Download 2012-2013 Syllabus - dianashell

Ms. Diana Shell
(980) 343-3600 vml. 462
[email protected]
dianashell.cmswiki.wikispaces.net
The following is a brief overview of what to expect in this course. These things may be amended or
changed as the year progresses.
Classroom Rules
1. Be on time, ready for class. Look at the board when you enter class for directions to begin.
2. Disruptions during class will not be tolerated!
3. Be respectful of other people & their belongings, especially while working in group settings.
4. You will make good use of your time. Do your AP Environmental work!!! Do not do work for other
classes while in this class.
5. This is a college-level course. You will be expected to take responsibility for your own education.
Grades:
 Grades will be done by percentages. The breakdown will be classwork, quizzes, labs & tests. Tests
will count 70%, everything else will count 30%.
 You will be given a calendar at the beginning of each unit. It’s your responsibility to make sure you
pay attention to quiz and test dates.
 The tests will model the AP Exam, having both multiple choice & free response sections. Each free
response will each count as 10% of your test grade.
 Typically you will be in groups of 3-5 for each activity, depending on supplies available & work load.
Some lab reports will be done as a group while others require individual work.
 There will be many assignments that will be done as a group. To ensure everyone gets the grades
they deserve on these assignments there will be a sliding grading scale which will be explained at a
later date.
 You are more than welcome to email me before 8:00 pm with questions.
 Tutoring is available on Tuesdays. Special problem sessions will be available the days before tests
& will be listed both on the board & on your calendars.
 You will be allowed to create knowledge sheets for your tests – it must be a newly created,
handwritten page – not typed, photocopied & cannot be notes given to you from another source.
 You will be allowed to re-take the multiple choice section of your tests, however, you must
complete the study guide as your “ticket to re-test.” The grades on this section will then be
averaged together before incorporating the free response portion.
 You will have at least 1 assignment per week that must be completed at home – it may be a
reading assignment, preparation for a quiz from the reading or preparation for a test, or a packet of
activities. These will take most students 2-4 hours per week.
 There will be at least one “special project” each quarter that will require you to work outside of
class & present information to the other students. These projects are to be computer generated
unless told otherwise. ALL students will be expected to work on these projects.
 Some assignments will be graded by other students (such as free responses) in order for you all to
become more familiar with the way the College Board follows a rubric when grading your exam. If
you believe your grade is erroneous, do not hesitate to let me know. You will be allowed to contest
your grade on those assignments.
 CHEATING will absolutely not be tolerated. If you have been caught cheating on an assignment
you will get a ZERO on the assignment and will have a referral placed in your permanent file as well
as dismissal from any honor society you may be or could be a part of.
 It is YOUR responsibility to find out about & turn in any assignments missed due to absences – I
will not remind you. You have 5 days from the date of your return to school to turn in make-up
work. If you are absent the day an assignment is due, it must be in my possession the next
morning, unless you have made other arrangements with me.
 There is a notebook in the front of the room (under the bulletin board) that includes copies of any
handouts. If you need help, let me know immediately.
What you need:
 A 3 ring binder w/ dividers (8 dividers)
 A red pen.
 You must have both a pencil & a pen for the tests.
 Instead of bringing in loose-leaf paper I will be asking each student to contribute a ream of copy
paper. I will be giving out paper & will be photocopying notes for each student.
 Access to a computer, printer & the internet (the textbook is old and out of date. You will be
required to do research online to get current information)
 Barron’s AP Environmental Science 4th Edition
Course Conent at a Glance
Unit 1: Population / Human Health / Globalization (Government & Econ) / Pesticides
Topics Covered: population demographics; epidemiology; human health; Tragedy of the Commons
Chapters of book: 2, 3, 24, 8, 9
Test: September 19 & 20
Unit 2: Agriculture/ Food Sources / Pesticides / Toxicology / Soil
Topics Covered: Agricultural uses; Pesticides; Food Sources; Soil (composition, formation, pollution);
Chapters of book: 18, 14, pg 511, 22
Test: October 22 & 23
Unit 3: Land / Solid Waste Management / Earth Science
Topics Covered: Solid Waste options; Earthquakes, etc Land resources & conservation; Mining;
Chapters of book: 6 (ppg 113-114, 125-126) 22, 23
Test: November 19 & 20
Unit 4: Ecology / Biogeochemical Cycles / Animals
Topics Covered:biogeochemical cycles, evolution, biodiversity, animal interactions, endangered species, wildlife
Chapters of book: 4, 5, 6 (104-110), 7, 16
Test: January 7 & 8
**The Mid-Term exam will cover everything up through this unit. The Exam will count as 20% of your 1st Semester
grade.
Unit 5: Water Management
Topics Covered: water resources & pollution, aquatic biomes
Chapters of book: 13, 21 (488-511), 6 (117-119)
Test: February 14 & 15
Unit 6: Energy
Topics Covered: renewable / nonrenewable resources; energy calculations; energy production
Chapters of book: 10, 11, 12
Test: March 19 & 20
Unit 7: Air
Topics Covered: the atmosphere, air quality, acid precipitation, indoor air pollutants, global warming,
greenhouse effect.
Chapters of book: 19, 20, 6 (114-115, 121-124)
Test: April 16 & 17
Unit 8: Review for the AP exam
Topics Covered: go back to anything we missed throughout the year; practice exam; strategies for taking the
AP exam. (April 22-May 3 – review sessions will be available after school all week!)
Practice AP Exam: April 24 & 25 (100 multiple choice section), April 29 & 30 (4 free response section)
**This syllabus will change as necessary throughout the year**
AP Exam: Monday, May 6, 2013 8:00 am!! The cost of the exam is $89. You will pay Mrs. Miller (A101) with credit or check, or you can apply for a waiver – for students who are on free/reduced lunch. (CMS
will pay).
Objective of Course
The goal of the AP Environmental Science Course is to provide students with the scientific principles,
concepts, & methodologies required to understand the interrelationships of the natural world, to identify
and analyze environmental problems both natural and human-made, solutions for resolving and / or
preventing them.
This course was designed to be the equivalent of a one-semester, introductory college course in
Environmental Science. Unlike most other college introductory level science courses, environmental science
is offered from a wide variety of departments, including geology, biology, environmental studies,
environmental science, chemistry and geography.
The following themes provide a foundation for the structure of the AP Environmental Science course:
1. Science is a process.

Science is a method of learning more about the world.

Science constantly changes the way we understand the world.
2. Energy conversions underlie all ecological processes

Energy cannot be created; it must come from somewhere

As energy flows through systems, at each step more of it becomes unusable.
3. The Earth itself is one interconnected system.

Natural systems change over time and space

Biogeochemical systems vary in ability to recover from disturbances.
4. Humans alter natural systems.

Humans have had an impact on the environment for millions of years.

Technology and population growth have enabled humans to increase both the rate and scale of
their impact on the environment.
5. Environmental problems have a cultural and social context.

Understanding the role of cultural, social, and economic factors is vital to the development of
solutions.
6. Human survival depends on developing practices that will achieve sustainable systems”
The College Board Course Description
“Some universities do not offer any science credit for this course; instead, elective credit may be given. Still other
universities offer no credit at all. On the other hand, some universities are very generous with the credit given for
getting a grade of “3” on the AP exam. If you are looking to get the most credit possible before entering college, you
may want to contact your universities of interest now to see what kind of credit you are eligible for.
“Who should take AP Environmental Science? (this is according to the College Board)

Students who have successfully completed 2 years of laboratory science – Biology & Chemistry.

Students who have completed at least one year of Algebra.

Students who can work outside of class on projects and assignments.

Students who are motivated to work hard.”
It has been my experience (having taught this course since 1998) that students who struggled in Chemistry
& Biology (i.e. had a hard time getting a “C” for the year in either Standard or Honors level) have struggled
to get a “D” in AP Environmental Science. Students also should be have Algebra II (due to the quantitative
analysis portion)
If you have any questions as to whether or not AP Environmental Science is
the course for you at this time, do not hesitate to talk to me about finding an
alternative course.
Do not wait until you are in over your head to ask for help.
AP ENVIRONMENTAL SCIENCE
TIMELINE
Unit 1: Introduction into Environmental Science / Government/Econ / Human Population Demographics
College Board Standards / Competencies:
III. Population (10-15%) A. Population Biology Concepts (Population ecology; carrying capacity; reproductive strategies; survivorship) B. Human
Population 1. Human population dynamics (Historical population sizes; distribution; fertility rates; growth rates and doubling times; demographic
transition; age structure diagrams) 2. Population size (Strategies for sustainability; case studies; national policies) 3. Impacts of population growth
(Hunger; disease; economic effects; resource use; habitat destruction)
IV. Land and Water Use G. Global Economics (Globalization; World Bank; Tragedy of the Commons; relevant laws and treaties)*This will be
taught throughout the school year.
VI. Pollution C. Economic Impacts (Cost-benefit analysis; externalities; marginal costs; sustainability)*This will be taught throughout the school
year.
Enduring Understanding:
 How population growth rates affect everything in the world around us.
 What you can do in the future to help sustain our environment
 Disease prevention & detection in an ever changing society
Skills:
 You will be able to construct age structure histograms (pyramids).
 You will be able to construct graphs showing exponential growth for the purposes of comparing carrying capacity
with birth rates.
What you’ll learn:
 Our Changing Environment
 Environmental Science, Overview of Human Impact, Ethics and Worldview
 Internet activity: Ecological Footprint
Ch. 1
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
Environmental Movement – History, Legislation, & Economics
Activity: “Champions of the Land” video discussion & timeline
Ch. 3
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Population dynamics, Reproductive Strategies
Survivorship curves, Geologic Time
R-strategist, K-strategist
Ch. 8
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Human Population
Ch. 9
Histograms, fertility rates, family planning, demographic transition
Activity: Power of the Pyramids
Students will research birth rate information from the internet for 6 different countries. They will use this
information to develop age-structure histograms & will use those pictures to compare & contrast information on
more vs less developed countries.
TEST: Chapters 2, 3, 8, 9, 24
Unit 2: Agriculture / Toxicology / Food Resources / Soil
I. Earth Systems and Resources D. Soil and Soil Dynamics (Rock cycle; formation; composition; physical and chemical properties; main soil
types; erosion and other soil problems; soil conservation)
VI: Pollution B. Impacts on the Environment and Human Health 1. Hazards to human health (Environmental risk analysis; acute and chronic
effects; dose-response relationships; air pollutants; smoking and other risks)
IV. Land and Water Use A. Agriculture 1. Feeding a growing population (Human nutritional requirements; types of agriculture; Green Revolution;
genetic engineering and crop production; deforestation; irrigation; sustainable agriculture) 2. Controlling pests (Types of pesticides; costs and
benefits of pesticide use; integrated pest management;
relevant laws)
Enduring Understanding:
 Importance of food to our survival.
 How pesticides have helped and potentially harmed humans
 How different chemicals affect human health
 How the soil on earth was created & how it is different in different areas of the world.
Skills:
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You will understand how to determine the relationship between the calories you consume with the amount of land
necessary for growth.
Be able to determine the LD50 of a chemical
Be able to determine the textures of soil when given an unknown
Perform tests to determine the quality of soil.
Special Project: Food Production & Consumption
Student will keep track of what they eat (calories & types of food) for 24 hours. They will use this information
to determine how much land it takes to raise their food & will extrapolate this information to determine what it would
take to feed everyone in the world.
Special Project: Home audit of pesticides
Students will perform an audit of the pesticides at their home and categorize them by type. Research will be
done to determine the effectiveness of pesticides & will look for alternatives.
Food Resources: A Challenge for Agriculture
18
Pesticides: Types, regulations, Circle of Poisons
22
Toxicology: Determining LD50 & how different factors affect human health
pp. 26-32
Soils & Their Preservation (types, formation, texture, composition, etc)
Lab: Soil Testing
Nitrates, phosphates, potassium, pH & percolation of different soil types will be tested
Test Chapters 18, 22, 14, parts of ch. 2 & 21
14, 21
Unit 3: Land Use / Earth Science / Solid Waste Management
College Board Standards / Competencies:
I. Earth Systems and Resources A. Earth Science Concepts (Geological time scale; plate tectonics, earthquakes, volcanism; seasons; solar
intensity and latitude)
VI. Pollution A 4. Solid waste (Types; disposal; reduction) 2. Hazardous chemicals in the environment (Types of hazardous waste;
treatment/disposal of hazardous waste; cleanup of contaminated sites; biomagnification; relevant laws)
IV. Land and Water B. Forestry (Tree plantations; old growth forests; forest fires; forest management; national forests)
C. Rangelands (Overgrazing; deforestation; desertification; rangeland management; federal rangelands)
D. Other Land Use 1. Urban land development (Planned development; suburban sprawl; urbanization) 2. Transportation infrastructure (Federal
highway system; canals and channels; roadless areas; ecosystem impacts) 3. Public and federal lands (Management; wilderness areas; national parks;
wildlife refuges; forests; wetlands) 4. Land conservation options (Preservation; remediation; mitigation; restoration) 5. Sustainable land-use
strategies E. Mining (Mineral formation; extraction; global reserves; relevant laws and treaties)
Enduring Understandings:
 How people are altering Earth.
 The different ways that the land on earth is used
 How mining metals and minerals affects the surrounding environment
 Understand how to sort your garbage and dispose if it properly
 An understanding of how the Earth was created & how it has changed over time.
 Better understandings of how to control the solid waste that you use daily
Skills:
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Map out a plan for city development
Present information to classmates
Be able to write a formal lab report that could be presented to others
Ability to speak to peers during formal presentation; ability to work with others you may not know
Land Resources & Conservation
17
Activity: Muir County Development (students will use information provided about land area usage to build their own
town)
Lab: Salinization Lab (write up will be done as a class)
This lab will require students to grow radish seeds in different concentrations of salt water in order to see
how much growth will occur.
The Solid Earth: Plate Tectonics, Earthquakes, Volcanoes, Seasons, etc.
6
(pp. 113-114, 125-126)
Solid Waste Management
Reduce, Reuse, Recycle, land fills, regulations
23
Internet Activity: Recycle City
Special Project: Panel Discussion on Solid Waste Management
Students will be placed into 5 groups in order to research landfills & open dumps, recycling, incineration,
compost & ocean dumping & hazardous waste disposal. Each group will create a presentation, a handout for students
& a visual.
Inventory of Solid & Hazardous Wastes from Home
Test Chapters 6, 15, 17, 23
Unit 4: Ecosystems / Animal Interactions / Nutrient Cycles
Standards / Competencies:
II. The Living World A. Ecosystem Structure (Biological populations and communities; ecological niches; interactions among species; keystone
species; species diversity and edge effects) B. Energy Flow (Photosynthesis and cellular respiration; food webs and trophic levels; ecological
pyramids) C. Ecosystem Diversity (Biodiversity; natural selection; evolution; ecosystem services) D. Natural Ecosystem Change (Climate shifts;
species movement; ecological succession) E. Natural Biogeochemical Cycles (Carbon, nitrogen, phosphorus, sulfur, water, conservation of matter)
VII.Global Change C. Loss of Biodiversity 1. Habitat loss; overuse; pollution; introduces species; endangered and extinct species 2. Maintenance
through conservation 3. Relevent laws and treaties
Enduring Understanding:
 The things we do in everyday life that affect the food web.
 How we contribute to the loss of biodiversity, leading to endangerment & extinction of various species.
 The effects people have on nutrient cycles
By the end of the unit, you should be able to do the following:
1. know how the second law of thermodynamics plays a role in the food chain.
2. Determine a plan for reducing the number of organisms becoming endangered / threatened / extinct each year.
3. Know the difference between genetic, species, and ecological diversity.
4. Know how to construct an energy pyramid.
5. Be able to construct a food chain / food web.
Nutrient Cycles
Biogeochemical cycles, Hydrologic Cycle
6
Evolution (Micro- & Macro-) & Biodiversity
Natural Selection, Niches
Ecology, Ecosystems, Food Webs
Components of Ecosystems, Productivity
5
4
Lab: Ecosystem Columns – construct. Begin water quality testing.
Lab: Quadrant study to determine biodiversity
Community Processes: Species Interactions & Succession
Predator-Prey, Resource Partitioning, Competition
Biodiversity: Sustaining Wild Species
16
Importance, Characteristics, Laws to Protect
Wildlife Management
Special Project: Endangered Species Brochure
Students will be assigned an endangered species & will research information on the animal as well as how it
became endangered. Brochures will be created & students will present their findings to the class.
Test Chapters 5, 4, 16
Unit 5: Water Management
College Board Standards & Competencies:
I. Earth Systems and Resources C. Global Water Resources and Use (Freshwater/saltwater; ocean circulation; agricultural, industrial, and
domestic use; surface and groundwater issues; global problems; conservation)
IV. Land and Water Use F. Fishing (Fishing techniques; overfishing; aquaculture; relevant laws and treaties)
VI. Pollution A. Pollution Types 3. Water pollution (Types; sources, causes and effects; cultural eutrophication; groundwater pollution; maintaining
water quality; water purification; sewage treatment/septic systems; Clean Water Act and other relevant laws)
Enduring Understanding
 The aquatic problems associated with carelessness on the part of people. (including overfishing)
 A better understanding of the importance of conserving water and how water is treated from the time it enters your
house, to the time it leaves your house, to the time it enters another person’s house.
 How people have made changes in the world to raise awareness.
Skills
 You will be able to carry out water quality testing.
 You will learn how to conserve water better from home.
 You will have a better understanding of how to search for useful information on the internet.
Water Resources & Pollution
Sources, distribution & Use, Water Shortages
13
Dams & Water Transfer, Groundwater Pollution
Point & Non-Point Sources of Pollution
21
Aquaculture: problems associated with overfishing & harvesting fish
pp 428 - 432
Activity: Determining Ground-Water Contamination
This activity looks at how the leakage of an underground storage tank will contaminate local waterways.
Lab: water quality testing on Ecosystem Columns
Activity: Personal Water Consumption
Students will keep track of how much water they use in a 1 week period of time. This information will be used
to compare to the water bill. Questions regarding water usage reduction will be answered & discussed during class.
Test Chapters 6, 13, part of 21
Unit 6: Energy
Goals & Objectives:
V. Energy Resources and Consumption A. Energy Concepts (Energy forms; power; units; conversions; Laws of Thermodynamics) B. Energy
Consumption 1. History (Industrial Revolution; exponential growth; energy crisis) 2. Present global energy use 3. Future energy needs C. Fossil Fuel
Resources and Use
(Formation of coal, oil, and natural gas; extraction/purification methods; world reserves and global demand; synfuels; environmental
advantages/disadvantages of sources) D. Nuclear Energy (Nuclear fission process; nuclear fuel; electricity production; nuclear reactor types;
environmental advantages/disadvantages; safety issues; radiation and human health; radioactive wastes; nuclear fusion) E. Hydroelectric Power
(Dams; flood control; salmon; silting; other impacts) F. Energy Conservation (Energy efficiency; CAFE standards; hybrid electric vehicles; mass
transit) G. Renewable Energy (Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy; small-scale hydroelectric; ocean waves and
tidal energy; geothermal; environmental advantages/ disadvantages)
VI. Pollution
Enduring Understanding
 Where energy comes from before it gets to your house
 The importance of conservation of energy, how to conserve
 Our reliance on other countries for most of our energy sources.
Skills
 You will be able to perform various energy calculations using BTU’s and KiloWatt Hours
 You will be able to calculate how much energy you use in your home
 You will be able to do basic multiplication & division problems without the use of a calculator
Fossil Fuels
10
Renewable, Energy Units & Measurements, Alternative Sources of Energy
11, 12
Activity: Personal Energy Consumption & “Watts” the Cost
Students will keep track of how much energy they consume during a 24 hour period of time. This information
will be extrapolated in order to determine energy consumption for the month. This information will be compared to a
monthly electric bill & questions regarding conservation will be answered & discussed during class.
Lab: Keep the Heat On
Students will do a home energy inventory to see how well their home was build to keep heat in or out
depending on the season. Students will be required to look at the number of windows that face south or west & the
type & thickness of the insulation in their attics. Questions regarding conservation will be analyzed.
Test Chapters 10, 11, 12
Unit 7: Air Quality
Goals & Objectives:
I. Earth Systems and Resources B. The Atmosphere (Composition; structure; weather and climate; atmospheric circulation and the Coriolis Effect;
atmosphere-ocean interactions; ENSO)
VI. Pollution A. Pollution Types 1. Air pollution (Sources—primary and secondary; major air pollutants; measurement units; smog; acid
deposition—causes and effects; heat islands and temperature inversions; indoor air pollution; remediation and reduction strategies; Clean Air Act
and other relevant laws) 2. Noise pollution (Sources; effects; control measures)
VII.Global Change A. Stratospheric Ozone (Formation of stratospheric ozone; ultraviolet radiation; causes of ozone depletion; effects of ozone
depletion; strategies for reducing ozone depletion; relevant laws and treaties) B. Global Warming (Greenhouse gases and the greenhouse effect;
impacts and consequences of global warming; reducing climate change; relevant laws and treaties)
Enduring Understanding:
 Know the causes & effects of various air pollutants.
 Know the difference between stratospheric & tropospheric ozone
 Understand the different characteristics of biomes & the relationship between that and climate.
Skills
 Know how to construct a cumulative graph
 Know how to read a graph and interpret information.
 Devise a plan of action to test for air pollutants
Air Pollution
Characteristics of the Atmosphere, Photochemical Smog,
Acid Precipitation, Indoor Air Pollution, Human Health Effects, Solutions to Air Pollution,
Global Warming, Depletion of Ozone Layer
Lab: Ground Level Ozone Measurement (create home ozone tests)
19
Climate, Weather, Terrestrial & Aquatic Biomes
Test Chapters 19, 20, 6, 7
6, 7
20
Review For AP Exam
1. Discussion of tips on how to prepare for the exam, including timing & the testing environment.
2. Practice on released free responses will be done,
including students using the College Board grading rubrics to grade their own answers (in order to become
comfortable with the grading rules)
3. Over a 2 day period students will take a released exam including a 100 question multiple choice test & the 4
question free responses.
These grades will be calculated the way the actual exam will be done in order for students to have a better
appreciation of what to expect.
4. Activity: 100 important APES words to know
Students will go through a list of words that have come off of the 1998 released exam to make sure they
understand everything. We will be discussing words students don’t know.
5. Special Project: News Scrapbook (due on April 29 & 30)
Practice AP Exam (will count as a test grade for the 4th quarter):
**This syllabus may change as required**
April 19-22
Lab Report Directions
General Notes:
1. Your lab report is to be typed, unless told otherwise
2. Your graphs and charts should be created within the lab report – not copied & pasted or hand-written
3. You will always include your raw data (which is the hand-written sheets that you used during the experiment
– messiness does not matter)
4. You should include a cover sheet that contains the following information:
a. Name of Lab
b. Date
c. Your Name
d. Partners Names
5. You need to use the following formatting rules:
a. 1” margins on all sides
b. 12 font size
c. Times New Roman font
d. Number pages
6. As you prepare your lab report, write it in the same order as the directions are given below. Make sure to
underline and/or bold each section.
Report Format:
1. Purpose: this will be 1-2 sentences & will tell what you are doing in the lab – what’s the point?
2. Background Information: what does the reader need to know about this experiment before they begin reading
the lab report? This should include all of your research. Without this, you would not be able to formulate a
hypothesis. This section should be at least one paragraph long.
3. Hypothesis: you will be determining this before you begin your laboratory experiment. Usually a hypothesis
has an “if….then” statement, but that does not always need to be the case. You will be discussing how the
independent variable will affect the dependent variable. This should be 1-2 sentences long. You will be
making a statement at this point – do not be flippant – make a statement & stick to it. Your hypothesis may be
proven wrong during your experiment – that’s ok. Discuss that in your conclusion.
4. Materials: include everything you will need in order to perform this experiment. You do not need to include
materials that are obvious (i.e. graduated cylinder, scale, pencil, etc). You need to include the number of
things that you used as well as the amount of materials that you used (i.e. 5 cups; 5 3” test tubes, etc). Be
specific. Tell the types of materials (i.e. clay)
5. Procedure: include a step-by-step account of what you did in the experiment. If you messed something up in
the lab or you did a step differently than it was presented in your directions, that’s ok, you just need to write it
up accordingly. You will have time to discuss these problems later. The procedure needs to be written in a
way that someone who has not done the experiment will be able to take your report and repeat it.
6. Data: in this section you are to create graphs / tables / charts that show your results. All of these will be
computer generated (if you do not know how to create graphs, charts or tables using a Word document, see
your instructor for help). If you had to use any math calculations to find an answer, you should show how
your results were found here.
7. Data Analysis: This is the heart & soul of your report!! This is where you basically publish the results of your
experiment for someone else who may be doing this experiment later or who may use your results to help
them in their own experiment. (Usually you would write the following in one big paragraph. However, for
grading purposes I would like for you to separate the parts & label them a-d).
a. In this section you will discuss your results – what does it all mean? You should briefly
restate your data and compare it to your background information.
b. If you made any mistakes in your procedure that may have affected your results, discuss
those here and tell, specifically, how those mistakes affected the results.
c. What suggestions do you have for someone who may do this experiment in the future?
d. If you have any questions that needed to be answered (post-lab questions), do so here. You
do not need to re-write the questions. If you’d rather answer these questions in part a (use
the questions to help you analyze your data), that’s fine.
8. Conclusion: This section is actually fairly short. In this section you will be briefly restating your results from
the experiment and will be comparing them to your hypothesis. If your hypothesis was incorrect, state that
here and give a brief explanation of why it was incorrect.
9. Raw Data: attach this to the back of your lab report.