| Data measurements | 1 No data measurements or observations recorded for the laboratory | 2 A single or pair of data measurements or observations recorded | 3 Only three data measurements or observations recorded | 4 Only four data measurements or observations recorded | 5 Five or more measurements or observations recorded thus providing a statistically minimal sample of data or observations to analyze. |
| Table format | 1 Missing four table elements or format errors | 2 Missing three table elements or three format errors | 3 Missing two table elements or two format errors | 4 Missing a single table element or a single format error | 5 units in header row, borders alignment of headers and data margins, table on page, page margins around table consistent with the rest of the document, repeat of headers on new page to prevent orphaned data rows |
| Graph or diagram format | 1 Missing four elements | 2 Missing three elements | 3 Missing two elements | 4 Missing a single element | 5 Correct graph type or diagram element for that lab, axis labels, axis units, as appropriate or other labels present, trend line present (if applicable), equation of trend line present (if applicable) |
| Analysis | 1 Missing four elements | 2 Missing three elements | 3 Missing a two elements | 4 Missing a single element | 5 Complete and correctly done analysis of the data or observations. May include elements such as the variable name, the units for all variables. Where appropriate, the slope, intercept, units, and meaning of the slope. Analysis should be based on a preceding chart or diagram and the data or observations reported. |
| Discussion of results and conclusion | 1 Bears little relation to the task set, unclear, very confusing, not well reasoned, extremely tangential, or extraordinarily weak. Almost incomprehensible, or a single (one to two) sentence discussion | 2 Conclusion of little relevance to the laboratory, major gaps, or overly short such as to be incomplete, Confusing, or highly incomplete, or illogical, or made confusing by serious grammar problems, or merely restated the procedure, or a variant of a non-specific and vague "I learned a lot in this laboratory" | 3 For the most part answers the task set, though there may be gaps or redundant information, or the conclusion is essentially tangential to the experiments, or based on misconceptions, or incorrect conclusion, muddled | 4 Moderately well reasoned. Relevant and adequate answer to the task set with only a single gap or missing task item. | 5 Thoughtfully put together, well-reasoned, logical, sensible. Fully complete and thorough summary of the findings of the laboratory. Correct usage of vocabulary, appropriate use of scientific concepts. Discusses potential sources of error and how these were controlled. Includes background research on the laboratory subject. Cites appropriate text book information related to laboratory. |
| Doc format | 1 Four elements of format out of compliance | 2 Three elements of format out of compliance | 3 Two elements of format out of compliance | 4 One element of format out of compliance | 5 margins, double spaced prose, no widows nor orphans, twelve point legible font, done in a word processing progam |
| Grammar | 1 Very frequent errors of grammar or word order; reader often has to rely on own interpretation. | 2 Frequent errors of grammar or word order; efforts of interpretation sometimes required on reader's part. | 3 Fairly frequent errors of grammar or word order; occasional re-reading necessary for full comprehension. | 4 Some errors of grammar or word order but communication not impaired. | 5 No errors of grammar or word order. Correct use of tense. |
| Vocabulary | 1 Vocabulary so limited and so frequently misused that reader must often rely on own interpretation. | 2 Limited vocabulary and frequent errors clearly hinder expression of ideas. | 3 Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary, or many misspelled words. | 4 Occasionally uses inappropriate terms or relies on circumlocution; expression of ideas not impaired; or a few misspelled words. | 5 Appropriate terms used consistently, clear command of vocabulary with a focus on correct usage of physical science vocabulary, no misspelled words. |
| Organization | 1 Individual ideas may be clear, but very difficult to deduce connection between them. | 2 Multiple sections omitted. Little or no attempt at connectivity, though reader can deduce some organization. | 3 Multiple sections out of sequence, some lack of organization; re-reading required for clarification of ideas. For example, tables and graphs printed from a spreadsheet and then stapled to the back of a lab write-up printed from a word processing program. | 4 One section out of sequence or omitted. Material well organized; structure could occasionally be clearer but communication not impaired. | 5 All sections present in the proper order. Material exceptionally well organized. Conclusion well structured with introductory and concluding phrases. |
| Cohesion | 1 Communication often impaired by completely inappropriate or misused cohesive structures or vocabulary items making it difficult to make scientific sense of the conclusion. | 2 Cohesive structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. Connector words and phrases confuse and mislead the reader, but sense can be made of the conclusion. | 3 Patchy, with some cohesive structures or vocabulary items noticeably inappropriate to general style. Ideas tend to be disconnected from each other. Reads more like an outline than a coherent essay, or written as a list of answers to questions without connector words and phrases generating a choppy, disjoint style | 4 Occasional lack of consistency in choice of cohesive structures and vocabulary but overall ease of communication not impaired. | 5 Consistent choices in cohesive structures. Ideas flow logically. Conclusion remains on topic. Connector words assist the reader. |