Student-Designed Inquiry Lab
Summative Assessment
Product:
Formal Lab Report
Directions:
Students will randomly sample populations in a local biome or habitat. They will design the whole experiment, collect and analyze data, and then draw conclusions and compare to other research. The steps are to
- Choose a research question
- Identify variables
- Independent
- Dependent
- Form a hypothesis
- Write a procedure (can modify this as you go)
- Collect data and record it in a table
- Draw a picture/diagram of the experiment
- Make a graph of your data results
- Write conclusions from your data
- Compare your data to other research
- Suggest improvements and areas for further research
Technique Options and Information:[1]
- Transect study - In this method, you take a tape measure and run in 20 meters from an abiotic factor (such as a river, stream, street, school, dirt path, lake, etc) and write down every living thing that touches your tape measure. You can then examine how the types and number of species change as you move away from the abiotic factor.
- Quadrat [2]study - Quadrats are commonly used to estimate plant populations. A quadrat is a square frame (usually 1 or 2 m2) which outlines a known area for the purpose of sampling. You count the population for each species within your quadrat and then extrapolate the populations to a larger area, such as a field or biome. You can collect information from several quadrats within a biome/area or only one.
- Simpson biodiversity index - This estimates the health and biodiversity of an ecosystem by summing the richness and dividing by the evenness of a population. There is a larger math equation to use with this - usually a college level or advanced high school method. A community dominated by one or two species is considered to be less diverse than one in which several different species have a similar abundance. Simpson's Diversity Index is a measure of diversity which takes into account the number of species present, as well as the relative abundance of each species. As species richness and evenness increase, so diversity increases.”[3]
Rubric:
Score | Descriptors |
0 | Little to no evidence of descriptors. |
1 | - Limited quality and accuracy.
- A research question is chosen but not explained.
- Variables are vague and incorrect.
- A hypothesis is attempted.
- The procedure is incomplete.
- Some data and pictures and graphs are included but it is hard to understand.
- The conclusion is attempted.
- No or vague comparisons to other research.
- No or vague improvements and areas for further research.
|
2 | - Basic quality and accuracy.
- A research question is included and explained.
- Variables are correct but not explained
- A hypothesis is included and briefly explained.
- The procedure is mostly complete.
- Some attempt at data collection, pictures, and graphs are included.
- The conclusion makes some valid points but doesn’t fully explain.
- Brief comparisons to other research.
- Some improvements and areas for further research.
|
3 | - High quality and accuracy.
- Research question shows forethought and is well explained.
- Variables are included and explained.
- Hypothesis is included and explained with details.
- Complete procedure that shows where and how data can be taken.
- Data collected and presented in easy to read tables, clear pictures and graphs.
- Detailed comparisons to other research.
- Detailed improvements and areas for further research.
|
4 | - Excellent quality and accuracy.
- Research question shows forethought and is well explained.
- Variables are included, defined and explained.
- Hypothesis is included and explained with details that relate to the research question and procedure.
- Clear and logical procedure that shows where and how data can be taken and relates to variables and research question.
- Data collected and presented in easy to read tables with units, clear pictures and graphs with a key and caption.
- Detailed comparisons to other highly-relevant research.
- Detailed improvements and areas for further highly-relevant research.
|
Tips for teachers:
Demonstrate the different options and information. Give examples or demonstrate the different techniques. Construct a list of local biomes or habitats - these can include smaller ideas than in many textbooks such as stream, grassy field, city park, local forest, etc., that will be more accessible to students. You can assign student groups a biome to research and/or a technique, have a sign-up sheet with only 2 groups per biome, or have students pull biomes/techniques randomly out of a hat. Scaffold the different steps of the procedure with students. Have them do #1-4 on the first day, give them a day or two to collect data, do another day where you build graphs and draw pictures/diagrams, and then spend another 2 days on steps 8-10. You could give more time to formally write it all up on their own or in class, depending on how much time and computer access you and your students have.
Sample student work
[1] Clegg, C. J.. "Ecology and Conservation."Biology: for the IB diploma. London: Hodder Murray, 2007. 598-640. Print.