Go to the Virtual Lab: Mealworm Behavior page at Click on the “Post-Lab Quiz and Lab Report” link and open the document. This completed document must be e-mailed to Mrs. Ferguson at by July 31. Any student who will have difficulty meeting that deadline should discuss it with me before June 24, 2014. Click on “Lab Exercise” to open the Virtual Lab: Mealworm Behavior The lab simulation will be on the right side of the screen, the “Question” column will be on the left side of the screen. the play button on the video controller in the lab simulation to watch an introductory video about mealworms. Read the background information and instructions in the “Question” column. Review the grading rubric before proceeding. I expect high quality answers to all work, and complete sentences with proper grammar, spelling and punctuation are always required. Answer questions 1 – 3 on the Mealworm Behavior Lab Worksheet (the document you downloaded in step 2). Follow the instructions to complete the lab. Select at least 8 different stimuli to work with (14 different stimuli are available. DO NOT select the bran flakes stimulus – this will be used later). You may need to “reset” the lab multiple times to try different stimuli. Use each stimulus only once. Record your predicted behavior, the actual behavior, and the type of behavior in Table 1 of the Lab Worksheet. Answer questions 3 – 6 on the Lab Worksheet. Virtual Lab: Population Biology Go to the Virtual Lab: Population Biology page at:
thoughts; Extends ideas beyond the basic question Analysis Accuracy Answers are thorough, accurate and Answers are generally good but may have minor mistake or omissions Analysis contains mistakes and/or lacks support. Data Data is well-organized, accurate and detailed. Student includes written and visual representation of data & graphs where appropriate Data is organized and complete. May lack some detail and/or have minor mistakes or omissions. Data is basic and lacks attention to detail. Parts of data may be missing, incomplete or are inappropriate for experiment. Professionalism Work is neatly typed; Full name; Full sentences written in scientific style and use proper grammar, spelling and punctuation Presentable; 1-2 elements of professionalism listed in “Excellent” are missing Work is sloppy; More than 2 required elements listed in “Excellent” are missing Post-Lab QUIZ Score: TOTAL GRADE:
Name: Date: AP Biology Lab: LAB PRESENTATION GRADING RUBRIC Exemplary Competent Developing Unacceptable Introductory (5) Clearly & concisely identifies the purpose of the experiment & relates to scientific principles; Identifies & relates practical, real-world applications (4.25) Identifies the purpose of the experiment; Relates to scientific principles; Some practical, real-world applications are identified (3.5) Identifies the purpose of the experiment; Attempts to identify real-world applications but unclear or contrived (2.5) Statement of purpose may be unclear; to scientific principles are unclear or irrelevant May not relate to real-world applications Background Information (10) Additional/outside research done related to gene/protein investigated; Pertinent findings included Proper citations included (8.5) Some additional outside research done – may be incomplete or relevance to the experiment not clearly communicated Sources must be cited (7) Additional outside research may be minimal, unrelated or loosely related to the experiment, and/or poorly communicated Sources must be cited (0) No additional/outside research done related to the purpose, scientific principles, or experimental design Hypothesis (5) Clearly stated hypothesis that relates to the purpose and predicts expected results if x condition/statement is true (4.25) Hypothesis is predictive but may unclear or has minor omissions in purpose, expected results (3.5) Hypothesis is written in proper format but loosely relates to the purpose of the lab, or unclear as to why expected results support hypothesis (2.5) Hypothesis is poorly written; Does not related to the stated purpose, is not predictive, and/or does not relate to the experiment performed Experimental Design (10) Exemplary summary of lab procedures given; Difficulties with performing the lab should be noted, discussed (8.5) Summary of lab may need some clarification, or has minor omissions; Difficulties noted (7) Summary of lab may be unclear or have some more significant omissions; Difficulties noted (5) Summary of lab too to be useful Evaluation of lab performance/procedure is superficial or missing Results (10) Results are clearly organized in graphical format etc) Written findings included (8.5) Results include both graphical format and written findings. (7) Results may include both graphical and written findings. (5) Graphical or written component missing.
Few/minor mistakes or omissions in presentation. Some mistakes or omissions in presentation of results. Major mistakes or omissions in presentation of results. Analysis/Discussion (10) Links results of the experiment to what they indicate SPECIFIC results referenced Discusses limitations of the model Sources of identified and discussed (8.5) Discussion links results of experiment to their meaning. Some specific results referenced, though may contain omissions of important specific data. Discusses limitations of model Sources of identified and discussed. (7) Discussion is general, has few specific supporting details. Sources of error, if identified, may not be discussed in terms of their effects on results. (5) Discussion is brief, and/or does not demonstrate active engagement in analyzing results. Conclusion (10) Hypothesis supported or refuted; Includes what students learned from the lab in terms of scientific principles as well experimental design, BLAST, phylogeny, etc. Identifies additional questions that you have (8.5) Hypothesis supported or refuted; Discusses what students learned from the lab, but contains some omissions or minor mistakes. Identifies some additional questions but lacks some detail or engagement (7) Statement made hypothesis. Discussion of what students learned from lab is lacks detail, and/or contains misconceptions. Additional questions, if identified, are not adequately addressed (5) Conclusion is misses key elements, and/or does not demonstrate active engagement in analyzing results. Presentation (5) Presenter is competent in knowledge of experiment, analysis, & conclusions; Presentation is organized; Both slides and verbal presentation are done in scientific style (4.25) Presenter is reasonably competent in understanding of lab; Presentation is organized & meets criteria given; May have some difficulty with scientific style (3.5) Presenter has a basic understanding of the lab; Presentation may be lacking organization or scientific style; (2.5) Presenter has a basic understanding of the lab; Presentation is not organized, lacks scientific style, and/or far exceeds time limit Name: Topic:
Closing Date of Discussion: Score = /30 points BLOG GRADING RUBRIC CATEGORY EXCELLENT GOOD FAIR POOR Number of Responses: Responds to initial post Responds substantively to classmates &/or teacher additional posts a minimum of 3 times (10) Student exceeds minimum requirements (8.5) Student meets minimum requirements (7) Student responds to initial post but does not meet minimum requirements in responding to classmates (5) Student posts at least 2 substantive responses during the discussion period Timeliness of Responses: Responds to initial post within 3 days of discussion opening Responds to classmates’ and teacher’s comments frequently throughout discussion period (5) All responses are posted according to the timeframes given so that the on-line discussion can progress and develop over the course of the discussion period (4.25) Initial post is completed within 3 days of the discussion opening; Responses are posted periodically throughout the open discussion period (3.5) Responses are posted periodically/sporadically during the open discussion period (0) Most/All responses are posted during the last 2 days of the discussion period Quality of Responses: Student responses demonstrate clear & detailed understanding of topic All responses are correct and supported Student responses extend discussion beyond basic topic (10) Student responses exceed expectations in all aspects; extension of on-line discussion is insightful (8.5) Student responses meet expectations in terms of detail, support, correctness and understanding of topic; may have a few (3 or less) mistakes/omissions (7) Student responses demonstrate a general understanding of the topic but lacks detail or clarity or have some mistakes or omissions (5) Student responses are basic & lack detail &/or understanding of discussion topic Citations: Student supports all responses with citations from credible resources (including textbook) (5) All responses are supported with proper citations from credible resources (4.25) Most responses are supported with citations from credible resources (3.5) Few responses are supported with citations; some may not be from credible resources (0) No citations given