This is the rubric for grading.
http://www.scribd.com/doc/8303243/Research-Paper-Rubric
The actual paper should be typed or hand printed. Use one of the following font styles Arial, Tahoma, or Times-New Roman. The font size should be a 12. Typed papers should be double spaced. Hand printed in ink must be on one side of the paper only.
Bibliography should be one style. MLA is probably the same style as for your history project. APA is also acceptable.
Saturday, November 22, 2008
Science Project: Alternative to developing your own
With the change at Julia Landon to all advanced classes, the requirement of a science project has become real to all of the 7th grade students. Thankfully, many paid attention through the 1st nine weeks as we did both Mugs 1 and Mugs 2. These were examples of scientific thinking. Mugs 2 was a controlled experiment. That's what each student is expected to do for the science project (with the exception of the few students doing an engineering project).
I have been meeting with students and helping them with their projects. Thanks to the recovery process we had class time not only for enrichment, but the students who attended class were able to get help with projects.
Unfortunately, it seems that a number of student are not on schedule for completing (or even beginning) their project in a timely manner. As you know the former due date has been extended into a window of opportunity spanning 2 different years. In order to give every student an opportunity for success I am offering to offer MAJOR assistance to any student who doesn't know how to get a project to work, doesn't have an idea, hasn't had a project idea approved, or has picked a project that parents don't want the child to do. The assistance is in the form of a structured controlled experiment that can be done at home. It is possible to complete experimentation for a minimal monetary expenditure and with very few scientific tools.
The project will be found in 2 formats: following here and as a document that is linked to this blog.
Here's the link http://www.scribd.com/doc/8302041/Alternative-Science-Project-2008
There is one thing to consider if parents choose this project or a student chooses this project. Parts of the project will not be the student's original work so the project will only be eligible to be graded on the parts that the student shows to be his or her own work. Please refer to the rubric.
____________Keep Reading for the Alternative ____________________________________________________
Students,
If you really are at a point where you just don’t know what to do for your science project or you just don’t get how to do it then you may use the following project. However, there will have to be a consequence. If you do this project then you will not be able to take credit for all of the work and you will not be able to earn a grade based on the work that’s not yours. If you do a thorough job of collecting data, analyzing it, and drawing a conclusion then your grade will surely reflect your work.
You and your parent must sign the following statement accepting help with your project and acknowledging that although you will not receive full credit for your science project it will be eligible for a passing grade if it meets the criteria. Your project will not be eligible to go to the school science fair.
I __________________________ understand that I have accepted a great amount of help in preparing my science project. My grade will reflect the fact that much of the work is not mine. I have accepted this help so that I may do an acceptable project and will be eligible to receive a passing grade based on my work for the research paper and display board if they meet the expected criteria. I understand that I also must have a Science Project Data Log and will present my project to my peers in class. This project is not eligible to continue on to the Julia Landon Science Fair.
_______________________________________________________
Signature date
Parent Signature date
QUESTION
Just like in the Mugs 1 and Mugs 2 investigations you need a question. Here’s one for you to investigate.
Does fresh water or salt water freeze faster?
HYPOTHESIS
Again, just like in Mugs 1 and 2 you will need a hypothesis. You will need to use the
If … then… format. Here’s one for you. Just fill in the blank with your choice of faster or slower.
If I add salt to fresh water, then the water will freeze _________________ than
fresh water with no salt added
EXPERIMENT
Variables:
You will need an independent variable to test. This is also called a manipulated variable. The manipulated variable is the variable that you change. Your independent variable is the amount of salt because you manipulate the amount of salt.
The dependent variable is the variable that you hope will respond or change as a result of the manipulated variable. The dependent variable will be measured to gather your data. Your dependent or responding variable is how long it takes water to freeze. You will have to measure TIME to gather your data.
All of the other factors in the experiment will have to be controlled. You will have one set of trials that will be only fresh water. That will be your control group. This group will have no salt so that you can compare the results from the other groups to the results for your control group.
Definitions:
How will you determine when the water is frozen? One way will be to put a stick (toothpick, popsicle stick, skewer) into the water before putting it into the freezer. When you can no longer pull it out, the water is frozen. Decide how often you will check the freezer (choose one: every 1 minute, every 2 minutes, every 3 minutes, every 4 minutes or every 5 minutes).
You will have to make salt solutions to use. Each solution will be mixed as a percent solution. This means that a 1% solution would me made of 10grams of salt in 1 L of water. Ocean water is about a 2.5 – 3% solution.
METHOD
Materials for every trial that is run.
Salt ( about 60 grams) (table salt will work)
Water – use the same type of water for all trials. Distilled water would be the best type to use. It can be purchased in the grocery store.
3 liters of bottled water (or may just use the empty bottles and refill them)
Sticks (toothpicks, straws, popsicle sticks, skewers, or another type of stick like object)
30 Small drink cups (bathroom paper cup size) or Ice cube trays
Access to a freezer
Stopwatch
Preparations
Mix a 3% solution of salt water by adding 30 grams of salt to 1 Liter of water.
Mix a 2% solution of salt water by adding 20 grams of salt to 1 Liter of water.
Mark 10 cups CONTROL GROUP and assign each a number 1-10.
Mark 10 cups EXPERIMENTAL GROUP A and assign each a number 1-10.
Mark 10 cups EXPERIMENTAL GROUP B and assign each a number 1-10.
Procedures
Pour an equal amount of fresh water (no salt added) to each of cups 1-10 in THE CONTROL GROUP. Add a stick to each cup. If using ice cube trays then fill each unit of the tray equally and put a stick into each of ten cubes.
Pour an equal amount of 2% solution (20 grams of salt/ 1L of water) to each of cups 1-10 in EXPERIMENTAL GROUP A. Add a stick to each cup. If using ice cube trays then fill each unit of the tray equally and put a stick into each of ten cubes.
Pour an equal amount of 3% solution (30 grams of salt/ 1L of water) to each of cups 1-10 in EXPERIMENTAL GROUP B. Add a stick to each cup. If using ice cube trays then fill each unit of the tray equally and put a stick into each of ten cubes.
Put the cups (or trays) into the freezer.
Start timing. This is 0 minutes.
Check the freezer every ________minutes and record the data.
When you can not move a stick in a cup or a cube then consider it frozen and stop timing for just that particular cup or cube. Keep checking the freezer until all samples are frozen.
Repeat entire experiment 10 times.
Clean up your work area.
DATA
Make a table for each group. Record your data as you check the freezer.
RESULTS
You will have to analyze your data. Identify how long it took each sample in a group to freeze. Find the mean time to freeze for each group.
Graph the data.
That’s all the help that will be provided. It is up to each student to analyze the data, graph it, write a discussion (see ISEF student handbook) and develop a conclusion. You have to write a research paper and prepare both your backboard and oral presentation.
I have been meeting with students and helping them with their projects. Thanks to the recovery process we had class time not only for enrichment, but the students who attended class were able to get help with projects.
Unfortunately, it seems that a number of student are not on schedule for completing (or even beginning) their project in a timely manner. As you know the former due date has been extended into a window of opportunity spanning 2 different years. In order to give every student an opportunity for success I am offering to offer MAJOR assistance to any student who doesn't know how to get a project to work, doesn't have an idea, hasn't had a project idea approved, or has picked a project that parents don't want the child to do. The assistance is in the form of a structured controlled experiment that can be done at home. It is possible to complete experimentation for a minimal monetary expenditure and with very few scientific tools.
The project will be found in 2 formats: following here and as a document that is linked to this blog.
Here's the link http://www.scribd.com/doc/8302041/Alternative-Science-Project-2008
There is one thing to consider if parents choose this project or a student chooses this project. Parts of the project will not be the student's original work so the project will only be eligible to be graded on the parts that the student shows to be his or her own work. Please refer to the rubric.
____________Keep Reading for the Alternative ____________________________________________________
Students,
If you really are at a point where you just don’t know what to do for your science project or you just don’t get how to do it then you may use the following project. However, there will have to be a consequence. If you do this project then you will not be able to take credit for all of the work and you will not be able to earn a grade based on the work that’s not yours. If you do a thorough job of collecting data, analyzing it, and drawing a conclusion then your grade will surely reflect your work.
You and your parent must sign the following statement accepting help with your project and acknowledging that although you will not receive full credit for your science project it will be eligible for a passing grade if it meets the criteria. Your project will not be eligible to go to the school science fair.
I __________________________ understand that I have accepted a great amount of help in preparing my science project. My grade will reflect the fact that much of the work is not mine. I have accepted this help so that I may do an acceptable project and will be eligible to receive a passing grade based on my work for the research paper and display board if they meet the expected criteria. I understand that I also must have a Science Project Data Log and will present my project to my peers in class. This project is not eligible to continue on to the Julia Landon Science Fair.
_______________________________________________________
Signature date
Parent Signature date
QUESTION
Just like in the Mugs 1 and Mugs 2 investigations you need a question. Here’s one for you to investigate.
Does fresh water or salt water freeze faster?
HYPOTHESIS
Again, just like in Mugs 1 and 2 you will need a hypothesis. You will need to use the
If … then… format. Here’s one for you. Just fill in the blank with your choice of faster or slower.
If I add salt to fresh water, then the water will freeze _________________ than
fresh water with no salt added
EXPERIMENT
Variables:
You will need an independent variable to test. This is also called a manipulated variable. The manipulated variable is the variable that you change. Your independent variable is the amount of salt because you manipulate the amount of salt.
The dependent variable is the variable that you hope will respond or change as a result of the manipulated variable. The dependent variable will be measured to gather your data. Your dependent or responding variable is how long it takes water to freeze. You will have to measure TIME to gather your data.
All of the other factors in the experiment will have to be controlled. You will have one set of trials that will be only fresh water. That will be your control group. This group will have no salt so that you can compare the results from the other groups to the results for your control group.
Definitions:
How will you determine when the water is frozen? One way will be to put a stick (toothpick, popsicle stick, skewer) into the water before putting it into the freezer. When you can no longer pull it out, the water is frozen. Decide how often you will check the freezer (choose one: every 1 minute, every 2 minutes, every 3 minutes, every 4 minutes or every 5 minutes).
You will have to make salt solutions to use. Each solution will be mixed as a percent solution. This means that a 1% solution would me made of 10grams of salt in 1 L of water. Ocean water is about a 2.5 – 3% solution.
METHOD
Materials for every trial that is run.
Salt ( about 60 grams) (table salt will work)
Water – use the same type of water for all trials. Distilled water would be the best type to use. It can be purchased in the grocery store.
3 liters of bottled water (or may just use the empty bottles and refill them)
Sticks (toothpicks, straws, popsicle sticks, skewers, or another type of stick like object)
30 Small drink cups (bathroom paper cup size) or Ice cube trays
Access to a freezer
Stopwatch
Preparations
Mix a 3% solution of salt water by adding 30 grams of salt to 1 Liter of water.
Mix a 2% solution of salt water by adding 20 grams of salt to 1 Liter of water.
Mark 10 cups CONTROL GROUP and assign each a number 1-10.
Mark 10 cups EXPERIMENTAL GROUP A and assign each a number 1-10.
Mark 10 cups EXPERIMENTAL GROUP B and assign each a number 1-10.
Procedures
Pour an equal amount of fresh water (no salt added) to each of cups 1-10 in THE CONTROL GROUP. Add a stick to each cup. If using ice cube trays then fill each unit of the tray equally and put a stick into each of ten cubes.
Pour an equal amount of 2% solution (20 grams of salt/ 1L of water) to each of cups 1-10 in EXPERIMENTAL GROUP A. Add a stick to each cup. If using ice cube trays then fill each unit of the tray equally and put a stick into each of ten cubes.
Pour an equal amount of 3% solution (30 grams of salt/ 1L of water) to each of cups 1-10 in EXPERIMENTAL GROUP B. Add a stick to each cup. If using ice cube trays then fill each unit of the tray equally and put a stick into each of ten cubes.
Put the cups (or trays) into the freezer.
Start timing. This is 0 minutes.
Check the freezer every ________minutes and record the data.
When you can not move a stick in a cup or a cube then consider it frozen and stop timing for just that particular cup or cube. Keep checking the freezer until all samples are frozen.
Repeat entire experiment 10 times.
Clean up your work area.
DATA
Make a table for each group. Record your data as you check the freezer.
RESULTS
You will have to analyze your data. Identify how long it took each sample in a group to freeze. Find the mean time to freeze for each group.
Graph the data.
That’s all the help that will be provided. It is up to each student to analyze the data, graph it, write a discussion (see ISEF student handbook) and develop a conclusion. You have to write a research paper and prepare both your backboard and oral presentation.
Thursday, November 20, 2008
Cell Task
Friday -There will be a test on microscopes. Identify the parts looking at a picture of a scope.
Students will demonstrate their knowledge of plant and animal cells and the major organelles of each to culminate Lesson 6.
Here's the link for the task and the rubric. There will be time in class Friday, Monday, and Tuesday to work on the project.
http://www.scribd.com/doc/8229742/cell-task
In addition, we are beginning Lesson 7 - Levels of Organization
Read Chapter 3, Section 3, pages 92 – 95 The Organization of Living Things and answer the Benchmark Check up questions.
Read Chapter 5, Section 1, pages 130 – 133
Students will demonstrate their knowledge of plant and animal cells and the major organelles of each to culminate Lesson 6.
Here's the link for the task and the rubric. There will be time in class Friday, Monday, and Tuesday to work on the project.
http://www.scribd.com/doc/8229742/cell-task
In addition, we are beginning Lesson 7 - Levels of Organization
Read Chapter 3, Section 3, pages 92 – 95 The Organization of Living Things and answer the Benchmark Check up questions.
Read Chapter 5, Section 1, pages 130 – 133
Tuesday, November 18, 2008
the science project update with graphics
This is the entire message complete with graphics to point everyone in the right direction.
http://www.scribd.com/doc/8138512/Science-Project-Update?secret_password=121gkvv2qcz0t2k8fcre
http://www.scribd.com/doc/8138512/Science-Project-Update?secret_password=121gkvv2qcz0t2k8fcre
Some questions and some answers to help everyone be successful
What if I don’t have a science project topic or I just don’t know what to do?
If you have not started your project yet for one reason or another perhaps you need to get a quick and easy project. Prescribed Projects will not be eligible for an A due to the fact that you are getting a question, a hypothesis outline, and the procedures handed to you. However, you still have to do the experiment, collect data, analyze it, and write a research paper along with a display.
How do you get one of the projects?
Bring a note from your parent/caregiver that states you want a Prescribed Project that will be quick and easy. They must acknowledge that you will not be eligible to earn an A on the project, but you are still responsible for all of the other parts. You will receive a hand out that gives you specific help.
If you have not started your project yet for one reason or another perhaps you need to get a quick and easy project. Prescribed Projects will not be eligible for an A due to the fact that you are getting a question, a hypothesis outline, and the procedures handed to you. However, you still have to do the experiment, collect data, analyze it, and write a research paper along with a display.
How do you get one of the projects?
Bring a note from your parent/caregiver that states you want a Prescribed Project that will be quick and easy. They must acknowledge that you will not be eligible to earn an A on the project, but you are still responsible for all of the other parts. You will receive a hand out that gives you specific help.
Science Project Update
Today in all of the classes the due dates and what is required for a complete science project were reviewed. The students were shown where to access the information for what should be in a research paper. For any students who missed class today and for all parents and interested sponsors here’s an overview of what should be happening currently and in the future. I am hoping to be able to post a format of this update that includes graphics. I will have to do that at home since I hear the church bells around the school which means that it is 5 PM.
EXPERIMENTATION
Many students have begun experimentation and data collection. All data should be in metric units and recorded directly into the Science Project Data Log.
DUE DATES
The window to submit a research paper opens on December 9 and closes on January 6. This means that a student may submit a research paper on any of these days. Upon submitting a research paper, the student will be assigned a date for the oral presentation.
Oral presentations using the display boards will begin on December 9 and end on January 9. Students should bring their science project data logs when they do their oral presentation. Presentations will not be scheduled beyond Jan 9 except by teacher discretion. I encourage all students to submit early for several reasons including just having the process come to an end.
What’s a RESEARCH PAPER?
The answer to this question is best found at http://www.nefrsef.org
Click on the Complete Exhibitor’s Handbook choice under 2009 ISEF Handbook, Rules, Forms.
The link is to the entire handbook, but students should go to p. 31 for the 2009 Student Handbook.
The Student Handbook is very informative. It restates much of what the students were taught during the first nine weeks. The Mugs 1 and Mugs 2 projects were designed to model the process of scientific thinking to solve a problem.
Parents you may find p. 32 helpful. It describes the entire process that we began back in August.
The Elements of a Successful Science Project begin on p. 32 and continue onto p. 33.
Each Student is expected to keep a Science Project Data Log or data book. It is a record of all work done on and for the project. It is to be written in ink and each entry must be dated.
Each student is expected to submit a RESEARCH PAPER. The directions are clearly presented on pp. 32-33. The paper should be typed, double spaced, in Arial, Tahoma, or Times New Roman – 12 font. The only pages that must be stand alone pages are the Title Page and the Table of Contents page. The INTRODUCTION should begin on the third page. Each of the other headings may be continued on a started page (if a section uses just part of a page another section may be started on the same page). If the student wants each heading to start a on fresh page that is also acceptable. There is no minimum number of pages and there is no maximum number of pages. Each research paper will be similar in format, but should be unique in content. So it doesn’t matter how long the paper is if in fact all of the parts are there.
The information and questions on p. 32 in GETTING STARTED may help students as they write each section of the research paper.
It may be easier for the students to use MLA for their bibliography because that is the style traditionally used for their History Project also.
The Display Board is explained very well on nefrsef.org. At the STUDENT page click on the word BACKBOARD. A standard board from an office supply store should be just fine for any project. The standard boards which are made of either cardboard or foamcore usually are white or black. Any color of board is acceptable as long as it is the correct “shape” and size.
To set up the board, students MUST put the abstract in the lower left hand corner. It would be excellent if any student who would like to be considered for entry into the school science fair would put the abstract into a plastic sheet protector and then mounted the sheet protector/abstract on the backing paper.
Display boards must not contain pictures of students (in fact – NO FACES in pictures is a good rule). Using backing paper of strong colors may bring pizzazz to the display board and help its eye appeal. It’s very important that the display board with the abstract allow an observer to get an overview of the entire project, the results (data tables and graphs), and the conclusion.
The display board comes to class only on the day of the presentation. It does not come in early because it is made after the Research Paper. After all, much of the info in the research paper is the same info that will go on the board and it’s the same info that was on the research plan. Just the verb tenses change from the research plan to the paper and display and the bibliography may have become better through continued reading.
EXPERIMENTATION
Many students have begun experimentation and data collection. All data should be in metric units and recorded directly into the Science Project Data Log.
DUE DATES
The window to submit a research paper opens on December 9 and closes on January 6. This means that a student may submit a research paper on any of these days. Upon submitting a research paper, the student will be assigned a date for the oral presentation.
Oral presentations using the display boards will begin on December 9 and end on January 9. Students should bring their science project data logs when they do their oral presentation. Presentations will not be scheduled beyond Jan 9 except by teacher discretion. I encourage all students to submit early for several reasons including just having the process come to an end.
What’s a RESEARCH PAPER?
The answer to this question is best found at http://www.nefrsef.org
Click on the Complete Exhibitor’s Handbook choice under 2009 ISEF Handbook, Rules, Forms.
The link is to the entire handbook, but students should go to p. 31 for the 2009 Student Handbook.
The Student Handbook is very informative. It restates much of what the students were taught during the first nine weeks. The Mugs 1 and Mugs 2 projects were designed to model the process of scientific thinking to solve a problem.
Parents you may find p. 32 helpful. It describes the entire process that we began back in August.
The Elements of a Successful Science Project begin on p. 32 and continue onto p. 33.
Each Student is expected to keep a Science Project Data Log or data book. It is a record of all work done on and for the project. It is to be written in ink and each entry must be dated.
Each student is expected to submit a RESEARCH PAPER. The directions are clearly presented on pp. 32-33. The paper should be typed, double spaced, in Arial, Tahoma, or Times New Roman – 12 font. The only pages that must be stand alone pages are the Title Page and the Table of Contents page. The INTRODUCTION should begin on the third page. Each of the other headings may be continued on a started page (if a section uses just part of a page another section may be started on the same page). If the student wants each heading to start a on fresh page that is also acceptable. There is no minimum number of pages and there is no maximum number of pages. Each research paper will be similar in format, but should be unique in content. So it doesn’t matter how long the paper is if in fact all of the parts are there.
The information and questions on p. 32 in GETTING STARTED may help students as they write each section of the research paper.
It may be easier for the students to use MLA for their bibliography because that is the style traditionally used for their History Project also.
The Display Board is explained very well on nefrsef.org. At the STUDENT page click on the word BACKBOARD. A standard board from an office supply store should be just fine for any project. The standard boards which are made of either cardboard or foamcore usually are white or black. Any color of board is acceptable as long as it is the correct “shape” and size.
To set up the board, students MUST put the abstract in the lower left hand corner. It would be excellent if any student who would like to be considered for entry into the school science fair would put the abstract into a plastic sheet protector and then mounted the sheet protector/abstract on the backing paper.
Display boards must not contain pictures of students (in fact – NO FACES in pictures is a good rule). Using backing paper of strong colors may bring pizzazz to the display board and help its eye appeal. It’s very important that the display board with the abstract allow an observer to get an overview of the entire project, the results (data tables and graphs), and the conclusion.
The display board comes to class only on the day of the presentation. It does not come in early because it is made after the Research Paper. After all, much of the info in the research paper is the same info that will go on the board and it’s the same info that was on the research plan. Just the verb tenses change from the research plan to the paper and display and the bibliography may have become better through continued reading.
Thursday, November 13, 2008
Update following Recovery
Some students have been very busy "recovering" their core class grades for the first grading period this week. As a result, those of us not involved in the recovery process have had time for science project conferences, learning how to use the microscope, and making wet mount slides of anacharis to view under the microscope.
All assignments for Lesson 5 are due on Tuesday.
Speaking of science projects...
The original due date for research papers was to have been 12/9. That date will be adjusted to give students more time to finish. More info on dates and requirements will be posted by Tuesday.
All assignments for Lesson 5 are due on Tuesday.
Speaking of science projects...
The original due date for research papers was to have been 12/9. That date will be adjusted to give students more time to finish. More info on dates and requirements will be posted by Tuesday.
Thursday, November 06, 2008
Assignements for Microscopes and Cell Theory - 11/3
Assignments for Lesson 5:
A Window to a Hidden World p. 678: make a viewer and answer questions
Vocabulary – choose one of the following and learn the meanings of the words.
· Define the words multicellular, prokaryote, eukaryote, organelle, nucleus, and unicellular and use each in a sentence that illustrates the meaning.
· Make vocabulary flashcards for multicellular, prokaryote, eukaryote, organelle, nucleus, and unicellular with the word on one side and the definition on the other.
· Make a Frayer model for multicellular, prokaryote, eukaryote, organelle, nucleus, and unicellular
Math Focus p. 78. Summarize in own words the relationship between surface area and
Volume
Choose one of the following
· Make a Venn Diagram to compare and contrast a prokaryote and a eukaryote cell.
· Draw a prokaryote and a eukaryote cell, label the structures of each, and identify
how they are the same and how they are different.
Choose one
· Draw a microscope. Label the parts and identify the function of each part.
· Draw a microscope and complete the worksheet from brainpop.com (available in class)
Choose one
· Rewrite the directions for Proper Use of the Compound Light Microscope in own words.
· Make a free form map to teach someone how to use the microscope properly.
· Illustrate the directions in another way of your choice.
A Window to a Hidden World p. 678: make a viewer and answer questions
Vocabulary – choose one of the following and learn the meanings of the words.
· Define the words multicellular, prokaryote, eukaryote, organelle, nucleus, and unicellular and use each in a sentence that illustrates the meaning.
· Make vocabulary flashcards for multicellular, prokaryote, eukaryote, organelle, nucleus, and unicellular with the word on one side and the definition on the other.
· Make a Frayer model for multicellular, prokaryote, eukaryote, organelle, nucleus, and unicellular
Math Focus p. 78. Summarize in own words the relationship between surface area and
Volume
Choose one of the following
· Make a Venn Diagram to compare and contrast a prokaryote and a eukaryote cell.
· Draw a prokaryote and a eukaryote cell, label the structures of each, and identify
how they are the same and how they are different.
Choose one
· Draw a microscope. Label the parts and identify the function of each part.
· Draw a microscope and complete the worksheet from brainpop.com (available in class)
Choose one
· Rewrite the directions for Proper Use of the Compound Light Microscope in own words.
· Make a free form map to teach someone how to use the microscope properly.
· Illustrate the directions in another way of your choice.
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