Lab Exercises that Help

Substantiate the Cell Theory

A Lesson on Cells

Darrell Coston
Dillard Middle School
Goldsboro, North Carolina
Summer 2008

Research Host:
Dr. Mildred Audrey Pointer
North Carolina Central University

Lesson # 1

The American Physiological Society

2009 Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Appropriate citation:
Coston, D. Lab Exercises that Help Substantiate the Cell Theory: A Lesson on Cells
(APS Archive of Teaching Resources Item #2946). [Online]. Bethesda, MD: American
Physiological Society, 2008.
http://www.apsarchive.org/resource.cfm?submissionID=2946.

Editor’s notes:
Website URLs listed in this resource were current as of publication, but may now be
obsolete. If you know of a replacement URL, please suggest it in the resource’s
“Comments” section http://www.apsarchive.org/resource.cfm?submissionID=2946.

The APS encourages teachers to give students a copy of the “ABC” (Appropriate,
Beneficial, Caring) rules for use of animals in the classroom, to discuss the rules, and
to ask students to sign the “ABC” rules contract (see References). Also, teachers
should have a plan for short term care of the animals (with supporting references for
appropriate care guidelines) and for disposal or long-term care of all classroom
organisms.

Teachers should carefully review any stimulus or environmental change for an animal
being used in experiments or observations before students are allowed to use that
stimulus. This is especially important if the stimulus could cause pain or distress to
the organism. Teachers may be able to identify a less stressful stimulus for the
students to use in their experiment.

Although mammals provide excellent opportunities for observational studies, they

require particular care in terms of handling and may cause allergic reactions in some
students. The teacher should check local and state guidelines before using mammals
in the classroom.

Disclaimer:
This activity was created by the author and reviewed by the American Physiological
Society. Any interpretations, statements, or conclusions in this publication are those
of the author and do not necessarily represent the views of either the American
Physiological Society or the funding agencies supporting the professional development
program in which the author participated.

Frontiers in Physiology © The American Physiological Society

www.frontiersinphys.org Permission is granted for workshop/classroom use with appropriate citation
Lab Exercises that Help Substantiate the Cell Theory Teacher Section
A Lesson on Cells

PURPOSE The following laboratory exercises are to utilize the tenets of the Cell Theory
to evoke a scientific inquiry learning experience for middle school students.
The expected outcome is that students will become cognizant of the following
facts:
1. All living organisms are composed of cells.
2. Cells are the basic unit of life.
3. Cells come from pre-existing cells.

OBJECTIVES Upon completion of this activity, students will be able to:

• analyze structures, functions, and processes within animal cells.
• prepare wet mounts of their cheek epithelial cells, and learn how to
properly use a light microscope. They will also learn how to use a
computerized QX5 microscope, stain the nuclei of their cells with crystal
violet and print their cellular pictures produced by the QX5. Students will
be instructed about the major difference that exists between human males
and females regarding their sex chromosomes rendering an understanding
of the biological significance of having a Barr body.
• compare life functions within the Kingdom Protista, i.e. Euglena vs,
Amoeba.
• cells are derived from pre-existing cells.

GRADE LEVEL This activity is designed for middle school students that are in the seventh
and eighth grades.

PRIOR Students should have an exposure to the concept of cells and their respective
KNOWLEDGE role in life processes.

TIME Based on an eighty minute block five days a week, the time required to
REQUIRED complete all activities will be approximately three weeks.

INCLUDING This lesson addresses all modalities of learning: visual, auditory, and tactile.
ALL Students are paired strategically to help those with special needs.
STUDENTS

QUESTIONS Exercise 1: When performing the fast write, students will ask, “What are
TO ASK the major structural characteristics of human cheek cells that
ALONG THE can be seen with the compound microscope?” They may also
WAY ask, “What is the significance of Barr bodies seen in human
cells?” During this activity, direct the students to:
www.fpnotebook.com/Endo/Lab/BclSmr.htm. This website will
provide valuable background information that will assist
students in their understanding of this topic. Why is the
staining of cellular components necessary?

Exercise 2: Does life exist at the cellular level?

Exercise 3: What is the name of the biological process required for

organisms to grow and divide? Why is mitosis important?
What type of cells readily undergo mitosis?

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Teacher Section
A Lesson on Cells

NATIONAL Grades 5-8

SCIENCE Science as Inquiry
EDUCATION Understandings about scientific inquiry
STANDARDS Life Science
Structure and function in living systems
Reproduction and heredity
Science and Technology
Understanding about science and technology
Science in Personal and Social Perspectives
Science and technology in society
History and Nature of Science
Nature of science
History of science
Science as a human endeavor

NORTH Objective 6.02: Analyze structures, functions, and processes within animal
CAROLINA cells.
STATE Objective 6.03: Compare life functions of the Kingdom Protista, i.e.
SCIENCE Euglena, Amoeba, Paramecium, Volvox.
EDUCATION Objective 6.04: Conclude that cells carry on complex chemical processes to
STANDARDS balance the needs of the organism in order for cells to grow
and divide.

MATERIALS Exercise 1 Exercise 2 Exercise 3

• textbook • textbook • textbook
• Internet Treasure Hunt • Internet Treasure • Internet Treasure Hunt
worksheet Hunt worksheet worksheet
• various hand-outs • hand-outs relating • various hand-outs
relating to activities to activities relating to activities re-
associated with the concerned with enforcing an
proper usage of a making wet-mount understanding of
microscope, i.e. a light slides of live cellular division, i.e.
microscope hand-out organisms mitosis
on proper usage • blank microscopic • active yeast colonies
• light microscopes slides with cover purchased from
• a computerized QX5 slips grocery store
microscope • compound • apple juice
• preserved slides microscopes, and • milk
• slides with cover-slips hand-outs • water
• crystal violet describing their • vinegar
proper usage • stereomicroscopes
• pond water • incubator for yeast
• preserved slides colonies
representing the • growth agar for yeast
Kingdom Protista growth
• turbidity and
colorimeter probes
using Lab-Quests
(Vernier)

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Teacher Section
A Lesson on Cells

SAFETY Exercise 1: There are no major safety concerns with this activity. Students
need to be instructed on the proper handling of live tissue and the
preparation of their slides. Students need to be instructed on the proper
disposal of glass slides, and the careful usage of crystal violet as a dye.
Gloves and safety glasses are distributed to each student preparing a slide.

Exercise 2: Students will be instructed on the proper techniques of

handling microscopic slides and their correct disposal. All students are to be
given gloves and safety glasses. They are also to be instructed on the proper
handling of pond water.

Exercise 3: Students will be instructed on the care and usage of Vernier

probes and Lab-Quest data acquisition technology, as it is paramount to
obtaining reliable data. Routine laboratory safety rules are to be enforced to
prevent cross contamination of the different incubation mediums. Gloves
and safety glasses should be used by all students. Proper disposal of all waste
material should also be explained.

PREPARATION Exercise 1
AND
PROCEDURE Teacher Tips: Teacher will discuss the scientific reasoning behind the
usage of stains and why specific cellular components stain, i.e. DNA
staining, with the application of crystal violet. Teacher will also
demonstrate how to make a wet mounted slide. A teacher demonstration is
needed regarding the different parts of the light microscope and its proper
usage. The proper usage of the computerized QX5 will also be demonstrated
by the teacher.

Day 1: Students will call out a topic related to cells and the teacher will
model a fast-write activity pertaining to cells on a transparency.
Teacher should then pass out a fast-write sheet which contains the
image of a cell, and instruct students to write about a topic
pertaining to cells for five minutes. Teacher Tips: I consider
this fast-write a KWL activity as well as a formative assessment
tool that allows me to adjust my teaching strategy and the
students learning process. A video demonstration of how to
properly obtain cheek cells and how to make a wet mount slide is
demonstrated with the utilization of www.worldofteaching.com.
Day 2: Students make wet mount slides of their epithelial cheek cells and
stain with crystal violet. Students view and draw their slides using
light microscopy. Students will complete this laboratory activity in
two class periods.

Handouts: A handout is supplied for the fast-write activity depicting the

image of a cell. A handout is also distributed on the proper usage of a
compound microscope.

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Teacher Section
A Lesson on Cells

PREPARATION Exercise 2
AND
PROCEDURE Day 3: Teacher presents a mini-lecture on the Kingdom Protista, and
describes some of its most outstanding phylogenetic
characteristics. Students will learn that cells provide structure and
are the basic unit of life and that an entire Kingdom of primarily
single-celled organisms exists, referred to as the Kingdom Protista.
Students will also realize that local pond water contains several
members of this Kingdom. Teacher also briefly lectures on one of
this Kingdom’s most infamous members, Plasmodium vivax, the
culprit responsible for sickle-cell anemia primarily seen in African-
Americans. Most people believe that the mosquito is the culprit,
but this latter organism only acts as a vector for this disease
process.
Day 4: Teacher demonstrates how to prepare a wet-mounted slide of a live
unicellular organism. Teacher will also present a brief power point
demonstration on endogenous unicellular organisms found in
pond water. Teacher also presents a preserved slide demonstration
of preserved organisms belonging to this Kingdom.
Day 5: This specific activity consists of preparing a wet-mount slide and
viewing this with a light microscope.
Day 6: This activity consists of observing preserved slides, along with
comparing and contrasting live specimens with preserved
specimens. Students will be required to present their comparisons
of contrasting specimens of live and preserved specimens
pictorially.
Day 7: Optional: Students are instructed as to the proper usage of the
Motic 1.3 pixel digital camera top mounted for compound
microscopes. This will permit students to obtain a digital image of
their organisms.
Valuing Diversity: Students will learn that specific organisms within the
Kingdom Protista can cause disease, and that sickle cell disease which
primarily affects African Americans has its etiological origination from an
organism that resides in this Kingdom.
Exercise 3

Day 8: Students will generate word pyramids on mitosis, and also produce
an acrostic (a mnemonic device using the first letter of vocabulary
words to aid memory retrieval) using the words mitosis and yeast.
Small and large group discussions will occur for both topics.
Teacher will demonstrate the employment of a triple bubble
thinking map. Teacher created this thinking map for students to
conceptualize how all three cells types, i.e. bacterial, fungal, and
animal cells are interconnected, how each cell shares
characteristics with the other, and how each is unique. Teacher will
also present a short Powerpoint presentation on mitosis. Students
will be introduced to the morphology, i.e. the simple biology of
yeast, and the role this eukaryotic organism plays in everyday
modern society.

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Teacher Section
A Lesson on Cells

PREPARATION Day 9: Optional: Teacher conducts a pre-lab inquiry with the class
AND concerning the experiment they are about to perform, and how the
PROCEDURE individual groups will design their experimental protocols. Yeast
will be incubated at room temperature, refrigerated, and incubated
at 45°C onto Petri dishes within an incubator. This allows the
formation of three test groups for each specific incubation process.
Students will decide upon their respective incubation time period
after consulting with the teacher. Growth medium sources consist
of vinegar, milk, or apple juice, and growth medium agar with
water serving as a control. Each experimental group will test one
type of incubation medium. Students will incubate the same
number of yeast colonies per plate.
Day 10: Students will work in cooperative learning groups permitting them
to learn how to collaborate with their group and design an
experiment. Student laboratory groups are expected to produce
their collective laboratory protocol for approval before beginning
their incubation experiment.
Day 11: After approval of experimental protocol by the teacher, cellular
growth will be assessed and quantified by each experimental group.
Teacher will demonstrate how to properly use Vernier probe
technology employing the colorimeter and turbidity probe. The
selected wavelength for transmittance data using the colorimeter
probe needs to be explained to the class.
Day 12: Students will generate paper graphs of the results obtained from
their turbidity and colorimeter measurements. Make sure students
label their dependent and independent variables correctly.
Students are expected to discern the dependent variable from the
independent variable, graph them appropriately and state their
control. Students are also expected to generate individual
laboratory reports that will be assessed via a student generated
laboratory grading rubric.

Valuing Diversity: Students will learn that specific organisms within the
Kingdom Fungi can cause gender related diseases, i.e., athlete’s foot and jock
itch primarily seen in males versus yeast infections seen primarily in
females. They will also learn the etiology and the reasons for the
manifestations of these diseases.

WHERE TO GO • Have the students create a tri-fold pamphlet that contains all three lab
FROM HERE exercises.
• Have the students create a cellular organizer that contains the major sub-
cellular organelles found in eukaryotic cells.
• Ask the students to expand upon the experimental design that was utilized
in Exercise 3.
• Ask students to explore the relationship that exists between the study of
cytology and that of histology. Compare and contrast the two academic
disciplines.

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Teacher Section
A Lesson on Cells

SUGGESTIONS • A performance assessment tool is supplied to check for understanding and

FOR completeness of assignments for lab Exercises 1 and 2.
ASSESSMENT • Teacher should review laboratory findings with students and summarize
the major concepts specifically associated with targeted learning
objectives.
• A final check for understanding is performed via the written responses
assessment for the above answered questions, and completeness of the
laboratory write-up.
• Teacher should summarize the major concepts specifically associated with
targeted learning objectives. A final check for understanding is performed
via some form of assessment, i.e. extended written response assessment.
Teacher finalizes this educational sequence by asking the student what
they learned concerning mitosis and the cellular nature of yeast, i.e. what
type of cell is yeast?

REFERENCES Exercises 1, 2, and 3

AND
RESOURCES 1. Cellular Theory
http://fig.cox.miami.edu/~cmallery/150/unity/cell.text.htm

2. Barr Bodies
http://www.mun.ca/biology/scarr/Barr_Bodies.html

3. Cell Theory
http://www.eduwebs.org/Webquests/cells/cell_theory.htm

4. Timeline for Cell Theory

http://library.thinkquest.org/28599/timeline.htm

5. Buccal Smear
www.fpnotebook.com/Endo/Lab/BclSmr.htm

6. World of Teaching Powerpoints

www.worldofteaching.com

Exercises 2 and 3

1. Protista and Fungi

http://science.pppst.com/fungi.html

2. Harvard education: Malaria and the red cell

http://sickle.bwh.harvard.edu/malaria_sickle.html

Websites accessed February 10, 2009

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Student Section
A Lesson on Cells

Student Data Sheet:

Exercise 1

1. How many chromosomes does a normal human cell have?

2. Explain the overall purpose of using the crystal violet stain for detection of Barr
bodies.

3. Using your internet search, define Barr bodies, and include in your statement the
biological reason why females have a Barr body and males do not.

Exercise 2

1. Draw and label all live cellular organisms observed in the pond water while using the
light microscope.

2. Select from the preserved slides in the laboratory that represent the Kingdom Protista,
and compare your live drawings to the preserved slides seen while using the light
microscope.

3. Using the preserved slides as a model, draw all organisms that you think are an exact
match between the live organisms in pond water and preserved organisms on a
separate sheet of paper.

4. Employing the Scientific Method, state what you think the Purpose is for this
particular activity:

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Student Section
A Lesson on Cells

Answer the following questions by utilizing this Internet website:

http://sickle.bwh.harvard.edu/malaria_sickle.html

5. State your Hypothesis regarding the relationship between malaria, sickle cell trait,
and sickle cell anemia.

6. What is the vector organism for the transmission of malaria?

7. Why is sickle cell trait beneficial to people who live in malaria infested areas?

8. Define trait, carrier, dominant and recessive genotypes.

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Student Section
A Lesson on Cells

Student Data Sheet: Exercise 3

You are to work in groups to answer the following:

Directions Response
State the Purpose or
what is your research
question for this
experiment?
Using the Scientific
Method state your
Hypothesis.

List the materials

needed for your
investigation.

Define what a control

is for an experiment.

Do you have a
control? If so what is
the control?

Explain why a control

is needed in your
experiment, and
what are your control
conditions?

State the method you

chose to test yeast
cellular growth, and
the step by step
process you are
going to employ for
your particular test.

How are you going

to present your data,
i.e. line graph, bar
graph, etc.? What
will be your
independent or
dependent variables?

Define transmittance
and turbidity.

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Student Section
A Lesson on Cells

Performance Assessment Rubric for Exercises 1 and 2:

Title: Student’s cellular drawing of their cheek cells and cellular organisms.

Purpose: To introduce and familiarize the student with concepts relating to Cell
Structure and the Cell Theory.

Detailed Description: Students are to produce a graphic depiction of their cheek cells
along with delineating the presence or absence of Barr bodies. This assessment will also
be utilized to evaluate drawings obtained from the microscopic viewings of the Kingdom
Protista.

Students will be supplied with two different colors of construction paper, along with one
sheet of white copy paper. Students are to use one of the construction sheets for their
background, and the other sheet is to be folded four times and then cut into eight
rectangles. The colored rectangles will be used to write the respective cellular image or
organism on one side and on the flip side the specific name of the corresponding cell or
organism. The white sheet of paper is to be folded in the same manner as the
construction paper then cut into eight rectangles, but the white paper is for displaying
your graphic drawing of the particular cell or organism. The drawings will now be pasted
onto the colored construction sheet that you have decided to use as your background. The
rectangles with the cellular descriptions should be taped facing outward, and placed on
top of the appropriate drawing. Students are to work individually on their graphic
organizer, and a list of the cellular structures and organisms required for your organizer
will be supplied by the teacher.

Standard: Students should be able to generate this graphic organizer displaying clarity
and accuracy. Students should be specific and concise in reference to the cellular detail
discussed in lecture, and that associated with the textbook.

Performance Indicators:
1. Overall completeness of organizer, and clearness of presentation.
2. Detail of cellular structure presented by teacher included in organizer.
3. Organizer completed on time. Completion time = 3 class periods.
4. Student’s ability to correctly identify and classify organisms using classmate’s
organizer.

End Product: Students produce a graphic organizer on the cell.

Higher Order Thinking Skills:

Organize. Brainstorm. Categorize. Design. Identify. Discuss

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Student Section
A Lesson on Cells

Specific Grading Criteria:

1. Overall completeness of organizer, and clearness =

Beyond = 3; At Grade = 2; Not Yet = 1

2. Detail of cellular descriptions and organisms =

Beyond = 3; At Grade = 2; Not Yet = 1

3. Student’s ability to answer questions =

Beyond = 2; At Grade = 1; Not Yet = 0

4. Chart completed on time =

Beyond = 2; At Grade = 1; Not Yet = 0

General Grading Criteria:

5. Followed Directions =
Beyond = 3; At Grade = 2; Not Yet = 1

6. Correct mechanics, i.e. spelling =

Beyond = 3; At Grade = 2; Not Yet = 1

7. Visual content appealing, color present in organizer =

Beyond = 2; At Grade = 1; Not Yet = 0

8. Work neatly done =

Beyond = 2; At Grade = 1; Not Yet = 0

Total Possible Points = 20

Multiply total score by 5 = Score based on 100 points

Example: Rubric score = 17 X 5 = 85 points out of 100

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Student Section
A Lesson on Cells

Lab Write-up Rubric for Exercise 3

General (3 pts)
• ______ (3 points) Name

Title (5 points total)

• ______ (1 point) The word “Title” is not written on the lab
• ______ (4 points) The title tells you what the experiment was testing in a statement format

Purpose (8 points total)

• ______ (1 point) The word “Purpose” is written at the start of the section, underlined, and
on the left hand side of the page
• ______ (1 point) The purpose follows the title
• ______ (3 points) The purpose is clearly stated in a complete sentence
• ______ (3 points) All areas of the problem are addressed. Any topics requiring more
information

Hypothesis (10 points total)

• ______ (1 point) The word “Hypothesis” is written at the start of the section, underlined,
and on the left hand side of the page
• ______ (1 point) The hypothesis follows the purpose
• ______ (3 points) The hypothesis is clearly stated in a well constructed sentence (“the
hypothesis is…” is not required to be stated)
• ______ (4 points) The hypothesis is related to the purpose of the lab
• ______ (1 point) The words “we,” “I,” “us,” “our,” or “my” are never used

Methods (10 points total)

• ______ (1 point) The word “Methods” is written at the start of the section, underlined, and
on the left hand side of the page
• ______ (1 point) The methods follows the hypothesis
• ______ (1 point) The word “Materials” is written below “Methods” and is underlined on the
left-hand side of the page
• ______ (1 point) All required materials are listed
• ______ (1 point) Sizes and/or amounts of required materials are included with all correct
units
• ______ (1 point) Proper names are used for all materials
• ______ (1 point) The word “Procedure” is written below the materials and is underlined on
the left-hand side of the page
• ______ (1 point ) Each step is numbered
• ______ (1 point) The procedure is clear and in the correct order
• ______ (1 point) The experiment addresses the problem

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.
Lab Exercises that Help Substantiate the Cell Theory Student Section
A Lesson on Cells

Data (22 points total)

• ______ (1 point) The word “Data” is written at the start of the section, underlined, and on
the left hand side of the page
• ______ (1 point) The data follows the procedure
• ______ (1 point) The word “Data” is written below the observations and is underlined on
the left-hand side of the page
• ______ (3 points) Data is presented in the most logical form (paragraph, chart, graph, etc.)
• ______ (4 points) All charts are labeled
• ______ (8 points) All graphs are labeled correctly
ƒ Graphs have the appropriate title
ƒ Independent variable on the x-axis (the bottom)
ƒ Dependant variable on the y-axis (the side)
ƒ Correct units are provided for both axis
• ______ (4 points) Data is graphed correctly

Observations (9 points total)

• ______ (1 point) The word “Observations” is written below “Data” and is underlined on the
left-hand side of the page
• ______ (8 points) The observations are presented in a clear, well written, and organized
paragraph

Analysis (14 points total)

• ______ (1 point) The word “Analysis” is written at the start of the section, underlined, and
on the left hand side of the page
• ______ (1 point) The analysis follows the data section
• ______ (3 points) The data is explained (i.e. “The data shows…”)
• ______ (2 points) Each part of the data is discussed
• ______ (4 points) Any calculations performed using the data are explained
• ______ (2 points) The analysis is written in clear, well written paragraph form
• ______ (1 point) The words “we,” “I,” “us,” “our,” or “my” are never used

Conclusion (19 points total)

• ______ (1 point) The word “Conclusion” is written at the start of the section, underlined,
and on the left hand side of the page
• ______ (2 points) The correctness of the hypothesis is discussed
• ______ (3 points) What was discovered/found is discussed
• ______ (4 points) The significance of the findings is made clear (the importance in the
real world)
• ______ (2 points) Suggestions for future experiments
• ______ (3 points) Errors in the current experiment are explained
• ______ (4 points) The conclusion is clear, well written in good paragraph form

Darrell Coston 2008 Frontiers in Physiology Research Teacher

Goldsboro, NC APS Works in Progress
© 2009 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.