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iRubric: 2017 Semester 1 BTR/SIP Write up rubric

iRubric: 2017 Semester 1 BTR/SIP Write up rubric

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2017 Semester 1 BTR/SIP Write up 
The first semester summative project will display your ability to utilize data collected over an extended period of time as well as your ability to collaborate with others and their collected data to scientifically explain "Why" and "How" your SIP and BTR projects worked.
Rubric Code: SX98285
By churchbio
Draft
Public Rubric
Subject: Biology  
Type: Project  
Grade Levels: 9-12

Powered by iRubric SIP/BTR
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  4

4 pts

3

3 pts

2

2 pts

1

1 pts

Format

Enter description
4

12 pt font (24 for ppts)
Double Spaced (single for ppts)
New Times Roman
All sections are included AND Section headings are Bolded and Centered (hypothesis, materials etc)
3

N/A
2

N/A
1

Incorrect formatting used.
Data Tables and Graphs

Enter description
4

A caption is included for each data table (labeled as Table 1...2...etc)

A caption is included for each graph (labeled figure 1....figure 2 etc).

Data tables and graphs are titled on all axis.

Units are clearly indicated i the titles of graphs
3

One needed item for a four is incorrect or missing
2

Two needed items for a four are incorrect or missing
1

Three items needed for a four are incorrect or missing
Conclusion Question 1

Discuss how osmosis and cohesion/adhesion direct the flow of water from roots to leaves in a plant.
4

1. Student references their data tables and/or graphs (you can outsource this if needed and cite another groups project or a real world study).
2. Student accurately includes specific plant parts.
3. A student accurately uses scientific terminology such as osmosis and diffusion.
4. A student is able to discuss a plant and how it may adapt to other environments (hot or cold) to ensure water is available to use.
3

One needed item for a four is incorrect or missing
2

Two needed items for a four are incorrect or missing
1

Three items needed for a four are incorrect or missing
Conclusion Question 2

Discuss the interaction between light and water in created ATP to allow the plant to produce Glucose. (Unit Test question, why do plants need water?)
4

1. Student references their data tables and/or graphs (you can outsource this if needed and cite another groups project or a real world study).
2. Student accurately discusses importance of H+ ions, diffusion and the ATP synthase.
3. The thermodynamic concepts are included in the discussion.
4. A student is able to reference specific plant parts and/or plant cell parts.
3

One needed item for a four is incorrect or missing
2

Two needed items for a four are incorrect or missing
1

Three items needed for a four are incorrect or missing
Conclusion Question 3

Discuss the importance of the leaf design in maximizing sun collection. (Unit test question, structure and function of an organism, how design increases the survival rate).
4

1. Student references their data tables and/or graphs (you can outsource this if needed and cite another groups project or a real world study).
2. A student is able to discuss each area of the plant leaf (palisade mesophyll, spongy mesophyll, stoma).
3. A student is able to discuss their specific plant and any unique physical properties it has to out compete other plants near it.
4. A student is able to discuss the importance of the design of an organism related to its su
3

One needed item for a four is incorrect or missing
2

Two needed items for a four are incorrect or missing
1

Three items needed for a four are incorrect or missing
Conclusion Question 4

Discuss the flow of Hydrogen from Mouth to Mitochondria of an organism.(Unit test question, track the thermodynamic transfer of Hydrogen from Glucose to ATP in a mitochondria).
4

1. Student references their data tables and/or graphs (you can outsource this if needed and cite another groups project or a real world study).
2. A student can discuss specific body parts related to the pathway of food to mitochondria.
3. A student uses key terminology such as diffusion, Glycolysis, thermodynamics, H+ ions and ATP Synthase.
4. A student can make connections to photosynthesis and the use of Hydrogen in that process.
3

One needed item for a four is incorrect or missing
2

Two needed items for a four are incorrect or missing
1

Three items needed for a four are incorrect or missing
Conclusion Question 5

Discuss the importance of oxygen in allowing cellular respiration in the mitochondria to move beyond glycolysis into the aerobic stages. (Unit test question, why do organisms need oxygen?)
4

1. Student references their data tables and/or graphs (you can outsource this if needed and cite another groups project or a real world study).
2. A student can identify the three stages of cellular respiration and which stages require oxygen.
3. A student can identify two products the mitochondria will release IF oxygen is present.
4. A student can discuss the ATP production difference between Anaerobic and Aerobic respiration.
3

One needed item for a four is incorrect or missing
2

Two needed items for a four are incorrect or missing
1

Three items needed for a four are incorrect or missing
Conclusion Question 6

Discuss what is actually leaving the project if the mass and the height of the soil both were decreasing. If one value increased provide a rationale for that.
4

1. Student references their data tables and/or graphs (you can outsource this if needed and cite another groups project or a real world study).
2. A student can discuss other decomposers, such as bacteria, that are helping the decomposition process.
3. A student can discuss which characteristics of life are specifically utilized when a worm or bacteria are decomposing.
4. A student can hypothesize what is leaving or being added to the BTR mass depending on their groups resu
3

One needed item for a four is incorrect or missing
2

Two needed items for a four are incorrect or missing
1

Three items needed for a four are incorrect or missing
Conclusion Question 7 (NEW)

Discuss the ecosystem dynamics that occurred within the BTR chamber and how these ecosystem dynamics supported the life cycle of the worm or which dynamics hindered the life cycle of the worm.
4

1. Student can discuss the trophic level of a worm

2. A student can identify the worms place within specific areas of the Carbon, Nitrogen and Water cycles.

3. A student can identify any limiting factors that the worm may have experienced while in the BTR project.

4. A student can identify the worms population growth as either logistic or exponential.
3

One needed item for a four is incorrect or missing
2

Two needed items for a four are incorrect or missing
1

Three items needed for a four are incorrect or missing




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