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Special Note to LCPS Science Teachers
Regarding SRP Resources
Please note that the LCPS Honors Science Curriculum is under revision beginning SY11-
12. Until the pilot phase is completed the resources and materials in this guide will remain
mostly unchanged; due dates have been deleted.
The key dates for students who plan to participate in the 2012 LCPS Regional Science &
Engineering fair are as follows:
Absolute Deadlines for RSEF
November 15, 2011 (Tuesday) – Final Forms for SRC/IRB due to the LCPS Science
Office
February 27, 2012 (Monday) – Electronic Abstracts & Registration and the original
paper forms are turned in to the Science Department Chair.
March 15, 2012 Regional Science & Engineering Fair at Woodgrove High School
LCPS
Freedom High School
Science Research Project (SRP)
Student Assignments & Resources
2011-2012
LCPS Science Research Project (SRP) Information Loudoun County Public Schools Science Programs foster and promote scientific inquiry. The process is formalized
in Honors Earth Science, Honors Biology and Independent Science Research. Although completion of a Science
Research Project is a key component of these classes, any LCPS student is welcomed and encouraged to participate.
The mentoring of student science research is a shared responsibility of all high school science staff.
9th
Grade Honors Earth Science
Students begin learning the research skills needed to complete a Science Research Project such as ―fair test‖
experimenting, writing, data collection and statistics. Students develop a research question and hypothesis for a
project completed in Honors Biology.
10th
Grade Honors Biology
Students complete Science Research Projects following ISEF guidelines.
Independent Science Research
Students complete Science Research Projects following ISEF guidelines.
Selection of Students to Attend RSEF
Each high school can send 17 projects to the Loudoun County Regional Science Fair. (The LCPS Academy of
Science can send 14 projects.) The selection process is determined by each school. The criteria for the selection
process (school fair, teacher committee, etc.) will be submitted in writing to the LCPS Science Office by
September 26, 2011 and shared with students conducting a science research project.
School Science Fair and Symposium
Science Departments are encouraged to have a School Science Fair, Exhibition and/or Symposium. Even if a local
fair does not determine who attends the RSEF, this is an opportunity for all students to exhibit their work. This
could also serve as a forum for 9th graders to share their research ideas. Students in other science classes could
display their class projects. The date of the local fair is independent of the RSEF and decided by the school‘s
Science Department.
Acronyms Used
SRP – Science Research Project SRC– Scientific Review Committee
RSEF – Regional Science & Engineering Fair IRB – Institution Review Board
ISEF – International Science & Engineering Fair
SRP Student Assignments and Resources Manual
This entire document is available on the LCPS Intranet and from the LCPS Science Office. It can be edited and
adapted to meet individual teaching styles and class needs. A Teacher Resource Booklet to accompany this
document as well as an electronic SRP Paper template for student use is also available.
http://www.intranet.lcps
Table of Contents Science Research Process Overview Page 2
Team Projects Page 2
Honors Earth Science SRP due dates Page 3
Honors Earth Science SRP due dates acknowledge form Page 5
Honors Biology SRP due dates Page 7
Independent Science Research SRP due dates Page 9
SRP # A: SRP Notebook Contents Direct
SRP # A: Grading Rubric
SRP # B: SRP Topic Selection: Choosing A Topic
SRP # C: SRP Topic Development: Guided Readings
Page 11
Page 13
Page 15-16
Page 17-18
SRP #1: Project Proposal Form Page 19-20
SRP #1: Grading Rubric Page 21-22
SRP # 2a: Setting up the SRP Paper using Electronic Template
SRP # 2b: Taking Research/Reference Notes & Citing Sources
Page 23
Page 25-30
SRP #2b: Grading Rubric Page 31
SRP # 3: Literature Review and References Page 33-36
SRP # 3: Grading Rubric Page 37-38
SRP #4: Draft of Materials & Procedures Page 39
SRP # : Grading Rubric Page 41
SRP #5: ISEF Forms and Research Plan Attachment for (1A) Page 43-44
SRP #5: Grading Rubric: ISEF Forms
SRP # 5: Grading Rubric: Research Plan Attachment for (1A)
Page 45
Page 47
SRP # 6: Final Materials & Procedures with Stat Analysis Plan Page 49-50
SRP #6: Grading Rubric Page 51
SRP # 7: Edits to SRP Paper Page 53-54
SRP #7: Grading Rubric Page 55
SRP # 8: Pictures of Set-Up & Materials
SRP # 8: Grading Rubric
SRP # 9: Notebook Check / Draft of Data
SRP # 9: Grading Rubric
SRP # 10: Final Notebook Check
SRP # 11: Draft of Results and Conclusions
Page 57
Page 57
Page 59
Page 61
Page 63
Page 65-67
SRP # 11: Grading Rubric
SRP # 12: Abstract
Page 69-70
Page 71-72
SRP # 12: Grading Rubric Page 73
SRP #13: Final Paper Page 75
SRP #13: Grading Rubric Page 77
SRP #14: Display Board Page 79
SRP #14: Grading Rubric Page 81
Appendix A Sample of Research Plan Attachment for Form 1A Page 83
Appendix B Statistics for Science Research: Hints, Tips, Examples
Descriptive Statistics page 84-85
Inferential Statistics page 85-90
Examples of Statistical Data Tables page91
Sample Statistical Analysis for Quantitative data page 92-98
Sample Statistical Analysis for Qualitative data page 99-104
Doing Chi-Square in Excel page 105-106
Pearson R Correlation Example page 107-110
Page 84-110
Appendix C LCPS RSEF Project Categories Page 111
Appendix C Judging Criteria for the Loudoun RSEF Page 112-113
Appendix D Internet Safety Page 114
1
2
Science Research Project Process Overview:
SRP # Item(s)
*A Science Research Project Notebook Contents
*B
SRP Topic Selection: Science Research Project Choosing A Topic
*C SRP Topic Development (Guided Reading Activities)
*1 SRP Project Proposal
*2 a
*2 b
Setting up the entire SRP Paper using an electronic template document.
Taking Notes from Resources/References & Citing Sources
*3 Literature Review & References
*4 Draft of Materials and Procedures (Experimental Design)
5 Required ISEF Forms (International Science and Engineering Fair)
Research Plan Attachment (goes with Form 1A)
6 Final Procedures and Materials (Final Experimental Design) including a Statistical
Analysis Plan
7 Revisions to all assignments thus far and formatted correctly in the SRP Paper that was set
up with the electronic template in SRP # 2a
8 Pictures Of Set-Up and Materials. Any revisions/edits from SRP # 7.
9 Notebook Check, including drafts of data tables for raw data, statistical data/ tests, and
graphs/figures.
10 Final Notebook Check (refer to the rubric given with ―Science Research Project Notebook
Contents‖ SRP # A.
11 Draft of Results and Conclusions, including all data tables, graphs /figures, & statistical
analysis.
12 Abstract (To be electronically submitted to teacher via word document.)
13 Final SRP Paper (all revisions from SRP # 1-11 are completed and final)
14 Display Boards
* These items should be completed in Honors Earth Science. Any 9th grade student taking Honors Biology or any
student who did not take Honors Earth Science the previous year will need to meet with their teacher and arrange
due dates for these items independently.
Team Science Research Projects Upon approval by the teacher mentoring the students, team projects are allowed to enter the RSEF providing that
both team members are either 11th or 12
th graders. Two students is the maximum size of a team. Team members
must understand that at the RSEF, teams have additional judging criteria (see Appendix D). Additionally, the team
members will equally split monetary prizes won at the RSEF. The team must determine before the RSEF how to
distribute tangible prizes (i.e. T-shirts, computers, medallions, etc.)
3
Honors Earth Science Name:
SRP DUE DATES Date: Period/Block:
SCIENCE RESEARCH PROJECT DUE DATES
Your Science Research Project (SRP) will be evaluated and used as a part of your science grade. Your SRP grade
will be determined by your understanding of the elements of science research, the effort put forth, and your ability
to meet project deadlines.
The due dates listed below are extremely important to your success. Many of the due dates are established by
LCPS and cannot be adjusted. The work has been distributed evenly to avoid many late nights and stressful
weekends. It is critical that these deadlines be met so that your teacher can provide timely feedback on your efforts.
Late assignments will not be accepted and will result in severe grade penalties.
Further information on each assignment will be provided. Use this as a general guide and record all of these dates
in your planner. There will be additional homework assignments but these are the deadlines of major items.
SRP # A DATE B DATE ITEM DUE COMMENTS
A Science Research Project
Notebook Contents
See assignment sheet and rubric for directions
on how to set up your Science Research
Notebook that will be used in 9th
grade and
10th
grade. Keep it neat, organized and clean.
B
SRP Topic Selection: Science
Research Project Choosing A
Topic
See assignment sheet to help you think about
ideas of interest.
C
Topic Development (Guided
Reading Activities)
Your teacher will provide details and
instructions for this assignment.
Teachers: additional resources for this are in
the TR Booklet revised for SY 2009-2010.
1 Project Proposal
Use SRP # 1 directions, rubrics and examples
to complete your Project Proposal. Remember,
this is a work in progress and revisions and
changes will be made to this assignment
several times before approval is granted by
your teacher and/or the science department.
2 a
2 b
Setting up the entire SRP Paper
using an electronic template
document.
Taking Notes from
Resources/References & Citing
Sources
Use SRP # 2 a-b directions, rubrics and
examples to complete these assignments.
Your teacher will also provide details and
instructions in class.
3 Literature Review &
References
Typed and in proper APA format. Additional
information will be provided by your teacher.
Use SRP # 3 directions, rubrics, and
examples.
4 Draft of Materials and
Procedures
Use SRP # 4 directions and rubrics. Peer
review will be done in class as well.
*SRP #5 Required ISEF Forms will be completed next year in Honors Biology before you begin your research. If you plan to
conduct research over the summer, these forms must be completed and approved before the end of the school year.
4
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5
Acknowledgement of Receipt of SRP Assignments and Due Dates for Honors Earth Science
Please have your parent read about the above due dates and sign this form below. You should also sign
below.
I have read about the SRP due dates and understand the importance of meeting deadlines and
communicating with my teacher about any problems with these assignments BEFORE they are due.
Student name: _______________________________Parent name: _______________________________
Student email: ______________________________ Parent email: _______________________________
Parent Phone: _______________________________
Signature:__________________________________Signature: __________________________________
6
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7
Honors Biology Name:
SRP DUE DATES Date: Period/Block: Your Science Research Project (SRP) will be evaluated and used as a part of your science grade for the first three quarters.
Your SRP grade will be determined by your understanding of the elements of science research, the organization of your
research paper, the effort put forth, and your ability to meet project deadlines.
The due dates listed below are extremely important to your success. Some of the due dates are established by LCPS and
cannot be adjusted. The work has been distributed evenly to avoid many late nights and stressful weekends. It is critical that
these deadlines be met so that your teacher can provide timely feedback on your efforts. Late assignments will not be accepted
and will result in severe grade penalties.
Further information on each assignment will be provided. Use this as a general guide and record all of these dates in your
planner. There will be additional homework assignments but these are the deadlines of major items.
SRP # DUE DATE
ITEM DUE COMMENTS
A Science Research Project Notebook
Contents
See assignment sheet and rubric for directions
on how to set up your Science Research
Notebook that will be used in 9th
grade and 10th
grade. Keep it neat, organized and clean.
B
SRP Topic Selection: Science
Research Project Choosing A Topic
See assignment sheet to help you think about
ideas of interest.
C
Topic Development (Guided Reading
Activities)
Your teacher will provide details and
instructions for this assignment.
Teachers: additional resources for this are in
the TR Booklet.
*1 Project Proposal
Use SRP # 1 directions, rubrics and examples to
complete your Project Proposal. Remember, this
is a work in progress and revisions and changes
will be made to this assignment several times
before approval is granted by your teacher
and/or the science department.
*2 a
*2 b
Setting up the entire SRP Paper using
an electronic template document.
Taking Notes from
Resources/References & Citing
Sources
Use SRP # 2 a-b directions, rubrics and
examples to complete these assignments. Your
teacher will also provide details and instructions
in class.
*3 Literature Review & References
Typed and in proper APA format. Additional
information will be provided by your teacher.
Use SRP # 3 directions, rubrics, and examples.
*4 Draft of Materials and Procedures
Use SRP # 4 directions and rubrics.
5
Required ISEF Forms (International
Science And Engineering Fair)
Research Plan Attachment (goes with
Form 1A)
Further instructions will be provided. Must
follow directions exactly. Use SRP # 5
directions, rubrics and examples.
6 Final Materials & Procedures
including a Statistical Analysis Plan
Use SRP # 6 directions, rubrics, and examples.
Teacher will discuss statistics in class prior to
this assignment due date.
7 Revisions to all assignments thus To include: title page, table of contents, problem
8
far and formatted correctly in the
SRP Paper that was set up with the
electronic template in SRP # 2a
statement, hypothesis, background, materials,
procedures, and references. (Results and
Conclusions sections will not be filled in yet).
No Forms are accepted for review by the Science Office and the Review Board after November 15, 2011.
8 Pictures Of Set-Up and materials.
Any revisions/edits from SRP # 7 More information provided by your teacher.
Use SRP # 8 directions and rubric.
9
Notebook Check, including drafts
of data tables for raw data,
statistical data, and graphs/figures.
Data collection in progress. More information
provided by your teacher. Use SRP # 9
directions and rubric.
10
Final Notebook Check (refer to the
rubric given with ―Science
Research Project Notebook
Contents‖ SRP # A.
Data collection should be completed. More
information provided by your teacher. Use SRP
# 10 directions and rubric.
11
Draft of Results and Conclusions,
including all data tables,
graphs/figures, & statistical analysis
More information provided by your teacher.
Use SRP # 11 directions and rubric.
12 Abstract More information provided by your teacher.
Use SRP # 12 directions and rubric.
Registration, Abstracts and original paper Forms for participants in the Loudoun Regional Science & Engineering
Fair are due to the Science Department Chair by February 27, 2012.
13 Final Paper All sections completed and in correct format.
Use SRP # 13 directions and rubric.
14 Display Boards More information provided by your teacher.
Use SRP # 14 directions and rubric.
Local High School Science Fair, date to be announced by school/teacher
*These items should have been completed in your Honors Earth Science class last year. Any 9th
grade student taking Honors
Biology or any student who did not take Honors Earth Science last year will need to meet with their teacher and arrange due
dates for these items independently.
9
INDEPENDENT SCIENCE RESEARCH ISR classes
Science Research Project (SRP) Due Dates 2010-2011
The following are suggested due dates for the completion of target assignments in the completion of a Science Research
Project. The pacing reflects completion of Science Projects for exhibit in a school based fair before the Loudoun County
Regional Science Fair.
There are 2 absolute due dates:
November 16, 2010 all forms due to the LCPS Science Office
February 28, 2011 registration and abstracts are due to the science department chair
For more information about various SRP Assignments consult the LCPS Science Research Project Information
SRP # A DATE B DATE ITEM DUE COMMENTS
1 Project Proposal Form Selection of topic. Form will be
provided.
2
5 sources with notes, hypothesis,
draft of experimental design and data
collection table
Additional information provided.
5 Required ISEF forms (International
Science and Engineering Fair)
Will be provided. Must follow
directions exactly.
3 Background research and
bibliography (1,000 words) Typed and in proper format.
4 Draft of procedures and materials
list. Peer review will be done in class.
6 Final experimental design due Instructions provided.
7 Paper due
To include: title page, table of contents,
problem statement, hypothesis,
background, materials, procedures, and
bibliography.
No Forms are accepted for review by the Science Office and the Review Board after November 15, 2011
8 Pictures of set-up, revisions to paper
due. More information provided.
9 Notebook Check Data collection in progress.
10 Final Notebook Check Data collection should be completed.
11 Draft of results and conclusions Statistical analysis done. Additional
information provided.
12 Abstract Printed on correct form.
13 Final Paper All sections completed and in correct
format.
Registration and Abstracts for participants in the Loudoun Regional Science & Engineering Fair
are due to the Science Department Chair by February 27, 2011
14 Display Boards Instructions provided.
Local High School Science Fair, TBA
10
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11
SRP # A: SRP Notebook Contents Name:
Date: Period/Block: Science Research Project
Notebook Contents Directions
Due date: __________
Directions: You are required to maintain a separate notebook for your Independent Science Research Project. Your
notebook will be checked for completeness and order several times during your research. Keep in mind that you will be graded on your notebook setup, so be sure to follow all instructions carefully. As a 9
th grader, you are setting this
notebook up to be used through 10th
grade, so some portions will not be used until you enter 10th
grade and complete your project in Biology. Please take good care of this notebook as it will serve you for 2 years.
What to turn in: The notebook must be at least a 2 inch, 3 ring binder with dividers. (White Notebook with clear cover is suggested).
Your Name must be on the outside cover, inside cover and spine. (Neatly written or typed on a label).
Notebook grading rubric should be placed at the very beginning, before all of the dividers and notebook sections.
Please label 10 dividers with the following headings in this exact order:
Final Paper- Include the final copy of your SRP paper, including title page, table of contents through the
References. (Basically, this is what you have after completing SRP # 13)
Experimental Design- This should include one page with the following information. This information should be
Final; the exact information that you take to Fair. (Basically, copy and paste the following information from your
final SRP # 1 and/or SRP Paper and put it on one page and put this page behind the divider.) This gives judges a
one page look at your experimental design.
Problem
Hypothesis
Independent Variable
Dependent Variable
Control/Control Group
Constants
Materials & Procedures- This should include the final list of materials and numerical procedures. (Basically, the
final Materials and Procedures pages from your SRP Paper, which is also listed as SRP # 6).
Results- This section should include the final, revised copy of your results summary & statistical analysis.
(Basically, the final results page(s) from your SRP Paper, which is also listed as SRP # 11).
Conclusion- This section should include the final, revised copy of your conclusion. (Basically, the conclusions
page(s) from your SRP Paper, which is also listed as SRP # 11).
Data- Include raw data tables, charts, graphs and statistical analyses notes / work.
Research Notes- Include any background information, research notes and articles you collected. Notes on 3x5 inch
index cards may be included here as well (if applicable). Reference information should be included with the
respective notes. (Basically, this is SRP # 2b).
Previous Drafts- All SRP assignment drafts are to be kept here for the duration of your project.
Do not remove any of your previous work or grading rubrics.
ISEF Guidelines- Any ISEF instructions and class instructions are to be placed in this section.
ISEF Forms- Include copies of your completed ISEF forms as well as your abstract after the completion of the
project. All Human Permission Forms go in this section (if applicable). (Basically, this is SRP #5 and # 12).
12
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13
SRP # A: SRP Notebook Contents Name:
Due Date: ____________ Date: Period/Block: Science Research Project
Notebook Contents Rubric
You are required to maintain a separate notebook for your
Independent Science Research Project. Your notebook will be checked
for completeness and order several times during your research. Keep
in mind that you will be graded on your notebook setup, so be sure to
follow all instructions carefully. As a 9th
grader, you are setting this
notebook up to be used through 10th
grade, so some portions will not
be used until you enter 10th
grade and complete your project in
Biology. Please take good care of this notebook as it will serve you
for 2 years. This rubric will be used several times by you and your
teacher for notebook checks.
Possible
Points
100
Your
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
Notebook – at least 2 inch 3-ring binder with
10 tab dividers labeled exactly as directions indicate 5
Final Paper – divider labeled & section includes: final corrected
SRP paper including title page through references 10
Experimental Design: – divider labeled & section
Includes: one page with the following: Problem, Hypothesis, IV,
DV, Control group, Constants, ways of measurement/units
7
Materials & Procedures: – divider labeled & section includes:
final revised copy of materials list and numbered procedures 5
Results – divider labeled & section includes: final copy of results
& statistical analysis of data 10
Conclusions – divider labeled & section includes: the final copy
of the conclusion 10
Data – divider labeled & section includes: all raw
data and statistical data (tables, graphs/figures) and notes /work 10
Research Notes – divider labeled and section
includes: all References & respective research
notes, or includes at least 30 (3x5) note cards with reference
information and notes.
10
Previous Drafts – divider labeled & section
includes: all previous SRP assignments (drafts) and rubrics. 7
ISEF Guidelines – divider labeled & section includes: all ISEF
and class instructions
5
ISEF Forms– divider labeled & section includes: copies of
signed & approved forms, copy of the abstract
(following project completion)
5
Name – student‘s name printed on the outside cover,
spine, and inside cover (neatly written or typed on label) 3
Your Grade & Peer Grade –Rubric columns
completed 2
This Rubric – include name, date, and block/period on
Rubric, hole punch & placed before all
divider tabs prior to turning in notebook
3
On time – notebook presented on time 1 day late=6 2 days late=4 3 days late=2
8
Total number of points 100
14
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15
SRP # B: SRP Topic Selection Name:
Date: Period/Block:
Science Research Project
Choosing A Topic
Due date: __________
Directions: One factor critical to the success of all science projects is the choice of a topic. This can be the most
difficult part of the project and one that must be done immediately. The questions below are designed to encourage
exploration of subjects that might be of interest to you. The time spent working on your project will be more
interesting if you choose a topic that you like. In answering these questions, try to narrow down the area or
field of science you would like to explore. For example, Earth Science, Environmental Science, Biology,
Chemistry, Physics, Mathematics, Computers, Psychology, Music/Art, even food science. Remember, these
areas or fields have many, many subtopics. For example, in Biology there is health and wellness, botany
(plants), microbiology, cell and molecular biology (DNA/genetics), biochemistry, anatomy and physiology,
ecology, etc.
1. What is your favorite hobby? How do you spend your free time? List at least five things.
2. What sports interest you? What sports to you participate in, coach, or watch?
3. What is your favorite subject in school? What specific topics do you like within this subject?
4. What labs or activities from previous classes have you enjoyed?
5. What are some of your favorite science topics?
6. What TV shows and/or movies have you seen lately that deal with ―science‖? What topics were in the
show?
7. What interesting books have you read on a science topic?
(continued on the next page)
16
8. What magazine do you receive at your house? Browse through them and look for science related topics.
List them below.
9. What careers have you thought about?
10. To what clubs or organizations do you belong?
11. Have your parents ever done or heard of an interesting research project? What was it?
12. List all of the people you know (even remotely) who are scientists or work in a science field. What field do
they work in?
13. Who is your favorite scientist? What is he/she famous for?
14. If you were being paid a million dollars to complete one year of actual science research, what problem
would you like to look at or examine?
15. What issues or problems have been in the news lately that require research to define answers?
17
SRP # C: SRP Topic Development Name:
Date: Period/Block:
Science Research Project
SRP Topic Development: Guided Reading Exercise Due date: __________
Directions: This exercise is to be done with several references (sources) BEFORE you complete SRP # 1. Your
teacher will discuss the specific requirements of this assignment with you.
While reading a science-related book, article, or journal of interest in the area in which you think you want to
experiment, reflect and expand on the following questions. Try to develop a researchable / testable question. The
following link provides access to a variety of on-line databases. Refer to the end of this document for log-in codes.
(Simply cut and past this link into your web browser).
http://cmsweb1.loudoun.k12.va.us/5093081116406/site/default.asp?536Nav=|1158|&NodeID=1158
1) What is the title of the book or article? _______________________________________________
______________________________________________________________________________
2) Who is the author? _______________________________________________________________
3) Summarize what the article is about? (topic) ___________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4) Why do you think the author wrote the article? _________________________________________
_______________________________________________________________________________
5) Did you like the book /article or think that it was interesting? _____________________________
6) Explain why you did or did not like the article: ________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
7) Do you think others would be interested in this article / topic? _____________________________
8) After reading the book / article, think about a question(s) that may not have been answered
in the reading: ___________________________________________________________________
_______________________________________________________________________________
(continued on the next page)
18
9) What contradictions were there in the reading? _________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
10) If you were the one who wrote the book /article, what would you have done differently?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
11) What references does the book / article list for additional reading or past works?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
12) Provide this article‘s bibliography information below in APA format. ______________________
_______________________________________________________________________________
______________________________________________________________________________
Loudoun County Public Schools On-line Data Base Log-in Codes
Site Access Science CQ Researcher EBSCO eLibrary
Log-in
Password
Site InfoTrac net Trekker NewsBank SuperSearch
Log-in
Password
If the Google Search Engine is used, select the following: Google : More : Scholar
Note: Teachers may want to use additional resources like this one located in the TR Booklet.
19
SRP # 1: Experimental Design Proposal Name:
Date: Period/Block:
Science Research Project
Experimental Design Proposal Due date: __________
Directions: Complete the following sections regarding your science project proposal. Model your SRP # 1
assignment after this document or simply use it electronically as a template for your specific project proposal. DO
NOT answer every single bullet point. Use the bullet points to guide your proposal writing and simply put the
information below each heading. Be sure to number your procedure list, however. The work is expected to be
typed in 12-sized, Times New Roman font. Do not include any personal pronouns in your assignment (i.e. I,
you, we, my). You may not start your research/experiment until the assignment has been graded and approved by
your teacher and/or school‘s SRP committee/Science Department.
TOPIC CATEGORY:
Refer to ISEF Guidelines to determine which scientific/competition category your project best fits.
See Page 5 of the ISEF rules on the following website:
o ISEF website: http://www.societyforscience.org/isef/students/research_categories.asp
TITLE:
The title should describe your experiment. It may be in the form of a question, or a statement.
Example:
o How does _________ affect ___________?
I.V. D.V.
o The Effect of ___________ on ______________.
I.V. D.V.
STATEMENT OF THE PROBLEM/PURPOSE:
What is the question you are trying to answer, or the problem you are trying to solve? (this may be
similar to the title)
In addition to writing the problem, give a brief description of why the problem is scientifically
significant. The purpose of the experiment/research.
HYPOTHESIS :
What is the prediction, or guess, about the outcome of the experiment?
Is the prediction logical? Is the hypothesis high school level? ** No I, you, we
This statement should be written in future tense, using an ―If/then‖ or prediction format.
INDEPENDENT VARIABLE:
What will be changed/altered in the experiment?
DEPENDENT VARIABLE :
What will be measured?
Include how the dependent variable will be measured, and in what metric units?
Helpful Hint: How does __________________ affect _________________?
(independent variable) (dependent variable)
20
CONTROL GROUP:
What will be used as a standard for comparison? The control is the standard to which all experimental
groups are compared.
The control represents the ―normal‖ situation, or the condition that is typically used and not altered in
any way.
CONSTANTS:
What things in the testing environment will stay the ―same‖ for all parts of your experiment?
LITERATURE REVIEW:
Information to include here should come from the guided reading exercises (Topic Development SRP # C) as you
read related literature (sources/references) about your topic to determine relevant subtopics, as well as previous
research and/or experiments conducted by others on your topic.
Based on the above, address the following so you can continue to develop your experimental design further:
What topics and subtopics will be researched in the library, or using on-line databases?
What background information is needed to design your experiment?
This may be in the form of questions that need to be researched to support the experimental problem.
PROCEDURES:
Using numerical steps, write a general procedure for the experiment. This is a work in progress. You
will probably have to edit your procedure several times as you develop your experimental design
throughout 9th grade and early on in 10
th grade. Do the BEST you can at this point. Refer to the rubric
as well to help you.
The steps need to be as specific as possible, and should include all safety precautions, quantities, units
of measurement, scientific names, crucial steps that an experimenter needs to perform to correctly
(error free) conduct the experiment.
Try to write the procedure as if someone was performing it for the first time.
Things to remember before presenting the proposal to your teacher:
1- Is the answer to your problem/question already known?
o Can the answer be found in a textbook, or science article?
2- Do you think this proposal idea is interesting to others?
3- Can the problem be experimentally tested and/or tested safely?
4- Can the results be presented in metric units?
5- Are the materials & equipment readily available to you, or do you need to purchase some items? How
much will this cost? Where will I get the items?
6- Is the experiment repeatable? Keep in mind that at least 15, or more, trials per variable/condition will
need to be completed to make the results statistically valid.
7- Can the experiment be completed in the fall or winter months? If not, you will need to plan ahead, get
early approval from the school’s SRP committee/Science Department, and begin your experiment
during the spring/summer between Honors Earth Science and Honors Biology.
8- You may need to follow additional teacher guidelines instructing you to get signatures/suggestions
from other teachers. FOLLOW DIRECTIONS!!
21
SRP # 1: Experimental Design Proposal Rubric Name:
Due Date: ____________ Date: Period/Block: Science Research Project
Experimental Design Proposal Rubric
Items Required for the Project Proposal:
Possible
Points
100
Your
Review
Grade
Peer
Review
Grade
Teacher
Grade
Format/Word Processing Requirements: –Typed, Times New Roman, 12 font
–Model after directions, or electronically use directions as a
template
6
Topic Category: –Choose from the ISEF list of 17 categories on page 5 of the
ISEF rules. Website listed on page 19 of this SRP Manual.
2
Title of Project: This may be changed as your project develops. It
should include a description of both variables. (Ex: The
Relationship between the I.V. and the D.V. OR The effect of I.V.
on D.V. OR How does I.V. affect D.V.?)
5
Statement of the Problem: –Type the problem using a question format.
(What do you want to find out about your experimental
project?)
–Type a reason / purpose about why finding the results to this
problem is scientifically significant ~~~~~~~~~~~~~~~Things to remember~~~~~~~~~~~~~~~
–Is the answer to the problem already known? If so, think about
another question.
–Is the question interesting to others?
–Is the question testable? (Can results be measured safely in
metric units?)
–Is equipment available / can the materials be ordered easily?
–Are the materials needed low cost ($) ?
–Can the experiment be completed in the fall, next year?
5
y / n
y / n
y / n
y / n
y / n
y / n
Hypothesis*: (*It may change throughout research process—from 9th to 10th grade.)
–Type a hypothesis in future tense using an if / then format
(Ex: If the rubric is followed specifically, the score
will be higher.) ~~~~~~~~~~~~~~~Things to remember~~~~~~~~~~~~~~
–Is the prediction logical?
–Is the prediction high school level?
10
~~~~~~~
y / n
y / n
Independent Variable (IV): –List the IV that the experimenter can control
~~~~~~~~~~~~~~~Things to remember~~~~~~~~~~~~~~
–Is the independent variable specific?
–Can at least 15 trails be tested per IV condition & for the control
group for more statistically valid results
10 ~~~~~~~
y / n
y / n
Dependent Variable (DV): –List item(s) that will change & be measured in metric units.
–Explain how the item(s) will be measured and with what?
10
Control/ Control Group: – Explain the standard for comparison in the experiment & how all
trial groups will be compared to this standard (control) group.
6
Constants: –List all the items in the experiment that will stay the same
6
22
Literature Review: (remember: refer to Topic Development
SRP # C: guided reading exercises) –List topics or questions that can be used to support the
experimental problem/question, hypothesis & experimental
procedures/materials
–what types of previous information on your topic/sub topics
needs to be read/researched
7
Procedure: –Use numerical steps to list general procedures developing the
experiment. Be as specific as possible & include all safety
precautions and metric units.
7
Your Review & Peer Review – Rubric columns completed on both sides of this
sheet
2
*Earth Science Teacher Signature: – Obtain a signature of approval from an Earth Science teacher on
your actual proposal, NOT this rubric. Teacher
comments/suggestions are welcome on your paper
(Insert names & room locations)
5
*Biology Teacher Signature: –Obtain a signature of approval from a Biology teacher on your
actual proposal, NOT this rubric. Teacher comments/suggestions
are welcome on your paper
(Insert names & room locations)
5
*Specialty Teacher Signature: – Obtain a signature of approval from a specialty teacher on your
actual proposal, NOT this rubric. Teacher comments/suggestions
are welcome on your paper
See your ES or Biology Teacher for recommendations of
specialty teachers!
5
This Rubric include name, date, and block/period
4
On time
5
Total number of points
100
Note:
1. The three teachers‘ signatures are expected to be on your actual proposal paper, not on this rubric.
2. This is a working document. Editing is a large part of the research process. You may be asked
several times to edit/change any items on your proposal and any other SRP assignments.
*Signatures are useful for some schools. Please talk to your department about this section.
23
SRP # 2a: Setting up the SRP Paper using an Electronic Template Document Name:
Due date: __________ Date: Period/Block:
Science Research Project
Setting up the SRP Paper using an Electronic Template Document
Dear Student and/or Parent:
The SRP Paper, from start to finish, is a continuous, flowing document and additions and edits are made
to this document throughout the project in 9th
and 10th
grade.
Your teacher can provide you with an electronic template to help you set up your SRP Paper document.
You can model your SRP Paper document after this example, or simply use the electronic version as your
template, which is HIGHLY suggested.
Your SRP Paper document is a work in progress and each SRP assignment builds on the next and is
placed in this continuous document. You will not (for the most part) have single documents for each SRP
assignment; they will mostly be placed into this document.
For example, SRP # 3, Literature Review, is placed on the appropriate pages of the document template
and saved. Then, SRP # 4, Materials and Procedures are placed on the appropriate pages of the
document template and saved. SRP # 6, a revision and final copy of the materials and procedures is
simply asking you to revise within the document and save…..SRP # 6 is not separate from SRP # 4…it is
simply a revision of # 4 within the same document. Likewise, SRP # 7 is a revision of all SRP assignments
done thus far……….so, open your continuous document you have been working on and make sure all
edits/revisions are complete and saved. If you do not understand this, please see your teacher
immediately.
How to use the electronic template to set up your continuous SRP Paper Document:
1. Open up the SRP Paper template document that your teacher gave to you.
2. Save this document using SAVE AS in the following manner:
your first name your last name SRPpapertemplate.doc
Ex: JohnSmithSRPpapertemplate.doc
3. Make sure the margins are still 1 inch on all sides and that there are page numbers in the upper right corner,
except for page 1. If there is a page number on page 1, go to insert page numbers and Deselect page 1 so it
does not show on your document. Page 1 should be the title page and you do not want a page number on it.
So, page 2 should be the Table of Contents and it should have a 2 in the upper right hand corner.
4. If you followed the directions above (#1-3), then your SRP Paper document will be very easy to maintain
and edit because all the formatting has been done for you. Now, you just have to fill in the pages with the
required information. This is where all the SRP assignments come in. Each assignment will tell you how
to fill in the pages of this continuous SRP document. SRP # A, B, C, D, 1, 2a, 2b, 3, 4 will be done in 9th
grade (Honors Earth Science) and 5-14 will be done in 10th grade (Honors Biology). If you did not take
Honors Earth Science, then ALL assignments will be done in Honors Biology (9th or 10
th graders).
24
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25
SRP # 2b: Taking Research/Reference/Resource Notes Name:
& Citing Sources Date: Period/Block:
Science Research Project
Taking Research Notes (Part I) and Citing Sources/References (Part II) Due date: __________
Directions: Part I:
The following list contains directions and Hints/Tips for Taking Notes from your Sources/References (i.e.
the Literature that you are reviewing/reading and MAY use in your Literature Review section of your SRP
Paper). A note-card method has been used in previous years and may still be used, however, this method
is more up to date and can be done electronically.
All of your notes from reading/reviewing related literature (references/sources) should be recorded
in the following manner:
1. All notes are to be typed using the Resource Information Sheet as a guide. (See pages 29-30).
2. All notes need to be a summary of what is found in each source/reference. These notes may range from a
paragraph to several pages. The idea is to summarize as much relevant information as possible for each source.
3. Some sources may repeat information that has already been read and summarized; continue to repeat writing the
information. Information that is repeated in several sources can be considered to be very reliable. In your Literature
Review section of your SRP Paper, you will mention that the same findings were found in several sources and you
can list those sources because you have taken proper notes denoting this.
4. Things to look for while taking notes on each of your sources:
Previous research done within your topic or sub-topics
What is already known about the area or field of research within your topic/sub-topics
Define unfamiliar terms that are relevant to your experiment
Explain unique procedures that might be required in your experiment
See how your project/experiment relates to or expands on previous research
5. Do not copy statements down word for word. Summarize ideas and record facts that are relevant to your
topic/sub topic and experiment.
6. If you are taking a direct quote from a source, be sure to copy it exactly and place it within quotation marks so
that you will remember that it was a direct quote.
7. A minimum of 10 sources (references) needs to be used and mentioned (cited) in your Literature Review section
of the SRP Paper. So, initially taking information from MORE THAN 10 sources is best in case you don‘t use
some information. Remember, 10 sources is the MINIMUM.
8. What are valid, scientific sources (references)?
Author‘s name and publish date is readily apparent.
Only one specialized encyclopedia can be used.
Journal articles found in scientific magazines. Use the database information provided through Loudoun
County Public Schools as a resource (website and passwords listed on SRP # C).
Source is recent or no more than 9 years old.
**Some examples of invalid sources are: Google, Askjeeves.com, Wikipedia, and general encyclopedias, such a
Americana. You may use wiki‘s as a starting point, but you need to follow their links and references….you cannot
simply cite wiki‘s as a primary source. (continued on next page)
26
9. Numerically catalog each summary and source (1-10). For example, the first source/reference you look at and
take notes from will be # 1, the second will be # 2 and so on. This way, if you have multiple pages of notes or
multiple note cards, you don‘t have to write the source info again, just simply put 1 or 2, etc.
10. Suggestions for gathering information from sources other than printed or web sources:
Contact manufacturers of products involved in your research. Manufacturers are listed in the
Consumer Resource Handbook in your school‘s library or science department.
Contact associations of people interested in your topic. The Encyclopedia of Associations in the
school library lists them by topic.
Call County/State/Federal government agencies of offices. Phone numbers for most offices are in
the blue pages of the phone book. Ask them to send you any information they might have on your
subject or if they can put you in touch with someone else.
E-mail faculty members at local colleges and universities to ask for advice and information.
Directions: Part II:
All assignments throughout the year are to include a proper references page (previously called
Bibliography) using the APA documentation style. Below are the guidelines you should follow and
examples of how to write references.
All citations within the text and reference entries are to follow the form given in The Publication Manual of the
American Psychological Association (Fifth Edition).
The following Internet sites will also be helpful:
http://owl.english.purdue.edu/
http://www.liu.edu/cwis/cwp/library/workshop/citation.htm
http://www.crk.umn.edu/library/links/apa5th.htm
http://www.docstyles.com/apacrib.htm
Use the following rules and examples to help you:
Rules for Referencing Books: 1. last name first alphabetized by first letter
2. first initial followed by a period
3. double space, then date of publication in parentheses, then period and double space
4. complete title and subtitle (if there is one) italicized, with only the first letter of each part capitalized
5. title and subtitle separated by colon and one space
6. period and double space after title
7. place of publication, colon, one space, name of publisher, period
Examples of Referencing Books:
Book by One Author
Sheehy, G. (1988). Character: America’s search for leadership. New York: Morrow.
Book by two or More Authors
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago
Press.
27
Rules for Referencing Journal Articles: Note: Pay attention to the features of this basic reference to a journal:
1. last name and initial as for a book reference
2. year of publication
3. title of article in lowercase, except for first word; title not underlined or in quotes
4. title of journal in italics
5. volume number in italics, issue number (if there is one) in parentheses and italics, followed by comma
6. page numbers, followed by period.
Examples of Referencing Journal Articles or Articles within Encyclopedias:
Journal Article, One Author
Sterk, H. (1985). The metamorphosis of Marilyn Monroe. The Central States Speech Journal, 36 (4),
294-304.
Journal Article, Two Authors
James, P., & Goldstraub, J. (1988). Terrorism and the breakdown of international order: The corporate
dimension. Conflict Quarterly, 8, 89-98.
Encyclopedia Article, Signed
Kaelunohonoke, J. (1971). Hula. Encyclopedia Americana, 45-46.
Encyclopedia Article, unsigned
Georgetown. (1974). Encyclopedia Britannica: Micropaedia, 123-125. 21
Rules for Referencing Internet and Electronic Sources:
Citing of Internet sources is not yet completely set forth. At the very least when you cite an online source you must
include the URL and entire address.
World Wide Web Rule:
Author. Title of item. [Online] Available http://address/filename, date of document or download.
Examples of Internet and Electronic References:
Document on a University Website:
Chou, L., McClintock, R., Moretti, F., & Nix, D.H. (1993). Technology and education: New wine in new bottles:
Choosing pasts and imagining educational futures. Retrieved August 24, 2000, from Columbia University,
Institute for Learning Technologies Web site: http://www.ilt.columbia.edu/publications/papers/
Newwine1.html
Electronic copy of a journal article (several authors) retrieved from a database:
Borman, W.C., Hanson, M.A., Oppler, S.H., Pulakos, E.D., & White, L.A. (1993). Role of early supervisory
Experience in supervisor performance. Journal of Applied Psychology, 78, 443-449. Retrieved October 23,
2000, from PsycARTICLES database.
Daily newspaper article, electronic version available by search:
Hilts, P.J. (1999, February 16). In forecasting their emotions, most people flunk out. New York Times. Retrieved
November 21, 2000, from http://www.nytimes.com
CD-ROM
Miller, M.E. (1993). The Interactive Tester (Version 4.0) [Computer software]. Westminster, CA: Psytek Services.
Rules for Parenthetical Citations : Parenthetical citations occur within the text of the SRP Paper (mostly in the Literature Review section and some in the results
and conclusions sections). They are used to reference or ―cite‖ information that is not common knowledge. The author‘s last
name and date of the source complete the reference.
Examples of Citations used within the text:
The construction industry is dependent upon aluminum which is light but strong (Miller, 1993).
For Wilson and Wallace, ―science is the only true art form‖ as it calls for unrestrained creativity (1992).
28
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29
SRP # 2b: Taking Research/Reference/Resource Notes Name:
& Citing Sources Date: Period/Block:
Resource Information Sheet for Research Note-Taking
Directions: Use this template to take research notes instead of using note-cards. The following
template is to be used with SRP # 2b on pages 25-27. Type the information applicable to your source;
(some criteria may not be available). Model this format or use this document as an electronic template
for all of your notes for each source.
For each PRINTED source, please do the following:
PRINTED SOURCE = Book, ―Full Text‖ PDF, Journal, Pamphlet, Periodical,
Specialty Encyclopedia (only allowed to use one).
Information needed for EACH PRINTED source:
Source #: ______________
Title of Source:
Article Title within Source:
Page Number(s) information is found:
Author(s) or Editor(s):
Publisher:
Place of Publication (City, State, Country):
Publishing or Copyright Date:
Volume / Edition #:
Article Date (for journals): ____ Volume # _____ Issue # _____
Article Date (for newspapers): _____ Edition / Section / Page #: _____
Typed notes found in resource:
Create an APA bibliography entry: use the Landmark Citation Machine at:
http://owl.english.purdue.edu/owl/resource/560/07/
(continues on next page)
30
Directions: For each WEB source, please do the following:
WEB SOURCE = articles in Online Databases, Internet Publications
Prohibited web sources are: Ask Jeeves, Encyclopedia Americana, Encyclopedia Britannica, Wikipedia,
World Book. You may use Wiki‘s to get started, but follow their sources for your information, do not cite
or reference Wikipedia as a primary source.
Information needed for EACH WEB source:
Source #: ______________
Web Address / URL:
Web Page / Article / Journal Title:
Website Title:
Database Name (i.e. InfoTrac, etc.)
Online Service (i.e. Google):
Author(s):
Organization (corporate site):
Date the page / site was created or revised:
Date (you) accessed the information:
Volume # ___ and Issue # ___ (for online journals):
Typed notes found in resource
Create an APA bibliography entry: use the Landmark Citation Machine at:
http://owl.english.purdue.edu/owl/resource/560/07/
31
SRP # 2b: Taking Research Notes and Citing References Rubric Name:
Due Date: ____________ Date: Period/Block: Science Research Project
Research Notes and Citation/References Rubric
Items Required & Limitations:
Must be typed on Resource Information Sheet (page 29-30) or on
note-cards
– At least 10 different valid scientific sources with reference
information.
– All sources must have an author, published date, and checked
for validity.
– Sources recently published; no older than 9 years.
– Only 1 specialized encyclopedia may be used
Google.com, Ask Jeeves, Wikipedia, & general
encyclopedias (ex. Americana, Britannica, & World
Book) are invalid.
– Each source must have summarized notes typed beneath its
reference.
– Number each different source .
– Beneath each set of notes, create an APA Reference Entry.
Possible
Points
100
Your
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
References/Sources/Literature Review— ---------- -------- -------- ---------
Source 1 (Source Info, notes, APA Reference entry) 3 pts 3 pts 3 pts
9
Source 2 (Source Info, notes, APA Reference entry) 3 pts 3 pts 3 pts
9
Source 3 (Source Info, notes, APA Reference entry) 3 pts 3 pts 3 pts
9
Source 4 (Source Info, notes, APA Reference entry) 3 pts 3 pts 3 pts
9
Source 5 (Source Info, notes, APA Reference entry) 3 pts 3 pts 3 pts
9
Source 6 (Source Info, notes, APA Reference entry) 3 pts 3 pts 3 pts
9
Source 7 (Source Info, notes, APA Reference entry) 3 pts 3 pts 3 pts
9
Source 8 (Source Info, notes, APA Reference entry) 3 pts 3 pts 3 pts
9
Source 9 (Source Info, notes, APA Reference entry) 3 pts 3 pts 3 pts
9
Source 10 (Source Info, notes, APA Reference entry) 3 pts 3 pts 3 pts
9
All typed using Resource Information Sheet as a guide
— secured in the Research Notes section of SRP notebook
1
This Rubric – include name, date, and block/period 2
Your Review & Peer Review
– Rubric columns completed
2
On time 5
Total number of points 100
32
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33
SRP # 3: Writing the Literature Review Name: Date: Period/Block:
Science Research Project
Writing the Literature Review Section of the SRP Paper
Due date: __________
Directions: This section can be called Literature Review, Background Information, Background Research or
Introduction. Basically, you have already gathered, reviewed and taken notes on a lot of literature
(sources/references) on your topic. Now, you need to put together a “review” or summary of all the information,
making sure to use information that pertains to your specific experiment/project. This will be typed on the
appropriate pages of your continuous SRP Paper Document that you set up in SRP # 2a. It should have at least
1000 words and includes three major components:
1. Introduction of your topic (refer to notes from SRP # 2b) 1
st and possibly 2
nd paragraph of the Lit. Review section of your SRP Paper document.
Introduces the topic and motivates the reader to care about this problem.
The introductory paragraph(s) should very generally describe what your paper will discuss and should end in a very
specific thesis statement (main idea).
Introduction should be about ¼ of the Literature Review section of your SRP Paper.
2. Supporting Paragraphs (refer to notes from SRP # 2b)
After the introduction paragraph(s)…..these are your ―body‖ or supporting paragraphs Describe what is known about the problem by citing previous research (methods, results) in the field
Examine the problem and select relevant sub-problems to discuss. Each sub problem is a paragraph.
You may want to use the box method to help you organize your paragraphs before you write. See diagram below.
Supporting Paragraphs should be about ½ of the Literature Review section of your SRP Paper.
―Box Method‖ of organizing the supporting paragraphs
Get some 3 x 5 inch index cards
On each card, write a sub-topic that needs to be included in the body portion of the
paper. This may be something discovered during note-taking while reading literature
in SRP# 2, or a part of the experimental design. Each of these ―sub-topics‖ represents a
part or paragraph of the Literature Review section of your SRP Paper.
Once all of the important sub-topics have been written on cards, organize the cards in a
way that logically ―flows.‖ Each of these cards can represent one, or more, supporting
paragraphs.
Remember that each paragraph needs to flow into the next; so transition sentences and
phrases need to be used.
Introduction
& thesis (Paragraph
1, and possibly 2 of
the Literature
Review section of
the SRP Paper)
Previous Knowledge-
sub-topic 1
(Paragraph 3)
Previous Knowledge-
sub-topic 2
(Paragraph 4)
Previous Knowledge-
sub-topic 3
(Paragraph 5)
Continue until you have
covered all relevant info in
the literature you have
read and the notes that you
have taken (SRP # 2).
Last Paragraph should be
a brief description of your
experiment.
34
3. Brief description of your experiment (Refer to SRP #1)
The last paragraph in your Lit. Review section of your SRP Paper should briefly describe your
experiment.
Summarize your approach including the purpose, statement of the problem, hypothesis, IV, DV,
control group, most important constants, and a brief description of your procedure. Do not just
copy and paste your entire procedure for this paragraph.
Avoid ‗first do this, and then do this…‘
Include how your project differs from previous research.
This Paragraph should be about ¼ of the Literature Review section of your SRP Paper.
Pictorial Version of # 1-3 above
One paragraph
summarizing
your approach.
The most general information for your topic goes first
Information more specific to your experiment next
previous research specific to your topic
35
General formatting:
If you set up your SRP Paper using the template, most formatting will already be done for you!!
You will be graded on formatting as well as content
1‖ margins all around
Times New Roman font, double-spaced, 12 pt. size of font
Write in passive voice: ―Distilled water was added …‖ instead of ―I added distilled water …‖
No, repeat no, personal pronouns – I, we, my, you, etc.
Write out numbers such as ―three studies‖ but not ―5 mL‖.
No contractions such as can‘t, won‘t, etc.
Spell out all abbreviations the first time you use them, i.e. Environmental Protection Agency (EPA).
Write scientific names correctly, i.e., Canis lupis or Canis lupis.
Indent paragraphs 5 spaces. Use correct paragraph construction (topic sentences, supporting statements,
closing statement).
Use statements instead of questions.
Proof read! Spellcheck cant fined awl airers!
If you need help be sure to see your teacher before the due date.
Citations:
Save all citations now as you are writing the Literature Review Section of your SRP Paper.
Everything in the literature review section must be cited to avoid being accused of plagiarism.
Citation and reference format is in APA (American Psychology Association) format, newest edition: The
Publication Manual of the American Psychological Association (Fifth Edition) available in your classroom
or library.
Everything must be referenced (cited) by last name of author and year of publication place in parentheses in
a format called parenthetical citations. (additional directions are located in SRP # 2b)
One author: (Jones, 2008).
Two authors: (Watson and Crick, 2001)
More than two authors: (Kernis, Cornell, Sun, Berry, & Harlow, 2007) then use (Kernis et. al.,
2007) for later citations
In text: ―Chaudry (2008) studied the effects of ...‖
References:
An excellent source for all of your reference formatting questions:
http://owl.english.purdue.edu/owl/resource/560/01/
You can also refer back to SRP # 2b
You need at least 10 sources. You can read encyclopedias and wiki‘s to learn about your topic, but these
are not acceptable for scientific references. o No general encyclopedias (i.e. World Book, Britannica, Americana, etc.)
o No wiki‘s (i.e. Wikipedia) although you can follow their links to other sources.
o No more than one specialty encyclopedia (Ex. Encyclopedia of Solar Technology)
o No more than 3 Internet sources.
o Scientific journal articles that are retrieved on line are not considered Internet sources and can be used.
Use APA style. List alphabetically by author‘s last name. The following are examples from the APA
website. Do not include the reference type listed before each example.
(continued on next page)
36
Use APA style. List alphabetically by author‘s last name. The following are examples from the APA
website. Do not include the reference type listed before each example.
REFERENCES
Journal article:
Fine, M. A., & Kurdek, L. A. (1993). Reflections on determining authorship credit and authorship order on faculty-
student collaborations. American Psychologist, 48, 1141–1147.
Book:
Nicol, A. A. M., & Pexman, P. M. (1999). Presenting your findings: A practical guide for creating tables.
Washington, DC: American Psychological Association.
Book chapter:
O'Neil, J. M., & Egan, J. (1992). Men's and women's gender role journeys: Metaphor for healing, transition, and
transformation. In B. R. Wainrib (Ed.), Gender issues across the life cycle (pp.
107-123). New York: Springer.
Internet source with no author:
New child vaccine gets funding boost. (2001). Retrieved March 21, 2001, from
http://news.ninemsn.com.au/health/story_13178.asp.
37
SRP # 3: Writing the Literature Review Section of SRP Paper : Rubric Name:
Due Date: ____________ Date: Period/Block:
Science Research Project
Writing the Literature Review Section of SRP Paper: Rubric
This portion of the SRP Paper includes the LITERATURE REVIEW
written in at least 1000 words with Citations in APA format, and a
separate REFRENCE page completed in APA format. Leave three
single spaces below the headings: LITERATURE REVIEW and
REFERENCES.
Possible
Points
100
Self
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
Format: 10 pts. Possible USE SRP PAPER TEMPLATE TO ALEVIATE FORMATTING
PROBLEMS (this was set up in SRP # 2a).
------- -------- -------- ---------
Typed on 8 ½ x 11‖ paper
1 inch margins all around
page # included on the upper right corner as a header
12 font size; Times New Roman
double spaced
use italics for special scientific names only
No BOLD anywhere in the paper
(each bullet
point is
worth 1 pt.)
7
Headings:
center
underline
use all caps
Example: LITERATURE REVIEW
REFERENCES
(each bullet
point is
worth 1 pt.)
3
Content of Literature Review: 60 points possible ------- -------- -------- ---------
introduction to the research topic
what is known about the topic
previous research/experiments about the topic
define unfamiliar terms
overall content in Literature Review is applicable to own
project
brief description of own project (problem, question,
hypothesis, IV, DV, control group, most important
constants)
how own project expands on and/or differs from previous
research/experiments
any unique procedures in your project
embedded citations where needed following a statement
or paragraph
use APA format w / (Author‘s last name, Date).
all 10 scientifically valid sources in references should be
cited in the paper
Correct number of words (1000 minimum)
(each bullet
point is
worth 5 pts.)
60
References: 10 pts possible ------- -------- -------- ---------
10 different sources (minimum)
5
Correct APA format
5
Continued on Following Page
38
Grammar/Mechanics: 10 pts possible
Correct Spelling, use of grammar & punctuation
proper use of scientific terms 10
Rubric Requirements: 12 pts. possible ------- -------- -------- ---------
This Rubric –
name
date
period/block
3
Self Review Grade
Peer Review Grade
4
On time 5
Total number of points 100
Dear Student:
The following are teachers to see for suggestions and/or assistance for your topic idea.
Subject Teacher Room Important Information Biology Science teachers may also be found in the
workroom (room #: _____). Some better
times to meet with them may be before school,
after school, or during their planning period.
Please make an appointment to meet with
one of these science teachers to help guide
you on your journey to develop your research
topic, but be respectful not to interrupt a
class when they are teaching. Skipping any of
your classes to meet with them is prohibited.
The teachers are not expected to provide a
topic for you, nor will they do the research
and/or experiment for you. They usually
make suggestions to enhance the quality and
validity of the topic idea so it is high school
level or above.
Chemistry
Earth Science
Environmental
Science
Physics
Music
Art
Psychology
Food Science
Other
39
SRP # 4: Draft of Materials & Procedures Name: Date: Period/Block:
Science Research Project
Draft of Materials & Procedures Due date: __________
Directions: Open up your continuous SRP Paper Document and fill in the appropriate pages for
materials and procedure using the guidelines below and information you have already typed in SRP # 1.
This is a DRAFT and will be edited several times as you do more research and actually perform the
experiment. SAVE your work after every edit session.
1. MATERIALS: your materials list should be in the following format and should include all of the
items listed below.
do not number items
size and number of each item listed
specific names and/or scientific names included
all measurements in metric units
heading capitalized, centered, underlined, 10 or 12 font
all words spelled correctly
2. PROCEDURES: your procedures should be written in the following format and should include all of
the items listed below.
numbered steps
each action written as a different step (ex. 1. Fill 100 mL beaker with 25 mL of H2O2. 2. Measure
25 mL of catalase into a 50 mL graduated cylinder. 3. Pour the 25 mL of H2O2 into the beaker.)
Do not write in paragraph form
Write your procedure so that another student or researcher could reproduce your experiment
exactly
Procedure steps include all equipment used in the experimental set-up
Procedure steps include an exact description of how measurements will be taken
Do not write your procedure in 1st person (no I, We, You)
Include enough repeated trials in your procedure, this will depend on your particular experiment,
more is better. (15 trials is the bare minimum)
Identify a control
Describe constants and plan for uniform conditions for all trials
Heading capitalized, centered, underlined, 12 font
All words spelled correctly
***Each section should be labeled with a heading. The heading should be written in all caps and
underlined. Triple space below each heading. Each section should be on a separate page. No bold letters
should be anywhere on the materials or procedure pages of your document.
40
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41
SRP # 4: Draft of Materials & Procedures: Rubric Name:
Due Date: ____________ Date: Period/Block:
Science Research Project
Draft of Materials & Procedures: Rubric
Open up your continuous SRP Paper Document and fill
in the appropriate pages for materials and procedures
using the guidelines on page 39 and information you
have already typed in SRP # 1. This is a DRAFT and
will be edited several times as you do more research and
actually perform the experiment. SAVE your work after
every edit session.
Possible
Points
100
Self
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
MATERIALS:
35 pts. (each bullet
point is
worth 7 pts.)
-------- -------- ---------
Items not numbered
Size and number of each item listed
Specific names and/or scientific names used
Measurements in Metric Units
Correct Spelling/Grammar
PROCEDURE:
63 pts. (each bullet
point is
worth 7 pts.)
-------- -------- ---------
Numbered steps ; Each action a different step
Can be reproduced
Specific equipment listed in steps
Description of measurement/metric units
Written in 3rd
Person (no I, we, my, you)
Repeated trials (minimum 15 trials per
variable/condition)
Control group included and described
Constants and uniform conditions described
Correct Spelling/Grammar
Headings in caps, underlined, 12 font, Times
New Roman for both sections
2 pts.
Total number of points 100
42
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43
SRP # 5: ISEF Forms and Research Plan Name: Date: Period/Block:
Science Research Project
ISEF Forms and Research Plan Due date: __________
Rules, Guidelines, Rules Wizard, and Forms Overview can be found at:
http://www.societyforscience.org/isef
The Intel ISEF Rules Wizard asks a series of questions about your planned project and will provide a list of forms
that you need to complete.
The required forms can be found at:
http://www.societyforscience.org/isef/document/index.asp
All Forms must be completed in Blue ink if hand written or typed on the computer and signed /dated in Blue ink.
1. All students must complete the following forms: 1, 1A, 1B, Research Plan Attachment
Checklist for Adult Sponsor/Safety Assessment Form (1)
Student Checklist (1A)
Research Plan (You type this out using the template in Appendix A on page 83, also see rubric on 47)
Approval Form (1B)
2. The Research Plan should be typed and attached to the Student Checklist (1A) it includes the following:
(See Appendix A, page 83, for an electronic template that you can just fill out. See rubric on page 47)
Statement of the Problem; Question being addressed
Hypothesis OR Engineering Goals (if applicable)
Procedures & Data Analysis– Detail all procedures and experimental design used for data collection and
describe the procedures you will use to analyze the data (include statistical/mathematical tests) that answers
the research question or hypothesis
Human research must include risk statement and copies of surveys if used.
For vertebrate animal research, you must briefly discuss POTENTIAL ALTERNATIVES and present a detailed
justification for use of vertebrate animals.
References
At least 10 major references from your library research (Note that ISEF specify at least 5 references; LCPS
specifies 10.)
Animal Care plan if animals are used in the research, including an animal care reference.
3. Areas of Research involving Human Subjects, Vertebrate Animals, Potentially Hazardous Biological
Agents and Hazardous Chemicals, Activities & Devices have specific requirements that are to be included in
the Research Plan. Refer to the Research Plan description on page 31 of the Forms document:
http://www.societyforscience.org/isef/document/index.asp
Students completing a project in the areas listed must also complete additional forms.
Human Subjects: Required forms 1, 1A, Research Plan, 1B, and
4 –Human Subjects Form
LCPS Informed Consent Form
Copies of Surveys (if used)
1C – Registered Research Institutional/Industrial Setting Form
(if you are working in a lab outside of the school setting)
2 – Qualified Scientist Form – if applicable
44
Nonhuman Vertebrate Animals: Required forms 1, 1A, Research Plan, 1B, and 1C – Registered Research Institutional/Industrial Setting Form, if applicable
2 – Qualified Scientist Form
5A – Vertebrate Animal Form (research at a non-regulated site)
5B – Vertebrate Animal Form (research at a regulated research institution)
Potentially Hazardous Biological Agents: Required forms 1, 1A, Research Plan, 1B, and (previously
classified as pathogenic and potentially pathogenic agents, recombinant DNA, and human and vertebrate
animal tissues)
3 – Risk Assessment, if applicable
6A – PHBA Risk Assessment Form
6B – Human and Vertebrate Tissue Form - for all studies involving body fluids
and tissues
2 – Qualified Scientist Form – if applicable
1C – Registered Research Institutional/Industrial Setting Form
(if you are working in a lab outside school setting)
Hazardous Chemicals, Activities or Devices: Required forms 1, 1A, Research Plan, 1B, and
2 – Qualified Scientist Form
3 – Risk Assessment Form
1C – Registered Research Institutional/Industrial Setting Form
(if you are working in a lab outside school setting)
4. The following forms require signatures BEFORE they can be submitted to the SRC/IRB
review committees:
1 – Checklist for Adult Sponsor/Safety Assessment Form
requires Teacher (as Adult Sponsor) signature
1B – Approval Form
requires Teacher (as Adult Sponsor), Student, and Parent signatures
1C – Registered Research Institutional/Industrial Setting Form
requires supervising Scientist signature after research is
complete
2 – Qualified Scientist Form
requires Qualified Scientist signature
3 – Risk Assessment Form
requires Qualified Scientist signature or Designated Supervisor 4 – Human Subject Form
requires Teacher signature
requires School Administrator Form
LCPS Informed Consent Form
requires Adult Sponsor signature
5A –Vertebrate Animal Form (research at a Non-Regulated Research site)
may require Veterinarian and Designated Supervisor signatures
5B – Vertebrate Animal Form (research at a Regulated Research Institution)
form completed by Qualified Scientist or Principal Investigator 6A—Potentially Hazardous Biological Agents Risk Assessment Form
requires Certifying Authority or Qualified Scientist signature
6B – Human and Vertebrate Animal Tissue Form
45
SRP # 5: ISEF Forms: Rubric Name:
Due Date: ____________ Date: Period/Block:
Science Research Project
ISEF Forms: Rubric
ISEF Forms are professional, legal documents and ALL instructions
MUST be followed accurately and completely. See your teacher with
any questions BEFORE the forms are due. Deadlines are CRUCIAL on
this SRP assignment.
Possible
Points
100
Self
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
Overall Submission: all papers clipped together, in # order, with
rubric, no directions included, not stapled, research plan
attachment behind Form 1A.
20
Forms format:
All forms either neatly written in Blue ink OR typed
on the computer.
Note: All signatures/ and signature dates must be in Blue
ink
no crossing-out, white-out, or stray marks
10
Form (1) Checklist for Adult Sponsor/Safety Assessment
Form:
complete, neat, accurate
15
Form (1A) Student checklist:
complete, neat, accurate
15
Research Plan
placed after Form (1A)
For grading on the Research Plan, see additional rubric
on page 47.
5
Form (1B) Approval Form:
complete, neat, accurate
parent‘s signature
signatures and signature dates in BLUE ink
20
Supplementary Forms:
all other required forms complete, neat, accurate, signed,
in BLUE
Forms in # order
5
On time and with this rubric (name, date, block/period)
10
Total number of points
100
Comments: Re-do forms: (1) (1A) (1B) none
Need to edit Research Plan: Yes No See Research Plan Rubric
Need forms: (1C) (2) (3) (4) (5A) (5B) (6A) (6B) none
Resubmit entire SRP #5: Yes No
46
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47
SRP # 5: ISEF Research Plan Attachment: Rubric Name:
Due Date: ____________ Date: Period/Block:
Science Research Project
ISEF Research Plan Attachment: Rubric
Use the template in appendix B, page 83 of this SRP Student
Manual to create your Research Plan that goes behind Form 1A.
Most of the items will come from SRP # 1 and #3…so, just copy
and paste into the Research Plan Attachment template on page 83.
Possible
Points
100
Self
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
Formatting: The entire Research Plan will have:
Times New Roman, 12 pt. font, third person, no personal
pronouns (I, we, me, my, you)
1‖ margins all around, single-spaced
(Use template on page 83...it is already formatted for you!!)
5
Headings: ALL CAPS, UNDERLINED, CENTERED, not bold,
1 space before and after heading
5
Statement of the Problem:
statement adequately introduces the scientific issue
question is specific and in the form of a question
well-written
scientific language used and denoted correctly
8 (each bullet
point is
worth 2 pts.)
Hypothesis:
If (IV), then (DV).
Includes all IV conditions
testable and repeatable
specific/clear
16 (each bullet
point is
worth 4 pts.)
Procedures:
numbered, each step a new number
does not say to gather materials
safety equipment included
specific equipment / chemicals used
specific conditions / measurements / statistical analysis
plan included
well-written
scientific language used and denoted correctly
all steps complete/clear/easy to follow
control group identified
constants and uniform conditions described
20 (each bullet
point is
worth 2 pts.)
References:
at least 10 sources
Correct APA style
20
Previous revisions completed (if applicable) 6
Includes this rubric with name, date, block/period 5
On time 15
Total number of points 100
Comments: * See comments written on your Research Plan Paper
*You need to include an Animal Care Plan or Human Risk Assessment…see SRP # 5 (page 43 # 2 and #3)
48
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49
SRP # 6: Final Materials & Procedures / Statistical Analysis Plan Name: (Final Experimental Design) Date: Period/Block:
Science Research Project Final Experimental Design / Statistical Analysis Plan
Due date: __________
Directions: Open up your continuous SRP Paper Document and make final edits to your materials page
and procedures page. Be sure that all suggestions from your teacher/peers have been completed and that
you have followed the guidelines below. In addition to making these final edits, please also include a
procedure for how you will statistically analyze your data/results. See guidelines below in # 3. Your
teacher should have already discussed statistics with you. Helpful hints and tips on statistical analysis
are located on page 50 and in appendix B.
1. MATERIALS: your materials list should be in the following format and should include all of the
items listed below.
do not number items
size and number of each item listed
specific names and/or scientific names included
all measurements in metric units
heading capitalized, centered, underlined, 10 or 12 font
all words spelled correctly
2. PROCEDURES: your procedure should be written in the following format and should include all
of the items listed below.
numbered steps
each action written as a different step (ex. 1. Fill 100 mL beaker with 25 mL of H2O2. 2. Measure
25 mL of catalase into a 50 mL graduated cylinder. 3. Pour the 25 mL of H2O2 into the beaker.)
Do not write in paragraph form
Write your procedure so that another student or researcher could reproduce your experiment
exactly
Procedure steps include all equipment used in the experimental set-up
Procedure steps include an exact description of how measurements will be taken
Do not write your procedure in 1st person (no I, We, You)
Include enough repeated trials in your procedure, this will depend on your particular experiment,
more is better. (15 trials is the bare minimum)
Identify a control
Describe constants and plan for uniform conditions for all trials
Heading capitalized, centered, underlined, 12 font
All words spelled correctly
3. Statistical Analysis Plan: You need to include in your procedures a section that includes the
following: (see pages 50 and appendix B for help and hints) (You may also see your science teacher or a math
teacher for help with statistics)
Type(s) of data you are collecting (Qualitative OR Quantitative OR Both)
Level of Measurement (nominal, ordinal, ratio, interval)
Statistical Tests you plan to use (t-test, chi-square, Pearson R correlation, ANOVA, etc.) (continued on next page)
50
Statistical Analysis
When you are planning your procedure you need to think about what statistical analysis test (s) you plan on doing
with your data. You need to be certain you are collecting appropriate data that will satisfy a statistical analysis of
your experimental results. Without statistical analysis of your data, your results are not scientifically sound or valid
and you cannot support or refute your hypothesis with a level of significance.
Types of Data/Level of Measurement
You need to consider the type(s) of data you have in your experiment. To determine the type, see below.
Qualitative data are placed into categories that may be discrete categories represented by word or number labels. It
can also be measurements made with a nonstandard scale with unequal intervals.
Levels of Measurement
NOMINAL
DATA
objects are placed into categories that cannot be ranked
(male/female, yes/no, or brown, black, red hair)
ORDINAL DATA objects are placed into categories that can be ranked
(Moh’s hardness scale or animal activity ranked 1- 5)
Quantitative data consists of numbers representing counts or measurements made using a scale with equal intervals.
Levels of Measurement
RATIO DATA data collected using a scale with equal intervals and with an
absolute zero (temp, velocity)
INTERVAL
DATA
using a scale with equal intervals but no absolute zero
(temp change, pH)
Statistical Tests
1. The t-test (or Analysis of Variance): An analysis of variance is used when you have two or more groups and
you want to compare measurements of each group. The t-test analyzes the relationship between two groups.
This is used with quantitative data.
2. The Chi-square test: This test is used when you have counts that can be placed into yes or no categories, or
other simple categories such as quadrants. This is used with qualitative data.
3. The Pearson R Correlation: The Pearson R Correlation allows you to test how the values of one event or
object relates to the values of another event or object. This is used with quantitative data.
4. ANOVA: An ANOVA is an analysis of testing the equality of three or more
Population means of analyzing sample variances. This is used with quantitative data.
Note: there are more types of statistical tests that may work better for your data collection. See your science
teacher or a math teacher that teaches statistics for help.
Quantitative Qualitative
Inferential Statistics t-Test (t) Pearson R
Correlation
ANOVA
Chi- Square (x2)
Appendix B has several directions, hints, tips and examples of statistical analysis, tables, how to use
the TI calculators and excel software.
51
SRP # 6: Final Materials & Procedures / Statistical Analysis Plan: Rubric Name:
Due Date: ____________ Date: Period/Block:
Science Research Project
Final Materials & Procedures / Statistical Analysis Plan: Rubric
Open up your continuous SRP Paper Document and make final edits
to your materials page and procedures page. Be sure that all
suggestions from your teacher/peers have been completed and that
you have followed the guidelines on page 49. In addition to making
these final edits, please also include a procedure for how you will
statistically analyze your data/results. See guidelines on page 50 #
3. Your teacher should have already discussed statistics with you.
Helpful hints and tips on statistical analysis are located on page 50
and in Appendix B.
Possible
Points
100
Self
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
MATERIALS:
24 pts. (each bullet
point is
worth 4 pts.)
-------- -------- ---------
Items not numbered
Size and number of each items listed
Specific names and/or scientific names used
Measurements in Metric Units
Correct Spelling/Grammar
Headings in caps, underlined, 12 font, Times New
Roman
PROCEDURES:
40 pts. (each bullet
point is
worth 4 pts.)
-------- -------- ---------
Numbered steps ; Each action a different step
Can be reproduced
Specific equipment listed in steps
Description of measurement/metric units
Written in 3rd
Person (no I, we, my, you)
Repeated trials (minimum 15 trials per
variable/condition)
Control group included and described
Constants and uniform conditions described
Correct Spelling/Grammar
Headings in caps, underlined, 12 font, Times New
Roman
Statistical Analysis Plan:
Type(s) of data (qualitative, quantitative, both)
Level of Measurement (nominal, ordinal, ratio,
interval)
Statistical Tests you plan to use (t-test, chi-
square, Pearson R correlation, ANOVA, etc.)
**Put this in the procedures, usually at the end.
36 pts. (each bullet
point is
worth
12 pts.)
Total number of points 100
52
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53
SRP # 7: Edits to SRP Paper Name: Date: Period/Block:
Science Research Project Edits to SRP Paper
Due date: __________
Directions: Open up your continuous SRP Paper Document and make final edits to all sections except
for the Results and Conclusions pages. Be sure that all suggestions from your teacher/peers have been
completed and that you have followed the guidelines below.
Pay close attention to the Table of Contents page and make sure your page numbers are correct. If you
have made any major changes to your title, statement of the problem, hypothesis, literature review,
materials, procedures or references since you last visited your document, make sure those major changes
are reflected when you turn in this version of your SRP Paper.
Title Page
Table of Contents
Statement of the Problem
Hypothesis
Literature Review
Materials
Procedures
Results (this section will be empty until experimentation is complete)
Conclusions (this section will be empty until experimentation is complete)
References
Paper Format (this should already be formatted for you if you have been using the SRP Paper template document)
1. Typed on 8 ½ x 11 paper
2. Font size should be 12 Times New Roman
3. Margins = 1" on all sides.
4. Page numbers go in the upper right hand corner (1" from the top). No page number on the first page (first page is
considered to be the Title Page, so your table of contents page should be page 2).
5. Center and underline headings [ Ex: STATEMENT OF THE PROBLEM ]. Triple space after headings.
6. Each section should start on a new page.
Contents of Paper
1. Title Page
Title is placed 3 inches from the top and is written in ALL CAPS. If it is more than one line it should be
double-spaced and the first line should be the longest. (This formatting has already been set up in the electronic
template.)
Most titles should start with the words "The Relationship Between… " or ―The Effect/Affect of…….‖
Two inches below the title the word "by" is centered and then:
Your Name
Honors Science
Teacher‘s Name
Current Date
54
2. TABLE OF CONTENTS
includes all your headings and .........page number
does not include ABSTRACT
underline heading [ Ex: TABLE OF CONTENTS ]
use periods between item and page number
(This formatting has already been set up in the electronic template.)
Example -
Statement of the Problem...............................….......................................3
Hypothesis…………………………….....................................................4
Literature Review………………………………………………………..5
Materials…………………………………………………………………9
Procedures………………………………………………………………10
Results…………………………………………………………………...13
Conclusion………………………………………………………………15
References……………………………………………………………….17
3. STATEMENT OF THE PROBLEM Make sure this is in the form of a question.
4. HYPOTHESIS State your educated guess (your prediction) as to the outcome of the experiment
(No "I", " We") If/Then statement or prediction.
5. LITERATURE REVIEW Make all revisions indicated by your teacher /peers on your first draft, all previous papers,
and grade sheets.
6. MATERIALS
List all the materials used.
Example - 3 500 ml glass beakers
7. PROCEDURES List the steps to conduct your experiment so that another person could duplicate it.
The steps must be numbered.
8. RESULTS This section will be blank until you actually have results. This section is to also include all tables, charts, graphs
(figures), and statistical analysis.
9. CONCLUSIONS This section will be blank until you have analyzed your results and performed statistical analysis. You should be referring
back to your Literature Review in your conclusion.
10. REFERENCES All sources used and cited within the literature review section should be included in an alphabetical listing. In your final
paper you must have 10 SOURCES.
55
SRP # 7: Edits to SRP Paper: Rubric Name:
Due Date: ____________ Date: Period/Block:
Science Research Project
Edits to SRP Paper: Rubric
Open up your continuous SRP Paper Document and make final
edits to all sections except for the Results and Conclusions pages.
Be sure that all suggestions from your teacher/peers have been
completed and that you have followed the guidelines on
pages 53-54.
Pay close attention to the Table of Contents page and make sure
your page numbers are correct. If you have made any major
changes to your title, statement of the problem, hypothesis,
literature review, materials, procedures or references since you
last visited your document, make sure those major changes are
reflected when you turn in this version of your SRP Paper.
Possible
Points
100
Self
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
Formatting: The entire paper will have:
New Times roman, 12 pt., third person
1‖ margins all around, double-spaced
page #‘s in upper right corner
<INSERT> <PAGE#‘S> deselect first page
6
Headings: ALL CAPS, UNDERLINED, CENTERED
not bold, 3 spaces after heading
Each heading a new page
6
Title page:
Title 3‖ from top, ALL CAPS, centered
2‖ from title: by, Your Name, Honors Science, Teacher‘s
Name, Current Date
9
TABLE OF CONTENTS
all headings and page numbers listed
page numbers correct
10
STATEMENT OF THE PROBLEM
all pervious revisions completed
5
HYPOTHESIS
all pervious revisions completed
10
LITERATURE REVIEW
all pervious revisions completed
10
MATERIALS
all pervious revisions completed
6
PROCEDURES
all pervious revisions completed
10
RESULTS
page will be blank except for heading
2
CONCLUSIONS
page will be blank except for heading
2
REFERENCES
10 sources
alphabetical by author‘s last name
correct APA style
9
This rubric attached with name, date, period/block 5
On time 10
Total number of points
100
56
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57
SRP # 8: Pictures of Set-Up and Materials Name: Date: Period/Block:
Science Research Project Pictures of Set-Up and Materials
Due date: __________
Directions: This SRP assignment is designed to make you set up your experiment and think about all of
the things you will need to run the experiment. This may include equipment, solutions, disposables,
labeling supplies, a place to conduct the experiment, and anything else you might need.
What to turn in:
1. At least five photographs (not pictures from the web) of your set-up and materials.
2. Captions for each photograph describing what the picture is showing.
3. Citations for each photograph naming the person who took the photo. (One caption for all is
acceptable if one person took all of the photos.)
Example: Photograph taken by John Smith
All photographs taken by John Smith
Note: This assignment is not designed to be turned in electronically. It takes too long for teachers to download all
pictures from each student. If your teacher requires you to turn in SRP assignments electronically, this one is an
exception and should be turned in as a hard copy on the due date with the rubric below.
=========================================================================================
SRP # 8: Pictures of Set-Up and Materials: Rubric Name:
Due Date: ________ Date: Period/Block:
Science Research Project Pictures of Set-Up and Materials: Rubric
SRP # 8 Grading Rubric: Pictures of set-up and materials
Criterion
Points
Possible
30
Self
Review
Peer
Review
Teacher
Review
Pictures – at least 5 clear pictures of set-up /
materials
10
Captions – clearly describe each picture
5
Citations – Citations for each picture
5
On time with this rubric (name, date,
period/block)
10
Total number of points
30
58
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59
SRP # 9: Notebook Check / Draft of Data Name: Date: Period/Block:
Science Research Project Notebook Check / Draft of Data
Due date: __________
Directions: This SRP assignment is designed to make sure you have been keeping up with your notebook
and that it is neat and complete. This is a ―check‖ and your teacher will make suggestions/comments
about what you need to do to get your notebook ready for your final notebook check (which is SRP # 10).
This assignment is also designed to see that you have devised correct tables, charts, and graphs/figures for
your data collection and statistical analysis plan.
What to turn in:
1. Your SRP Notebook (make sure you meet all requirements as laid out in the Notebook Contents
and Notebook Rubric on pages 11-13.
2. Behind the Data section in your notebook, please include DRAFT copies of all tables/charts,
graphs/figures, including statistical analysis plan.
Note: See guidelines below for explanations about Tables and Graphs, as well as examples in
Appendix B.
TABLES Make a table(s) for your raw data as well as a summary of the statistics done (see examples in
Appendix B).
Your raw data goes in the data section of your notebook, but NOT in the results section of your
SRP Paper. ONLY the summary of statistics goes in the results section of the SRP Paper and on
your Display Board. (Again, see Appendix B for examples of statistical tables.)
Columns and rows must be straight and neat (typed).
Headings (with UNITS) are required on all columns and rows.
Titles go above the table, typed in ALL CAPS
Ex: TABLE 1: PLANT HEIGHT (cm) VERSUS LIGHT EXPOSURE
GRAPHS Can be either a line graph or a bar graph. Line graphs show trends or relationships.
Bar graphs are used for comparison.
Do not make line or bar graphs for RAW data. Only graph the means (averages) for each variable
or condition you are testing, as well as the control group (s).
The independent variable goes on the X-axis, the dependent variable goes on the Y-axis. Label
axes with names and units. Include a key.
Titles go below the graph, typed in ALL CAPS
Ex: FIGURE 1: PLANT HEIGHT (cm) VERSUS LIGHT EXPOSURE
Use software packages to create graphs when possible. No graphs are to be done on loose leaf
paper with hand drawn lines. (See directions/hints/examples in Appendix B).
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61
SRP # 9: Notebook Check / Draft of Data: Rubric Name:
Due Date: ________ Date: Period/Block:
Science Research Project
Notebook Check / Draft of Data: Rubric
This SRP assignment is designed to make sure you have been keeping up
with your notebook and that it is neat and complete. This is a “check”
and your teacher will make suggestions/comments about what you need
to do to get your notebook ready for your final notebook check (which is
SRP # 10).
This assignment is also designed to see that you have devised
correct tables and graphs/figures for your data collection and
statistical analysis plan.
Possible
Points
100
Self
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
Informal Teacher Notebook Check:
Notebook is in good shape for this check. (Yes =10)
Teacher suggestions for student BEFORE final NB check (SRP
# 10)
10
Draft of Raw Data Table(s):
Columns/Rows straight and neat (word processed)
Columns/Rows (IV and DV) have Headings with metric units
Descriptive Title including IV and DV placed above Table in
ALL CAPS with metric units
Raw Data Collection is in progress or finished
20 (each bullet
point is worth
5 points)
Draft of Statistical Data Table(s):
Columns/Rows straight and neat (word processed)
Columns/Rows have appropriate Headings with metric units
Descriptive Title placed above Table in ALL CAPS with
metric units or statistical test units
Statistical analysis is in progress or finished
Note: See examples of statistical tables in Appendix B, page 91)
20 (each bullet
point is worth
5 points)
Draft of Graph(s):
Title (in ALL CAPS below graph)
IV of the experiment; goes on X axis; labeled; metric units
DV of the experiment; goes on Y axis; labeled; metric units
Appropriate to Data collection (Line graphs show trends or
relationships, Bar graphs are used for comparison) Key provided (clear and complete)
Computer generated (Not drawn by hand!)
Averages of variables/conditions and control groups are
graphed, NOT raw data.
35 (each bullet
point is worth
5 points)
This rubric attached with name, date, period/block 5
On time 10
Total number of points
100
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63
SRP # 10: Final Notebook Check Name: Date: Period/Block:
Science Research Project Final Notebook Check
Due date: __________
Students and Teachers:
Refer to the Notebook Contents Directions and Rubric on pages 11-13 for this final check. This
should be worth 100 points. Please see notes below.
All sections of the notebook should be neat, complete and labeled. Your name should appear on the front,
inside and spine. All previous drafts with rubrics and current/final versions should be filed away under
the appropriate tabs. Notebook should not be falling apart. If it is, please purchase a new notebook.
Tabs should also be neat and legible. If they are not, please purchase and/or make new tabs.
If you have any questions about these guidelines, please see your teacher BEFORE the notebook check is
due. Students should have fixed issues with their notebooks using the suggestions given by the teacher in
SRP # 9.
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65
SRP # 11: Draft of Results and Conclusions Name: Date: Period/Block:
Science Research Project Draft of Results and Conclusions
(Including Data/Statistical Analysis, Tables, Graphs)
Due Date: ___________
Directions: Open up your continuous SRP Paper Document and add in your text for the Results and
Conclusions sections. Be sure to follow the guidelines below. Your results section should include data
tables (mean or average values, NOT raw data), as well as statistical tables and graphs. (Again, for help
setting up tables or with statistical analysis, see Appendix B).
RESULTS
The results section of your SRP Paper includes the 3 parts listed below:
SUMMARY The Results section is a Summary of the data/statistical tests in paragraph form and should
include at least the following items:
Topic Sentence
Identification of Variables and Control Group
Whether the data (DV) was qualitative (continuous) or quantitative (nominal or
ordinal).
A description of the statistics done (what tests did you do? T-test, ANOVA, Chi-
square, Pearson R correlation, etc.)
Include the numbers for the means (averages) for each group. Ex: ―The means for
organic and inorganic fertilizer were 23.6 cm and 35.6 cm, respectively.‖
The null hypothesis (remember this means that the IV will have no affect on the
DV)
State whether the null hypothesis was accepted or rejected.
Remember hypotheses are accepted or rejected based on the P value only. ―The
means of the experimental groups were significantly different (P<0.05).‖ ―The __
group was statistically different from the control with a P<0.01).‖ ―There was no
statistically significant difference between the means of ____ and _____ (P>0.05).‖
Whether the alternative hypothesis was supported or not supported. The alternative
hypothesis is your original hypothesis – Make sure you review your original
hypothesis and do not change it to match your experimental outcome.
You should refer to your statistical table(s) (no raw data) For example: ―As
shown in Table 1……..‖) Make sure your table is labeled Table 1 (or 2, etc.) with
a descriptive table mentioning the IV and DV. Ex: Table 1: Put title here…..
Refer to your graph in the same way, except graphs are called Figures and their
titles are on the bottom of the graph. Ex: Figure 1: Put title here…..
This section should be 1-2 pages.
(continued on next page)
66
TABLES
Make a table(s) for your raw data as well as a summary of the statistics done (See
examples in Appendix B, page 91).
Your raw data goes in the data section of your notebook, but NOT in the results
section of your SRP Paper. ONLY the summary of statistics goes in the results
section of the SRP Paper and on your Display Board. (Again, see Appendix B,
page 91 for examples of statistical tables.)
Columns and rows must be straight and neat (typed).
Headings (with UNITS) are required on all columns and rows.
Titles go above the table, typed in ALL CAPS
Ex: TABLE 1: PLANT HEIGHT (cm) VERSUS LIGHT EXPOSURE.
GRAPHS
Can be either a line graph or a bar graph. Line graphs show trends or relationships.
Bar graphs are used for comparison.
Do not make line or bar graphs for RAW data. Only graph the means (averages)
for each variable or condition you are testing, as well as the control group (s).
The independent variable goes on the X-axis, the dependent variable goes on the Y-
axis. Label axes with names and units. Include a key. Titles go below the graph,
typed in ALL CAPS
Ex: FIGURE 1: PLANT HEIGHT (cm) VERSUS LIGHT EXPOSURE
Use software packages to create graphs when possible. No graphs are to be done on
loose leaf paper with hand drawn lines. (See directions/hints/examples in
Appendix B on how to use excel and graphing calculators).
Tables and Graphs go after your Results Summary text.
(continued on next page)
67
CONCLUSIONS
The conclusions section of your SRP Paper includes the items listed below:
What was the purpose/significance of the experiment?
Claim: –Was the experimental (alternative) hypothesis supported or note supported? (never
proved!)
Give Evidence for the claim—refer to the data and statistical tests. This is an important
explanation—the main purpose of the conclusion. Explain how the data support the claim.
Never leave it up to your reader to draw connections.
Tell us the science behind why the IV had this effect (or lack thereof) on the
DV. Use the evidence in the Literature Review section of your SRP Paper to
support your conclusions. That is why you wrote the Literature Review…so,
refer back to it!!
If applicable, stating and explaining the mathematical relationship between the IV and DV.
Brief analysis of uncertainty
Systematic error?
Random error?
Analysis of limitations - limitations of the instrumentation/methods available
Generalizability of results – can your results be generalized to all humans, all insects, all
types of sports balls, all foods that contain vitamin C, …?
Future Directions.
Improvements to the procedure, sample size, etc. (be realistic)
Improvements to the statistical analysis
Questions raised from your research (future direction for research in this area)
This section should be 1-3 pages.
Tips: Refer to your aims/hypothesis – don‘t lose sight of the goal!
Never make a claim without evidence from your experiment or several other previous experiments.
Take yourself out of it. No third person (No ―I‖), no subjective statements.
Don‘t be afraid to admit that your hypothesis wasn‘t supported! Some of the greatest discoveries come when the
results are unexpected.
If your hypothesis is not supported, do not use the evaluation purely to explain why the experiment ―failed;‖
instead, consider what might have gone wrong, or why the IV really had no effect on the DV, as well as what new
directions you might go in, assuming that you didn‘t ―mess up.‖
Don’t overstate the significance of your findings, but do admit to success!
Be concise. This is not creative writing class. Stick to the facts and findings and relate it back to your Literature
Review (what other experiments or research has documented in the past).
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69
SRP # 11: Draft of Results and Conclusions: Rubric Name: Date: Period/Block:
Due Date: ________
Science Research Project Draft of Results and Conclusions: Rubric
(Including Data/Statistical Analysis, Tables, Graphs)
Open up your continuous SRP Paper Document and add in your
text for the Results and Conclusions sections. Be sure to follow
the guidelines on pages 65-67. Your results section should
include data tables (mean or average values, NOT raw data), as
well as statistical tables and graphs. (Again, for help setting up
tables or with statistical analysis, see Appendix B).
Possible
Points
100
Self
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
RESULTS 56
Results Summary: (1 to 2 pages)
Purpose of the experiment stated
IV, DV, and control group(s) identified
Type of data identified (qual vs. quant or both)
Level of data identified (continuous, nominal, ordinal)
Summary/Description of Statistics
what tests were used (t-test, chi-square, Pearson
R, ANOVA, etc.)
means or modes with units included (NOT raw
data)
state if P was > or < 0.05 (or possibly <0.01)
and/or give statistical test values and state
statistical significance.
Null hypothesis stated—accepted or rejected?
Alternative (experimental) hypothesis stated – supported
or not supported?
Tables/Graphs are referred to
2
3
1
1 ___
2
2
5
2
2
2
Tables: (put after results summary)
Table of statistics, NOT raw data
Columns/Rows straight and neat (word processed)
Columns/Rows (IV and DV) have Headings with metric
units
Descriptive Title including IV and DV placed above
Table in ALL CAPS with metric units
5
3
4
5
Graphs: (put after results summary)
Title (in ALL CAPS below graph)
IV of the experiment; goes on X axis; labeled; metric
units
DV of the experiment; goes on Y axis; labeled; metric
units
Appropriate to Data collection (Line graphs show trends
or relationships, Bar graphs are used for comparison)
Key provided (clear and complete)
Computer generated (Not drawn by hand!)
Averages of variables/conditions and control groups are
graphed, NOT raw data.
(continued on next page)
3
3
3
1
3
1
3
70
CONCLUSIONS
(1 to 3 pages)
44
Well written discussion of what the statistics mean
Claim: was the alternative (experimental) hypothesis
supported or not supported ? (this is yes or no, NOT ―a
little.‖)
Give evidence for the claim: refer to the data and
statistical tests.
Describe the science behind why the IV had this effect on
the DV.
Refers back to the Literature Review
Sources of error or uncertainty are discussed
Limitations (limits of instruments, methods, etc.) are
discussed
Improvements to the procedure or experimental
design/data collection are discussed
The value of this experiment or results to society are
discussed.
If the experiment was continued, what would be the next
step….what could be looked at next based on your
results?
5
2
5
5
5
2
2
2
3
5
This rubric attached with name, date, period/block 3
On time 5
Total number of points
100
Dear: _______________________________________
Wow! You did a great job on the following aspects of this assignment:
After reading this, I had a few questions:
I would be happy to help you work on the following areas. Please make an appointment with me ASAP!
71
SRP # 12: Abstract Name: Date: Period/Block:
Science Research Project Abstract
Due Date: ___________
The main purpose for writing a science project abstract is to give both you and the reader a very brief summary
and overview of your project. If written well, the abstract can tie your project together and, most importantly; it
will give your project a sense of continuity and clarity.
Begin by writing in Microsoft Word:
At the top of the paper, follow the format below:
The Title of the Project (Do NOT use all caps.) ---- title
John Smith ---- name
Park View High School, Sterling, VA ---- school name, city, state
A couple of main points to keep in mind as you write the abstract:
1. Abstracts should be single-spaced using 12-point Times New Roman font.
2. The abstract can be a maximum of 250 words.
3. Single spaced
4. Summarize everything; do not burden the reader with too much content.
5. Proof read for content and spelling, (particularly your name).
6. Do not put separate headings within the text.
7. Do not use the first person (I, My)
The following is a suggested outline for writing the abstract:
(Do not put these bold headlines within the abstract. These are for guidance only!)
Theme and Purpose: In just a few sentences, present the main area to which this study relates and give the Purpose of the study or
experiment. (Spend some time thinking about how to say this. The trick here is to say something (in a few
words) that can capture the imagination and interest of the reader without saying too much.)
Methodology: Briefly describe the project. Include the IV, DV, and control groups. If you used ―subjects‖ (volunteers)
give a brief overview of them (# of males, # of females, age range, etc.). Also, give a brief overview of the
procedure.
Results: Highlight the most important findings of the study. Include numbers – mean or mode for each variable or
condition and control group. Make sure to include metric units and describe statistical tests performed on
your data.
Conclusions: State the alternative (your or ―experimental‖ hypothesis) and say whether it was supported or not supported
based on the statistical tests performed to show significance. Briefly describe what the results mean….Did
the independent variable influence the dependent variable? If possible, relate this to the purpose of the study.
Report any major sources or error if there were any. Otherwise, do not state any.
Further research: Note any further questions which have arisen from your project. Only include questions that can be used for
further research/projects/experiments. This is an incredibly important part of this abstract. This tells the
reader that you recognize the limits of your study and that you can see other problems and questions that can
be turned into studies. For example: State that ―Further research could explore…….‖
(continued on next page)
1st
72
Save your Abstract Word Document and submit it electronically to your teacher for
review.
Please save your abstract with the following naming scheme:
Your First Name Last Name Abstract V1
Ex: JohnSmithAbstractV1
Your teacher will use the SRP # 12 Grading Rubric to review your abstract and will ask you to
make edits in your Abstract Word document and submit it a second time. Please send this edited
version to your teacher electronically with the same naming scheme as before but change it to V2
(for version 2).
Your teacher will review the 2nd
version and make any final comments. If you have additional
edits to make, your teacher will let you know and you need to make the edits and send it the final
time as V3 (version 3). This will be the version that is presented at your local school fair and that
gets sent to Regional and/or State Science Fair if you are selected to participate.
Hint: The information that needs to go into your abstract is already in your SRP paper. Just read your
paper, highlight the key points listed on page 71, and compose the abstract. Be sure to stay at 250 words
maximum.
2nd
73
SRP # 12: Abstract: Rubric Name: Date: Period/Block:
Due Date: ________
Science Research Project Abstract: Rubric
Please refer to SRP # 12 directions on pages 71-72 before
submitting your Abstract and this Rubric electronically to your
teacher. If you have questions about this assignment, see your
teacher BEFORE it is due.
Hint: The information that needs to go into your abstract
is already in your SRP paper. Just read your paper,
highlight the key points listed on page 71, and compose the
abstract. Be sure to stay at 250 words maximum.
Possible
Points
100
Self
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
Format:
Typed using Microsoft Word, 12 Font, Times New Roman
Single Spaced
Top of the document includes Title of Project, Student Name,
School Name, city, state
250 words MAXIMUM
20
(each bullet
point is worth
5 pts.)
Theme and Purpose:
Purpose of the study/experiment is clearly stated and catches
the readers interest
Only 1-2 sentences in length
10
(each bullet
point is worth
5 pts.)
Methodology:
Brief description of the project (including IV, DV, and control
groups)
If applicable: brief description of ―subjects‖ or volunteers that
were used in the study
Brief overview of the procedures
15 (each bullet
point is worth
5 pts.)
Results:
A highlight of the most important findings are present
Means or Modes (whichever is appropriate for your data) are
present with metric units for each variable and control group
A description of the statistical tests or analysis is present
15
(each bullet
point is worth
5 pts.)
Conclusions:
Alternative Hypothesis (your experimental hypothesis) is stated
and supported or not supported
Describe what results mean in terms of statistical analysis
results
Did the IV influence the DV and how did that compare with the
control group?
Discuss any MAJOR sources of error (not minor ones…only
major ones that could have affected the results)
20
(each bullet
point is worth
5 pts.)
Further Research:
Question(s) to be used for further research are stated and
appropriate
5
This rubric attached with name, date, period/block 5
On time 10
Total number of points
100
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75
SRP # 13: Final SRP Paper Name: Date: Period/Block:
Science Research Project Final SRP Paper
Due Date: ___________
How to complete and submit the Final SRP Paper:
If you have been following directions throughout this process, you have already completed all revisions
given to you by your teacher and/or peers. Just read over your entire SRP Paper a few times and make
sure all of the previous edits and revisions are complete and in Final form. Use the quick checklist below
as you read through your paper before submitting the final copy to your teacher. Many teachers will
have you submit this electronically, as they have all year. However, please check with them on the
method of submission. Please be sure you attach the SRP # 13 rubric with your final paper submission.
Things to check in your paper: double spaced
1‖ margins - all sides
page numbers in upper right hand corner (except page 1—title page)
section headings centered, underlined, and capitalized
correct spelling
all revisions done
sections in correct order on separate pages
title page
table of contents
statement of the problem
hypothesis
literature review
materials
procedures
results (summary, tables, & graphs)
conclusion
references (correct APA style….10 sources minimum)
neatly hole punched and in notebook under ―Final SRP Paper‖ tab
Helpful Hint: Ask your parents and/or friends to proofread the paper for you. They should look for
spelling and grammatical mistakes as they read through. Also ask them to make sure they can easily
understand what your project was about and what the results were.
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SRP # 13: Final SRP Paper: Rubric Name: Date: Period/Block:
Due Date: ________
Science Research Project
Final SRP Paper: Rubric
If you have been following directions throughout this process, you have already completed all revisions given to you by your teacher
and/or peers. Just read over your entire SRP Paper a few times and make sure all of the previous edits and revisions are complete and in
Final form. Use the quick checklist on page75 as you read through
your paper before submitting the final copy to your teacher. Many teachers will have you submit this electronically, as they have all
year. However, please check with them on the method of submission.
Please be sure you attach the SRP # 13 rubric with your final paper submission.
Possible
Points
100
Self
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
Appropriate font style and size 5
Correct format (headings, margins, page #, spacing) 5
Title Page
Revisions complete
Appropriate Title
5
Table of Contents
Revisions complete
Correct Page #‘s
5
Statement of the Problem
Revisions complete 5
Hypothesis
Revisions complete 5
Literature Review
Revisions complete
Correct APA citations throughout text
All listed References cited within text
10
Materials
Revisions complete 5
Procedures
Revisions complete
5
Results
Revisions complete
Statistical Analysis present
Appropriate Graphs/Tables included after results summary
10
Conclusions
Revisions complete
Refers back to Literature Review
10
References
Revisions complete
10 sources minimum
Correct APA Style
5
Avoided possible problems by properly preparing and conduction
needed research
High School level
Scientifically controlled experiment/study
10
This rubric attached with name, date, period/block 5
On time 10
Total number of points
100
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SRP # 14: Display Board Name: Date: Period/Block:
Science Research Project Display Board
Due Date: ___________
You must turn in the Display Board along with your notebook and ten copies of your abstract.
For the Loudoun County RSEF, you can NOT use a computer or other device to display a slide show,
PowerPoint type presentation, computer animation, etc. Only computer programs written by the
student and serving as an integral part of the research project can be on display.
The RSEF will not provide computers for students to use at their display.
Board requirements:
NEAT -- (word processed—not hand written)
No spelling errors (especially in the title)
Pictures/papers glued down securely (no edges peeling up -- rubber cement works well)
Colorful/eye-catching
Well-organized/easy to follow
8 Space Limitations
For the Loudoun RSEF, your display board and the table that it rests upon cannot have a combined height of more
than 213 cm (7 feet); taking into account the table height, this means that all project display boards can have a
maximum height of (137) 4.5 ft.. No project display boards can be placed on the floor. You will have a surface
area depth of about 76 cm (30 in), but your board can be as wide as 122 cm (48 in). (Please note that this differs
from the height allowed at the ISEF.)
Place your SRP items on the board similar to the way shown above:
1 -Statement of the problem/question 5 -photographs (all must have credit lines of origin and captions)
2 -Literature Review Ex: Photograph(s) taken by John Smith
3 -Procedures 6 -results and summary
4 -tables/graphs 7 -conclusions
(statistics, NOT raw data) 8 -notebook and 10 abstracts (on table)
See page 6 of the 2010-2011 ISEF Rules and Regulations for further display guidelines:
http://www.societyforscience.org/isef/document/index.asp
You are allowed to display some of the equipment used for your project, especially if it is unique or you designed
it. However, there are strict rules about what is acceptable or unacceptable. You can be easily disqualified if the
wrong items are included. See your teacher if you have any questions.
1 2
3
Title
4
5
6
7
198 cm
(6.5 ft)
from
floor,
assume
table =
30”
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81
SRP # 14: Display Board: Rubric Name: Date: Period/Block:
Due Date: ________
Science Research Project
Display Board: Rubric
You must turn in the Display Board along with your
notebook and ten copies of your abstract.
If you need help or have questions about the display board,
see your teacher at least one week BEFORE it is due!!
Possible
Points
100
Self
Review
Grade
Peer
Review
Grade
Teacher
Review
Grade
Display Board includes the following parts:
------ ------ ------ ------
Title (may have catchy title, but MUST have official title) 10
Statement of the Problem
Includes research question
5
Variables (this section optional, but highly recommended)
IV, DV, Control Group
------
Hypothesis
Alternative (i.e. YOUR or experimental) hypothesis
May also include the Null Hypothesis
5
Literature Review
Can be a brief summary of information pertaining to what
you referenced in the conclusion
5
Procedures
If procedures are extremely detailed, only provided a
summary version
5
Statistical Tables/Graphs
No Raw Data
5
Results Summary
5
Conclusion
5
Board is correct Size (no higher than 4.5 feet) 5
Neatness 10
Creativity/Attractiveness/Pleasing Color Scheme 10
Clear Headings/Titles/Spelling – Headings must be Large 10
No page numbers or stray marks on any of the board contents 5
This rubric attached with name, date, period/block 5
On time with all revisions complete 10
Total number of points
100
Comments:
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APPENDIX A Sample of Research Plan for Form 1A
This is an example of a research plan document that is required to be attached to Form 1A as indicated in SRP #
5. Some projects will require a more detailed research plan with animal care plans or human risk assessment
plans. Please see SRP # 5 directions and rubrics to help you with this task. Use the following as a template.
(Basically, just copy and paste what you have already done in SRP # 1-4, making sure all edits and revisions
have been completed so your research plan is accurate. )
STATEMENT OF THE PROBLEM
State the scientific issue or purpose that underlies this research. Then, write the question that your
research will address. At least one sentence introducing the topic. The last sentence must be in the form
of a question.
HYPOTHESIS
If (something about the IV – be specific), then (something about the DV – be specific).
PROCEDURES
List the steps in your procedure here. Single spaced, numbered. Written in third person with no personal
pronouns…no I, we, you. Be sure to include your statistical analysis plan and how you are going to
measure your DV.
REFERENCES
(List at least 10 sources using APA style. The following are examples from the APA website. List alphabetically
by author‘s last name.) An excellent source for all of your reference formatting questions:
http://owl.english.purdue.edu/owl/resource/560/01/
Journal article: (do not use the bold headings, they are listed to explain the examples)
Fine, M. A., & Kurdek, L. A. (1993). Reflections on determining authorship credit and authorship order
on faculty-student collaborations. American Psychologist, 48, 1141–1147.
Book:
Nicol, A. A. M., & Pexman, P. M. (1999). Presenting your findings: A practical guide for creating tables.
Washington, DC: American Psychological Association.
Book chapter:
O'Neil, J. M., & Egan, J. (1992). Men's and women's gender role journeys: Metaphor for healing,
transition, and transformation. In B. R. Wainrib (Ed.), Gender issues across the life cycle (pp.
107-123). New York: Springer.
Internet source with no author:
New child vaccine gets funding boost. (2001). Retrieved March 21, 2001, from
http://news.ninemsn.com.au/health/story_13178.asp.
84
APPENDIX B Statistics for Science Research: Hints, Tips, Examples
Scientists analyze data collected in an experiment to look for patterns or relationships among variable. If we think we see a
pattern or a relationship, we must complete one more step before we can be sure of the results. In order to determine that the
patterns we observe are real, and not due to chance and our own preconceived notions, we must test the perceived pattern for
significance.
Statistical analysis allows scientists to test whether or not patterns are real, and not due to chance or preconceived notions of
the observer. We can never be 100% sure, but we can set some level of certainty to our observations. A level of certainty
accepted by most scientists is 95%. We will be using tests that allow us to say we are 95% confident in our results.
STEP ONE Types of Data 1. Qualitative - data using non-standard scales (descriptions of leaf quality). Qualitative data are placed into categories that
may be discrete categories represented by word or number labels. It can also be measurements made with a nonstandard scale
with unequal intervals.
Levels of Measurement
NOMINAL DATA objects are placed into categories that cannot be ranked
(male/female or brown, black, red hair)
ORDINAL DATA objects are placed into categories that can be ranked (Moh’s
hardness scale or animal activity ranked 1- 5)
2. Quantitative - measurements made using a scale with equal intervals (temp of water in Celsius degrees). Quantitative data
consists of numbers representing counts or measurements.
Levels of Measurement
RATIO DATA data collected using a scale with equal intervals and with an
absolute zero (temp, velocity)
INTERVAL DATA using a scale with equal intervals but no absolute zero (temp
change, pH)
Decide which of the above types of data you have collected and record here: ____________________________
STEP TWO Descriptive Statistics Type of Descriptive Statistic Quantitative
Interval Ratio
Qualitative
Nominal Ordinal
Central Tendency - the # most typical Mean Mode Median
Variation - spread of data Range
Variance
Standard Deviation
Frequency Distribution
Mode value that occurs most often (in a tie, use both)
Median middle value when ranked highest to lowest
x Mean mathematical average
Range difference between the smallest and largest average
Variance average squared distance from the mean (how spread out the values in a set of data are).
SX Standard Deviation a measure of how closely the individual points of data
cluster around the mean.
Frequency Distribution # of cases falling into each category of the variable
n Number number of data points
Use the table above to decide which type of descriptive statistics you will do and list them here
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Using the TI-84 Plus to Find Descriptive Statistic Values
The buttons on the calculator are indicated in bold.
Push the ON button.
Push 2nd (blue key) then List
Push >> until MATH is highlighted
Arrow down until MEAN is selected. Hit ENTER
Enter your list of data points according to this format: ({5,6,7,3,10}) then hit ENTER
The answer should be displayed to the right.
Push 2nd then List
Push >> until MATH is highlighted
Arrow down until MEDIAN is selected. Hit ENTER
Enter your list of data points according to the this format: ({5,6,7,3,10}) then hit ENTER
The answer should be displayed to the right.
Repeat the above steps for standard deviation and variance.
__________________________________________________________________
STEP THREE For Quantitative:
Follow the directions above for using the TI-84 Plus and record these values here:
Mean ______________ Range _______________ Variance _____________
Standard Deviation___________
For Qualitative:
Determine the mode, median and frequency distribution and record here:
Mode _____________ Median __________________
Frequency Distribution ___________________________
STEP FOUR
Inferential Statistics Inferential statistics are done to determine if the data is statistically significant. They limit the possibility that the data
differences occurred by random chance or due to some unknown, uncontrolled variable. If the data is shown to be statistically
significant than the data differences can be explained by changes in the independent variable.
Statistical Tests
1. The t-test (or Analysis of Variance): An analysis of variance is used when you have two or more groups and you
want to compare measurements of each group. The t-test analyzes the relationship between two groups.
2. The Chi-square test: This test is used when you have counts that can be placed into yes or no categories, or other
simple categories such as quadrats.
3. The Pearson R Correlation: The Pearson R Correlation allows you to test how the values of one event or object
relates to the values of another event or object
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Quantitative Qualitative
Inferential Statistics t-Test (t) Pearson R
Correlation
Chi- Square (x2)
Decide which of the inferential statistics you will be doing; calculate your Degrees of Freedom.
Record here: Stats ____________________Degrees of Freedom ______________
Level of Significance - We will use 0.05 which means that the probability
of error in the research is 5/100 (95%)
df Degrees of Freedom - Represents the total number of observations in a
sample.
To calculate:
For t-test df = (n1-1) + (n2-1)
For Chi-square test df = (#rows – 1) (#columns – 1) For Pearson R correlation df = (n-2) subtract 2 from the number
of comparisons made.
μ Null Hypothesis - Basically states that there is no difference between the
mean of your control group and the mean of your experimental group. Therefore any
observed
difference between the two sample means occurred by chance and is not significant. If you
can disprove your null hypothesis then there is a significant difference between your
control and experimental groups.
STEP FIVE
Three options for your null hypothesis
μ1= μ2 This states that the two means are equal (experimental {1} and
control {2}). To use this to reject your null hypothesis, your
t-value must be > table value or your x2 calculated > x
2 table.
μ1< μ2 This states that the mean of your experimental group is lower than
the mean of the control group. For example, in golf, the lower score is the better score. To use this
to reject your null hypothesis your t-value must be < table value or your x2 calculated > x
2 table.
μ1>μ2 This states that the mean of your experimental groups is higher
than the mean of the control group. For example, plants with fertilizer grow higher than those
without. To reject your null hypothesis your t-value must be > table value or your
x2 calculated > x
2 table.
Write your null hypothesis here: ________________________________________________________________________
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Graphing calculators are helpful in determining T-TEST and CHI-SQUARE.
Using the TI-84 Plus to Find Inferential Statistic Values
T-TEST
The buttons on the calculator are indicated in bold.
Push the ON button
Push 2nd MEM
Arrow down to 4:ClrAll Lists and hit ENTER
Hit ENTER again
The screen should say DONE
Push STAT
Select 1: Edit by hitting ENTER
Under L1, type in the data from your experimental group. Type in the numbers and hit ENTER in between each.
Arrow over to L2 and type in the data from your control group.
When done hit STAT again.
Push >> to get to Tests
Arrow down to option 4:2-SampTTest and hit ENTER
Make sure that Data is highlighted.
Arrow down and select the correct null hypothesis; µ1 ≠ µ2, µ1 < µ2, µ1 > µ2
Make sure Pooled is set to NO
Arrow down to CALCULATE and hit ENTER
Your t-value is indicated by t =
CHI-SQUARE
Push 2nd MEM
Arrow down to 2: Delete and hit ENTER
Arrow down to 5: Matrix and hit ENTER
Hit enter for each Matrix [A], [B], entry that is listed
Example: A researcher tests the hypothesis that there was no significant difference in
the amount of graphing calculator use demanded by the different tests given to the three senior classes at
Roosevelt High. She analyzed each of the three 50-item tests and classified each item as inactive, neutral, or
active depending on the extent of calculator use required. Use the tallies
shown in the 3x3 matrix to test the hypothesis.
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Test A Test B Test C
Inactive 16 19 13
Neutral 14 10 26
Active 20 21 11
To enter the data in your matrix
Note: Your matrix must be at least a 2 x 2, if you have a 1 x 2 please ask
your teacher for additional instructions.
Push 2nd then push MATRIX
Push >> to get to EDIT (you must set up a matrix to record the data for the x 2 -test) hit ENTER
Set up the values for your matrix (rows x columns), the matrix for the example is 3 x 3, and select 1: [A] by hitting ENTER
Begin to enter the data for the columns and rows exactly as it is in your matrix table
Push STAT and push >> to get to TESTS
Arrow down to C: X2-Test and hit ENTER
Arrow down to calculate and hit ENTER
Your CHI-SQUARE value is indicated by X2 =
To view your expected values:
Push MATRIX
Arrow over to EDIT and select 2:[B]
Hit ENTER and your expected values will be listed in the B matrix.
To Calculate Chi-square Manually
Use the formula: x2= ( O - E)
2 E
x2= Chi-square
= Sum of the Values
O = Observed Frequency Distribution
E = Expected Frequency Distribution
Example: Mary read that bees were attracted to the color yellow as opposed to red, blue, or white. She wondered if
crickets would show a color preference. To test her hypothesis that crickets would be differentially attracted to colors, she
placed 100 crickets in a container. To bottom of the container was divided into four equal sections covered by red, blue,
yellow, or white paper. She observed the number of crickets on each color one hour after placing them in the container. The
distribution of crickets was: 30 red, 40 blue, 12 yellow, 18 white. By chance alone, an equal number of crickets on each color
of paper would be expected.
Determine the Observed Frequency Distribution:
Red Blue Yellow White
30 40 12 18
Determine the Expected Frequency Distribution
Red Blue Yellow White
25 25 25 25
Use the formula to calculate x2
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PEARSON R CORRELATION COEFFICIENT To calculate the Pearson R value you must use the Microsoft Excel program on the computer. It can not be calculated using
the TI calculators.
Calculate your t-value, Chi-Square, or Pearson R and record here:
(Note: you will have different values for each of your experimental groups)
STEP SIX
Deciding to Accept or Reject the Null Hypothesis Use the tables for the t-test and the Chi-square test to find the table value. Use your calculated degrees of freedom and the
Level of Significance of 0.05 (95%) to find the correct value.
Determine if the calculated value is greater or less than the table value.
For t-test: Refer to null hypothesis descriptions for decision to accept or reject the null hypothesis.
For Chi-square: If x2 Calculated > x
2 Table, then the null hypothesis is rejected.
For Pearson R Correlation: If the calculated value is greater than the table value
reject the null hypothesis.
If the r = 0.00 there is zero correlation.
If the r = 1.00 there is a perfect correlation.
Values can be + or - . Positive values indicate increase in X
corresponds to increase in Y. Negative values indicate increases in one value are associated with
decreases in the other.
Decide whether to accept or reject your null hypothesis.
Accept _________ Reject ________
STEP SEVEN
What Does it Mean to Accept or Reject the Null Hypothesis?
The null hypothesis generally states that there is no significant difference between your two sets of data. If it is accepted, it
means that any differences in your data are not significant and probably due to random chance. If the null hypothesis is
rejected, it means that there is a significant difference in your two sets of data and these differences are due to the factors
(independent variable) that you changed.
Make a statement regarding your null hypothesis.
For example: (from above):At df = 3, = 0.05, x2 = 7.815 for significance; the calculated x
2 of 18.6 > 7.815 and is significant.
The null hypothesis is rejected and the research that crickets would be differentially attracted to colors was supported.
Your statement: ________________________________________________________________________
________________________________________________________________________
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ANOVA Statistical Tests
(to compare 3 or more groups)
Websites for Free Calculators online:
1. http://www.danielsoper.com/statcalc/calc43.aspx
2. http://www.physics.csbsju.edu/stats/anova.html
3. For explanation of ANOVA see Wikipedia or below paragraphs or below websites
http://www.stats.gla.ac.uk/steps/glossary/anova.html
http://www.statisticallysignificantconsulting.com/Anova.htm
ANOVA ("Analysis of Variance"). Like the two-sample t-test, ANOVA lets us test hypotheses about the
mean (average) of a dependent variable across different groups.
While the t-test is used to compare the means between two groups, ANOVA is used to compare
means between 3 or more groups.
There are several varieties of ANOVA, such as one-factor (or one-way) ANOVA, two-factor (or two-
way) ANOVA, and so on, and also repeated measures ANOVA. The factors are the independent
variables, each of which must be measured on a categorical scale - that is, levels of the independent
variable must define separate groups.
One-Way ANOVA Example
One-factor ANOVA, also called one-way ANOVA is used when the study involves 3 or more levels of a
single independent variable. For example we might look at average test scores for students exposed to one
of three different teaching techniques (three levels of a single independent variable).
ANOVA Statistics
The null hypothesis for ANOVA is that the mean (average value of the dependent variable) is the same
for all groups. The alternative or research hypothesis is that the average is not the same for all groups.
The ANOVA test procedure produces an F-statistic, which is used to calculate the p-value. As described
in the topic on Statistical Data Analysis if p < .05, we reject the null hypothesis. We can then conclude
that the average of the dependent variable is not the same for all groups.
With ANOVA, if the null hypothesis is rejected, then all we know is that at least 2 groups are different
from each other. In order to determine which groups are different from which, post-hoc t-tests are
performed using some form of correction (such as the Bonferroni correction) to adjust for an inflated
probability of a Type I error.
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Examples of Statistical Data Tables
Quantitative
TABLE 10.5 Effect of Fertilizer on the Mean Height (cm) of Bean Plants
Descriptive
Information
Commercial
Compost
Control
Mean
Variance
Standard Deviation
Number
7.0
3.6
1.9
10
5.0
2.2
1.5
10
4.0
2.0
1.4
10
Results of t-test Commercial vs.
Compost
t = 2.6
0.01<p<0.05
Compost vs.Control
t = 1.5 p >0.01
Commercial vs.
Control
t = 4.0 p <0.00
At df 18; µ of 0.01; t =2.878 for significance
Qualitative
TABLE 10.7 Attraction of Crickets to Various Colors
Information
Observed
Distribution
Expected
Distribution
(Chance)
Calculated x
2
Mode
Frequency
Distribution
Red
Blue
Yellow
White
Number
Blue
30
40
12
18
100
Red-Blue
Yellow-White
25
25
25
25
100
1.0
9.0
6.7
1.9
Results of the
Chi-square test
x
2 =18.6 at df=3
x
2 of 18.6 > 7.815
p < 0.001
Tables from ―Students and Research‖, 2nd
Edition, Cothron, Julia, Giese, Ronald, Rezba, Richard. Kendall/Hunt
PublishingCompany. Dubuque, Iowa. 1993.
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Sample Statistical Analysis for Quantitative Data
FOR EXAMPLE - A student tested the effect of different types of fertilizers on plants. Below is his data
for his control and fertilizer A.
Trial Number Control Group
Height of plant (mm)
Fertilizer A
Height of plant (mm)
1 45.0 47.4
2 46.2 48.5
3 51.4 55.2
4 43.2 49.1
5 44.1 52.3
6 42.7 56.2
7 41.8 51.9
8 42.6 52.9
9 41.8 51.6
10 42.4 49.8
11 43.1 52.7
12 44.3 56.1
13 43.2 57.3
14 42.6 56.2
15 43.4 58.2
Steps for Using Excel for Statistics
1. Enter the data above into your Excel spreadsheet. It should look like the spreadsheet below.
2. Set up a table below your data table for your descriptive statistics. You should include mean,
range, variance, and standard deviation.
93
3. Click in the cell for the mean of the control.
4. Click on Formula on the Tool Bar. Click on fx and the insert function will box will open. This
will allow you to insert a formula into the spreadsheet. The Mean of a set of numbers is the
Average. In the select category box, select Statistics. Under select a function, select Average and
then click OK.
5. A box titled Function Arguments will open.
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6. Take the mouse and highlight the numbers. A dotted line will appear around the column.
7. You will see that the average has been calculated to be 43.85333. Click OK. The average will be
transferred to the mean cell in the spreadsheet.
8. Repeat steps 3 – 7 to calculate the mean for the data for Fertilizer A. The mean value you
calculate for Fertilizer A should be 53.02667.
9. To calculate the Range, subtract the smallest number from the largest number. Enter the value
into the cell for that value.
10. To calculate the variance, repeat steps 3 – 7 selecting VAR from the menu.
11. To calculate the standard deviation, repeat steps 3 – 7 selecting STDEV from the menu.
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12. Your calculations should give you the following values:
Control Fertilizer A
Mean 43.8533 53.0267
Range 9.6000 10.8000
Variance 5.7627 11.5192
Standard
Deviation 2.4006 3.3940
13. We are going to calculate a value for the t-test. In the area below the standard deviation
value, type the word T-Test.
14. Click on the cell next to the T-Test cell.
15. Click on Formula on the Tool Bar. Click on fx and the insert function will box will open.
16. In the selection area, select TTEST. Your screen should look like this:
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17. Click on OK. Your screen should look like this:
18. Click in the box next to Array1. Highlight the numbers in the control column.
19. Click in the box next to Array2. Highlight the numbers in the Fertilizer A column.
20. Click in the box next to Tails. If you have a one-tailed test, type in one. If you have a two-tailed
test, type in two.
21. What is the meaning of a two-tailed test? If you are using a significance level of alpha = 0.05, a
two-tailed test allots half of your alpha to testing the statistical significance in one direction and half
of your alpha to testing statistical significance in the other direction. This means that .025 is in each
tail of the distribution of your test statistic. When using a two-tailed test, regardless of the direction of
the relationship you hypothesize, you are testing for the possibility of the relationship in both
directions.
22. For a one tailed test, you are testing for the possibility of the relationship in either the left-tail area
or the right tail area.
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23. We are doing a two-tailed test so you need to enter a two next to tails.
24. Click in the box next to Type. If you are doing a paired test, enter 1. If you are doing a t-test in
which the two samples have equal variances, you would type a 2. If the two samples have unequal
variances, type 3. Our variances are not equal, so type 3.
25. Your screen should look like this:
26. Click on OK.
27. You get a value of 6.46129E-09. This is the probability that the results happened by chance.
Since the p-value is so small, you would reject the null hypothesis.
98
Making a graph of your data.
You want to graph your descriptive statistics. Highlight your descriptive statistics.
1. Click on Insert on the Toolbar.
2. Click on the type of graph your want. Click on the columns.
3. Click on 2-D columns.
4. If your graph covers your data, you can click on the graph and move the graph.
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Sample Statistical Analysis for Qualitative Data
FOR EXAMPLE - A student tested the effect of different types of fertilizers on plants. The students
developed a rubric for the health of the parts. A 1 was not very healthy and a 5 was very healthy. Below
is his data for his control and the different strengths of fertilizer A.
Trial
Number
Control Group
Health of plant
Fertilizer A 2 %
Health of plant
Fertilizer A 4%
Health of plant
Fertilizer A 6 %
Health of plant
1 3 4 4 5
2 4 4 4 4
3 3 4 4 5
4 3 4 5 5
5 4 4 5 5
6 3 4 5 5
7 3 4 4 4
8 3 4 5 5
9 4 4 5 5
10 3 4 4 5
11 3 4 5 5
12 4 4 4 5
13 4 4 5 4
14 3 3 4 5
15 3 3 5 5
Steps for Using Excel for Statistics
1. Enter the data above into your Excel spreadsheet. It should look like the spreadsheet
below.
2. Set up a table below your data table for your descriptive statistics. You should include
the mode and the median.
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3. Click in the cell for the mean of the control.
4. Click on Formula on the Tool Bar. Click on fx and the insert function will box will open.
This will allow you to insert a formula into the spreadsheet.
101
5. In the select category box, select Statistics. Under select a function, select Mode and then click
OK.
6. A box titled Function Arguments will open.
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7. Take the mouse and highlight the numbers. A dotted line will appear around the column.
8. You will see that the mode has been calculated to be 3. Click OK. The mode will be
transferred to the mode cell in the spreadsheet. Your spreadsheet should look like this.
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9. Repeat steps 3 – 8 to find the mode for the different percentages of Fertilizer A. The
mode represents the number that appears most often. If a number does not appear more
than once, you will get an error message. The column will not have a mode. Your results
should look like this.
Control
Group
Health
of
Plant
Fertilizer
A 2 %
Health
of plant
Fertilizer
A 4%
Health
of Plant
Fertilizer
A 6 %
Health
of plant
Mode 3 4 5 5
Median
10. To calculate the median, repeat steps 3 – 8 selecting MEDIAN from the function list.
Your results should look like this.
Control
Group
Health
of
Plant
Fertilizer
A 2 %
Health
of plant
Fertilizer
A 4%
Health
of Plant
Fertilizer
A 6 %
Health
of plant
Mode 3 4 5 5
Median 3 4 5 5
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Making a graph of your data.
You want to graph your descriptive statistics. Highlight your descriptive statistics.
1. Click on Insert on the Toolbar.
2. Click on the type of graph your want. Click on the columns.
3. Click on 2-D columns.
4. If your graph covers your data, you can click on the graph and move the graph.
105
Doing Chi-Square in EXCEL
There is a function in EXCEL called CHITEST. CHITEST does not return a value for Chi-Square. It
skips that step and returns a probability that you will get a Chi-Square at least as high as the one you
calculate from the observed values and predicted values. The problem is that the CHITEST‘s degrees of
freedom are not always calculated correctly. Depending on the case you can lose one or two degrees of
freedom using CHITEST. Because the CHITEST is basing its answer on less than the correct degrees of
freedom, it gives you an inappropriately large value for the probability.
After Chi-Square has been calculated by hand, you can use the CHIDIST worksheet function to make a
judgment about the Chi-Square value.
1. Select a cell to store the result.
2. From the Statistical Functions menu, select CHIDIST to open the Functions Arguments dialog box for
CHIDIST.
3. In the Functional Arguments dialog box, type the values asked for in the box.
4. In the X box, type the calculated Chi-Square value.
For an example, put 36 in the X box.
5. In the Deg_freedom box, type the degrees of freedom. After typing the degrees of freedom,
the dialog box shows the one-tailed probability of obtaining at least this value of Chi-Square.
For the example we are doing, type 25 for the degrees of freedom.
106
6. The Functional Arguments dialog box should look like this:
7. Click OK to close the dialog box and put the answer in the selected cell.
8. The value in the dialog box is greater than .05, so the decision is not to reject the null hypothesis.
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Pearson Correlation
This is a data analysis for a t-test for a paired two sample for means.
1. Enter the data for each sample into a separate data array.
For example, we have the before data in column B and the after data in column C.
2. Select Data, then Data Analysis to open the Data Analysis dialog box. The Data Analysis ToolPak
must be loaded as an add-in.
3. In the Data Analysis dialog box, scroll down the Analysis Tools list and select t-Test: Paired Two
Sample for Means.
4. Click OK to open this tool‘s dialog box.
108
5. In the Variable 1 Range box, enter the cell range that holds the data for one of the samples. Click in
the Variable 1 Range box, then highlight the data in the B column. The range will appear in the box.
6. In the Variable 2 Range box, enter the cell range that holds the data for one of the samples. Click in
the Variable 2 Range box, then highlight the data in the C column. The range will appear in the box.
109
7. In the Hypothesized Mean Difference box, type the difference between µ1 and µ2 that Ho specifies.
In this example, the difference is 0.
8. If the cell ranges include column headings, check the Labels checkbox.
These were included, so the box needs to be checked.
9. The Alpha box has 0.05 as a default. Change that value if you want to use a different α.
10. In the Output Options, select a radio button to indicate where you want the results.
For this example, New Worksheet Ply was selected to put the results on a new page in the
worksheet.
11. Click OK.
Because New Worksheet Ply was selected, a new page opens with the results.
110
12. After the new page opens with the results, you need to expand the columns to read the results.
13. Cell B7 shows a value for the Pearson Correlation Coefficient. The coefficient will be a number
between -1 and +1. It shows the strength of the relationship between the data in the first sample and the
data in the second sample.
14. If this number is close to 1, high scores in one sample are associated with high scores in the other
sample and low scores in one are associated with low scores in the other. If this number is close to -1,
high scores in the first sample are associated with low scores in the second and low scores in the first are
associated with high scores in the second.
15. If the number is close to zero, the scores in the first sample are not related to scores in the second
sample.
Our example gives us a value close to one.
16. Cell B9 shows the degrees of freedom.
17. Cell B8 shows the Ho specified difference between the population means.
18. Cell B10 gives the calculated value of the test statistic.
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APPENDIX C LCPS RSEF Project Categories and Subcategories ANIMAL SCIENCES (100)
Development
Ecology
Genetics
Animal Husbandry
Pathology
Physiology
Systematics
BEHAVIORAL & SOCIAL SCIENCES (200)
Clinical & Developmental Psychology
Cognitive Psychology
Physiological Psychology
Sociology
BIOCHEMISTRY (300)
General Biochemistry
Metabolism
Structural Biochemistry
CELLULAR & MOLECULAR BIOLOGY (400)
Cellular Biology
Cellular and Molecular Genetics
Immunology
Molecular Biology
CHEMISTRY (500)
Analytical Chemistry
Inorganic Chemistry
Organic Chemistry
Physical Chemistry
General Chemistry
COMPUTER SCIENCE(600)
Algorithms, Data Bases
Artificial Intelligence
Networking and Communications
Computational Science, Computer
Graphics
Software Engineering, Programming
Languages
Computer System, Operating System
EARTH & PLANETARY SCIENCE (700) Climatology, Weather
Geochemistry, Mineralogy
Paleontology
Geophysics
Planetary Science
Tectonics ENGINEERING: Electrical & Mechanical (800) Electrical Eng., Computer Eng., Controls Mechanical Engineering Robotics Thermodynamics, Solar
ENGINEERING: Materials & Bioengineering (900)
Bioengineering
Civil Engineering, Construction Eng.
Chemical Engineering
Industrial Engineering, Processing
Material Science
ENERGY & TRANSPORTATION (1000)
Aerospace and Aeronautical Engineering, Aerodynamics
Alternative Fuels
Fossil Fuel Energy
Vehicle Development
Renewable Energies
ENVIRONMENTAL MANAGEMENT (1100) Bioremediation Ecosystems Management
Environmental Engineering
Land Resource Management, Forestry
Recycling, Waste Management
ENVIRONMENTAL SCIENCES (1200) Air Pollution and Air Quality
Soil Contamination and Soil Quality
Water Pollution and Water Quality
MATHEMATICAL SCIENCES (1300) Algebra Analysis
Applied Mathematics
Geometry
Probability and Statistics
MEDICINE & HEALTH SCIENCES (1400)
Disease Diagnosis and Treatment
Epidemiology
Genetics
Molecular Biology of Diseases
Physiology and Pathophysiology
MICROBIOLOGY (1500)
Antibiotics, Antimicrobials
Bacteriology
Microbial Genetics
Virology
PHYSICS & ASTRONOMY (1600)
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
PLANT SCIENCES (1700)
Agriculture/Agronomy
Development
Ecology
Genetics
Photosynthesis
Plant Physiology (Molecular, Cellular, Organismal)
Plant Systematics, Evolution
112
APPENDIX C Judging Guidelines
Judging for the Loudoun Regional Science and Engineering Fair is conducted using a 100-point scale with points
assigned to creative ability, scientific thought or engineering goals, thoroughness, skill, and clarity. Team projects
have a slightly different balance of points that includes points for teamwork. Following is a list of questions that
judges may ask for each criteria.
Creative Ability (Individual - 30, Team - 25) Does the project show creative ability and originality in the questions asked?
The approach to solving the problem, the analysis of the data, the interpretation of the data?
The use of equipment, the construction or design of new equipment?
Creative research should support an investigation and help answer a question in an original way.
A creative contribution promotes an efficient and reliable method for solving a problem. When evaluating projects,
it is important to distinguish between gadgeteering and ingenuity.
Scientific Thought/Engineering Goals (Individual - 30, Team - 25) For an engineering project, as well as some projects in categories such as computer science or mathematical
sciences, the more appropriate questions are those found in Engineering Goals.
Scientific Thought Is the problem stated clearly and unambiguously?
Was the problem sufficiently limited to allow a plausible approach? Good scientists can identify important
problems capable of solutions.
Was there a procedural plan for obtaining a solution?
Are the variables clearly recognized and defined?
If controls were necessary, did the student recognize their need and were they correctly used?
Are there adequate data to support the conclusions?
Does the finalist or team recognize the data‘s limitations?
Does the finalist/team understand the project‘s ties to related research?
Does the finalist/team have an idea of what further research is warranted?
Did the finalist/team cite scientific literature, or only popular literature (local newspapers, Reader‘s Digest).
Engineering Goals
Does the project have a clear objective?
Is the objective relevant to the potential user‘s needs?
Is the solution workable, acceptable to the potential user, economically feasible?
Could the solution be utilized successfully in design or construction of an end product?
Is the solution a significant improvement over previous alternatives?
Has the solution been tested for performance under the conditions of use?
Thoroughness (Individual - 15, Team - 12) Was the purpose carried out to completion within the scope of the original intent?
How completely was the problem covered?
Are the conclusions based on a single experiment or replication?
How complete are the project notes?
Is the finalist/team aware of other approaches or theories?
How much time did the finalist or team spend on the project?
Is the finalist/team familiar with scientific literature in the studied field?
(continues on next page)
113
Skill (Individual - 15, Team - 12) Does the finalist/team have the required laboratory, computation, observational and design skills to obtain
supporting data?
Where was the project performed? (home, school laboratory, university laboratory)
Did the student or team receive assistance from parents, teachers, scientists, or engineers?
Was the project completed under adult supervision, or did the student/team work largely alone?
Where did the equipment come from? Was it built independently by the finalist or team? Was it obtained on loan?
Was it part of a laboratory where the finalist or team worked?
Clarity (Individual - 10, Team - 10) How clearly does the finalist discuss the project and explain the purpose, procedure, and conclusions? Watch out
for memorized speeches that reflect little understanding of principles.
Does the written material reflect the finalist‘s or team‘s understanding of the research?
Are the important phases of the project presented in an orderly manner?
How clearly is the data presented?
How clearly are the results presented?
How well does the project display explain the project?
Was the presentation done in a forthright manner, without tricks or gadgets?
Did the finalist/team perform all the project work, or did someone help?
Teamwork (Team Projects only- 16) Are the tasks and contributions of each team member clearly outlined?
Was each team member fully involved with the project, and is each member familiar with all aspects?
Does the final work reflect the coordinated efforts of all team members?
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APPENDIX D Internet Safety
The Internet allows students to learn from a wide variety of resources and communicate with people all
over the world. Students should develop skills to recognize valid information, misinformation, biases, or
propaganda. Students should know how to protect their personal information when interacting with others
and about the possible consequences of online activities such as social networking, e-mail, and instant
messaging.
Students need to know that not all Internet information is valid or appropriate.
Students should be taught specifically how to maximize the Internet‘s potential while protecting
themselves from potential abuse.
Internet messages and the people who send them are not always what or who they seem.
Predators and cyberbullies anonymously use the Internet to manipulate students. Students must learn
how to avoid dangerous situations and get adult help.
Cybersafety should be addressed when students research online resources or practice other skills through
interactive sites. Science teachers should address underlying principles of cybersafety by reminding
students that the senses are limited when communicating via the Internet or other electronic devices and
that the use of reasoning and logic can extend to evaluating online situations.
Remind students that personal observations and opinions can be communicated on the Internet as if they
are fact. Pseudoscience Activity: Study in the Scientific Method
http://www.scienceteacher.org/k12resources/lessons/lesson18.htm
In this lesson, students explore a pseudoscience topic (e.g., Bermuda Triangle, palm reading, Bigfoot)
through Internet sites. They apply the scientific method while exploring the topic.
Teachers can help students understand that data collected and presented on the Internet may be flawed due
to many variables, including equipment malfunction, human bias, or presentation mechanisms.
If students are using online tools for written communications, address the general safety issues
appropriate for this age group.
As students learn to express opinions with convincing arguments, emotions likely will become heated.
Students should be apprised of the dangers of cyberbullying.
Additional information about Internet safety may be found on the Virginia Department of Education‘s
Website at
http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines.shtml