Rubric of Student Work
Instrument #16: Moro Cojo Chemistry Grading Rubric
Project: Teaching Scientific Inquiry Through Inter-disciplinary Problem-based Modules: Students as Partners in Ongoing Applied Research
California State University, Monterey Bay
Funding Source: NSF - Undergraduate Education (DUE)
Purpose: To "grade" a research project in an integrated science course.
Administered To: Undergraduate chemistry students
Topics Covered:
- Content and Inquiry: Environmental: wetlands chemistry of soil and water
Format/Length: N/A
Moro Cojo Chemistry Grading Rubric
ESSP 110, Spring 2002
| Introduction: Introduction to the slough |
|
- Location
- Importance of Soulgh and wetlands in general as an endangered
habitat including the kinds of services they provide.
- Brief description of the research your gruop conducted
(question, hypothesis, and what you found). Why do we care about
wetland ecosystems?
- Criteria: Completeness and Accuracy. Your reports must
address the preceding in good depth, and as well as be factually
correct.
|
/5
/20
/15 |
Methods:
A) Brief description of how you did your analysis and the methods
used. |
/10
|
Chemistry:
Oh yes, the chemistry. You must describe the
chemistry involved in the analyses you did. If you measured dissolved oxygen, you
must detail the reactions involved such that the reader believes you understand
what you did.
- Criteria: Accuracy. Your description must be factually correct and
convincing.
|
/10
|
Results:Graphs should include and be:
Average and standard deviation of your samples?
Attach your standard deviations as error bars.
Correctly Labeled?
Correct Presentation of Data?
In addition to graphs, this section will include a written
description of your what your graphs indicate.
Criteria: Accuracy, Useful. Your graphs must resent your
data such that they illustrate what you found. They must be correctly labeled.
Standard deviation must be attached to error bars. |
/7
/7
/7
/7
|
Discussion: This is where you'll discuss the meaning of
your data in the context of the slough. The minimum expectation is that you'll
discuss the following:
Your results in some depth including your hypothesis and whether or not your
data supported it.
A discussion of the meaning of your results. What may
your results mean? Was there a lot of scatter in your data (large standard deviation).
If so, what do you think contributed to this?
The relevance of what you measured in the context of the slough. For instance,
how does DO have any bearing on the health of the slough?
What environmental factors/variables are likely to influence what you measured?
What kinds of processes may be influenced by what you measured? |
/8
/8
/8
/8
/8
|
Required Extra Credit:
Compare your data to what other students have found in the past and in this class.
You'll need to dig for these points. An excel spreadsheet will put in the class
folder with Moro Cojo water quality data for this year and one season in the past.
You may wish to compare your data with data from the same sites, for the past two
years, or discuss the whole picture. If you did a unique project (and therefore
have not previous data to compare yours to), you could compare dissolved oxygen,
nitrate, and phosphate concentrations from sites 1, 2, and 3 over the course of a
year, or two. You might wish to look for relationships between salinity (incoming tide)
and concentration of some nutrient over time.
Whatever you decide-do it well. You'll want to graph and perform descriptive
statistics (mean and standard deviation) on the data you wish to discuss.
You'll want to delve into what the data mean with respect to the slough. |
.../40
points possible |
Products:
Each group will write one introduction, methods, and results section.
Each of you will will submit your own discussion. You will submit
both hard and electronic copies of your work. Save your reports in rich text
format (one of the options under "save as"). Put at least one of your names in
the title. Put the names of all individuals within the body of the report.
Send electronic copies to the Firstclass inbox. Extra credit may be done on an
individual or group basis, but make it clear who is to get credit for the work.
I strongly suggest that you turn in a draft. Products Due 5/14/02. |
|
|
 |
