Standards for assessing Scientific Inquiry:

4. Exceeds the standard

3. Meets the standard

2. Nears, but does not meet the standard

1. Does not meet the standard

CREATING THE INVESTIGATION

Formulate hypothesis based on observations and design scientific investigations to provide data which address hypothesis.

4. Formulates a question and/or hypothesis, which focuses and defines an investigation of scientific relationships (i.e. interaction, correlation).

4. Presents a practical design that should provide reliable and valid data sufficient to answer the question, test the hypothesis, and explain the relationship(s) (i.e. cause/effect), and anticipates possible need for adjustment.

4. Uses additional connections with investigation beyond stated or implied connections.

4. Proposes an insightful new investigation that extends beyond the context of the current investigation.

3. Formulates a question and/or hypothesis, which can be answered or tested using data gathered in a scientific investigation.

3. Presents a practical design that should provide data of sufficient quantity and quality to answer the question or test the hypothesis.

3. Connects investigation with previous knowledge.

3. Proposes a new investigation that evolves from information gathered from the current investigation.

2. Formulates a question and/or hypothesis, which can be investigated using data but not directly answered or tested, and communicates a general plan and some procedures that can be followed.

2. Presents a design that should provide relevant data but not sufficient to fully answer the question or test the hypothesis.

2. Limited connections with investigation to previous knowledge.

2. Proposes a new investigation that is overly simplistic.

1. Formulates a question and/or hypothesis, which cannot be investigated using data; communicates a plan that is unclear or illogical.

1. Presents a design that should provide data somewhat applicable to the question or hypothesis.

1. Connections with investigation are illogical or incomplete..

1. Proposal is irrelevant or missing.

COLLECTING AND PRESENTING DATA

Conduct procedures to collect, organize, and display data.

4. Records accurate data consistent with complex procedures and deals with anomalous data, as needed.

4. Creates precise and thorough displays (e.g. tables) for observations and/or measurements (using appropriate units) in a logical and organized fashion.

4. Transforms data into visually powerful displays/formats, which clarify and highlight relationship(s) to be analyzed and explained.

3.Records reasonable data consistent with the planned procedure.

3.Creates displays (e.g., tables) for observations and/or measurements (using appropriate units) which are organized.

3.Transforms data into displays/formats, which present and clarify results and facilitate scientific analysis and interpretation.

2. Records reasonable data consistent with the planned procedure with some obvious errors.

2. Creates displays (e.g., tables) for observations and/or measurements, which are understandable, but somewhat incomplete or disorganized.

2. Inadequately transforms data into displays/formats of results.

1. Records data inconsistent or unrelated with the planned procedure.

1. Creates displays (e.g., tables) for observations and/or measurements, which are substantially inaccurate, incomplete, or disorganized.

1. Presents results in displays/formats, which are sometimes incomplete, inaccurate, unclear, or missing.

ANALYZING AND INTERPRETING RESULTS

Analyze results to develop conclusions

4. Applies scientific concepts, models, theories, terminology and/or notation correctly to analyze and explain relationship(s) investigated.

4. Explicitly analyzes the results of the investigation to support conclusions, which address the question, hypothesis and relationship(s) investigated.

4. Analyzes and critiques the design and procedures in light of the results and suggests insightful revisions or extensions.

3. Uses scientific concepts, models, and/or terminology with minimal errors to report results, identify patterns, and propose explanations.

3. Clearly uses the results of the investigation to support conclusions, which address the question/hypothesis.

3. Provides evidence that the design, procedures, and results have been reviewed to identify some obvious limitations or sources of error.

2. Uses scientific concepts, models, or terminology to report results and, with some errors, identify patterns and propose explanations.

2. Develops conclusions related to the question/hypothesis, but support from the investigation is either incomplete or not explicit.

2. Summarizes the design, procedures, and results but deals with error and limitations in a trivial or illogical manner.

1. Uses scientific concepts, models, or terminology incorrectly to report results, identify patterns and/or propose explanations.

1. Presents interpretations or conclusions, which are not clearly related to the question/hypothesis or supported by the results.

1. Summarizes the investigation in a general or somewhat unclear way.

LABORATORY TECHNIQUE AND SAFETY

Demonstrate proper laboratory techniques, appropriate use of materials, and correct safety procedures.

4. Applies knowledge of scientific procedures to create a design, which is controlled and consistent with accepted practice.

4. Always uses scientific equipment with appropriate accuracy and/or precision in measurements and calculations, including analysis of error inherent in techniques chosen.

4. Demonstrates detailed knowledge of all dangers and ethical considerations inherent in chosen techniques/materials and uses appropriate safety precautions.

3. Proposes scientifically logical and ethical procedures in a design.

3. Uses scientific equipment with appropriate accuracy and/or precision in most measurements and calculations.

3. Acknowledges the dangers inherent in chosen techniques/materials and uses appropriate safety precautions.

2. Proposes somewhat logical and ethical procedures in a design, which contains some significant scientific errors.

2. Sometimes uses scientific equipment with appropriate accuracy and/or precision in measurements and calculations.

2. Partially acknowledges the dangers inherent in chosen techniques/materials, but uses appropriate safety precautions.

1. Uses little scientific knowledge or does not consistently use reasonable or ethical procedures in a proposed design.

1. Rarely uses scientific equipment with appropriate accuracy and/or precision in measurements and calculations.

1. Does not acknowledge the dangers inherent in chosen techniques/materials, but uses appropriate safety precautions.

General Laboratory Outline - 1st - 12th Grade

LAB REPORTS

Title of Laboratory

I. Abstract / Notes

The purpose and relevance of the lab is summarized

Previous information that will correlate to the laboratory is described.

II. Hypothesis

Hypothesis should be a clear and testable statement.

III. Materials and Procedures

Complete list of materials is included.

Procedures are written clear enough for anyone else to follow and drawings, if included, are neat, complete, and labeled.

IV. Safety

All safety concerns and procedures of material use are described.

V. Results and Data

All data is clearly presented, correctly labeled (g, m/sec², etc.), appropriately described ("mass of beaker = 23 g"), and significant digits (when appropriate) are used.

Patterns are identified.

Appropriate graphs are included for interpreting data.

Results are examined for possible correlations.

VI. Conclusions

Results and hypothesis are compared and analyzed.

Limitation analysis (if needed): error calculations and mechanical and procedural errors are discussed.

A new investigation (and new hypothesis, if appropriate) is discussed.