Science Fair
Classroom
Teacher
Packet
Candus Muir, The Classical Academy, Colorado Springs
Scientific Method
Make Observations
Things that make you go “Hmmmmmmm.”
Ask a Question/Identify a Problem
What do you want to know or explain? Write a question that addresses the question or topic.
Research the Question/Problem
Gather background information on the question from various sources. What do you want to know or explain?
Identify Variables
Variables must first be identified prior to designing the experiment. Variables include an independent (Manipulated) variable,
dependent (responding) variable, and constants.
Form a Hypothesis
Using research gathered/observations made, form an educated guess to predict the answer to the question.
Test the Hypothesis
1.
3.
Design the Experiment
Record the Data/Observations
(Qualitative and Quantitative)
2.
4.
Perform the Experiment
Organize/Analyze the Data
Interpret the Results
Determine whether the hypothesis was supported or not supported (rejected). Determine if any patterns occurred with the data. Check
for and explain any outliers (extraneous/anomalous data).
Communicate the Results
Summarize the important aspects of the experiment. Discuss the results and their interpretation. Use data in word form. Discuss the
limitations of the data and the experiment.
Retest the Experiment
Candus Muir, The Classical Academy, Colorado Springs
Scientific Method Vocabulary
Abstract - a brief overview of the investigation
Analyze - to examine methodically by separating
into parts and studying their interrelations
Dependent (Responding) Variable - the response
to the independent variable that can be observed
(qualitative) and measured (quantitative)
Anomalous Data (outliers) – data that seems to
be inconsistent or contradictory to the pattern
established by additional data
Extraneous Data - data that seems to be
inconsistent or contradictory to the pattern
established by additional data
Bar Graph - a type of graph used for descriptive
data that comes from research questions asking
about variables that will be counted
Hypothesis - a special kind of prediction that
forecasts how the independent variable will affect
the dependent variable
Conclusion - summarizes the important parts of
your experiment and is a discussion of what the
data, patterns, and relationships mean
Independent (Manipulated) Variable - variable
changed by the scientist; what the investigator is
testing
Constant Variable - a variable that is not changed Line Graph - a type of graph used when data has
taken place over time
Controlled Variable - a constant variable that is
part of the experiment that is not being tested and Observations - anything noticed about the
problem
is used for comparison
Data - factual information, especially information
organized for analysis or used to reason or make
decisions
Data Analysis (interpretation) - making sense of
observations and data collected during an
experiment using appropriate measures of central
tendency (mean, median, mode, range) and by
looking at patterns and relationships between the
independent variable and the dependent variable
Data Table - organizes data into rows and
columns
Operational Definition - the method used to
measure the dependent variable; the method used
to describe the independent variable when testing
various products
Procedure - a numbered, step-by-step set of
directions written to conduct an investigation and
to identify what data will be collected
Scientific method - a series of steps used by
scientists/people to help find solutions to problems
and/or questions
Variable - anything that can be changed in an
experiment that could affect the results of the
investigation
Candus Muir, The Classical Academy, Colorado Springs
Science Fair Assignment Sheet
The following assignment sheet contains the assigned/due dates for the various parts of your Science Fair Project. Each step has
been assigned a point value. Most assignments are required to be typed. A parent signature is required for each step on the actual
typed assignment. HAVE PARENTS PROOF READ each step before signing the assignment. The paper will not be graded
without a parent signature.
Each step should be saved on a memory stick under a folder labeled “Science Fair.” The assignment should have an assignment title.
Example: Save a hypothesis as “Hypothesis.” A science fair notebook (3-ring binder) is required for this project. Label the
notebook as follows: (1) Forms, (2) SF Info, (3) R/F Drafts, and (4) Research.
Assignment
Assigned Date
October 6
October 6
October 6
October 27
October 27
October 31
Point Value
10
30
10
5
10
5
DUE Date
October 27
January 16 & January 30
January 30
October 29
October 29
November 3
QUESTION
JOURNAL – Composition Book
SCIENCE FAIR NOTEBOOK
School Science Fair Info Form
PURPOSE
Informational Resources (5)
INFORMATIONAL PARAGRAPHS
October 31
25
November 12
(Rough Draft)
FILL-in-the-BLANK Works Cited Pages
October 31
10
November 12
MLA Works Cited
October 31
(+5 EC)
November 12
VARIABLES – Operational Definition
November 12
15
November 17
HYPOTHESIS
November 12
10
November 17
MATERIALS LIST
November 17
10
November 21
DIRECTIONS
November 17
25
November 21
OFFICIAL FORM(S)
Levels 1, 2, & 3 – Safety Form
November 17
5
December 1
Levels 2 & 3 – Printed Official Forms
Level 3 – Official Forms Completed/Signed
BEGIN EXPERIMENT only if ALL items above have been completed/reviewed/approved by teacher.
INFORMATIONAL PARAGRAPHS
November 21
10
December 5
(Final Draft - graded rough draft stapled onto
the back)
CHARTS/GRAPHS & DATA ANALYSIS
December 1
40
January 16
CONCLUSION
December 1
30
January 16
APPLICATION
December 1
(+5 EC)
January 16
BEGIN TRIFOLD only if ALL items above have been completed.
ABSTRACT
January 20
(+5 EC)
January 26
TRIFOLD/PRESENTATION
January 16
60
January 30 – February 5
SCHOOL COMPETITION
Required
10
February 6
REGIONAL FAIR COMPETITION
Optional
(+25 EC)
Early March
Candus Muir, The Classical Academy, Colorado Springs
Science Fair Participation Levels
Level
Requirements*
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The investigation is simplistic in nature, but testable using the scientific method and has little or no
safety concerns.
The Science Fair Form is signed by a parent, approving the project and noting any safety concerns.
Categories excluded from this level of participation include vertebrate animals,
mold/fungus/bacteria, and human subjects. Plants can be used with the knowledge that plant
experiments are a minimum of 6 weeks and must be started over the winter break.
The suggested time frame for an investigation at this level are:
o 1 day to 2 weeks
o Plant projects involve a minimum of 6 weeks and must be started over winter break
Projects at this level compete with only other Level 1 projects at the school science fair.
Projects at this level are eligible for Excellence in Scientific Method, Oral Presentation and/or
Display certificates.
The investigation is competitive with a real-world application.
The Science Fair Form is signed by a parent, approving the project and noting any safety concerns.
The Official Science Fair Forms are printed out, but are not completed, unless the project has safety
concerns, involves chemicals, or involves human subjects.
Categories excluded from this level of participation include vertebrate animals and
mold/fungus/bacteria.
ALL human subject investigations must be approved by the teacher.
Projects at this level require an extra written component addressing the real-world applications (5
points extra credit).
The suggested time frame for an investigation at this level are:
o 1 day to 6 weeks
o Plant projects involve a minimum of 6 weeks and must be started over winter break
Projects at this level compete with other Level 2 projects at the school science fair.
Projects at this level are eligible for Excellence in Scientific Method, Oral Presentation and/or
Display certificates as well as place ribbons and trophies.
Projects at this level have the option to compete at the regional science fair and must complete Level
3 requirements.
Investigations at this level of participation must complete all of the Level 2 requirements, plus:
The Official Science Fair Forms are printed and filled out completely with the appropriate signatures.
Categories excluded from this level of participation include vertebrate animals.
Microbiology (bacteria, fungus, and mold) projects must be done with a mentor at an approved
research facility.
Projects at this level require extra written component of a works cited document typed in MLA
format (5 extra credit points) and a typed abstract (5 extra credit points).
Projects at this level compete at the regional science fair (25 extra credit points). Awards at the
regional science fair include monetary place awards as well as special awards donated by local
organizations and the opportunity to be invited to compete at the Colorado Science and Engineering
Fair in Fort Collins in April.
*Trifold expectations are the same for all levels.
Candus Muir, The Classical Academy, Colorado Springs
Assignment Rubrics
Science Fair Objectives
¾ To use an inquiry oriented investigation to apply science content to an original question;
¾ To engage students in problem solving, planning, and decision making in an original project;
¾ To challenge students to develop a question, design an investigation, gather evidence, formulate an answer
to the original question, and communicate the investigative process and results to peers, teachers, and other
adults;
¾ To provide a means of reward and recognition; and
¾ To encourage students, through experiment and competition, to consider scientific careers.
Types of Experiments (Adapted from M. Poarch, 2003 http://science-class.net)
Scientists ask questions and then try to answer them using the scientific method. Different kinds of questions
need different kinds of scientific investigations. Some investigations involve observing and describing objects,
organisms, or events; some involve collecting specimens; some involve researching more information; some
involve doing a fair test or experimenting; some involve discovery of new objects and phenomena; and some
involve making models. We can divide investigations into two general categories: descriptive or qualitative
and experimental or quantitative.
1. Descriptive or qualitative investigations include building models, inventing, dissecting, making
observations and describing them, interviewing, and collecting specimens among others. Although these
are sometimes called experiments, they are not really experimental.
2. Experimental or quantitative investigations involve the control or manipulation of variables. Variables are
the parts of the experiment that can change or vary.
• Independent variable (One manipulated - CAUSE) - what the investigator is testing; the ONE thing that
is changed or manipulated by the scientist.
• Dependent variable (One responding - EFFECT) – the response to the independent variable that can be
observed (qualitative) and measured (quantitative).
• Constant variables (many) - variables (rules) that are kept the same or constant throughout the
experiment. They could be changed, but the scientist keeps them constant so that they will not interfere
with the investigation.
• Control (the “norm”) - A part of the experiment that is not being tested and is used for comparison.
(Not all experiments have a control.)
Example:
How can we determine who has the greater right arm strength?
• Independent (manipulated) variable: Test group – human subjects
• Dependent (responding) variable: Right arm strength
• Constant variables: Begin with right arm/hand in position (upright, elbows on table, wrist straight); Stance
- stay seated; Flat surface; Left hand placed behind back; Hand grip intertwined; Begin on the count of 3;
No ties; Winning?
Science Fair Project Ideas
Projects are done individually and should be a question of high interest! Students are highly encouraged to
select original projects. Students will not be allowed to duplicate projects. Students need to have a minimum
of 3 possible choices listed in the order of preference in case their first choice has already been selected.
Questions listed below may have to be reworded to reflect individual projects and to provide more details
about the project. Brand comparison projects are not allowed.
Candus Muir, The Classical Academy, Colorado Springs
Choose your question carefully. Some questions will require several weeks of experimentation. Other
experiments may cost. Plant projects are usually the most costly and the most time consuming (6-week
minimum; must be started over winter break). Projects involving any safety concerns (includes fire and
electricity) and all chemicals (includes detergent and fertilizer) require a risk assessment form.
Tips for Posing Questions:
1. When selecting a topic, pick an area of science in which you have a particular interest, experience, or
resources.
2. The answer to the question must not be common knowledge. “Do plants need light to grow?” is not a
good question because most people know the answer to this.
3. Do not get too ambitious. Try something simple but elegant. It is better to do a great job on a simpler
project than a mediocre job on a complex experiment.
4. The question should be a relevant question and have a real-world application if wanting to “compete” at
science fair. Current science news is a great way to develop a competitive and relevant science question.
Different levels of difficulty are available depending on your interests and time. You will be graded on
how well you design your experiment and follow scientific method, as well as presentation skills. More
difficult levels involve “required” extra credit.
5. Once you have found a topic that interests you, consider your time constraints, the rules and guidelines,
the contacts you will need to make, the resources and mentors you will need, and finally, the expenses.
6. The question must be written in a way that allows you to numerically measure the results. All data will be
measured using the metric system.
7. Eliminate questions that cannot be answered by gathering evidence. Word questions in a way that allows
them to be answered by an investigation or experiment. Only one variable should be changed.
Science Fair Resources – Internet
Intel International Science and Engineering Fair
http://www.sciencebuddies.org/
Science Buddies (HIGHLY recommended)
http://www.sciserv.org/isef/
Spotlight on Science Fair
http://sln.fi.edu/qanda/spotlight1/spotlight1.html
Science Fair Primer
http://users.rcn.com/tedrowan/primer.html
http://users.rcn.com/tedrowan/ideapage.html
California State Science Fair
http://www.usc.edu/CSSF
Discovery Channel News
http://dsc.discovery.com/news/news.html
Science Fair Central
http://school.discoveryeducation.com/sciencefaircentral/scifairstudio/handbook/
Science CURRENT Events
http://whyfiles.org/
http://www.sciencenews.org/
http://www.sciencedaily.com/
Candus Muir, The Classical Academy, Colorado Springs
Science Fair Rubric Checklist – Question
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Expectations - Question
Typed/Font 12/Times New Roman/Double-Spaced
Heading (5 lines) – left of page
o Title “Science Fair Question”
Three (3) questions listed numerically in order of preference (1–Top
choice)
Not a common knowledge question (Exception – Level 1)
Testable experimental question; numerical data
Variables (independent/dependent) clearly stated in question
NO spelling/grammatical errors
Interrogative sentence; correct punctuation; no contractions
Rubric stapled on front (left corner)
Parent signature
SCORE
Points
10
Category Descriptions
ANIMAL SCIENCES
Development, Ecology, Animal
Husbandry, Pathology, Physiology,
Population Genetics, Systematics
BEHAVIORAL/SOCIAL
SCIENCES
Clinical & Developmental
Psychology, Cognitive Psychology,
Physiological Psychology,
Sociology
CHEMISTRY
Analytical Chemistry, Inorganic
Chemistry, Organic Chemistry,
Physical Chemistry, General
Chemistry
COMPUTER SCIENCE
Algorithms, Data Bases, Artificial
Intelligence, Networking and
Communications, Computational
Science, Computer Graphics,
Software Engineering, Programming
Languages, Computer System,
Operating System
EARTH SCIENCE
Climatology, Weather,
Geochemistry, Mineralogy,
Paleontology, Geophysics, Planetary
Science, Tectonics
ENGINEERING:
Materials/Bioengineering
Bioengineering, Civil Engineering,
Construction Engineering, Chemical
Engineering, Industrial Engineering,
Processing, Material Science
ENGINEERING: Electrical/Mechanical
Electrical Engineering, Computer
Engineering
Controls, Mechanical Engineering,
Thermodynamics, Solar, Robotics
ENERGY & TRANSPORTATION
Aerospace and Aeronautical Engineering,
Aerodynamics, Alternative Fuels, Fossil
Fuel Energy, Vehicle Development,
Renewable Energies
ENVIRONMENTAL ANALYSIS
Air Pollution and Air Quality, Soil
Contamination and Soil Quality, Water
Pollution and Water Quality
ENVIRONMENTAL MANAGEMENT
Bioremediation, Ecosystems
Management, Environmental Engineering,
Land Resource Management. Forestry,
Recycling, Waste Management
MATHEMATICAL SCIENCES
Algebra, Analysis, Applied
Mathematics, Geometry,
Probability and Statistics
MEDICINE & HEALTH
SCIENCES
Disease Diagnosis and Treatment,
Epidemiology, Genetics, Molecular
Biology of Diseases, Physiology
and Pathophysiology
MICROBIOLOGY
Antibiotics, Antimicrobials,
Bacteriology, Microbial Genetics,
Virology
PHYSICS AND ASTRONOMY
Astronomy, Atoms, Molecules,
Solids, Biological Physics,
Instrumentation and Electronics,
Magnetics and Electromagnetics,
Nuclear and Particle Physics,
Optics, Lasers, Masers, Theoretical
Physics, Theoretical or
Computational Astronomy
BOTANY
Agriculture/Agronomy,
Development, Ecology, Genetics,
Photosynthesis, Plant Physiology
(Molecular, Cellular, Organismal),
Plant Systematics, Evolution
Candus Muir, The Classical Academy, Colorado Springs
Scientific Journaling
The journal is your most treasured piece of work. In any experiment, a scientist must make observations and
record ALL relevant data pertaining to the experiment. The journal begins as soon as a question is approved.
A journal entry should be completed every time you work on the investigation. Examples include shopping for
supplies (include receipt), writing a hypothesis, or brainstorming ideas.
Your journal should include the following:
1. Date of each entry
2. The question
3. Rough drafts of each step to include mark-ups
4. What you did that day
5. What you learned
6. Observations - what you saw, heard, felt, and smelled - use your senses
7. Anything unexpected that happened
8. Problems encountered along with solutions to the problems
9. What problems still need to be solved
10. What else needs to be accomplished
11. Drawings that might help explain the investigation
12. Measurements from the experiment
13. Data tables and charts to organize the information
14. Plan(s) for the next day
Science Fair Rubric Checklist – Journal
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Expectations - Journal
Typed label - “Journal” (large font) glued to front of composition book
Handwritten
Completed in pen (blue/black ink only); NO white-out
Dated entries
Rough drafts of each step
Accurate and detailed notes
Factual notes (no opinions)
Sentences/phrases
Problems/solutions
Drawings/Observations/Brainstorms
Measurements
Data table/chart
Mark ups with arrows, rewrites, etc.
Rubric placed inside of composition book (front)
SCORE
Points
30
Saving Work – Thumb Drive/Memory Stick
All assignments are required to be typed (Times New Roman/12/double-spaced) with the exception of the
forms and the journal. All work related to science fair is required to be saved on a thumb drive and possibly
one other location. A folder titled “Science Fair” should be created with each step saved under the assignment
title (i.e. “Question”). Students are required to have a thumb drive with them daily in order to work on
assignments as needed.
Candus Muir, The Classical Academy, Colorado Springs
Purpose
The purpose is one to three sentences that explain why you are doing this investigation. The purpose should
relate to a real-world application for levels 2 and 3.
• Begin the first sentence, “The purpose of this investigation is to test/explore/discover/examine/find
out/determine . . .” (Restate question)
ƒ Level 1 – ONLY 1 sentence
• The second sentence could begin, “This investigation is important because . . .” or “This information would
be beneficial because . . .”
• The third sentence is an elaboration of the second sentence for clarification or detail (if needed).
Science Fair Rubric Checklist – Purpose
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Expectations-Purpose
Typed/Font 12/Times New Roman/Double-Spaced
Heading (5 lines) – left of page
o Title “Science Fair Purpose”
One or no spelling/grammatical errors
Declarative sentence(s); correct punctuation; no contractions; no pronouns
Level 1 – One sentence restating the question in sentence form
Level 2/3 – Level 1 requirement PLUS 2nd sentence clearly relating the
question to a real-world issue
o HINT: Who would benefit from this information; why is this investigation
important
Level 3 –3rd sentence which elaborates and provides details for sentence 2
Rubric stapled on front (left corner)
Parent signature on typed assignment
SCORE
Points
10
Informational Paragraphs and Works Cited (i.e. Background Information)
The library is a wonderful resource for background information. Students are encouraged to have their own
library card and password. Students should consider checking out books from the library and using the online
GALE database for research.
Three library sessions at school have been scheduled for research. Students will learn where resources are
located in the library, how to access World Book Online, how to use Gale Database, and how to use the
colored fill-in-the-blanks works cited pages. The school does have numerous books that will be available for
use during library time, but these books will not be available for check until the end of the week in order for all
students to have access to them throughout the week. In addition to the three library days, students will also
have two full science class periods to work on their informational paragraphs. Extra time might be available in
computer and English classes.
$$$$ Students can print 5 copies a day in the library for free from the computer. After that, the copies are 5¢
each. Copier usage is also 5¢ per copy. Students are encouraged to bring some change.
Information from the internet should be PRINTED off and hole-punched to be placed in the science fair
research notebook under the 4th section titled “Research Info.” By doing this, students can highlight important
information instead of taking hand-written notes. This SAVES a lot of time!!! The highlighted notes do not
have to be written in the journal, but a journal entry should be written to annotate what was done that day.
Pages from other sources such as magazine articles and books could also be copied on a copier and highlighted
to save time! Notes are required to be written in the journal if the information is not printed and highlighted.
(Note: Wikipedia is not allowed as a source.)
Candus Muir, The Classical Academy, Colorado Springs
General Information
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The first draft should be written in ink in the journal. Skip lines in the journal to allow for self-editing.
Use red pen to show revision marks.
The paragraphs do not include your question, procedure or any other part of the investigation. The
paragraphs do not answer the question, but give background information which will help strengthen
knowledge related to the topic in order to develop a thorough investigation. Background information is
information already known about your general topic. The report is a FACTUAL report!
Plagiarism is presenting someone else’s words or ideas as your own. It can be deliberate or accidental.
Plagiarism of any kind will result in a 50% penalty, and then the report would have to be rewritten
honestly.
Ask yourself:
o Are you using someone else’s original ideas or words?
o Or is the information “common knowledge” (information that anyone could find or know from a
number of general sources)?
o Or is the information your own thinking and expression?
o If you are quoting, did you quote accurately and include quotation marks around your quoted material?
o If you are putting someone else’s words or ideas in your own words (paraphrasing), did you use your
own words and sentence structures? Does it sound totally unlike the original writing?
You should:
o Give the complete publishing information about your source in the works cited page at the end of your
paper.
o Paragraphs should include general knowledge and definitions. (Definitions are normally written for
clarification in a paragraph and NOT a separate paragraph.) Historical information, scientists who have
made an impact in the field, impact of the topic on society, drawings/diagrams, and current theories and
explanations could also be included if relevant to topic.
How do you know what to research???? THE NOUNS!
• Locate the key words [noun(s)] in the question itself to research.
• The “nouns” are the bulk of what is needed for research.
• The “verb” can also be defined for clarification.
o Example 1: Does the pH level of a substance have an effect on the normal corroding process of iron?
(3 paragraphs minimum)
ƒ Research pH. (1 paragraph)
ƒ Research iron and properties of iron. (1 paragraph)
ƒ Research the substances to be tested. (1 paragraph)
ƒ Define corrosion. (probably included in the iron paragraph)
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Example 2: Can additives be added to the soil to reduce the occurrence of mud flows? (3 body paragraphs)
ƒ Research soil. What makes up soil? What is soil? (1 paragraph)
ƒ Define additives. Research the additives that will be used. (1 paragraph)
ƒ Research mud flows. (1 paragraph)
ƒ Define reduce. Define occurrence. (possibly)
Candus Muir, The Classical Academy, Colorado Springs
Journal
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Date journal entry.
Title journal entry “Keywords for Background Information.”
Rewrite your question.
Circle/Highlight the nouns/verbs in the question.
Works Cited
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The works cited are the sources that were ACTUALLY USED in writing the paragraph.
Sources include dictionaries, letters, specialized encyclopedias, encyclopedias, interviews, newspapers,
magazines, Internet, database, etc.
A minimum of FIVE CITIATIONS must be used, with a minimum of THREE different source types.
The works cited for levels 1 and 2 are the fill-in-the-blanks colored sheets provided in the library. Level 3
participants will also use these same sheets for planning, and then they will be required to type their works
cited on a separate sheet of paper using the MLA style. ALL levels could do the MLA works cited page
for 5 points extra credit.
Works Cited Reminders:
• Did you double-space each line?
• Did you put your citations in alphabetical order?
• Did you indent second and third lines ½ inch?
• Did you end your citations with a period?
• Did you title your citations as Works Cited, centered on the page?
• Did you use 12-font, Times New Roman?
Science Fair Rubric Checklist – Paragraphs (Background Info)
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Expectations – Paragraphs (Background Info)
Typed/Font 12/Times New Roman/Double-Spaced
Heading (5 lines) – left of page
o Title “Science Fair Background Information”
Five or less spelling/grammatical errors
No contractions; no pronouns
Topic sentences do not begin with the words “There” or “It”
Research extensive, five or more sources used
A variety of sources were used – minimum of three types
Information is relevant to the topic and factual
Information thorough and complete
Report written in the student’s words. (quotations used as needed)
o NO Plagiarism
Topic sentences; Complete sentences
Completed work cited pages (colored pages) stapled to the back
o MLA Works Cited (EC +5) stapled behind colored work cited pages
Rubric stapled on front (left corner)
Rough drafts with revisions stapled to back
Parent signature
SCORE
Candus Muir, The Classical Academy, Colorado Springs
Points
25
(Paragraphs)
10
(Works Cited)
Works Cited Examples
Auletta, Ken. “Final Offer.” New Yorker. 15 Jan. 2001: 40-46.
Gilligan, Carol. In a Different Voice. Cambridge: Harvard Univ. Press, 1998.
Lever, Janet. “Sex Differences in the Games Children Play.” Social Problems 23 (1976): 478-87.
Lifton, Robert and Greg Mitchell. Who Owns Death: Capital Punishment. New York: Morrow, 2000.
Lopez, Robert S., et.al. Civilizations: Western and World. Boston: Little, 2001.
---The Quest for Mind. New York: Knopf, 1973.
Muir, Candus. Personal Interview. 22 October 2003.
“Renaissance Fashion.” The Renaissance Forum. 2003. 13 Sept. 2003. <www.renaissancefaire.com>.
“Sugar.” Concise Columbia Encyclopedia. 3rd ed. Microsoft Bookshelf. CD-ROM. 1998 ed. Redmond, VA:
Microsoft, 1998.
Whitman, John. “Castles of the World.” 2001. 14 Sept. 2003. <http://www.castles.org>.
“Word.” Dictionary Name. 31 Oct. 2003.
Variables
Anything in the experiment that could be changed and affect the results of the investigation is a variable.
Setups of an experiment should have only one variable that is changed at a time. By having only one variable
that is changed, you can be fairly certain that the results of the experiment were caused by that one variable.
Three types of variables are explained below:
• Independent variable (One manipulated - CAUSE) - what the investigator is testing; the ONE thing that
is changed or manipulated by the scientist.
• Dependent variable (One responding - EFFECT) – the response to the independent variable that can be
observed (qualitative) and measured (quantitative).
• Constant variables (many) - variables (rules) that are kept the same or constant throughout the
experiment. They could be changed, but the scientist keeps them constant so that they will not interfere
with the investigation.
• Control (one) the “norm” - A part of the experiment that does not have the variable being tested and is
used for comparison. (Not all experiments have a control.)
PRACTICE 1 - Identifying variables: List three variables that could affect the situation.
What variables can affect the number of fish in a lake?
• Variable 1:
• Variable 2:
• Variable 3:
Candus Muir, The Classical Academy, Colorado Springs
PRACTICE 2 - Three Types of Variables: For the experiment below, specify the independent, dependent,
and constant variables.
Students of different ages were given the same puzzle to assemble. The puzzle assembly time was measured.
• Independent variable (manipulated):
• Dependent variable (responding):
• Constant variables:
Operational Definition
One of the important decisions a scientist must make is to determine how measurement of the variable will be
made. The method used to measure the dependent variable is called an operational definition. Once a
scientist has decided on a method, that method must be reported to other scientists, so they can test the
investigation results. Any scientist can read an operational definition and easily understand or perform the
same measurement.
PRACTICE 3 - Think of possible operational definitions for the following problems.
A student wants to test the effect of “Don’t Litter” posters on the trash problem at his school. The variable
“trash problem” is what the student needs to measure.
•
•
•
A student wants to find out if study affects science grades. The variable “study” and “science grade” must be
defined with operational definitions.
• Study:
• Science Grade:
• Study:
• Science Grade:
PRACTICE 4 - The following investigation contains operational definitions for a variable. Identify the
variables and the operational definitions for the variable.
A study was done to determine the effect of distance running on breathing rate. Students ran different
distances and the rate of breathing was measured. One group ran ¼ km, a second group ran ½ km, and a
third group ran 1 km. Immediately after running, breathing rate was checked by counting the number of
breaths taken in one minute.
•
•
•
Independent variable (manipulated):
Dependent variable (responding):
Constant variables:
•
Operational Definition:
Candus Muir, The Classical Academy, Colorado Springs
Science Fair Rubric Checklist – Variables/Operational Definition(s)
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Expectations- Variables/Operational Definition(s)
Typed/Font 12/Times New Roman/Double-Spaced
Heading (5 lines) – left of page
o Title “Science Fair Variables/Operational Definition”
Three or less spelling/grammatical errors
No contractions; no personal pronouns
Independent, dependent, constant variables labeled using colons and semi-colons
o Example
• Independent: _____
• Dependent: _____
• Constant: _____; _____; _____
Control variable identified if applicable following above format
Independent and dependent variables identified correctly
All constant variables listed and correct
Operational definition(s) clearly defined and includes unit of measurement
Rubric stapled on front (left corner)
Parent signature on typed assignment
SCORE
Points
15
Hypothesis (Prediction)
A hypothesis is a special kind of prediction that forecasts how one variable will affect a second variable.
These variables are the independent variable and the dependent variable. Hypotheses express a logical
explanation based on observations, background information, or other scientific knowledge. Hypotheses can be
tested. Investigators find them useful because they specify an exact focus for an experiment. A hypothesis is
an educated guess and is a minimum of two sentences.
Do not use the words “I think”. The hypothesis can be written using the “If . . . then . . .” format. This
format, while not always necessary, is a helpful way to learn to write a hypothesis. Using the words “increase”
and “decrease” (if possible) also adds details to the hypothesis and refines the prediction. Remember to be as
specific as possible when describing the changes in variables. Include a second sentence using background
information to support your hypothesis.
FORMAT:
If the (independent variable) is [increased/decreased/etc.], then the (dependent variable) will [increase/
decrease /vary /etc.]. Based on research . . . or Research indicates . . .
Example:
• Question: Does the temperature of the sea water affect the amount of salt dissolved?
• Hypothesis: If the temperature of sea water increases, then the amount of salt that will dissolve in that
water increases. Based on research, temperature affects the speed at which substances will dissolve.
Water temperature (independent) and amount of dissolved salt (dependent) are the variables used in this
hypothesis. The investigator is predicting that warmer water will have more dissolved salt than colder water.
An investigator can design an experiment that manipulates the temperature of several samples of water from
the same source. Dissolved salt levels can then be measured in each sample.
Candus Muir, The Classical Academy, Colorado Springs
PRACTICE 5: - Identify the variables in the research question, and then write a hypothesis using the “If . . .,
then . . .” format.
Research Question: To what extent does the depth of Lake Monroe affect water temperature?
• Independent variable (manipulated):
• Dependent variable (responding):
• Hypothesis:
Science Fair Rubric Checklist – Hypothesis
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Expectations-Hypothesis
Typed/Font 12/Times New Roman/Double-Spaced
Heading (5 lines) – left of page
o Title “Science Fair Variables/Operational Definition”
Two or less spelling/grammatical errors
Two to three declarative sentences
No contractions; no personal pronouns
Independent and dependent variables clearly reflected in the hypothesis
“If - then” format evident
2nd/3rd sentences: Hypothesis supported by research; detailed explanation of the
evidence used to form hypothesis
Rubric stapled on front (left corner)
Parent signature on typed assignment
SCORE
Points
10
Materials
List all materials used in your investigation. The materials are written in an unnumbered, list form. Include
the amounts of each item and brand names when appropriate. Be sure to use only metric units (meters,
grams, liters). Inches, feet, pounds, cups, etc. are not acceptable.
Create the chart below in your journal to organize your own material list.
How much
Material
Your final material list is NOT in chart form. The chart is only used to help organize and plan.
Example - Materials List:
1- Solar Panel (Solar World 6-Volt)
1- Floodlight (Farm Utility Light 25.4 cm Aluminum Reflector)
1- Digital multi-meter (Craftsman)
1- Heat lamp bulb (General Electric 250 watts)
1- Meter stick
1- Solar panel angle mount
Candus Muir, The Classical Academy, Colorado Springs
Science Fair Rubric Checklist – Materials
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Expectations- Materials
Typed/Font 12/Times New Roman/Double-Spaced
Heading (5 lines) – left of page
o Title “SF Materials”
One or no spelling/grammatical errors
No contractions; no personal pronouns
Materials listed in list form
ALL materials are listed
Details included (brand/quantity)
Metric measurements
Rubric stapled on front (left corner)
Parent signature on typed assignment
Points
10
SCORE
Directions/Procedure
The procedure is like a recipe. Other scientists who read your procedure will be able to duplicate your
investigation and get the same results. The procedure is a numbered, step-by-step set of directions for
conducting the experiment. The steps are sequential, easy to follow, and detailed. Only include the steps that
are actually part of the experimental design. Do not use paragraphs.
The procedure includes the following:
• Begin each sentence with a verb. Do not use personal pronouns.
• Number each step.
• Independent/Dependent/Constant variable(s)
• Operational Definition
• Tools used to measure the results
• How many times the experiment is being repeated (minimum of 3) or the number of human subjects in the
experiment (minimum 50)
• Materials that are listed
• Safety considerations
• Additions/revisions as needed while doing the experiment
• Include detailed photographs/drawings of self-designed equipment
Create the graphic organizer in your journal to help plan your procedure:
Steps
Details
(What needs to be done)
(Materials, how much, how often, when, time, temperature,
etc.)
1.
2.
3.
Your final procedure is NOT in chart form. The chart is only used to help organize and plan.
Candus Muir, The Classical Academy, Colorado Springs
Example - Procedure
1. Set the distance between the heat source and solar cell.
• The heat source must maintain the distance of 1-meter away from solar cell.
2. Set the angle of the heat source.
• The sun’s angle must be maintained at a 45-degree angle during all trials.
• Aim the sun directly toward the solar cell maintaining the 1-meter distance.
3. Set the angle of the solar cell.
• The initial angle of the solar cell will start at 0 degrees.
4. Turn on the heat lamp and start timer.
• Measure the voltage at one (1) minute.
5. Record measurement in journal.
6. Repeat steps 4-5 four more times.
7. Repeat steps 3-6, using each of the four other angles.
• 22.5 degrees
• 45 degrees
• 67.5 degrees
• 90 degrees
Safety Concerns
• The heat source is hot. Do not touch.
• When using electricity, follow proper procedure for plugging in equipment. Do not touch prongs. Do
not pull cord from the outlet.
Science Fair Rubric Checklist – Directions
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Expectations-Directions
Typed/Font 12/Times New Roman/Double-Spaced
Heading (5 lines) – left of page
o Title “SF Directions”
Four or less spelling/grammatical errors
No contractions; no personal pronouns
Design of experiment – well constructed test of hypothesis
Steps detailed; concise
Steps sequential
Format followed (numbered, sentence begins with a verb)
Steps complete
Experiment easily repeated using directions
All safety considerations addressed; ensures little or no risk to student
Rubric stapled on front (left corner)
Rough draft with revisions stapled on back of final draft (left corner)
Parent signature on typed assignment
SCORE
Points
30
Perform Experiment
When performing the experiment, read the directions and follow the steps as outlined in the procedure. Make
revisions/additions as needed while doing the experiment.
Scientific Journaling (see previous notes)
Journal everything! In any experiment, a scientist must make observations and record ALL relevant data
pertaining to the experiment. Good notes show consistency and thoroughness!
Candus Muir, The Classical Academy, Colorado Springs
Tables and Graphs
Before conducting a meaningful investigation, it is important to learn how to organize the data you have
collected. By organizing data, a scientist can more easily interpret what has been observed. Making sense of
observations is called data interpretation. Since most of the data scientists collect is quantitative, data tables
(charts) are usually used to organize the information. A data table organizes data into rows and columns.
Graphs are created from data tables. They allow the investigator to get a visual image of the observations
which simplifies interpretation and drawing conclusions. Since drawing conclusions is the final step of any
investigation, tables, graphs, and data interpretation are extremely important. Valid conclusions depend on
good organization and clear interpretation of data.
Data tables are relatively simple to make and convey information with precision. All data tables have a title
that includes both the independent and dependent variables. When making the data tables, column headings
are used to organize the table. A table must show the independent variable and the number of trials. Totals or
averages should also be included. Additionally, they form the basis for most graphs. Tables make the
information easier to analyze.
HINT: Create a table in your journal to collect data as you perform your experiment.
Title:
Trial
Specific Independent
Variable 1
Specific Independent
Variable 2
Specific Independent
Variable 3
Specific Independent
Variable 4
1
2
3
Average
Graphs are used so that a project observer or judge can quickly comprehend the results of the project at a
glance. Two types of graphs are typically used when organizing scientific data – bar graphs and line graphs.
Bar graphs are often used to display data that does not occur in a continuous manner, such as car colors or
food preference of a given population. This is the type of data that comes from research questions asking
about variables that will be counted. Line graphs are often used to display data that occurs in a continuous
manner over time, such as population changes or one person’s growth. Other types of graphs are Pie, Time
Line, Histogram, and Flow Charts.
Graphs should include the following labeled:
1. TITLE - The title is a short description of the data being displayed (Includes IV/DV/units).
2. HORIZONTAL AXIS - The Independent Variable
3. VERTICAL AXIS - The Dependent Variable (include units)
Glue a piece of graph paper in your journal. Create a rough draft graph of the data collected. If only
one graph is completed, the averages must be graphed.
Candus Muir, The Classical Academy, Colorado Springs
Science Fair Rubric Checklist – Table(s) and Graph(s)
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Expectations – Table(s) and Graph(s)
Computer program used to create chart and graph
Printed in color
Covers entire page (chart and graph are on separate pages)
Manipulate font sizes to enlarge and make the chart/graph easy to read
Manipulate colors of font or cells of chart/graph to go with color theme
of trifold
Chart
o Title of chart includes IV and DV
o Column headings correctly labeled
o Borders
Graph
o Appropriate type of graph (line, bar, etc.)
o Title of graph includes IV and DV (includes the word average if
applicable)
o One graph must be the average data if more than one graph is
created
o Y-axis labeled appropriately
o X-axis labeled appropriately
Rough drafts located in journal (handwritten)
Rubric stapled on front (left corner)
Parent signature on final drafts
SCORE
Points
20
Data Analysis
The data analysis is one of the most important parts of any investigation. This is where you make sense of
your results. This part is only a discussion of the data. Do not discuss the original question.
• Look at your data (charts and graphs).
• Use appropriate measures of central tendency (mean, median, mode, range).
o Mean: – Mathematical Average
o Median: The median is the middle value of a set of data listed in numerical order. If a set of data
contains an even number of items, it will have two middle numbers. In this case, to find the median,
the two middle numbers are averaged.
o Mode: The value that occurs most often in a set of data.
o Range: The difference between the greatest number and the smallest number in the data set. Range
shows how much the data set varies.
• Explain and discuss the patterns and relationships you see between the independent variable and the
dependent variable. How did the independent variable affect the dependent variable?
o Example: The general pattern of the data shows the independent variable did/did not affect the
dependent variable. When comparing the independent variable (type of system), the dependent
variable (mass) decreased. Both systems lost mass, but if the system was closed, less mass was lost.
(Hint: 3rd sentence discusses pattern)
• Discuss the accuracy of the data.
o Example: Extraneous data (mass was gained) was noted in trials 1 and 4 and were not used in data
calculations. The remaining trials were consistent in data with a low range.
• Discuss where and why the data may be limited. (Hint: Materials)
o Example: The data was limited by the materials used for the systems, and the chemicals used to
produce the reaction. The materials (plastic bag) did not allow for a true closed system.
Candus Muir, The Classical Academy, Colorado Springs
Example - Data Analysis:
The general pattern of the data shows that on average the amount of time that it took for 100 milliliters of water
to perculate in the soil for the “Control” and “Control-Mulch” increased over time compared to the water
perculation average of “Earthworms” and “Earthworms-Mulch” which both decreased in time. The
independent variable (topsoil covering) did affect the dependent variable (soil rehabilitation). If no covering or
the standard covering of mulch was used, then the time in which the water perculated through the soil
increased in six out of eight trials. If only earthworms were added to the soil, then the permeability rate of the
water decreased.
No consistent data was noted. Not all soils appeared to be hydrophobic. The operational definition of a
hydrophobic layer for this experiment was estimated to be a water perculation rate of two minutes or greater
for 100 mL of water. Fifty (50% - 8/16) of the trials by this definition were hydrophobic. Based on research,
soil permeability will vary depending on the severity of the fire and the damage to the soil. The models of soil
created for the experiment did appear to represent this model.
The investigation is limited to the type of soil used. Only one species of worm was used. Eight earthworms
were used in 4641 cm3 of soil. The soil was also kept moist.
Science Fair Rubric Checklist – Data Analysis
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Expectations - Data Analysis
Typed/Font 12/Times New Roman/Double-Spaced
Heading (5 lines) – left of page
o Title “SF Data Analysis”
Five or less spelling/grammatical errors
No contractions
Guidelines followed:
o Use appropriate measures of central tendency: Mean, Median,
Mode, Range
o Original question not discussed
o Patterns or relationships between IV and DV explained/discussed
o Accuracy of data evaluated
o Limitations of data
Rough drafts (typed with revisions) stapled to back (left corner)
Rubric stapled on front (left corner)
Parent signature on typed final draft
SCORE
Candus Muir, The Classical Academy, Colorado Springs
Points
20
Conclusion
The conclusion is a discussion of what the data, patterns, and relationships mean. The conclusion answers the
original question. The conclusion consists of 6 - 7 sections written in complete sentences. When writing the
rough draft, each of the steps must be numbered. The final draft is written without numbering.
The conclusion includes the following:
1. Describe the purpose. What were you trying to find out and why?
2. Statement of support or non-support of the original hypothesis. DO NOT state whether your
hypothesis was right or wrong. State “The data collected did/did not support the original hypothesis.”
Include two or three sentences that use specific numerical data to give evidence of the support or lack of
support for the hypothesis. Do not discuss individual trials. DATA could include the MEAN, MEDIAN,
MODE, or RANGE! Include units when discussing data.
3. Evaluate the independent variable in terms of the results of the experiment. Did the independent
variable make any difference? Why or why not? ANSWER YOUR ORIGINAL QUESTION. What did
you learn? {HINT: Look at data analysis step #5}
4. Describe and discuss any problems and/or solutions that occurred during the experiment.
5. Describe and discuss any unusual observations made during the experiment.
6. Describe ways that your investigation could be carried further or expanded. How could you elaborate
on this topic? What else could be done? {HINT: Look at limitations from data analysis step #6}
7. Write a revised hypothesis, if data did not support your original hypothesis. If you write a revised
hypothesis, it does not replace your original hypothesis.
Key starter sentences are: 1. “The purpose of this investigation was . . .” “This investigation was important because . . .” [2nd sentence
pertains to Level2/3]
2. “The data collected [did/did not/partially] support(ed) the original hypothesis.”
a. Include two or three sentences that use specific numerical data to give evidence of the support or lack
of support for the hypothesis.
b. USE DATA - mean/median/mode/range. Only use data that helps to answer the original question.
c. Include units when discussing data.
3. “The independent variable (_________) [did/did not] affect the dependent variable (_________).”
a. “As the independent variable increased/decreased/changed/etc., the dependent variable
increased/decreased/fluctuated/varied/remained constant/etc.”
b. “These findings lead me to believe . . .” – What did you learn?
4. “A problem I encountered while doing this investigation was . . .” “I solved this problem by . . .”
a. If no problems occurred, then write, “No problems occurred during this investigation.”
5. “During the investigation, I noted an unusual observation.”
a. If no unusual observations occurred, then write, “No unusual observations were noted.”
6. “My investigation could be expanded by . . . “or “To further this investigation . . .”
7. “Based on the data collected, my revised hypothesis is . . .”
a. NOTE: Written only if data did not support original hypothesis.
Candus Muir, The Classical Academy, Colorado Springs
Example Conclusion - States of Matter:
1. The purpose of this investigation was to find out what happens to the temperature of frozen water as it
changes from state to state. This investigation was important because as the amount of energy increased,
the substance could be seen changing to a different phase showing that energy is needed to change phases
of matter.
2. The data collected partially supported the original hypothesis. The temperature of the frozen water did
increase as it moved from state to state. The starting temperature was _____ ° C and the ending
temperature was ______ ° C; however, the temperature remained steady at _____ ° C for ______ minutes
and at _____ ° C for ______ minutes.
3. The independent variable (time) did affect the dependent variable (temperature). As the independent
variable increased the dependent variable increased. These findings lead me to believe that in order for a
phase change to occur in a substance, energy must be added.
4. During the investigation I noted two unusual observations. The temperature stayed the same at two
separate times, and the temperature dropped at ____ minutes.
5. No problems occurred during this investigation.
6. My investigation could be expanded by testing different substances other than water to see if the same
patterns occur.
7. Based on the data collected, my revised hypothesis is if the frozen water is heated to boiling, then the
temperature of the substance will steadily increase until it reaches the next phase (state) change where the
temperature will remain the same until enough energy has been added to move to the next phase change.
Science Fair Rubric Checklist - Conclusion
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Expectations - Conclusion
Typed/Font 12/Times New Roman/Double-Spaced
Heading (5 lines) – left of page
o Title “SF Conclusion”
Five or less spelling/grammatical errors
No contractions
Guidelines followed (see conclusion notes):
o Starter sentences used; Complete sentences
o Purpose stated
o Relates directly to the support or non-support of hypothesis
o Supported by data; Specific data is used to support
o Independent variable evaluated; Patterns noted
o Problems and solutions described (if applicable)
o Unusual observations described (if applicable)
o Improvements or expansions of the experiment described
o Revised hypothesis written – If - then (if applicable)
Rough drafts (typed with revisions) stapled to back (left corner)
Rubric stapled on front (left corner)
Parent signature on typed final draft
SCORE
Candus Muir, The Classical Academy, Colorado Springs
Points
30
Application – Level 2/3 (Extra Credit +5)
•
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•
•
•
Elaborate on the purpose of this investigation.
o Describe applications of the investigation.
o Discuss the usefulness of the investigation.
Describe several ways the results of the investigation could be helpful to another person.
Who would want to know about these results and why?
Background knowledge?
The applications must be related to the data and conclusion.
What can we do with this information?
5-8 sentences
Example Application
Investigating solar cells is useful in many ways. Our economy would benefit if the maximum amount of
energy from the sun could be harnessed using solar cells. Based on the data collected from this investigation, a
solar cell angled at a 90 degree angle from the sun would generate the most electricity. Solar power could help
power many things including household appliances, televisions, and electricity in homes. By using solar
power, cities could be powered more efficiently and cleanly, as well as allowing the United States to be less
dependent on foreign oil.
Abstract
The abstract is a brief overview (summary) of the investigation written on a separate page.
• The abstract consists of 4 paragraphs and a maximum of 250 words. (Do a word count!)
• The abstract should not be more than one (1) page.
• The abstract should include the project title, a statement of the purpose, hypothesis, a brief description of
the procedure, and the results.
To begin abstract:
• Center the word “Abstract” at the top of the page for a title.
• Underneath this, centered, place your project title.
• On the next line, centered, place your name.
• Skip one (1) line before beginning paper.
Key starter sentences for each of the paragraphs are:
1. The purpose of this project was . . . I hypothesized that . . .
• Note: Do not include the second sentence of the purpose.
2. The experiment involved . . . (Brief procedure of the experiment.)
3. The data collected [did/did not] support the original hypothesis.
• Include two or three sentences that use specific numerical data to give evidence of the support or lack
of support for the hypothesis.
• USE AVERAGES of the data!
• Include units when discussing data.
4. These findings lead me to believe . . .
Candus Muir, The Classical Academy, Colorado Springs
Example Abstract:
Abstract
Hydrophobic Soil Rehabilitation
Lorne Muir II
The purpose of this investigation was to test if earthworms were an effective way to cut through the ash and
hydrophobic layer of soil caused by a forest fire. I hypothesized that if earthworms and mulch were placed on
top of the hydrophobic layer created by wild fires, then the amount of time needed to rehabilitate the soil
would decrease when compared to using each separately or applying nothing to the soil.
The experiment involved setting up eight large cinder blocks. Two cinder blocks were labeled with each of the
following: “Control,” “Control-Mulch,” “Earthworms,” and “Earthworms-Mulch.” Natural wood coals were
burned on top of the soil with a blow torch for 30 minutes. Four trials were performed for each group, and a
base line permeability reading was measured. Earthworms and mulch were added if needed, and then the
permeability rate of the soil was measured every three days for 12 days.
The data collected did not support my original hypothesis. For “Earthworms-Mulch” the average permeability
rate decreased by 75.4%. The average permeability rate for “Earthworms” decreased the most at 84.5%. The
“Control-Mulch” did the worst and increased by 67.3%.
These findings lead me to believe that if earthworms are placed on top of the hydrophobic layer created by
wild fires, then the amount of time needed to rehabilitate the soil will decrease. The current method of placing
mulch on top of the damage soil proved to be the least effective.
Candus Muir, The Classical Academy, Colorado Springs