Bottle Biology Project

Ms. Romero
21st Century Science
Objective: The goal of this project is to apply your knowledge of ecosystems, biomes
and ecological interactions to create a self-sustainable ecosystem that will support itself
for two weeks.
Standards:

Matter tends to be cycled within an ecosystem, while energy is transformed and

eventually exists an ecosystem. (CO.HS.2.1)
The size and persistence of populations depend on their interactions with each
other and on the abiotic factors in an ecosystem. (CO.HS.2.2)

Directions: This project will consist of two parts. The first part is to build the ecosystem
and collect data. The second part is a lab write-up. You may choose to work in a group
of no more than 3 students to complete the bottle biology structure. All students will turn
in their own unique lab write-up.
BOTTLE BIOLOGY (50 points)
Your bottle biology project must include 3 connected sections: an aquatic section, a
decomposition section and a predator/prey section.
General Requirements:

Your ecosystem must be able to stand-alone for the entire 2 weeks of data
collection. You will not be allowed to access or influence the system apart from
data measurements for this time.
All sections must be connected in some way (string, open air, etc.).
You must provide the resources for all organisms to stay alive during the 2 weeks
of data collection.
You must be able to look clearly into your completed structure to make
observations
You are expected to be an active and engaged participant, especially if you area
member in a group.
Your project must be humane for all organisms involved.

Aquatic Section Requirements:

At least one aquatic plant

At least one non-plant aquatic organism
You must be able to access water to measure dissolved oxygen and pH.

Decomposition section must include:

At least one MACROSCOPIC decomposer organism

You must be able to access the section to measure temperature

Predator/Prey section must include:

One predator organism

At least one prey organism
The predator must be able to access and consume the prey.

Questions to keep in mind:

How will you ensure that your bottle biology structure stays at the proper
temperature?
How will waste be dealt with?
How will you ensure your sections stay clean?
LAB WRITE-UP (100 points)
Writing a lab report is an essential skill as a scientist. Your report will include several
narrative sections along with figures.
General Requirements:

All narrative sections will be typed using Times New Roman 12 point font, and
double-spaced.
Each section should have a header
Figures should be in color and either computer generated or NEATLY drawn.
Correct spelling and grammar counts. Make sure you revise your written portions
before you turn them in.
Turn in your lab report in a thin binder, three-prong folder or report cover.

Title Page:
Your title should be descriptive and include the variables or cause/effect. Do not
use cute titles
o Bad Example: Elodea Lab
o Good Example: The effect of elodea on the color of a bromthymol blue
solution

Introduction (2+ paragraphs):

Give your readers some background information on the ideas addressed in this
project. Consider the following questions:
o What is an ecosystem?
o Why would someone want to create an artificial ecosystem?
o Why are ecosystems important to humans
o What information about your chosen organisms do you think that your
reader should know?

Explain what you are doing in this project? What is your goal? How are you
achieving your goal?
If you use resources outside of class notes, include a works cited (MLA) at the
end of the report.

Materials:
Provide a list of ALL materials used.
Make sure you include the quantity, type and price.
Procedure:
Create a step-by-step procedure list. Explain your procedure thoroughly. The
reader should be able to replicate what you did just by using this list. Be very
specific.
Include measurements, tools used, etc.
Explain why you chose certain materials.
You may include diagrams to illustrate your point but they must add to the
procedure, not take away from it. If you choose to include diagrams they must be
neat and have a caption explaining what it is.
Data/Observations:
You will be collecting data on temperature, pH and dissolved oxygen.
o Each data set must be presented in a separate table.
o Include units and variables.
You will be making observations for two weeks. Log and type these observations
as you go.
o Include the date on each observation entry.
o Consider the following:
Has anything new grown?
Have your organisms changed?
Is a population growing?
Bad Example: The water changed color.

Good Example: The solution of bromthymol blue started out yellow

and turned blue after the elodea sat in it for three days.

Figures:
Each figure should have its own page.
Each figure should have a description that explains what is being presented. This
will take 2 sentences to a paragraph depending on the complexity of the figure.
o Bad Example: The toy car went 0.25 meters per second.
o Good example: This graph shows the toy cars distance over time. The
longer the time, the farther the distance. The line of best fit shows that the
average speed for the car was 0.25 meters per second.
For each graph include a title, units, and labels.
You are required to have 5 figures.
o pH graph
o Temperature graph
o Dissolved oxygen graph
o Input and output diagram
What are your inputs and outputs to your system? Be specific.
Show how they are flowing? To and where are they flowing?
o Cycle diagram
Choose one of the cycles we have discussed in class (water,
carbon, nitrogen or phosphorous) and draw a diagram depicting
how it is occurring in your artificial ecosystem.
Conclusion (2+ paragraphs):
Summarize your results and explain why these results happened. What caused
your observations? Why did you get the data you collected?
What were 2 possible errors that occurred specifically for your project? How can
you improve those errors?
What are 2 extensions/further questions for this project? How would you go
about exploring these questions?
How can you use what you learned from this project and apply it to the real
world?
Timeline/Due Dates: Time outside of class will be required to complete this project
October 20: Project introduction
October 22: In class work day. Take this time to do research and plan with your group.
October 27: Materials list due

November 2: Completed bottle biology structure due

November 2 13: Data collection
December 1: Lab write-up due. Make sure you work on this over Thanksgiving break!
Rubrics
BOTTLE BIOLOGY
General
Requirement
s
___/10
Aquatic
Section
___/10

Decomp
Section
___/10

Predator and
Prey
___/10

All general
requirements It
is evident that
the organisms
are interacting
outlined in the
instructions were
met. (10)

Missing one of
the general
requirements
outlined in the
instructions. (8)

Missing 2 of the
general
requirements
outlined in the
instructions. (6)

Missing 3 of the
general
requirements
outlined in the
instructions. (4)

Missing 4+ of
the general
requirements
outlined in the
instructions. (2)

Aquatic
organisms are
included.
Quantity and
type of
organisms
makes sense. It
is evident that
the organisms
are interacting
(10)

Aquatic
organisms are
included.
Quantity and
type of
organisms
makes sense.
(8)

Aquatic
organisms are
included.
Quantity or type
of organisms
makes sense.
(6)

Aquatic
organisms are
included.
Quantity and
type of
organisms does
not make sense
(4)

One or more
organism is
missing. (2)

Macroscopic
organisms are
included.
Material to be
decomposed is
included.
Quantity and
type of
organisms
makes sense. It
is evident that
the organisms
are interacting
(10)

Macroscopic
organisms are
included.
Material to be
decomposed is
included.
Quantity and
type of
organisms
makes sense.(8)

Macroscopic
organisms are
included.
Material to be
decomposed is
included.
Quantity or type
of organisms
makes sense (6)

Macroscopic
organisms are
included.
Material to be
decomposed is
included.
Quantity and
type of
organisms does
not make sense
(4)

One or more
component is
missing. (2)

Predator and
prey organisms
are included.
Quantity and
type of
organisms
makes sense. It
is evident that
the organisms
are interacting

Predator and
prey organisms
are included.
Quantity and
type of
organisms
makes sense
(8)

Predator and
prey organisms
are included.
Quantity or type
of organisms
makes sense.
(6)

Predator and
prey organisms
are included.
Quantity and
type of
organisms does
not make sense.
(4)

One or more
organism is
missing. (2)

(10)

Originality
___/5
Work Ethic
___/5

Project is highly
original and
creative. (5)

Project is mostly
original and
creative (4)

Project
resembles the
examples but
with noticeable
changes. (3)

Project is highly
modeled after
the example. (2)

Project is
unoriginal and
was copied from
the example. (1)

Student was on
task during all
given work time.
Student came in
to take data
outside of class
days. If in a
group, student
worked well and
contributed
positively. (5)

Student was on
task during all
given work time.
If in a group,
student worked
well and
contributed
positively. (4)

Student was on
task most of the
time. If in a
group, student
contributed most
of the time. (3)

Student
struggled to stay
on task and if in
a group
contributed
some of the
time. (2)

Student was off

task most of the
time. (1)

LAB WRITE UP
Introduction
____/15

Materials
____/10

Procedure
____/15

Data/Observations
___/15

Figure 1
____/5

Information
included in the
introduction is
accurate and
relevant.
Enough detail is
provided.
Outside sources
were used and
cited. (15)

Information
included in the
introduction is
accurate and
relevant but
more detail
could be used.
Outside sources
were used and
cited. (12)

Information
included is
mostly
accurate and
relevant. More
detail is
needed.
Outside
sources were
not used or
were not cited.
(9)

Information
included was
vague,
irrelevant or
inaccurate.
Much more
detail is
needed.
Outside
sources were
not used or
were not
cited. (6)

Information
included was
vague,
irrelevant and
inaccurate.
Much more
detail is
needed.
Outside
sources were
not used or
were not cited.
(3)

All materials are

listed with
quantity and
price. Item list is
comprehensive
and specific.
(10)

Materials are
listed and most
include quantity
and price. Item
list is
comprehensive
and specific.
(8)
Procedure is
mostly
compressive.
Few steps are
missing or
unclear.
Materials are
justified.
Diagrams
included are
labeled and
neat. (12)

Materials are
listed and
some have
quantity and
price. List is
lacking
specificity.
(6)
Procedure is
mostly
complete.
Several steps
are missing or
unclear. Some
materials are
not justified.
Diagrams
included are
neat but not
labeled. (9)

Materials are
listed but
most are
without
quantity and
price. List is
not specific.
(4)
Procedure is
lacking many
steps or is
very unclear.
Materials are
mostly
unjustified.
Any diagrams
are messy.
(6)

Materials list is
vague and
missing many
components.
List is not
specific.
(2)

Data is
organized,
presented in
tables and
contains titles
and units.
Observations
are detailed and
relevant. (15)

Data is
organized,
presented in
tables and
contains titles
and units.
Observations
are missing
minor detail and
relevant (12)

Data is slightly
unorganized,
and contains
titles and units.
Observations
somewhat
detailed and
relevant. (9)

Data is clear
but
unorganized.
Titles or units
are missing.
Observations
are not
detailed. (6)

Data is unclear
and
unorganized.
Observations
are irrelevant.
(3)

Figure is neat
and in color.
Figure includes
all labels and
necessary units.
Description is
clear and
provides
enough detail.
(5)

Figure is lacking
some neatness
OR the
description is
lacking some
detail. Figure
includes all
labels and
necessary units.
(4)

Figure is
somewhat
messy and in
color. Most
labels and
units are
included.
Description is
accurate but
not detailed.
(3)

Figure is
messy. The
description is
not detailed,
unclear or
inaccurate.
Units or
labels are
missing. (2)

Figure is
messy and
there is no
description or
the given
description is
unclear, not
detailed and
inaccurate.
Units and
labels are
missing. (1)

Comprehensive
procedure is
provided. Steps
are written with
exceptional
detail and
materials are
justified.
Diagrams
included are
neat and
labeled.
(15)

Procedure is
severely
lacking in detail
and unclear.
Materials are
not justified.
Any diagrams
are irrelevant
and messy. (3)

Figure 2
____/5

Figure 3
____/5

Figure 4
____/5

Figure 5
____/5

Conclusion
____/20

Figure is neat
and in color.
Figure includes
all labels and
necessary units.
Description is
clear and
provides
enough detail.
(5)

Figure is lacking
some neatness
OR the
description is
lacking some
detail. Figure
includes all
labels and
necessary units.
(4)

Figure is
somewhat
messy and in
color. Most
labels and
units are
included.
Description is
accurate but
not detailed.
(3)

Figure is
messy. The
description is
not detailed,
unclear or
inaccurate.
Units or
labels are
missing. (2)

Figure is neat
and in color.
Figure includes
all labels and
necessary units.
Description is
clear and
provides
enough detail.
(5)

Figure is lacking
some neatness
OR the
description is
lacking some
detail. Figure
includes all
labels and
necessary units.
(4)

Figure is
somewhat
messy and in
color. Most
labels and
units are
included.
Description is
accurate but
not detailed.
(3)

Figure is
messy. The
description is
not detailed,
unclear or
inaccurate.
Units or
labels are
missing. (2)

Figure is neat
and in color.
Figure includes
all labels and
necessary units.
Description is
clear and
provides
enough detail.
(5)

Figure is lacking
some neatness
OR the
description is
lacking some
detail. Figure
includes all
labels and
necessary units.
(4)

Figure is
somewhat
messy and in
color. Most
labels and
units are
included.
Description is
accurate but
not detailed.
(3)

Figure is
messy. The
description is
not detailed,
unclear or
inaccurate.
Units or
labels are
missing. (2)

Figure is neat
and in color.
Figure includes
all labels and
necessary units.
Description is
clear and
provides
enough detail.
(5)

Figure is lacking
some neatness
OR the
description is
lacking some
detail. Figure
includes all
labels and
necessary units.
(4)

Figure is
somewhat
messy and in
color. Most
labels and
units are
included.
Description is
accurate but
not detailed.
(3)

Figure is
messy. The
description is
not detailed,
unclear or
inaccurate.
Units or
labels are
missing. (2)

Results are
accurately
explained using
correct scientific
language and
evidence for
claims is
provided. Errors
and extensions
are included,
well thought out
and discussed.
(20)

Results are
accurately
explained using
and evidence
for claims is
provided. Errors
and extensions
are included,
well thought out
and discussed.
(16)

Results are
explained.
Some
evidence for
claims is
provided.
Errors and
extensions are
included, but
discussions
are lacking
detail. (12)

Results are
given but not
explained.
Either errors
or extensions
are missing
and lacking
discussion.
(8)

Figure is
messy and
there is no
description or
the given
description is
unclear, not
detailed and
inaccurate.
Units and
labels are
missing. (1)
Figure is
messy and
there is no
description or
the given
description is
unclear, not
detailed and
inaccurate.
Units and
labels are
missing. (1)
Figure is
messy and
there is no
description or
the given
description is
unclear, not
detailed and
inaccurate.
Units and
labels are
missing. (1)
Figure is
messy and
there is no
description or
the given
description is
unclear, not
detailed and
inaccurate.
Units and
labels are
missing. (1)
Results are
given. There is
no evidence,
errors or
extensions. (4)

Alternative Assessment Rubric and Scoring Guide

(Please attach this page to the assignment you hand in to be graded)

Component

Directions: 50%
Overview of
assignment; student
learning objectives
and standards
included
Expectations/
guidelines

Valu
e

Rubri
c
score

Tota
l
scor
e

Comments

1
.5

Design: Graphics
Design: Organized
layout, categories,
labels, bullets, bold
type

.5

Due dates /
checkpoints
Rubric: 50%
Information aligned
with directions
Categories represent
content, product
quality, process
development
Clarity of information
to facilitate student
success
Design: format
Point system
Total

1.5

.5
1
50

Rubric
5
Required

3
The component

1
Component is

0
Compone

component was
described
thoroughly and
met all the
criteria. The
reader had a clear
picture of the
component being
described. Well
done!

was included but

lacked
specificity.
Reader was not
clear about
component.
Depth of
understanding
appears lacking.

only peripherally
addressed.
Reader had to
search out clues
or hints to
identify
components. TC
does not appear
to understand
topic or its
importance.

nt not
Included.