1. How might a lesson plan differ between elementary earth science and high school computer science?

1. How might a lesson plan differ between elementary earth science and high school computer science?

Elementary earth science The basic concept are more important here, … Read More...
Chapter 11 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, April 18, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Understanding Work and Kinetic Energy Learning Goal: To learn about the Work-Energy Theorem and its basic applications. In this problem, you will learn about the relationship between the work done on an object and the kinetic energy of that object. The kinetic energy of an object of mass moving at a speed is defined as . It seems reasonable to say that the speed of an object–and, therefore, its kinetic energy–can be changed by performing work on the object. In this problem, we will explore the mathematical relationship between the work done on an object and the change in the kinetic energy of that object. First, let us consider a sled of mass being pulled by a constant, horizontal force of magnitude along a rough, horizontal surface. The sled is speeding up. Part A How many forces are acting on the sled? ANSWER: Part B This question will be shown after you complete previous question(s). Part C K m v K = (1/2)mv2 m F one two three four

Chapter 11 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, April 18, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Understanding Work and Kinetic Energy Learning Goal: To learn about the Work-Energy Theorem and its basic applications. In this problem, you will learn about the relationship between the work done on an object and the kinetic energy of that object. The kinetic energy of an object of mass moving at a speed is defined as . It seems reasonable to say that the speed of an object–and, therefore, its kinetic energy–can be changed by performing work on the object. In this problem, we will explore the mathematical relationship between the work done on an object and the change in the kinetic energy of that object. First, let us consider a sled of mass being pulled by a constant, horizontal force of magnitude along a rough, horizontal surface. The sled is speeding up. Part A How many forces are acting on the sled? ANSWER: Part B This question will be shown after you complete previous question(s). Part C K m v K = (1/2)mv2 m F one two three four

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What is a décimas? Using the article in the reader on the décima as a reference, provide an explanation of what this is, and make mention of some of its structural characteristics

What is a décimas? Using the article in the reader on the décima as a reference, provide an explanation of what this is, and make mention of some of its structural characteristics

The term décimas is a term indication to a lone … Read More...
CE 309 Fluid Mechanics Laboratory 2015 Assignment: ABET Criterion b You are tasked by SMU to design laboratory equipment for accurately determining discharge coefficients of an orifice in a reservoir discharging into the atmosphere (free jet). The equipment will be used in an undergraduate fluid mechanics laboratory class. You are not allowed to recommend an over-the-shelf system sold by manufacturers but must begin with basic materials. Your design must include the following; • Neat sketches and drawing illustrating your design. Sketches must be to scale. All sections of the sketch must be labeled in detail. As an example, a proposed motor must show the type, horsepower as well as any details necessary for the acquisition of the motor. • Statement of cost of individual items as well as the gross. It must also include installation costs where applicable. You are encouraged to recommend modern instrumentation in you design however costs must be kept as reasonable as possible. An esoteric system with no regard to the cost is of little value. Justify all your choices. • Develop a procedure for students operating the system to achieve the laboratory objectives. Indicate the advantages of your design over the current. • Keep your report to 3 pages maximum.

CE 309 Fluid Mechanics Laboratory 2015 Assignment: ABET Criterion b You are tasked by SMU to design laboratory equipment for accurately determining discharge coefficients of an orifice in a reservoir discharging into the atmosphere (free jet). The equipment will be used in an undergraduate fluid mechanics laboratory class. You are not allowed to recommend an over-the-shelf system sold by manufacturers but must begin with basic materials. Your design must include the following; • Neat sketches and drawing illustrating your design. Sketches must be to scale. All sections of the sketch must be labeled in detail. As an example, a proposed motor must show the type, horsepower as well as any details necessary for the acquisition of the motor. • Statement of cost of individual items as well as the gross. It must also include installation costs where applicable. You are encouraged to recommend modern instrumentation in you design however costs must be kept as reasonable as possible. An esoteric system with no regard to the cost is of little value. Justify all your choices. • Develop a procedure for students operating the system to achieve the laboratory objectives. Indicate the advantages of your design over the current. • Keep your report to 3 pages maximum.

No expert has answered this question yet. You can browse … Read More...
Question 1 In order to properly manage expenses, the company investigates the amount of money spent by its sales office. The below numbers are related to six randomly selected receipts provided by the staff. $147 $124 $93 $158 $164 $171 a) Calculate ̅ , s2 and s for the expense data. b) Assume that the distribution of expenses is approximately normally distributed. Calculate estimates of tolerance intervals containing 68.26 percent, 95.44 percent, and 99.73 percent of all expenses by the sales office. c) If a member of the sales office submits a receipt with the amount of $190, should this expense be considered unusually high? Explain your answer. d) Compute and interpret the z-score for each of the six expenses. Question 2 A survey presents the results of a concept study for the taste of new food. Three hundred consumers between 18 and 49 years old were randomly selected. After sampling the new cuisine, each was asked to rate the quality of food. The rating was made on a scale from 1 to 5, with 5 representing “extremely agree with the quality” and with 1 representing “not at all agree with the new food.” The results obtained are given in Table 1. Estimate the probability that a randomly selected 18- to 49-year-old consumer a) Would give the phrase a rating of 4. b) Would give the phrase a rating of 3 or higher. c) Is in the 18–26 age group; the 27–35 age group; the 36–49 age group. d) Is a male who gives the phrase a rating of 5. e) Is a 36- to 49-year-old who gives the phrase a rating of 2. f) Estimate the probability that a randomly selected 18- to 49-year-old consumer is a 27- to 49-year-old who gives the phrase a rating of 3. g) Estimate the probability that a randomly selected 18- to 49-year-old consumer would 1) give the phrase a rating of 2 or 4 given that the consumer is male; 2) give the phrase a rating of 4 or 5 given that the consumer is female. Based on the results of parts 1 and 2, is the appeal of the phrase among males much different from the appeal of the phrase among females? Explain. h) Give the phrase a rating of 4 or 5, 1) given that the consumer is in the 18–26 age group; 2) given that the consumer is in the 27–35 age group; 3) given that the consumer is in the 36–49 age group. Table 1. Gender Age Group Rating Total Male Female 18-26 27-35 36-49 Extremely Appealing (5) 151 68 83 48 66 37 (4) 91 51 40 36 36 19 (3) 36 21 15 9 12 15 (2) 13 7 6 4 6 3 Not at all appealing(1) 9 3 6 4 3 2 Question 3 Based on the reports provided by the brokers, it is concluded that the annual returns on common stocks are approximately normally distributed with a mean of 17.8 percent and a standard deviation of 29.3 percent. On the other hand, the company reports that the annual returns on tax-free municipal bonds are approximately normally distributed with a mean return of 4.7 percent and a standard deviation of 10.2 percent. Find the probability that a randomly selected a) Common stock will give a positive yearly return. b) Tax-free municipal bond will give a positive yearly return. c) Common stock will give more than a 13 percent return. d) Tax-free municipal bond will give more than a 11.5 percent return. e) Common stock will give a loss of at least 7 percent. f) Tax-free municipal bond will give a loss of at least 10 percent. Question 4 Based on a sample of 176 workers, it is estimated that the mean amount of paid time lost during a three-month period was 1.4 days per employee with a standard deviation of 1.3 days. It is also estimated that the mean amount of unpaid time lost during a three-month period was 1.0 day per employee with a standard deviation of 1.8 days. We randomly select a sample of 100 workers. a) What is the probability that the average amount of paid time lost during a three-month period for the 100 blue-collar workers will exceed 1.5 days? Assume σ equals 1.3 days. b) What is the probability that the average amount of unpaid time lost during a three-month period for the 100 workers will exceed 1.5 days? Assume σ equals 1.8 days. c) A sample of 100 workers is randomly selected. Suppose the sample mean amount of unpaid time lost during a three-month period actually exceeds 1.5 days. Would it be reasonable to conclude that the mean amount of unpaid time lost has increased above the previously estimated 1.0 day? Explain. Assume σ still equals 1.8 days.

Question 1 In order to properly manage expenses, the company investigates the amount of money spent by its sales office. The below numbers are related to six randomly selected receipts provided by the staff. $147 $124 $93 $158 $164 $171 a) Calculate ̅ , s2 and s for the expense data. b) Assume that the distribution of expenses is approximately normally distributed. Calculate estimates of tolerance intervals containing 68.26 percent, 95.44 percent, and 99.73 percent of all expenses by the sales office. c) If a member of the sales office submits a receipt with the amount of $190, should this expense be considered unusually high? Explain your answer. d) Compute and interpret the z-score for each of the six expenses. Question 2 A survey presents the results of a concept study for the taste of new food. Three hundred consumers between 18 and 49 years old were randomly selected. After sampling the new cuisine, each was asked to rate the quality of food. The rating was made on a scale from 1 to 5, with 5 representing “extremely agree with the quality” and with 1 representing “not at all agree with the new food.” The results obtained are given in Table 1. Estimate the probability that a randomly selected 18- to 49-year-old consumer a) Would give the phrase a rating of 4. b) Would give the phrase a rating of 3 or higher. c) Is in the 18–26 age group; the 27–35 age group; the 36–49 age group. d) Is a male who gives the phrase a rating of 5. e) Is a 36- to 49-year-old who gives the phrase a rating of 2. f) Estimate the probability that a randomly selected 18- to 49-year-old consumer is a 27- to 49-year-old who gives the phrase a rating of 3. g) Estimate the probability that a randomly selected 18- to 49-year-old consumer would 1) give the phrase a rating of 2 or 4 given that the consumer is male; 2) give the phrase a rating of 4 or 5 given that the consumer is female. Based on the results of parts 1 and 2, is the appeal of the phrase among males much different from the appeal of the phrase among females? Explain. h) Give the phrase a rating of 4 or 5, 1) given that the consumer is in the 18–26 age group; 2) given that the consumer is in the 27–35 age group; 3) given that the consumer is in the 36–49 age group. Table 1. Gender Age Group Rating Total Male Female 18-26 27-35 36-49 Extremely Appealing (5) 151 68 83 48 66 37 (4) 91 51 40 36 36 19 (3) 36 21 15 9 12 15 (2) 13 7 6 4 6 3 Not at all appealing(1) 9 3 6 4 3 2 Question 3 Based on the reports provided by the brokers, it is concluded that the annual returns on common stocks are approximately normally distributed with a mean of 17.8 percent and a standard deviation of 29.3 percent. On the other hand, the company reports that the annual returns on tax-free municipal bonds are approximately normally distributed with a mean return of 4.7 percent and a standard deviation of 10.2 percent. Find the probability that a randomly selected a) Common stock will give a positive yearly return. b) Tax-free municipal bond will give a positive yearly return. c) Common stock will give more than a 13 percent return. d) Tax-free municipal bond will give more than a 11.5 percent return. e) Common stock will give a loss of at least 7 percent. f) Tax-free municipal bond will give a loss of at least 10 percent. Question 4 Based on a sample of 176 workers, it is estimated that the mean amount of paid time lost during a three-month period was 1.4 days per employee with a standard deviation of 1.3 days. It is also estimated that the mean amount of unpaid time lost during a three-month period was 1.0 day per employee with a standard deviation of 1.8 days. We randomly select a sample of 100 workers. a) What is the probability that the average amount of paid time lost during a three-month period for the 100 blue-collar workers will exceed 1.5 days? Assume σ equals 1.3 days. b) What is the probability that the average amount of unpaid time lost during a three-month period for the 100 workers will exceed 1.5 days? Assume σ equals 1.8 days. c) A sample of 100 workers is randomly selected. Suppose the sample mean amount of unpaid time lost during a three-month period actually exceeds 1.5 days. Would it be reasonable to conclude that the mean amount of unpaid time lost has increased above the previously estimated 1.0 day? Explain. Assume σ still equals 1.8 days.

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BI 102 Lab 1 Writing Assignment How did the different concentrations of sucrose impact osmotic rate? This assignment requires you to evaluate a hypothesis and communicate the results of your experiment on the rate of osmosis into sucrose solutions of varying concentrations. The questions below are meant to guide you to reporting the key findings of your experiment and help you think through how to explain the findings and draw conclusions from them in a scientific manner. ASSIGNMENT: Please respond to the following questions to complete your laboratory write up. For this assignment you will only focus on the osmosis of water into sucrose concentrations of varying concentration. Make sure that your write up is accurate, and clearly written so that it is easily readable. A grading rubric is provided on the second page of this assignment. To earn full points on your write up, you must provide answers that align to the “meets” column of your grading rubric as well as meeting all “Quality of Writing and Mechanics” elements described in the rubric. There are also some tips on pages 3-4 of this assignment to help you succeed. FORMAT: • Type your responses, using 1.5 or double spacing. • Include the section headings (Hypothesis, Results, Analysis) and question number (example: 1, 2, 3, etc) in your answers but do not rewrite the question. • Graphs may be made with a computer program (example: Microsoft excel, Mac numbers, etc) or may be neatly produced with a ruler on graphing paper. • Print out the cover sheet on page 2 of this assignment, read and sign the academic honesty statement, and submit it with your write up. Your instructor WILL NOT accept a write up without the signed cover sheet. DUE DATE: Your write up is due at the beginning of class next week. Late assignments will have 1 point deducted per day up to 5 days, at which point the assignment will be assigned 0 points. Hypothesis and Prediction – Part 1 of Rubric 1. What did you think was going to happen in this experiment and why? You may find it helpful to state your answers to these questions as an “if-then” hypothesis-prediction. Be sure you have included a biological rationale that explains WHY you made this hypothesis/prediction. (You worked on this in question 2 on page 10 of this lab activity) Results – Part 2 of Rubric 2. How did the different concentrations of sucrose impact osmotic rate? Answer this question by creating a line graph that shows the results of your experiment. If you need assistance building a graph, there is a Guide to Graphing resource available on your Moodle lab course site. Analysis- Part 3 of Rubric 3. Explain why you think that the results shown in your graph support or refute your hypothesis (remember we never “prove” anything in science). Consider all your data and the overall data pattern as you answer this question. Don’t ignore unusual data that may not seem to fit into a specific patterns (“outliers”). Explain what you think might be behind these unusual data points. 4. What is the biological significance of your results? What biological concepts explain completely why these events happened in the experiment? How do these results help you understand the biology of the cell and how materials move back and forth across the cell membrane? (A hint: refer back to questions 1A-1F on page 10 of this lab activity). Think about giving a specific example. References- Mechanics Checklist 5. Provide at least one full citation (make sure you include an in-text citation that pinpoints where you used this resource) for a resource you made use of in performing the experiment, understanding the concepts and writing this assignment. (Perhaps your lab manual? Your textbook? A website?) If you used more than one resource, you need to cite each one! If you need help with citations, a Guide to Citing References is available on your Moodle lab course site. Please print out and submit this cover sheet with your lab writeup! Lab Writeup Assignment (1) Assessment Rubric-­‐ 10 points total Name: ________________________________________ Element Misses (1 point) Approaches (2 points) Meets (3 points) Hypothesis Clarity/Specificity Testability Rationale ___Hypothesis is unclear and hardto- understand ___Hypothesis is not testable ___No biological rationale for hypothesis or rationale is fully inaccurate ___Hypothesis included is clearly stated, but not specific or lacks specific details __Hypothesis is testable, but not in a feasible way in this lab ___Some foundation for hypothesis, but based in part on biological inaccuracy ___Hypothesis included is clearly stated and very specific ___Hypothesis is testable and could be tested within lab parameters ___Rationale for hypothesis is grounded in accurate biological information Graph Title Axes Variables Key Graph clarity Data accuracy ___Graph lacks a title ___Axes are not labeled ___Variables not addressed in graph ___No key or way to tell data points apart ___Graph is hard to read and comparisons cannot be made: Inappropriate graph type or use of scale ___Data graphed is inaccurate or does not relate to experiment ___Graph has a title that is not very descriptive ___Axes are either unlabeled, or units are unclear or wrong ___Variables addressed in graph, but not on correct axes ___Key included, but is hard to understand ___Graph is somewhat readable, comparisons can be made with difficulty: Appropriate graph type, but not scaled well ___Data graphed is partially accurate; some data is missing ___Graph has a concise, descriptive title ___Axes are labeled, including clarification of units used ___Variables on correct axes ___A clear, easy-to-use key to data points is included ___Graph is clearly readable and comparisons between treatments are easy to make: Graph type and scale are appropriate to data ___Data graphed is accurate and includes all relevant data, including controls (if needed) Analysis Hypothesis Scientific language Data addressed Explanation ___Hypothesis is not addressed ___Hypothesis is described using language like proven, true, or right ___No explanations for data patterns observed in graph or data does not support conclusions. ___No biological explanation for data trends or explanations are completely inaccurate ___Hypothesis is mentioned, but not linked well to data ___Hypothesis is not consistently described as supported or refuted ___Some data considered in conclusions but other data is ignored. Any unusual “outliers” are ignored ___Explanations include minimal or some inaccurate biological concepts ___Hypothesis is evaluated based upon data ___Hypothesis is consistently described as supported or refuted ___All data collected is considered and addressed by conclusions, including presence of outliers, ___Explanations include relevant and accurate biological concepts Quality of Writing and Mechanics: Worth 1 point. Writeup should meet all of the following criteria! Yes No ☐ ☐ Write up includes your name, the date, and your lab section ☐ ☐ Write up is free from spelling and grammatical errors (make sure you proofread!!) ☐ ☐ Write up is clear and easy-to-understand ☐ ☐ Write up includes full citation for at least one reference with corresponding in-text citation ☐ ☐ All portions of write up are clearly labeled, and question numbers are included Plagiarism refers to the use of original work, ideas, or text that are not your own. This includes cut-and-paste from websites, copying directly from texts, and copying the work of others, including fellow students. Telling someone your answers to the questions (including telling someone how to make their graph, question #2), or asking for the answers to any question, is cheating. (Asking someone how to make the graph for this assignment is NOT the same as asking for help learning excel or some other software). All forms of cheating, including plagiarism and copying of work will result in an immediate zero for the exam, quiz, or assignment. In the case of copying, all parties involved in the unethical behavior will earn zeros. Cheating students will be referred to the Student Conduct Committee for further action. You also have the right to appeal to the Student Conduct Committee. I have read and understand the plagiarism statement. ____________________________________________________ Signature Guidelines for Good Quality Scientific Reports Hypothesis and Prediction: The hypothesis is a tentative explanation for the phenomenon. Remember that: • A good hypothesis and prediction is testable (and should be testable under the conditions of our lab environment; For example, if your hypothesis requires shooting a rocket into space, then its not really testable under our laboratory conditions). • Your explanation can be ruled out through testing, or falsified. • A good hypothesis and prediction is detailed and specific in what it is testing. • A good hypothesis provides a rationale or explanation for why you think your prediction is reasonable and this rationale is based on what we know about biology. • A good prediction is specific and can be tested with a specific experiment. Examples*: I think that diet soda will float and regular soda will sink. {This hypothesis misses the goal. It is not specific as we don’t know where the sodas are floating and sinking, and it does not provide any explanation to explain why the hypothesis makes sense} Because diet soda does not contain sugar and regular soda does, the diet soda will float in a bucket of water, while regular soda will sink. {This hypothesis approaches the goal. It is more specific about the conditions, and it provides a partial explanation about why the hypothesis makes sense, but the connection between sugar and sinking is unclear} If diet soda does not contain sugar, then its density (mass/volume) is lower than that of regular soda which does contain sugar, and so diet soda will float in a bucket of water while regular soda sinks. {This hypothesis meets the goal. It is specific and the rationale- sugar affects density and density is what determines floating or sinking in water- is clearly articulated} *Note that these examples are for different experiments and investigations and NOT about your osmosis lab. They are provided only to help you think about what you need to include in your write up. Graph: The graph is a visual representation of the data you gathered while testing your hypothesis. Remember that: • A graph needs a concise title that clearly describes the data that it is showing. • Data must be put on the correct axes of the graph. In general, the data you collected (representing what you are trying to find out about) goes on the vertical (Y) axis. The supporting data that that describes how, when or under what conditions you collected your data goes on the horizontal (X) axis. (For this reason time nearly always goes on the X-axis). • Axes must be labeled, including the units in which data were recorded • Data points should be clearly marked and identified; a key is helpful if more than one group of data is included in the graph. • The scale of a graph is important. It should be consistent (there should be no change in the units or increments on a single axis) and appropriate to the data you collected Examples: {This graph misses the goal. There is no title, nor is there a key to help distinguish what the data points mean. The scale is too large- from 0 to 100 with an increment of 50, when the maximum number in the graph is 25- and makes it hard to interpret this graph. The x-axis is labeled, but without units (the months) and the y-axis has units, but the label is incomplete- number of what?} {This graph meets the goal. There is a descriptive title, and all of the axes are clearly labeled with units. There is a key so that we can distinguish what each set of data points represent. The dependent variable (number of individuals) is correctly placed on the y-axis with the independent variable of time placed on the x-axis. The scale of 0-30 is appropriate to the data, with each line on the x-axis representing an increment of 5.} 0 50 100 Number Month 0 5 10 15 20 25 30 March April May June July Number of individuals Month (2011) Population size of three different madtom catiCish in the Marais de Cygnes River in Spring/Summer 2011 Brindled madtom Neosho madtom Slender madtom Analysis: You need to evaluate your hypothesis based on the data patterns shown by your graph. Remember that: • You use data to determine support or refute your hypothesis. It is only possible to support a hypothesis, not to “prove” one (that would require testing every possible permutation and combination of factors). Your evaluation of your hypothesis should not be contradicted by the pattern shown by your data. • Refer back to the prediction you made as part of your hypothesis and use your data to justify your decision to support or refute your hypothesis. • In the “if” part of your hypothesis you should have provided a rationale, or explanation for the prediction you made in your hypothesis (“then” part of hypothesis”). Use this to help you explain why you think you observed the specific pattern of data revealed in your graph. • You should consider all of the data you collected in examining the support (or lack of support for your hypothesis). If there are unusual data points or “outliers” that don’t seem to fit the general pattern in your graph, explain what you think those mean. Examples: I was right. Diet Pepsi floated and so did Apricot Nectar. Regular Pepsi sank. Obviously the regular Pepsi was heavier. This helps us understand the concept of density, which is a really important one. {This analysis misses the goal. The hypothesis isn’t actually mentioned and the data is only briefly described. There is no explanation of the importance of the Apricot Nectar results. Finally, there is no connection to how these results help understand density or why it is biologically important} I hypothesized that diet soda would float, and all three cans of diet Pepsi did float while the regular Pepsi sank. This supports my hypothesis. Both types of Pepsi were 8.5 fluid ounces in volume, but the regular Pepsi also contained 16 grams of sugar. This means that the regular Pepsi had 16 more grams of mass provided by the sugar in the same amount of volume. This would lead to an increase in density, which explains why the regular soda cans sank. When we put in a can of Apricot Nectar, which had 19 grams of sugar, it floated. This was unexpected, but I think it is explained by the fact that an Apricot Nectar can had a volume of 7 fluid ounces, but the dimensions of the can are the same as that of a Pepsi can. A same-sized can with less liquid probably has an air space that helped it float. The results of this experiment help us understand how the air bladder of a fish, which creates an air space inside the fish, helps it float in the water and also how seaweeds and other living things with air spaces or other factors that decrease their density keep from sinking to the bottom of the water. {This analysis meets the goal. It clearly ties the hypothesis to the results and outlines what they mean. It describes how the results support the hypothesis, but also explains a possible reason behind the unusual results of the Apricot Nectar. Finally, there is a link to how this experiment helps us understand biology}

BI 102 Lab 1 Writing Assignment How did the different concentrations of sucrose impact osmotic rate? This assignment requires you to evaluate a hypothesis and communicate the results of your experiment on the rate of osmosis into sucrose solutions of varying concentrations. The questions below are meant to guide you to reporting the key findings of your experiment and help you think through how to explain the findings and draw conclusions from them in a scientific manner. ASSIGNMENT: Please respond to the following questions to complete your laboratory write up. For this assignment you will only focus on the osmosis of water into sucrose concentrations of varying concentration. Make sure that your write up is accurate, and clearly written so that it is easily readable. A grading rubric is provided on the second page of this assignment. To earn full points on your write up, you must provide answers that align to the “meets” column of your grading rubric as well as meeting all “Quality of Writing and Mechanics” elements described in the rubric. There are also some tips on pages 3-4 of this assignment to help you succeed. FORMAT: • Type your responses, using 1.5 or double spacing. • Include the section headings (Hypothesis, Results, Analysis) and question number (example: 1, 2, 3, etc) in your answers but do not rewrite the question. • Graphs may be made with a computer program (example: Microsoft excel, Mac numbers, etc) or may be neatly produced with a ruler on graphing paper. • Print out the cover sheet on page 2 of this assignment, read and sign the academic honesty statement, and submit it with your write up. Your instructor WILL NOT accept a write up without the signed cover sheet. DUE DATE: Your write up is due at the beginning of class next week. Late assignments will have 1 point deducted per day up to 5 days, at which point the assignment will be assigned 0 points. Hypothesis and Prediction – Part 1 of Rubric 1. What did you think was going to happen in this experiment and why? You may find it helpful to state your answers to these questions as an “if-then” hypothesis-prediction. Be sure you have included a biological rationale that explains WHY you made this hypothesis/prediction. (You worked on this in question 2 on page 10 of this lab activity) Results – Part 2 of Rubric 2. How did the different concentrations of sucrose impact osmotic rate? Answer this question by creating a line graph that shows the results of your experiment. If you need assistance building a graph, there is a Guide to Graphing resource available on your Moodle lab course site. Analysis- Part 3 of Rubric 3. Explain why you think that the results shown in your graph support or refute your hypothesis (remember we never “prove” anything in science). Consider all your data and the overall data pattern as you answer this question. Don’t ignore unusual data that may not seem to fit into a specific patterns (“outliers”). Explain what you think might be behind these unusual data points. 4. What is the biological significance of your results? What biological concepts explain completely why these events happened in the experiment? How do these results help you understand the biology of the cell and how materials move back and forth across the cell membrane? (A hint: refer back to questions 1A-1F on page 10 of this lab activity). Think about giving a specific example. References- Mechanics Checklist 5. Provide at least one full citation (make sure you include an in-text citation that pinpoints where you used this resource) for a resource you made use of in performing the experiment, understanding the concepts and writing this assignment. (Perhaps your lab manual? Your textbook? A website?) If you used more than one resource, you need to cite each one! If you need help with citations, a Guide to Citing References is available on your Moodle lab course site. Please print out and submit this cover sheet with your lab writeup! Lab Writeup Assignment (1) Assessment Rubric-­‐ 10 points total Name: ________________________________________ Element Misses (1 point) Approaches (2 points) Meets (3 points) Hypothesis Clarity/Specificity Testability Rationale ___Hypothesis is unclear and hardto- understand ___Hypothesis is not testable ___No biological rationale for hypothesis or rationale is fully inaccurate ___Hypothesis included is clearly stated, but not specific or lacks specific details __Hypothesis is testable, but not in a feasible way in this lab ___Some foundation for hypothesis, but based in part on biological inaccuracy ___Hypothesis included is clearly stated and very specific ___Hypothesis is testable and could be tested within lab parameters ___Rationale for hypothesis is grounded in accurate biological information Graph Title Axes Variables Key Graph clarity Data accuracy ___Graph lacks a title ___Axes are not labeled ___Variables not addressed in graph ___No key or way to tell data points apart ___Graph is hard to read and comparisons cannot be made: Inappropriate graph type or use of scale ___Data graphed is inaccurate or does not relate to experiment ___Graph has a title that is not very descriptive ___Axes are either unlabeled, or units are unclear or wrong ___Variables addressed in graph, but not on correct axes ___Key included, but is hard to understand ___Graph is somewhat readable, comparisons can be made with difficulty: Appropriate graph type, but not scaled well ___Data graphed is partially accurate; some data is missing ___Graph has a concise, descriptive title ___Axes are labeled, including clarification of units used ___Variables on correct axes ___A clear, easy-to-use key to data points is included ___Graph is clearly readable and comparisons between treatments are easy to make: Graph type and scale are appropriate to data ___Data graphed is accurate and includes all relevant data, including controls (if needed) Analysis Hypothesis Scientific language Data addressed Explanation ___Hypothesis is not addressed ___Hypothesis is described using language like proven, true, or right ___No explanations for data patterns observed in graph or data does not support conclusions. ___No biological explanation for data trends or explanations are completely inaccurate ___Hypothesis is mentioned, but not linked well to data ___Hypothesis is not consistently described as supported or refuted ___Some data considered in conclusions but other data is ignored. Any unusual “outliers” are ignored ___Explanations include minimal or some inaccurate biological concepts ___Hypothesis is evaluated based upon data ___Hypothesis is consistently described as supported or refuted ___All data collected is considered and addressed by conclusions, including presence of outliers, ___Explanations include relevant and accurate biological concepts Quality of Writing and Mechanics: Worth 1 point. Writeup should meet all of the following criteria! Yes No ☐ ☐ Write up includes your name, the date, and your lab section ☐ ☐ Write up is free from spelling and grammatical errors (make sure you proofread!!) ☐ ☐ Write up is clear and easy-to-understand ☐ ☐ Write up includes full citation for at least one reference with corresponding in-text citation ☐ ☐ All portions of write up are clearly labeled, and question numbers are included Plagiarism refers to the use of original work, ideas, or text that are not your own. This includes cut-and-paste from websites, copying directly from texts, and copying the work of others, including fellow students. Telling someone your answers to the questions (including telling someone how to make their graph, question #2), or asking for the answers to any question, is cheating. (Asking someone how to make the graph for this assignment is NOT the same as asking for help learning excel or some other software). All forms of cheating, including plagiarism and copying of work will result in an immediate zero for the exam, quiz, or assignment. In the case of copying, all parties involved in the unethical behavior will earn zeros. Cheating students will be referred to the Student Conduct Committee for further action. You also have the right to appeal to the Student Conduct Committee. I have read and understand the plagiarism statement. ____________________________________________________ Signature Guidelines for Good Quality Scientific Reports Hypothesis and Prediction: The hypothesis is a tentative explanation for the phenomenon. Remember that: • A good hypothesis and prediction is testable (and should be testable under the conditions of our lab environment; For example, if your hypothesis requires shooting a rocket into space, then its not really testable under our laboratory conditions). • Your explanation can be ruled out through testing, or falsified. • A good hypothesis and prediction is detailed and specific in what it is testing. • A good hypothesis provides a rationale or explanation for why you think your prediction is reasonable and this rationale is based on what we know about biology. • A good prediction is specific and can be tested with a specific experiment. Examples*: I think that diet soda will float and regular soda will sink. {This hypothesis misses the goal. It is not specific as we don’t know where the sodas are floating and sinking, and it does not provide any explanation to explain why the hypothesis makes sense} Because diet soda does not contain sugar and regular soda does, the diet soda will float in a bucket of water, while regular soda will sink. {This hypothesis approaches the goal. It is more specific about the conditions, and it provides a partial explanation about why the hypothesis makes sense, but the connection between sugar and sinking is unclear} If diet soda does not contain sugar, then its density (mass/volume) is lower than that of regular soda which does contain sugar, and so diet soda will float in a bucket of water while regular soda sinks. {This hypothesis meets the goal. It is specific and the rationale- sugar affects density and density is what determines floating or sinking in water- is clearly articulated} *Note that these examples are for different experiments and investigations and NOT about your osmosis lab. They are provided only to help you think about what you need to include in your write up. Graph: The graph is a visual representation of the data you gathered while testing your hypothesis. Remember that: • A graph needs a concise title that clearly describes the data that it is showing. • Data must be put on the correct axes of the graph. In general, the data you collected (representing what you are trying to find out about) goes on the vertical (Y) axis. The supporting data that that describes how, when or under what conditions you collected your data goes on the horizontal (X) axis. (For this reason time nearly always goes on the X-axis). • Axes must be labeled, including the units in which data were recorded • Data points should be clearly marked and identified; a key is helpful if more than one group of data is included in the graph. • The scale of a graph is important. It should be consistent (there should be no change in the units or increments on a single axis) and appropriate to the data you collected Examples: {This graph misses the goal. There is no title, nor is there a key to help distinguish what the data points mean. The scale is too large- from 0 to 100 with an increment of 50, when the maximum number in the graph is 25- and makes it hard to interpret this graph. The x-axis is labeled, but without units (the months) and the y-axis has units, but the label is incomplete- number of what?} {This graph meets the goal. There is a descriptive title, and all of the axes are clearly labeled with units. There is a key so that we can distinguish what each set of data points represent. The dependent variable (number of individuals) is correctly placed on the y-axis with the independent variable of time placed on the x-axis. The scale of 0-30 is appropriate to the data, with each line on the x-axis representing an increment of 5.} 0 50 100 Number Month 0 5 10 15 20 25 30 March April May June July Number of individuals Month (2011) Population size of three different madtom catiCish in the Marais de Cygnes River in Spring/Summer 2011 Brindled madtom Neosho madtom Slender madtom Analysis: You need to evaluate your hypothesis based on the data patterns shown by your graph. Remember that: • You use data to determine support or refute your hypothesis. It is only possible to support a hypothesis, not to “prove” one (that would require testing every possible permutation and combination of factors). Your evaluation of your hypothesis should not be contradicted by the pattern shown by your data. • Refer back to the prediction you made as part of your hypothesis and use your data to justify your decision to support or refute your hypothesis. • In the “if” part of your hypothesis you should have provided a rationale, or explanation for the prediction you made in your hypothesis (“then” part of hypothesis”). Use this to help you explain why you think you observed the specific pattern of data revealed in your graph. • You should consider all of the data you collected in examining the support (or lack of support for your hypothesis). If there are unusual data points or “outliers” that don’t seem to fit the general pattern in your graph, explain what you think those mean. Examples: I was right. Diet Pepsi floated and so did Apricot Nectar. Regular Pepsi sank. Obviously the regular Pepsi was heavier. This helps us understand the concept of density, which is a really important one. {This analysis misses the goal. The hypothesis isn’t actually mentioned and the data is only briefly described. There is no explanation of the importance of the Apricot Nectar results. Finally, there is no connection to how these results help understand density or why it is biologically important} I hypothesized that diet soda would float, and all three cans of diet Pepsi did float while the regular Pepsi sank. This supports my hypothesis. Both types of Pepsi were 8.5 fluid ounces in volume, but the regular Pepsi also contained 16 grams of sugar. This means that the regular Pepsi had 16 more grams of mass provided by the sugar in the same amount of volume. This would lead to an increase in density, which explains why the regular soda cans sank. When we put in a can of Apricot Nectar, which had 19 grams of sugar, it floated. This was unexpected, but I think it is explained by the fact that an Apricot Nectar can had a volume of 7 fluid ounces, but the dimensions of the can are the same as that of a Pepsi can. A same-sized can with less liquid probably has an air space that helped it float. The results of this experiment help us understand how the air bladder of a fish, which creates an air space inside the fish, helps it float in the water and also how seaweeds and other living things with air spaces or other factors that decrease their density keep from sinking to the bottom of the water. {This analysis meets the goal. It clearly ties the hypothesis to the results and outlines what they mean. It describes how the results support the hypothesis, but also explains a possible reason behind the unusual results of the Apricot Nectar. Finally, there is a link to how this experiment helps us understand biology}

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