Project Requirement Guidelines
Contents:
- Introduction
- Project Requirement FAQ
- NYC Performance Standards
- Project Descriptions
- Presentations
- Rubrics
- Project Design Diagram: Design Projects
- Sample Data Table Format
- Sample Line Graph
- Sample Format for Research Reports
- Sample Format for Research
Report (Design Projects)
- Sample Display Board Layout
- Sample Bibliographic Formats
A SMART Process Production
Community School District
Three
Patricia Romandetto, Superintendent
Community School District Five
Dennis J. Pradier, Superintendent
Community School District Six
Dr. Jorge Izquierdo, Superintendent
Introduction
A project is simply a long-term science investigation in which students
answer a narrowly defined question by gathering, recording, and analyzing data.
A project in this sense is not simply a book report, topic paper, demonstration,
or model. Instead, all projects must demonstrate understanding of cause &
effect, variables, key science concepts, data collection, & data analysis.
The project requirement is designed as a means of assessing several standards
at once, particularly the standards relating to scientific inquiry (See Performance
Standards below). By integrating the project into your content objectives,
the project will address content standards as well. The projects may also be
designed to address Math, Social Studies, and ELA standards, which is
particularly important to those who teach science in interdisciplinary teams.
The descriptions that follow are meant to be used as guidelines. Precise
information about what exactly constitutes a project that "meets or exceeds
the standards" can be found in the project rubrics.
The proposed methods for helping students produce projects are not rigid
procedures that you must strictly follow. They simply represent one way of
helping students arrive at and carry out a given project. The most important
thing is that the projects arise from a dialog between students and the teacher,
and from students’ observations about the world around them. Done properly, a
long-term science investigation is really an iterative process requiring
frequent revisions. It is not a simple linear process as implied by the way the
scientific method is often depicted.
If any part of this guide is ambiguous or unclear, we would like to know so
that it can be revised. As always, if you would like more information, one of
the best ways to get help is by posting a question on the Discussion Forum
at the MiddleSchoolScience.org.
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Project Requirement FAQ
Who has to do a project?
All students are required to do a project. Between grades 5 & 8, each
student is expected to have completed at least one of each of the project types
described below.
What types of projects can a student produce?
Controlled experiments, fieldwork, secondary research, and design projects
can be done to satisfy the project requirement. Districts or schools may have a
particular project requirement for a particular grade, so again check with your
science supervisor.
What happens if a student does not complete a project?
The project is part of the teacher’s classroom evaluation of student
performance and should be considered in combination with other assessment tools,
including tests, homework, etc. Individual schools should have a policy in place
so that there is consistency and accountability within the school. Failure to
produce a project does not mean that a student automatically fails science for
the year, but the project, which entails considerable time and effort, should
make up a significant percentage of the final grade.
What is the proper presentation format for a project?
A research report is the preferred method of initial presentation. The
research report is a full accounting of the investigation which can then be
summarized and presented in the form of a poster or a 3-panel display board such
as those commonly used in science fairs. Individual schools or districts may
have more specific requirements so check with your school’s science supervisor
or principal. Keep in mind that in each case, an oral presentation is required
for all projects in addition to the written/visual presentation.
What kinds of topics are appropriate for a project?
The topics for a project should grow out of the curriculum units for the
grade you are teaching. Conceptual understanding is an important component of
the project and students should demonstrate understanding through writing,
artwork, charts, diagrams, and/or concept maps, and through their oral
presentations.
Do I have to use class time to help students prepare projects?
Almost certainly. For many students this will be their first attempt at
producing a science project and they will need continuous support from start to
finish. Other students may have worked on science fair projects in the past and
may be familiar with the format and terminology. They would obviously need less
help. We expect as time goes on and as the project requirement is implemented in
grades 5-8, the project will become much easier for our students and even
something that they look forward to doing.
Can students work in groups?
Yes. We recommend no more than 3 students per group, and each student should
submit an individual report that demonstrates the individual student’s
understanding of the project, including conceptual understanding. Grade 8
students should work alone or in pairs only.
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NYC Performance Standards
The Intermediate Level Science Project Requirement is designed to help
students meet standards from the New York State Intermediate Level Science
Core Curriculum as well as New York City Performance Standards.
Standard S8 actually anticipates that projects will incorporate most elements of
standards S1 –S7 during the course a of student’s 5-8 middle school career.
A quick glance at these standards should make it clear how a single project can
be used to address multiple standards.
S1 – S3: Physical, Life, Earth & Space Science Concepts (Content
objectives)
S4: Scientific Connections and Applications
a. Demonstrates understanding of big ideas and unifying concepts
b. Demonstrates understanding of health
c. Demonstrates understanding of impact of technology on society
d. Demonstrates understanding of impact of science on society
S5: Scientific Thinking
a. Frames questions to distinguish cause & effect
b. Uses concepts from S1-S4 to explain a variety of observations &
phenomena
c. Uses evidence from reliable sources to develop descriptions,
explanations, and models
d. Proposes, recognizes, analyzes, considers, and critiques alternative
explanations; and distinguishes between fact and opinion
e. Identifies problems, proposes and implements solutions; and evaluates
the accuracy, design, and outcomes of investigations
f. Works individually and in teams to collect and share information and ideas
S6: Scientific Tools & Technologies
a. Uses technology and tools to observe and measure objects, organisms, and
phenomena directly, indirectly, and remotely
b. Records and stores data using a variety of formats
c. Collects and analyzes data using concepts and techniques in
Mathematics Standard 4
d. Acquires information from a variety of sources
e. Recognizes bias in data
S7: Scientific Communication
a. Represents data and results in multiple ways
b. Argues from evidence
c. Critiques published materials
d. Explains a scientific concept or procedure to other students
e. Communicates in a form suited to the purpose and the audience
S8: Scientific Investigations
a. Demonstrates competence by completing a controlled experiment
b. Demonstrates competence by completing a fieldwork project
c. Demonstrates competence by completing a design
d. Demonstrates competence by completing a secondary research project
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Project Descriptions
Controlled Experiment
What is a controlled experiment?
A scientific investigation in which variables are controlled is a controlled
experiment. In its simplest form, a controlled experiment is done when the
investigator consciously changes one variable (the independent or manipulated
variable), which will likely cause another variable to change (dependent or
responding variable). To the extent possible, all other variables are kept the
same (constants).
A good problem question for a controlled experiment can usually be
phrased in this form: How does one thing (independent variable) affect another
thing (dependent variable)? Consider the following example: "How does the
temperature of water affect the ability of sugar to dissolve?" We might do
some preliminary research that tells us that, generally, an increase in
temperature leads to increased solubility but there are exceptions. We could
form a hypothesis from that preliminary research that "if we
increase the temperature of water then more sugar will dissolve." The
temperature of water is the independent variable. We can further define
the levels of the independent variable by selecting discrete temperatures
for testing, i.e., 0o, 25 o, 50 o, 75 o,
etc. We could further designate 25 o as our control group (25
o Celsius is a standard temperature used in many chemistry problems).
Three levels is a bare minimum. We can measure the dependent variable by
keeping a record of the number of teaspoons or the grams of sugar that dissolve
in each sample of water. In order to get a fair test, you would want to keep all
variables other than the temperature of the water constant: For example
we would want to see if different amounts of sugar dissolve in the same
amounts of water and in the same kinds of containers. It would not be
fair if you used a small amount of cold water and a greater amount of hot water.
The problem question could not be answered because we would not know if the
higher temperature or the greater volume of water caused the differences in
solubility. Lastly, because measurement is always imperfect and human error
common, we would need to perform our experiment several times (trials),
or use a large number of samples of each of the levels of the IV, and
look for trends within the data collected in order to draw meaningful conclusions.
In the classroom
In each grade, students will have ample opportunity to perform controlled
experiments based on the science units they are learning. By engaging students
in discussion, they will naturally generate questions that might be the basis
for a controlled experiment. Keep in mind that students also need to demonstrate
conceptual understanding of the phenomena that they are investigating. The
following is a way for teachers to help the process along:
1. Generate questions about a topic.
2. Conduct preliminary research to learn as much as possible
about the questions. The research may in fact lead to more or better questions.
3. Identify questions that lend themselves to a controlled
experiment or help students rephrase questions in a way that they can be
investigated using a controlled experiment (How does ____ affect _____?).
4. Formulate a hypothesis in the form of an "if … then
…" statement.
5. Design a procedure to answer the question. Identify the
following; levels of the independent variable, a measurable dependent variable,
constants, and a control group as appropriate.
6. Conduct the experiment, collecting qualitative/quantitative
data as appropriate and other observations that might contribute to a logical
conclusion.
7. Organize results using appropriate graphs, diagrams, and
tables.
8. Analyze and interpret the organized data to draw
conclusions and answer the problem question.
9. Present findings in a written and an oral report.
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Design Project
What is design?
Whenever we seek technological solutions to problems, we are engaging in
design. Broadly defined, technology includes commonly understood concepts such
as structures, tools, machines, electronics, computers, and software, as well as
more esoteric concepts such as systems (organizational structure, e.g.),
procedures (traffic regulations, e.g.), and communication (signs & symbols,
maps, e.g.). In the context of a science project, we are mostly interested in
the structures, tools, or machines that students might design to solve a
particular problem. Solutions to problems must always be designed within given
constraints. The ultimate constraints are, of course, the laws of physics. For
example a perpetual motion machine, desirable as it may be, cannot be designed
because it would violate fundamental laws of physics (the 1st & 2nd
laws of thermodynamics, in case you were wondering!).
In most everyday situations, though, the laws of physics are only one set of
constraints. Economic, social, and time constraints are also factored into all
design projects. As an example, space travel presents a design challenge. A
journey to Mars would take a crew of astronauts about six months in both
directions. We could probably build a spacecraft within the next 20 years to
accomplish the task. But that much time in zero gravity would not be healthy for
a human being. How do you carry enough food/water/oxygen to keep humans alive in
space for the 1+ years needed for the voyage? What happens if someone gets
seriously ill along the way? How much will it cost the taxpayers and at what
benefit?
On a more mundane level, design is employed whenever manufacturers or
consumers themselves make or improve products that allow us to do everyday
chores faster, easier, or cheaper. Design can therefore be seen as a major
driving force behind our economy.
In the classroom
A design project should have a product that can be an invention, adaptation
or novel application of existing technology. Students will identify measurable outcomes
and conduct one or more controlled experiments as a means of evaluating the
design. Students are also expected to demonstrate conceptual understanding of
the problem they are addressing. The following steps may be followed to arrive
at a project or you may arrive at a project by a different process, according to
your own experience:
1. In consultation with the teacher, students should consider various
problems – in the school, community, or home.
2. Consider problems that lend themselves to technological solutions.
3. Once the problem is identified, research other/previous attempts to
solve the problem and formulate a goal for your design: How will this design
alleviate the problem that you have identified? Example: "We will build
a ______ (product) that will _______ (outcome)."
4. Identify constraints – what conditions exist that make the problem
difficult to solve?
5. What resources exist to help remedy the situation?
6. Generate alternative solutions and evaluate in terms of the
constraints given.
7. Employ a design strategy. For example, construct the most feasible
alternative solution; test, collect data, and evaluate the design using one
or more controlled experiments; and re-design if necessary.
8.
Present the design project.
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Fieldwork Project
What is a fieldwork project?
A fieldwork project requires that students go out into the "field"
to make observations and collect data. Jane Goodall comes to mind. Goodall spent
many years in the field observing and collecting data on chimpanzee populations
in Tanzania. In certain areas of science, fieldwork is a crucial part of
scientific endeavor. Think of environmental science, geology, and animal
behavior, just to name a few. These topics cannot be studied strictly in a
laboratory setting. Scientists must go out and collect information about these
topics in the "real world." The idea behind the fieldwork project is
that students will be exposed to this aspect of scientific inquiry.
In the classroom
Obviously students need to get out of the classroom to conduct a fieldwork
project. Local parks or even neighborhood streets (sidewalks, that is!) are good
places to do fieldwork projects. Remember that students must demonstrate
conceptual understanding of the phenomena that they are studying. The steps
below outline a possible way to get started. Of course this is not a required
sequence, and as always teachers may get to the end goal by other means,
according to their individual experience:
1. Encourage students make observations about the world around them, on
the way to and from school, in the park, etc.
2. Discuss observations with students that are related to the curriculum
for their grade. Students may tend to make generalizations or ask questions.
3. Teacher helps students rephrase questions or generalizations as
problem questions (How does ___ affect ____?).
4. Students formulate a hypothesis in the form of an "if…then…"
statement.
5. Students make a plan for collecting data in the field. Identify the
following; levels of the independent variable, a measurable dependent
variable, constants, and a control group as appropriate.
6. Go into the field and collect data and make observations that will
help answer the problem question.
7. Organize data using tables, diagrams, and appropriate graphs to show
relationships.
8. Interpret the data to offer an answer to the problem question.
9. Present findings in a written and an oral report.
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Secondary Research Project
What is a secondary research project?
Secondary research refers to the gathering and comparative study of data
collected by others. It is not to be confused with the term "secondary
sources" that is often used in some research papers and contrasted with
"primary sources." Secondary research often involves using data
gathered directly by other scientists, either in the lab or in the field. It may
also involve statistics gathered from a variety of sources by government
agencies or universities. A scientist studying the effects of auto emissions on
global warming, for example, might collect data from government agencies on
temperature trends, from car manufacturers on the kinds of emissions produced by
cars, and from university researchers on recent changes in the kinds and amounts
of gases in the atmosphere. The scientist would then try to determine the effect
of car emissions while considering other sources of pollution and climate
changes that have occurred over time.
In the classroom
Many of the questions that students ask cannot be answered by doing classroom
activities. The activity may be too dangerous, too expensive, or too time
consuming. The questions may, nonetheless, be valid questions that are worth
exploring. Secondary research, rather than direct experimentation, is the method
to use. Keep in mind that students need to demonstrate conceptual understanding
of the phenomena they are investigating. In order to conduct a secondary
research project, the following should serve as a guide:
1. Teacher helps students identify questions that are appropriate for
secondary research. They will often ask these questions periodically anyway,
it’s simply a matter of recognizing them, making students aware of them, and
collecting them.
2. Rephrase the question in the form of a problem question (How does ___
affect ___?).
3. Formulate a hypothesis in the form of an "if…then…"
statement.
4. Identify the following: levels of the independent variable, a measurable
dependent variable, constants, and a control group as appropriate.
5. Collect information and data from at least two different sources (books,
magazines, internet, newspaper, etc.) that will help you answer the problem
question.
6. Organize data in tables, diagrams, and appropriate graphs.
7. Analyze data to answer problem question, consider the correlation
between the 2 variables.
8. Present findings in a written and oral report.
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Presentations
All project types are eligible for the SMART Process Inquiry Expo in May.
Each school will be asked to pick a number of projects to represent their school
at the Inquiry Expo. All Expo projects must be displayed on standard science
fair display boards, but for the initial project and for classroom/school-wide
presentations, students may present research reports at the school’s
discretion. In fact, the research report should be the foundation of the
formal display board. A good general principle is that the research report
should be completed before any work begins on a competitive display. Projects
may be completed at any time before the Science Expo.
Components of a research report
Reports will vary slightly, depending on the project. Below is a list of
essential elements for each project. In addition each report should have a title
page including: title of project, name, date, class, and school and a
bibliography (background information sources, data sources, etc.) using standard
format.
Controlled Experiment
1. Project Design Diagram or Abstract
2. Introduction
a. Problem question: "How does _____ affect ______?" Discuss
problem question in terms of conceptual understanding: What key concepts
from earth, life, or physical science are applicable to the problem?
b. Hypothesis: Proposed solution supported by reason/research.
3. Investigative Procedure
a. Materials List: Metric based, specific (may be embedded within
procedure below)
b. Procedure: Preferably narrative format detailing the steps taken and
explaining how all the materials were used and in the proper sequence.
4. Data: Tables, log of observations
5. Graphs
6. Key Concepts: Diagrams, concept maps, or other evidence of conceptual
understanding.
7. Conclusions: Written in narrative form. Analyze data to answer problem
question, explain anomalies/discrepancies in data, and suggest further
investigations. Conclusions should be related to understanding of key
concepts.
Design Project
1. Project Design Diagram (for Design Projects) or Abstract
2. Introduction: Include discussion of key concepts from earth, life, or
physical science that are applicable to the problem and/or goal.
a. Problem: Narrative description of problem being addressed, clearly
defined problem question, such as "How can we make ______ work
better?" Identify constraints.
b. Goal: For example, "We will construct a _______ (product)
that will result in time savings of 10 minutes (outcome)."
3. Design Process: Preferably a narrative description of purpose, existing
technology that already addresses the problem, how the project addresses the
problem (new design, fix existing design, etc.), discussion of alternatives
considered, description of the testing process & refinement.
4. Key Concepts: Diagrams, concept maps, or other evidence of conceptual
understanding.
5. Controlled Experiment: Summary of one or more controlled experiments that
were used to evaluate or refine the design. Include data tables, graphs, etc.
6. Diagram and/or model of design: Important parts identified by name and
function.
7. Conclusions: Analysis of data to answer these questions: Did the design
work, did you meet your goals, and how might you improve your design even more?
Conclusions should be related to understanding of key concepts.
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Fieldwork Project
1. Project Design Diagram or Abstract
2. Introduction
a. Problem question: "How does _____ affect ______?" Discuss
problem in terms of conceptual understanding: What key concepts from earth,
life, or physical science are applicable to the problem?
b. Hypothesis: Proposed solution supported by reason/research.
3. Investigative Procedure: Complete sentences in paragraph format detailing
tools and techniques used to gather data in the field.
4. Data:
a. Tables, log of observations
b. Graphs
5. Conclusions: Analyze data to answer problem question, explain
anomalies/discrepancies, and suggest further investigations. Conclusions should
be related to understanding of key concepts.
Secondary Research Project
1. Project Design Diagram or Abstract
2. Introduction: Discuss problem question & hypothesis in terms key
concepts from earth, life, or physical science.
a. Problem question: How does ____ affect _____?
b. Hypothesis: Proposed solution supported by reason/research.
3. Investigative Procedure: Explain precisely what variables you are
correlating, and what other variables you considered. What were some constants
in your study? Can you identify a control group in your study? Include critical
analysis of sources - consider the accuracy of the information, date of the
sources, and the possible biases of the author.
4. Data
a. Data Tables (student-generated).
b. Graphs (student-generated).
5. Conclusions, analysis of the data, problems with the data, explain
discrepancies. Conclusions should be related to understanding of key concepts.
Eighth Grade Exit Projects
An exit project is simply one of the above projects completed in grade 8..
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Rubrics
Controlled Experiments
|
Essential Element |
0 |
1 |
2 |
3 |
4 |
|
Project Design
(See Project Design Diagram)
|
None present |
3 or more components listed in #3 è
missing, incomplete, or vague.
|
1-2 components listed in #3 è
missing, incomplete, or vague.
|
Includes clearly stated:
1) Problem question (I.V. & D.V.) appropriate for a controlled
experiment
2) Hypothesis stated in "if…then…" format
3) Levels of the I.V.
4) Measurable D.V.
5) Appropriate constants and control group.
|
All of # 3 stated in detail plus appropriate number of levels of I.V.
at logical or consistent intervals. |
|
Investigative Procedures |
None stated |
Three or four components listed in #3 è
missing or inadequate.
|
One or two components listed in
#3 è
missing or inadequate.
|
1) Adequate procedure that is appropriate to answer problem question;
2) metric-based materials list; 3) uses appropriate techniques and tools
to gather data; 4) minimum of three trials/samples. |
All components in #3 plus elaboration of procedures detailing how and
when all materials were used; sufficient trials/samples to establish
confidence. |
|
Conceptual Understanding |
None |
Has only one of the three components listed in #3 è
Or weak application of all three. |
Has two of the three components listed in #3 è
Or weak application of one or more components.
|
1) Project related to key concepts in life, earth, and/or physical
science appropriate for the grade level; 2) uses those concepts to
accurately explain predictions/hypotheses; 3) relates conceptual
understanding to results/conclusion. |
All of # 3 plus represents key concepts in multiple ways: words,
charts, diagrams, artwork, models, etc. |
|
Data Collection |
Not present |
Has only one of the three components listed in #3. è |
Has two of the three components listed in #3. è |
1) Quantitative and/or qualitative data collected as appropriate; 2)
includes other observations; 3) organized in charts or tables. |
All of # 3 plus detailed data collection in charts, tables or logs,
clearly defined, labeled, consistent and organized log of other
observations. |
|
Data Analysis & Conclusions |
None stated |
2 or more components listed in # 3 è
missing, incomplete, or vague.
|
One component listed in #3 è
missing, incomplete, or vague.
|
1) Analysis includes mean, mode, median, or range; 2) accurate, labeled
graph; 3) conclusion supported by data, incorporates conceptual
understanding, results of investigation, hypothesis, and recommendations
for further study. |
Includes all of # 3 plus conclusion written in clear, organized
expository style. |
|
Display |
No display |
2 or more Essential Elements: missing, or labels don’t
match content. |
One Essential Element: missing or labels and content don’t
match. |
1) All Essential Elements present; 2) labels and content match;
3) recognizable organization. |
All of # 3 plus clean, neat, eye-catching display board appropriately
decorated. |
|
Oral Presentation |
None |
Meets 1 or none of the components listed in #3.è |
Meets 2 of the components listed in #3.è |
1) Stays on topic; 2) clearly describes problem, design, results,
conclusion; 3) stays within time limit (3-8 minutes). |
All of # 3 plus clearly structured delivery with introduction,
development, and conclusion. |
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Rubric for Design Projects
|
Essential Element |
0 |
1 |
2 |
3 |
4 |
|
Project Design
(See Project Design Diagram)
|
None present |
3 or more components listed in #3 è
missing, incomplete, or vague.
|
1-2 components listed in #3 è
missing, incomplete, or vague.
|
Includes clearly stated:
1) Problem/Need that lends itself to a technological solution
2) Goal stated in terms of product and outcome
3) Constraints
4) Alternatives Considered
5) Design Strategy.
|
All of # 3 stated in detail plus realistic goals; measurable outcome;
shows clear understanding of multiple constraints, resources,
alternatives. |
|
Design Process |
None stated |
Has only one of the three components listed in #3. è |
Has two of the three components listed in #3. è |
1) Project addresses a clearly stated need; 2) shows evidence of a
process of refining the product;
3) uses controlled experiment to test the final design.
|
All components in #3 plus evidence that one or more controlled
experiments informed the design process and helped shape the final
product. |
|
Conceptual Understanding |
None |
Has only one of the three components listed in #3 è
Or weak application of all three. |
Has two of the three components listed in #3 è
Or weak application of one or more components.
|
1) Project related to key concepts in life, earth, and/or physical
science appropriate for the grade level; 2) uses those concepts to
accurately explain functioning of design; 3) relates conceptual
understanding to problem, goals, results. |
All of # 3 plus represents key concepts in multiple ways: words,
charts, diagrams, artwork, models, etc. |
|
Controlled Experiment |
Not present |
Has only one of the components listed in #3. è |
Has two or three components listed in #3. è |
1) Problem question addresses the goals of the design; 2) demonstrates
understanding of variables/constants/controls; 3) collects and analyzes
data; 4) uses conclusion to suggest further refinements to the design. |
All of #3 plus use of appropriate number of trials and levels of the
independent variable. |
|
Example of Design Product |
None |
2 or more components listed in # 3 è
missing, incomplete, or vague.
|
One component listed in #3 è
missing, incomplete, or vague.
|
1) Product functions as described; 2) shows clear innovation or novel
use of existing technology; 3) uses easily obtained materials.
|
Includes all of # 3 plus has immediate aesthetic appeal. |
|
Display |
No display |
2 or more Essential Elements: missing, or labels don’t
match content. |
One Essential Element: missing or labels and content don’t
match. |
1) All Essential Elements present; 2) labels and content match;
3) recognizable organization. |
All of # 3 plus clean, neat, eye-catching display board appropriately
decorated. |
|
Oral Presentation |
None |
Meets 1 or none of the components listed in #3.è |
Meets 2 of the components listed in #3.è |
1) Stays on topic; 2) clearly describes problem, constraints, design
process, conclusion; 3) stays within time limit (3-8 minutes). |
All of # 3 plus clearly structured delivery with introduction,
development, and conclusion. |
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Rubric for Fieldwork Projects
|
Essential Element |
0 |
1 |
2 |
3 |
4 |
|
Project Design
(See Project Design Diagram) |
None present |
3 or more components listed in #3 è
missing, incomplete, or vague.
|
1-2 components listed in #3 è
missing, incomplete, or vague.
|
Includes clearly stated:
1) Problem question (I.V. & D.V.) that is appropriate for fieldwork
project
2) Hypothesis stated in "if…then…" format
3) Levels of the I.V.
4) Measurable D.V.
4) Appropriate constants and control group.
|
All of # 3 stated in detail plus appropriate number of levels of I.V.
at logical or consistent intervals. |
|
Investigative Procedures |
None stated |
Has only one of the three components listed in #3. è |
Has two of the three components listed in #3. è |
1) Adequate procedure that is appropriate to answer problem question;
2) uses appropriate techniques and tools to gather data in the field; 3)
minimum of three trials/samples. |
All of #3 plus elaboration of procedures detailing locations, times,
and type of data collected, sufficient trials/samples to establish
confidence. |
|
Conceptual Understanding |
None |
Has only one of the three components listed in #3 è
Or weak application of all three. |
Has two of the three components listed in #3 è
Or weak application of one or more components.
|
1) Project related to key concepts in life, earth, and/or physical
science appropriate for the grade level; 2) uses those concepts to
accurately explain hypothesis; 3) relates conceptual understanding to
results/conclusion. |
All of # 3 plus represents key concepts in multiple ways: words,
charts, diagrams, artwork, models, etc. |
|
Data Collection |
Not present |
Has only one of the three components listed in #3. è |
Has two of the three components listed in #3. è |
1) Quantitative/qualitative data collected as appropriate; 2) includes
other observations;
3) organized in charts or tables.
|
All of # 3 plus detailed data collection in charts, tables or logs,
clearly defined, labeled, consistent. |
|
Data Analysis & Conclusions |
None stated |
2 or more components listed in # 3 è
missing, incomplete, or vague.
|
One component listed in #3 è
missing, incomplete, or vague.
|
1) Analysis includes mean, mode, median, or range; 2) accurate, labeled
graph; 3) conclusion supported by data and incorporates conceptual
understanding, results of investigation, hypothesis, and recommendations
for further study. |
Includes all of # 3 plus conclusion written in clear, organized
expository style. |
|
Display |
No display |
2 or more Essential Elements: missing, or labels don’t
match content. |
One Essential Element: missing or labels don’t match
content. |
1) All Essential Elements present; 2) labels and content match;
3) recognizable organization. |
All of # 3 plus clean, neat, eye-catching display board appropriately
decorated. |
|
Oral Presentation |
None |
Meets 1 or none of the components listed in #3.è |
Meets 2 of the components listed in #3.è |
1) Stays on topic; 2) clearly describes problem, design, results,
conclusion; 3) stays within time limit (3-8 minutes). |
All of # 3 plus clearly structured delivery with introduction,
development, conclusion. |
[Back to Contents]
Rubric for Secondary Research Projects
|
Essential Element |
0 |
1 |
2 |
3 |
4 |
|
Project Design
(See Project Design Diagram) |
None present |
3 or more components listed in #3 è
missing, incomplete, or vague.
|
1-2 components listed in #3 è
missing, incomplete, or vague.
|
Includes clearly stated:
1) Problem question (I.V. & D.V.) that is appropriate for secondary
research
2) Hypothesis stated in "if…then…" format
3) Levels of the I.V.
4) Measurable D.V.
5) Constants and control group as appropriate.
|
All of # 3 stated in detail plus appropriate number of levels of I.V.
at logical or consistent intervals. |
|
Investigative Procedures |
None stated |
Has only one of the three components listed in #3. è |
Has two of the three components listed in #3. è |
1) Two or more sources of data appropriate to answer problem question;
2) discusses correlation between I.V. and D.V.; 3) critical analysis of
sources. |
All components in #3 plus data for I.V and D.V. from different sources,
and sufficient # of sources to establish confidence, sources up to date. |
|
Conceptual Understanding |
None |
Has only one of the three components listed in #3 è
Or weak application of all three. |
Has two of the three components listed in #3 è
Or weak application of one or more components.
|
1) Project related to key concepts in life, earth, and/or physical
science appropriate for the grade level; 2) uses those concepts to
accurately explain hypothesis; 3) relates conceptual understanding to
results/conclusion. |
All of # 3 plus represents key concepts in multiple ways: words,
charts, diagrams, artwork, models, etc. |
|
Data Collection |
Not present |
Has only one of the three components listed in #3. è |
Has two of the three components listed in #3. è |
1) Quantitative and/or qualitative data collected as appropriate; 2)
sources of data cited; 3) organized in charts or tables.
|
All of # 3 plus detailed data collection in charts, tables or logs,
clearly defined, labeled, consistent. |
|
Data Analysis & Conclusions |
None stated |
2 or more components listed in # 3 è
missing, incomplete, or vague.
|
One component listed in #3 è
missing, incomplete, or vague.
|
1) Analysis includes mean, mode, median, or range; 2) accurate, labeled
graph;
3) conclusion supported by data, incorporates conceptual understanding,
results of investigation, hypothesis, and recommendations for further
study.
|
Includes all of # 3 plus conclusion written in clear, organized
expository style. |
|
Display |
No display |
2 or more Essential Elements: missing, or labels don’t
match content. |
One Essential Element: missing or labels don’t match
content. |
1) All Essential Elements present; 2) labels and content match;
3) recognizable organization. |
All of # 3 plus clean, neat, eye-catching display board appropriately
decorated. |
|
Oral Presentation |
None |
Meets 1 or none of the components listed in #3.è |
Meets 2 of the components listed in #3.è |
1) Stays on topic; 2) clearly describes problem, design, results,
conclusion; 3) stays within time limit (3-8 minutes). |
All of # 3 plus clearly structured delivery with introduction,
development, and conclusion. |
[Back to Contents]
Project Design Diagram
(Controlled Experiments, Fieldwork, Secondary Research projects only)
|
Name:
|
Class:
|
Project
Type:
|
|
|
|
Problem
Question:
|
How
does
|
|
affect
|
|
Hypothesis:
|
If
|
|
then
|
|
Independent
Variable:
|
|
Levels
of the independent variable:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Measurable
dependent variable:
|
|
Constants:
|
|
Control:
|
|
*Number
of trials, samples, etc:
*(this
will depend on the investigation type)
|
|
Data
sources:
|
|
Conclusions:
|
[Back to Contents]
Project Design Diagram
(Design
projects only)
|
Name:
|
Class:
|
Project Type:
|
|
Need/Problem
|
|
|
|
Goal
|
|
(Product – what are you designing?)
|
|
(Outcome – what will it do
& how well will it do it?)
|
|
Constraints
|
|
Physical
|
Economic
|
Other
(time, e.g.)
|
|
|
|
|
|
|
|
|
|
Resources:
|
|
Alternatives:
|
|
Design
Strategy:
|
|
q
An invention
|
q
An improvement of existing technology
|
|
q
A design Challenge
|
q
Other (explain):
|
|
Conclusion:
|
[Back to Contents]
Sample Data Table Format
This is a sample, formal data table to include in a research report.
Depending on the project, a modified table or multiple tables may be needed. If
this format doesn’t seem to work for a particular project, then use common
sense and do not let the mechanics of the data table get in the way. The main
point is that the data should be presented in a clear and logical format.
1
Table 1: The effect of ramp height on the distance a
toy car travels. 2
|
|
|
|
|
6Independent
variable3
|
Dependent
variable3
|
Derived
quantities3
|
|
Ramp Height7
(cm) 10
|
Distance (cm)10
Trials8
|
Average9
(cm) 10
|
|
1
|
2
|
3
|
|
2
|
|
|
|
|
|
4
|
|
|
|
|
|
6
|
|
|
|
|
|
8
|
|
|
|
|
1. Tables should be numbered.
2. The title should clearly state the purpose of the investigation in terms
of the IV & DV.
3. Independent variable should always be in left hand column.
4. Dependent variable is to the right of the independent variable &
will usually be subdivided into trials or samples.
5. Derived quantity refers to any calculation of measured data,
density, e.g., or averages.
6. These gray colored labels are not necessary and may be included or
omitted in students’ tables.
7. Levels of the independent variable are almost always ordered from
smallest to largest. You need at least 3 levels of the independent variable to
even begin talking about a trend in the data.
8. Or samples, depending on the project. A minimum number for most projects
will be 3. If results are inconsistent, more trials may be needed to establish
confidence.
9. These are usually the quantities that will be graphed and used to show
trends.
10. Units are defined in the column headings and thus are not needed within
the columns.
[Back to Contents]
Sample Line Graph
- Did you place your variables on the proper axes?
(X-axis - independent variable).
- Are your data points plotted accurately?
- Did you label your axes including units of mea