all the information in the files also I have to send the axle date through email.

Writing Guidelines and Rubric

BIOL/ENVS251 Spring 2020 Updated 20/02/20 Alejandrino 1

One of the major goals of the laboratory section of this course is to develop scientific
writing skills. Students are required to write three (3) formal laboratory reports. These formal
reports should follow the format of primary research papers found in scientific journals. This
handout is a guideline describing the required structure for a formal report with the rubric for
grading (Table 1).

Table 1: This is the general rubric used for evaluating formal laboratory reports based on the
guidelines explained below. A detailed rubric follows the guidelines (Table 2).
Item Percentage Value
Title 5
Abstract 15
Introduction 15
Methods 15
Results 15
Discussion 15
Literature Cited 10
Formatting 10
Total 100

Title

• The title must be descriptive and informative. You can try to attract the reader’s attention,
but this can often result in a misleading statement. In comparing the two titles below, the
first certainly grabs the reader’s attention, but is the ocean really boiling? The second title
is more descriptive, informative, and accurate.

o “Boiling Sea Food: The Effects of Temperature and Salinity on the Mass
Mortality of Pisaster ochraceus Along the California Coastline.”

o “Increased Ocean Temperature May Result in Mass Mortality of Pisaster
ochraceus Along the California Coastline.”

• The title should also contain the major result, specifically whether or not there is a
relationship between the independent and dependent variables (or two independent
variables). The second title clearly states that an increase in ocean temperature may result
in mass mortality. The first title vaguely describes some effect of temperature and salinity
on mass mortality.

• Finally, the title should identify the focus species, if applicable. In both titles, the species
is clearly identified.

• Below the title should be the author’s name, their institution, and their institution’s
address.
• “García, S., Whittier College, Whittier, California 90608”

Abstract
An abstract is a concise summary of the paper. It should provide all the relevant
information needed for the reader to understand the scope of the study. Abstracts do not include
references and the best abstracts are written after all the other parts of the paper have been
written. Abstracts should include the following:

Writing Guidelines and Rubric

BIOL/ENVS251 Spring 2020 Updated 20/02/20 Alejandrino 2

• an orientation to the theme of the experiment; the general purpose for conducting the
study

• the specific objective of the experiment with the hypotheses
• a description of the most important methods
• the specific results that addresses the hypotheses, with statistical values
• a conclusion that addresses the general importance of the experiment, with respect to

the theme

Introduction
The rationale of the introduction is to logically discuss the importance and the purpose
and importance of the study. It is typically organized in an inverted triangle format, such that the
first paragraph provides a broad background of the study. The introduction then gradually
narrows to the last paragraph that provides the specific hypotheses of the study. Below is a
general outline, but please follow the specific requirements detailed in the lab handouts.

• The introduction should start with a broad background to orient the reader to the general
theme (natural selection, fitness, demography, biodiversity, etc.), and why it is important
to study.

• The second part of the introduction should provide the premise of the study. What is
currently known about the theme? What similar studies have been conducted to address
the theme and what are their results? This is where most of the previous studies are used
to make a case for the purpose of the study. This part may consist of multiple paragraphs
that each discuss a single topic.

• The third part of the introduction should discuss what is still unknown about the subject.
What is the study trying to answer? How will the study attempt to contribute to the body
of knowledge about the theme?

• Finally, the introduction should provide a testable hypothesis with predictions. “Testable”
means that there is a way to gather data and the data can be analyzed to find an answer.

Methods

• The methods should contain enough detail so that the experiment can be repeated. This
should include the statistical analyses.

• The methods should be written in paragraph format.
• The methods should be written in past tense because it outlines what procedures were

done.
• Do you best to use passive voice.
• The methods should identify the control (if any) and treatments.
• Similarly, the methods should identify the independent variables and dependent (if any)

variables.
• The methods should explain why specific procedures were taken.

o For example, “The salinity of each tide pool observed was measured using a
Vernier LabQuest 2 with a salinity probe. The salinity was measured in parts per
thousand (ppt) and it was collected to determine whether there was a relationship
with the size of Lottia gigantea, such that smaller individuals were associated
with more saline conditions.”

Writing Guidelines and Rubric

BIOL/ENVS251 Spring 2020 Updated 20/02/20 Alejandrino 3

• Statistical analyses should be explicitly stated, especially how the test could support the
hypothesis.

o For example, “A chi-squared test was performed to examine whether the
population of D. melanogaster deviated from Hardy-Weinberg equilibrium during
the course of the experiment. A significant difference in allele frequency between
the beginning and the end of the experiment will show that at least one criterion
of Hardy-Weinberg equilibrium has been violated.”

• If data were collected in the field, the study site should be provided.

Results
There are two components that need to be in the results. The first component is a written
summary of the data trends and statistics. The second component is figures and/or tables that
graphically display the trends and statistics. The written summary has to come before the figures
and tables; the former provides the context for the latter. Additionally, the results should contain
as few figures and tables as possible. If a table is showing the same information as a figure, get
rid of the table.

• The written summary should objectively state the overall outcomes and general trends of
the experiment in paragraph format. Describing each datum is not useful or informative.

• The results should not include any raw data; manipulated data are okay.
• The results should not include interpretations of the results; interpretations belong in the

discussion section.
• The results should include the statistical significance/insignificance (p-values) as often as

they are mentioned.
• The figures and tables should be referenced in the written summary and are numbered

independently.
o “Figure 1 shows…”
o “…population increased (Table 1).”

• The figures and tables should be arranged in order of reference (sequentially). Do not talk
about Figure 2 first if Figure 1 appears first. If you must, change the order of the figures
and tables.

• The results should include the fewest number of figures and tables as possible.
• If figures are included, descriptive captions should be placed below the figure. The

importance of descriptive captions is that the figure (or table) should be clear enough to
stand on their own.

o For example, “Figure 1: During the four weeks of sampling, the number of A
alleles (black lines) increased while the number of a alleles (gray lines) decreased
in D. melanogaster. Weekly data are averaged and error bars are provided to
show the variation in the data. Population allelic frequencies for Week 3 through
Week 5 were statistically significant (p<0.05) when compared to the initial population.”

• Figures should have axes clearly labeled with the appropriate units. If you have
dependent variables, it should be placed on the y-axis.

• Do not include gridlines as they obscure the data.
• Titles are not necessary, as the caption should provide this information.
• The data should fill the figure and the figure should be large enough to show detail.

Writing Guidelines and Rubric

BIOL/ENVS251 Spring 2020 Updated 20/02/20 Alejandrino 4

• If tables are included, they should convey a different set of information from the figures.
If not, keep the figure and get rid of the table.

• Descriptive captions should be placed above the table.
o For example, “Table 1: Pairwise genetic distances of 16S rRNA among

specimens of Amusium pleuronectes, Ylistrum balloti, and Ylistrum japonicum.
Asterisks (*) indicate the Ylistrum specimens. Values below the diagonal indicate
percent sequence similarity; pairwise comparisons above the diagonal are
presented as a heat map, with dark shades representing higher similarities between
sequences. Labels for Amusium and Ylistrum specimens are as follows: source
(SL, Serb Lab; GB, Genbank), unique numerical identifier, and country (AU,
Australia; CN, China; JP, Japan; NC, New Caledonia; PH, Philippines; QL,
Queensland, Australia; TH, Thailand; WA, Western Australia, Australia).”

• Tables should have clearly labeled column and row headings with units (as necessary). If
you have dependent variables, they should be the column headings.

Discussion
The purposes of the discussion are to explain how the experiment supports or do not
support the hypotheses, and to explain how the experiment relate to the general theme discussed
in the introduction. As opposed to the introduction, the discussion follows a normal triangle (not
inverted) format, such that the first paragraph discusses the specific outcomes of the study. The
discussion then gradually broadens to the last paragraph explaining the overall importance of the
study.

• The first part of the discussion should restate the hypotheses, the major outcomes, and the
general trends. It should also state whether the outcomes and trends do or do not support
the hypotheses.

• The second part of the discussion should explain how the experiment helped in
understanding of the general theme. This should discuss similarities and/or differences in
results comparing similar studies. Be careful with making overly broad generalizations.
What do the results mean and what do they not mean?

• The third part of the discussion should explain how the experiment did not help in
understanding of the general theme. You may discuss the limitations and unexpected
outcomes of the study and how the experiment could be refined to further help in
understanding the general theme. However, do not state any errors. Errors should have
been avoided or corrected.

• The discussion should then conclude with a summary of the overall importance, to
science and to society, of examining the general theme.

Literature Cited
The format of references vary. For this course, use the following guidelines:

• The references must be listed alphabetically, by the first author’s last name.
• The references must have the “hanging” paragraph format, as shown in the examples

below.
• There must be at least three (3) primary and peer-reviewed references.

o Primary means that the authors who wrote the reference conducted the study.
Books are considered secondary literature.

Writing Guidelines and Rubric

BIOL/ENVS251 Spring 2020 Updated 20/02/20 Alejandrino 5

o Peer-reviewed means other scientists read the study and agreed it was acceptable
for publication.

• All three (3) references must be cited in the text.
• The in-text citations must be formatted according to the following conventions:

o One author
§ “Chan (2000) found that…”
§ “According to Chan (2000), the…”
§ “was not a major factor (Chan, 2000).”

o Two authors
§ “García and Smith (2000) found that…”
§ “According to García and Smith (2000), the…”
§ “was not a major factor (García and Smith, 2000).”

o Three or more authors (“et al.” is Latin for “and others.” Alternatively, one can
write “and colleagues” or “and coauthors.”)

§ “Smith et al. (2000) found that…”
§ “Smith and colleagues (2000) found that…”
§ “Smith and coauthors (2000) found that…”
§ “According to Smith et al. (2000), the…”
§ “According to Smith and colleagues (2000), the…”
§ “According to Smith and coauthors (2000), the…”
§ “was not a major factor (Smith et al., 2000).”

• The references should either be in APA or Harvard format.
o For example, Journal article in APA format:

Spoelstra, K., Wikelski, M., Daan, S., Loudon, A. S., & Hau, M. (2016). Natural selection
against a circadian clock gene mutation in mice. Proceedings of the National Academy of
Sciences, 113(3), 686-691.

o For example, Journal article in Harvard format:
Spoelstra, K., Wikelski, M., Daan, S., Loudon, A. S. and Hau, M., 2016. Natural selection

against a circadian clock gene mutation in mice. Proceedings of the National Academy of
Sciences, 113(3), pp.686-691.

o For example, Book in Harvard format:
Fisher, R.A., 1930. The genetical theory of natural selection: a complete variorum edition.

Oxford University Press.

Formatting
There is a general format that most research papers follow, but many vary. The most
important format to follow is the one provided by the publisher or instructor. For this course, use
the following guidelines:

• You must submit the report as a Word document so that the following items can be
assessed. If another document type is submitted, points will be deducted because the
correct formatting cannot be evaluated.

• A cover page is not necessary.
• There is no page limit.

o The reason for this is that the focus needs to be on communicating what the
research is about, not on how many pages it takes. Additionally, people’s
communication skills vary. However, there are some general patterns. For

Writing Guidelines and Rubric

BIOL/ENVS251 Spring 2020 Updated 20/02/20 Alejandrino 6

example, a four-page report tends to lack sufficient information and detail. In
contrast, a 30-page report tends to be verbose and tangential. As with any writing
assignment, the best way to start is by creating an outline. An outline ensures that
only the necessary and relevant information are in the report and it will help in
being organized and staying on task.

• Use 1.5 spacing paragraph format.
• Use either Arial or Times (New Roman) fonts.
• Use the standard 12-point font size.
• Use the standard one-inch margins on all sides of the paper.
• Use page numbers. It does not matter where on the page they are, just be consistent.
• Use the appropriate measurement units where necessary. Science uses the metric system,

so make sure units are in meters, liters, or grams.
• Use the correct species scientific names. Below is the scientific name of the common

fruit fly written in two acceptable forms. The genus name is always capitalized but the
species name is never capitalized. The entire species name is either italicized or
underlined, but not both.

o Drosophila melanogaster
o Drosophila melanogaster
o When the species is first introduced, the full species scientific name should be

used (as above). Subsequent mention of the species can be shortened as D.
melanogaster (or D. melanogaster).

• The report must be organized as this guideline is presented: Title, Abstract, Introduction,
Methods, Results, Discussion, and Literature Cited.

• Each section of the report should have a natural flow from one idea to another. It should
not jump back and forth between ideas.

• Similarly, each paragraph should have a natural flow with a topic sentence about a single
concept, a body that supports the idea, and a conclusion or transition sentence.

• Be sure the report is easy to read (clear and effective communication); keep spelling and
grammar errors to a minimum.

Writing Guidelines and Rubric

BIOL/ENVS251 Spring 2020 Updated 20/02/20 Alejandrino 7

Table 2: Below is a detailed rubric used for evaluating formal laboratory results. A P will
indicate the specific criterion is met and will receive a score of 10. An O will indicate the specific
criterion is not met and will receive a score of 5. “Most” and “some” will indicate two different
levels of meeting the criterion, such that “most” will receive a score of 8 while “some” will
receive a score of 7.5. A “0” will indicate no attempt was made to address the criterion and will
receive a score of 0. A “-” will indicate that the criterion is does not apply and will not be scored.
Title: Criteria Evaluation Percentage (5)
Is it descriptive and informative?
Does it contain the major result with respect to the variables?
Is the focus species identified (if applicable)?
Is the author’s name included and formatted correctly?
Is the author’s institution included and formatted correctly?
Is the institution’s address included and formatted correctly?
Abstract: Criteria Evaluation Percentage (15)
Is the general purpose of the study stated?
Is the specific objective stated?
Are the hypotheses stated?
Is the most important method described?
Is the result that addresses the hypotheses stated?
Are statistical values provided?
Is a conclusion provided?
Does the conclusion address the general importance of the
experiment?

There should not be any references.
Introduction: Criteria Evaluation Percentage (15)
Does it follow an inverted triangle format?
Is the general theme explained?
Is the importance of the general theme explained?
Does the introduction explain what is known about the subject?
Does the introduction discuss similar studies and their results?
Does the introduction discuss what is unknown about the
subject?

Does the introduction provide the purpose of the experiment?
Does the introduction discuss how the experiment will
contribute to the body of knowledge about the theme?

Does the last paragraph contain a testable hypothesis?
Methods: Criteria Evaluation Percentage (15)
Can the experiment be repeated with the information provided?
Is the methods written in paragraph format?
Is the methods written in past tense?
Is passive voice used?
Are the controls (if any) and treatments identified?
Are the dependent (if any) and independent variables identified?
Do the methods explain why specific procedures were taken?
Were the statistical tests explicitly stated?

Writing Guidelines and Rubric

BIOL/ENVS251 Spring 2020 Updated 20/02/20 Alejandrino 8

Were the statistical tests appropriate to answer the hypotheses?
Is the study site provided (if applicable)?
Results: Criteria Evaluation Percentage (15)
Does the section contain text that describes the trends?
Is the text written in paragraph format?
The text should not include each datum.
The text should not include raw data.
The text should not include interpretations.
Does the text include statistical significance/insignificance (p-
values)?

Does the text appear before any figures and tables?
Are figures included?
Are figures referenced in the text?
Are the figures numbered independently?
Are the figures ordered sequentially?
Do the figures contain descriptive captions?
Are the captions placed below the figure?
Do the figure captions include p-values (if applicable)?
Are the figure axes clearly labeled?
Are the units included in the axes’ labels (if applicable)?
Are the dependent variables on the y-axis (if applicable)?
The figures should not have any gridlines.
The figures should not have any titles.
Does the data fill the figure?
Is the figure easy to read?
Are tables included?
Are tables referenced in the text?
Do the tables show different information from the figures?
Are the tables numbered independently?
Are the tables ordered sequentially?
Do the tables include descriptive captions?
Are the table captions placed above the table?
Do the table captions include p-values (if applicable)?
Are the rows and columns clearly labeled?
Are the units included in the row and column labels (if
applicable)?

Are the dependent variables on the column headings (if
applicable)?

Is the table easy to read?
Does the section contain the fewest number of figures and
tables?

Discussion: Criteria Evaluation Percentage (15)
Does the section follow a non-inverted triangle format?
Are the hypotheses restated?
Are the major outcomes and general trends restated?

Writing Guidelines and Rubric

BIOL/ENVS251 Spring 2020 Updated 20/02/20 Alejandrino 9

Is the support (or lack thereof) of the hypotheses explained?
Is an explanation given on how the experiment helped in
understanding the general theme?

Is the experiment compared to similar studies?
There should not be any overly broad generalizations made.
Are the limitations discussed?
Are the unexpected outcomes discussed?
Are future directions discussed?
There should not be any errors discussed.
Is the overall importance to science discussed?
Is the overall importance to society discussed?
Literature Cited: Criteria Evaluation Percentage (10)
Are they listed alphabetically?
Are they in “hanging” paragraph format?
Are there at least three (3) primary and peer-reviewed
references?

Are they all cited in the text?
Are the in-text citations properly formatted?
Are they in APA format?
Formatting: Criteria Evaluation Percentage (10)
Is the report a Word document?
There should not be a cover page.
Does the report use the 1.5 spacing?
Is it written in either Arial or Times (New Roman) fonts?
Is it written using the 12-point font?
Does it have one-inch margins on all sides of the paper?
Does it have page numbers?
Are the appropriate measurement units used?
Are scientific names properly formatted?
Is the report organized (similar to the guideline)?
Does every section have a natural flow?
Does every paragraph consist of a single topic?
Is the report clear and easy to read?

2

>Class Data

Name

p

Ebony

.00

0.00

7

7

1

20.00

1

.00

1.00

1

.40

1.00

1

0.59 1.00

1

1.00

2 Initial 30.00 20.00

0.23 30.00 20.00 1.00

2 Tube 1 13.00 5.00

1.00 0.38

2 Tube 2 8.00 9.00 17.00

1.00

2 Tube 3 1.00 2.00 3.00

1.00

2 Cage

0.64

1.00

3 Initial 30.00 20.00 50.00 0.77 0.23 30.00 20.00 1.00 0.67
3 Tube 1 18.00

30.00 0.77 0.23 18.00 12.00 1.00 0.67

3 Tube 2

1.00

3 Tube 3

0.77 0.23 51.00 34.00 1.00 0.67

3 Cage

1.00

4 Initial 30.00 20.00 50.00 0.77 0.23 30.00 20.00 1.00 0.67
4 Tube 1 4.00 4.00 8.00

4.80 3.20 1.00 1.00

4 Tube 2 3.00 4.00 7.00

0.75 1.00

4 Tube 3 5.00 6.00

0.67

1.00

4 Cage

32.00

1.00

5 Initial 30.00 20.00 50.00 0.77 0.23 30.00 20.00 1.00 0.67
5 Tube 1 0.00 2.00 2.00 0.00 1.00 1.20 0.80 0.00 1.00
5 Tube 2 7.00 5.00 12.00 0.76

7.20 4.80 1.00 0.71

5 Tube 3 3.00 3.00 6.00 0.71 0.29 3.60

1.00 1.00

5 Cage

0.83

1.00

6 Initial 30.00 20.00 50.00 0.77 0.23 30.00 20.00 1.00 0.67
6 Tube 1

18.00 44.00 0.77 0.23

1.00 0.69

6 Tube 2
6 Tube 3
6 Cage
7 Initial 30.00 20.00 50.00 0.77 0.23 30.00 20.00 1.00 0.67
7 Tube 1

0.00 40.00 1.00 0.00 24.00

.00

1.00 0.00

7 Tube 2 6.00 0.00 6.00 1.00 0.00 3.60 2.40 1.00 0.00
7 Tube 3 1.00 1.00 2.00 0.71 0.29 1.20 0.80 1.00 1.00
7 Cage

0.00 102.00 1.00 0.00

1.00 0.00

8 Initial 30.00 20.00 50.00 0.77 0.23 30.00 20.00 1.00 0.67
8 Tube 1 4.00 8.00 12.00 0.58 0.42 7.20 4.80 0.50 1.00
8 Tube 2 0.00 2.00 2.00 0.00 1.00 1.20 0.80 0.00 1.00
8 Tube 3 5.00 13.00 18.00 0.53 0.47

7.20 0.38 1.00

8 Cage

0.23 1.00

9 Initial 30.00 20.00 50.00 0.77 0.23 30.00 20.00 1.00 0.67
9 Tube 1
9 Tube 2 6.00 2.00 8.00

4.80 3.20 1.00 0.33

9 Tube 3
9 Cage

20.00

0.97

1.00

10 Initial 30.00 20.00 50.00 0.77 0.23 30.00 20.00 1.00 0.67
10 Tube 1 26.00 40.00

26.40 0.65 1.00

10 Tube 2 4.00 2.00 6.00

3.60 2.40 1.00 0.50

10 Tube 3 9.00 12.00 21.00 0.65 0.35

8.40 0.75 1.00

10 Cage

129.00

1.00

																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																		Grou			p		Population			Observed	Ebony		Observed Wildtype		Total			q			Expected		Expected Wildtype		Ebony W		Wildtype W
							1										Initial												3																				0																							2																					0.00									5									0.							7																			0.23																		30.00	20.00																																																																																																						1.00								0.					6
																		Tube 1							7.00			1								3.00			0.5																	9		0.								4	1																2.00																		8		0.54
																		Tube 2						9.00				17.00	2												6.00			0.59		0.41		15.60							10				0.53
																	Tube 3					13.00		22.00	3								5.00		0.61			0.39				21.00	1										4.00
																		Cage		81.00		127.00	20							8.00			0.62							0.38	12								4.80	8				3.20						0.64
					50.00								0.77									0.67
									18.00		0.85		0.15	1								0.80										7.20
			0.69		0.31		10.20		6.80		0.89
			0.58				0.42		1.80											1.20							0.50
			44.00		65.00		109.00				0.36		65.40	4						3.60				0.68
										12.00
			32.00		28.00		60.00				0.73				0.27		36.00				24.00		0.88
				51.00				34.00		85.00
	122.00		93.00		215.00								0.75		0.25				129.00		86.00						0.76
									0.71						0.29
							0.65						0.35		4.20		2.80
			11.00				0.33		6.60		4.40				0.83
	31.00		63.00				0.70			0.30		37.80		25.20					0.97
	0.24
						2.40
	103.00		48.00		151.00		0.17		90.60	6	0.40					0.47
				26.00				2	6.40		17.60
					40.00							16
			102.00		61.20			40.80
		10.80
	33.00		145.00		178.00		0.43		0.57		106.80		71.20
	0.87			0.13
	276.00		296.00			0.03		177.60	11		8.40		0.07
	66.00		0.63		0.37	3		9.60
	0.82		0.18
	12.60
	100.00		229.00				0.66					0.34		137.40	9	1.60		0.78

Graph

q p

0 0.77 0.23
1 0.66 0.34
2 0.68

3 0.65 0.35
4 0.73 0.27

		Week
	0.32

q 0 1 2 3 4 0.77 0.66 0.68 0.65 0.73 p 0 1 2 3 4 0.23 0.34 0.32 0.35 0.27

Time (weeks)

Allele

F

requency

Sheet3

Population Observed Ebony Observed Wildtype Total q p Expected Ebony Expected Wildtype Ebony W Wildtype W

s

Ebony

Tube 1 7.00 13.00 20.00 0.59 0.41 12.00 8.00 0.54 1.00

Week Observed Expected

Tube 1 13.00 5.00 18.00 0.85 0.15 10.80 7.20 1.00 0.38

Variable 1 Variable 2 1

Tube 1 18.00 12.00 30.00 0.77 0.23 18.00 12.00 1.00 0.67 0.00 0.00 0.00

31623932

Mean 0.7431623932 0.7492877493 2

9.60 7.20 15.507

Tube 1 4.00 4.00 8.00 0.71 0.29 4.80 3.20 1.00 1.00

0.64 0.13 Variance

Variance 0.1239784681 0.1273467748 3 11.00

Fail to Reject

Tube 1 0.00 2.00 2.00 0.00 1.00 1.20 0.80 0.00 1.00

1.20

9 9 Observations 9 9 4

15.507 Reject

Tube 1 26.00 18.00 44.00 0.77 0.23 26.40 17.60 1.00 0.69

8 8

Tube 1 40.00 0.00 40.00 1.00 0.00 24.00 16.00 1.00 0.00 16.00

0 F

Tube 1 4.00 8.00 12.00 0.58 0.42 7.20 4.80 0.50 1.00

df 16

Tube 1 26.00 40.00 66.00 0.63 0.37

26.40 0.65 1.00

15.33

0.66 0.34 16.00 10.67 0.74 0.75 20.63

Week

Decision

1 0.74 0.75

0.97 Fail to Reject

2 0.80 0.71 0.50 0.62 Fail to Reject
3 0.76

Fail to Reject

4

0.70 0.67

Fail to Reject

F-Test Two-Sample for Variances

Tube 2 9.00 17.00 26.00 0.59 0.41 15.60

0.53 1.00

Tube 2 8.00 9.00 17.00 0.69 0.31 10.20 6.80 0.89 1.00

4.84 0.47 Variable 1 Variable 2 Variable 1 Variable 2

Tube 2 32.00 28.00 60.00 0.73 0.27 36.00 24.00 1.00 0.88

16.00

Mean

Mean 0.7964778504 0.7136243386

Tube 2 3.00 4.00 7.00 0.65 0.35 4.20 2.80 0.75 1.00 -1.20 1.44 0.34 Variance

Variance 0.1154384472 0.1317003653

Tube 2 7.00 5.00 12.00 0.76 0.24 7.20 4.80 1.00 0.71

0.04 0.01 Observations 9 9 Observations 9 9

Tube 2 6.00 0.00 6.00 1.00 0.00 3.60 2.40 1.00 0.00 2.40

1.60 Pooled Variance

df 8 8

Tube 2 0.00 2.00 2.00 0.00 1.00 1.20 0.80 0.00 1.00 -1.20 1.44 1.20 Hypothesized Mean Difference 0 F

Tube 2 6.00 2.00 8.00 0.87 0.13 4.80 3.20 1.00 0.33 1.20 1.44 0.30 df 16 P(F<=f) one-tail Tube 2 4.00 2.00 6.00 0.82 0.18 3.60 2.40 1.00 0.50 0.40 0.16 0.04 n=9 X2= 15.507 t Stat

F Critical one-tail 0.2908582186

MEAN 8.33

16.00 0.68 0.32 9.60 6.40 0.80 0.71 7.20

P(T<=t) one-tail

t Critical one-tail 1.7458836763
P(T<=t) two-tail t Critical two-tail 2.1199052992

F-Test Two-Sample for Variances

Tube 3 13.00 22.00

0.61 0.39 21.00

0.59 1.00

Tube 3 1.00 2.00 3.00 0.58 0.42 1.80 1.20 0.50 1.00 -0.80 0.64 0.36 Variable 1 Variable 2 Variable 1 Variable 2
Tube 3 51.00 34.00 85.00 0.77 0.23 51.00 34.00 1.00 0.67 0.00 0.00 0.00 Mean

Mean 0.7573572261 0.9583333333

Tube 3 5.00 6.00 11.00 0.67 0.33 6.60 4.40 0.83 1.00

0.39 Variance

Variance 0.0593324641 0.0138888889

Tube 3 3.00 3.00 6.00 0.71 0.29 3.60 2.40 1.00 1.00

0.36

Observations 8 8 Observations 8 8

Tube 3 1.00 1.00 2.00 0.71 0.29 1.20 0.80 1.00 1.00 -0.20 0.04 0.03 Hypothesized Mean Difference 0 df 7 7
Tube 3 5.00 13.00 18.00 0.53 0.47 10.80 7.20 0.38 1.00

df 10 F

Tube 3 9.00 12.00 21.00 0.65 0.35 12.60 8.40 0.75 1.00

t Stat

P(F<=f) one-tail

MEAN 11.00

0.65 0.35 13.58

0.76 0.96 8.07 fail to reject P(T<=t) one-tail

F Critical one-tail

t Critical one-tail

P(T<=t) two-tail t Critical two-tail

t-Test: Two-Sample Assuming Equal Variances F-Test Two-Sample for Variances

Cage 81.00 127.00

0.62 0.38

0.64 1.00

Cage 44.00 65.00 109.00 0.64 0.36 65.40

0.68 1.00

7.00 Variable 1 Variable 2 Variable 1 Variable 2

Cage 122.00 93.00 215.00 0.75 0.25 129.00 86.00 1.00 0.76

0.38 Mean

Mean 0.8095831509 0.7000864742

Cage 31.00 32.00 63.00 0.70 0.30 37.80 25.20 0.97 1.00

Variance

Variance 0.0696726539 0.1740536557

Cage 103.00 48.00 151.00 0.83 0.17 90.60

1.00 0.47

Observations 9 9 Observations 9 9

Cage 102.00 0.00 102.00 1.00 0.00 61.20 40.80 1.00 0.00 40.80

Pooled Variance

df 8 8

Cage 33.00 145.00 178.00 0.43 0.57 106.80 71.20 0.23 1.00

51.00 Hypothesized Mean Difference 0 F

Cage 276.00 20.00 296.00 0.97 0.03 177.60

1.00 0.07

df 16 P(F<=f) one-tail

Cage 100.00 129.00 229.00 0.66 0.34 137.40

0.78 1.00

n=9 X2= 15.507 t Stat

F Critical one-tail 0.2908582186

MEAN 99.11

0.73 0.27 103.40

0.81 0.70 168.57 reject P(T<=t) one-tail

O-E	(O-E)SQ	(O-E)SQ/E	t-Test: Two-Sample Assuming Equal								Variance				F-Test Two-Sample for Variances
-5.00	25.00	2.08	X²	Critical Value		Decision
2.20		4.84	0.45								Variable 1								Variable 2		15.33			16.00		20.63			15.507		Reject
							Mean				0.74		0.7492877493		8.33						Fail to Reject
	-0.80		0.1239784681		0.1273467748		13.58		8.07	14.067
		-1.20				1.44								Observations		99.11		103.40		168.57
-0.40		0.16		0.01			Pooled Variance	0.1256626214								df
256.00		10.67				Hypothesized Mean Difference	0.9735501219
-3.20	10.24	1.42				P(F<=f) one-tail	0.485343996
39.60	-13.60	184.96	4.67			n=9			X2= 15.507				t Stat	-0.0366551113				F Critical one-tail			0.2908582186
			MEAN	11.33	26.67		reject				P(T<=t) one-tail	0.4856067179
		t Critical one-tail		1.7458836763	t-test
ebony	wild			P(T<=t) two-tail	0.9712134359	Ew	WTw	t-statistic	p-value
		t Critical two-tail		2.1199052992	–			0.04
	0.96	-2.10	0.06
	0.81	0.51
	t-Test: Two-Sample Assuming Equal Variances
10.40	-6.60	43.56	2.79
-2.20
-4.00	0.44		0.7964778504		0.7136243386
	0.1154384472		0.1317003653
	-0.20
5.76	0.1235694063
0.8765233637
0.4283412353
0.4999904368
7.67		fail to reject	0.31194407
0.6238881399
t-Test: Two-Sample Assuming Unequal Variances
35.00	14.00	-8.00	64.00	3.05
	0.7573572261		0.9583333333
-1.60	2.56		0.0593324641		0.0138888889
-0.60	0.10
-5.80	33.64	3.11	4.2719374157
-3.60	12.96	1.03	n=8	X2= 14.067	-2.100731505	0.0372550201
11.63	22.63	9.05	0.031000482	3.7870435399
1.8124611228
0.0620009641
2.228138852
208.00	124.80	83.20	-43.80	1918.44	15.37
43.60	-21.40	457.96
-7.00	49.00		0.8095831509		0.7000864742
-6.80	46.24	1.22		0.0696726539		0.1740536557
60.40	12.40	153.76	1.70
1664.64	27.20	0.1218631548
-73.80	5446.44	0.4002941142
118.40	98.40	9682.56	54.52	0.1084522553
91.60	-37.40	1398.76	10.18	0.6653819059
73.22	172.33	68.93	0.2576421502

Abdullah Almalki