Dear Parents, This letter is to inform you that, in addition to the regular science lessons, your child will be conducting a long-term science experiment from home. Attached to this letter is a timeline of the major stages of this project. It is important that your child participate in this long-term project to the best of his/her ability and that he/she meet the deadlines assigned by the teacher. Failure to participate will almost certainly lead to a failing grade for the 4th quarter when the final report is due. During late February to mid-March, your child should be performing scientific experiments. This may require the purchase of supplies. Please encourage your child to plan ahead, so that a last minute shopping trip for an unusual item will not stand in the way of a successful project. I encourages you to participate in your child’s project experience by staying abreast of his/her progress, by encouraging your child to be diligent yet creative, and by providing the support needed during this long-term project. Sincerely, Mr. Lichtenwalter CIC 8th Grade Science Overview Choosing a topic—You must choose an investigative question to be approved by your teacher. You will first be asked to choose three possible topics, and then you will choose from among these three. Category—Your project must fit into the categories below. 1. Biological Sciences: includes projects that involve living things or once living things, health, psychology or consumer/product testing examples of projects in this category are studies of cell structure, molds, preservatives, growth and development, perception studies, aptitude and attitude surveys, product comparisons, studies of organisms in their habitat, relationships between various organisms, and studies on how people‟s actions affect the environment 2. Chemical Sciences: includes projects involving living and non-living things examples for projects are factors that affect chemical reactions, chemical properties of substances, monitoring of environmental chemical systems, and the chemistry of life. 3. Physical Sciences: includes projects involving non-living things math, computer, and engineering projects are included in this category other topics in this category are aerodynamics, probability, crystal growth, evaporation, solar power, electrical circuits 4. Earth Sciences: includes projects involving the earth and physical phenomena examples for projects in this category are weather, astronomy, rocks/minerals, and water Timeline—You will be asked to design and carry out your investigations over a period of several months. Your teacher will give you a timeline for when various aspects of the project are due. Scientific Method—Your experimentation must follow the scientific method. Question, Research, Hypothesis, Plan, Investigation, Analysis, Discussion, Conclusion Assessment—Your project will be assessed using the Rubrics at the bottom of this document. Timeline Due Dates Begin Science Fair Project…………………………….. 31-Aug-10 ________________ Three Proposals………………………………………… Do some research—ask your friends, parents and teachers, look in the library or search online for ideas. Come up with three investigative questions that interest you and continue to use the Proposal Form, submitting 3 ideas at a time, until a topic is approved by the teacher. Every idea proposed must be accompanied by stating the independent and dependent variables. Topic Approval 1-Nov-10 ________________ Deadline………………………………………..……… Topic’s are accepted on a first come basis- no two students will be allowed to do the same experiment Pre-Lab 21- Nov-10 ________________ …...……………………………………………………… Plan your experiment. Here you must include: hypothesis, variables, materials and a diagram of how you will use them, method, and empty data tables where you will record your measurements and observations. You will give a 5-minute presentation to the class on you project and plan. Preliminary Research and current Literature Cited - 7-Dec-10 ________________ What new science did you have to learn to understand your topic? Using the proper in-text citation format, describe a professional experiment similar to yours and answer 1) what did they investigate 2) how was the experiment designed 3) What did they find out. Also be sure to include your Literature Cited to date. Literature Review……………………………….. 14-Feb-10 ________________ Write a summary of the things you learned from your research: general overview of your field of science, followed by a detailed explanation of the important concepts that relate directly to your experiment, which also includes the description of 2 professional experiments previously done in your field of study. Conclude this 10page minimum double spaced paper with 10 sources with intext citations, and a summary of what your research is about including the object and experimental design and a justification for it. Data Collection………………………………... 21-March-10 ________________ Turn in a copy of the measurements and observations that you made. Final Report……………………………………. 14-April-10 ________________ Turn in a copy of your final report (be sure to cover the criterion) Science Fair 4-May-10 ________________ Day!!……………………………………………………. Arrive early to set up your display Required Elements Title page Abstract Introduction o Research Question o Hypothesis (Ho and Ha) o Predictions o Variables Independent Dependent Constants o Literature Review Materials and Methods (a.k.a. Experimental Design) o Selection of materials and apparatus (diagram) o Design of procedures Results o Data collection (Tables) o Processing of Data (Graphs) Discussion and Conclusions Evaluations o Evaluation of Conclusion o Evaluation of Experimental Procedures and Materials o Suggestions for Improvement Acknowledgements Literature Cited (MLA Format) Appendices: (if necessary) Experiment Report Format Title: Provides a clear description of the project Abstract: (written in the past tense-1 PAGE MAX.) Brief description of what the study was about Brief outline of experimental design Brief summary of the results Introduction: Research Question Hypothesis (Ho & Ha) Predictions Variables o Independent o Dependent o Constants Literature Review (background reading)should address the following questions: 1)why did you undertake this study 2)what is the state of existing knowledge 3) what are you specifically going to do Materials and Method (written in the past tense) Materials list including exact quantities Site Location & Organisms (field studies only) Procedures for experimental set-up and Data Collection (include a diagram) Results: Tables Graphs (A full description (written in the past tense)of the results including tables and graphs. This section should not discuss the results, but can state trends) Discussion and Conclusions: (written in the past tense) An interpretation of the results written in paragraph form Experimental error/ways to improve experiment Future experiments leading from these findings Conclusion: a clear statement describing whether or not the results of the investigation support the hypothesis (do you accept or reject the hypothesis?). Acknowledgements: Literature Cited: Use proper and consistent format (e.g. MLA) Appendix: If you have an Appendix place it after the Bibliography Research Question Your objective as a scientist in the science fair is to perform an investigation that allows you to answer a question—the research question. Identifying this focused research question is perhaps the most difficult part of your project. Choose a topic that interests you and then narrow it down. The question should not be too vague, or too broad. Avoid yes and no questions. Avoid questions that are impossible to answer with an investigation in the school laboratory or at home. Here are three categories of questions that you should choose from: Cause and Effect Relationships—What affect does one variable have on another variable? What is the relationship between variable x and variable y? Examples include: “What affect does temperature have on crystal growth?” and “Does the size of a kidney bean affect the speed and success rate of germination?” Comparison—Which among x,y, and z are best at doing A. Examples include: “Which antacid, Tums, Rolaids or Zylax is best at neutralizing stomach acid?” and “Which type of milk, cow, goat, or sheep, contains the most fat.” Measure or Identify—What is the value of X? What is the identity of Y? Examples include: “What is the speed of a dart shot from a toy dart gun?” and “Which common fruits are the most acidic?” Bad Examples Here are some examples of project titles that are not appropriate for a science fair project: How to make a hovercraft What is a volcano? Build a stereoscope microscope Demonstrate the strength of a suspension bridge using egg shells How are roads and pavement made? Can water be split in to oxygen and hydrogen? How to grow your own crystal garden What are the different methods of purifying water? Science Projects and Animals As a general rule, science projects that involve doing experiments on animals are not allowed. There may be exceptions if your experiments will in no way harm the animals, but in any case, you must have permission from your teacher before any project is chosen. Project Proposals This form is due on __ Proposal 1 Category (place a check beside the category) Biological Chemical Physical Earth Science_______ Science_______ Science_______ Science_______ Research Question(s) EXAMPLE: Does local soil contain dangerous levels of lead? This is significant because the results will indicate where the soil is hazardous to the health of humans, especially young children—DELETE THIS AND WRITE YOUR OWN. Resources (what resources, if any, did you use to come up with your investigative question? Be specific.) Proposal 2 Category (place a check beside the category) Biological Chemical Physical Earth Science_______ Science_______ Science_______ Science_______ Research Question(s) Resources (what resources, if any, did you use to come up with your investigative question? Be specific.) Proposal 3 Category (place a check beside the category) Biological Chemical Physical Earth Science_______ Science_______ Science_______ Science_______ Research Question(s) Resources (what resources, if any, did you use to come up with your investigative question? Be specific.) Hypothesis Hypothesis (Must include Ha and Ho: see Example Pre-Lab.doc) Note: Ho is the hypothesis of no difference. Ha is the hypothesis stating that a difference does exist between the control and various experimental groups containing the independent variable(s) You will be writing your hypothesis in the form of a hypothesis-testing statistic where in you will compare the properties of samples. Statistical testing operates in what at first seems a rather perverse manner. Suppose you think a treatment has an effect. The theory you actually test is that it has no effect; the test tells you how improbable your data would be if the theory were true. The „no effect‟ theory is the null hypothesis (NH). If your data are very improbable under the NH, then you may suppose it to be wrong, and this would support your original idea (the „alternative hypothesis‟). By convention, the critical probability for rejecting the NH is 5% (i.e. P=.05). This means we reject the NH if the observed result would have come up less than one time in twenty by chance. If the modulus of the test statistic is less than the tabulated critical value of P=.05, then we accept the NH and the result is said to be „not significant‟ (NS for short). If the modulus of the test statistic is greater than the tabulated critical value for P=.05, then we reject the NH in favor of the alternative hypothesis that the treatments had different effects on the result and the result is „statistically significantly‟. Hints to writing a hypothesis 1. A simple research hypothesis should name two variables(dependent and independent)and indicate the type of relationship expected between them. 3. A simple hypothesis should be as specific as possible, yet expressed in a single sentence. 5. Because most hypotheses deal with the behavior of groups plural forms should usually be used. 6. A hypothesis should be free of terms and phrases that do not add to its meaning. 7. A hypothesis should indicate what will actually be studied- not the possible implications of the study or value judgments of the author. 8. A hypothesis usually should name variables in the order in which they occur or will be measured. 10. Avoid using the word “prove” in a hypothesis. 11. Avoid using different terms to refer to the same variable in a hypothesis. 12. Avoid making precise statistical predictions in a hypothesis. For instance, let's imagine that you are investigating the effects of a new road tracking system for haulers and that you believe one of the outcomes will be that there will be a change in travel time as the drivers will be monitored on-line. Your two hypotheses might be stated something like this: The null hypothesis for this study is: Ho: As a result of the new road tracking system for Haulers Company, there no significant difference in travel time. Which is tested against the alternative hypothesis: Ha: As a result of the new road tracking system for Haulers company, there will be a significant change in travel time. Guidelines for Summary of Background Research I. Introduction—Introduce your science fair topic and the questions you need to answer. Include: a. Investigative question b. A list of the questions you will answer in the research paper II. Answers to research questions a. Answers in your own words! b. Sources (book (with page numbers) or web site you used to find the answer) c. Reasons why each question is important for your science project III. Complete bibliography of your sources Notes: Do not copy directly from any source! Do not use words you don’t understand! Spelling and grammar do count! Type your report and use TIMES ROMAN 12-POINT FONT, double spaced. Save a copy of your report so that you can make corrections for the copy you will turn in with your science fair project. Experimental Design Now that you have asked a research question, and think you know the answer, you need to design an experiment to prove (or disprove) this hypothesis. The experimental design should contain three elements: selection of variables, selection of materials and apparatus, and a procedure. Selection of Variables Describe in detail, in three paragraphs, the variables that will be involved in your investigation. There are three categories of variables that can appear in an experiment: controlled, independent and dependant: Controlled variables---These are the variables that you the experimenter control. You may be holding this variable constant so that it does not effect the outcome (for example, in a test to see if the amount of sand in the soil affects the rate at which pea plants grow, you would use the same type of pea seed for all your tests—the type of pea seed would be a controlled variable). Independent Variable---This is the variable you are deliberately changing to see what effect it has on something else (you would change the amount of sand in the soil and plant the seeds in these various soil types—the amount of sand would be an independent variable). Time is almost always an independent variable (the time interval to wait between each height measurement of a pea plant would be an independent variable). Dependant variable---This variable responds to the independent variable—it is a variable that you measure and you suspect that its outcome depends upon the independent variable. (The growth rate of each pea plant would be a dependant variable, as the growth rate depends upon the amount of sand in the soil.) Selection of Materials and Apparatus If this stage, you choose the materials you are going to use for your experiments and decide how you will set them up (the apparatus). In your lab report, give the materials in a list (be specific about size and quantity, for example, “three 100ml beakers”). Then draw a diagram of the apparatus (how the materials have been set up for the experiment). Design of Procedure Even though you haven‟t done the experiment yet, the final version of this section for the lab report must be written in past tense. The purpose is to give a clear account of how the experiment was carried out. Give details sufficient to permit the experiment to be accurately repeated by someone who has never done it before (include the instruments used and the number of measurements taken). Emphasize any special procedures necessary for success in the experiment. Experimenting Your experiment should be designed. You know what materials you need. You have made a plan and are ready to follow it. Follow your plan and do your experiment. Data Collection The data you collect during your experiment can be quantitative (numbers) or qualitative (descriptive observations). Whatever the type of data you collect, you should record it properly. Most often this is with the use of a data table. Proper data tables should contain the following elements: Title (Ex. Figure 2: Collected Data) Units in column or row headings but not with every cell Measurements from the same instrument should be recorded to the same precision Numbers in a column should be aligned by decimal point An accompanying paragraph that describes what the table displays and where the data comes from (what instruments were used), how many trials were made, what formulas were used to calculate the data, an example calculation, and where the uncertainty in the data comes from Processing of Data In this section you process the raw data you collected during your investigation. You may do calculations (averages, etc…) with your collected data. You may generate graphs or charts and use them to looks for trends. Or you may perform a statistical analysis. No matter which option or options you choose, it is important that you explain fully the steps you followed while processing the data. Formulas If you use a formula to transform your collected data, be sure to show your work with a sample calculation. If you use the same formula multiple times, it is not necessary to show it each time—a single sample calculation is sufficient. Tables If you need to put any transformed data into a table, remember that the same formatting used for the collected data applies in this section. An accompanying paragraph is also required. Graphs The following elements are required for graphs: Axes are labeled and have the units shown An appropriate scale is chosen that allows for the maximum use of available space Trends are represented with best fit lines or curves, not by “connecting the dots” The graph is labeled with an appropriate title A brief paragraph is written that describes what the graph displays. Mathematical language is used to describe any trends or patterns that have been found. Conclusion and Evaluations Conclusion Give a valid conclusion. This should be an answer to the research question asked at the beginning of the investigation. (Sometimes your conclusion may be that your data was bad and that you can‟t answer the question.) Justify your conclusion using the results from the Processing of Data section (the graph you plotted, or the averages you took, etc…) and using science ideas. Compare your answer with your hypothesis and any published data if available. Explain any differences. Evaluation of Experimental Design Here are some questions that need to be addressed in this section: Did the procedures that you followed allow you to collect adequate data to successfully answer the research question? Was the data that you collected good enough to give you adequate results? Did you make any mistakes during the investigation? Was the equipment good enough for the data you needed to collect? What are all the possible sources of error that could explain any discrepancies in your results? Suggestions for Improvement Based upon the weaknesses you identified above, make suggestions that would improve the materials or procedures for the investigation. Science Project Ideas Can nonliving things grow? Effects of toothpaste on bacteria growth. The effect of light on plants. Effects of noise on the growth of plants. How does root position affect plant growth? How does the proportion of oxygen in the air Factors affecting germination. affect the rusting of iron? Will bean stems grow downward if the only What effect does a prism's shape have on light source comes from below? the refraction of light? Testing acids and bases to determine the How do colored filters affect perceptions of pH. colors of objects? Use red cabbage juice to determine whether How does length, tension, or mass of a materials are acids or bases. string affect the pitch of sound? Factors that affect leaf decay. How do different solids affect the The effect of colored light bulbs on the transmission of sound? growth of plants. To what extent do different metals conduct Factors affecting wave frequency. heat? The composition of soils in our area. What is the effect of temperature on the Ways to desalinate water. volume of air? At what temperature does condensation What is the effect of heat on different start? liquids? The relationship of relative humidity and To what extent do different insulating barometric readings to changes in the weather. materials affect heat loss/gain of water? Factors affecting the ability to memorize. How does the color of an object affect its How does heat affect sugar? reflection and absorption of solar energy? The effect of light sources in producing What is the effect of household liquids and shadows. powders on the indicator bromothymol blue How colored filters affect fading. (BTB)? The effects of different types of fertilizer How does wattage affect the radiation of (artificial and natural) on plant growth. heat from a light bulb? What effect does the depth of a planted How do different fabrics affect heat loss seed have on the plant's growth? from an object? How water can be purified at home. To what extent does air temperature affect Expansion rates of different metals. the height that a ball will bounce? How sound is transmitted. How does the number of batteries and the How copper plating takes place. way they are connected affect the brightness of a bulb? Reaction of protozoa to different chemicals. How does the number of batteries and the Developing photographic film. way they are connected affect the strength of an Photosynthesis in lower species of plants. electromagnet? The growth of bacteria in different What is the effect of the size of the iron core commercial disinfectants. on the strength of an electromagnet? How to measure the Earth. What is the effect of density of the object on Mold growth on different types of bread the buoyancy of an object? (wheat, white, rye). What is the effect of different detergent Growth patterns of yeast. solutions on the surface tension of water? The growth of grasses in different soils. More ideas at: How does acid rain affect seed germination? http://www.school.discovery.com/sciencefaircentral/sci How we see colors. fairstudio/ideas.htm How the human digestive system works. An examination of plant cells. Reactions of seeds to different chemicals. Effects on germination rates of seeds exposed to ultraviolet light. Phototropism and its effect in different plants. The effects of light direction on plant growth. Effects of aspirin on the growth of selected plants. Do different types of music affect individual's learning power? Effects of car exhaust on different plants. Ways to slow down plant growth. Super Good Poor Bad JUDGES RUBRIC 3 2 1 0 Display: Display is well done; a lot of work and attention to detail are evident Title of Experiment and Investigative Question are clearly visible Display is interesting and relevant Scientific Procedure: Clear and specific question Clear and specific hypothesis with a scientific reason to support it Complete and thorough method (step by step) Complete and thorough data (logs, graphs, tables, photos….) Conclusion supported by data Conclusion relevant to hypothesis Originality and Simplicity: Topic and approach are original, creative Materials and construction are appropriate Overall clarity of project Communication Verbal presentation to judge is competent and clear Students are able to answer judge’s questions and explain the scientific principles involved in the experiment Total Points in each column Total Points earned Student Name: A: One World This criterion allows you to demonstrate that you know ways in which science impacts the world at large and is not always used for doing good things, and that sometimes developments that are good for some are bad for others. Levels Rookie Scientist 0-5 Emerging Scientist Promising Scientist Super Scientist 6 7-8 9-10 Literature Review Insufficient background Insufficient background Sufficient background 5 information(6 pages or information(less than 10 information(10 page min.) Sufficient background less) that does not gives an pages but more than 6 pages) information(10 page so that it gives an in depth in depth look into the that does not give an in min.) so that it gives an look into the science related science related to your depth look into the science in depth look into the to your topic, but fails to topic, and/or fails to related to your topic, and/or science related to your address current or past address current or past fails to address current or topic, addresses current research (less than 2 research (less than 2 past research (less than 2 and past research in the professional experiments professional experiments professional experiments field of study (including 2 described) and/or the described) and/or the described) and/or the professional experiment is not clearly experiment is not clearly experiment is not clearly experiments), and clearly described and/or the described and/or the described and/or the describes your purpose of study is not purpose of study is not purpose of study is not experiment and justifies precisely clear- struggles to precisely clear- struggles to precisely clear- struggles to why your research is valid clearly justify why your clearly justify why your clearly justify why your and useful. research is valid and useful research is valid and useful research is valid and useful B: Communication This criterion allows you to show that you can communicate to others and understand things that are communicated to you. This will often be by writing and reading. You may need to use diagrams, graphs and tables to communicate to others. It may be by giving an oral presentation, preparing a sound recording or video, or acting in a role-play. Sometimes you will have to communicate pretending, for example, to be already out at work, or taking a side in an argument that you may not normally take. Levels Rookie Scientist Promising 0-5 Emerging Scientist Scientist Super Scientist 6 7-8 9-10 Understanding and using language 3 I have trouble I usually use I almost always use using correct More than 12 correct grammar correct grammar grammar when grammar or when writing or when writing or writing or spelling mistakes speaking.5-8 speaking. 1-4 speaking. 9-12 mistakes mistakes mistakes Presentation/Report Report is clearly written and Overall my report I have organized 6 logically organized; is written such that my ideas so that understanding of others have trouble they mostly make the content clearly understanding my sense to others; I demonstrated by ideas; I have not have somewhat Descriptors the author; Very poorly done considered putting considered putting appropriate grade my mind towards my mind towards level of rigor; having my report having my report aesthetically the look aesthetically look aesthetically presentation is neat and neat and polished and professional professional professional looking Citations include an insufficient 7 Citations include Citations include number of Citations include a an insufficient an insufficient citations (less than sufficient (10 number(less than number(less than 9 10 but greater sources) and 7) of citations but greater than 7) than 8) but are appropriate and/or are not of citations and/or appropriate (related) scope of appropriate are not appropriate (related) to the study; correct in (related) to the (related) to the scope of study; tex tcitation and scope of study; scope of study; correct in tex literature cited incorrect citation incorrect citation citation and MLA methodology. methodology. literature cited methodology. MLA methodology D: Scientific Enquiry This criterion allows you to show that you can plan and carry out an experiment. Levels Rookie Scientist Promising 0-5 Emerging Scientist Scientist Super Scientist 6 7-8 9-10 Abstract and Investigative Question I can write an accurate I attempted an abstract abstract in the past 1 in the past tense and tense and clearly and tried to state the Abstract? What Abstract I tried to write an abstract succinctly summarize problem, experimental the problem, design and results(1 page experimental design and max). results (1 page max.) My objective statement is I can write a unclear or I can write a simple and comprehensive 2 Problem? What inaccurateand/or in the accurate objective objective statement that problem? form of an statement as a complete explains the relevancy incomplete/fragment sentence of the proposed sentence research Hypothesis I can write an accurate hypothesis that includes I can write a I can write a hypothesis both the Null (Ho) and comprehensive I can write a simple that includes both the Null 3 hypothesis but it is (Ho) and Alternative (Ha) Alternative (Ha) hypothesis that, in hypothesis(when stating the Ho and Ha, inaccurate hypothesis but it is required for data that implies the independent inaccurate will be analyzed and dependent variables statistically) Variables Descriptors You state the range of I can accurately identify values and units for the 4 all the control, independent variable I have tried to state the I don’t know what a dependent and and units of the control, dependent, variable is and have made independent variables in dependent variable in independent variables in no effort to find out. the experiment in the the form of complete the experiment. form of complete sentences along with sentences. appropriate control variables Apparatus I can choose the correct 0-I can choose some I can choose the correct materials to use for an 5 materials to use during I attempt to include a materials to use for an experiment and include diagram of the main an experiment but fail to experiment and include a a properly labeled and apparatus and include a diagram of the correct diagram of the meticulously neat experimental set-up but it main apparatus and main apparatus and diagram of the is incorrect experimental set-up experimental set-up apparatus and experimental set-up. Methods-Experimental Design I can write steps to do an I can write the steps to I can correctly write the experiment, but the steps do an experiment in steps for doing an are not complete and narrative form that are experiment in narrative someone else would have mostly complete and 5-My steps are almost form, including what 6 trouble following them could be followed by incomprehensible or and how I will observe and/or the overall someone else. I have highly unclear and/or and measure things. experimental design does mentioned those things I confusing Anyone could follow not allow me to test my want to be observed or my steps. My Design hypothesis and/or is not measured. My design allows me to accurately appropriate to my grade allows me to accurately test my hypothesis level test my hypothesis Discussion and Conclusion When looking at the When looking at the When looking at the results of an experiment, results of an experiment, I results of an I can analyze the results can write a simple experiment, I can 7 discussion but do not and accurately find and analyze the results and discuss trends and I fail to discuss my make accurate analysis find and discuss trends patterns in the data by findings and/or do not include a and patterns in the data, referencing all graphs, statistical analysis and and I include a statistical but fail to include a discussion and/or analysis and discussion statistical analysis and conclusion and or do not followed by an accurate discussion and or reference all graphs. conclusion conclusion E: Processing Data This criterion allows you to show that you can organize, compute, and analyze formulae, qualitative and quantitative data in many ways. You can make tables, graphs, diagrams, keys, etc…. You can turn a table into a graph and a graph into a table. You can read tables, graphs, diagrams, keys, etc…, and use them to make conclusions. Remember—there are different types of graphs! You can use formulas to make calculations. Levels Rookie Scientist Emerging Scientist Promising Scientist Super Scientist 0-5 6 7-8 9-10 Tables and Graphs (Refer to Tables and Graphs Guide-Rubric Handout) 1 9-I can construct data I forgot my ruler. I I can correctly tables that allow me to will just write my data I can construct simple construct data tables record a variety of on a sheet of paper. data tables and put and generally I put the different data, and I Why bother with a data into these tables. data correctly into can correctly place and table. these tables. format this data into DataTtables the tables. 3 I can choose how to 7-I can change my change my data into collected data in simple graph form and label ways (calculating all parts of the With the teacher’s help With the teacher’s help averages, creating correctly chosen type I can change my data. I can change my data. simple graphs, etc…) without asking for help with few labeling and use technology to mistakes without develop clear and Graphs asking for help attractive graphical displays. Data Analysis and Computation 4 I can see patterns or I sometimes see I can see patterns or trends in data, often on I never see patterns or patterns or trends in trends in data and can graphs, and can explain trends in data. data and can explain usually explain them. them using science <DESCRIPTORS > them with help. words or ideas. 5 I can look at collected I can look at collected data and use it to write I have to ask for help I have to ask for help data and use it to write results for an to make sense of my to make sense of my results for an experiment. I can also data. data. experiment. use the data to make predictions. 6 I have to ask for help I consistently have I can consistently often in order to I can calculate difficulties in correctly calculate formulae calculate formulae formulae correctly computing formulae correctly correctly F: Performance in Experiments This criterion allows you to show that you can follow directions and/or requirements correctly and completely, that you can use the equipment in the science laboratory correctly and safely, that you can accurately take measurements with the science equipment, and that you can cooperate with other students while doing experiments and writing reports Levels Rookie Scientist Emerging Promising 0-5 Scientist Scientist Super Scientist 6 7-8 9-10 Writing Reports 3 Report looks sloppy and there Report looks tidy Very professional Numerous are more than 8 but there are report with no more formatting errors, errors but less more than 4 than 4 formatting greater than 12 than 12 formatting errors errors formatting but less than 8 errors 4 I cannot complete I can complete I can complete I can accurately all parts of the all parts of the all parts of the complete all parts of experiment and experiment with experiment with the have 3 or more only 2 mistakes only 1 mistake experiment/assignment mistakes Descriptors Observing and measuring 6 The data you obtained were You collected real, relevant to some data but The data you obtained your perhaps not were real, relevant to investigation. It enough to draw your investigation, and is evident from conclusions. It meticulously collected. your data that I have trouble is evident from It is evident from your you were measuring things your data that it data that you were thorough and and rarely get was honestly thorough and interested in correct collected. There interested in obtaining obtaining honest measurements. may be major honest results. results. There formatting Unexpected results may be minor mistakes in the were not discarded and formatting or presentation of measurements were data mistakes in your collected repeated if necessary. the presentation data of your collected data.