1 Using Student Research in Your Classroom Judy Day, Pamela Lovin, & DeeDee Whitaker
2 What do you think when you hear Student Research? Original vs. Parent Originated Observations & Investigations Research Plan Application of scientific methods to seek an answer to the question Student Competitions
3 Why should my students do independent research? A research project: teaches a student how scientists approach a problem and seek answers teaches lifelong learning skills, organization, and time management allows personal development as students become experts in their field of investigation encourages students to pursue their natural curiosity and questions that they are interested in answering! helps you to comply with the NC Standard Course of Study and graduation requirements
4 Why should my students do independent research? Allows students to integrate science across curricula and provides skills to students Elementary & Middle Schools Reading & writing in content areas Math analysis of data, graphing, charts Computer skills in presentation, graphs, text High Schools All of the above Meet requirements for Science Honors Curricula Meaningful projects for the new Graduation Project requirement Increase science literacy, student interest in science, and motivation to pursue scientific careers
5 Why should my students do independent research? For High School Honors classes - Students will be expected to complete more independent in-depth scientific investigations and to report on them using a more formal scientific laboratory report format. Students should be involved in exploratory, experimental, and open-ended learning experiences. Students must be allowed the opportunity to design experiments but the designs must be carefully checked for safety issues before allowing students to proceed.
6 Why should my students do independent research? Qualify for the Graduation Project requirements Graduation project components will be developed, monitored, and scored locally using state adopted rubrics. Requirements of the graduation project will include: A research paper written on an approved topic of student choice; A product related to the paper that requires significant hours of work; A portfolio that reflects the graduation project process; And a presentation to a panel of community and faculty members. Should show student engagement in the graduation project process and the completion of the graduation project demonstrate the integration of knowledge, skills, and performance.
7 21 st Century Skills
8 The Process at a Glance Teachers Form review committees Get parental support Culturally responsive Plan for differentiation Collect and copy forms Science and Engineering Fair set-up scoring Students Topic selection Background research Develop questions Develop a research plan Experiment Write Display Compete
9 Getting Parental Support Educate parents concerning student s projects (not parent s projects!) Provide information as to scientific investigation (not cookbook lab) Stress support roles of parents Request volunteers for mentoring and science competitions
10 Where can a research project be done? 1. Home 2. School 3. University 4. Laboratory 5. Industrial Setting 6. Medical Center 7. Field
11 How is Research Done? The Inquiry Cycle #3 Experimental Design #4 Test & Discover #2 Develop Testable Question #5 Student Analysis & Dissemination #1 Student Curiosity & Interest
12 or Engineering Design Cycle
13 Comparison of the Scientific Method and the Engineering Design Process The Scientific Method State your question Do background research Formulate your hypothesis, identify variables Design experiment, establish procedure Test your hypothesis by doing an experiment Analyze your results & draw conclusions Present results The Engineering Process Define a need Do background research Establish design criteria Prepare preliminary designs Build and test a prototype Test & redesign as necessary Present results
14 Developing the Project Questions first!! (4-corners activity)
15 Make a Time Table Topic should not only interest student - but be do-able in the time that you have Develop time line for developing experiment and methods, experimentation, and analysis. Reserve time for putting together paper or project board Time table may be directed by teacher/mentor
16 Pick Your Topic Most difficult part Should come from something of great interest - hobby or topic know something about Should not be too broad that it can not be answered through the investigation Begin keeping your journal/research log! (gallery walk)
17 Research Your Topic Use internet - but look at sites, should look for.edu or.gov. NOT ALL INFORMATION IS CORRECT ON WEB! (Try using Googlescholar.com for journals) Use libraries local resources and at universities (as well as community and other colleges) Talk to experts in the field - local and distant (wildlife, government, Science Buddies, etc.) Create a bibliography of your sources Look for questions that you would like to answer.
18 Organize Look at what you have learned Think of questions that weren t answered. Narrow your focus for your topic to a particular idea. Develop that testable question!
19 Develop Research Plan Question being addressed Hypothesis/Problem Description in detail of method/procedures How will you analyze the data that you collect Bibliography - at least 5 sources! (Your turn)
20 Planning the Experiment! Make an experimental design BEFORE collecting data! Explain what you are going to do, what will be involved, and what you are trying to find out. (remember that testable question!) Need to have controls and document factors that influence experiment. Need to have limited variables so that you know what is changing and why.
21 Planning the Experiment! Design the process of your experiment Experiment should have large enough numbers to be valid. List materials needed List any safety issues and precautions Review types of data expected and how it will be analyzed
22 Before Experimenting! Have research plan reviewed by teacher (mentor) and get any approvals needed by ISEF rules (SRC and/or IRB) or other groups regulations before beginning project!
23 Begin the experiment Keep detailed notes of every step and experiment in your journal/research log. Use data tables or charts as you proceed to help you see trends in data. Have quantitative data, but also record observational data.
24 Analyze Results After experiments, examine and organize findings Use graphs to show data Identify patterns in data Look for experimental error and where they could occur. Look at statistical relationships in data.
25 Draw Conclusions Did the variables that you tested show or cause a change? Were you able to see relationships? Did you collect enough data? Was your hypothesis supported? How did your data fit previous information that you found in your background research? What are practical applications or inferences that you can make? How would you change the experiment or future research area?
26 Present Findings Write an abstract of your project. Prepare a scientific paper, PowerPoint, or poster to present your findings. Present your project to class, school, or organization.
27 Project Display Review rules for display and safety Provide data notebook and research paper Board should have: Title - Experiment Problem - Results Background - Conclusion Hypothesis - Abstract (can be on table) Experiment Use more photographs instead of stuff!
28 ppm ppm The Effect of Suburban Retention Ponds on the Concentration of Polluted Runoff Question Are suburban retention ponds effective at reducing the amount of pollutants entering streams as they are designed to do? Before rain 1 After rain Base line - 1 After 2rain before rain Flow #1 into pond Flow #2 into pond Flow #1 exiting pond Flow #2 exiting pond Stream #1 out of pond Stream #2 out of pond ph Sample collection Testing Flow #1 into pond Flow #2 into pond Flow #1 exiting pond Flow #2 exiting pond Stream #1 out of pond Stream #2 out of pond Alkalinity Procedures Collect water samples approximately an hour and a half into a rainfall to identify the spate. Collect two samples from each of three locations by submerging the top of a nalgene bottle. Test the samples for nitrites and nitrates, ions contributing to hardness, alkalinity, and ph will also be tested. Data Date SS NO3+NO2 Total Hardness Total Alkalinity ph Collected Site Name mg/l µg/l gpg ppm 12/6/06 BL IN /6/06 BL IN /6/06 BL OUT /6/06 BL OUT /6/06 BL STREAM /6/06 BL STREAM /13/06 IN-1-12: /13/06 IN-2-12: /13/06 OUT-1-12: /13/06 OUT-2-12: /13/06 STREAM-1-12: /13/06 STREAM-2-12: Date SS NO3+NO2 Total Hardness Total Alkalinity ph Collected Site Name mg/l µg/l gpg ppm 12/19/06 BL IN /19/06 BL IN /19/06 BL OUT /19/06 BL OUT /19/06 BL STREAM /19/06 BL STREAM /5/07 IN -1-4: /5/07 IN-2-4: /5/07 OUT-1-4: /5/07 OUT-2-4: /5/07 STREAM-1-4: /5/07 STREAM-2-4: Statistics Suspended Nitrites & Total Total BASELINE Solids Nitrates Hardness Alkalinity ph Mean Baseline Sample Mean Precipitation Sample Variance Baseline Sample Variance Precipitation Sample Observations Baseline Sample Observations Precipitation Sample Pearson Correlation Hypothesized Mean Difference df t Stat P(T<=t) one-tail t Critical one-tail P(T<=t) two-tail t Critical two-tail Before 1rain After 2rain 5 Base 1 line - After 2 rain before rain Results After a rainfall, the pollution and ions increased, while the ph decreased significantly. The greatest concentration of pollution was at sites 1 and 2, where runoff water entered the pond, the least was where the water exited the pond, effluent sites 1 and 2, even though the differences were not significant. Site 1, where the runoff water entered the pond, had about ten times more nitrites and nitrates than any other sample. It also had greater hardness and alkalinity. The first stream site had a dramatic rise of hardness, alkalinity, and ph on January 5, The stream had the highest concentration of suspended solids, followed by Sites E1 and E2. More precipitation samples are needed.
29 When does research begin? Aug.-Early Sept.- Introduction Discuss project with students, brainstorm project ideas, begin paperwork Late Sept.- Topic approval Students begin review of literature, state problem to research, list materials needed, form hypothesis Early Oct.- Finalize procedures Have procedures and research plan approved Begin experiment
30 Experimentation Continues October - Experiment! Have data book checks, begin analysis of data November - Experiment! Continue to record data and checks, continue analysis of data December - Finish Analysis of data, write conclusions, design graphs, finish research paper Write abstract and design board
31 Seeing the Rewards January - Local science competitions February - Regional science competitions March - State science competitions May - National/International Competitions (Your turn)
32 Using Student Research Projects for Science Competitions Local, Regional, State, and International Science Fair Competitions I-Sweep (International Energy, Environment, and Engineering) Student Academy of Science Competition Junior Science & Humanities Symposium Intel Young Scientist s Award Siemen s Competition NC International Science Challenge
33 Why do my students need to use the ISEF forms? They help your students plan their project The parents know what the student is doing and has proper supervision Only forms 1, 1A, Research Plan and 1B are required of all projects with an abstract for fairs Students should have a lab journal and they are encouraged to write a paper.
34 Why do my students need to use the ISEF forms? If your students are nominated to continue to higher levels of competition, they must show that the work: has been done safely for the student and others around him/her was planned and researched before starting the investigation was supervised by someone qualified for their project did not cause physical, psychological, or personal harm or injury to people did not cause pain or suffering to animals
35 And YOU and the school, are covered for any liability issues!!!!!
36 How can I get through the ISEF forms with my students?! USE THE ISEF RULES WIZARD! x.asp Most students will only need forms 1, 1A, Research Plan, and 1B
37 What are some of the rewards for teachers? Pride in accomplishments of your students Meeting science course objectives Recognition of your guidance and support for students in science Encouraging students to pursue careers in science
38 What are some of the rewards for students who enter competitions? Possible recognition of student s research at the International level! Scholarships! Cash awards! Research internships Increased interest in science as a career Personal rewards
39 Intel ISEF North Carolina attended Intel ISEF for the past four years. Our State Science Fair students have received numerous accolades for their research at Intel ISEF including: Two First Place Grand Award winner (2006, 2008) One Second Place Grand Award winner (2005) Four Third Place Grand Award winners (2004, 2006, 2007, 2008) Six Fourth Place Grand Award winners (2004, 2006, 2007, 2008) Two $3000 Army Savings Bond Awards and an all-expense paid trip to London (2006) Two $3000 Air Force Scholarship (2006, 2008) A $300 Scholarship from Sigma Xi for Interdisciplinary Team Research (2006) An eight week student internship with NOAA (2005) Two AVASC Foundation 1 st award - $1,000 (2007, 2008) Society for Technical Communication: Merit Team Award of $100 (2007) For more information:
40 I-SWEEP International Sustainable World (Energy, Engineering, and Environment) Project Olympiad Five students attended from the State Science Fair in May 2008 and presented four projects in Houston, TX Awards won: One gold award Three bronze awards One special award
41 How do I get started? Visit the State Science and Engineering Fair of NC Web Site Use online guides Intel ISEF Science Project Planner Science Buddies (planning and Ask an Expert )
42 Web Sites for Science Competitions State Science and Engineering Fair of NC Intel International Science and Engineering Fair (Intel ISEF) Intel Science Talent Search NC Student Academy of Science Junior Science & Humanities Symposium NC Junior Science & Humanities Symposium Siemens Westinghouse Science and Technology Competition I-SWEEP
43 Intel ISEF 2006 Indianapolis NC students visit the Indiana State Museum The Nobel Laureate Panel Attending ISEF gave students a chance to meet and ask questions to Nobel Laureates as well as explore the host city. A project booth Two NC students won an award from the US Air Force
44 NCSEF Students at ISEF 2006
45 NCSEF Students at ISEF 2007
46 NCSEF Students and NC Teachers ISEF 2008
47 For more information, contact: Judy Day, Eleanor Hasse, Bill Tucci, Pam Lovin, Dee Dee Whitaker
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