Westview M.S. Pre- AP Science Project Proposal

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1 All Pre- AP science students are required to select one Topic Menu for their science project. Students will then decide on the type of project they are interested in doing, within the menu of their selection. Westview will host a Science Night in May 2016, to display all the projects. This is a non- competitive event, and means to highlight the exemplary work of our Pre- AP students throughout the school year. Topic Menu Selection: 6 th Grade: Rube Goldberg, Community Service, or Experiment 7 th Grade: Data Inquiry, Invention, or Experiment 8 th Grade: Rube Goldberg, Data Inquiry, Experiment, Invention, or Community Service * Students are expected to participate in the WMS Science Night in May. * Projects will be completed at home or after school. Students may access the library and computer labs for support, but need to let their teacher know in advance. Teachers will be available to guide and help students through this process; please let your teacher know in advance, so plans can be made. Thank You for your support!! - WMS Science Dept. _ WMS Pre- AP Science Project Proposal Student: Teacher: Period: Topic Menu: Project Title: Parent Signature: Teacher Approval:

2 Topic Menus: Experiment - Tests a Scientific question: What is the effect of on?. Hypothesis is in an If then because format - Experiment is presented (choose one) In a PowerPoint In a Prezi A poster A trifold board choose this if you want to be considered to compete in the Austin Regional Science Festival- see your teacher for more information Data Inquiry - Relies on preexisting data to answer a Scientific question relating to a field of study that is not easily done at home with basic tools. - Example: Is there a relationship between a star s proximity to the center of a galaxy and its age? - Findings are presented on a display board. - Consider doing if: Consider doing if: You enjoy experiments and data to find an doing collecting answer. You are interested in a Science which not lend itself to simple experimentation. type of does

3 Invention - Design a device of some kind intended to make a specific task easier or more efficient. Community Service - Complete 10 hours of volunteer work in a Science- related field (with teacher and parent approval). - A prototype of your, as well as a report communicating its effectiveness. - Consider doing if: You enjoy problem- solving and coming up with new ideas. - Present what you learned in a Prezi, PowerPoint, or display board. - Consider doing if: You are interested in real- world learning related to a specific field of Science. Rube Goldberg Project - Students will design and build a Rube Goldberg contraption. must include at least 3 different energy transformations. The contraption - Completed at home using household materials. - Presentation- use a Prezi, Video, display board with pictures. contraption does not need to be brought up to school for (The actual Science Night. - Consider if: You enjoy creative projects and new ideas.

4 Experiment Rubric Rubric s: Question Hypothesis and Variables Experimental Procedure and Materials Attempted 1! Question/Problem is not clear! Hypothesis/Prediction is not present or doesn t address the question at all! Variable(s) are not included! Materials list is not detailed and complete and clear! Experimental procedure is not clear! Includes no repetitions Proficient 3 Advanced Proficient 5! Question/Problem is somewhat clear! Hypothesis/Prediction somewhat addresses the question! Some variable(s) are included but are not complete or are not clearly identified! Materials list is somewhat detailed and complete and clear! Experimental procedure is very clear! Includes only 2 repetitions! Question/Problem is specific and very clear and can be answered by doing an experiment! Hypothesis/Prediction addresses the question very clearly! Independent, Dependent,and Controlled variable(s) are included and are clearly identified! Materials list is very detailed and complete and clear! Experimental procedure is very clear! Includes at least 3 repetitions List Score Here Data! Data is not clear! Poor or No use of display data.! Data is somewhat clear! Good use of display data! Data is very clear! Excellent use of display data Analysis and Conclusion! Conclusions are not supported by the data.! Conclusions are not clearly supported by the data.! Problem and/or hypothesis are restated! Conclusions written in paragraph form that clearly support the meaning /significance of the data! Problem and hypothesis are restated Display! Display is neither neat, creative, nor organized! No attention to detail! Display is somewhat neat, creative and organized! Minor attention to detail! Display is very neat, creative and organized! Significant attention to detail Background research! Provided an incomplete summary of what is currently known about your topic and what you learned! Incorrectly sited sources in a bibliography! Provided a somewhat complete summary in paragraph form of what is currently known about your topic and what you learned! Correctly sited less than! Provided a complete summary in paragraph from of what is currently known about your topic and what you learned! Correctly sited 3

5 3 different sources in a bibliography different sources in a bibliography Level of Student Involvement! Display shows a low amount or no involvement by the students in the procedure.! Display shows a medium amount of involvement by the students in the procedure.! Display shows a high amount of involvement by the students in the procedure. Data Inquiry Rubric Attempted 1 Proficient 3 Advanced Proficient 5 List Score Here Question And Hypothesis! Question/Problem is not clear! Hypothesis/Prediction is not present or doesn t address the question at all! Question/Problem is somewhat clear! Hypothesis/Prediction somewhat addresses the question! Question/Problem is specific and very clear and can be answered by doing an experiment! Hypothesis/Prediction addresses the question very clearly Data and Graphics! Data is not clear! Poor or No use of display data.! Data is somewhat clear! Good use of display data! Data is very clear! Excellent use of display data Analysis and Conclusion Display! Conclusions are not supported by data.!! Display is neither neat, creative, nor organized! No attention to detail! Conclusions are not clearly supported by data.! Problem and/or hypothesis are restated! Display is somewhat neat, creative and organized! Minor attention to detail! Conclusions written in paragraph form that clearly support the meaning /significance of the data! Problem and hypothesis are restated! Display is very neat, creative and organized! Significant attention to detail Research! Provided an incomplete summary of what is currently known about your topic and what you learned! Incorrectly sited sources in a bibliography! Provided a somewhat complete summary in paragraph form of what is currently known about your topic and what you learned! Correctly sited less than 5 different sources in a bibliography! Provided a complete summary in paragraph from of what is currently known about your topic and what you learned! Correctly sited 5 different sources in a bibliography

6 Background! Provided an incomplete background explaining why you choose this topic/ question! Unclear explanation why you could not do this data collection/experiment yourself! Provided a complete background explaining why you choose this topic/ question in paragraph from! Somewhat clear explanation why you could not do this data collection/experiment yourself! Provided a complete background explaining why you choose this topic/ question in paragraph from! Clear explanation why you could not do this data collection/experiment yourself Invention Rubric Attempted 1 Proficient 3 Advanced Proficient 5 List Score Here Purpose of! Purpose of does not discuss how the solves a! Purpose of s somewhat discusses how the solves a currently unsolved a problem! Purpose of s thoroughly discusses how the solves a currently unsolved a problem Research! Cites only one or no informational resources. Fails to mention known similar ideas in common use, or material is copied rather than written in students own words.! Cites few sources or sources are cited incorrectly.! Mentions known similar ideas with some elaboration and makes a general connection to a similar idea in students own words.! Student properly cites at least four types of resources and makes a clear and well elaborated connection with a known similar idea in the students own words Explanation of how works Obstacles! Student provides few details, leaving the reader unclear about how the s works! Fails to analyze obstacles related to the practical design and function of the (i.e. May list obstacles that refer only to shopping for materials or cosmetic issues)! Student provided adequate details, giving the reader a general understanding of how the works! Provides some analysis of the obstacles related to the practical design and function of the (i.e. May discuss durability, strength, ease of use etc.)! Student explains the s, addressing all details and giving the reader a clear understanding of how the works! Demonstrates in depth analysis of obstacles related to the practical design and function of the.

7 Photos or sketches of! Student has included photos/sketches that do not clearly show the! Student has included photos/sketches that is somewhat clear! Student has included 2 or more photos/sketches that clearly show the Community Service Rubric Attempted 1 Proficient 3 Advanced Proficient 5 List Score Here Community service hours! Completed less than 6 hours of volunteer work in a Science- related field or completed a non- science community service! Completed 7-9 hours of volunteer work in a Science- related field (with teacher and /or parent approval).! Completed 10 hours of volunteer work in a Science- related field (with teacher and parent approval). Explanation of project Pictures/ diagrams! Student does not clearly explain how this project is science- related and what the student did during their community service project!! Student has included photos/sketches that do not clearly show what they did for their community service! Student somewhat explains how this project is science- related and what the student did during their community service project!! Student has included photos/sketches that is somewhat clear what they did for their community service! Student clearly explains how this project is science- related and what the student did during their community service project! Student has included 2 or more photos/sketches that clearly show what they did for their community service Conclusion! Conclusions does not explain the meaning /significance of the community service! Conclusions somewhat explain the meaning /significance of the community service and how it relates to science! Conclusions written in paragraph form that clearly support the meaning /significance of the community service and how it relates to science ** this rubric is shorter than the rest because the bulk of the time for this project will be spent completing the service hours *** Rube Goldberg Project:

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