Plant+germination+rubric

=SEED GERMINATION/PLANT GROWTH EXPERIMENT RUBRIC.= Download the file.

NAME:  _ **I**  **APP C**


 * ** INQUIRY ** || ** LEVEL 4 ** || ** LEVEL 3 ** || ** LEVEL 2 ** || ** LEVEL 1 ** ||
 * **Purpose and hypothesis**
 * /I 2 ** || Purpose is a concise, well-worded sentence addressing the independent and dependent variables. Hypothesis is a specific statement that unambiguously predicts the effect of the independent variable on the dependent variable. || Purpose of the experiment is clearly stated. Hypothesis predicts the outcome of the experiment. || Purpose of the experiment is partially identified. Hypothesis is vague or not directly related to the experimental design. || Purpose of the experiment is unclear. Hypothesis does not predict the outcome of the experiment. ||
 * ** Background **


 * /APP 10 ** || Excellent background information on plant germination and the potential effects of the independent variable on seed germination and plant growth using a minimum of 2 high quality sources. || Good background information on plant germination and the potential effects of the independent variable on seed germination and plant growth using 2 high quality sources. || Some background information on plant germination and the potential effects of the independent variable on seed germination and plant growth using 2 sources. || Little background information on plant germination and the potential effects of the independent variable on seed germination and plant growth using 1 source. ||
 * ** Materials list **


 * /I 2 **


 * Procedure **

Procedure is written in the past passive using well-organized, numbered steps; it is complete and detailed, yet concise. || All materials are listed. Procedure is written in the past tense in numbered steps; it is fairly complete. || Some materials are not in the list. Procedure is written as a set of instructions, some steps are missing. || Materials list is very incomplete. Procedure is incomplete. ||
 * /I 5 ** || Complete list of materials used is provided including number and sizes.
 * ** Results **


 * /10 ** || Excellent paragraphs giving complete, detailed qualitative observations and summarizing the data from all tables and figures. Percent germination and growth rates are calculated correctly. || Good paragraphs giving qualitative observations and summarizing the data from all tables and figures. Percent germination and slope calculations are calculated correctly. || Adequate paragraphs with qualitative observations and some summary of the data. Percent germination and some slope calculations are calculated correctly. || Few qualitative observations and little summary of the data. Percent germination and some slope calculations are calculated incorrectly. ||
 * ** Tables and Graph **


 * /C 5 ** || Quantitative data are displayed in correctly formatted tables and figures including: table or figure number, title, caption/legend, headings (units in brackets), in tables the numbers are neatly arranged in columns, in graphs scales are correct, points are correctly plotted with different symbols and line styles for each set of data, line of best fit. || Quantitative data are displayed in tables and figures with many of the required features. || Quantitative data are displayed in tables and figures with some of the required features. || Quantitative data are displayed in tables and figures with few of the required features. ||
 * ** Discussion **


 * /I 5 ** || Excellent ability to explain result supported by reliable sources using embedded citations. Excellent discussion of experimental errors and suggestions for improvements show great understanding of experimental design. || Good explanation of results supported with sources using embedded citations. Good discussion of experimental errors and suggestions for improvements show good understanding of experimental design. || Adequate explanation of results. Some discussion of experimental errors and some suggestions for improvement of experimental design. || Little explanation of results. Little discussion of experimental errors or suggestions for improvements. ||
 * ** Conclusion **


 * /I 1 ** || Conclusion addresses the hypothesis and correctly interprets the data in an appropriately worded statement. || Conclusion does not address the hypothesis, but correctly interprets the data. || Conclusion incorrectly interprets the data and/or makes invalid generalizations. || Conclusion is unrelated to the experimental design. ||
 * ** Citations and Works cited **


 * / C 5 ** || Demonstrates excellent ability to use embedded citations of sources using a variety of styles and correct format. Works are cited alphabetically in a list using MLA, with all required information and correct punctuation. || Demonstrates good ability to use embedded citations of sources using correct format. Works are cited alphabetically in a list using MLA, with most of the required information and correct punctuation. || Demonstrates some ability to use embedded citations of sources with errors in format. Works are cited in a list with some of the required information missing and incorrect punctuation. || Demonstrates little ability to use embedded citations. Works are cited in a list with little information provided and incorrect punctuation. ||
 * ** Written **
 * Com. **


 * /C 5 ** || Scientific terminology is used meticulously and correctly. Excellent use of vocabulary. No or very few spelling or grammatical errors. Excellent sentence structure and punctuation throughout the report. Report is well organized. || Scientific terminology is used and is usually correct. Good use of vocabulary. Few spelling or grammatical errors. Good sentence structure and punctuation throughout the report. Report is fairly well organized. || Scientific terminology is sometimes used, but is not always correct. Some errors in use of vocabulary. There are spelling or grammatical errors throughout the report. Sentence structure and punctuation errors throughout the report. Some organizational errors. || Scientific terminology is seldom used and is often incorrect. Poor use of vocabulary. Many spelling mistakes and grammatical errors. Poor sentence structure and punctuation throughout the report. Report is poorly organized. ||