Bacterial Growth Experiment Project

Learning Objectives: Students will create a Venn diagram to help differentiate between acids and bases Students will collaborate with each other to

Directions: 1. Design your experiment a. Your group will be experimenting with bacterial growth on a surface easily accessible. However, no two groups may experiment with the same surface, so first come, first served. i. Examples of surfaces: bottoms of shoes, bathroom sink, bubblers, hand rails, etc. b. Once you get your surface approved, design your experiment. Make sure to make it detailed so that it can be replicated if necessary. c. Have me look over your experiment before you begin collecting samples. 2. Gather samples a. Using Q-tips and agar plates, collect samples at your surface sights. Make sure to label them correctly and put your group name on each one before putting it in the incubator. 3. Results a. Go to www.easel.ly and click on the start fresh button in the middle-left of your screen. b. Your group will be using a this website to create a presentation of your experiment and your results. Make sure to follow all the steps of the scientific method and have them clearly labeled on your visual. c. Make sure to include: i. Pictures of your agar plates ii. An overview of your experiment iii. Hypothesis iv. Observations in table form v. Analysis of your results vi. Conclusion NETS Standards Addressed (http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2): Facilitate and Inspire Student Learning and Creativity: Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments Critical Thinking, Problem Solving, and Decision Making: Identify and define authentic problems and significant questions for investigation

GRADING RUBRIC: Research Question Excellent (4) Stated the problem in question form. How does ____ affect ___? How will ___ affect ___? Easy to understand. Good (3) Stated the problem. Variable present, but incorrect or incomplete Satisfactory (2) Stated the problem or question, using incorrect form. No independent, dependent or control variables listed when applicable. Answers the question in a complete sentence. Does not apply to the problem. List of materials is incomplete or messy. Misspelled words. Completed results with a graph. Data table and explanation. Poor (1) Not titled, incomplete question, or doesnt use correct format. Purpose of scientific inquiry is not clearly stated Does not answer research question in a complete sentence. No title. Does not list the materials used in the experiement Completed results with a data table to support the explanation of the results of the research. Neat, easy to read. Conclusion is related to the hypothesis. Correct wording and format. 3+ pictures. Are actual pictures of the procedures. Neat, in focus, and appropriately sized. Group members spoke unclearly and were not very prepared. Visual aid was hardly used in presentation.

Hypothesis

Materials

Answers the question in a complete sentence. Can tell that the students have put throught into statement. List of all materials is complete and up to date.

Answers the question in a complete sentence. Applies directly to the problem. List of materials is incomplete.

Results/Data No results. No documentation. No data table.

Documentation is provided, but without a graph or data table.

Conclusion

No conclusion.

Pictures

No pictures.

Conclusion not related to problem. Not written in correlation to the hypothesis. Less than 2 pictures. Hand drawn.

Conclusion is related to the hypothesis as the answer to the problem or question. Less than 3 pictures. Pictures are difficult to see, out of focus or too small. Group members spoke clearly but were not well prepared. Visual aid was hardly used in presentation.

Oral Presentation

Group members spoke clearly and were very well prepared. Visual aid was used well in presentation.

Group members spoke clearly and were well prepared. Visual aid was used in presentation.