Science-Research-Project-Handbook-FY14-11-8-13

SCIENCE RESEARCH PROJECT HANDBOOK Developed for Middle School and High School Students Revised November 2013 TABLE OF CONTENTS Introduction ……………………………………………………….………………… …….… Goals and Rationale ….……………………………………………… ………….….……… Timeline……………………………………………………………………………………….… Expectations for Science Projects …………………………………….… …………… Team Projects………………………………………………………………………………….…6 Characteristics of a Successful Science Project ………………………………….…… .7 How to Select and Write a Problem ……………………………………………….…….……8 Science Fair Topic Sheet ………………………………………………….… …….…………9 Research Paper Components and Criteria ………………………………….…….…… 10 Reference Template …………………………………………….……….………….…………11 Sample Literature Citations ………………………………………… ……….……….…12 Bibliographic Samples …………………………………………………….…………… 13 -15 How To Write a Hypothesis ………………………………………………… …………… 16 Materials ……………………………………………………………………………….……… 16 Experimental Design Diagram ………………………………………………………….……17 Procedure ………………………………………………………………… ……………… 18 Data Tables ………………………………………………………… …………….………18-19 Conclusion ……………………………………………………………… ……………………20 How To Assemble a Backboard ……………………………………… ………………… 21 Explanation of Terms …………………………………………….…… ……………… 22-24 Abstract Criteria ………………………………………………… ………….…………….… 25 Rubrics ……………………………………………………………………… …………… 26-27 Criteria for Judging ……………………………………………………….… ……………….28 Science Fair Categories and Regulations ……………………………….……………… 29 Science Fair Application ……………………………………………………………… 30-33 INTRODUCTION Scientific experimentation and inquiry are essential parts of any science curriculum The scientific process is not any one fixed method but can be many activities that are designed to answer a question or solve a problem In order to begin one must define a problem to be solved or ask a question The procedures for problem solving should include observations, research, development of a hypothesis, experimentation, data collection and analysis, conclusions, and communication of the results As a student progresses through middle school and high school, activities and experiments should become more detailed and advanced In middle school, the focus of science instruction is on the development of the process skills that are taught through handson investigative activities Students are encouraged to ask questions and solve problems They are given the opportunity and guidance necessary to conduct independent research Students continue to develop the skills necessary and are given the opportunity to complete more involved scientific research in high school Middle and High school students are highly encouraged to present their work for judging in a variety of formats at science fairs and expositions While much of the preparation and skill building for scientific inquiry is conducted in the classroom it must be recognized that much of the work required to complete individual research projects must be done outside of the normal class time GOALS AND RATIONALE A scientific research project integrates many skills that are often taught separately Upon completion, the project is a culmination of reading, writing, spelling, grammar, math, statistics, ethics, critical thinking, computer science, scientific methodology, and research of one or more specialty fields, public speaking, and possibly the defense of the project in front of expert judges o A science project should involve real discovery of little known or even unknown information o The student should employ the scientific method throughout the science project and the project must be experimental (research/data driven) in nature o In order for the science project to be satisfying and exciting, the student should select a topic in an area of his/her interest o In order to develop self-esteem and communication skills, the student should participate in science fairs and conferences and present their findings to an audience of judges o In order to have a successful project, the student should seek appropriate parental/mentor support Science Fair Timeline September 21-October Review Period October October 11 October 17 SRC/IRB Paperwork to teacher sponsor SRC/IRB Paperwork to SFC SRC Paperwork to SBO Review Period November November November 12 SRC/IRB Paperwork to teacher sponsor SRC/IRB Paperwork to SFC SRC Paperwork to SBO December to SFC January 16 March 15 March 28 May 11-16 Submit Topics Student applications and ISEF paperwork due Science Fair – GMS/GHS Tidewater Fair - ODU State Fair - VMI Intel Science Fair – Los Angeles, California Forms Checklist Combined YCSD/TSF Application _ ISEF (1) Checklist for Adult Sponsor _ ISEF (1A) Student Checklist _ Research Plan _ Approval Form (1B) _ Risk Assessment Form (3) _ Abstract _ All other forms required for your experiment _ (see https://apps.societyforscience.org/isef/students/wizard/index.asp) STUDENT EXPECTATIONS FOR SCIENCE PROJECTS Every student will have the opportunity to complete a science project following the International Science and Engineering Fair (ISEF) criteria and present the project to an audience and enter it into a competition All students (grades 7-12) have the option of submitting research papers to The Virginia Junior Academy of Science (VJAS) All research papers submitted to VJAS must follow the appropriate rules and regulations EXPECTATIONS FOR INDIVIDUAL PROJECTS Each student will choose his/her own subject from any area of science, mathematics, or engineering (with prior teacher approval and following ISEF Guidelines) Each student will conduct a review of the literature on his/her chosen subject The teacher may choose to provide a few class periods for the students to use resources in the school The sources should include at least major references (science journals, books, Internet sites, etc) Students are encouraged to use time before and after school for research and teacher support The scientific method will be followed Each student will develop his/her own experimental design and submit this design for teacher approval When required, the experimental design, using the appropriate paperwork will also be submitted for approval by the Scientific Review Committee A daily logbook should be kept It is the responsibility of the student to bring his/her logbook to be reviewed by the judges Students will write an abstract, a summary of their research Those competing in science fairs will present this abstract on the appropriate form required by ISEF or VJAS (refer to the ISEF and VJAS websites) Students invited to the York County Science Fair or the Tidewater Science Fair must present their project on a backboard and follow all of the rules and regulations of ISEF Each student will present his/her project to an audience In doing this, the student will: a Introduce himself/herself to the audience b State clearly the title of the project c Explain the problem and/or the hypothesis d Briefly explain the methods e Identify the results using figures, tables, logbook, pictures, etc f State the conclusion g Elaborate on any problems that were encountered h Explain what he/she might in the future to continue the project i Discuss the practical application or importance of the project j Respond to any questions k Thank the audience The audience should be encouraged to provide feedback with regards to improving the project Sample rubrics and judging criteria are provided on pages 26-28 TEAM PROJECT Team projects may have a maximum of three members Each team will choose a subject from any area of science, mathematics, or engineering (with prior teacher approval and using ISEF Guidelines) Please note differences between VJAS categories and ISEF categories on page 29 Each team should appoint a team leader to coordinate the work and act as a spokesperson However, each member should be able to serve as spokesperson, be completely involved in the experiment and be familiar with all aspects of the experimental design In order to compete, all members must be present at fairs or competitions The team will prepare all necessary paperwork and complete one display The oral presentation will be prepared collectively Team projects will be evaluated using the same rules and judging criteria as individual projects Teams will compete in the content category appropriate for their work Each team member must submit Form 1B and the Media Release Form All other required forms may be submitted as a group CHARACTERISTICS FOR A SUCCESSFUL SCIENCE PROJECT The experiment shows a careful thought out approach and is well researched and documented Projects a problem that is solved through experimentation See ISEF Student Handbook page for information regarding Non Inquiry Based Research such as Engineering, Computer, Math and Theoretical Projects The experiment demonstrates a working knowledge of the area of science chosen Demonstrates that sufficient and correct safety measures have been taken throughout the experimentation and presentation; no unauthorized chemicals, equipment, materials or methods have been used All necessary pre-approvals are submitted on time The experimenter keeps a logbook that shows a complete record of work The experiment has a certain amount of originality with the experimenter’s own approach and ideas added to solve the problem The equipment used is appropriate and fits the needs of the experimentation Controlled experimentation with a standard and only one variable repeated for a minimum of three trials 10 Accurate, valid and correct observations have been made 11 The conclusion is drawn from repeated trials of the experiment or the use of a sufficient number of subjects 12 The conclusion indicates strong points as well as weaknesses 13 The display/backboard includes photographs, diagrams, tables, charts, figures (graphs), etc., that might be necessary in explaining your work It is an original and attractive presentation of the information and includes a complete and appropriately documented write-up 14 The backboard/display should have a simple, well-stated title with neat lettering; be able to stand independently; and meets the size and display requirements of ISEF All work must be typed HOW TO SELECT AND WRITE A PROBLEM The problem is what the student is attempting to find out by doing an experiment It should be written as a question The experiment attempts to provide an answer to the problem or question If you can answer the question before you experiment then choose another problem or change the variable Examples: Is artificial light or natural light better for plants? Will goldfish grow larger in a larger tank? Is salt or fresh water more corrosive? Which brand of soap is more effective with people who have dry skin? Does the water temperature at which one bathes have an impact on blood pressure? Since you could be working on your project over a long period of time, make sure that you have an interest in the topic in which you are going to experiment Once you have figured out a topic, develop a list of questions that you would like to have answered Remember that your questions must be related to something that you can conduct an experiment on in an attempt to find an answer Finally, from your list of questions, you need to choose one When choosing, make sure that the materials needed to answer your question can be easily obtained and that there is a way to measure your results Your teacher may help you with the four question strategy for selecting a topic ( Students and Research: Practical Strategies for Science Classrooms and Competitions Cothron, Giese and Rezba) SCIENCE FAIR TOPIC SHEET Name _ Period _ Group Members (if applicable) _ _ Title of Project Brief Description of Idea: (what are you going to study and EXACTLY how are you going to study it) Does your project involve humans? Number of subjects needed? Does your project involve chemicals? If yes, list the names Bibliography Sources (list at least five sources: they must be cited correctly; they should not all be from the same type of resource) Approved _ Not Approved RESEARCH PAPER CRITERIA In order to make an educated guess as to the outcome of your experiment, you must conduct some background research Internet, encyclopedias, books, magazines, experts in the field and packaging labels are some of the resources available to conduct research Evaluate the credibility of your sources to make sure they are reliable and appropriate informational resources When conducting research, since you will have to cite where you received your information, it is important to note the topic, card number, location where you got the information, all reference documentation and any other references that the author has cited if You will be required to use a minimum of five different sources When researching your topic, summarize important information you learned from each source See page 11 of this handbook for a Reference template COMPONENTS OF A GOOD RESEARCH PAPER (ISEF) Title Page Table of Contents Introduction- Your introduction must answer the following: •Why did you conduct the experiment? How will knowing this information be helpful to society? •What did you hope to learn? •What was your hypothesis? Methods and Materials Results Discussion Conclusion Acknowledgments References/Bibliography Required Forms and Abstract Note that the “attachment” to Form 1A includes a Research plan with the following components and is NOT the same as the Research Paper: A Question being addressed B Hypothesis/Problem/Engineering Goals C Description in detail of method or procedures Procedures Data Analysis D Bibliography The abstract is required as stated on Form 1A but is included later in the order of forms of the student application packet See page 31 of this handbook, Student Application Checklist, for the correct order of forms (See the VJAS website for requirements for research papers for that competition) 10 Interviewee’s last name, interviewee’s first name Year of interview Interview with interviewee’s occupation Location of interview Date of interview, month of interview Example: Surry, J.R 2002 Interview with Middle School Principal Yorktown, Virginia May Electronic Encyclopedia/other Electronic Reference Sources Title of Reference Article Year of Publication Title of Encyclopedia, (Source, Version, Computer Type) City of publication: Publishing Company Example: Spain 2001 The New Grolier Electronic Encyclopedia (CD-ROM, v, 3.1, Macintosh) New York: Grolier Publishing Internet Sources and Websites Author, A A., & Author, B B (Date of publication) Title of article Title of Online Periodical, volume number (issue number if available) Retrieved from http://www.someaddress.com/full/url/ Example - Author Given: Cheng, Michelle (1998) The ABC’s of acid rain Water Quality Review Retrieved from, http://qlink.queensu.ca/~’4lrm4/ Example - No Author Given: Acid Rain and Cloud Chemistry 1998 Retrieved from, http://earth.agu.org/revgeophys/rasmus00/node29.html 15 HOW TO WRITE A HYPOTHESIS Let’s pretend that you just completed an experiment to determine if the brand of soap really makes a difference when it comes to healing dry skin What is the one thing that you would have changed on purpose in the experiment? You could have changed the brand of soap The one thing that you changed on purpose in an experiment is called the independent or manipulated variable Remember, only one thing at a time can be changed during an experiment in order to get accurate results If you would have changed the temperature of the water used to clean the skin and the brand of soap, you would not be able to determine if the water temperature or the soap impacted the skin In the soap experiment something else changed, but it was not changed on purpose What changed as a result of doing the experiment? The health of the skin changed This is the dependent or responding variable The dependent variable changed because we purposefully changed the brand of soap It was what was measured during the experiment Once the independent and dependent variables have been identified a hypothesis can be written A hypothesis is an educated guess, based on your research as to the outcome of an experiment An “If……then…” sentence needs to be used when writing a hypothesis TEMPLATE FOR WRITING A HYPOTHESIS If the independent variable is how the independent variable is changed then the dependent variable will describe the effect of the independent variable EXAMPLE If the brand (cost) of the soap is increased then the condition of the dry skin will (independent variable) improve (effect of the independent variable) (how the (dependent variable) Independent variable is changed) MATERIALS The materials refer to the list of things needed to complete the experiment The materials list should be very specific It should list the number of items, the size of the item and the brand used Example: 3- oz bars of Food Lion Brand Soap 3- oz bars of Dove Soap 3- oz bars of Eucerin Soap 3- quart bowls quart of room temperature water daily for each of the participants 16 EXPERIMENTAL DESIGN DIAGRAM An Experimental Design Diagram (EDD) is a tool that scientists use to make sure that all of the required parts of a good experiment are present It includes the title, the hypothesis, the independent variable, the different levels of the independent variable including the control, the number of trials, the dependent variable as well as the constants in an experiment TEMPLATE FOR EXPERIMENTAL DESIGN DIAGRAM Title: Write the title of your experiment Hypothesis: Write your hypothesis Independent Variable: List the independent variable from your experiment List the First Level of Independent Variable List the Second Level of Independent Variable List the Third Level of Independent Variable List the number of trials List the number of trials List the number of trials Dependent Variable: List the dependent variable from your experiment here Constants: List the constants in your experiment here EXAMPLE: Title: Does the cost of soap matter when it comes to healing dry skin? Hypothesis: If the cost of the soap (brand) is increased then the condition of the dry skin will improve Independent Variable: Cost of the soap (brand) Food Lion Brand- Cheap Dove- Moderately Priced Brand of Soap Soap trials trials Eucerin- Expensive Brand trials Dependent Variable: Condition of Skin Constants: temperature of water, amount of soap, how often skin is cleaned 17 PROCEDURE The procedure is the step-by-step process that a scientist uses when conducting an experiment When writing the procedure, the scientist must remember that the instructions need to be very specific The instructions should be clear enough that anyone could perform the exact same experiment and get similar results One method that might be helpful when trying to write down the steps that need to be followed when conducting the experiment is to close your eyes and imagine that you are actually doing the experiment As you are mentally walking through the experiment, write down each act as a separate step When you are finished, your procedure will look like a list of numbered steps Once you have your steps written, check your experimental design diagram to make sure that all of the important components in your experiment are addressed in your procedure If the method used above is not helpful, you might want to draw what your experiment will look like By drawing your experiment you can visualize the steps needed to complete your experiment Again, remember to number each step DATA TABLES Data Tables/Observations and Analysis/Graphs Data includes both quantitative observations, results based on numbers, and qualitative observations, results dependent upon the use of the senses What is being measured or the quantitative observations are presented in a data table If your method of measuring does not include numbers, you will have to devise a mode for measuring your results For example, in the soap experiment the mode would address the condition of the skin VD- Very Dry MD- Moderately Dry SD- Slightly Dry ND- Not Dry or Normal When constructing a data table, the scientist needs to make sure that there are three columns The first column lists the independent variable The second column lists the dependent variable and the number of trials The third column lists the average of the trials The scientist also needs a separate row for each level of independent variable This will vary depending on how many different levels are used in an experiment 18 TEMPLATE FOR CONSTRUCTING A DATA TABLE Independent Variable Dependent Variable Trial Trial Average/Mode Trial First Level of the Independent Variable Second Level of the Independent Variable Third Level of the Independent Variable Note: You may have more or less than three levels of the independent variable Three were used as an example When recording averages, make sure to include the unit of the measurement used Example: Cost/Brand of Soap Improvement of Dry Skin Trial Trial Average/Mode Trial Food Lion Brand- Cheap Soap Dove- Moderately Priced Soap Eucerin- Expensive Soap Once data has been collected and recorded, a summary of the results must be written The summary will include both quantitative and qualitative observations This is the analysis part of your project Any quantitative observations must also be presented in graph form In qualitative data, Chi-square test, t-test, and other statistical methods for analysis can be used See explanation of terms for further description A graph is a picture of your data collected during your experiment When constructing your graphs, make sure that each graph has a title The title should communicate the purpose of your experiment Your graph must also include an X and Y axis The X axis or horizontal axis should be labeled as the independent variable and the Y axis or vertical axis should be labeled with the dependent variable The scale being used for measuring must also be labeled 19 CONCLUSION The conclusion is a summary of the findings of an experiment It should include the problem, the results of the experiment and what the results mean, suggestions for improving the experiment, and suggestions for expanding the experiment Every conclusion should answer the following six questions What was the purpose of the experiment? What were the major findings? Was the hypothesis supported by the data? How did your findings compare with other research? What possible explanation can you offer for these findings? What recommendations you have for further study and for improving the experiment? TEMPLATE FOR WRITING A CONCLUSION The purpose of the experiment was _ The scientist found out that The scientist’s hypothesis was/was not supported because _ _ Compared to other research, the scientist found _ A possible explanation for these findings is _ The scientist recommends for further experimentation The scientist also recommends _ to improve the experiment Note: Notice that pronouns are not used in writing a conclusion The word scientist or if it is a group project the word scientists should be used in place of any pronoun Example: The purpose of the experiment was to determine if the cost of soap (brand) makes a difference when it comes to healing dry skin The scientist found out that the more expensive brand of soap actually did help improve the condition of the dry skin while the cheapest brand helped aggravate the skin The scientist’s hypothesis was supported because the more expensive brand of soap helped improve the condition of the dry skin Compared to other research, the scientist found that more expensive brands of soap not use artificial additives Based on research and the scientist’s findings, a possible explanation is that the more expensive brand of soap does not use artificial coloring or perfumes which tend to irritate the skin The scientist recommends using additional name brands for further experimentation The scientist also recommends making sure the temperature of the water is used throughout the experiment remains constant 20 HOW TO ASSEMBLE A BACKBOARD Title Data Analysis PROBLEM Hypothesis Visuals of procedure and data display- data table, graphs Conclusion Materials Procedure Report Log Book When putting your backboard together, make sure that the problem, hypothesis, materials, and procedure are placed on the right side of your backboard The title, any visuals, and your data- including your data table and graphs- should be placed in the center of your backboard Your written analysis as well as your conclusion should be placed on the left side of the board Notice, your report and log book are not apart of the backboard They will be displayed on the table directly in front of your display Helpful Hints for Backboard: Title: Your title should grab the attention of your audience (It MUST match the title on all paperwork submitted) Photographs: Use pictures to show any important parts of your experiment Organized: Make sure your backboard follows the guidelines set above and is easy to read Eye-Catching: Make sure your backboard stands out Use neat, colorful headings Make sure all work is typed Finally, make sure all graphs and charts are labeled and are easy to read Back white paper with colored paper for visual interest Do not make your backboard so busy that the important parts of the experiment not stand out Follow the rules and regulations of ISEF regarding display regulations on pages 6-8 of the ISEF Rules and Regulations 21 EXPLANATION OF TERMS Abstract: The purpose of an abstract is to allow the reader to judge whether it would serve his or her purposes to read the entire report A good abstract is a concise summary of the purpose, methods, key results, and conclusions It also may include any possible research application Only minimal reference to previous work may be included The abstract should not exceed 250 words and one page for ISEF and not exceed one page for VJAS Acknowledgments: The student gives credit for specific assistance from scientists, instructors, parents, and other sources This may be given in the research paper but may not appear on the backboard Adult Sponsor: The classroom teacher Analysis: A summary of all data and observations made during experimentation Appendix: A section, separate from the main body of the paper, which contains details and illustrations not required in the Results section; includes all raw data, additional tables and graphs, and diagrams (Only applies to VJAS format) Bibliography: An unnumbered alphabetical listing of all books, papers, journal articles, and communications cited in the paper; last section of the research paper Follow the guidelines stated in this handbook Constants: All factors in the experiment that the student attempts to keep the same The conditions should be monitored so that they not change Control Group: The part of the experiment that serves as a standard of comparison A control group is used to detect the effects of factors that should be kept constant, but may vary The control may be a “no treatment” group or an “experimenter selected” group All experiments should have a control group Data: The student’s observations of everything that happens during the experimentation Even errors and mishaps are to be included Quantitative data based on multiple trials of the experiment must be recorded to provide adequate documentation Raw data can be included in the report as an appendix Dependent Variable (DV): The factor or condition in the experiment that changes as a result of the experimentation (also called the responding variable); a result of the independent variable Discussion/Conclusion/Inference: Purpose of study, the major findings, and support of hypothesis by the data restated Focus should be on the interpretation of the results Also suggest possible errors in the experiment and ways to correct or improve on the experiment Include a clear and concise statement that answers the problem and/or accepts or rejects the hypothesis 22 Hypothesis: Through the student’s literature research he/she becomes educated enough to make a guess as to what the experiment will show This is an educated guess about the relationship between the variables that can be tested (made prior to experimentation) Independent Variable (IV)/Manipulated Variable: The factor or condition in the experiment that the student purposefully changes Introduction (ISEF): Written in paragraph form It sets the scene for the report Includes the hypothesis, an explanation of what prompted the research, and what the researcher hopes to achieve (purpose) Introduction (VJAS): This includes a brief review of current and related literature with an explanation of the writer’s interest in the subject Additionally, it should contain the problem, concise objectives, identification of variables, and the hypothesis ISEF: International Science and Engineering Fair Levels of IV: The specific kinds, sizes, or amounts of the independent variable that are tested in the experiment Logbook: The student’s data chronological record of his/her science project ideas, information, notes, equipment and materials, events, data, sketches, mishaps, etc This also provides both the teacher and parents a way to monitor the progress of the science project This is not required for ISEF but is highly recommended Materials: (ISEF ONLY) A list of materials and equipment used during experimentation Methods and Materials: (VJAS ONLY) This section is a description of the methods employed in the research and the equipment and supplies used Listing is not acceptable The types of materials used should be incorporated in the paragraphs of the methods The description should provide sufficient detail to allow a reader to repeat the study Standard techniques, appropriately referenced, may be referred to as such without providing details A special description should be given of equipment which is unique to the experiment or which the student constructed for the project A statement of the number of trials used, the number of organisms (sample size) used, and method of data collection should also be included All measurements should be in metric units Observations: The collection of data – both qualitative and quantitative Problem: Specifically what the student is attempting to find out by doing the experiment It should be posed in question form The experiment will attempt to provide the answer to this question Procedure: (ISEF ONLY) A detailed explanation of how you will conduct the experiment to test the stated hypothesis Include a regular timetable for measuring results of observing The description should provide sufficient detail to allow a reader to duplicate the study Metric units of measurement must always be used Purpose: An explanation of the student’s interest in the problem and the reason(s) for selecting the problem A real-life application should be made 23 Qualitative Data: Data that is collected that is based on opinion or observed characteristics (example: the plant looks taller, the plant looks greener) Quantitative Data: Data that is collected that is based on exact measurements (example: the plant has grown centimeters) Repeated Trials: The number of experimental repetitions, objects or organisms tested At a minimum, there should be at least repeated trails Research/Literature Review: Learning about the topic by reading books, newspapers, magazines, scientific journals, scientific encyclopedias; by reviewing scientific films, by browsing the Internet, and by possibly interviewing people who are knowledgeable regarding the topic Information gathered by the student is written in his/her logbook along with the bibliographic information Results: The data collected in the experiment presented in the form of tables and graphs All measurements should be in metric units Data should be summarized in paragraph form from the information in the logbook in diagrams, graphs, tables, etc Results of any statistical analysis are also presented in this section (VJAS criteria: Do not include raw data in this section; the raw data is placed in the appendix) Table of Contents: Allows the reader to follow the organization of the paper quickly (Does not apply to VJAS format) Title Page: Cover page which includes: title, student name, teacher, and date (Not included with VJAS entry) Topic: The general area of interest explored through the project investigation Students carrying out individual projects may choose their topic from any area of science, mathematics, or engineering **Note differences between ISEF and VJAS categories (see page 29) VJAS: Virginia Junior Academy of Science 24 ABSTRACT CRITERIA After finishing research and experimentation, a student is required to write a 250-word (maximum), one-page abstract This can be easily broken down into paragraphs: (1) purpose of experiment, (2) procedures used, (3) data, and (4) conclusions The abstract should be written on the Official Abstract and Certification Form if competing in the Tidewater Fair or ISEF affiliated fair The abstract may also include possible research applications It should focus on work done and not include: acknowledgements, or work procedures done by the mentor The ISEF heading includes: Title Author(s) Home Address School Science Fair Division – Science Fair Category VJAS format does not require a heading Use the following link for helpful hints and forms for writing your abstract for ISEF affiliated fairs: http://www.sciserv.org/isef/teachers/abstract.asp SAMPLE ABSTRACT FROM ISEF Effects of Marine Engine Exhaust Water on Algae Jones, Mary E 302 Dare Road, Yorktown, VA 23692 Your School Name, Yorktown, VA Senior Division – Environmental Science This project in its present form is the result of bioassay experimentation on the effects of two-cycle marine engine exhaust water on certain green algae The initial idea was to determine the toxicity of outboard engine lubricant Some success with lubricants eventually led to the formulation of "synthetic" exhaust water which, in turn, led to the use of actual two-cycle engine exhaust water as the test substance Toxicity was determined by means of the standard bottle or "batch" bioassay technique Scenedesmus quadricauda and Ankistrodesmus sp were used as the test organisms Toxicity was measured in terms of a decrease in the maximum standing crop The effective concentration - 50% (EC 50) for Scenedesmus quadricauda was found to be 3.75% exhaust water; for Ankistrodesmus sp 3.1% exhaust water using the bottle technique Anomalies in growth curves raised the suspicion that evaporation was affecting the results; therefore, a flowthrough system was improvised utilizing the characteristics of a device called a Biomonitor Use of the Biomonitor lessened the influence of evaporation, and the EC 50 was found to be 1.4% exhaust water using Ankistrodesmus sp as the test organism Mixed populations of various algae gave an EC 50 of 1.28% exhaust water The contributions of this project are twofold First, the toxicity of two-cycle marine engine exhaust was found to be considerably greater than reported in the literature (1.4% vs 4.2%) Secondly, the benefits of a flow-through bioassay technique utilizing the Biomonitor were demonstrated 25 STUDENT BACKBOARD SELF ASSESSMENT RUBRIC NAME: P ERIOD: _ _ Title- (5 points) _ Problem- (5 points) • Is it written as a question? _ Research- (10 points) • Minimum of sources? • Written correcting according to rubric provided by your teacher? _ Hypothesis- (5 points) • Is it written as an “if…….then……” statement? _ Materials- (5 points) • Includes the amount needed? • Includes the size? • Lists the name brand if a certain name brand is required? _ Experimental Design Diagram- (15 points) • Are the independent variable and the different levels labeled? • Are the dependent variable and the constants labeled? • Is the number of trials listed? _ Procedure- (10 points) • Are the steps numbered? • Can anyone follow the directions? _ Observation/Analysis- (15 points) • Is a data table with data included? • Are visuals included- graphs for quantitative observations? • Are qualitative observations included? _ Conclusion- (15 points) • Are all six questions answered? _ Appearance of Backboard- (10 points) • Is it typed? • Is the lettering straight? • Is it eye-catching? • Are there appropriate pictures and they follow the ISEF rules and regulations? 26 ORAL PRESENTATION RUBRIC STUDENT PRESENTER: P ERIOD: _ Category Content Shows a full understanding of the topic being presented Student has obviously rehearsed the presentation and is prepared Shows a good understanding of the topic being presented Student seems prepared, but more rehearsal needed Speaks Clearly Student speaks clearly and easily understood Student speaks clearly and is easily understood most of the time Posture and Eye Contact Student is standing up straight and looks relaxed Eye contact is made with the entire audience throughout the presentation Student is able to answer all questions and relate them to real life Student is standing straight and maintains eye contact most of the time throughout the presentation Student is standing straight and establishing eye contact occasionally Student answers all questions but does not make connections Student is able to answer some of the questions presented Preparedness Understanding Shows understanding of only parts of the topic being presented Student is somewhat prepared, but it is clear that the presentation has not been rehearsed Student speaks clearly and is easily understood sometimes Does not understand the topic being presented Student is not at all prepared for the presentation Student mumbles and can not be understood most of the time Slouches and does not look at audience during the presentation Student is able to answer very few questions asked by audience 27 CRITERIA FOR JUDGING CREATIVE ABILITY 30 POINTS Questions asked Approach to solving problem Analysis of data Interpretation of data Use of equipment Construction or design of new equipment SCIENTIFIC THOUGHT 30 POINTS Clearly & unambiguously stated problem Problem sufficiently limited to allow plausible approach Procedural plan for obtaining a solution Variables clearly recognized and defined If controls were necessary, student recognizes their need and used them correctly Adequate data to support the conclusions Student recognizes limitations of data Student understands the project’s ties to related research Student has an idea of what further research is warranted Student cites scientific literature rather than only popular literature THOROUGHNESS 15 POINTS Purpose carried out to completion within the scope of the original intent Problem was covered completely Conclusions based on a single experiment or replication How complete project notes are Student is aware of other approaches or theories Amount of time student spent on the project Student is familiar with scientific literature in the studied field SKILL 15 POINTS Student has required laboratory, observational and design skill to obtain supporting data Location of project creation, assistance received from parents, teachers, scientists and engineers Student largely completed project alone or student worked under adult supervision Source of project equipment CLARITY 10 POINTS Student clearly discusses his/her project and explains the purpose, procedure, and conclusions Written material reflects the student’s understanding of the research Important phases of the project are presented in an orderly manner Clear presentation of data Clear presentation of results How well project display explains the project Presentation was done in a forthright manner, without tricks or gadgets Student performed all of the work, or student received help from someone else 28 SCIENCE FAIR CATEGORIES The categories and subcategories for Intel ISEF can be found at the following link: www.sciserv.org/isef/rules/rules4.pdf Not all Intel ISEF categories will be judged at the Tidewater Science Fair but will be grouped in other appropriate categories For example, if your research project topic deals with Environmental Management, at the Tidewater Science Fair it will be judged in the Environmental Sciences category Use the link below to read a detailed summary of all ISEF categories It is the responsibility of the student and sponsor to select the appropriate category for judging Changes may not be made after the application is submitted http://www.sciserv.org/isef/primer/research_categories.asp ISEF Categories: Animal Sciences (AS) Behavioral and Social Sciences (BE) Biochemistry (BI) Cellular and Molecular Biology (CB) Chemistry (CH) Computer Science (CS) Earth and Planetary Science (EA) Engineering: Electrical and Mechanical (EE) Engineering: Materials and Bioengineering (EN) Energy and Transportation (ET) Environmental Management (EM) Environmental Sciences (EV) Mathematical Sciences (MA) Medicine and Health Sciences (ME) Microbiology (MI) Physics and Astronomy (PH) Plant Sciences (PS) VJAS categories can be found using the following link: http://www.vacadsci.org/vjas-1.htm REGULATIONS Use the link below to read all ISEF regulations: http://www.societyforscience.org/isef/rulesandguidelines Each student must review the rules and regulations applicable to his/her experiment with a teacher sponsor as well as any other adults involved such as scientists and mentors 29