1. Experimental design
Bubbles!

2. Title
Your choice
It should have something to do with your experiment

3. Problem or purpose What are your trying to find out?
Something to do with the bubbles?
Brands?
Things added to the solutions?

4. Materials
A complete list of materials needed to do the experiment

5. Procedure
A detailed list of exactly what you did.

6. Procedure cont.

7. Data Chart the findings
Record observations as the experiment is happening.
observations
Data 1
floated, started to break down at 2 min 2 3 4

8. Cost of soap Ajax: $1.87 – 30 oz Dawn: $2.83 – 24 oz
Great Value:  $1.97 – 24 oz
Palmolive $2.64 – 25 oz
Gain $1.97 – 30 oz

9. Data Analysis
Organize the data: graphs , charts, ranges, mean, median, mode etc.

10. Conclusion How do the results relate to the original problem?
What were some possible errors in your procedure? Timing? Temp? Number of repetitions? Amount of water? Control? Was there only one variable?
How could this experiment be improved?
Extensions: How could this info be useful in real life? What might it mean? Does it make you come up with another hypothesis?

11. Share your Results
Turn in your formal write up.

12. LAB REPORT FORMAT
Note: all lab reports are to utilize this format (discrete sections, labeled as below, are mandatory). Reports are to use formal language; avoid using the words ‘we’, ‘I’, ‘us, ‘our’, etc. The report should have a title, your names, the date, and your class period. Conserve paper! Use both sides and eliminate unnecessary extra spacing.

13. INTRODUCTION
I. Describe the general rationale for your investigation (Why is this being done? Why is this an important study? What can we learn or apply from this?).
-Provide all appropriate background information for reader.
-Clearly state the purpose of your investigation.
-State hypothesis or hypotheses (null and alternative are often appropriate

14. Materials and Methods (Procedure)
II. -List the materials used in your investigation.
-List (and describe, if appropriate) the procedures employed. This should be in list form, NOT a paragraph. Do not describe standard techniques such as massing or transferring fluids.

15. Remember that your goal is to provide sufficient information so that your investigation: 1. can be readily reproduced 2. can be evaluated for errors, limitations, etc. so that any conclusions can be assessed for believability (confidence).
-If the procedure was provided prior to your investigation, you may simply attach it to your report. It is important to describe any changes which may have occurred from this protocol.

16. III. RESULTS
  -Present all data in clear and concise forms (at times, graph paper or other materials may be provided for this purpose). If calculations are involved, show all work or work through one problem to illustrate.
-Make certain that all charts, graphs, tables, etc. are clearly titled and labeled.
-Highlight trends or significant results for the reader (do not repeat all data in prose form).
-This section may also include a statistical analysis of your data.

17. IV. CONCLUSIONS
-Evaluate data in light of your hypothesis. Be careful with your choice of words; avoid the word prove!
-Interpret and analyze your data for the reader. Offer possible explanations or reasons for your obtained data.

18. -In light of your materials and procedure, evaluate your experiment
-In light of your materials and procedure, evaluate your experiment. Describe the sources of possible error or the limitations of your materials or procedure. Suggest means of reducing these errors. Suggest improvements and include suggestions for further possible studies (how could this study be extended to provide relevant information?).

19. Lab Test Rubric Name/Names ____________________________________________________
Standards: The levels at which students are expected to perform the task
score
topic
Advanced (5)
Proficient (3)
Needs Improvement (1)
Question
Question is narrowly focused and suggests how an answer might be investigated. It is answerable.
Question is answerable but not narrowly focused.
Question is too broad and not practically investigated.
Identification
of Variables
Correctly identifies specific, measurable independent and dependent variables.
Identifies variable being tested & variable being measured. .
• Variables and constants
significantly incomplete &/or
inaccurate.
Hypothesis
Hypothesis is testable and clearly
stated in “If… then…” format.
Specifically predicts relationship
between dependent and independent variables.
Hypothesis is clearly stated. It
predicts the influence of one variable on another.
Hypothesis is poorly stated and
doesn’t directly mention the
variables.
Materials
Complete, detailed list of materials (size, conc., quantity) presented in vertical list format
Most materials are listed and appropriate.
Materials quite incomplete or inappropriate for experiment.
Procedure
Accurately tests the hypothesis
Attempts to test hypothesis
Does not address hypothesis.
Conducts or analyzes at least 3 trials.
Multiple trials attempted or need is recognized.
Single trial, poor understanding of use of multiple trials.
Procedure is in vertical list
format, accurate, complete, easy to-
follow, and reproducible by
another person. Includes
diagrams to clarify procedures
Step-by-step procedure, generally
Complete. Minor errors/
omissions make it difficult to
follow or not always repeatable
• Procedure difficult to follow Major omissions or errors.
• Includes all appropriate safety concerns.
Includes critical safety concerns
Safety concerns trivial or inadequately addressed.

20. Data
Collection &
Presentation
Data table contains accurate,
precise raw data & summary data
reported in correct SI units with
descriptive title.
Data table with accurate data,
most units labeled or implied.
Minor errors. Title absent or
trivial.
Data table inaccurate, confusing,
and/or incomplete. Missing units.
Data summarized in well organized,
easy-to-read graph &/or figures. Descriptive title, appropriate labeling, keys, etc.
• Data displayed in well organized easy to read graph &/or figures.
Descriptive title, minor errors in use of units and labeling.
• Graph/figures presented in a
confusing and/or sloppy fashion.
Data summarized in a clear,
concise, logical manner Patterns identified & described,
but no conclusions drawn.
Reasonable, but somewhat
unclear summary of data.
Patterns in data not clearly
identified.
• Summary is unclear and illogical.
Patterns in data not identified.
Conclusion
Scientifically valid, logical
conclusion, well supported by the
data collected. Clearly addresses problem and stated hypothesis.
• Scientifically valid, logical
conclusion, supported by data
collected. Attempts to address
problem and stated hypothesis.
Conclusion is incomplete or
illogical. Does not address the
problem and hypothesis.
Sources of error identified and
explained. Appropriate recommendations made to eliminate errors.
• Sources of error identified
Weak/trivial attempt to identify
sources of error.
Student generates specific
questions for future study
Student makes attempt to
generate questions for future
study.
Student makes incomplete or
inappropriate attempt to extend or apply knowledge.