The Effect of Temperature on Amylase Activity”MethodsThe ob.docx

“The Effect of Temperature on Amylase Activity”
Methods
The objective of this experiment was to determine the effect of
temperatures (0 °C, 25 °C, 55 °C, and 85 °C) on fungal
(Aspergillus oryzae,) and bacterial amylase’s ability to break
down starch. Our team monitored starch catalysis using the
Iodine test. Iodine turns the most catalyzed starch yellow, and
the least catalyzed blue. When the reaction turns blue-black or
dark brown, it means that starch is present and, therefore, not
catalyzed.
Each member of team four had a temperature assigned to work
with. Each individual monitored the activity of amylase (fungal
and bacterial.) Time also varied respectively ( 0 mins, 2 mins, 4
mins, 6 mins, 8 mins, and 10 mins.) The group marked the spot
plates with time (on the side) and temperatures (across the top.)
The team labeled 4 test tubes with different temperatures, the
enzyme source (B or F) and the group’s number (4.) The group
also marked the pipette for each temperature. Test tubes were
placed into the respective temperatures. Finally, the team
carefully carried out the two trials.
Without removing the test tubes from the water bath at different
temperatures, the team added 2 drops of starch from each
temperature to the first row of the spot plate (at 0 minutes)
containing iodine. The team poured the same amount of iodine
before each trial. The team proceeded, transferring the starch
into the amylase (fungal and bacterial) at their respective water
bath and mix these two without removing the test tubes from the
water bath. Then, the team added two drops of this new mixture
(starch-amylase) at their respective temperatures to the second
row of the spot plate. The other rows were filled with the same
mixture at the temperatures assigned with two minutes interval
between each trial.
Results

The following tables and pictures show the results group four
(first) and all groups (last) obtained.
Group 4 Result
Data Collected for all Groups
Fungal Amylase vs. starch
Bacterial Amylase vs. starch
After conducting the whole experiment, the team collected the
data for the results. The group observed that the least amount of
starch was present at 55 °C at any time, for bacterial amylase
and 25°C to 55 °C for fungal amylase (for most students.) The
reasoning behind this statement might be that the mixtures at 55
°C turned light yellow in the presence of iodine (at all times
except time 0) for bacterial amylase. The mixture became dark
yellow (at all times except time 0) at temperatures 25 °C to 55
°C for fungal amylase, which could indicate that amylase
activity was not affected. The team also noticed that the enzyme
amylase denatures at higher temperatures (85 °C) for both types
of amylase. The group made that assumption because the
solution turned dark blue brown at 85 °C at all times. According
to The Iodine test, dark color indicates the starch is present and
not catalyzed.
The average of starch concentration of all groups at each
temperature for fungal amylase demonstrates that there are no
outsiders in our data and that the results’ standard deviation is
not significantly big for the experiment concluded. The results
obtained for all the trials suggest that amylases (bacterial or
fungal) have a respective optimum temperature. It is also
evident that if these amylases are not placed on their ideal
temperature, it loses their ability to break starch down.
Guerra 2

Guerra 2
© 2014 by Pearson Higher Education, Inc
Upper Saddle River, New Jersey 07458 • All Rights Reserved
Fox/Levin/Forde, Elementary Statistics in Criminal Justice
Research, 4e
Chapter 4: Measures of Variability
*
*
Calculate the range
Calculate the variance and standard deviation
Obtain the variance and standard deviation from a simple
frequency distribution
Understand the meaning of the standard deviation
Calculate the coefficient of variation
CHAPTER OBJECTIVES
4.1

4.2
4.3
4.4
4.5
*
Calculate the range
Learning Objectives
After this lecture, you should be able to complete the following
Learning Outcomes
4.1
*
Introduction
4.1
Measures of Central Tendency
Measures of Variability
*Summarizes what is average or typical of a
distributionSummarizes how scores are scattered around the
center of the distribution
*

4.1
*
The difference between the highest and lowest scores in a
distribution
Provides a crude measure of variationCan be strongly affected
by one caseAs such may not give a precise indication of
variabilityshould be considered a preliminary or rough index
The Range
*
Calculate the variance and standard deviation
Learning Objectives
Learning Outcomes
4.2
*

4.2
*
We need a measure of variability that takes into account every
score.
Deviation: the distance of any given raw score from the mean
The sum of actual deviations will always be zeroSquaring
deviations eliminates the minus signs
The Variance
*
4.2
*
VarianceSumming the squared deviations and dividing by N
gives us the average of the squared deviations
The Variance
*

4.2
*
With the variance, the unit of measurement is squared.
It is difficult to interpret squared unitsWe can remove the
squared units by taking the square root of both sides of the
equation This will give us the standard deviation
The Standard Deviation
*
Step by Step – Finding the Standard Deviation
*
mean = 5
*
mean = 5

*
*
Summary of Steps for Standard Deviation
Step 1 Find the mean for the distribution
Step 2 Subtract the mean from each raw score to get the
deviation
Step 3 Square each deviations before adding together the
squared deviations
Step 4 Divide by N and take the square root of the result
*
4.2
*
There is an easier way to calculate the variance and standard
deviation.Raw score method
The Raw-Score Formulas
*

Step by Step
*
*
*
*
Summary of Steps
Step 1 Square each raw score and then add them together
Step 2 Obtain the mean and square it
Step 3 Insert results from Step 1 and 2 into the formulas
*
Obtain the variance and standard deviation from a simple
Learning Objectives

Learning Outcomes
4.3
*
*
*
*
*
*

Summary of Steps
Step 1 Multiple each score value (X) by its frequency (f) to
obtain the fX products and then sum the fX products
Step 2 Square each score value (X2) and multiply by its
frequency (f) to obtain the fX2 products and then sum the fX2
column
Step 3 Obtain the mean and square it
Step 4 Calculate the variance using the results from previous
steps
Step 5 Calculate the standard deviation (the square root of the
variance)
*
Example
4.3
Obtaining the variance and standard deviation from a simple
*XffXfX231131961301309002912984128000272541,458263782
,0282512562524124576232461,0582224496821242882203601,2
00194761,444182 36 64857513,589
Calculate the coefficient of variation
Learning Objectives

Learning Outcomes
4.5
*
Coefficient of Variationsometimes researchers want to compare
the variability for two or more characteristics that have been
measured in different unitsstudy variability of hours worked per
week as well as hourly wages hours among COs in a state
penitentiary
which has greater spread wages per hour or hours per
weekmight think to calculate the SD
however, the value of this is meaningless as it depends on the
unit of measurement
*
4.5
*coefficient of variation is based on the size of the SD but its
value is independent of the unit of measurementexpresses the
SD as a percentage of the mean (see p 72)
The Coefficient of Variation

*
Understand the meaning of the standard deviation
Learning Objectives
Learning Outcomes
4.4
*
4.4
*
The standard deviation converts the variance to units we can
understand.
But how do we interpret this new score?The standard deviation
represents the average variability in a distribution.It is the
average of deviations from the mean.The greater the variability,
the larger the standard deviation.
The Meaning of the Standard Deviation
*

SD allows us to measure the degree of variability in a
distribution OR to compare the variability in different
distributionsused to calibrate the relative standing of individual
scores within a distribution
deviations above the mean are plusdeviations below the mean
are minusabout 2/3 of scores (in a normal distribution) fall
within 1 SD above and below the mean
*
Comparing Measures of Variability
range – rough index of the variability of a distribution
simple and quick, but not very reliable
size of SD is an approximately 1/6 of the range
smaller number of cases will result in fewer SDs to cover the
range
variance and the SD take into account every score in a
distribution
*
Researchers can calculate the range for a crude measure of
variation.
The variance and standard deviation provide the researcher with
a measure of variation that takes into account every score.

The variance and standard deviation can also be calculated for
data presented in a simple frequency distribution.
The standard deviation can be understood as the average of
deviations from the mean.
The coefficient of variation is used to compare the variability
for two or more characteristics that have been measured in
different units.
CHAPTER SUMMARY
4.1
4.2
4.3
4.4
4.5
*
RHL
=-
range
highest score in a distribution
lowest score in a distribution
R
H
L
=
=
=
(
)
2
2
XX
s

N
-
=
å
(
)
2
2
variance
sum of the squared deviations from the
mean
total number of scores
s
XX
N
=
-=
=
å
(
)
2
XX
s
N
-
=
å
2
22
X
sX
N
=-
å
2

2
X
sX
N
=-
å
2
2
variance
standard deviation
total number of scores
mean squared
s
s
N
X
=
=
=
=
2
2
2
2
2
2
2
575
23
25
(23)529
13,589
529543.5652914.56
25
14.563.82
fX

X
N
X
fX
sX
N
fX
sX
N
===
==
=-=-=-=
=-==
å
å
å
100
s
CV
X
æö
=
ç÷
èø
coefficient of variation
standard deviation
mean
CV
s
X
=
=
=
CJ 317 Criminal Justice Statistics
Chapter 4 Practice

Work must be submitted as a Word or PDF document. To show
work, take a clear photo of your work, copy and paste it into the
Word document prior to submission. Any other submission
will not be graded.
Given the following raw data (34 points):
1 5 9
3 1 5
7 4 5
2 6 6
1-34. Construct a frequency distribution include the cumulative
frequency for each score value, and the cumulative percentage
of each score value. Calculate the variance and the standard
deviation. Show work for variance and standard deviation.
The incoming cohort of juveniles in a new diversion program
consists of 80 males and 120 females. Of this cohort, 140
graduate early (3 points). Show work for #35-37.
35. What is the proportion of male participation in the program?
36. What is the early release rate?
37. If the early release rate of the previous cohort was 60%,
what is the early release rate of change?

“The Effect of Temperature on Amylase Activity”
Methods
The objective of this experiment was to determine the effect of
temperatures (0 °C, 25 °C, 55 °C, and 85 °C) on fungal
(Aspergillus oryzae,) and bacterial amylase’s ability to break
down starch. Our team monitored starch catalysis using the
Iodine test. Iodine turns the most catalyzed starch yellow, and
the least catalyzed blue. When the reaction turns blue-black or
dark brown, it means that starch is present and, therefore, not
catalyzed.
Each member of team four had a temperature assigned to work
with. Each individual monitored the activity of amylase (fungal
and bacterial.) Time also varied respectively ( 0 mins, 2 mins, 4
mins, 6 mins, 8 mins, and 10 mins.) The group marked the spot
plates with time (on the side) and temperatures (across the top.)
The team labeled 4 test tubes with different temperatures, the
enzyme source (B or F) and the group’s number (4.) The group
also marked the pipette for each temperature. Test tubes were
placed into the respective temperatures. Finally, the team
carefully carried out the two trials.
Without removing the test tubes from the water bath at different
temperatures, the team added 2 drops of starch from each
temperature to the first row of the spot plate (at 0 minutes)
containing iodine. The team poured the same amount of iodine
before each trial. The team proceeded, transferring the starch
into the amylase (fungal and bacterial) at their respective water
bath and mix these two without removing the test tubes from the
water bath. Then, the team added two drops of this new mixture
(starch-amylase) at their respective temperatures to the second
row of the spot plate. The other rows were filled with the same
mixture at the temperatures assigned with two minutes interval

between each trial.
Results
The following tables and pictures show the results group four
(first) and all groups (last) obtained.
Group 4 Result
Data Collected for all Groups
Fungal Amylase vs. starch
Bacterial Amylase vs. starch
After conducting the whole experiment, the team collected the
data for the results. The group observed that the least amount of
starch was present at 55 °C at any time, for bacterial amylase
and 25°C to 55 °C for fungal amylase (for most students.) The
reasoning behind this statement might be that the mixtures at 55
°C turned light yellow in the presence of iodine (at all times
except time 0) for bacterial amylase. The mixture became dark
yellow (at all times except time 0) at temperatures 25 °C to 55
°C for fungal amylase, which could indicate that amylase
activity was not affected. The team also noticed that the enzyme
amylase denatures at higher temperatures (85 °C) for both types
of amylase. The group made that assumption because the
solution turned dark blue brown at 85 °C at all times. According
to The Iodine test, dark color indicates the starch is present and
not catalyzed.
The average of starch concentration of all groups at each
temperature for fungal amylase demonstrates that there are no
outsiders in our data and that the results’ standard deviation is
not significantly big for the experiment concluded. The results
obtained for all the trials suggest that amylases (bacterial or
fungal) have a respective optimum temperature. It is also
evident that if these amylases are not placed on their ideal
temperature, it loses their ability to break starch down.

Guerra 2
Guerra 2
Writing a Scientific Report or Paper
Results of careful laboratory work are not useful unless they
can be presented in a clear, concise manner to others
for comment and evaluation. Such presentations are usually in
the form of a scientific paper published in a reputable
scientific journal. Scientific communications have many things
in common, which leads to a rather standard style of
writing that allow the results and meaning of experimentation to
be quickly grasped by the reader. Scientists do not
expect to read attractive, stimulating prose to obtain
information from technical scientific papers. The experimental
design, results and explanation of results are what are attractive
and stimulating not the cleverness of the prose. The
following discussion should be useful in helping you prepare
your laboratory reports, which are scientific reports.
Read it carefully before beginning your reports. Your laboratory
instructor may make additional comments. The
specific format of a scientific paper varies among journals.
However, the format presented below is the most

commonly used. It is the format you must use in your scientific
writing for this course.
Part I: Format of a Scientific Report
The scientific report will be composed of seven sections. Each
section will have a heading immediately followed by
the text, figures or graphs. The order of the sections is: title,
abstract, introduction, methods, results, discussion and
literature cited.
A) Format regulations:
• typed
• double spaced
• 10-12 font, Times New Roman
• 1 inch margins
• pages numbered
• titled sections
• untitled hypothesis
• Quotes are NOT allowed. Everything must be properly
paraphrased.
• No website references are permitted as sources. No
exceptions.

• Everything must be properly cited. It is considered plagiarism
if it is not.
• Write in third person, past tense
The overall presentation/grammar/spelling will be evaluated.
Although this is not an English class, these elements
are important to the proper communication of science. Before
you turn in your final version, use the spell check
function and reread your report. You should also take the time
to visit the Center for Academic Success to
participate in the Read, Write, and Cite Workshop series for
additional help on writing your reports.
Note: Never write statements like the following: “My lab report
is about…”, “My hypothesis is…”,
or any version of this type of statement.
(1) Title Section
Create a title that briefly conveys to the reader the purpose of
the paper. The title of your report must be informative.
Many readers scan journal article titles and the decision whether
or not to pursue an article is based on the
information in the title. Generally, this information includes:
primary factor(s) manipulated or studied; outcome of
manipulation (the response or effects); and organism studied, if
relevant. An example of an informative title would

be: "The Effect of Varying Serotonin Concentrations on
Calcium Release at Synaptic Membrane in Motor Neurons
of Aplysia."
The title page must contain your name, Panther ID, lab partners’
names, title, and lab section.
(2) Abstract Section
The Abstract should be an autonomous summary of the entire
report. It serves to help readers determine how
relevant the report is to their own interests. This section is
brief, only one paragraph, in which the author indicates
what was done, the reasoning behind it, the results and the
conclusions. It must highlight only the most important
elements of each major sections of the report (Introduction,
Methods, Results, and Discussion). The scientific report
can be summarized into an abstract with four types of
statements: purpose statements that are general in describing
the importance and/or goals of the research; methods statements
that explain what was done and how it was done;
results statements that describe what information or data was
acquired; and discussion/conclusion statements that
explain what the information or data probably means and what
conclusions are drawn. Only the most important

aspects of the report should make it to the abstract.
This section should be between 200 and 250 words in length.
This section should contain a clear summary of what
was demonstrated, how each part of the lab was carried out and
how conclusions were reached. This section should
contain one or two purpose statements (without saying "The
purpose of this experiment is..."), a complete summary
of each experiment (method statements) in a few sentences, and
brief, accurate explanations of the results. The final
sentences should be the concluding statements.
(3) Introduction Section
This section should indicate why the study was done and give
the reader sufficient background to understand the
report. The "why" of the study will include historical
information that leads to your study and the significance of the
study to a specific discipline (such as developmental
neurobiology) to which the study belongs. The reader, after
perusing the introduction, should know precisely the importance
of the problem being addressed. You should write
about the questions you will be answering in this experiment.
Although, the content of the introduction should start
broad and narrow in scope as the introduction proceeds, be
careful not to start too broad. This could lead to

problems with the scope of the paper. Note: any historical
background (that is, previous studies) must be properly
cited. This section must include 4 peer reviewed outside sources
(outside of lab book and text book), of which 2
should be primary literature.
This section contains the basic background information for the
lab report. Be sure to comment on what is the
significance of this study and its relation to the larger field.
Give an example of why the study is significant. Your
hypothesis is used to make the prediction(s). The predictions
are based on the background information that was
gathered. You should have a clear statement of the reason for
performing the lab along with including the rationale
for each technique used.
• What was the purpose of each experiment? For each
experiment, include questions that will be answered
and the expected predictions of the results for each question.
Try to include a hypothesis. (without saying
"My predictions are..." or "My hypothesis is...")
• Note: Just because you are writing a report about a lab
exercise does not mean you are basing the entire
report on one hypothesis. You are more than likely going to
need to discuss more than one set of variables,
which would lead to more than one hypothesis or prediction.

• This section should be between 450-700 words long and
smoothly flow from one topic to the next.
(4) Methods Section
A reader can evaluate the results of your study only if he or she
understands the experimental design, the materials
used and the reasoning behind them. Thus, it is important to
carefully outline procedures and techniques used.
Complicated procedures might be graphically outlined. Besides
procedures, this section should include models or
equipment used (this should not be written like a laundry list of
materials), source of chemicals (if relevant),
numbers and types of organisms used, including sex and strain
sample sizes, number of times experimental
procedure was performed, and other pertinent factors. Please
note: There should NEVER be a list of materials in this
or any section.
• This section is 200-350 words and is a narrative. No credit
will be given for a methods section written in a
bulleted format.
• Include a brief description of how each experiment was
performed. There should be enough detail so the
reader (experienced researcher) could repeat the experiment.
This does not mean having an extensive

section on how you labeled a test tube. That is not important for
the replication of the experiment. You
need to include the aspects of the methods which are crucial for
replication.
• You should explain the procedural steps taken (summarize)
and not create a duplicate of the instructions
from the lab manual. You must write the procedures in your
own words, not the manual’s or anyone else’s.
• Again, NO list of materials is permitted.
(5) Results Section
It is crucial that the outcomes of experiments are carefully
organized and clearly presented. This is best
accomplished by presenting data in clearly labeled graphs and
tables. What the tables and/or graphs are meant to
indicate should be clear without reference to text. However,
references to each graph and table MUST be made in
the text of the Results section. Graphs and tables should be
numbered in the order in which they are mentioned in
the text; that is, tables should be labeled as consecutive series
(Table 1, Table 2, etc.). Each figure should have a
figure title, number, and brief caption. The section text should
elaborate on the information presented on the table as
well as, summarize information presented in tables and/or
graphs that will be pertinent to the discussion section.

You cannot turn in a lab report with a results section that does
not have associated text explaining the incorporated
figures. Analyses must be performed on class data. Thus, the
data represented in your report should be
representative of the class data, not just your group’s data.
Included in this section should be sample data in the form
of a picture. This can be a picture of your groups data as
representative of the type of data collected.
• All graphs and tables should be your own work! Graphs and
tables should not be identical to anyone else's
in the lab, including your lab partner's.
• Also include a concise detailed description, which clearly
summarizes the graph or table. Include
comments about the results for each experiment and control.
This text is a verbal description of what the
table/graph/picture is illustrating (enough detail to be on its
own).
• The text should be between 250-450 words long
• Do not interpret the results in this section. This section
focuses on what you observed quantitatively and
qualitatively throughout the collection of data. The discussion
section will include why things happened the
way this did.
(6) Discussion Section
In brief, the Discussion section is where results are interpreted

and conclusions are drawn. The significance and
interpretation of the study should be explained in this section.
Specific points made in the Results section should be
discussed in light of previous studies and hypotheses. This
means there needs to be cited literature in this section.
Often, new hypotheses are put forth, based on the experimental
outcome. This may be included in your discussion.
The most important part of the Discussion section is
establishing what the results indicate, both for the ongoing
study and for future studies. For each point made in the results,
you need to discuss why things happened the way
they did. If there were errors made, then this needs to be
included and in context with the interpretation of the
results. Were the questions you included in the Introduction
section, answered by this study? If not, how could the
study be redesigned? Some questions that can be answered in
interpreting the results in the Discussions section are:
Why are these results the same as (or different from) previously
published studies? What parameters of the
experimental design were important in the expected (or
unexpected) results? Are some of the results due to artifacts?
How do you know? How might the experimental design be
altered to diminish artifacts? What are limitations of the
experimental design? Why are these results important in a

broader context?
• This section should be approximately 500-700 words long.
• This section should include a clear discussion in relation to
each hypothesis and/or prediction and should
discuss what is known about the topic (reported by other
researchers).
• Include a brief summary of your results with reference points
to your results, and explain how you
interpreted your results (why did things turn out the way they
did?). Be sure to refer to the specific
illustration whenever discussing the results.
• Remember nothing is EVER proven. So the results either
support or refute your original
hypotheses/predictions.
• Also, explain why the control and experimental outcomes were
what you expected or were not what you
expected.
• Comments should also be made about problems and/or
improvements for the next time. This is where you
can discuss the experimental design and follow-up studies.
• This section is where you are essentially asking "why"
everything/anything happened during the
experiment.
(7) Literature Cited Section

This section includes the alphabetical listing of all sources of
fact or theory mentioned in your paper that were not
generated by you. This will primarily include research articles,
but may include review articles and texts as well.
The citations should be written using APA (6th edition) format.
• You MUST include at least six references. There should be at
least 2 primary sources, 2 secondary sources,
and you must include the general biology textbook, and lab
manual (don’t forget to cite the methods).
• You must include 4 peer reviewed outside sources (outside of
lab book and text book), of which 2 should
be primary literature.
• No website references or any encyclopedia references are
allowed.
• YOU MUST HAVE IN-TEXT CITATIONS!!!
• Any citation in the body of the report is put at the end of a
sentence and should be done like this (Author's
last name, year). There are very few exceptions to this. Do not
write all of the author’s names for in-text
citations. If there is only one author, then write the name of the
principle author. If there are two authors,
then you must write both names and if there are multiple
authors write et al. after the name of the principle
author (Yes in italics- it's in Latin). Example: (Alberte et al.,
2012)

• Anything that you or other biology students reading your
report would not know off the top of your head,
needs to have a citation at the end of the sentence. This includes
anything looked up and used. This is
especially important in the introduction.
• Your textbook can be cited as the source of basic biological
information related to the topic of the report.
• Many sentences in the introduction and discussion will have
citations at the end, so make sure the content
flows smoothly from beginning to end. Try not to have every
sentence with a citation. Use connecting
sentences and your own ideas or summaries of the experiments
where possible. Remember to put the in-
text citation before the final punctuation of the sentence.
Rules for constructing a bibliography
1. Use APA, 6th Edition Citation guide for BOTH in-text
citations and your bibliography
2. References should be listed in alphabetical order
3. If a particular reference takes more than one line, then all
lines (except the first) should be indented
4. Include ALL authors, never write “et al.,” when writing the
full literature cited page
5. Remember to write “and” before the name of the last author,
if the article or book has multiple authors.
6. References should not be numbered nor bulleted.
7. Everything counts including but not limited to the placement
of period, italics, parentheses, etc.
8. If there are no in-text citations and no works cited section the
report will be considered plagiarized.

Part II: Guidelines for BSC1010 Lab Reports
A) General Rules:
• If you are not present in lab you cannot turn-in a lab report for
that lab.
• You need to be an active participant in all labs which contain
experiments for the lab report. You will clean
up your bench area before you leave the lab.
• You will be present (or have a make-up) for the lab. Refer to
the syllabus for the make-up policy.
• You will turn in your lab report in its entirety. Turning in one
or more components or sections of the lab
report after the due date and time will make the entire lab report
late.
• This lab report must be your own work (no plagiarism).
Content used from references needs to be cited. All
text and graphs should be original and not the same as your
partners. You cannot resubmit work
previously done in another class (per the plagiarism policy)
• You will need to turn in only an electronic copy. Turnitin will
be used to check for plagiarism. 10 points
per day will be deducted from your lab report until your
instructor has your report through Turnitin.

• It is your responsibility to turn your lab report on time
electronically to your instructor, per their
instructions. A late lab report will lose 10 points every day it is
late. It is your responsibility to know how to
properly submit your report AND to check to make sure it is
submitted. Even if it is a “careless little
mistake” it is a “careless little mistake” which cost you points
on your report. Be absolutely sure you
submitted your report.
• The due dates have been posted since the first week of the
term and are well known.
Hints for Scientific Writing: Note: Problems arise in writing
scientific papers because of specific aims of scientific
writing: to be clear, concise, unambiguous, and accurate. Due to
the space restrictions in journals and time
limitations of your instructor, every word must help to convey
the required information. The report as a whole
should be objective and self-explanatory. The following seven
recommendations should help you with your writing
for this scientific report.
1. Avoid wordiness. Eliminate redundancies.
2. Write in the past tense. You can use the present tense for
conjectures in the discussion section.
3. Do not use footnotes.
4. Be sure that there is text in the Results section. Also, make

sure that each graph and/or table is referred to
and that reference is not made to nonexistent tables or graphs.
5. Check that each section contains the proper information; for
example, do not put results in the Methods
section.
6. Check that each Literature Cited item is in the text and that
each citation in the text appears in the
Literature Cited section. This includes proper in-text citations.
7. Never write "My hypothesis is...", "The purpose of this
experiment is..", "My predictions are..."
Sections 0 1 2 Points:
Title Page No cover page Incomplete cover page
Cover page with proper
format, complete information,
and informative title
0 3 7
Abstract No abstract

Doesn't reflect on the entirety
of the report including all
major sections; too short, or
too long
Good- appropriate summary
provided with appropriate
length
5 10 15 20
Introduction
Poor- Missing information, or
too vague; too short; no
research
Adequate- Satisfactory
introduction with major topics;
information unclear; poorly
researched
Good- Proficient introduction
that states major topic and
hypotheses; information clear;
decently researched
Excellent- Well developed
introduction and clearly
introduces the topic; good
length; good unlabeled
hypotheses; well researched
0 3 6
Methods No Procedures
Incorrect procedures; missing

steps; improper format
Correct procedures with proper
format
3 5 7 10
Results
Results given either only in
tables/figures or only in text
Satisfactory description of
results; included insufficient
supporting tables/figures
Results stated vaguely with
some observations; included
tables/figures
Results stated with clear
description of observations;
tables/figures included with
captions and references in text
5 10 15 25
Discussion
Poor- Limited information of
topic; lack of discussion of
results; complete lack of
understanding of experiment
Adequate- Some aspects of
paper researched; limited
discussion of results; too short;

does not address hypotheses,
nor sources of errors; some
understanding; addresses few
questions
Good- Well researched, but
limited detail; addresses either
sources of error, OR
hypotheses; decent length;
good understanding of the
experiment
Excellent- Well developed
discussion of results;
exceptionally researched;
hypotheses and sources of
error evaluated; real-world
application included; good
conclusion; all possible
questions were addressed
1 3 5 8
Organization
Lacks clear and logical
development; does not follow
any format; no/poor transitions
Somewhat clear and logical;
follows some format; weak
transitions; improper section
formatting
Clear and logical; follows good
format; good transitions;
problems with section

formatting
Exceptionally clear and
logical; follows excellent
format; excellent transitions
1 5 10
Language/ Grammar
Inconsistent/inapropriate
grammar, spelling, and
paragraphing throughout
Some errors in grammar,
spelling, and paragraphing
Paper is clear and concise;
proper grammar, spelling, and
paragraphing
1 3 6
In-text Citations
Inconsistent use of in-text
citations with improper format
Somewhat inconsistent use of
in-text citations with proper
format
Cosistent use of in-text
citations with proper format
1 3 6
Bibliography

Lack of proper format, sources
missing or incomplete
Some errors in format; most
sources shown
Use of proper format; all
sources shown
Comments:
0
Deductions:
/100 Total
Score
PID:
BSC 1010L- General Biology I Lab Lab Report Rubric
Name:

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