Transcript Using Science Fair Projects to Teach the Standard Course

Judy Day
Using Student
Research in
Your Classroom
[email protected]
www.ncsciencefair.org
Science & Engineering Fair
A research project:
–
teaches a student how scientists approach a
problem and seek answers
–
teaches lifelong learning skills, organization, and
time management
–
allows personal development as students become
“experts” in their field of investigation
–
encourages students to pursue their natural curiosity
and questions that they are interested in answering!
–
helps you to comply with the NC Standard Course of
Study and graduation requirements
Allows students to integrate science
across curricula and provides skills
to students
– Elementary & Middle Schools
• Reading & writing in content areas
• Math analysis of data, graphing, charts
• Computer skills in presentation, graphs, text
– High Schools
• All of the above
• Meet requirements for Science Honors’ Curricula
• Meaningful projects for Graduation Project
requirements
• Increase science literacy, student interest in science,
and motivation to pursue scientific careers
Addresses Standards-National
Scientific literacy should include the ability to:
•Find or determine answers to questions derived
from everyday experiences.
•Describe, explain, and predict natural phenomena.
•Understand articles about science.
•Engage in non-technical conversation about the
validity of conclusions.
•Identify scientific issues underlying national and
local decisions.
•Pose explanations based on evidence derived from
one's own work.
Adapted from the NCSCOS
Standards-State
Students in all grades and in every scientific discipline
should have the opportunity to
•ask questions
•plan and conduct investigations
•use appropriate tools and techniques to gather data
•think critically and logically about relationships
between evidence and explanations
•communicate arguments.
Adapted from the NCSCOS
Science Education Research
says:
“Science experiences should also connect
students to everyday life and the science- and
technology-related social issues with which local
communities, nations, and all humanity struggle.”
Creed, R.P., S.P. Sheldon, and D.M. Cheek,. The Effect of Herbivore Feeding on the
Buoyancy of Eurasian Watermilfoil, Appalachian State University, 1992.
Science Fair
The Process at a Glance
Teachers
Students
•
•
•
•
•
•
•Topic selection
•Background research
•Develop questions
•Develop a research plan
•Experiment
•Write
•Display
Form review committees
Get parental support
Culturally responsive
Plan for differentiation
Collect and copy forms
Science and Engineering Fair
– set-up
– scoring
•Compete
Getting Parental Support
• Educate parents concerning student’s projects
(not parent’s projects!)
• Provide information as to scientific investigation
(not cookbook lab)
• Stress support roles of parents
• Request volunteers for mentoring and science
competitions
Where can a research
project be done?
1.
2.
3.
4.
5.
6.
7.
Home
School
University
Laboratory
Industrial Setting
Medical Center
Field
How is Research Done?
The Inquiry Cycle
#3 Experimental
Design
#4 Test &
Discover
#5 Student Analysis
& Dissemination
#2 Develop
Testable Question
#1 Student
Curiosity & Interest
or
Engineering
Design
Cycle
Comparison of the Scientific Method and
the Engineering Design Process
The Scientific Method
The Engineering Process
State your question
Define a need
Do background research
Do background research
Formulate your hypothesis,
identify variables
Establish design criteria
Design experiment, establish
procedure
Prepare preliminary designs
Test your hypothesis by doing an
experiment
Build and test a prototype
Analyze your results & draw
conclusions
Test & redesign as necessary
Present results
Present results
Starting the Project
Make a Time Table
• Topic should not only interest student - but be
do-able in the time that you have
• Develop time line for designing experiment and
methods, experimentation, and analysis.
• Reserve time for putting together paper or
project board
• Time table may be directed by teacher/mentor
Pick Your Topic
• Most difficult part
• Should come from something of great
interest - hobby or topic know something
about
• Should not be too broad that it can not be
answered through the investigation
• Begin keeping your journal/research log!
Research Your Topic
• Use internet - but look at sites, should look for “.edu” or
“.gov”. NOT ALL INFORMATION IS CORRECT ON
WEB! (Try using Googlescholar.com for journals)
• Use libraries – local resources and at NC State (as well
as community and other colleges and universities)
• Talk to experts in the field - local and distant (NC State,
Science Buddies, etc.)
• Create a bibliography of your sources
• Look for questions that you would like to answer.
Organize
• Look at what you have learned.
• Think of questions that weren’t answered.
• Narrow your focus for your topic to a
particular idea.
• Develop that “testable” question!
Keeping It All Together:
Science Notebooks
Examples of Student Notebooks
Examples of Student Notebooks
Examples of Student Notebooks
Examples of Student Notebooks
Examples of Student Notebooks
Examples of Student Notebooks
Design Research Plan
• Question being addressed
• Hypothesis/Problem
• Description in detail of method/procedures
• How will you analyze the data that you
collect
• Bibliography - at least 5 sources!
Planning the Experiment!
• Make an experimental design BEFORE
collecting data!
• Explain what you are going to do, what will be
involved, and what you are trying to find out.
(remember that “testable” question!)
• Need to have controls and document factors
that influence experiment.
• Need to have limited variables so that you
know what is changing and why.
Planning the Experiment!
• Design the process of your experiment
• Experiment should have large enough
numbers to be valid (30)
• List materials needed
• List any safety issues and precautions
• Review types of data expected and how it
will be analyzed
Begin the experiment
• Keep detailed notes of every step and
experiment in your journal/research log.
• Use data tables or charts as you proceed
to help you see trends in data.
• Have quantitative data, but also record
observational data.
Analyze Results
• After experiments, examine and organize
findings.
• Use graphs to show data.
• Identify patterns in data.
• Look for experimental error and where
they could occur.
• Look at statistical relationships in data.
Draw Conclusions
• Did the variables that you tested show a relationship or
a change?
• Were you able to see relationships?
• Did you collect enough data?
• Was your hypothesis supported?
• How did your data fit previous information that you
found in your background research?
• What are practical applications or inferences that you
can make?
• How would you change the experiment or future
research area?
Present Findings
• Write an abstract of your project.
• Prepare a scientific paper, PowerPoint, or
poster to present your findings.
• Present your project to class, school, or
organization.
Project Display
• Review rules for display and safety
• Provide data notebook and research
paper
• Board should have:
– Title
– Problem
– Background
– Hypothesis
– Experiment
- Experiment
- Results
- Conclusion
- Abstract (can be on table)
• Use more photographs instead of stuff!
The Effect of Suburban Retention Ponds on the Concentration of
Polluted Runoff
Question
Are suburban retention ponds effective at
reducing the amount of pollutants entering
streams as they are designed to do?
7.0
7.0
6.8
6.8
6.6
6.6
6.4
6.4
6.2
6.2
6.0
6.0
Flow #1 into pond
Flow #2 into pond
Flow #1 exiting
pond
pH
Flow #2 exiting
pond
Stream #1 out of
pond
Before rain 1
Stream #2 out of
pond
Base line 1
before rain
After rain2
45
45
35
35
After2rain
Sample collection
Testing
ppm
ppm
Flow #1 into pond
25
Procedures
•Collect water samples approximately an
hour and a half into a rainfall to identify the
spate.
•Collect two samples from each of three
locations by submerging the top of a
nalgene bottle.
•Test the samples for nitrites and nitrates,
ions contributing to hardness, alkalinity, and
pH will also be tested.
NO3+NO2
µg/L
12/13/06
12/13/06
12/13/06
12/13/06
12/13/06
12/13/06
IN-1-12:30
IN-2-12:30
OUT-1-12:30
OUT-2-12:30
STREAM-1-12:30
STREAM-2-12:30
8.11
22.43
20.23
19.87
8.64
14.51
200.93
136.53
160.40
253.96
446.32
456.08
Date
Collected
12/19/06
12/19/06
12/19/06
12/19/06
12/19/06
12/19/06
Site Name
BL IN -1
BL IN -2
BL OUT -1
BL OUT -2
BL STREAM -1
BL STREAM -2
SS
mg/L
15.51
15.33
20.71
18.71
20.17
12.77
NO3+NO2
µg/L
1/5/07
1/5/07
1/5/07
1/5/07
1/5/07
1/5/07
IN -1-4:45
IN-2-4:45
OUT-1-4:45
OUT-2-4:45
STREAM-1-4:45
STREAM-2-4:45
1.50
1.89
12.73
14.46
15.00
14.03
3817.44
367.26
233.40
226.24
364.03
371.33
278.83
274.42
285.39
285.08
455.54
477.40
119.38
89.17
98.58
84.38
219.48
367.17
Total Hardness Total Alkalinity
gpg
ppm
15
10
10
10
10
15
10
10
15
20
10
20
20
20
15
10
20
25
Total Hardness Total Alkalinity
gpg
ppm
10
15
10
10
15
15
10
15
10
15
10
10
Statistics
BASELINE
Mean Baseline Sample
Mean Precipitation Sample
Variance Baseline Sample
Variance Precipitation Sample
Observations Baseline Sample
Observations Precipitation Sample
Pearson Correlation
Hypothesized Mean Difference
df
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail
25
20
10
10
30
25
Suspended Nitrites &
Total
Total
Solids
Nitrates Hardness Alkalinity pH
14.01
252.90
11.25
13.75
6.52
12.78
586.16
32.08
37.92
6.28
17.43
18701.19
5.11
14.20
0.04
45.10
1047021.55 2247.54
4556.63
0.09
12.00
12.00
12.00
12.00
12.00
12.00
12.00
12.00
12.00
12.00
-0.09
-0.26
-0.20
0.16
0.02
0.00
0.00
0.00
0.00
0.00
11.00
11.00
11.00
11.00
11.00
0.52
-1.08
-1.51
-1.25
2.33
0.31
0.15
0.08
0.12
0.02
1.80
1.80
1.80
1.80
1.80
0.62
0.30
0.16
0.24
0.04
2.20
2.20
2.20
2.20
2.20
40
25
10
10
180
10
40
15
10
10
250
10
Stream #1 out of
pond
Stream #2 out of
pond
Data
Site Name
BL IN - 1
BL IN - 2
BL OUT - 1
BL OUT - 2
BL STREAM -1
BL STREAM -2
Flow #2 exiting
pond
5
Bef ore1rain
SS
mg/L
11.70
12.80
11.60
10.80
6.96
11.09
Alkalinity
Flow #1 exiting
pond
15
15
5
Date
Collected
12/6/06
12/6/06
12/6/06
12/6/06
12/6/06
12/6/06
Flow #2 into pond
25
Af ter2rain
Base1 line before rain
After2 rain
pH
6.2
6.2
6.6
6.7
6.7
6.7
6.2
6
6
6
6.2
6.2
pH
6.4
6.3
6.5
6.6
6.6
6.7
6.8
6.3
6.2
6.2
6.9
6.4
Results
•After a rainfall, the pollution and ions
increased, while the pH decreased
significantly.
•The greatest concentration of pollution was at
sites 1 and 2, where runoff water entered the
pond, the least was where the water exited the
pond, effluent sites 1 and 2, even though the
differences were not significant.
•Site 1, where the runoff water entered the
pond, had about ten times more nitrites and
nitrates than any other sample. It also had
greater hardness and alkalinity.
•The first stream site had a dramatic rise of
hardness, alkalinity, and pH on January 5,
2007.
•The stream had the highest concentration of
suspended solids, followed by Sites E1 and
E2.
•More precipitation samples are needed.
Why do my students need to use
the NC and ISEF forms?
• They help your students plan their project
• The parents know what the student is doing and has proper
supervision
• Only the completed NC Elementary/Middle School Form with
the Research Plan are required of all projects with an abstract
for fairs for Elementary & Middle School students
• Students with topics with special concerns and risks will need
additional ISEF Forms (use ISEF Form Wizard if needed)
• Students have used the internationally recognized standard for
rules and regulations for research.
Why do my students need to use
the NC and ISEF forms?
If your students are nominated to continue to higher
levels of competition, they must show that the work:
– has been done safely for the student and others around
him/her
– was planned and researched before starting the investigation
– was supervised by someone qualified for their project
– did not cause physical, psychological, or personal harm or
injury to people
– did not cause pain or suffering to animals
How can I get through the
ISEF forms with my
students?!
• Most elementary and middle school students will only
need the NC Elementary/Middle School Form with their
approved Research Plan
• High School students must use ISEF Forms – minimum
of 1, 1A, Research Plan, and 1B
• USE THE ISEF RULES WIZARD for additional required
forms!*
• http://apps.societyforscience.org/isef/students/wizard/index.asp
What are some of the rewards for
students who enter competitions?
• Enjoy science
• Apply math
• Scholarships!
• Cash awards!
• Increased interest in science
and engineering as a career
• Personal rewards
Intel ISEF
North Carolina attended Intel ISEF for the past four years. Our State
Science Fair students have received numerous accolades for their
research at Intel ISEF including:
•
•
•
•
•
•
•
•
•
•
Two First Place Grand Award winner (2006, 2008)
One Second Place Grand Award winner (2005)
Four Third Place Grand Award winners (2004, 2006, 2007, 2008)
Six Fourth Place Grand Award winners (2004, 2006, 2007, 2008)
Two $3000 Army Savings Bond Awards and an all-expense paid trip to
London (2006)
Two $3000 Air Force Scholarship (2006, 2008)
A $300 Scholarship from Sigma Xi for Interdisciplinary Team Research
(2006)
An eight week student internship with NOAA (2005)
Two AVASC Foundation – 1st award - $1,000 (2007, 2008)
Society for Technical Communication: Merit Team Award of $100
(2007)
For more information:
http://www.societyforscience.org/isef/
How do I get started?
• Visit the State Science and Engineering Fair
of NC Web Site
– http://www.ncsciencefair.org
• Use online guides
– Intel ISEF Student Handbook
• http://www.scienceforsociety.org/isef/
– Science Buddies (planning and “Ask an Expert”)
• http://www.sciencebuddies.org/mentoring/scie
nce-projects.shtml
Web Sites for Science Competitions
• NC Science and Engineering Fair
– http://www.ncsciencefair.org/
• Intel International Science and Engineering Fair (Intel ISEF)
– http://www.societyforscience.org/isef/
• Intel Science Talent Search
– http://www.societyforscience.org/sts
• NC Student Academy of Science
– http://www.ncsas.org
• Junior Science & Humanities Symposium
– http://www.jshs.org/
• NC Junior Science & Humanities Symposium
– http://education.uncc.edu/cmste/jshs/
• Siemens Westinghouse Science and Technology Competition
– www.siemens-foundation.org/competition/
• ISWEEEP – International Sustainable World of Environment,
Energy, and Engineering Project Olympiad
– http://www.isweeep.org/
http://www.ncsciencefair.org/
For more information, contact:
Judy Day, Eleanor Hasse, Pam Lovin, Dee Dee
Whitaker
[email protected] [email protected]
[email protected] [email protected]