Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 1

Rules of Conduct for Safety in the Lab
1.
Never work in the lab unless a teacher is present and aware of what you are doing.
2.
Prepare for the lab activity or experiment by reading it over first. Ask questions about anything that is unclear to you. Note any cautions that are stated.
3.
Dress appropriately for a laboratory. Avoid wearing bulky or loose-fitting clothes or dangling jewelry. Pin or tie back long hair, and roll up loose sleeves. Wear closetoed shoes.
4.
Keep the work area free of any books and materials not needed for what you are working on.
5.
Wear safety goggles when working with chemicals, flames, heated liquids, or glassware. State law mandates this.
6.
Never throw anything in the laboratory.
7.
Food, beverages, and chewing gum are not allowed in the laboratory area.
8.
Use the apparatus only as instructed in the manual or by your teacher. If you wish to try an alternate procedure, obtain your teacher's approval first.
9.
Never remove chemicals or other materials from the laboratory area.
10.
Mercury thermometers should never be used in the laboratory. If an alcohol thermometer breaks, inform your teacher immediately and dispose of the glass properly.
11.
Dispose of broken glass in the container marked “Broken Glass”.
12.
Do not force glass tubing or thermometer into dry rubber stopper. The hole and the glass should both be lubricated with glycerin (glycerol) or soapy water, and the glass should be gripped through a paper towel to protect the hands.
13.
Do not touch anything that may be hot, including burners, hot plates, rings, beakers, electric immersion heaters, and electric bulbs. If you must pick up something that is hot, use an insulated glove, an oven mitt, a pot-holder, or some other appropriate holder.
14.
Handle all living organisms used in a laboratory activity in a humane manner.
15.
Preserved biological materials are to be treated with respect and disposed of properly.
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 1

16.
When using knives and other sharp instruments, always carry with tips and points pointing down and away. Always cut away from your body.
17.
All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. The proper technique for smelling chemical fumes will be demonstrated to you.
18.
Check the label on chemical bottles twice before removing any of the contents. Take only as much chemical as you need.
19.
Acids must be handled with extreme care. You will be shown the proper method for diluting strong acids. Always add acid to water, swirl or stir the solution and be careful of the heat produced, particularly with sulfuric acid.
20.
When working with electric circuits, be sure that the current is turned off before making adjustments in the circuit.
21.
If you are connecting a voltmeter or ammeter to a circuit, have your teacher approve the connections before you turn the current on.
22.
Do not connect the terminals of a dry cell or battery to each other with a wire. Such a wire can become dangerously hot.
23.
Report any injuries, accidents, or breakages to your teacher immediately. Also report anything that you suspect may be malfunctioning.
24.
Work quietly so that you can hear any announcements concerning cautions and safety.
25.
Know the locations of fire extinguishers, fire blankets, safety shower, eye wash fountain, and the nearest exit.
26.
When you have finished your work, check that the water and gas are turned off and that electric circuits are disconnected.
27.
Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals, matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink.
28.
Return all materials and apparatus to the places designated by your teacher. Follow your teacher's directions for disposal of any waste materials. Clean the work area.
29.
Failure to wear safety glasses and/or involvement in horseplay or any flagrant disregard of safety rules will result in removal from the laboratory situation and a grade of zero for that activity.
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 2

Student Safety Agreement Please return this signed acknowledgement to the teacher.
I acknowledge that:

I have received a copy of the Rules of Laboratory Conduct for Safety in the
Laboratory.

I have read and understand the policies and procedures as written in the rules for laboratory safety.

I know the location of safety equipment in the laboratory.

I understand the importance of adhering to the policies stated in the rules.

I have shared the information with my parent/guardian.

I understand that there is zero tolerance for unsafe practices during laboratory situations and that the teacher will remove whomever he/she deems is acting irresponsibly and that a grade of zero may result as a consequence of misconduct.

I understand that I will not be permitted to perform laboratory activities unless this contract is signed by both me and my parents (guardians) and is on file with the teacher.
I further agree to closely follow all other instructions, written or oral, given by the teacher in class.
Print name: __________________________Signature:__________________________
Parents/guardians:
Your signature on this contract indicates that you have read the Rules of Laboratory
Conduct for Safety in the Laboratory, are aware of the measures taken to ensure the safety of your son/daughter in the science laboratory, and will instruct your son/daughter to uphold his/her agreement to follow these rules and procedures in the laboratory.
Parents (guardians) signature: __________________________ Date: ______________
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 3

Opinionnaire: What is Life?
1. Think about this question: How can I decide if something is alive? Write your hypothesis about the qualities that living things have in the space below.
My hypothesis:
2.
Read each statement carefully and decide whether a living or non-living thing has that characteristic and place a check mark in the appropriate Before Discussion column. When finished the class discussion, revise your check marks in the After
Discussion column.
CHARACTERISTICS OF LIVING THINGS
Characteristic
Before discussion After discussion
Living Nonliving Living Non-Living
01. has an orderly cellular
structure
02. composed of organic
(C-based) molecules
03. acquires energy and
materials
04. requires energy to
maintain organization
05. maintains a constant
internal environment
06. has organized patterns
of development
07. increases in size or grows
08. can reproduce
09. contains DNA
10. adjusts to the surroundings
(responds to stimuli)
11. adapts to the environment
(through evolution)
3.
After revising your opinnionaire, re-write a statement to answer the following question: How can I decide if something is alive?
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 4

Opinionnaire: What is Life?
1. Think about this question: How can I decide if something is alive? Write your hypothesis about the qualities that living things have in the space below.
My hypothesis:
2.
Read each statement carefully and decide whether a living or non-living thing has that characteristic and place a check mark in the appropriate Before Discussion column. When finished the class discussion, revise your check marks in the After
Discussion column.
CHARACTERISTICS OF LIVING THINGS
Characteristic
Before discussion After discussion
01. has an orderly cellular
Living Nonliving Living Non-Living

structure
02. composed of organic
(C-based) molecules

03. acquires energy and
materials

04. requires energy to
maintain organization

05. maintains a constant
internal environment

06. has organized patterns
of development

07. increases in size or grows
08. can reproduce
09. contains DNA
10. adjusts to the surroundings
(responds to stimuli)




11. adapts to the environment
(through evolution)

Answer Key: All of the characteristics are found in living things; non-living things may have some of the characteristics (for example, an orderly structure) but not most of those listed. In addition, some substances swell by absorbing water and crystals increase in size, but only living organisms grow by actively acquiring materials and energy from their environment.
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 5

3.
After revising your opinnionaire, re-write a statement to answer the following question:
How can I decide if something is alive?
Word Grid for Differentiating Different Types of Cells
Place a “+” in the space if the cell contains the feature and a “-” if the cell does not contain the feature.
Plasma membrane
Cytoplasm Nucleus Ribosomes Mitochondria Chloroplasts Cell
Wall
Bacteria
Paramecia/
Euglena
Yeast
Plant cell
Animal tissue
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 6

Word Grid for Differentiating Different Types of Cells
Place a “+” in the space if the cell contains the feature and a “-” if the cell does not contain the feature.
Plasma membrane
Cytoplasm Nucleus Ribosomes Mitochondria Chloroplasts Cell
Wall
Bacteria +
+
+
+ +
+
+ +
+ in some groups
Paramecia/
Euglena
Yeast + + + + +
+ in
Euglena
+
Plant cell
Animal tissue
+
+
+
+
+ +
+ +
+
+
+ +
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 7

Teacher Name:
Student Name: ________________________________________
CATEGORY 4 3 2 1
Experimental
Hypothesis
Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied.
Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations.
Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.
No hypothesis has been stated.
Experimental
Design
Variables
Experimental design is a wellconstructed test of the stated hypothesis.
Experimental design is adequate to test the hypothesis, but leaves some unanswered questions.
Experimental design is relevant complete test.
All variables are clearly described with all relevant details.
All variables are clearly described with most relevant details.
Most variables are clearly described with most relevant details.
Experimental design is not to the hypothesis, but is not a relevant to the hypothesis.
Variables are not described OR the majority lack sufficient detail.
Scientific
Concepts
Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab.
Report illustrates an accurate understanding of most scientific concepts underlying the lab.
Report illustrates a limited understanding of scientific concepts underlying the lab.
Report illustrates inaccurate understanding of scientific concepts underlying the lab.
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 8

Word Grid for Comparison of Mitosis and Meiosis
1.
Complete the word grid below by writing the word “mitosis” or “meiosis” in the blank adjacent to the statement that properly fits the process.
DESCRIPTION a. involves one division cycle b. functions in growth and repair
MITOSIS or MEIOSIS c. daughter cells are haploid d. initiated in germ cells e. completed when two daughter cells are formed f. involves two division cycles g. daughter cells are diploid h. daughter cells have one chromosome from
each homologous pair i. completed when four daughter cells are formed j. insures genetic continuity (each generation is
genetically identical) k. insures genetic variation (each generation is not
genetically identical)
2.
Write a summary statement about the major differences between mitosis and meiosis. Why is each process important to the continuation of living species?
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 9

Word Grid for Comparison of Mitosis and Meiosis
3.
Complete the word grid below by writing the word “mitosis” or “meiosis” in the blank adjacent to the statement that properly fits the process.
DESCRIPTION a. involves one division cycle b. functions in growth and repair
MITOSIS or MEIOSIS mitosis mitosis c. daughter cells are haploid d. initiated in germ cells meiosis meiosis e. completed when two daughter cells are formed mitosis f. involves two division cycles meiosis g. daughter cells are diploid h. daughter cells have one chromosome from mitosis meiosis
each homologous pair i. completed when four daughter cells are formed meiosis j. insures genetic continuity (each generation is
genetically identical) k. insures genetic variation (each generation is not
genetically identical) mitosis meiosis
4.
Write a summary statement about the major differences between mitosis and meiosis. Why is each process important to the continuation of living species?
Student answers will vary .
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 10

Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 11

Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 12

PROTEIN SYNTHESIS
Date__________________________________
Class Period____________________________
1.
the role of DNA in the synthesis of proteins
2.
events occurring in the
process of transcription
3.
the role of mRNA
4.
the role of tRNA
5.
the role of rRNA
6.
events occurring in the
process of translation
7.
significance of the
triplet code
8.
significance of codons
and anticodons
9.
importance of
amino acid sequences
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 13

Poster or PowerPoint® Presentation Rubric
Student Name: ________________________________________
Date: _________________
CATEGORY 4 3 2 1
Content Accuracy All content throughout the presentation is
Most of the accurate. There are piece of no factual errors. information that might be inaccurate.
The content is content is accurate, generally accurate, but there is one but one piece of information is clearly flawed or inaccurate.
Content is typically confusing or contains more than one factual error.
Sequencing of
Information
Information is organized in a clear, logical way.
It is easy to anticipate the type of material that might be on the next card.
Most information is organized in a clear, logical way.
One card or item
Some information is logically sequenced. An occasional card or of information item of seems out of place. information seems out of place.
There is no clear plan for the organization of information.
Use of Graphics All graphics are A few graphics are attractive (size and not attractive but colors) and support all support the
All graphics are attractive but a few do not seem to
Several graphics are unattractive
AND detract from the theme/content theme/content of of the presentation. the presentation. support the theme/content of the presentation. the content of the presentation.
Effectiveness Project includes all Project includes material needed to gain a comfortable understanding of the topic. It is a most material needed to gain a comfortable understanding of highly effective study guide. the material but is lacking one or two key elements. It is an adequate study guide.
Project is missing more than two key elements. It would make an incomplete study guide.
Project is lacking several key elements and has inaccuracies that make it a poor study guide.
Comments:
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 14

Taxonomic Category
Kingdom Archaebacteria
Kingdom Eubacteria
Kingdom Protista
Kingdom Fungi
Kingdom Plantae
Phylum Bryophyta
Phylum Pterophyta
Phylum Coniferophyta
Phylum Anthophyta
Kingdom Animalia
Classification of Organisms
Identifying Characteristics Exemplary Organisms
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 15

Phylum Porifera
Phylum Cnidaria
Phylum Platyhelminthes
Phylum Nematoda
Phylum Rotifera
Phylum Mollusca
Phylum Annelida
Phylum Arthropoda
Phylum Echinodermata
Phylum Chordata
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 16

Teacher Name: _________________________________________
Student Name: ________________________________________
CATEGORY 4
Content
Accuracy
All content throughout the presentation is accurate. There are no factual errors.
3 2 1
Most of the content is accurate, but there is one piece of information that might be inaccurate.
The content is generally accurate, but one piece of information is clearly flawed or inaccurate.
Content is typically confusing or contains more than one factual error.
Sequencing of
Information
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.
Most information is organized in a clear, logical way. One card or item of information seems out of place.
Some information is logically sequenced.
An occasional card
There is no clear plan for the organization of or item of information seems out of place. information.
Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation.
A few graphics are not attractive, but all support the theme/content of the presentation.
All graphics are attractive, but a few do not seem to support the theme/content of the presentation.
Several graphics are unattractive AND detract from the content of the presentation.
Spelling and
Grammar
Presentation has no misspellings or grammatical errors.
Presentation has 1-2 misspellings but no grammatical errors.
Presentation has 1-2 grammatical errors but no misspellings.
Presentation has more than 2 grammatical and/or spelling errors.
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 17

Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or
SD (strongly disagree). Then in the space provided, briefly explain the reasons for your opinions.
1.
Organisms existing today are the result of evolutionary processes that were in effect over millions of years. __________
Your reasons:
Evolution Opinionnaire
What Are Your Opinions About Evolution?
2.
With minor exceptions, organisms on earth appeared at about the same time.
__________
Your reasons:
3.
The age of the earth is less than 20,000 years. __________
Your reasons:
4.
There is a significant amount of evidence that supports evolutionary theory.
__________
Your reasons:
5.
Evolution is a scientifically valid theory accepted by most scientists. __________
Your reasons:
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 18

Photosynthesis Process Guide
Directions: As you read and participate in class activities, focus on the processes involved in photosynthesis. Write your notes and responses on this handout.
1.
Define photosynthesis .
2.
What materials are required for this process? What materials are produced?
3.
Write the overall reaction for photosynthesis in both words and chemical symbols.
4.
Describe the events that occur in the light-dependent (light) photosynthetic reactions.
5.
Describe the events that occur in the light-independent (dark) photosynthetic reactions. What enzyme catalyzes this reaction?
6.
How do the light-dependent and light-independent reactions function together?
Identify the reactants and products of each set of reactions, and state how these substances flow between the reactions.
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 19

Cellular Respiration Process Guide
Directions: As you read and participate in class activities, focus on the process involved in aerobic cellular respiration. Write your notes and responses on this handout.
1.
Define cellular respiration .
2.
What materials are required for this process? What materials are produced?
3.
Write an overall reaction for aerobic cellular respiration in both words and chemical symbols.
4.
List the three steps involved in aerobic cellular respiration and indicate the steps that require oxygen.
5.
How do photosynthesis and cellular respiration function together? Identify the reactants and products of each process and state how these substances flow between the reactions.
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 20

16.
17.
18.
19.
20.
11.
12.
13.
14.
15.
Vocabulary Self-Awareness Chart
Topic: The Human Body
Word
 √ 
Example
01. tissue
02. epithelial
tissue
03. muscle
tissue
04. nerve
tissue
05. connective
tissue
06.
07.
08.
09.
10.
Name_________________________
Date_________________________
Definition
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 21

Nerve Impulse Process Guide
Directions: As you read and participate in class activities, focus on the processes involved in the transmission of nerve impulses. Write your notes and responses on this handout.
1.
A nerve impulse is a change in the electric charge or distribution of ions along the cell membrane of a neuron. What causes this change of ion distribution?
2.
Draw a segment of a neuron that is in a resting state . Describe the distribution of sodium and potassium ions inside and outside the cell membrane. This is known as the resting potential and the neuron is said to be polarized .
3.
Draw a segment of the neuron that has been stimulated by some sort of stimulus
(for example light, pressure, heat). Describe the distribution of the sodium and potassium ions. This is known as the action potential and the neuron is said to be depolarized .
4.
How does the neuron become repolarized or return back to its resting potential?
5.
What is the sodium-potassium pump ? What is its role in maintaining the resting potential?
6.
How are impulses transmitted from one neuron to another? What is the role of neurotransmitters in this process?
7.
What is a myelinated neuron ? What is the role of Schwann cells in forming the myelin sheath? How does the nerve impulse travel along a myelinated neuron?
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 22

Glands and Hormones of the Endocrine System
Gland
01.
thyroid
02.
parathyroids
03.
adrenal cortex
04.
adrenal medulla
05. pituitary, anterior lobe
06.
pituitary, posterior lobe
07.
Islets of Langerhans
08.
ovaries
09.
testes
10.
thymus
11.
digestive glands
12.
pineal gland
Hormone thyroxine parathyroid hormone corticoids adrenaline noradrenaline growth hormone
LH
LTH
FSH
ACTH
TSH oxytocin vasopressin glucagon insulin estrogens progesterone
Androgens (testosterone) thymosins gastrin secretin melatonin
Function(s) of Hormone
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 23

Lab Report Rubric
Teacher Name: _________________________________________
Student Name: _________________________________________
CATEGORY 4
Experimental
Hypothesis
3 2 1
Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied.
Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations.
Hypothesized relationship between the variables and the predicted results has been stated, but it appears to be based on flawed logic.
No hypothesis has been stated.
Materials All materials and setup used in the experiment are clearly and
Almost all materials and the setup used in the experiment are clearly and accurately described. accurately described.
Most of the materials Many materials are and the setup used in the experiment are described inaccurately OR are accurately described. not described at all.
Procedures
Variables
Procedures are listed in clear steps. Each step is numbered and is a complete
Procedures are listed in a logical order, but steps are not numbered and/or are sentence. not in complete sentences.
Procedures are listed but are not in a logical order or are difficult to follow.
Procedures do not accurately list the steps of the experiment.
All variables are clearly described with all relevant details.
All variables are clearly described with most relevant details.
Most variables are clearly described with most relevant details.
Variables are not described OR the majority lack sufficient detail.
Data
Conclusion
Neat, accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.
Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.
Accurate representation of the data in written form, but no graphs or tables are presented.
Data are not shown
OR are inaccurate.
Conclusion includes whether the findings supported the hypothesis, possible
Conclusion includes whether the findings supported the hypothesis and what sources of error, and what was learned from the experiment. was learned from the experiment.
Conclusion includes what was learned
No conclusion was included in the from the experiment. report OR shows little effort and reflection.
Comments:
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 24

Use of Antibiotics
Date___________________________________
Class Period_____________________________
1. What are antibiotics?
2. Why do certain bacteria become immune/resistant to certain antibiotics?
3. If and how can bacterial resistance be resolved?
4. What new methods of antibiotic treatment are being used?
5. Why do most viruses not respond to antibiotics but do respond to antiviral drugs?
6. What are some possible reasons that doctors prescribe antibiotics for a viral infection?
7. Do you have a personal story of antibiotic use?
(optional)
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 25

Health and Disease Pamphlet
Teacher Name: _________________________________________
Student Name: _________________________________________
CATEGORY 4
Content
Accuracy
All facts in the pamphlet are accurate.
3
99-90% of the facts in the pamphlet are accurate.
2
89-80% of the facts in the pamphlet are accurate.
1
Fewer than 80% of the facts in the pamphlet are accurate.
Knowledge
Gained
Attractiveness &
Organization
Comments:
All students in the group can accurately answer all questions related to facts in the pamphlet and to technical processes used to create the pamphlet.
All students in the group can accurately answer most questions related to facts in the pamphlet and to
Most students in the group can accurately answer most questions related to facts in the pamphlet and to
Several students in the group appear to have little knowledge about the facts or technical processes used in technical processes used to technical processes used to create the pamphlet. create the pamphlet. the pamphlet.
The pamphlet has The pamphlet exceptionally attractive formatting and well-organized information. has attractive formatting and well-organized information.
The pamphlet has wellorganized information.
The pamphlet's formatting and organization of material are confusing to the reader.
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 26

Plant Tropisms
Stimulus Example Tropism
1.
phototropism
2.
thigmotropism
3.
gravitropism
4.
hydrotropism
5.
chemotropism
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 27

Lab Report Rubric
Teacher Name: _________________________________________
Student Name: ____________________________________________
CATEGORY 4
Experimental
Hypothesis
3 2 1
Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied.
Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations.
Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.
No hypothesis has been stated.
Materials All materials and setup used in the experiment are
Almost all materials and the setup used in the experiment are
Most of the materials and the setup used in the experiment are
Many materials are described inaccurately OR are clearly and clearly and accurately described. accurately described. accurately described. not described at all.
Procedures
Variables
Procedures are listed in clear steps. Each step is numbered and is a complete sentence.
Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.
Procedures are listed but are not in a logical order or are difficult to follow.
Procedures do not accurately list the steps of the experiment.
All variables are clearly described with all relevant details.
All variables are clearly described with most relevant details.
Most variables are clearly described with most relevant details.
Variables are not described OR the majority lack sufficient detail.
Data
Conclusion
Neat, accurate representation of the data is in tables and/or graphs.
Graphs and tables are labeled and titled.
Accurate representation of the data is in tables and/or graphs.
Graphs and tables are labeled and titled.
Accurate representation of the data is in written form, but no graphs or tables are presented.
Data are not shown
OR are inaccurate.
Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.
Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.
Conclusion includes what was learned
No conclusion was included in the from the experiment. report OR shows little effort and reflection.
Comments:
Blackline Masters, Biology
Louisiana Comprehensive Curriculum, Revised 2008
Page 28