Lab 7 Write-Up
NAME:
DATE:
SECTION:
PART ONE: Salt and Vinegar Combination
Rewrite Hypothesis A here:
Data:
Mass of salt (g)
Mass of vinegar with cup and stirrer (g)
Mass of reactants
Mass of products
Evaluate your hypothesis. Were you right or wrong? (Were the masses of the reactants and
products about the same, or were they way off? If they were off, which one was bigger?) Use
your data as evidence.
Do you consider the salt-vinegar mixture to be homogeneous or heterogeneous? Back up your
opinion with evidence.
PART TWO: Salt and Sugar Combination
Rewrite Hypothesis B here:
Data:
Mass of salt (g)
Mass of sugar (g)
Mass of reactants
Mass of products
Drawing of salt
Drawing of sugar
Evaluate your hypothesis. Were you right or wrong? Use your data as evidence.
Do you consider the salt-sugar mixture to be homogeneous or heterogeneous? Back up your
opinion with evidence.
PART THREE: Baking Soda and Vinegar Combination
Rewrite Hypothesis C here:
Data:
Mass of baking soda (g)
Mass of beaker of vinegar (g)
Mass of reactants
Mass of products
Describe your observations after mixing the baking soda and vinegar. What happened? Use as
much detail as possible.
Evaluate your hypothesis. Were you right or wrong? Use your data as evidence.
Do you consider the change that occurred when you mixed vinegar and baking soda a chemical
change or physical change? Back up your opinion with evidence.
2 = 15
1 = 12
Data
4 = 20
 All data recorded have
units and the correct
number of significant
figures.
 All data logical and added
correctly.
 Pictures of salt and sugar
show clear differences
observable with the
magnifiers.
 Most of the data recorded
have units and the correct
number of significant figures.
 All data logical and added
correctly.
 Pictures of salt and sugar
show clear differences
observable with the
magnifiers.
 Half of the data recorded
have units and the correct
number of significant figures.
 Data may contain one
addition error.
 Pictures of sugar and salt
show differences but they
are not clear or neatly done.
 Less than half of data recorded have
units and the correct number of
significant figures.
 Data include more than one addition
error.
 Pictures of sugar and salt are missing
or sloppily done. They do not show
differences observable using the
magnifiers.
 All hypotheses follow IfThen-Because format.
 All hypotheses include a
rationale for the prediction
that refers to the Law of
Conservation of Mass.
 All hypotheses follow IfThen-Because format.
 All hypotheses include a
thoughtful rationale for the
prediction.
 All hypotheses follow IfThen-Because format, but
the rationales are confusing
or unclear.
 One or more hypothesis does not
follow If-Then-Because format.
 One or more hypothesis does not
include a rationale for the prediction.
 Hypotheses do not use sentence
starters provided causing them to
miss important parts.
 Student correctly identifies
whether each hypothesis was
correct or not and refers to
specific data as evidence.
 Student correctly identifies
whether each hypothesis was
correct or not, but does not
provide specific data to back
up claim.
 Student makes errors when
evaluating hypothesis.
 Student does not provide evidence
to back up evaluation.
 Student may misunderstand
hypothesis and compare the wrong
numbers.
 Student correctly identifies
the type of each
mixture/change.
 Student provides evidence to
support claim.
 Student correctly identifies
the type of each
mixture/change, but
evidence is unclear or not
completely correct.
 Student makes one or more errors
when identifying type of
mixture/change.
 Student does not provide evidence
to support one or more claims.
Professionalism
Identifying
Mixtures/
Changes
Evaluating
Hypotheses
3 = 18
Hypotheses
Name:
 Student correctly identifies
whether each hypothesis
was correct or not and
refers to specific data as
evidence.
 Student offers possible
explanation for why their
hypothesis was right or
wrong.
 Student correctly identifies
the type of each
mixture/change.
 Student provides specific,
scientific evidence to back
up claim.
 Student uses scientific
language to back up claim.
 Lab write-up is typed in a
professional font (Times
New Roman, Arial, Calibri).
 Writing maintains a
scientific tone.
 Lab write-up is neatly
handwritten.
 Errors have been whited out,
erased, or crossed out with a
single line.
 All writing is done with the
same type of writing utensil.
 There is no doodling or
writing in the margins.
 Writing maintains a scientific
tone.

 Student meets most of the
expectations listed to the left
but has one area where
expectations are not met.



Two or more of the following are
true:
Some parts of the write-up are
difficult or impossible to read.
Errors are scribbled over.
There is doodling or notes in the
margins.
Two or more different writing
utensils used in write-up.
CONVENTIONS – GRADE 8, QUARTER 3


Spelling & Basic Typos
Complete sentences
ERRORS/PAGE:
Final score:
 End punctuation
 No fragments / run-ons
POINTS SUBTRACTED:


Capitalization
Subject-verb agreement