Using Student Research in Your Classroom

1. Using Student Research in Your Classroom Judy Day judy_day@me.com www.ncsciencefair.org

2. 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

3. 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 Graduation Project requirements • Increase science literacy, student interest in science, and motivation to pursue scientific careers

4. Addresses Standards-National • Scientific literacy should include the ability to: • Find or determine answers to questions derived from everyday experiences. • Describe, explain, and predict natural phenomena. • Understand articles about science. • Engage in non-technical conversation about the validity of conclusions. • Identify scientific issues underlying national and local decisions. • Pose explanations based on evidence derived from one's own work. Adapted from the NCSCOS

5. Standards-State • Students in all grades and in every scientific discipline should have the opportunity to • ask questions • plan and conduct investigations • use appropriate tools and techniques to gather data • think critically and logically about relationships between evidence and explanations • communicate arguments. • Adapted from the NCSCOS

6. Science Education Research says: • “Science experiences should also connect students to everyday life and the science- and technology-related social issues with which local communities, nations, and all humanity struggle.” • Creed, R.P., S.P. Sheldon, and D.M. Cheek,. The Effect of Herbivore Feeding on the Buoyancy of Eurasian Watermilfoil, Appalachian State University, 1992.

7. Science Fair

8. The Process at a Glance • Students • Topic selection • Background research • Develop questions • Develop a research plan • Experiment • Write • Display • Compete Teachers • Form review committees • Get parental support • Culturally responsive • Plan for differentiation • Collect and copy forms • Science and Engineering Fair • set-up • scoring

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? • Home • School • University • Laboratory • Industrial Setting • Medical Center • Field

11. How is Research Done?The Inquiry Cycle #4 Test & Discover #3 Experimental Design #5 Student Analysis & Dissemination #2 Develop Testable Question #1 Student Curiosity & Interest

12. or Engineering Design Cycle

13. Comparison of the Scientific Method and the Engineering Design Process

14. Starting the Project

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 designing 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!

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 NC State (as well as community and other colleges and universities) Talk to experts in the field - local and distant (NC State, 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. Keeping It All Together: Science Notebooks

20. Examples of Student Notebooks

21. Examples of Student Notebooks

22. Examples of Student Notebooks

23. Examples of Student Notebooks

24. Examples of Student Notebooks

25. Examples of Student Notebooks

26. Design 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!

27. 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.

28. Design the process of your experiment Experiment should have large enough numbers to be valid (30) List materials needed List any safety issues and precautions Review types of data expected and how it will be analyzed Planning the Experiment!

29. 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.

30. 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.

31. Draw Conclusions Did the variables that you tested show a relationship or 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?

32. 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.

33. 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!

34. 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? pH Alkalinity Sample collection Testing Data • 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. • More precipitation samples are needed. • 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. Statistics

35. Why do my students need to use the NC and ISEF forms? They help your students plan their project The parents know what the student is doing and has proper supervision Only the completed NC Elementary/Middle School Form with the Research Plan are required of all projects with an abstract for fairs for Elementary & Middle School students Students with topics with special concerns and risks will need additional ISEF Forms (use ISEF Form Wizard if needed) Students have used the internationally recognized standard for rules and regulations for research.

36. Why do my students need to use the NC and 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

37. How can I get through the ISEF forms with my students?! Most elementary and middle school students will only need the NC Elementary/Middle School Form with their approved Research Plan High School students must use ISEF Forms – minimum of 1, 1A, Research Plan, and 1B USE THE ISEF RULES WIZARD for additional required forms!* http://apps.societyforscience.org/isef/students/wizard/index.asp

38. What are some of the rewards for students who enter competitions? Enjoy science Apply math Scholarships! Cash awards! Increased interest in science and engineering 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 – 1st award - $1,000 (2007, 2008) Society for Technical Communication: Merit Team Award of $100 (2007) For more information: http://www.societyforscience.org/isef/

40. How do I get started? Visit the State Science and Engineering Fair of NC Web Site http://www.ncsciencefair.org Use online guides Intel ISEF Student Handbook http://www.scienceforsociety.org/isef/ Science Buddies (planning and “Ask an Expert”) http://www.sciencebuddies.org/mentoring/science-projects.shtml

41. Web Sites for Science Competitions NC Science and Engineering Fair http://www.ncsciencefair.org/ 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/ ISWEEEP – International Sustainable World of Environment, Energy, and Engineering Project Olympiad http://www.isweeep.org/

42. http://www.ncsciencefair.org/ For more information, contact: Judy Day, Eleanor Hasse, Pam Lovin, Dee Dee Whitaker Judy_Day@me.comeehasse@bellsouth.netlovinphysics@gmail.com dcwhitak@ncsu.edu