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iRubric: Fruit Fly Genetics Notebook Rubric

iRubric: Fruit Fly Genetics Notebook Rubric

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Fruit Fly Genetics Notebook Rubric 
Fruit Fly Genetics Notebook Rubric
S7CS6 Students will communicate scientific ideas and activities clearly. b. Write for scientific purposes incorporating data from circle, bar and line graphs, two-way data tables, diagrams, and symbols. c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify relationships they reveal. Students will apply the following to inquiry learning practices: b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant. e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other scientists and society. f. Scientists use technology and mathematics to enhance the process of scientific inquiry.
Rubric Code: CX277W4
By meetvnirmala
Ready to use
Public Rubric
Subject: Science  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric Genetics Lab Notebook
  Excellent

4 pts

Good

3 pts

Poor

2 pts

Incomplete

1 pts

Pre-Lab Question A

Students will investigate why fruit flies are used frequently in genetic studies.
Excellent

Student thoroughly answers question A. All sources are properly cited in MLA format.


Note:Plagiarism results automatic zero on this component.
Good

Student adequately answers question A. All sources (all listed) are not properly cited in MLA format.

Note:Plagiarism results automatic zero on this component.
Poor

Student does not adequately answer question A. All sources are not listed or properly cited in MLA format.
Note:Plagiarism results automatic zero on this component.
Incomplete

Question A is missing several components and is difficult to understand.


Note:Plagiarism results automatic zero on this component.
Pre-Lab Question B

Student asked to draw and explain the differences between male and female fruit flies
Excellent

Drawings and descriptions are thorough and clear.
Primary features used to distinguish males from females are evident in drawings and labeled clearly.
Good

Drawings and descriptions are present.
Primary features used to distinguish males from females are evident in drawings and labeled clearly.
Poor

Drawings and descriptions are incomplete of unclear.
Important features used to distinguish males from females are incomplete.
Incomplete

Question B is missing several components and is difficult to understand.
Pre-Lab Question C

Define these terms:
homozygous, heterozygous, gene, allele, chromosome,
genotype, phenotype, autosomal trait,
sex-linked trait
Excellent

All terms are correctly defined.
Good

2/3 of the terms are defined correctly.
Poor

At least half of the terms are defined correctly.
Incomplete

Less than half of the terms are defined correctly.
Punnet Square Correctly Completed

Punnett squares filled in correctly
Excellent

Student completes all punnett squares for both autosomal traits and sex-linked traitsuccessfully
Good

Student can complete punnett square for autosomal trait successfully
Poor

Student has some knowledge of punnett squares but can’t quite put it together properly.
Incomplete

Student has no idea how or where to start with a punnett square.
Analyzing punnett square

Student predicts traits correctly using punnett square
Excellent

Student able to complete punnett square and able to analyze the data it gives as well as what other information may be needed to make proper prediction.
Good

Student able to complete punnett square and able to analyze the data it gives.
Poor

Student unable to complete punnett square or unable to analyze the data it gives.
Incomplete

Student unable to complete punnett square and unable to analyze the data it gives.
Hypothesis

Excellent

Hypothesis is testable and directly relates to the question. At least two reasons are given for making this hypothesis.
Good

Hypothesis is testable, directly relates to the question. One reason is given for making this hypothesis.
Poor

Hypothesis correlates to the purpose, but is difficult to test. No reasons are given for making the hypothesis.
Incomplete

Hypothesis does not answer the research question and is not testable.
Data

Excellent

DATA:
Data is properly labeled and presented in all of the following ways:
___Data Table
___Graph
___Photos/Videos OR Illustrations
RESULTS:
Student clearly explains any trends in data, making reference to key data points.
Good

DATA:
Data is properly labeled and presented in 2 of the following ways:
___Data Table
___Graph
___Photos/Videos OR Illustrations
RESULTS:
Student somewhat explains trends in data, making reference to key data points.
Poor

DATA:
Data is not properly labeled and presented in only 1 of the following ways:
___Data Table
___Graph
___Photos/Videos OR Illustrations
RESULTS:
Student does not explain trends in data.
Incomplete

Data is not clearly represented or explained.
Conclusion

Excellent

Conclusion answers the question based on data alone. Student explains if hypothesis was correct or incorrect and discusses possible explanations for results.
Good

Conclusion answers the question based on data alone. Student explains if hypothesis was correct or incorrect, showing an understanding of the scientific process.
Poor

Conclusion answers the question based on data, but leaves some confusion.
Incomplete

Conclusion is confusing and/or does not answer the research question. Student does not attempt to explain if hypothesis was correct or incorrect.
Neat, Organized, On-time

Excellent

The lab report is neatly written, organized correctly, and on-time.
Good

All components are present, but one category is not excellent
Poor

Report lacks one component.
Incomplete

Report lacks more than one component.



Keywords:
  • Science Journal

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