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Every 8th Grade student will be required to present a science project. Time
is given for instruction, expectations, and completion of assignments. It
is expected that the final product is of high quality and shows the
student's individual strengths and interests in the sciences.
Any topic in any branch of science may be considered as viable for a
project. Projects MUST be experimental in nature.
THE FOLLOWING IS AN EXAMPLE OF HOW THE CLASS WAS ORGANIZED AND GIVEN TIME IN
CLASS TO LEARN HOW TO DO A FORMAL SCIENCE PRESENTATION.
Projects which involve human or animal testing must be approved by your
teacher and your parents.
Projects which involve any flammable materials must be approved by your
teacher and your parents.
Final projects are judged upon a 100 point rubric which will be added to the
3rd quarter report card.
Individual parts of the project will be due at different dates.
Here is some information about the first upcoming due date and the
assignment requirements:
DUE BY Thursday, FEBRUARY 21st!
Abstract: One sentence about the EACH STEP of the process; topic, question,
hypothesis, how you collect data, how you interpreted the data (results),
and conclusion (hypothesis correct or not?). Write it in paragraph form and
in third person.
Oral Presentation: 25% of your final grade is based on how well you present
your project. You will be given SOME time in class to rehearse with a team
mate, but you need to practice at home. Here are some tips;
Be clear. Start out by stating your name and your topic title. Then use
the Scientific Method to explain your project. Start with the Question.
Move to the Hypothesis. Then explain how you went about proving or
disproving your hypothesis. Now point out your data. Data charts
and graphs are essential to any science project! Go over the results you
found and explain what they say about your project. Point out any unexpected
or suprising data. Wrap it up with the conclusion where you answer your
question and say whether you proved your hypothesis to be correct or not.
You have three minutes to do this so practice is essential! Grab your
cat, dog, mom, dad, brother, sister, or friend. Go over your presentation
with them. Use your hands to point out the important details. If you wish,
make notecards to help you remember. Use good eye contact. Use your voice
and project your words clearly so all can hear.
If you practice, you will be less nervous. If you can't find anybody (or
anything!) to listen to you, go over your presentation in front of a
mirror. Good luck!
Topic Decision Due Friday, December 21
Here are copies of the sheets handed out in class Tuesday, December 12 that
explain what is required for your Topic Decision. Copies are available at
the front desk as well.
Science Long-Term Experiment - Topic Selection Sheet
December 2006
Name________________________________________________________________________
Science Teacher _____________________________________ Hour ________________
Topic: Give a brief explanation of what your idea is for your chosen
experiment. Please identify the independent and dependent variables .
_____________________________________________________________________________
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Teacher Approval
Sounds great! Go for it and good luck!
Good idea! Might need to be narrowed down or modified.
Your idea will not work. Come see me for help in selecting a new
idea!
Teacher Comments:
Keep this completed sheet in your Science Folder! It is part of your
assignment!
REQUIREMENTS
BACKGROUND RESEARCH PARAGRAPH
As part of your long-term experimental science project, you need do some
background research on your chosen topic. This is where you learn a little
about what other people or scientists know about your topic. You will need
to locate and use at least three (3) different sources.
Your "well-developed paragraph" will follow the format you have learned in
English class and in Science class. An example of the format is on the back
of this sheet along with a sample paragraph. Each "well-developed
paragraph" should include:
▸ Your name, class period, science teacher name, and paper
descriptor in the upper right-hand corner
▸ At least eight to eleven sentences
▸ Names and details of, and from, the sources you have found
about your topic
▸ The independent and dependent variables of your experiment
▸ An MLA format Works Cited page. The Media Center has forms
that show you how to cite sources correctly.
As you do your research, you will need to use note cards. Refer to
the Science Research Note Cards handout to do this correctly.
WRITING IN THIRD PERSON
The research paragraph must be written in third person format, as you would
do in any scientific lab write-up. All the science magazines in class and
the Media Center are written in third person. Look at these if you need an
example along with the sample paragraphs provided in class. Remember to
take out words like I, you, me, us, we, and they and substitute words and
phrases like "the experiment requires," "the data shows," "the expected
results should..." etc.
DUE DATE IS Friday, January 11th!
You will have time to work on this assignment in the Media Center and in
class during the week of January 3 through January 11th. Use your time
wisely!
Your background research paragraph, works cited page, and
research cards are due At the end of the day Friday, January 11th.
Refer to your Master Schedule for upcoming dates! Plan ahead!
RESEARCH PARAGRAPH Papers begin here!
Well- Developed Paragraph Format(8 - 11 sentences
1. Topic Sentence - State your question or problem using part of the
question or problem in the topic sentence. Do not start out with a sentence
that is a question!
2. Give one example of a source.
a. Explain in detail by referencing the source.
3. Give another example by citing another source.
a. Explain in detail.
4. Give a third example by citing your third source.
a. Explain in detail.
5. Conclusion - Wrap up by restating your topic using different words.
Sample Paragraph
Fred Durckel
Hour Red 8
Mr. Kindred
Resistance of Different Wires
12/12/07
This experiment will explore how different kinds of wire resist the
flow of electrical current. According to Janice Van Cleavefs book Science
for All, if the independent variable of the experiment is using different
kinds of wire like aluminum, copper, and iron, the results can be measured
in current, or amps. The expected results of the experiment is that copper
should have the least resistance and therefore the most amps passing through
it. While researching, a procedure was found in the February, 1998 Popular
Science magazine that describes how to conduct the experiment. Many
variables have to be accounted for like keeping the wires the same size and
gauge, conducting each experiment many different time in the exact same way,
and controlling how much current is being applied to each wire. Having read
about Ohm's Law in the Encyclopedia Brittanica, resistance to current flow
can be calculated by using math. Using mathematical equations, the data
collected in this experiment can be analyzed to find out which wire has the
least resistance. This experiment about how different wires resist the flow
of electricity is fun and can easily be added to by testing not only wires,
but other conductors such as NPN diodes, ceramics, or even the human body.
Keep watching here for more updates!
Project Background Research Paper
Due: Friday, January 11.
Project Question Due: Friday, Jan.18th.
Due: Formally written question
Project Hypothesis Due: Tuesday, Jan.22
Due: Formally written hypothesis
Project Procedure Due: Tuesday,Jan.29
Due: Step-by-step procedure
SAMPLE PROCEDURE:
Fred Durckel
Red 9
Science Project Procedure
1/30/07
Procedure: How Light Affects Plant Growth
This experiment uses plants growing under different lights including a plant
light, fluorescent light and sunlight. Materials needed for this experiment
include;
4 small flowering plants of the same species in the same pots.
A 100 watt fluorescent bulb and fixture
A 100 watt plant light and fixture
A sunny spot
A spot that gets sun and dark for control
50 mL of water daily
A timer connected to the light fixtures
Cm ruler
A data table
Place the one plant under the light fixture at 22 cm from the fluorescent
light to the top of the plant pot. Do the same for another plant with the
plant light. Place one plant in a sunny window sill. Place one plant in
the kitchen which gets partial sunlight. Set the timer for 8 hours so that
the plants under the lights get 8 hours of light each day. Place the plant
in sunlight on the window sill each morning and place the last one in the
kitchen. Now measure each of the plants from the top of the soil in the pot
to the highest point of the topmost leaf. Record this measurement in the
data table. Now measure the bottom most branch from the stem to the
farthest leaf. Record this on the data table. Every morning, place the
window sill plant in the window for maximum sunlight and place the kitchen
plant in its chosen spot. Water each plant with the same amount of water
daily. Take measurements at the end of the eight-hour test period daily.
Do this for at least two weeks.
Completed Data Chart Due: Mon. Feb.11
Due: Chart should be filled in with raw data from your experiment.
Charts and/or Graphs Due: Wed. Feb. 13
Due: Any charts and graphs needed.
Written Results Due: Mon. Feb 18
Due: Formal written results focusing on the data.
Project Conclusion and Completion.
Due: Fri. Feb. 22
Due: Conclusion and Completion
Abstract Due: Tuesday, March 4
PRESENTATION SCHEDULE:
Presentation of your projects will happen after the Blues Break in the first
and second weeks of March. The Science Projects presentations will occur
Tuesday and Wednesday of March 4 and 5. We will "wrap-up" presentations on
the next week of Monday-Friday March 10-14. Science Projects MUST be
experimental in nature.
Instruction and time to fullfill your tasks will be given. It is up
to you to use your time wisely and productively. All experimentations
should be begun, and kept track of, at home. All other components of your
project will be done in class.
What makes a good project? First of all, pick something you are really
interested in. You will be living with this project for 2-3 months! I will
have MANY ideas for you in class, you need to choose one.
What does a good question look like? The question for your science project
needs to be very specific. It asks just what you, as the scientist, really
wants to know. Ask yourself, what do I really want to find out? Your
question must be related directly to your topic, whether you are working on
an experiment, research project, or demonstration. All projects start with
a question. What is yours? Use third person, 2-space, non-bold, Helvetica
print. Here is a simple example of a question:
Do flowering plants show more healthy growth under sunlight, plant grow
lights, or fluorescent lights?
Your hypothesis must be directly related to the question. It must be in
third person, 2-spaced, non-bold, Helvetica print. Here is an example of an
hypothesis for the above question:
"The expected results of an experiment testing growth rate of plants under
sunlight, plant grow light, or fluorscent lighting will show that sunlight
provides the best source of light for healthy plant growth. The independent
variable is the different light sources while the dependent is the rate of
plant growth in centimeters."
Your Procedure.
Procedure begins with a topic statement which tells your reader what your
project is (topic), and leads the reader to your materials list. This is
true for all projects.
Materials. List ALL the materials you have, or may have to, use to find out
all you need to answer your question. Include sources used, data charts,
graphs, data, interview, specific materials needed for experimentation, etc.
Procedure: Step-by-step instructions on how to carry out the experiment.
The "litmus test" for this is if you can give your procedure to your mom,
dad, or friend, and they can perform the procedure with the expected desired
results being the same as yours. You must have at least three
(3) reliable sources to back up your research in your background research
paper. If your project includes a model, describe how you will make it and
how it will help in your
demonstration.
Data Charts and Graphs: Yes, you NEED data. While you are conducting your
experiment, you should be collecting data (either quantitative or
qualitative) as you proceed through the experiment. Remember, you MUST test
multiple times! Data tables and graphs may be hand-made or generated on
computer. They MUST be accurate, correctly titled, easy to understand,
relevant to the project, and focused on ONE independent variable.
Written Results: This is a multi-paragraph, AT LEAST 3, paper which focuses
on the data you have collected. What does the data tell you? The first
paragraph needs to have the topic sentence and a discussion of what your
results tell you. Was your hypothesis correct or not?
The second paragraph should focus on the variables and anything that could
have, or did, go wrong with your experiment. What happened with your samples?
The last paragraph restates your topic, what the results say and whether
your hypothesis was correct or not. This must be in third-person!
EXAMPLE WRITTEN RESULTS PAGE: DUE FEB 15
Fred Durckel
Red 9
Science Project Procedure
2/16/07
Results: How Different Light Affect Plant Growth
After growing the same type of plants (petunias) under different light
sources, the data is pretty clear. While the hypothesis that plants grow
best with sunlight, was proven to be correct, the plants under the
specialized plant light did very well. The data shows that the plants in
Group 1 (sunlight) grew an average of 5.3 cm. The plants in Group 2 (plant
light) grew an average of 5.1 cm while the plants in Group 3 (fluorescent
light) barely grew 1.3 cm during the testing period.
The plant used as a control was placed in the kitchen counter and,
while given the same treatment as the other plants, was given 'normal'
filtered sunlight. It grew nearly 4.3 cm. and is in full bloom with three
flowers and large dark green leaves. The reason why the plants in Group 1
grew so well is the amount of direct sunlight they were exposed to. All the
plants in Group 1, 2, and 3 were given 8 hours of direct light every day.
The Group 1 plants all have flowers on them and have dark green leaves and a
thick stem. The plants in Group 2 grew just about as well and, with better
technique, may prove to be the most reliable way of growing. Group 2 plants
have flowers as well and appear a healthy green. The plants in Group 3
nearly died several times and look tired and brownish green. Group 3 plants
have no flowers on them.
As the data shows, plants grow better under sunlight. However, plant
lights could be used more effectively because they can be timed. If this
test were to be conducted again, more time would be required to see if
plants under timed lights would produce more flowers and healthy plants. The
data is clear and the hypothesis was proven. Plants grow best under
sunlight.
Conclusion: This is a multi-paragraph that focuses on whether or not your
question was answered. The first paragraph intros the topic, states your
original question and answers whether the question was answered or not.
The next paragraph talks about why you think your project turned out the way
it did. Were there any suprises? Were any other questions answered or
brought up? What are some of the possible benefits of further testing?
Wrap it up with a conclusion paragraph that restates your question and
whether or not your hypothesis was anwered or not.
EXAMPLE CONCLUSION: DUE FEB 16
Fred Durckel
Red 9
Science Project Procedure
2/16/07
Conclusion: How Plants Grow Under Different Lights
The question for this project originally was "Do plants grow best in
sunlight or do plant lights work as well?" After researching and performing
the experiment, the data shows that the answer to that question is that,
yes, plants do grow well under sunlight. However "best" is a subjective
word and can mean different things. The plants that grew under plant lights
did very well as far as producing flowers.
While researching about this project, the process of photosynthesis was
a big part of how plants make energy out of light (World Book
Encylclopedia). The actual experiment proved that sunlight promotes growth
becuase of the plants ability to undergo photosynthesis and make flowers.
But the plants under the "Grow-Best" plant light grew just about as many
flowers. While the plants grown in sun did grow a little longer (by 2mm!),
the plants under the grow light produced just about as many flowers. The
plants under fluorescent lights hardly grew at all and were dry and
brittle. Clearly, not any light will grow plants.
Future research could focus on the use of plant lights to promote
growth in plants at an accelerated rate. It would be interesting to see
what would happen if plants received 8 hours of light followed by 8 hours of
dark. If plants could be grown this way, production rates could be
increased for food crops or the flower market. Finding out about the
effects of light on plant growth was an interesting experiment.
Abstract: One sentence about the EACH STEP of the process; topic, question,
hypothesis, how you collect data, how you interpreted the data (results),
and conclusion (hypothesis correct or not?). Write it in paragraph form and
in third person.
Oral Presentation: 25% of your final grade is based on how well you present
your project. You will be given SOME time in class to rehearse with a team
mate, but you need to practice at home. Here are some tips;
Be clear. Start out by stating your name and your topic title. Then use
the Scientific Method to explain your project. Start with the Question.
Move to the Hypothesis. Then explain how you went about proving or
disproving your hypothesis. Now point out your data. Data charts
and graphs are essential to any science project! Go over the results you
found and explain what they say about your project. Point out any unexpected
or suprising data. Wrap it up with the conclusion where you answer your
question and say whether you proved your hypothesis to be correct or not.
You have three minutes to do this so practice is essential! Grab your
cat, dog, mom, dad, brother, sister, or friend. Go over your presentation
with them. Use your hands to point out the important details. If you wish,
make notecards to help you remember. Use good eye contact. Use your voice
and project your words clearly so all can hear.
If you practice, you will be less nervous. If you can't find anybody (or
anything!) to listen to you, go over your presentation in front of a
mirror. Good luck!
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