Lab Report Guidelines for Activity 14: Breakdown
Guidelines for Lab Report on Activity 39: Cells Alive!
Audience: Your audience is a person who is in your science class. Be sure to define any important terms, such as vocabulary words, explain important concepts relating to cellular respiration, and describe equipment.
LAB TITLE: Activity 39–Cells Alive! Yeast Investigation
INTRODUCTION
Background: Use your book, class notes, and other sources to review the goal of showing how cellular respiration takes place. You should also explain how BTB is used and under what conditions will it change color and describe what colors it changes to. The background must prepare the reader for the hypothesis.
Problem: What do yeast cells have in common with human cells?
Hypothesis: On your own, develop a hypothesis. State the hypothesis and an explanation of why you thought that should be your hypothesis.
PROCEDURE: Describe the procedure that you used to perform the experiment. List each step in a numbered list.
RESULTS
Include the data table with results. These may be hand drawn, complete in Word. All data tables must be labeled. You should include a few sentences explaining your results. See me with any questions.
CONCLUSION:
Sources of Error: Consider each source of error that might have occurred. If a problem occurred, identify how this impacted the data. Be specific. Also, suggest how a future class could avoid such a problem.
Evaluation of Hypothesis: Consider your hypothesis. State whether the data support, refute (disagree), or offer no clear evidence regarding the hypothesis.
Make sure to include answers to these questions: What was the purpose of the sugar? And what was the purpose of cup 2?
Application: Apply your observations of cellular respiration to your daily life.
Something Extra: To earn extra credit, you may add something extra on your own.
LAB REPORT RUBRIC
|CATEGORY |10-9 |8-7 |6-5 |4-0 |SCORE |
|Amount and Quality of |Covers all required topics |Includes essential knowledge |Includes majority of |Content is minimal (not all | |
|Information |in-depth with details and |about the topics. Subject |essential information about |requirements met) and/or | |
| |examples. Subject knowledge |knowledge appears to be good.|the topics. It includes |missing examples of process | |
| |is excellent. It includes |It includes examples of |examples of process and |and exhibitions. | |
| |examples of processes. |processes and exhibitions. |exhibitions. | | |
|Mechanics |No grammatical, spelling or |Almost no grammatical, |A few grammatical spelling, |Many grammatical, spelling, | |
| |punctuation errors. |spelling or punctuation |or punctuation errors. |or punctuation errors. | |
| | |errors | | | |
|Diagrams & Illustrations |Diagrams and illustrations |Diagrams and illustrations |Diagrams and illustrations |Diagrams and illustrations | |
| |are neat, accurate and add to|are accurate and add to the |are neat and accurate and |are not accurate OR do not | |
| |the reader's understanding of|reader's understanding of the|sometimes add to the reader's|add to the reader's | |
| |the topic. |topic. |understanding of the topic. |understanding of the topic. | |
|Use of Class Time |Used time well during each |Used time well during each |Used some of the time well |Did not use class time to | |
| |class period. Focused on |class period. Usually focused|during each class period. |focus on the project OR often| |
| |getting the project done. |on getting the project done |There was some focus on |distracted others. | |
| |Never distracted others. |and never distracted others. |getting the project done but | | |
| | | |occasionally distracted | | |
| | | |others. | | |
TOTAL= ________
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