Science Research Program Guide - Secondary Programs Home ...

More documents

Recommendations

Info

Reprint File A reprint file is a bound copy of a collection of printed materials students have read during the course of their research. A complete bibliography of these materials should be included in the Research Paper, following appropriate citation guidelines. Students should underline or highlight parts of the materials that are relevant to their project. It is from these readings that the student builds the knowledge base for the background of the Research Paper. Post-Research Analysis Data Presentation The purpose of the data section is: � To document, accurately and efficiently, lab-generated raw data. � To present data to the reader in a clear, concise, meaningful way so as to indicate possible trends, patterns, and the relationships among the variables of the experiment. Some of the most commonly used devices for data recording/presentation are as follows: Tables: Tables are excellent for fast, efficient data recording. However, to be useful, they must be constructed before the lab work. There is no single way to construct a table and styles vary with type of data to be recorded. However, tables are usually two-dimensional: 1) subject or object being measured and 2) attribute being measured. All Tables must have a TITLE that tells the reader exactly what the table contains. Figures/Diagrams: A picture is worth a thousand words, if it is accurate. All visual devices must be sufficiently detailed, well labeled, and drawn to an indicated scale (for example: 1cm = 1 meter). Styles vary greatly, but the purpose is the same: to allow the reader to understand and to reproduce your experiment. Graphs: Graphs are the most powerful tools for conveying meaningful relationships of data variables. The most commonly used graphs are the pie graph, bar graph, phase and Venn diagrams, and the line graph. • The Pie Graph is usually used to show compositional/proportional relationships of subjects and variables. • The Bar Graph or histogram is often used for comparing differences. • The Phase Diagram is a type of graph used to focus on the conditions or variables correlated to a subject’s characteristics. The intersections of the x and y variables divides the resulting graph into areas or phases which correspond to specific characteristics. 12
• The Venn Diagrams are diagrams using overlapping circles (or any shape) to show relationships among subjects. The Line Graph usually consists of an independent and dependent variable. The independent variable is usually plotted along the x-axis, the dependent variable along the y-axis. The independent variable is defined as a parameter, or measurable property, that is not affected by the dependent variable. The variance of the dependent variable, however, may be influenced by the independent variable. General Guidelines for Constructing Graphs � Label all axes by clearly defining the variables and their units of measurement. � Define the plotting symbols in a legend. � Generally, plot no more than four lines on the same graph. Use different types of lines (solid, dashed, alternating solid/dashed, etc…) Do not use different colors, since some people are color-blind and such graphs cannot be copied without destroying the distinguishing characteristics of the different lines. � In the title, note where the data that was used to plot the points can be found in the report. � The magnitude of the increments used to plot the quantities of the variables must be carefully chosen in order to convey an accurate picture of the possible relationships between the variables. This will result in a graph proportioned to focus on the important parts of the curve. � Show data breaks by drawing two vertical lines (the first one shorter than the second) on the axis and on the corresponding point on the curve. Increment magnitudes may be changed after the data break in order to better focus on the important parts of the curve. � Three-dimensional graphs may be used when the interdependency or correlations of three variables are to be investigated. Such graphs may entail one dependent and two independent variables or one independent and two dependent variables. Discussion This is by far the most important and time consuming section of the research paper in that it reflects and documents the student’s thinking process. The prose style must be organized to enable the reader to follow the logic and interpretation of the results of the experiment. The text must also acknowledge the tentativeness of the interpretations. Remember, being limited by our perceptions, we can never prove anything. The student should not use the word “prove” but instead should use “the evidence supports…” or “it appears to be…” All data and observations must be discussed using alternate explanations. Credibility will be lost if the reader discovers possible reasons for the results that were not considered by the research student. The tone must be objective rather than subjective, thus avoiding phrases such as “I feel…” or “In my opinion.” Use clear, concise, and efficient language mechanics. This section will make frequent references to tables, graphs, and observations in order to support the student’s interpretations and theories. Never introduce new data or observations not previously documented in the appropriate sections as this may suggest that you are selectively withholding information. The text may periodically be augmented by other written symbolism such as 13
Page 2 and 3: SCHOOL BOARD OF BREVARD COUNTY Educ
Page 4 and 5: Table of Contents Introduction-----
Page 6 and 7: “….I have not failed. I’ve ju
Page 8 and 9: Research Student Responsibilities T
Page 10 and 11: Inquiry Laboratory Exercises: The p
Page 12 and 13: Activities should include training
Page 14 and 15: decision-making limitations, and hy
Page 18 and 19: chemical reactions, mathematical mo
Page 20 and 21: Listing of Schools by Fair Brevard
Page 22 and 23: Florida State Science and Engineeri
Page 24 and 25: Other Science Competitions Craftsma
Page 26 and 27: Science Fairs Alignment with Nation
Page 28 and 29: How do I go about finding mentors f
Page 30 and 31: 3) how well a student followed scie
Page 32 and 33: Federal Agencies and Commissions: h
Page 34 and 35: US Department of Health and Human S
Page 36 and 37: I venture to define science as a se
Page 38 and 39: Student Science Safety Contract Stu
Page 40 and 41: Science Fair Photo Release Informat
Page 42 and 43: Science Fair Cancellation Form 2008
Page 44 and 45: Brevard Public Schools Science Rese
Page 46 and 47: My commission expires _____________
Page 48 and 49: authorship must be respected. K. Do
Page 50 and 51: name is used. Υ N I give permissio
Page 52 and 53: JUDGING CHECKLIST Project Number___
Page 54 and 55: Final Judges’ Ranking Card Brevar
Page 57 and 58: Regional Fair Form Brevard Public S
Page 59 and 60: 55 Page 1 of 1 Regional Fair Form B
Page 63 and 64: Regional Fair Form Potentially Haza
Page 67 and 68:
State Science Fair Activity Overvie
Page 69 and 70:
Medical & Special Information State
Page 71 and 72:
Student Name School Research Teache
Page 73 and 74:
Student Name School Research Teache
Page 75 and 76:
Individual Entrant Form (Page 2 of
Page 77 and 78:
Team Entry Form (Page 2 of 3) Membe
Page 80 and 81:
Appendix Bernoulli’s Cans -------
Page 82 and 83:
Explain: o Discuss student observat
Page 87 and 88:
WRITING LOG BOOK ENTRIES • Studen
Page 89 and 90:
If you work with bacteria, chemical
Page 91 and 92:
• Read the preface--what does the
Page 93 and 94:
o Human Weariness in "After Apple P
Page 95 and 96:
Citing Multiple Works by the Same A
Page 97 and 98:
Heller, Steven, ed. The Education o
Page 99 and 100:
A Part of a Book Book parts include
Page 101 and 102:
Poniewozik, James. "TV Makes a Too-
Page 103 and 104:
Long URLs URLs that won't fit on on
Page 105 and 106:
U Lib., West Lafayette, IN. 28 May
Page 107 and 108:
A Lecture or Speech Include speaker
Page 109 and 110:
__________________________________
Page 111 and 112:
Citing multivolume works Wilson, J.
Page 113 and 114:
[Motion picture] replaces Film and
Page 115 and 116:
SAMPLE RESEARCH TIMELINE DATE WHAT
Page 117 and 118:
The following is a suggested guide
Page 119 and 120:
Rubric for an Oral Presentation Nam
Page 121 and 122:
Mark Discrepancies Here DISPLAY AND
Page 123 and 124:
International Rules for Precollege
Page 125 and 126:
Acknowledgments Fair directors, tea
Page 127 and 128:
� Intel ISEF Categories and Subca
Page 129 and 130:
An original stamped/embossed offici
Page 131 and 132:
� Ethics Statement Scientific fra
Page 133 and 134:
� Roles and Responsibilities of S
Page 135 and 136:
When students conduct research with
Page 137 and 138:
questions related to personal exper
Page 139 and 140:
The following rules were developed
Page 141 and 142:
2) Proper euthanasia at the end of
Page 143 and 144:
� Potentially Hazardous Biologica
Page 145 and 146:
10) The following types of tissue d
Page 147 and 148:
� Hazardous Chemicals, Activities
Page 149 and 150:
C. Radiation A risk assessment must
Page 151 and 152:
Checklist for Adult Sponsor (1) Thi
Page 153 and 154:
Research Plan REQUIRED for ALL Proj
Page 155 and 156:
Regulated Research Institutional/In
Page 157 and 158:
Student’s Name Title of Project R
Page 159 and 160:
Required for all research involving
Page 161 and 162:
Potentially Hazardous Biological Ag
Page 163 and 164:
Student’s Name Continuation Proje
Page 165 and 166:
Getting Started 1) Pick your topic:
Page 167 and 168:
4) Visual Display: You want to attr
show all

Science Research Program Guide - Secondary Programs Home ...

Create successful ePaper yourself

Delete template?

Save as template?