Participation

Experimental Design

Introduction

Presentation

Analysis of Data

Reflection

4

Student is an active member of the group. No distraction from working on the project and fully engaged in the lab.

Students read and follow approved procedure. Students make note of any potential pitfalls. Zero mistakes in any measurements.

Interesting. Author explains background information (defines key terms, discusses any relevant equations, and states purpose and hypothesis. Wording of introduction flows well and does not take away from the understanding of the document.

Presentation of experimental data is clear and neat. Graphs and tables are identified, labeled, and given units. Presentation of data fits well into document. All relevant patterns in data discussed and specific examples given.

Explanation of data and trends is sophisticated and well thought out. Examples, evidence, reasoning are given and exhibit good flow. All relevant observations are used as reasoning to explain data trends.

An explanation of experimental error is given and well organized. Error should reflect differences in data. Author justifies his/her claim for support or abandonment of hypothesis.  Modifications for future experiments are offered and well versed.

3

Student is active and engaged most of the time. Offers help and provides interest most of the time (no more than 3 minutes off-task).

Students follow procedure well (no mistakes). 1 measurement mistake.

Introduction fails to captivate attention by connecting the reader to the topic (not empathetic). Contains each of the above items.

1 or more Graphs and tables are not properly titled.  Some (1 to 2) labels on graphs and tables do not contain specified units. All patterns identified but no reference given to data provided.

Data and trends are presented but are only supported by either evidence or through a proposed observational reasoning. 

Experimental error is discussed and states whether the hypothesis they proposed is supported or should be discarded, but provides no evidence or reason why. Modifications are stated by not given reasoning.

2

Student is moderately engaged. Offers some input help (3 to 6 minutes off-task).

Students follow procedure somewhat. Asks some (2 to 4) procedural questions that were already discussed or were found in instructions. 2 to 4 measurement mistakes

Fails to captivate attention and does not contain 1 of the above items.

No graphs or tables are titled. Data arrangement is somewhat confusing. 3 to 5 labels do not contain units. Some data patterns are identified.

Trends in experimental data are presented but no evidence or reasoning to support claim.

Experimental error discussed but only in minute amounts. No reference to hypothesis since introduction.

1

Student is rarely engaged and distractive to group. Offers no input or help. Does not perform group assigned tasks (student is off-task more than 6 minutes).

Students do not follow procedure well (5 or more procedural questions. Makes 5 or more measurement mistakes. Does not look for any experimental pitfalls.

Flow is choppy. Disinteresting. Does not contain 2 or more of the above items.

Graphs or tables are not present or very confusing and may be distracting to paper. Nothing identified or labeled properly. No patterns in data presented or referred to.

No explanation of data offered.

Neither experimental error nor hypothesis discussed. Modifications also nonexistent.