Plano ISD Middle School Independent Research Project up your Procedure ... Review data and analysis...

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Student Guide to the

Plano ISD Middle School Independent Research Project

2017-2018 Schimelpfenig Middle School

Science Department

In science there are no failures… only unexpected results.

Name ____________________________________

Updated 5/2017

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Table of Contents

Parent/Student Letter…………………………………………………………………………………………..…... 5

Independent Research Project Timeline…………………………………………………………………….. 7

Research Component

Categories/Engineering Goals………………………………………………………………………………..….. 11

Choosing a Topic & Initial Proposal………………………………………………….………………………… 13

Sample Proposal: (Non-engineering projects) …………………………………………………………… 14

Sample Proposal: (Engineering projects) ……………………………….………………………………..… 15

Annotated Bibliography: (Engineering and Non-engineering projects)……………………….. 16

Defining and Avoiding the Plagiarism Pitfalls ………………………………………………………….….. 19

Making the Research Plan: (Non-engineering projects)……………………………………………… 21

Designing the Experiment: Engineering Matrix: (Engineering projects)………………………. 23

Collection of Raw Data/Log book……………………………………………………………………………….. 25

Making a Data Table………………………………………………………………………………………………..… 27

Analyzing Data/Creating Graphs and Charts …………………………………………………………..…. 28

Conclusion…………………………………………………………………………………………………………………. 29

Error Analysis/ Future Applications & Future Research………………………………………………. ………………………………………………..…

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Abstract……………………………………………………………………………………………………………………… 31

Presenting your independent research project to the judges…………………………………….. 32

The Interview Zen Venn …………………………………………………………………………………………….. 33

Product Component

Independent Research Project Options……………………………………………………………………… 36

Research Notebook/3-ring binder…………………………………………………………………………..…. 37

Creating the Final Presentation Board……………………………………………………………………..… 38

Science Fair Presentation Scoring Guide……………………………………………………………..…….. 39

Engineering Fair Presentation Scoring Guide……………………………………………………….……. 40

Fictional Story Rubric…………………………………………………………………………………………………. 41

Video Rubric………………………………………………………………………………………………………………. 42

Computer Presentation Rubric Student……………………………………………………………………… 43

Poster Presentation Scoring ..................................................………………………………………. 44

Appendix

Independent Research Project Timeline………………………………………………………………….… 47

Independent Research Product Partner Contract……………………………………………………... 49

Proposal: (for non-engineering projects)………………………………………………………………..…. 51

Proposal: (for engineering projects)………………………………………………………………………….. 52

Forms Checklist………………………………………………………………………………………………….……… 53

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Dear Parents and Honors/Pre-AP/IB Science Students, As a science faculty, we look forward to working with you this school year as you develop a broader understanding of the nature of science. The major goal of Plano ISD middle school science program is to help students develop a working knowledge of the major science process skills that lead to effective problem solving and the science literacy necessary for success in high school AP/IB science courses. To help accomplish this, all pre-AP/IB science students are required to do an Independent Research Project as an individual or as a team. After selecting the topic, the research component will begin. This will include background research in the form of an annotated bibliography and data collection. All work, research and daily log entries, must be recorded in a Project Log Book (small notebook). At the end of the experiment, all research material will be compiled in a 3-ring Research Notebook. The next step will be the gathering of data to test the hypothesis. BEFORE gathering data, a research plan must be approved by the teacher. The research plan consists of: problem, hypothesis, IVCDV (Independent Variable, Controls and constants, Dependent Variable) Chart, materials, procedure, bibliography, and all necessary paperwork. To make sure that all students are safe, it is imperative that projects be carefully selected and that all the rules, as directed by the International Science and Engineering Fair, are followed. Access to the rules can be found at http://www.societyforscience.org/isef/document. These rules also apply to any projects that are completed in the summer. All necessary forms will be provided by the teacher to every student, as all projects require approval and documentation. Once approved, data collection should begin immediately to allow timely project completion. The final project will include the research component and product component (science fair board, engineering fair board, computer presentation/website creation, video, fictional story, poster presentation). Opportunities to participate in a series of competitions are available to those who choose the science/engineering fair option. The first competition is the school science fair, with an opportunity of advancing to District, Regional, and finally State competitions. Plano ISD has been well represented over the past few years, with individual students and groups receiving numerous first place awards, scholarships, and special recognition. Many Plano ISD high school students have successfully represented the state of Texas in the International Science and Engineering Fair. Most of those students started by entering a project at the middle school level and expanded their ideas every year until graduation. Best wishes for a successful science project! The Science Department

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

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Dear Honors Science

student;

Congratulations on your

decision to become part

of the Schimelpfenig

Honors Science team. Part of the requirement as an honor student in science is the Independent Research

Project (IRP). This is your opportunity to engage in the types of activities that authentic scientists do. You will

research, develop, and conduct a science experiment or engineering project in the area of science that you are

most interested.

We would like to suggest some summer activities that will promote ideas to help determine which area of

science you are most interested in.

Magazines

Kids Discover

Popular science

National Geographic for kids

Discover

Websites

Science News Magazine – www.sciencenews.org

Scientific American – www.ScientificAmerican.com

Discover - www.discovermagazine.com

Make: Magazine – www.makezine.com

Google Science Fair Topic Generator – www.googlesciencefair.com/make-better-generator/en/

NBC Learn - www.nbclearn.com/science-of-the-summer-olympics

Science - www.sciencemag.org

Field trips

Science museums

Natural history museums

Botanical gardens

Art museums

Zoos

A copy of the student calendar is attached.

Congratulations and we will see you in August

Sincerely,

Lindsey Merlo and Saba Ansari

http://www.sciencenews.org/

http://www.scientificamerican.com/

http://www.discovermagazine.com/

http://www.makezine.com/

https://www.googlesciencefair.com/make-better-generator/en/

http://www.nbclearn.com/science-of-the-summer-olympics

http://www.sciencemag.org/

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Tentative Timeline for the IRP Activity Approximate Due

Date

Possible Topics 8/31

Brainstorming

First Set Research Notes: Students discuss their notes with peers and teachers monitor and take

completion grades; notes mean 2 pages handwritten. 9/5

Library or Computer Lab Research Day, Log into Scienteer for the 1st time

Second Set Research Notes

Library or Computer Lab Research Day (Notes and Reflection) 4 pages

Library or Computer Lab Research Day (Notes)

Research Notes - 4 pages 9/12

Where am I now? A reflection in log book identifying the direction of their research project. 9/13

Turn in topic approval process concluded 9/13

Polish up your Procedure – Topic Proposal Must be Approved First 9/18

Scienteer login & PARENT APPROVAL 9/15

Research Plan Rough Draft - Problem, hypothesis, materials, procedure, and IVCDV Chart to test

hypothesis. (paper copy for project approval) 9/25

Research Plan Rough Draft Due – paper copy for project approval 9/25

Once Research Plan is Approved and SRC has approved in Scienteer, Begin Experimentation 10/2

Annotated bibliography (Sources 1- 3) 10/11

Annotated bibliography (Sources 4-6) 10/13

Project Check point: Review data and analysis of data or prototype and progress towards goal.

Teachers review in class while the students are engaged in a curriculum activity

10/23 – 10/24

Conclusions and abstracts, refining your research notebook, and presenting your project Week of 10/30

Completed experiments, organized data (organized on tables or charts) and observations should be

completed by this day 11/6

Final Product Due: Including presentation component, log book, and research notebook, abstract 11/14

Approval of SRC Forms through Scienteer Before school fair

SMS School Fair 11/15-16

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Research Component

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Categories/Engineering Goals Information taken from the ISEF Rules & Guidelines and sciencebuddies.org

Animal Science Study of animals—animal behavior, cellular studies, development, ecology, genetics, nutrition and growth, physiology, and systematics and evolution.

Behavioral and Social Sciences: Human and animal behavior, cclinical and developmental psychology:, cognitive psychology, physiological psychology and sociology and social psychology.

Biochemistry Chemistry of life processes—molecular biology, aanalytical biochemistry, general biochemistry, medicinal biochemistry, and sstructural biochemistry.

Biomedical and Health Science: studies specifically designed to address issues of human health and disease. Includes areas such as disease diagnosis, disease treatment, drug development and testing, epidemiology, nutrition, and physiology and pathology.

Biomedical Engineering Projects that involve the application of engineering principles and design concepts to medicine and biology for healthcare purposes including diagnosis, monitoring and therapy. Prominent biomedical engineering applications include the development of biocompatible prostheses, various diagnostic and therapeutic medical devices ranging from clinical equipment to micro-implants, common imaging equipment such as MRIs and EEGs, regenerative tissue growth, pharmaceutical drugs and therapeutic biologicals.

Cellular and Molecular Biology The study of the structure and formation of cells. Subcategories:Cell Physiology, Genetics , Immunology, Molecular Biology, and Neurobiology

Chemistry Study of nature and composition of matter and laws governing it—physical chemistry, organic chemistry (other than biochemistry), inorganic chemistry, materials, computational chemistry, and environmental chemistry.

Earth and Environmental Sciences The study of the environment and its effect on organisms/system as well as studies of Earth systems and their evolution. Subcategories include: Atmospheric Science, Climate Science, Environmental Effects on Ecosystems, Geosciences and Water Science.

Energy: Chemical Studies involving biological and chemical processes of renewable energy sources, clean transport, and alternative fuels. Subcateogries include: Alternative Fuels, Computational Energy Science, Fossil Fuel Energy, Fuel Cells and Battery Development, Microbial Fuel Cells, and Solar Materials.

Energy: Physical- Studies of renewable energy structures/processes including energy production and efficiency. Includes the study of hydro power, nuclear power, solar, sustainable design, thermal power and wind.

Computational Biology and Bioinformatics: Studies that primarily focus on the discipline and techniques of computer science and mathematics as they relate to biological systems. Includes the areas of biomedical engineering, computational biomodeling, computational evolutionary biology, computational neuroscience, computational pharmacology, and genomics.

Embedded Systems: Studies involving electrical systems in which information is conveyed via signals and waveforms for purposes of enhancing communications, control and/or sensing. Subcategories include: circuits, internet of things, microcontrollers, networking and data communication, optics, sensors, and signal processing,

Environmental engineering: Studies that engineer or develop processes and infrastructure to solve environmental problems in the supply of water, the disposal of waste, or the control of pollution. Subcategories include: Bioremediation, Land Reclamation, Pollution Control, Recycling and Waste Management, Water Resources Management.

Engineering: Mechanics- Studies that focus on the science and engineering that involve movement or structure. Areas to study include: Aerospace and Aeronautical Engineering, Civil Engineering, Computational Mechanics, Control Theory, Ground Vehicle Systems, Industrial Engineering-Processing, Mechanical Engineering, and Naval Systems. .

Materials Science: study of the characteristics and uses of various materials with improvements to their design which may add to their advanced engineering performance. Including biomaterials, ceramic and glass, composite materials, COM theory, electronic, optical and magnetic materials, nanomaterial, and polymers.

Mathematics: Development of formal logical systems or various numerical and algebraic computations, and the application of these principles—algebra, analysis, graph, game and number theory, statistics, and probability.

Microbiology Biology of microorganisms—antimicrobial and antibiotics, bacteriology, virology, microbial genetics, and environmental microbiology.

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Physics and Astronomy Theories, principles, and laws governing energy and the effect of energy on matter—atomic, molecular, and optical physics, cosmology, biological physics, computational physics, condensed matter and materials, instrumentation, magnetics, electromagnetics, and plasmas, mechanics, optics, lasers, and masers

Plant Sciences Study of plant life— agronomy, growth and development, ecology, genetics, pathology, physiology and systematics and evolution.

Robotics and Intelligent Machines: Studies in which the use of machine intelligence is paramount to reducing the reliance on human intervention including the study of biomechanics, cognitive systems control theory, robot kinematics, and machine learning

Systems Software: study or development of software, information processes or methodologies to demonstrate, analyze, or control a process/solution. Subcategories include: Algorithms, Cybersecurity, Databases, Operating Systems, Programming Languages,

Translational Medical Science The study that aims to improve human health and longevity by translating novel discoveries in the biomedical sciences into effective activities and tools for clinical and public health use.

Engineering Projects

“Scientists try to understand how nature works; engineers create things that never were.” An engineering project should state the engineering goals, the development process and the evaluation of improvements.

Engineering projects may include the following: 1) Define a need or “How can I make this better?” 2) Develop or establish design criteria (could be more than one) 3) Do background research and search the literature to see what has already been done. What products already exist that fill a similar need? What makes them good and what makes them weak? 4) Prepare preliminary designs and a materials list. Consider costs, manufacturing and user requirements. 5) Build and test a prototype of your best design. Consider reliability, repair and servicing. 6) Retest and redesign as necessary. 7) Present results.

Comparison of the Scientific Method and the Engineering Design Process

The Scientific Method The Engineering Process

State your question Define a need

Do background research Do background research

Formulate your hypothesis, identify variables Establish design criteria

Design experiment, establish procedure Prepare preliminary designs

Test your hypothesis by doing an experiment Build and test a prototype

Analyze your results & draw conclusions Redesign & retest as necessary

Present results Present results

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Choosing a Topic & Initial Proposal

1. Choose a topic area that interests you. Have you ever wondered why something works the way it does? Do you like working with plants? Is your area of interest computers or psychology? Talk with your parents, think about daily problems you encounter, and look in books and magazines for ideas. 2. You should come up with one proposal for possible experiments within those topic areas. Please keep in mind that Plano ISD does not easily permit the use of the following:

Fire – candles, matches, etc.

Hazardous chemicals (common household chemicals are okay, but may require extra forms)

Use of animals with backbones(except for observational studies)

Bacteria - must be done in a ‘level two’ safe LAB setting only and requires a scientist (degreed in microbiology) to be a designated supervisor

Human Subjects *Projects using these items may be done BUT there are many steps and requirements that you will need to complete to do so. You will have to discuss with your teacher the procedures required to complete and the forms that will be necessary. * When thinking of an independent research topic, consider the following:

- It must be a topic that can be tested – ideally it should be able to be tested with multiple trials (is there enough time?). It shouldn’t be just a demonstration, however an engineering project will require you to build and test a prototype.

- Is the topic useful to humanity? Does it have real world application? How could your invention fill a need?

- It must be at the appropriate level of difficulty. .

- Is it realistically testable? Do you have the needed tools to test your hypothesis?

- Will your parent and teacher approve of the complexity and safety of the project?

- Is it important to you? Examples of ideas that do not meet the above criteria – can you figure out why each of the following is a poor idea choice?

- What color of light affects a plants growth more dramatically: green, red, or blue?

- Can I genetically clone my dead cat?

- What type of bullet creates the largest hole?

- What would be the effect on the Earth if the moon disappeared?

Other Key Points:

- You can always change your topic/experiment if you need to – as long as you get the approval of everyone involved (especially the teacher).

- You don’t have to have a clear ending in mind (you don’t have to be able to see the whole picture before starting – a little trial and error is ok).

- In fact, your experiment should change and adapt with your every increasing knowledge regarding the topic.

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Proposal Independent Research Topic Proposal for Non-engineering projects

Student name: _________________________ Due date: ________________ Date submitted: _______________

1. What problem are you trying to solve with this experiment?

What affects a plant’s growth more dramatically, milk or orange juice?

2. What is it about this topic that interests you?

I’ve grown tomatoes in my grandparent’s yard for several years. Can the liquid make the skin of the tomato softer?

3. Where have you seen topics that are similar to this?

We visited a farm during our vacation. The owner was testing several types of tomatoes and several fertilizers.

4. Write a brief sequential description of how you are going to solve this problem

a. Gather 9 tomato plants of the same variety. Label plants Control, Milk, Orange juice

b. Measure the height of each plant, number of leaves, color of leaves, and number of flowers

c. Record the moisture level of the soil and determine how moist the soil should remain

d. Add enough liquid to maintain moisture level

5. List any safety concerns that you may encounter in this project

Do not eat plants. I know there are parts of the tomato that are poisonous.

6. How much time is needed to complete the experiment with data?

Tomato plants take 35 days to mature. I will need at least 50 days to record and analyze data

7. Identify the Independent variable The type of liquid added to each plant

8. Identify the Dependent variable Quantitative (include the units you will measure) Height of plant (cm) Thickness of skin (I’m not sure how to measure this) Qualitative Color of the leaves

9. Identify the control group The three plants that are given only water

10. List the materials that are needed for the experiment

a. 9 tomato plants b. moisture meter c. Graduated cylinder d. microscope (I might look at the skin cells)

11. Which part(s) of your log book notes were used to develop this idea? Include bibliography.

Notes #2 – I found that the pH of the liquid used to water plants might change the thickness of their cells https://microbeauty.blogspot.com/2009/08/tomato-skin-cells.html

12. Which product component will you use for your IRP

Science Fair _X__ Engineering project ___ Video _____ Fictional story____ Professional poster____ Website ____

13. Will you use micro-organisms? Yes/No

14. Will you use chemicals? Yes/No

15. Will you use flames? Yes/No

16. Will you use vertebrate animals/human subjects? Yes/No

17. What type of waste disposal is needed?

I’ll place the plants in our compost pile

18. Parent signature and date

19. Teacher comments Approval date-

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Independent Research Topic Proposal for engineering projects

Student name: ________________________ Due date: ________________ Date submitted:_______________

1. What is the need you are trying to satisfy?

Ability to charge a cell phone without an electric source


I need my phone, in the event I get a text message

3. What problem/situation led to your concept creation?

In the car, we never have enough outlets to charge every person’s phone when on vacation.

4. Methodology: Write a brief description/diagram of how you are going to solve this problem

I will start with a kit for solar powered windmill. I will use some of the pieces to make a contraption to create an electric outlet my phone charger can plug into then change to a Wi-fi system

5. Include a drawing of your first prototype


I may need to solder wires together

7. Results: what type of outcome are you expecting to find?

Recharge a smart phone using the wi-fi system

8. What is unique about your prototype? Other systems use batteries and cables. This system uses Wi-fi

9. Conclusion: Why should your prototype be considered?

This might be a way to decrease the numbers of cables in the house

10. What materials are needed to design your prototype?

Smart phone Wi-fi station and cables

11. How much time is needed to complete and test your prototype?

4 weeks + 2 weeks of redesign and retesting


Notes #3, there are new ways to charge a cell phone with wi-fi https://www.wired.com/2015/06/power-wifi-isnt-think/


Engineering project _X_ Video _____ Fictional story____ Professional poster____ Website ____

14. Will you use chemicals? Circle one Yes/No


I will use the system again.



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Annotated Bibliography (Engineering and Non-engineering projects)

Why do an annotated bibliography? One of the reasons behind citing sources and compiling a general bibliography is to have valid research behind your work. Readers and judges can refer to a citation in your bibliography and then go look up the material themselves. Even though a bibliography provides a list of research sources of all types that includes publishing information, how much does that really tell a reader about the research?

An annotated bibliography provides specific information about each source. As a researcher, you have become an expert on your topic and have the ability both to explain the content and to assess the usefulness of your sources for those not in the know. The annotated bibliography allows you to tell readers the main idea, what might be worth further research, and what might not be worth spending the time on.

What does an annotated bibliography do? Tips for a well written annotated bibliography include: Write it as professionally as possible Use third person when writing Review your source list and make a list of the good points and the bad points which the author

emphasized as relative to the topic that you were researching Make sure that the scientific points of the article are accurately described. The points that are

made should lead to valid, thoughtful discussion. Consider what writing style is required of your research. One of the things to keep in mind about

APA and MLA format is that there is a distinguishing difference. Minor to most people, MLA format is usually double spaced within the citation and between each citation.

A well written annotated bibliography: encourages you to think critically about the content of the works you are using, their place within a

field of study, and their relation to your own research and ideas. proves you have read and understand your sources. establishes your work as a valid source and you as a competent researcher. provides a way for others to decide whether a source will be helpful to their research if read. could help interested researchers determine whether they are interested in a topic by providing

background information and an idea of the kind of work going on in a field.

A well planned annotated bibliography helps you SUMMARIZE, ASSESS and REFLECT on research already performed in your field of interest.

What elements might an annotation include? 1. Bibliography according to the appropriate citation style (APA or MLA). 2. Explanation of main points and/or purpose of the work—basically, its thesis—which shows among

other things that you have read and thoroughly understand the source. 3. Verification or critique of the authority or qualifications of the author. 4. Comments on the worth, effectiveness, and usefulness of the work in terms of both the topic being

researched and/or your own research project.

http://www.apa.org/

http://www.mla.org/

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The bibliographic information: Generally, the title, author, publisher, date, etc. is written in APA format.

Here are the two basic style samples: APA (American Psychological Association) Style: Niewiarowski, P., Lopez, S., Hagan, E, & Dhinojwals, A. (2008). Sticky Gecko Feet: The role of

Temperature and Humidity. PLOS One, Retrieved from

http://www.plosone.org/article/info:doi/10.1371/journal.pone.0002192

MLA (Modern Language Association) Style Niewiarowski, Peter, S. Lopez, E. Hagan, and A. Dhinojwala. "Sticky Gecko Feet: The Role of Temperature and Humidity." PLOS One (2008). The Son of Citation Machine (http://citationmachine.net/index2.php) will help to format the bibliography.

The annotations: The annotations for each source are written in paragraph form. The lengths of the annotations can vary significantly from a 1-2 paragraphs.

You can focus your annotations for your own needs. A few sentences of general summary followed by several sentences of how you can fit the work into your research.

The length of your annotation will depend on what you want to gain. After summarizing and assessing, you can now reflect on this source. How does it fit into your research? Is this a helpful resource? Too scholarly? Not scholarly enough? Too general/specific?

Here is what the annotated information from the article should look like: On average, adult Tokay gecko (Gekko gecko) can generate the equivalent of more than 100 times its own body weight in clinging force using its dry adhesive toe-pads. Scientists do not fully understand the aspects of gecko adhesion. Studies suggest that intermolecular interactions, known as Vander Waals forces play some role in the adhesion. Scientists believe that if that is the case, the forces should not be affected by temperatures experienced by geckos in their normal life. Two species of geckos were measured (Tokay geckos and Day Geckos) and they significantly increased their clinging ability with decreasing temperature. Humidity also seems to have an effect on clinging ability. Forces measured at the highest humidity (80%) were nearly twice as high as the forces measured at the lowest humidity (35%). The temperature was held constant. This research does indicate that Vander Waals forces are responsible for the interaction of the gecko feet with the surfaces. This is interesting. If Van der Waals forces are active in gecko feet, are they also responsible for other adhesion properties in nature. From a chemical standpoint, what aspects of the toe pad can be created using nanotechnology in order to help better understand animal adhesion in general.

http://www.plosone.org/article/info:doi/10.1371/journal.pone.0002192

http://citationmachine.net/index2.php

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Works consulted The Writing Center, University of North Carolina at Chapel Hill Revised 03 May 2008 [MOE; add Google Analytics script] Michael Engle, Amy Blumenthal, and Tony Cosgrave Reference Department Olin and Uris Libraries, Cornell University, Ithaca NY 14853 Information and reference: 607-255-4144, [email protected] Circulation: (Olin) 607-255-4245, (Uris) 607-255-3537, [email protected] Examples of annotated bibliography, your dictionary examples http://examples.yourdictionary.com/examples-of-annotated-bibliography.html

http://www.library.cornell.edu/olinuris/

mailto:[email protected]

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Defining and Avoiding the Plagiarism Pitfalls (Engineering and Non-engineering projects)

From MIT (The Massachusetts Institute of Technology): “Creative expression of ideas through words, images, and other media is the lifeblood of this academic culture. For this reason, we expect that our original expressions should not be used by others without attribution and acknowledgment. Plagiarism occurs when you use another’s words, ideas, assertions, data, or figures and do not acknowledge that you have done so. If you use the words, ideas, or phrasing of another person or from published material, you must Use quotation marks around the words and cite the source, or Paraphrase or summarize acceptably and cite the source. If you use charts, graphs, data sets, or numerical information obtained from another person or from published material, you must also cite the source. You must always acknowledge your sources by citing them . In this way, you have the right to use another’s creative output by giving that person credit for the work s/he has done. The consequences for cheating, plagiarism, unauthorized collaboration, and other forms of academic dishonesty can be very serious, possibly including suspension or expulsion from the Institute” Plagarism is a serious offense and learning how to paraphase now will insure that good practices are preacticed and will prevent you from falling inot the plagarisms pitfall. Good writers compile information from many sources before writing. Advancement of the Internet and readily accessible information creates opportunities and pitfalls. Almost limitless access to documents, images, and products belonging to other people lies at our fingertips. Along with the availability of such information, comes the responsibility to use it wisely and correctly. Webster Online [http://www.m-w.com/] defines plagiarize as: 1. to steal and pass off (the ideas or words of another) as one's own; to use (another's production) without crediting the source; 2. to commit literary theft; 3. present as new and original, an idea/product derived from an existing source In other words, plagiarism involves both stealing someone else's work and lying about it afterward.

http://integrity.mit.edu/citing-your-sources/avoiding-plagiarism-cite-your-source

http://www.m-w.com/

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How to Recognize Unacceptable and Acceptable Paraphrases Here's the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890s by Joyce Williams et al.: The rise of industry, the growth of cities, and the expansion of the population were the three great

developments of late nineteenth century American history. As new, larger, steam-powered factories became a

feature of the American landscape in the East, they transformed farm hands into industrial laborers, and

provided jobs for a rising tide of immigrants. With industry came urbanization the growth of large cities (like Fall

River, Massachusetts, where the Bordens lived), which became the centers of production as well as of

commerce and trade.

Here's an UNACCEPTABLE paraphrase that is plagiarism: The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived which turned into centers of commerce and trade as well as production.

“What makes this passage plagiarism?

The preceding passage is considered plagiarism for two reasons: the writer has only changed a few words and phrases, or changed the order of the original's sentences the writer has failed to cite a source for any of the ideas or facts

Acceptable Paraphrase: There are three great developments of the 19th century that shaped American history: The rise of industry, the

growth of cities, and the expansion of the population. The expansions lead to the transformation of jobs for

people. A need arose for industrialized labor so farm hands and immigrants had a new job. “With industry came

urbanization the growth of large cities (like Fall River, Massachusetts, where the Bordens lived), which became

the centers of production as well as of commerce and trade.”

Also, acceptable use of information without citing resource Information that is common knowledge and can be found in numerous sources does not need to have the source cited. ie. The human hand is constructed of 27 bones. Produced and permission granted to use by Writing Tutorial Services, Indiana University. The Trustees of Indiana University, April 17, 1998, “Plagiarism: What It is and How to Recognize and Avoid It”, [Online] http://www.indiana.edu/~wts/wts/plagiarism.html downloaded 1/22/2004 Other websites used to compile information on plagiarism Western Illinois University Plagiarism and the Web :http://www.wiu.edu/users/mfbhl/wiu/plagiarism.htm Plagiarized dot COM:http://www.plagiarized.com/index.shtml Thinking and Talking About Plagiarism: http://bedfordstmartins.com/technotes/techtiparchive/ttip102401.htm Academic Integrity at MIT: A handbook for Students: http://integrity.mit.edu/academic-integrity-mit/what-are-

consequences

http://www.indiana.edu/~wts/wts/plagiarism.html

http://www.wiu.edu/users/mfbhl/wiu/plagiarism.htm

http://www.plagiarized.com/index.shtml

http://bedfordstmartins.com/technotes/techtiparchive/ttip102401.htm

http://integrity.mit.edu/academic-integrity-mit/what-are-consequences

http://integrity.mit.edu/academic-integrity-mit/what-are-consequences

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Making the Research Plan (Non-engineering projects)

You must have your teacher’s permission before proceeding beyond this point. Science Fair Forms will be created at this time. In creating the materials list, everything that will be used should be included in exact quantities and chemical concentrations. All quantities should be listed using metric units (meter, liters, grams). If you are adding water to something, make sure to determine exactly how much you will be using. (Watering 5 plants 10 mL of water, every day for 5 weeks would require 1750 mL of water for the experiment).

You will also have a detailed procedure which must include numbered steps. It must be precise enough so that any other person can recreate your lab independently. A step saying “make a paper airplane” would not work. How would someone make it? Make sure the plane would look exactly like yours by following your instructions. Do NOT use personal pronouns (you, your, me, we, us, etc.) in the procedure. Refer to the Research Plan requirements from the ISEF website. Refer to the second page of Form 1A.

Research Plan Directions (adapted from http://www.societyforscience.org/isef/document)

**Research Plan must be typed. Please include your name(s) on each page. The research plan for ALL projects needs to include the following (A-D):

A. Question or Problem being addressed: This should be phrased as a question and be able to be answered by the experiment.

B. Hypothesis (science projects) or Goals/Expected Outcomes (engineering projects). Remember the hypothesis should be testable and only test one variable at a time.

C. Materials and Procedures: Description in detail of method or procedures (The following are important and key items that should be included when formulating ANY AND ALL research plans.)

Materials List including quantities, sizes, chemical concentrations

Procedure: Detail all procedures and experimental design to be used for data collection. o Be sure to include safety precautions, data collection, and clean up o All steps should be numbered o Do not use personal pronouns (ex: I, we, you, your, us, my, etc.) o It is best to start with ACTION words, “Measure 3.5 ml of water and...” o Indicate supervision when there should be supervision o “it” improperly used can be vague or misleading (Example: Fill it with water should be fill the

beaker with water.) o Include the description of multiple trials so that it is apparent that more than one run of data

collection will occur.

Risk and Safety: Identify any potential risks and safety precautions to be taken.

Data Analysis: Describe the procedures to analyze the data/results that answer research questions or hypotheses. How will you collect data and what will you do with the data after you have gathered it? Will you be averaging trials? Looking for patterns?

D. Bibliography: List at least five (5) major references from your annotated bibliography. If you plan to use vertebrate animals, one of these references must be an animal care reference.

Choose one style and use it consistently to list the sources used in the annotated bibliography

Use only reliable sources; (e.g. science journal articles, books, internet sites; not Wikipedia!)


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Items 1–4 below are only needed for projects involving human participants, vertebrate animals, potentially hazardous biological agents, or hazardous chemicals, activities & devices:

1. Human participants research: • Participants. Describe who will participate in your study (age range, gender, racial/ethnic composition).

Identify any vulnerable populations (minors, pregnant women, prisoners, mentally disabled or economically disadvantaged).

• Recruitment. Where will you find your participants? How will they be invited to participate? • Methods. What will participants be asked to do? Will you use any surveys, questionnaires or tests? What

is the frequency and length of time involved for each subject? • Risk Assessment o Risks. What are the risks or potential discomforts (physical, psychological, time involved, social, legal,

etc.) to participants? How will you minimize the risks? o Benefits. List any benefits to society or each participant. • Protection of Privacy. Will any identifiable information (e.g., names, telephone numbers, birth dates,

email addresses) be collected? Will data be confidential or anonymous? If anonymous, describe how the data will be collected anonymously. If not anonymous, what procedures are in place for safeguarding confidentiality? Where will the data be stored? Who will have access to the data? What will you do with the data at the end of the study? If anonymous, how will individual data be reviewed? IN other words, how will you now things like gender, age, ethnicity if truly anonymous?

• Informed Consent Process. Describe how you will inform participants about the purpose of the study, what they will be asked to do, that their participation is voluntary and they have the right to stop at any time.

2. Vertebrate animal research: • Briefly discuss potential ALTERNATIVES to vertebrate animal use and present a detailed justification for

use of vertebrate animals • Explain potential impact or contribution this research may have • Detail all procedures to be used o Include methods used to minimize potential discomfort, distress, pain and injury to the animals during

the course of experimentation o Detailed chemical concentrations and drug dosages

• Detail animal numbers, species, strain, sex, age, source, etc. o Include justification of the numbers planned for the research: think statistically! How will it be analyzed?

• Describe housing and oversight of daily care • Discuss disposition of the animals at the termination of the study

3. Potentially Hazardous Biological Agents: • Describe Biosafety Level Assessment process and resultant BSL determination • Give source of agent, source of specific cell line, etc. • Detail safety precautions • Discuss methods of disposal

4. Hazardous Chemicals, Activities & Devices: • Describe Risk Assessment process and results • Detail chemical concentrations and drug dosages • Describe safety precautions and procedures to minimize risk • Discuss methods of disposal

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Designing the Experiment: Engineering Matrix (Engineering projects)

When you have finished with your research, you should be an expert in your topic. You should already know what you are going to be testing and be able to predict what might happen. Questions to Consider

Are the measuring devices calibrated or are they capable of being calibrated?

Have all of the variables that might affect the experimental outcome been identified?

Have the conditions of the constants been maintained throughout the experiment?

Do quantitative observations involve SI measurements?

Do you have multiple trials included in your design? If you did not answer YES to all - rethink your experiment!

Other questions that will guide the process:

What level of precision must be available to measure all experimental variables?

What are the constants in the experimental design?

Do qualitative observations include verbal descriptions or measurements with non-standard scales?

Does the design account for making qualitative and quantitative observations as needed?

The following information must be submitted before you can fill out your official paperwork and begin the engineering project.

Research Plan Directions (Engineering) (adapted from http://www.societyforscience.org/isef/document)

**Research Plan must be typed. Please include your name(s) on each page. The research plan for ALL projects needs to include the following (A-D): A. Definition of Engineering Problem/Objective/Experiment:

What are you trying to test, discover, explore, or design?

This portion should fully define and explain the local, global, technical, etc. issue you want to explore and WHY it is important to explore this issue.

B. Use Ideation Techniques to Develop Possible Solutions/Experiments to Study the Issue Above:

Ideation is essential to the design process. Ideation is the creative process of generation, developing and communicating new ideas. The idea, either visual, concrete, or abstract, will lead to innovation, development, and bringing together of a project.

What techniques did you use to develop possible solutions? Often our first thought is not the best solution to our problem.

Document (pictures, sketches, etc.) your ideation process (brainstorming solutions) and bring it with this form. Refocus Project Scope and Final Hypothesis

Now that you’ve created many possible ideas which one is worth studying or capable of being studied?

Finalize your Hypothesis/Solution/Experiment Focus


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C. Testing Equipment, Materials, and Location:

Provide a DETAILED and THOROUGH list of all testing equipment and materials you will need to research, tests, and analyze your project. Don’t leave anything out!

Give ANY and ALL locations where you will be working on this project. These could be places you build, test, or analyze (really any place you do any work on the project!!). Proposed Safety Precautions:

Is there a risk that you or anyone else could be hurt by ANY portion of your project (building, testing, analyzing, etc.)? If so, TELL US!! (Example: Working with power tools is dangerous.)

How do you anticipate preventing and overcoming such safety risks? Be specific and detailed in your proposed precautions. (Example: Goggles will be worn and an adult will supervise all work being performed with the power saw and power drill.)

Testing Procedures, Metrics, and Verification of Results:

How do you plan to test (step by step procedure)?

What results or metrics will you get from your testing? Do these metrics provide the information you need to study your solution or hypothesis? How exactly do you get the metrics you’re looking for?

How can you verify that the data you collected is accurate? What are your benchmarks? How precise do you need your measurements to be in order to have valid data?

Does your data help your prove/disprove your hypothesis? Does it tell you anything else (better or worse)?

D. Bibliography: List at least five (5) major references from your annotated bibliography. If you plan to use vertebrate animals, one of these references must be an animal care reference.

Choose one style and use it consistently to list the sources used in the annotated bibliography

Use only reliable sources; (e.g. science journal articles, books, internet sites; not Wikipedia!)

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Collection of Raw Data/Log book (Engineering and Non-engineering projects)

As you work on the next stage of your project, your log book should stay by your side at all times! Keeping a JOURNAL or LOG is VITALLY important to science research whether you are a research scientist or a first time science fair participant. The log book is the core of the project. The log book is a detailed account of every phase of the research process from brainstorming to data collection to the final conclusions drawn. The logbook is your proof that certain activities occurred and when they happened. The log book is subject to scrutiny by your teachers, judges, and the scientific community. This is why it is important to keep it as you go and to make sure it is written in your own handwriting and not in a computer where it can be modified and falsified. 1. Find a durable hard-bound notebook or composition book. Do not use a spiral- it will not hold up to the rigor needed over the research period. Also, pages can be easily removed with no evidence of them being torn out, which means papers can be lost. 2. Label your logbook with your name, phone number or email address (in case it gets lost), and teacher's name in a prominent location. (Put this in a place where you can NEATLY cover it up for regional competition!) Make logbook entries in PEN not in pencil. 3. Set aside the first two to three pages to use as a Table of Contents. 4. Number all of the pages in your logbook before using it, unless already numbered for you. 5. Always include the date and time for every entry. Entries should be brief and concise. Full sentences are not required. 6. Don't worry about neatness. Make it legible but resist the urge to rewrite it because it is not “pretty enough” for others. Think of the logbook as your science fair diary or journal. It's not just for recording data during the experimental phase of your project and it's not just for your teacher. It’s about EVERYTHING related to your project. What types of things would be good to write here?

Problem you are investigating Methods used– detailed steps Material Safety Data Sheets

Hypothesis Interviews (MSDS)

Sources for supplies Diagrams Variable: IVCDV Chart

Statistics Data tables / charts Independent variables/ controls/constants/ Dependent Variables

Figures Calculations Preliminary graphs

Research sources Sketches Contact information

Notes from research Personal thoughts & reflections

Notes from meetings

with teachers or mentors 7. When recording data use the present tense, metric measurements, constant time intervals, and include qualitative and quantitative data. Also include other items in the entry that might affect the experiment such as location or temperature.

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8. Use it regularly and write down everything, even if it seems insignificant, it could later be extremely useful. Make sure that you describe things completely, so that when you read your notes weeks or months later you will be able to accurately reconstruct your thoughts and your work. Sketches, pictures and diagrams are also great ways to document your experiment. 9. Glue or tape any loose papers, photocopies of important items such as copies of MSDS sheets or supply order forms, or notes you jotted down when you did not have your log book handy. Indicate the date it was added. 10. Organize your logbook. Create tabs for different sections within your logbook. (Daily activity Log, Data Collection, Background research, Contacts, etc.) 11. Include a reflections section in your logbook. For example, what, if anything would I do differently next time? What part of the experiment could be changed to improve the experimental procedure? 12. Always include any changes made to procedures, mishaps, failures, or mistakes. 13. What happens when I travel down the wrong path, and I don’t want the “stuff” in my log book? Proper protocol dictates that you

Neatly mark it out. Use a ruler and ink. Make it neat.

Initial and date it.

Write a description in the margin so you and others know why you are “deleting information?”

NEVER ERASE! 14. Include any and all observations made during your experiment. In other words, record ALL data directly in your logbook. If that is not possible, then staple photocopies of data in the logbook. Remember, keeping up a great logbook throughout the entire duration of the science project really pays off later! 15. Take lots of pictures along the way so that you have pictures to put on your board later. When you take photographs, make note of who took the photograph as well as the location and date of the photograph. Example entry Date: October 11, 2017 Time: 8:00 pm. Temperature of growing box: 28 °C Data: Plant A- 23cm (this is a 3cm increase) Plant B- 24cm (this is the same as last observation) Plant C- 18cm (this is a 1cm increase) Plant D- 26 cm (this is a 5cm increase)

Additional Observations: All plants are looking healthy except for plant C which seems to be dying as evidenced by yellowing leaves. Reflections: I am wondering why plant B did not grow? Could the reduced light be the cause of plant C’s yellow leaves?

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Making a Data Table (Engineering and Non-engineering projects)

A data table is one type of graphic organizer used frequently in science. It is used especially during laboratory experiments when qualitative and/or quantitative data is collected. Data tables are not randomly constructed; they have at least two columns or rows and specific data entered into each column/row. Data entered correctly into a table can easily be converted into an appropriate graph. A data table can be organized vertically or horizontally but both must follow the same rules:

1. Data entered neatly and legibly into a table with 2 or more columns/rows. 2. Descriptive title (can be the same as the project title in some cases). Tip: try to include

the IV and DV in the title. 3. Independent Variable in the first column/row with unit in parentheses. 4. Dependent Variable in the second column/row with unit in parentheses. 5. Data collected in ordered pairs/coordinates (two pieces of data that are directly related

to each other). 6. Data table(s) should include all trials. Averages can also be included in data table(s) if

appropritate, but do not take the place of individual trials.Keep all your handwritten data tables in your logbook.

Sample Data Table Design

Effect of Percentage of Light on Plant Growth

Plant Growth (cm)

% of Light Received

9/27/2017 10/4/2017 10/11/2017 10/18/2017

Plant A (Control) 19 20 23

Plant B (50%) 23 24 24

Plant C (75%) 16 17 18

Plant D (100%) 17 21 26

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Analyzing Data/Creating Graphs and Charts (Engineering and Non-engineering projects)

After you have collected your data the next step is to analyze it. The goal of data analysis is to determine if there is a relationship between the independent and dependent variables. In other terms, this is called “looking for patterns in the data.” Did the change I made have an effect that can be measured? Recording data on a table or chart makes it much easier to observe relationships and trends. The redesign and retest portion of the engineering project is a process of analyzing the data. This part of the engineering process provides multiple prototypes to provide feedback to the experimenter, and lends itself to the ability to construct graphs of the gathered data. The analyzing of data can be presented by the experimenter through detailed prototype drawings and/or data tables. The process of the engineering project is essential, it is not the final product itself, learning and redesigning is the goal for your analyzing of data. Analyzing data on tables, charts, and graphs can be used to make a picture of the data for both engineering and non-engineering projects. Graphing the data can often help make those relationships and trends easier to see. The important thing is that appropriate graphs are selected for the type of data. For example, bar graphs, pictographs, or circle graphs, should be used to represent categorical data (sometimes called “side by side” data). Line plots are used to show numerical data or data that change over time. Guidelines for producing graphs for engineering and non-engineering projects:

All graphs and charts should be computer generated

Make sure the graphs and charts are clear, neat and in an easy to read font

Make sure graphs/charts are big enough for a viewer to easily read from a 3 foot distance

Every project should have information displayed in the form of graphs and charts

Make sure all graphs and charts have meaningful, informative titles

Conclusion

0

5

10

15

20

25

ControlAve

rage

Gro

wth

in C

en

tim

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Percentage of Light

Effects of the Percentage of Light on Plant Growth

100%50% 75%

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(Engineering and Non-engineering projects) A conclusion must be written for any students collecting data through their own experimentation. The conclusion summarizes, in about one page or less, what you discovered based on your experimental results. The conclusion states the hypothesis and indicates whether the data validates your hypothesis, and includes a brief description of plans for exploring ideas for future experiments. Use the following format to construct a conclusion.

Paragraph 1 – Set the ‘scene’ for the reader.

Restate the problem. Explain the reasoning behind the hypothesis. Restate the hypothesis and define the variables.

Paragraph 2 – Review the data.

Describe what happened in the experiment and support the description with data.

Use both quantitative and qualitative data when available.

Validate the data with multiple trials.

Paragraph 3 – Match the data with the hypothesis.

Does the data support the hypothesis? Support the results with data from the

experiment. Were your results what you expected? If not,

can you think of any sources of error? Paragraph 4 – Relate the experiment and data to real-world applications.

How does the experiment relate to situations outside the lab?

What are the implications for further study? Sample Conclusion (*Remember to avoid the use of pronouns.)

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Error Analysis (Engineering and Non-engineering projects)

The Error Analysis is a paragraph that talks about any problems that might have occurred during the experiment. No experiment is ever perfect, so discuss the problems observed, no matter how small they seem. Write a short paragraph describing the areas where your experiment may have been weak. Example Error Analysis When the data collection first started, plant C in the cactus group did not appear healthy. The cactus never grew at the same rate as the other cacti and did drop the average growth rate of the group by 10%. In addition to this, the plant’s water was not always perfect because of the inaccurate measuring devices.

Future Applications & Future Research (Engineering and Non-engineering projects)

Future Applications is how this lab can be used in the future. Who has benefited from your research and how did they benefit from it? Future Research is what experiment can be conducted in the future to expand on the experiment. These can be presented together in one paragraph or as two smaller paragraphs. Example Future Applications This experiment will benefit farmers who live in drought conditions. Even though cactus is not a normal food staple in the diet of Americans, it does grow in drought conditions and could be used as a major crop to be harvested to feed us. Example Future Research Now that research has proven that cacti grow the best in drought conditions, experiments can be conducted on various types of fertilizer to best help the growth of a cactus. This will allow farmers to maximize their yield of cacti.

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Abstract

(Engineering and Non-engineering projects)

Writing is one of the most important means of communicating data from research or experimental findings. An abstract is a written document that presents that communication. It not only summarizes the significant aspects of research but should also be enticing to the reader. A mistake in writing an abstract is to use phrases such as, “In this paper, I will discuss…” or “Now I will tell you about….". The abstract should be a succinct summary of exact details from your findings.

Begin an abstract by stating the purpose for the experiment. Next, identify exactly what you did and how you did it. Focus on the rationale and ideas of your study and why it is important in the first two sentences. The next few sentences should state the materials, methods, and data generated from the study. Tell the reader how the data were collected, compiled, and state statistical significance(s). The end of the abstract is just as important as the beginning. State your conclusion, hook the reader into further examination of your work and explain implications or applications of your research findings.

Use the following tips to construct an abstract. Abstract MUST be completed on the form shown, found at http://www.societyforscience.org/isef/document

Format of the Abstract Single-spaced, typed Maximum 250 words Avoid the use of pronouns Capitalize significant words Do not include acknowledgements Complete all fields of the given form

Content of the Abstract Purpose of the experiment Procedure with brief discussion of significant

materials used Data Conclusion/Results Application

Example Abstract Killing Pests VS Pollution of Waterways Flick, Linda Johnston Middle School, Plano, Texas, USA

Malathion, a general use pesticide in the agricultural society, has the potential to leach into groundwater and eventually contaminate waterways, thus posing a potential threat to life on Earth. The purpose of this project, therefore, was to observe the presence or absence of malathion, as a representation of pesticides in general, in groundwater. It was hypothesized that measurable quantities of malathion would be present in the groundwater. Pesticide was applied to grass and soil in tubes simulating agricultural lands. Water was applied to each tube simulating rainfall. The runoff water was collected and tested for the presence of malathion. The samples were evaporated and run through an ECD Gas Chromatograph (GC) to determine the presence of malathion. The average amount of malathion in the soil was 0.18 ppb. It is yet undetermined the amount lethal to humans.

Malathion could be present in your drinking water. Future study will include examining soil pH and the effect it has on concentrations of malathion in ground water. This information has health implications for all life depending on water for survival.


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Presenting your independent research project to the judges

Elevator Speeches Lead to Headlines

One component of the district, regional and state level science fair judging includes an interview of the

participants. The judges interview each participant to find out how and why the project was chosen,

how the research was completed, successes and failures, and why this research is relevant to the real

world. There are two different types of interviews for which all participants must be prepared.

Elevator speech: One is a summary that should take no more than 2-5 minutes to present. Consider

being in an elevator with a Nobel Prize winner, and you only have to the 5th floor to communicate what

your project is all about and make a positive impression. This interview is referred to as the elevator

speech.

Headlines or Sound Bite: The other type of interview is a very brief speech. It is only one and is

intended to grab the judge’s attention. It should be designed to capture their interest, and entice

them to come back for more information. This interview is referred to as the sound bite or headline.

Still confused? Think of how the TV news prepares you for a story that they want you to stay tuned to

watch. This is your sound bite! See “Talking Science” to get more interview tips.

It is recommended that you prepare both types of speeches, and practice saying them out loud to an

audience. You can use family members, friends, or your teachers to help you practice. Keep in mind;

you want to make the judges love your project as much as you do.

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The Interview Zen Venn Develop your perfect interview

State the important information up front. Don’t leave the judges wondering what it all means. Guiding Principles of Presenting

Impression/Message: HAVE ONE! o Develop a headline or a “boast” about your project. Examples: My research is a game

changer…., My research is revolutionary because…., My research is innovative due to…, My research will change the way we fuel our cars….

o Use analogies: "Instead, what has happened is we have scored a 300-million mile interplanetary hole in one and we are actually inside a small impact crater!" (Steve Squyres, the Mars rover principal investigator)

o Repetition, Repetition, Repetition o If you don’t want to hear it or see it, DON’T SAY IT!

Brevity and clarity : If you really understand something, you can explain it to anyone o Determine your MAIN POINTS, SUPPORT for those main points (3 of them), a CONCERN

(or problem with this point) and a CONCLUSION. Work through this BEFORE the Interview

o Start with the problem (Main POINT) but be prepared to go to your CONCERN to bring it back to your MAIN POINT. Don’t just hope the judge will not notice the CONCERN!

o Spend time writing these items down and really thinking about them.

Be Prepared! You should be able to explain your project to anyone, even a 1st grader.

Balance the science and the plain talk.

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Product Component

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Independent Research Project Options

Students enrolled in 7/8 Honors Science are required to complete a long term, independent research project. Multiple options are offered to fulfill that requirement. Our objectives are to meet various learning styles, interests and to promote the love of science. Every 7/8 Honors Science student will research their topic, collect data and then analyze that data. In addition, students must choose one of the following options in order to present the research.

Science/Engineering Fair: students will design and conduct their own experiment to collect and analyze

data. A formal presentation board, research notebook (binder) and log book are required. These

projects will be entered into the building science and engineering fair. Winners will go on to the

district, regional and possibly state competitions.

For the following options students may either design and conduct their own experiment to collect and analyze data OR gather and analyze data that has been previously collected within the scientific community. All of the following presentation options require a research notebook (binder) and log book.

Poster Session- presenting your research project on a large poster board.

Fictional story - with illustrations that relate to and extend your research

Computer Presentation (website)- representing and extending your research

Video- 2-3 minute video that presents and extends your research

Optional Science Fair opportunities available to interested students are listed below:

Siemens Foundation Math: Science: Technology Individual/Team http://siemens.collegeboard.org/?affiliateId=rdr&bannerId=siemens

Google Science Fair Individual (13-18) https://www.googlesciencefair.com/#!/en/2013/

Young Scientist Challenge Grade 5-8 http://www.youngscientistchallenge.com/ Broadcom MASTERS Grades 6-8 http://www.societyforscience.org/masters2013/application

http://siemens.collegeboard.org/?affiliateId=rdr&bannerId=siemens

https://www.googlesciencefair.com/#!/en/2013/

http://www.youngscientistchallenge.com/

http://www.societyforscience.org/masters2013/application

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Research Notebook/3-ring binder ALL Projects

A Research Notebook should be prepared and available along with the Project Log Book and necessary forms or relevant written materials. A research notebook helps organize data as well as thoughts. Your research notebook should be a 3-ring binder and is included in the final presentation at the science fair. It is strongly recommended to use tab dividers to keep sections separate and well defined. Many of these items have already been created and an extra copy will just need to be inserted into the binder. The research notebook should be neat, organized and include the following: 1) Title Page - Your name, date, title of project. 2) Table of Contents - Allows the reader to follow the organization of the project quickly. Accurately

number all pages in the notebook. 3) Introduction – A brief summary of what is in the notebook including the problem to be solved, the

origin of the idea, a summary of research, and the hypothesis. Include only information from the research that helps the reader to understand the project. Include the independent and dependent variable and background information critical to understanding the variables. Do not use personal pronouns.

4) Final copy of Research Plan 5) Results – All data tables, results, graphs and charts used in the experiment. Photos can be included

in the sections. Photos must be cited with who took the photo, as well as the location and date of the photograph.

6) Conclusion – Use the Conclusion section in this packet for writing the conclusion. Be specific; do

not generalize. Never introduce anything in the conclusion that has not already been discussed. Do not write in 1st person; keep a scientific perspective regarding your experiment.

7) Acknowledgments – Always credit those who assisted you, including individuals, businesses, and

educational or research institutions. 8) References / Annotated Bibliography – Your reference list should include any documentation that

is NOT your own. Use one format consistently. Some websites that might be helpful are: http://easybib.com , www.bibme.org , www.citationmachine.net

9) Forms - Place copies of all science fair forms in this section. Your teacher will provide these for

you. 10) Log book- Include log book in the back pocket of your research notebook.

http://easybib.com/

http://www.bibme.org/

http://www.citationmachine.net/

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Creating the Final Presentation Board Science Fair/Engineering Project

You have collected all of the data, and you have your results. A scientist presents his or her findings in an organized manner. You will create a presentation to show your work. It will be presented on a science fair board.

Science Fair Projects For those participating in science fair, the presentation must include the purpose, hypothesis, materials, procedure, summary of results, chart(s), graph(s), conclusion, error analysis, future applications, and a reference list all placed neatly in your research binder.

Engineering Projects For those completing an engineering project, the display board should include the problem, the design criteria, the materials used, a summary of the results, error analysis, conclusion and future design plans.

You will have opportunities to participate in a series of science fairs, beginning with the school science fair, with possibilities of advancing to district, regional, and finally state competitions. Your science fair board does not have to be set up exactly like this one, but it is an excellent example of how the board should flow. Start out with the introduction (purpose, hypothesis, etc.). Then show your data followed by the entire conclusion. Everything on the board is placed where it is for a purpose. Remember, the backboard is the judge’s first, and often final, impression. Tips for a well presented board:

All text is typed.

Choose 3 – 4 colors for your display theme.

No misspelled words, check spelling!

Edges are cut out straight, use a paper cutter or ruler

Paper and pictures are neatly mounted

Make everything on the board clear & concise. Don’t waste real estate. Use bullet points wherever possible (Procedure, Conclusion, Error Analysis, Future Applications, etc.).

Each section has a heading (ex. Purpose, conclusion, etc…)

Graphs must have scientific titles. 2-D graphs only. No 3-D graphs.

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These items should not be included on or with your board: plants, soil, tissue samples from living organisms, chemicals, sharp items, or glass. Pictures of these items are permitted.

Make sure that all pictures, graphs,

and tables used are credited

(i.e. picture from: webpics.com or

picture by Jane Doe and that for photos

of people other than the exhibitor, Form

4 is completed for permission for use)*

Research Notebook & Logbook should be with your board.

Use the same “cover theme” as your board.

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Science Fair Presentation Scoring Guide Name: Class Period: Date: Project Title:

Criteria Description Points possible

Research Question & Hypothesis

Clear and focused purpose that includes importance to society

Testable hypothesis

0 1 2 3 4 5

Variables Variables (IV and DV) and controls defined, appropriate, and complete

0 1 2 3 4 5

Materials List Specific list of appropriate materials listed with quantities, sizes and concentrations

0 1 2 3 4 5

Procedure Well-designed plan and data collection methods

Includes multiple trials

Steps are detailed and clearly written

0 2 4 6 8 10

Data Table(s) & Graph(s)

Computer generated

Data from all trials is displayed

Data is displayed clearly

Displays data with appropriate type of graph(s)

Correctly labeled

0 4 8 12 16 20

Conclusion Format is followed

Conclusions are supported by the data

0 2 4 6 8 10

Error Analysis Clearly states what errors occurred during the experiment

Discusses how to prevent errors

0 1 2 3 4 5

Future Applications Discusses who will benefit from this information

Discusses how people will benefit

Discusses how the experiment can be expanded in future research

0 1 2 3 4 5

Creativity Creative or new approach for addressing the purpose

Creative display of information

0 1 2 3 4 5

Display Logical organization of material

Graphics are clear and include proper citations

Neatness

0 2 4 6 8 10

Research Notebook Includes all required elements (title page, table of contents, introductions, etc.)

Copies of SRC forms included

0 2 4 6 8 10

Log book Handwritten in ink

Well organized with daily entries (observations/data, dates, present tense, etc.)

0 2 4 6 8 10

A Total

Total Evaluation

41

Engineering Fair Presentation Scoring Guide Name: Class Period: Date: Project Title:


Defining a Need Description of a practical need or problem to be solved

Explanation of constraints

0 1 2 3 4 5

Engineering Goal Exploration of alternatives to answer need or problem

Proposed solution or engineering goal

0 1 2 3 4 5

Materials List Specific list of appropriate materials listed with quantities, sizes and concentrations

0 1 2 3 4 5

Procedure Well-designed plan for creating prototype



0 2 4 6 8 10

Execution Prototype demonstrates intended design

Prototype has been tested in multiple conditions/trials

Prototype demonstrates engineering skill and completeness

0 5 10 15 20 25

Conclusion 4 paragraph format is followed


0 1 2 3 4 5

Error Analysis Clearly states what errors occurred during the engineering process


0 1 2 3 4 5



Discusses how the engineering design can be expanded in the future

0 1 2 3 4 5

Creativity Creative approach for addressing the need


0 1 2 3 4 5



Neatness

Includes pictures, diagrams and/or sketches

0 2 4 6 8 10


Copies of SRC forms included

0 2 4 6 8 10



0 2 4 6 8 10

A Total

Total Evaluation

42

Fictional Story Rubric Name: Class Period: Date: Project Title:

Highly Effective

Generally Effective

Somewhat Effective Ineffective

Pre

sen

tati

on

Shows competence in story development by using several strategies that enhance fiction (dialogue, pacing, establishing point of view)

Presents a well-developed conflict/plot

Shows competence in story development by using some strategies that enhance fiction (dialogue, pacing, establishing point of view)

Presents a conflict/plot

Uses only a few strategies to develop fiction

Conflict/plot is not clear

Does not use any accepted strategies

to develop fiction

No conflict/plot developed

Co

mm

un

icat

ion

of

Res

earc

h T

op

ic

Clearly refers to research topic by using multiple scientific terms, prior research

Research data (empirical or statistical) is shown in a well-developed data table and graph depicting multiple trials. A logbook that details all phases of the product is also required

Research notebook is presented and contains story, all research data (including hypothesis statement and annotated bibliography), and a 1 – 2 paragraph analysis of data

Refers to research topic using some scientific terms and prior research

Research data is shown in a data table and graph that depicts multiple trials. Logbook is presented and journals many phases of the product development.

Research notebook missing 1 of the required items

Refers to research topic

Research data is shown in a data table and graph with only 1 trial depicted. Logbook contains minimal entries

Research notebook missing 2 or more of the required items

Does not refer to research topic

No data table, graph or logbook presented

No research notebook is presented

Co

nte

nt

Establishes a situation by setting action in an understandable context that relates to research topic

Length: 1000 – 1500 words and grammatical errors do not detract from fluency

Establishes a situation that is somewhat clear

Length: 750 - 1000 words and minor errors create few distractions

Establishes a situation

Length: 500 – 750 words and writing is clear but fluency weakened by errors

Does not establish a situation and does not relate to research topic

Length: <500 words and weaknesses interfere with effective communication

Suit

abili

ty Has appropriate and fluent

dialogue

Has appropriate dialogue/lacks fluency

Has inappropriate dialogue/no fluency

Lacks dialogue

Cre

ativ

ity

Research topic is used to solve the plot, establish new theory or teach others

Provides colorful hand-drawn illustrations (cover page, 5 throughout story)

Research topic is discussed throughout story

Provides colorful hand-drawn illustrations (cover page, 3 throughout story)

Research topic is mentioned in story

Provides colorful illustrations (cover page, 3 throughout story)

Research topic is not part of story

Missing illustrations

10 8 6 4

43

Video Rubric Name: Class Period: Date: Project Title:

Highly Effective

Generally Effective

Somewhat Effective

Ineffective

Pre

sen

tati

on

Effectively uses eye contact (student must be in video) to fully engage audience

Speaks clearly, effectively and confidently using suitable volume and pace

Selects rich and varied words for context/correct grammar usage

Maintains eye contact and takes steps to engage audience

Speaks clearly and uses suitable volume and pace

Selects words appropriate for context/correct grammar usage

Some eye contact, but audience engagement not maintained

Does not speak clearly throughout presentation

Selects words inappropriate for context; incorrect grammar usage

Ineffective use of eye contact and minimal audience engagement

Fails to speak clearly and audibly and uses unsuitable pace

Selects words inappropriate for context; incorrect grammar usage

Len

gth

Length: 2-3 minutes and presents a well-developed problem/plot

Length: 2-3 minutes and presents a problem/plot

• Doesn’t meet length and problem/plot is not clear

Doesn’t meet length and no problem/plot is developed

Co

nte

nt

Ideas thoroughly and specifically developed

Clearly refers to research topic by using multiple scientific terms and multiple references to prior research

Attempts to develop all ideas

Refers to research topic using some scientific terms and some mention of prior research

Develops ideas by listing or briefly explaining


Little or no development of one or more ideas


Res

earc

h

Research data (empirical or statistical) is presented in a well-developed data table and graph showing multiple trials. A logbook that details all phases of the product is also required

Research notebook is presented and contains script or storyboard, all research data (including hypothesis statement and annotated bibliography), and a 1 – 2 paragraph analysis of data

Research data is presented in a data table and graph showing multiple trials. Logbook is presented and journals many phases of the product development


Research data is presented in a data table and graph but only 1 trial is documented. Logbook contains minimal entries


No data table, graph or logbook is presented


Cre

ativ

ity

Script/plot takes an extremely innovative approach to present ideas

Research topic is used to solve the problem and establish new theories or ideas

Script/plot uses some innovative features to present ideas

Research topic is used to solve the problem

Script/plot takes a standard approach to present ideas

Problem solved without mention of the research topic

Script/plot is simply read to audience

Problem not solved

10 8 6 4

44

Computer Presentation Rubric Student Name: Class Period: Date: Project Title:

Highly Effective

Generally Effective

Somewhat Effective Ineffective

Des

ign

Site is aesthetically pleasing/good use of color and graphics

Pages have titles, info is easily found, easily navigable, consistent format

Pages are logical, intuitive and show organization – aid in topic development

Text and background colors do not clash

Pages are navigable

Site is interactive and logical

Text and background are colors

Pages are labeled

Site is logical

Site is black and white

Pages are created

Site not organized

Au

die

nce

Site is designed with scientific community as target audience

Target audience is identifiable

Target audience is unclear

Site has no target audience

Co

nte

nt

Content clearly refers to research topic by using multiple scientific terms and multiple references to prior research

Information is error free (including but not limited to spelling, sentence structure, content, references)

Refers to research topic using some scientific terms and some mention of prior research

Information is correct and well written


Information is correct, but poorly written


Information contains many errors

Res

earc

h

Research data (empirical or statistical) is presented in a well-developed data table and graph showing multiple trials. A logbook that details all phases of the product is also required

Research notebook is presented and contains all research data (including hypothesis statement and annotated bibliography), and a 1 – 2 paragraph analysis of data

Research data is presented in a data table and graph showing multiple trials. Logbook is presented and journals many phases of the product development


Research data is presented in a data table and graph showing only 1 trial. Logbook contains minimal entries


No data table, graph, or logbook is presented


Tech

nic

al E

lem

ents

Links are clearly marked with color differentiation or buttons

Thumbnail graphics are helpful and relate to topic. They enhance site and make it more engaging

Links are functional and visited links change color

Graphics download quickly

Links are functional

Graphics used

Links are not functional

No graphics

10 8 6 4

45

Poster Presentation Scoring Guide Student Name: Class Period: Date:

Project Title:


Introduction At least 2 paragraphs summarizing current research

Describe how you became interested in the topic

0 2 4 6 8 10

Research Question & Hypothesis

Clear and focused purpose that includes importance to society

Testable hypothesis

0 1 2 3 4 5

Variables Variables (IV and DV) and controls defined, appropriate, and complete

0 1 2 3 4 5

Materials List & Procedure (for students designing their own experiment)

Specific list of appropriate materials listed with quantities, sizes and concentrations

Well-designed plan and data collection methods



0 3 6 9 12 15

Data collection (for students gathering published data)

Identifies sources for the data

Brief description of how the data was originally collected

Reliable sources utilized

Data accurately recorded by student

0 3 6 9 12 15

Data Table(s) & Graph(s)

Computer generated

Data from all trials is displayed

Data is displayed clearly

Displays data with appropriate type of graph(s)

Correctly labeled

0 3 6 9 12 15

Conclusion 4 paragraph format is followed


0 2 4 6 8 10

Error Analysis Clearly states what errors occurred during the experiment


0 1 2 3 4 5



Discusses how the experiment can be expanded in future research

0 1 2 3 4 5

Creativity Creative or new approach for addressing the purpose


0 1 2 3 4 5



Neat and colorful

0 2 4 6 8 10


Copies of SRC forms included (if collecting own data)

0 2 4 6 8 10



0 1 2 3 4 5

Total

Total Evaluation

OR

47


Appendix

49

Proposal Independent Research Topic Proposal for Non-engineering projects

Student name: _________________________ Due date: ________________ Date submitted:_______________

20. What problem are you trying to solve with this experiment?


22. Where have you seen topics that are similar to this?

23. Write a brief sequential description of how you are going to solve this problem

a. b. c. d.


25. How much time is needed to complete the experiment with data?

26. Identify the Independent variable

27. Identify the Dependent variable Quantitative (include the units you will measure) Qualitative

28. Identify the control group

29. List the materials that are needed for the experiment

a. b. c. d.



Science Fair ____ Engineering project ___ Video _____ Fictional story____ Professional poster____ Website ____

32. Will you use micro-organisms? Yes/No

33. Will you use chemicals? Yes/No

34. Will you use flames? Yes/No

35. Will you use vertebrate animals/human subjects? Yes/No




51

Independent Research Topic Proposal for engineering projects

Student name: ________________________ Due date: ________________ Date submitted:_______________

18. What is the need you are trying to satisfy?


20. What problem/situation led to your concept creation?

21. Methodology: Write a brief description/diagram of how you are going to solve this problem

22. Include a drawing of your first prototype


24. Results: what type of outcome are you expecting to find?

25. What is unique about your prototype?

26. Conclusion: Why should your prototype be considered?

27. What materials are needed to design your prototype?

28. How much time is needed to complete and test your prototype?



Engineering project ___ Video _____ Fictional story____ Professional poster____ Website ____

31. Will you use chemicals? Circle one Yes/No




53

Forms Checklist Before experimentation can begin all required forms MUST be completed and approved by your teacher. Form guidelines:

Do not hole punch, fold/crumple, or staple forms

Originals will be filed in the classroom, your teacher will give you a copy to include in your research notebook

Use the same title on all forms

Be sure your name is listed the same on all forms (ex: don’t put Chris on one form and Christopher on another)

Use only blue or black ink or type

The adult sponsor is your teacher

Most forms will be made available by your teacher, but they can also be located at http://www.societyforscience.org/isef/document

Your teacher will help you determine which of the following forms are required for your project.

Form Required

Form Completed

Form # and Name Additional Information

X 1: Checklist for Adult Sponsor

Teacher will complete this form once all of your other forms are completed. Required for ALL projects

X 1A: Student Checklist/Research Plan

One per project. Required for ALL projects. Research plan will accompany this form.

X 1B: Approval Form Required for ALL Projects, ONE PER PERSON, Parent signature required

1C: Regulated Research Institute

Required if research is conducted at a research facility

2: Qualified Scientist Required if a qualified scientist is required for the project

3: Risk Assessment Required for any project using potentially hazardous chemicals, devices or activities

4: Human Subjects & Informed Consent

Required for projects involving human subjects

Informed Consent Statement

Required for projects involving human subjects

5: Vertebrate Animal Required for projects using vertebrate animals

6A: Potentially Hazardous Biological Agents

Required for projects using microorganisms

6B: Human and Vertebrate Tissue

Required for projects using tissues/cells from humans or vertebrate animals

7: Continuation Projects Required if project is a continuation of a previous year’s project


Plano ISD Middle School Independent Research Project up your Procedure ... Review data and analysis...

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