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LCPSFreedom High School

Science Research Project (SRP) Student Assignments & Resources

2010-2011

LCPS Science Research Project (SRP) InformationLoudoun County Public Schools Science Programs foster and promote scientific inquiry. The process is formalized in Honors Earth Science, Honors Biology and Independent Science Research. Although completion of a Science Research Project is a key component of these classes, any LCPS student is welcomed and encouraged to participate. The mentoring of student science research is a shared responsibility of all high school science staff.

9th Grade Honors Earth ScienceStudents begin learning the research skills needed to complete a Science Research Project such as “fair test” experimenting, writing, data collection and statistics. Students develop a research question and hypothesis for a project completed in Honors Biology.

10th Grade Honors BiologyStudents complete Science Research Projects following ISEF guidelines.

Independent Science ResearchStudents complete Science Research Projects following ISEF guidelines.

Dates and DeadlinesTimelines and due dates are suggested in the SRP Resources, but the classroom teacher ultimately determines due dates for their students except for the following absolute due dates.

Science Fair Forms for the Scientific Review Committee (SRC/IRB) will not be accepted after November 16, 2010.

Abstracts, Registration information, and original paper forms are due to Science Department Chair by 3 PM on February 28, 2011.

The 30th Annual Loudoun County Regional Science & Engineering Fair is on March 17, 2011 at Woodgrove High School.

Intel International Science Fair Los Angeles, CA from May 8 – 13, 2011.

Selection of Students to Attend RSEFEach high school can send 17 projects to the Loudoun County Regional Science Fair. (The LCPS Academy of Science can send 14 projects.) The selection process is determined by each school. The criteria for the selection process (school fair, teacher committee, etc.) will be submitted in writing to the LCPS Science Office by October 15, 2010 and shared with students conducting a science research project.

School Science Fair and SymposiumScience Departments are encouraged to have a School Science Fair, Exhibition and/or Symposium. Even if a local fair does not determine who attends the RSEF, this is an opportunity for all students to exhibit their work. This could also serve as a forum for 9th graders to share their research ideas. Students in other science classes could display their class projects. The date of the local fair is independent of the RSEF and decided by the school’s Science Department.

Acronyms UsedSRP – Science Research Project SRC– Scientific Review CommitteeRSEF – Regional Science & Engineering Fair IRB – Institution Review BoardISEF – International Science & Engineering Fair

SRP Student Assignments and Resources Manual Revised for SY 2010-2011This entire document is available on the LCPS Intranet and from the LCPS Science Office. It can be edited and adapted to meet individual teaching styles and class needs. A Teacher Resource Booklet to accompany this document as well as an electronic SRP Paper template for student use is also available.http://www.intranet.lcps

http://www.intranet.lcps/

Table of ContentsScience Research Process Overview Page 2Team Projects Page 2Honors Earth Science SRP due dates Honors Earth Science SRP due dates acknowledge form Page 5Honors Biology SRP due dates Page 7Independent Science Research SRP due dates Page 9SRP # A: SRP Notebook Contents DirectSRP # A: Grading RubricSRP # B: SRP Topic Selection: Choosing A TopicSRP # C: SRP Topic Development: Guided Readings

Page 11Page 13Page 15-16Page 17-18

SRP #1: Project Proposal Form Page 19-20SRP #1: Grading Rubric Page 21-22SRP # 2a: Setting up the SRP Paper using Electronic TemplateSRP # 2b: Taking Research/Reference Notes & Citing Sources

Page 23Page 25-30

SRP #2b: Grading Rubric Page 31SRP # 3: Literature Review and References Page 33-36SRP # 3: Grading Rubric Page 37-38SRP #4: Draft of Materials & Procedures Page 39SRP # : Grading Rubric Page 41SRP #5: ISEF Forms and Research Plan Attachment for (1A) Page 43-44SRP #5: Grading Rubric: ISEF FormsSRP # 5: Grading Rubric: Research Plan Attachment for (1A)

Page 45Page 47

SRP # 6: Final Materials & Procedures with Stat Analysis Plan Page 49-50SRP #6: Grading Rubric Page 51SRP # 7: Edits to SRP Paper Page 53-54SRP #7: Grading Rubric Page 55SRP # 8: Pictures of Set-Up & MaterialsSRP # 8: Grading RubricSRP # 9: Notebook Check / Draft of DataSRP # 9: Grading RubricSRP # 10: Final Notebook CheckSRP # 11: Draft of Results and Conclusions

Page 57Page 57Page 59Page 61Page 63Page 65-67

SRP # 11: Grading RubricSRP # 12: Abstract

Page 69-70Page 71-72

SRP # 12: Grading Rubric Page 73SRP #13: Final Paper Page 75SRP #13: Grading Rubric Page 77SRP #14: Display Board Page 79SRP #14: Grading Rubric Page 81Appendix A Sample of Research Plan Attachment for Form 1A Page 83Appendix B Statistics for Science Research: Hints, Tips, Examples Descriptive Statistics page 84-85 Inferential Statistics page 85-90 Examples of Statistical Data Tables page91 Sample Statistical Analysis for Quantitative data page 92-98 Sample Statistical Analysis for Qualitative data page 99-104 Doing Chi-Square in Excel page 105-106 Pearson R Correlation Example page 107-110

Page 84-110

Appendix C LCPS RSEF Project Categories Page 111Appendix C Judging Criteria for the Loudoun RSEF Page 112-113Appendix D Internet Safety Page 114

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Science Research Project Process Overview: Revised for SY 2010-2011

SRP # Item(s)

*A Science Research Project Notebook Contents

*B SRP Topic Selection: Science Research Project Choosing A Topic

*C SRP Topic Development (Guided Reading Activities)

*1 SRP Project Proposal *2 a

*2 b

Setting up the entire SRP Paper using an electronic template document.

Taking Notes from Resources/References & Citing Sources

*3 Literature Review & References

*4 Draft of Materials and Procedures (Experimental Design)

5 Required ISEF Forms (International Science and Engineering Fair)Research Plan Attachment (goes with Form 1A)

6 Final Procedures and Materials (Final Experimental Design) including a Statistical Analysis Plan

7 Revisions to all assignments thus far and formatted correctly in the SRP Paper that was set up with the electronic template in SRP # 2a

8 Pictures Of Set-Up and Materials. Any revisions/edits from SRP # 7.

9 Notebook Check, including drafts of data tables for raw data, statistical data/ tests, and graphs/figures.

10 Final Notebook Check (refer to the rubric given with “Science Research Project Notebook Contents” SRP # A.

11 Draft of Results and Conclusions, including all data tables, graphs /figures, & statistical analysis.

12 Abstract (To be electronically submitted to teacher via word document.)

13 Final SRP Paper (all revisions from SRP # 1-11 are completed and final)

14 Display Boards

* These items should be completed in Honors Earth Science. Any 9th grade student taking Honors Biology or any student who did not take Honors Earth Science the previous year will need to meet with their teacher and arrange due dates for these items independently.

**Potential for the SRP numbering sequence to change for the 2011-2012 school year based on the recommendations of the LCPS SRP committee meeting during the SY 2010-11.

Team Science Research ProjectsUpon approval by the teacher mentoring the students, team projects are allowed to enter the RSEF providing that both team members are either 11th or 12th graders. Two students is the maximum size of a team. Team members must understand that at the RSEF, teams have additional judging criteria (see Appendix D). Additionally, the team members will equally split monetary prizes won at the RSEF. The team must determine before the RSEF how to distribute tangible prizes (i.e. T-shirts, computers, medallions, etc.)

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Honors Earth Science Name:SRP DUE DATES 2010-2011 Date: Period/Block:SCIENCE RESEARCH PROJECT DUE DATESYour Science Research Project (SRP) will be evaluated and used as a part of your science grade. Your SRP grade will be determined by your understanding of the elements of science research, the effort put forth, and your ability to meet project deadlines.

The due dates listed below are extremely important to your success. Many of the due dates are established by LCPS and cannot be adjusted. The work has been distributed evenly to avoid many late nights and stressful weekends. It is critical that these deadlines be met so that your teacher can provide timely feedback on your efforts. Late assignments will not be accepted and will result in severe grade penalties.

Further information on each assignment will be provided. Use this as a general guide and record all of these dates in your planner. There will be additional homework assignments but these are the deadlines of major items.

SRP # A DATE B DATE ITEM DUE COMMENTS

AIndiv

teacher to specify

Science Research Project Notebook Contents

See assignment sheet and rubric for directions on how to set up your Science Research Notebook that will be used in 9th grade and 10th grade. Keep it neat, organized and clean.

B Indiv Teacher to

specify

SRP Topic Selection: Science Research Project Choosing A Topic

See assignment sheet to help you think about ideas of interest.

C Indiv Teacher to

specify

Topic Development (Guided Reading Activities)

Your teacher will provide details and instructions for this assignment. Teachers: additional resources for this are in the TR Booklet revised for SY 2009-2010.

1 Oct 18-22 Project Proposal

Use SRP # 1 directions, rubrics and examples to complete your Project Proposal. Remember, this is a work in progress and revisions and changes will be made to this assignment several times before approval is granted by your teacher and/or the science department.

2 a

2 b

Final Jan 10-14



Use SRP # 2 a-b directions, rubrics and examples to complete these assignments. Your teacher will also provide details and instructions in class.

3 Mar 7-11 Literature Review & References

Typed and in proper APA format. Additional information will be provided by your teacher. Use SRP # 3 directions, rubrics, and examples.

4 May 2-6Draft of Materials and Procedures Use SRP # 4 directions and rubrics. Peer

review will be done in class as well.

*SRP #5 Required ISEF Forms will be completed next year in Honors Biology before you begin your research. If you plan to conduct research over the summer, these forms must be completed and approved before the end of the school year.

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Acknowledgement of Receipt of SRP Assignments and Due Dates for Honors Earth Science

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Please have your parent read about the above due dates and sign this form below. You should also sign below.

I have read about the SRP due dates and understand the importance of meeting deadlines and communicating with my teacher about any problems with these assignments BEFORE they are due.

Student name: _______________________________Parent name: _______________________________

Student email: ______________________________ Parent email: _______________________________

Parent Phone: _______________________________

Signature:__________________________________Signature: __________________________________

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Honors Biology Name:SRP DUE DATES 2010-2011 Date: Period/Block:

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Your Science Research Project (SRP) will be evaluated and used as a part of your science grade for the first three quarters. Your SRP grade will be determined by your understanding of the elements of science research, the organization of your research paper, the effort put forth, and your ability to meet project deadlines.

The due dates listed below are extremely important to your success. Some of the due dates are established by LCPS and cannot be adjusted. The work has been distributed evenly to avoid many late nights and stressful weekends. It is critical that these deadlines be met so that your teacher can provide timely feedback on your efforts. Late assignments will not be accepted and will result in severe grade penalties.

Further information on each assignment will be provided. Use this as a general guide and record all of these dates in your planner. There will be additional homework assignments but these are the deadlines of major items.

SRP # DUE DATE ITEM DUE COMMENTS

A

Partially Completed in

Honors ES; will revisit in Hon.

Biology.

Science Research Project Notebook Contents

See assignment sheet and rubric for directions on how to set up your Science Research Notebook that will be used in 9th grade and 10th grade. Keep it neat, organized and clean.

BPartially

Completed in Honors ES; will revisit in Hon.

Biology.

SRP Topic Selection: Science Research Project Choosing A Topic

See assignment sheet to help you think about ideas of interest.

CNot Completed in Honors ES;

will complete in Hon. Biology.

Topic Development (Guided Reading Activities)

Your teacher will provide details and instructions for this assignment.Teachers: additional resources for this are in the TR Booklet revised for SY 2010-2011.

*1


Honors ES; will revisit in Hon. Biology. Due week of 18-22

Oct

Project Proposal

Use SRP # 1 directions, rubrics and examples to complete your Project Proposal. Remember, this is a work in progress and revisions and changes will be made to this assignment several times before approval is granted by your teacher and/or the science department.

*2 a

*2 b


Honors ES; will revisit in Hon. Biology. Due

week of Jan 10-14



Use SRP # 2 a-b directions, rubrics and examples to complete these assignments. Your teacher will also provide details and instructions in class.

*3



week of Mar 7-11

Literature Review & References Typed and in proper APA format. Additional information will be provided by your teacher. Use SRP # 3 directions, rubrics, and examples.

*4



wek of May 2-6

Draft of Materials and Procedures Use SRP # 4 directions and rubrics.

5 Sept 30, Oct 1

Required ISEF Forms (International Science And Engineering Fair)Research Plan Attachment (goes with Form 1A)

Further instructions will be provided. Must follow directions exactly. Use SRP # 5 directions, rubrics and examples.

---- Continued on next page ----6 Oct. 7, 8 Final Materials & Procedures

including a Statistical Analysis PlanUse SRP # 6 directions, rubrics, and examples. Teacher will discuss statistics in class prior to

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this assignment due date.

7 Oct. 21, 22

Revisions to all assignments thus far and formatted correctly in the SRP Paper that was set up with the electronic template in SRP # 2a

To include: title page, table of contents, problem statement, hypothesis, background, materials, procedures, and references. (Results and Conclusions sections will not be filled in yet).

No Forms are accepted for review by the Science Office and the Review Board after November 16, 2010.

8 Oct. 28, 29 Pictures Of Set-Up and materials. Any revisions/edits from SRP # 7

More information provided by your teacher. Use SRP # 8 directions and rubric.

9 Nov. 4, 5Notebook Check, including drafts of data tables for raw data, statistical data, and graphs/figures.

Data collection in progress. More information provided by your teacher. Use SRP # 9 directions and rubric.

10 Dec 2, 3

Final Notebook Check (refer to the rubric given with “Science Research Project Notebook Contents” SRP # A.

Data collection should be completed. More information provided by your teacher. Use SRP # 10 directions and rubric.

11 Dec. 16, 17Draft of Results and Conclusions, including all data tables, graphs/figures, & statistical analysis

More information provided by your teacher. Use SRP # 11 directions and rubric.

12 Jan. 6, 7 Abstract More information provided by your teacher. Use SRP # 12 directions and rubric.

Registration, Abstracts and original paper Forms for participants in the Loudoun Regional Science & Engineering Fair are due to the Science Department Chair by February 28, 2011.

13 Jan. 13, 14 Final Paper All sections completed and in correct format. Use SRP # 13 directions and rubric.

14 Jan. 27, 28 Display Boards More information provided by your teacher. Use SRP # 14 directions and rubric.

Usually February Local High School Science Fair, date to be announced by school/teacherMar 17, 2011 Loudoun County Regional Science and Engineering Fair, Woodgrove High School

May 8-13, 2011 International Science Fair (Los Angeles, CA)

*These items should have been completed in your Honors Earth Science class last year. Any 9th grade student taking Honors Biology or any student who did not take Honors Earth Science last year will need to meet with their teacher and arrange due dates for these items independently.

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INDEPENDENT SCIENCE RESEARCH ISR classesScience Research Project (SRP) Due Dates 2010-2011

The following are suggested due dates for the completion of target assignments in the completion of a Science Research Project. The pacing reflects completion of Science Projects for exhibit in a school based fair before the Loudoun County Regional Science Fair.

There are 2 absolute due dates:November 16, 2010 all forms due to the LCPS Science OfficeFebruary 28, 2011 registration and abstracts are due to the science department chair

For more information about various SRP Assignments consult the LCPS Science Research Project Information

SRP # A DATE B DATE ITEM DUE COMMENTS

1 Project Proposal Form Selection of topic. Form will be provided.

25 sources with notes, hypothesis, draft of experimental design and data collection table

Additional information provided.

5 Required ISEF forms (International Science and Engineering Fair)

Will be provided. Must follow directions exactly.

3 Background research and bibliography (1,000 words) Typed and in proper format.

4 Draft of procedures and materials list. Peer review will be done in class.

6 Final experimental design due Instructions provided.

7 Paper due

To include: title page, table of contents, problem statement, hypothesis, background, materials, procedures, and bibliography.

No Forms are accepted for review by the Science Office and the Review Board after November 16, 2010

8 Pictures of set-up, revisions to paper due. More information provided.

9 Notebook Check Data collection in progress.10 Final Notebook Check Data collection should be completed.

11 Draft of results and conclusions Statistical analysis done. Additional information provided.

12 Abstract Printed on correct form.

13 Final Paper All sections completed and in correct format.

Registration and Abstracts for participants in the Loudoun Regional Science & Engineering Fair are due to the Science Department Chair by February 28, 2011

14 Display Boards Instructions provided.Local High School Science Fair, TBA

March 17, 2011 Loudoun County Regional Science & Engineering Fair, Woodgrove High School

May 8-13, 2011 International Science Fair in San Jose, CA

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SRP # A: SRP Notebook Contents Name:

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Date: Period/Block:Science Research Project

Notebook Contents Directions

Due date: __________

Directions: You are required to maintain a separate notebook for your Independent Science Research Project. Your notebook will be checked for completeness and order several times during your research. Keep in mind that you will be graded on your notebook setup, so be sure to follow all instructions carefully. As a 9th grader, you are setting this notebook up to be used through 10th grade, so some portions will not be used until you enter 10th grade and complete your project in Biology. Please take good care of this notebook as it will serve you for 2 years.What to turn in:

The notebook must be at least a 2 inch, 3 ring binder with dividers. (White Notebook with clear cover is suggested). Your Name must be on the outside cover, inside cover and spine. (Neatly written or typed on a label). Notebook grading rubric should be placed at the very beginning, before all of the dividers and notebook sections. Please label 10 dividers with the following headings in this exact order:

Final Paper- Include the final copy of your SRP paper, including title page, table of contents through the References. (Basically, this is what you have after completing SRP # 13)

Experimental Design- This should include one page with the following information. This information should be Final; the exact information that you take to Fair. (Basically, copy and paste the following information from your final SRP # 1 and/or SRP Paper and put it on one page and put this page behind the divider.) This gives judges a one page look at your experimental design.

Problem Hypothesis Independent Variable Dependent Variable Control/Control Group Constants

Materials & Procedures- This should include the final list of materials and numerical procedures. (Basically, the final Materials and Procedures pages from your SRP Paper, which is also listed as SRP # 6).

Results- This section should include the final, revised copy of your results summary & statistical analysis. (Basically, the final results page(s) from your SRP Paper, which is also listed as SRP # 11).

Conclusion- This section should include the final, revised copy of your conclusion. (Basically, the conclusions page(s) from your SRP Paper, which is also listed as SRP # 11).

Data- Include raw data tables, charts, graphs and statistical analyses notes / work.

Research Notes- Include any background information, research notes and articles you collected. Notes on 3x5 inch index cards may be included here as well (if applicable). Reference information should be included with the respective notes. (Basically, this is SRP # 2b).

Previous Drafts- All SRP assignment drafts are to be kept here for the duration of your project.Do not remove any of your previous work or grading rubrics.

ISEF Guidelines- Any ISEF instructions and class instructions are to be placed in this section.

ISEF Forms- Include copies of your completed ISEF forms as well as your abstract after the completion of the project. All Human Permission Forms go in this section (if applicable). (Basically, this is SRP #5 and # 12).

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SRP # A: SRP Notebook Contents Name:Due Date: ____________ Date: Period/Block:

12

Science Research ProjectNotebook Contents Rubric

You are required to maintain a separate notebook for your Independent Science Research Project. Your notebook will be checked for completeness and order several times during your

research. Keep in mind that you will be graded on your notebook setup, so be sure to follow all instructions carefully. As a 9th grader,

you are setting this notebook up to be used through 10th grade, so some portions will not be used until you enter 10th grade and complete your project in Biology. Please take good care of this notebook as it will serve you for 2 years. This rubric will be used several times by

you and your teacher for notebook checks.

PossiblePoints

100

YourReviewGrade

PeerReviewGrade

TeacherReviewGrade

Notebook – at least 2 inch 3-ring binder with10 tab dividers labeled exactly as directions indicate 5

Final Paper – divider labeled & section includes: final corrected SRP paper including title page through references 10

Experimental Design: – divider labeled & sectionIncludes: one page with the following: Problem, Hypothesis, IV, DV, Control group, Constants, ways of measurement/units 7

Materials & Procedures: – divider labeled & section includes: final revised copy of materials list and numbered procedures 5

Results – divider labeled & section includes: final copy of results & statistical analysis of data 10

Conclusions – divider labeled & section includes: the final copy of the conclusion 10

Data – divider labeled & section includes: all raw data and statistical data (tables, graphs/figures) and notes /work 10

Research Notes – divider labeled and section includes: all References & respective researchnotes, or includes at least 30 (3x5) note cards with reference information and notes.

10

Previous Drafts – divider labeled & section includes: all previous SRP assignments (drafts) and rubrics. 7

ISEF Guidelines – divider labeled & section includes: all ISEF and class instructions 5

ISEF Forms– divider labeled & section includes: copies of signed & approved forms, copy of the abstract (following project completion)

5

Name – student’s name printed on the outside cover, spine, and inside cover (neatly written or typed on label) 3

Your Grade & Peer Grade –Rubric columns completed 2

This Rubric – include name, date, and block/period on Rubric, hole punch & placed before all divider tabs prior to turning in notebook

3

On time – notebook presented on time 1 day late=6 2 days late=4 3 days late=2 8

Total number of points 100

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SRP # B: SRP Topic Selection Name:Date: Period/Block:

Science Research ProjectChoosing A Topic

Due date: __________

Directions: One factor critical to the success of all science projects is the choice of a topic. This can be the most difficult part of the project and one that must be done immediately. The questions below are designed to encourage exploration of subjects that might be of interest to you. The time spent working on your project will be more interesting if you choose a topic that you like. In answering these questions, try to narrow down the area or

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field of science you would like to explore. For example, Earth Science, Environmental Science, Biology, Chemistry, Physics, Mathematics, Computers, Psychology, Music/Art, even food science. Remember, these areas or fields have many, many subtopics. For example, in Biology there is health and wellness, botany (plants), microbiology, cell and molecular biology (DNA/genetics), biochemistry, anatomy and physiology, ecology, etc.

1. What is your favorite hobby? How do you spend your free time? List at least five things.

2. What sports interest you? What sports to you participate in, coach, or watch?

3. What is your favorite subject in school? What specific topics do you like within this subject?

4. What labs or activities from previous classes have you enjoyed?

5. What are some of your favorite science topics?

6. What TV shows and/or movies have you seen lately that deal with “science”? What topics were in the show?

7. What interesting books have you read on a science topic?

(continued on the next page)8. What magazine do you receive at your house? Browse through them and look for science related topics.

List them below.

9. What careers have you thought about?

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10. To what clubs or organizations do you belong?

11. Have your parents ever done or heard of an interesting research project? What was it?

12. List all of the people you know (even remotely) who are scientists or work in a science field. What field do they work in?

13. Who is your favorite scientist? What is he/she famous for?

14. If you were being paid a million dollars to complete one year of actual science research, what problem would you like to look at or examine?

15. What issues or problems have been in the news lately that require research to define answers?

SRP # C: SRP Topic Development Name:Date: Period/Block:

Science Research ProjectSRP Topic Development: Guided Reading Exercise

Due date: __________

Directions: This exercise is to be done with several references (sources) BEFORE you complete SRP # 1. Your teacher will discuss the specific requirements of this assignment with you.While reading a science-related book, article, or journal of interest in the area in which you think you want to experiment, reflect and expand on the following questions. Try to develop a researchable / testable question. The

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following link provides access to a variety of on-line databases. Refer to the end of this document for log-in codes. (Simply cut and past this link into your web browser).http://cmsweb1.loudoun.k12.va.us/5093081116406/site/default.asp?536Nav=|1158|&NodeID=1158

1) What is the title of the book or article? _______________________________________________

______________________________________________________________________________

2) Who is the author? _______________________________________________________________

3) Summarize what the article is about? (topic) ___________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

4) Why do you think the author wrote the article? _________________________________________

_______________________________________________________________________________

5) Did you like the book /article or think that it was interesting? _____________________________

6) Explain why you did or did not like the article: ________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

7) Do you think others would be interested in this article / topic? _____________________________

8) After reading the book / article, think about a question(s) that may not have been answered

in the reading: ___________________________________________________________________

_______________________________________________________________________________

(continued on the next page)

9) What contradictions were there in the reading? _________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

10) If you were the one who wrote the book /article, what would you have done differently?

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http://cmsweb1.loudoun.k12.va.us/5093081116406/site/default.asp?536Nav=%7C1158%7C&NodeID=1158

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

11) What references does the book / article list for additional reading or past works?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

12) Provide this article’s bibliography information below in APA format. ______________________

_______________________________________________________________________________

______________________________________________________________________________

Loudoun County Public Schools On-line Data Base Log-in Codes

Site Access Science CQ Researcher EBSCO eLibrary

Log-in lcps lcps1 lcpsh lcpsh

Password science high high high

Site InfoTrac net Trekker NewsBank SuperSearch

Log-in No username needed

lcpsh lcpsh lcps

Password high lchigh high search

If the Google Search Engine is used, select the following: Google : More : Scholar

Note: Teachers may want to use additional resources like this one located in the TR Booklet.

SRP # 1: Experimental Design Proposal Name:Date: Period/Block:

Science Research ProjectExperimental Design Proposal

Due date: __________

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Directions: Complete the following sections regarding your science project proposal. Model your SRP # 1 assignment after this document or simply use it electronically as a template for your specific project proposal. DO NOT answer every single bullet point. Use the bullet points to guide your proposal writing and simply put the information below each heading. Be sure to number your procedure list, however. The work is expected to be typed in 12-sized, Times New Roman font. Do not include any personal pronouns in your assignment (i.e. I, you, we, my). You may not start your research/experiment until the assignment has been graded and approved by your teacher and/or school’s SRP committee/Science Department.

TOPIC CATEGORY: Refer to ISEF Guidelines to determine which scientific/competition category your project best fits.

See Page 5 of the ISEF rules on the following website:o ISEF website: http://www.societyforscience.org/isef/students/research_categories.asp

TITLE: The title should describe your experiment. It may be in the form of a question, or a statement. Example:

o How does _________ affect ___________? I.V. D.V.

o The Effect of ___________ on ______________. I.V. D.V.

STATEMENT OF THE PROBLEM/PURPOSE: What is the question you are trying to answer, or the problem you are trying to solve? (this may be

similar to the title) In addition to writing the problem, give a brief description of why the problem is scientifically

significant. The purpose of the experiment/research.

HYPOTHESIS : What is the prediction, or guess, about the outcome of the experiment? Is the prediction logical? Is the hypothesis high school level? ** No I, you, we This statement should be written in future tense, using an “If/then” or prediction format.

INDEPENDENT VARIABLE: What will be changed/altered in the experiment?

DEPENDENT VARIABLE : What will be measured? Include how the dependent variable will be measured, and in what metric units?

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Helpful Hint: How does __________________ affect _________________? (independent variable) (dependent variable)

http://www.societyforscience.org/isef/students/research_categories.asp

CONTROL GROUP: What will be used as a standard for comparison? The control is the standard to which all experimental

groups are compared. The control represents the “normal” situation, or the condition that is typically used and not altered in

any way.

CONSTANTS: What things in the testing environment will stay the “same” for all parts of your experiment?

LITERATURE REVIEW:Information to include here should come from the guided reading exercises (Topic Development SRP # C) as you read related literature (sources/references) about your topic to determine relevant subtopics, as well as previous research and/or experiments conducted by others on your topic.

Based on the above, address the following so you can continue to develop your experimental design further:

What topics and subtopics will be researched in the library, or using on-line databases? What background information is needed to design your experiment? This may be in the form of questions that need to be researched to support the experimental problem.

PROCEDURES: Using numerical steps, write a general procedure for the experiment. This is a work in progress. You

will probably have to edit your procedure several times as you develop your experimental design throughout 9th grade and early on in 10th grade. Do the BEST you can at this point. Refer to the rubric as well to help you.

The steps need to be as specific as possible, and should include all safety precautions, quantities, units of measurement, scientific names, crucial steps that an experimenter needs to perform to correctly (error free) conduct the experiment.

Try to write the procedure as if someone was performing it for the first time.

Things to remember before presenting the proposal to your teacher:1- Is the answer to your problem/question already known?

o Can the answer be found in a textbook, or science article?2- Do you think this proposal idea is interesting to others?3- Can the problem be experimentally tested and/or tested safely?4- Can the results be presented in metric units?5- Are the materials & equipment readily available to you, or do you need to purchase some items? How

much will this cost? Where will I get the items?6- Is the experiment repeatable? Keep in mind that at least 15, or more, trials per variable/condition will

need to be completed to make the results statistically valid.7- Can the experiment be completed in the fall or winter months? If not, you will need to plan ahead, get

early approval from the school’s SRP committee/Science Department, and begin your experiment during the spring/summer between Honors Earth Science and Honors Biology.

8- You may need to follow additional teacher guidelines instructing you to get signatures/suggestions from other teachers. FOLLOW DIRECTIONS!!

SRP # 1: Experimental Design Proposal Rubric Name:20

Due Date: ____________ Date: Period/Block:Science Research Project

Experimental Design Proposal Rubric

Items Required for the Project Proposal:PossiblePoints

100

Your ReviewGrade

Peer ReviewGrade

TeacherGrade

Format/Word Processing Requirements: –Typed, Times New Roman, 12 font –Model after directions, or electronically use directions as a template

6

Topic Category: –Choose from the ISEF list of 17 categories on page 5 of the ISEF rules. Website listed on page 19 of this SRP Manual.

2

Title of Project: This may be changed as your project develops. It should include a description of both variables. (Ex: The Relationship between the I.V. and the D.V. OR The effect of I.V. on D.V. OR How does I.V. affect D.V.?)

5

Statement of the Problem: –Type the problem using a question format. (What do you want to find out about your experimental project?) –Type a reason / purpose about why finding the results to this problem is scientifically significant

~~~~~~~~~~~~~~~Things to remember~~~~~~~~~~~~~~~–Is the answer to the problem already known? If so, think about another question.

–Is the question interesting to others? –Is the question testable? (Can results be measured safely in metric units?) –Is equipment available / can the materials be ordered easily? –Are the materials needed low cost ($) ? –Can the experiment be completed in the fall, next year?

5

y / n

y / ny / n

y / ny / ny / n

Hypothesis*: (*It may change throughout research process—from 9th to 10th grade.) –Type a hypothesis in future tense using an if / then format (Ex: If the rubric is followed specifically, the score will be higher.)

~~~~~~~~~~~~~~~Things to remember~~~~~~~~~~~~~~ –Is the prediction logical? –Is the prediction high school level?

10

~~~~~~~y / ny / n

Independent Variable (IV): –List the IV that the experimenter can control

~~~~~~~~~~~~~~~Things to remember~~~~~~~~~~~~~~ –Is the independent variable specific? –Can at least 15 trails be tested per IV condition & for the control group for more statistically valid results

10~~~~~~~

y / ny / n

Dependent Variable (DV): –List item(s) that will change & be measured in metric units. –Explain how the item(s) will be measured and with what?

10

Control/ Control Group: – Explain the standard for comparison in the experiment & how all

trial groups will be compared to this standard (control) group. 6

Constants: –List all the items in the experiment that will stay the same 6

21

Literature Review: (remember: refer to Topic Development SRP # C: guided reading exercises) –List topics or questions that can be used to support the experimental problem/question, hypothesis & experimental procedures/materials –what types of previous information on your topic/sub topics needs to be read/researched

7

Procedure: –Use numerical steps to list general procedures developing the experiment. Be as specific as possible & include all safety precautions and metric units.

7

Your Review & Peer Review – Rubric columns completed on both sides of this sheet

2

*Earth Science Teacher Signature: – Obtain a signature of approval from an Earth Science teacher on your actual proposal, NOT this rubric. Teacher comments/suggestions are welcome on your paper (Insert names & room locations)

5

*Biology Teacher Signature: –Obtain a signature of approval from a Biology teacher on your actual proposal, NOT this rubric. Teacher comments/suggestions are welcome on your paper (Insert names & room locations)

5

*Specialty Teacher Signature: – Obtain a signature of approval from a specialty teacher on your actual proposal, NOT this rubric. Teacher comments/suggestions are welcome on your paper

See your ES or Biology Teacher for recommendations of specialty teachers!

5

This Rubric include name, date, and block/period 4

On time 5


Note:

1. The three teachers’ signatures are expected to be on your actual proposal paper, not on this rubric.2. This is a working document. Editing is a large part of the research process. You may be asked

several times to edit/change any items on your proposal and any other SRP assignments.

*Signatures are useful for some schools. Please talk to your department about this section.

22

SRP # 2a: Setting up the SRP Paper using an Electronic Template Document Name:Due date: __________ Date: Period/Block:

Science Research ProjectSetting up the SRP Paper using an Electronic Template Document

Dear Student and/or Parent:

The SRP Paper, from start to finish, is a continuous, flowing document and additions and edits are made to this document throughout the project in 9th and 10th grade.

Your teacher can provide you with an electronic template to help you set up your SRP Paper document. You can model your SRP Paper document after this example, or simply use the electronic version as your template, which is HIGHLY suggested.

Your SRP Paper document is a work in progress and each SRP assignment builds on the next and is placed in this continuous document. You will not (for the most part) have single documents for each SRP assignment; they will mostly be placed into this document.

For example, SRP # 3, Literature Review, is placed on the appropriate pages of the document template and saved. Then, SRP # 4, Materials and Procedures are placed on the appropriate pages of the document template and saved. SRP # 6, a revision and final copy of the materials and procedures is simply asking you to revise within the document and save…..SRP # 6 is not separate from SRP # 4…it is simply a revision of # 4 within the same document. Likewise, SRP # 7 is a revision of all SRP assignments done thus far……….so, open your continuous document you have been working on and make sure all edits/revisions are complete and saved. If you do not understand this, please see your teacher immediately.

How to use the electronic template to set up your continuous SRP Paper Document:

1. Open up the SRP Paper template document that your teacher gave to you.

2. Save this document using SAVE AS in the following manner:

your first name your last name SRPpapertemplate.docEx: JohnSmithSRPpapertemplate.doc

3. Make sure the margins are still 1 inch on all sides and that there are page numbers in the upper right corner, except for page 1. If there is a page number on page 1, go to insert page numbers and Deselect page 1 so it does not show on your document. Page 1 should be the title page and you do not want a page number on it. So, page 2 should be the Table of Contents and it should have a 2 in the upper right hand corner.

4. If you followed the directions above (#1-3), then your SRP Paper document will be very easy to maintain and edit because all the formatting has been done for you. Now, you just have to fill in the pages with the required information. This is where all the SRP assignments come in. Each assignment will tell you how to fill in the pages of this continuous SRP document. SRP # A, B, C, D, 1, 2a, 2b, 3, 4 will be done in 9th grade (Honors Earth Science) and 5-14 will be done in 10th grade (Honors Biology). If you did not take Honors Earth Science, then ALL assignments will be done in Honors Biology (9th or 10th graders).

23


24

SRP # 2b: Taking Research/Reference/Resource Notes Name: & Citing Sources Date: Period/Block:

Science Research ProjectTaking Research Notes (Part I) and Citing Sources/References (Part II)

Due date: __________

Directions: Part I:The following list contains directions and Hints/Tips for Taking Notes from your Sources/References (i.e. the Literature that you are reviewing/reading and MAY use in your Literature Review section of your SRP Paper). A note-card method has been used in previous years and may still be used, however, this method is more up to date and can be done electronically.

All of your notes from reading/reviewing related literature (references/sources) should be recorded in the following manner:

1. All notes are to be typed using the Resource Information Sheet as a guide. (See pages 29-30).

2. All notes need to be a summary of what is found in each source/reference. These notes may range from a paragraph to several pages. The idea is to summarize as much relevant information as possible for each source.

3. Some sources may repeat information that has already been read and summarized; continue to repeat writing the information. Information that is repeated in several sources can be considered to be very reliable. In your Literature Review section of your SRP Paper, you will mention that the same findings were found in several sources and you can list those sources because you have taken proper notes denoting this.

4. Things to look for while taking notes on each of your sources: Previous research done within your topic or sub-topics What is already known about the area or field of research within your topic/sub-topics Define unfamiliar terms that are relevant to your experiment Explain unique procedures that might be required in your experiment See how your project/experiment relates to or expands on previous research

5. Do not copy statements down word for word. Summarize ideas and record facts that are relevant to your topic/sub topic and experiment.

6. If you are taking a direct quote from a source, be sure to copy it exactly and place it within quotation marks so that you will remember that it was a direct quote.

7. A minimum of 10 sources (references) needs to be used and mentioned (cited) in your Literature Review section of the SRP Paper. So, initially taking information from MORE THAN 10 sources is best in case you don’t use some information. Remember, 10 sources is the MINIMUM.

8. What are valid, scientific sources (references)? Author’s name and publish date is readily apparent. Only one specialized encyclopedia can be used. Journal articles found in scientific magazines. Use the database information provided through Loudoun

County Public Schools as a resource (website and passwords listed on SRP # C). Source is recent or no more than 9 years old.

**Some examples of invalid sources are: Google, Askjeeves.com, Wikipedia, and general encyclopedias, such a Americana. You may use wiki’s as a starting point, but you need to follow their links and references….you cannot simply cite wiki’s as a primary source.

(continued on next page)

25

9. Numerically catalog each summary and source (1-10). For example, the first source/reference you look at and take notes from will be # 1, the second will be # 2 and so on. This way, if you have multiple pages of notes or multiple note cards, you don’t have to write the source info again, just simply put 1 or 2, etc.

10. Suggestions for gathering information from sources other than printed or web sources:

Contact manufacturers of products involved in your research. Manufacturers are listed in the Consumer Resource Handbook in your school’s library or science department.

Contact associations of people interested in your topic. The Encyclopedia of Associations in the school library lists them by topic.

Call County/State/Federal government agencies of offices. Phone numbers for most offices are in the blue pages of the phone book. Ask them to send you any information they might have on your subject or if they can put you in touch with someone else.

E-mail faculty members at local colleges and universities to ask for advice and information.

Directions: Part II:All assignments throughout the year are to include a proper references page (previously called Bibliography) using the APA documentation style. Below are the guidelines you should follow and examples of how to write references.

All citations within the text and reference entries are to follow the form given in The Publication Manual of the American Psychological Association (Fifth Edition).

The following Internet sites will also be helpful:http://owl.english.purdue.edu/http://www.liu.edu/cwis/cwp/library/workshop/citation.htmhttp://www.crk.umn.edu/library/links/apa5th.htmhttp://www.docstyles.com/apacrib.htm

Use the following rules and examples to help you:

Rules for Referencing Books:1. last name first alphabetized by first letter2. first initial followed by a period3. double space, then date of publication in parentheses, then period and double space4. complete title and subtitle (if there is one) italicized, with only the first letter of each part capitalized5. title and subtitle separated by colon and one space6. period and double space after title7. place of publication, colon, one space, name of publisher, period

Examples of Referencing Books:

Book by One AuthorSheehy, G. (1988). Character: America’s search for leadership. New York: Morrow.

Book by two or More AuthorsLakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago

Press.

26

Rules for Referencing Journal Articles:Note: Pay attention to the features of this basic reference to a journal:1. last name and initial as for a book reference2. year of publication3. title of article in lowercase, except for first word; title not underlined or in quotes4. title of journal in italics5. volume number in italics, issue number (if there is one) in parentheses and italics, followed by comma6. page numbers, followed by period.

Examples of Referencing Journal Articles or Articles within Encyclopedias:

Journal Article, One AuthorSterk, H. (1985). The metamorphosis of Marilyn Monroe. The Central States Speech Journal, 36 (4),

294-304.

Journal Article, Two AuthorsJames, P., & Goldstraub, J. (1988). Terrorism and the breakdown of international order: The corporate

dimension. Conflict Quarterly, 8, 89-98.

Encyclopedia Article, SignedKaelunohonoke, J. (1971). Hula. Encyclopedia Americana, 45-46.

Encyclopedia Article, unsignedGeorgetown. (1974). Encyclopedia Britannica: Micropaedia, 123-125. 21

Rules for Referencing Internet and Electronic Sources:Citing of Internet sources is not yet completely set forth. At the very least when you cite an online source you must include the URL and entire address.

World Wide Web Rule:Author. Title of item. [Online] Available http://address/filename, date of document or download.

Examples of Internet and Electronic References:

Document on a University Website:Chou, L., McClintock, R., Moretti, F., & Nix, D.H. (1993). Technology and education: New wine in new bottles:

Choosing pasts and imagining educational futures. Retrieved August 24, 2000, from Columbia University,Institute for Learning Technologies Web site: http://www.ilt.columbia.edu/publications/papers/Newwine1.html

Electronic copy of a journal article (several authors) retrieved from a database:Borman, W.C., Hanson, M.A., Oppler, S.H., Pulakos, E.D., & White, L.A. (1993). Role of early supervisory

Experience in supervisor performance. Journal of Applied Psychology, 78, 443-449. Retrieved October 23,2000, from PsycARTICLES database.

Daily newspaper article, electronic version available by search:Hilts, P.J. (1999, February 16). In forecasting their emotions, most people flunk out. New York Times. Retrieved

November 21, 2000, from http://www.nytimes.comCD-ROMMiller, M.E. (1993). The Interactive Tester (Version 4.0) [Computer software]. Westminster, CA: Psytek Services.

Rules for Parenthetical Citations :Parenthetical citations occur within the text of the SRP Paper (mostly in the Literature Review section and some in the results and conclusions sections). They are used to reference or “cite” information that is not common knowledge. The author’s last name and date of the source complete the reference.

Examples of Citations used within the text:The construction industry is dependent upon aluminum which is light but strong (Miller, 1993).

27

http://www.ilt.columbia.edu/publications/papers/

For Wilson and Wallace, “science is the only true art form” as it calls for unrestrained creativity (1992).


28

SRP # 2b: Taking Research/Reference/Resource Notes Name: & Citing Sources Date: Period/Block:

Resource Information Sheet for Research Note-Taking

Directions: Use this template to take research notes instead of using note-cards. The following template is to be used with SRP # 2b on pages 25-27. Type the information applicable to your source; (some criteria may not be available). Model this format or use this document as an electronic template for all of your notes for each source.

For each PRINTED source, please do the following:

PRINTED SOURCE = Book, “Full Text” PDF, Journal, Pamphlet, Periodical, Specialty Encyclopedia (only allowed to use one).

Information needed for EACH PRINTED source:

Source #: ______________

Title of Source:

Article Title within Source:

Page Number(s) information is found:

Author(s) or Editor(s):

Publisher:

Place of Publication (City, State, Country):

Publishing or Copyright Date:

Volume / Edition #:

Article Date (for journals): ____ Volume # _____ Issue # _____

Article Date (for newspapers): _____ Edition / Section / Page #: _____

Typed notes found in resource:

Create an APA bibliography entry: use the Landmark Citation Machine at: http://owl.english.purdue.edu/owl/resource/560/07/

29

http://owl.english.purdue.edu/owl/resource/560/07/

(continues on next page)Directions: For each WEB source, please do the following:

WEB SOURCE = articles in Online Databases, Internet Publications

Prohibited web sources are: Ask Jeeves, Encyclopedia Americana, Encyclopedia Britannica, Wikipedia, World Book. You may use Wiki’s to get started, but follow their sources for your information, do not cite or reference Wikipedia as a primary source.

Information needed for EACH WEB source:

Source #: ______________

Web Address / URL:

Web Page / Article / Journal Title:

Website Title:

Database Name (i.e. InfoTrac, etc.)

Online Service (i.e. Google):

Author(s):

Organization (corporate site):

Date the page / site was created or revised:

Date (you) accessed the information:

Volume # ___ and Issue # ___ (for online journals):

Typed notes found in resource

Create an APA bibliography entry: use the Landmark Citation Machine at: http://owl.english.purdue.edu/owl/resource/560/07/

30


SRP # 2b: Taking Research Notes and Citing References Rubric Name:Due Date: ____________ Date: Period/Block:

Science Research ProjectResearch Notes and Citation/References Rubric

Items Required & Limitations:

Must be typed on Resource Information Sheet (page 29-30) or on note-cards

– At least 10 different valid scientific sources with reference information.

– All sources must have an author, published date, and checked for validity.

– Sources recently published; no older than 9 years. – Only 1 specialized encyclopedia may be used

Google.com, Ask Jeeves, Wikipedia, & general encyclopedias (ex. Americana, Britannica, & World Book) are invalid.

– Each source must have summarized notes typed beneath its reference.

– Number each different source .– Beneath each set of notes, create an APA Reference Entry.

PossiblePoints

100

Your ReviewGrade

PeerReviewGrade

TeacherReviewGrade

References/Sources/Literature Review— ---------- -------- -------- ---------

Source 1 (Source Info, notes, APA Reference entry) 3 pts 3 pts 3 pts

9


9


9


9


9


9


9


9


9


9

All typed using Resource Information Sheet as a guide— secured in the Research Notes section of SRP notebook 1

This Rubric – include name, date, and block/period 2

Your Review & Peer Review – Rubric columns completed 2

On time 5


31


32

SRP # 3: Writing the Literature Review Name: Date: Period/Block:

Science Research ProjectWriting the Literature Review Section of the SRP Paper

Due date: __________

Directions: This section can be called Literature Review, Background Information, Background Research or Introduction. Basically, you have already gathered, reviewed and taken notes on a lot of literature (sources/references) on your topic. Now, you need to put together a “review” or summary of all the information, making sure to use information that pertains to your specific experiment/project. This will be typed on the appropriate pages of your continuous SRP Paper Document that you set up in SRP # 2a. It should have at least 1000 words and includes three major components:

1. Introduction of your topic (refer to notes from SRP # 2b) 1st and possibly 2nd paragraph of the Lit. Review section of your SRP Paper document. Introduces the topic and motivates the reader to care about this problem. The introductory paragraph(s) should very generally describe what your paper will discuss and should end in a very

specific thesis statement (main idea). Introduction should be about ¼ of the Literature Review section of your SRP Paper.

2. Supporting Paragraphs (refer to notes from SRP # 2b) After the introduction paragraph(s)…..these are your “body” or supporting paragraphs Describe what is known about the problem by citing previous research (methods, results) in the field Examine the problem and select relevant sub-problems to discuss. Each sub problem is a paragraph. You may want to use the box method to help you organize your paragraphs before you write. See diagram below. Supporting Paragraphs should be about ½ of the Literature Review section of your SRP Paper.

“Box Method” of organizing the supporting paragraphs Get some 3 x 5 inch index cards On each card, write a sub-topic that needs to be included in the body portion of the

paper. This may be something discovered during note-taking while reading literature in SRP# 2, or a part of the experimental design. Each of these “sub-topics” represents a part or paragraph of the Literature Review section of your SRP Paper.

Once all of the important sub-topics have been written on cards, organize the cards in a way that logically “flows.” Each of these cards can represent one, or more, supporting paragraphs.

Remember that each paragraph needs to flow into the next; so transition sentences and phrases need to be used.

33

Introduction& thesis (Paragraph 1, and possibly 2 of the

Literature Review section of the SRP

Paper)

Previous Knowledge-sub-topic 1 (Paragraph

3)

Previous Knowledge-sub-topic 2

(Paragraph 4)

Previous Knowledge-sub-topic 3

(Paragraph 5)

Continue until you have covered all relevant info in the literature you have read and the notes that you have

taken (SRP # 2). Last Paragraph should be a brief

description of your experiment.

3. Brief description of your experiment (Refer to SRP #1) The last paragraph in your Lit. Review section of your SRP Paper should briefly describe your

experiment. Summarize your approach including the purpose, statement of the problem, hypothesis, IV, DV,

control group, most important constants, and a brief description of your procedure. Do not just copy and paste your entire procedure for this paragraph.

Avoid ‘first do this, and then do this…’ Include how your project differs from previous research. This Paragraph should be about ¼ of the Literature Review section of your SRP Paper.

Pictorial Version of # 1-3 above

34

One paragraph summarizing

your approach.

The most general information for your topic goes first Information more specific to your experiment next

previous research specific to your topic

General formatting:

If you set up your SRP Paper using the template, most formatting will already be done for you!! You will be graded on formatting as well as content 1” margins all around Times New Roman font, double-spaced, 12 pt. size of font Write in passive voice: “Distilled water was added …” instead of “I added distilled water …” No, repeat no, personal pronouns – I, we, my, you, etc. Write out numbers such as “three studies” but not “5 mL”. No contractions such as can’t, won’t, etc. Spell out all abbreviations the first time you use them, i.e. Environmental Protection Agency (EPA). Write scientific names correctly, i.e., Canis lupis or Canis lupis. Indent paragraphs 5 spaces. Use correct paragraph construction (topic sentences, supporting statements,

closing statement). Use statements instead of questions. Proof read! Spellcheck cant fined awl airers! If you need help be sure to see your teacher before the due date.

Citations:

Save all citations now as you are writing the Literature Review Section of your SRP Paper. Everything in the literature review section must be cited to avoid being accused of plagiarism. Citation and reference format is in APA (American Psychology Association) format, newest edition: The

Publication Manual of the American Psychological Association (Fifth Edition) available in your classroom or library.

Everything must be referenced (cited) by last name of author and year of publication place in parentheses in a format called parenthetical citations. (additional directions are located in SRP # 2b)

One author: (Jones, 2008).Two authors: (Watson and Crick, 2001)More than two authors: (Kernis, Cornell, Sun, Berry, & Harlow, 2007) then use (Kernis et. al.,

2007) for later citationsIn text: “Chaudry (2008) studied the effects of ...”

References:

An excellent source for all of your reference formatting questions: http://owl.english.purdue.edu/owl/resource/560/01/

You can also refer back to SRP # 2b You need at least 10 sources. You can read encyclopedias and wiki’s to learn about your topic, but these

are not acceptable for scientific references.o No general encyclopedias (i.e. World Book, Britannica, Americana, etc.)o No wiki’s (i.e. Wikipedia) although you can follow their links to other sources.o No more than one specialty encyclopedia (Ex. Encyclopedia of Solar Technology)o No more than 3 Internet sources.o Scientific journal articles that are retrieved on line are not considered Internet sources and can be used.

Use APA style. List alphabetically by author’s last name. The following are examples from the APA website. Do not include the reference type listed before each example.


35


Use APA style. List alphabetically by author’s last name. The following are examples from the APA website. Do not include the reference type listed before each example.

REFERENCES

Journal article:Fine, M. A., & Kurdek, L. A. (1993). Reflections on determining authorship credit and authorship order on faculty-

student collaborations. American Psychologist, 48, 1141–1147.

Book:Nicol, A. A. M., & Pexman, P. M. (1999). Presenting your findings: A practical guide for creating tables.

Washington, DC: American Psychological Association.

Book chapter:O'Neil, J. M., & Egan, J. (1992). Men's and women's gender role journeys: Metaphor for healing, transition, and

transformation. In B. R. Wainrib (Ed.), Gender issues across the life cycle (pp. 107-123). New York: Springer.

Internet source with no author:New child vaccine gets funding boost. (2001). Retrieved March 21, 2001, from

http://news.ninemsn.com.au/health/story_13178.asp.

SRP # 3: Writing the Literature Review Section of SRP Paper : Rubric Name:

36

Due Date: ____________ Date: Period/Block:

Science Research ProjectWriting the Literature Review Section of SRP Paper: Rubric

This portion of the SRP Paper includes the LITERATURE REVIEW written in at least 1000 words with Citations in APA format, and a separate REFRENCE page completed in APA format. Leave three

single spaces below the headings: LITERATURE REVIEW and REFERENCES.

PossiblePoints

100

Self Review Grade

Peer ReviewGrade

Teacher ReviewGrade

Format: 10 pts. PossibleUSE SRP PAPER TEMPLATE TO ALEVIATE FORMATTING PROBLEMS (this was set up in SRP # 2a).

------- -------- -------- ---------

Typed on 8 ½ x 11” paper 1 inch margins all around page # included on the upper right corner as a header 12 font size; Times New Roman double spaced use italics for special scientific names only No BOLD anywhere in the paper

(each bullet point is

worth 1 pt.)

7

Headings: center underline use all caps

Example: LITERATURE REVIEW REFERENCES


worth 1 pt.)

3

Content of Literature Review: 60 points possible ------- -------- -------- ---------

introduction to the research topic what is known about the topic previous research/experiments about the topic define unfamiliar terms overall content in Literature Review is applicable to own

project brief description of own project (problem, question,

hypothesis, IV, DV, control group, most important constants)

how own project expands on and/or differs from previous research/experiments

any unique procedures in your project embedded citations where needed following a statement

or paragraph use APA format w / (Author’s last name, Date). all 10 scientifically valid sources in references should be

cited in the paper Correct number of words (1000 minimum)


worth 5 pts.)

60

References: 10 pts possible ------- -------- -------- ---------

10 different sources (minimum) 5

Correct APA format 5Continued on Following Page

Grammar/Mechanics: 10 pts possible

37

Correct Spelling, use of grammar & punctuation proper use of scientific terms 10

Rubric Requirements: 12 pts. possible ------- -------- -------- ---------

This Rubric – name

date period/block 3

Self Review Grade Peer Review Grade

4

On time 5


Dear Student:The following are teachers to see for suggestions and/or assistance for your topic idea.

Subject Teacher Room Important InformationBiology Science teachers may also be found in the

workroom (room #: _____). Some better times to meet with them may be before school, after school, or during their planning period.

Please make an appointment to meet with one of these science teachers to help guide you on your journey to develop your research topic, but be respectful not to interrupt a class when they are teaching. Skipping any of your classes to meet with them is prohibited.

The teachers are not expected to provide a topic for you, nor will they do the research and/or experiment for you. They usually make suggestions to enhance the quality and validity of the topic idea so it is high school level or above.

Chemistry

Earth Science

Environmental Science

Physics

Music

ArtPsychology

Food Science

OtherSRP # 4: Draft of Materials & Procedures Name: Date: Period/Block:

38

Science Research ProjectDraft of Materials & Procedures

Due date: __________

Directions: Open up your continuous SRP Paper Document and fill in the appropriate pages for materials and procedure using the guidelines below and information you have already typed in SRP # 1. This is a DRAFT and will be edited several times as you do more research and actually perform the experiment. SAVE your work after every edit session.

1. MATERIALS : your materials list should be in the following format and should include all of the items listed below.

do not number items size and number of each item listed specific names and/or scientific names included all measurements in metric units heading capitalized, centered, underlined, 10 or 12 font all words spelled correctly

2. PROCEDURES : your procedures should be written in the following format and should include all of the items listed below. numbered steps each action written as a different step (ex. 1. Fill 100 mL beaker with 25 mL of H2O2. 2. Measure

25 mL of catalase into a 50 mL graduated cylinder. 3. Pour the 25 mL of H2O2 into the beaker.) Do not write in paragraph form Write your procedure so that another student or researcher could reproduce your experiment

exactly Procedure steps include all equipment used in the experimental set-up Procedure steps include an exact description of how measurements will be taken Do not write your procedure in 1st person (no I, We, You) Include enough repeated trials in your procedure, this will depend on your particular experiment,

more is better. (15 trials is the bare minimum) Identify a control Describe constants and plan for uniform conditions for all trials Heading capitalized, centered, underlined, 12 font All words spelled correctly

***Each section should be labeled with a heading. The heading should be written in all caps and underlined. Triple space below each heading. Each section should be on a separate page. No bold letters should be anywhere on the materials or procedure pages of your document.

39


SRP # 4: Draft of Materials & Procedures: Rubric Name:Due Date: ____________ Date: Period/Block:

40

Science Research ProjectDraft of Materials & Procedures: Rubric

Open up your continuous SRP Paper Document and fill in the appropriate pages for materials and procedures using the guidelines on page 39 and information you have already typed in SRP # 1. This is a DRAFT and

will be edited several times as you do more research and actually perform the experiment. SAVE your work after

every edit session.

PossiblePoints

100

Self Review Grade

Peer ReviewGrade

Teacher ReviewGrade

MATERIALS:35 pts.


worth 7 pts.)

-------- -------- ---------

Items not numbered Size and number of each item listed Specific names and/or scientific names used Measurements in Metric Units Correct Spelling/Grammar

PROCEDURE:63 pts.


worth 7 pts.)

-------- -------- ---------

Numbered steps ; Each action a different step Can be reproduced Specific equipment listed in steps Description of measurement/metric units Written in 3rd Person (no I, we, my, you) Repeated trials (minimum 15 trials per

variable/condition) Control group included and described Constants and uniform conditions described Correct Spelling/Grammar

Headings in caps, underlined, 12 font, Times New Roman for both sections 2 pts.


41


SRP # 5: ISEF Forms and Research Plan Name: Date: Period/Block:

42

Science Research ProjectISEF Forms and Research Plan

Due date: __________

Rules, Guidelines, Rules Wizard, and Forms Overview can be found at:http://www.societyforscience.org/isef

The Intel ISEF Rules Wizard asks a series of questions about your planned project and will provide a list of forms that you need to complete.

The required forms can be found at:http://www.societyforscience.org/isef/document/index.asp

All Forms must be completed in Blue ink if hand written or typed on the computer and signed /dated in Blue ink.

1. All students must complete the following forms: 1, 1A, 1B, Research Plan Attachment Checklist for Adult Sponsor/Safety Assessment Form (1) Student Checklist (1A) Research Plan (You type this out using the template in Appendix A on page 83, also see rubric on 47) Approval Form (1B)

2. The Research Plan should be typed and attached to the Student Checklist (1A) it includes the following:(See Appendix A, page 83, for an electronic template that you can just fill out. See rubric on page 47)

Statement of the Problem; Question being addressed Hypothesis OR Engineering Goals (if applicable)

Procedures & Data Analysis– Detail all procedures and experimental design used for data collection and describe the procedures you will use to analyze the data (include statistical/mathematical tests) that answers the research question or hypothesis

Human research must include risk statement and copies of surveys if used. For vertebrate animal research, you must briefly discuss POTENTIAL ALTERNATIVES and present a detailed

justification for use of vertebrate animals. References

At least 10 major references from your library research (Note that ISEF specify at least 5 references; LCPS specifies 10.)

Animal Care plan if animals are used in the research, including an animal care reference.

3. Areas of Research involving Human Subjects, Vertebrate Animals, Potentially Hazardous Biological Agents and Hazardous Chemicals, Activities & Devices have specific requirements that are to be included in the Research Plan. Refer to the Research Plan description on page 31 of the Forms document: http://www.societyforscience.org/isef/document/index.asp

Students completing a project in the areas listed must also complete additional forms.

Human Subjects: Required forms 1, 1A, Research Plan, 1B, and4 –Human Subjects FormLCPS Informed Consent FormCopies of Surveys (if used)1C – Registered Research Institutional/Industrial Setting Form

(if you are working in a lab outside of the school setting)2 – Qualified Scientist Form – if applicable

Nonhuman Vertebrate Animals: Required forms 1, 1A, Research Plan, 1B, and1C – Registered Research Institutional/Industrial Setting Form, if applicable2 – Qualified Scientist Form

43

http://www.societyforscience.org/isef/document/index.asp


5A – Vertebrate Animal Form (research at a non-regulated site)5B – Vertebrate Animal Form (research at a regulated research institution)

Potentially Hazardous Biological Agents: Required forms 1, 1A, Research Plan, 1B, and (previously classified as pathogenic and potentially pathogenic agents, recombinant DNA, and human and vertebrate animal tissues)

3 – Risk Assessment, if applicable6A – PHBA Risk Assessment Form6B – Human and Vertebrate Tissue Form - for all studies involving body fluids

and tissues2 – Qualified Scientist Form – if applicable1C – Registered Research Institutional/Industrial Setting Form

(if you are working in a lab outside school setting)Hazardous Chemicals, Activities or Devices: Required forms 1, 1A, Research Plan, 1B, and

2 – Qualified Scientist Form3 – Risk Assessment Form1C – Registered Research Institutional/Industrial Setting Form

(if you are working in a lab outside school setting)

4. The following forms require signatures BEFORE they can be submitted to the SRC/IRB review committees:

1 – Checklist for Adult Sponsor/Safety Assessment Formrequires Teacher (as Adult Sponsor) signature

1B – Approval Form requires Teacher (as Adult Sponsor), Student, and Parent signatures

1C – Registered Research Institutional/Industrial Setting Formrequires supervising Scientist signature after research is

complete2 – Qualified Scientist Form

requires Qualified Scientist signature3 – Risk Assessment Form

requires Qualified Scientist signature or Designated Supervisor4 – Human Subject Form

requires Teacher signaturerequires School Administrator Form

LCPS Informed Consent Formrequires Adult Sponsor signature

5A –Vertebrate Animal Form (research at a Non-Regulated Research site)may require Veterinarian and Designated Supervisor signatures

5B – Vertebrate Animal Form (research at a Regulated Research Institution)form completed by Qualified Scientist or Principal Investigator

6A—Potentially Hazardous Biological Agents Risk Assessment Formrequires Certifying Authority or Qualified Scientist signature

6B – Human and Vertebrate Animal Tissue Form

SRP # 5: ISEF Forms: Rubric Name:Due Date: ____________ Date: Period/Block:

44

Science Research Project ISEF Forms: Rubric

ISEF Forms are professional, legal documents and ALL instructions MUST be followed accurately and completely. See your teacher with

any questions BEFORE the forms are due. Deadlines are CRUCIAL on this SRP assignment.

PossiblePoints

100

Self Review Grade

Peer Review Grade

Teacher Review Grade

Overall Submission: all papers clipped together, in # order, with rubric, no directions included, not stapled, research plan attachment behind Form 1A.

20

Forms format: All forms either neatly written in Blue ink OR typed

on the computer. Note: All signatures/ and signature dates must be in Blue

ink no crossing-out, white-out, or stray marks

10

Form (1) Checklist for Adult Sponsor/Safety Assessment Form:

complete, neat, accurate

15

Form (1A) Student checklist: complete, neat, accurate 15

Research Plan placed after Form (1A) For grading on the Research Plan, see additional rubric

on page 47.

5

Form (1B) Approval Form: complete, neat, accurate parent’s signature signatures and signature dates in BLUE ink

20

Supplementary Forms: all other required forms complete, neat, accurate, signed,

in BLUE Forms in # order

5

On time and with this rubric (name, date, block/period) 10


Comments: Re-do forms: (1) (1A) (1B) noneNeed to edit Research Plan: Yes No See Research Plan RubricNeed forms: (1C) (2) (3) (4) (5A) (5B) (6A) (6B) noneResubmit entire SRP #5: Yes No

45


SRP # 5: ISEF Research Plan Attachment: Rubric Name:Due Date: ____________ Date: Period/Block:

Science Research Project

46

ISEF Research Plan Attachment: Rubric

Use the template in appendix B, page 83 of this SRP Student Manual to create your Research Plan that goes behind Form 1A. Most of the items will come from SRP # 1 and #3…so, just copy and paste into the Research Plan Attachment template on page 83.

PossiblePoints

100

Self Review Grade

Peer Review Grade

Teacher Review Grade

Formatting: The entire Research Plan will have: Times New Roman, 12 pt. font, third person, no personal

pronouns (I, we, me, my, you) 1” margins all around, single-spaced

(Use template on page 83...it is already formatted for you!!)

5

Headings: ALL CAPS, UNDERLINED, CENTERED, not bold, 1 space before and after heading 5

Statement of the Problem: statement adequately introduces the scientific issue question is specific and in the form of a question well-written scientific language used and denoted correctly

8(each bullet

point is worth 2 pts.)

Hypothesis: If (IV), then (DV). Includes all IV conditions testable and repeatable specific/clear

16(each bullet


Procedures: numbered, each step a new number does not say to gather materials safety equipment included specific equipment / chemicals used specific conditions / measurements / statistical analysis

plan included well-written scientific language used and denoted correctly all steps complete/clear/easy to follow control group identified constants and uniform conditions described

20(each bullet


References: at least 10 sources Correct APA style

20

Previous revisions completed (if applicable) 6Includes this rubric with name, date, block/period 5On time 15


Comments: * See comments written on your Research Plan Paper*You need to include an Animal Care Plan or Human Risk Assessment…see SRP # 5 (page 43 # 2 and #3)

47


SRP # 6: Final Materials & Procedures / Statistical Analysis Plan Name:(Final Experimental Design) Date: Period/Block:

48

Science Research ProjectFinal Experimental Design / Statistical Analysis Plan

Due date: __________

Directions: Open up your continuous SRP Paper Document and make final edits to your materials page and procedures page. Be sure that all suggestions from your teacher/peers have been completed and that you have followed the guidelines below. In addition to making these final edits, please also include a procedure for how you will statistically analyze your data/results. See guidelines below in # 3. Your teacher should have already discussed statistics with you. Helpful hints and tips on statistical analysis are located on page 50 and in appendix B.

1. MATERIALS : your materials list should be in the following format and should include all of the items listed below.

do not number items size and number of each item listed specific names and/or scientific names included all measurements in metric units heading capitalized, centered, underlined, 10 or 12 font all words spelled correctly

2. PROCEDURES : your procedure should be written in the following format and should include all of the items listed below.

numbered steps each action written as a different step (ex. 1. Fill 100 mL beaker with 25 mL of H2O2. 2. Measure

25 mL of catalase into a 50 mL graduated cylinder. 3. Pour the 25 mL of H2O2 into the beaker.) Do not write in paragraph form Write your procedure so that another student or researcher could reproduce your experiment

exactly Procedure steps include all equipment used in the experimental set-up Procedure steps include an exact description of how measurements will be taken Do not write your procedure in 1st person (no I, We, You) Include enough repeated trials in your procedure, this will depend on your particular experiment,

more is better. (15 trials is the bare minimum) Identify a control Describe constants and plan for uniform conditions for all trials Heading capitalized, centered, underlined, 12 font All words spelled correctly

3. Statistical Analysis Plan: You need to include in your procedures a section that includes the following: (see pages 50 and appendix B for help and hints) (You may also see your science teacher or a math teacher for help with statistics)

Type(s) of data you are collecting (Qualitative OR Quantitative OR Both) Level of Measurement (nominal, ordinal, ratio, interval) Statistical Tests you plan to use (t-test, chi-square, Pearson R correlation, ANOVA, etc.)

(continued on next page)Statistical Analysis

49

When you are planning your procedure you need to think about what statistical analysis test (s) you plan on doing with your data. You need to be certain you are collecting appropriate data that will satisfy a statistical analysis of your experimental results. Without statistical analysis of your data, your results are not scientifically sound or valid and you cannot support or refute your hypothesis with a level of significance.

Types of Data/Level of Measurement

You need to consider the type(s) of data you have in your experiment. To determine the type, see below.

Qualitative data are placed into categories that may be discrete categories represented by word or number labels. It can also be measurements made with a nonstandard scale with unequal intervals.

Levels of Measurement

NOMINAL DATA

objects are placed into categories that cannot be ranked (male/female, yes/no, or brown, black, red hair)

ORDINAL DATA objects are placed into categories that can be ranked (Moh’s hardness scale or animal activity ranked 1- 5)

Quantitative data consists of numbers representing counts or measurements made using a scale with equal intervals.


RATIO DATA data collected using a scale with equal intervals and with an absolute zero (temp, velocity)

INTERVAL DATA

using a scale with equal intervals but no absolute zero (temp change, pH)

Statistical Tests

1. The t-test (or Analysis of Variance): An analysis of variance is used when you have two or more groups and you want to compare measurements of each group. The t-test analyzes the relationship between two groups. This is used with quantitative data.

2. The Chi-square test: This test is used when you have counts that can be placed into yes or no categories, or other simple categories such as quadrants. This is used with qualitative data.

3. The Pearson R Correlation: The Pearson R Correlation allows you to test how the values of one event or object relates to the values of another event or object. This is used with quantitative data.

4. ANOVA: An ANOVA is an analysis of testing the equality of three or more Population means of analyzing sample variances. This is used with quantitative data.

Note: there are more types of statistical tests that may work better for your data collection. See your science teacher or a math teacher that teaches statistics for help.

Quantitative Qualitative

Inferential Statistics t-Test (t) Pearson R CorrelationANOVA

Chi- Square (x2)

Appendix B has several directions, hints, tips and examples of statistical analysis, tables, how to use the TI calculators and excel software.

SRP # 6: Final Materials & Procedures / Statistical Analysis Plan: Rubric Name:Due Date: ____________ Date: Period/Block:

50

Science Research ProjectFinal Materials & Procedures / Statistical Analysis Plan: Rubric

Open up your continuous SRP Paper Document and make final edits to your materials page and procedures page. Be sure that all

suggestions from your teacher/peers have been completed and that you have followed the guidelines on page 49. In addition to making these final edits, please also include a procedure for how you will

statistically analyze your data/results. See guidelines on page 50 # 3. Your teacher should have already discussed statistics with you. Helpful hints and tips on statistical analysis are located on page 50

and in Appendix B.

PossiblePoints

100

Self Review Grade

Peer ReviewGrade

Teacher ReviewGrade

MATERIALS:24 pts.


worth 4 pts.)

-------- -------- ---------

Items not numbered Size and number of each items listed Specific names and/or scientific names used Measurements in Metric Units Correct Spelling/Grammar Headings in caps, underlined, 12 font, Times New

Roman

PROCEDURES:40 pts.


worth 4 pts.)

-------- -------- ---------

Numbered steps ; Each action a different step Can be reproduced Specific equipment listed in steps Description of measurement/metric units Written in 3rd Person (no I, we, my, you) Repeated trials (minimum 15 trials per

variable/condition) Control group included and described Constants and uniform conditions described Correct Spelling/Grammar Headings in caps, underlined, 12 font, Times New

RomanStatistical Analysis Plan:

Type(s) of data (qualitative, quantitative, both) Level of Measurement (nominal, ordinal, ratio,

interval) Statistical Tests you plan to use (t-test, chi-

square, Pearson R correlation, ANOVA, etc.)**Put this in the procedures, usually at the end.

36 pts.(each bullet

point is worth

12 pts.)


51


SRP # 7: Edits to SRP Paper Name: Date: Period/Block:

52

Science Research ProjectEdits to SRP Paper

Due date: __________

Directions: Open up your continuous SRP Paper Document and make final edits to all sections except for the Results and Conclusions pages. Be sure that all suggestions from your teacher/peers have been completed and that you have followed the guidelines below.

Pay close attention to the Table of Contents page and make sure your page numbers are correct. If you have made any major changes to your title, statement of the problem, hypothesis, literature review, materials, procedures or references since you last visited your document, make sure those major changes are reflected when you turn in this version of your SRP Paper.

Title Page Table of Contents Statement of the Problem Hypothesis Literature Review Materials Procedures Results (this section will be empty until experimentation is complete) Conclusions (this section will be empty until experimentation is complete) References

Paper Format (this should already be formatted for you if you have been using the SRP Paper template document)1. Typed on 8 ½ x 11 paper 2. Font size should be 12 Times New Roman 3. Margins = 1" on all sides. 4. Page numbers go in the upper right hand corner (1" from the top). No page number on the first page (first page is considered to be the Title Page, so your table of contents page should be page 2).5. Center and underline headings [ Ex: STATEMENT OF THE PROBLEM ]. Triple space after headings. 6. Each section should start on a new page.

Contents of Paper

1. Title PageTitle is placed 3 inches from the top and is written in ALL CAPS. If it is more than one line it should be double-spaced and the first line should be the longest. (This formatting has already been set up in the electronic template.)

Most titles should start with the words "The Relationship Between… " or “The Effect/Affect of…….”

Two inches below the title the word "by" is centered and then:

Your NameHonors ScienceTeacher’s Name

Current Date

2. TABLE OF CONTENTS includes all your headings and .........page number

53

does not include ABSTRACT underline heading [ Ex: TABLE OF CONTENTS ] use periods between item and page number

(This formatting has already been set up in the electronic template.)

Example - Statement of the Problem...............................….......................................3

Hypothesis…………………………….....................................................4

Literature Review………………………………………………………..5

Materials…………………………………………………………………9

Procedures………………………………………………………………10

Results…………………………………………………………………...13

Conclusion………………………………………………………………15

References……………………………………………………………….17

3. STATEMENT OF THE PROBLEM Make sure this is in the form of a question.

4. HYPOTHESIS State your educated guess (your prediction) as to the outcome of the experiment (No "I", " We") If/Then statement or prediction.

5. LITERATURE REVIEW Make all revisions indicated by your teacher /peers on your first draft, all previous papers,and grade sheets.

6. MATERIALS List all the materials used.

Example - 3 500 ml glass beakers

7. PROCEDURES List the steps to conduct your experiment so that another person could duplicate it.The steps must be numbered.

8. RESULTS This section will be blank until you actually have results. This section is to also include all tables, charts, graphs (figures), and statistical analysis.

9. CONCLUSIONS This section will be blank until you have analyzed your results and performed statistical analysis. You should be referring back to your Literature Review in your conclusion.

10. REFERENCES All sources used and cited within the literature review section should be included in an alphabetical listing. In your final paper you must have 10 SOURCES.

SRP # 7: Edits to SRP Paper: Rubric Name:Due Date: ____________ Date: Period/Block:

54

Science Research ProjectEdits to SRP Paper: Rubric

Open up your continuous SRP Paper Document and make final edits to all sections except for the Results and Conclusions pages.

Be sure that all suggestions from your teacher/peers have been completed and that you have followed the guidelines on

pages 53-54.

Pay close attention to the Table of Contents page and make sure your page numbers are correct. If you have made any major changes to your title, statement of the problem, hypothesis,

literature review, materials, procedures or references since you last visited your document, make sure those major changes are

reflected when you turn in this version of your SRP Paper.

PossiblePoints

100

Self Review Grade

Peer ReviewGrade

Teacher ReviewGrade

Formatting: The entire paper will have: New Times roman, 12 pt., third person 1” margins all around, double-spaced page #’s in upper right corner<INSERT> <PAGE#’S> deselect first page

6

Headings: ALL CAPS, UNDERLINED, CENTERED not bold, 3 spaces after heading Each heading a new page

6

Title page: Title 3” from top, ALL CAPS, centered 2” from title: by, Your Name, Honors Science, Teacher’s

Name, Current Date

9

TABLE OF CONTENTS all headings and page numbers listed page numbers correct

10

STATEMENT OF THE PROBLEM all pervious revisions completed 5

HYPOTHESIS all pervious revisions completed

10

LITERATURE REVIEW all pervious revisions completed

10

MATERIALS all pervious revisions completed

6

PROCEDURES all pervious revisions completed

10

RESULTS page will be blank except for heading

2

CONCLUSIONS page will be blank except for heading

2

REFERENCES 10 sources alphabetical by author’s last name correct APA style

9

This rubric attached with name, date, period/block 5

On time 10


55


SRP # 8: Pictures of Set-Up and Materials Name: Date: Period/Block:

56

Science Research ProjectPictures of Set-Up and Materials

Due date: __________

Directions: This SRP assignment is designed to make you set up your experiment and think about all of the things you will need to run the experiment. This may include equipment, solutions, disposables, labeling supplies, a place to conduct the experiment, and anything else you might need.

What to turn in:

1. At least five photographs (not pictures from the web) of your set-up and materials.2. Captions for each photograph describing what the picture is showing.3. Citations for each photograph naming the person who took the photo. (One caption for all is

acceptable if one person took all of the photos.)Example: Photograph taken by John Smith

All photographs taken by John Smith

Note: This assignment is not designed to be turned in electronically. It takes too long for teachers to download all pictures from each student. If your teacher requires you to turn in SRP assignments electronically, this one is an exception and should be turned in as a hard copy on the due date with the rubric below.

=========================================================================================

SRP # 8: Pictures of Set-Up and Materials: Rubric Name:Due Date: ________ Date: Period/Block:

Science Research ProjectPictures of Set-Up and Materials: Rubric

SRP # 8 Grading Rubric: Pictures of set-up and materials

CriterionPoints

Possible30

SelfReview

Peer Review

TeacherReview

Pictures – at least 5 clear pictures of set-up / materials 10Captions – clearly describe each picture

5Citations – Citations for each picture

5On time with this rubric (name, date, period/block) 10


57


58

SRP # 9: Notebook Check / Draft of Data Name: Date: Period/Block:

Science Research ProjectNotebook Check / Draft of Data

Due date: __________

Directions: This SRP assignment is designed to make sure you have been keeping up with your notebook and that it is neat and complete. This is a “check” and your teacher will make suggestions/comments about what you need to do to get your notebook ready for your final notebook check (which is SRP # 10). This assignment is also designed to see that you have devised correct tables, charts, and graphs/figures for your data collection and statistical analysis plan.

What to turn in:

1. Your SRP Notebook (make sure you meet all requirements as laid out in the Notebook Contents and Notebook Rubric on pages 11-13.

2. Behind the Data section in your notebook, please include DRAFT copies of all tables/charts, graphs/figures, including statistical analysis plan.

Note: See guidelines below for explanations about Tables and Graphs, as well as examples in Appendix B.

TABLES Make a table(s) for your raw data as well as a summary of the statistics done (see examples in Appendix B).

Your raw data goes in the data section of your notebook, but NOT in the results section of your SRP Paper. ONLY the summary of statistics goes in the results section of the SRP Paper and on your Display Board. (Again, see Appendix B for examples of statistical tables.)

Columns and rows must be straight and neat (typed).

Headings (with UNITS) are required on all columns and rows.

Titles go above the table, typed in ALL CAPS Ex: TABLE 1: PLANT HEIGHT (cm) VERSUS LIGHT EXPOSURE

GRAPHS Can be either a line graph or a bar graph. Line graphs show trends or relationships.Bar graphs are used for comparison.

Do not make line or bar graphs for RAW data. Only graph the means (averages) for each variable or condition you are testing, as well as the control group (s).

The independent variable goes on the X-axis, the dependent variable goes on the Y-axis. Label axes with names and units. Include a key.Titles go below the graph, typed in ALL CAPS Ex: FIGURE 1: PLANT HEIGHT (cm) VERSUS LIGHT EXPOSURE

Use software packages to create graphs when possible. No graphs are to be done on loose leaf paper with hand drawn lines. (See directions/hints/examples in Appendix B).

59


60

SRP # 9: Notebook Check / Draft of Data: Rubric Name:Due Date: ________ Date: Period/Block:

Science Research ProjectNotebook Check / Draft of Data: Rubric

This SRP assignment is designed to make sure you have been keeping up with your notebook and that it is neat and complete. This is a “check” and your teacher will make suggestions/comments about what you need to do to get your notebook ready for your final notebook check (which is

SRP # 10).

This assignment is also designed to see that you have devised correct tables and graphs/figures for your data collection and

statistical analysis plan.

PossiblePoints

100

Self Review Grade

Peer ReviewGrade

Teacher ReviewGrade

Informal Teacher Notebook Check: Notebook is in good shape for this check. (Yes =10) Teacher suggestions for student BEFORE final NB check

(SRP # 10)

10

Draft of Raw Data Table(s): Columns/Rows straight and neat (word processed) Columns/Rows (IV and DV) have Headings with metric units Descriptive Title including IV and DV placed above Table in

ALL CAPS with metric units Raw Data Collection is in progress or finished

20(each bullet

point is worth 5 points)

Draft of Statistical Data Table(s): Columns/Rows straight and neat (word processed) Columns/Rows have appropriate Headings with metric units Descriptive Title placed above Table in ALL CAPS with

metric units or statistical test units Statistical analysis is in progress or finished

Note: See examples of statistical tables in Appendix B, page 91)

20(each bullet


Draft of Graph(s): Title (in ALL CAPS below graph) IV of the experiment; goes on X axis; labeled; metric units DV of the experiment; goes on Y axis; labeled; metric units Appropriate to Data collection (Line graphs show trends or

relationships, Bar graphs are used for comparison) Key provided (clear and complete) Computer generated (Not drawn by hand!) Averages of variables/conditions and control groups are

graphed, NOT raw data.

35(each bullet



On time 10


61


SRP # 10: Final Notebook Check Name:

62


Final Notebook Check

Due date: __________

Students and Teachers:

Refer to the Notebook Contents Directions and Rubric on pages 11-13 for this final check. This should be worth 100 points. Please see notes below.

All sections of the notebook should be neat, complete and labeled. Your name should appear on the front, inside and spine. All previous drafts with rubrics and current/final versions should be filed away under the appropriate tabs. Notebook should not be falling apart. If it is, please purchase a new notebook. Tabs should also be neat and legible. If they are not, please purchase and/or make new tabs.

If you have any questions about these guidelines, please see your teacher BEFORE the notebook check is due. Students should have fixed issues with their notebooks using the suggestions given by the teacher in SRP # 9.

63


SRP # 11: Draft of Results and Conclusions Name:

64


Draft of Results and Conclusions(Including Data/Statistical Analysis, Tables, Graphs)

Due Date: ___________

Directions: Open up your continuous SRP Paper Document and add in your text for the Results and Conclusions sections. Be sure to follow the guidelines below. Your results section should include data tables (mean or average values, NOT raw data), as well as statistical tables and graphs. (Again, for help setting up tables or with statistical analysis, see Appendix B).

RESULTS

The results section of your SRP Paper includes the 3 parts listed below:

SUMMARY The Results section is a Summary of the data/statistical tests in paragraph form and should include at least the following items:

Topic Sentence Identification of Variables and Control Group Whether the data (DV) was qualitative (continuous) or quantitative (nominal or

ordinal). A description of the statistics done (what tests did you do? T-test, ANOVA, Chi-

square, Pearson R correlation, etc.) Include the numbers for the means (averages) for each group. Ex: “The means for

organic and inorganic fertilizer were 23.6 cm and 35.6 cm, respectively.” The null hypothesis (remember this means that the IV will have no affect on the

DV) State whether the null hypothesis was accepted or rejected. Remember hypotheses are accepted or rejected based on the P value only. “The

means of the experimental groups were significantly different (P<0.05).” “The __ group was statistically different from the control with a P<0.01).” “There was no statistically significant difference between the means of ____ and _____ (P>0.05).”

Whether the alternative hypothesis was supported or not supported. The alternative hypothesis is your original hypothesis – Make sure you review your original hypothesis and do not change it to match your experimental outcome.

You should refer to your statistical table(s) (no raw data) For example: “As shown in Table 1……..”) Make sure your table is labeled Table 1 (or 2, etc.) with a descriptive table mentioning the IV and DV. Ex: Table 1: Put title here…..

Refer to your graph in the same way, except graphs are called Figures and their titles are on the bottom of the graph. Ex: Figure 1: Put title here…..

This section should be 1-2 pages.


TABLES65

Make a table(s) for your raw data as well as a summary of the statistics done (See examples in Appendix B, page 91).

Your raw data goes in the data section of your notebook, but NOT in the results section of your SRP Paper. ONLY the summary of statistics goes in the results section of the SRP Paper and on your Display Board. (Again, see Appendix B, page 91 for examples of statistical tables.)

Columns and rows must be straight and neat (typed).

Headings (with UNITS) are required on all columns and rows.

Titles go above the table, typed in ALL CAPS Ex: TABLE 1: PLANT HEIGHT (cm) VERSUS LIGHT EXPOSURE.

GRAPHS

Can be either a line graph or a bar graph. Line graphs show trends or relationships.Bar graphs are used for comparison.

Do not make line or bar graphs for RAW data. Only graph the means (averages) for each variable or condition you are testing, as well as the control group (s).

The independent variable goes on the X-axis, the dependent variable goes on the Y-axis. Label axes with names and units. Include a key. Titles go below the graph, typed in ALL CAPS

Ex: FIGURE 1: PLANT HEIGHT (cm) VERSUS LIGHT EXPOSURE

Use software packages to create graphs when possible. No graphs are to be done on loose leaf paper with hand drawn lines. (See directions/hints/examples in Appendix B on how to use excel and graphing calculators).

Tables and Graphs go after your Results Summary text.


CONCLUSIONS

66

The conclusions section of your SRP Paper includes the items listed below:

What was the purpose/significance of the experiment? Claim: –Was the experimental (alternative) hypothesis supported or note supported? (never

proved!)

Give Evidence for the claim—refer to the data and statistical tests. This is an important

explanation—the main purpose of the conclusion. Explain how the data support the claim.

Never leave it up to your reader to draw connections.

Tell us the science behind why the IV had this effect (or lack thereof) on the

DV. Use the evidence in the Literature Review section of your SRP Paper to

support your conclusions. That is why you wrote the Literature Review…so,

refer back to it!!

If applicable, stating and explaining the mathematical relationship between the IV and DV.

Brief analysis of uncertainty

Systematic error?

Random error?

Analysis of limitations - limitations of the instrumentation/methods available

Generalizability of results – can your results be generalized to all humans, all insects, all types of sports balls, all foods that contain vitamin C, …?

Future Directions.

Improvements to the procedure, sample size, etc. (be realistic)

Improvements to the statistical analysis

Questions raised from your research (future direction for research in this area)

This section should be 1-3 pages.

Tips: Refer to your aims/hypothesis – don’t lose sight of the goal!

Never make a claim without evidence from your experiment or several other previous experiments.

Take yourself out of it. No third person (No “I”), no subjective statements.

Don’t be afraid to admit that your hypothesis wasn’t supported! Some of the greatest discoveries come when the results are unexpected.

If your hypothesis is not supported, do not use the evaluation purely to explain why the experiment “failed;” instead, consider what might have gone wrong, or why the IV really had no effect on the DV, as well as what new directions you might go in, assuming that you didn’t “mess up.”

Don’t overstate the significance of your findings, but do admit to success!

Be concise. This is not creative writing class. Stick to the facts and findings and relate it back to your Literature Review (what other experiments or research has documented in the past).

67


SRP # 11: Draft of Results and Conclusions: Rubric Name: Date: Period/Block:Due Date: ________

68

Science Research ProjectDraft of Results and Conclusions: Rubric

(Including Data/Statistical Analysis, Tables, Graphs)

Open up your continuous SRP Paper Document and add in your text for the Results and Conclusions sections. Be sure to follow

the guidelines on pages 65-67. Your results section should include data tables (mean or average values, NOT raw data), as well as statistical tables and graphs. (Again, for help setting up

tables or with statistical analysis, see Appendix B).

PossiblePoints

100

Self Review Grade

Peer ReviewGrade

Teacher ReviewGrade

RESULTS 56

Results Summary: (1 to 2 pages) Purpose of the experiment stated IV, DV, and control group(s) identified Type of data identified (qual vs. quant or both) Level of data identified (continuous, nominal, ordinal) Summary/Description of Statistics

what tests were used (t-test, chi-square, Pearson R, ANOVA, etc.)

means or modes with units included (NOT raw data)

state if P was > or < 0.05 (or possibly <0.01) and/or give statistical test values and state statistical significance.

Null hypothesis stated—accepted or rejected? Alternative (experimental) hypothesis stated – supported

or not supported? Tables/Graphs are referred to

2311

___2

2

5

22

2Tables: (put after results summary)

Table of statistics, NOT raw data Columns/Rows straight and neat (word processed) Columns/Rows (IV and DV) have Headings with metric

units Descriptive Title including IV and DV placed above

Table in ALL CAPS with metric units

534

5

Graphs: (put after results summary) Title (in ALL CAPS below graph) IV of the experiment; goes on X axis; labeled; metric

units DV of the experiment; goes on Y axis; labeled; metric

units Appropriate to Data collection (Line graphs show trends

or relationships, Bar graphs are used for comparison) Key provided (clear and complete) Computer generated (Not drawn by hand!) Averages of variables/conditions and control groups are

graphed, NOT raw data. (continued on next page)

33

3

1

31

3

CONCLUSIONS(1 to 3 pages)

44

Well written discussion of what the statistics mean 5

69

Claim: was the alternative (experimental) hypothesis supported or not supported ? (this is yes or no, NOT “a little.”)

Give evidence for the claim: refer to the data and statistical tests.

Describe the science behind why the IV had this effect on the DV.

Refers back to the Literature Review Sources of error or uncertainty are discussed Limitations (limits of instruments, methods, etc.) are

discussed Improvements to the procedure or experimental

design/data collection are discussed The value of this experiment or results to society are

discussed. If the experiment was continued, what would be the next

step….what could be looked at next based on your results?

2

5

5

522

2

3

5

This rubric attached with name, date, period/block 3On time 5


Dear: _______________________________________

Wow! You did a great job on the following aspects of this assignment:

After reading this, I had a few questions:

I would be happy to help you work on the following areas. Please make an appointment with me ASAP!

SRP # 12: Abstract Name: Date: Period/Block:

Science Research ProjectAbstract

70

Due Date: ___________The main purpose for writing a science project abstract is to give both you and the reader a very brief summary and overview of your project. If written well, the abstract can tie your project together and, most importantly; it will give your project a sense of continuity and clarity.

Begin by writing in Microsoft Word:

At the top of the paper, follow the format below:

The Title of the Project (Do NOT use all caps.) ---- titleJohn Smith ---- name Park View High School, Sterling, VA ---- school name, city, state

A couple of main points to keep in mind as you write the abstract:

1. Abstracts should be single-spaced using 12-point Times New Roman font. 2. The abstract can be a maximum of 250 words.3. Single spaced4. Summarize everything; do not burden the reader with too much content.5. Proof read for content and spelling, (particularly your name).6. Do not put separate headings within the text.7. Do not use the first person (I, My)

The following is a suggested outline for writing the abstract:(Do not put these bold headlines within the abstract. These are for guidance only!)

Theme and Purpose:In just a few sentences, present the main area to which this study relates and give the Purpose of the study or experiment. (Spend some time thinking about how to say this. The trick here is to say something (in a few words) that can capture the imagination and interest of the reader without saying too much.)

Methodology:Briefly describe the project. Include the IV, DV, and control groups. If you used “subjects” (volunteers) give a brief overview of them (# of males, # of females, age range, etc.). Also, give a brief overview of the procedure.

Results:Highlight the most important findings of the study. Include numbers – mean or mode for each variable or condition and control group. Make sure to include metric units and describe statistical tests performed on your data.

Conclusions:State the alternative (your or “experimental” hypothesis) and say whether it was supported or not supported based on the statistical tests performed to show significance. Briefly describe what the results mean….Did the independent variable influence the dependent variable? If possible, relate this to the purpose of the study.Report any major sources or error if there were any. Otherwise, do not state any.

Further research:Note any further questions which have arisen from your project. Only include questions that can be used for further research/projects/experiments. This is an incredibly important part of this abstract. This tells the reader that you recognize the limits of your study and that you can see other problems and questions that can be turned into studies. For example: State that “Further research could explore…….”

(continued on next page)Save your Abstract Word Document and submit it electronically to your teacher for

review.

Please save your abstract with the following naming scheme:71

1st

2nd

Your First Name Last Name Abstract V1

Ex: JohnSmithAbstractV1

Your teacher will use the SRP # 12 Grading Rubric to review your abstract and will ask you to make edits in your Abstract Word document and submit it a second time. Please send this edited version to your teacher electronically with the same naming scheme as before but change it to V2 (for version 2).

Your teacher will review the 2nd version and make any final comments. If you have additional edits to make, your teacher will let you know and you need to make the edits and send it the final time as V3 (version 3). This will be the version that is presented at your local school fair and that gets sent to Regional and/or State Science Fair if you are selected to participate.

Hint: The information that needs to go into your abstract is already in your SRP paper. Just read your

paper, highlight the key points listed on page 71, and compose the abstract. Be sure to stay at 250 words

maximum.

SRP # 12: Abstract: Rubric Name: Date: Period/Block:Due Date: ________

Science Research ProjectAbstract: Rubric

72

Please refer to SRP # 12 directions on pages 71-72 before submitting your Abstract and this Rubric electronically to your teacher. If you have questions about this assignment, see your

teacher BEFORE it is due.

Hint: The information that needs to go into your abstract is already in your SRP paper. Just read your paper,

highlight the key points listed on page 71, and compose the abstract. Be sure to stay at 250 words maximum.

PossiblePoints

100

Self Review Grade

Peer ReviewGrade

Teacher ReviewGrade

Format: Typed using Microsoft Word, 12 Font, Times New Roman Single Spaced Top of the document includes Title of Project, Student Name,

School Name, city, state 250 words MAXIMUM

20

(each bullet point is worth

5 pts.)

Theme and Purpose: Purpose of the study/experiment is clearly stated and catches

the readers interest Only 1-2 sentences in length

10


5 pts.)Methodology:

Brief description of the project (including IV, DV, and control groups)

If applicable: brief description of “subjects” or volunteers that were used in the study

Brief overview of the procedures

15(each bullet


Results: A highlight of the most important findings are present Means or Modes (whichever is appropriate for your data) are

present with metric units for each variable and control group A description of the statistical tests or analysis is present

15


5 pts.)

Conclusions: Alternative Hypothesis (your experimental hypothesis) is stated

and supported or not supported Describe what results mean in terms of statistical analysis

results Did the IV influence the DV and how did that compare with the

control group? Discuss any MAJOR sources of error (not minor ones…only

major ones that could have affected the results)

20


5 pts.)

Further Research: Question(s) to be used for further research are stated and

appropriate5


On time 10


73


SRP # 13: Final SRP Paper Name: Date: Period/Block:

Science Research ProjectFinal SRP Paper

Due Date: ___________

74

How to complete and submit the Final SRP Paper:

If you have been following directions throughout this process, you have already completed all revisions given to you by your teacher and/or peers. Just read over your entire SRP Paper a few times and make sure all of the previous edits and revisions are complete and in Final form. Use the quick checklist below as you read through your paper before submitting the final copy to your teacher. Many teachers will have you submit this electronically, as they have all year. However, please check with them on the method of submission. Please be sure you attach the SRP # 13 rubric with your final paper submission.

Things to check in your paper: double spaced1” margins - all sidespage numbers in upper right hand corner (except page 1—title page)section headings centered, underlined, and capitalizedcorrect spellingall revisions donesections in correct order on separate pagestitle pagetable of contentsstatement of the problemhypothesisliterature reviewmaterialsproceduresresults (summary, tables, & graphs)conclusionreferences (correct APA style….10 sources minimum)neatly hole punched and in notebook under “Final SRP Paper” tab

Helpful Hint: Ask your parents and/or friends to proofread the paper for you. They should look for spelling and grammatical mistakes as they read through. Also ask them to make sure they can easily understand what your project was about and what the results were.


75

SRP # 13: Final SRP Paper: Rubric Name: Date: Period/Block:Due Date: ________

Science Research ProjectFinal SRP Paper: Rubric

If you have been following directions throughout this process, you have already completed all revisions given to you by your teacher Possible Self Peer Teacher

76

and/or peers. Just read over your entire SRP Paper a few times and make sure all of the previous edits and revisions are complete and in Final form. Use the quick checklist on page75 as you read through your paper before submitting the final copy to your teacher. Many teachers will have you submit this electronically, as they have all

year. However, please check with them on the method of submission. Please be sure you attach the SRP # 13 rubric with your final paper

submission.

Points

100

Review Grade

ReviewGrade

ReviewGrade

Appropriate font style and size 5

Correct format (headings, margins, page #, spacing) 5Title Page

Revisions complete Appropriate Title

5

Table of Contents Revisions complete Correct Page #’s

5

Statement of the Problem Revisions complete

5

Hypothesis Revisions complete

5

Literature Review Revisions complete Correct APA citations throughout text All listed References cited within text

10

Materials Revisions complete

5

Procedures Revisions complete

5

Results Revisions complete Statistical Analysis present Appropriate Graphs/Tables included after results summary

10

Conclusions Revisions complete Refers back to Literature Review

10

References Revisions complete 10 sources minimum Correct APA Style

5

Avoided possible problems by properly preparing and conduction needed research

High School level Scientifically controlled experiment/study

10

This rubric attached with name, date, period/block 5On time 10



77

SRP # 14: Display Board Name: Date: Period/Block:

Science Research ProjectDisplay Board

Due Date: ___________

You must turn in the Display Board along with your notebook and ten copies of your abstract.

78

12

3

Title

4

5

6

7

198 cm (6.5 ft) from floor, assume table = 30”

For the Loudoun County RSEF, you can NOT use a computer or other device to display a slide show, PowerPoint type presentation, computer animation, etc. Only computer programs written by the student and serving as an integral part of the research project can be on display.

The RSEF will not provide computers for students to use at their display.

Board requirements:NEAT -- (word processed—not hand written)No spelling errors (especially in the title)Pictures/papers glued down securely (no edges peeling up -- rubber cement works well)Colorful/eye-catchingWell-organized/easy to follow

8Space LimitationsFor the Loudoun RSEF, your display board and the table that it rests upon cannot have a combined height of more than 213 cm (7 feet); taking into account the table height, this means that all project display boards can have a maximum height of (137) 4.5 ft.. No project display boards can be placed on the floor. You will have a surface area depth of about 76 cm (30 in), but your board can be as wide as 122 cm (48 in). (Please note that this differs from the height allowed at the ISEF.)

Place your SRP items on the board similar to the way shown above:1 -Statement of the problem/question 5 -photographs (all must have credit lines of origin and captions)2 -Literature Review Ex: Photograph(s) taken by John Smith3 -Procedures 6 -results and summary4 -tables/graphs 7 -conclusions (statistics, NOT raw data) 8 -notebook and 10 abstracts (on table)

See page 6 of the 2010-2011 ISEF Rules and Regulations for further display guidelines:http://www.societyforscience.org/isef/document/index.asp

You are allowed to display some of the equipment used for your project, especially if it is unique or you designed it. However, there are strict rules about what is acceptable or unacceptable. You can be easily disqualified if the wrong items are included. See your teacher if you have any questions.


79


SRP # 14: Display Board: Rubric Name: Date: Period/Block:Due Date: ________

Science Research ProjectDisplay Board: Rubric

80

You must turn in the Display Board along with your notebook and ten copies of your abstract.

If you need help or have questions about the display board, see your teacher at least one week BEFORE it is due!!

PossiblePoints

100

Self Review Grade

Peer ReviewGrade

Teacher ReviewGrade

Display Board includes the following parts: ------ ------ ------ ------

Title (may have catchy title, but MUST have official title) 10

Statement of the Problem Includes research question

5

Variables (this section optional, but highly recommended) IV, DV, Control Group

------

Hypothesis Alternative (i.e. YOUR or experimental) hypothesis May also include the Null Hypothesis

5

Literature Review Can be a brief summary of information pertaining to what

you referenced in the conclusion

5

Procedures If procedures are extremely detailed, only provided a

summary version

5

Statistical Tables/Graphs No Raw Data

5

Results Summary 5

Conclusion 5

Board is correct Size (no higher than 4.5 feet) 5

Neatness 10

Creativity/Attractiveness/Pleasing Color Scheme 10

Clear Headings/Titles/Spelling – Headings must be Large 10

No page numbers or stray marks on any of the board contents 5


On time with all revisions complete 10


Comments:


81

APPENDIX A Sample of Research Plan for Form 1A

This is an example of a research plan document that is required to be attached to Form 1A as indicated in SRP # 5. Some projects will require a more detailed research plan with animal care plans or human risk assessment

plans. Please see SRP # 5 directions and rubrics to help you with this task. Use the following as a template.

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(Basically, just copy and paste what you have already done in SRP # 1-4, making sure all edits and revisions have been completed so your research plan is accurate. )

STATEMENT OF THE PROBLEM

State the scientific issue or purpose that underlies this research. Then, write the question that your research will address. At least one sentence introducing the topic. The last sentence must be in the form of a question.

HYPOTHESIS

If (something about the IV – be specific), then (something about the DV – be specific).

PROCEDURES

List the steps in your procedure here. Single spaced, numbered. Written in third person with no personal pronouns…no I, we, you. Be sure to include your statistical analysis plan and how you are going to measure your DV.

REFERENCES

(List at least 10 sources using APA style. The following are examples from the APA website. List alphabetically by author’s last name.) An excellent source for all of your reference formatting questions: http://owl.english.purdue.edu/owl/resource/560/01/

Journal article: (do not use the bold headings, they are listed to explain the examples)

Fine, M. A., & Kurdek, L. A. (1993). Reflections on determining authorship credit and authorship order on faculty-student collaborations. American Psychologist, 48, 1141–1147.

Book:

Nicol, A. A. M., & Pexman, P. M. (1999). Presenting your findings: A practical guide for creating tables. Washington, DC: American Psychological Association.

Book chapter:

O'Neil, J. M., & Egan, J. (1992). Men's and women's gender role journeys: Metaphor for healing, transition, and transformation. In B. R. Wainrib (Ed.), Gender issues across the life cycle (pp. 107-123). New York: Springer.

Internet source with no author:

New child vaccine gets funding boost. (2001). Retrieved March 21, 2001, from http://news.ninemsn.com.au/health/story_13178.asp.

APPENDIX B Statistics for Science Research: Hints, Tips, Examples

Scientists analyze data collected in an experiment to look for patterns or relationships among variable. If we think we see a pattern or a relationship, we must complete one more step before we can be sure of the results. In order to determine that the patterns we observe are real, and not due to chance and our own preconceived notions, we must test the perceived pattern for significance.

83

Statistical analysis allows scientists to test whether or not patterns are real, and not due to chance or preconceived notions of the observer. We can never be 100% sure, but we can set some level of certainty to our observations. A level of certainty accepted by most scientists is 95%. We will be using tests that allow us to say we are 95% confident in our results.

STEP ONE Types of Data1. Qualitative - data using non-standard scales (descriptions of leaf quality). Qualitative data are placed into categories that may be discrete categories represented by word or number labels. It can also be measurements made with a nonstandard scale with unequal intervals.


NOMINAL DATA objects are placed into categories that cannot be ranked (male/female or brown, black, red hair)

ORDINAL DATA objects are placed into categories that can be ranked (Moh’s hardness scale or animal activity ranked 1- 5)

2. Quantitative - measurements made using a scale with equal intervals (temp of water in Celsius degrees). Quantitative data consists of numbers representing counts or measurements.


RATIO DATA data collected using a scale with equal intervals and with an absolute zero (temp, velocity)

INTERVAL DATA using a scale with equal intervals but no absolute zero (temp change, pH)

Decide which of the above types of data you have collected and record here: ____________________________

STEP TWO Descriptive StatisticsType of Descriptive Statistic Quantitative

Interval RatioQualitative

Nominal OrdinalCentral Tendency - the # most typical Mean Mode Median

Variation - spread of data RangeVariance

Standard Deviation

Frequency Distribution

Mode value that occurs most often (in a tie, use both)

Median middle value when ranked highest to lowest

x Mean mathematical average

Range difference between the smallest and largest average

Variance average squared distance from the mean (how spread out the values in a set of data are).

SX Standard Deviation a measure of how closely the individual points of datacluster around the mean.

Frequency Distribution # of cases falling into each category of the variable

n Numbernumber of data points

Use the table above to decide which type of descriptive statistics you will do and list them here

Using the TI - 84 Plus to Find Descriptive Statistic Values

The buttons on the calculator are indicated in bold.

Push the ON button.

84

Push 2nd (blue key) then List

Push >> until MATH is highlighted

Arrow down until MEAN is selected. Hit ENTER

Enter your list of data points according to this format: ({5,6,7,3,10}) then hit ENTER

The answer should be displayed to the right.

Push 2nd then List

Push >> until MATH is highlighted

Arrow down until MEDIAN is selected. Hit ENTER

Enter your list of data points according to the this format: ({5,6,7,3,10}) then hit ENTER

The answer should be displayed to the right.

Repeat the above steps for standard deviation and variance.

__________________________________________________________________STEP THREEFor Quantitative:Follow the directions above for using the TI-84 Plus and record these values here:

Mean ______________ Range _______________ Variance _____________ Standard Deviation___________

For Qualitative:Determine the mode, median and frequency distribution and record here:

Mode _____________ Median __________________ Frequency Distribution ___________________________

STEP FOURInferential StatisticsInferential statistics are done to determine if the data is statistically significant. They limit the possibility that the data differences occurred by random chance or due to some unknown, uncontrolled variable. If the data is shown to be statistically significant than the data differences can be explained by changes in the independent variable.

Statistical Tests

1. The t-test (or Analysis of Variance): An analysis of variance is used when you have two or more groups and you want to compare measurements of each group. The t-test analyzes the relationship between two groups.

2. The Chi-square test: This test is used when you have counts that can be placed into yes or no categories, or other simple categories such as quadrats.

3. The Pearson R Correlation: The Pearson R Correlation allows you to test how the values of one event or object relates to the values of another event or object

Quantitative Qualitative

Inferential Statistics t-Test (t) Pearson R Correlation

Chi- Square (x2)

85

Decide which of the inferential statistics you will be doing; calculate your Degrees of Freedom.

Record here: Stats ____________________Degrees of Freedom ______________

Level of Significance - We will use 0.05 which means that the probability of error in the research is 5/100 (95%)

df Degrees of Freedom - Represents the total number of observations in a sample.

To calculate:

For t-test df = (n1-1) + (n2-1)For Chi-square test df = (#rows – 1) (#columns – 1)For Pearson R correlation df = (n-2) subtract 2 from the number

of comparisons made.

μ Null Hypothesis - Basically states that there is no difference between the mean of your control group and the mean of your experimental group. Therefore any observeddifference between the two sample means occurred by chance and is not significant. If you can disprove your null hypothesis then there is a significant difference between your control and experimental groups.

STEP FIVE Three options for your null hypothesis

μ1= μ2 This states that the two means are equal (experimental {1} and control {2}). To use this to reject your null hypothesis, your t-value must be > table value or your x2 calculated > x2 table.

μ1< μ2 This states that the mean of your experimental group is lower than the mean of the control group. For example, in golf, the lower score is the better score. To use this to reject your null hypothesis your t-value must be < table value or your x2 calculated > x2 table.

μ1>μ2 This states that the mean of your experimental groups is higher than the mean of the control group. For example, plants with fertilizer grow higher than those without. To reject your null hypothesis your t-value must be > table value or your x2 calculated > x2 table.

Write your null hypothesis here: ________________________________________________________________________

Graphing calculators are helpful in determining T-TEST and CHI-SQUARE.

Using the TI - 84 Plus to Find Inferential Statistic Values

T - TEST

86

The buttons on the calculator are indicated in bold.

Push the ON button

Push 2nd MEM

Arrow down to 4:ClrAll Lists and hit ENTER

Hit ENTER again

The screen should say DONE

Push STAT

Select 1: Edit by hitting ENTER

Under L1, type in the data from your experimental group. Type in the numbers and hit ENTER in between each.

Arrow over to L2 and type in the data from your control group.

When done hit STAT again.

Push >> to get to Tests

Arrow down to option 4:2-SampTTest and hit ENTER

Make sure that Data is highlighted.

Arrow down and select the correct null hypothesis; µ1 ≠ µ2, µ1 < µ2, µ1 > µ2

Make sure Pooled is set to NO

Arrow down to CALCULATE and hit ENTER

Your t-value is indicated by t =

CHI - SQUARE

Push 2nd MEM

Arrow down to 2: Delete and hit ENTER

Arrow down to 5: Matrix and hit ENTER

Hit enter for each Matrix [A], [B], entry that is listed

Example: A researcher tests the hypothesis that there was no significant difference in the amount of graphing calculator use demanded by the different tests given to the three senior classes at

Roosevelt High. She analyzed each of the three 50-item tests and classified each item as inactive, neutral, or active depending on the extent of calculator use required. Use the tallies

shown in the 3x3 matrix to test the hypothesis.

Test A Test B Test C Inactive 16 19 13 Neutral 14 10 26 Active 20 21 11

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To enter the data in your matrix

Note: Your matrix must be at least a 2 x 2, if you have a 1 x 2 please askyour teacher for additional instructions.

Push 2nd then push MATRIX

Push >> to get to EDIT (you must set up a matrix to record the data for the x 2 -test) hit ENTER

Set up the values for your matrix (rows x columns), the matrix for the example is 3 x 3, and select 1: [A] by hitting ENTER

Begin to enter the data for the columns and rows exactly as it is in your matrix table

Push STAT and push >> to get to TESTS

Arrow down to C: X2-Test and hit ENTER

Arrow down to calculate and hit ENTER

Your CHI-SQUARE value is indicated by X2 =

To view your expected values:

Push MATRIX

Arrow over to EDIT and select 2:[B]

Hit ENTER and your expected values will be listed in the B matrix.

To Calculate Chi-square ManuallyUse the formula: x2= ( O - E) 2 E

x2= Chi-square= Sum of the ValuesO = Observed Frequency Distribution

E = Expected Frequency Distribution

Example: Mary read that bees were attracted to the color yellow as opposed to red, blue, or white. She wondered if crickets would show a color preference. To test her hypothesis that crickets would be differentially attracted to colors, she placed 100 crickets in a container. To bottom of the container was divided into four equal sections covered by red, blue, yellow, or white paper. She observed the number of crickets on each color one hour after placing them in the container. The distribution of crickets was: 30 red, 40 blue, 12 yellow, 18 white. By chance alone, an equal number of crickets on each color of paper would be expected.

Determine the Observed Frequency Distribution:Red Blue Yellow White 30 40 12 18

Determine the Expected Frequency DistributionRed Blue Yellow White 25 25 25 25

Use the formula to calculate x2

PEARSON R CORRELATION COEFFICIENT To calculate the Pearson R value you must use the Microsoft Excel program on the computer. It can not be calculated using the TI calculators.

Calculate your t-value, Chi-Square, or Pearson R and record here:(Note: you will have different values for each of your experimental groups)

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STEP SIXDeciding to Accept or Reject the Null HypothesisUse the tables for the t-test and the Chi-square test to find the table value. Use your calculated degrees of freedom and the Level of Significance of 0.05 (95%) to find the correct value.

Determine if the calculated value is greater or less than the table value.

For t-test: Refer to null hypothesis descriptions for decision to accept or reject the null hypothesis.

For Chi-square: If x2 Calculated > x2 Table, then the null hypothesis is rejected.

For Pearson R Correlation: If the calculated value is greater than the table value reject the null hypothesis.

If the r = 0.00 there is zero correlation.If the r = 1.00 there is a perfect correlation.Values can be + or - . Positive values indicate increase in Xcorresponds to increase in Y. Negative values indicate increases in one value are associated with decreases in the other.

Decide whether to accept or reject your null hypothesis. Accept _________ Reject ________

STEP SEVENWhat Does it Mean to Accept or Reject the Null Hypothesis?

The null hypothesis generally states that there is no significant difference between your two sets of data. If it is accepted, it means that any differences in your data are not significant and probably due to random chance. If the null hypothesis is rejected, it means that there is a significant difference in your two sets of data and these differences are due to the factors (independent variable) that you changed.

Make a statement regarding your null hypothesis.

For example: (from above):At df = 3, = 0.05, x2 = 7.815 for significance; the calculated x2 of 18.6 > 7.815 and is significant. The null hypothesis is rejected and the research that crickets would be differentially attracted to colors was supported.

Your statement: ________________________________________________________________________________________________________________________________________________

ANOVA Statistical Tests

(to compare 3 or more groups)

89

Websites for Free Calculators online:

1. http://www.danielsoper.com/statcalc/calc43.aspx2. http://www.physics.csbsju.edu/stats/anova.html3. For explanation of ANOVA see Wikipedia or below paragraphs or below websites

http://www.stats.gla.ac.uk/steps/glossary/anova.html

http://www.statisticallysignificantconsulting.com/Anova.htm

ANOVA ("Analysis of Variance"). Like the two-sample t-test, ANOVA lets us test hypotheses about the mean (average) of a dependent variable across different groups.

While the t-test is used to compare the means between two groups, ANOVA is used to compare means between 3 or more groups.

There are several varieties of ANOVA, such as one-factor (or one-way) ANOVA, two-factor (or two-way) ANOVA, and so on, and also repeated measures ANOVA. The factors are the independent variables, each of which must be measured on a categorical scale - that is, levels of the independent variable must define separate groups.

One-Way ANOVA Example

One-factor ANOVA, also called one-way ANOVA is used when the study involves 3 or more levels of a single independent variable. For example we might look at average test scores for students exposed to one of three different teaching techniques (three levels of a single independent variable).

ANOVA Statistics

The null hypothesis for ANOVA is that the mean (average value of the dependent variable) is the same for all groups. The alternative or research hypothesis is that the average is not the same for all groups.

The ANOVA test procedure produces an F-statistic, which is used to calculate the p-value. As described in the topic on Statistical Data Analysis if p < .05, we reject the null hypothesis. We can then conclude that the average of the dependent variable is not the same for all groups.

With ANOVA, if the null hypothesis is rejected, then all we know is that at least 2 groups are different from each other. In order to determine which groups are different from which, post-hoc t-tests are performed using some form of correction (such as the Bonferroni correction) to adjust for an inflated probability of a Type I error.

Examples of Statistical Data Tables

Quantitative

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http://www.statisticallysignificantconsulting.com/Anova.htm

http://www.physics.csbsju.edu/stats/anova.html

http://www.danielsoper.com/statcalc/calc43.aspx

TABLE 10.5 Effect of Fertilizer on the Mean Height (cm) of Bean Plants

DescriptiveInformation

Commercial Compost Control

MeanVariance

Standard Deviation

Number

7.03.61.9 10

5.02.21.5

10

4.02.01.4

10

Results of t-test Commercial vs. Compostt = 2.6 0.01<p<0.05

Compost vs.Controlt = 1.5 p >0.01

Commercial vs. Control t = 4.0 p <0.00

At df 18; µ of 0.01; t =2.878 for significance

Qualitative

TABLE 10.7 Attraction of Crickets to Various Colors

Information Observed Distribution

Expected Distribution

(Chance)

Calculated x2

Mode

Frequency Distribution

RedBlue

YellowWhite

Number

Blue

3040 1218

100

Red-BlueYellow-White

25252525

100

1.09.06.71.9

Results of the Chi-square test

x2 =18.6 at df=3 x2 of 18.6 > 7.815p < 0.001

Tables from “Students and Research”, 2nd Edition, Cothron, Julia, Giese, Ronald, Rezba, Richard. Kendall/Hunt PublishingCompany. Dubuque, Iowa. 1993.

Sample Statistical Analysis for Quantitative Data

FOR EXAMPLE - A student tested the effect of different types of fertilizers on plants. Below is his data for his control and fertilizer A.

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Trial Number Control GroupHeight of plant (mm)

Fertilizer AHeight of plant (mm)

1 45.0 47.42 46.2 48.53 51.4 55.24 43.2 49.15 44.1 52.36 42.7 56.27 41.8 51.98 42.6 52.99 41.8 51.610 42.4 49.811 43.1 52.712 44.3 56.113 43.2 57.314 42.6 56.215 43.4 58.2

Steps for Using Excel for Statistics1. Enter the data above into your Excel spreadsheet. It should look like the spreadsheet below.

2. Set up a table below your data table for your descriptive statistics. You should include mean, range, variance, and standard deviation.

3. Click in the cell for the mean of the control.

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4. Click on Formula on the Tool Bar. Click on fx and the insert function will box will open. This will allow you to insert a formula into the spreadsheet. The Mean of a set of numbers is the Average. In the select category box, select Statistics. Under select a function, select Average and then click OK.

5. A box titled Function Arguments will open.

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6. Take the mouse and highlight the numbers. A dotted line will appear around the column.

7. You will see that the average has been calculated to be 43.85333. Click OK. The average will be transferred to the mean cell in the spreadsheet.

8. Repeat steps 3 – 7 to calculate the mean for the data for Fertilizer A. The mean value youcalculate for Fertilizer A should be 53.02667.

9. To calculate the Range, subtract the smallest number from the largest number. Enter the value into the cell for that value. 10. To calculate the variance, repeat steps 3 – 7 selecting VAR from the menu.11. To calculate the standard deviation, repeat steps 3 – 7 selecting STDEV from the menu.

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12. Your calculations should give you the following values:

Control Fertilizer AMean 43.8533 53.0267Range 9.6000 10.8000Variance 5.7627 11.5192

Standard Deviation 2.4006 3.3940

13. We are going to calculate a value for the t-test. In the area below the standard deviation value, type the word T-Test.

14. Click on the cell next to the T-Test cell.15. Click on Formula on the Tool Bar. Click on fx and the insert function will box will open. 16. In the selection area, select TTEST. Your screen should look like this:

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17. Click on OK. Your screen should look like this:

18. Click in the box next to Array1. Highlight the numbers in the control column. 19. Click in the box next to Array2. Highlight the numbers in the Fertilizer A column.

20. Click in the box next to Tails. If you have a one-tailed test, type in one. If you have a two-tailed test, type in two. 21. What is the meaning of a two-tailed test? If you are using a significance level of alpha = 0.05, a two-tailed test allots half of your alpha to testing the statistical significance in one direction and half of your alpha to testing statistical significance in the other direction. This means that .025 is in each tail of the distribution of your test statistic. When using a two-tailed test, regardless of the direction of the relationship you hypothesize, you are testing for the possibility of the relationship in both directions.

22. For a one tailed test, you are testing for the possibility of the relationship in either the left-tail area or the right tail area.

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23. We are doing a two-tailed test so you need to enter a two next to tails.

24. Click in the box next to Type. If you are doing a paired test, enter 1. If you are doing a t-test in which the two samples have equal variances, you would type a 2. If the two samples have unequal variances, type 3. Our variances are not equal, so type 3.

25. Your screen should look like this:

26. Click on OK. 27. You get a value of 6.46129E-09. This is the probability that the results happened by chance.

Since the p-value is so small, you would reject the null hypothesis.

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Making a graph of your data.You want to graph your descriptive statistics. Highlight your descriptive statistics.

1. Click on Insert on the Toolbar. 2. Click on the type of graph your want. Click on the columns. 3. Click on 2-D columns.4. If your graph covers your data, you can click on the graph and move the graph.

Sample Statistical Analysis for Qualitative Data

FOR EXAMPLE - A student tested the effect of different types of fertilizers on plants. The students developed a rubric for the health of the parts. A 1 was not very healthy and a 5 was very healthy. Below is his data for his control and the different strengths of fertilizer A.

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Trial Number

Control GroupHealth of plant

Fertilizer A 2 %Health of plant

Fertilizer A 4%Health of plant

Fertilizer A 6 %Health of plant

1 3 4 4 52 4 4 4 43 3 4 4 54 3 4 5 55 4 4 5 56 3 4 5 57 3 4 4 48 3 4 5 59 4 4 5 510 3 4 4 511 3 4 5 512 4 4 4 513 4 4 5 414 3 3 4 515 3 3 5 5

Steps for Using Excel for Statistics1. Enter the data above into your Excel spreadsheet. It should look like the spreadsheet below.

2. Set up a table below your data table for your descriptive statistics. You should include the mode and the median.

3. Click in the cell for the mean of the control.

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4. Click on Formula on the Tool Bar. Click on fx and the insert function will box will open. This will allow you to insert a formula into the spreadsheet.

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5. In the select category box, select Statistics. Under select a function, select Mode and then click OK.

6. A box titled Function Arguments will open.

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7. Take the mouse and highlight the numbers. A dotted line will appear around the column.

8. You will see that the mode has been calculated to be 3. Click OK. The mode will be transferred to the mode cell in the spreadsheet. Your spreadsheet should look like this.

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9. Repeat steps 3 – 8 to find the mode for the different percentages of Fertilizer A. The mode represents the number that appears most often. If a number does not appear more than once, you will get an error message. The column will not have a mode. Your results should look like this.

Control Group Health of Plant

Fertilizer A 2 % Health of plant

Fertilizer A 4% Health of Plant


Mode 3 4 5 5Median

10. To calculate the median, repeat steps 3 – 8 selecting MEDIAN from the function list. Your results should look like this.

Control Group Health of Plant


Fertilizer A 4% Health of Plant


Mode 3 4 5 5Median 3 4 5 5

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Making a graph of your data.You want to graph your descriptive statistics. Highlight your descriptive statistics.

1. Click on Insert on the Toolbar. 2. Click on the type of graph your want. Click on the columns. 3. Click on 2-D columns.4. If your graph covers your data, you can click on the graph and move the graph.

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Doing Chi-Square in EXCEL

There is a function in EXCEL called CHITEST. CHITEST does not return a value for Chi-Square. It skips that step and returns a probability that you will get a Chi-Square at least as high as the one you calculate from the observed values and predicted values. The problem is that the CHITEST’s degrees of freedom are not always calculated correctly. Depending on the case you can lose one or two degrees of freedom using CHITEST. Because the CHITEST is basing its answer on less than the correct degrees of freedom, it gives you an inappropriately large value for the probability.After Chi-Square has been calculated by hand, you can use the CHIDIST worksheet function to make a judgment about the Chi-Square value.

1. Select a cell to store the result.2. From the Statistical Functions menu, select CHIDIST to open the Functions Arguments dialog box for CHIDIST.

3. In the Functional Arguments dialog box, type the values asked for in the box.4. In the X box, type the calculated Chi-Square value.

For an example, put 36 in the X box.5. In the Deg_freedom box, type the degrees of freedom. After typing the degrees of freedom, the dialog box shows the one-tailed probability of obtaining at least this value of Chi-Square.

For the example we are doing, type 25 for the degrees of freedom.

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6. The Functional Arguments dialog box should look like this:

7. Click OK to close the dialog box and put the answer in the selected cell.8. The value in the dialog box is greater than .05, so the decision is not to reject the null hypothesis.

Pearson Correlation

This is a data analysis for a t-test for a paired two sample for means.

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1. Enter the data for each sample into a separate data array.

For example, we have the before data in column B and the after data in column C.

2. Select Data, then Data Analysis to open the Data Analysis dialog box. The Data Analysis ToolPak must be loaded as an add-in.

3. In the Data Analysis dialog box, scroll down the Analysis Tools list and select t-Test: Paired Two Sample for Means.

4. Click OK to open this tool’s dialog box.

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5. In the Variable 1 Range box, enter the cell range that holds the data for one of the samples. Click in the Variable 1 Range box, then highlight the data in the B column. The range will appear in the box.

6. In the Variable 2 Range box, enter the cell range that holds the data for one of the samples. Click in the Variable 2 Range box, then highlight the data in the C column. The range will appear in the box.

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7. In the Hypothesized Mean Difference box, type the difference between µ1 and µ2 that Ho specifies.In this example, the difference is 0.

8. If the cell ranges include column headings, check the Labels checkbox.These were included, so the box needs to be checked.

9. The Alpha box has 0.05 as a default. Change that value if you want to use a different α.10. In the Output Options, select a radio button to indicate where you want the results.

For this example, New Worksheet Ply was selected to put the results on a new page in the worksheet.

11. Click OK.Because New Worksheet Ply was selected, a new page opens with the results.

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12. After the new page opens with the results, you need to expand the columns to read the results.

13. Cell B7 shows a value for the Pearson Correlation Coefficient. The coefficient will be a number between -1 and +1. It shows the strength of the relationship between the data in the first sample and the data in the second sample.

14. If this number is close to 1, high scores in one sample are associated with high scores in the other sample and low scores in one are associated with low scores in the other. If this number is close to -1, high scores in the first sample are associated with low scores in the second and low scores in the first are associated with high scores in the second.

15. If the number is close to zero, the scores in the first sample are not related to scores in the second sample.

Our example gives us a value close to one.

16. Cell B9 shows the degrees of freedom.17. Cell B8 shows the Ho specified difference between the population means.18. Cell B10 gives the calculated value of the test statistic.

APPENDIX C LCPS RSEF Project Categories and Subcategories

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ANIMAL SCIENCES (100)DevelopmentEcologyGeneticsAnimal HusbandryPathologyPhysiologySystematics

BEHAVIORAL & SOCIAL SCIENCES (200)Clinical & Developmental PsychologyCognitive PsychologyPhysiological PsychologySociology

BIOCHEMISTRY (300)General BiochemistryMetabolismStructural Biochemistry

CELLULAR & MOLECULAR BIOLOGY (400)Cellular BiologyCellular and Molecular GeneticsImmunologyMolecular Biology

CHEMISTRY (500)Analytical ChemistryInorganic ChemistryOrganic ChemistryPhysical ChemistryGeneral Chemistry

COMPUTER SCIENCE(600)Algorithms, Data BasesArtificial IntelligenceNetworking and CommunicationsComputational Science, ComputerGraphicsSoftware Engineering, ProgrammingLanguagesComputer System, Operating System

EARTH & PLANETARY SCIENCE (700)Climatology, WeatherGeochemistry, MineralogyPaleontologyGeophysicsPlanetary ScienceTectonics ENGINEERING: Electrical & Mechanical (800)Electrical Eng., Computer Eng., Controls Mechanical EngineeringRobotics Thermodynamics, Solar ENGINEERING: Materials & Bioengineering (900)BioengineeringCivil Engineering, Construction Eng.Chemical EngineeringIndustrial Engineering, ProcessingMaterial Science

ENERGY & TRANSPORTATION (1000)Aerospace and Aeronautical Engineering,AerodynamicsAlternative FuelsFossil Fuel EnergyVehicle DevelopmentRenewable Energies

ENVIRONMENTAL MANAGEMENT (1100)BioremediationEcosystems ManagementEnvironmental EngineeringLand Resource Management, ForestryRecycling, Waste Management

ENVIRONMENTAL SCIENCES (1200)Air Pollution and Air QualitySoil Contamination and Soil QualityWater Pollution and Water Quality

MATHEMATICAL SCIENCES (1300)AlgebraAnalysisApplied MathematicsGeometryProbability and Statistics

MEDICINE & HEALTH SCIENCES (1400)Disease Diagnosis and TreatmentEpidemiologyGeneticsMolecular Biology of DiseasesPhysiology and Pathophysiology

MICROBIOLOGY (1500)Antibiotics, AntimicrobialsBacteriologyMicrobial GeneticsVirology

PHYSICS & ASTRONOMY (1600)AstronomyAtoms, Molecules, SolidsBiological PhysicsInstrumentation and ElectronicsMagnetics and ElectromagneticsNuclear and Particle PhysicsOptics, Lasers, MasersTheoretical Physics, Theoretical orComputational Astronomy

PLANT SCIENCES (1700)Agriculture/AgronomyDevelopmentEcologyGeneticsPhotosynthesisPlant Physiology (Molecular, Cellular, Organismal)Plant Systematics, Evolution

APPENDIX C Judging Guidelines

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Judging for the Loudoun Regional Science and Engineering Fair is conducted using a 100-point scale with points assigned to creative ability, scientific thought or engineering goals, thoroughness, skill, and clarity. Team projects have a slightly different balance of points that includes points for teamwork. Following is a list of questions that judges may ask for each criteria.

Creative Ability (Individual - 30, Team - 25) Does the project show creative ability and originality in the questions asked? The approach to solving the problem, the analysis of the data, the interpretation of the data? The use of equipment, the construction or design of new equipment? Creative research should support an investigation and help answer a question in an original way. A creative contribution promotes an efficient and reliable method for solving a problem. When evaluating projects, it is important to distinguish between gadgeteering and ingenuity.

Scientific Thought/Engineering Goals (Individual - 30, Team - 25)For an engineering project, as well as some projects in categories such as computer science or mathematical sciences, the more appropriate questions are those found in Engineering Goals.

Scientific Thought Is the problem stated clearly and unambiguously? Was the problem sufficiently limited to allow a plausible approach? Good scientists can identify important problems capable of solutions. Was there a procedural plan for obtaining a solution? Are the variables clearly recognized and defined? If controls were necessary, did the student recognize their need and were they correctly used? Are there adequate data to support the conclusions? Does the finalist or team recognize the data’s limitations? Does the finalist/team understand the project’s ties to related research? Does the finalist/team have an idea of what further research is warranted? Did the finalist/team cite scientific literature, or only popular literature (local newspapers, Reader’s Digest). Engineering Goals Does the project have a clear objective? Is the objective relevant to the potential user’s needs? Is the solution workable, acceptable to the potential user, economically feasible? Could the solution be utilized successfully in design or construction of an end product? Is the solution a significant improvement over previous alternatives? Has the solution been tested for performance under the conditions of use?

Thoroughness (Individual - 15, Team - 12) Was the purpose carried out to completion within the scope of the original intent? How completely was the problem covered? Are the conclusions based on a single experiment or replication? How complete are the project notes? Is the finalist/team aware of other approaches or theories? How much time did the finalist or team spend on the project? Is the finalist/team familiar with scientific literature in the studied field?

(continues on next page)

Skill (Individual - 15, Team - 12)

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Does the finalist/team have the required laboratory, computation, observational and design skills to obtain supporting data? Where was the project performed? (home, school laboratory, university laboratory) Did the student or team receive assistance from parents, teachers, scientists, or engineers? Was the project completed under adult supervision, or did the student/team work largely alone? Where did the equipment come from? Was it built independently by the finalist or team? Was it obtained on loan? Was it part of a laboratory where the finalist or team worked?

Clarity (Individual - 10, Team - 10) How clearly does the finalist discuss the project and explain the purpose, procedure, and conclusions? Watch out for memorized speeches that reflect little understanding of principles. Does the written material reflect the finalist’s or team’s understanding of the research? Are the important phases of the project presented in an orderly manner? How clearly is the data presented? How clearly are the results presented? How well does the project display explain the project? Was the presentation done in a forthright manner, without tricks or gadgets? Did the finalist/team perform all the project work, or did someone help?

Teamwork (Team Projects only- 16) Are the tasks and contributions of each team member clearly outlined? Was each team member fully involved with the project, and is each member familiar with all aspects? Does the final work reflect the coordinated efforts of all team members?

APPENDIX D Internet Safety113

The Internet allows students to learn from a wide variety of resources and communicate with people all over the world. Students should develop skills to recognize valid information, misinformation, biases, or propaganda. Students should know how to protect their personal information when interacting with others and about the possible consequences of online activities such as social networking, e-mail, and instant messaging.

Students need to know that not all Internet information is valid or appropriate. Students should be taught specifically how to maximize the Internet’s potential while protecting

themselves from potential abuse. Internet messages and the people who send them are not always what or who they seem. Predators and cyberbullies anonymously use the Internet to manipulate students. Students must learn

how to avoid dangerous situations and get adult help.

Cybersafety should be addressed when students research online resources or practice other skills through interactive sites. Science teachers should address underlying principles of cybersafety by reminding students that the senses are limited when communicating via the Internet or other electronic devices and that the use of reasoning and logic can extend to evaluating online situations.

Remind students that personal observations and opinions can be communicated on the Internet as if they are fact. Pseudoscience Activity: Study in the Scientific Methodhttp://www.scienceteacher.org/k12resources/lessons/lesson18.htmIn this lesson, students explore a pseudoscience topic (e.g., Bermuda Triangle, palm reading, Bigfoot) through Internet sites. They apply the scientific method while exploring the topic.

Teachers can help students understand that data collected and presented on the Internet may be flawed due to many variables, including equipment malfunction, human bias, or presentation mechanisms.

If students are using online tools for written communications, address the general safety issues appropriate for this age group.

As students learn to express opinions with convincing arguments, emotions likely will become heated. Students should be apprised of the dangers of cyberbullying.

Additional information about Internet safety may be found on the Virginia Department of Education’s Website at http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines.shtml

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http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines.shtml

http://www.scienceteacher.org/k12resources/lessons/lesson18.htm

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