SE-1 INTRO Science Fair Expo: Project Introduction PROJECT DESCRIPTION Choose a project that interests you and design an investigation using the components of a Well- Designed Investigation (Experimental or Observational). Most Experimental investigations will be causation and be based on a measurable cause and effect relationship between an independent and dependent variable. Use the in-class investigations as models for the process. An example of a hypothesis is: If you increase the surface area of a parachute, then you increase the time of descent. If you choose to pursue a correlation investigation, you must have at least three references and a more detailed explanation in your Rationale explaining your prediction. Many correlation investigations are Observational Explorations. Behavioral and Social Sciences Biochemistry Botany Chemistry Categories for Investigation (According to ISEF) Computer Science Medicine and Health Earth and Space Science Microbiology Engineering Physics Environmental Sciences (Life) Zoology Environmental Sciences (Physical) PROCEDURES This is an "at home" project with worksheets (SE-1, SE-2, etc.) handed out during the process that you will check in with your mentor/teacher along the way. You will present your project on May 31, 2011. EXPECTATIONS A description of expectations is printed on the back of this paper. Each SE-"number" is an achievement grade in addition to the final project grade. Questions: Intro and Rubric, J. KIEFFER, Rev. 7/2006 (Printed 3/21/2011)
Scientific Expo Project Rubric Expectations A Project Proposal is approved with a well-written Hypothesis. Variables are correctly listed (independent, dependent, 3 controls; SE-3) Any project involving controlled substance, humans or a living thing in any way (survey, control group, activity, etc.) requires additional paperwork and disclaimers as mandated by ISEF. Other projects may also require additional ISEF forms. You must have prior approval if you want to compete at the Fair. Hypothesis states a clear and measurable connection between an independent and dependent variable (SE-3) Rationale clearly explains the reasoning behind the hypothesis, citing research (SE-3) Includes 8, or more, specific directions for finding and recording data in metric units, for conducting multiple (at least three) trials, and for manipulating at least three measured variable changes (SE-4) Data tables and displays are clearly labeled and meet the needs of the procedures (SE-5) Graph includes both variables in title (Dependent (Y) vs. Independent (X)), correctly labeled axes that match data table, has equal intervals in correct numerical order, and is neat with straight lines (SE-5) Conclusion discusses hypothesis and results, and provides at least two observations (data trend) to support conclusion (SE-6) Display board is colorful, well planned, includes all required sections, and meets guidelines of model (SE-7) Correct spelling, grammar, and presentation of findings is expected. Final presentation of project appears well-rehearsed and meets expectations for interpretation and communication of findings (SE-8) At least one reference is used to guide your investigation (SE-1) PLAN AHEAD: ISEF form Research Plan (1A): Research Plan Attachment is required of those students chosen to compete at the county level. At least five major references with research supporting your project must be provided. Hint: Find one reference that is related to your project and look at the end of the internet site/article/chapter/book for a list of other references, then list those. Or look for references for some of the materials you used in your project.
Science Fair Expo Suggested Timeline: Phase One: March 28, 2011 Find a topic and complete your testable question. Research topics and background report on selected topic using 2 + references. Phase Two: by April 4, 2011 Complete your rough draft of the testable question, background research, journal, hypothesis, and rationale. Phase Three: by April 11, 2011 Complete your final draft of your testable question, background information, hypothesis, and rationale. Complete your list of materials necessary for your experiment or inquiry project. Phase Four: by April 18, 2011 Complete your final draft of your list of materials. Complete your rough draft of your procedures (minimum of 8 steps) for your experiment or inquiry project. Start collecting your materials. Phase Five: by April 25, 2011 Complete your final draft of experimental design. Begin your experiment or inquiry project. Phase Six: by May 2, 2011 Complete your rough draft of data collection, results, graphs, and error analysis (what went wrong). Phase Seven: by May 9, 2011 Complete your final draft of data collection, results, graphs, and error analysis (what went wrong). Complete your rough draft of your conclusion, application (how is the experiment useful or meaningful), and abstract. Phase Eight: by May 23, 2011 Complete your final draft of your conclusion, application, and abstract. Begin constructing your science board. Remember it takes a lot of planning to place the results on the display board. Phase Nine: by May 31, 2011 Completed Science Board Displays brought to class. May 31: Science Night at Sligo
Science Expo: Developing Testable Questions Every experiment begins with a testable question. The typical format is: How does [independent variable] affect [dependent variable]? This activity is based on experiments found in the books of Janice VanCleeve, but is applicable to evaluating other investigations, including those found on the internet or in other texts. The school web site has some on-line resources that you can search. When you read through the description of any investigation, thinking about the following may help you develop a testable question for your own investigation: Is there something in the provided picture that you could measure and change? Does the Purpose or Question describe changing or measuring something? (An independent variable?) Do the Procedures/Directions describe making something with specific measurements that you could make with different measurements? (An independent variable?) Do the Procedures/Directions describe something that you think you could do differently? Can you measure what you do? Do the Procedures/Directions describe measuring something at the end of the investigation to see how it changed? (A dependent variable?) When you develop your question, or look at project ideas, always try to figure out what you are changing (independent variable) and what you think will happen (dependent variable). Also ask you self "How am I going to measure what I am changing?"
Investigation: Phase 1 (Testable Question and References) Testable Question: Independent Variable: Dependent Variable: Reference: COMMENTS/NOTES:
Science Expo: Project Proposals Phase 2(Hypothesis and Rationale) Directions: Complete the following proposal for teacher approval. You may need to develop more than one proposal before a project is accepted. Variables must be measurable (i.e. amount, time, temperature, distance, etc.): Independent: The variable changed before the beginning of each new set of trials. Dependent: The variable measured after each trial. Control: The variables that remain the same for each trial. Hypothesis* should be an If then statement that describes a predicted cause and effect relationship between two observable and measurable variables. TESTABLE QUESTION: Variables: Independent Variable: Dependent Variable: Control Variables:,, MEASURABLE HYPOTHESIS*: (If the [I.V.] increases, then the [D.V.] will increase/decrease.): Rationale*: Explain why you think your hypothesis will be correct. Use any real life experience you have, any research you have already completed, or prior knowledge.
Phase 3 (List of Materials) WELL-DESIGNED PROCEDURE: Materials:
Phase 4 (Rough Draft of Procedures) Directions (minimum of 8): 1. 2. 3. 4. 5. 6. 7. 8. Remember: "Repeat steps? to? for 3 trials." (You may do more trials). "Repeat steps? to? for the next larger independent variable up to (size, number, etc.)" REFERENCES (You may attach another sheet of paper):
Final Draft of Procedures Directions (minimum of 8): 1. 2. 3. 4. 5. 6. 7. 8. Remember: "Repeat steps? to? for 3 trials." (You may do more trials). "Repeat steps? to? for the next larger independent variable up to (size, number, etc.)" Set-Up Diagram REFERENCES (You may attach another sheet of paper):
Science Expo: Data Table and Graph (REVISED) Directions: Complete the following to make sure there are logical connections between your hypothesis, data tables and graphs. If you have additional tables and graphs, plan the others on your own paper. You may do everything on the computer, using a program like Excel and turn in a print out. You can add additional trials or variable changes. Three is the MINIMUM. Hypothesis (Always begin with the smallest measurement it makes graphing easier): If the is increased, then the will. Data Table (This is a possible layout that makes data easy to read. You can add trials and additional independent variable changes as necessary by adding rows and columns to the table): Quantitative observations that are important to the investigation: (IV with Units: On the x-axis) (DV with Units: On the y-axis) TRIAL Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average Qualitative observations: Ideas, mistakes, etc. that are important to the investigation: Graph (Remember T.A.I.L.S.): Title (DV vs IV): DV: Y-axis X-axis
IV:
Science Expo: Templatefor Writing a Conclusion. Directions: Use the following template to assist you in writing your conclusion. Filling in the blanks as directed and copying everything in italics will guide you in writing a conclusion. TITLE: V erses (D.V.) Conclusion (I.V.) Paragraph I: Hypothesis I hypothesized that (write your hypothesis) (write your hypothesis continued) (write your hypothesis continued) I found that my hypothesis was. ** Therefore, I conclude that if (write correct or incorrect) the i s increased then the (I.V.) wi ll. (D.V.) (increase or decrease) * OR, if there is no clear trend in the data, you write: I found no correlation between the (I.V.) and the. (D.V.) Paragraph II: Data Analysis The following observations support my conclusion. First, when the (I.V.) increased from to t he (I.V. data) (I.V. data ) (D.V.) f rom to. A lso, (describe trend: increased, decreased, no trend?) (D.V. data) (D.V. data) when the i ncreased from to the (I.V.) (Different I.V. data) (Different I.V. data ) [describe trend, or lack of it] from to. (D.V.) (Different D.V. data) (Different D.V. data) Better conclusions not only describe the data, but also explain HOW the data supports the conclusion. You may also write a third observation that supports the trend... the more data the better! Paragraph III: Discussion of correlation, trends, research support, etc... These observations support my conclusion that (Whatever you wrote above for the sentence with the ** Therefore, ) From doing this investigation I learned that there is a (positive, negative, or no) correlation between and. (I.V) (D.V.) Other ideas for discussion: According to the trend, the next data point would probably be...; My research supports my results because...; I would like to do a follow-up experiment such as ).
Science Fair Expo: Display Board References on back TESTABLE QUESTION Phrased as a question HYPOTHESIS If [independent variable], then the [dependent variable]. RATIONALE: I predict this will occur because... VARIABLES Independent Dependent Controls (At least 3) MATERIALS DIRECTIONS 1. (CAN 2. CONTINUE 3. INTO 4. MIDDLE 5. SECTION) PROJECT TITLE PHOTOS, DESIGNS, DRAWINGS, ETC. DATA QUANTITATIVE OBSERVATIONS DATA TABLES WITH TRIALS and AVERAGES 10 0 8 0 6 0 4 0 2 0 0 GRAPHS East West North *You only need one graph, but may do more (all trials, averages, all in one, etc.) GRAPHS DATA 4 3 2 Eas t West 1 North 0 1st 3rd Qtr Qtr QUALITATIVE OBSERVATIONS CONCLUSION Regulation display boards in various colors are available from the science department for $5.00 Carefully cut and glue the colored label with student's name, teacher, and period neatly at the top on the BACK of the RIGHT FLAP of your display board. Bibliography with references should be posted below the label. Use size 16 point font or larger for all writing Mount white paper, pictures, graphs, etc. on colored construction paper to create a colorful frame Use stencils, cut outs or computer printouts for all lettering Only display diagrams and/or pictures related to your experiment Use real glue no tape, paste, glue stick or staples Labels are clearly posted in size 48 font (1/2 inch) or larger as modeled above for PROBLEM, HYPOTHESIS, VARIABLES, MATERIALS, DIRECTIONS, DATA (Data Table, Chart and/or Graph, Qualitative Observations), and CONCLUSION. The Wood Web site has a template you can use. Graph meets T.A.I.L.S. Spelling is correct Conclusion clearly discusses hypothesis, findings, and trends using data
A Glossary of Science Inquiry Terms Affect (verb) To have an influence on or bring about a change in something, as in Fertilizer affects plant growth." See "effect." Bias A highly personal (and unreasoned distortion) of judgment. (Playing favorites!) Classify Relate objects and events according to their properties or attributes. Conclusion (Form a conclusion) A statement about the trend (general drift, tendency, or direction) of a set of data collected during an investigation. Conclusion (Write a conclusion) The closing paragraph of a report including at least the testable question, hypothesis, and explanation of the results. Control A variable in an investigation that is kept constant. Control Group A trial in an experiment where the independent variable is kept constant or at its standard value or condition. The experimental group is compared to the control group when analyzing data. Controlled Experiment A repeatable investigation where the researcher tests a hypothesis by changing the independent variable and noting the effect on the dependent variable(s). This includes forming conclusions based on comparing an experimental group with the control group. Data Factual information used as a basis for reasoning, discussion, or calculation. Dependent Variable A variable that may change as a result or response. Usually graphed on the vertical or y-axis. Effect (noun) The result or consequence of an action or influence, as in "The effect of fertilizer on plant growth." See "affect." Experimental Group A trial in an experiment where the independent variable is changed from the standard value or condition. The experimental group is compared to the control group when analyzing data. Hypothesis A testable explanation (if-then statement) based on observation, experience, or scientific reasoning including the expected cause and effect in a given circumstance or situation. Independent Variable The one variable the investigator chooses to change. Usually graphed on the horizontal or x-axis. Inference To form a conclusion based by making assumption about data or determining what is implied. Inquiry The process of answering testable, scientific questions through investigation. Measure Expressing the amount of an object, substance, or event in quantitative terms using scientific instruments or counting. Multiple Trials Completing an investigation several times and using collected data for comparing results and creating reliability. Observe To gather information and direct evidence by using senses and/or scientific instruments. Pattern A consistent or repetitive set of data or observations where relationships can be observed, deduced, or inferred. Prediction A statement about what may happen in the investigation based on prior knowledge and/or evidence from previous investigations. Prior Knowledge The sum and total of all that a student knows and is able to do (learned from personal experiences at home, in school, etc.) in relation to a concept. Repeated Trials Completing an investigation several times and using collected data for comparing results and creating reliability. Trend The general drift, tendency, or direction of a set of data. Testable Question A question that can be answered through an investigation. Variable A single factor that is isolated and tested in an experiment.