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Name ___________________________Teacher __________________

James Madison Middle School

Experimental Design

MYP STEM Fair Packet

Timeline for JMMS MYP STEM Fair Project

(In order to keep all documents together, please place assignments that are due in a 3-prong folder)

October 23-November 4, 2014Brainstorming

Date Due: November 5, 2014Inquire: Question AND Progress Report

November 6-November 18, 2014Revise Question if necessary and conduct research on approved topic

Date Due: November 19, 2014Inquire: Testable Hypothesis AND Progress Report

November 20-December 2, 2014Revise Hypothesis if necessary and design the investigation

Date Due: December 3, 2014 Design: Variables, Materials, Method (Procedure),

Data Collection Tool (no data) AND Progress Report

December 4-December 16, 2014Revisions if necessary and actively work on the investigation

Date Due: December 17, 2014Process: Data Table, Graph, Analysis of Results

Evaluate: Conclusion AND Progress Report

December 18, 2014-January 6, 2015Work on Research Paper and Display Board

Date Due: January 7, 2015Research Paper, Display Board AND Progress Report-Classroom oral presentations begin

January 28, 2015JMMS Judging (day)

January 28, 2015JMMS Open House (6:30pm-8:30pm)

January 28, 2015

1. No testing of vertebrates will be allowed. A vertebrate is an animal that contains a backbone. PEOPLE are VERTEBRATES as well as amphibians, reptiles, birds, and other mammals. Projects that involve observations of vertebrates with no interaction between a vertebrate and the observer are acceptable for a STEM fair. However, these projects MUST be approved by your School Safety Review Board (see pages 4-5).

2. Invertebrate projects are acceptable such as worms, insects and mollusks where no injury to the animal is involved.

3. NO MODELS will be accepted such as solar systems or volcanoes.

4. Projects that involve the growth of bacteria are not allowed at any time as a STEM fair project. Mold; the use of fire; or potentially dangerous materials will require adult supervision and safety protocols to be signed prior to approval of the project. Any project that falls into these areas MUST have the approval of your School Safety Review Board to ensure county policy and safety protocols are followed (see pages 4-5).

SELECTING A TOPIC

A good topic can be found in two basic ways. First, you can research topics using the library and Internet. There are many good books available at the school and public libraries, as well as websites found on the web. Second, you can brainstorm a topic by asking yourself the following questions:

1. What do I already know about the topic?

Example: Vitamin C

Vitamin C is good for you

Some people take Vitamin C when they are sick.

You can buy Vitamin C in a tablet.

Orange juice has Vitamin C.

2. What do I need to know to better understand the topic?

What is a vitamin?

What is Vitamin C?

How do I test for Vitamin C?

3. What possible questions could I explore about the topic?

Which fruit juice has the most Vitamin C?

Does fruit juice from concentrate have more/less Vitamin C?

Do any vegetables have Vitamin C?

Does freezing change the amount of Vitamin C?

Do all citrus fruits have the same amount of Vitamin C?

Use page seven as you brainstorm your topic. Before deciding on your final topic and question, check the Pre-Approval Project Key to be sure your proposed topic is acceptable as an entry into your schools STEM Fair.

Middle School PRE-APPROVAL Project KeyDo I need the School Safety Review Boards pre-approval before I can begin my project?

STOP! You need to think of another project to do.

Does your project require you to interact with human subjects?

Does your project involve asking friends or other people questions? experiments on yourself? experiments with other people in any way? (Human Subjects)

Yes

Yes

If your project requires the observation or measurements of human subjects (no harm or risks to subjects), you must have approval from the School Safety Review Board and the Science Department.

NoNo

Does your project involve your pet? experiments on any other animals that have bones? (Vertebrate Animals)

Yes

Does your project require you to interact with the vertebrate?


Yes

No

If your project only requires observation of vertebrate animals, you must have approval from the School Safety Review Board.

Does your project involve

Mold?

Fire?

(potentially hazardous substances)

No

You must have approval from the School Safety Review Board. If a project involves the growth of mold, testing must be done in a sealed environment at all times.

Yes

No


Does your project involve cultures isolated from the environment? the growth of bacteria? testing for bacteria?

(potentially pathogenic agents or substances)

Yes

No



dangerous activities such as being on a roof or lighting objects? (hazardous activities)

explosives? radiation? (hazardous devices)

controlled substances? tobacco products?

Yes

You must have approval from the School Safety Review Board.

No


any chemical such as household cleaning agents, solvents, metals or organic chemicals? (chemicals)

sharp objects or potentially dangerous tools? use of oven?

Yes

No

No

No

You do not need School Safety Review Board pre-approval.

Middle School PRE-APPROVAL Project Form

School Safety Review Board

Fill in the information required for your project and submit to your teacher. Approval by the School Safety Review Board is required before experimentation. If chosen as a County STEM Fair participant, this pre-approval form must be submitted with your packet. The School Safety Review Board or school systems Safety Review Committee reserves the right to deny any project due to safety concerns. For further questions about STEM Fair rules, see Appendix.

Students Name School

Title of Project Grade

1) Describe the purpose of your investigation and the reason you responded to a yes on the pre-approval key. If a survey or questionnaire (for vertebrate animals and human subjects) is being used, please attach.

2)Describe any potential risks or areas of concern that need to be addressed and approved before experimentation.

3) Describe: the procedures that will be used to minimize risk; safety measures taken; disposal procedures that will be followed (when applicable); and sources of safety information.

The following section is to be completed by the School Safety Review Board prior to experimentation.

Safety Review Board SIGNATURES (The first three signatures are required)

1) Science Fair Coordinator:

print namesignature and date

2) Science Teacher:


3) School Administrator:


For projects that involve human subjects or chemicals:

4) School Health Aide/Nurse:


To be completed by Parent/Guardian:

(Prior to participation)print name

YesNo

|_||_|I have read and understand the conditions and risks above and consent to the participation of my child.

|_||_|Project testing/trials will be supervised by an adult at all times.

|_||_|I have reviewed a copy of any survey or questionnaire used in my childs research. (if applicable)

|_||_|I consent to the use of visual images (photos, videos, etc.) involving my child in this research.

parent/guardians name (please print) parent/guardians name signature and date

The HYPOTHESIS is another name for a PREDICTION. When you are writing the hypothesis you are trying to predict the answer to your question. You should always give a reason for your prediction either from your own experiences or from research you have done. Your hypothesis should be written in the if.then.because format.

Question: Does soaking bean seeds before planting affect how fast they will grow?

Possible hypotheses based on the question:

If bean seeds are soaked before planting then the plants will grow faster because it will make the hard seed covering soft.

If bean seeds are soaked before planting then the plants will not grow faster because soaking the seed will just make the seed mushy.

If independent variable then dependent variable because research/background knowledge.

The Question is also referred to as the PROBLEM or the PURPOSE. A good question is the key to a good science fair project. Scientists ask questions and then conduct experiments to find out the answer. Therefore, the question asked should only be answered by performing an experiment, not by looking in a book.

Be specific when writing a question. For example:

Instead of asking How do bean plants grow?

Ask: 1.Does the amount of water affect how tall bean plants will grow?

2.Does soaking bean seeds before planting affect how fast they will germinate?

3.Do bean plants grow better in an acid soil or an alkaline soil?

Brainstorming

What do I already know about the topic?

What do I need to know about the topic?

What possible questions could I explore about the topic? (Write at least 3 questions)

Inquire

Topic

Problem/Question

Topics/Ideas to research during the investigation:

Inquire

The research shows.

Now that I have done research on my topic, my hypothesis is:

Name ________________________________ Section ________________

Due: November 5, 2014

Inquire

Questions (Must have at least 3):

Date Turned in: _______________________

_____ Approved _____ Revise Teacher Signature: _________________________

Revision Date: ________________________ Teacher Signature: ___________________________

Name: ________________________________ Section _______________


Progress Report

Complete this progress report EACH TIME you devote time to your investigation (that includes brainstorming and research). Make more copies as necessary.

Date: __________________________________ Time Worked: ____________________________

Activities I accomplished:

Problems I faced:

Solutions to the problems:

Ideas/Thoughts/Comments:

Progress Report


Date: __________________________________ Time Worked: ____________________________


Problems I faced:



Name ________________________________ Section ________________


Inquire

Testable hypothesis in the if.then.because format:

Date Turned in: _______________________



Name: ________________________________ Section _______________


Progress Report


Date: __________________________________ Time Worked: ____________________________


Problems I faced:



Progress Report


Date: __________________________________ Time Worked: ____________________________


Problems I faced:



IB MYP Experimental Cycle

Criterion B: Inquiring and Designing

(Focus: Inquire-Problem/Question)

NHI

(Not handed in)

Investigation not completed

0

Has not reached standard of any descriptors below

1-2

Problem/Question to be tested by scientific investigation is stated, with limited success

3-4

Problem/Question to be tested by scientific investigation is stated

5-6

Problem/Question to be tested by scientific investigation is outlined

7-8

Problem/Question to be tested by scientific investigation is described


(Focus: Inquire-Hypothesis)

NHI

(Not handed in)


0


1-2

Testable hypothesis stated

3-4

Testable hypothesis outlined using scientific reasoning

5-6

Testable hypothesis outlined and explained using scientific reasoning

7-8

Testable hypothesis outlined and explained using correct scientific reasoning

In this example the things I would keep the same are:

Type of bean

Amount of water for soaking the seeds

Type of soil I plant the beans in

Amount of soil I plant the beans in

Amount of water and sunlight they get everyday

Size containers I plant the beans

These are the variables I am controlling.

VARIABLES

Take time to identify your variables before you start your experiment because it will be helpful when writing your procedures. A variable is something that can change or be changed. There are three kinds of variables: independent, dependent and controlled variables.

In a well-designed investigation, there should be only one thing changed on purpose, called the independent or manipulated variable.

Remember the example question: Does soaking bean seeds before planting affect how fast they will grow?

In this example, the thing I am changing on purpose is the soaking the some of the bean seeds before planting them. Therefore, the soaking of the seeds before planting is the independent variable (manipulated variable).

What I think or hope will change during the experiment is called the dependent variable or responding variable.

In this example the thing I am hoping or thinking will change during the experiment is how fast the plant grows. Therefore, how fast the plant grows is the dependent variable (responding variable).

I must try to keep any other things that might be changed the same throughout the experiment. These things that I keep the same are called the controlled variables.

PROCEDURES are a detailed step-by-step set of directions of how to conduct the experiment. Details are very important here. Be sure to tell exact amounts of things such as materials, time it will take, etc. It is important that anyone be able to follow your steps and repeat your experiment exactly as you did it. You MUST have at least 3 repeated trials and clearly identify what you are keeping the same and what you are changing (variables) to ensure a well-designed investigation.

Your MATERIALS is a list of all of the items you will need in order to conduct your experiment. As you develop your procedure, you may need to add to your materials list.

Remember to:

Be specific

Give amounts and sizes

Use METRIC measurements

DATA COLLECTION TOOL

Before you start conducting your experiment, it is important that you have thought out your data collection.

To begin, you should design a chart, table, or journal entry system to record your information. Whenever possible, you must collect NUMERICAL DATA in a chart or table because you are expected to provide both a graph and written results for your project. Your teacher will help you if your experiment requires data that is not in numbers.

Your chart or table should have room for repeated trials (no less than three - the more trials you complete, the more reliable your data and conclusion) and a place to find the average (mean) of your data.

The data should be collected using metric units whenever possible because metric is the international system of measurement for scientists. Metric units include centimeters, meters (linear), grams (weight/mass), and liters (liquid volume). Again, consult your teacher if you are not sure which measurement to use.

Use a ruler to draw straight lines when designing your chart or table. Neatness will help you to keep accurate data.

Label the different rows and columns of your chart or table. Also include a title.

Design

Variables:

Independent:

Dependent:

Controlled:

Data Collection Tool:

Design

Materials:

Design

Method (Procedure):

Name ________________________________ Section ________________

Due: December 3, 2014

Design

Variables:

Independent:

Dependent:

Controlled:

Materials:

Data Collection Tool

Name ________________________________ Section ________________


Design

Method (Procedure):

Date Turned in: _______________________



Name: ________________________________ Section _______________


Progress Report


Date: __________________________________ Time Worked: ____________________________


Problems I faced:



Progress Report


Date: __________________________________ Time Worked: ____________________________


Problems I faced:



IB MYP Experimental Cycle


(Focus: Design-Variables and Data Collection)

NHI

(Not handed in)


0


1-2

The variables are stated

3-4

Outlined how to manipulate the variables and stated how relevant data will be collected

5-6

Outlined how to manipulate the variables and outline how sufficient, relevant data will be collected

7-8

Described how to manipulate the variables, and described how sufficient, relevant data will be collected


(Focus: Design-Method)

NHI

(Not handed in)


0


1-2

Designed a method with limited success

3-4

Designed a safe method in which materials and equipment are selected

5-6

Designed a complete and safe method in which appropriate materials and equipment are selected

7-8

Designed a logical, complete and safe method in which appropriate materials and equipment are selected

A Written Explanation is also required for an experiment. Explanations should be at least a paragraph long and explain the data displayed in the chart and graph. It can include any trends that may occur in the data. RESULTS may also include photographs and diagrams that help to display and understand the data. A WRITTEN EXPLANATION is NOT the conclusion. It is simply a summary of what the data shows.

Graphs

When choosing a graph, be sure to use the most appropriate one.

Line graphs should be used to display continuous data. Experiments that have dependent variables that involve temperature, time, mass, height or distance will usually result in data that can be graphed on a line graph. On a line graph, the horizontal (x) axis is always the independent variable and the vertical (y) axis is always the dependent variable. Line graphs should also have:

numbers (scale) in even intervals (1s, 2s, 5s, 10s, 100s, etc..)

labels for the horizontal and vertical axes, and

a title that reflects the information that is being graphed.

Bar Graphs are used to display data that separate or are distinct from other pieces of data. The data in a bar graph can be displayed either vertically or horizontally. A bar graph should include:

numbers (scale) in even intervals (1s, 2s, 5s, 10s, 100s, etc..)

labels for the horizontal and vertical axes, and

a title that reflects the information that is being graphed.

Remember to find the AVERAGE or MEAN of your data before graphing.

All RESULTS should include three parts: a data chart; an appropriate graph (line, pie or bar) of the data collected in the chart; and a written explanation of the chart information and the graph.

Process

Data Table:

Graph: (See next page)

Process

Analysis of Results:

Name ________________________________ Section ________________


Design

Data Table (You may insert/attach a computer generated table with data):

Graph (Attach your graph to this document. It may be computer generated):

Analysis of Results:

Date Turned in: _______________________



Name: ________________________________ Section _______________


Progress Report


Date: __________________________________ Time Worked: ____________________________


Problems I faced:



Progress Report


Date: __________________________________ Time Worked: ____________________________


Problems I faced:



Criterion C: Processing and Evaluating

(Focus: Process-Data Table and Graph)

NHI

(Not handed in)


0


1-2

Data collected and presented in numerical and/or visual forms

3-4

Data correctly collected and presented in numerical and/or visual forms

5-6

Data correctly collected, organized and presented in numerical and/or visual forms

7-8

Data correctly collected, organized, transformed and presented in numerical and/or visual forms


(Focus: Process-Results)

NHI

(Not handed in)


0


1-2

Data accurately interpreted

3-4

Data accurately interpreted and results are described

5-6

Data accurately interpreted and results are described using scientific reasoning

7-8

Data accurately interpreted and results are described using correct scientific reasoning

The CONCLUSION tells what you learned about the topic by completing the experiment. It contains many parts. Answer each of the questions below. Then join them together in paragraph form to write your conclusion.

Your conclusion should include:

An analysis of your hypothesis. Was the hypothesis supported by the data?

Any sources of error. What could have gone wrong in the investigation that could have caused results to be skewed?

What did you learn?

How could you improve this investigation? What methods could be done differently to benefit this investigation?

Evaluate

Conclusion: Restate the hypothesis. Was the hypothesis supported or not supported by the data?

What were sources of error? What could have gone wrong in the investigation?

What did you learn doing this investigation?

Extension: How could you improve the methods for future investigations?

Name ________________________________ Section ________________


Evaluate

Conclusion:

Date Turned in: _______________________



Name: ________________________________ Section _______________


Progress Report


Date: __________________________________ Time Worked: ____________________________


Problems I faced:



Progress Report


Date: __________________________________ Time Worked: ____________________________


Problems I faced:




(Focus: Evaluate-Conclusion)

NHI

(Not handed in)


0


1-2

The validity of the hypothesis is stated with limited reference to a scientific investigation

The validity of the method is stated with limited reference to a scientific investigation

Limited improvements or extensions to the method are stated

3-4

The validity of the hypothesis is based on the outcome of a scientific investigation is stated

The validity of the method is based on the outcome of a scientific investigation is stated

Improvements or extensions to the method that would benefit the scientific investigation is stated

5-6

The validity of the hypothesis is based on the outcome of a scientific investigation is outlined

The validity of the method is based on the outcome of a scientific investigation is outlined

Improvements or extensions to the method that would benefit the scientific investigation is outlined

7-8

The validity of the hypothesis is based on the outcome of a scientific investigation is discussed

The validity of the method is based on the outcome of a scientific investigation is discussed

Improvements or extensions to the method that would benefit the scientific investigation is described

MYP Score Conversion

MYP Points Earned

PGCPS Percentage

Letter Equivalent

8

100

A

7

95

A

6

90

A

5

85

B

4

80

B

3

75

C

2

70

C

1

60

D

0

50

E

NHI

0

E

Research is important to a good STEM fair project. It helps you to choose a topic and then learn more about the topic.

A research report is mandatory. It must be typed.

The research report is not complicated and need only include the following five things:

1. Title Page- The title page includes the title of your project, your name, school, grade, teacher and the date the project is being turned in to your teacher.

2. Acknowledgements-This is a personal thank you to anyone who helped you with the project (teacher, parent, sibling, scientist, librarian etc.).

3. Question- The specific question you asked for your experiment

4.Background Research

a.If you made a list of things you wanted to know about your topic, this is a good place to start your research. Write down some questions that could be found through research about your topic, if you havent done this already.

b.Use books from the library and Internet sites to find out interesting and relevant information about your topic.

c.Rewrite the information you find in your own words. Do not copy from the book or print out pages from the Internet. This is considered PLAGARISM and it is illegal. If you are having difficulty putting what you read in your own words, try saying aloud a small section that you have just read without looking at the text. Chances are, you will put say this section in your own words. If you need help, ask an adult for assistance.

d. Use quotes or parenthesis when appropriate in your writing.

Keep track of what books or websites you used to get your information so you can list your sources in a bibliography.

5. Sources/Bibliography- An alphabetical listing of books, articles or other sources including websites that you used when researching your topic. You should have information from at least THREE sources. Wikipedia does not count.

Name: ________________________________ Section _______________

Due: January 7, 2015

Progress Report


Date: __________________________________ Time Worked: ____________________________


Problems I faced:



Progress Report


Date: __________________________________ Time Worked: ____________________________


Problems I faced:



Bibliography

References on how to properly write a bibliography:

Book

Okuda, Michael, and Denise Okuda. Star Trek Chronology: The History

of the Future. New York: Pocket, 1993.

Journal Article

Wilcox, Rhonda V. "Shifting Roles and Synthetic Women in Star

Trek: The Next Generation." Studies in Popular Culture 13.2 (1991):

53-65.

Newspaper or Magazine Article

Di Rado, Alicia. "Trekking through College: Classes Explore Modern

Society Using the World of Star Trek." Los Angeles Times 15 Mar.

1995: A3.

Book Article or Chapter

James, Nancy E. "Two Sides of Paradise: The Eden Myth According to

Kirk and Spock." Spectrum of the Fantastic. Ed. Donald Palumbo.

Westport: Greenwood, 1988. 219-223.

Encyclopedia Article (well known reference books)

Sturgeon, Theodore. "Science Fiction." The Encyclopedia Americana.

International ed. 1995.

Encyclopedia Article (less familiar reference books)

Horn, Maurice. "Flash Gordon." The World Encyclopedia of Comics.

Ed. Maurice Horn. 2 vols. New York: Chelsea, 1976

Website

Lynch, Tim. "DSN Trials and Tribble-ations Review." Psi Phi: Bradley's

Science Fiction Club. 1996. Bradley University. 8 Oct. 1997 .

Newspaper or Magazine Article on the Internet

Andreadis, Athena. "The Enterprise Finds Twin Earths Everywhere It

Goes, But Future Colonizers of Distant Planets Won't Be So Lucky."

Astronomy Jan. 1999: 64-. Academic Universe. Lexis-Nexis. B.

Davis Schwartz Memorial Lib., Brookville, NY. 7 Feb. 1999 .

Literature Resource Center

Shayon, Robert Lewis. "The Interplanetary Spock." Saturday Review

17 June 1967: 46. Rpt. in Contemporary Literary Criticism. Ed.

Sharon R. Gunton. Vol. 17. Detroit: Gale Research, 1981. 403.

Literature Resource Center. Gale Group. B. Davis Schwartz

Memorial Lib., Brookville, NY. 16 Oct. 2001 .


Pages from this document have been adapted from the PGCPS STEM Fair Student Journal

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