Include original data and/or samples you gather and analyze yourself.

Include library research, cited references in the paper, and a bibliography.

Typed report including:
     Abstract
     Problem
     Hypothesis
     Experimental Design
     Description of Data
     Analysis of Data
     Conclusion
     Need for Further Study

Display Board (Typed and neat)

Before getting started a written proposal must be submitted to your teacher. Your teacher will then review your proposal and either accept or reject your proposal. DO NOT start you project until the teacher has approved your proposal. In order to do this proposal you should obtain some background information on your topic. This information should be recorded in a journal that you will keep throughout your project. Once your proposal is accepted, you are committed to doing what you proposed.

The project will be divided into different parts which will be graded and turned in on different due dates. Any lateness in turning in any of these parts will affect the grade of that portain of your research paper.

SUGGESTED RESEARCH PROJECT TOPICS
 
 

SUGGESTED PROBLEMS

EARTH SCIENCE RELATED:

What is the effect of size, shape, or speed on the size of a crater created by a meteor?
How does the path of a stream affect the shape or bottom of the stream?
How does the acidity of the rainwater in Valley Stream, Long Island, NY, compare to the acidity of bodies of fresh water on Long Island?
How does the quality of water vary in different locations on Long Island?
What is the quality of water in a particular body of water on Long Island?
How does the position of a planet visible from Long Island change nightly for a month?
How does the discharge of a local stream correlate with the amount of rainfall?
How does the weather data collected at Valley Stream South High School vary?
How does a local beach change as the seasons change?
How serious are the quantities of air-borne pollutants present in Valley Stream?
How do daily weather conditions affect the erosion and weathering of a local landscape feature?
How does the apparent daily position of the sun change over Valley Stream, Long Island?
What plants and animal life are found in a local body of water and what do they indicated about its water quality?
How does the soil of one area in Valley Stream compare with the soil in a different area of Valley Stream?
What is the effect of a living organism on the environment in which it lives?
How has a particular area of Long Island changed over a specific period of time due to geological and human influence? (Requires photographic evidence)
What kinds of rocks are found exposed in Valley Stream and its surroundings? What geologic history do these rocks have? (Requires numerous samples and specific locations)
What types of fossils are found in the rocks on Long Island and what do they tell us about the environment and climate in which they were formed?
There are a collection of weather sayings that have been used to predict the weather even before the local weather service was available. Investigate these sayings, their origins, and by using collected data from a weather station, observe whether the selected sayings have any validity.
How does relative humidity affect the mood of Valley Stream South students and faculty?
How does the outdoor temperature vary daily over a specific period of time in Valley Stream, NY?
How does the apparent path of the sun over Valley Stream, NY compare with apparent path of the sun at a different latitude? (Requires being in a location at a different latitude over a certain, specific length of time or having data collected by some other specified person, i.e. earth science pen pal in another school at a different latitude).
How does the intensity of insolation vary daily at specific times of the day over 8 weeks?
Plan to visit a specific national park or specific unique geological environment over a vacation or recess. (No samples may be taken from any national park but information about its geologic history and photographs or slides may be taken. Always ask a park ranger or guide questions.) A specific, uniaue geologic environment can include a visit to an underground cavern. Compare similarities and/or differences in the geology of the park/environment to your collection of specific geological data about the climate on Long Island. Why didn't those specific geologic features form here? (Photographs and specifics on which climate variables studied are required.)
Investigate the trail of solid waste garbage or recycled materials to their next location (landfill or recycling plant). Determine experimentally how long specific wastes take to either decompose, break down or change composition or even just size! (ex. recycled batteries, glass, plastic, etc.)
What types of rocks weather the fastest on Long Island?
If you were to add a passive solar heater to your house, investigate the location, cost, and experimental design that would maximize its collection of heat.
What types of clouds are associated with what weather conditions over Valley Stream, NY? (Requires collection of weather data and cloud indentifiable photographs)
Study a specific local pollution problem and suggest solutions to improve the quality of the environment. Design a heat shield and experimentally show how it prevents the absorption of heat.
How does the apparent shape, size, and position of the moon change over a 3-month period?
How does the surface temperature of the earth compare to the temperature taken int he same area 1 meter underground?
What types of particles are carried by a stream in your local area? Discuss their origin and destination. (Samples required)
How is stream velocity affected by stream depth?
What is the source of the drinking water at your house, how is it monitored for purity, and how can it be tested? (Visit to local Nassau County water department and specific chemical testing chemicals and equipment required.)
Obtain a local topographic map of the Valley Stream area and investigate specific errors of the map by taking photographs and specific measurements of the area. How much area has been allowed to remain untouched and kept a natural resource? Are there plans in the community to make major changes in the environment and/or area? (Travel is required and will involve parental and vehicle availability; community information needed from local town historians and newspapers)
 

BIOLOGY RELATED:

What are the effects of bulimia on teeth?
What are the effects of color on planaria regeneration?
How does a plant protect itself against osmotic stress?
How can differnt concentrations of mouthwash affect the growth of bacteria?
How does exposure to electromagnetic (EMF) radiation affect the reproduction of Drosophila (fruit flies)?
What is the effect of different carbohydrates on the development of painted lady butterflies?
What is the effect of acid rain on philodedron plants?
How do the different concentrations of chemicals or toxins found in plants affect mealworms?
What is the quality of the water in our area?
What is the effect of monosodium glutamate on Drosophila?
How long do different preservatives actually extend the quality of nutrients in certain fruits?
What is the effect of nicotine on planaria regeneration?
What is the effect of caffiene on plant growth? On fruit fly reproduction?
How do different sounds affect the concentration of Valley Stream South students performing a specific task?
What is the effect of nicotine on the cilia of the gills of ribbed mussels?
What is the effect of gamma radiation on Wisconsin plant seeds?
What is the effect of acid rain on the amount of chlorophyll in plants? (Paper Chromatography)

NAME:                                                                                                    DATE:

PERIOD:

DIRECTIONS: Complete and submit this form to your teacher.

TITLE:
 

PROBLEM:
 
 

HYPOTHESIS:
 
 

MATERIALS AND ORGANISMS NEEDED:
 
 
 
 
 
 
 
 
 
 

SUMMARY OF EXPERIMENT:
 
 
 
 
 
 
 
 
 

PROPOSAL DUE: ___________________________________________________________

INTRODUCTION: __________________________________________________________

EXPERIMENTAL DESIGN: ____________________________________________________

DESCRIPTION OF DATA: _____________________________________________________

GRAPHS/CHARTS: __________________________________________________________

ANALYSIS OF DATA: ________________________________________________________

CONCLUSION: _____________________________________________________________

NEED FOR FURTHER STUDY: _________________________________________________

ABSTRACT: _______________________________________________________________

BIBLIOGRAPHY: ___________________________________________________________

ENTIRE WRITTEN REPORT: __________________________________________________

DISPLAY BOARDS: _________________________________________________________

You are expected to establish a schedule that will allow adequate time for its completion. Most of the work is done independently and requires a commitment of several weeks to complete the experiment portion. This project cannot be done over a weekend or short amount of time, so prepare a set amount of time to work on it each week. You are given several months to complete it in order for you to do an excellent job. Use your time wisely and efficiently.

Your Research Project MUST include the following:

1. Title and Problem
2. Background research (Note: All sources where research was taken from MUST be listed in the bibliography)
3. Hypothesis (educated guess : statement which you can prove OR disprove by doing the experiment)
4. Experimental Design (step-by-step set of directions that can be followed by any other student)
5. DO THE EXPERIMENT OR LONG TERM INVESTIGATION!!!! (about 6-8 weeks with data taken 2-3 times each week)
6. Record observations in a JOURNAL including the dates and descriptions of any OR no changes. CHARTS with date, description, actual measurements or    numbers recorded so that there can be charted on your project board AND used to plot graphs. (Record using photographs, drawings, diagrams, or models)
7. Draw conclusions by stating if your hypothesis is true or false. (statement)
8. Analyze your results by explaining the reasons WHY you got the results you did. Refer back to any background research that has led you to do this analysis and    conclusion. Explaining the results usually takes 1 typewritten page or more.
9. Bibliography in alphabetical order by last name of author of book or article. List pages that were used.
10. Abstract is a 1 page summary of entire project in general, including your results.
11. Project display board.

Bring index cards and a rubber band to the library with you to keep an active bibliography. Number them to prevent any loss of cards. Write the location in which the source was found so if you need to, you can return to find this book. This will allow you to alphabetize all your resources at the very end of the library research and type out the bibliography in the correct order. Any diagrams taken from books should also be given a card and then placed alphabetically on a second bibliography.
 

In this section you will explain how you did your work step-by-step in essay form. This should be in past tense, as if you already performed the experiement, ex. Two 500 ml. beakers were used to hold the two samples of pond water. A scientific paper is a report on something that the researcher has done in the past. The researcher simply describes what he/she has done.

Do not make a list of equipment used in the experiment. The materials that was used in the research are simply mentioned in the experimental design.

1. What is the control?
 
 

2. What are the variables?
 
 

3. How will you carry out your experiment? (Put in past tense)
 
 
 
 
 

This section should only include results, not interpretation of those results. Results should be reported as tables or graphs, but a text is also necessary.

1. Tables are referred to as tables : all other items (graphs, pictures, drawings, maps, etc.) are referred to as figures.

2. Whenever a table and/or figure is included in a scientific paper, there must be some reference to that table or figure in the text paper. For example, "The results of the temperature experiment are shown in Figure 1." This tells the reader that all the data have been put together in one part of the paper know as Figure 1 -- a graph, perhaps -- and that the reader should refer to that figure to see what results were obtained and what patterns were discerned.

3. Tables and figures are numbered independently of each other. For example, assume that your paper contains three tables and two figures. The tables would be numbered table 1, table 2, and table 3. The figures would be numbered figure 1, and figure 2, not figure 4 and figure 5.

4. Tables and figures are assigned their respective numbers on the basis of the order in which they are first mentioned in the text. The first table to be mentioned is table 1, the second is table 2, etc. The same applies for figures.

5. Tables and figures can all be put together at the end of the paper, but it is much more desirable to place the tables and figures as close as possible to the actual page where the table or figure is mentioned in the text. This makes it easier for the reader to refer to the table or figure when it is mentioned in the paper.

6. All tables and figures must be numbered and must have self-explanatory titles. The rules for composing the title are the same for composing the title of the paper itself. In other words, the reader should be able to look at a table or figure and, simply by reading the title, know exactly what was done in that part of the experiment without having to read the text of the paper for explanation.

7. All tables and figures should include the units of measurement involved (grams, meters, seconds, etc.). Otherwise the data separate legend, and both axes (x-axis and y-axis) of a graph must have separate legend which is a brief description of the data.

8. Tables are always labeled at the top. Figures are always labeled at the bottom.

9. DO NOT draw any conclusions in this section!

10. Graphs should be labeled correctly. Graphs require labels on each axis and a complete legend below, explaining what the graph represents. Tables and graphs, if correctly labeled and titled, should be able to be taken out of the paper and still be completely understood.
 

In this section, the researcher explains what he/she thinks the results mean. He/she will describe any pattern that emerges, any relationships that are meaningful and any correlations. This includes any explanations as to why results were either different from or similar to any related experiments that have been done before. The results should be comparede to the information already about the problem, such as past experiments or observations conducted. Conclusions should be made about the meanings of the data and explanations as to how a conclusion was made. In effect, the researcher is defending his point of view in this section. Do not dwell on your mistakes or negative results; however, if you are aware of a "loophole" mention it and possibly mention a means to avoiding the error in the future.

What are the relationships that you found?
 
 

Compare this information to information you already know about the problem.
 
 

Make a conclusion.
 
 

How did you arrive at this conclusion? What is your reasoning?
 
 
 
 
 
 
 
 
 
 

Are there any "loopholes" or mistakes in your results? Explain.
 
 
 
 

How could you fix this mistake in the future?
 

If you realize the next logical step in your line of research, briefly outline what your next project might be to expand on this one.
 
 

This section is, in a way, a partial repeat of the Analysis of Data. The researcher simply states again all his/her conclusions, but without any of the reasons as to why those conclusions were reached. This section presents all the important conclusions, the significant discoveries, that the researcher wants the reader to know. In effect, the Conclusion section enables the reader, to quickly determine what the researcher has discovered. The Conclusion section is a capsule version of the Description and Analysis of Data; it is a time-saver for the reader. By looking at the Introduction and Conclusion sections, a reader should have a pretty good idea of what the researcher has done although he/she might not know the details of how the work was done.

State all the conclusions that you can draw from both your Description of Data and Analysis of Data.
 
 

An abstract is a summary of your entire research project. It should be no longer than one page. It should clearly state the problem, concisely summarize methods and procedures, and clearly summarize the findings in a condensed form. The purpose of an abstract is to allow the judge or reader of your paper to quickly get a grasp on what to expect from your project.

State the problem:
 
 
 
 

Summarize your experimental design:
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Summary of your findings (conclusion):
 
 

MATERIALS :
-- Display board
-- White glue
-- Colored construction paper or oak tag
--Ruler or T-square
-- A COPY of your typed report
-- Titles (computer typed or vinyl letters)
 
 

PROCEDURE :
1. Use large type for title and labels. Can be computer typed or ready made titles.
2. Plan each section of the board BEFORE gluing!
3. Glue TYPED sheets of project and place them on colored construction paper. (Use colors that appeal to the eye)
4. NEATNESS and ORGANIZATION makes the board professional looking.
5. Photographs, charts, and graphs make the board more interesting.
6. Finishing touches:
In front of the board, place
-- Model or equipment used
-- A copy of your research paper with background information
-- Copies of your abstract and bibliography to give to the judges
 

PROBLEM         HYPOTHESIS         EXPERIMENTAL DESIGN

THE EFFECT OF EMF'S ON FLOWERS DESCRIPTION OF DATA  ANALYSIS OF DATA

CONCLUSION     NEED FOR FURTHER STUDY

 

MY PAPER       ABSTRACT & BIBLIOGRAPHY        MODEL/EQUIPMENT

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POSSIBLE QUESTIONS FOR JUDGES TO ASK STUDENTS

1. Where did you do your research?
2. How long did your research take?
3. Did you work on a regular basis - daily, weekly?
4. How did you get the idea for your project?
5. Of what practical importance is your project?
6. What prior research was done in the field?
7. Is your discovery new to everyone?
8. Did you design/construct your own apparatus? A working model?
9. Did you repeat your experiment?
10. What size sample did you use?
11. Did you do a controlled experiment? What was your independent variable? What was the control?
12. Did you put the data in the form of tables and figures?
13. Did you do statistical analysis of your data?
14. Why did you choose your specifice procedure?
15. Did you obtain the results you expected?
16. What weaknesses were in your experiment?
17. What difficulties did you have to overcome?
18. What is the importance of your findings?
19. Do your results confirm the work of others?
20. Does your work lead to a new hypothesis?
21. What modifications or improvements would you suggest for future experiments?

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VALLEY STREAM SOUTH HIGH SCHOOL SCIENCE FAIR

___________________________________ _____________ _______________________________________
Student Name                                                  Grade                Judge
 
 

JUDGING CRITERIA

0 1 2 3 4 5          1. Quality of abstract and bibliography
 

0 1 2 3 4 5          2. Quality of research paper
                              Neatly Typed
                              Length of Report
                              Format
 

0 1 2 3 4 5         3. Originality of project
                             Evidence of creative thinking

0 1 2 3 4 5         4. Delineation of project

0 1 2 3 4 5         5. Experimental design
                              Use of controls, when applicable
                              Sampling techniques
                              Equipment used/material constructed

0 1 2 3 4 5         6. Implementation of design
                              Testable hypothesis
                              Hypothesis related to problem
                              Experiment designed to prove/disprove hypothesis

0 1 2 3 4 5         7. Effectiveness of display

0 1 2 3 4 5         8. Oral presentation
                              Smoothness of presentation
                              Evidence of knowledge gained
                              Ability to cite reference

0 1 2 3 4 5         9. Ability to answer judge's questions

0 1 2 3 4 5        10. Validity of conclusions
                              Objectivity
                              Evaluation of observations
                              Does data support conclusions?

__________ Total

__________ Average
 

JUDGE'S COMMENTS:
 
 
 
 

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SELECTION CRITERIA FOR L.I. SCIENCE CONGRESS

1. QUALITY OF THE SCIENTIFIC INQUIRY
a. Statement of problem.
b. Statement of hypothesis.
c. Logical process.
d. Control.
e. Valid conclusions.

2. EXPERIMENTAL DESIGN
a. Control
b. Correct procedures.
c. Relation to problem and hypothesis.
d. Complexity of experiment-growing a plant vs. culturing bacteria.
e. Complexity of artifacts created by experimenter-build a laser beam vs. a flashlight.

3. RESULTS
a. Qualitative.
b. Quantitative.
c. Accepts/rejects hypothesis.

4. QUALITY OF WORK TO DATE
5. TEACHER-STUDENT INTERACTIONS
a. Extra help sessions.
b. Question/answers.

6. QUALITY OF THE RESEARCH PAPER
a. Correct format/contains essential parts.
b. Correct grammar, punctuation, etc.
c. Extensive/appropriate bibliography.

7. QUALITY OF DISPLAY BOARD
a. Coloration.
b. Pictorials.
c. Essential elements.
d. Computer graphics.
e. Grammar, punctuation, etc.
f. Correct dimensions 70cm. x 100 cm.

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LONG ISLAND SCIENCE CONGRESS
JUDGING CRITERIA

ALL PROJECTS WILL BE JUDGED USING THE FOLLOWING CRITERIA:
Remember - 8 minute presentation and 5 minute question/answer session

1. Quality of Abstract and Bibliography         0-5 points

2. Originality of Project                                 1-5 points
        Evidence of Creative Thinking

3. Delineation of Project                                1-5 points

4. Experimental Design                                   1-5 points
        Use of Controls, when applicable
        Sampling Techniques
        Equipment

5. Implementation of Design                         1-5 points

6. Effectiveness of Display                         1-5 points
        **1 point deduction for school name
                displayed, per judge **

7. Oral Presentation                                   1-5 points
        Smoothness of Presentation
        Evidence of Knowledge gained
        Ability to cite References

8. Ability to Answer Judges Questions       1-5 points

9. Validity of Conclusions                           1-5 points
        Objectivity
        Evaluation of Observations
        Does Data support Conclusions?

TOTAL MAXIMUM POSSIBLE POINTS:  45 POINTS
 
 

Projects should be scored as follows:

0 = Not applicable or None
1 = Poor
2 = Fair
3 = Good
4 = Superior
5 = Outstanding

What do the criteria mean? Each project can earn a maximum of 45 points. In recent years, projects which were rated with the equivalent of:

43-45 points earned highest honors
40-42 points earned high honors
37-39 points earned honors
33-36 points earned merit awards
*Any project with a score of 27 will be considered for an honorable mention.

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IDEAS TO CONSIDER AS AJUDGE

1. QUALITY OF ABSTRACT AND BIBLIOGRAPHY
Does the abstract provide a clear statement of the problem?
Does the abstract concisely summarize methods and procedures?
Are findings condensed and clearly summarized?
Does the bibliography indicate an appropriate thorough review of available literature?
Are bibliographic entries written appropriately?
Does the project show evidence of investigation of library resources to find previously published research on the same or similar topic?

2. ORIGINALITY OF PROJECT/EVIDENCE OF CREATIVE THINKING
Does the project reflect ingenuity on the part of the student?
Does it demonstrate or incorporate new/improved ways of communicating scientific concepts?

3. DELINEATION OF PROJECT AND FORMULATION OF HYPOTHESIS
Is the hypothesis phrased in a format that may be tested?
Is the hypothesis the result of preliminary gathering of research?
Does the hypothesis relate specifically to the problem stated?
Does the experiment attempt to prove or disprove the hypothesis?

4. EXPERIMENTAL DESIGN : USE OF CONTROLS/SAMPLING TECHNIQUES/EQUIPMENT (WHEN APPLICABLE)
Did the student plan an investigation employing the scientific method?
Does the project show verification of laws or cause and effect?
Is the equipment used appropriate for the investigation?
Was the sample truly representative of the population?
Was the sample large enough?
Was the sample either random or stratified?

5. IMPLEMENTATION OF DESIGN
Does it appear that the student invested significant time and effort to complete this investigation?
Did the student keep a lab notebook/log of daily activities, procedures and findings?
Did the student carefully measure and record data?

6. EFFECTIVENESS OF DISPLAY : RELEVANCE, NEATNESS OF WORKMANSHIP, OVERALL ATTRACTIVENESS
Does the display catch and focus attention? Consider neatness, correct spelling, expression, and eye appeal?
Does the display disclose organized procedures?
Are guide marks, labels, and descriptions neatly yet briefly presented?
The school name cannot be displayed anywhere. There will be a 1-point deduction per judge.

7. ORAL PRESENTATION
Did you understand what was presented?
How enthusiastic about the project was the presenter(s)?
Did the presenter appear to be prepared/well rehearsed?
Did the student stick to the point or was too much time spent on superfluous, tangential or background information?

8. ABILITY TO ANSWER JUDGE'S QUESTIONS
To what extent does the student understand the underlying concepts and implications of the project?
How successfully did he/she answer your questions?
Does it appear that the student truly did this work? 9. VALIDITY OF CONCLUSION : OBJECTIVITY, EVALUATION OF OBSERVATIONS, DOES THE DATA SUPPORT CONCLUSIONS? Does the project tell a complete story about the investigation? Are the conclusions based on the data collected in the experiment? Was the data analyzed appropriately? Is the conclusion specific to the population investigated or is it generalized too much?
 
 

Project presentation is limited to 8 minutes and question/answer period is restricted to 5 minutes. Please keep track of time.
• For the 9 categories discussed earlier, each category is worth up to 5 points [5=excellent/truly outstanding and 1=poor] Note : Only category 1 can receive 0 points for no prepared abstract or bibliography.

 

 
 
 

• Hosted in Nold Hall at SUNY Farmingdale, Melville Road, near Route 110.

 

 

Thank you!

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This is Research Handbook was prepared by the Valley Stream South High School Science Department. It has been included on this website in its entirety, with a few modifications because of HTML format.