Using Student
Research in
Your Classroom
Judy Day, Pamela Lovin, & DeeDee Whitaker
Science & Engineering Fair
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
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
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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
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.
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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
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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
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
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Where can a research
project be done?
1. Home
2. School
3. University
4. Laboratory
5. Industrial Setting
6. Medical Center
7. Field
How is Research Done?
The Inquiry Cycle
#4 Test & Discover
#5 Student Analysis & Dissemination
#1 Student Curiosity & Interest #2 Develop
Testable Question
#3 Experimental Design
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or
Engineering
Design
The Scientific Method The Engineering Process
State your question Define a need
Do background research Do background research Formulate your hypothesis,
identify variables
Establish design criteria Design experiment, establish
procedure
Prepare preliminary designs Test your hypothesis by doing an
experiment
Build and test a prototype Analyze your results & draw
conclusions
Test & redesign as necessary Present results Present results
Comparison of the Scientific Method and
the Engineering Design Process
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Developing the Project
Questions first!!
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
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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!
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
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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 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!
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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.
• 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
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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
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.
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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.
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?
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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.
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
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?
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.
Sample collection Testing
Date SS NO3+NO2 Total Hardness Total Alkalinity pH Collected Site Name mg/L µg/L gpg ppm
12/6/06 BL IN - 1 11.70 278.83 15 10 6.2 12/6/06 BL IN - 2 12.80 274.42 10 10 6.2 12/6/06 BL OUT - 1 11.60 285.39 10 15 6.6 12/6/06 BL OUT - 2 10.80 285.08 10 10 6.7 12/6/06 BL STREAM -1 6.96 455.54 15 20 6.7 12/6/06 BL STREAM -2 11.09 477.40 10 20 6.7 12/13/06 IN-1-12:30 8.11 200.93 20 25 6.2 12/13/06 IN-2-12:30 22.43 136.53 20 20 6 12/13/06 OUT-1-12:30 20.23 160.40 15 10 6 12/13/06 OUT-2-12:30 19.87 253.96 10 10 6 12/13/06 STREAM-1-12:30 8.64 446.32 20 30 6.2 12/13/06 STREAM-2-12:30 14.51 456.08 25 25 6.2
Date SS NO3+NO2 Total Hardness Total Alkalinity pH Collected Site Name mg/L µg/L gpg ppm
12/19/06 BL IN -1 15.51 119.38 10 15 6.4 12/19/06 BL IN -2 15.33 89.17 10 10 6.3 12/19/06 BL OUT -1 20.71 98.58 15 15 6.5 12/19/06 BL OUT -2 18.71 84.38 10 15 6.6 12/19/06 BL STREAM -1 20.17 219.48 10 15 6.6 12/19/06 BL STREAM -2 12.77 367.17 10 10 6.7 1/5/07 IN -1-4:45 1.50 3817.44 40 40 6.8 1/5/07 IN-2-4:45 1.89 367.26 25 15 6.3 1/5/07 OUT-1-4:45 12.73 233.40 10 10 6.2 1/5/07 OUT-2-4:45 14.46 226.24 10 10 6.2 1/5/07 STREAM-1-4:45 15.00 364.03 180 250 6.9 1/5/07 STREAM-2-4:45 14.03 371.33 10 10 6.4 Data
Suspended Nitrites & Total Total
BASELINE Solids Nitrates Hardness Alkalinity pH
Mean Baseline Sample 14.01 252.90 11.25 13.75 6.52
Mean Precipitation Sample 12.78 586.16 32.08 37.92 6.28 Variance Baseline Sample 17.43 18701.19 5.11 14.20 0.04 Variance Precipitation Sample 45.10 1047021.55 2247.54 4556.63 0.09 Observations Baseline Sample 12.00 12.00 12.00 12.00 12.00 Observations Precipitation Sample 12.00 12.00 12.00 12.00 12.00
Pearson Correlation -0.09 -0.26 -0.20 0.16 0.02
Hypothesized Mean Difference 0.00 0.00 0.00 0.00 0.00
df 11.00 11.00 11.00 11.00 11.00 t Stat 0.52 -1.08 -1.51 -1.25 2.33 P(T<=t) one-tail 0.31 0.15 0.08 0.12 0.02 t Critical one-tail 1.80 1.80 1.80 1.80 1.80 P(T<=t) two-tail 0.62 0.30 0.16 0.24 0.04 t Critical two-tail 2.20 2.20 2.20 2.20 2.20 Statistics 6.0 6.2 6.4 6.6 6.8 7.0 1 After rain2
Bef ore rain
6.0 6.2 6.4 6.6 6.8 7.0 1 2
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 Base line -before rain After rain
5 15 25 35 45 1 2 ppm A f ter rain Bef ore rain
5 15 25 35 45 1 2 ppm
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 Base line -before rain After rain pH Alkalinity 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, 2007.
•The stream had the highest concentration of suspended solids, followed by Sites E1 and E2.
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
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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
Seeing the Rewards
• January - Local science
competitions
• February - Regional
science competitions
• March - State science
competitions
• May
-National/International
Competitions
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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
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
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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
And
YOU
and the school, are covered
for any liability issues!!!!!
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How can I get through the
ISEF forms with my
students?!
• USE THE ISEF RULES WIZARD!
http://www.scienceforsociety.org/isef/students/wizard/inde
x.asp
• Most students will only need forms 1, 1A,
Research Plan, and 1B
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
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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
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 – 1st award - $1,000 (2007, 2008)
• Society for Technical Communication: Merit Team Award of $100
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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
How do I get started?
• Visit the State Science and Engineering Fair of NC Web
Site
– http://www.ncsta.org/sciencefair
• Use online guides
– Intel ISEF Science Project Planner
• http://www.scienceforsociety.org/isef/primer/
– Science Buddies (planning and “Ask an Expert”)
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Web Sites for Science Competitions
• State Science and Engineering Fair of NC
– http://www.ncsta.org/sciencefair/
• Intel International Science and Engineering Fair (Intel ISEF)
– http://www.societyforscience.org/isef/
• Intel Science Talent Search
– http://www.societyforscience.org/sts
• NC Student Academy of Science
– http://www.ncsas.org
• Junior Science & Humanities Symposium
– http://www.jshs.org/
• NC Junior Science & Humanities Symposium
– http://education.uncc.edu/cmste/jshs/
• Siemens Westinghouse Science and Technology Competition
– www.siemens-foundation.org/competition/
• I-SWEEP
Intel ISEF 2006 – Indianapolis
Attending ISEF gave students a chance to meet and ask
questions to Nobel Laureates as well as explore the host city.
NC students visit the Indiana State Museum
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NCSEF Students and NC Teachers
ISEF 2008
http://www.ncsta.org/sciencefair/
For more information, contact:
Judy Day, Eleanor Hasse, Bill Tucci, Pam Lovin,
Dee Dee Whitaker