i
The Design, Development, and Evaluation of An Educational Framework Model Promoting Scientific Investigation at the High School Level
A PLAN B PAPER SUBMITTED TO THE INSTITUTE FOR TEACHER EDUCATION COLLEGE OF EDUCATION UNIVERSITY OF HAWAII AT MANOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN TEACHING
By: Nel Cevallos Venzon, Jr. May 2010
___________________________________ Scott D. Robinson Program Advisor ___________________________________ Jon Yoshioka Reader
ii Acknowledgement I am grateful to acknowledge the financial support of the Science Learning Center (SLC) at School B, and School A for two years’ action research between 2008 and 2010, for funding educational activities involved in the design, development, and evaluation of the proposed educational framework model promoting scientific investigation at the high school level. Furthermore, this study could never have been accomplished without support and collaboration with Hawaii Academy of Science. My thanks are due to Scott Robinson, Ph.D. who was most supportive of my research, an accessible mentor, and excellent academic and teaching role model over the course of my study in the Master of Education in Teaching (MEdT) Program at the University of Hawaii at Manoa (UH-M) College of Education (COE). I also would like to thank Jon Yoshioka for his advice and willingness to serve as second reader of this study. The following UH-M COE faculty members have made important intellectual contributions and suggestions in different ways to this study as well as academic and professional growth of the author (based on sequential order when MEdT course was taken): Barbara Klemm, Ph.D. (Science Curriculum: Science Literacy); Thomas Christ, Ph.D. (Mixed Methods Research Design, School Curriculum: Secondary); Scott Robinson, Ph.D. (Professional Studies Seminars I and II, Field Experience & Seminars I and II); Tara O’Neill, Ph.D. (Methods & Materials in Science); Jon Yoshioka (PreInternship Practicum, Practicum Seminar, Teaching Internship, Internship Seminar); and Deborah Zuercher, Ph.D. (Pre-Internship Practicum, Practicum Seminar, Teaching Internship, Internship Seminar, and Directed Reading and/ Research).
iii Finally, I would like to thank all my students for allowing me to share my passion in science with them.
iv Abstract Scientific Investigation (SI) is taught in many science curricula at various grade levels, especially high school. Teaching and learning of SI are achieved through labs and science projects that can be further enhanced by implementing inquiry-based heuristic approach augmented by a curriculum that focuses on the use of critical thinking, problem solving, and analytical writing skills. Problems persists, however, in two areas: preparing high school students as science investigators and preparing high school teachers to teach students to conduct SIs. Both deficiencies can be addressed by creating an educational framework model that promotes SIs at the high school level. The aims of this exploratory qualitative case study were to design, develop, and evaluate an educational framework model that promotes SI at the high school level by applying innovative research-based best teaching practices and motivate adolescent learners through inquiry-based SIs focusing on the use of critical thinking, problem solving, and analytical writing skills through integration of science, technology, engineering, and mathematics discipline. Collectively, this paper analyzed: (a) how high school students can be prepared as science investigators, (b) the perceptions and experiences of students who participated in activities that promote SIs, and (c) how the Venzon Model (VM) promotes SI at the high school level. Furthermore, the Standards-based VM emphasizes the development of conceptual understanding and reasoning through collaborative investigations, heuristic explorations, discussion and peer-review, writing, and effective communication. The results presented in this study suggest that VM is a functional educational framework model and played a major role in preparing high school students in School A and School B as science investigators. Ultimately, the proposed model aims to create high school
v science curricula reflecting the nature of science and promoting teaching and learning of science as a scholarly endeavor for both high school students and their teachers. Keywords: high school scientific investigation, Venzon Model
vi Table of Contents Acknowledgement .............................................................................................................. ii Abstract .............................................................................................................................. iv Table of Contents ............................................................................................................... vi List of Figures .................................................................................................................. viii List of Tables ..................................................................................................................... ix Introduction ..........................................................................................................................1 Scientific Inquiry .....................................................................................................1 Problem Statement ...................................................................................................3 Purpose of the Study ................................................................................................4 Research Questions ..................................................................................................4 Literature Review.................................................................................................................5 Inquiry Science ........................................................................................................5 5-E Model ................................................................................................................5 Problem-Based Learning .........................................................................................6 Method ...............................................................................................................................11 Procedures ..........................................................................................................................12 Research Design.....................................................................................................12 Participants.............................................................................................................12 Sampling ................................................................................................................12 Sites of Study .........................................................................................................13 Data Collection ......................................................................................................14 Data Analysis .........................................................................................................14 Credibility and Reliability......................................................................................15 Results ................................................................................................................................16 Development of a S.T.E.M. Elective Course at School A .....................................16 Application of the Venzon Model at School B ......................................................17 Venzon Model: The Proposal Phase ......................................................................19 Participation in ecosystem investigations ..................................................19 Participation in the 2009 National Oceanic and Atmospheric Administration Hi’ialakai Education Cruise .................................20 Venzon Model: The Performance Phase................................................................20 Venzon Model: The Presentation Phase ................................................................21 Presentation at the 2009 Pacific Symposium for Science and Sustainability (PS3) .......................................................................21 Participation in the 2010 School C and School B Science Fair .................22 Participation in the 2010 Hawaii State Science and Engineering Fair (HSSEF) .........................................................................................26 Venzon Model: The Publication Phase ..................................................................27 Discussion ..........................................................................................................................29 Conclusion .........................................................................................................................35 Appendix Appendix A: 2009 PS3 Forms and Literature........................................................48 Participants’ self-provided responses ........................................................49 Theme coding analysis ...............................................................................65
vii Abstracts submitted by SB students...........................................................71 Library Research parent letter ....................................................................87 Experimental Research parent letter ..........................................................88 Required forms...........................................................................................89 Handbook ...................................................................................................98 Appendix B: 2010 School C and School B Science Fair Forms and Literature ..112 International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs 2009-2010..................................113 Judge invitation letter/e-mail ...................................................................141 Appendix C: 2010 HSSEF Forms and Literature ................................................142 Abstracts submitted by SB students.........................................................143 Required forms.........................................................................................164 2009-2010 Science Fair calendar .............................................................168 Handbook .................................................................................................169 Appendix D: Submitted Grants and Classroom Support .....................................189 DonorsChoose.org (Funded) ....................................................................190 Center for Cardiovascular Research at John A. Burns School of Medicine Furlough Friday Teacher Professional Development Program (Funded) ........................................................................194 Public Schools of Hawaii Foundation Good Idea Grant (In review) .......196 National Science Teachers Association Toyota TAPESTRY Grant (Not funded) .................................................204 References ........................................................................................................................212
viii
List of Figures Figure 1: The basic unit of the Venzon Model ..................................................................37 Figure 2: Number of Pacific Symposium for Science and Sustainability participants from School B, from 2005 to 2009. .......................................................................38 Figure 3: Student experiences during PS3 preparation of research papers based on theme coding analysis. ...........................................................................................39 Figure 4: Student experiences during PS3 preparation of PowerPoint presentations based on theme coding analysis. ............................................................................40 Figure 5: Student experiences during PS3 presentation practices/rehearsals based on theme coding analysis. ...........................................................................................41 Figure 6: Student experiences during PS3 presentations based on theme coding analysis. ........................................................................................................42 Figure 7: Overall student experiences during PS3 based on theme coding analysis. ........43 Figure 8: Number of Hawaii State Science and Engineering Fair participants from School B, from 2006 to 2010. .......................................................................44 Figure 9: Venzon Model: An iterative process ..................................................................45
ix List of Tables Table 1: Science Standards and Benchmarks Addressed by the Venzon Model ...............46 Table 2: Language Arts Standards and Benchmarks Addressed by the Venzon Model ...47
1 Introduction Scientific Inquiry Science education reforms call for educators to portray and practice science as it is conducted by real scientists (National Resource Council, 1996). To improve scientific literacy, science should be taught using inquiry, emphasizing process skills including nature of science (Akerson et al., 2009). Although there is no universally accepted description of the components of scientific inquiry, it is convenient to describe the scientific process in terms of six interrelated, but not necessarily ordered, principles of inquiry: present significant questions that can be investigated empirically, link research to relevant theory, use methods that allow direct investigation of the question, provide a reasonable and explicit chain of reasoning, replicate and generalize across various studies, and disseminate research to encourage professional review and analysis (Shavelson & Towne, 2002). Shavelson and Towne chose the phrase “guiding principles” intentionally to emphasize the notion that the principles of inquiry guide, but do not provide an algorithm for, scientific inquiry. Those who study scientists at work have demonstrated that no research method is applied universally (Carey, 1994; Gibbs & Lawson, 1992; Chalmers, 1990; Gjertsen, 1989). McComas also claims that the notion that a common series of steps is followed by all researchers and scientists must be among the most widespread myths of science (1998). The National Science Teachers Association (NSTA, 2010a) also adds that although no single universal step-by-step scientific method covers the complexity of conducting science, a number of shared values and perspectives describe a scientific approach to understanding nature. In the process of learning and understanding the strategies of scientific inquiry, students learn to carry out
2 an investigation and gather evidence from multiple sources, develop an explanation from the data/results, and communicate their conclusions (NSTA, 2010b). NSTA recommends that all K-16 teachers include the scientific inquiry in their teaching and its use to help ensure that students develop a robust and deep understanding of science and scientific inquiry (2010b). With regard to the use of scientific inquiry as a teaching approach, NSTA suggests that science teachers conduct the following (2010b): •
“Plan an inquiry-based science program for their students by developing
both short-and long-term goals that incorporate appropriate content knowledge.” •
“Implement approaches to teaching science that cause students to question
and explore and to use those experiences to raise and answer questions about the natural world.” •
“Guide and facilitate learning using inquiry by selecting teaching
strategies that nurture and assess student’s developing understanding and abilities.” •
“Design and manage learning environments that provide students with the
time, space, and resources needed for learning science through inquiry.” •
“Receive adequate administrative support for the pursuit of science as
inquiry in the classroom, such as the allocation of time to do scientific inquiry effectively as well as the availability of necessary materials and equipment.” The goals of the proposed educational framework model include the following recommendations set forth by NSTA regarding students’ abilities to conduct scientific inquiry (2010b):
3 •
“Teachers help students learn how to identify and ask appropriate
questions that can be answered through scientific investigations.” •
“Teachers help students design and conduct investigations to collect the
evidence needed to answer a variety of questions.” •
“Teachers help students use appropriate equipment and tools to interpret
and analyze data.” •
“Teachers help students learn how to draw conclusions and think critically
and logically to create explanations based on their evidence.” •
“Teachers help students communicate and defend their results to their
peers and others.” These recommendations serve as pillars in promoting science literacy and students’ understanding of scientific inquiry. Problem Statement Scientific Investigation (SI) is taught in many science curricula at various grade levels, especially high school. Teaching and learning of SI are achieved through labs and science projects that can be further enhanced by implementing inquiry-based heuristic approach augmented by a curriculum that focuses on the use of critical thinking, problem solving, and analytical writing skills. Problems persists, however, in two areas: preparing high school students as science investigators and preparing high school teachers to teach students to conduct scientific investigations. Both deficiencies can be addressed by creating an educational framework model that promotes scientific investigations at the high school level. Here, a qualitative study of the design, development, and evaluation of
4 an educational framework model promoting scientific inquiry recently implemented and currently being used at a local high school is characterized and analyzed. Purpose of the Study The aims of this exploratory qualitative case study were to design, develop, and evaluate an educational framework model that promotes scientific investigation at the high school level by applying innovative research-based best teaching practices and motivate adolescent learners through inquiry-based scientific investigations focusing on the use of critical thinking, problem solving, and analytical writing skills through integration of science, technology, engineering, and mathematics discipline. Ultimately, the proposed model aims to create high school science curricula reflecting the nature of science and promoting teaching and learning of science as a scholarly endeavor for both high school students and their teachers. Research Questions In this study, the investigator concentrated on the following research questions: (a) How can high school students be prepared as science investigators? (b) What are high school students’ perceptions of participating in activities that promote scientific investigations? (c) How does the proposed educational framework model (termed the Venzon Model for the sake of simplicity) promote scientific investigation at the high school level?
5 Literature Review Inquiry Science Inquiry Science (IS) is a type of science instruction that involves students in active learning emphasizing in questioning, data analysis, and critical thinking (Northwest Regional Educational Laboratory, 1997). According to Carin, Bass, and Contant (2005), students who are engaged in scientific inquiries conduct the following activities in a cyclic, non-linear order: ask questions about objects, organisms, and events in the environment; plan and conduct simple investigations; use appropriate tools and techniques to gather and interpret data; use evidence and scientific knowledge to develop explanations; and communicate investigation procedures, data, and explanations to others. When conducting science as inquiry, teachers determine how to focus, challenge and promote student learning, and make decisions about the process of inquiry initiation, encouragement of discourse, how to address misconceptions, and how much guidance should be provided in the inquiry process (Carin et al.). 5-E Model The teaching of science as inquiry became the cornerstone of an educational framework model known as the “5-E Model,” which was first developed by Biological Sciences Curriculum Study (BSCS). BSCS is a nonprofit corporation that aims to improve students’ understanding of science and technology as well as science teaching and learning by developing curricular materials, supporting their dissemination and use, providing professional development, and conducting research and evaluation studies (BSCS, 2010). The five phases of “5-E Model” include the following: Engagement, Exploration, Explanation, Elaboration, and Evaluation (Carin et al., 2005). In the
6 Engagement phase, activities initiate learning and stimulate student interest, allowing students to connect relevant past learning through asking questions or posing a problem and providing possible solutions. In the Exploration phase, students have a concrete physical experience ,which is essentially instrumental for kinesthetic learners. During this phase, teachers guides and/or facilitates as students observe properties, establish relationships, note patterns, and continue to ask relevant questions. In the Explanation phase, teachers help students make sense of observations and questions that arise, while students describe what they see and offer multiple explanations of why. During this phase, both the student and teacher identify common terms for experiences and explanations. It is also important to note that the teacher introduces scientific explanations for the event through direct and formal instruction. The teacher then facilitates students in the development of their understanding of relevant concepts and ideas in greater depth. In this phase, known as Elaboration, students are engaged in cooperative group work on new activities that have relevance to the initial task, thus, providing students an opportunity to present and defend their understandings. The last phase of the “5-E Model” brings about the assessment of what has been learned over the course of student inquiry, which may be conducted through the use of rubrics and other instruments during formative and/or summative assessments. The “5-E Model” is also summarized in details by Bybee, Taylor, Gardner, Scotter, Powell, Westbrook, and Landes in their publication of The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications (2006). Problem-Based Learning
7 Problem-based learning (PBL) was first introduced by medical faculty at McMaster University in Canada over 30 years ago as a specific instructional method and central to their philosophy for structuring an entire curriculum promoting studentcentered, multi-disciplinary education, and lifelong learning in professional practice (Barrows & Tamblyn, 1980). According to Barrows (1994; 1996), using a “traditional” lecture approach was ineffective to provide learners with a context for the content or for its clinical application, in addition to the increasingly changing knowledge base in science and technology as well as the rapidly changing demands of future practice. Based on a meta-analysis of 20 years of PBL evaluation studies performed by Albanese and Mitchell (1993), and also by Vernon and Blake (1993), a problem-based approach to instruction was equal to traditional approaches with regard to conventional tests of knowledge. Furthermore, students who studied using PBL showed better clinical problem-solving skills. Since its introduction in North America 30 years ago, the adoption of PBL has expanded into elementary schools, middle schools, and high schools, universities, and professional schools, which is illustrative of the variations in which the PBL instructional approach is being utilized (Torp & Sage, 2002). PBL is a type of instructional and curricular student-centered approach that enhances learners to perform research, intertwine theory and practice, and implement knowledge and skills to generate a viable solution to a defined problem (Savery, 2006). Several authors have described in details the characteristics of a PBL curriculum. For instance, Boud and Feletti (1997) enumerated a list of the practices considered characteristic of the philosophy, strategies, and tactics of PBL. Duch, Groh, and Allen (2001) characterized the methods used in PBL and the specific skills developed including
8 the ability to think critically, analyze and solve complex, real-world problems, to find, evaluate, and use appropriate learning resources; to work cooperatively, to demonstrate effective communication skills, and to utilize content knowledge and intellectual skills to become recurring learners. According to Torp and Sage (2002), PBL is described as focused, experiential learning organized around the investigation and resolution of complex, real-world problem. Torp and Sage (2002) also describe students as engaged problem investigators, seeking to determine the root problem and the conditions needed for a good solution and in the process becoming self-directed learners. Another description of PBL was contributed by Hmelo-Silver (2004) by which she described PBL as an instructional method in which students learn through facilitated problem solving that centers on a convoluted problem that does not necessarily have a single correct answer. According to Hmelo-Silver (2004), students work in collaborative groups to determine what they need to learn in order to solve a problem, participate in self-directed learning, exercise their new knowledge to the problem, and reflect on what they learned and the efficacy of the strategies used. A set of Generic PBL Essentials is described in details on the website for the Problem Based Learning Initiative (http://www.pbli.org/pbl/generic_pbl.htm). Collectively, the website suggests that a more accurate title might be “studentcentered, problem-based, inquiry-based, integrated, collaborative, reiterative learning.” However, Savery (2006) argues that although there are other closely related learnercenter instructional strategies such as project-based learning (PJBL), inquiry-based learning (IBL), and case-based learning (CBL) that encourage learners to be more selfdirected in their learning, PJBL, IBL, and CBL have differences that distinguish them
9 from PBL. According to Savery (2006), while projects and cases are excellent learnercentered instructional approaches, they tend to diminish the learner’s role in setting the goals and outcomes for the “problem.” Savery (2006) emphasizes the importance of having the ability to both define the problem as well as develop a solution or range of possible solutions. Furthermore, Savery (2006) describes that in a PBL approach, the tutor supports the process and expects learners to make their thinking clear, however, the tutor does not provide information related to the problem, which is the responsibility of the learners. In an IBL system, on the other hand, the tutor is both a provider of information and a facilitator of learning who encourages higher-order thinking. Thus, the role of the tutor highlights the main difference between PBL and IBL. This proposed PBL-based curriculum prepares young individuals for a successful transition in the adult world by applying both basic Science, Technology, Engineering, and Mathematics (S.T.E.M.)-based skills, core concepts and principles to situations similar to what they will experience in life (Doppelt, 2003). Also, a coconstruct/constructivist student-centered learning environment encourages collaboration between students of diverse background by giving students the opportunity to build relationships with other students in the class, bounce ideas off each other, voice their own opinions and negotiate/analyze solutions more often (Reyes, 1998). Furthermore, this type of learning environment has helped students with critical thinking and decisionmaking deficiencies (Elizondo-Montemayor, 2004). It also promotes active Lateral Thinking (LT) and Vertical Thinking (VT) as both are essential elements of creative thinking to solve complex problems (Doppelt, 2005). Although these are ways how this stance can have a positive effect upon the school, the author provides a caveat that
10 remains a weakness of this type of curriculum: a hermeneutic understanding of meaning, which can be described as the Circular Consensus Model, requires considerable faith in the use of group process; otherwise, academic materials will be misused or meaningless (MacDonald, 1975).
11 Method The grounded theory constructivist approach (Creswell, 2005) was used to analyze the qualitative data collected to address all the research questions. The constructivist perspective of grounded theory recognizes that knowledge obtained from grounded theory is a mutual creation by the viewer and the viewed (Charmaz, 2006). The data was coded using the constructivist approach and the emerging design process by which data was analyzed as collected, rather than waiting until all the data is obtained (Creswell, 2005). The constant comparison method was used to inductively produce and connect raw data to codes, codes to categories, and categories to themes (Creswell, 2005). Consequently, theories from the themes emerged from this process, which will be compared to future quantitative studies.
12 Procedures Research Design This study was comprised of an individual participatory, action research case study that monitored a group of purposely selected students enrolled in the Gifted and Talented Honors (GT Honors) Biology course through the process of conducting individual scientific investigations. The investigator facilitated each step of the process, acting as a mentor, educator, and the school science fair coordinator, while granting student participants maximum agency possible over the course of decision-making processes and handling of scientific investigations. Participants The participants in the study were 31 (30 freshmen and one sophomore) high school students between the ages of 14 and 15 enrolled in a GT Honors Biology course from a Department of Education (DOE) public high school located in Central Oahu district. Proximity and availability to the investigator played a defining role in the selection of participants. Student participants were required to conduct individual scientific investigation while enrolled in the course. The ethnic makeup of the participants is as follows: 19 (61.3%) Asian/Pacific Islanders, eight (25.8%) Caucasian, three (9.7%) Hispanic, and one (3.2%) Hawaiian/Pacific Islander. There were 18 (58.1%) female and 13 (41.9%) male student participants in this study. Sampling To provide detailed experiences of students while participating in educational activities outlined in the educational framework model that is currently being implemented in GT Honors Biology course, and the specific contexts in which their
13 experiences mean, students specifically enrolled in GT Honors Biology from 1st Quarter to 4th Quarter were selected. In this case study research, a maximal variation type of sampling was also employed so that differentiated views and perceptions could provide a good qualitative study (Creswell & Plano Clark, 2007). Permissions to collect data from individuals and site were obtained from the following: (a) SA/CRDG and School B administration team and staff, (b) individual providing the data, and (c) UH-M-based Institutional Review Board (IRB). Sites of Study As a pilot study, the integrated Mathematics & Science Elective (MSE) course was designed and implemented for the 2008-2009 academic year at School A (SA) to lay the foundation for this proposed educational framework model. SA is part of the College of Education at the University of Hawaii at Manoa and was operated by the Curriculum Research & Development Group (CRDG) when MSE was offered. SA serves approximately 420 students from kindergarten to grade 12. Student admission is based on a “lottery”, which creates a student body that is evenly distributed by gender that reflects the ethnic distribution of Hawaii and includes a broad range of student academic achievement as well as family socioeconomic levels. SA serves as a model for school design, providing a wide-ranging academic program for all students in heterogeneous classes. It is the only one in Hawaii with the mission of supporting educational research and development, and disseminating educational materials and improvement strategies. SA has long served the CRDG as its real-world laboratory as CRDG programs get their early development trials in the school’s classes. SA is also a site for demonstrating CRDG-developed curricula and providing professional development for teachers. SA has
14 two main missions: 1) To design and deliver the best possible education to its students, and 2) To serve the educational research and development community as a seedbed and experimental site for curriculum research and development and comprehensive school design. School B (SB) is a public DOE school located in Central Oahu and services about 2,400 students. The results presented in this study were data collected and analyzed from student participants enrolled in SB. Data Collection The application of sequential exploratory design variant was particularly useful in generating and testing a taxonomy (Exploratory Taxonomy Development Design) and developing an emergent theory in this study (Creswell, Plano Clark, et al., 2003; Morgan, 1998; Tashakkori & Teddlie, 1998). Emergent categories from the qualitative data were identified. A survey protocol was used which included confidential organization of the subject’s information, interview logistics, and data that were subject to transcription in the later stage of the study. Furthermore, the survey protocol was also used to document other information about emerging codes, themes, and concerns that unfolded during survey (Creswell & Plano Clark, 2007). Data Analysis After textual data were collected from surveys with the student participants, collected data were organized for review or transcription into a word-processing file for analysis. The accuracy and integrity of the data were examined further during the transcription process. During the transcription process, short memos that related to the transcribed data were written in the margins of transcripts or field notes to help generate general categories of information, such as codes or themes. In addition, a qualitative
15 codebook that included codes from past literature as well as codes that emerged during analysis were also developed to help organize the data and facilitate agreement on the components of the transcripts, as new codes were included and other codes removed during the coding process (Creswell & Plano Clark, 2007). Transcribed data were divided into small units such as phrases, sentences, or paragraphs, and labels were assigned to each unit, accordingly. These labels were assigned by the investigator or produced by the participants themselves (in vivo coding), or involved concepts that had been presented previously in the literature. Evidence and information from the transcribed textual data obtained from the survey were grouped into codes, and these codes were grouped intro broader themes, which then grouped into broader dimensions (Creswell & Plano Clark, 2007). Credibility and Reliability Specific quotes that demonstrated the views and experiences of student participants as well as the emergence of important themes were cited to increase the validity of the results. To increase the legitimacy of the data, the following validity methods were utilized: (a) member checking, (b) data triangulation, (c) development of disconfirming evidences, and (d) examination of the data through peer-review and information interview analysis. The development and evaluation of disconfirming evidences, also known as falsification, were used to look for evidence or reasons that may contradict a specific claim by the surveyed/interviewed individual. This validity method involved an assessment of the quality and integrity of the disconfirming evidences/reasons to confirm whether or not the claim should be rejected (Creswell & Miller, 2000).
16 Results Development of a S.T.E.M Elective Course at School A The integrated Mathematics & Science Elective (MSE) course was created to promote research and education further stimulating interest in mathematics and science through hands-on experience. The course was divided into three parts: 1) Introduction to underwater robotics through teamwork construction of remotely-operated vehicles (ROVs), 2) Improvisation of the constructed ROVs, and 3) Writing a scientific paper based on a topic of interest to be presented to peers and professionals. Students enrolled in the course had the opportunity to build an underwater ROV called Sea Perch. Sea Perch is a hands-on classroom activity developed by the Massachusetts Institute of Technology (MIT) Sea Grant College Program. Students also had the opportunity to further advance their ROVs by creatively enhancing or improvising the Sea Perch through teamwork collaboration including the design, building, and testing of their engineering projects. The program prepared students to think and reason about quantitative situations, to communicate effectively, and to work together in teams. In conjunction with the hands-on experience, the course was also supplemented by gaining experience in writing a research paper as well as participating in a scientific conference. Students in this course had the opportunity to write a scientific paper or report on a certain topic. There were 17 research paper categories that the students could choose from, which included but not limited to the following: Animal Sciences, Behavioral & Social Sciences, Biochemistry, Cellular & Molecular Biology, Chemistry, Computer Science, Earth Science, Engineering: Materials & Bioengineering, Engineering: Electrical & Mechanical, Energy & Transportation, Environmental
17 Analysis, Environmental Management, Mathematical Sciences, Medicine & Health Sciences, Microbiology, Physics & Astronomy, and Plant Sciences. The course provided an experience on how to write a scientific paper with the necessary writing components. Students submitted their final paper or report to the Pacific Symposium for Science and Sustainability (PS3), which served as a regional competition for students to advance to the Junior Science and Humanities Symposium (JSHS). Both PS3 and JSHS provided a unique educational experience by bringing students from Hawaii and other Pacific Islands together to explore their common interest in mathematics and the sciences. Students in the course also had the opportunity to enter their engineering and experimental projects at the 52nd Hawaii State Science and Engineering Fair (HSSEF) that was held in Spring 2009. Collectively, students’ participation in the integrated MSE course supported the school’s philosophy of increasing student excellence and diversity through heuristic approach. Students enrolled in S.T.E.M Elective Course at School A participated in 2008 PS3 as well as 2009 HSSEF. In 2008, eight students were invited to present their library research papers at PS3, and two of the eight student participants were awarded Honorable Mention for being the best speaker in their sessions. In 2009, nine students enrolled in S.T.E.M Elective Course presented their experimental research projects at HSSEF. Participation in both PS3 and HSSEF was optional for students enrolled in the S.T.E.M Elective Course. There were 14 students enrolled in the course: six girls (42.9 %) and eight boys (57.1 %). Out of 14 students, four were juniors and the rest were sophomores. Application of the Venzon Model at School B
18 Here, the results of the design, development, and evaluation of an educational framework model promoting scientific investigation at the high school level by applying innovative research-based best teaching practices and motivate adolescent learners through inquiry-based scientific investigations focusing on the use of critical thinking, problem solving, and analytical writing skills through integration of S.T.E.M. disciplines, are described and analyzed. For the sake of simplicity, the current educational framework that was designed, developed, and evaluated by the investigator, is termed the Venzon Model (Figure 1). The Venzon Model (VM) is a Standards-based model that aims to promote scientific investigation at the high school level and includes the Hawaii Content & Performance Standards (HCPS) III Scientific Process strand (Standards 1 and 2). Standard 1 focuses on the Scientific Investigation, which emphasizes discovering, inventing, and investigating using the skills necessary to engage in the scientific process (Hawaii Content & Performance Standards III, 2005). Standard 2 involves Nature of Science, which emphasizes understanding that science, technology, and society are interrelated (Hawaii Content & Performance Standards III, 2005). Students were taught scientific knowledge described in Standard 1, Benchmarks one to nine, as well as about science, technology, and society, which are the focus of Standard 2, Benchmarks one and two. All scientific investigations also addressed non-science standards and benchmarks because of the oral and written requirements (Table 1). The main requirement for each student participant was to work on scientific investigations that may directly or indirectly solve or contribute to finding a solution to a community problem. The basic unit of VM is divided into four distinct phases: (1)
19 Proposal, (2) Performance, (3) Presentation, and (4) Publication. The application of the Venzon Model at School B for the academic year 2009 to 2010 (August to March) is presented in the subsequent sections. Venzon Model: The Proposal Phase During Proposal Phase, students selected their topic of interest, were encouraged to work with mentors for guidance and supervision, conducted background research also known as library research of their topic, and participated in peer-review of their research plans or proposals. A list of possible scientist or researcher mentors was provided to students, and most of the mentors belonged to various research institutions, allowing students to work on advanced projects. Students were also given the opportunity to attend ecosystem investigation field trips maximizing their exposure to their surroundings and make the connection between their learning of science in class and the community/society. Participation in ecosystem investigations. During Quarter 1, student participants learned how to design and conduct investigations involving different ecological sampling techniques. As groups, they planned and implemented a field biology scientific investigation involving biotic and abiotic data collection and analysis at Waimanalo, Shark’s Cove, and Maili inter-tide pool. As a result of participating in the ecosystem investigation scientific inquiry, students were able to design an effective sampling plan, base their sampling plan on research findings, investigate the nature of biotic and abiotic factors in an ecosystem, and identify native and non-native species, their interaction, and their distribution in a given field setting. Students were also taught how to collect, organize, and analyze data collected in the field using Excel computer software.
20 Participants presented their studies using PowerPoint with their investigative team to share results with their peers. Participation in the 2009 National Oceanic and Atmospheric Administration (NOAA) Hi’ialakai Education Cruise. The investigator and six School B students were selected to participate in the Hawaiian Islands Humpback Whale National Marine Sanctuary’s Oahu Hi’ialakai Education Cruise on November 2, 2009. The selected School B students, along with students from five other public and private high schools from Oahu, were sponsored by NOAA to attend marine science-based classes and experience research at sea aboard the 220-foot research vessel. During this one-day unique academic experience, students were given the opportunity to learn how scientists collect and analyze water samples from various ocean depths, characterize unexplored ocean floors, study organisms and their roles in marine ecosystems, and conduct a handson wet lab, which involved examination of exotic marine species collected from waters off Pearl Harbor and south Oahu. The student participants were selected based on a written essay describing their commitment in protecting the environment, how the education cruise would expand their knowledge about marine animals and research as well as further their interest in marine-related activities. One of the student participants described her excitement and enthusiasm about participating in the NOAA event, “I wanted to thank you SO much for allowing me to go on this tour! It was such a wonderful experience! I couldn’t stop smiling and telling my mom everything I learned on the way home. I really appreciate all the work you did to make this trip possible!” Venzon Model: The Performance Phase
21 The second phase of Venzon Model is performance. During this time, students collected actual data and analyzed them. Both data collection and analysis of results took place in class and outside class. Students also met with the sponsoring teacher and/or mentor for advice and guidance over the course of performance phase. Venzon Model: The Presentation Phase The third phase of Venzon Model allow students to share and present their findings. At School B, student participants were provided an opportunity to participate in three major science events, as described in the subsequent sections. Presentation at the 2009 Pacific Symposium for Science and Sustainability. The Pacific Symposium for Science and Sustainability (PS3) serves as a regional competition for high school students to advance to the national Junior Science and Humanities Symposium (JSHS). PS3 includes field trips and social events along with the presentation of papers by students from Hawaii and other Pacific Islands. PS3 provides a means to integrate student learning in various subjects such as science, social studies, and language arts. PS3 also provides an opportunity for mentorship as well as experience in writing a scientific paper and giving an oral presentation to peers and professional. In addition to participating in scientific conference, students also take field trip and have their work published in a form of proceedings (Hawaii Academy of Science, 2009). In 2009, the deadline to submit entry was Friday, October 16th. Invited students attended the PS3 event on December 4th, 5th, and 6th, and gave a 10-minute presentation about the their library or experimental paper at Shidler College of Business at the University of Hawaii-Manoa. Housing accommodations, meals, and other expenses during the PS3 event were paid for by the Hawaii Academy of Science, which sponsored 51 high school
22 students from nine public, private, and charter schools from Hawaii and other Pacific Island during the three-day event. Sixteen of 51 presenters were SB students. Two grade 10 students were selected as semi-finalists (Top 12), and a freshman won Honorable Mention Award for being best speaker in the student’s session. The abstracts of student presenters are described in the Appendix section. Participation in the 2010 School C and School B Science Fair. The idea of combining the School C (SC) and School B (SB) science fairs was conceived while attending Central Oahu Complex Professional Development on November 30, 2009 in the School B Gymnasium. During the unplanned meeting, The investigator had the opportunity to sit down with School C Science Fair Coordinator, which eventually the discussion between the two science fair coordinators led to the idea of combining both middle and high school fairs. By combining SC and SB science fairs, the goals included, but not limited, to the following: •
Increase communication and collaboration between SC and SB Science Departments.
•
Provide SC students the opportunity to check out high school-based science projects, further stimulating interest in science.
•
Provide a dialogue between middle and high school students and teachers with respect to scientific interests and pursuits.
•
Encourage more SC students to continue their interests in science upon entering high school.
•
Efficiently execute the judging process by having judges evaluate and provide feedback to both SC and SB student projects on the same day.
23 •
Involve the Central Oahu community in science education.
The School C and School B Science Fair was held at SB Cafeteria on February 17, 2010. There were 100 research projects comprised of 118 student participants. For senior research (grades 9 to 12), there were a total of 54, 58, and 4, projects, student participants, and sponsoring teachers, respectively. For junior research (grades 6 to 8), there were a total of 46, 60, and 6, projects, student participants, and sponsoring teachers, respectively. The scientific investigation projects were assigned in four major categories: Biology, Chemistry, Physics, and Environmental Sciences. A total of 44 judges comprised of university/college professors and faculty, scientists and researchers, school teachers and administrators, and other members of the community, evaluated the projects and provided student participants with a meaningful scientific presentation experience. Student participants and winners were recognized during Science Fair Awards Ceremony held on Wednesday, February 24, 2010, in SB library. Twenty eight SB students were selected to compete at Hawaii State Science and Engineering Fair (HSSEF) on April 6, 2010, at Hawaii Convention Center. The overall top six out of 54 senior research projects were recognized for Best in Division. The top seven out of 23 senior research projects, top four out of 10, top three out of four, and top four out of 17, were recognized for Best in Category awards in Biology, Chemistry, Physics, and Environmental Sciences, respectively. The combined School C and School B Science Fair gives middle and high school students the opportunity to explore, analyze, and understand the world of science, mathematics, and technology through inquiry-based scientific investigations in order to understand the scientific process, and ultimately appreciate the beauty of science. It is
24 patterned after professional conferences where participants report their findings and discuss their research with established members of the scientific community. Participation in this event also allows scientists, researchers, and educators to provide valuable comments and suggestions for improvement and re-design of experiments. The School C and School B Science Fair Scientific Review Committee (SRC) is composed of three individuals: SRC member 1, Ph.D. (met the requirement of having that individual hold one of the following advanced degrees: Ph.D., M.D., D.V.M., D.D.S., or D.O.), SRC member 2 (met the requirement of being an educator), and SRC member 3 (at least one other member). SRC must consist of a minimum of three qualified individuals that are responsible for evaluation of student research, certifications, research plans, and exhibits for following the Rules and pertinent laws and regulations (Society for Science & the Public, 2009). Any proposed research that involves vertebrates and potentially hazardous biological agents must be reviewed and approved by the SRC prior to experimentation. The School C and School B Science Fair Institutional Review Board (IRB) evaluates the potential physical and/or psychological risk of research involving human subjects before experimentation begins, including the review of any surveys or questionnaires to be used in a project (Society for Science & the Public, 2009). The IRB at SB is composed of IRB member 1a and IRB member 1b (educators), IRB member 2 (Vice-Principal/SB Administrator), and IRB member 3 (SB registered nurse, who is knowledgeable and capable of evaluating the physical and/or psychological risk involved in a given study).
25 School C and School B Science Fair was sponsored and supported by School C, School B, and School B Science Learning Center (SBSLC). SBSLC is one of 29 Hawaii Learning Center Programs that are statewide-funded program designed to provide Hawaii Department of Education (DOE) students and their parents with expanded academic opportunities by creating specialized and excellent programs within public education (SMS Research & Marketing Services, Inc., 2009). The results of School C and School B Science Fair demonstrated that SB met the basic requirements for International Science and Engineering Fair (ISEF) affiliation this year. In an email sent by a Society for Science & the Public staff, Intel ISEF has instituted a moratorium on SB until it has completed one year as a probationary fair to ensure that SB’ systems are fully operational (personal communication, August 20, 2009). To affiliate with ISEF, a local/regional science and engineering fair must have a minimum of 50 students in 9th to 12th grade or at least five senior high schools participating in its fair (Society for Science & the Public, 2010). There are several other requirements that need to be met prior to affiliation. These requirements include, but not limited to, the following: the regional fair’s students and schools must be located in an area or territory that does not have an existing Intel ISEF-affiliated fair; and new, previously non-existing science fairs that want to affiliate with the Intel ISEF must operate for a year with a functional SRC and IRB before applying to the Intel ISEF for affiliation. This year (2010), School C and School B Science Fair produced for the first time more than 50 senior research projects. SB is localized in Central District, which currently does not have an ISEF-affiliated fair. SB now does have functional SRC and IRB, which ensure the safety and welfare of the subjects as well as investigators.
26 Collectively, these show that SB is eligible for ISEF-affiliate consideration. Starting next year, School C and School B Science Fair will invite other high schools in the Central District to participate in “Central District” Science Fair. Participation in the 2010 Hawaii State Science and Engineering Fair (HSSEF). Twenty two projects (24 student participants) represented School B during the three-day HSSEF event, which students shared the results of their scientific investigations with the judges and other members of the community. School C ISEF finalist and two other projects were selected at HSSEF to represent Hawaii at this year’s Intel International Science & Engineering Fair (ISEF) in San Jose, CA, in May. They will join other ISEF finalists who were previously selected from various District Science Fairs (Kauai, Leeward, Windward, Maui, East Hawaii/Hilo, and Hawaii Association of Independent Schools). Central or Honolulu currently does not have a District Science Fair. The following sponsoring teachers greatly contributed to the successes of their students: Sponsoring Teacher 1, Sponsoring Teacher 2, Sponsoring Teacher 3, and Sponsoring Teacher 4. In order to prepare for HSSEF, 22 School B projects (24 students) selected at School C and School B Science Fair to move on to HSSEF met with the investigator for at least 13 hours after school between March 22, 2010 and March 30, 2010. Each student participant/team spent at least 30 minutes after school with the investigator going over logistics of the three-day HSSEF events such as setting up of display boards, judging/interview sessions; field trip forms, science fair display board contents and expectation, presentation tips, and many others. Twelve of 22 School B representatives earned various awards and two made it to the Top 12 as semifinalists out of 168 high school research projects. The investigator will be attending ISEF as Adult-
27 in-Charge of Hawaii’s 23 ISEF finalists as a result of being selected as “Science Teacher of the Year” award by Hawaii Academy of Science through sponsorship from Chevron and NOAA Pacific Service Center. Venzon Model: The Publication Phase The last phase in the Venzon Model provides students an opportunity to publish their findings. One of the ultimate goals of the Venzon Model is to create a school journal and an online-based publication to serve as a focal point for the documentation and description of scientific results. Journal articles submitted by each student participant conducting a scientific investigation supply information that helps other individuals to develop new hypothesis or branch off from the current study, which could provide a background on which new scientific discoveries, innovations, as well as inventions may be developed. The published version of the scientific investigation may also be used to complete a Senior Project, allowing students to demonstrate the knowledge and skills they have gained over the course of their school career. In order to graduate with a Hawaii Board of Education (B.O.E.) diploma, students will need to complete a Senior Project. According to BOE Policy 4540, High School Graduation Requirements and Commencement, the BOE Recognition Diploma is issued to students who complete course and credit requirements, including the 1.0 credit for the Senior Project and 0.5 credit for the Personal Transition Plan (“High School Graduation Requirements and Commencement Policy #4540” n.d.). The BOE Recognition Diploma with Honors is issued to students who meet the course and credit requirements for obtaining the BOE Recognition Diploma, and maintain a cumulative grade point average
28 of 3.0 or higher (“High School Graduation Requirements and Commencement Policy #4540” n.d.).
29 Discussion This study demonstrates the preparation of students at local high schools, Schools A and B, as science investigators by participating in various science-related activities. These activities that promote scientific investigations at the high school level can be systematically organized into four phases that constitute the Venzon Model. The theory of the basic unit of the Venzon Model is that student involvement in a scientific investigation is a function of and increases over time, and mastery of the subject being investigated becomes greater in each subsequent phase (Figure 1). Prior to the development of the S.T.E.M. Elective Course at School A, the investigator mentored students interested in conducting scientific investigations during non-instructional times such as before school, during lunch, after school, and weekends. In 2007, there was only one scientific investigation experimental research project involving three sophomore students conducted at School A that was presented at HSSEF. In 2008, there was also only one scientific investigation project involving two students that moved on to HSSEF. The latter involved finding the optimal solutions to traffic networks using mathematical graphical modeling and earned college scholarship and awards at HSSEF. Successful student participation in HSSEF in 2007 and 2008 helped catalyze the development of a S.T.E.M initiative at School A. The need for a course involving science inquiry and preparation of high school students as science investigators was also influenced by participation in the 2007 PS3 which two School A freshmen students were invited to present their library research papers. As students participated in various science-based events, their perceptions of their involvement and experience in activities that promoted scientific investigations were
30 further analyzed. The qualitative study included data obtained from multiple surveys conducted at Schools A and B, and information from the transcribed textual data generated from the survey were grouped into codes which were then grouped into broader themes. However, only theme coding analyses of perceptions of School B participants in 2009 PS3 are examined in this paper. The perceptions of students from School B who participated in 2010 School C and School B Science Fair as well as 2010 HSSEF are currently being analyzed and the results will be presented elsewhere in the future. These results, augmented by a quantitative survey of students enrolled in the S.T.E.M Elective course at School A regarding their experiences on scientific investigations over the course of two semesters, would bring together the strengths of quantitative and qualitative research in which one form of data may be insufficient by itself. When the Venzon Model was piloted at School B in 2009, the number of PS3 participants from School B was the highest of the five-year data (Figure 2). The average number of PS3 participants from School B from 2005 to 2008 was two, which was increased to 17 in 2009. The Venzon Model may have played a major role in this eightfold increase in student participation. In this paper, students’ perceptions of the five major parts in the 2009 PS3 event are described and analyzed. In the preparation of research papers, 58% (14/24) of the themes that emerged during coding analysis suggest that this part of PS3 event was both challenging and time consuming, whereas the rest of the themes indicate that it was easy to conduct and helped students in their understanding of the subject (Figure 3).
31 Nearly two-thirds of the overall themes (12/19) indicate that the preparation of PowerPoint presentations was a positive experience (Figure 4). Thirty two percent (6/19) of the themes suggest that this part of the PS3 process was an enjoyable experience, 21% (4/19) involve easiness to conduct, and 10% (2/19) indicate that preparation of PowerPoint presentations was simple. In contrast, three of the 19 (16%) coded themes suggest that PowerPoint preparation was difficult, and four out of 19 (21%) coded themes show that it was feasible, but challenging. During presentation practices/rehearsals, a little more than half (52%) of the emerged themes indicate that practices/rehearsals were a positive experience (Figure 5). Only twenty four percent (6/25) indicate that practice/rehearsal was helpful, 16% (4/25) of the coded themes suggest that it was a fun/enjoyable experience, and 12% (3/25) show that practice/rehearsal built confidence when presenting. Conversely, about one third of the coded themes indicate that this part of the PS3 process was difficult (2/25), unpleasant (2/25), and took extra time (4/25) to conduct. Four out of 25 (16%) of the themes indicate that students needed more time prior to practice/rehearsal with the School B PS3 coordinator (the investigator). When textual data on students’ perceptions of PS3 presentations were analyzed, fifty three percent of the coded themes indicate a positive experience when students presented their papers at PS3 (Figure 6). About one fourth of the coded themes suggest that students’ perceptions of and experience during PS3 presentations were negative: topics/presentations were boring and difficult to comprehend (3/38), presentation day was long/tiring (3/38) and hectic (2/38), and presentation schedule could have been better (2/38). Twenty one percent (8/38) of the themes indicate nervousness during this part of
32 the PS3 event, which was expected just like in any other events requiring oral presentations. When student participants were asked to describe their overall experience and perceptions of the PS3 event, results indicate that 96% (47/49) of the themes that emerged during coding analysis were favorable (Figure 7). Twenty five percent (12/49) of the themes indicate that PS3 was an educational and informative event. Nineteen percent (9/49) suggest that PS3 was fun and exciting, 16% (8/49) of the themes describe the event as positive and a great experience, 16% can be related to developing a positive social interaction between student participants (including students from other schools), 8% (4/49) indicate that students’ experience at PS3 will somehow help them in the future, and 6% (3/49) of the themes suggest that PS3 was a well-organized event and students plan to participate again in the future. Only 4% (2/49) of the themes that emerged during coding analysis indicate that PS3 weekend was hectic. The remainder of the themes (3/49) involved being satisfied by the meals served at the PS3 event. The Venzon Model may have also contributed to the increased number of HSSEF participants representing School B. The average number of participants from 2006 to 2009 was 10, which was increased to 25 in 2010, a two-and-a-half-fold increase, when the proposed educational framework model was piloted at School B. The basic unit of the VM can also be expanded, producing an iterative educational framework that increases students’ involvement and level of inquiry in scientific investigations over the course of attendance in high school (Figure 9). The Proposal Phase of VM includes conducting research background or library research (RB/LR) about a subject of interest that a student chooses to investigate. Students have the opportunity
33 to present their RB/LR at PS3. After the Proposal Phase, students move on to the next phase, the Performance Phase, where students collect data and analyze their results during experimental research (ER). Students then present their findings at PS3, School C and School B Science Fair, and HSSEF, which is the third phase of VM (Presentation Phase). Finally, students publish (PB) their scientific investigations, which constitutes the Publication Phase of VM. For non-graduating students, the published material can be presented at PS3 the following year, or continued, allowing to collect more data and propagate the results of the previous study. In addition to promoting scientific investigation at the high school level, another primary goal of VM is the attainment of a Hawaii Board of Education diploma through completion of a Senior Project, thus, increasing the number of high school students graduating from public Department of Education schools with quality education. The school activities/events described in the Proposal Phase of VM were initiated/coordinated by the investigator, addressing NSTA’s recommendation to: (1) teach science that cause students to question and explore and to use those experiences to raise and answer questions about the natural world; and (2) guide and facilitate student learning using inquiry by selecting various teaching strategies that support and evaluate student’s developing understanding and abilities (2004b). Furthermore, the school activities/events described in VM’s Performance, Presentation, and Publication Phases were initiated/coordinated by the investigator to address the use of scientific inquiry as a teaching approach by which NSTA recommends science teachers to: (1) plan an inquirybased science program for their students by designing, developing, and implementing short- and long-term goals that incorporate relevant content knowledge; (2) design and
34 manage learning environments that give students resources such as time and space needed for learning science through inquiry; and (3) allocate time, necessary materials and equipment, and other science resources to do scientific inquiry effectively through administrative support for the pursuit of science as inquiry in the classroom and school as a whole (2004b). The application of the educational framework model presented here, the Venzon Model, provided a meaningful scientific research experience to high school students at School B, while supporting the highest quality of scientific investigations. VM also reflects the mission of School B’s Science and Technology Learning Center’s mission (SMS Research & Marketing Services, Inc., 2009): •
“To enable students of all ability levels to make valuable contributions to
the environment and the community while pursuing scientific inquiry.” •
“To stimulate student interest in exceptional scientific inquiry and science
careers.” •
“To create opportunities for students to work with professional scientists.”
•
“To enable more students in meeting and exceeding Hawaii Content and
Performance Standards.” In addition, VM also addresses the State of Hawaii Department of Education General Learner Outcomes: Self-directed Learner; Community Contributor; Complex Thinker; Quality Producer; Effective Communicator; and Effective User of Technology (“Introduction, Standards-Based Curriculum,” n.d.)
35 Conclusion This paper analyzed: (a) how high school students can be prepared as science investigators, (b) the perceptions and experiences of students who participated in activities that promote scientific investigations, and (c) how the Venzon Model promotes scientific investigation at the high school level. Student participants were able to design and engage in scientific investigations, collect data, analyze results, discuss their findings, and disseminate their studies using various means. These skills and knowledge are integral parts of scientific inquiry that includes asking questions and conducting investigations as a way to understand the world around us. Furthermore, scientific inquiry is enhanced when science curriculum is augmented by Standards-based VM, which emphasizes the development of conceptual understanding and reasoning through collaborative investigations, heuristic explorations, discussion and peer-review, writing, and effective communication. The investigator proposes to continue the current research by conducting a longitudinal study of the efficacy of the proposed Venzon Model. The data presented here involving students’ perceptions and experiences will be compared with the perceptions and experiences by the same participants when they conduct future scientific investigations. It is the investigator’s interest to compare their philosophy of scientific investigation over time, while involved in scientific inquiries. The investigator also plans to conduct perception analysis of teachers who plan to use VM next year. In addition, the investigator will also survey several teachers and study their misconceptions about scientific investigations. It would be interesting to find out how many teachers view scientific investigations as competition-driven event (Science Fair) or a form of inquiry.
36 The investigator is also interested in determining challenges that teachers face, consequently discouraging them from engaging students in scientific inquiries. In order to enhance scientific collaborations with other schools, School B will sponsor scientific investigation projects from other Central Oahu district schools to be presented during School B and School C Science Fair, which may eventually be changed to “Central District Science Fair.” The main objective of this initiative is to promote and increase scientific literacy in the community. Students from other schools may also work on scientific investigations at School B. An exploratory design will be performed in which the collection and analysis of qualitative data will be followed by the subsequent collection and analysis of quantitative data. The qualitative data that are currently being analyzed will be augmented by quantitative data that will be collected in parallel to the collection of qualitative data in the subsequent years. The necessity of this sequential process is a result in part by the lack of quantitative studies at School B. Analysis of data will further support the directional hypothesis that the VM is an educational framework model that promotes scientific investigation at the high school level by applying innovative research-based teaching practices and motivate adolescent learners through inquiry-based scientific investigations focusing on the use of critical thinking, problem solving, and analytical writing skills through integration of science, technology, engineering, and mathematics discipline. Results of this long-term study will also be used to design and implement heuristics for teacher content, pedagogical, and science knowledge content, and to implement professional development for science teachers with no previous experience engaging students in scientific investigations or inquiries.
37
Figure 1. The basic unit of the Venzon Model. The Venzon Model (VM) is a Standardsbased model that aims to promote scientific investigation at the high school level by applying innovative research-based best teaching practices and motivate adolescent learners through inquiry-based scientific investigations focusing on the use of critical thinking, problem solving, and analytical writing skills through integration of S.T.E.M. disciplines. The Venzon Model is divided into four distinct phases: Proposal, Performance, Presentation, and Publication. In this model, student involvement in scientific investigation is a function of time. The time spent in each phase varies based on the nature of the investigation.
38
Figure 2. Number of Pacific Symposium for Science and Sustainability participants from School B, from 2005 to 2009. The number of participants from School B from 2005 to 2009 academic years is shown above each bar. The average number of participants from 2005 to 2008 was two, which was increased to 17 (green bar) in 2009, an eight-fold increase, when the proposed educational framework model was piloted at School B.
39
Figure 3. Student experiences during PS3 preparation of research papers based on theme coding analysis. Four major themes emerged during theme coding analysis of this part of PS3. More than half (58%) of the themes indicate that preparation of research papers was both challenging and time consuming, whereas the rest (42%) suggest that this part of PS3 process was easy to conduct and helped students in their understanding of the content.
40
Figure 4. Student experiences during PS3 preparation of PowerPoint presentations based on theme coding analysis. Nearly two thirds of the overall themes (12/19) indicate that preparation of PowerPoint presentations was a positive experience. Thirty two percent (6/19) of the themes suggest that this part of the PS3 process was an enjoyable experience, 21% (4/19) involve easiness to conduct, and 10% (2/19) indicate that preparation of PowerPoint presentations was simple. On the other hand, three of the 19 (16%) coded themes suggest that PowerPoint preparation was difficult, and four out of 19 (21%) coded themes show that it was feasible, yet challenging.
41
Figure 5. Student experiences during PS3 presentation practices/rehearsals based on theme coding analysis. In this part of the PS3 process, a little more than half (52%) of the emerged themes indicate that presentation practices/rehearsals were a positive experience. Only twenty four percent (6/25) indicate that practice/rehearsal was helpful, 16% (4/25) of the coded themes suggest that it was a fun/enjoyable experience, and 12% (3/25) show that practice/rehearsal built student confidence. Conversely, about one third of the coded themes indicate that this part of the PS3 process was difficult (2/25), unpleasant (2/25), and took extra time (4/25) to conduct. Four out of 25 (16%) of the themes indicate that students needed more time prior to practice/rehearsal with the School B PS3 coordinator (the investigator).
42
Figure 6. Student experiences during PS3 presentations based on theme coding analysis. Fifty three percent of the coded themes indicate a positive experience when students presented their papers at PS3. About one fourth of the coded themes suggest that students’ perceptions of and experience during PS3 presentations were negative: topics/presentations were boring and difficult to comprehend (3/38), presentation day was long/tiring (3/38) and hectic (2/38), and presentation schedule could have been better (2/38). Twenty one percent (8/38) of the themes indicate nervousness during this part of the PS3 event, which was expected just like in any other events requiring oral presentations.
43
Figure 7. Overall student experiences during PS3 participation based on theme coding analysis. The results indicate that 96% (47/49) of the themes that emerged during coding analysis of students’ experiences and perceptions of PS3 was positive overall.
44
Figure 8. Number of Hawaii State Science and Engineering Fair participants from School B, from 2006 to 2010. The number of participants from School B from 2006 to 2010 academic years is shown above each bar. The average number of participants from 2006 to 2009 was 10, which was increased to 25 (green bar) in 2010, a two-and-a-halffold increase, when the proposed educational framework model was piloted at School B.
45
Figure 9. Venzon Model: An iterative approach. In this model, the student’s involvement and level of inquiry in scientific investigations is a function of student attendance in high school. This model shows an expanded version of the Venzon Model’s basic unit (Figure 1). Each year, the Venzon Model allows the progression of students’ involvement and level of inquiry in scientific investigations along intertwined strands of the following: Proposal, Performance, Presentation, and Publication. In addition to promoting scientific investigation at the high school level, another primary goal of the Venzon Model is the attainment of a Hawaii Board of Education diploma through completion of a Senior Project, thus, increasing the number of high school students graduating from public Department of Education schools with quality education.
46 Table 1. Science Standards and Benchmarks Addressed by the Venzon Model Strand: The Scientific Process Standard 1: Scientific Investigation: Discover, invent, and investigate using the skills necessary to engage in the scientific process.
Standard 2: Nature of Science: Understand that science, technology, and society are interrelated.
1. Describe how a testable hypothesis may need to be revised to guide a scientific investigation. 2. Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data. 3. Defend and support conclusions, explanations, and arguments based on logic, scientific knowledge, and evidence from data. 4. Determine the connection(s) among hypotheses, scientific evidence, and conclusions. 5. Communicate the components of a scientific investigation, using appropriate techniques. 6. Engage in and explain the importance of peer review in science. 7. Revise, as needed, conclusions and explanations based on new evidence. 8. Describe the importance of ethics and integrity in scientific investigation. 9. Explain how scientific explanations must meet a set of established criteria to be considered valid. 1. Explain how scientific advancements and emerging technology have influenced society. 2. Compare the risks and benefits of potential solutions to technological issues.
47 Table 2. Language Arts Standards and Benchmarks Addressed by the Venzon Model Strand: Writing Standard 4: Conventions and Skills: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms. Standard 5: Rhetoric: Use rhetorical devices to craft writing appropriate to audiences and purpose. Strand: Oral Communication Standard 6: Conventions and Skills: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes. Standard 7: Rhetoric: Adapt messages appropriately to address audience, purpose, and situation.
2. Use knowledge of sentence structure, grammar, punctuation, capitalization, and spelling to produce grade-appropriate writing in standard English. 3. Synthesize and cite information from multiple sources (e.g., works of art, works cited within other works, a work appearing in an anthology, an unpublished manuscript) while maintaining the flow of ideas. 4. Use grade-appropriate conventions for documentation in text, notes, and bibliographies. 1. Develop ideas and details in writing to enlarge the effect or scope of the piece while addressing a specific purpose and audience. 2. Use a variety of sentence structures and gradeappropriate vocabulary to achieve intended message. 2. Give a planned oral presentation to support a position on a specified topic and respond to questions from the audience. 4. Adjust dialect (e.g., standard English, Hawaiian Creole, colloquialisms) to grade-appropriate audience, purpose, and situation.
1. Use relevant evidence and rhetorical devices to advocate and defend a position. 2. Organize points so as to lead the audience to seriously consider an argument or stance. 3. Use language that shows authority, conviction, and knowledge of topic.
48
Appendix A: 2009 PS3 Forms and Literature
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Coding of Themes 2009 Pacific Symposium for Science and Sustainability Preparation of research paper: •
Negative 14 ! The most difficult part was finding information that was credible, not questionable ! Did not enjoy the process, because it was the first and more difficult part of the PS3 experience ! What was hard was finding books and articles that were very specific (print sources gave more broad information) ! It was challenging ! Preparing the research paper was rather arduous ! It was not too enjoyable as I had to go back and forth with my source ! Finding sources was especially annoying ! Process was time consuming ! Writing the research paper was the hardest part of the PS3 process ! It was difficult to find sources ! Took a lot of work on the internet ! I had to do intense detailed research on sites that were proven reliable ! I had to do a lot of research and search lots of websites ! The preparation for the research paper was very meticulous and caused for an abundance of time and energy put into the paper
•
Positive 10 ! Writing of the paper was not difficult ! Was fun and interesting because I was learning about something of personal interest ! It was easy because my topic had many internet sources ! Once I got all my info, it was easy to write ! This process helped me understand the content of my experiment ! The preparation of my research paper was easier than I thought ! The experience was actually great because I was able to find out more about sea glass ! I found it was much easier than I had thought it would be, and had plenty of help and guidance for writing a decent one ! The process was fairly simple ! Writing the paper was easy once I organized the facts and structure (flow) of my paper
Research was challenging: 11/24 (46%) Time consuming: 3/24 (13%) Easy to conduct: 7/24 (29%) Helped understand the content: 3/24 (13%)
66
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Coding of Themes 2009 Pacific Symposium for Science and Sustainability Preparation of PowerPoint presentation: •
Negative ! Making the presentation flow was kind of hard because all the research information intertwined, therefore the order was hard to make ! Preparing the Powerpoint was a bit harder than writing a paper ! The preparation of my PowerPoint was a little difficult in figuring out what info would go on my slides and in what order
•
Positive ! Preparing the PowerPoint was simple, because I was basically summarizing the paper ! The easy thing was putting the info down on a presentation ! Putting the presentation together was a great experience ! Preparing my PowerPoint wasn’t that hard ! I really enjoyed being able to go to the beach and using my photography for the backgrounds and slides ! Making my PowerPoint was surprisingly fun. ! I enjoyed paraphrasing my research paper ! I guess I enjoyed it since I love to speak and I’m outgoing ! With the help of the Microsoft Office Programs, preparing the PowerPoint was easy ! Preparing the PowerPoint was relatively simple ! It was really easy on terms that I already had majority of my information ! Making the PowerPoint was pretty fun; it wasn’t too difficult to turn the research paper into a presentation and it was fun for me to grab funny pictures off the internet
•
Neutral ! Typing out all of my information was easy, but very time consuming ! Preparing my PowerPoint was ok, but it was difficult because I wanted to ensure that it didn’t have too little or too many words/pictures ! The preparation of my PowerPoint presentation was easy but interesting because I learned more about using computers ! PowerPoint preparation was not that difficult. The hardest part was finding good sources for pictures
PowerPoint preparation was simple 2/19 (10.5%) PowerPoint preparation was easy 4/19 (21%) I enjoyed and had fun during PowerPoint preparation 6/19 (31.6%) PowerPoint preparation was difficult 3/19 (15.8%) PowerPoint Preparation was easy but challenging 4/19 (21%)
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Coding of Themes 2009 Pacific Symposium for Science and Sustainability Experience during practice/rehearsal of presentation: •
Negative 6 ! The hard part was rehearsing and getting down the presenting part ! The experience of practicing presenting my information was awkward. ! Having my parents listen to me give the same speech over and over again was sometimes irritating and after short periods of time, critical criticism became aggravating ! I didn’t have much time to rehearse ! Despite the short time I had to practice, I got most of my information down ! Rehearsing is kind of difficult because its like you’re doing the real thing
•
Positive 12 ! I feel that rehearsing helped me, for it gave me more confidence and composure ! I learned a lot of helpful hints and constructive criticism that helped me on the day I presented ! It mentally prepared myself to feel more confident knowing I had my presentation down ! As I practiced more, my speech became much more organized and clear ! I also had a lot more confidence ! Practice and rehearsal was very enjoyable ! Practice/rehearsal was the most helpful part ! I got constructive criticism on my presenting techniques and eventually was corrected ! Practicing for the presentation was very helpful ! The practice or rehearsal of my presentation I thought was very helpful ! The rehearsal of my presentation was easy for me because I had note cards and knew my information well ! Rehearsal was pretty fun
•
Neutral 7 ! I wish I had more time prior to the presentation to practice ! I practiced presenting my PowerPoint over and over again until I felt comfortable about my information ! This experience was ok ! I had to memorize a lot of information and had to get better at presenting my information ! Personally, my experience during the practice was I was really nervous because I had only practiced the presentation once ! I would recommend practicing a lot more before having your rehearsal ! I rehearsed by myself several times until I felt I was ready to rehearse for my teacher
Practice/rehearsal built confidence 3/25=12% Practice/rehearsal was helpful 6/25=24% Practice/rehearsal was ok, fun, easy, and enjoyable 4/25=16% Practicing/rehearsing was difficult
2/25=8%
Did not have enough time to practice/rehearse 4/25=16% Practice/rehearsal experience was unpleasant
2/25=8%
Students took extra time and preparation to practice/rehearse 4/25=16%
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Coding of Themes 2009 Pacific Symposium for Science and Sustainability Experience during the day of presentation:
•
Negative: 9 ! The presentation day was incredibly long ! The morning of was a tiring and nervous day ! Some things (presentations?) were boring ! The presentation day was a bit hectic. ! We were immensely off schedule ! Presentation day was nerve-wracking and tiring ! Some topics were difficult to comprehend at first ! Presentation day was hectic ! Judges in my room asked a lot of hard questions
•
Positive 19 ! The presentation day was very informative ! I learned about myself and how I need to improve my presenting skills ! Overall, presentation day was very productive ! I gained a deeper understanding about science as a whole ! Overall, it was a nice experience ! I learned lots of new information through looking at others’ presentation ! The presentation was a good experience ! Being able to practice questioning and answering questions on the go was a great experience and is a good life skill ! During my presentation, it was very fun because I was able to inform other people about something that I am interested in. ! I felt very comfortable because I had rehearsed so much. ! Watching the other presenters was fun because I was able to learn about what they had studied ! The judges seemed to like my presentation ! The presentation itself was ok, as I didn’t look at my notes, simply recalling all my information or looking at the slide ! I enjoyed learning about new topics ! After I presented, I felt comfortable with myself, and the rest of the day was relaxing ! Overall it was a positive experience ! Many of the presentations I saw were interesting and educational ! The meals were good ! Timing was never an issue with my presentation
•
Neutral 10 ! While I was presenting I was nervous to speak in front of the audience ! During the presentation day I was very nervous and kept practicing a lot ! When it was my turn to present I pretended I was just rehearsing and remembered all of the tips my teacher gave me ! I was unsure if I was fully prepared ! I was nervous at first but I acted as if I was an expert teaching and I had no problem ! During the presentation day I was really nervous because of my presentation ! After presenting, it would have helped to have more breaks so that I could stay focused ! That day I was also very nervous ! During my presentation I was really nervous, but as I started it I got more comfortable ! During presentation day, I felt pretty nervous but it turned out okay
I learned new things including myself and it was a great experience I was nervous during presentation day
9/38=23.7%
8/38=21%
I felt good about myself after presenting and it was a positive experience
6/38=15.8%
It was informative, educational, and I gained deeper understanding about science
4/38=10.5%
Some topics were, boring, difficult to understand, and judges asked a lot of questions Presentation day was long and tiring Presentation day was hectic
3/38=7.9%
2/38=5.3%
The presentation schedule could have been better The meals were good
1/38=2.6%
2/38=5.3%
3/38=7.9%
69
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Coding of Themes 2009 Pacific Symposium for Science and Sustainability Overall experience during PS3: •
Negative 2 ! The experience in PS3 was nerve-wracking ! First day was a bit hectic
•
Positive 40 ! My overall experience of the PS3 event was a positive one ! I learned about different innovations in science, and how/why these discoveries/research is significant to the general public, and ultimately the world ! This event provided me with an experience that will prepare me for the future (college) ! The experience in PS3 was very fun ! After presentation was done it was pretty chill ! Most fun part was probably spending couple days just with friends and being responsible for ourselves ! It was an incredibly fun and memorable experience of my freshmen year ! The PS3 experience overall was a very good one ! It was also a good way to meet new people and see some incoming problems from other places globally ! I really had fun during the PS3 because I was able to mingle with other students from the Pacific ! I also learned a lot ! I also enjoyed the downtime in the hotel, just being able to relax and hangout with friends. ! The presentation day went well too because I learned a lot from it. ! The meals were also very good and I appreciate the considering food allergies ! The PS3 event was fun and an educational experience ! It was nice to listen to presentations and get to learn new facts and information about all the different topics ! Overall, the PS3 event was a great experience ! It will definitely help me in speeches and making PowerPoint ! Overall, I had a spectacular time ! I enjoyed viewing other upper classmen’s research paper and was amazed how detailed and complicated some of the semi-finalists, and finalists’ research papers were ! The food was also scrumptious ! Overall the PS3 was a wonderful, unique experience ! The best part was meeting other students and not only talking about our projects but also about each other’s stories ! Overall, the PS3 was okay ! The hotel had god food ! The presentations were interesting ! I learned a lot from what they had to say ! Because of this, I would go to the next one if I had the chance ! The PS3 was a good experience ! My overall impression of the PS3 event was I had fun ! My participation in PS3 allowed me to learn about new topics I probably would never have thought of on my own ! My experience during the event was exciting because I was constantly doing something ! Overall, I think that the PS3 event was a good experience. ! I gained a lot of confidence in presenting to audiences ! I just had a lot of fun ! The PS3 event was a positive experience ! The actual even was well organized and planned ! Overall it was an educational experience that was worth attending ! I learned a lot ! I had fun
•
Neutral 7 ! I also had the opportunity to practice speaking in front of others
70
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! ! ! ! ! !
I also got closer with students in may school and in other schools I met many other students It was nice to meet people from different schools There were no issues with accommodations or food The field trip was fun The field trip was educational
Overall, PS3 was educational and informative 12/49=24.5% Overall, PS3 was fun and exciting
9/49=18.4%
Overall, PS3 was positive and a great experience
8/49=16.3%
Overall, by participating in PS3, I made friends with students from other schools 8/49=16.3% Overall, the PS3 experience will help me in the future 4/49=8.2% Overall, PS3 was well organized and I plan to participate again in the future The food was great
3/49=6.1%
PS3 weekend was hectic
2/49=4.1%
3/49=6.1%
71
Analysis of Leather Mud Weed (Avrainvillea amadelpha) for Antimicrobial Properties Avrainvillea amadelpha could spread to other areas in Hawaii and would off set the balance in the ecosystem. Once A. amadelpha spreads on a reef, it makes it harder for native algae to grow because it grows in dense clumps. However once A. amadelpha is removed from an area it takes a while for it to grow back, giving native algae such as Halophila hawaiiana a chance to grow back. It is important to preserve native algae in Hawaii because some of the algae cannot be found anywhere else in the world. However, other algae such as the Red algae are being grown commercially for its antimicrobial properties. If antimicrobial properties were found in A. amadelpha then people would harvest the algae to find a use for the algae. This would result in fewer algae in the ocean.
72
Formation of Sea Glass in the Ocean Sea glass is a wonder that comes from the ocean and is a combination of human and nature’s doing. It is formed when it tumbles through the ocean for many years. The salt in the water, the rocks near the shore, and sand affect sea glass formation. Sea glass is used for many different things including collections and other crafts. You can find it at any beach that is very populated or has many rocks. Whenever glass has taken the full course of becoming sea glass, it looks smooth and frosted.
73
Monitoring of Biotic Species and Abiotic Factors Found in Oahu’s Native Fishponds to Maintain a Sustainable Freshwater Aquatic Ecosystem All in all, there are many questions when looking at oxygen levels in native freshwater fishponds. There are many biotic and abiotic factors to consider. Through this background research paper, I should be able to conduct my experiment and eventually determine the optimum oxygen level in a native freshwater environment. The three main questions I wanted to focus on is how does oxygen in a native environment affect salinity, what is the diversity of biotic species in the environment and how does it affect the ecosystem and what are the different abiotic factors such as temperature in an ecosystem and how does it affect the oxygen level within the pond. Although only three main topics have been chosen, there are many more to discover. Throughout this experiment, samples will be retrieved from three different fishponds. One fishpond being sampled from is the Waikalua Loko Fishpond. This fishpond is being attacked by mangrove and is about 11 acres with a fishpond wall extending 1400 linear feet (The second native aquatic environment that samples will be gathered from is the He`eia fishpond. This fishpond is an 88-acre brackish water fishpond (“Hawaiian Fishponds”, 2009) that has lost its healthy condition due to the Keapuka flood in 1965 but is however under jurisdiction of the Kamehameha Schools Bishop Estate (“History of Ancient Hawaiian Fishponds, N.D.). It is a Loko kuapa so there are walls around the area and they were put up to restore sufficient water conditions for the species in the ecosystem. The third fishpond samples will be gathered from is Loko Ea native fishpond in Haleiwa. It was an ancient Hawaiian pond that farmed fish and there they made slats for ocean water to pass through so that the bigger fish could pass through (Lokoea Pond and Royal Lokoea, 2006).
74
The Economic Importance and Factors Affecting Coffee Production Coffee is one of the most recognizable drinks in the world, yet not many know of what actually lies behind the bean. The plant has more to it than many might think, including a rich history and great cultural and economic significance. The more coffee the State makes, the more money it will get, so increasing the rate and amounts at which we grow coffee would definietely help Hawaii get out of the economic pit it is currently in. By finding the right conditions at which to grow coffee faster, the information it would generate would benefit not only Hawaii, but any other country that grows coffee as well. Because of this, finding the right levels of soil density and porosity to grow coffee in is very important, especially because they are often overlooked, so in order to perfect methods regarding these factors, further study is needed.
75
The Effect of Water Fleas (Daphnia) on Bacteria Population in the Waters of Ala Moana and Nanakuli Beach Parks and Ko’olina Lagoons At this very moment, pollutants all over the globe are being introduced to our nation’s waters and contaminating millions and millions of gallons of water with bacteria and chemicals. How much more can our planet take before it can no longer sustain us with clean, fresh, and quality water? Therefore, maintaining our nation’s waters is crucial. In order to maintain a healthy and safe environment for locals and tourists coming to Hawaii, us humans can test the waters of our nation occasionally and observe the changes and patterns due to factors around its environment. We don’t know when our waters will be completely filled with toxins and bacteria so in order to keep our country’s waters and Hawaii’s waters clean for visitors and tourists. Since Hawaii is known for its aloha spirit and is one of the top location for tourists around the country, then we need to keep Hawaii’s waters safe for them to enjoy in. With the help of Daphnia’s we may be able to prevent or decrease bacteria populations in beaches and masses of waters, keeping our locals and tourists safe from getting illnesses or sicknesses. So lets keep our Hawaii’s waters clean for people today and generations to come!
76
Depression: A Psychological Imbalance in the Mind and in Life Studies show that people living in the Hawaiian Islands are not as depressed as other states nationwide, however there is one case of suicide every three days in the state. Was Dr. Thomas Hester’s opinion on the 1:3 suicidal ratios being too high correct? True, in 2005, Hawaiian teens in high school had the highest rate of thoughts about suicide in the United States, but does that mean the studies and surveys were partly wrong? That is highly doubtful; since Hawaii has perfect seasonal weather with sunshine every day, one would expect there would be very few cases of Seasonal Affective Disorder. So, if the 6.6% of adults that felt frequently stressed tries to talk with someone they know and can trust, or start eating right, exercising, and living a healthy lifestyle, Hawaii will forever remain low in nationwide studies.
77
Growth Effects Using the Allelotoxins Found in Tissues of the Invasive Plant, Strawberry Guava (Psidium cattleianum) Using allelochemicals, the Strawberry Guava, Psidium cattleianum, eliminates most of the competition around it – a characteristic known as allelopathy. This experiment was designed to test the extent of the allelopathic effect using various parts of the Strawberry Guava on a variety of grass seeds. Experimental groups were set using three types of grass seeds. The three grasses were Pili (Heteropogon contortus), Bermuda (Cynodon dactylon), and Shady Lawn mix (made up of Agrostis spp. and Lolium multiflorum). Each type of grass was exposed to naturally occurring leaf litter from a large Strawberry Guava tree, leaves freshly cut from the Strawberry Guava tree, and cut up root tissue of the Strawberry Guava tree. Each of the three grasses was exposed to different Strawberry Guava tissues and a control group that was not exposed to the Strawberry Guava tissue. The naturally occurring leaf litter for all three grass types had the most inhibition of the grasses growth. The other two tissues, fresh leaves and roots, did have some allelopathic effect but did not affect the grasses as much as the leaf litter.
78
Using Invasive Plants as a Pesticide Agent: Transforming an Existing Problem Into a Solution Pesticides are chemicals or substances used to kill organisms that are a nuisance. Since many pesticides contain chemicals that are toxic, they have some negative effects on the environment. The chemicals may pollute the air and interfere with organisms breathing. Humans may become ill or dizzy if the pesticide is breathed. Also, when the pesticide is sprayed on the ground on plants it may go into groundwater and our drinking water. The pesticides chemicals can be carried into the ocean, and poison our marine life. Using invasive plants as pesticide agents is taking one problem and turning it into a solution to another problem. It is a great way to turn the invasive plants into a benefiting factor. Using plants is very natural and won’t hurt our ecosystem, or organisms living in the environment. This is relating to the real world since our native forests, plants, and organism are becoming endangered, because of non-native plants damaging and taking over native ecosystems. A lot of people are annoyed with certain animals around them and harming them (mosquitoes bite), and many animals that are pests carry many diseases to humans and animals. Last, the invasive plants are making it hard for native plants to sustain. If I use one of Hawaii’s big problems (controlling invasive plants) and turn it into a solution (pesticide agent), people can use that specific invasive plant as a natural pesticide that will not harm the environment or organisms in it.
79
‘Ilima Plant: The Germination of Sida fallax The ‘Ilima plant is an indigenous plant to Hawaii and is consistently found in Hawaiian culture (Kamehameha, 2003). It is a unique sprawling shrub that creates beautiful flowers and produces small black/brown seeds (Sida Fallax, 2001). It is this plant that we need to help preserve. We must start to understand the process in which plants absorb water and use it to activate nutrients as they begin their growth and development, for it is the germination process that is critical to plant growth. It is with this understanding that we can increase autotroph levels (in ‘Ilima), and help create new habitats for all autotrophs like the ‘Ilima plant, whose natural habitats are disappearing.
80
The Effect of Earbud Use on Balance, With and Without Vision The ear has two main physiologic functions, hearing and balance. In hearing, sound stimulates the eardrum and middle ear bones transmitting the vibrations to the organ of Corti in the inner ear. The organ of Corti sends information to the brain about the sounds we hear. The vestibular or balance system of the inner ear is a fluid filled system that reacts to head movement and body acceleration. Fluid movement stimulates the 5 organs of this system, which send information to the brain so balance corrections can be made. Hearing and balance have been generally thought to have no effect on each other. With recent studies however, there is evidence that a connection between the two actually exists (Baudhuin, 2008) (Curthoys, 2005). If there is an effect of hearing on the vestibular system, investigation should be done on how the common use of earbuds may be changing the sound stimuli and affecting balance. Does this create a safety risk? There are many times that balance problems are faced while at work and play. It would be a good chance to do a study that is relevant to today’s world with the increasing popularity of earbud use. If earbud use does pose a hazard, then it would be important to let everyone know so they could be careful.
81
Salmonella in Yellowfin Tuna: Potential for Outbreak? Foodborne diseases are an important issue in the U.S. Over 76 million people are infected with food related illnesses each year. (NDDIC 2007). People need to be aware of the risks of these diseases. Raw fish is popular in Hawaii, and this raises the risk of diseases. If Yellowfin shelters foodborne diseases, then there is a problem in storage. Food must be kept secure and according to regulations to ensure safety. If it can be determined if there are sources for food with a lower risk of bacterial infection, the risk of public infection can be lowered. It is impossible to eliminate the risk of foodborne diseases, but we can do a lot to prevent their spread.
82
Vermicast: Gold for your Garden Vermicomposting is the process of worms eating things like garbage and kitchen scraps such as egg shells and turning them into nutrient-rich, organic compost for everyone’s home and garden. Vermicast (Figure 6) is the compost or soil that comes out of the process of vermicomposting (Selden, 2005). The three worms are called P. excavatus, E. fetida, and A. gracilis (About Our Worms, 2009). P. excavatus (Indian Blue) is the worm that contains a deep purple anterior and dark red or brown posterior (Selden, 2005). E. fetida (Red Wiggler) is the worm that secretes a strong smell as defense towards predators (Smith, 2009). A. gracilis (Alabama jumper) is the large earthworm that ranges in length in from 4 to 6 inches long (Selden, 2005). Vermicast may be difficult to produce at the beginning, but it provides a full range of key and trace elements, contributes to soil fertility and is known to increase a plant’s protection against disease and pests (Vermicast & Compost Tea, 2009). This is a greener alternative to store bought soil enhancers because it recycles nutrients back to the soil as nature intended. (About Us) Also, it provides an alternative to throwing away food scraps and provides a chance to use these scraps for something useful, like making gardens healthier (Worm Composting, 2005).
83
Optimizing the Parabolic Surface for a Solar/Stirling Hybrid Engine Recent high fuel prices have highlighted the need for alternate sources of energy. One potentially more efficient method of converting solar energy into electricity is with a solar collector coupled with a Sterling engine. The Stirling engine is an external combustion engine that runs on the heat collected by a parabolic solar collector. A parabolic solar collector/sterling engine hybrid generator was designed, built, and tested. This study focuses only on the optimization of the material for the reflective surface of the parabolic dish. Three different mirror surfaces, aluminum foil, chrome spray paint, and chrome Mylar adhesive contact paper, were tested to determine the effectiveness of each of the different materials in terms of energy generated. The efficiency of the three surfaces was determined by measuring the energy output of the sterling engine under comparable conditions. The testing showed the Mylar chrome paper was the most efficient at reflecting the sunlight and therefore the best choice for generating electricity. The Mylar chrome adhesive paper always generated the most energy output in all the trials.
84
Understanding the Role of Cholecalciferol and Its Effects in the Human Body Cholecalciferol (known more commonly as vitamin D3) is an essential building block for life on Earth, and has recently become a specific topic of interest to nutritional scientists today (UK Nutrition Centre, 2009). Cholecalciferol is the most bio-available form of vitamin D, and as time goes on our bodies are constantly absorbing, using, and producing more. I chose to write about this topic because this is a fairly new subject of study to scientists, and data from professional scientific experiments is not currently available for the public to view. So, I decided to do background research and investigate the importance of cholecalciferol for myself, in the hopes of spreading the word to the rest of the public. However, the public will not understand the results without understanding the topic. Vitamins (in general) are substances that your body needs everyday to grow and develop normally (Medline, 2009). Vitamins come in 13 forms, and are either classified as water-soluble (they are easily dissolved in water) or fatsoluble (they are absorbed in the intestinal tract with the help of fats) (Brain-Mac, 2009). Specifically, cholecalciferol is the scientific name for vitamin D3, and the other branch of vitamin D is ergocalciferol, or vitamin D2 (Moore, 2009). Cholecalciferol is one of the most important vitamins your body needs because of its contribution to bone, liver, and kidney health, its contribution to regulating a healthy immune system, and it is also extremely common in nature and artificial supplements.
85
The Propagation of the Native Hawaiian Plant, Ohia Lehua (Metrosideros polymorpha) Ohia rust causes severe damage to Ohia Lehua and like all diseases including rust diseases it spreads. The rust is already found on many Ohia plants hurting this native Hawaiian plant. If nothing is done soon to avoid this disease then Ohia Lehua population will drastically drop and affect the rest of the native Hawaiian forests and the species living in them. A way to avoid endangerment is of course to increase population, which can be accomplished with propagation. Mass propagation of the ohia lehua will increase the population of the plant so it will avoid being endangered.
86
Amount of Cyanobacteria in the Beaches Cyanobacteria is an important part in the environment since it helps other organisms survive with symbiosis, it helps out the ecosystem, and also the atmosphere. However Cyanobacteria is also dangerous since they cause diseases like Microcystin, and Anatoxin-A. These diseases are very are a problem because they cause humans and animals to become ill. I will be testing the amount of Cyanobacteria in Oahu beaches for my experiment. The results of this project will notify people which beaches are safe and which beaches they should avoid. By determining the amount of Cyanobacteria in the beaches, it will hopefully cause less people to be sick since they will be more informed where Cyanobacteria is found.
87 October 12, 2009
Dear Parent(s)/Guardian(s), I am excited to inform you that your child will be submitting a Library Research paper to this year’s Pacific Symposium for Science and Sustainability (PS3). PS3 serves as a regional competition for students to advance to the national Junior Science & Humanities Symposium (JSHS). PS3 includes field trips and social events along with the presentation of papers by students from Hawaii and other Pacific Islands. The deadline to submit entry is Friday, October 16th. If selected, your child will be invited to attend the PS3 event on December 4th, 5th, and 6th, and will be giving a 10-minute presentation about his/her Library Research paper at the University of Hawaii School of Business. Housing accommodations, meals, and other expenses during this event will be paid for by the Hawaii Academy of Science. There will be a mandatory meeting for PS3 students after school on Wednesday, October 14th, at 1 PM in H202. During the meeting, we will discuss the final formatting of student entries before they submit their official entries to me via email no later than Thursday midnight. Other forms required for the submission of entries will also be collected during the meeting. I will then submit the official entries to the Hawaii Academy of Science on Friday, October 16th. Enclosed are the following documents/forms required to participate in PS3. Please complete and sign the forms, and return them to me by Wednesday, October 14th. • • • • •
Entry Form Student Participation Form Health & Emergency Form Student Code JSHS Release Form
Thank you for your support of your child’s academic growth and please do not hesitate to contact me if there are other questions. Sincerely, Mr. Venzon
88 October 12, 2009
Dear Parent(s)/Guardian(s), I am excited to inform you that your child will be submitting an Experimental Research paper to this year’s Pacific Symposium for Science and Sustainability (PS3). PS3 serves as a regional competition for students to advance to the national Junior Science & Humanities Symposium (JSHS). PS3 includes field trips and social events along with the presentation of papers by students from Hawaii and other Pacific Islands. The deadline to submit entry is Friday, October 16th. If selected, your child will be invited to attend the PS3 event on December 4th, 5th, and 6th, and will be giving a 10minute presentation about his/her Experimental Research paper at the University of Hawaii School of Business. Housing accommodations, meals, and other expenses during this event will be paid for by the Hawaii Academy of Science. There will be a mandatory meeting for PS3 students after school on Wednesday, October 14th, at 1 PM in H202. During the meeting, we will discuss the final formatting of student entries before they submit their official entries to me via email no later than Thursday midnight. Other forms required for the submission of entries will also be collected during the meeting. I will then submit the official entries to the Hawaii Academy of Science on Friday, October 16th. Enclosed are the following documents/forms required to participate in PS3. Please complete and sign the forms, and return them to me by Wednesday, October 14th. • • • • •
Entry Form Student Participation Form Health & Emergency Form Student Code JSHS Release Form
Thank you for your support of your child’s academic growth and please do not hesitate to contact me if there are other questions. Sincerely, Mr. Venzon
89
Required format for Symposium Entries SYMPOSIUM PAPERS 1. All submissions must be typed using standard 12-point, serif typeface (such as Times or Times Roman), and double-spaced. Papers must be printed single-sided on 8 1/2 x 11 inch paper with one-inch margins on all sides. Use a letter quality printer. 2. Papers should be between 5 and 12 pages and should not exceed 15 pages (graphics not included). 3. Visuals: • Maps, photos, graphs, and all other graphics should be in black and white or grayscale, not color! If diagrams are used, draw in black ink. • Charts, maps, graphs, and photos should be labeled as Figures and numbered consecutively. • Figures should have titles and appropriate captions. • Tables should be labeled, numbered consecutively, and also have appropriate captions. • Give credit for illustrations from other sources. 4. Title page should have:
• Title of the Paper • Author!s name • Grade • School name • Name of sponsoring teacher (and mentor where applicable) • Date of submission
5. All pages except the title page, abstract, and acknowledgments should be numbered. 6. It is required to have your science teacher advisor check your paper for scientific content AND to have your English teacher check your paper for grammar and mechanics. Remember to have both advisors sign and date your entry form. 7. Do not bind your paper. Do not staple. Do not use presentation folders.
ENTRY FORMS 8. Please TYPE or PRINT clearly. Information for certificates and the program will be taken from the entry forms. 9. Keep a copy of the paper for yourself. Email, fax or mail the following to the HAS office (see mailing info below): • Your paper • Abstract or summary. Put the abstract in the body of your text. Do not send as an attachment. If you do not have e-mail access, send a CD with your abstract or summary saved in a Microsoft Word format or as a text file. Label the CD with your name, school, grade, teacher and title of your paper. (Follow the format of the enclosed sample abstract) If your paper is accepted, your abstract or summary will be published in the proceedings with no editing. CDs will not be returned. • Your entry form (with the signatures of your Science teacher and English teacher) • Your assistance received form
10. All of the above must be received in the office by Friday, October 16, 2009. email:
[email protected] • fax: (808) 956-5183 Hawaii Academy of Science c/o College of Education, 1776 University Ave. UA 4-4, Honolulu, HI 96822
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Reviewer: ___________________________________________ Paper No. _________ (For Office Use Only)
Pacific Symposium for Science and Sustainability Entry Form Dec. 09 " Please TYPE or PRINT clearly. " Handwritten copies of the paper are NOT accepted. Email, fax, or mail to HAS by deadline: email:
[email protected] • fax: (808) 956-5183 mail: Hawaii Academy of Science, c/o College of Education 1776 University Ave. UA 4-4, Honolulu, HI 96822 " Papers must be received by Friday, October 16, 2009. Name of Author: ______________________________________________________________ ! Male Last First Middle Initial ! Female Mailing Address: _______________________________________________________ City: _______________ State:____ Zip: _________ Home Phone: ___________________ E-mail:______________________________ School: ______________________________________ Grade: ______ School Phone: ___________________ School Address: ___________________________________________ School Fax: _____________________ Title of Paper: ______________________________________________________________________________ __________________________________________________________________________________________ Please check one:
! Experimental Research
! Library Research
A) Science Teacher Advisor: Have your Science Teacher Advisor review your paper, check it for scientific content and sign below. This is required. Also, fill in their direct phone number and their e-mail address. Science Teacher Advisor!s Direct Phone #: _________________ E-mail: ________________________________ __________________________________________________ ______________________________________ Signature of Science Teacher Advisor Type Name B) English Teacher Advisor: Have your English Teacher Advisor review your paper, check it for grammar / mechanics and sign below. This is required. __________________________________________________ ______________________________________ Signature of English Teacher Advisor Type Name C) Scientist Mentor: (if applicable) Dr/Mr/Ms._____________________________________________________ First M.I. Last Affiliation of Mentor: ________________________________________________________________________ Affiliation Position/title Choose a category for your paper. Mark the best one. See page 12 of the Symposium Handbook for a description of these categories and consult your science teacher for more guidance. ! ! ! ! ! ! ! ! !
01 02 03 04 05 06 07 08 09
Animal Sciences Behavioral/Social Sciences Biochemistry Cellular/Molecular Biology Chemistry Computer Science Earth Sciences Engineering: Materials/Bioengineering Engineering: Electrical/Mechanical
! ! ! ! ! ! ! !
10 11 12 13 14 15 16 17
Energy/Transportation Environmental Analysis Environmental Management Mathematical Sciences Medicine/Health Sciences Microbiology Physics/Astronomy Plant Sciences
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Reviewer: ___________________________________________ Paper No. _________ (For Office Use Only)
PS3 Assistance Received Form Dec. 2009 To be completed by all students. Name: ______________________________________________School: ______________________ Title: ____________________________________________________________ ! Experimental
! Library
INSTRUCTIONS: Indicate below the amount of help you received on your paper by circling the fraction or numeral that is closest to the amount of help you received in each area. If the description does not fit for a library research paper, circle NA (not applicable). Also, indicate below how much assistance you received on your project overall.
OVERALL ASSISTANCE SCALE: ___________________________________________________ 0 1/4 1/2 3/4 1 Entirely Entirely by those by myself who assisted me
AREA
AMOUNT OF ASSISTANCE
1. Idea for research paper
NA
0
1/4
1/2
3/4
1
2. Decision on how to solve the problem
NA
0
1/4
1/2
3/4
1
3. Design of experiments
NA
0
1/4
1/2
3/4
1
4. Performing the experiments or library research
NA
0
1/4
1/2
3/4
1
5. Organization of the data
NA
0
1/4
1/2
3/4
1
6. Interpretation of the results
NA
0
1/4
1/2
3/4
1
7. Conclusions
NA
0
1/4
1/2
3/4
1
8. Written report
NA
0
1/4
1/2
3/4
1
9. Preparation of audio-visuals
NA
0
1/4
1/2
3/4
1
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Sample Abstract A Test of the Competitive Exclusion Theory in Two Related Species of Butterflies Sarah Dioski Oil City High School, Grade 11 Sponsoring Teacher: Georgianna Spallanzi Mentor: Joseph Pascale (Only if applicable) The food habits of the larval butterflies of two related species Papilio splendens and Papilio blanchi in a zone of overlap near Oil City, Pennsylvania were examined. The theory of competitive exclusion predicts that food habits of closely related species should not overlap significantly where the species occur together. Transects in five different habitats were used to determine food and habitat preferences in wild populations. Captive caterpillars were offered various foods in the laboratory; weight changes of foods and caterpillars were examined daily. Food habits in overlapping habitats were significantly different between the two species (ANOVA p = 0.001). Food habits in non-overlapping habitats were not significantly different (ANOVA p = 0.52). There were no differences in food preferences (ANOVA p = 0.76) or growth rates (ANOVA p = 0.88) on different foods in laboratory populations. These species are able to coexist because they are not competing for the same and limiting food resources in the same area. These results support the theory of competitive exclusion because the two species did not use the same food resources in the same habitats.
How to Write an Abstract A properly written abstract presents a summary of the research conducted and the most significant conclusions reached. Abstracts are the chief means by which scientists decide which research reports to read. The Title Make your title concise, but also descriptive. The Body of the Abstract The abstract is a very brief overview of your ENTIRE study. The abstract tells the reader WHAT you did, WHY you did it, HOW you did it, WHAT you found and WHAT it means. The sequence of sentences is ordered in a logical fashion, beginning with an introduction and includes your hypothesis and proceeding to your test (e.g., materials, methods and procedures used), results (data or findings), discussion and conclusions. Think of the most important items that crystallize each part of your research study. Leave out the unimportant details. As a first draft, write one or two sentences that summarize each section. For your final draft, make sure the abstract flows logically. Give it to a teacher, parent, mentor, friend, etc. to read. Ask them to tell you what they think you actually did and what you found. Revise as necessary. An abstract is usually one paragraph consisting of about 150-200 words. Junior Science and Humanities Symposium abstract guidelines
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Pacific Symposium for Science and Sustainability Schedule Dec 2009
October 16, 2009 Papers and all entry forms must be received by this date.
December 4, 2009
Friday
Symposium Opening Activities, 5:00 pm-8:00 pm
December 5, 2009
Saturday
Symposium Presentations, UH School of Business 8 am - 4 pm Awards Banquet, Pagoda Hotel, 6:30 pm-9:30 pm
December 6, 2009
Sunday
Field Trip and/or Workshop, venue TBA 8:45 am - 11:15 am
May 2009 National Junior Science and Humanities Symposium Location to be announced
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STUDENT PARTICIPATION FORM You may fax this form to (808) 956-5183 3
As a participant in the PS , please be prepared to: • Improve your paper using the comments and suggestions provided by the reviewer. Reviewed papers will be returned to you before Thanksgiving break. • Prepare a 12-minute presentation of your paper. An additional 2-3 minutes will be allowed for questions. Finalists and alternates should prepare a 12-minute presentation. Another 5 minutes will be allowed for questions. Finalists will be notified directly by a Symposium Director. Please type or print all information. ! Male ! Female
Student Name: Mailing Address:
Home Phone:
Cell Phone:
E-mail: Grade !09 10 11 12
School:
! I plan to stay at the hotel (Friday and Saturday night). Cost of the hotel room and meals will be covered. ! I do NOT plan to stay at the hotel. (Students who are not staying at the hotel are responsible for their own transportation to all Symposium events. Students must have a teacher or other adult chaperone with him/her at the hotel and at all events. ! Teacher ! Chaperone Adult’s Name: Adult’s Address:
Adult’s Home Phone:
Cell Phone:
E-mail:
SYMPOSIUM ACTIVITIES: All participants are expected to attend all scheduled events. If for some reason you will be unable to attend an event, please indicate below. " Please indicate which activities you UNABLE TO ATTEND
! ! ! !
Friday Dinner and Program, 6 pm – 9 pm Saturday Symposium lunch 11:45 am – 12:45 pm Saturday Awards Banquet, 6:30 pm -9:30 pm Sunday Morning fieldtrip, 9:15 am – 11 am (lunch not provided on Sunday)
EQUIPMENT NEEDS FOR YOUR PRESENTATION: ! !
Slide Projector ! Overhead Projector ! VCR & Monitor ! Easel for Poster ! Powerpoint* Other (specify)____________________________________________________________
*If you are planning to do a computer presentation (e.g. PowerPoint), you are responsible for bringing and setting up your own presentation. Projectors and laptop computers will be provided. However, we cannot guaranty the compatibility of our equipment with your presentation
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Hawaii Academy of Science, c/o College of Education - UH Manoa, 1776 University Ave., Honolulu, Hawaii 96822 Phone: (808) 956-7930 Fax: (808) 956-5183 E-mail:
[email protected]
I am a: Student Presenter !
Teacher/Chaperone
!
Observer (Oahu only) ! Male ! Female !
NAME: Home Phone:
Cell Phone:
Home Address: Mailing Address: Father!s Name:
Business Phone:
Father’s Place of Employment: Mother!s Name:
Business Phone:
Mother’s Place of Employment: Person to contact (other than parent) in case of emergency: Name:
Relation:
Phone No:
Name:
Relation:
Phone No:
Physician!s Name:
Phone No:
Address: Participant!s medical insurance coverage:
Policy No:
Indicate any chronic ailments/allergies or physical handicaps:
Medication regularly used and/or carried on person: Parent!s Signature (Students only)
Date
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PACIFIC SYMPOSIUM FOR SCIENCE AND SUSTAINABILITY CODE OF CONDUCT All adult chaperones, symposium organizers, and sponsors should be mindful that a major goal of the program is to encourage interaction among like-minded students. All participants are reminded to be tolerant of differences in culture, geography, and background, and be willing to learn as well as to teach. CHAPERONE RESPONSIBILITIES. Please remember that the Pacific Symposium for Science and Sustainability (PS3) sponsors travel for one adult chaperone from each school to chaperone and/or supervise the PS3 student delegates. As a chaperone, you are expected to supervise your students to assure that each understands and abides by the rules of conduct for the symposium, and to reinforce that it is an honor to represent their school at the Regional PS3. An adult chaperone is expected to attend all Symposium events with the students. Other chaperone responsibilities include: • Supervise students during travel to and from the symposium. If not possible, plan to meet your student delegates upon arrival at the symposium and introduce the students to one another to build unity among the delegation. (An adult chaperone is required during air travel) • Establish your role as the group chaperone. • Exchange room numbers. • Review emergency contact information and go over the symposium program. • Be in constant communication with your students at all times. • Inform the Symposium Coordinator of any emergencies or other changes. If you are a chaperone, please print your name and sign below. I understand and agree to the above responsibilities ______________________________________________________ Print and sign
________________________ Date
STUDENT RESPONSIBILITIES All students agree to abide by the following rules of conduct for attendance at the Regional PS3. 1. I understand that the military has sponsored my participation in the PS3 due to my interests and achievements in the sciences, engineering, and mathematics. Accordingly, I pledge to fully participate in all symposium activities. 2. I understand that I am representing my school as a delegate to the Regional symposium. 3. I will not depart the symposium site without consent from my chaperone. 4. I understand that the use of alcoholic beverages, or other substances that are generally regarded to be detrimental or illegal, will not be tolerated at the PS3. Use or possession will result in immediate dismissal from the symposium and return home at my parents’ expense. 5. I pledge to be respectful of my peers, speakers, and other attendees at the symposium, and respect my roommate’s privacy. I understand that the objective of the symposium organizers is to provide a positive educational experience for all participants. I understand that should I behave in a disrespectful manner, both my chaperone and the designated staff of the Hawaii Academy of Science will make appropriate decisions for the benefit of all participants. This could include dismissal from the symposium and return home at my parents’ expense. If you are a student, please print your name and sign below. I understand and agree to the above responsibilities
______________________________________________________ Print and sign
________________________ Date
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3
PACIFIC SYMPOSIUM FOR SCIENCE AND SUSTAINABLILITY (PS ) NATIONAL JUNIOR SCIENCE AND HUMANITIES SYMPOSIUM 3
Authorization/Release to use Film, Photograph, or other Materials of the PS Students, Teachers and other Attendees (Optional Form)
The Academy of Applied Science and the Hawaii Academy of Science promotes the U.S. Army, Navy and Air Force sponsored Junior Science & Humanities Symposia (JSHS) and the Pacific Symposium for Science and Sustainability to create awareness among high schools, to recognize students’ achievement in the general media, and to inform the sponsors of program activities. Your completing the below release will authorize the Academy and its sponsors to use photographs/film/video, etc., taken of students and other participants in the Pacific Symposium for Science and Sustainability. Authorization/Release This is to confirm that I hereby authorize the Hawaii Academy of Science, the Academy of Applied Science and its sponsors to make use of any film, photograph, or other material of . .
• • • •
[myself] [of any minor] [of whom I am a parent] [for whom I have legal responsibility]
where such film, photograph, or other material has been taken by an officer or appointed agent of the Academy. Signed: ……………………………………………………… Date:…………………………………… [on behalf of]……………………………… Son; Daughter; Ward
Undertakings by the Academy…. The Academy and its sponsors undertake: • first, that the film, photograph, or other material will be used only for the legitimate promotion of the work of the Academy and its sponsors; • secondly, that the film, photograph, or other material will in no way be distorted, edited, cropped or otherwise altered, so as to give a false or misleading impression of the circumstances in which it was taken; • thirdly, that the film, photograph, or other material will not be used for commercial profit, nor used in commercial advertising without specific consent; • fourthly, that the film, photograph, or other material will not be sold, given, lent, copied or otherwise made available, to third parties, other than to the persons appointed by the Academy to publish promotional material and then only for that specific purpose.
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Table of Contents Pacific Symposium for Science and Sustainability !PS3" ...................................... 2 Guidelines for Participation................................................................................... 2 Types of Papers The Symposium Competition: Experimental Research ......................................3 Judging Criteria for Experimental Research Library Research ......................................................................................................3 Rules for Experimental Research .......................................................................... 4 Non#Human Vertebrate Animals Human Subjects Instructions for Preparing Library Research Papers ........................................... 5 Instructions for Preparing Experimental Research Papers ................................. 6 Hints for Symposium Papers ................................................................................. 8 Communicating Research Results ....................................................................... 10 Project Categories ..................................................................................................12 Contacting the HAS O$ce ......................................................Inside Back Cover
Please keep this Handbook for next year.
99 Pacific Symposium for Science and Sustainability
Pacific Symposium for Science and Sustainability and the Junior Science and Humanities Symposium The Pacific Symposium for Science and Sustainability (PS3), formerly known as the Pacific High School Science Symposium, provides a unique educational experience by bringing students from Hawaii and other Pacific Islands together to explore their common interest in the sciences. The Symposium is patterned after professional conferences and includes field trips and social events along with the presentation of papers. Expenses for the weekend will be paid for Hawaii students and teachers selected to participate in the PS3. Pacific Island participants will need to fund the cost of their airtickets. Proceedings from the Symposium will be published and all participants will receive a copy. PS3 serves as a regional competition for students to advance to the Junior Science and Humanities Symposium (JSHS). The JSHS is a national program funded by the United States Departments of the Army, Navy and Air Force and sponsored by the Academy of Applied Science. Five finalists at the PS3 will receive expense-paid trips to the national JSHS in April/May. The top three finalists will receive scholarships and the top two the right to represent Hawaii in the national JSHS competition. At the national JSHS, prizes include scholarships and travel to international science events.
Guidelines for Participation All students in grades 9 -12 in both public and private schools in Hawaii, American Samoa, and Micronesia are invited to submit papers for participation in the PS3. Only one student is allowed on a project. All papers submitted for the Symposium will be reviewed before acceptance. Students may present a paper on work done as part of a class project (for “extra credit”) or as a science fair or summer research project. Invitations to participate in the Symposium will be issued after the paper review. Participation in the Symposium offers many benefits to the student including: • a means to integrate student learning in science, social studies and language arts; • an opportunity to receive guidance from a scientist or expert on a topic chosen by the student; • experience in writing a scientific paper and making an oral presentation of that paper to peers and professionals; • a chance to participate in a scientific conference, take field trips, and have their work published.
Types of Papers There are two main types of papers at the Symposium, experimental research and library research. What is an Experimental Research Paper? This is a written report describing original research results in science, mathematics or engineering. The paper should rely on previously published literature primarily for background and comparative purposes. A research project begins as a question and involves actual experimentation to gather data that will help answer the question. A research project is an investigation in which a hypothesis is formed, experiments are designed and conducted, data are recorded, and conclusions are drawn. A research project may also be a field study or an engineering project. A field study involves monitoring some aspect of the environment, such as types of birds in the Kawainui Marsh. Engineering projects include designing, building and testing a device. Only students with experimental research papers are eligible for national JSHS competition. What is a Library Research Paper? A library research paper involves selecting a topic or a problem and doing extensive reading in books and scientific journals; then writing an organized report of your findings. Library research papers are acceptable for presentation at the PS3, but are not eligible for the JSHS competition. 2
100 Pacific Symposium for Science and Sustainability
The Symposium Competition Experimental Research A first round of judging will occur during the reading of papers by scientist reviewers. Six finalists with the best experimental research papers will be chosen to advance to the plenary session at the PS3. Other students will present at concurrent sessions. From the plenary session three of the finalists will win a scholarship and three the right to represent Hawaii at the national JSHS. The top five finalists will win expense-paid trips to the national JSHS.
Judging Criteria for Experimental Research ! Quality of the research and experimentation: Problem & Hypothesis: • Originality in identification of the problem and hypothesis • Clarity in stating problem • Objectives and reasons for performing the research Relevant background information and prior research, acknowledgement of sources Design of the investigation—the extent of student!s involvement in designing the procedures. Investigative Procedures: • Identification of important variables; control of variables • Lab skills and techniques • Selection of proper equipment for research • Quantity and quality of data generated by investigative procedures: observations, measurements, data gathering, statistical analysis • Recognizing the limitations of the results obtained, in accuracy and sigificance. • Interpretation of data; conclusions supported by data
Overall: • Creativity/originality • Evidence of understanding the scientific and technical principles involved in the investigation • Applications, next steps, or future research ! Student!s effort and performance: • Duration of research and the amount of work involved • Acknowledgment of major assistance • Evidence of student!s understanding ! Quality of written report: • Organization of the paper • Composition (spelling, grammar, clarity of thought) • Abstract (content, format, grammar, organization) ! Quality of the oral presentation: • Clarity in stating problem and hypothesis • Clarity in describing design, procedures, problems, and how they were handled • Clarity inpresenting data, interpretations, and conclusions • Overall organization • The definition of terms when necessary • The appropriate use of audio-visual • Clarity of enunciation and voice projection • Response to questions
• Problem solving Note: The presentation is important in the evaluation; however, content—not form—will be given the major weight.
Library Research Library research papers are not eligible for the national competition. A first round of judging will occur during the reading of papers by scientist reviewers. As with the experimental research papers, the students with the better papers will be invited to participate in the Symposium. Students with library research papers will compete at the PS3 in concurrent sessions. The moderator/judge will select the best paper from each session. The winners of the concurrent sessions will receive an award from the Hawaii Academy of Science. The judging criteria for library research papers include: thoroughness of the research; evidence of student!s understanding of the topic; up-to-date references; organization of the paper; and the oral presentation.
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Rules for Experimental Research Non-Human Vertebrate Animals • Only animals that are lawfully acquired shall be used in experimentation and their retention and use shall be in every case in strict compliance with state and local laws and regulations. • Animals used in experimentation must be given every consideration for their bodily comfort; they must be kindly treated, properly fed, and their surroundings kept in a sanitary condition. • No intrusive techniques may be used, including surgery, injections, or taking of blood. In addition, the PS3 does not permit giving drugs and other chemical agents to measure their effect on animals. • No changes may be made in the organism!s normal environment with the exception of maze running. • For maze running and other learning or conditional activities, food or water cannot be used or withheld for more than 24 hours. • When animals are used by students for their education or the advancement of science, such work shall be under the direct supervision of an experienced teacher or investigator.
Human Subjects • No project may use drugs, food, or beverages in order to measure their effect on a person. • Projects that involve exercise and its effect on pulse, respiration rate, blood pressure, and so on are allowed if a valid normal physical examination is on file and the exercise is not carried to the extreme. • If your research involves questionnaires or surveys, proper consent from subjects must be obtained. • If your research involves human subjects and your school has no formal policy regarding such research, please call the Hawaii Academy of Science office. • No human cultures of any type - mouth, throat, skin, or otherwise will be allowed. • Tissue cultures purchased from reputable biological supply houses or research facilities are suitable. • The only human blood that may be used is that which is obtained from a blood bank, hospital, or laboratory. No blood may be drawn by any person or from any person specifically for a science project. This rule does not preclude a student making use of data collected from blood tests not made exclusively for a science project. Blood may not be drawn exclusively for a science project.
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Instructions for Preparation of Library Research Papers Title: Long enough to describe your research without any extra words (see page 8 for more help). Introduction: • Introduce your subject and explain your reason for writing about it. • State the main idea or concept of the paper and / or your goals for writing the paper. • Preview any important points that will support the main idea. • Provide important background information, and any definitions, so others will understand your topic. • Why is your topic important? • Correctly spell and use scientific terms and names of organisms (see page 8 for more help). Be sure to acknowledge all references and cite your references properly throughout your paper. (See page 8 for more help). Main body: This section will give the bulk of information found during your library research. Organize your material in a logical manner and use headings or subheadings to guide the reader through the paper. • Have two to four main points that support your thesis (main idea). • Build a focused discussion with your own ideas (do not just regurgitate information). • Information in the main body should support your thesis. • Show evidence of understanding the scientific and technical principles of your topic. • Use data or illustrations to support your main ideas. Summary: This is not a conclusion but rather a summary of the main points of your paper. • Summarize your central idea and supporting main points. • Create a final impression of your topic, present your viewpoint, or make a call to action. Citations / References (for more detail, see page 8) • Cite references within your paper using author-date (Lee, 2000). • List a reference in the back for each citation in the text. • Keep your references adequate and appropriate to the topic. • List references in alphabetical order by author!s last name. • It is recommended that your references contain at least six (6) sources. • Your sources should not consist mainly of personal communication or internet sites. When possible find the published reference the internet site was based upon. • When possible, references should contain recent information (four references within the past six years). • References should follow the correct format, explained on page 8. Acknowledgments • Acknowledge those who provided major assistance in your research. 5
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Instructions for Preparation of Experimental Research Papers Title: Long enough to describe your research without any extra words (see page 8 for more help). Do not write the title as a question. Do not use abbreviations. Abstract: Provide a brief overview of your paper in one or two paragraphs consisting of no more than 175 words (approx. 10-12 lines of text in Times 11-point font). • State research problem (introduction) • How the problem was studied (explaining your methods) • What was found (summarizing your results) • Summarize the meaning of your results (discussion and conclusions) Do not include subheadings, blbliographic references, figures, or tables. Do not emphasize minor details or include information or conclusions not stated in your paper. Try not to use first person (e.g., “I”). Introduction • Clearly state the problem (hypothesis) being investigated. • Provide background information on the nature and scope of the problem. • Review the relevant literature. Do not try to include everything you know about the topic. Cite the relevant literature sources in the text. • Explain your purpose in investigating the problem and why it is significant. • Correctly spell and use scientific terms and names of organisms (see page 8 for more help). Materials and Methods In paragraph format with complete sentences, • Identify the important experimental variables and controls, • Describe how you conducted your study, • What equipment you used, • What procedures you followed. A numbered list of steps is not acceptable. Provide enough details so that the research could be replicated by someone else. Results • Present the results of your research findings in logical order. You should not interpret the results in this section; just present the facts. Also report your findings even if they are not earth-shaking. • Use visuals (graphs, tables and/or illustrations) as appropriate: - Maps / drawings should be in black, not color.
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Experimental Research Papers continued - Photos in black and white - All charts, graphs, maps and photos are labeled “figures” and numbered consecutively - Captions should be placed below figures - Tables should be labeled as “Table” with a consecutive number, and titled appropriately - Give credit for illustrations taken from other sources. - 3 dimensional graphs can be misleading; stick with 2 dimensional graphs. • Even if your results are presented in tabular or graphic form, the important highlights should be explained in the text of your report. Tables and figures supplement or complement the text, eliminating lengthy discussions. • The results of any statistical analyses performed should also be reported and discussed in this section. Remember to explain the statistical tests used. Discussion and Conclusions This section is an analysis of your results. Therefore, you should interpret your results and draw conclusions. Try to build a focused discussion with reasoning and explanation rather than just regurgitating information. • Relate your results to your original hypothesis. • Compare your findings with existing research and show how your results and interpretations agree or disagree. • Draw conclusions based on your data (as reported in the results). • State the limitations which affect your results and discuss any other factors over which you had no control. Explain how these might have affected the outcome of the study. • Finish by summarizing the most important points of your investigation. • Suggest further experiments to continue this project. Citations / References (see page 8) • Cite references within your paper using author-date (Lee, 2000). • List a reference in the back for each citation in the text. • Keep your references adequate and appropriate to the topic. • List references in alphabetical order by author!s last name. • It is recommended that your references contain at least six (6) sources. • Your sources should not consist mainly of personal communication or internet sites. When possible find the published reference the internet site was based upon. • References should follow the format explained on page 8-9. Acknowledgments In one short paragraph state: • Where and when the research was conducted • The names and titles of those who provided major assistance with the study.
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Hints for Writing Research Papers 1. Choosing an appropriate title. A title is a concise identification of the main topic of the paper. It should not be too short or too long. (A two to three word title may be too short, but a 14 or 15 word title is too wordy). For example: “Whales” (What about whales?) “All About Whales” (Can you really tell all about whales in ten pages?) “The Tale of the Whale” (Too !cutesy." You need to be more scientific.) “Similarities and Differences Among All Kinds of Tails in All Kinds of Whales” (Too long. Too much to write about.) “A Comparison of the Caudal Appendages in the Marine Mammalian Order Cetacea” (Very scientific, but still too wordy.) “Comparison of Caudal Appendages of Cetacea (Whales)” (At last we have a good title. Give the common name along with the scientific one.) (Thanks to Sr. Edna Demanche) 2. Scientific Names / Terms • Scientific names are italicized with the Genus capitalized and the species lower case, e.g. Allium sativum. • Once you have given the full scientific name, you then refer to it as A. sativum. • Of course, you could also call it by its common name – garlic. • Scientific names and terms should be correctly spelled and used. 3. Citing References in the Text Virtually all scientific papers rely to some degree on previously published work. When an idea is borrowed (whether directly or paraphrased) from another source, it must be acknowledged in the text and the origin of the information must be revealed. The formal acknowledgment in the text is called a citation. The citation serves as a link between the text in which it appears and the formal alphabetical list at the end of the paper called References. All citations in the text must appear in the References; likewise, all references in the list must be cited in the text. When citing in the text, the reference (author and year) should be placed naturally into the flow of the sentence. • One author: “Pascal and co-workers (1981) first isolated a mutant...” “Examination of codon usage predicts ADH to be a highly expressed protein in E. coli (Ikemura, 1985).” • Two co-authors: (Smith and Jones, 1999) • Three or more co-authors: (Smith et al., 1997) 4. Listing References References must contain certain minimum information. For journals, include author, year of publication, title of article, abbreviated journal name in italics, volume number, and page numbers. For books include author or editor, year of publication, book title (in italics), location of publication and publisher. For sources other than a book or journal, include enough information so that the source can be identified (see Sample References). Arrange the list alphabetically by the first author"s last name. The following style points should be observed: • A single-author entry comes before a multi-author entry beginning with the same name. • Works by the same person are arranged chronologically by date of publication. • If the name of the author is unknown, list the work alphabetically by the first important word in the title. • Titles of books and journals are italicized. Titles of articles are not italicized or enclosed in quotations. 8
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Hints for Writing Research Papers continued • Locations that are well known for publishing can be listed without a state abbreviation, e.g. Chicago and New York. • All references are justified on the left margin. If the reference requires more than one line, the additional lines are indented 1/2”. • Double space between references. • Periods separate major components. • Colons separate titles from subtitles, cities from publishers, and volumes from pages. Sample References Book One author:
Day, R.A. 1994. How to write and publish a scientific paper. 4th ed. Phoenix: Oryx Press.
More than one author: Woolston, D.C., P.A. Robinson, and G. Kutzbach. 1988. Effective writing strategies for engineers and scientists. Chelsea, MI: Lewis Publ. Dictionary , editor: Encyclopedia With author: Editor, no author:
Urdag, L., ed. 1972. Magnet. In The Random House college dictionary. New York: Random House. Hart, L. W. 1988. Magnet and magnetism. In World Book. Vol. 13. Chicago: World Book. Lorimer, L.T., ed. 1993. Magnet and magnetism. In Encyclopedia Americana. Vol. 15. New York: Americana Corp.
Internet:
Martin, Linda. 08 Nov 1997. General Information. Accessed 20 Nov 1997.
Interview:
Barber, J. D. 8 May 1995. Interview by author. Carbondale, IL.
Journal Article One author:
Clark, D. P. 1989. The fermentation pathways of Escherichia coli. FEMS Microbiol. Rev. 63:223-234. More than one author, title and subtitle: Kohara, Y., K. Akiyama, and K. Isono. 1987. The physical map of the whole E. coli chromosome: application of a new strategy for rapid analysis and sorting of a large genomic library. Cell 50: 495-508
Magazine, paginated by issue: Cowley, G. 23 Jan 1995. HIV!s raw aggression. Newsweek. 75 (4): 58. Newspaper No author: Discontinous pages:
Study finds free care used more. May 1989. APA Monitor. 14. McDonald, K. A. 15 Dec 1995. Researchers ponder a stormy forecast. The Chronicle of Higher Education. A12, A16.
Pamphlet, organization as author: American Society for Microbiology. 1994. Slide and poster requirements. Pamphlet. Washington, DC: ASM. Phone Conversation:
Barber, J.D. 8 May 1995. Personal communication. 9
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Communicating Research Results Tips for Preparing and Making Oral Presentations Sidney B. Westly, Senior Editor Program on Population, East-West Center
It!s useful to think of an oral presentation as a cross between a written report and a newspaper article. An oral presentation should give the most important information first, leaving the details for last (in case the audience is asleep by then). This format is called an “inverted (or upside down) pyramid.” A presentation should tell a story, keeping in mind the journalist!s check-list — “Who? What? When? Where? and Why?”
Who is your audience? The only measure of a good presentation is the reaction of the audience. Will they manage to stay awake during your presentation? Two days later, will they remember anything you said? Will they be convinced? Find out as much as you can about your audience, think carefully about their needs and preferences, and tailor your presentation to them as precisely as you can. Are they already interested in your topic? This determines what and how much you have to say to introduce your research. What do they already know about your topic and what is their general level of scientific/technical expertise? What are their attitudes/preconceptions about your topic: will they go along with whatever you say, or will you have to convince them to change their minds? What sources do they listen to: do you quote an article from Nature or from the New York Times? What state are they likely to be in: are you the last speaker on a long day!s program? Do they understand English easily? What do you want to say? Two rules apply: (1) Your audience determines what you say and how you say it, and (2) You shouldn!t say very much. Imagine you!re meeting a typical member of your audience who happens to be an old friend. You sit down over lunch to tell her about your research. An outline might look something like this: 1. My research in a nutshell. Why I did it, what I did, and what I found out... all in about six sentences. 2. Why this research? What was the problem? Why was it important? What other work has been done? If another researcher or two has done important work on your problem or your methodology, you should acknowledge them. 3. Here!s what I found out. 4. And here!s why it!s important. Want a quick trick to detect whether you!ve dropped out of story-telling mode? Look for sentences in the passive voice: “The sequence of amino acids 1-7 was obtained from a partial cDNA clone.” Remember: a presentation is talking, not writing. No one talks like this. How do you prepare? There are three key ingredients for making a good presentation: preparation, preparation, preparation. For starters, you must know your material thoroughly, which means knowing a lot more than you actually present. Think of your presentation as the tip of an iceberg: the submerged part of the iceberg, which is the much larger part, as everthing you leave out. The better you know your material, the more relaxed and confident you will feel in front of a group. Many good speakers write their notes on 4x6” index cards. Put one line of your outline at the top of each card, and then jot down everything you want to say in that section of your talk. If you!re having trouble thinking of a good beginning, start in the middle or the end, perhaps by telling about your methods or conclusions. Now try speaking one or two sections out loud. How long did it take? For the Symposium, you will have 10 or 15 minutes to present your research. Here!s a hint: a 15-minute presentation is equivalent to about six typed pages doubled spaced; a 10-minute presentation is equivalent to about four pages. Not very much, is it? Just the tip of the iceberg. This is not to suggest that you should type your presentation out word for word. Rather, you should write it as notes, or cues, on those index cards, just to remind yourself of the points you want to talk about. After practicing out loud, cross out what you didn!t have time for. Leave your cards overnight and then go through them again. You!ll probably think of new and better ways to get your points across, a more logical sequence for your ideas, even important points you forgot. Make a new set of cards (buy a big package, you!ll probably go through a lot of sets). 10
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Try your speech out on a teacheror friend. You!re so close to your subject that you might go on and on (boring!) or leave something important out (confusing!) that another person can easily spot. Be prepared to cut, cut, cut.
Preparing your audiovisuals You will want a maximum of one overhead per minute of your talk. For a 15-minute presentation of experimental research, your overheads might be as follows: (1) title/author, (2-3) key points (equivalent to an abstract; putting the most important information first); (4-5) background and importance of problem (introduction), (6-9) what you did (methods and materials), (10-13) what you found out (results) and (14-15) importance of your findings (discussion). To give your presentation a polished, professional look, you should prepare all your overheads in the same style: same type fonts, same spacing, same use of color. Text should be at least 28 points in size (one-half cm high). Titles should be larger. Follow the 6 x 6 rule: a maximum of six lines per overhead and six words per line. Think in terms of a title followed by a bulleted list. Use short, active phrases only, not complete sentences—the complete story is what you say, the overhead is just for emphasis. Each chart should make one simple point. You may use line charts for continuous data (such as time-series), but bar charts are more dramatic. Even scatter charts can tell a dramatic story: Are all points on a curve except for two outliers? Are the points all over the chart with no pattern at all? Use a maximum of four lines per line chart (three is better), six bars per bar chart (four is better). Keep labels to the minimum necessary, and keep all your charts in two dimensions (no cute, but misleading, perspective effects). Charts are better than tables; but, if you must use a table, the 6 x 6 rule applies. A maximum of six columns and six rows. This includes the column and row with labels, so you have five columns and five rows for data. Now you!re up there You will feel a lot more relaxed and confident in front of your audience if you figure out the logistics of your presentation before hand. Arrive early and check the podium where you will be standing (Where should you put your speaker cards?). Check the facilities for showing your overheads (Will someone else help you? Try to practice ahead of time. Where will your overheads be stacked before they are presented…and afterwards?) (Hint: You may need to go back to an overhead during the question period so don!t just drop them in a heap when they come off the projector.) Check the microphone. (Hint: Be sure to wear clothes with a lapel or patch pocket in case the auditorium has clip-on microphones.) When you come up to the podium to begin your speech, take your time. Take a few good, deep breaths, look out at the audience, and find some smiling, friendly faces. Look into their eyes and let their smiles encourage you. Tell them about your project as you would to a friend over lunch. Then they ask questions After your presentation, the audience will have 5 or 10 minutes to ask questions. This may be the most important part of your presentation, and you should prepare for the question-and-answer period just as thoroughly as you prepare for your talk. Have some extra points ready to bring up at this time—some of the material you cut from your speech, such as problems you encountered and how you solved them, or additional items you didn!t have time to mention. You may even bring up further implications from your work and ideas as to what you would like to do next. To present additional results, have one or two extra overheads ready to show. Above all, take your time (remember to breathe!) and don!t let the questions fluster you. If someone asks a question straight from outer space, buy yourself some time while you think of a response: “That!s a very interesting question. As I understand it, you are asking… [restate their question in your own words].” Practice making a smooth transition from their question to one of the good answers you have prepared: “I don!t know the answer to your question, but a related issue that we encountered was…” or “I!m so glad you asked about the methods we used for handling our cultures because we actually tried a second nutrient ysytem and got some rather interesting results. As you can see from this slide, which I didn!t have time to show you during my talk…” or “That!s a really good question. Perhaps we can come up with an answer in the next stage of our work.” Remember, you!re not expected to know all the answers. Don!t be afraid to learn something from your audience. Above all, try to convey a sense of excitement about your work. If you can do this, your audience may just surprise you and stay awake.
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Project Categories 1) Animal Sciences Study of animals and animal life, including the study of the structure, physiology, development, and classification of animals. Animal ecology, physiology, animal husbandry, cytology, histology, entomology, ichthyology, ornithology, herpetology,etc. 2) Behavioral & Social Sciences The science or study of the thought processes and behavior of humans and other animals in their interactions with the environment studied through observational and experimental methods. 3) Biochemistry The study of the chemical substances and vital processes occurring in living organisms, the processes by which these substances enter into, or are formed in, the organisms and react with each other and the environment. 4) Cellular & Molecular Biology The study of the structure and formation of cells. 5) Chemistry The science of the composition, structure, properties, and reactions of matter, especially of atomic and molecular systems. 6) Computer Science The study of information processes, the structures and procedures that represent processes, and their implementation in information processing systems. It includes systems analysis and design, application and system software design, programming, and datacenter operations. 7) Earth Science The study of sciences related to the planet Earth (Geology, minerology, physiography, oceanography, meteorology, climatology, speleology, sesismology, geography, atmospheric sciences, etc.). 8) Engineering: Materials & Bioengineering The application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical machines and systems. 9) Engineering: Electrical & Mechanical The application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical structures, processes, and systems. 10) Energy & Transportation The study of renewable energy sources, energy efficiency, clean transport, and alternative fuels. 11) Environmental Analysis The analysis of existing conditions of the environment. 12) Environmental Management The study of managing mans! interaction with the environment. 13) Mathematical Sciences The study of the measurement, properties, and relationships of quantities and sets, using numbers and symbols. The deductive study of numbers, geometry, and various abstract constructs, or structures. Mathematics is very broadly divided into foundations, algebra, analysis, geometry, and applied mathematics, which includes theoretical computer science. 14) Medicine & Health Sciences The science of diagnosing, treating, or preventing disease and other damage to the body or mind. 15) Microbiology The study of micro-organisms, including bacteria, viruses, prokaryotes, and simple eukaryotes and of antibiotic substances. 16) Physics & Astronomy Physics is the science of matter and energy and of interactions between the two. Astronomy is the study of anything in the universe beyond the Earth. 17) Plant Sciences Study of plant life. Ecology, agronomy, horticulture, forestry, plant taxonomy, physiology, pathology, plant genetics, hydroponics, algae, etc.
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*-These project categories are the same for the Science Fair.
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Contacting the HAS Office Hawaii Academy of Science Educational Programs Office College of Education 1776 University Avenue, UA4 Room 4 Honolulu, Hawaii 96822 Phone (808) 956-7930 Fax (808) 956-5183 E-mail
[email protected] Visit our website at http://www.hawaii.edu/acadsci
Please retain this Handbook for future use
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Published by the Hawaii Academy of Science Educational Programs Office June 2007 Contents may be duplicated Some information for this Handbook was taken from the Junior Science and Humanities Symposium (JSHS), Guidelines for Preparation and Presentation of Student Research. The entire JSHS Guidelines can be downloaded from the JSHS website: www.jshs.org
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Appendix B: 2010 School C and School B Science Fair Forms and Literature
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International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs 2009-2010
A Publication of
Society for Science & the Public 1719 N Street, NW Washington, DC 20036-2888 Tel: 202/785-2255; Fax: 202/785-1243 email:
[email protected] specific rules questions:
[email protected]
Available online: http://www.societyforscience.org/isef/primer/rules.asp Downloadable at: www.societyforscience.org/isef/document/index.asp
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!Table of Contents Acknowledgments ........................................................................................................................................................... 3 ISEF SRC Members .......................................................................................................................................................... 3 Changes & Modifications for 2009-2010 .......................................................................................................................... 4 Intel ISEF Categories and Subcategories ......................................................................................................................... 5 Display and Safety Regulations General Requirements ............................................................................................................................................... 6 Maximum Size of Project ........................................................................................................................................... 6 Items Required to be Visible at Project at the Intel ISEF ........................................................................................... 6 Items Required to be at Project But Not Displayed at the Intel ISEF ........................................................................ 6 Handouts and Official Abstract at the Intel ISEF ...................................................................................................... 6 Items Not Allowed at Project or in Booth ................................................................................................................. 7 Items Allowed at Project or in Booth BUT with the Restrictions Indicated .............................................................. 7 Electrical Regulations at the Intel ISEF..................................................................................................................... 8 Other Intel ISEF Information and Requirements ....................................................................................................... 8 Intel ISEF Ethics Statement .............................................................................................................................................. 9 Intel ISEF Eligibility/Limitations....................................................................................................................................... 9 Intel ISEF Requirements ................................................................................................................................................... 9 Continuation of Projects .................................................................................................................................................. 10 Team Projects ................................................................................................................................................................... 10 Roles and Responsibilities of Students and Adults 1) The Student Researcher(s) .................................................................................................................................. 11 2) The Adult Sponsor .............................................................................................................................................. 11 3) The Qualified Scientist ......................................................................................................................................... 11 4) The Designated Supervisor ................................................................................................................................. 11 5) The Institutional Review Board (IRB) .................................................................................................................. 11 6) The Affiliated Fair Scientific Review Committee (SRC)........................................................................................ 12 7) Other Review Committees .................................................................................................................................... 12 8) The ISEF Scientific Review Committee ................................................................................................................ 12 Human Subjects Rules ......................................................................................................................................................................... 13 Informed Consent ..................................................................................................................................................... 14 Risk Assessment ....................................................................................................................................................... 15 Sources of Information ............................................................................................................................................. 16 Vertebrate Animals Rules for ALL Studies Involving Vertebrate Animals ............................................................................................... 17 Additional Rules for Projects Conducted in a Non-regulated Site ............................................................................ 18 Additional Rules for Projects Conducted in a Regulated Research Institution ........................................................ 18 Sources of Information ............................................................................................................................................. 19 Potentially Hazardous Biological Agents Rules for ALL Studies Involving Potentially Hazardous Biological Agents ............................................................. 21 Additional Rules for Projects Involving Unknown Microorganisms ........................................................................ 22 Additional Rules for Projects Involving Recombinant DNA (rDNA) Technologies ................................................. 22 Additional Rules for Projects Involving Tissues and Body Fluids Including Blood and Blood Products ............... 22 Risk Assessment ....................................................................................................................................................... 23 Classification of Biological Agents Risk Groups and Levels of Biological Containment .......................................... 23 Sources of Information ............................................................................................................................................. 24 Hazardous Chemicals, Activities or Devices Rules for ALL Studies Involving Hazardous Chemicals, Activities or Devices ........................................................ 25 Additional Rules for Projects Involving DEA-controlled Substances, Prescription Drugs, Alcohol & Tobacco, Firearms & Explosives .................................................................................................... 25 Risk Assessment for Hazardous Chemicals, Devices and Radiation ........................................................................ 26 Sources of Information ............................................................................................................................................. 27 Forms Information on Required Abstract ............................................................................................................................ 28 Forms ........................................................................................................................................................................ 29 Student Handbook (insert) Page 2
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Acknowledgments Fair directors, teachers, scientists, parents, and adult volunteers inspire and encourage students to explore and investigate their world through hands-on research. Those of you who work with these young people are rarely recognized and never can be adequately thanked. Without you, precollege science and engineering projects and science and engineering fairs would not be possible. We applaud your commitment and appreciate your hard work. We sincerely hope that our efforts to enhance these Rules will serve you in working with students.
Please address any general questions regarding the Intel ISEF to: Society for Science & the Public Science Education Programs 1719 N Street, NW, Washington, DC 20036 office: 202/785-2255, fax: 202/785-1243,
[email protected]
For specific rules questions, please email:
[email protected] The ISEF SRC members listed below will be using the above email address to respond to rules inquiries.
Intel ISEF SRC Dr. Nancy Aiello, Chairperson (EST) home: 540-554-8748 Dr. James Stevens (MST) office: 303-724-0424, home: 303-696-1504, cell: 303-921-1076, fax: 303-724-3005 Mr. Henry Disston (EST) office: 215-895-5840, fax: 215-895-5842 Mrs. Christine Miller (PST) home: 775-847-7129, cell: 775-722-3134 Mrs. Evelyn Montalvo (EST) (English or Spanish inquiries) school: 787-834-2150, home: 787-833-0287, fax: 787-265-2500 Dr. Paula Johnson (PST) office: 520-621-3483 Dr. Patricia Bossert (EST) home: 631-757-5411; cell: 631-793-8237 Dr. Jennifer Green (EST) office: 513-529-2448 Mr. Marcus Friskop (CST) school: 701-242-7138; home: 701-242-7650 Mr. Jason Shuffitt (CST) home: 270-843-6635; cell: 270-792-2557
These Rules apply to the Intel International Science and Engineering Fair 2010 San Jose, California, USA, May 9-15, 2010 PERMISSION TO REPRINT WITH CREDIT GRANTED Available on our website at www.societyforscience.org/isef/ This is the last printed version of the International Rules and Guidelines; The Rules will continue to be updated annually and made available on the website. International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs / 2009-2010
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!"Changes & Modifications for 2009-May 2010 ! Human Subjects • • • •
Reorganization of the human subjects rules; additional resources are on the website. Reorganization of Human Subjects Form 4; Form 4 no longer serves as an informed consent document. Student researcher/Qualified Scientist can develop their own informed consent form based on sample provided. Clarification of waiver of informed consent/assent/parental permission by IRB.
Vertebrate Animals •
A veterinarian must be consulted in experiments involving prescription drugs and/or nutritional supplements in a non-regulated setting.
Potentially Hazardous Biological Agents • •
Commercially available coliform test kits require a Risk Assessment Form 3 Laboratory studies utilizing MRSA and VRE are prohibited
Form and Other Changes • •
Human Subjects Form 4 is no longer to be used as a photo consent; guidance on creating a photo consent is in the Display & Safety section of the rules. “Educator” replaces “science educator” for membership on IRB’s and SRC’s.
In addition to providing the rules of competition, these rules and guidelines for conducting research were developed to facilitate the following: • • • • • •
protect the rights and welfare of the student researcher and human subjects protect the health and well-being of vertebrate animal subjects follow federal regulations governing research offer guidance to affiliated fairs use safe laboratory practices address environmental concerns
!"The Rules on the Web ! www.societyforscience.org/isef/primer/rules.asp The International Rules and Guidelines for Science Fairs is available on the Society for Science & the Public website in a number of formats to better aid all of those involved in the process: students, parents, teachers, mentors, fair directors and local, regional and state scientific review committees (SRC) and institutional review boards (IRB). • International Rules and Guidelines - The full text of the International Rules and the forms both in html and in a downloadable format.
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•
The Intel ISEF Rules Wizard - This “wizard” asks a series of questions about your planned project and will provide a list of forms that you need to complete.
•
Common SRC Problems - This list was generated from the SRC reviews leading up to the Intel ISEF. Read these to get pointers on what NOT to do.
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!"Intel ISEF Categories and Subcategories"! The categories have been established with the goal of better aligning judges and student projects for the judging at the Intel ISEF. Local, regional, state and country fairs may or may not choose to use these categories, dependent on the needs of their area. Please check with your affiliated fair(s) for the appropriate category listings at that level of competition. Please visit our website at www.societyforscience.org/Page.aspx?pid=470 for a full description and definition of the Intel ISEF categories: ANIMAL SCIENCES Development Ecology Animal Husbandry Pathology Physiology Populations Genetics Systematics Other
EARTH & PLANETARY SCIENCE Climatology, Weather Geochemistry, Mineralogy Paleontology Geophysics Planetary Science Tectonics Other
ENGINEERING: Electrical & Mechanical BEHAVIORAL & SOCIAL SCIENCES Electrical Eng., Computer Eng., Controls Clinical & Developmental Psychology Mechanical Engineering, Cognitive Psychology Robotics Physiological Psychology Thermodynamics, Solar Sociology Other Other ENGINEERING: Materials & Bioengineering BIOCHEMISTRY Bioengineering General Biochemistry Civil Engineering, Construction Eng. Metabolism Chemical Engineering Structural Biochemistry Industrial Engineering, Processing Other Material Science Other CELLULAR AND MOLECULAR BIOLOGY ENERGY & TRANSPORTATION Cellular Biology Aerospace and Aeronautical Engineering, Cellular and Molecular Genetics Aerodynamics Immunology Alternative Fuels Molecular Biology Fossil Fuel Energy Other Vehicle Development Renewable Energies CHEMISTRY Other Analytical Chemistry General Chemistry ENVIRONMENTAL MANAGEMENT Inorganic Chemistry Bioremediation Organic Chemistry Ecosystems Management Physical Chemistry Environmental Engineering Other Land Resource Management, Forestry Recycling, Waste Management COMPUTER SCIENCE Other Algorithms, Data Bases Artificial Intelligence ENVIRONMENTAL SCIENCES Networking and Communications Air Pollution and Air Quality Computational Science, Computer Soil Contamination and Soil Quality Graphics Water Pollution and Water Quality Software Engineering., Programming Other Languages Computer System, Operating System Other
MATHEMATICAL SCIENCES Algebra Analysis Applied Mathematics Geometry Probability and Statistics Other MEDICINE & HEALTH SCIENCES Disease Diagnosis and Treatment Epidemiology Genetics Molecular Biology of Diseases Physiology and Pathophysiology Other MICROBIOLOGY Antibiotics, Antimicrobials Bacteriology Microbial Genetics Virology Other PHYSICS AND ASTRONOMY Atoms, Molecules, Solids Astronomy Biological Physics Instrumentation and Electronics Magnetics and Electromagnetics Nuclear and Particle Physics Optics, Lasers, Masers Theoretical Physics, Theoretical or Computational Astronomy Other PLANT SCIENCES Agriculture/Agronomy Development Ecology Genetics Photosynthesis Plant Physiology (Molecular, Cellular, Organismal) Plant Systematics, Evolution Other
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!" !"Intel ISEF Display and Safety Regulations ! Please address any questions regarding Intel ISEF Display and Safety Regulations to: John O. Cole, Display and Safety Committee Chair, E-mail:
[email protected]
General Requirements The Intel ISEF Display and Safety Committee is the final authority on display and safety issues for projects approved by the SRC to compete in the Intel ISEF. Occasionally, the Intel ISEF Display and Safety Committee may require students to make revisions in their display to conform to display and safety regulations.
Maximum Size of Project Depth (front to back): 30 inches or 76 centimeters Width (side to side): 48 inches or 122 centimeters Height (floor to top): 108 inches or 274 centimeters At the Intel ISEF, fair-provided tables will not exceed a height of 36 inches (91 centimeters). Maximum project sizes include all project materials,
supports, and demonstrations for public and judges. If a table is used, it becomes part of the project and must not itself exceed the allowed dimensions nor may the table plus any part of the project exceed the allowed dimensions. At the Intel ISEF, any project with a component that will be demonstrated by the Finalist must be demonstrated only within the confines of the Finalist’s booth. When not being demonstrated, the component plus the project must not exceed allowed dimensions.
Position of Project Table or freestanding display must be parallel to, and positioned at, the back curtain of the booth.
Curtained Back of Booth
Required to Be Visible and Vertically Displayed at the Intel ISEF •
• • • •
Original of official Abstract and Certification as approved and stamped/embossed by the Intel ISEF Scientific Review Committee Completed Intel ISEF Project Set-up Approval Form SRC/DS2 (Received on-site at the Fair) Regulated Research Institutional/Industrial Setting Form (1C) — when applicable Continuation Projects Form (7) — when applicable Photograph / image credits
Required to Be at the Project But Not Displayed at the Intel ISEF All forms required for Scientific Review Committee approval including, but not limited to Checklist for Adult Sponsor (1), Student Checklist (1A), Research Plan, Approval Form (1B), and Human Subjects (4), do not have to be displayed as part of the project but must be available in the booth in case asked for by a judge or other Intel ISEF officials. In addition, the Display & Safety Committee requires a photograph/video release form signed by the human subject for visual images of humans (other than the Finalist) displayed as part of the project. These forms and any informed consents forms should not be displayed.
Handouts/Official Abstract and Certification at the Intel ISEF The Intel ISEF Scientific Review Committee defines the “official abstract and certification” as an UNALTERED original abstract and certification as stamped/embossed by the Intel ISEF Scientific Review Committee. If the Scientific Review Committee requires a Finalist to make changes to the abstract and certification submitted with registration papers, the revised version will be stamped/ embossed, will replace the earlier version, and will become the Finalist’s official abstract and certification. The only abstract allowed anywhere at a project is the official abstract. The term “abstract” may not be used as a title or reference for any information on a Finalist’s display or in a Finalist’s materials at the project except as part of displaying the official abstract. An original stamped/embossed official abstract and certification must appear on the display board or in a vertical position at the project. Handouts to judges and to the public must be limited to UNALTERED photocopies of the official abstract and certification.
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Not Allowed at Project or in Booth 1.
Living organisms, including plants
2.
Taxidermy specimens or parts
3.
Preserved vertebrate or invertebrate animals
4.
Human or animal food
5.
Human/animal parts or body fluids (for example, blood, urine) Plant materials (living, dead, or preserved) that are in their raw, unprocessed, or non-manufactured state (Exception: manufactured construction materials used in building the project or display) All chemicals including water (Exceptions: water integral to an enclosed, sealed apparatus.) All hazardous substances or devices [for example, poisons, drugs, firearms, weapons, ammunition, reloading devices, and lasers (as indicated in item 5 in the section of these rules entitled “Allowed at Project or in Booth BUT with the Restrictions Indicated”)]
6.
7. 8.
9.
Dry ice or other sublimating solids
10. Sharp items (for example, syringes, needles, pipettes, knives) 11. Flames or highly flammable materials 12. Batteries with open-top cells 13. Awards, medals, business cards, flags, logos, endorsements, and/or acknowledgments (graphic or written) unless the item(s) are an integral part of the project (Exception: Intel ISEF medal(s) may be worn at all times.) 14. Photographs or other visual presentations depicting vertebrate animals in surgical techniques, dissections, necropsies, or other lab procedures 15. Active Internet or e-mail connections as part of displaying or operating the project at the Intel ISEF
Allowed at Project or in Booth BUT with the Restrictions Indicated 1. Soil, sand, rock, and/or waste samples if permanently encased in a slab of acrylic 2. Postal addresses, World Wide Web and e-mail addresses, telephone and fax numbers of Finalist only 3. Photographs and/or visual depictions if: a. They are not deemed offensive or inappropriate by the Scientific Review Committee, the Display and Safety Committee, or Society for Science & the Public. This includes, but is not limited to, visually offensive photographs or visual depictions of invertebrate or vertebrate animals, including humans. The decision by any one of the groups mentioned above is final. b. They have credit lines of origin (“Photograph taken by...” or “Image taken from...”). (If all photographs being displayed were taken by the Finalist or are from the same source, one credit line prominently and vertically displayed is sufficient.) c. They are from the Internet, magazines, newspapers, journals, etc., and credit lines are attached. (If all photographs/images are from the same source, one credit prominently and vertically displayed is sufficient.) d. They are photographs or visual depictions of the Finalist. e. They are photographs of human subjects for which signed consent forms are at the project or in the booth. 4.
5.
6.
16. Prior years’ written material or visual depictions on the vertical display board. [Exception: the project title displayed in the Finalist’s booth may mention years or which year the project is (for example, “Year Two of an Ongoing Study”)]. Continuation projects must have the Continuation Project Form (7) vertically displayed. 17. Glass or glass objects unless deemed by the Display and Safety Committee to be an integral and necessary part of the project (Exception: glass that is an integral part of a commercial product such as a computer screen) 18. Any apparatus deemed unsafe by the Scientific Review Committee, the Display and Safety Committee, or Society for Science & the Public (for example, large vacuum tubes or dangerous ray-generating devices, empty tanks that previously contained combustible liquids or gases, pressurized tanks, etc.)
Any apparatus with unshielded belts, pulleys, chains, or moving parts with tension or pinch points if for display only and not operated. Any demonstration for judges or the public must be performed within the maximum size of the project permitted, an area 30”(Depth) by 48”(Width) by 108” (Height) Class II lasers if: a. The output energy is
