Science Project—2nd Nine Weeks

Monday, October 27—Log Book Check (Daily grade)

Once you begin your experiment, it is important to keep record your data in a bound notebook (composition style). Keep the following guidelines in mind. Your logbook will count as part of your grade for the display in December.

For this check, you should have documented evidence that you have started your experiment. Be sure to take pictures of your project as you complete it, for documentation and for your backboard(do not include pictures of people other than yourself).

Your log book should contain accurate and detailed notes of everything you do for your research project. Good notes will show that you are consistent and thorough. It will also help you when you write your ABSTRACT, RESEARCH PAPER, and DISPLAY.

  1. A log book is a notebook that must be bound with stitching or glue so that the pages are not removable.
  2. Your log book should be written in ink only. Do not use pencil or printouts from a computer (except graphs and charts).
  3. Put your name and school on the front of your log book.
  4. Include notes on readings and bibliographic information.
  5. Include your thoughts, ideas, and trials.
  6. Include your raw data (all of the measurements you collect during your experimental trials). All measurements should include appropriate METRIC units.
  7. Staple in copies of graphs or charts.
  8. Attach photos and label them.
  9. Date every entry and enter each science activity you do.
  10. Do not try to make your log book neat. It should be readable, but you may cross out information you don’t want as you work. Never remove pages from your log book.

Friday, November 14—Abstract (Daily grade)

This will be submitted through TurnItIn.

An abstract is a brief paragraph or two (limited to 250 words) highlighting and/or summarizing the major points or most important ideas about your project. An abstract allows judges to quickly determine the nature and scope of a project.

The abstract will be written in complete sentences. It must include (1) purpose of the experiment, (2) overview of procedure—not step by step directions, (3) data—an overview of your overall results, not a data table, and (4) conclusions. Make sure your conclusion relates to your hypothesis. Do not use the word prove in your conclusion!

It may also include possible research applications. It cannot include acknowledgments and work completed by others.

Be sure that the information in your abstract reflects YOUR ACTUAL WORK. Do not jeopardize your integrity by making up results.

Format/grammar/conventions—20 points

Purpose—20 points

Procedure—20 points

Data—20 points

Conclusion—20 points

Example:

The Frequency of Antibiotic Resistant E. coli in Alimentary Tracts

The objective is to determine if the average American has ampicillin- and tetracycline-resistant strains of E. coli in their alimentary tract.

Informed consent was obtained from 100 randomly selected people, 50 men and 50 women ranging in age from 10 to 92 years. An isolate of E. coli was obtained from the stool of each subject and grown in the presence of tetracycline and ampicillin. The area of inhibition was measured and compared to that of a non-resistant strain of E. coli. The percentage of sensitive and resistant organisms was determined by age and sex.

Thirty percent of the men and 24% of the women were found to have ampicillin-resistant E. coli. The majority of the sample population was found to be under the age of 50. Slightly more people age 50 and over were found to be resistant than those under 50. Only 12% of both men and women were found to have tetracycline-resistant E. coli, with the older population again having a somewhat higher incidence of resistance.

Penicillin and its derivatives such as ampicillin, were the first commercially available antibiotics. Tetracycline was introduced later. The length of exposure to the antibiotics is reflected in the greater percentage of subjects with ampicillin-resistant E. coli (24% to 30%), compared to those with tetracycline-resistant organisms (12%). In addition, subjects age 50 and over who would have a longer life-time exposure to both antibiotics were more likely to harbor antibiotic resistant E. coli. These data suggest that antibiotics should be carefully dispensed and monitored by health care professional.

Friday, December 5—Complete Project Description (test grade)

The research report should be in a notebook (three-ring binder). It should contain the following information (in the order indicated). Each section should begin on a new page. Use 1 inch margins and 10 or 12 pt. type. The title page may include larger type.

Title page & table of contents / The title page and table of contents are not complete or not included
2 / The title page and table of contents are present, but are not very helpful in following the paper.
6 / Title page and table of contents present. The TOC allows reader to follow the organization of the paper quickly.
10
Introduction (The beginning of this is your report you turned in first nine weeks) / Very few or none of the elements of an introduction are present.
2 / Some of the elements of an introduction are present.
6 / The introduction sets the scene for the report. This includes the background information, hypothesis, problem, and explanation of what prompted the research.
10
Materials & methods
(Research Plan) / The methods and materials are not described clearly.
2 / Some of the elements of the description of the materials and methods are present.
6 / The methodology used to collect data and/or make observations is described in detail. The description is detailed enough that someone would be able to repeat the experiment from the information.
10
Results / The data are missing or very incomplete and unorganized.
4 / The data are included, but is not in an organized way.
8 / The data and/or observations are listed neatly and clearly in tables and graphs if applicable.
15
Discussion / Only one or none of the elements of a good discussion are present.
6 / Some of the elements of a good discussion are present.
12 / The results are compared with expected results. Possible errors are included. Ideas for other experiments to be conducted are discussed.
20
Conclusion / Only one or none of the elements of a good conclusion are present.
2 / Some of the elements of a good conclusion are present.
6 / The conclusion is a brief summary of results. It is specific, not generalized. Nothing is introduced in the conclusion that was not discussed earlier.
10
Acknowledgments / No acknowledgments are given.
0 / Acknowledgments are present, but incomplete.
2 / Individuals, businesses, and educational or research institutions that provided assistance are credited.
5
References/ bibliography / References are not included.
0 / References are listed, but not in an appropriate format.
2 / References are listed in an appropriate format.
5
Presentation / Very few of the directions for completing the research report were followed.
4 / Some of the directions for completing the research report were followed.
8 / Directions (see top of page) for completing the research report were followed.
15

Friday, December 12—Display (Lab Grade)

Your display should attract and inform. Make it easy for readers to assess what you have done and the results you have obtained. Use your limited space well with concise language and compact visuals. Make headings stand out to guide your reader through your research. Make all text and graphics large enough to read from 2-3 feet away. Display data in graphs and include photographs if possible. Avoid large sections of empty space on your backboard—they will attract the attention away from your information.

You should have pictures (with captions and photocredits) on your backboard. If you are unsure what you should photograph, see me.

Below is the minimum information that should be part of your display.

Items to be displayed with backboard—Notebook and research paper, logbook, & abstract / None of these items are displayed with the backboard
0 / Only one of the three items is present
3 / Only two of the three items are present
6 / All three are present
10 / Total Points:
Comments:
Title / Not present
0 / Not easy to read and not clear
3 / Easy to read or clear
6 / Easy to read and clear
10
Background information & question / Not present
0 / Not easy to read and not well developed
3 / Easy to read, but not well developed
6 / (Summary of background information & question)
10
Purpose / Not present
0 / Not easy to read and not well developed
3 / Easy to read, but not well developed
6 / Easy to read and well developed
10
Hypothesis / Not present
0 / Not easy to read and not well developed
3 / Easy to read, but not well developed
6 / Easy to read and well developed
10
Materials & Methods / Not present
0 / Not easy to read and not well developed
3 / Easy to read, but not well developed
6 / Easy to read and well developed
10
Results / Not present
0 / Not easy to read and not developed
3 / Easy to read, but not well developed
6 / Graphs—labeled properly
10
Conclusion / Not present
0 / Not easy to read and not clear
3 / Easy to read, but not well developed
6 / Simple and to the point
10
Overall Appearance / Not neat, attractive, nor easy to follow
6 / Somewhat neat, attractive, and easy to follow
12 / Neat, attractive, and easy to follow; has
pictures to document work
20

It is OK to include additional information such as an analysis of data or discussion.