Scientific Paper Rubric Student Version

Scientific Paper Rubric Student Version - Wri$ng Outline...

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Unformatted text preview: Wri$ng Outline • This outline is intended to provide the student with guidance when wri5ng any paper. • While this first page does list point values, the 100 points dedicated towards Grammar & Punctua5on will not be part of the final score of the scien5fic paper. However, if the student does not meet the required minimum point value for Grammar and Punctua5on described in this outline, the scien5fic context of the paper will not be graded. Grammar & Punctua,on (_____ /30) - Spelling & Dic3on (Correct spelling, Appropriate word choice?) - 6 points for each mistake (_____ /10) - Subject/verb agreement (Singular or plural) - 2 points for each mistake (_____ /30) - Sentence structure (No fragments or run- on sentences) - 5 points for each mistake (_____ /10) - Verb Tense Usage (Appropriate use of past and present tense) - 1 point for each mistake (_____ /10) - Pronoun Usage (Avoidance of “You” and “Your” and “You’re”) - 5 points for each mistake (_____ /10) - Punctua3on (Appropriate use of commas, periods, quota3ons and all other forms of punctua3on) - 1 points for each mistake (_____ /100) - Total • If any single sec5on is equal to 0%, or the sum of all sec5ons is less than 70%, the student will be required to edit the paper and turn it back in before the scien5fic context is graded. • 10 points will be deducted from the paper ini5ally for not being being gramma5cally sound, and an addi5onal 5 points will be deducted each day that the paper is not turned in past the due date. • The student has a maximum of five days from when the paper is returned to correct the grammar and punctua5on. If the student fails to submit the paper in this 5me period they will not be able to submit it un5l the day of the final prac5cal. At that point in 5me, the highest poten5al grade that the student can receive for the paper, if it is wriOen perfectly, will be a 70. Scien$fic Context Rubric General Forma1ng (10 pts total) _____ Sec3on Titles (14 pt Times New Roman & Bold) _____ Paragraphs (12 pt Times New Roman) _____ Double spaced _____ Internal Cita3ons (Author(s), Year) _____ Cita3on requirements met (5 cita3ons or more), and properly cited at the end Title (10 pts total) _____ Clarity (Title informs the reader as to what types of experiments were performed and for what purpose; Student avoids vague or ambiguous statements) _____ Scien3fic Merit (Title is scien3fic and professional in its presenta3on) Abstract (10 pts total) _____ Length (Less than 250 words) _____ Introduc3on (Abstract contains at least 2 sentences that give broad background/ introduc3on informa3on; present tense) _____ Hypotheses (Abstract contains hypotheses for all experiments, past tense) _____ Materials & Methods (Abstract contains at least 2 sentences that give broad details for the experiments that were devised to test the hypotheses, past tense) _____ Results (Abstract contains at least 2 sentences that give broad details regarding the experiments that you obtained, past tense) _____ Discussion & Future Direc3ons (Abstract contains at least 2 sentences that give broad conclusions & future direc3ons based off of the results obtained) Introduc,on (20 pts total) _____ Introductory paragraph regarding enzymes (details what an enzyme is, how it works, where enzymes can be found, etc) _____ Paragraph on the effects of environment on enzymes (details the effects that different environmental factors can have on enzymes, etc) _____ Introductory paragraph regarding lactase (details what lactase is, how it works, where it is found, etc) _____ Paragraph on the effects of environment on lactase (details the effects that different environmental factors can have on lactase, etc) _____ Paragraph sta3ng what the hypothesis(es) for each experiment were (past tense) _____ Scien3fic merit (How comfortable was the student with the science? How well did they explain the concepts?) Materials & Methods (10 pts total) _____ Wriden in complete sentences, avoids the use of the word “you,” and wriden in the past tense at all 3mes. _____ Paragraph wriden for the materials and methods of each of the four experiments _____ Clarity (Did the student explain the protocols effec3vely? Were amounts of solu3ons & 3mes given? etc.) Results (20 pts total) _____ Student has, at least, one graph or table for each experiment that they performed _____ Graphs and tables have accompanying legends that inform the reader of what the graph/table is showing. NOTE: This does not mean that the informa5ve excerpt describes the results themselves. _____ Graphs are formaded properly so that they do not take up an exorbitant amount of space. _____ Sentences are provided that describe the data presented in each graph without drawing conclusions regarding that data. These sentences are integrated into the document so that they surround and compliment their respec3ve graph(s)/table(s). _____ The figures showing the sta3s3cal data for the specificity and cofactors experiments are included, explained and compared to the student’s data for those experiments. Discussion (20 pts total) _____ There is a paragraph dedicated to each unique experiment _____ Rigorous scien3fic analysis is applied to determining whether or not each experiment supported or invalidated the hypotheses provide. Does the student understand what their results mean? _____ If there is a discrepancy between the hypothesis and the observed data, does the student provided explana3on(s) as to why the observed outcome may have occurred, or is it apparent that they have altered their hypothesis(es) to match their data? _____ Does the student appropriately compare and analyze their data alongside the sta3s3cal data provided from mul3ple classes? _____ Does the student provide reasonable future direc3ons/experiments that would build upon the results and informa3on provided in this exercise? _____ Scien3fic merit (How comfortable was the student with the science? How well did they explain the concepts?) ...
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