ANTH_EEB 3002 Lab Report Rubric

Lab Report Rubric and APA Citation Guide Labs involve computer simulations using the software NetLogo 6.0.4. These labs are designed to give hands- on experience in the experimental method, with topics focused on big questions in evolution and behavior. While challenging, it is important to think critically about these experiments, the goals of these experiments, and the underlying evolutionary principles which provide further support for the hypotheses you will test. In doing this, you can gain a stronger understanding for the mechanisms underlying a number of the major topics covered in the course. The information provided within each lab assignment is a good place to start when thinking about what background information and methodology you should include in your lab report. However, everything should be written in your own words; even copying from the lab assignment is plagiarism. 3002 Lab Report Rubric 25 total points Introduction 6 points In this section, introduce and describe your experiment(s), explain why and how you conducted this work, outline your hypothesis(es) and other assumptions, and explain how your predictions relate to these underlying evolutionary principles. When making claims (which you should be doing in this section), you must cite the relevant literature covered in the assigned readings. Introduce and review the major underlying principles, providing sufficient “big picture” background information. 1 pt Clearly state and define the purpose or goals of the study. 1 pt Briefly introduce the study and methods to be used. 1 pt Describe the predictions or objectives of this study, given the methodology used. 1 pt Explain how the predictions/objectives relate to the underlying evolutionary/anthropological principles. 1 pt Define your hypothesis(es) and other underlying assumptions. 1 pt Methods 3 points In this section, describe how you conducted your experiment(s), writing in sufficient detail such that someone else reading your report could repeat your experiments. Don’t assume that your reader knows anything about the model that you used; be thorough in describing the details of the model as they relate to your experiment(s). An excellent place to learn more about each model is by looking at the Info tab provided in the model itself. Finally, do not make the mistake of describing any of your results in this section. Written in detail so that the EXACT methods can be repeated by another, including: a. What model did you use? b. Why are you using this model, rather than some other model? c. How is the model useful for testing the questions of interest in the lab? d. How does the model work? e. How many simulations did you run? f. What did you set the input parameters to? g. How long did you run each of the simulations? h. How did you collect your data? i. Why did you configure your experiments in this way? j. What else does your reader need to know in order to replicate this study? 2 pts No results are mentioned in this section. 1 pt

Lab Report Rubric and APA Citation Guide Results 3 points In this section, summarize your data, both in the text and with figures or graphs. Make sure you describe your results in a succinct and synthesized way; describe the general patterns that emerge but do not further discuss your results in this section. Your raw data (the original values that you collected and filled into tables for your lab assignment) should not be placed here but instead go into the Appendix section. Collected data are summarized and general patterns are described within the text. 1 pt Collected data are summarized with appropriate, organized, and properly labeled figures or graphs. 1 pt No discussion or interpretation of results mentioned in this section. 1 pt Discussion 6 points In this section, discuss the implications of your results. This discussion should demonstrate your understanding of the relevant evolutionary principles. If you have results that you didn’t expect based on your original hypothesis(es), this is where you attempt to explain why those results differed from what you expected. For each lab assignment, there are a set of discussion questions provided; you must address these questions in your discussion section. These questions are designed to get you thinking about the bigger picture. When making claims (which you should be doing in this section), you must cite the relevant literature covered in the assigned readings. Discuss whether or not your data support the hypothesis(es) and predictions described in the Introduction. 2 pts Discuss why you got the results that you did and explain any unexpected results. 1 pt Address the discussion questions that are given in the lab assignment. 3 pts Conclusion 1 points In this section, relate your results/findings to the “big picture” described in the Conclude by relating results/findings back to the “big picture” from the Introduction. 1 pt

Lab Report Rubric and APA Citation Guide (1) Works Cited Citations Your Works Cited section lists all the references made in the body of your lab report in alphabetical order. For a thorough guide to APA citations, including formatting for different source types, check out this link . Generally, you can use a variant of the following style format: (2) In-Text Citations When you make claims in the body of your lab report, you must cite the source of that information. Generally, you need to provide the reader with the author(s) name(s) and the year of publication; this gives readers enough information to look up the full reference in the Works Cited section. If you are quoting something, you should also provide the page number for the quote. Depending on the situation, there are a few different ways to format your in-text citations, which are summarized in this table: Author’s name Examples of usage Author’s name part of the narrative Gass and Varonis (1984) found that the most important element in narrative comprehending non-native speech is familiarity with the topic. Author's name in parentheses One study found that the most important element in comprehending non- native speech is familiarity with the topic (Gass & Varonis, 1984). Multiple works (separate each work with semi- colons) Research shows that listening to a particular accent improves comprehension of accented speech in general (Gass & Varonis, 1984; Krech Thomas, 2004). Direct quote, author's name part of the narrative Gass and Varonis (1984) found that “the listener’s familiarity with part of narrative the topic of discourse greatly facilitates the interpretation of the

Lab Report Rubric and APA Citation Guide entire message” (p. 85). Direct quote, author's name in parentheses One study found that “the listener's familiarity with the topic of in parentheses discourse greatly facilitates the interpretation of the entire message” (Gass & Varonis, 1984, p. 85). Direct quote that is more than 40 words Note: For direct quotations of more than 40 words, display the quote as an indented block of text without quotation marks and include the authors’ names, date, and the page number in parentheses at the end of the quote: This suggests that familiarity with nonnative speech in general, although it is clearly not as important a variable as topic familiarity, may indeed have some effect. That is, prior experience with nonnative speech, such as that gained by listening to the reading, facilitates comprehension. (Gass & Varonis, 1984, p. 77) To learn more about in-text citations and the specific rules for citing works by multiple authors, check out this link . Finally, here is an example of how to cite both in-text and in the Works Cited section: In-Text A few researchers in the linguistics field have developed training programs designed to improve native speakers' ability to understand accented speech (Derwing, Rossiter, & Munro, 2002; Krech Thomas, 2004). Their training techniques are based on the research described above indicating that comprehension improves with exposure to non-native speech. Derwing et al. (2002) conducted their training with students preparing to be social workers, but note that other professionals who work with non-native speakers could benefit from a similar program. Works Cited Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen to foreign- accented speech. Journal of Multilingual and Multicultural Development, 23(4), 245- 259. Krech Thomas, H. (2004). Training strategies for improving listeners' comprehension of foreign- accented speech (Doctoral dissertation). University of Colorado, Boulder.