Research SAE Book The Research SAE Book is designed to be used by anyone investigating an...

Research SAE Book

The Research SAE Book is designed to be used by anyone investigating an agricultural principle using the scientific method and hands-on research.

Blank pages and/or parts of pages will be shown during in this presentation. General directions will be given followed by entries for a Research SAE Project on fertigation placement effects on the (Plant Growth). New entries for the example will be shown in Blue Print.

Special Note:Unlike Employment and Entrepreneur SAE Projects that are completed on a calendar year for tax purposes, it may be more practical to conduct a Research SAE during a time frame that follows a school year or semester. SAE books may then be entered in the State SAE contest the first year following the project completion

Additional Special Note:

Due to the different requirements for various Research SAE projects, pages may need to be added to explain your project. The most common are listed below.

• Data Collection (Pages 21 – 22)

• Analysis of Data (Page 23)

• Graphs and Charts (Page 24)

Page 1

Agreement or Contract PageThis page is a legal agreement between all individuals involved in the project.

• It must be typed or written in ink.

• It must be signed in blue or black.• It should be completed before the SAE project begins.

The Enterprise Name and Number should be entered the same on the top of each page within the enterprise. This information must also agree with the Common Pages.

The Enterprise Name and Number should be entered the same on the top of each page within the enterprise. This information must also agree with the Common Pages.

You are now ready to start the actual contract or agreement. This information must be agreed to by all parties. The information must be typed or entered in pen. The student name should appear the same throughout the SAE book.

You are now ready to start the actual contract or agreement. This information must be agreed to by all parties. The information must be typed or entered in pen. The student name should appear the same throughout the SAE book.

Enterprise Name: Plant Growth Enterprise Number: 2

AGRICULTURAL RESEARCH AGREEMENT

This agreement is made on the Fourth d a y o f October 20xx b y a n d b e t w e e n

(month) (year)

Alicia Weber a n d Mr. Steven J. Harnish(Student) (Science Teacher, Supervisor, Mentor)

f r o m - - - - - - - - - - - - - - - - Eastern Area Joint High a n d Ms. Jane W. Gessner (business, school, etc.) (Ag. Science Teacher)

T h e s t u d e n t a g r e e s t o c o n d u c t a p r o j e c t i n a c c o r d a n c e w i t h t h e i n s t r u c t i o n i n a g r i c u l t u r e , t h e r e s e a r c h d e s i g n ,

t i m e l i n e , a n d p r o c e d u r e s a n d m e t h o d o l o g y a s l i s t e d i n t h e b o o k . T h e s t u d e n t a l s o a g r e e s t o r e c o r d a l l

e n t r i e s a c c u r a t e l y a n d t r u t h fu l l y i n t h e s p a c e p r o v i d e d . T h e t e a c h e r a g r e e s t o a d v i s e t h e s t u d e n t , i n p l a n n i n g

a n d o p e r a t i o n o f t h e p r o j e c t , p r o v i d e m a t e r i a l s a n d e q u i p m e n t a va i l a b l e a t s c h o o l w h e n p o s s i b l e , a n d t o

s u p e r v i s e t h e p r o j e c t a s n e e d e d . T h e s t u d e n t , s c i e n c e t e a c h e r , s u p e r v i s o r , o r m e n t o r , a n d p a r e n t o r

g u a r d i a n a g r e e t o p r o v i d e l a b o r , c a p i t a l , e q u i p m e n t , a n d m a n a g e m e n t a c c o r d i n g t o t h e fo l l o w i n g s c h e d u l e .

Science Teacher P a r e n t o r A g r i c u l t u r e

S t u d e n t Supervisor/Mentor G u a r d i a n In s t r u c t o r

E n t e r % * E n t e r % * E n t e r % * E n t e r % *

L a b o r

M o n e y

M a n a g e m e n t

E q u i p m e n t

* T o t a l o f t h e fo u r m u s t e q u a l 1 0 0 % ( s t u d e n t % + M e n t o r % + p a r e n t % + a g t e a c h e r % )

Read the highlighted found on Page 1. All individuals involved with the research must agree to All of the information. For some projects the agriculture instructor may also be the mentor.

Read the highlighted found on Page 1. All individuals involved with the research must agree to All of the information. For some projects the agriculture instructor may also be the mentor.

The following graph will help you determine who is responsible for various items such as labor, management, etc.. The percent Student, Science Teacher/Mentor, Parent, and Agriculture Instructor must total 100. If the Ag teacher or Parent is the Mentor do not enter the percents twice.

The following graph will help you determine who is responsible for various items such as labor, management, etc.. The percent Student, Science Teacher/Mentor, Parent, and Agriculture Instructor must total 100. If the Ag teacher or Parent is the Mentor do not enter the percents twice.

Additional categories may be entered if the SAE Project requires.

Additional categories may be entered if the SAE Project requires.

Science TeacherP a r e n t o r A g r i c u l t u r e

S t u d e n tSupervisor/Mentor

G u a r d i a n I n s t r u c t o r

E n t e r % * E n t e r % * E n t e r % * E n t e r % *

L a b o r 100 0 0 0 M o n e y 90 0 0 10 M a n a g e m e n t 80 0 0 20 E q u i p m e n t 0 20 0 80 Consumable Supplies 0 0 0 100

* T o t a l o f t h e f o u r m u s t e q u a l 1 0 0 % ( s t u d e n t % + M e n t o r % + p a r e n t % + a g t e a c h e r % )

A r e y o u p l a n n i n g t o u s e t h i s a s a g r a d u a t i o n p r o j e c t ? Y e s X N o

A r e y o u p l a n n i n g t o u s e t h i s a s a s c i e n c e f a i r p r o j e c t ? X Y e s N o

I f s o , p l e a s e s p e c i f y : N a t i o n a l A c a d e m y o f S c i e n c e ? I n t e r n a t i o n a l S c i e n c e F a i r ? X

T h e p a r t i e s i n v o l v e d i n t h i s p r o j e c t a g r e e t o t h e t e r m s s t a t e d a b o v e :

A licia Weber 10/4/20xxStudent's Signature Date

J onathan J . Weber 10/5/20xxParent or Guardian's Signature Date

Steven J. Harnish 10/7/20xxScience Teacher, Supervisor, or Mentor' Signature Date

Jane W. Gessner 10/4/20xxAg Science Teacher's Signature Date

The signatures must be in ink to make the agreement binding to all parties.

The signatures must be in ink to make the agreement binding to all parties.

A few special questions are asked to determine how the research SAE may be used as part of the student’s high school educational program. Note: Projects following the International Science Fair Guidelines are similar to the FFA Ag-science Fair Guidelines.

A few special questions are asked to determine how the research SAE may be used as part of the student’s high school educational program. Note: Projects following the International Science Fair Guidelines are similar to the FFA Ag-science Fair Guidelines.

Enterprise Name, Number and Student Name should be entered on each page within the enterprise. It must agree with the Contract (page 1) and Common Pages.

Enterprise Name, Number and Student Name should be entered on each page within the enterprise. It must agree with the Contract (page 1) and Common Pages.

Guidelines to follow to complete the project.

Guidelines to follow to complete the project.

Enterprise Name Plant Growth Enterprise Number 2

Student Name Alicia Weber

Research Project Methodology

In exact detail, how do you plant to test your hypothesis? The plan should be written in enough detail that anyone can understand what you are trying to study and duplicated what you are tryingto prove. There are several types of experiment designs ranging from the simple controlled experiment tothe survey technique used to sample or collect data from a group. You will need to select a design for your investigation that best tests your hypothesis. A control is necessary for accurate testing. The design of your experiment should anticipate the data you will need to collect and thestatistical analysis you will use to accept or reject your hypothesis. This will help determine the procedure (how you collect, when, etc.), the type of measurement (height, weight, units to be used, etc.)and the format of the tables you will use to collect the data. The method of testing the hypothesis is important in an experiment because normally thereare numerous variables involved. Therefore, the simple controlled experiment is frequently used in biological research to attempt to assure that only the variable being tested is affecting the results.The investigator attempts to eliminate all other variables by running in parallel two or more experimentsidentical in every respect except one so that whatever differences are observed will be due to only the single, known variable at a time in order to observe any change or outcome. Replication, or repeating the experiment also serves to diminish the error in test results. Important note: If your experiment involves the use of laboratory animals, there is both a scientificand ethical responsibility for the humane care and general welfare of these animals.

Water and nutrients are required for plants to grow. With today's technology thereare various methods to place water and nutrients to the growing plant. Fourcommon methods of watering greenhouse or field crop plants are overhead sprinklers, trickle water systems, subsurface and surface systems. These variouswater delivery systems should effect plant growth of the developing and young plants in the greenhouse or under field conditions.

Identify the Problem

Your research problem must be in an agricultural area - for example, production agriculture,food science, horticulture, aquaculture, or natural resources. It should involve an investigationthat interest you. Keep the project focused to be realistic, with a scale that you can handle,and allow completion in the allotted time frame. Define a specific problem that can be accurately and adequately researched in the available amount of time. Write a brief description of this problem.

By following the step by step directions on pages 2 to 4, you should be able to develop a research enterprise. For additional help consult your agriculture or science teacher.




Explore the Problem - Ask Questions

Take some time to think about the problem you have defined.

Who or what does this problem affect?



Explore the Problem - Ask Questions

Take some time to think about the problem you have defined.

Who or what does this problem affect? This problem mainly affectsindividuals involved in the greenhouse, fruit and vegetable and irrigated cropproducers. It will indirectly effect consumers because it can change the qualityand cost of the products they purchase.



What are the potential environmental and/or economic impacts of this problem?

Water and plant nutrients are valuable resources and should not be wasted.This project will try to determine the best method of nutrient enriched water placement.

Formulate Your Initial HypothesisNow begin to formulate you hypothesis. Start by asking questions about the problem.For Example Will strenuous exercise adversely affect the reproduction cycles in animals?

Which food preservative is best for preventing mold growth on bread?Will popcorn soaked before planting grow faster than dry seeds?Why are canned peas gray and frozen peas green?Have lead levels been reduced by eliminating lead in gasoline?

List some possible questions about your problem on the spaces below.

How does the watering unit affect different plants?How do watering units change the growth of plants?Will plants grown from seed have different biomass based on the watering method?Will one type of water method produce more biomass with equal water quanities?

Now rephrase a question into an initial hypothesis. It should predict a possible result and should bephrased as a testable statement. Often the hypothesis is a scientific guess as to what the investigator believes the outcome will be. For example: Canned peas are gray because they arecooked in water that is acidic.

Initial HypothesisSoybean biomass at the end of a 36 day growth period will be greatest from a trickledelivery system and poorest from overhead sprinkler irrigation.



Naming the Project

Hereafter this enterprise will be referred to as:

It is now time to give the project a name. This can be a more complete and descriptive name than the Enterprise Name which is restricted due to space limitations.

It is now time to give the project a name. This can be a more complete and descriptive name than the Enterprise Name which is restricted due to space limitations.

The Effect of Different Watering Systems on Soybean Biomass

Penn State Agronomy Guide

Penn State Vegetable Production Guide

Biology Text

Science Books

Soil Science Text

Crop Science Text

Research PreparationAfter an initial hypothesis has been formulated, you should next perform a search of the literature on this problem. Reading about the results of other investigators may give you an idea for modifying yourhypothesis. Where are some places that you can look for information about your topic? Remember you will need both general basic information and specific technical details.

What are some of the keywords you can use for library, Internet and other searches?

Soybeans, Germination, Plant Growth, Irrigation, Emergence, Unifoliate leaves

Greenhouse, Plant Water Use, Soil Texture, Plant Growth Mediums,

Irrigation Schedules, Botany Research, Irrigation Water Placement

The library and Internet can provide valuable background , but be cautious of the source.

The library and Internet can provide valuable background , but be cautious of the source.

Who are resource people you might contact for information about your topic?

Eastville Farmer's Exchange PA Bureau of Plant Industry

Ms. Jane Gessner - Ag Teacher Mr. Galen Polasky - Pioneer

Mr. Steven Harnish - Biology Teacher Stucky Irrigation Systems Inc.

Mr. Sam Confer - Extension Agent

Do not forget to question and/or contact educational, research, and agricultural industry sources and personnel.

Do not forget to question and/or contact educational, research, and agricultural industry sources and personnel.

Insert additional pages if you do not have enough space.Make sure you teacher approves you work this far before you do any research.

I have reviewed the initial hypothesis and have approved it on this date.

Jane W. Gessner Oct 25, 20xxTeacher or Mentor Signature Date

Once all items are completed on pages 3 and 4, the supervising mentor should approve and sign this page before the research continues.

Once all items are completed on pages 3 and 4, the supervising mentor should approve and sign this page before the research continues.



LITERATURE REVIEWY o u m u s t r e s e a r c h w h a t o t h e r s h a v e w r i t t e n a b o u t y o u r e n t e r p r i s e a r e a . Y o u w i l l g e t m o r e i d e a s o n

h o w t o f o c u s y o u r o w n r e s e a r c h . y o u m u s t i n c l u d e a m i n i m u m o f f o u r s o u r c e s . A m i n i m u m o f t w o

o f t h e s e s o u r c e s m u s t b e j o u r n a l a r t i c l e s o r r e s e a r c h p a p e r s t h a t d i s c u s s e x p e r i m e n t s c o n d u c t e d

o n y o u r t o p i c .

1 Author:

Title:

Publication Date:

Page number(s) of important information:

Experimental Design:

Type of Data Collected:

Results:

Conclusions:

Many different types of literature should be reviewed. (The SAE Book recommends six.) You may want to start with textbooks to obtain general information. To find more detailed information, check research books, bulletins, and documents found at colleges and large libraries. Do not use only industry results that may be encouraging a biassed point of view.

Many different types of literature should be reviewed. (The SAE Book recommends six.) You may want to start with textbooks to obtain general information. To find more detailed information, check research books, bulletins, and documents found at colleges and large libraries. Do not use only industry results that may be encouraging a biassed point of view.

1 Author: Avery, Dennis T.Title: Saving the Planet with Pesticides and PlasticPublication Date: 2000 Page number(s) of important information: 276 to 279Experimental Design: Unknown - only results listedType of Data Collected: Water efficiency of various types of irrigationsystems. Additional information on salt concentration buildup inthe soil and electricity use to operate the systems.Results: Older systems generally get 40 to 50% of the water toplant root zone. Newer field systems between 60 to 70% to the root zone. Latest technology systems over 90% efficient.Conclusions: High-tech irrigation can be extended to much of the world. That will save scarce water and energy, and lessen saltbuildup in the soil on a hugh scale - while preseving wildlife habitat."



Personal Contacts

1 Name of Contact

Position Held:

Type of Contact: Telephone Interview e - m a i l L e t t e r s O t h e r

Important Information:

Type of Data Collected:

Conclusions:

There are additional ways that background information for research design can be obtained. Contacting individuals who work in the field is an excellent means to locate important data. While a face to face interview may be most desirable, contacts over the telephone, e-mails and letters can provide needed information. These contacts may be able to provide insights to the problem that cannot be obtained by reading books or research papers.

There are additional ways that background information for research design can be obtained. Contacting individuals who work in the field is an excellent means to locate important data. While a face to face interview may be most desirable, contacts over the telephone, e-mails and letters can provide needed information. These contacts may be able to provide insights to the problem that cannot be obtained by reading books or research papers.

1 Name of Contact Samuel Cooper

Position Held: Design Engineer for Stucky Irrigation Inc.

Type of Contact: Telephone X Interview e - m a i l L e t t e r s O t h e r

Important Information: Water Delivery Efficiencies of Different Irrigation Systems

Type of Data Collected: Placement water by various types of irrigation water

delivery systems along with both equipment and energy costs of the systems.

Also suggestions as to how to adapt field delivery systems to a greenhouse

watering system.

Conclusions: Research experiement will be able to test water placement on

growing plants. One weakness in the greenhouse test model will be the

reduced evaporation of water under greenhouse vs. field conditions with

drying winds and/or humidity.



Final Hypothesis

This is your educated guess about the outcome of your experiment. From your literature review,

you should have an idea that explains the basic cause of the problem and solutions that can betested. Your hypothesis should indicate your guess as to the results of each of your experimentaltrials. Write your final hypothesis on the lines below.

A measured amount of nutrient enriched water placed within the rootzone by

simulated trickle irrigation will have the greatest soybean biomass and plant

height when compared to other systems at the end of a thirty-six day growing

period.

Research DesignGive a brief description of the design of the study to be conducted. Dependent Variables (Those

items which will be observed and measured but will be present in all test groups.)

For any additional information or questions the student should feel free to contact the agriculture or science teacher helping with the Research SAE.

For any additional information or questions the student should feel free to contact the agriculture or science teacher helping with the Research SAE.

Independent Variables (Those items which will be manipulated or tested for their response. These

are your 'test' factors).

A standard measured water solution containing a complete fertilizer will be

delivered to the pots/flats a) On the Surface b) Misted over the plants

c) Flooded under pots in a flat d) Subsurface delivery system to simulate trickle

Control. (This is the group with no 'test' factors and will be used to compare all treatments).

Does not apply to this experiement since all watering systems are variables.

Soybean seedlings will be planted in greenhouse pots in sand to encourage

the greatest difference in moisture and nutrient stress. Watering systems will be

installed at this time. All flats will be placed in the same environment conditions.

(light, temperature, humidity) Plants will be measured at intervals to determine

plant height and above ground biomass will be measured on day 36.



METHODOLOGY

List the procedure to be followed in conducting the research.

The format for the methodology will vary. If the project will be used for the Ag-Science Fair or an Academy of Science presentation, make certain that you follow those guidelines for the methodology. Consider the methodology as a step by step recipe for successfully conducting the research SAE. Like other parts of the SAE Book, if more space is needed add additional pages.

The format for the methodology will vary. If the project will be used for the Ag-Science Fair or an Academy of Science presentation, make certain that you follow those guidelines for the methodology. Consider the methodology as a step by step recipe for successfully conducting the research SAE. Like other parts of the SAE Book, if more space is needed add additional pages.

1. Collect all materials needed for the experiement before starting the project.

2. Prepare the pots/trays to allow drainage or entrance of water.

3. Place 5 cm of sand in each tray, sow soybean seeds in 6 rows of 5,cover with

2 cm of sand.

4. Place on germination mats,set automatic sprinkler system to water 3 min/day

5. Transplant 2 seedlings per pot on day 10 to be treated for with the various

treatments. Place sand around the seedlings. Need 40 plants per treatment.

Steps to be continued as needed. Alicia Weber 11/1/20xx

Student's Signature DateDate

Jonathan J Weber 11/2/20xxParent or Guardian's Signature DateDate

Steven J Harnish 11/1/20xxScience Teacher, Supervisor or Mentor's Signature DateDate

Jane W. Gessner 11/2/20xxAg. Science Teacher's Signature DateDate

All individuals should approve and sign the methodology before the project continues.

All individuals should approve and sign the methodology before the project continues.

Research SAE projects are not intended to be income generating projects; however, occasionally minimum funds may be earned. Expenses are usually incurred during the project. These expenses may will need to be paid by the student or in some cases a school or industry that is helping to sponsor the educational research.

Research SAE projects are not intended to be income generating projects; however, occasionally minimum funds may be earned. Expenses are usually incurred during the project. These expenses may will need to be paid by the student or in some cases a school or industry that is helping to sponsor the educational research.

Enterprise Name:Plant Growth Enterprise Number: 2

Student Name: Alicia WeberResearch Budget Estimate

It is important to know just how much your research enterprise will cost. Record on this page the estimate

of the value of All materials USED IN YOUR RESEARCH - materials owned by you as well as the value

of materials to be made available to you by your school, your mentor, or someone else.

Income Estimate

Cat. Student School, Mentor or Other Cat.Cat.

Code Quantity $ Value Total Quantity $ Value Total CodeCode

No. Item Description and Unit per Unit Value and Unit per Unit Value No.No.

1 Fair exhibit premium 1 $10.00 $10.00 0 $0.00 $0.00 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

Estimated Totals (A) $10.00 (B) $0.00

Expense Estimate




1 Display Expense $15.00 1

2 Seeds 1 lb. $1.00 $1.00 2

3 Fertilizer .5 lb $1.25 $0.63 3

4 Pots 80 $0.07 $5.60 4

5 Sand 40 lb $0.00 $0.00 5

6 6

7 7

8 8

Estimated Totals (A) $15.00 (B) $7.23

Enterprise Name:Plant Growth Enterprise Number: 2

Student Name: Alicia WeberResearch Budget Estimate

It is important to know just how much your research enterprise will cost. Record on this page the estimate

of the value of All materials USED IN YOUR RESEARCH - materials owned by you as well as the value

of materials to be made available to you by your school, your mentor, or someone else.

Income Estimate




1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

Estimated Totals (A) (B)

Expense Estimate




1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

Estimated Totals (A) (B)

Note: Budget Categories or Descriptions are carried forward in the same order to pages 13 and 16. Estimated student income & expenses are carried forward to pg.16.

Note: Budget Categories or Descriptions are carried forward in the same order to pages 13 and 16. Estimated student income & expenses are carried forward to pg.16.

Enterprise Name: Plant Growth Enterprise Number 22

Student Name: Alicia Weber

INCOME CATEGORIES

1 2 3 4 5 6 7 8

Fair Exhibit

Premiium

$ $ $ $ $ $ $ $$

$ 1 5 .0 0

$15.00

$15.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

Income Category Names and Numbers from Budget on Page 11.

Income Category Names and Numbers from Budget on Page 11.

Dollar amounts entered on page 12 and in the correct column on page 13 based on the category number.

Dollar amounts entered on page 12 and in the correct column on page 13 based on the category number.

If additional examples for income and expenses are needed, See the Entrepreneur Presentation.

If additional examples for income and expenses are needed, See the Entrepreneur Presentation.

Enterprise Plant Growth Enterprise Number 2

Student Name:Alicia Weber

INCOME

D e p o s i t to

Quantity$ C h e c k i n g

CategoryT o ta l

a n d p e r Cash/NonCash C o d e D o l l a r s

Date Description/Client Unit U n i t or Transfer N o . Recieved

E x 4 / 3 P r e m i u m / C o u n ty S c i e n c e F a i r 1 1 5 .0 0 C a s h 1 $ 1 5 .0 0 E xE x

1 9/5/xy Premium County Fair 1 15.00 Check 1 $15.00 1

2 2

3 3

4 4

5 5

6 6

C a r r y to p a g e 1 6 $15.00

Expenses

P a id b y :

Quantity $ C h e c k in g Category T o ta lT o ta l

a n d p e r Cash/NonCash C o d e D o lla rsD o lla rs

Date Description/Vendor Unit U n it or Transfer N o . PaidPaid

E x 1 / 2 1 F a s t P la n t S e e d s / C a ro lin a S c ie n tific 1 1 .5 0 C a s h 2 $ 1 .5 0

1 4/28/xy Foam Board/Staples 3 4.76 Cash 1 $14.28 2 5/5/xy Clear Masking Tape 1 1.68 Cash 1 $1.68 3

4 12/5/xx Soybean Seeds/School 1 lb 1.00 School 2 $1.00 5 12/5/xx Sand/School 45 lb 0.00 School 5 $0.00 6 12/5/xx Flats/School 12 0.35 School 4 $4.20 7 12/10/xx Pots 80 0.07 School 4 $5.60 8 12/11/xx Fertilizer Concentrate/School 0.5 1.25 School 3 $0.63 9

1 0

1 1

1 2

C a rry to p a g e 1 6 $27.38 Expenses

1 2 3 4 5 6 7 8

Display Seed Fertilizer Pots Sand

Expense

$ $ $ $ $ $ $ $

$ 1 .5 0 E xE x

$14.28 1

$1.68 2

3

$1.00 4

$0.00 5

$4.20 6

$5.60 7

$0.63 8

9

1 0

1 1

1 2

$15.96 $1.00 $0.63 $9.80 $0.00 $0.00 $0.00 $0.00

Expenses can be handled two ways. In most cases, only student costs will be entered in the SAE book. If a more complete accounting of the research cost is desired, costs paid by other individuals should be included. Regardless of the method, only student costs should be transferred to page 16. In this example only the first two items (Backlit in yellow) are paid by the student. The other costs were also estimated in the budget.

Expenses can be handled two ways. In most cases, only student costs will be entered in the SAE book. If a more complete accounting of the research cost is desired, costs paid by other individuals should be included. Regardless of the method, only student costs should be transferred to page 16. In this example only the first two items (Backlit in yellow) are paid by the student. The other costs were also estimated in the budget.

Income Categories and Dollar amounts are handled in the expense section just like the income sections from the previous slide.

Income Categories and Dollar amounts are handled in the expense section just like the income sections from the previous slide.



Student Owned Research InventoryL i s t a l l i te m s w h i c h y o u o w n w h i c h a r e u s e d f o r th i s p r o j e c t . P e r s o n a l i t e m s s h o u l d b e l i s te d

o n p a g e S - 2 . S c h o o l a n d M e n to r o w n e d i te m s s h o u l d b e l i s te d o n p a g e 1 5 .

B e g i n n i n g o f P r o j e c t E n d o f P r o j e c t

Q u a n t i t y D o l l a r T o ta l $ Q u a n t i t y D o l l a r T o ta l $

I te m D e s c r i p t i o n a n d U n i t p e r U n i t V a l u e a n d U n i t p e r U n i t V a l u e

1 Metric Ruler 1 $1.00 $1.00 1 $0.80 $0.80 1

2 2

3 3

4 4

2 4 2 4

2 5 2 5

T o t a l X X X X X X X X X ( B )

$1.00 X X X X X X X X X X

$0.80 ( A )( A )

A. Total End of Project Value --------------------------------------------------------- $0.80 ( A )( A )

B. Total Beginning of Project Value ------------------------------------------------ $1.00 ( B )( B )

C. Inventory Change (A-B=C) ------------------------------------------------------ ($0.20)( C )( C )

Student Inventory is listed on Page 14. Entry values should also agree with Page S-2 in the Common Page Section of the SAE Book. Entries on this page are only made at the beginning and end of the project. Items owned by the school, or other individuals are listed on Page 15.

Student Inventory is listed on Page 14. Entry values should also agree with Page S-2 in the Common Page Section of the SAE Book. Entries on this page are only made at the beginning and end of the project. Items owned by the school, or other individuals are listed on Page 15.

Line C (Inventory Change) is carried forward to Page 16 Line D.

Line C (Inventory Change) is carried forward to Page 16 Line D.



Non-Student Owned Research InventoryL is t th e e q u ip m e n t a n d s u p p lie s th a t y o u w il l b e u s in g to c o m p le te y o u r p ro je c t.

D o n o t in c lu d e e q u ip m e n t th a t w il l b e re n te d o r le a s e d .

B e g in n in g o f P ro je c t E n d o f P ro je c t

Q u a n tity D o lla r T o ta l $ Q u a n tity D o lla r T o ta l $

Ite m D e s c rip tio n a n d U n it p e r U n it V a lu e a n d U n it p e r U n it V a lu e

1 Soybean Seeds 1 lb. $1.00 $1.00 0 1

2 Flats 12 $0.35 $4.20 12 $0.20 $2.40 2

3 4" pots 80 $0.07 $5.60 80 $0.05 $4.00 3

4 Sand 45 lb. $0.01 $0.45 45 lb. $0.01 $0.45 4

5 Beaker 1 $7.25 $7.25 1 $7.25 $7.25 5

6 Sryinge 1 $2.00 $2.00 1 $1.00 $1.00 6

7 Glass mixing jug 1 $2.00 $2.00 1 $2.00 $2.00 7

8 Fertilizer 0.5 $1.25 $0.63 0 8

9 9

1 0 1 0

2 5 2 5

T o t a l X X X X X X X X X ( B )

$23.13 X X X X X X X X X X

$17.10 ( A )( A )

A. Total End of Project Value --------------------------------------------------------- $17.10 ( A )( A )

B. Total Beginning of Project Value ------------------------------------------------ $23.13 ( B )( B )

C. Inventory Change (A-B=C) ------------------------------------------------------ ($6.03)( C )( C )

Non-Student inventory is handled the same as student inventory on Page 14, except the inventory change is not carried forward to Page 16. Usually school supplied items will only be entered on this page rather than Pages 12-13 as in this example. The student and Agriculture Teacher should make this decision before the SAE Project begins.

Non-Student inventory is handled the same as student inventory on Page 14, except the inventory change is not carried forward to Page 16. Usually school supplied items will only be entered on this page rather than Pages 12-13 as in this example. The student and Agriculture Teacher should make this decision before the SAE Project begins.

A c tua l D o lla rs

P a g e 13

$15.00 1

2

3

4

5

6

7

8

$15.00 (A )

A c tua l D o lla rs

P a g e 13

$15.96 1

2

3

4

5

6

7

8

$15.96 (B )

($0.96) (C )



Income Statement as Compared to Budget

S tud e nt B ud g e te dS tud e nt B ud g e te d

Inc o m e C a te g o ry fro m P a g e 11 D o lla rs (P a g e 11)D o lla rs (P a g e 11)

1 Fair Exhibit Premium $10.00 2

3

4

5

6

7

8

T o ta l Inc o m e $10.00

S tud e nt B ud g e te dS tud e nt B ud g e te d

E xp e ns e C a te g o ry fro m P a g e 11 D o lla rs (P a g e 11)D o lla rs (P a g e 11)

1 Display Expense $15.00 2 Seed $0.00 3 Fertilizer $0.00 4 Pots $0.00 5 Sand $0.00 6

7

8

(B ) T o ta l E xp e ns e s $15.00 (C ) N e t C urre nt Inc o m e ($5.00)

The left side of page 16 can be completed when the budget on page 11 is completed. Note: Only Student Budgeted income and costs are transferred to this page.

The left side of page 16 can be completed when the budget on page 11 is completed. Note: Only Student Budgeted income and costs are transferred to this page.

Actual student dollars are transferred at the conclusion of the SAE project.

Actual student dollars are transferred at the conclusion of the SAE project.

Student Inventory Change transferred from Page 14, Line C.

Student Inventory Change transferred from Page 14, Line C.

Hours of Labor transferred from Page 20. Remember to convert to hours if labor records were kept in minutes.

Hours of Labor transferred from Page 20. Remember to convert to hours if labor records were kept in minutes.

( B ) T o t a l E x p e n s e s $15.00 $15.96 ( B )

( C ) N e t C u r r e n t I n c o m e ($5.00) ($0.96) ( C )

( D ) I n v e n t o r y C h a n g e ( P a g e 1 4 ) , L i n e C ( + O R - ) ($0.20) ( D )

( E ) L a b o r I n c o m e ( C + o r - D = E ) ($1.16) ( E )

( F ) T o t a l H o u r s l a b o r ( p a g e 2 0 ) 47.75 ( F )

( G ) I n c o m e p e r h o u r o f L a b o r ( E d i v i d e d b y F = G ) ($0.02) ( G )

Labor Income, Total Hours of Labor, and Income per Hour of Labor are transferred to Page S-1.

Labor Income, Total Hours of Labor, and Income per Hour of Labor are transferred to Page S-1.

To obtain a more realistic cost of the research, one should include all expenses and add a true cost of labor. This is not done in the SAE book so student investment can be used in advanced FFA applications.

To obtain a more realistic cost of the research, one should include all expenses and add a true cost of labor. This is not done in the SAE book so student investment can be used in advanced FFA applications.

E N T E R P R IS E N A M E Plant Growth E N T E R P R IS E N U M B E R 22

S T U D E N T N A M E Alicia Weber Underline H o ursH o urs

or CircleD ia ry a nd L a b o r R e c o rd correct MinutesMinutes

UnitT im eT im e

D a te D e s c rip tio n W o rke dW o rke d

EX 1/2 Reserached literature in the Penn State Library. Placed and order for fast

seeds. Called mentor about questions concerning hypothesis 3.5

10/17/xx Researched High School and Ag libraries for information 1.25

10/19/xx Interviewed Country Agent and Engineer from Stucky Irrigation, went 3

to county library to do research in both books and on WWW.

10/20/xx Met with science teacher about experiment design and later with 2.25

seed salesman about best plants to get usable results

11/18/xx Inventoried all supplies needed for research project. Will waint until 0.75

Thanksgiving break over before planting seeds.

12/5/xx Planted all flats and setup watering and nutrient systems. Placed 1.5

all flats on gerrmination mats to ensure quick germination.

12/6-9/xx Checked flats daily and watered as needed. (.2hr/day) 0.8

1/10/xy Final Day of Irrigation experiment. Measured all seedling for final 3.5

time. Harvested seedings to let air dry for a period of 5 days before

weighing plants. Recycled sterilized flats, plots and placed sand in

used soil bin for sterilization.

2/16/xy Worked with math teacher on graphing data in preparation of science 1

fair display and presentation

Total to be carried forward to page 18, (if final to page 16) 4 7 . 7 5

Note: Time may be kept in either hours or minutes. Do NOT mix time increments.If using minutes, this total should be converted to hours for the summary on page 16.

Labor Records must be kept as minutes or hours, not a combination of the two. Decide which you will use and circle the unit before beginning your records.

Labor Records must be kept as minutes or hours, not a combination of the two. Decide which you will use and circle the unit before beginning your records.

Labor Records should indicate the skills and/or tasks the researcher is using. Too much detail is better than not enough detail.

Labor Records should indicate the skills and/or tasks the researcher is using. Too much detail is better than not enough detail.

Labor subtotals are carried from one page to the next. The final total is carried to Page 16, P-3, and S-1.

Labor subtotals are carried from one page to the next. The final total is carried to Page 16, P-3, and S-1.



DATA COLLECTED

D a t e D e s c r i p t i o n

2/1/xy Plant Height in millimeters

Plant ID Surface Bottom Trickle SprayedSprayed

1 127 104 87 76

2 57 101 76 89

3 79 108 89 102

4 86 98 76 92

5 78 121 79 86

6 92 98 105 90

7 92 65 108 76

8 98 102 98 79

9 76 89 73 73

10 64 86 149 76

N o t e : T h i s i s a p o s s i b l e D a t a C o l l e c t i o n S h e e t . D e p e n d i n g u p o n t h e e n t e r p r i s e a n o t h e r d e s i g n m a y b e

m o r e p r a c t i c a l . C o n t i n u e c o l l e c t i n g d a t a o n t h e n e x t p a g e

Read the note at the bottom of the page. This is only one sample of a data collection sheet. Your research will determine the best format for you. Most likely you will need to add additional data collection sheets.

Read the note at the bottom of the page. This is only one sample of a data collection sheet. Your research will determine the best format for you. Most likely you will need to add additional data collection sheets.

Once the data is collected it must be analyzed. What did you learn? Did it or did it not prove your hypothesis? Just because the data may not have supported your hypothesis, does not mean that your research was a failure.

Once the data is collected it must be analyzed. What did you learn? Did it or did it not prove your hypothesis? Just because the data may not have supported your hypothesis, does not mean that your research was a failure.

Enterprise Plant Growth Enterprise Number 2

Student Alicia Weber

ANALYSIS OF DATA

O n t h i s p a g e w r i t e a s u m m a r y o f y o u r d a t a c o l l e c t e d .

This experiment did not support my hypothesis. At the end of the thirty-six

day growth period there was a diffence in plant growth between the watering

sytems or units. The sprinkler type system had the worst growth results as

predicted by my hypothesis. However, the trickle type unit did not have the

best growth results as expected. The bottom or seep-up watering system

had the greatest overall dry matter mass followed by the trickle watering,

then surface irriagation, with the overrhead spray system the lowest dry

matter mass. When looking at the results of plant height of the various

watering irrigation systems, once again the ranking from tallest to shortest

was seep-up, trickle, surface, and overhead spray. These factors can be

seen by the charts/graphs on page 24. Even though the data supported

part of my hypothesis, one must conclude that it is invalid since part of the

hypothesis was not supported by the research data.

Enterprise Plant Growth E n t e rp r is e N u m b e r 2


Graphs and Charts

In c lu d e g ra p h s a n d / o r c h a r t s t h a t h e lp a n a ly z e y o u r d a t a a n d m a k e y o u r c o n c lu s io n s . Y o u m a y

s u b s t i t u t e s h e e t s o r u s e a n o t h e r fo rm t h a t m a y b e m o re p ra c t ic a l fo r y o u r re s e a rc h p ro je c t .

With computer spreadsheets that do graphs and charts today, most individuals will substitute another type of graph.

With computer spreadsheets that do graphs and charts today, most individuals will substitute another type of graph.

Soybean Height in Centimeters - Day 25

0

10

20

30

40

50

60

70

80

90

100

0

10

20

30

40

50

60

70

80

90

100

Surface Bottom Trickle Spray

Surface

Bottom

Trickle

Spray

While the bar graph is more practical for this experiment example; pie, random plots and others may better suit your SAE Research project. Select the style that best explains your results.

While the bar graph is more practical for this experiment example; pie, random plots and others may better suit your SAE Research project. Select the style that best explains your results.



AbstractW r i t e a o n e p a g e a b s t r a c t o n y o u r r e s e a r c h p r o j e c t f o l l o w i n g t h e g u i d e l i n e s a s o u t l i n e d i n t h e N a t i o n a l

F F A A g r i s c i e n c e F a i r G u i d e l i n e s a n d P r o c e d u r e s . T h e a b s t r a c t s h o u l d b e a m a x i m u m o f 2 5 0 w o r d s .

I n c l u d e i n f o r m a t i o n o n t h e p u r p o s e , p r o c e d u r e s , d a t a , a n d c o n c l u s i o n s f r o m y o u r r e s e a r c h p r o j e c t

Project Title: The Effect of Different Watering Systems on Soybean Biomass

This experiment determined the watering conditions under which the soybean

plant will best grow. Without water, all plants would not be able to grown and

provide us with oxygen and food energy. Technology has provided us with

different ways to help plants obtain water so plants can better serve man.

Four different watering delivery sytems (overhead spray or sprinkler, trickle

irrigation, surface irrigation, and subsurface or seep-up from the bottom) were

tested under greenhouse conditions. The hypothesis for this experiement was:

A measured amount of nutrient enriched water placed within the rootzone by

simulated trickle irrigation will have the greatest soybean biomass and plant

height when compared to other systems at the end of a 36 day growing period.

Eighty soybean seedlings were transplanted 2 per sand filled pots under each of

four watering systems tested. After seven days a 15cc complete fertilizer

solution was applied to each pot in the irrigated water solution applied to all test

samples. The plant height was measured every five days. On day 36, the plant

biomass was weighed for each test pot. The samples were weighed again in 5

days after air drying. Best growth was determined by total biomass weight.

This experiment did not support my hypothesis. The sprinkler type unit had

the poorest growth results, but the trickle type unit did not have the best growth

results as expected. The subsurface or seep-up system demonstrated the best

overall growth and biomass followed by the trickle, then the surface, and

finally the spray irrigation systems.

The abstract should follow the guidelines as outlined for the National FFA Agriscience Fair. Please read these guidelines. When some additional information such as Division, Name, Chapter, etc. is added to this abstract, it can be printed out and used as part of the Agriscience Fair display.

The abstract should follow the guidelines as outlined for the National FFA Agriscience Fair. Please read these guidelines. When some additional information such as Division, Name, Chapter, etc. is added to this abstract, it can be printed out and used as part of the Agriscience Fair display.



Evaluation/ How To Improve Your Research/Areas of Further Research

E v a l u a t e y o u r r e s e a r c h p r o j e c t e x a m i n i n g t h e s t r e n g t h s a n d w e a k n e s s . W h a t u n e x p e c t e d f a c t o r s

m a y h a v e i n f l u e n c e d y o u r r e s u l t s ? H o w c o u l d t h i s r e s e a r c h p r o j e c t b e i m p r o v e d i f a n o t h e r i n d i v i d u a l

w a s g o i n g t o r e p e a t y o u r p r o j e c t ? W h a t p o s s i b l e a r e a s h a v e b e e n o p e n e d t o y o u o r o t h e r i n d i v i d u a l s

f o r f u t u r e s t u d y b y t h e c o m p l e t i o n o f t h i s p r o j e c t ?

Evaluation is an important part of your research. Questions such as what and why did something occur are important. Read the directions and answer the questions so you or others can design better projects in the future

Evaluation is an important part of your research. Questions such as what and why did something occur are important. Read the directions and answer the questions so you or others can design better projects in the future

The problems of sand erosion and germination losses were planned

for in the experiment design. This was the reason for transplanting the

seedlings at a very young age. I tried to design a system that best simulated

trickle irrigation, but I am not certain that it could not have been better. It could

be argued that since it was not a field system that it did not truely measure

the effectiveness of trickle irrigation. Likewise, soybean plants would not be

normally grown in a greenhouse with a bottom flooding or seep-up system that

can be used on some greenhouse plants.

There most likely was some measuring error in plant height, but with the

large number of samples it most likely was not a factor. The biomass was

an air dried biomoss weight rather than a oven dried biomass weight. Since

some plants in the sprayed irrigation pots appeared to be dying due to moisture

stress, the plants may not have all been at equal moisture levels when weighed.

Since I have not yet had satistics in math I could not compute if the results were

significant or not.

This experiment could be applied to hydroponics. I could study the effect of

water on different plant material in the same water system. I could change the

rates or velocity in the hydroponic system and compare it to these results.



Special Conditions Affecting Your Research

I n s e r t P h o t o P a g e s , S p e c i a l R e c o r d s a n d A n a l y s i s S h e e t s a f t e r T h i s P a g e .

The research experiement was conducted in a greenhouse with environmental

corntrols. Because of these controlled conditions, there was most likely

less influence by wind and humidity that would be found under normal field

conditions. Due to this fact, the results most likely apply more to greenhouse

grown plants than field grown crops and vegetables. For the trickle trial plots

punctured drinking straws were used as a substitue, since trickle tape did not

function properly in the test flats/pots. The experimental trials were limited

in scope due to available greenhouse space limitations and lack of access to

some better equipment that may have improved the reliability of the test results.

To complete your research project, you should determine what could have been done differently to improve the research and make the results more reliable. Additional special records and photos can be added after this page to explain your research to an individual that was not involved in this project.

To complete your research project, you should determine what could have been done differently to improve the research and make the results more reliable. Additional special records and photos can be added after this page to explain your research to an individual that was not involved in this project.

Special Records after page 27 can include almost anything. Some possible examples are listed.

• Photo records of the research project.

• Overheads or copies of PowerPoint Slides used for a PA Jr. Academy of Science Presentation.

• Research Analysis Sheet once it is developed.

• Newspaper articles, ribbons, or photos of Ag Science Fair Display.

If you have questions after starting your SAE project, review this presentation again.

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