications and limitations.
Explain: to give a clear account, including causes and reasons or mechanisms.
State: to give a specific name, value or other brief answer without explanation or calculation.
13
MYP Lab Experiment Rubric and Feedback Form - Criterion D, E, and F
BIS IB Biology
Grade:
Student Name:
Criterion D: Scientific Inquiry
Focus on: Research question, hypothesis, variables, method and evaluation
Student reflection
0
D
E
S
C
R
I
P
T
O
R
The student does not reach a
standard described by any of
the descriptors below.
Marking Checklist:
Teacher’s comments
1-2
The student attempts to
state a focused problem or
research question.
The method suggested is
incomplete.
The student attempts to
evaluate the method and
respond to the focused
problem or research
question.
3-4
5-6
The student states a focused
problem or research question
and makes a hypothesis but does
not explain it using scientific
reasoning.
The student
selects appropriate materials and
equipment and writes a mostly
complete method, mentioning some
of the variables involved and how
to manipulate them.
The student partially evaluates the
method.
The student comments on the
validity of the hypothesis based on
the outcome of the investigation.
The student suggests
some improvements to the method
or makes suggestions for further
inquiry when relevant.
The student states a clear focused problem
or research question, formulates a
testable hypothesisand explains the
hypothesis using scientific reasoning.
The student selects appropriate materials
and equipment and writes
a clear, logical method, mentioning all of
the relevant variables involved and how
to control and manipulate them, and
describing how the data will be collected
and processed.
The student evaluates the method,
commenting on its reliability and validity.
The student comments on the validity of
the hypothesis based on the outcome of the
investigation.
The student
suggests realistic improvements to the
method and makes suggestions for further
inquiry when relevant.
x Completed & Correct
□
□
0
I am missing major sections
□
My work does not meet any of the
standards given below
1-2
□
□
Student
Opinion
Teacher decision
D
Scientific Inquiry
E
Processing data
F
Attitudes in science
Candidate declaration:
“I confirm that this work is my own work and is the final version. I have acknowledged each use of the
words or ideas of another person, whether written, oral or visual.”
Signed (student): _________________________________
□
Scientific Inquiry
Criterion
□
□
□
□
I tried to state a clear research question
I tried to identify the independent variable
and the dependent variable
I tried to explain how my independent and
dependent variables would be manipulated
□
□
I wrote a clear research question
I identified the correct independent variable
and the dependent variable
I explained how my independent and
dependent variables would be manipulated
with small mistakes
My evaluation includes at least two
significant error
□
□
□
□
□
□
Accepted (teacher): _________________________________ Date: ________
□
I tried to write a clear hypothesis
I tried to identify the controlled variables and
explain how they would be controlled
My method is incomplete
My evaluation is incomplete
I wrote a complete lab
□
□
□
5-6
□
Rubric format taken from Stephen Taylor at Bandung International School
I tried to write a lab
3-4
Date: ________
This statement is also checked by the student when submitting the work through email/Moodle/Turnitin.
Not complete/ incorrect
I wrote a clear and testable hypothesis, but it
is not properly explained
I identified some of the controlled variables
and explained how they would be controlled
My method is complete with appropriate
materials, and includes at least three trials
My evaluation is complete and includes at
least two significant improvement
I wrote a complete, detailed, and correct lab
I wrote a clear research question
I identified the correct independent variable
and dependent variable
I explained how my independent and
dependent variables would be manipulated
My evaluation includes at least three
significant errors
I suggest an experiment that could be done
next time
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□
□
□
I wrote a clear and testable hypothesis and
explained it scientifically
I identified all the major controlled variables
and explained how they would be controlled
My method is complete with appropriate
materials, and includes at least three trials
My evaluation is complete and includes at
least three realistic improvements
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MYP Lab Experiment Rubric and Feedback Form - Criterion D, E, and F
BIS IB Biology
Criterion E: Processing Data
Focus on: Data collection (observations and tables), data processing (maths and graphs), conclusion
and scientific explanations
1-2
3-4
The student does not reach a
standard described by any of
the descriptors below.
The student collects some data
and attempts to record it in a
suitable format.
The student organizes and
presents data
using simple numerical or visual
forms.
The student attempts to
identify a trend, pattern or
relationship in the data.
The student attempts to draw a
conclusion but this is not
consistent with the
interpretation of the data.
The student
collects sufficient relevant data
and records it in a suitable
format.
The student
organizes, transforms and
presents data in numerical and/or
visual forms, with a few errors
or omissions .
The student states a trend,
pattern or relationship shown in
the data.
The student draws a conclusion
consistent with the
interpretation of the data.
5-6
0
The student collects sufficient
relevant data and records it in a
suitable format.
The student organizes, transforms
and presents data in numerical
and/or visual
forms logically andcorrectly.
The student describes a trend,
pattern or relationship in the data
and comments on the reliability of
the data.
The student draws
a clear conclusion based
on the correct interpretation of
the data and explains itusing
scientific reasoning.
I am missing major sections
□
Processing Data
□
□
□
□
□
□
The student does not reach a
standard described by any of
the descriptors below.
□
I collected some data
The data is organized in a simple format
□
□
□
My table is mostly correct
My graph is mostly correct
My conclusion is inconsistent with the data
I wrote a complete lab
I collected enough data and recorded it in an
appropriate format
I included qualitative and quantitave data
I processed the data with few errors
□
□
□
□
My table is correct
My graph is correct
I state a trend or pattern in the data
My conclusion matches the data
I wrote a complete, detailed, and correct lab
I collected enough data and recorded it in an
appropriate format
I included only relevant qualitative and
quantitative data
My table is logical and clear
I processed the data correctly, with sample
problems
My graph is logical and clear
3-4
5-6
The student requires some
guidance to work safely
and some
assistance when using
material and equipment.
The student requires some
guidance to work
responsibly with regards to
the living and non-living
environment.
When working as part of a
group, the student
needs frequent reminders
to cooperate with others.
The student requires little
guidance to work safely
and little assistance when
using material and equipment.
The student works
responsibly with regards to
the living and non-living
environment.
When working as part of a
group the
student cooperates with
others on most occasions.
The student requires no
guidance to work safely and
uses material and
equipment competently.
The student works responsibly
with regards to the living and
non-living environment.
When working as part of a
group, the student cooperates
with others.
I am missing major sections
I tried to write a lab
5-6
□
D
E
S
C
R
I
P
T
O
R
1-2
0
3-4
□
0
My work does not meet any of the
standards given below
1-2
□
□
Focus on: Research question, hypothesis, variables, method and evaluation
□
□
□
□
□
I describe a trend or pattern in the data
I correctly interpret the data to conclude
I compare my results to what would be
expected from published data
I give a scientific explanation of my
conclusion
I comment on the reliability of my data
Attitudes in Science
D
E
S
C
R
I
P
T
O
R
0
Criterion F: Attitudes in Science
1-2
□
□
□
□
□
ATLs
□
Rubric format taken from Stephen Taylor at Bandung International School
□
I forgot safety routines such as wearing
goggles, being calm et cetera
I completed an improper lab
I needed little help using material and
equipment
I cited my sources, with some mistakes
□
□
I usually adhered to all safety routines
I usually worked well with my classmates
I wrote a complete lab
□
□
I wrote a complete, detailed, and correct lab
I knew what I was doing in the lab
I correctly cited all my sources, and included
a bibliography in MLA
□
□
I adhered to all safety routines
I worked well with my classmates
My work is well written
I use full sentences whenever possible
□
I use proper paragraph format where
applicable
□
The overall report is organized and
readable
My work is punctual and logically structured
I include all the necessary parts of the lab
My work was turned in on time
Information literacy
□
5-6
Organization
□
□
I tried to write a lab
I did not know what to do during the
experiment
I did not work well with my classmates
In tried to cite my sources
3-4
Communication
□
My work does not meet any of the
standards given below
I use technology well for research and acknowledge my sources
I used correct scientific language to describe
materials and procedures
□
I correctly cited my sources
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