Using References in your Lab Writeup Make sure you both c.docx
- 1. Using References in your Lab Writeup Make sure you both cite the reference that you use in the body of your text, AND provide a reference list at the end of your writeup. For example, to cite references within the body of your lab writeup: In this lab we examined how different fish like to eat different kinds of algae. The red algae are the largest group of algae (Abbott, 1999). Therefore, we focused on red algae in this lab. Many red algae are quite edible and some of the best known red algae include those that are eaten in sushi (sushiworld.com). Algae are also quite nutritious (Markeley, 2010). Our fish came from tidepools, which are located in the area between high and low tide (Mahon and Mahon, 1994). According to our lab manual (WOU Biology, 2011), our fish were collected during low tide. Reference List: Book Abbott, I.A. 1999. Marine Red Algae of the Hawaiian Islands. Bishop Museum Press, Honolulu. Journal Article
- 2. Mahon, R. & S.D. Mahon. 1994. Structure and resilience of a tidepool fish assemblage at Barbados. Environmental Biology of Fishes 41: 171-190. News Article Markeley, G.R. (2010). The Nutritional Benefits of Seaweeds. Amity News, February 25, 2010. Website "Popular seaweeds in Japanese Cuisine". Accessed online March 15, 2012. http://sushiworld.com/seaweeds.html. Lab Manual WOU Biology Department (2011). Lab #2: Fish and Algae. Biology 101 Lab Manual. Note that these show examples of the different types of references you might use. You should not break your reference list down into these categories, but simply list all references alphabetically.
- 3. WOU Biology 100 Series Graphs Overview Making a graph is one of the easiest ways to get an idea of the patterns in your data. Graphing is a fairly straightforward process, but there are a few things to keep in mind. 1. Type of graph. You should think carefully about the kind of data you have before you decide what type of graph to produce. See Figure 1. a. Line graphs are useful to show how a factor changes over time or in some other gradual continuous increment (like temperature or ambient light). b. Bar graphs are useful to show a total change or overall difference between different discrete variables (like types of organisms or specific experimental treatments). Figure 1. Types of Graphs. The graph on the left is a line graph. The graph on the right is a bar graph. 2. Variables a. The independent variable is the variable that you change or manipulate in the experiment. This variable is usually placed along the x (horizontal) axis. In the
- 4. case of an experiment where you are observing something that changes over time, time serves as an independent variable and is always listed on the x-axis. If, in addition to time, there is a second independent variable (e.g. observing what happens to two different treatments over time) this variable is usually graphed by drawing multiple lines on the graph. See Figure 2. b. The dependent variable is the response or what happens in response to the independent variable. Typically, this variable is what you counted or measured during the experiment. This variable is placed along the y (vertical) axis. 3. Titles and Labeling. a. Every graph needs a concise and descriptive title that explains what phenomenon the graph is attempting to visualize. If you averaged data from several different lab groups before graphing, you should note in the title that your graph depicts averaged data (like in the bar graph in Figure 1). b. Each axis should be labeled, and the label should include the units in which the data was recorded. Without units, your graph is meaningless.
- 5. WOU Biology 100 Series Graphs Overview Table 1, below, shows an example of data collected during an experiment. The same data is presented in Figure 2. Note how much easier it is to quickly examine the patterns of data collected in the visual graph compared to the data table, as long as the graph is titled properly, the axes are labeled (with units) and there is a key. Table 1: Data table showing gas generation (viewed as movement of liquid up a tube) by Elodea plants under different conditions. Note use of units in the table headings. Movement of liquid in tube (in centimeters) Time (minutes) Clear test tube Foil covered test tube 5 0.7 0 10 1.1 0.2 15 1.4 0.3 20 1.7 0.4 25 2.1 0.4 30 2.8 0.4 35 3.6 0.4 40 4.5 0.4 45 5.8 0.4 50 6.7 0.4 55 7.6 0.4 60 8.8 0.4 Figure 2: A line graph with title, labels (including units), and a key. This data is the same as the data provided in Table 1.
- 6. 4. Keys. If your graph includes multiple variables (see Figure 2), it is necessary to include a key. While you may find it useful to color-code your graph, remember that not all printers or copiers produce color. Thus, the use of symbols (like the diamonds and squares at each data point in Figure 2) and gray-scale in keys is most appropriate to ensure that someone trying to interpret your graph can do, even in black and white. WOU Biology 100 Series Graphs Overview 5. Scale. It is important to choose the appropriate scale for each axis. Figure 2 shows the appropriate scale for oxygen generation by Elodea in light. See Figure 3 for inappropriate scales. To determine the appropriate scale, it is usually best to examine the maximum and minimum data points, and then choose a scale that will allow you to show those points at either end of the axis. a. A scale that is too large will compress your data points, and will not allow you to see the relevant patterns in the data. b. A scale that is too small will limit the amount of data you are able to present and will also appear too busy and be hard-to-read. c. Remember also that your scale should be consistent- The y- axis in Figure 2 does
- 7. not suddenly change from increments of 5 cm to increments of 20 cm, for example. Figure 3A. This graph has a vertical scale that is too large. Figure 3 B. This graph has a vertical scale that is too small. BI 103 Lab 1 Writing Assignment How the hormone gibberellin affect plant growth? This assignment requires you to evaluate a hypothesis and communicate the results of your study on how different levels of gibberellin influences growth of different plants. The questions below are meant to guide you to reporting the key findings of your experiment and help you think through how to explain the findings and draw conclusions from them in a scientific manner. ASSIGNMENT: Please respond to the following questions to complete your laboratory write up. For this assignment you will only focus the stomatal counts. Make sure that your write up is accurate, and clearly written so that it is easily readable. A grading rubric is provided on the second page of this assignment. To earn full points on your write up, you must provide answers that align to the “meets” column of
- 8. your grading rubric as well as meeting all “Quality of Writing and Mechanics” elements described in the rubric. There are also some tips on pages 3-4 of this assignment to help you succeed. FORMAT: • Type your responses, using 1.5 or double spacing. • Include the section headings (Hypothesis, Results, Analysis) and question number (example: 1, 2, 3, etc) in your answers but do not rewrite the question. • Graphs may be made with a computer program (example: Microsoft excel, Mac numbers, etc) or may be neatly produced with a ruler on graphing paper. • Print out the cover sheet on page 2 of this assignment, read and sign the academic honesty statement, and submit it with your write up. Your instructor WILL NOT accept a write up without the signed cover sheet. DUE DATE: Your write up is due at the beginning of class next week. Late assignments will have 1 point deducted per day up to 5 days, at which point the assignment will be assigned 0 points. Hypothesis and Prediction – Part 1 of Rubric 1. What did you think was going to happen in this experiment and why? You may find it helpful to state your answers to these questions as an “if-then” hypothesis- prediction. Be sure you have included a biological rationale that explains WHY you made this hypothesis/prediction. Think about how
- 9. gibberellin influences plant growth and how different types of plants grow. Results – Part 2 of Rubric 2. How did the amount of gibberellin and the type of plant influence the overall average height of the plants? Answer this question by creating a bar graph that shows the results of your experiment. If you need assistance building a graph, there is a Guide to Graphing resource available on your Moodle lab course site. Analysis- Part 3 of Rubric 3. Explain why you think that the results shown in your graph support or refute your hypothesis (remember we never “prove” anything in science). Consider all your data and the overall data pattern as you answer this question. Don’t ignore unusual data that may not seem to fit into specific patterns (“outliers”). Explain what you think might be behind these unusual data points. 4. What is the biological significance of your results? What biological concepts explain completely why these events happened in the experiment? How do these results help you understand how hormones affect plant growth? Think about giving a specific example. References- Mechanics Checklist 5. Provide at least one full citation (make sure you include an in-text citation that pinpoints where you used this resource) for a resource you made use of in
- 10. performing the experiment, understanding the concepts and writing this assignment. (Perhaps your lab manual? Your textbook? A website?) If you used more than one resource, you need to cite each one! If you need help with citations, a Guide to Citing References is available on your Moodle lab course site. Please print out and submit this cover sheet with your lab writeup! Lab Writeup Assignment (1) Assessment Rubric-‐ 10 points total
- 11. Name: ________________________________________ Element Misses (1 point) Approaches (2 points) Meets (3 points) Hypothesis Clarity/Specificity Testability Rationale ___Hypothesis is unclear and hard- to-understand ___Hypothesis is not testable ___No biological rationale for hypothesis or rationale is fully inaccurate ___Hypothesis included is clearly stated, but not specific or lacks specific details
- 12. __Hypothesis is testable, but not in a feasible way in this lab ___Some foundation for hypothesis, but based in part on biological inaccuracy ___Hypothesis included is clearly stated and very specific ___Hypothesis is testable and could be tested within lab parameters ___Rationale for hypothesis is grounded in accurate biological information Graph Title Axes Variables Key Graph clarity Data accuracy
- 13. ___Graph lacks a title ___Axes are not labeled ___Variables not addressed in graph ___No key or way to tell data points apart ___Graph is hard to read and comparisons cannot be made: Inappropriate graph type or use of scale ___Data graphed is inaccurate or does not relate to experiment ___Graph has a title that is not very descriptive ___Axes are either unlabeled, or units are unclear or wrong ___Variables addressed in graph, but not on correct axes ___Key included, but is hard to understand ___Graph is somewhat readable, comparisons can be made with
- 14. difficulty: Appropriate graph type, but not scaled well ___Data graphed is partially accurate; some data is missing ___Graph has a concise, descriptive title ___Axes are labeled, including clarification of units used ___Variables on correct axes ___A clear, easy-to-use key to data points is included ___Graph is clearly readable and comparisons between treatments are easy to make: Graph type and scale are appropriate to data ___Data graphed is accurate and includes all relevant data, including controls (if needed) Analysis Hypothesis Scientific language Data addressed
- 15. Explanation ___Hypothesis is not addressed ___Hypothesis is described using language like proven, true, or right ___No explanations for data patterns observed in graph or data does not support conclusions. ___No biological explanation for data trends or explanations are completely inaccurate ___Hypothesis is mentioned, but not linked well to data ___Hypothesis is not consistently described as supported or refuted ___Some data considered in conclusions but other data is ignored. Any unusual “outliers” are ignored ___Explanations include minimal or some inaccurate biological concepts ___Hypothesis is evaluated based upon data
- 16. ___Hypothesis is consistently described as supported or refuted ___All data collected is considered and addressed by conclusions, including presence of outliers, ___Explanations include relevant and accurate biological concepts Quality of Writing and Mechanics: Worth 1 point. Writeup should meet all of the following criteria! Yes No ☐ ☐ Write up includes your name, the date, and your lab section ☐ ☐ Write up is free from spelling and grammatical errors (make sure you proofread!!) ☐ ☐ Write up is clear and easy-to-understand ☐ ☐ Write up includes full citation for at least one reference with corresponding in-text citation ☐ ☐ All portions of write up are clearly labeled, and question numbers are included Plagiarism refers to the use of original work, ideas, or text that are not your own. This includes cut-and-paste from websites, copying directly from texts, and copying the work of others, including fellow students. Telling someone your answers to the questions (including telling someone how to make their graph, question #2), or asking for the answers to any question, is cheating. (Asking someone how to make the graph for this assignment is NOT the same as asking for help learning excel or some other software). All forms of cheating, including plagiarism and copying of work will result in an immediate zero for the exam,
- 17. quiz, or assignment. In the case of copying, all parties involved in the unethical behavior will earn zeros. Cheating students will be referred to the Student Conduct Committee for further action. You also have the right to appeal to the Student Conduct Committee. I have read and understand the plagiarism statement. ____________________________________________________ Signature Guidelines for Good Quality Scientific Reports Hypothesis and Prediction: The hypothesis is a tentative explanation for the phenomenon. Remember that: • A good hypothesis and prediction is testable (and should be testable under the conditions of our lab environment; For example, if your hypothesis requires shooting a rocket into space, then its not really testable under our laboratory conditions). • Your explanation can be ruled out through testing, or falsified. • A good hypothesis and prediction is detailed and specific in what it is testing. • A good hypothesis provides a rationale or explanation for why you think your prediction is reasonable and this rationale is based on what we know about biology. • A good prediction is specific and can be tested with a specific experiment.
- 18. Examples*: I think that diet soda will float and regular soda will sink. {This hypothesis misses the goal. It is not specific as we don’t know where the sodas are floating and sinking, and it does not provide any explanation to explain why the hypothesis makes sense} Because diet soda does not contain sugar and regular soda does, the diet soda will float in a bucket of water, while regular soda will sink. {This hypothesis approaches the goal. It is more specific about the conditions, and it provides a partial explanation about why the hypothesis makes sense, but the connection between sugar and sinking is unclear} If diet soda does not contain sugar, then its density (mass/volume) is lower than that of regular soda which does contain sugar, and so diet soda will float in a bucket of water while regular soda sinks. {This hypothesis meets the goal. It is specific and the rationale- sugar affects density and density is what determines floating or sinking in water- is clearly articulated} *Note that these examples are for different experiments and investigations and NOT about your transpiration lab. They are provided only to help you think about what you need to include in your write up. Graph: The graph is a visual representation of the data you gathered while testing your hypothesis.
- 19. Remember that: • A graph needs a concise title that clearly describes the data that it is showing. • Data must be put on the correct axes of the graph. In general, the data you collected (representing what you are trying to find out about) goes on the vertical (Y) axis. The supporting data that that describes how, when or under what conditions you collected your data goes on the horizontal (X) axis. (For this reason time nearly always goes on the X-axis). • Axes must be labeled, including the units in which data were recorded • Data points should be clearly marked and identified; a key is helpful if more than one group of data is included in the graph. • The scale of a graph is important. It should be consistent (there should be no change in the units or increments on a single axis) and appropriate to the data you collected Examples: {This graph misses the goal. There is no title, nor is there a key to help distinguish what the data points mean. The scale is too large- from 0 to 100 with an increment of 50, when the maximum number in the graph is 23- and makes it hard to interpret this graph. The x-axis is labeled, but without units (the months) and the y-axis has units, but the label is incomplete- number of what?}
- 20. {This graph meets the goal. There is a descriptive title, and all of the axes are clearly labeled with units. There is a key so that we can distinguish what each set of data points represent. The dependent variable (number of individuals) is correctly placed on the y-axis with the independent variable of time placed on the x-axis. The scale of 0-30 is appropriate to the data, with each line on the x-axis representing an increment of 5.} 0 50 100 N um be r Stream location Arthropod Abundance in Oregon
- 22. be r of s pe ci es Stream location Arthropod Abundance in Oregon Streams Insects Crustaceans Other Arthropods Analysis: You need to evaluate your hypothesis based on the
- 23. data patterns shown by your graph. Remember that: • You use data to determine support or refute your hypothesis. It is only possible to support a hypothesis, not to “prove” one (that would require testing every possible permutation and combination of factors). Your evaluation of your hypothesis should not be contradicted by the pattern shown by your data. • Refer back to the prediction you made as part of your hypothesis and use your data to justify your decision to support or refute your hypothesis. • In the “if” part of your hypothesis you should have provided a rationale, or explanation for the prediction you made in your hypothesis (“then” part of hypothesis”). Use this to help you explain why you think you observed the specific pattern of data revealed in your graph. • You should consider all of the data you collected in examining the support (or lack of support for your hypothesis). If there are unusual data points or “outliers” that don’t seem to fit the general pattern in your graph, explain what you think those mean. Examples: I was right. Diet Pepsi floated and so did Apricot Nectar. Regular Pepsi sank. Obviously the regular Pepsi was heavier. This helps us understand the concept of density, which is a really important one. {This analysis misses the goal. The hypothesis isn’t actually
- 24. mentioned and the data is only briefly described. There is no explanation of the importance of the Apricot Nectar results. Finally, there is no connection to how these results help understand density or why it is biologically important} I hypothesized that diet soda would float, and all three cans of diet Pepsi did float while the regular Pepsi sank. This supports my hypothesis. Both types of Pepsi were 8.5 fluid ounces in volume, but the regular Pepsi also contained 16 grams of sugar. This means that the regular Pepsi had 16 more grams of mass provided by the sugar in the same amount of volume. This would lead to an increase in density, which explains why the regular soda cans sank. When we put in a can of Apricot Nectar, which had 19 grams of sugar, it floated. This was unexpected, but I think it is explained by the fact that an Apricot Nectar can had a volume of 7 fluid ounces, but the dimensions of the can are the same as that of a Pepsi can. A same-sized can with less liquid probably has an air space that helped it float. The results of this experiment help us understand how the air bladder of a fish, which creates an air space inside the fish, helps it float in the water and also how seaweeds and other living things with air spaces or other factors that decrease their density keep from sinking to the bottom of the water. {This analysis meets the goal. It clearly ties the hypothesis to the results and outlines what they mean. It describes how the results support the hypothesis, but also explains a possible reason behind the unusual results of the Apricot Nectar. Finally, there is a link to how this experiment helps us understand biology}