Whitmer Science Fair Manual Compiled through the combined efforts of the Science Department Whitmer High School Toledo, OH 43613 Gerald Dunaway (Ret.) Mark Figliomeni Jodi Fryman-Reed Jane Gomersall (Ret.) Lorie Johnson Bernadette Terry Table of Contents Goals 3 Time Line 4 What science fair projects should be 6 Selecting a Topic and Problem Statements 7 Project Categories 8 Mentors 10 How Parents Can Help 12 Literature Review and Science Article Summaries 13 Plagiarism 18 Hypotheses 20 Experiment 21 Ethics and Safety 22 Animal Handling Guidelines 23 Log Book/Research Journal 24 How to Write a Scientific Research Paper 25 Display/Science Fair Board 48 Oral Presentation 50 Judging Criteria 51 Northwest District Science Day Rules 52 District Awards 55 Grading Check Sheets 58 2 Goals  To give students the opportunity to conduct scientific research using available resources.  To give students the opportunity to display their talents and provide recognition of their work.  To provide students with an opportunity to gain confidence in setting and accomplishing realistic, individual goals.  To provide students with an opportunity to exchange, both orally and in writing, scientific data with other students, teachers, parents, and the community.  To have students gain valuable research, problem solving, and communication skills.  To gain awareness of and participate in the development of science and technology policies and the utilization of science in everyday life. 3 Time Line September • • • • • • • review science fair book and view samples select topic propose research question begin research on topic find a mentor science article summaries research plan October • • • • • • gather materials for experiment set up log book continue research on topic conduct experiment make entries in log book develop outline for paper November • • • • continue experiment log book check mid-project conference work on rough draft of paper December • • • • • • • • finish experiment make final entries in log book analyze results draw conclusions based on data TURN IN ROUGH DRAFT draft of board design pick up science fair display board gather supplies needed for display board January • • • • • • make revisions to rough draft TURN IN FINAL PAPER work on display board prepare oral presentation to be given in class TURN IN COMPETED DISPLAY BOARD ORAL PRESENTATIONS January 11, 2012 • all projects on display for Whitmer Science Fair • each student presents project to a judge March 10, 2012 • UT District Science Fair Day May 5, 2012 • State Science Fair Day 4 Science Fair Projects should go beyond …       art projects based on scientific topics book reports information copied from encyclopedias models and mock-ups without further investigation collections without further research simple answers to problems without further explanation Science Fair Projects should be …                   problem centered inquiry oriented based on using the processes of science to solve problems a controlled experiment based on easily accessible and often simple materials testing of hypotheses collecting data recording data based on conclusions from collected data able to be replicated by others repeated experiments to verify results preparing a research paper preparing an exhibit making a presentation exploring the unknown knowing you have reached a goal experiencing how to live with ambiguity not always knowing the answers 5 Getting Started Selecting a Topic           Choose a topic you are interested in Choose a topic you like Choose a topic your parents will approve of Narrow down the topic to a single aspect Plan ahead of time to allow for completion Have teacher approval for the entire project Make arrangements for all needed materials Be original – do not do a redundant project Choose a topic that has realistic implications Use all available resources as sources for ideas _____________________________________________________________ Problem Statement      Gives direction Is reasonable – able to be investigated through the collection and analysis of data Has theoretical or practical significance Should include the variables of interest, the relationship between the variables, and the subjects involved Included in the introduction section of your paper along with a justification for the problem, its significance, etc. 6 Project Categories Behavioral and Social Science:   Science that studies human psychology, behavior, and development. Studies of attitudes, behaviors, or values of a society or groups within a society, and of the influences of society on group behavior. Studies of learning, memory, and perception in humans. Studies of the effects of chemical or physical stress on cognition. Examples of topics in this category include subliminal perception, optical illusions, trigger of fear, learned behavior, effect of color on choice, pecking order, group size, and the interaction of different senses. Biochemistry:   The branch of chemistry relating to the processes and physical properties of living organisms. Topics might include: properties and reactions of carbohydrates, lipids, proteins, enzymes, vitamins, hormones, poisons, and drugs. As well as, the chemistry of adsorption, digestion, metabolism, respiration, and photosynthesis. Botany:   Science that deals with plants with reference to their structure, reproduction, physiology, growth, classification, and disease. Some topics included in this category are: specialization in plants, functions of various plant structures, reproduction, and heredity. Chemistry:   Study of matter, its composition and its interactions. Includes inorganic and organic matter, natural and man-altered materials. Some examples of projects in this category might include: materials, plastics, fuels, pesticides, metallurgy and soil chemistry. Earth and Space:  Studies in geology, seismology, weather, marine geology, coastal processes, mineralogy, oceanography, meteorology, climatology, petrology, soils, volcanoes, fossils, atmosphere, hydrology, natural resources, astronomy, including the universe, galaxies, stars, the sun, planets, earth and moon interactions, and comets. 7 Environmental Sciences:   The study of the interactions of organisms with one another and their physical surroundings. Topics include: biomes, interaction between biotic and abiotic factors, food chains, food webs, cycles in nature (water, nitrogen, etc.), population growth, symbiotic relationships, greenhouse effect, pollution, conservation, aquatic ecology, and terrestrial ecology. Medicine and Health:   The study of disciplines such as medicine, dentistry, ophthalmology, nutrition, speech, hearing, and related areas of science. Some topics may include: laboratory medicine and techniques, histology (study of tissues), cytology (study of cells), causes of diseases, effect of diet on health, any and all bodily processes such as digestion, excretion, reproduction, respiration, circulation of blood, nerve impulses, and the effect of hormones. Microbiology:   The study of the activities and effects of microorganisms, such as algae, fungi, protozoan, virus and bacteria as related to their life processes. Topics include: the structure and physiology of microorganisms, bacteria in milk, water or soil, growth rates, identity of organisms. Physics:   Studies of the physical properties of matter, light, acoustics, and thermal properties. For example: forces on a falling object, trajectory of an object, electrical circuits, optics, acoustics, thermodynamics, semi-conductors, magnetism, quantum mechanics, biophysics and mechanics. Zoology:    The science that deals with animals in reference to their structure, functions, development, evolution, and classification. Topics in this area include: structural and functional studies of vertebrates and invertebrates, physiology, heredity, and embryology. NOTE: Use of vertebrate organisms will require the mentorship of an animal care specialist. 8 Choosing a Mentor One of the first steps after you have chosen a topic for your project is to find an outside resource – a mentor – to aid you in developing your Science Fair Project. Mentors should …    be a source of expertise and encouragement NOT be the sole source of information utilized by the student come from a community resource, such as: The University of Toledo Lourdes College Bowling Green State University Local Industry County Health Department Local Hospitals Local Doctors, Nurses, Dentists, Optometrists, etc. Local Nursery, Landscape, or Farming Professionals Other People who are knowledgeable about the project (with approval of your teacher) 9 Help!  Feeling overwhelmed?  It is not uncommon for professional researchers to seek advice from others! Students may also need some help.  You may need help with equipment, statistical computations, content, library resources, etc.  Sources of assistance include:            Teachers Parents Professionals in the field Librarians Universities Naturalists Doctors and Nurses Veterinarians Ohio Department of Natural Resources Toledo Zoo and many, many more  Be familiar with your topic before asking for help.  Set up an appointment with the person you are seeking help from. Write down questions before the appointment.  If you contact someone you don’t know be sure to be prompt, dress appropriately, and thank the person for his or her help. A thank you letter might be appropriate.  DON’T BE AFRAID TO ASK FOR HELP!!!! 10 How Parents Can Help  There are many ways in which parents can get involved in their son or daughter’s research project!!!!  Parents may be a valuable resource and may provide expertise on the topic.  Parents may assist their student by helping to locate or furnish supplies.  Transportation – trips to the library, to resource people, to supplies, etc.  Help your student to find a place where they can work, keep supplies and experimental equipment, and/or find access to a reliable computer and printer.  Be positive about your child’s work. Encouragement from the parents goes a long way!  Allow your son or daughter to work on his or her own, to make mistakes, try new things, plan different approaches, but at the same time be there when they ask for help.  Remind your student of deadlines.  Proof read the drafts and final copies of the paper.  Have them give their oral presentation to you for practice.  Go to the Science Fair! Take pictures!  Be proud of all the hard work your son or daughter has completed!  Any assistance you give is greatly appreciated! 11 Review of Related Literature      Literature review is done to determine what research has already been completed, to avoid unnecessary duplication, and to provide guidance. A literature review is especially helpful in identifying potential research strategies, procedures, instrumentation, and facilitating the interpretation of the results. When do you have enough? Don’t include everything you find. You probably have enough when there is a duplication of reference citations. You need to have at least ten different sources. The literature review section is approximately 20% of your final paper. Thorough research is critical! A Note About the Information Superhighway… It is very important to recognize that NOT all Internet sites contain reliable, accurate information. Internet web pages should NOT be your sole source of information. When web pages are used, ensure that the site is reliable by making sure that the site address ends in .org (for organization) or .edu (for educational institution). Many encyclopedias and databases are also available online. A great place to start your research is to go to the Toledo Lucas County Library at http://www.toledolibrary.com You will need a valid library card to access most of this site. 12 Can You Trust This Site? Ask yourself questions like these ... 1. Consider the source. How did you hear about the site? Did someone recommend the site? Has the site won any awards? What organization is sponsoring the site? Why do you think the site exists? 2. Is the site up-to-date? How old is the information? How often is the site updated? Do the links still work? 3. Double-check the information. Who is the author of what you are reading? Where did the author get the information? Is the information someone’s opinion or do you think the site presents facts? How does the information compare with what you have learned from books? 4. Think about the quality. Is the information clearly presented and well organized? Is it easy to navigate? Are the graphics so extensive that you waste time while it’s loading? Is the information concise enough to be printed? Adapted from ―Creative Classroom‖ Courtesy of the Whitmer Library 13 Need Information? Whitmer Library & Science Library Card Catalog – for books in our Library Reader’s Guide to Periodical Literature INFOHIO – www.infohio.org username: infohio password: explore EBSCO – for magazines and newspaper articles on current topics in the news AccessScience - science dictionary, encyclopedia articles, current research arranged by topic, scientist biographies Britannica - online encyclopedia NewsBank - 30 full text newspapers providing state, regional and national coverage Oxford Reference - dictionaries, quotations, maps and illustrations, timelines, encyclopedia, subject reference SIRS discoverer - for articles on animals, environment, health, science, technology, and more Medline Plus - health information 14 Websites that may be Helpful! The following websites contain: 1. the rules, forms, dates, and deadlines for district and state science fairs 2. websites for research materials  The University of Toledo www.eeescience.utoledo.edu - link to Science Day www.cl.utoledo.edu - University of Toledo Carlson Library  Intel ISEF - international science and engineering fair www.sciserv.org/isef/ www.sciserv.org/isef/primer links to projects, rules, suggestions  The Ohio Academy of Science www.ohiosci.org link to State Science Day – Ohio State University link to Science Day Standards, Guide, and much more  Toledo Lucas County Public Library – www.toledolibrary.org  Graphing Data - create-a-graph site http://nces.ed.gov/nceskids/createagraph/  Citation Machine - formatting for reference page www.citationmachine.net  Highwire Press - research articles from professional journals http://highwire.stanford.edu/  OPRR Human Subject Protections http://www.hhs.gov/ohrp/assurances/assurances_index.html  Ohio Science Education and Research Association (OSERA) humane use of animal subjects www.osera.org  American Association For Laboratory Animal Science www.aalas.org/  Animal Welfare Information Center www.nal.usda.gov/awic 15 Science Article Summary Before you begin your science fair project you will be thoroughly researching your topic. It is required that you obtain information from at least TEN different sources. These sources may include books, magazines or periodicals, interviews with experts, and electronic sources. Be sure to focus on research journals. Your instructor will ask you to turn in six summaries of sources that you have found for your project, (approximately one summary per week for six weeks). These Science Article Summaries (SAS) will count as a grade. These summaries will help you begin to organize your research as you prepare to write your science fair paper. Each summary must be typed in 12 point font and be double-spaced. A complete copy of the article or passage must be turned in with your SAS. 1. Two to four paragraphs summarizing pertinent parts of the article (written in the 3rd person) 2. One concluding paragraph tying source in with your experiment (written in the 1st person) 3. complete bibliographic information for this source 4. 3–5 new words that you found in the articles and their definitions 16 Plagiarism and Referencing in a Scientific Paper WHAT IS PLAGIARISM? Plagiarism means using another’s work without giving credit. You must put the other person’s words in quotation marks, and cite your source(s). Also give citations when using another person’s ideas, even if those ideas are paraphrased in your own words. A ―Work‖ includes original ideas, research, art, graphics, computer programs, music, etc. It may also consist of writing, charts, pictures, graphs, diagrams, data, websites, or other communication or recording media. A ―Source‖ includes published works (books, magazines, newspapers, websites, plays, photos, and textbooks) and unpublished sources (class lectures, notes, or even interviews). Plagiarism is dishonest because it presents the work of another as your own. 17 Plagiarism Quiz Most students know that plagiarism involves stealing someone else's work and pretending that it is your own. Most also know that it is wrong. That's where the clarity ends. Test your own knowledge of what is and is not plagiarism. Answer True or False to the questions below. 1. Plagiarism involves copying something without giving any credit. 2. Copying information and text from the Internet is not considered plagiarism. 3. It is not plagiarism if you copy the material yourself, in your own handwriting. 4. It is possible to plagiarize someone's ideas, even if you don't copy the person's words. 5. Plagiarism is a crime. Plagiarists can even go to jail. 6. By law, a person can be fined up to $50,000 for plagiarism. 7. In some cases, students who plagiarize can flunk class or be expelled from school. 8. Writing your name on a paper written by someone else and turning it in is wrong, but it is not plagiarism. 9. Forgetting to put quotation marks around words that someone else said or wrote is an honest mistake and not plagiarism. 10. When you copy material from another source, changing one or two words is enough to avoid plagiarism. 11. When you copy word-for-word from another source, it is important to put the words in quotation marks and cite where the information came from. 12. To avoid plagiarizing it is important to paraphrase any research in your own words. 13. You are guilty of plagiarism only when you knowingly copy someone else's work. 14. You are free to copy any material that does not have a copyright symbol © on it. 15. Teachers have web sites and computer programs that tell them if students have plagiarized or not. Obtained from: DiPrince, Dawn. Twisting Arms: Teaching Students How to Write to Persuade. Fort Collins, Colorado: Cottonwood Press, Inc., 2005, by way of Mrs. Holly Farthing, Washington Junior High. 18 Developing Your Hypothesis  A hypothesis is a statement of what the researcher expects to have happen in the experiment.  A hypothesis should state precisely what is to be tested.  A hypothesis is a tentative explanation for certain behavior, phenomena, or event.  A hypothesis should state the expected relationship between variables.  A hypothesis must be testable. You cannot prove a hypothesis; you can however, support one with evidence in the form of data. 19 Materials   Experiment Obtain all the materials you will need before you begin to experiment. Your list should be complete and specific: CORRECT 12 coleus plants – 15 cm tall 10 mL H2O, every other day 300 g vermiculate      INCORRECT plants water soil Materials should be easily obtainable. Science ―kits‖ are NOT advised for experiments. Materials should not pose a safety hazard to the researcher or to others. (See the information on safety.) Use of vertebrate organisms is discouraged. (See information on living organisms.) It may be necessary to order materials that cannot be obtained locally from a biological supply company. This might include items such as bacteria cultures, fruit flies, or certain chemicals. Decisions concerning quantities and cost will be made at the discretion of the Whitmer Science Department faculty. Sampling     TOO FEW SAMPLES OR SUBJECTS RESULT IN INADEQUATE DATA!!!!! Do the experiment more than once. Always have more than one control group and one variable or treatment group. Survey 200 people or more – 1000 is better. Grow 20 plants – the more, the better. Use 50 seeds, etc. 20 Ethics      when using human or live animal subjects minimize risks ensure the personal integrity of the researcher be aware of school and district policies concerning research when using human subjects ensure confidentiality when using human subjects obtain informed consent from the individual before doing any research Safety - Projects are totally poster displays The following items cannot be displayed:  any corrosive, caustic, or dangerous chemicals  any combustible solids, liquids, or gases, open flames or matches  any organisms (either dead or alive) including animals, animal parts, plants, plant parts, fungi, protists or culture plates  any hypodermic needles or syringes  no equipment or apparatus, including electricity, wiring or cords  no materials, except photos, may be fastened to the display boards   ONLY research reports and log books are allowed in front of the display The score of a student's project will be impacted or the project disqualified by the violation(s) if the rules are not followed. 21 Animal Project Rules            NO live animals maybe exhibited at the fair. Drawings, toy animals, charts, or graphs may be used to illustrate the conditions, development, and results of the project. Photographs of surgical techniques, dissection, autopsies, and/or other laboratory techniques may not be displayed on the student’s exhibit, but may be contained in an accompanying notebook. A lower form of life, rather than a higher form, should be selected for the project whenever possible. Students are strongly urged to select invertebrate animals, plants, or tissue cultures. All projects involving animals must be preplanned and conducted with respect for life and the humane needs and rights of the animal involved. These considerations must extend to the disposition of the animals after the conclusion of the project. Animals must be obtained through a reliable source. All animals must be assured appropriate comfortable quarters, adequate food and water, cleanliness, humane treatment, lighting, humidity, temperature, and exercise as required for each species. Including over weekends and vacations. ―Vertebrate animals‖ include vertebrate embryos and fetuses; and fowl embryos within three days of hatching. A qualified adult supervisor must assume responsibility for the conditions of all living animals used. When planning the project students must arrange for the humane disposition of all animals involved after the project is complete. Animals may be placed in an environment that assures them of continued humane care; by releasing wild species into a suitable wildlife environment; or by arranging for their humane euthanasia by a qualified adult. Students are NOT to perform euthanasia on any animal under any circumstance. All appropriate forms must be completed prior to experimentation. 22 Research Journal or Log Book      A research journal should be a bound notebook or binder. It should be something that will allow you to hold onto important information without losing pages. The following items may be found in a research journal: topic, hypothesis, references, equipment needed, procedures, data, and dates of when the data was collected. All measurements must be in metric units; i.e. meters, liters, grams, etc. Write down the data as you measure them. It will be impossible for you to remember the data or measurements at a later time. Video recordings, photographs, and tape recordings are also valid ways of making and recording observations. Setting up Your Research Journal It is recommended to set up your log book in the following manner: p. p. p. p. p. p. p. 1: 2: 3: 4–5: 6: 7–8: 9-27: p. 28–30: p. 31–32: project title, your name, date started – date completed project topic and question to be investigated hypothesis site 10 sources from your research (SAS) list of all equipment and supplies needed to do the project a step–by–step procedure for your experiment dated entries outlining your experimental set up and observations made, i.e. a recording of all your measurable results during your experiment (you should make 3 log entries per week for 6 or more weeks) a summary of your results, which may include graphs, charts, tables, diagrams a conclusion tying in your results with your hypothesis 23 General Tips for Writing Research Papers 1. Make an outline of the main points to be included in your paper. 2. Several revisions will be required. Rewrite, rewrite, rewrite. Your first draft is NOT your last. Constantly backup work so changes can be made more easily. 3. You should avoid: subjective statements, overstatements, emotional statements, and first person (I decided to ...). The report should be in the third person. 4. Avoid ―intelligent-sounding‖ wording. Write to inform, not impress. 5. NO SPELLING OR GRAMMATICAL ERRORS!!! (Do not rely on the computer to fix everything.) 6. Get to the point – don’t keep the reader in suspense. It is understandable to want to include everything. You worked hard on this project. However, all that is needed are the facts. Don’t make the report skimpy, but don’t make it too wordy either. 7. Keep graphs, tables, and charts fairly simple – don’t confuse the reader. 8. Do not mix the results (data) and the discussion section of the report. 9. Computer generated graphs or charts are generally better than hand made graphs or charts. 10. PROOFREAD YOUR PAPER! Proofread more then once. Have at least one other person (parents, teachers, other students, etc.) read it carefully. Reference the grading rubric as you proof your paper. Have you met all the requirements? Included all sections? Have things in the correct order and in the correct format? The "How to write a scientific research paper" section is a compilation of information from the following sources: http://www.uaf.edu/csem/ashsss/paper_guidelines.html http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWtoc.html http://classweb.gmu.edu/biologyresources/writingguide/ScientificPaper.htm http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html Patten, M.L. (2004). Understanding research methods. Glendale, CA: Pyrczak Publishing. 24 How to Write a Scientific Research Paper Writing is easy. All you do is stare at a blank sheet of paper until drops of blood form on your forehead. --- Gene Fowler Scientists frequently communicate the results of their work in research reports. They tell others what study they performed, why they did it, what they discovered, and what it means. Regardless of the specific discipline involved, all research reports follow a general format: Title Page, Abstract, Introduction and Literature Review, Methods, Results, Discussion, Conclusion, Acknowledgments, Literature Cited and Appendices. General Style Your paper should follow this format, be neatly typed, using 12 point font, printed with a letter quality printer, and carefully edited. Your paper should not exceed 20 pages, not including appendices, tables, and figures nor should it be less than 6 pages. Text should be double spaced on 8 1/2" x 11" paper with 1 inch margins, and printed on one side only. Number pages consecutively. Person and Tense The majority of your paper should be in the THIRD person (he, she, it, or they). Do NOT use I, mine, me, my, you, your, us, or we in your paper. Your paper should be written in the PAST tense. Main Section Headings Each section of the paper should be clearly labeled with a section title. Each main section of the paper begins with a heading which should be capitalized, centered at the beginning of the section, and double spaced from the lines above and below. Do not underline the section heading OR put a colon at the end. 25 Title Page The title page should include the title, your full name, date, course and school. Make the title of your study concise, descriptive, and informative. Your title should indicate the nature of your research. The title is not a section, but it is necessary and important. The title should be short and unambiguous, yet be an adequate description of the work. A general rule-of-thumb is that the title should contain the key words describing the work presented. For example, in a paper reporting on an experiment involving dosing mice with the hormone estrogen and watching for a certain kind of courtship behavior, a poor title would be: Mouse Behavior Why? It is very general, and could be referring to any of a number of mouse behaviors. A better title would be: The Effects of Estrogen on the Nose-Twitch Courtship Behavior in Mice Why? Because the key words identify a specific behavior, a modifying agent, and the experimental organism. If possible, give the key result of the study in the title, as seen in the first example. Similarly, the above title could be restated as: Estrogen Stimulates Intensity of Nose-Twitch Courtship Behavior in Mice Estrogen Stimulates Intensity of Nose-Twitch Courtship Behavior in Mice John Smith Honors Biology Whitmer High School February 4, 2009 Mr. Jones 26 Table of Contents Typically a research report that is published in a scientific journal would not have a table of contents. Your paper, however, must have a table of contents. The following is the suggested order of your paper: first page: Title Page (this page is not numbered) second page: Table of Contents (this page is not numbered) third page: Abstract (this page is not numbered) page 1: Introduction page 2-5: Literature Review Table of Contents page 6–8: Methods page 9-12: Results Introduction Discussion Literature Review Conclusion Methods Acknowledgements Results Literature Cited Discussion page 13–14 Appendices Conclusion Style The table of contents should be on a page separate from the rest of your report and should be double spaced. Each of the section headings should be listed in order. Page numbers should be lined up along the right. Do NOT write the word page in front of each number. Include only the page each section heading appears on. Do not list the title page, table of contents, or abstract, even though these are part of your paper. 1 2 7 9 10 11 Acknowledgments 12 Literature Cited 13 Appendices 14 How to Write an Abstract The abstract is the reader's first encounter with your paper, and is the chief means by which scientists decide which research reports to read in their entirety. The abstract should provide a brief summary of the findings of the paper, and should be a stand-alone document that can be understood without reading the paper. The abstract is a very brief overview of your ENTIRE study. It tells the reader WHAT you did, WHY you did it, HOW you did it, WHAT you found, and WHAT it means. The abstract should briefly state the purpose of the research 27 (introduction), how the problem was studied (methods), the principal findings (results), and what the findings mean (discussion and conclusion). It is important to be descriptive but concise--say only what is essential, using no more words than necessary to convey meaning. The abstract must be single spaced! Your abstract should contain no more than 150 words making up one paragraph. The abstract should be written in the PAST TENSE. The abstract is usually the last part of the research paper to be written. Abstract Worksheet Example The Abstract Worksheet that follows may be used to help you prepare the first draft of your abstract. The sequence of sentences in the Abstract Worksheet is ordered in a logical fashion, beginning with an introduction and followed by your hypothesis, methods, results, discussion, and conclusion. Think of the most important items that crystallize each part of your project. Leave out unimportant details. Use the Abstract Worksheet, to write one or two sentences that summarize each section. For your final draft, make sure the abstract "flows" logically. Give it to a friend to read. Ask them to tell you what they think you actually did and what you found. Revise as necessary. Below you will find an example of a completed abstract worksheet. Introduction The food habits of larval butterflies of two related species from a zone of overlap near Oil City, PA were examined. Hypothesis The theory of competitive exclusion predicts that food habits of closely related species should not overlap significantly where species occur together. Methods Transects in five different habitats were used to determine food and habitat preferences in wild populations. Two species of captive caterpillars were offered various food in the laboratory; weight changes of foods and caterpillars were determined daily. Results Food habits in overlapping habitats were significantly different between the two species (ANOVA p= 0.001). Food habits in non-overlapping habitats were not significantly different (ANOVA p= 0.52). Discussion These species are able to coexist because they are not competing for the same, and limiting, food resources in the same area. Conclusion These results support the theory of competitive exclusion because the two species did not use the same food resources from similar habitats. 28 Abstract Worksheet Use one or two concise sentences to summarize the most important aspects of your project for each section listed below. Introduction (What is this project about? Why is this project interesting or important?) Hypothesis (What did you think you would find? Why?) Methods (Briefly explain your procedure.) Results (What did you find when you performed your experiment?) Discussion (Are your results consistent with your initial hypothesis? Why or why not?) Conclusion (What is your interpretation of what these results mean? Why should anyone become excited about or interested in your findings?) 29 Introduction The purpose of an introduction is to acquaint the reader with the rationale behind the work. It places your work in a theoretical context, and enables the reader to understand and appreciate your objectives. What problem did you investigate? Why is this subject important? What hypotheses did you test? Based upon your reading, what results did you anticipate, and why? To answer this last question, some library research will be necessary. As you include information from other sources to explain what is currently known about the topic, be sure to cite these references in the body of your paper. Assume that the reader is scientifically literate, but may not be familiar with the specifics of your study. General Style Use past tense except when referring to established facts. Organize your ideas, making one major point with each paragraph. If you make four points, you will need a minimum of four paragraphs. Present background information only as needed in order to support a position. The reader does not want to read everything you know about a subject. This section should be double spaced. Structure The structure of the introduction can be thought of as an inverted triangle the broadest part at the top representing the most general information and focusing down to the specific problem you studied. Present the more general aspects of the topic early, narrow toward more specific information that provides context, and finally arrive at your statement of purpose and rationale. A good way to get on track is to sketch out the introduction backwards. Begin by clearly identifying the subject area of interest Do this by using key words from your title in the first few sentences of the introduction to get it focused directly on topic. This insures that you get to the primary subject matter quickly without losing focus, or discussing information that is too general. 30 Literature Review Why do I have to write a literature review?  The literature review helps to identify possible hypotheses.  You may be able to avoid dead ends.  You may find measuring tools or procedures that were used successfully by other researchers and avoid those that are seriously flawed.  You can learn how to write research reports by paying careful attention to the style and organization used by authors of published research. Notice how research reports are written. The importance of reading large numbers of research reports cannot be overstated. Students who ignore this advice are likely to struggle with both the organization and wording of their reports and despite their best efforts produce a mediocre report.  A well crafted review of research shows your readers the context within which you were working. It can also help to justify your study if you use it to establish the importance of your topic and show how your research flows from important research conducted by established researchers.  The literature review demonstrates to your instructor that you were able to locate research relevant to your hypothesis, evaluate the literature, use it in planning your research, and to cite it appropriately. What literature should you look for in your review? Focus your efforts on research journals - the journals that publish original research. Although you may read some background references (lab manuals, encyclopedias, articles, general textbooks, etc.) to get yourself acquainted with the subject matter, do not cite these, because they contain information that is considered fundamental or "common" knowledge within the discipline. Cite, instead, articles that report specific results relevant to your study. The articles listed in the Reference section of relevant papers you find are a good starting point to move backwards in a line of inquiry. Establish the context by providing a brief and balanced review of the pertinent published literature that is available on the subject The key is to summarize, for the reader, what was known about the specific problem before you did your study. This is accomplished with a general review of the primary research literature with citations. 31 Suggestions for Writing a Literature Review:    Each paragraph in a literature review should be organized around a topic. In order to promote clarity of communication, authors of scientific writing typically make the first sentence of each paragraph the topic sentence. When a number of authors have made the same point, they should be grouped together in a single reference citation. Because direct quotations break the flow of a presentation, they should be used sparingly. Example: (Prevalence of Alcohol Use by Adolescents) During the transition from adolescence to adulthood, developmental activities such as testing limits, becoming independent, and making autonomous decisions may be manifest in alcohol use (Baumrind, 1987). Indeed, most initiation of alcohol use occurs during adolescence (Daughton, Daughton, & Patil, 1997). In a survey of 284 high school seniors, 84% reported a history of alcohol use (Daughton et al., 1997). Chen and Kandel (1995) found that by age 19, 88% of students reported alcohol use. According to Johnston, O’Malley, and Bachman (1989, 1991), 90% of students have consumed alcohol by the time they are seniors in high school. In a study of more than 1,000 students, Kelly and Edwards (1998) found that 62% of 7th-grade, 87% of 9th-grade, and 95% of 11th-grade students reported having consumed alcohol. Be sure to clearly state the purpose of your investigation It is common to place the statement of purpose near the end of this section, often as the topic sentence of the final paragraph. It is not necessary to use the word "hypothesis," if you clearly state your purpose and expectations. State the hypothesis precisely - do not oversimplify. Example: "Our objective was to determine if the relationship between legumes and nitrogen-fixing bacteria is species-specific. We hypothesized that legumes would grow best when infected by the same Rhizobium species that it occurs within the field." Provide a clear statement of the rationale for your approach State briefly how you approached the problem. This will usually follow your statement of purpose in the last paragraph of this section. Why did you choose this kind of experiment or experimental design? What are the scientific merits of this particular approach? What advantages does it confer in answering the particular question(s) you are posing? Do not discuss here the actual techniques or protocols used in your study. 32 How to Cite Sources in the Literature Review It is important to cite sources in the literature section of your paper as evidence of the claims you are making. There are ways of citing sources in the text so that the reader can find the full reference at the end of the paper, yet the flow of the reading is not interrupted. Below are some examples of how this can be done: In the text, the last name(s) for a reference can be made the subject of the sentence, as in Example 1 (emphasizes authorship), or referred to parenthetically, as in Example 2 (emphasizes the content). Example 1: "Doe (2004) has pointed out that despite being a relatively new field of inquiry; managerial sociology has made important contributions to our understanding of this issue." Example 2: "Despite being a relatively new field of inquiry, managerial sociology has made important contributions to our understanding of this issue (Doe, 2004)." Making the authors’ surnames the subjects of sentences is helpful when you want to compare and contrast the findings (or thoughts) of two or more authors. Example 3: "While Lopez (2003) reported that X increased as a function of Y, Jones (2004) reported no increase. The reason for this discrepancy is difficult to determine. However, Jones used a larger sample and better..." It is a good idea to group authors together when they make a common point. However, long strings of references for a single point should be avoided. To do this, use the abbreviation ―e.g.,‖ meaning ―for example,‖ which is done in Example 4. Note that the author points out there are more studies but is citing only some of the most important ones. Note also that the three sources are ordered by publication date, so that the earliest citation comes first. Example 4: "The superiority of X over Y in the treatment of Z has been widely reported in the literature. The strongest evidence to date has been obtained by numerous researchers who have used large, national samples (e.g., Solis, 2001; Wong, 2002; Smith & West, 2003; Brett, 2004). These studies tend to confirm the principle that..." Note that articles by one or two authors are always cited in the text using their last names. However, if there are more than two authors, the last name of the first author is given followed by the abbreviation et al. which is Latin for "and others". 33 Example 5: "Walnut trees are known to be allelopathic. (Smith, 1949; Bond et al., 1955; Jones and Green, 1963)" Make sure you give a full citation in the Reference section for all sources mentioned in the body of your paper. Tips for Avoiding Plagiarism REMEMBER... Know what plagiarism is — ignorance will not excuse a violation. Intentional plagiarism is deliberate copying or use of another’s work without credit. Unintentional plagiarism can result from not knowing citation standards (―I thought the Internet was free!‖), from sloppy research and poor note taking, or from careless ―cutting and pasting" of electronic sources. Both intentional AND unintentional plagiarism are forms of academic dishonesty! Give credit for copied, adapted, or paraphrased material If you repeat another’s exact words, you MUST use quotation marks and cite the source. Paraphrase means that you restate the author’s ideas, meaning, and information in your own words. Avoid using others' work with minor "cosmetic" changes. Examples: using ―less‖ for ―fewer‖, reversing the order of a sentence, changing terms in a computer code, or altering a spread sheet layout. If the work is essentially the same, give credit. There are no "freebies". ALWAYS cite words, information, and ideas you use if they are new to you (learned in your research). No matter where you find it – even in an encyclopedia or on the Internet – you cite it! When in doubt, cite. Better to be safe than not give credit when you should! (Adapted with permission from Plagiarism Policy of the University of California – Davis web site: http://sja.ucdavis.edu) Answers to plagiarism quiz from p. 19: 1. T, 2. F, 3. F, 4. T, 5. T, 6. T, 7. T, 8. F, 9. F, 10. F, 11. T, 12. T, 13. F, 14. F, 15. T 34 Materials and Methods Function How did you conduct your study? What equipment did you use? What procedures did you follow? Relate your procedures in sufficient detail so that someone else could repeat the experiment. In this section you explain clearly how you carried out your study in the following general structure:      subjects used (plant, animal, human, etc.) describe the organism(s) used in the study. This includes giving the source (supplier or where and how collected), size, how they were handled before the experiment, what they were fed, etc. In genetics studies include the strains or genetic stocks used. if a field study, a description of the study site, including the physical and biological features, when and where the study was carried out (if location and time are important factors) and precise location describe your experimental design clearly Be sure to include the hypotheses you tested, controls, treatments, variables measured, how many replications you made, what you actually measured, and what form the data take. Always identify treatments by the variable or treatment name, NOT by an ambiguous, generic name or number (e.g., use "2.5% saline" rather than "test 1".) describe the protocol for your study in sufficient detail that other scientists could repeat your work to verify your findings. Foremost in your description should be the "quantitative" aspects of your study - the masses, volumes, incubation times, concentrations, etc. When using standard lab or field methods and instrumentation, it is not always necessary to explain the procedures (e.g., sterile technique) or equipment used (e.g., autoclave) since other scientists will likely be familiar with them already. When using a method described in another published source, you can save time and words by referring to it and providing the relevant citation to the source. Always make sure to describe any modifications you have made of a standard or published method. explain how the data were analyzed the statistical procedures used; mean, percent, average, modes, statistical tests, standard deviation, or any other numerical or graphical techniques used to analyze the data. 35 Style Organize your presentation so readers will understand the logical flow of the experiment. The style in this section should read as if you were verbally describing the procedure you employed in conducting your experiment. DO NOT use first person. Do use the past tense. The Methods section is not a step-by-step, directive, as you might see in your lab manual. This section should be written in narrative, paragraph format, not as a list of numbered steps, and should not include any results. Materials should not be listed separately, but should be included in the description of the methods. Use figures, if appropriate, to help the reader picture the equipment. Include criteria for selection if human subjects were used. What to Avoid Problem: The Methods section is prone to being wordy or overly detailed. Avoid repeatedly using a single sentence to relate a single action; this results in very lengthy, wordy passages. A related sequence of actions can be combined into one sentence to improve clarity and readability: Example: This is a very long and wordy description of a common, simple procedure. It is characterized by single actions per sentence and lots of unnecessary details. "The petri dish was placed on the turntable. The lid was then raised slightly. An inoculating loop was used to transfer culture to the agar surface. The turntable was rotated 90 degrees by hand. The loop was moved lightly back and forth over the agar to spread the culture. The bacteria were then incubated at 37°C for 24 hr." Improved Example: Same actions, but all the important information is given in a single, concise sentence. Note that superfluous detail and otherwise obvious information has been deleted while important missing information was added. "Each plate was placed on a turntable and streaked at opposing angles with fresh overnight E. coli culture using an inoculating loop. The bacteria were then incubated at 37°C for 24 hr." Problem: You should assume that other scientists have the same basic skills that you have, but may not know the specific details of your experiment. An important part of writing a scientific paper is deciding what bits of information need to be given in detail. Do not quote or cite your laboratory manual! Example: This is describing a well known procedure in a science lab, namely measuring liquids. 36 "We poured N-free fertilizer solution into a graduated cylinder until the bottom of the meniscus was at the 30 ml line. We poured the fertilizer onto the top of the soil in a pot and then repeated this procedure 24 times." Improved Example: You can assume that a scientist knows how to measure and add liquids to pots. "30 ml of N-free fertilizer was added to each of 24 pots." Materials  describe materials separately only if the study is so complicated that it saves space this way  include specialized chemicals, biological materials, and any equipment or supplies that are not commonly found in laboratories.  do not include commonly found supplies such as test tubes, pipettes, beakers, rulers, thermometer, balance, or Bunsen burner. Results General Intent What did you find? The function of the results section is to objectively present your key results, without interpretation, in an orderly and logical sequence using both illustrative materials (Tables and Figures) and text. The results section should be organized around a series of tables and/or figures sequenced to present your key findings in a logical order. The text of the results section follows this sequence and highlights the answers to the questions/hypotheses you investigated. Important negative results should be reported, too. 37    Content  Summarize your findings in text and illustrate them, if appropriate, with figures and tables.  In text, describe each of your results, pointing the reader to observations that are most relevant. Key results depend on your question; they might include obvious trends, important differences, similarities, correlations, maximums, minimums, etc.  Provide a context by describing the question that was addressed or by making a particular observation. Describe results of control experiments and include observations that are not presented in a formal figure or table, if appropriate. Report negative results! If you did not get the anticipated results, it may mean your hypothesis was incorrect or perhaps you have stumbled onto something unexpected that warrants further study. Do not fall into the trap of thinking that results contrary to what you expected are necessarily "bad data". Always enter the appropriate units when reporting data or summary statistics. Likewise place the unit after the last in a series of numbers all having the same unit. For example: "lengths of 5, 10, 15, and 20 m", or "no differences were observed after 2, 4, 6, or 8 min. of incubation". What to avoid  Do not discuss or interpret your results, report background information, or attempt to explain anything.  Never include raw data or intermediate calculations in the results section.  Do not present the same data more than once.  Text should complement any figures or tables, not repeat the same information. Style Write the text of the Results section concisely and objectively. Use the past tense. Avoid repetitive paragraph structures. Do not interpret the data here. The transition into interpretive language can be slippery. 38 Statistics   The purpose of statistics is to summarize the data. Graphing data – using a frequency distribution allows a researcher to ―see‖ the distribution of scores or values. Techniques include histograms, polygons, and bar graphs.  Central tendency – describes the data with a single number; average or typical score a. mode – the value that occurs the most often b. median – the value that separate the top 50% from the bottom; the middle score. example (odd) 50, 100, 150, 350, 350, example (even) 4, 10, 12, 26 (average the middle two) 11 is the median c. average or mean (x) – the average of scores 39 (150 is the median) http://nces.ed.gov/nceskids/createagraph/ 40 Discussion The function of the Discussion section is to interpret your results in light of what was already known about the subject of the investigation, and to explain our new understanding of the problem after taking your results into consideration. The Discussion will connect to the Introduction by way of the hypothesis you posed and the literature you cited. It does not simply repeat or rearrange the Introduction. Instead, it tells how your study has moved us forward from the place you left us at the end of the Introduction. It is never appropriate to simply state that the data agreed with expectations, and let it drop at that. The biggest mistake that students make in discussions is to present a superficial interpretation that more or less re-states the results. It is necessary to suggest why results came out as they did, focusing on the mechanisms behind the observations. Fundamental questions to answer here include  What do your results mean?  Are data consistent with your initial hypothesis?  Do data support or reject your hypothesis?  Do you need to revise the hypothesis?  How do your results compare with the results of other scientists performing similar experiments?  Given your conclusions, what is our new understanding of the problem you investigated and outlined in the Introduction? What to avoid Watch out for wordy phrases; do not make statements that are too broad. You should be concise and make your points clearly. Do not introduce new results in the Discussion. Limit your conclusions to those that your data can actually support. 41 Conclusion The conclusion allows you to have the final word on the questions you have investigated, to summarize your thoughts, to demonstrate the importance of your ideas, to propel your reader to a new view of the subject, and to elaborate on the significance of your findings. It is also your opportunity to make a good final impression and to end on a positive note.        What conclusions can be drawn from the results of your experiment? What is the significance of your work? What is its benefit to mankind? If there are ambiguities in your results, what further experiments need to be performed? What are possible directions for future research? What additional questions should be investigated? What are the theoretical implications or practical applications of your work? Acknowledgments If you received any significant help in thinking up, designing, or carrying out your research, or received materials from someone who did you a favor by supplying them, you should acknowledge the assistance of these individuals: mentors, financial supporters, teachers, scientists, proofreaders, typists, etc. You should keep this section brief, but be sure to identify major contributions. Although usual style requirements (e.g., 1st person, objectivity) are relaxed somewhat here, Acknowledgments are always brief and never flowery. Some examples of acknowledgments include: "I thank Backwoods Paper Company for needed supplies, research space, and advice..." "I thank the following for advice and guidance: Mr. James Sprague (my teacher), Ms. Joy Adams, Mr. Todd Reed, and Ms. Rita Smith." "I would like to recognize the following classmates for their participation as research subjects …" 42 Literature Cited This is the last section of the paper. Here you should provide an alphabetical listing of all the published work you cited in the text of the paper. This does not mean every article you found in your research; only include the works you actually cited in the text of your paper. All literature cited in the body of your paper must be listed in your Literature Cited section and all references in the list must be cited in the text. Sources not actually cited should not be included in the Literature Cited section. (This is different from a bibliography, in which you list everything you read, whether or not you actually cited it in your paper.) WARNING Failure to cite the work of another scientist (that you used in writing your paper) results in a serious offense, plagiarism, which is akin to stealing and can have serious consequences. Therefore, all information that is not from your experiment and is not "common knowledge" MUST be acknowledged by a citation. When in doubt, include the citation. General Style All types of references should be lumped together before you alphabetize--do not make separate lists for books, articles, etc. References should be single spaced and left justified, with additional lines indented five spaces (1/2 inch). Double-space between references. Works by the same person should be arranged chronologically by the date of publication. Number the reference page as a continuation of the research paper. Notice the following details  the list is alphabetized by the author's last name  no first or middle names are listed (initials are used instead)  only the first word in the title of the journal article (except for proper nouns) is capitalized  you really should not include a web site as a reference - anyone can put just about anything on a web site, and you have no way of knowing if it is truth or fiction  do not number the entries  do not use "p." or "pg." in front of page numbers  if there are more than two authors, list the primary author and use et.al. for the other authors 43 How to use the Citation Machine 1. Gather the information you need on your resources. 2. Go to the citation machine web page. 3. Select the citation format (APA). 4. Select the type of resource you are looking at from the two main categories. (Print or Non-Print) 5. Fill in the information to the best of your ability. You may want to go back to your source if there are blanks, since that will affect the overall accuracy of your citation. 6. Click on the button at the bottom of the form (submit) to process. 7. When your results come up PROOFREAD it. Click on the "Return to Form to Correct any Mistakes" button to edit your results. 8. Finally, you can copy and paste the resulting citations into your reference page. You may need to do some minor formatting adjustments. 44 www.citationmachine.net Citing Resources in APA Format Compliments of the Whitmer Library and Science Resource Center Use the examples below as a guide when citing resources: 1. Book by one author author copyright title of book place of publishing publisher Godman, A. (2001). Energy supply a-z. Hillside, NJ: Enslow. 2. Book by two authors author (1) author (2) copyright title of book place of publishing publisher MacDonald, F., & Bergin, M. (2000). A Greek temple. New York: Bedrick. 3. Book with no author title copyright place of publishing publisher Drugs in America (2000). New York: H.W. Wilson. 4. Signed magazine article author date title of article periodical volume pages Reilly, R. (1999, Sept 18). Writing as contemplation. America, 15 16-18. 5. Unsigned magazine article title of article date periodical volume pages Uniform improvements. (1999, October). Psychology Today, 4 35. 6. Signed encyclopedia article author copyright ed. title of article encyclopedia volume Wanatee, D. (2001). Black Hawk. In World Book Encyclopedia vol. 25, 48-52. Chicago: World Book. pages 7. place of publication publisher Unsigned encyclopedia article title of article copyright ed. encyclopedia volume pages place of publication Llama. (2002). In World Book encyclopedia vol. 25, 125-126. Chicago: World Book. publisher 8. Pamphlet with no author title of pamphlet date publisher page Chemical Engineers. (1998). Chronicle Guidance Pub. 1. 9. Newspaper article author date title of article Lamb, D. (2000, Sept 20). UN force arrives to protect E. Timor. The Toledo Blade 5. newspaper pages 45 10. Interview interviewee type of interview date S. Jones, personal interview, (January 18, 2001). 11. Videotape or film director copyright title Format Jones, T. (Director). (1999). At home with zoo animals [Videotape]. New York: National Geographic. place of publication producer 12. Internet web site with author author date of posting name of page organization access dates Smith, J. (2003) Shakespeare. University of Toledo. Retrieved Feb.15, 2004 from http://shakespeare.utoledo.edu/ address 14. Article on a web site with author author date of posting title of article name of page organization date of access Russell, P. (2002) Death. Great War Interviews. P.B.S. Retrieved March 03, 2001 from http://www.pbs.org/ address 13. Internet web site with no author title of article date created name of page access date NASA. (2002, May 5). Space missions. Retrieved Dec. 9, 2002, from http://www.spacescience.nasa address Appendices An Appendix contains information that is non-essential to the understanding of the paper, but may present information that further clarifies a point without burdening the body of the presentation. Each Appendix should be identified in numerical sequence; Appendix 1, Appendix 2, etc. Each appendix should contain different materials. Some examples of materials that might be put in an appendix  raw data (in the form of tables, graphs, charts, etc.)  extra photographs  explanation of formulas  specialized computer programs for a particular procedure  full names of chemicals or compounds and MSDS for such materials  diagrams of specialized apparatus  list of terms or definitions  copies of questionnaires 46 The Display General Guidelines          The display should be done after the research paper is complete. However, you should NOT wait until the night before science fair to begin. The display must be able to stand on its own. The display or exhibit is used to visually show your project. The display should represent the sequence of the project and be well organized. One board will be supplied per student (usually in December). Header boards are also available. The display should be neat, interesting and eye-catching. If you choose to purchase or make your own board make sure it is no more than 36" wide and 30" deep. Displays cannot extend beyond 7 feet from the floor. Floor projects are not permitted. A name tag will be provided. There is no need to put your name on the front of the display. Items to Include on the Display      title abstract hypothesis equipment used methods or procedure      47 results graphs diagrams photos conclusion Display Suggestions                             TITLE - should be large enough to see easily, but not so big that it takes up half the board the title should be centered; a header board may be used computer generate - title, sub-headings, text, graphs, EVERYTHING cut-out letters (scrap booking), felt letters, foam letters, shadow letters can also be used for titles or sub-headings make text font large enough to see, it should be clear - not fancy/bold words/headings should be straight, not at an angle foam board behind - brings out titles theme - clipart, letters label tables, graphs, pictures, EVERYTHING to improve the look of your display, it is recommended that all content (pictures, graphs, and so forth) are mounted. Mounting a picture gives it a border. Place the item to be mounted on the mounting material. Allow one inch on two sides. This will allow for ½ inch frame on all sides. Double-mounting looks especially nice. mount information in the center or off to one side (shadow) - 1 style only 2 colors only - fluorescent and primary colors are good, pastels are not as eye catching information on white paper, not colored paper display board (background) color, textured, painted, wallpaper, contact paper do NOT write directly on the board for any reason no large empty spaces on the board straight edges - use a paper cutter. Specialty scissors - NO! no pencil marks, glue smears, etc. colorful graphs, computer generated, include a title on each spelling must be correct board should be arranged in a logical order, same as the paper clipart - if it compliments project; use sparingly PHOTOS - that relate to the project; close up is better, label each blurry pictures - don't bother clean copy of your paper protective cover for paper do not make pockets or flip charts for the display. Nothing should be hanging off of the display. fabric, felt, poster board, corrugated paper, etc. can be placed on the table under the display. The space in front of the display is reserved for your research paper and logbook only. 48 Oral Presentation                 Students should be knowledgeable with all aspects of their study as presented in their paper, all data, and scientific vocabulary. Students should NOT attempt to memorize a speech. Organize the findings of your project and practice communicating the results in an organized manner. Use all available audio-visual materials as necessary. This might include: a simple (and safe) demonstration, slide projector, power point presentation, photos, graphs, etc. (May be done only at the school science presentations and with teacher’s approval.) Be prepared to answer questions. If a question is unclear, ask the judge to rephrase it. The oral presentation should concisely summarize the project. The quantity and quality of your presentation will be evaluated by the judges. Dress neatly and be properly groomed. Arrive on time (or even a bit early). Introduce yourself to the judges. Do NOT have chewing gum in your mouth. Speak slowly and clearly; enunciate your words. Speak loud enough for the judges to hear you. Establish eye contact with the judges. Practice difficult and/or new vocabulary that may be challenging to pronounce. Describe the implications of your research for the improvement of the rest of society. 49 Judging Criteria Knowledge      Has there been a correct use of scientific terms? Does the student understand these terms? Is there evidence of an acquisition of knowledge? Does the student show evidence of knowing the underlying principle(s)? In brief, has the student actually learned something through the study and research above and beyond their level of classroom work? Effective Use of the Scientific Method        Does the student have a clear-cut idea of the purpose of the project, or is it something thrown together and manipulated? Is the student aware of other approaches or theories relative to their problem or project? Is there evidence of literary and experimental research? Has the student observed any basic phenomena? Has the student experimented sufficiently to have collected any data? Has the student analyzed the observations in a logical manner and drawn valid conclusions? Has the student used an adequate sample to make generalizations? Clarity of Expression     Can the student orally explain their project concisely and answer questions well? Has the student expressed themselves well in all written material? Was the material copied or written by someone else? Beware of misspelled words. Does the research report include a literature review, experimental data, statistics, results, and conclusions? Does it follow an accepted form of technical writing? Originally and Creativity     Is the problem or approach to the problem developed in a particularly significant or unique manner? Does the student have a new approach to an old subject? Does the student have a unique presentation or organization of materials? Is there evidence of initiative? 50 NORTHWEST DISTRICT SCIENCE DAY RULES Projects are totally poster displays; no equipment, apparatus, materials, or specimens are permitted at student tabletop displays. No materials, except photos, may be fastened to the display boards. Only research reports and data compilations are allowed on tables. Obviously this eliminates the need for electricity. Battery-powered computers are permitted if necessary for simulation, modeling or animation integral and essential to the project results; unessential PowerPoint presentations are not permitted. The score of a student's project may be impacted by the violation(s) if either the physical dimensions or physical items rules are not followed. 1. Students must be science or mathematics course participants in grades 7-12. 2. Students must have been judged at a local Science Day and have received a superior rating or received special permission to enter from the Director of NWDSD. 3. The projects should be experimental in nature and based on the student’s own work. Some projects based on library research may also be accepted. 4. Projects must be new or further developed, extended, or changed in one or more aspect from that of a previous year. 5. Each entrant will need to complete and return a minimum of five forms plus an abstract. Signature of sponsoring teacher and parent is required on appropriate forms. SEE REGISTRATION FORMS. 6. Each student must give the requested information, including grade level. Field of entry must be indicated. 7. Each student must complete a Research Plan (1A) and display it with his/her project. 8. Each student must provide an abstract of less than 250 words to be sent in with the entry and fee. A heading must contain the project title and name(s) of the entrant(s). The purpose of an abstract is to provide a summary of the project that will inform interested individuals of the contents. The wording must be written in a manner that any scientifically minded individual, who may not be familiar with the topic, can understand the project's important points. The following should each be summarized in a few sentences: 51 a. b. c. d. e. f. 9. Background information necessary to understand the problem and its importance. The problem that was investigated and your hypothesis. Outline of the materials and methods used in your experimentation. Summary of the results obtained from your experimentation. The conclusions drawn from your results. The importance or potential applications your research offers. Each student must have a copy of their research report/log book and copies of all required forms at their project site. All projects require forms 1, 1A,1B, an individual/team registration, and a consent/release form. If research involves nonhuman vertebrate animals, human subjects, pathogenic agents, controlled substances, recombinant DNA, human and nonhuman animal tissue, and/or hazardous substances and devices additional forms are required. All forms will be reviewed by the District Scientific Review Committee. Failure to meet the requirements will lead to disqualification. 10. Each student is allowed a 36" wide by 30" deep table space for a poster display. Floor projects are not permitted; projects may extend only 7 feet from the floor. The exhibitor's name must be displayed. School identification is permitted. Only data logs, notebooks, and other paper data are permitted on the table top. Battery-operated computers may be used only for simulation, modeling or animation integral and essential to the project results or data display and not for general PowerPoint presentations. The score of a student's project may be impacted by the violation(s) if either the physical dimensions or physical items rules are not followed. 11. At Northwest Ohio District 2 Science Day each student/team is expected to present the RESULTS of research; a performance or demonstration of the experiment is not expected. Entrants should have already done an experiment or conducted many research trials and thus have adequate RESULTS in the form of charts, graphs, data tables, logbooks, and laboratory notebooks--all recorded with dates--which should be with the project. Photographs or drawings of equipment on the display backdrop, in the research report, project notebook, or laboratory notebook should document and explain the equipment used. Items on your display backdrop should be used as visual cues to keep the oral presentation to the judges on track or to refer to when answering questions. The whole project, in simple form, should be visible on the poster boards. Abstracts, project logbooks, laboratory notebooks, research reports, and additional data should be in folders or binders close at hand for reference. 12. Information such as postal, web, and e-mail addresses, telephone, and fax numbers are allowed for the exhibitor only. The only photographs or visual depictions of identifiable or recognizable people allowed are photographs of the exhibitor, photographs taken by the exhibitor (with permission of individuals received), or photographs for which credit is displayed (such as from magazines, newspapers, journals, etc.). 52 13. The cost of entry is $20.00* for each student. State Science Day participants are charged $50.00*. This money is used to run the program at all levels, to buy trophies and other supplies, and to support the state-wide activities of the Academy's Junior Academy Council. 14. Judges must be supplied from the participating schools; one judge for every five students. 15. Duplicate projects from the same school will not be eligible. 16. Late entries (deadline established each year by the District Committee) will not be accepted. 17. Two judges will judge each project for the Ohio Academy of Science ratings. If each judge grants a total score within any one rating category (Superior, Excellent, Good, or Satisfactory), that specific rating (Superior, Excellent, Good, Satisfactory) will be granted to the student and no re-judging is permitted. Re-judging is automatic and is permissible only if all three of the following conditions apply: a. the judges' final ratings are in different categories, b. the average of the judges' scores is in the lower category, and c. if the judges differ in their total points by more than five points. 18. A participant signed up for a sponsored award must remain at his/her table until he/she has been judged by both general and special judging teams. If a participant must leave for any reason, please return shortly and leave an explanatory note or information with an adjacent exhibitor. Please note that sometimes special judges may arrive before general judges. General judging is complete when participant receives a participation ribbon. Sponsored award judging is complete when so noted on a projection screen in the exhibit hall. 19. Participants qualifying for State Science Day must attend (or an appointed representative must attend) the Awards Ceremony at 2:30pm the day of Science Day to receive their State registration packet. * subject to change NOTE: If parents or students need information concerning Science Day, visit: http://www.eeescience.utoledo.edu/ There is a link to the State Science Day. 53 District Awards All award information is based on the 2008 District Science Fair Awards and is subject to change. This list is to let you know what awards may be available at the district level. Each prize listed is the first place prize. Many categories also have second and third place awards. Amateur Radio Operators Award - certificate plus $100 Best project involving radio, electronics, and/or computers. ASHRAE Energy Award - certificate plus $50 Best projects related to energy and energy conservation. American Chemical Society Award - certificate plus $100 Best projects devoted to … focus changes annually. Cell Biology Award - certificate plus $50 Best project in cell/molecular biology. College of Arts & Sciences BGSU District Science Day Scholarship $1000 scholarship, renewable, dependent on BGSU enrollment with a major in any field of science or mathematics. For the best project in science, math, engineering, pharmacy, or science/math education. Earth Sensitivity Award $85 scholarship to Summer Science Camp, certificate plus $25 Best project that demonstrates Earth sensitivity by researching an environmental problem. EEES-Ecology (Environment) Award - certificate plus $50 Best project related to ecology and/or environmental science EEES-Geology Award - certificate plus $50 Best project relating to some aspect of geology. Governor's Award for Excellence in Agriculture & Food Science Research Governor's certificate plus $25 Project must have a scientific application to a food or agricultural topic. Governor's Award for Excellence in Biotechnology Research Governor's certificate plus $25 Best project in biotechnological research. 54 Governor's Award for Excellence in Energy Research Governor's certificate plus $25 Best project relating to energy research. Governor's Award for Excellence in Environmental Sciences Governor's certificate plus $25 Best project relating to the environmental sciences. Governor's Award for Excellence in Information Science and Technology Research - Governor's certificate plus $25 Best project relating to information science and technology. Governor's Award for Excellence in Litter Prevention & Recycling Research Governor's certificate plus $25 Best projects pertaining to litter prevention and recycling of materials. Governor's Award for Excellence in Manufacturing Sciences Research Governor's certificate plus $25 Best project relating to manufacturing science. Governor's Award for Excellence in Materials Science Research Governor's certificate plus $25 Best project involving materials science. Governor's Award for Excellence in Water Resources Research Governor's certificate plus $25 Best project with research in water resources; aquatic ecology. Microbiology Award - certificate plus $37.50 Demonstrated excellence in microbiology, original and creative research. Naval Science Award - certificate, medallion, $50 gift certificate Projects demonstrating excellence in any field of endeavor. Recipients must be U.S. citizens. Northwest Ohio American Industrial Hygiene Award - certificate plus $50 Recognition of outstanding research and knowledge in the area of environmental and/or occupational health and safety. Outstanding Chemistry Award - certificate plus $50 Best project in chemistry or biochemistry. Outstanding Physics Award - certificate plus $50 Best physics and astronomy projects. Outstanding Project in Health Promotion and Disease Prevention certificate plus $75 Best project in the investigation of biological systems. 55 SciMaTEC Award - certificate plus $25 gift certificate to the Discovery Channel The most creative, engaging, and educational presentation. Science of Food, Nutrition and Health Award - certificate plus $40 Best projects based on originality and creativity that demonstrate understanding of human nutrition and its relationship to good health. Stranahan Arboretum Environmental Science Award - certificate plus $100 Best project using plants as the main component in a problem solving situation. Tillotson UT District Science Day Scholarship - $1000 scholarship renewable, dependent on UT enrollment with a major in the fields of science, mathematics, engineering, pharmacy, or science/mathematics education. Best project in science, mathematics, engineering, pharmacy, or science/ mathematics education. Toledo Dental Society Award - certificate plus $75 Outstanding projects relating to dentistry or oral/dental health. UT College of Medicine Biomedical Sciences Award - certificate plus $100 For outstanding research in one of four areas: cancer biology, infection, immunology, and transplantation; cardiovascular and metabolic diseases; or neuroscience and neurological disorders UT Health Science and Human Service Award - certificate plus $100 For outstanding projects related to health science or human service UT Department of Psychology Award - $50 Best projects related to the investigation, or demonstration, of basic processes underlying behavioral sciences. UT Pharmacy and Pharmaceutical Sciences Award - certificate plus $100 Outstanding projects with a pharmacy or pharmaceutical sciences orientation. Water Environment Science Award - certificate plus $100 savings bond Stream water quality, surface and ground water pollution, waste water treatment, industrial pollution, chemical treatment/removal and sludge treatment/removal projects 56 Name Science Fair Research Paper Title Page (5) Descriptive, contains variables, stated as a question 3 2 1 0 Name, date, course, school, teacher 1 0 Centered 1 0 1 0 Lined up 1 0 Page numbers (order, just number, accurate) 1 0 TOTAL Table of Content (4) All sections included 2 TOTAL Abstract (10) 150 words, single spaced 2 1 0 Hypothesis 2 1 0 Methods 2 1 0 Results 2 1 0 Conclusion 2 1 0 State problem, purpose 2 1 0 Discuss relevance, importance 2 1 0 TOTAL Introduction (8) Introduction to topic, background, vocabulary 4 3 2 1 0 8 6 4 2 0 Ten current sources 4 3 2 1 0 Sources relevant to topic, scientific sources 4 3 2 1 0 Logical order 4 3 2 1 0 In-text references, quotes 4 3 2 1 0 TOTAL Literature Review (26) Review of relevant research 10 TOTAL 57 Experimental Investigation (48) State research question and hypothesis 2 1 0 2 1 0 Experiment: Description of materials Research plan and all other forms submitted 4 3 2 1 0 Explanation of methods/procedure 4 3 2 1 0 Sample size, number of trials 4 3 2 1 0 Data recorded, logbook 8 6 4 2 0 2 1 0 2 1 0 Use of the scientific method: Control, variables identified Results: Written in narrative form Includes tables/graphs 4 3 2 1 0 Statistical analysis of data 4 3 2 1 0 6 4 2 0 3 2 1 0 2 1 0 Discussion, appropriate interpretation of results Conclusion 4 Acknowledgements TOTAL Literature Cited (12) 10 scientific sources 4 3 2 1 0 APA style 4 3 2 1 0 Sources current (last five years) 2 1 0 Listed alphabetically by author’s last name 2 1 0 TOTAL Format (12) Grammar, past tense, third person 4 3 2 1 0 Double spaced, 12 pt. font, 1‖ margins, sub-headings 4 3 2 1 0 Spelling 4 3 2 1 0 TOTAL TOTAL / 125 58 Name Science Fair Display Title (5) Conclusions (6) Centered, lettering 2 1 0 Reasonable based on data 2 1 0 Variables identified 2 1 0 Significance, implication 2 1 0 1 0 Future Research 2 1 0 2 1 0 1 0 Typed/computer generated 1 0 Items mounted or framed 1 0 No glue or tape marks 1 0 Sub-headings labeled TOTAL TOTAL Abstract (5) Photos, art work, etc. (3) 150 words 1 0 Supports project Hypothesis 1 0 Clear, captions Methods 1 0 TOTAL Results 1 0 Conclusions 1 0 Neatness (9) TOTAL Hypothesis (4) Variables identified 2 1 0 No eraser or pencil marks 1 0 Relationship between variables 2 1 0 Single color or two colors 1 0 No writing on the board itself 1 0 Items on the board are straight 1 0 Items are proportionate 1 0 1 0 New, unique 1 0 Interesting, eye-catching 1 0 Colorful, complimentary 1 0 TOTAL Methods (6) Clear, easy to follow 1 0 No large empty spaces TOTAL Step-by-step 2 1 0 Complete 2 1 0 1 0 Description of materials Creativity (3) TOTAL Results/Data (9) Graphs, tables (computer gen.) 2 All statistics included 1 0 1 0 Accurate 2 1 0 Agrees with the conclusion 2 1 0 Log book 2 1 0 TOTAL TOTAL TOTAL 59 /50 Name Science Fair Oral Presentation Knowledge (9) Demonstrates content learned & background researched 3 2 Correct use of vocabulary 1 0 1 0 Shows understanding of scientific method 2 1 0 Able to answer questions about project 2 1 0 1 0 Suggestions for future research, additional questions Organization (6) Presentation is organized in a logical manner 2 1 0 All parts of the project are discussed 2 1 0 Use of the board as a visual aid (do NOT read from board) 1 0 3×5 cards for reference 1 0 Stand up straight, to the side of board (don't block the view) 1 0 Make eye contact, no chewing gum 1 0 Effective Speaking Skills (6) Speak loudly and slow enough so that others can understand you 2 1 0 Length of presentation is appropriate 2 1 0 Pays attention during other presentations 2 1 0 Actively participates by asking intelligent questions 2 1 0 Participation (4) Total /25 Total Research Paper / 125 Total Display / 50 Total Oral Presentation / 25 Grand Total / 200 Percent and Letter Grade 60
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