Getting Students Started
in Scientific Research
Betsy Glass, Ph.D.
“Very few really seek knowledge in this world. Mortal or immortal, few really ask. On the contrary, they try to wring from the unknown the answers they have already shaped in their own minds – justification, explanations, forms of consolation without which they can’t go on. To really ask is to open the door to the whirlwind”.
Spoken by the Vampire Marius inAnne Rice’s book The Vampire Lestat, 1985.
Published at Canterbury School, Ft. Myers, FL 33919
August 2007
ABOUT THE AUTHOR
My teaching of Independent Research is eclectic, based on methods I have found effective in my work with teens through 40-plus years in the classroom as a teacher of Research (my first passion), in addition to basic and advanced courses in Biology and Psychology.
I was a pure science major with a BS in Zoology, two years of Medical School courses with research in Physiology, an MS in Rehabilitation Counseling (CRCC & LMHC), and a PhD in Psychoneuro-gastroenterology, a field in which I am still conducting my own research today on the brain-gut link and gut-brain as an entity.
Thinking and collaboration go hand in hand when doing independent research. The following quote from the first Americans is my stark reminder of how collaborative learning occurs in our small world, if thinking is taught and collaboration used in addressing the problems which confront the next generation:
Let us put our minds together
and see what life we can make for our children.
Sitting Bull, 1877
A large thankyou to my editor, Karen Auriti, former Canterbury Parent of two alumni (Brian & Alex Auriti), long-time science fair helper, proofreader of student forms, and friend.
Table of Contents
About the Author 2
Philosophy: The Habit of Critical Thinking 5
Working with the Novice SCIENCE Research Student Inside or Outside the Classroom
Chapter One: Just the Beginning 12
Where do I start? 12
What is my topic? 14
What is my problem, or question? 16
Chapter Two: The Scientific Method 17
Step 1: State the Problem (Question, Purpose) 18
Step 2: Observations, Sources, and Background Report 19
Chapter Three: The Formulation of Research Protocol 20
Step 3: Hypothesis 20
Step 4: Write the Procedure (Protocol) 21
Chapter Four: Collecting and Analyzing Data 22
Step 5: Experiment/Research & ISEF Paperwork 22
Step 6: Data Collection 23
Step 7: Data Analysis 24
Step 8: Conclusion 25
APPENDICES
Appendix A: Questioning for Critical Thinking at Each Level of Bloom’s Taxonomy 26
Appendix B: Resources on Critical Thinking 27
Appendix C: Value to Using Habits of the Mind 29
Appendix D: Resource Links to “Habits of the Mind” 30
Appendix E: Internet Sites Providing Research Ideas for the Beginning Student 32
Appendix F: Sample Research Plan : 7th Grade 34
Appendix G: Sample Research Plan: 8th Grade 36
Appendix H: Sample Research Plan: 10th Grade 39
Appendix I: ISEF Rules and Forms; Important Dates 46
Appendix J: Statistical Analysis Software 47
References 49
How do I get the official forms for science fair? See Appendix I
WHERE CAN I FIND OUT MORE ABOUT INDEPENDENT RESEARCH AT CANTERBURY? Visit our website for research news at www.uniquegenes.us
Legal Binding for Use of contents within Manual: 51
© (2007) Mary Elizabeth “Betsy” Glass, PhD
PHILOSOPHY:
THE HABIT OF CRITICAL THINKING
The Teacher’s Role as an Independent Research Guide and Mentor
The reader may wonder why there is a philosophy placed into a manual for scientific research. Stated as simply as possible, learning how to think is the key to being a successful researcher. Hopefully, the following paradigms for teaching scientific research make sense to you the reader.
The teacher is in a unique position to excite a student and develop his or her passion to do research. The outside world may demand that the student do research, or it may not care, but if a child is curious about life and society, then it is the teacher who may be able to light the spark which will drive the student to ask questions and search for answers.
As all teachers know, it is not possible to turn all students into scientists. But we can use science – and specifically scientific research – to teach them critical thinking skills, which will carry over into all areas of life as they move on past the research experience. If the student spends enough time focusing on critical thinking to make the process of thinking a habit, then that child is ready for problem solving anywhere in his or her life’s journey. Thus, the habit of critical thinking formed during science instruction will become a life-long habit of the mind.
Higher Order Thinking has been studied for centuries. In the U.S., the following examples have been formally presented in recent years:
Bloom's model, six categories of thinking skills, the original work from 1956. (Bloom et al, Taxonomy Of Educational Objectives, 1956, Allyn & Bacon, Boston USA). See Appendix A.
NorthWest Regional Labs model, a simpler or more condensed synthesis of Bloom et al's work with five categories of thinking skills, adapted by North Carolina in 1989; also provides definitions and sample trigger question formats. (Costa, A. & Kallick, B., 2000–2007)
Marzano's model, an expansion of Bloom's work with eight categories of thinking skills, adapted by North Carolina in 1994; plus, definitions and samples of student writing, with ratings by state scorers. (Costa, A. & Kallick, B., 2000–2007)
HOTS: Higher Order Thinking Skills Program (HOTS) was developed in the 1980s by Dr. Stanley Pogrow, an Associate Professor of Education at the University of Arizona, and one of the leading national experts on school reform, to reverse the slide that Title I and LD students experience in grades 4-8. If you desire more information, try one of these: Federal Dept. of Education Report; web references to “HOTS” and "Higher Order Thinking Skills." (Costa, A. & Kallick, B., 2000–2007)
Critical Thinking is the foundation of Higher Order Thinking. Perhaps the best definitions I know of are these:
Critical thinking is the use of those cognitive skills or strategies that increase the probability of a desirable outcome. It is used to describe thinking that is purposeful, reasoned and goal directed - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. Critical thinking also involves evaluating the thinking process - the reasoning that went into the conclusion we've arrived at the kinds of factors considered in making a decision. Critical thinking is sometimes called directed thinking because it focuses on a desired outcome. (Halpern, 1996)
The purpose of critical thinking is, therefore, to achieve understanding, evaluate view points, and solve problems. Since all three areas involve the asking of questions, we can say that critical thinking is the questioning or inquiry we engage in when we seek to understand, evaluate, or resolve. (Maiorana, 1992)
However, in my opinion, definitions are limiting and cause a person to build walls which limit the parameters of the thinking involved. There are so many books, courses and examples of critical thinking in the educational system and on the web today that I strongly suggest a teacher read a variety of basic books or articles on the topic, and then start their own critical thinking in determining how to approach the teaching of their students. A list of resources in contained in Appendix B.
Critical thinkers share a number of characteristics that teachers may want to develop in each potential research pupil:
Attributes of a critical thinker from S. Ferrett (Peak Performance, 1996):
· asks pertinent questions
· assesses statements and arguments
· is able to admit a lack of understanding or information
· has a sense of curiosity
· is interested in finding new solutions
· is able to clearly define a set of criteria for analyzing ideas
· is willing to examine beliefs, assumptions, and opinions and weigh them against facts
· listens carefully to others and is able to give feedback
· sees that critical thinking is a lifelong process of self-assessment
· suspends judgment until all facts have been gathered and considered
· looks for evidence to support assumptions and beliefs
· is able to adjust opinions when new facts are found
· looks for proof
· examines problems closely
· is able to reject information that is incorrect or irrelevant
A student needs to make a habit of thinking critically, if the learning experience is to serve him or her for a lifetime. The most outstanding explanation I have found tying together critical thinking and habit formation comes from Arthur Costa in the many publications he has authored. His “Habits of the Mind” may be the foundation for becoming successful in life – in science or any other chosen field. Using critical thinking and habit formation to turn children into intelligent thinkers and problem solvers does not happen overnight; the process takes years of interaction between teacher and student.
What is a Habit of the Mind, as described by Arthur Costa?
§ A Habit of Mind is knowing how to behave intelligently when you DON'T know the answer.
§ A Habit of Mind means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known: dichotomies, dilemmas, enigmas and uncertainties.
§ Our focus is on performance under challenging conditions that demand strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship. The critical attribute of intelligent human beings is not only having information, but also knowing how to act on it.
§ Employing Habits of Mind requires drawing forth certain patterns of intellectual behavior that produce powerful results. They are a composite of many skills, attitudes and proclivities including:
§ Value: Choosing to employ a pattern of intellectual behaviors rather than other, less productive patterns.
§ Inclination: Feeling the tendency toward employing a pattern of intellectual behaviors.
§ Sensitivity: Perceiving opportunities for, and appropriateness of employing the pattern of behavior.
§ Capability: Possessing the basic skills and capacities to carry through with the behaviors.
§ Commitment: Constantly striving to reflect on and improve performance of the pattern of intellectual behavior. (Costa, A. & Kallick, B., 2000–2004)
Costa further identifies 16 specific Habits of Mind:
Persisting
Thinking and communicating with clarity and precision
Managing impulsivity
Gathering data through all senses
Listening with understanding and empathy
Creating, imagining, innovating
Thinking flexibly
Responding with wonderment and awe
Thinking about thinking (metacognition)
Taking responsible risks
Striving for accuracy
Finding humor
Questioning and posing problems
Thinking interdependently
Applying past knowledge to new situations
Remaining open to continuous learning (Costa, A. & Kallick, B. 2007)
“Habit is a cable; we weave a thread of it each day,
and at last we cannot break it.”
Horace Mann (cited by Costa, A., 2007)
After connecting critical thinking to habits of the mind, it will be easier to see why certain schools or countries produce more intelligent, passionate thinkers (see Appendix C, D). The habit of being a lifelong learner and thinker is a powerful tool for the student and adult.
How do teachers and parents go about helping a student become a deep thinking individual, so that there is always wonderment and quest for knowledge? By presenting “knowledge” in a way that permits questions and challenges. This empowers the student to investigate alternatives to the answers taught, and to search out new information in all realms.
We all hear how American youth is not performing up to expectations and our cultural morals and ethics are sliding down-hill fast. If we look for a moment at the role models that children and teens are exposed to daily, and if the mirror brain cells are functioning, then it is clear which actions, behavior and speech are being copied by our students. And then we must ask ourselves, are these models for building up or breaking down the fabric of character in the student?
In the Appendices, there are helpful ideas, information and sites to use in students’ progress. I encourage all teachers and parents to look through these, since many of the beneficial methods, ideas and philosophies are not used in the average American school. And I would repeat that the scientific process should not be relegated solely to science; it is applicable to every area of an individual’s life.
Appendix D contains a list of resources on critical thinking.
Teamwork and unconditional support from parents, teachers and older students all go into the learning environment of the student. A student will blossom in a caring and nurturing framework where he or she is taught critical thinking and positive habits of the mind, as described in this manual. Adults need to know that intelligence is not shown merely by appearance, IQ scores or grades. Rather, we need to remember (in the words of Thomas A. Harris, MD), “I’m OK, You’re OK,” – and we are all highly intelligent.
This can be better understood by reading Multiple Intelligences by Dr. Howard Gardner. There he identifies the following distinct types of intelligence:
1. Linguistic – Children with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.
2. Logical-Mathematical –
Children with lots of logical intelligence are interested in patterns, categories and relationships. They are drawn to arithmetic problems, strategy games and experiments.
3. Bodily-Kinesthetic –
These kids process knowledge through bodily sensations. They are often athletic, dancers or good at crafts such as sewing or woodworking.
4. Spatial –
These children think in images and pictures. They may be fascinated with mazes or jigsaw puzzles, or spend free time drawing, building with Legos or daydreaming.
5. Musical –
Musical children are always singing or drumming to themselves. They are usually quite aware of sounds others may miss. These kids are often discriminating listeners.
6. Interpersonal –
Children who are leaders among their peers, who are good at communicating and who seem to understand others' feelings and motives possess interpersonal intelligence.
7. Intrapersonal –
These children may be shy. They are very aware of their own feelings and are self-motivated.
(Text from Bill Allen, quoted from http://professorlamp.com/ed/TAG/7_Intelligences.html; illustration from Gardner, 1993)
Teacher Behavior That Enables Student Thinking
Through years of experience with young minds, and their desire and instinct to copy what they see in adults, I completely agree with the recent move to teach for, of and about thinking. As pointed out in Scientific American MIND (May 2006), humans do as they see. Brain cells called mirror neurons, are scattered throughout the brain. Mirror neurons are found in the premotor cortex and centers for language, empathy and pain. Mirror neurons are active when we are actively engaged and also when we are just watching others’ actions. Author David Dobbs suggests that everything we watch others doing, we do as well in our own minds. In other words we mentally rehearse or imitate every action we witness, which directly influences our actions. This is the way we learn to talk, walk, dance, smile, and play each sport. For many years, coaches have been using visualization in training athletes to perfect their performance. Now, with the knowledge of mirror neurons, we know that we may have the ability to rehearse any sight, sound, or movement and make it our own. This ability can be an asset or a negative influence, depending on what we expose ourselves or our students to on a daily basis. For example, mental rehearsals of being told ‘you will never learn’ can become a self-fulfilling prophecy if the student listens, with their motor neurons, to their own memory of the negative statement over and over. Students will all learn at some level and it is up to the school and family to expose the youngster’s motor neurons to what they want him or her to remember and imitate. (Dobbs, 2006)
Thus teachers are major role models for students, and may want to examine the most effective behaviors they want copied by their students.
Arthur Costa realizes the power of the teacher as role model, and believes the teacher must demonstrate the habit of critical thinking as he or she works with pupils. The child is developing a new habit; the teacher recognizes that she herself remains a work in progress as the student is guided into that never-ending process. In The Five Passions of Effective Teaching, When Modeled (Costa, 1994), Costa describes the following traits that teachers will hopefully demonstrate:
1. Passion for Efficacy: as self-empowerment
•
2. Passion for Flexibility: as adapting and expanding responses
3. Passion for Craftsmanship: as becoming more precise, congruent and integrated
4. Passion for Consciousness: as monitoring and reflecting oneself
.
5. Passion for Interdependence: as need for reciprocity & becoming one with community
“Powerful indeed is the empire of habit.”
Publicus Syrus, 42 BC
Working with the Novice Science Research Student Inside or Outside the Classroom
CHAPTER ONE: JUST THE BEGINNING
“Where Do I Start???”
THIS IS THE BIG ONE! Some students will have a question or problem in mind right away, but most beginning researchers will need help deciding on a topic. What does the student like to talk about, see or do in the fields of science, math, or technology? The teacher will need one-on-one time with the student, in a relaxed setting inside or outside the classroom, to help the student determine or discover several areas of interest. Appendix E lists materials which offer a multitude of suggestions.
As a starting point, the ISEF (International Science & Engineering Fair) breaks projects down into the following categories: Animal Sciences, Behavioral and Social Sciences, Biochemistry, Cellular and Molecular Biology, Chemistry, Computer Science, Earth and Planetary Science, Engineering: Electrical and Mechanical, Engineering: Materials and Bioengineering, Energy and Transportation, Environmental Management, Environmental Sciences, Mathematical Sciences, Medicine and Health Sciences, Microbiology, Physics and Astronomy, and Plant Sciences. For details, including subcategories and descriptions, go to http://www.sciserv.org/isef/students/research_categories.asp#BE
Even where the child thinks he knows what field he wants to explore, he may have to do a background search first to determine a solid research question in the chosen topic area or to validate the known current question. The student wants to be sure that the question has not already been answered by scientists and that it is a question on which information can be gathered.
Right from the start the teacher needs to reassure the student that it is the effort, and the process of following the scientific method to completion, that count, NOT whether their research produces the expected results. We all learn from our mistakes and children need to know that they too can use mistakes or failures as building blocks to accomplish more than they ever expected. “Risk-taking” is a frightening thing for a young mind, but once given approval to investigate, regardless of the results, a student will become a more confident, self-determined individual.
As one of our famous “ADHD” scientists said,
“I’ve never made a mistake, I’ve only learned from experience.”
Thomas Alva Edison
Use the next blank page to write down ideas discussed between teacher & student.
Ideas for possible research projects discussed with teacher and my ranking of which
I like best and least.
“What Is My Topic?”
The student needs to do some background research and read a number of published articles or abstracts regarding the areas of interest identified at the first meeting. The goal here is to focus in on one or a few specific topics the student finds particularly intriguing. Be sure the student keeps a list of the sources he or she uses at this point; these will form the basis of the final Bibliography. The final project must include a minimum of six (6) valid, professional sources for the topic finally selected for research.
Use the next blank page, using APA style, to begin writing the Bibliography or reference list of sources. Your librarian is very helpful at this point.
Reference / Bibliography list using APA style“What Is My Problem, or Question?”
The student should now meet with the teacher for a second time to discuss the materials read and to determine if a specific point of interest was found or if more ideas need to be pursued.
The student is now at one of two points:
a) He or she has a definite area of interest, which means the teacher will help the student search the internet for meaningful articles and develop a specific problem or question for the student’s research. Hopefully this can be accomplished by the end of the second meeting.
b) The student is still not certain of his or her topic area. During this second meeting the teacher needs to make some specific suggestions from the areas most interesting to the student, offering a choice from two or three research ideas and asking the student to choose one. The teacher should remind the student that if the chosen area does not work out, they can start over with a new choice. The ability to change research topics or procedures may be an option, given enough time; otherwise, if time is limited, use the information gathered to show what has been learned by the research student. One very tenacious former student (now a Yale graduate) had to resort to the latter many times, but never gave up research of the unknown. In this way the student feels less risk in choosing a research topic.
From either (a) or (b), a research topic and a problem or question have now been decided. The student is now ready to work with the steps in the Scientific Method.
In the space below please write the general topic area and the specific question to be addressed in the research.
"Nurture your mind with great thoughts,
for you will never go any higher than you think."
Benjamin Disraeli
CHAPTER TWO: THE SCIENTIFIC METHOD
STEPS OF THE SCIENTIFIC METHOD
(As used in Independent Research at Canterbury School)
1. State the Problem (Question)
2. Make Observations AND Write a Background Report using APA citations
3. Form a Hypothesis
4. Write the Procedure (Protocol)
5. Conduct the Experiment (or meta-analysis research)
6. Record the Data
7. Analyze the Data
8. Draw a Conclusion
This may sound rather boring for the student. The teacher needs to step in again here with words of encouragement and excitement over the student’s ideas, and then help to direct those ideas in a direction that will ensure success for the student.
Following are some Teacher Response Behaviors that may be useful, suggested by Arthur Costa:
· Facilitating wait time
· Acquisition of data
· Nonjudgmental acceptance
· Clarifying when needed
· Modeling congruent behavior with cognitive goals and objectives with the goal for student to imitate behavior (Costa, 1994)
The transfer of learning and thinking behaviors can be summarized:
Passion + Habit = Love for Scientific Research With No Boundaries or Limits placed on their Learning = Production of High Achieving Students
There is a strong connection between a structured educational environment linking passions for learning and thinking, with habits of the mind and their transfer. (Perkins & Salomon, 1988 )
STEP 1: STATE THE PROBLEM
The problem starts when you ask a question about something that you observe: How, What, When, Who, Which, Why, or Where. In order for the scientific method to answer the question, it must be about something you can measure, preferably with a number.
A preliminary problem or question should have been achieved following the instructions in Chapter One. Please remind the student that this “working problem” is subject to change and can be reassessed as the research proceeds.
“The formation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill. To raise new questions, new possibilities, to regard old questions from a new angle, require creative imagination and marks real advances.”
Albert Einstein
In the space below please write the working Problem or Question being researched.
STEP 2: OBSERVATIONS, SOURCES, AND BACKGROUND REPORT
Now that the student knows the major question in their research, a background report is the next big step for the student.
A research scientist combines physical observation with the use of library and Internet research sources, to help find what is currently known on the chosen topic. This will help determine the best way to proceed and insure that the scientist does not repeat mistakes or successes from the past. Internet searches should be current through the month you are working in, while doing the search. Be sure that you are not conducting research that has already been accomplished and statistically proven scientifically correct (or incorrect!). You may do research in areas where current research does not show statistically significant proof of accurate data leading to accepted, scientifically valid and reliable fact; you need to state such lack of current significant proof, citing sources, in the background paper.
This report must run at least five (5) pages, size 12 font, double spaced, using APA style for references. There should be at least six (6) references to the ISEF hand book, and for the beginner, six (6) other current (most recent years) sources from books or the internet. Research protocol (procedure) is not to be started until the student has checked current (in the past year) publications on professional research in the topic area.
At this point the teacher will schedule a third one-on-one with the student, reviewing the student’s sources and personally going to professional sites to add a thorough review of the topic to the student’s reference list, for later reading and inclusion by the student.
When the teacher has read and approved the student’s background report, then it is time to write a DEFINITE problem or question.
Below please add the sources found by the teacher which will be used in the student’s background paper, which will be turned in to the teacher before working on the research protocol.
Now write your Background Report on the computer. Be sure to include the sources found by the teacher, using proper APA format. Your report will be turned in to the teacher before working on the research protocol. A Sample Background Report is found in Appendix F.
CHAPTER THREE: THE FORMULATION OF RESEARCH PROTOCOL
STEP 3: HYPOTHESIS
“What do I think that my research, after experimentation
and data collection, will demonstrate?”
A hypothesis is an educated guess about how things work: “If __[I do this] _, then __[that]__ will happen.” It is based upon current knowledge (from past education and research performed for the background report).
State the hypothesis in a way that can be easily measured. The hypothesis should be constructed in such a way that it will help answer the original question. The experimental results may prove the hypothesis wrong, which means you will then conclude with an alternate hypothesis.
Below please write two or three hypotheses, which you will work with while writing the procedure (protocol).
“There is a dimension of the universe unavailable to the senses.”
Joseph Campbell
STEP 4: WRITE THE PROCEDURE (PROTOCOL)
“How do I carry out my research?”
Now comes the time during which the teacher offers the student unconditional acceptance, with ongoing support throughout the writing and performing of the research.
The procedure, or protocol, describes how the student will carry out the research. This will be a joint effort between student and teacher, with the teacher editing and adding essentials not yet known by the student. It is time for another one-on-one – this may be the 4th, 5th or 6th meeting, depending on how smoothly the previous steps have gone.
The procedure will be outlined first and then re-written for every detail, including any materials used and at least six (6) rules cited from the ISEF Rules Book. This may take over a week, with the teacher proofreading and giving suggestions at each edition. It is ideal to have all work e-mailed to the teacher, at this point, since it is easier to read and more efficiently corrected by the teacher. Yes, the teacher should make corrections, asking the student to complete any lengthy additions.
See Procedure as part of Sample Research Plan in Appendix F.
Below and on back, please write the outline for your procedure; then, after approved by the teacher, type full procedure and e-mail as an attachment to your teacher.
CHAPTER FOUR: PROCESS AND ANALYSIS
STEP 5: EXPERIMENT/RESEARCH & ISEF Paperwork
This is when the student conducts the experiment or research (inc. meta-analysis research).
In performing the research, the student needs to follow each step, as described in the written procedure, and record in a daily log book what was completed and/or found different that day. Depending on whether there are live organisms, pathological organisms, dangerous chemicals or equipment, each procedure should have been designed to address safety at all levels of research. Of utmost importance, is the reading over and over the section of the ISEF which relates to your project. Every requirement for your subject, in the handbook, must be followed and described with results and disposal (if required).
The student needs to update the teacher at each point of any change in research, with a weekly log update sent by attachment to the teacher. All student work will be kept in an electronic folder by the teacher.
At any point, if the student does not understand or is alarmed, the teacher should be told ASAP, while following all safety guidelines reviewed and signed by the student.
Please write below any novel or unexpected additions or deletions that had to be made to the research during Step 5.
Teacher and student will work together to complete all appropriate ISEF forms.
http://www.sciserv.org/isef/document/form2008.pdf Forms
http://www.sciserv.org/isef/about/rules_regulations.asp Rules & Regulations
See also Appendix G.
STEP 6: DATA COLLECTION
Throughout the process of doing your science fair project, you should keep a journal containing all of your important ideas and information. This journal is called a laboratory notebook. All data collected should be recorded on dated pages with times for the findings (also see Step 5).
Data management is critical for appropriate and effective utilization and analysis, showing if the data supports the hypothesis. Data collection can range from basic to complex. The following are some examples:
Data from any basic experiment where information is collected
Plant growth measurement in the metric system
Cell data for specifically stained cell parts
Pollution data for air, using scientific test kits or live organisms
Water test data for pollution by specific chemical elements, pathogens, death of organisms
Invertebrate reactions data, physically or physiologically to different stimuli or environments
Electromagnetic energy data, as it affects or is effected by different materials
Data collected and placed on a spreadsheet from human questionnaires or for human physiological measurements over time
Data from meta-analysis of remotely-sensed or in-situ observations in the earth and space sciences
Data from meta-analysis of seismic sounding of the earth for petroleum geophysics (or similar signal processing endeavors in acoustics/oceanography, radio astronomy, nuclear magnetic resonance, synthetic aperture radar, etc.)
Data from meta-analysis large-scale supercomputer-based studies in computational fluid dynamics (e.g., aerospace, meteorology, geophysics, astrophysics), quantum physics and chemistry, etc.
Data from meta-analysis of medical (tomographic) imaging records (e.g., CAT, PET, MRI) under variable psychological or physical environmental conditions
Data from experimentation using genetic sequence mapping, etc…..
STEP 7: DATA ANALYSIS
The first step toward understanding and interpreting scientific data is to place the data in a form that can be visualized, such as charts, graphs, and spreadsheets.
The next step is to gain a quantitative understanding of the data using some form of data analysis. This step can involve simple mathematical data comparisons, percentiles, average distribution around the mean, spreadsheets followed by finding the mean, mode, average, distributions percentiles, T tests and correlations. More advanced analysis might include learning about random events, games of chance, mathematical and experimental probability, tree diagrams, the binomial probability model, numerical and graphic representations of the minimum, the maximum, the mean and median, probability quartiles and measure variation about the mean, and a box plot. Other choices for analysis could possibly use: Analysis of bivariate data and the association and co-variation between two quantitative variables. Also scatter plots, the least squares line, and modeling linear relationships.
The above naming of statistical possibilities will mean nothing unless the student has planned from the start of the research, the type of data to be collected which will fit the analysis required by the research. (Uitenbroek, D. G., 1997)
To assist the students to perform the more advanced statistical analysis of their data, high school and college math teachers are available. We also have college assistance in using the SPSS program, for which you need only your spreadsheet. Below I have also listed free online statistical help sites. The analysis is one of the most important steps in research, for it will show whether the hypothesis was correct. If the hypothesis is shown to be incorrect, the data analysis will support an alternate hypothesis.
Appendix H contains a listing of various analytical software available to students.
STEP 8: CONCLUSION
In the conclusion, you answer your problem or question.
Make your sentences clear, concise and to the point.
Explain why, if you were to do your experiment again, you may or may not get the same results. If they could be different, what factors might cause the differences?
Did your results support the hypothesis? Explain why or why not, in as much detail as possible, which will support your opinion.
If the results did not support the conclusion, tell why you chose the alternate hypothesis and what you could do to validate further support of the alternate hypothesis.
Near the end of your conclusion be sure to state why you think this research was important to the scientific community and to society at large.
END OF TEXT Appendix A:
Questioning for Critical Thinking at Each Level of Bloom’s Taxonomy http://xnet.rrc.mb.ca/glenh/hots.htm
In 1956, Benjamin Bloom described higher order thinking in his Taxonomy of Educational Objectives. It has become a standard in educational thinking and introduced the notion of thinking as having a hierarchy from simple to complex, from lower to higher orders.
According to a number of authors, higher order thinking is just a name for a way to approach problem solving and to think critically. This ability to think critically is essential if individuals are to live, work and function effectively in our society. Students must make choices, evaluations and judgments every day regarding what information to obtain, use, retain, and believe, and what plans to make and actions to take.
In the 1990s, Lorin Anderson and a team of cognitive psychologists revisited the taxonomy with the view to examining its relevance. As a result of the investigation a number of significant changes were made ending with a student-centered approach.
The table below describes the old and new taxonomies, illustrating the action on the part of the student in the new taxonomy, giving the student both the role and responsibility their own thinking!
Bloom’s Original Taxonomy
Anderson’s Revised Taxonomy
Knowledge
Remembering
Comprehension
Understanding
Application
Applying
Analysis
Analysing
Synthesis
Evaluating
Evaluation
Creating
Appendix B: Resources on Critical Thinking
Listed below are some Resources on Critical Thinking, which may help teachers understand the
difference between learning by memorization and parroting back compared to learning by way of critical thinking skills. This list was assembled by Questia librarians.
Thought & Knowledge: An Introduction to Critical Thinking, by Diane F. Halpern. 467 pgs.
Thinking Critically about Critical Thinking, by Diane F. Halpern. 206 pgs.
Critical Thinking across the Curriculum: A Brief Edition of Thought and Knowledge, by Diane F. Halpern. 288 pgs.
Perspectives in Critical Thinking: Essays by Teachers in Theory and Practice, by Danny Weil, Holly Kathleen Anderson. 226 pgs.
The Arts and Critical Thinking in American Education, by Ivan Olson, Ralph A. Smith. 142 pgs.
...The arts are truly "adventures of the mind." Yet, except for a fortunate but relatively small number, even the more educated and sophisticated segments of U.S. society are...
Fostering Critical Thinking through Effective Pedagogy: Evidence from Four Institutional Case Studies, in Journal of Higher Education, by Lisa Tsui. 24 pgs.
Teaching Critical Thinking, by Grace E. Grant. 142 pgs.
...presents case studies of teaching in four disciplines, demonstrating how teachers view secondary content and transform content knowledge into...
Educational Values and Cognitive Instruction: Implications for Reform (Chap. 1 "Critical Thinking: Literature Review and Needed Research" and Chap. 2 "Reading, Writing, and Critical Thinking"), by Lorna Idol, Beau Fly Jones. 470 pgs.
Thinking from A to Z, by Nigel Warburton. 152 pgs. (This book is an introduction to critical thinking.)
...an alphabetically arranged guide to help readers understand the art of arguing...
Demystifying Critical Thinking, in Teaching of Psychology, by Jane S. Halonen. 7 pgs.
Critical Thinking and Logical Argument, in Social Education, by James A. Duplass, Dana L. Ziedler. 4 pgs.
Critical Reasoning: A Practical Introduction, by Anne Thomson. 213 pgs.
...We all engage in the process of reasoning, but we do not always pay attention to whether we are doing it well. This book offers students the opportunity to practice...
Critical Thinking: An Extended Definition, in Education, by Ken Petress. 6 pgs.
Assessing University Students' General and Specific Critical Thinking, in College Student Journal, by Chau-Kiu Cheung, Elisabeth Rudowicz, Anna S. F. Kwan, Xiao Dong Yue. 22 pgs.
Children's Self-Directed Critical Thinking, in Journal of Educational Research, by Bryce B. Hudgins, Sybil Edelman. 12 pgs.
Appendix C: Value to Using Habits of the Mind
Taken from Describing 16 Habits of the Mind by Arthur L. Costa and Bena Kallick, I find the following to be essential to successful “thinking” through scientific endeavors and any other life situations which may appear and require choices and decisions:
“Employing Habits of Mind requires drawing forth certain patterns of intellectual behavior that produce powerful results. They are a composite of many skills, attitudes and proclivities including:
§ Value: Choosing to employ a pattern of intellectual behaviors rather than other, less productive patterns.
§ Inclination: Feeling the tendency toward employing a pattern of intellectual behaviors.
§ Sensitivity: Perceiving opportunities for, and appropriateness of employing the pattern of behavior.
§ Capability: Possessing the basic skills and capacities to carry through with the behaviors.
§ Commitment: Constantly striving to reflect on and improve performance of the pattern of intellectual behavior.” (Costa, A & Kallick, B, 2000–2004)
Costa’s article, Describing 16 Habits of Mind, describes the 16 Habits of Mind more fully and is available for download as a PDF file at http://www.habits-of-mind.net.
(S.U.C.C.E.S.S. of Habits of Mind, simplified by Henry Toi of Nurture Craft Pte. Ltd., Singapore)
Appendix D: Resource Links to “Habits of the Mind”
Schools & Agencies Using the Habits of Mind Links to these institutions are available on the Habits of the Mind website (http://www.habits-of-mind.net).
The Art Costa Center for Thinking, SingaporeBrisbane Grammar School, Brisbane, AustraliaBukit Batok School, SingaporeCourtney Middle School, Courtney, British Columbia, CanadaFrankley Primary School, New Plymouth, New Zealand Friendship Valley Elementary School, Westminster, Maryland Habits of Mind Web site sponsored by James Anderson, Victorian Schools Innovation Commission, Melbourne, Victoria, AustraliaMequon-Thiensville School District, Mequon, WisconsinMichael A. Kostek Elementary School, Edmonton, Alberta, Canada Minds in Motion Web site at North Hills School District, North Hills, PennsylvaniaPinehurst School, Auckland, New ZealandQueen Elizabeth School, Lloydminster, Saskatchewan, Canada Sir Francis Drake High School, Marin County, California St. Paul's Convent School, Hong KongSt. Paul's Secondary School, Hong KongUnited Christian College, Hong KongUniversal High School, Longmont, Colorado. The Universal High School is a school within a school at Silver Creek High School.Waikiki Elementary School, Honolulu, HawaiiVictorian Schools Innovation Commission, Melbourne, AustraliaWolftrap Elementary School, Vienna, Virginia (Costa, A & Kallick, B 2000–2007)
Organizations that Produce and Sell Products for Habits of the Mind
ASCD (Association for Supervision and Curriculum Development): Books, student bibliography, staff development, conferences. See also Developing Minds. Australian National Schools Network: A resource kit for teaching Habits of Mind. Contains a DVD, lesson plans and a resource book. Canter and Associates: Video tapes: Habits of Mind & Helping Students Become Self-Directed Learners Corwin Press: New book: Costa, A. and Kallick, B. (2004) Assessment Strategies for Self-Directed Learning. SkyLight Professional Development: Books: The School as a Home for the Mind The Video Journal of Education: Video tape: Intelligent Behaviors for Thinking and Problem Solving
(Costa, A. & Kallick, B., 2000–2004)
Appendix E: Internet Sites Providing Research Ideas for the Beginning Student
In addition to the sources below, please visit our uniquegenes website for research news at www.uniquegenes.us.
Internet sites for Science Fair Projects
Step-by-step instructions for designing and performing an experiment or demonstration and lots of project ideas.
Subtopics
Chemistry 101 - Introduc... Elsewhere on the Web (13) Chemistry A to Z Index -... Home Chemistry Kit @
Chemistry Lesson Plans @
Project IdeasJoin Artist Magazine for project ideaswww.artistsmagazine.com/
Science ProjectsFind science project kits and ideas for kids of all ages at KitsUSAwww.kitsusa.net
Kid Craft & Project IdeasWe have hundreds of ideas for your crafty kids. Easy, fun and free!KidsDomain.com
Articles & Resources
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Why Do a Science Fair Project?There are excellent reasons why you would want to do a science fair project, even if it isn't for a grade.
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The Scientific MethodScience fair and research projects apply the scientific method. Here's an informal explanation of the scientific
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How to Write a Bibliography for a Science Fair ProjectLearn how to cite your sources for a science fair project. See examples for books, online references, and
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Food and Cooking Chemistry - Science Fair Project IdeasThese are ideas for science fair projects that involve food or cooking chemistry. Links are provided for additional
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Growing Crystals - Science Fair Project IdeasAre you looking for a fun science fair project idea? Here are some ways you can turn crystal growing into a
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Household Product Testing - Science Fair Project IdeasScience doesn't have to be expensive and it doesn't require specialized lab equipment! These are ideas for science
fair projects that involve testing or comparing common household products.
Plant and Soil Chemistry - Science Fair Project IdeasHere are some science fair project ideas that involve plants and soil chemistry. Are you looking for an
environmental science project? Check here!
'How To' Collection - Practical ChemistryThis is a collection of easy-to-follow instructions for applying chemistry to projects such as making plastic,
volcanos, slime, tattoo ink, smoke, crystals, bath bombs, and more!
Effect of Acids and Bases on the Browning of ApplesPerform an experiment to observe the effects of acids, bases, and water on the rate of browning of cut apples or
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Fruit Ripening and Ethylene ExperimentMeasure the ripening of fruit from exposure to the plant hormone ethylene by testing starch levels with an iodine
solution. This easy experiment can be performed on several types of fruit, such as apples, pears, and bananas.
How to Make Liquid Magnets - Synthesize FerrofluidMake your own ferrofluid, or liquid magnet, which can be used with a magnet to change the liquid's density and
to form spikes and other amazing shapes.
Make a Bouncing Polymer BallUse chemistry to make a bouncing polymer ball, then alter the procedure to see the effect the changes have on the characteristics of the bouncing ball.
Potato Clock - Make a Potato Battery to Power an LED ClockA potato can function as an electrochemical cell or battery. It's fun to use a potato to power an LED clock.
Science ProjectsFind The Top Science Projects. Fast & Easywww.ProjectsScience.info
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Kids Projects Ideas3 Great Summer Kids Projects. Browse Our Free Articles Now!www.LifeScript.com
Appendix F: Sample 7th Grade Research Plan
Reprinted with permission of the author [©Neil Singh]
RESEARCH PLAN ATTACHMENT
FORM 1A
(Aiello)
Student Name (Neil Singh)
Junior Division
Botany
Adult Sponsor
Dr. Betsy Glass
A. Question being addressed
How does the growth of a lima bean saturated with Gibberellic Acid differ vs. water?
B. Hypothesis
If lima beans are exposed to Gibberellic Acid, they will have the greater height as compared to lima beans grown with purified water.
C. Description of Procedure
1. According to the International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs/2006-2007: Intel ISEF SRC, Dr. Nancy Aiello page 9, “ the checklist for adult sponsor must be reviewed prior to the experimentation”.
2. As stated in the International Rules for Science Research: Guidelines for Science and Engineering Fairs/2006-2007 page 9,” the SRC-IRB chairperson must sign prior to experimentation.”
3. Collect all materials required.
4. After putting gloves on, use the measuring cylinder to mix each concentration of water and Gibberellic acid and place in assigned jar.
5. Then place cap on jar and stir jar gently.
6. Over a sterilized area, place a sheet of aluminum foil, then lay a paper towel over the foil.
7. Slowly, using the concentrations from each jar, pour the mixture on the paper towel, covering it entirely.
8. Then, place 12 lima bean seeds in a row on the paper towel, and wrap aluminum foil and paper towel into a tight bundle.
9. Store at room-temperature in a dark area.
10. Repeat steps 2-7, three more times, each with a different concentration.
11. Open each bundle of seeds at 24 and 48 hours.
12. If routs and shouts are visible, take photograph and record the amount of time taken to germinate.
13. Next, sterilize 1 bag of potting soil in an oven at 400° for 30 minutes, therefore reducing fungi.
14. Prepare test tubes for each concentration.
15. Place three inches of soil in each test tube.
16. Then place germinated seeds in test tubes and add one more inch of soil over the seed.
17. After 3 days of seeds being in test tubes, water each test tube with 5ml of purified water.
18. On day 7 of seeds being in test tube, over a bucket of tap water, flood each test tube with water until seed gently floats out.
19. Measure the hypocotyl of each seed and create a spread sheet for each concentration on: length of hypocotyl, number of leaves, number of branches, and intensity of color. (Intensity of color rated by a scale of 1-5).
20. This researcher will be responsible for all aspects of the research project as required by ISEF rules according to the International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs/2006-2007; Intel ISEF SRC, Dr. Nancy Aiello, page 9.
D. Bibliography
· Aiello Nancy, et al. International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs/2005-2006. Washington, DC: Science Service, 2005.
· Taylor, Thomas N. & Taylor, Edith L. “The Biology and Evolution of Fossil Plants”. Englewood Cliffs, NJ: Prentice Hall.
· Raven, Peter H., Evert, Ray F., & Eichhorn, Susan E. (2005). “Biology of Plants” (7th ed.). New York: W. H. Freeman and Company.
· Evans, L. T. (1998). Feeding the Ten Billion - Plants and Population Growth. Cambridge University Press. Paperback
· Witzany, G (2006). Plant Communication from Biosemiotic Perspective. Plant Signaling & Behavior 1(4): 169-178.
· China Great Vista Chemicals (2004), “Gibberellic Acid” (Online), Found at http://www.greatvistachemicals.com/agrochemicals/gibberellic
Appendix G: Sample 8th Grade Research Plan
Reprinted with permission of the author [©Sameer Islam]]
RESEARCH PLAN ATTACHMENT
FORM 1A
(Aiello)
Student Name (Sameer Islam)
Junior Division
Environmental
Adult Sponsor
Dr. Betsy Glass
A. Problem-Does the over salinity of our ocean's water create a greater or lower effect on our water's microorganisms compared to an oil spill?
B. Hypothesis-
The over salinity would have the greater of affects due to the fact that the salinity can go all through the water. The oil would kill off only surface microorganisms, because of the density of the oil. Although most microorganisms stay to the surface for the sunlight, the ones that do not go to the surface still have an opportunity to survive. If the oil was to break and eventually reach the bottom, then in this type of situation, the oil might have an opportunity to kill the microorganisms because the oil particles would join together. Then all creatures flowing with the tide would reach into the oil killing off the animals. For the salinity, if there was a strong tide, it could distribute the salinity throughout the ocean, unless the body of water is unconnected to other sources of water, then the more deadly would be salinity.
C. Procedures-
1. As stated in the International Rules for Precollege Science Research: Guidelinesfor Science and Engineering Fairs 2006-2007, as stated on page 21, "A risk assessmentmust be conducted by the student and adult supervisors prior to experimentation..."
2. International Rules for Precollege Science Research: Guidelines for Science andEngineering Fairs 2006-2007, as stated on page 21, "... a final biosafety level must bedetermined or confirmed by the SRC."
3. Gather all materials
4. Put on laboratory coat, goggles & gloves
5. Create salt solution by taking the aquarium salt and mixingthe salt with water. Measure amount of salinity with the hydrometer
6. Put 15 mL of oil, salt solution, and dinoflagellates and diatoms into three separate tubes.
7. Take the pipette and take 600 micro liters of the dinofiagellates and put them inanother tube. Take 150 micro liters of the salt solution and deposit into the removeddinoflagellates.
8. Set timer for five minutes and wait five minutes.
9. Take a drop of the mixed dinoflagellates and salt solution and place onto a slidepanel. Place slide cover onto the droplet on the slide panel.
10. View the panel under a microscope and record data viewed.
11. Set timer for another five minutes.
12. Repeat step 8.
13. Place slide panel into slide holder for dispense.
14. Repeat steps 5 through 11 and replace the salt solution with the oil.
15. Take another 600 micro liters of the dinoflagellates and diatoms and place in container. Take300 micro liters of the salt solution and deposit into the removed dinoflagellates and diatoms.
16. Repeat steps 6 through 11
17. Repeat step 13 and 14, but replace the salt solution with the oil
18. Take another 600 micro liters of the dinoflagellates and place in a test tube. Take600 micro liters of the salt solution and deposit into the removed dinoflagellates and diatoms.
19. Repeat steps 6 through 11
20. Repeat step 16 and 17, but replace the salt solution with the oil
21. Put away all materials that have not been used
22. Wait one night. Then go into lab and reapply safety equipment and get yourmaterials again
23. View all samples again and record your findings.
24. Clean area with bleach and make sure the designated scientist receives allbiological materials, such as used slide panels, tubes containing any materials in it, useddroppers and pipette tops, and other used items the scientist suggests.
25. International Rules for Precollege Science Research: Guidelines for Science andEngineering Fairs 2006-2007, as stated on page 21, "All potentially hazardous biologicalagents must be properly disposed of at the end of the experimentation in accordance withtheir biosafety level."
D. Biosafety Level-
The level set up in this experiment was a predicted Level I. It would be a Level I due to the fact that the items used, salt, tap water, motor oil, dinoflagellates, and diatoms. This information was referred from the Intel ISEF booklet page 21.
E. Source of Agent-
Mr. Steven Davis
Address: Southwest Florida Regional Medical Center
2727 Winkler Avenue
Fort Myers, FL 3 3 901
F. Safety Precautions-
Some of the safety precautions that were taken were disposable gloves, safety goggles, and a lab coat that was provided by the Qualified Scientist from the research institution.
G. Methods of Disposals-
The oil, salt solution, dinoflagellates, diatoms, and the combinations were disposed in the medical center in biohazard disposal bins. The company that the biohazard was given to is:
Sure-Way Systems Inc.
13200 58th Street
Clearwater, FL
O.H. #: 7355
H. Source of Microorganisms
Ward's Natural Science
P.O. Box 92912
Rochester, NY 14692-9012
I. Bibliography-
1. Aiello, Nancy, et al. International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs/ 2006-2007. Science Service: Washington DC. 2006.
2. etc.
Appendix H: Sample 10th Grade Research Plan
Reprinted with permission of the author [©David Antonio Shepard]
RESEARCH PLAN ATTACHMENT
FORM 1A
(Aiello)
Student Name (David Antonio Shepard)
Senior Division
Botany
Adult Sponsor
Dr. Betsy Glass
A. Question Being Addressed:
The presence of a gene coding for desiccation tolerance in Smilax bona-nox L. (Greenbrier).
B. Hypothesis/Problem/Engineering Goals:
The goal of the project is to discover a desiccation tolerance gene in the plant Smilax bona-nox L. (Greenbrier). The discovery of such a gene and its introduction to crops is hypothesized to improve agricultural production in harsh climates.
I chose Greenbrier for my project because of its tolerance to seasonally long periods of drought and its resilience in otherwise hostile climates. Greenbrier is hardy in extreme conditions, resisting fire, temporary flooding, and severe drought. I hypothesize that its resilience is possible because of the expression of a desiccation tolerance gene.
The difficulty of the project lies in finding the gene which codes for desiccation tolerance. In the case that the gene cannot be found, the primer will need to be changed, and the process repeated.
C. Procedure
*All handling of biohazardous chemicals and cell culture procedures are to be done under a sterile hood wiped with 95% ethyl alcohol with a mask, gloves and a lab coat. This will assure the researcher of no direct contact with the pathogens or toxic chemicals.
*Autoclave of all remaining tissues and cells used and work items was completed by a Florida Gulf Coast University Lab. Technician
Glassware Autoclave Procedure:
Rinse glassware with soap and water
Brush inside of glassware with a test tube cleaning brush
Loosely screw caps onto glassware
If glassware has no cap, wrap the top with aluminum foil
Place glassware in a heat resistant plastics tub
Place a piece of autoclave tape on each piece of glassware
Change in tape’s coloration indicates success in autoclave process
Place heat resistant plastics tub in when filled.
Fill autoclave and organize tubs to conserve space
Seal the autoclave chamber by locking the wheel and turning clockwise
Set autoclave for 15 minutes per piece of glassware in autoclave
Remove glassware using heat resistant gloves when autoclave process has been completed
Check each piece for complete sterilization by checking the color of the autoclave tape
Tape should have changed colors to white with black stripes
Remove glassware from tubs and tighten caps for storage
Laboratory Station Sterilization Procedure
* Sterilization Procedure was completed by researcher each day before beginning work and after each stage of experimentation.
Wash lab areas, including the hoods, with 95% ethanol solution
Wipe with sterile Kimwipes©
Waste Disposal Procedure
* Waste Disposal was completed by a Florida Gulf Coast Technician
* Prior to experimentation a risk assessment for the use of potentially hazardous chemicals was conducted and MSDS forms were obtained. (Aeillo, 2006, p.25)
Place waste in a bio-hazard waste bag, which is in a leak proof box
Place the bio-hazard bag on a tray and inserted onto the top section of the autoclave
Close autoclave door and lock the wheel by being turned clockwise until sealed
Set the autoclave for 90 minutes at 121ºC at 15 pounds per square inch (Aeillo, 2006, p.21)
* All waste is taken by “M”WASTE, 801 Anchor Rode Drive Suite 200 Naples, Fl 34103, tel. (239) 434-1888. Chemical wastes are destroyed by Lee County. For more information, you can contact Lewis Johnson at FGCU (tel. 590-1036; email: ljohnson@fgcu.edu) who is the Director of Environmental Health/Safety
I. DNA. Extraction Procedure
Take out several frozen Smilax bona-nox L. (Greenbrier) leaves
Mince the frozen Greenbrier leaves
Put leaves in a mortar
Add 250 ml of Plant DNA Extraction Buffer
Grind on using mortar and pestle into a gritty paste
Pour liquid into a test tube
Add 5000 ml of Phenol
Phenol is very dangerous if spilled and is an organic compound
Phenol destroys protein and helps refine the DNA
Mix for 5 minutes
Place in centrifuge for 10 minutes
Microcentrifuge spins tubes, causing particles to settle quickly
Tubes must be placed across from each other in a microcentrifuge to allow balanced spinning
Take out upper layer and place in a new test tube
The upper portion contains finely ground up cell particles
Place in centrifuge for 10 minutes
Take out top layer and place in a new test tube
Add 2000 ml of chloroform
a. Chloroform is very dangerous if spilled and will destroy remaining proteins that are unaffected by phenol
Mix for 5 minutes
Place in centrifuge for 10 minutes
Take out upper layer and place in a new test tube
Add twice as much of ethyl alcohol as the liquid present in the solution
Mix well and place in centrifuge for 10 minutes
DNA should be faintly visible as suspended see-through string-like particles. Surrounding liquid should be clear with only faint, if any, coloration.
Pour out alcohol carefully
Dab tube dry
A gel-like pellet should appear at the bottom
Pellet is made up of refined and compressed DNA
Place the tube in Speedy-Vac for 20 minutes
A Speedy-Vac creates a vacuum of air and spins the tube, drying it quickly
A tube with equal quantity of water must be placed opposite the test tube for balanced spinning
Tube will be very warm, put tube in freezer for 10 minutes
DNA must be kept cold to prevent DNA destroying enzymes from becoming active
Take out of freezer
Add 300 ml of water
Mix well
This will resuspend the DNA in water
Take 5 ml of solution and put in an Eppendorf tube
IA. Agarose Gel Making Procedure
Take 30 mL of TBE (Tris-Borate-EDTA) Buffer and pour it into a vial
Calculate 1% of 30 mL to be.3 grams
Weigh .3 grams of Agar powder
Pour it into the vial
Place in microwave for 1 minutes
Let it cool until cool enough to hold
Add 3 ml of Ethidium Bromide to vile
a. Ethidium Bromide is a carcagen and is capable of causing cancer
b. Ethidium Bromide binds the DNA molecules and makes them florescent under UV lights
Pour the solution onto a gel tray with comb
Wait for the gel to firm
Place agarose gel in an electrophoresis gel system
c. An electrophoresis system sends an electric current through the gel
d. The DNA is placed on the negative side of the gel and being negatively charged, the DNA will move toward the positive, opposite side of the gel
e. The Agarose in the gel forms a screen or matrix for the DNA to move through
f. The smaller molecules move farthest and fastest and the larger ones move slowest through the gel
In the line of holes in the gel, place the DNA ladder into the first well
g. The DNA ladder it is made up of particles which have set sizes and therefore always move through the gel at a set proportional distance from one another, it is used for to determine the size and make-up of genetic materials. Since DNA has a set size it will always be aligned to a specific “bar” of the DNA ladder.
Extract 9 ml of the DNA solution and place in a separate Eppendorf tube
Mix 1 ml of DNA Loading Buffer with the DNA solution
h. DNA Loading Buffer sticks to the DNA particles and makes them dense in order to cause them to sink in the agarose gel
Carefully place the solution into second well of the gel
Close the lid
Set the positive and negative plugs
Turn on the electrical current
Set voltage to 93 volts
Wait 25 minutes
Place in a transilluminator
i. A transilluminator shines UV rays onto the gel. A camera captures the image and sends it to a computer
Close the transilluminator door and turn on the light
Set the light settings to a visible setting
If DNA band visible, continue
II. PCR (Polymerase Chain Reaction) Procedure
PCR Reaction #1 _____
H20 36 ml
Buffer 5 ml
DNA from PCR #1 2 ml
primer1 PERF1 1 ml
primer2 PERR2 1 ml
dNTP 4 ml
enyme 1 ml
___________________________
Total 50 ml
PCR Reaction #2 ____
H20 36 ml
Buffer 5 ml
DNA from PCR #1 2 ml
primer1 PERF1 1 ml
primer2 PERR2 1 ml
dNTP 4 ml
enyme 1 ml
___________________________
Total 50 ml
*Use 2 tubes for each
Part 1:
1. Set up PCR
a. PCR machine brings the temperature to 94 degrees Celsius. This causes the hydrogen bonds of the DNA to split and begin DNA synthesis without denaturing the DNA. Only the gene the primers code for is replicated. This makes it more common than the other genes and easier to find.
Part 2:
Make gel
Put gel in electrophoretic gel system
Take 5 ml from each PCR tube
Mix with 1 ml of DNA Loading Buffer
Load 3 ml of DNA Ladder in row 4
Load D1, 2, 3, and 4 consecutively
Plug in wires and set voltage to 94 volts
Wait for 30 minutes
Put gel in the transilluminator
If gene band visible, continue
III. Cloning PCR 2 TOPO Vector Procedure
* Bacteria cultured in a plastic Petri dish and sealed. (Aeillo, 2006, p.21)
Take 4 ml tube containing gene and place in a new Eppendorf tube
Label the tube
Add contents of 2 thawed E. coli vials
Mix gently
Add 4 ml of Dilute Salt Solution
Add 1 ml of TOPO Vector
Mix gently
Incubate vial on ice for 1 hour
Add 250 ml of SOC Medium
Heat-shocked cells for 30 seconds at 42 degrees Celsius without shaking
Incubate for 1 hour at 37 degrees Celsius
Take 4 Petri dishes
Put them in a Tissue Culture Hood to dry them
Label dishes with name, date, ml amount and number 3 for 2 dishes and 4 for the other 2 dishes
Put 100 ml of each in 2 of the dishes
Put the other 200 ml of each in the other 2 dishes
Spread the bacteria using bacteria spreaders
Close lids
Put in Incubator overnight at 37 degrees Celsius
Take Petri dishes out of incubator
Check for bacteria colonies
Colonies are present
Take 24 test tubes and label them 1- 24
Take a Petri dish and draw a matrix of 25 squares on it
Label in and write that #1-12 will be bacteria colonies from dishes labeled #3 and #13-14 will be bacteria colonies from dishes labeled #4
Add Ampicillin in a concentration of 50 Mg (1mL) to the LB broth
Put 1 mL of LB broth to each test tube
Sterilize a set of forceps
Use forceps to hold a toothpick
Touch a bacteria colony in Petri dish #3 using the toothpick
Touch square labeled #1 on the matrix on the master Petri dish
Put toothpick in test tube labeled #1
Continue Process using the consecutively numbered squares of the matrix and consecutively numbered test tubes and switching to bacteria colonies in Petri dish #4 upon reaching square #13
Put test tubes #1-12 in a Tripourbreaker and put test tubes #13-24 in another
Wrap the 4 Petri dishes labeled #3 and #4 in Parafilm
a. Parafilm keeps the dishes from drying out along with the bacteria
Put the Petri dishes in the coldroom at 4 degrees Celsius
Put beakers containing test tubes in an incubator that keeps the beakers rocking back and forth at 37 degrees Celsius overnight
Put master Petri dish in a non-moving incubator at 37 degrees Celsius
Clean and put away utensils
Return the following day and check the dish for bacteria colonies
Wrap it in parafilm and store with other Petri dishes in the cold room
Wait 24 hours
IV. Plasmid DNA Preparation Procedure
Take 1.5mL of E coli bacteria culture from each test tube
Transfer 1.5 mL culture to microcentrifuge tubes
Put in centrifuge for 20 seconds to pellet cells
Decant supernatant
Add 100 ml of Solution1, the buffer, and resuspend cells by vortexing
Add 100 ml of Solution 2 and mix be gentle inversions
Add 100 ml of Solution 3 and mix by vigorous inversion
Put in centrifuge for 30 seconds
Transfer top layer, supernatant, to spin columns in collection tubes
Add 450 ml of DNA Binding Matrix to the Spin Columns and mix vigorously
Put in centrifuge for 30 seconds
Decant filtrate and place in Spin Columns back into the Collection Tubes
Add 400 ml diluted purification solution to the spin columns and mix
Put in centrifuge for 1 minute
Decant filtrate
Transfer Spin Columns back into the same collection tubes
Put in centrifuge for 1 minute
Transfer the Spin Columns to new collection tubes
Add 60 ml of Elution Buffer to DNA Binding Matrix in Spin Columns and vortex briefly
Centrifuged 60 seconds to elude plasmid DNA
Discard Spin Columns and cap Collection Tubes
V. Agarose Gel Electrophoresis Procedure
Make 2 gels
Put gels in electrophoresis gel system
Take 5 ml from each tube
Mix with 1 ml of DNA loading buffer
Load 3 ml of DNA ladder to each gel
Load tube #12 – 1 in one gel and tube #13 – 24 in another gel
Plug in wires and set voltage to 94 volts
Wait 30 minutes
Put gel in transilluminator
If the bacteria colonies take in the gene, then continue
Tubes are put in new tubes for transportation, labeled, and covered in bubble-wrap
VI. DNA Sequencing and Analysis
Tubes will be mailed to the University of Cornel for DNA sequencing
DNA will then be analyzed by Blast X for similarities to any gene currently in the Gene Bank.
D. Bibliography
Aeillo, Nancy, et al. International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs/2006-2007. Science service: Washington, DC. 2006.
Cimmins, Ronnie, & Ben Lillston. (2000). Genetically Engineered Food. New York: Marlowe & Company.
Demirdjian, Z. S. (Sept 2006). The Genomic Revolution: Gifting a Generous Harvest. Journal of Academic Business, Cambridge. Vol. 9, Iss.2; p. 1-3
Goldberg, Cait (Jan 15, 2000). Genetically Engioneering Food: Changing the Nature of Nature. Science News. Vol. 157, Iss. 3; p. 34
Harder, Ben (May 31, 2003). To Contain Genealtered Crops, Nip Them in the Seed. Science News, p. 350
Harvey, Michael (Nov/Dec 2004). Application of Genomic Technologies to Crop Plants: Opportunities and Challenges. Crop Science. Vol. 98, p.1823-1896
Kallen, A. Stuart. (Ed.). C.S. (2006). Food Saftey. Denver, Colorado: ABC-CLIO, Inc. P. 33-51
Lambrecht, Bill. (2001). Dinner at the New Gene Café. New York: Thomas Dunne Books.
Mann, Charles (July/Aug 1999). Biotech Goes Wild. Technology Review. Vol. 102, p.36-44.
Marshall, Elizabeth L. (1999). High-Tech Harvest. New York: Franklin Watts
Milius, Susan (Aug 17, 2002). Tougher Weeds? Science News. Vol. 162, p99-101.
Paarlberg, Robert (Jan/Feb 2000). Genetically Modified Crops in Developing Countries: Promise or Peril? Environment. Vol. 42, Iss. 1; p19-28
Pence, Greagory E. (2002). Designer Food. New York: Rowman & Littlefield Publishers, Inc.
Pringle, Peter. (2003). Food, Inc. New York: Simon & Schuster.
Pollack, Andrew. Can Biotech Crops Be Good Neighbors? (May 20, 2004). New York Times (Late Edition (East Coast)), p. 4.
LeVine III, Harry. (1999). Genetic Engineering. Denver Colorado: ABC-CLIO.
Radford, Tim (June 28, 2001). Discovery Heralds Way for Plants to Survive Drought. The Guardian. p. 8
Redman, Nina E. (Ed.). (2000). Food Saftey. Denver, Colorado: ABC-CLIO, Inc. p. 34
Snedden, Robert. (2003). DNA & Genetic Engineering. Chicago, Illinois: Reed Educational and Professional Publishing.
Thro, Ellen. (1993). Genetic Engineering: Shaping the Material of Life. New York: Facts on File.
Weiss, Rick. Engineered DNA Found in Crop Seeds: Test U.S. Failure to block Contamination From Gene Altered Varieties. (Feb 24, 2004). Washington Post, p. A. 02.Yount, Lisa. (2004). Biotechnology and Genetic Engineering. New York: Facts on File, Inc
©David Antonio Shepard, May 2007
Appendix I: ISEF Rules and Forms; Important Dates
Guidance to the ISEF web site: http://www.eisef.org/isefrulesdirectory.htm
Information for school, regional and state fairs (all use the same rules and forms): http://www.sciserv.org/isef/students/about_projects_fairs.asp
***Intel ISEF Rules WIZARD: Use this site when writing your procedure, citing Rule Book, and for forms to obtain: http://www.sciserv.org/isef/students/wizard/index.asp
REMEMBER THAT YOU NEED AT LEAST SIX (6) REFERENCES IN YOUR PROCEDURE, REGARDING RESEARCH IN YOUR FIELD, FROM THE RULES BOOK, USING APA CITATION.
Questions about Rules: http://www.sciserv.org/isef/about/rulesregulations.asp
Documents for Students in Local and Affiliated Fairs: http://www.sciserv.org/isef/document/index.asp
ISEF Website for typing directly on required forms: http://www.sciserv.org/isef/document/form2008.pdf
IMPORTANT DATES
CANTERBURY SCHOOL SCIENCE FAIR: December 6, 2007
Thomas Alva Edison Regional Fair: January 25-26, 2008
FLORIDA STATE SCIENCE FAIR: April 16-18, 2008
Upcoming ISEF (International) FAIRS:
Atlanta, Georgia, May 11–17, 2008
Reno, Nevada, May 10–16, 2009
San Jose, California, May 9–15, 2010
APPENDIX J: Statistical Analysis Software
Below is Free Statistical Analysis Software found at: http://davidmlane.com/hyperstat/Statistical_analyses.html
All software listed here is free and run under Macintosh, Windows, and Unix operating systems. General Analysis Programs Power Tables Univariate Descriptive Regression and Correlation Curve Fitting Distribution Free Tests General Statistical Analysis Programs
The R Project for Statistical Computing full featured, very powerful Analysis Lab Basic analyses, good for teaching.VassarStats A nice collection of small programs for specific types of analyses.)DataPlot Includes scientific visualization, statistical analysis, and non-linear modeling.MacAnova Not just for Macs, and not just ANOVABrightStat Basic analyses including many non-parametric tests. OpenEpi Emphasizing epidemiological statistics. Very comprehensive. Statistics101 Resampling Tetrad Causal Modeling
Power Analysis
Power analysis for numerous designs and statisticsJohn PezzulloPower analysis for ANOVA designsby Michael FriendlyStatistical considerations for clinical trials and scientific experimentsby David SchoenfeldPower and sample size pageby Russ Lenth
Statistical Tables
Binomial Distribution
Normal Distribution
t Distribution
Chi Square Distribution
F Distribution
Online Statistics by David Lane and Joan Lu.
JavaScript program by John Pezzullo
JavaScript program by John Pezzullo
CGI program by Jan de Leeuw
JavaScript program by David Lane
Java program by B. Narasimhan
Java program by David Lane
Java program by B. Narasimhan
Java program by B. Narasimhan
JavaScript program by John Pezzullo
Java program by B. Narasimhan
Online Statistics by David Lane and others at Rice U.
JavaScript program by John Pezzullo
Java program by B. Narasimhan
ASP programs by Mark Eakin
Online Statistics by David Lane and others at Rice U.
Describing Univariate Data
Many descriptive statistics and stem and leaf displaysby David LaneInteractive histogramby Webster WestStatiscopeby Mikael Bonnier
Correlation and Regression
Ordinary least squaresby T. Kirkman
Curve Fitting
Interactive 2-Dimensional and 3-Dimensional Data Modeling by James Phillips
Distribution-Free Tests
Mann-Whitney U/Wilcoxon Rank Sum
(Lane, D. (2007) http://davidmlane.com/hyperstat/Statistical_analyses.html)
References:
Atkin, J. (2001) Learning to Learn Teaching for Effective Learning Conference: Adelaide, South Australia.
Barber, P. (n.d.). Higher order thinking skills [Web document Date Accessed: 2007, January 2] Available: http://www.covington.k12.tn.us/resources/word/hots1.htm
Bloom et al, (1956) Taxonomy Of Educational Objectives Boston: Allyn & Bacon.
Cagne, E. Yekovich, C. and Yekovich, F. (1993) The Cognitive Psychology of School Learning. New York. Addison Wesley Longman.
Costa, A. (Aug. 2000) Assessing and Reporting on Habits of Mind (Habits of Mind, Bk. 3) Alexandria, VA: The Association for Supervision and Curriculum Development.
Costa, A. (Dec. 2001) Developing Minds: A Resource Book for Teaching Thinking (3rd Edition) Alexandria, VA: The Association for Supervision and Curriculum Development
Costa, A. (Dec. 2003) Assessment Strategies for Self-Directed Learning (Experts In Assessment Series) Alexandria, VA: The Association for Supervision and Curriculum Development
Costa, A. (1994) The 5 Passions of Effective Teaching, When Modeled (Costa & Garmston) Christopher-Gordon Publishers, Inc., Norwood, MA
Costa, A. and Kallick, B. (2000) Activating and Engaging Habits of Mind. Alexandria, VA. Association for Supervision and Curriculum Development.
Costa, A., Kallick, B. (2000). Habits of Mind: A Developmental Series Alexandria,Va: The Association for Supervision and Curriculum Development .
Costa, A. & Kallick, B. (2000–2004) Habits of Mind [Web site not specifically identified as being reprinted or secured from other sources are Copyright © 2000-2004 by Arthur L. Costa and Bena Kallick. Permission to download and make copies for classroom or community use is granted] Available from:Hhttp://www.habits-of-mind.net 2000–2004 by Arthur L. Costa and to download a
Costa, A & Kallick, B (2000–2007) Habits of Mind [Web site not specifically identified as being reprinted or secured from other sources are Copyright © 2000-2007 by Arthur L. Costa and Bena Kallick. Permission to download and make copies for classroom or community use is granted] Available from: http://www.habits-of-mind.net/home.htm
Costa, A and Kallick, B (2007) Habits of Mind: A Developmental Series The Association for Supervision and Curriculum Development, Alexandria, VA.
Costa, A, Lazear, D (2000). Pathways of Learning: Teaching Students and Parents About Multiple Intelligences Alexandria, Va: The Association for Supervision and Curriculum Development
Dobbs, David (April/May2006). A Revealing Reflection. MIND, Scientific American, [17(2)], [22-27]
Ferrett, S. (1997) Peak Performance McGraw-Hill Companies, New York, NY
Fletcher, T. (2004) Heads Up 21 South Australian Centre for Curriculum Leadership Conference: Victor Harbor, South Australia.
Halpern, D.F. (1996) Thought and Knowledge: An Introduction to Critical Thinking. McGraw-Hill Companies, New York, NY.
Lane, D. (2007) http://davidmlane.com/hyperstat/Statistical_analyses.html)
Maiorana, V. P. (1992) Critical Thinking Across the Curriculum: Building the Analytical Classroom. ERIC Publications, ERIC Processing and Reference Facility, Bethesda, MD
Pace-Marshal, S. (2003) A New Story for Learning: Learning to Learn Conference: Adelaide, South Australia.
Perkins, D. (1992). Smart Schools: Better learning and thinking for every child. New York: Free Press.
Perkins, D.N., and Salomon, G. (1988). Teaching for transfer. Educational Leadership, 46(1), 22-32.
Perkins, D., Costa, A., and Kallick, B. (2000). Activating & Engaging Habits of Mind. Alexandria, Va: The Association for Supervision and Curriculum Development
Perkins, D. (Dec. 2000) Integrating & Sustaining Habits of Mind (Habits of Mind, Bk. 4) Alexandria, VA: The Association for Supervision and Curriculum Development.
Rice, A. (1985) The Vampire Lestat. (The second book in the Vampire Chronicles series) Knopf Publishers, Inc., Amazon UK /www.susukiassociation
Southeastern Louisiana University (n.d.). What is higher order thinking? [Date Accessed: 2007, January 2]. Available from: http://www.selu.edu/Academics/Education/TEC/think.htm
Uitenbroek, D. G. (1997). SISA Binomial. Southampton: D.G. Uitenbroek. Retrieved January 01, 2004, from the World Wide Web: http://www.quantitativeskills.com/sisa/distributions/binomial.htm.
© (2007) Mary Elizabeth “Betsy” Glass, PhD
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Last updated: August, 2007
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