SCI 100 UCSD Experimental Design Questions Dissertation

SCI 100 UCSD Experimental Design Questions Dissertation

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Type	Essay
Writer Level	Masters
Style	APA
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Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

SCI 100 UCSD Experimental Design Questions Dissertation

Description

I have an example that exactly what I want it is just one paper

Pick one of the scenarios below.

Draw a picture that represents the experimental set-up. You can use numbers, letters, and simple drawings but be sure the full set up of the experiment is clear in your illustration. Remember to label the picture to include the different experimental groups

Use this information to write the Experimental Design for each experiment and Identify

1. a) Write a title for your experiment
2. b) Your hypothesis (If ____________, then ___________________)
3. c) The Independent Variable (IV): The independent variables represent inputs or causes. An independent variable is the variable that is changed or controlled in a scientific experiment to test the effects on the dependent variable.
4. d) The Dependent Variable (DV) (The dependent variables represent the output or outcome whose variation is being studied. A dependent variable is the variable being tested and measured in a scientific experiment)
5. e) The constant variables: A constant variable is one that the researcher holds constant (controls) during an experiment.
6. Which of the experiment groups is use as a control (The groups whose conditions are in the most natural, unaffected state)

 

Scenarios

Scenario #1

While a construction crew was digging a pool in a backyard, Susan observed that different kinds and amounts of fossils were present in the area behind her house. She wondered if changes in fossil content occurred in some pattern as one dug from the surface to deeper areas. Susan marked the bank of the cliff at the end of their

property at five positions. Starting at the surface, she marked every 5 meters: 0 (at the surface), 5, 10, 15, 20, and 25m from the surface. She removed 5 buckets of soil from each of the positions and determined the kind and number of fossils in each sample.

Scenario #2

Ten pea plant seeds were planted in each of 5 pots that contained 500g of “Peat’s Potting Soil.” The pots were given the following amounts of distilled water each day: Pot 1, 50ml; Pot 2, 100ml; Pot 3, 150ml; Pot 4, 200ml; Pot 5, 250ml. According to the pea seed package, the recommended of water for the pea plants was 150ml of water

daily. After 40 days, the height of each plant was measured in centimeters.

Scenario #3

After studying about recycling, members of Mary’s biology class investigated the effect of various recycled products on plant growth. Mary’s lab group compared the effect of different aged grass compost on bean plants. Because decomposition is necessary for the release of nutrients, the group hypothesized that older grass would

produce taller bean plants. Four flats of bean plants were planted with 15 plants in each flat. The plants were fertilized as follows: (a) Flat A: 150g of three month old compost, (b) Flat B: 150g of six month old compost, (c) Flat C: 150g of on month old compost. (d) Flat D: 0g of compost. The compost was made of the same materials and

the plants received the same amount of sunlight and water each day. The plants grew for 20 days. After 20 days, the group recorded the height of each plant in centimeters.

Scenario #4

Sandy wanted to find out if the color of food would affect whether or not kindergarten children would select it for lunch. She put food coloring into 4 identical bowls of mashed potatoes. The colors were red, green, yellow, blue. One bowl of mashed potatoes was left as the regular white color. Each child was given the choice to choose the bowl of mashed potatoes of the color of their choice. Each day she recorded the choice of 100 different students. She did this for five days.

SCI 100 UCSD Experimental Design Questions Dissertation

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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