can plants help stop climate change?
Unit 2 Lab Report Due January 23 (odd) & January 24 (even) Notes to help you…. Remember your report should be written to address our research question: Do plants reverse climate change? General Requirements: Please refer to rubric to make sure you get full points! • All Lab Reports will be graded using the rubric handed out in class. The lab report is worth 50 points formative & 50 points summative. • The formative points (according to the rubric) are based on overall presentation, background information (with diagram & works cited), hypothesis, data tables & observations, analysis of data (graphs & calculations) • The summative points (according to the rubric) are based on the conclusion, which much address the purpose and summary, results & findings, scientific reasoning, error and limitation analysis and context & real world application. Formating Style: • Use 12 point Arial or New Times Roman font. Single line spacing. • Sections required: 1. Title 2. Background Information/Research Question 3. Hypothesis 4. Data Table & Observations 5. Analysis of Data/Calculations 6. Conclusion 7. Citations Title: Should be underlined and centered Your title should address both the research question and the actual experiment we completed. Background Information/Research Question Don’t forget the diagram! Topics you may want to mention: • Climate change • Increasing global temperature (anomalies) •[unique_solution] Increasing global CO2 levels and what is causing them • Photosynthesis Cite sources (Martin, 2012) Research Question: Can plants reverse climate change? Hypothesis: (If, then and because statement) Linked to previous supportive logic & previous experience with independent and dependent variable explained) For example: If global temperatures are increasing (dependent variable) due to increasing CO2 levels (independent variable), then plants can reduce CO2 in the atmosphere, because photosynthesis allows plants to change the air around them by absorbing CO2 and converting carbon into the biosphere when plants gain mass. I observed this phenomenon when I grew a radish plant in the experiment. Data Tables & Observations: Neat, accurate, logical & titled. Detailed, provide explanation of results Labeled as quantitative or qualitative Report group data in a manner consistent with the rubric. Analysis of data Graphs are titled, labeled, captioned, show units, and is neat, accurate, & logical. Use proper scale. Graphs can be hand drawn but digitized graphs are preferred. There are lots of graphing applications on the internet. For example: https://chart-studio.plot.ly/create/#/ Conclusion: Uses detail and classroom content and prior knowledge to explain why experiment was performed, shows understanding of the purpose. Ties hypothesis to data & compares results, all quantitative data is stated with accurate units. Logical with scientific vocabulary that connects data to classroom content showing understanding of why the results happened. Identifies specific or probable errors or limitations in the procedure and explains the effects these had on results. Made meaningful in a detailed example to relate activity to our natural world (research question). Probable errors: We did not conduct our experiment in a sealed growing container (bell jar), so it is difficult to measure how much CO2 was absorbed by the plants. Watering problems and other mishaps killed several plants. Citations – Cite the one article we all read in class. If you did additional research make sure you cite it. Martin D, Thompson A, Stewart I, Gilbert E, Hope K, Kawai G, Griffiths A. A Paradigm of Fragile Earth in Priestley’s Bell Jar. Extrem Physio Med. 2012;1:4