North Cobb High School Science Department head
This webpage contains a number of useful sections.
You will find below:
1) A list of upcoming assignments and due dates
2) Research Project Information with timetable
3) Lab Report Format Sheet
4) Lab report comment guide
5) Lab report Example
6) a list of useful webpages, especially for research

Welcome to Magnet Biology!!!!

To download documents at home, scroll down below to the section marked "USEFUL LINKS".
Find the first link labelled "Disease detective homework January 15"
When you click the link, the assignment should appear on your computer. HAVE FUN!
This summer I attended a wedding of a very close friend in Walton-on-Thames, near Hampton Court Palace in London. He and his new wife are moving for three years as he works on his Master's degree at Cambridge. Wouldn't it be fun to go visit there???

You should begin now thinking very carefully about an idea for a research experiment. We will try several ideas in class this week. I have also listed a number of excellent resources for ideas on my links page below. You are welcome to check idea books out of the NCHS Media Center (There are over 100 idea books).
The State Board of Education now requires that the Georgia End of Course Test in Biology MUST count as 20% of the student's final grade. There will be no teacher-given final exam.
Thursday January 9: Turn in "Summer Reading Assignment" if you have not already done so.
You may download this assignment in the "Useful Links" section below.

Your first reading assignment is Chapter 1 and 6 in BIOLOGY (Glencoe). If you do not wish to carry your textbook home, you may access the online textbook at this website:
You will need to use an access code that I printed on your class syllabus. Your syllabus must stay in your class notebook.

On January 9, we all took the Biology pre-test on the website
Students who did not already have a working password made a password in class on that day.
I advised you to write your password on the class syllabus AND record your password in your phone. I have found that students do forget passwords, but they rarely forget their phones.

My advice is that students should try a quiz once a week. For example, January is the month for Biochemistry and Cells, so a cell quiz once a week is a great learning tool.

Your first project experiment idea is due January 9 (It is part of your summer reading).

No late work will be accepted after Monday May 12.

FRIDAY, January 10: Turn in your descriptions of desert soil and forest soil particles made using our microscopes. Include you list of "Characteristics of all living organisms"

TUESDAY, January 14: Turn in "Greek & Latin Root word Activity" (Download from "Useful links" section below)

Friday, January17: Student will turn in two experiment descriptions. Everyone will write a description of the effect of radiation on radish seed growth, which we have started in my classroom. Also, each student presented a research idea to our class. Each student will write an experiment description of the experiment they presented to us.

To write an experiment description, include these parts:
Title, Hypothesis (and why you think so), Procedure, Identify the Control Grouip and the Experimental Group, Identify the Manipulated (Independent) variable, Identify the Responding (Dependent) variable, Identify five Constants (with some detail).

TUESDAY January 21, practice using "Cornell Note Taking", which I highly recommend but do not require. We used this technique for taking notes about biomolecules and water chemistry activities.

FRIDAY, January 24: Turn in the SPECIES RESEARCH PAGE. Students answer five questions and write five sentences by PARAPHRASING an authoritative source. At the end of each paraphrased sentence, students cite the source in parenthese, using MLA format for in-text citation. Students find one photo of the organism and cite that source using MLA format for in-text citation. Finally, students write a Works Cited page listing all six sources following MLA format for works cited pages.

Tuesday, January 28: Students should have written definitions of the vocabulary words from Chapter 6 (Chemistry of Cells). This is a good day for bringing in food labels if students would like to do so. We will use food labels in our lab.

Students can use a research idea from a list I provided in class if they like. Download the ideas from the link "Suggested Research Ideas" from the "Useful Links" section ....scroll down below. This document was also emailed to all parents.

Wednesday, January 29: Turn in Experiment RESEARCH PLAN: a description of what YOU plan to do for your own research project (Title, Hypothesis, Procedure, Control and experimental groups, Manipulated variable, Responding variable and 5 constants)
ATLANTA SCIENCE FESTIVAL IS COMING UP! (March 22-29, 2014) Read about it and make plans to attend one of their events here:
Tuesday, February 11: Turn in Revised research plan and signed Project approval form
Remember, I have checked out 60 books on experiment project ideas from the school media center and they will be in my room for you to read. You may find a really good idea in there. You can check these books out and take them home after February 11
Thursday, March 6: Turn in 1500 word (five pages) research report with bibliography and logbook
Thursday, MARCH 13: Turn in Research Project Procedure, written in past tense, with at least one PHOTO of your project
Wednesday, APRIL 16: Turn in a Results graph, statistical analysis and four paragraph discussion section
Wednesday, APRIL 30: Turn in Final Research Project Report: Title, 1500 word introduction with in text citations of sources, Materials and Methods, Results Graph, Statistics, Discussion (four paragraphs) and Bibliography, IN THAT ORDER.
Wednesday, May 7: Turn in Project Display Board, Logbook and Permission forms.

NOTICE TO PARENTS: Some students invent research ideas that are very costly or very difficult. There are hundreds of research project ideas that make excellent science fair entries which cost nothing at all and are very safe and simple; they just require a lot of patience on the part of the student. THE BEST IDEA FOR A SPRING SEMESTER RESEARCH PROJECT IS A BIRD FEEDER or SQUIRREL BEHAVIOR STUDY PROJECT(Based on the Cornell University Bird Feeder projects)
Take PHOTOS of your project at regular intervals
If you do not have a camera, Dr. McCoy has one. You will still need to pay for printing or film processing, though. Digital and Cellphone pictures are a good idea.
Do not miss any deadlines. Not only will it hurt your grade, but you will miss getting feedback from your teacher.
Challenge yourself. Make this the best project you have ever done. Carpe diem!

NOTE: The deadlines listed below are tentative, depending on the deadlines we review with the Principal.
January 9: Turn in your first idea for an experiment. A title, hypothesis, and a procedure.

RESEARCH PLAN & LOGBOOK:  Turn in a research plan and start your logbook entries.
1) State your hypothesis
2) explain the DETAILED procedure you will conduct to test your hypothesis
3) explicitly state exactly what you will measure. How often will you measure?
4) tell what your control group and experimental group are
5) tell how many individuals will be included in each group (how many replicates?)

MANY TIMES during the semester, I will be asking you to tell the class about your experiment procedure, so we all can hear about what you are doing. We can also help you solve problems you may be having.

Show me your logbook JANUARY 29. Write your project procedure on a sheet of paper, and also write your procedure in your logbook now. The logbook is both a diary AND  a place to write all library research notes. Research notes from web sources, books and magazine articles and should be written directly in the logbook. Your procedure and all bibliography information should be in the logbook. (ISEF rules tell us that logbooks may only be clothbound composition books. I have spares if you need one.)
FEBRUARY 11:  Turn in a revised research plan.
A new copy of the plan must be prepared that incorporates all modifications suggested by me. You will staple your original plan to your revised plan.
Turn in your PERMISSION FORMS signed by your parent(s).
MARCH 6 : Turn in the FIVE PAGE (1500 word) RESEARCH REPORT, LOGBOOK and “Bibliography” of your research project. (Use “lab report” format for this introduction. That means you must use embedded references, also called in text citation of sources. This research paper will become the Introduction of your project report)
Your report includes background information on the ORGANISM you are studying and the MANIPULATED variable you are studying.Turn in your logbook for a check. It MUST include library and internet research notes with complete bibliographic information. The logbook MUST include a description of the proposed experiment.
MARCH 13: Turn in the Procedure (MATERIALS AND METHODS) section of your paper. Make sure to write it in PAST TENSE, using this style: "Sixty green bean seeds were planted...." Do NOT write "I planted sixty green bean seeds..."
Turn in PHOTOS of your project (You may use your phone or I will let you borrow a camera if needed)

Plan for MARCH 13 EARLY. Start your experiment BEFORE MARCH 13. It may take several days to get pictures developed or printed. Digital pictures can be e-mailed (BEFORE the due date) to me OR copied to a disk or flash drive. Or you can show me a photo on your phone.

Turn in the “RESULTS” section with charts, graphs and statistics. The statistics could be a “t-test”, a “Chi-squared test” or a “correlation coefficient”. While some students may be finished with their research project at this point, students are not required to be finished collecting data yet. Students do need to show a graph of measurements, comparing their groups, and provide a detailed discussion to explain what has happened in their experiment. You may still collect data after APRIL 16. I will help you identify the best statistic to use.
Turn in the “DISCUSSION” part of your paper. (Use lab report format). In our lab reports, the first paragraph begins "It can be concluded from this experiment that...." (here, tell us what the measurements tell us.
In the second paragraph, write "The experiment turned out this way because.....". Here, tell us how the manipulated variable caused or did not cause an effect and WHY.
In the third paragraph, write "The experiment had the following problems...." and also explain solutions for each problem. Everyone can write about 3 or 4 problems.
In the 4th paragraph, write "Future experiments which may be conducted would be..." Here, tell us what experiments would be logical followups to the current research and why.
APRIL 30: Turn in the final RESEARCH REPORT, TYPED.(Title, five page Introduction, Materials and Methods, Results, Discussion, Bibliography)
Do Not turn this report in late. This report cannot receive credit if it is turned in late.
MAY 7: Turn in backboard display,logbook, abstract and signed permission forms. I have clean used project display boards you may have for FREE.
Oral presentations begin MAY 8, depending on the Georgia End of Course Test schedule.


One of the projects you are required to complete for Magnet Biology is a RESEARCH EXPERIMENT project. Twelve different parts of the project are due at various times throughout the year and you will be earning grades for each individual part completed. DO NOT LOSE THIS TIMELINE as it contains all important due dates for this semester. Write these dates into your planning calendar.

The students of North Cobb High School have established a tradition for excellence in science, having won more scien ce research awards than any other school in the county. (See the trophies in the front lobby).  Your science research project is expected to be thorough, thoughtful, and detailed.

The Research Project consists of the following components:

1.Approved research plan.  In it, you describe exactly how you are going to do your experimen t. The research plan inclu des a permission form which must be signed by your parents and your teacher before you are allowed to start your project. You have four weeks now to write your plan. 2. Log book: A logbook is a diary of everything you do related to your science project. Keep track of what you did on what dates. Write all library research notes, background information you collect from books, m agazines, online se rvices, and p eople you consul ted with. Write all bibliographic information in the logbook (Titles of books and magazines, author, pages, websites). Make sure you write your research procedure in your logbook.

3. Draft (rough) versions and a final TYPED copy of a science paper, written exactly in the format of one of your laboratory reports. This FINAL report is the only thing that you MUST type.

4. A self-standing display to be entered in the school science fair.   The display includes a poster presentation of the experiment together with the items above. We use display rules of the International Science and Engineering Fair (ISEF).

5.An oral presentation describing your project. Oral presentations begin MAY 7, depending on the Biology End of Course Test Schedule.

6. Continuation and expansion of the project following the Science Fair.

Fifteen of the best projects are selected for competition at the Cobb/Paulding Regional Science and Engineering Fair in February (2015).  Winners of the North Cobb High School Science Fair are not required to enter the county science fair, but are strongly encouraged to do so.< BR>
All of the project requirements will be discussed in class, and you will do some of your research in class. This is an independent project and you are expected to be SELF MOTIVATED.

This challenging assignment will give you an opportunity to demonstrate your mental abilities and your determination to a wide audience, including some of your future college professors. You will have an opportunity to earn recognition and numerous awards, both monetary and symbolic. But most of all, you will have an opportunity to direct your own research project, and to learn something that interests you personally.

Carpe diem. Seize the Day! Achievements on this independent research project can have major payoffs for you later. Learn about David Grable, Saniya Ahsan, John Worth, Anusha Natarajan, Sarah Paglioni, Malik Little, Uriel Castaneda, Dora Castillo, Courtney Greider, Sarah Breevoort, Brigit Mattingly, Tulsi Patel......

HOW TO WRITE A LAB REPORT (or a Research Experiment Report)

Title - Place the title at the top, center of page 1.
 The title must be descriptive - it must give the reader a good idea of what topics will be co vered.  “Bean Experiments” is a very bad title;  all the potential reader knows is that the scientist did experiments with beans.
 A better title might be “The Effect of Phosphorus Fertilizers on Seed Production by Bean Plants”.  This title gives the potential reader a much better idea of what the experiment was about.

Introduction - Skip a line after the Title and write and underline “Introduction”.
 State the hypothesis for your experiment.  Use these words: “The hypothesis for the experiment was...”.
 In the next THREE paragraphs, DISCUSS fully three different pieces of information that justify your hypothesis.  You must provide parenthetical documentation of all your information (in parentheses, write a number that corresp onds to the correct reference source listed at the end of the paper in the Bibliography). Remember....the introduction section of your experiment project must be 1500 words long...much longer than for a typical lab.

  Materials and Methods
- again, underline the section title.  Describe exactly how the experiment was conducted.  Write in past tense only.  Past tense, passive voice is preferred, like this" Six hundred grass seeds WERE PLANTED", not "I planted six hundred grass seeds." Do NOT write this section like a list of instructions.  You explain what you did, not how someone else should do the experiment.  This section should be so detailed and so well-written that the reader can do exactly what you did simply from reading your Materials and Methods section.  The results of an experiment are not considered valid unless another scientist can repeat your ex periment and get similar results.  Obviously, another scientist must be able to read your M&M section and repeat your experiment.

- underline the section title.   Give the results using an appropriate format: graph,chart, text, dra wings, etc.  Include any descriptive statistics such as the average or standard deviation.  Include the results of any statistical analysis such as a t-test.   Be sure to include ALL pertinent observations, measurements, calculations, etc.  ALL class data must be included in the Results section in chart form.

- underline the section title.  Include all of the following:
1) explicitly state all conclusions you can draw from your results; state whether the experiment supported or did not support your hypothesis (do NOT say that the hypothesis PROVED your hypothesis.  One experiment NEVER proves an hypothesis).  Begin the first paragraph with “It was concluded from the experiment that ...”.  
2) evaluate the results; exp lain why you think the experiment turned out the way it did; explain why the manipulated variable had the effectit did on the experiment.  The second paragraph should begin “The experiment turned out the way it did because...”.  
3) DISCUSS problems wi th your experiment.  How would you do the experiment differently to make it better?  The third paragraph should begin “The experiment had the following problems ...”.  After explaining the problems, you should write “These problems could be fixed by...”  
4) list future experiments you would suggest as follow-ups to the experiment you described.   The fourth paragraph should begin “Logical future experiments would include...”.  Do NOT simply re-state the improved versions of your experiment from section 3 of the Discussion.
The Discussion section MUST be at least 4 paragraphs in length.
- you must include COMPLETE bibliographic references for each source used in the preparation of your paper.

Format for a magazine entry: Author name with complete last name and first initial.   Publication date.  Article title.  Magazine name.  Volume number: page numb ers. Petelle, M.  1984. The effect of soil non-symbiotic n itrogen fixation on plant growth. Journal of Ecology.  23:123-127.

Format for book entry: Author name with last na me and first initial.  Publication date.  Book name.  Publisher.  Location of publisher.  Page numbers used. Petelle, M. 1975. Our friend the aphid.  The Warrior Press, Kennesaw, Ga.  pp16-18.
< BR> Format for encyclopedia entry: Author name with last name and first initial (write “Anonymous” if the author is unknown).  Publication date.  Key word or title of section used.  Encyclopedia name.  Publisher. Location. Anonymous.  1993. Aphids.  Encyclopedia of Insects.  Pergamon Press.  London.

Format for internet source:
NOTE: make sure you use the address at the top of the page from which you obtained your information.  The address becomes longer and more specific as you navigate through a particular website.

- DO write in the passive voice (no use of personal pronouns)
- DO use past tense throughout the paper
- DO NOT use the word “Prove”.  Use the word “support” instead.
- DO NOT start a new page for each section
- DO NOT use a title page - DO type on both sides of the pap er as long as t he ink does not bleed through
- DO NOT use abbreviations or contractions< BR> - DO NOT plagiarize.
 See page 13 of your student handbook which categories plagiarizing as a form of cheating and defines it as “using a writer’s ideas without giving due credit through documentation”.  Read the behavioral consequences for cheating in your student handbook.
- DO use your best writing style
- DO type your papers if you can...word processing is much easier than handwriting if you ne ed to correct errors.
A. Title not specific enough
B. No “title” label required for title

C. What is your hypothesis?
D. Hyp othesis is not support ed by information in Introdu ction
E. Justification for hy pothesis does not relate to the experiment perform ed
F. Needs 3 pieces of information related to the hypothesis
G. Introductory information needs more discussion
H. Ne eds parenthetical documentation (where did you get your information?)
I. Use correct documentation format (parentheses, number of correct source, period after parentheses)
J. Re-write information in your own words (don’t plagiarize)
K. Don’t include information you don’t understand

L. List materials (do NOT write sentences for materials)
M. Write the materials and methods as if YOU personally did the who le experiment without your classmates’ help
N. Describe how and what measurements were obtained

P. Do not graph individual data graph the average of all the data)
Q. All class results must be included, not just your own
R. For each t-test, state what was being compared
S. Your calculations are incorrect
T. Graphs mu st include title, labeled axes, and consist ently numbered axes
U. Incorrect dates

V. Clearly state your conclusion W. Explain the outcome
X. Must list 3 problems with experime nt, describe why each is a problem, and explain how to improve the experiment next time.  “More replication” is assumed.
Y. Must list three future experiments that are DIFFERENT than the experiment we conducted.
 Do NOT include the impro vements in the “Future Experiments” section.  Use a separate complete sentence for each future experiment.
Z. Sources must correspond to references in parenthetic al documentation
AA. You must distinguish between anonymous authors with the same date< BR> BB. Al phabetize by first author’s last name

MISCELLANEOUS< BR> CC. Use correct scientific name format
DD. Use passi ve voice only
EE. Write in past tense
FF. Use paragraphs that contain single topics
GG. Needs much more detail
HH. Sentence structure problems
JJ. Each section (except “Title” must be labeled)

Lab Report Example
                                  Sandra Bullock
                                  4th period
The Effect of Phosphorus Fertilizer on the Production of Green Beans

< BR>  The hypothesis for the experimen t was that green bean pla nts receiving thE highest rate of fertilizer application would grow the largest and produce the greatest weight of beans.
All living things utilize the molecule ATP as a source o fenergy (Miller and Levine, 1995). ATP, ad enosine triphosphate, is made up of carbon, hydrogen, oxygen, nitrogen, and phosphorus atoms (Lehninger, 1976).  A cell that does not receive phosphorus would not be able to make ATP and therefore it would not be able to carry out reactions that require a source of energy.  Growth and seed production must require energy.  Green bean plants must therefore need phosphorus to build ATP for the process of making beans.  It follows then that the more phosphorus, at least up to a point, that is available for be an plants, the more beans they can make.
Indeed, this general concept has been demonstrated in previous experiments.  Rodale et al (1966) grew a variety of crops to which they added superphosphate fertilizer at the rate of 50 pounds per acre.  The y found that all the crops (carrots, collards, and zucchini squash) grew larger, produced greater yields of crop, and produced more seeds when they received phosphorus fertilizer at the rate of 50 lbs/acre.  They obtained this same result in subsequent years working with different crops as well (Rodale et al, 1988).
The amount of fertilizer added may affect the growth of plants. Lowrance (1985) planted hydrangeas receiving different amounts of potassium phosphate fertilizer.  He grew plants with 0, 5, 10, or 25 pounds of fertilizer per acre. He found that the plants with the least fertilizer grew the least and produced the fewest and smallest flowers.  They failed to produce any seeds at all.  The plants receiving the most fertilizer produced the most flowers and seeds, the largest flowers, and the plants grew the tallest.


Blue giant variety green bean plants were planted in an open field next to the front entrance to North Cobb High School.  25 rows of seeds were planted.  Seeds were planted 3 cm deep and 15 cm apart within rows.  Each row was 25 meters long.  So there were approximately 165 plants that grew in each row.  The soil was prepared prior to planting by tilling to a depth of 30 cm.  Each row of beans received a different amount of bone meal fertilizer which is an organic phosphorus fertilizer.  5 rows were randomly selected and marked to receive no fertilizer.  5 rows received 5 kg/ha of bone meal, 5 rows received 10 kg/ha, 5 rows received 25 kg/ha, and 5 rows received 50 kg/ha.  All fertilizer was applied as a water solution sprayed at the soil surface above where the seeds were planted.  The field was irrigated once/week with one inch of water unless rain fell during that week.
Sixty days after the seeds were planted, the plants had grown and begun to pro duce beans.  Ten plants were randomly selected from each row.  Those plants were cut off at ground level and immediat ely weighed.  Next, the beans were removed from the plant and they too were weighed.

 Although no specific records were kept, it wa s noted that bean  plants fertilized with 25 kg/ha of bone meal began to flower and produce beans before the other plants.  Plants receiving 50 kg/ha had leav es that were the darkest green in color.  Please see figures 1 and 2 for a summary of the results.  See Table 1 for a list of weights of all plants and beans.

 It was concluded from the experiment that bean plants receiving 2 5 kg/ha of bone m eal grew the largest (based upon weight) and produced the most beans (based upon weight).
The hypothesis suggested that the beans receiving the most fertilizer would produce the most beans and grow the most.  The hypothesis was n ot supported by the experiment.
 Apparently, the beans receiving 25 k g/ha of bone meal were receiving enough phosphorus to make plenty of ATP for their purposes.  Higher rates of fertilization may have interfered with water uptake by the bean plan ts and therefore inhibited their growth.
 In previous experiments in class (Klum, 2000), it has been shown that “cells” immersed in concentrated salt solutions lose water.  The bean plants receiving 0, 5, or 10 kg/ha of bonemeal obviously were not ge tting enough phosphorus because they didn’t do as well as the beans receiving 25 kg/ha of boneme al.
 Of course, these results support Odum’s (1973) subsidy-stress concept which states that for all growth factors, there is an optimum amount that stimu lates growth most.  More or less of that factor will result in less growth. There were some problems with this experiment.  When the fertilizer was applied, the wind was gusting and some fertilizer could have blown onto adjacent rows that were receiving a different amount of fertilizer.  The fertilizer should be applied on a calmer day.   When the beans were harvested, the beans were harvested in order by treatment.   All the 0 kg/ha beans were harve ted first, then the 5 kg/ha beans were harvested, etc.  When all the beans were done being harvested, they were weighed.   So some of the beans sat out longer before being weighed and therefore dehydrated more and weighed less.  Obviously, all the plants and beans should have been weighed a they were harvested.  Finally, the plan to harvest only beans found on the 60th day from planting was a bad one.  The plants receiving 25 kg/ha of bonemeal were the most mature at that time.   It could be that the other plants would have pro duced more over a longer period of time.  All the beans produced by the plants should have been collected throughout the entire growing season rather than just the be ans produced by the 60th day.
Based on the results from this experiment, the following experiments are pr oposed:
1) Conduct an experiment to see more precisely what amount of fertilizer gives the best yield of beans.  Add bonemeal amounts that vary from 10-50 kg/ha.  It is now known that the best yield is somewhere between those amounts, but it may not be e xactly 25 kg/h a as we found in this expe riment.
2) See if water affects how well the bonemeal works.  Add 25 kg/ha o f bonemeal to all the bean plants but vary the amount of water added.< BR > 3) See how bean production is affected by the type of fertilizer added.  Compare the growth of beans using pho sphorus, nitrogen, and potassium fertilizers.


1. Klum, H. 2000. Unpublished data.
2. Lehringer, G.  1976.  Mo lecules of life: Adventure s in organic che mistry.  Prentice-Hall, New York.  pp 25-26.
3. Lowrance, R. 1985.  The effect of phosphorus on hydrangea growth, flo wering, and seed production.  Journal of Horticultural Science. 15:231-245.
4. Miller, R. and T. Levine.   1995.  Biology.  H oughton Mifflin, Philadelphia.  pp 31-32.
5. Odum, E.P. 1973.
6. R odale, R., L. Boring, T. Swift. 1966. “Phosphorus”.  Encyclopedi a of Organic Farming. Rodale Press, Poughkeep sie, NY.
7. Roda le, R., L. Boring, D. Boring. 1985. Phosphoru s kicks v eggie butts.  Organic Farming. 36: 112-114.
Table 1.   Weights of bean plants and bean yields (in grams) from plants rece iving different amounts of bonemeal fertilizer.

Pla nt
0 kg/ha 5 kg/ha 10 kg/ha 2 5 kg/ha 50 kg/ha
plant/beans plant/beans plant/beans plants/be ans plant/beans
1 10 3 11 3 12 4 15 6 10
2 9 4 12 3.5 11 1 12 5 11
et c

(you would include ALL the data collected in this table.  There would be 50 plant’s worth of data.  Remember there were five rows for each amount of fertilizer and there were 10 plants harvested from each row.  So there would be a total of 50 plants for each fertilizer amount and you would have weighed 50 plants and the beans from 50 plants)

Research Experiment Pro ject Presentation Requirements ( all turned in togeth er)
A) Logbook
B) Abstract (2 copies) and application form
C) Typed Report (Intro, Materials & Methods, Results, Discussion, Bibliography)
D) Visual Display
E) Oral Presentation

A) Logbook
Your logbook with up-to-date entries will be presented on a display table along with your project display. The logbook is a diary of all the work you have done on each part of your project, including the library research notes, graphs, abstract, experiment, data measurement results, and corrections to the written report suggested by your teacher.

B) Abstract
An abstract is a summary of the project in 250 words or less. The abstract must include the following components: TITLE (ALL CAPITAL LETTERS), a statement of the problem (what question is your project trying to answer?), purpose, hypothesis, procedure used, what measurement was done, conclusions. You may also include unsolved aspects of the probl em or new problems identified (not required in the abstract). Put the abstract with your written report.

C) Written R eport
The report is written in the same style as a laboratory report, with a title, introduction, materials and methods section, results, discussion and bibliography.
The introduction should include background library research, materials and methods section shoul d be written in past tense, passive voice, the results section should include well-made graphs, the discussion should explain the results and describe problems with the rese arch as well as ideas for future experi ments, and the bibliography should use the standard form described in class. Y ou should rewrite the report you turned in with all corrections I have suggested. The results of your stati stical “T-Test” must be included. The report must be typed.

D) Visual Display
Y our display must stand up all by itself on a cafeteria table top. You can build it yourself or use a pre-made cardboard display. I have preowned cardboard displays you may have free. The display must have certain headin gs that are neat and easy to read, such as TITLE, PURPOSE, HYPOTHESIS, PROCED URE, RESULTS (GRAPHS) and CONCLUSIONS. You must explain your compelling reasons for dong this re search. On the display board, explain sufficient background information so the audience will understand your project without needing to read your research report.
Photographs of your project MUST be mounted on the display. You may include some of your project equipmen t si tting in front of the display on the tabletop. (S ome equipment and materials are p rohibited; see the state list). Never display living or dead animals or plants, food, poisons or sharp instruments. The display must meet these maximum size requirement s: 76 cm (30 in) deep 122 cm (48 in) wid e 274 cm (108 in) tall
The logbook, written report, and two copies of the abstract must be displayed on the table in front of your di splay. The approval form signed by your parents and me, plus any permission forms needed must also be displayed on the table.< BR>
E) Oral Present atio n
Each student will set up their project disp lay in front of class and explain their purpose, procedure, results and conclusions. Students will also answer questions about their research.

< BR> This is the grading sheet I will use when looking at your backboard display

1. CREATIVE ABILITY (15 p oints)
Was your idea original or has it been used many times before?
Did you use new or original methods to test the idea?
Did you use different equipment or materials to design your exper iment?
Did you reach new or creative conclusions based on your results?
_______ ( Excellent- 15; Good- 12; Fair- 5; Poor- 3)
a. Clearly stated purpose,objective or hypothesis _____ (3 points)
b. Background information included on display board ___ __ (3 points)
c. Well controlled experiment ___ __ (6 point s)
d. Accurate and detailed measurements _____ (8 points)
e. Well organized log book with appropriate records _____ (3 points)
f. Sufficient data for statistical test __ ___ (6 points)
g. conclusions limited to data _____ (3 points)
h. Photographic record of procedure and/or results _____ (3 points)
< BR> 3.THOROUGHNESS (15 points)
a. Purpose carried out __ ___ (5 points)
b. Experimental design adequately researched _____ (5 p oints)
c. Data properly manipulated _____ (5 points)

_______ 4. CLARITY (20 po ints)
a. Appeal of the exhibit _____ (5 points)
b. Clear labelling and correct spelling _____ (5 points)
c. Exhibit self-explanatory _____ (5 points)
d. Clearly labelled, attractive and appropriate graphs _____ (5 points)

5. ORAL PRESENTATION (15 points)
a. Presented adequate background, a clearly stated hypothesis and procedure, results and analysis of the results _____ (5 points)
b. Presented material in a serious and professional manner. Gave respect to other student researchers _____ (5 points)
c. Adequately answered questions and gave respect to others _____ (5 points)
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