One of the major goals of the laboratory section of this course is to develop scientific writing skills. Students are required to write three (3) formal laboratory reports. These formal reports should follow the format of primary research papers found in scientific journals. This handout is a guideline describing the required structure for a formal report with the rubric for grading (Table 1). Table 1: This is the general rubric used for evaluating formal laboratory reports based on the guidelines explained below. A detailed rubric follows the guidelines (Table 2). Item Percentage Value Title 5 Abstract 15 Introduction 15 Methods 15 Results 15 Discussion 15 Literature Cited 10 Formatting 10 Total 100 Title · The title must be descriptive and informative. You can try to attract the reader’s attention, but this can often result in a misleading statement. In comparing the two titles below, the first certainly grabs the reader’s attention, but is the ocean really boiling? The second title is more descriptive, informative, and accurate. o “Boiling Sea Food: The Effects of Temperature and Salinity on the Mass Mortality of Pisaster ochraceus Along the California Coastline.” o “Increased Ocean Temperature May Result in Mass Mortality of Pisaster ochraceus Along the California Coastline.” · The title should also contain the major result, specifically whether or not there is a relationship between the independent and dependent variables (or two independent variables). The second title clearly states that an increase in ocean temperature may result in mass mortality. The first title vaguely describes some effect of temperature and salinity on mass mortality. · Finally, the title should identify the focus species, if applicable. In both titles, the species is clearly identified. · Below the title should be the author’s name, their institution, and their institution’s address. Abstract An abstract is a concise summary of the paper. It should provide all the relevant information needed for the reader to understand the scope of the study. Abstracts do not include references and the best abstracts are written after all the other parts of the paper have been written. Abstracts should include the following: · an orientation to the theme of the experiment; the general purpose for conducting the study · the specific objective of the experiment with the hypotheses · a description of the most important methods · the specific results that addresses the hypotheses, with statistical values · a conclusion that addresses the general importance of the experiment, with respect to the theme Introduction The rationale of the introduction is to logically discuss the importance and the purpose and importance of the study. It is typically organized in an inverted triangle format, such that the first paragraph provides a broad background of the study. The introduction then gradually narrows to the last paragraph that provides the specific .

1. One of the major goals of the laboratory section of this course
is to develop scientific writing skills. Students are required to
write three (3) formal laboratory reports. These formal reports
should follow the format of primary research papers found in
scientific journals. This handout is a guideline describing the
required structure for a formal report with the rubric for grading
(Table 1).
Table 1: This is the general rubric used for evaluating formal
laboratory reports based on the guidelines explained below. A
detailed rubric follows the guidelines (Table 2).
Item
Percentage Value
Title
5
Abstract
15
Introduction
15
Methods
15
Results
15
Discussion
15
Literature Cited
10
Formatting
10
Total
100

2. Title
· The title must be descriptive and informative. You can try to
attract the reader’s attention, but this can often result in a
misleading statement. In comparing the two titles below, the
first certainly grabs the reader’s attention, but is the ocean
really boiling? The second title is more descriptive,
informative, and accurate.
o “Boiling Sea Food: The Effects of Temperature and Salinity
on the Mass
Mortality of Pisaster ochraceus Along the California Coastline.”
o “Increased Ocean Temperature May Result in Mass Mortality
of Pisaster ochraceus Along the California Coastline.”
· The title should also contain the major result, specifically
whether or not there is a relationship between the independent
and dependent variables (or two independent variables). The
second title clearly states that an increase in ocean temperature
may result in mass mortality. The first title vaguely describes
some effect of temperature and salinity on mass mortality.
· Finally, the title should identify the focus species, if
applicable. In both titles, the species is clearly identified.
· Below the title should be the author’s name, their institution,
and their institution’s address.
Abstract
An abstract is a concise summary of the paper. It should
provide all the relevant information needed for the reader to
understand the scope of the study. Abstracts do not include
references and the best abstracts are written after all the other
parts of the paper have been written. Abstracts should include
the following:
· an orientation to the theme of the experiment; the general
purpose for conducting the study
· the specific objective of the experiment with the hypotheses
· a description of the most important methods
· the specific results that addresses the hypotheses, with
statistical values
· a conclusion that addresses the general importance of the

3. experiment, with respect to the theme
Introduction
The rationale of the introduction is to logically discuss the
importance and the purpose and importance of the study. It is
typically organized in an inverted triangle format, such that the
first paragraph provides a broad background of the study. The
introduction then gradually narrows to the last paragraph that
provides the specific hypotheses of the study. Below is a
general outline, but please follow the specific requirements
detailed in the lab handouts.
· The introduction should start with a broad background to
orient the reader to the general theme (natural selection, fitness,
demography, biodiversity, etc.), and why it is important to
study.
· The second part of the introduction should provide the premise
of the study. What is currently known about the theme? What
similar studies have been conducted to address the theme and
what are their results? This is where most of the previous
studies are used to make a case for the purpose of the study.
This part may consist of multiple paragraphs that each discuss a
single topic.
· The third part of the introduction should discuss what is still
unknown about the subject. What is the study trying to answer?
How will the study attempt to contribute to the body of
knowledge about the theme?
· Finally, the introduction should provide a testable hypothesis
with predictions. “Testable” means that there is a way to gather
data and the data can be analyzed to find an answer.
Methods
· The methods should contain enough detail so that the
experiment can be repeated. This should include the statistical
analyses.
· The methods should be written in paragraph format.
· The methods should be written in past tense because it
outlines what procedures were done.
· Do you best to use passive voice.

4. · The methods should identify the control (if any) and
treatments.
· Similarly, the methods should identify the independent
variables and dependent (if any) variables.
· The methods should explain why specific procedures were
taken.
· For example, “The salinity of each tide pool observed was
measured using a Vernier LabQuest 2 with a salinity probe. The
salinity was measured in parts per thousand (ppt) and it was
collected to determine whether there was a relationship with the
size of Lottia gigantea, such that smaller individuals were
associated with more saline conditions.”
· Statistical analyses should be explicitly stated, especially how
the test could support the hypothesis.
· For example, “A chi-squared test was performed to examine
whether the population of D. melanogaster deviated from
Hardy-Weinberg equilibrium during the course of the
experiment. A significant difference in allele frequency between
the beginning and the end of the experiment will show that at
least one criterion of Hardy-Weinberg equilibrium has been
violated.”
· If data were collected in the field, the study site should be
provided.
Results
There are two components that need to be in the results. The
first component is a written summary of the data trends and
statistics. The second component is figures and/or tables that
graphically display the trends and statistics. The written
summary has to come before the figures and tables; the former
provides the context for the latter. Additionally, the results
should contain as few figures and tables as possible. If a table is
showing the same information as a figure, get rid of the table.
· The written summary should objectively state the overall
outcomes and general trends of the experiment in paragraph
format. Describing each datum is not useful or informative.
· The results should not include any raw data; manipulated data

5. are okay.
· The results should not include interpretations of the results;
interpretations belong in the discussion section.
· The results should include the statistical
significance/insignificance (p-values) as often as they are
mentioned.
· The figures and tables should be referenced in the written
summary and are numbered independently.
· “Figure 1 shows…”
· “…population increased (Table 1).”
· The figures and tables should be arranged in order of reference
(sequentially). Do not talk about Figure 2 first if Figure 1
appears first. If you must, change the order of the figures and
tables.
· The results should include the fewest number of figures and
tables as possible.
· If figures are included, descriptive captions should be placed
below the figure. The importance of descriptive captions is that
the figure (or table) should be clear enough to stand on their
own.
· For example, “Figure 1: During the four weeks of sampling,
the number of A alleles (black lines) increased while the
number of a alleles (gray lines) decreased in D. melanogaster.
Weekly data are averaged and error bars are provided to show
the variation in the data. Population allelic frequencies for
Week 3 through Week 5 were statistically significant (p<0.05)
when compared to the initial population.”
· Figures should have axes clearly labeled with the appropriate
units. If you have dependent variables, it should be placed on
the y-axis.
· Do not include gridlines as they obscure the data.
· Titles are not necessary, as the caption should provide this
information.
· The data should fill the figure and the figure should be large
enough to show detail.
· If tables are included, they should convey a different set of

6. information from the figures.
If not, keep the figure and get rid of the table.
· Descriptive captions should be placed above the table.
· For example, “Table 1: Pairwise genetic distances of 16S
rRNA among specimens of Amusium pleuronectes, Ylistrum
balloti, and Ylistrum japonicum. Asterisks (*) indicate the
Ylistrum specimens. Values below the diagonal indicate percent
sequence similarity; pairwise comparisons above the diagonal
are presented as a heat map, with dark shades representing
higher similarities between sequences. Labels for Amusium and
Ylistrum specimens are as follows: source (SL, Serb Lab; GB,
Genbank), unique numerical identifier, and country (AU,
Australia; CN, China; JP, Japan; NC, New Caledonia; PH,
Philippines; QL, Queensland, Australia; TH, Thailand; WA,
Western Australia, Australia).”
· Tables should have clearly labeled column and row headings
with units (as necessary). If you have dependent variables, they
should be the column headings.
Discussion
The purposes of the discussion are to explain how the
experiment supports or do not support the hypotheses, and to
explain how the experiment relate to the general theme
discussed in the introduction. As opposed to the introduction,
the discussion follows a normal triangle (not inverted) format,
such that the first paragraph discusses the specific outcomes of
the study. The discussion then gradually broadens to the last
paragraph explaining the overall importance of the study.
· The first part of the discussion should restate the hypotheses,
the major outcomes, and the general trends. It should also state
whether the outcomes and trends do or do not support the
hypotheses.
· The second part of the discussion should explain how the
experiment helped in understanding of the general theme. This
should discuss similarities and/or differences in results
comparing similar studies. Be careful with making overly broad
generalizations. What do the results mean and what do they not

7. mean?
· The third part of the discussion should explain how the
experiment did not help in understanding of the general theme.
You may discuss the limitations and unexpected outcomes of
the study and how the experiment could be refined to further
help in understanding the general theme. However, do not state
any errors. Errors should have been avoided or corrected.
· The discussion should then conclude with a summary of the
overall importance, to science and to society, of examining the
general theme.
Literature Cited
The format of references vary. For this course, use the
following guidelines:
· The references must be listed alphabetically, by the first
author’s last name.
· The references must have the “hanging” paragraph format, as
shown in the examples below.
· There must be at least three (3) primary and peer-reviewed
references.
· Primary means that the authors who wrote the reference
conducted the study.
Books are considered secondary literature.
· Peer-reviewed means other scientists read the study and
agreed it was acceptable for publication.
· All three (3) references must be cited in the text.
· The in-text citations must be formatted according to the
following conventions:
· One author
· “Chan (2000) found that…”
· “According to Chan (2000), the…”
· “was not a major factor (Chan, 2000).” o Two authors
· “García and Smith (2000) found that…”
· “According to García and Smith (2000), the…”
· “was not a major factor (García and Smith, 2000).” o Three or
more authors (“et al.” is Latin for “and others.” Alternatively,
one can write “and colleagues” or “and coauthors.”)

8. · “Smith et al. (2000) found that…”
· “Smith and colleagues (2000) found that…” § “Smith and
coauthors (2000) found that…”
· “According to Smith et al. (2000), the…”
· “According to Smith and colleagues (2000), the…”
· “According to Smith and coauthors (2000), the…”
· “was not a major factor (Smith et al., 2000).”
· The references should either be in APA or Harvard format.
· For example, Journal article in APA format:
Spoelstra, K., Wikelski, M., Daan, S., Loudon, A. S., & Hau, M.
(2016). Natural selection against a circadian clock gene
mutation in mice. Proceedings of the National Academy of
Sciences, 113(3), 686-691.
· For example, Journal article in Harvard format:
Spoelstra, K., Wikelski, M., Daan, S., Loudon, A. S. and Hau,
M., 2016. Natural selection against a circadian clock gene
mutation in mice. Proceedings of the National Academy of
Sciences, 113(3), pp.686-691.
· For example, Book in Harvard format:
Fisher, R.A., 1930. The genetical theory of natural selection: a
complete variorum edition. Oxford University Press.
Formatting
There is a general format that most research papers follow, but
many vary. The most important format to follow is the one
provided by the publisher or instructor. For this course, use the
following guidelines:
· You must submit the report as a Word document so that the
following items can be assessed. If another document type is
submitted, points will be deducted because the correct
formatting cannot be evaluated.
· A cover page is not necessary.
· There is no page limit.
o The reason for this is that the focus needs to be on
communicating what the research is about, not on how many
pages it takes. Additionally, people’s communication skills
vary. However, there are some general patterns. For example, a

9. four-page report tends to lack sufficient information and detail.
In contrast, a 30-page report tends to be verbose and tangential.
As with any writing assignment, the best way to start is by
creating an outline. An outline ensures that only the necessary
and relevant information are in the report and it will help in
being organized and staying on task.
· Use 1.5 spacing paragraph format.
· Use either Arial or Times (New Roman) fonts.
· Use the standard 12-point font size.
· Use the standard one-inch margins on all sides of the paper.
· Use page numbers. It does not matter where on the page they
are, just be consistent.
· Use the appropriate measurement units where necessary.
Science uses the metric system, so make sure units are in
meters, liters, or grams.
· Use the correct species scientific names. Below is the
scientific name of the common fruit fly written in two
acceptable forms. The genus name is always capitalized but the
species name is never capitalized. The entire species name is
either italicized or underlined, but not both. o Drosophila
melanogaster o Drosophila melanogaster
o When the species is first introduced, the full species scientific
name should be used (as above). Subsequent mention of the
species can be shortened as D. melanogaster (or ).
· The report must be organized as this guideline is presented:
Title, Abstract, Introduction, Methods, Results, Discussion, and
Literature Cited.
· Each section of the report should have a natural flow from one
idea to another. It should not jump back and forth between
ideas.
· Similarly, each paragraph should have a natural flow with a
topic sentence about a single concept, a body that supports the
idea, and a conclusion or transition sentence.
· Be sure the report is easy to read (clear and effective
communication); keep spelling and grammar errors to a
minimum.

10. Table 2: Below is a detailed rubric used for evaluating formal
laboratory results. A P will indicate the specific criterion is met
and will receive a score of 10. An O will indicate the specific
criterion is not met and will receive a score of 5. “Most” and
“some” will indicate two different levels of meeting the
criterion, such that “most” will receive a score of 8 while
“some” will receive a score of 7.5. A “0” will indicate no
attempt was made to address the criterion and will receive a
score of 0. A “-” will indicate that the criterion is does not
apply and will not be scored.
Title: Criteria
Evaluation
Percentage (5)
Is it descriptive and informative?
Does it contain the major result with respect to the variables?
Is the focus species identified (if applicable)?

11. Is the author’s name included and formatted correctly?
Is the author’s institution included and formatted correctly?
Is the institution’s address included and formatted correctly?
Abstract: Criteria
Evaluation
Percentage (15)
Is the general purpose of the study stated?
Is the specific objective stated?
Are the hypotheses stated?
Is the most important method described?
Is the result that addresses the hypotheses stated?
Are statistical values provided?
Is a conclusion provided?
Does the conclusion address the general importance of the

12. experiment?
There should not be any references.
Introduction: Criteria
Evaluation
Percentage (15)
Does it follow an inverted triangle format?
Is the general theme explained?
Is the importance of the general theme explained?
Does the introduction explain what is known about the subject?
Does the introduction discuss similar studies and their results?
Does the introduction discuss what is unknown about the
subject?
Does the introduction provide the purpose of the experiment?
Does the introduction discuss how the experiment will
contribute to the body of knowledge about the theme?
Does the last paragraph contain a testable hypothesis?

13. Methods: Criteria
Evaluation
Percentage (15)
Can the experiment be repeated with the information provided?
Is the methods written in paragraph format?
Is the methods written in past tense?
Is passive voice used?
Are the controls (if any) and treatments identified?
Are the dependent (if any) and independent variables identified?
Do the methods explain why specific procedures were taken?
Were the statistical tests explicitly stated?
Were the statistical tests appropriate to answer the hypotheses?
Is the study site provided (if applicable)?

14. Results: Criteria
Evaluation
Percentage (15)
Does the section contain text that describes the trends?
Is the text written in paragraph format?
The text should not include each datum.
The text should not include raw data.
The text should not include interpretations.
Does the text include statistical significance/insignificance
(pvalues)?
Does the text appear before any figures and tables?
Are figures included?
Are figures referenced in the text?
Are the figures numbered independently?
Are the figures ordered sequentially?

15. Do the figures contain descriptive captions?
Are the captions placed below the figure?
Do the figure captions include p-values (if applicable)?
Are the figure axes clearly labeled?
Are the units included in the axes’ labels (if applicable)?
Are the dependent variables on the y-axis (if applicable)?
The figures should not have any gridlines.
The figures should not have any titles.
Does the data fill the figure?
Is the figure easy to read?
Are tables included?
Are tables referenced in the text?

16. Do the tables show different information from the figures?
Are the tables numbered independently?
Are the tables ordered sequentially?
Do the tables include descriptive captions?
Are the table captions placed above the table?
Do the table captions include p-values (if applicable)?
Are the rows and columns clearly labeled?
Are the units included in the row and column labels (if
applicable)?
Are the dependent variables on the column headings (if
applicable)?
Is the table easy to read?
Does the section contain the fewest number of figures and
tables?

17. Discussion: Criteria
Evaluation
Percentage (15)
Does the section follow a non-inverted triangle format?
Are the hypotheses restated?
Are the major outcomes and general trends restated?
Is the support (or lack thereof) of the hypotheses explained?
Is an explanation given on how the experiment helped in
understanding the general theme?
Is the experiment compared to similar studies?
There should not be any overly broad generalizations made.
Are the limitations discussed?
Are the unexpected outcomes discussed?
Are future directions discussed?
There should not be any errors discussed.

18. Is the overall importance to science discussed?
Is the overall importance to society discussed?
Literature Cited: Criteria
Evaluation
Percentage (10)
Are they listed alphabetically?
Are they in “hanging” paragraph format?
Are there at least three (3) primary and peer-reviewed
references?
Are they all cited in the text?
Are the in-text citations properly formatted?
Are they in APA format?
Formatting: Criteria
Evaluation
Percentage (10)
Is the report a Word document?

19. There should not be a cover page.
Does the report use the 1.5 spacing?
Is it written in either Arial or Times (New Roman) fonts?
Is it written using the 12-point font?
Does it have one-inch margins on all sides of the paper?
Does it have page numbers?
Are the appropriate measurement units used?
Are scientific names properly formatted?
Is the report organized (similar to the guideline)?
Does every section have a natural flow?
Does every paragraph consist of a single topic?
Is the report clear and easy to read?

20. BIOL/ENVS251 Spring 2020 Updated
20/02/20 Alejandrino 1
BIOL/ENVS251 Spring 2020 Updated
20/02/20 Alejandrino 1
Gender is a central concept in our beliefs about families and
intimate relationships. This week’s learning resources look at
the ways the reality of gender identity and gender roles in
family life may differ from some idealized notion of the perfect
family, or the perfect life partner.
As a response to this post,
1. Briefly describe what you think Americans today believe
gender roles should be within a family, including both parents
and children, and why you think that (for example: from the
television, film, other media, parents, school, religion, etc.).
2. Briefly discuss how well you think gender roles in American
families in reality match up with that ideal, and why any
differences between the real and the ideal exist (this is a good
place to bring in the reading).
3. At greater length, and with direct references to the learning
resources, discuss ONE of the following topics:
Choice A: How can the differences between ideal gender roles
and real gender roles be explained? How can these differences
between the ideal and real lead to conflict within the family
(relationships between adults, and/or relationships between

21. parents and children)? How do ideas about gender roles make
conflicts more or less likely? How can families navigate these
conflicts successfully? How is intimate partner violence or
child abuse, or the outcome of this abuse, connected to gender
issues? Consider intersectional identities in your response,
including families of different races, classes, gender identities,
and sexual orientations.
OR,
Choice B: Consider this week’s topics from the perspective of
children in families. How does the relationship between ideal
and real gender roles and gender identity affect children? How
is the relationship of the child to the family different from the
relationship of the parent to the family? How do different
marital relationships affect children (heterosexual marriage,
homosexual marriage, blended families, single-parent
households, cohabiting households)? How might ideas about
gender identity or gender roles affect a child’s experience in a
family, for good or for bad? How might a transgender child or
parent affect those relationships? Consider intersectional
identities in your response, including families of different races,
classes, gender identities, and sexual orientations.
If you are interested in more data and discussion about how
gender roles are changing in American families, browse The
Pew Research Center's list of articles analyzing contemporary
families: Pew Research Center Social & Demographic Trends:
Family and Relationships. Feel free to use any information you
find here in your response, or to post a particularly interesting
article to the Student Lounge for all of us to discuss. Be sure to
tell us what you found so interesting if you do so!
Reading Resources / Links
"6 facts about U.S. mothers,” by Kristen Bialik
http://www.pewresearch.org/fact-tank/2017/05/11/6-facts-about-
u-s-mothers/

22. 6 facts about American fathers,” by Kim Parker and Gretchen
Livingston
https://www.pewresearch.org/fact-tank/2019/06/12/fathers-day-
facts/
Mental Health of Transgender Youth: The Role of Family,
School, and Community in Promoting Resilience
https://www.cmhnetwork.org/wp-
content/uploads/2018/05/03bac3ea913b3d1f35471695b0132341.
pdf
5 Gay Parenting Myths | What the Stuff?!
https://youtu.be/P7QdG_AlTLg
“LGBT Rights Milestones Fast Facts”
http://www.cnn.com/2015/06/19/us/lgbt-rights-milestones-fast-
facts/index.html
"Breaking Through the Binary: Gender Explained Using
Continuums,” by Sam Killermann, a social justice comedian
[illustration]
https://www.itspronouncedmetrosexual.com/2011/11/breaking-
through-the-binary-gender-explained-using-continuums/
Gendered power in cultural contexts: part II. Middle class
African American heterosexual couples with young children.
http://ezproxy.umuc.edu/login?url=https://search.ebscohost.com
/login.aspx?direct=true&db=ccm&AN=105476497&site=eds-
live&scope=site

23. "Socialization and Human Sexuality,” from the Boundless
textbook Sociology
The paper will examine survivorship of riparian trees in the San
Gabriel Mountains. The Introduction and Method sections this
paper is due Sunday 5th, and the final complete paper is due
Sunday, April 19th
· Calculate k and r
Duckweed Lab:
An Experimental Study of Population Growth
able 1: Data sheet for recording duckweed population growth.
A, B, and C represent the control or distilled water treatments,
while D, E, and F represent the fertilizer treatments. Twice a
week, count the number of individuals (N) in each cup and
record them below.

24. Thus far, each group has uploaded their completed duckweed
data onto Moodle. For statistical analyses, these data should be
compiled together and reorganized. As with the previous lab, I
have done the former but you have to do the latter. Before you
begin, download the Class Data Excel spreadsheet from Moodle.
Also make sure that K and r were calculated correctly.
15. First, calculate the average population of all groups’
Treatment 1 (all control; A, B, and C together) from the initial
day.
16. Then, repeat the process for each day of Treatment 1. You
should have a total of nine averages.
17. Do the same for Treatment 2 (fertilizer treatments or D, E,
and F together).
18. Then, graph the growth curve of Treatment 1 and Treatment
2 using the class averages. Remember which axis the
independent variable goes. The graph should have two growth
curves, which are Treatment 1 and Treatment 2 averages per
day.
19. Next, perform an ANOVA comparing K between the
treatments and construct a graph that shows this comparison
with the appropriate error bars.
20. Finally, perform an ANOVA comparing r between the
treatments and construct a graph that shows this comparison
with the appropriate error bars.

25. Specific requirements for the final paper
Introduction: Below is an outline of how the Introduction for
this paper should be organized and what information should be
included. Be sure to use scientific literature to support your
explanations.
· Start with a paragraph that broadly explains what the
experiment is about. What is the main idea of the experiment
and why is it important to test? Think about the big picture of
this second part of the class.
· The next paragraph should be about growth curves. Explain
what growth curves are and how they relate to the main idea of
the experiment.
· The third paragraph should introduce the experimental system.
Why is Lemna minor an ideal organism for the experiment?
What can it tell us about growth curves and the main idea? How
might the treatments affect the growth curves?
· The last paragraph should explain how experimenting on
Lemna minor will help us understand growth curves and the
main idea (What is your objective?). Don’t forget to include
your biological hypothesis and make sure your references in the
previous paragraphs back it up.
Results: Below is a list of specific figures that need to be
included in the final paper.
· A figure showing the class average growth curves of
Treatment 1 and 2.
· A figure comparing the class average of K between Treatment
1 and 2. Be sure to include the appropriate error bars that match
the results of the ANOVA.
· A figure comparing the class average of r between Treatment 1
and 2. Be sure to include the appropriate error bars that match
the results of the ANOVA.