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TABLE (Generic Example to Look At)

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TABLE RUBRIC

Weighted 10 points
- 4 – 90% (9/10)
- 3 – 80% (8/10)
- 2 – 70% (7/10)
- 1 – 60% (6/10)
- 0 – <60%

Need help? Refer to your Science Handouts module then “Sample Table and Graph"

Your Data Table (1 category w/ specific criteria)	4 - Excelling Excelling means the student has thoroughly demonstrated knowledge on standard assessed.	3 - Meeting Meeting means the student has demonstrated competence on standard assessed.	2 - Approaching Approaching means the student has partially demonstrated competence on standard assessed.	1 - Beginning Beginning means the student has not yet demonstrated competence on standard assessed.	0 - This category means the student earned less than a "1" or understanding could not be determined.
	Your table(s) meets 4/4 criteria below.	Your table(s) meets 3/4 criteria below.	Your table(s) meets 2/4 criteria below.	Your table(s) meets 1/4 criteria below.	Your table(s) meets 0/4 criteria below OR understanding cannot be determined as answers are vague, incomplete, missing, or incomprehensible.
1) Title (RV vs. MV) w/ units for each (e.g. "Weight (lbs) vs. Amount of Beef Eaten (grams/day)")
2) Label MV on left side of table w/ units
3) Label RV on right side of table w/units
4) Include derived quantities w/units (averages, totals, etc.) if multiple trials were done

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Question 110 pts

YOUR RESULTS / DATA TABLE(s)

PROVIDE a completed data table of your results.

You can refer to the handouts in your “Course Guidelines and Handouts” and then "Sample Table and Graph."

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Question 20 pts

SELF-ASSESSMENT

USE the matching section below to self-assess.

CHOOSE YES or NO to identify whether you met each criteria.

This question is NOT scored to simply let you reflect on your work.

1) Title (RV vs. MV) w/ units for each (e.g. "Weight (lbs) vs. Amount of Beef Eaten (grams/day)")

2) Label MV on left side of table w/ units

3) Label RV on right side of table w/units

4) Include derived quantities w/units (averages, totals, etc.) if multiple trials were done

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GRAPH(s)

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GRAPH (Generic Example to Look At)

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GRAPH RUBRIC

Weighted 10 points
- 4 – 90% (9/10)
- 3 – 80% (8/10)
- 2 – 70% (7/10)
- 1 – 60% (6/10)
- 0 – <60%

Need help? Refer to your Science Handouts module and then “How to Create an Excel Spreadsheet" and "Sample Table and Graph."

Your Graph (1 category w/ specific criteria)	4 - Excelling Excelling means the student has thoroughly demonstrated knowledge on standard assessed.	3 - Meeting Meeting means the student has demonstrated competence on standard assessed.	2 - Approaching Approaching means the student has partially demonstrated competence on standard assessed.	1 - Beginning Beginning means the student has not yet demonstrated competence on standard assessed.	0 - This category means the student earned less than a "1" or understanding could not be determined.
	Your graph(s) meets 6/8 criteria below.	Your graph(s) meets 5/8 criteria below.	Your graph(s) meets 4/8 criteria below.	Your graph(s) meets 3/8 criteria below.	Your graph(s) meets <3/8 criteria below OR understanding cannot be determined as answers are vague, incomplete, missing, or incomprehensible.
1) Title (RV vs. MV) w/ units (e.g. "Weight (lbs) vs. Amount of Beef Eaten (grams/day)")
2) Label MV on x-axis w/ units
3) Label RV on y-axis w/ units
4) Make a consistent scale on each axis
5) Make a best-fit line that shows the overall pattern of data (linear, exponential, etc.) – don’t play connect-the-dots!)
6) If linear, determine the slope (RISE/RUN)
7) If linear, determine equation of the line (y=mx +b) w/ units)
8) If linear, interpret the slope (For every 1 hour, the pay rises by $2)

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Question 310 pts

YOUR GRAPH(s):

PROVIDE a graph for your results.

You can refer to the handouts in your “Course Guidelines and Handouts” and then “How to Create an Excel Spreadsheet" and "Sample Table and Graph."

Upload

Choose a File

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Question 40 pts

SELF-ASSESSMENT

USE the matching section below to self-assess.

CHOOSE YES or NO to identify whether you met each criteria.

This question is NOT scored to simply let you reflect on your work.

1) Title (RV vs. MV) w/ units (e.g. "Weight (lbs) vs. Amount of Beef Eaten (grams/day)")

2) Label MV on x-axis w/ units

3) Label RV on y-axis w/ units

4) Make a consistent scale on each axis

5) Make a best-fit line that shows the overall pattern of data (linear, exponential, etc.) – don’t play connect-the-dots!

6) If linear, determine the slope (RISE/RUN)

7) If linear, determine equation of the line (y=mx +b) w/ units

8) If linear, interpret the slope (For every 1 hour, the pay rises by $2)

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ANALYSIS QUESTION(S)

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ANALYSIS SECTION RUBRIC

Weighted 10 points
- 4 – 90% (9/10)
- 3 – 80% (8/10)
- 2 – 70% (7/10)
- 1 – 60% (6/10)
- 0 – <60%

Need help? Refer to your Science Handouts module then "Describing or Patterns in Data"

Your Analysis Section (1 category w/ specific criteria)	4 - Excelling Excelling means the student has thoroughly demonstrated knowledge on standard assessed.	3 - Meeting Meeting means the student has demonstrated competence on standard assessed.	2 - Approaching Approaching means the student has partially demonstrated competence on standard assessed.	1 - Beginning Beginning means the student has not yet demonstrated competence on standard assessed.	0 - This category means the student earned less than a "1" or understanding could not be determined.
	Your materials list meets 4/4 criteria below.	Your materials list meets 3/4 criteria below.	Your materials list meets 2/4 criteria below.	Your materials list meets 1/4 criteria below.	Your materials list meets 0/4 criteria below OR understanding cannot be determined as answers are vague, incomplete, missing, or incomprehensible.
1) Answers all post-lab questions if present correctly.
2) Describes range of data (e.g. When the temp was at 25 degree C, the sugar cube melting after 240 seconds. When the temp was at 100 degree C, the sugar cube melted in 15 seconds)2) Label MV on left side of table w/ units
3) Describes pattern/trend of data if applicable OR discuss if there is no trend/pattern (e.g. as the temperature increased from 25 degrees C to 100 degrees C, the time required to melt decreased from 240 seconds to 15 seconds.)

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Question 50 pts

Analysis #1

DESCRIBE and EXPLAIN your data by addressing 1 and 2 below:

Describe range of data. (HINT: Discuss high and low points in your reaction rate.)

Describe pattern/trend of data if applicable OR discuss if there is no trend/pattern. (HINT: Did you observe any patterns between the reaction rate of the chemical reaction vs. temperature or concentration?)

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Question 60 pts

Analysis #2

EXPLAIN “how” or “why” temperature/concentration affects the rate of a chemical reaction.

(HINT: If you explored temperature, you should explain “how” or “why” temperature affects the rate of a chemical reaction using the terms collisions, reactants, speed, force, frequency, kinetic energy and activation energy).

(HINT: If you explored concentration, you should explain “how’ or “why” concentration affects the rate of a chemical reaction using the terms collisions, reactants, and frequency).

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Question 70 pts

Analysis #3

COPY AND PASTE the table below in your answer space and then COMPLETE.

Consider the reaction between hydrochloric acid and zinc metal.

Then predict how the rate of a chemical reaction would change given the factors below:

Factor	PREDICT how this factor will influence reaction rate by writing “INCREASE” or “DECREASE”	PROVIDE a scientific explanation for your prediction:
Increase concentration of HCl (aq)
Keep solid Zn metal in a single clump
Add a catalyst
Decrease the temperature of the HCl (aq)

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Question 80 pts

SELF-ASSESSMENT

USE the matching section below to self-assess.

CHOOSE YES or NO to identify whether you met each criteria.

This question is NOT scored to simply let you reflect on your work.

1) Answers all post-lab questions if present correctly.

2) Describes range of data (e.g. When the temp was at 25 degree C, the sugar cube melting after 240 seconds. When the temp was at 100 degree C, the sugar cube melted in 15 seconds)

3) Describes pattern/trend of data if applicable OR discuss if there is no trend/pattern (e.g. as the temperature increased from 25 degrees C to 100 degrees C, the time required to melt decreased from 240 seconds to 15 seconds.)

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Question 910 pts

You can leave this question blank. I will use the rubric above for your analysis section using rubric.

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CONCLUSION

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CONCLUSION RUBRIC

Weighted 20 points
- 4 – 90% (18/20)
- 3 – 80% (16/20)
- 2 – 70% (14/20)
- 1 – 60% (12/20)
- 0 – <60%

Need help? Refer to your Science Handouts module then “How to Write a Conclusion"

Your Graph (1 category w/ specific criteria)	4 - Excelling Excelling means the student has thoroughly demonstrated knowledge on standard assessed.	3 - Meeting Meeting means the student has demonstrated competence on standard assessed.	2 - Approaching Approaching means the student has partially demonstrated competence on standard assessed.	1 - Beginning Beginning means the student has not yet demonstrated competence on standard assessed.	0 - This category means the student earned less than a "1" or understanding could not be determined.
	Your materials list meets 4/5 criteria below.	Your materials list meets 3/5criteria below.	Your materials list meets 2/5criteria below.	Your materials list meets 1/5 criteria below.	Your materials list meets 0/5 criteria below OR understanding cannot be determined as answers are vague, incomplete, missing, or incomprehensible.
1) Restates hypothesis.
2) Shares Data. - If results are quantitative: The student provides at least two pieces of supporting evidence from their data. If a range of numerical values was collected, the student references both the highest value and the lowest value in the range. - If results are qualitative: The student clearly describes any changes.
3) Connect and Compare your data to your hypothesis (what does this data mean and does this data support/disprove your hypothesis?)
4) Provide a scientific explanation or rational for your results.
5) Discuss any possible sources of error that may have occurred and state how they may have affected your results. If there were not suspected sources of error, say this explicitly.

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HELPFUL HINTS FOR THE REACTION RATE LAB CONCLUSION (next).

Make sure you address EACH of the 4 criterion of a conclusion in red below.

Examples are provided in purple which you are welcome to use/modify for your own conclusion.

RESTATE hypothesis
SHARE data

You are measuring the rate of a chemical reaction using the length of time it took for the reaction to go to completion. Your data is quantitative.

“When baking soda reacted with vinegar, it took 1.50 minutes to complete reaction at a temperature of 0 degrees C; it took…..”

OR, if you didn’t have access to a thermometer….

“When baking soda reacted with vinegar, it took 1.50 minutes to complete reaction after being placed in an ice bath for 1.00 minute; it took….”

CONNECT and COMPARE data to your hypothesis to determine whether data supports/disproves hypothesis

Did your data support your hypothesis?

In other words:

“The data for this experiment suggested that as the temperature increased, the rate of the chemical reaction between baking soda and vinegar decreased. The highest temperature of “x” had a rate of completion of “y” minutes while the lowest temperature of “x” had a rate of completion of “y” minutes. The hypothesis was not consistent with these results as it was hypothesized that as the temperature increased, the rate of the chemical reaction would increase also but the data suggests that the highest temperature had the slowest rate of completion while the lowest temperature at the highest rate of completion.”

PROVIDE a scientific explanation for your results and/or discussion of any sources of error

Students, it is REALLY important that you explain your results using your knowledge of REACTION RATE FACTORS and “how” they influence reaction rate and “why” they have this effect.

Specifically, you need to address the 2 items below:

#1 Explain the relationship between your factor (temperature or concentration) and reaction rate AND explain why this relationship exists.

In other words,

“A higher temperature leads to a faster/slower reaction rate…”

For your “because,” think about these 3 things:

For temperature --- How does increased temperature affect particle movement, kinetic energy, and ability to overcome activation energy? How does increased temperature affect frequency and force of collision between reactant particles?
For concentration – How does increased concentration affect frequency of collisions between reactant particles?

#2 Discuss any sources of error that might have impacted your results, namely your reaction rates.

In other words,

Errors can be related to uncontrolled variables (e.g. “The amount of baking soda added to the reaction chamber was not equal for each of the trials which caused…”)

Errors can be related to equipment (e.g. “The thermometer used showed differences in readings for the same water sample which caused…”)

Errors can be related to mistakes in your procedure (e.g. “It was difficult to judge when the end of the reaction occurred for each trial and thus this caused…”)

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Question 1020 pts

YOUR CONCLUSION:

WRITE a conclusion that discusses the effect of temperature/concentration on the reaction rate. You can refer to the handouts in your “Course Guidelines and Handouts” and then “How to write a Conclusion.”

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Question 110 pts

SELF-ASSESSMENT

USE the matching section below to self-assess.

CHOOSE YES or NO to identify whether you met each criteria.

This question is NOT scored to simply let you reflect on your work.

1) Restates hypothesis.

2) Shares Data. - If results are quantitative: The student provides at least two pieces of supporting evidence from their data. If a range of numerical values was collected, the student references both the highest value and the lowest value in the range. - If results are qualitative: The student clearly describes any changes

3) Connect and Compare your data to your hypothesis (what does this data mean and does this data support/disprove your hypothesis?)

4) Provide a scientific explanation or rational for your results.

5) Discuss any possible sources of error that may have occurred and state how they may have affected your results. If there were not suspected sources of error, say this explicitly.

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WRITING CONVENTIONS

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WRITING CONVENTIONS RUBRIC

Weighted 10 points
- 4 – 90% (9/10)
- 3 – 80% (8/10)
- 2 – 70% (7/10)
- 1 – 60% (6/10)
- 0 – <60%

Your Writing Convenctions (1 category w/ specific criteria)	4 - Excelling Excelling means the student has thoroughly demonstrated knowledge on standard assessed.	3 - Meeting Meeting means the student has demonstrated competence on standard assessed.	2 - Approaching Approaching means the student has partially demonstrated competence on standard assessed.	1 - Beginning Beginning means the student has not yet demonstrated competence on standard assessed.	0 - This category means the student earned less than a "1" or understanding could not be determined.
	Your writing conventions meet 3/3 criteria below - shows strong ability to write in scientific/technical style.	Your writing conventions meet 3/3 criteria below.	Your writing conventions meet 2/3 criteria below.	Your writing conventions meet 1/3 criteria below.	Your writing conventions meet 0/3 criteria below OR understanding cannot be determined as answers are vague, incomplete, missing, or incomprehensible.
1) Usually uses correct grammar, spelling, and punctuation
2) Usually written with a scientific voice that does not use personal pronouns (I, me, my, mine, we, us, our, ours, you, your, yours, he, him, his, she, her, hers). Avoids personal narrative-style writing
3) Writing structure, organization, and voice are easy to comprehend

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Question 120 pts

SELF-ASSESSMENT

USE the matching section below to self-assess.

CHOOSE YES or NO to identify whether you met each criteria.

This question is NOT scored to simply let you reflect on your work.

1) Uses correct grammar, spelling, and punctuation

2) Written with a scientific voice that does not use personal pronouns (I, me, my, mine, we, us, our, ours, you, your, yours, he, him, his, she, her, hers). Avoids personal narrative-style writing

3) Writing structure, organization, and voice are easy to comprehend

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Question 1310 pts

You can leave this question blank. I will use the rubric above for writing conventions and input a score.

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