Final Lab Report For Microbiology

General Microbiology Spring 2022 Final Lab Report Grading Rubric

Section Portion Explanation Points

Introduction

2-3 paragraphs (7 points)

 

Background information Description of why isolation/identification of bacteria is important (1) and importance of microbiology is addressed (1). Should include citations here to support all information addressed (1)

3

Purpose of the experiment stated

Student states the purpose behind conducting the experiment 1

Summary of methodology addressing all parts of the experiment.

Should include:

1 Serial dilution, viable titer, isolation, colony morphology, cellular morphology, biochemical tests, selective differential media, API, Bergey’s, and Kirby Bauer

There should be NO mention of their bacterial unknown’s identity in the introduction

Research Questions that encompass ALL parts of the experiment

There should be a minimum of 2 questions in question format that address identification of an unknown bacteria and antibiotic sensitivity.

2 Students can choose to address multiple questions for each part of the experiment but must encompass all parts, not just some.

 

Results

No more than 8 tables (no

more than 10 pages)

2-3

paragraphs for written portion

(23 points)

Week 3:

Table showing three dilution plates (0.25) with population survey (including unique colonies) and general colony morphology descriptions of the colonies on the plate (0.25) Students address and fully explain if the patterns in dilution among the three plates make sense. (0.5) Descriptions of chosen colony (only one included- five colonies and two isolation streaks were conducted in class but only one was chosen) (0.5) and gram stains 40x and 100x pictures with cellular morphology included (0.5)

2

Dilution and Viable Titer Dilution, dilution factor, CFU and Viable Titer present, and information correct (0.25 each) 1

Week 4/5: Isolation plate present with full colony morphology (7 characteristics: shape, size, color, margin, elevation etc.) (0.5) Comparison of colony morphology to the previous (original) colony morphology (0.5)

1

Isolation and Gram Stains Both gram stains present (40x and 100x objective) – (0.5)

2

With shape, arrangement, color, and gram stain category listed and explained, student states correctly objective/ magnification (0.5) If stains do not match or are mixed, a statement of possible error that occurred is included. If they do match, a statement included about this. (0.5) Comparison of the gram stain results to the previous (original) morphology and explanation on why (0.5)

 

 

 

Week 6: Biochemical Tests

All tests mentioned. 5.5

(11 tests) In results column, students must mention for each test: positive/negative, color and pH (0.25 for each test)

In description column, students must mention for each test: overall reaction that occurred or enzyme that is present

and any other characteristics about the bacteria (eg. aerobic). Be as specific and detailed as possible (0.25 for each test)

 

Week 7: All tests mentioned

2

Selective and Differential (4 tests)

In results column, students must mention for each test: positive/negative, color, pH. (0.25 for each)

In the description column, students must mention for each test: overall reaction that occurred or enzyme that is

present. Be as specific and detailed as possible. (0.25 for each)

Week 7/8: API Test Kit picture shown, all tests described as either positive or negative (1)

1.5 API Test Kits API Reading sheet shown with results written and final 7-digit code (0.25)

API Web results included with mention of final identification of %ID. (0.25)

Week 8: Bergey’s manual steps used, and final identification shown (0.75) along with a screenshot of the flowchart used for identification (0.25).

1 Bergey’s Manual

Students include a table comparing observed results to expected results for their API ID of their unknown

2

Week 9: Table contains all biochemical tests and API tests listed with observed results obtained throughout the semester (0.5)

Comparison of ID Table contains expected results of each of the biochemical and API tests listed. Students can use the Bergey’s Manual on Canvas (0.5)

Students highlight areas of the table in which observed and expected results do not match (0.5) Table contains citations for all information obtained from outside resources (0.5)

Week 10/11: Picture of Kirby Bauer Assay included (0.5) 1.5

Kirby Bauer All 6 antibiotic measurements match the classifications (R/I/S) based on standards for known bacteria (1)

Results Write-up Paragraph

Results write-up paragraph is present and includes all portion of the results in a summary format

4

Students are not repeating what is already stated in the results table but rather summarizing the important results from each section.

Week 3: Dilution pattern comparison among three plates and viable titer (0.75)

Week 4/5: Does isolation plate morphology match dilution previous step? Is it a pure culture? (0.75)

Week 6/7: Which tests positive and which enzymes are present. (1)

Week 8: API identification stated (0.25)

Week 8: Bergey’s identification stated (0.25)

Week 10-11: Antibiotic classifications stated (0.5)

No discussion takes place within the paragraph (0.5)

 

 

 

 

Discussion (10 points)

5 – 8

paragraphs

Student addresses colony and cellular morphology and if it matches expectation (through support from citation)

1 If no citation, -0.5 point

 

Students address biochemical tests and if it matches expectations. Which did/did not? (through support from citation) 1

If no citation, -0.5 point

Comparison of API Kit to Bergey’s manual identification. Which was more effective? 1

Student addresses susceptible antibiotics and if it matches expectation (through support from citation)

1 If no citation, -0.5 point

Student addresses if research questions proposed in introduction were answered or not. 2

Possible sources of error stated AND why the error caused an issue within the experiment. Minimum two errors discussed. If there are no errors, the student addresses potential areas for error and why they would cause an issue.

2

Discussion of all potential environments your identified bacteria can be found. (1) Citations present to support (0.5) Does this match your sampled environment? (0.5)

1

Discussion of the importance/relevance of identified bacterial sample 1

Future Directions

1-2

paragraphs (2 points)

Student proposes a new follow-up experiment and proposes methodology which makes sense and builds on the information obtained in this lab report Note: Do not point out errors in current experiment or suggest the same methodology used in this experiment

1

Student mentions the application of both current and future results in a real-world setting 1

References (4 points)

References APA format used in references section: inclusion of hanging indentations and alphabetical order 1

In-text citations

In-text citations done correctly (Tomasetti et al. 2021) and is used to support information that is not original in introduction section

0.5

In-text citations done correctly (Tomasetti et al. 2021) and is used to support information that is not original in discussion section

0.5

All citations mentioned in references section are cited as in-text references throughout the text 0.5

A minimum of 8 references are used throughout the report. 0.5

 

 

 

Formatting (4 points)

 

Introduction Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. Section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Results

Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. (0.5) Results write up section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Each table has a numbered title and caption at its heading and information in the section flows properly (0.5) 1

Pictures included in results section are all cropped, formatted, and labelled (where applicable) consistently and its aspect ratio is consistent with each image type

0.5

Discussion Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. Section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Future Directions Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. Section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Overall

All bacteria names are properly written throughout the report. Italicization with no improper capitalization 0.5

All tables and text are formatted similarly throughout: sizing is the same, font and font size throughout report are the same

0.5

Total point assignment 50

Assignment Percentage in final grade 20%

Helpful link to APA formatting guidelines: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html