student_manual_2012-1

2012012012012222----2012012012013333 Student ManualStudent ManualStudent ManualStudent Manual

Program Basics

EnvironMentors – Explore Your World 2

About EnvironMentors EnvironMentors is a national, environment-based college access program that prepares high school

students for college degree programs and careers in environmental and related scientific fields. We

mentor and motivate students as they conduct scientific research and acquire skills that will allow them

to build careers and become more active stewards of their communities and the environment.

EnvironMentors envisions a society in which young adult leaders from all cultural, ethnic, and socio-

economic backgrounds are empowered to protect the environment through their chosen profession.

EnvironMentors matches high school students in one-to-one mentoring relationships with science and

environmental professionals from government agencies, non-profit organizations, businesses; and

faculty, graduate, and undergraduate students from our university partners. Working together, students

and mentors apply the scientific method to develop experimental research projects on environmental

topics based on student’s personal interests.

Each spring, students present their projects to judges at their EnvironMentors Chapter Fair. The top

three students from each Chapter are invited to present their project at the National EnvironMentors

Fair sponsored by the US Forest Service in Washington, DC. The season concludes in late May with

the EnvironMentors Awards Ceremony, at which students who excelled in the program are awarded a

wide array of college scholarships.


Student Commitments

EnvironMentors asks students to commit to the following:

1. Stay in contact with your mentor

- Obtain all of your mentor’s contact information (home, work, cell phone numbers, and email) and share all your contact information with your mentor and coordinator.

- Meet in person with your mentor for 1-2 hours once per week or at least 3 times a month.

- If you cannot make a meeting, contact your mentor immediately to reschedule. If you cannot reach your mentor, call your chapter coordinator immediately.

2. Stay in contact with your chapter coordinator

- Provide your chapter coordinator with your class schedule, after-school and weekend schedule, work schedule, and a list of your extracurricular activities.

- Attend all EnvironMentors workshops and school meetings. If you cannot attend a workshop, school meeting, or other event, contact your chapter coordinator immediately.

3. Work with your mentor to design an experimental research project based on an environmental issue that concerns you.

- Identify a research question.

- Conduct a literature review on your topic utilizing library and internet tools.

- Identify a local expert on your topic and conduct an expert interview.

- Develop a background research paper, with mentor assistance, incorporating what you learned in your literature review and expert interview.

- Develop a hypothesis based on your background research and design an experiment to test it.

- Write a description of your experimental methods and materials.

- Collect data for at least 3 experimental trials.

- Organize, analyze and present your data visually with tables, charts and graphs.

- Write a discussion and conclusion in which you discuss the results of your experiment and draw a conclusion about what your data mean.

- Write a complete research paper using the elements you completed throughout your project.

4. Work with your mentor to communicate what you have learned

Design and create a project display board or poster.

Develop a lesson plan based on your project and present it to an elementary school class.

Present your project at your Chapter Fair.

Participate in your Chapter Awards Ceremony and possibly the National EnvironMentors Fair & Awards Ceremony.

Signed: _________________________________


Support from Your EnvironMentors Chapter

Your EnvironMentors Chapter Coordinator will:

• Work with you to assign a compatible mentor.

• Offer skills training workshops on project design and development, research, and presentation throughout the program season.

• Hold weekly, in-class meetings to provide exposure and hands-on instructional activities on a range of environmental issues, as well as assistance with your project.

• Provide email updates on upcoming events, workshops, and field trips, and assistance with your project.

We are looking forward to working with you!

Do not hesitate to contact us at any time with questions or concerns.

My chapter coordinator is: ______________________________

Office address ______________________________

Phone number: ______________________________

Email: ______________________________

My EnvironMentors teacher is: ______________________________

Room number: ______________________________

Phone number: ______________________________

Email: ______________________________


Technology Integration

Introduction

EnvironMentors will support all students by connecting them across chapters via the EnvironMentors

Online Community, which launched in November 2010. This online community supports social

networking among students, mentors, and topic experts within and across chapters as well as facilitates

collaborative learning among all participants.

EnvironMentors chapters will also support the student projects through the use of hand held

electronics, digital still and video cameras, simple GPS units, and other digital sampling equipment that

will enhance your experimental field research. This equipment will help you in your experimental phase

of your project.

Also, as a student in EnvironMentors you will also be introduced to NCSE’s Encyclopedia of Earth

(EOE), (http://www.eoearth.org/). This website contains an expansive array of environmental issues

and topics you might consider for your research. This comprehensive website will provide you with a

diversity of articles that can be used in your literature review research.


College Access

Introduction

In addition to the Technology Integration initiative, EnvironMentors is also working to increase interest,

enrollment, and preparation for successful access and matriculation in environmental and STEM

(science, technology, engineering and math) college degree programs. The overall goal of EM's

College Access and Success programming is to ensure you receive college prep activities and support

services that suite your needs. Your chapter Coordinator, Directors, Teachers and Mentors will support

this initiative by providing resources such as workshops, field trips, one-on-one advising and activities

that are solely focused on college access and success. You can look forward to fun, interactive,

engaging college access activities throughout the year that will be beneficial to all grade levels.

3 Steps towards College Access and Success

1. Review the College Access Timeline found on page 7 of this section. This timeline suggests

college access actions, based on grade level, which will guide you in your pursuits of post

secondary education.

2. Attend all of your EnvironMentors Chapter’s College Access and Success activities, workshops,

and other events.

3. Consult the College Access resources available on the EnvironMentors Online Community,

including rankings of environmental/STEM colleges and interviews with science experts,

mentors, and EnvironMentors alumni.


College Access and Success Timeline

Ninth Grade Timeline

� Enroll in and plan for a rigorous college preparatory curriculum. � Investigate career options/interests. � Get involved in school and community activities and keep a record of involvement,

achievements and honors. � Develop a support network of guidance counselors, access advisors, and teachers who can

assist along the way to college. � Perform to one’s highest academic ability; get extra support when struggling with

coursework. � Begin researching college options. � Talk with parents regarding college options. � Consider participating in alternative programs that lead to a high school diploma and college

credit. � Read books, magazines and newspapers and then read more! � Explore options for paying for college. � Continue saving money for college. � Participate in access program activities as well as other educational programs such as

TRIO, GEARUP or any summer academic enrichment options, if available. Tenth Grade Timeline

� Continue rigorous coursework. � Continue to refine career exploration. � Continue involvement in school and community activities and maintain record of activities

and honors. � Participate in preliminary college entrance exam tests such as the PSAT and the PLAN. � Increase time researching college options through the Internet, college print materials,

college fairs, college visits or field trips. � Continue high academic achievement-good grades, good test scores. � Continue exploring options to pay for college and begin reviewing scholarship search

process. � Attend college information nights with parents provided by school, access program and/or

local area colleges. � Consider participating in accelerated programs for earning college credit. � Participate in access program activities as well as other educational programs such as

TRIO, GEARUP or any summer academic enrichment options, if available. � Continue saving money for college.

Eleventh Grade Timeline

� Continue rigorous coursework and enroll in AP or IB courses if available. � Review high school course selections for alignment with college and career interests. � Continue participating in school and community activities and maintaining accurate records. � Take the PSAT to determine eligibility for National Merit Scholarship Program. � Participate in preparation courses for college entrance exams if available. � Take college entrance exams-ACT and/or SAT. � Refine and narrow college search and create potential college list.


� Understand admission criteria and processes for potential colleges. � Schedule visits, with parents if possible, to college campuses and continue participation in

college fairs, campus tours, etc. � Attend college information nights with parents. � Continue high academic achievement: good grades, good test scores. � Begin scholarship search via Internet and research local area scholarship options. � Participate in access program activities as well as other educational programs such as

TRIO, GEARUP or any summer academic enrichment options, if available. � Continue conversations with parents regarding college interests, financial aid options and

scholarship searches. � Consider participating in accelerated programs for earning college credit. � Draft essays with potential to be used for college admissions or scholarship applications.

Twelfth Grade Timeline

Summer - Rising Seniors

� Gather basic information for college admission applications (list of courses taken, honors, extracurricular activities, career goals, work experience, etc.)

� Develop college essays based on information requested on admission applications � Visit college campuses � Record and track admissions materials received; prepare time line with all admission and

financial aid application deadlines � Prepare for SAT/ACT (if needed) � Continue search for private scholarships

Fall - Seniors

� Set aside time weekly to work on your college applications � Finalize list of potential schools � Request missing admission and financial aid applications � Complete application and finalize essays � Attend college fairs and other school/community events � Review and revise time line � Take SAT/ACT a second time (if needed) � Complete scholarship applications (if applicable) � Prepare requests to guidance counselor and teachers for transcripts, recommendations and

other materials � Encourage parents to attend college information sessions

Spring - Seniors

� Gather information for financial aid applications (January/February) � Complete financial aid applications (CIC staff can help families complete forms) � Follow up on applications and provide supporting documents � Attend parent information sessions on financial aid � Complete remaining tasks for admissions applications � Review admission and financial aid offers � Make final decisions and submit required deposits and documents

Adapted from the NCAN Advisor Training Module


2012-13 Program Calendar

Your Chapter Coordinator and/or teacher will designate dates for field trips, workshops, and assignment deadlines. Please complete your EnvironMentors calendar by filling in these IMPORTANT dates.

Event Student & Mentor Orientation

Date: ______________________________

Event EnvironMentors Kick Off

Date: ______________________________

Event Field Trip ___________________________

Date: ______________________________

Workshop Introduction to the Scientific Method

Date: ______________________________

Due Date Project Topic Form

Date: ______________________________

Event Research Trip to University Library

Date: ______________________________

Due Date Annotated Bibliography

Date: ______________________________

Holiday Thanksgiving Break

Date: ______________________________

Due Date Expert Interview Notes

Date: ______________________________

Holiday Winter Break

Date: ______________________________

Workshop Scientific Writing

Date: ______________________________

Due Date Background Research Paper

Date: ______________________________

Event Project Progress Meeting

Date: ______________________________


Workshop Experimental Methods

Date: ______________________________

Due Date Hypothesis Form

Date: ______________________________

Due Date Experimental Method & Materials List

Date: ______________________________

Event Spring Field Trip ______________________

Date: ______________________________

Due Date Raw Experimental Data

Date: ______________________________

Due Date Data Analysis

Date: ______________________________

Due Date Discussion & Conclusion

Date: ______________________________

Due Date Final Research Paper

Date: ______________________________

Due Date Project Display Board or Poster

Date: ______________________________

Event EnvironMentors Chapter Fair

Date: ______________________________

Holiday Spring Break

Date: ______________________________

Workshop Lesson Planning & Presentation Skills

Date: ______________________________

Due Date Elementary School Visit Lesson Plan

Date: ______________________________

Event Elementary School Visit

Date: ______________________________

Event EnvironMentors National Fair & Awards Ceremony, Washington, DC

Date: ______________________________


Student & Mentor Progress Chart

Use the chart on the following pages to keep track of your work, weekly goals, and time invested in EnvironMentors. For many students, this record can be used as a log of community service hours that count toward graduation requirements. For each entry:

• Enter the date, time, location, and a general description of activities each time you meet with your mentor.

• Keep track of all activities. Even if you just go out to dinner or a movie or spend time at an EnvironMentors workshop or event, it’s important that you keep track of the time you spend with your mentor.

• Discuss your goals for the following week with your mentor and record them in the space provided.

Assessing your progress:

• Compare your progress with due dates set by your teacher and/or chapter coordinator.

• Each week, compare your accomplishments with your goals from the previous week.

• Work with your mentor to identify what you think you did well and what you need help with.

• Tracking your progress can provide a clearer view of short- and long-term goals. Sign-off:

• Your mentor should sign your Student & Mentor Progress Chart each time you meet. Make it a habit to do the sign-off at the end of every meeting. Remember, you will get credit for community service hours only if the time is recorded.

• Charts will be routinely checked and initialed by your teacher and/or chapter coordinator in order to monitor your progress.


EXAMPLE

Student & Mentor Progress Chart Student: ___________________________________

Mentor: ___________________________________

Chapter: ___________________________________

School: ___________________________________

Date & Time

Location

Total Hours

Log of Progress & Goals

Mentor Initials

Coord. Initials

9/18 5 pm

Library

1

Meeting Activities/Work Completed: Researched possible project topic – animal behavior, water quality, recycling. Found a very interesting study on…

MLW

RKE

Next week’s goals: Decide on topic; research what resources to use, including the internet, books, and experts

9/27 1 pm

High School Auditorium

2

Meeting Activities/Work Completed: Attended a weekly meeting with my EnvironMentors chapter and participated in a field trip to…

MLW

RKE

Next week’s goals: Meet with my mentor for 2 hours

Meeting Activities/Work Completed:

Next week’s goals:
































































































EnvironMentors Photo Contest

The Photo Contest is a great opportunity to let us know about the hard work and fun you will have participating in EnvironMentors. By taking photos during your field trips and throughout your research project you can enter your photos or a collage of your photos in the EnvironMentors Photo Contest to win cool prizes like a NEW digital camera. The EnvironMentors Photo contest has five categories in which students can submit photos:

− Local Environmental Issue – Submit a photo that portrays the environmental issue that your research project addresses.

− Student-Mentor Pair – Enter a photo that shows you and your mentor working together on your research project.

− Study Site – Select a photo that displays your research study site.

− Experimental Research – Enter a photo that shows you conducting your research experiment.

− Photo Essay – Submit a collage of photos that is a reflection of your experience in EnvironMentors.

Entry Instructions To enter is easy! Just remember to take you camera or camera phone during all of your activities with your mentor and during your project research and submit your photos into one or more of the categories mentioned above. All photos must be submitted by May 1, 2012 to be eligible for the 2012-13 EnvironMentors Photo Contest. Winners All EnvironMentors Photo Contest winners will be notified at the National Fair and Award Ceremony on May 20, 2013

− One overall Photo Essay Grand Prize winner will be selected. Prizes Grant Prize winner and runners-up will have their photos displayed at the 2012 EnvironMentors Fair and Awards Ceremony. After the Awards Ceremony, contest winners photos will be included in the slide show on the main page of the EnvironMentors Web site. In addition, the winner’s photos will be featured on the EnvironMentors Online Community.

− 1st Place Grand Prize Photo Essay Winner will receive a new digital camera.


EnvironMentors Mentor of the Year

Mentors give a lot of time, energy, and care to the EnvironMentors program and their student.

EnvironMentors is calling for students to give back by nominating their mentor for 2012 Mentor of the

Year.

Eligibility

All 2012-13 EnvironMentors mentors are eligible to be nominated by their student. All current students

are eligible to nominate their mentor. Students who have worked with more than one mentor are

allowed to submit multiple nominations.

Nomination Questions Mentor's Name What is your fondest memory of your mentor? Which of your mentor's characteristics would you like to emulate? Why are you nominating your mentor?

Entry Instructions

1) Sign in to the Online Community: http://environmentors.net

2) Click “Chapters” and then “EnvironMentors National Office”

3) Click on the “Mentor of the Year – Nomination Form” under Chapter Assignments

4) Type or copy/paste answers into the response boxes, and hit Submit

All Mentor of the Year submissions must by submitted by May 1, 2013.

Prize

The Mentor of the Year will be announced at the 2012 National Fair and Awards Ceremony and will be awarded a plaque for their commitment to EnvironMentors.

Your Mentor


Benefits of Mentorship Former students credit EnvironMentors with being a great program in which they learned extremely

useful information for their classes and their life. They also found the program to be a great way to

have fun while finding out about science and the environment with a hands-on approach. By working

with your mentor throughout the course of the EnvironMentors program, you will gain valuable insight

into the wide variety of science, technology, and environmentally-related college degree programs and

careers that are available to you.

While increasing your understanding of local natural history and environmental issues, you will also

learn important scientific research, critical and creative thinking, and writing skills that will benefit you in

college and beyond. Past students have said that their experience working with a mentor has given

them a greater sense of personal direction and more self confidence. We hope you will enjoy working

with a mentor who has volunteered their time to share with you a subject they love.


About Your Mentor

Please fill out this form when you are paired with your mentor. Contact information

Mentor’s name: _______________________________________________________________________

Preferred email: ______________________________________________________________________

Preferred phone (Work/Home/Cell): _______________________________________________________

Secondary phone (Work/Home/Cell): ______________________________________________________

Home address: _______________________________________________________________________

Organization/agency/business your mentor works for: _________________________________________

Your mentor’s professional title: __________________________________________________________

Work address: ________________________________________________________________________

Personal Information

Mentor’s family members: _______________________________________________________________

Birthday (age optional): _________________________________________________________________

Some of the things your mentor does every day at work include: ________________________________

____________________________________________________________________________________

Your mentor’s favorite thing about his/her job: _______________________________________________

A few of your mentor’s favorite things

Foods: ______________________________________________________________________________

Music groups & singers: ________________________________________________________________

Activities outside of work: _______________________________________________________________

Things to do on weekends include: _______________________________________________________

Animals/wildlife include: ________________________________________________________________

Things to do outdoors or in nature: ________________________________________________________

Book: _______________________________________________________________________________

Movie: ______________________________________________________________________________


Best days, times and locations to meet with your mentor:

Day of the Week Time Location

1

2

3


Student & Mentor Meeting Commitment Form

Please fill out this form with your mentor and sign it at your Chapter’s Kick Off. You will be given another copy of this form to fill out and sign, and return to your chapter coordinator. FIRST MEETING I, _______________________________________, agree to meet my mentor for our first meeting at the time and location specified below: Date: _________________________________________ Time: _________________________________________ Location: ______________________________________ I will get to the first meeting location by (circle all that apply): Public Transportation Get a ride from __________________________ Walk Other _________________ FUTURE MEETINGS I, _______________________________________, will continue to meet with my mentor as follows: Day of week: __________________________________ Time: ________________________________________ Location: _____________________________________ Transportation: ________________________________ CONTACT WITH MY MENTOR I, _______________________________________, agree to notify my mentor if I am unable to make a meeting or if I will be late to a meeting. I will do so by calling all numbers and writing to all emails my mentor provides me. If I do not reach my mentor, I promise to leave a message and continue to call my mentor until I speak to him/her directly. OUR ROLES & RESPONSIBILITIES Student’s Goals _____________________________________

_____________________________________

_____________________________________

Mentor’s Goals _____________________________________

_____________________________________

_____________________________________

I, _______________________________________, understand that if I fail to meet these basic commitments on an ongoing basis, I may be asked to leave the program. Student signature: ____________________ Mentor signature: ____________________


Getting to Know Your Mentor

Education & College Experience Interview The following questions will help you learn about your mentor’s college education: THE APPLICATION AND DECISION PROCESS

1. When did you start thinking about, and planning for, college?

2. What influenced your decision about where you wanted to go to college and what type of school you wanted to attend (private, public, liberal arts, HBCU, large, small, etc.)?

3. Did you choose to go to college near or far from where you grew up?

UNDERGRADUATE EXPERIENCE

4. Where did you receive your undergraduate degree?

5. As a freshman, did you know what you wanted to major in? Did you graduate with that major, or did you change it? Did you have a minor?

6. If you had your undergraduate years to do again, what would you do the same, and what would you do differently?

7. How did you finance your undergraduate education?


GRADUATE SCHOOL

8. Do you have an advanced degree?

9. If yes, what degree (Master’s, PhD, JD, etc.) and in what subject area? What prompted your decision to obtain an advanced degree?

10. If no, do you plan to pursue an advanced degree? What is currently motivating you to pursue (or not pursue) an advanced degree?

PREPARING FOR COLLEGE

11. Based on your experience, what would you recommend I do during high school to prepare for college?

12. What would you recommend I do during high school to gain college acceptance?

13. What kinds of things should I do now to make me successful in college?

14. What would you recommend I do to help me develop my financial aid package? In addition to EnvironMentors scholarships, are there any specific scholarships you would recommend?


Getting to Know Your Mentor

Career & Work Experience Interview Your mentor is a great resource to give you insight into what it is like to work in environmental fields. The following are a few questions you can use to learn more about possible environmentally-related fields. 1. What are your first memories of wanting to work in the areas of science, technology and/or the

environment, or the profession in which you are currently working? What was your inspiration?

2. What experiences (including internships, fellowships, teaching assistantships, etc.) led you to your current job?

3. What do you like most about your job?

4. What do you like least about your job?

5. What do you like most about your overall career?


6. What special knowledge, skills and abilities are required for your current job?

7. What are the special strengths you bring to your job?

8. What are your aspirations for the future?

9. Would you feel comfortable sharing your resume with me or sharing tips on how to create an effective resume?

10. Would you feel comfortable helping me design and build my resume?

11. Do you have any other thoughts about how to be successful in the fields of science, technology and/or the environment?

The Scientific Method


Introduction

The Scientific Method is used to organize the process of solving problems. In this section you will

review the steps of the Scientific Method, and learn how you will use each step to complete your

EnvironMentors research project.

When using the Scientific Method, scientists collect data through both observation and experimentation

in order to test a hypothesis. While procedures and experimental details vary between different

scientific fields (for example, biology vs. physics), all scientists use the Scientific Method to investigate

the world around them. In EnvironMentors, we apply the Scientific Method to research environmental

problems. Above all else, scientists strive to be objective and set aside all biases when interpreting

their results.

Another very important component of scientific experiments is communication. By sharing their results

with their colleagues, scientists make the scientific process work. By conducting an original

EnvironMentors research project, you will expand the knowledge base of the field you select for your

topic.


The Steps of the Scientific Method

1. Identify a Problem/Ask a Question

2. Conduct Background Research

3. Form a Hypothesis

4. Design an Experiment

5. Collect & Analyze Data

6. Draw a Conclusion

7. Communicate your Results

1. Identify a Problem/Ask a Question The Scientific Method begins by choosing a topic that interests you and identifying a problem related to that topic. Then you should ask a question about something you can measure. A scientific research question usually starts with: How, What, Who, Which, Why, or Where. You have asked a good research question if you can design an experiment to answer it. An experiment requires that you change only one factor (variable) and keep all other conditions constant. If you can not design such an experiment, you should revise your question with the help of your mentor and/or chapter coordinator. Ideally, your question will involve factors or traits that you can measure numerically (like distance or time), or observe objectively (like colors). Simple Example Problem: I’m interested in craft projects. I’ve noticed that sometimes glue is easier to spread than other times. Question: Will glue flow faster when it is warmer? Environmental Examples Problem: I’m interested in water quality. I’ve noticed that the river that flows through my community is very murky and looks dirty. Question: What sections of the river are brown and what sections are clear? or What causes certain sections of the river to be brown? Problem: It’s very noisy outside my school and it distracts me from doing my school work.


Question: Do students in a quiet school environment earn better grades than students in a noisy school environment? Your EnvironMentors Project You will complete Step 1 of the Scientific Method in Section 4: Project Planning. You will use brainstorming to identify an environmental topic that interests you, and then make a list of what you know and don’t know about the topic in order to identify a problem, and then ask a question. The Project Topic Form assignment will help you organize your thoughts and ideas.

2. Conduct Background Research The next step in the Scientific Method is finding out what is already known about your problem by conducting background research. You can use the library, the internet and talk to experts. Your background research will help you make an educated guess about the answer to your question, and will also save you from starting from scratch in putting together a plan for answering your question. When doing your background research you should: • Identify keywords in your question and use question words (why, how, who, what, when, where) to

develop research questions such as: When does a plant grow the most, during the day or night? and Why are moths attracted to light?

• Look for information about similar research projects and find out what was learned in those

experiments. Simple Example Research Questions: What affects the “stickiness” of glue? My mentor mentioned viscosity, what does that term mean? What other experiments have been done on glue? Environmental Examples Research Questions: What affects the clarity of the water in the river that flows through my community? My mentor mentioned turbidity, what does that term mean? How do you measure turbidity? What other experiments have been done on river turbidity? Research Questions: What is noise pollution? Does the amount of traffic outside of my school increase noise pollution? What other experiments have been done related to noise pollution? What other experiments have been done on the factors that affect students’ learning? Your EnvironMentors Project You will complete Step 2 of the Scientific Method in Section 5: Background Research. You will learn how to use the library and internet for research and how to create an annotated bibliography. With the help of your mentor, you will also identify a local expert on your topic and interview them. Using what you’ve learned from your library and internet research, as well as your expert interview, you will complete the Background Research Paper assignment.


3. Form a Hypothesis After researching your topic area, you’ll be more knowledgeable about the problem you identified in Step 1. Based on what you now know about your topic, you’ll be able to form a hypothesis. A hypothesis is an educated guess about the answer to your question. When wording your hypothesis, be careful to word it in a way that can be tested by your experiment. Do this by identifying both the variable you will change during your experiment (independent variable) and the variable whose changes you will observe (dependent variable). You can state your hypothesis in the following form: If the independent variable is changed in a certain way, the dependent variable will change is a predictable manner. Simple Example Background knowledge: Liquids expand when they get warmer and flow more easily. Hypothesis: When the temperature of the glue is raised, it will flow faster. Environmental Examples Background knowledge: Factors such as shoreline erosion and runoff can increase the turbidity of river water. Turbidity is the amount of total suspended solids in water. The higher the turbidity the harder it is to see to the bottom of the river. Hypothesis: If I measure the turbidity of the river water at different sites, it will be higher in areas where there has been recent significant shoreline erosion. Background knowledge: Other studies have shown that students usually learn better in a quiet environment. Hypothesis: The average test scores of students at a school with a lot of noise pollution will be lower than the average test scores of students at a school in a quiet neighborhood. Your EnvironMentors Project You will complete Step 3 of the Scientific Method in Section 6: Forming a Hypothesis. After assessing what you learned about your topic from your background research, your mentor and/or your chapter coordinator will help you develop a hypothesis. You will complete the Hypothesis Form assignment.

4. Design an Experiment Your experiment will test your hypothesis and it is important that your experiment is a fair test. In order to conduct a fair test, you should be sure that you change only one factor, or variable, at a time, while keeping all other conditions the same. You should repeat your experiment multiple times to be sure that the results aren’t just an accident. You should write your procedure like a step-by-step recipe for your experiment. Your procedure should be detailed enough that someone else could repeat your experiment just by reading it. Your materials list should include all the supplies and equipment you will need to complete your experiment. By making your list and gathering your materials ahead of time, you can be sure that you will have everything on hand when you need it. It is a good idea to make your materials list well in advance because some items may take time to obtain.


Simple Example Procedure: 1) Draw three circles along one edge of a piece of cardboard. Label one circle hot, one room temperature, one cold. 2) Put one bottle of glue in ice water for five minutes and one bottle of glue in hot water for five minutes. Leave one bottle of glue at room temperature. 3) Place five drops of glue from each bottle in the appropriately labeled circle on the cardboard. 4) Tilt the cardboard by placing the upper end on a book so the glue flows down the cardboard. 5) After one minute, measure the distance each drop of glue flowed. 6) Repeat the experiment 2 more times. Materials: 3 bottles of the same kind of glue, 1 container of ice water, 1 container of hot water, 3 pieces of cardboard, 1 ruler, 1 thick book. Independent variable: the temperature of the glue. Dependent variable: the distance the glue flows on the cardboard. Controlled variables: the kind of glue, the amount of glue, the height of the cardboard, the respective temperatures of the ice water, hot water, and room. Experimental group: the trials with hot and cold glue. Control group: the room temperature glue. Environmental Examples Procedure: 1) Locate a portion of the river that has a relatively the same width for several meters. 2) Pick and label with a flag or marker three or more sample sites, 10 meters apart along the river bed. 3) At each site, collect a sample of water in a clear bucket or bottle, making sure not to stir up river sediment on the shore as you collect the sample. 4) Thoroughly mix the water in the container to ensure that settled sediment in the container rises off the bottom. 5) Gradually pour the sample into the turbidity tube, while looking straight down at the bottom of the tube. As you are doing this, make sure to hold the tube out of direct sunlight as it may alter your measurements. 6) Stop pouring the sample into the tube when the design (the black and white checkers) on the bottom of the tube is not visible. To check your results, rotate the tube to make sure you still can’t see the bottom. 7) Record the measurement on the side of the tube (in Nephelometric Turbidity Units, NTU’s). If the measurement is between two NTU’s record the lowest value. 9) Repeat at each of the three or more sites three times to ensure an accurate reading. Be sure to rinse out the turbidity tube with tap water each time to decrease the possibility of error and contamination. 10) To determine the link between turbidity and soil erosion, take the set of measurements before a rainstorm and after, as rain causes sediment to be pulled from the ground into bodies of water, therefore increasing the amount of sediment in the river and hence the river’s turbity. 11) In total, there should be at least nine data sets (three for each location) for both before and after a storm. This experiment will tell you how erosion changes turbidity at three different points along a river. Materials: Turbidity tube with NTU measurements and a black and white disk at the bottom, clear bucket, pencil and paper for recording data, tap water, a meteorological report to predict an upcoming rainstorm, meter stick to measure distance between points along the river, flags to designate locations so experimenters will be able to return to the same location before and after the storm. Independent variable: Soil Erosion Dependent variable: Turbidity Controlled variables: location, turbidity tube. Experimental group: Trials at each distance after the storm Control group: Trials at each distance before the storm. Procedure: 1) Obtain sound level meter, to determine sound levels in classrooms in decibels (db). 2) Choose a quiet location that you determine to be your control, and calibrate the sound level meter to decibel level zero. You must recalibrate your sound level meter to zero at each different location that you take a reading. 3) Gather average test scores for a specific course and grade level for six local schools (e.g. average test scores for 9th grade mathematics). 4) At each of the six schools, locate all the classrooms for your chosen grade and course (e.g. rooms 202, 204, 206, and 214 are the classrooms where 9th grade mathematics is taught at X Senior High School). 5) At a pre-determined


time (must be the same for each school), find the center of each classroom and take the decibel reading. 6) This experiment will show you the amount of noise in each classroom, which can then be compared to test scores. Materials: Average test scores for each of the six schools studied, pen and paper for recording data, sound level meter Independent variable: classroom location by school Dependent variable: noise pollution in decibels (db) Controlled variables: location within the classroom, sound level meter, test scores Experimental group: the amount of noise pollution in each room Control group: the zero decibel reading at a pre-determined quiet area. Your EnvironMentors Project You will complete Step 4 of the Scientific Method in Section 7: Designing an Experiment. You will learn more about designing an experiment, identifying independent and dependent variables, as well as a control data set during the Experimental Methods Workshop. You will also complete the Experimental Methods & Materials List assignment.

5. Collect & Analyze Data When conducting your experiment, you should be sure to record all your data in an organized manner. You should follow your procedure exactly, and record any changes that are necessary. Be careful to only change your independent variable and keep all other variables constant. It is also very important to be safe while doing your experiment. For example, if your experiment requires you to go out on a boat to collect water samples, make sure you are wearing a life jacket. If you need to do some chemistry to analyze your water samples, be sure to wear the necessary protective equipment. If you’re not sure what safety equipment you need, consult your mentor and/or chapter coordinator. After collecting your raw data, you will need to perform some calculations in order to analyze your data and form a conclusion. This often involves calculating a mean, or average, of all data from all your experimental trials. Graphs are usually the best way to display your data so that it is easy for others to understand. Most scientists will use the x-axis for the independent variable and the y-axis for the dependent variable. Bar charts and pie charts can also be useful. Examples calculations and graphs and charts are provided in Section 8. Simple Example Raw data: Distance the hot, cold, and room temperature glue traveled on the cardboard for five experimental trials. Analysis: Calculate the mean distance traveled by each of the three glue temperatures. Create a graph or table that displays your data in a way that is easy to understand. Write a description of the data in words (The hot glue traveled the farthest distance, and the cold glue traveled the shortest distance). Environmental Examples Raw data: Three data sets, with three data points at each location down the river before the storm as well as after the storm.


Analysis: Calculate the average difference between turbidity at each location before and after the storm. Determine the statistical significance of change in turbidity versus change in soil erosion. Create a graph or table that displays your data in a way that is easy to understand visually. Write a description of the data in words. Raw data: Data points for the decibel reading from each of the chosen classrooms within each of the six schools. Analysis: Calculate the average decibel level for the classrooms in each school. If you choose six schools, you will then have six average decibel readings. Compare average test scores to noise pollution and calculate the statistical significance. Create a graph or table that displays your data in a way that is clear and easy to understand. Write a description of the data in words to prove or disprove your hypothesis. Your EnvironMentors Project You will complete Step 5 of the Scientific Method in Section 8: Data Collection & Analysis. During the Experimental Methods Workshop you will learn how to keep a good record of your experiment, how to collect data in an organized fashion, and how to create graphs using Microsoft Excel. You will complete both the Raw Experimental Data and Data Analysis assignments.

6. Draw a Conclusion Once you have analyzed your data, you can determine whether they support or disprove your hypothesis. Scientists often find that their hypothesis was false, but this does not mean that their experiment was incorrect. Scientists often learn the most when their data show something that was unexpected. Even if your data support your hypothesis, it is still a good idea to test it again in a different way. A good conclusion will suggest future experiments that will build on what you have learned, and help you and other scientists learn more about your topic area. Simple Example The data indicate that the warmer glue traveled the farthest. This supports the hypothesis that when the temperature of glue is raised, it will flow faster. It would be useful to repeat this experiment with different types of glue, or with more temperatures. Environmental Example Turbidity example – The data indicated that turbidity levels were increased at the three designated locations after a rainstorm. This supports our hypothesis that soil erosion increases turbidity of the water. It would be useful to repeat this experiment in other rivers, after different storms, and with more trials to decrease error. Noise pollution example – The data indicated that there was a correlation between higher noise pollution and lower test scores. This supports our hypothesis that average test scores will be higher in areas of lower noise pollution. It would be useful to repeat this experiment in other school departments as well as over a larger variety of schools.


Your EnvironMentors Project You will complete Step 6 of the Scientific Method in Section 9: Drawing a Conclusion. With the assistance of your mentor and/or chapter coordinator, you will determine what your data are telling you and whether or not they support your hypothesis.

7. Communicate Your Results Perhaps the most important part of the Scientific Method is to communicate your results to other scientists and to the public. Remember that the information you gathered during your background research was available because other scientists completed this critical step of the Scientific Method. When writing a report, you should use clear, objective language and avoid the use of the First Person (I think… or I measured…). You should also use the active voice whenever possible, as it is more concise than the passive voice. When presenting your research orally, it is often helpful to have visual aids that will help your audience understand your research project. You can show pictures of your experimental site, as well as graphs and charts. Your visual aids should enhance your presentation, but not be your entire presentation. If you use slides, avoid merely reading your slides to the audience, which can be boring. Try to be animated and make your audience as excited about your project as you are, while still presenting yourself in a professional manner. Your EnvironMentors Project You will complete Step 7 of the Scientific Method in Section 10: Communicating Your Results. You will learn how to write like a scientist and how to present your results orally to both your peers and to the general public. You will complete the Final Research Paper, Project Display Board, and Elementary School Visit Lesson Plan assignments. Some content reproduced from: Science Buddies (http://www.sciencebuddies.org/mentoring/project_scientific_method.shtml) Energy Fair Scientific Method, The NEED Project (http://www.eia.doe.gov/kids/classactivities/EnergyFair2002.pdf)


Test Your Knowledge

1. The Scientific Method was developed to

help scientists organize the process of solving problems. a. True b. False

2. Which of the following is not a step in the

Scientific Method? a. Form a hypothesis b. Communicate your results c. Plagiarize d. Draw a conclusion

3. A hypothesis is:

a. A random thought b. An answer c. An educated guess d. An experiment

4. Which of the following words are not

associated with the Scientific Method? a. Disorganized b. Organized c. Data d. Control

5. What do you do to test a hypothesis?

a. Guess b. Create a spreadsheet with data c. Write a scientific paper d. Design an experiment

6. An independent variable is a factor that

changes because of procedures conducted on the dependent variable. a. True b. False

7. Experiments often test multiple variables at

once. a. True b. False

8. Experiments are usually conducted one time and by one scientist to speed up the scientific process. a. True b. False

Fill in the blank(s): 9. Your hypothesis is a(n) _______________

based on information gathered from doing __________ research.

10. The experimental method must list your

_______________ and _______________. 11. There should be only one ______________,

or characteristic of your experiment, that will change.

12. _______________ is shown in the form of

tables and graphs. 13. Your _______________ must state whether

your data supported or disproved your _______________.

14. Put a number next to each step of the

Scientific Method to indicate the order in which you should complete it: ___ Draw a conclusion

___ Identify a problem

___ Collect data

___ Form a hypothesis

___ Analyze your data

___ Do background research

Adapted from: Biology4Kids (http://www.biology4kids.com/extras/quiz_studyscimeth/index.html) A Science Fair Handbook by Sandy Lautz (http://192.107.108.56/portfolios/l/lautz_s/science%20Fair%20handbook/SFquiz.html

1. a; 2. c; 3. c; 4. a; 5. d; 6. b; 7. b; 8. b;9. educated guess, background;10. procedure, materials; 11. variable; 12. data; 13. conclusion, hypothesis;14. 6,1,4,3,5,2

http://192.107.108.56/portfolios/l/lautz_s/science%20Fair%20handbook/SFquiz.html�

EnvironMentors – Explore Your World

Project Planning


Introduction Step 1 of the Scientific Method: Identify a Problem & Ask a Question. By developing your EnvironMentors project, you will become skilled in the use of the Scientific Method

while investigating an environmental issue or problem that is of interest to you.

In this Section you will: Learn about current local and global environmental issues, and the importance of environmental

conservation

Use brainstorming activities to help you relate your interests to environmental issues in your

community.

Select a general topic area of interest. Your mentor will help you to think critically about what

you currently know about your topic area, what you don’t know, and what you would like to

know. With the assistance of your mentor, you will identify the roots of the environmental topic

area you have chosen, and develop an explanation of what can be gained by investigating your

topic.

Develop a specific, unique research question which has not previously been addressed.


Environmental Conservation & Stewardship In addition to learning about environmental science and benefiting from your interaction with your

mentor, EnvironMentors, will introduce you to the concepts of environmental conservation and

stewardship. Environmental conservation refers to resource use, allocation and protection with the goal

of maintaining the health of natural ecosystems. Environmental stewardship involves the responsible

management of environmental resources for the benefit of present and future generations of people,

plants and animals.

Environmental conservation contributes to the maintenance of the free ecological services provided by

natural ecosystems:

• Improved air quality – vegetation and forests can filter pollution from the air, making it healthier for

us to breathe

• Improved water quality – wetlands and other vegetation filter pollutants from water before it gets to

streams and rivers

• Reduced stormwater runoff – leaf litter and the root systems of trees and other vegetation absorb

excess water, which reduces the need for expensive storm sewer systems

• Energy savings – trees planted around your home and other buildings can provide shade that

reduces the need to use air conditioning in the summer

• Human health – in addition to providing cleaner air and water, natural ecosystems encourage

outdoor recreation which can have positive impacts on both physical fitness and mental health

Ecological footprint is another concept you should become familiar with. This is a measurement tool

used to describe the demand on Earth’s ecosystems and natural resources due to a given human

lifestyle. The ecological footprint measures the amount of land and ocean that are needed to

regenerate (if possible) the resources a human population consumes, and to absorb and treat the

waste a population produces. A carbon footprint is a type of ecological footprint, and is a measure of

the amount of greenhouse gases produced by human activities. You can measure your carbon footprint

at http://www.epa.gov/climatechange/emissions/ind_calculator.html.


Environmental Issues and Terms Test Your Knowledge 1. What is the current (2009) human

population in the world? a. 3.5 billion b. 6.8 billion c. 9.2 million d. 18.1 billion

2. What is the name of the natural

environment of a plant or animal? a. surroundings b. biosphere c. habitat d. atmosphere

3. What is the most populous country in the

world? a. China b. United States c. South Africa d. Australia

4. What is the name of a substance that dirties

the air, water and/or ground? a. pesticide b. garbage c. pollutant d. insecticide

5. What country has the largest ecological

footprint per person? a. United States b. Italy c. Japan d. Afghanistan

6. Worldwide, how many cars and trucks are used each day? a. 10 million b. 100 million c. 200 million d. 600 million

7. What uses the most water, worldwide?

a. agriculture b. swimming pools c. chemical plants d. household use

8. What term describes something that can be

broken down by organisms such as bacteria? a. compound b. environmentally friendly c. biodegradable d. recycled

9. What percentage of the world’s energy is

produced by carbon-based fuels? a. 20% b. 40% c. 60% d. 80%

10. What is the haze caused by the effect of

sun on air that is polluted by car exhaust? a. fog b. smoke c. smog d. ozone

Adapted from Facing the Future: Education on Sustainability and Global Issues (www.facingthefuture.org)

1. b; 2. c; 3. a; 4. c; 5. a; 6. d; 7. a; 8. c; 9. d; 10. c


Environmental Issues and Terms Crossword Puzzle ACROSS 2. Something to drink when you’re thirsty 3. Knowledge acquisition 4. Largest, most populous region of the world 6. Grower of food 9. Starvation 10 What geese and other birds do 12. Having an option 14. Over 6 billion worldwide 16. Raw materials 19. Cast a ballot 20. Your use of resources is your

ecological __________ 22. Wanderer 23. Country 24. Contentious disagreement 27. Air current 28. Wind and solar are two forms 31. Edges 33. Body of salt water 35. Make different 37. Lend a hand 38. Safe and sound 39. Folks

DOWN 1. Power from the sun 2. Cultural perspective 3. Our surroundings 5. Continent where Zambia is 7. Everyone living together happily 8. Give choices to 11. Linked 13. Gas guzzlers 14. Lack of wealth 15. Deadly combat 17. Study of balance in nature 18. A resource that regenerates

is __________ 21 Liberty and __________ for all 24. Not dirty 25. Nourishment for the body 26. See in your mind’s eye 29. Having the same rights 30. Getting bigger 32. Biological classification 34. 2-wheeled, environmentally

clean transport 36. Optimism

Reproduced from Facing the Future: Education on Sustainability and Global Issues (www.facingthefuture.org)


Environmental Issues and Terms Crossword Puzzle Key Reproduced from Facing the Future: Education on Sustainability and Global Issues (www.facingthefuture.org)


Environmental Issues and Terms Worksheet 1. Describe some of the negative effects of polluted water in our rivers, streams, lakes and oceans. 2. What would be the impacts of no clean air to breathe outdoors or indoors? 3. What might happen if a large number of species were to become extinct? 4. What could happen if there were no forests left on Earth? 5. If you had to live in one of the following worlds, which would you choose, and why?

a. A world with clean water in all the rivers, streams, lakes and oceans. b. A world with non-polluted air both outdoors and indoors. c. A world with a diversity of wildlife. d. A world with an abundance of plants including trees and other vegetation.

6. Choose two of the following social issues that are most important to you: food availability,

transportation, water quality, education, affordable housing, air quality, healthy ecosystems, energy, employment, and healthcare. Using the space below, describe your vision of the world in 25 years, being sure to incorporate the two social issues you chose. (Focus on what you would like the future to be like, and use positive language. For example, instead of writing “In the future, people will not use polluting fossil fuels,” say “In the future we will use clean, renewable energy sources.” Please use additional paper to expand your ideas for your personal and positive vision for the future.)*

In my vision of the future… *Adapted from Facing the Future: Education on Sustainability and Global Issues (www.facingthefuture.org)


Project Brainstorming In this exercise you will use brainstorming to help you refine your general areas of interest to develop a more specific topic. This is the Identify a Problem part of the first step of the Scientific Method. Brainstorming is a process of spontaneous thinking used by an individual or a group to generate ideas without judgment. Brainstorming is a tool that will help you generate new ideas, as well as help you make connections between different ideas. To get started, think about one or two environmental issues that interest you. These can be topics you learned about on an EnvironMentors field trip, discussed in another class, read about in the newspaper, or are of personal concern to you. Once you have identified an interesting environmental issue, use one of the two brainstorming techniques below to help you develop a specific project topic idea. For both methods, be sure to turn off your “Inner Critic,” the voice inside that tells you something is a bad idea. You should be open to any ideas that come to you. Brainstorming Web • Write your environmental issue in the center of a large piece of paper, and draw a circle around it. • From that center circle, draw lines to connect other ideas that relate to your issue. • Allow one idea to lead to another, keeping them connected. • The web could have several layers, but check back to see how each new idea links back to your

original issue. • Keep going until your web runs dry. Sample:

Photo Log

Wildlife Protection

Zoos and Aquariums

Loss of Habitat Endangered

species


Digital cameras and/or camera phones can be great tools to help you identify some new things that may interest you about the environment. If you don’t own a digital camera and/camera phone, ask your mentor or Student Coordinator for help. Many times we may see things that we find interesting, but the passing moment happens all too quickly and we easily forget about them. Keeping a visual record of momentary glimpses of a bird, interesting looking tree, building, flower, car, turtle, cloud formation or anything you spot while on field trips or simply out and about in your community can be a great way to help you identify new found environmental interests that you may not have thought about before. Keep a running visual log of things, images, anything you find interesting in your community and environment during the month of October, and use this to help you focus in on your EnvironMentors Project Topic. You can enter any photos you take into the EnvironMentors Photo Contest (see Program Basics Section 1). Clustering • Write your environmental issue at the top of a large piece of paper. • Underneath your issue, begin to write related ideas using only words and short phrases. • Use different colored makers/pencils to record different ideas. • Use both printing and cursive to indicate which ideas are main thoughts and which are supportive

ideas. • Don’t focus too much on organization, just keep generating ideas. • As ideas start to form, you can cluster them together on your piece of paper, or link them by

drawing lines between them.

When you have finished brainstorming, take some time to reflect on the ideas you generated. Are there any that are particularly interesting to you? Look for topics that might need further investigation. Choose one of your ideas to use in the next exercise. Adapted from Teaching English Language Arts: Brainstorming (wiki.elearning.ubc.ca/tela/BrainStorming/backlinks)

Water Pollution

What causes water pollution?

Effects of water pollution

• Chemicals • Pesticides • Trash/litter

• Kills fish and other marine animals

• Contaminates drinking water


What You Know The brainstorming exercise helped you to identify an environmental issue you are interested in and feel needs further investigation. This activity will help you generate a Research Question, the Ask a Question part of the first step of the Scientific Method. In the table below, write down the idea you chose at the end of your brainstorming exercise in the space provided. Then make a list of everything you know about that topic. Next, list all the things you think you know (but maybe aren’t sure) about the topic. Finally, write a list of questions you’d like to ask about the topic. From your list of questions, write a draft research question.

Your general topic area:

Things you know about your topic area:

Things you think you know about your topic area:

Questions you would like to ask about your topic area:

Draft Research Question:


Project Topic Form – Assignment With the guidance of your mentor, chapter coordinator, and/or teacher, use this worksheet to fully develop your project topic. General Topic Area _________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Problem Statement Write a one or two sentence description stating the environmental issue you will

address with your project. _____________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Need for the Project Develop a one paragraph (approx. 100 words) summary stating the need for your

project. Think in terms of importance to your community and the environment. ___________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


Project Purpose Develop a one paragraph (approx. 100 words) statement of the purpose of your

project. Thoroughly describe what you hope to learn by investigating your topic using the Scientific

Method. ___________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Research Question State your research problem in terms of a question you can answer through

experimentation. ____________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Mentor’s Initials: __________

Chapter Coordinator’s Initials: __________


Background Research


Introduction Step 2 of the Scientific Method: Conduct Background Research In this section you will complete a Literature Review and an Expert Interview for your background

research. You will learn more about the topic area you chose in Step 1. You will find out what is

already known about your topic, and the research that other scientists have already done. By doing

background research, you can learn about techniques and methods that might be useful for

investigating your topic.

Literature Review

Spending some time at the library researching your topic will save you a lot of time when planning and

carrying out your experiment. Your chapter coordinator will arrange a trip to your local university library

to expose you to the various resources you can use for your background research. You will also gain

valuable library and internet research skills that will be useful for the remainder of your high school

career and when you go on to college.

Expert Interview

Your mentor and/or chapter coordinator will assist you in identifying a local expert on your topic area

who will be able to tell you more about your environmental issue. Hopefully, your Expert will inspire you

to think creatively about your topic, and direct you in a productive and interesting direction. Finally, a

workshop on Scientific Writing will help you learn how scientists write and communicate with their

peers. Skills from this workshop will enable you to write a successful Background Research Paper.

What you learn through your Literature Review and your Expert Interview will help you to form your

hypothesis as you continue to the next section of your project.


Library & Internet Research Skills The purpose of your Literature Review is to collect background information on your project topic. You will identify at least 6 sources (at least 3 books, journals or magazines, and at least 3 primary internet sources) and create an Annotated Bibliography. An Annotated Bibliography is a brief summary of sources, such as books, journals or articles, about your topic, accompanied by proper citation. The following pages contain useful information on determining whether an information source is primary or secondary, evaluating the quality of a source, and deciding whether a source is relevant to your project topic. In addition, there are details about how to cite your sources using the MLA style, as well as a sample Annotated Bibliography. Primary and Secondary Sources • Primary Sources are original documents containing first-hand information about a topic. Different

fields of study may use different types of primary sources. Common examples of a primary source are:

- Diaries - Interviews - Letters - Original works of art - Photographs - Works of literature

• Secondary Sources contain commentary on, or discussion about, a primary source. The most

important feature of secondary sources in that they offer an interpretation of information gathered from primary sources. Common examples of a secondary source are:

- Biographies - Dissertations - Indexes - Abstracts - Bibliographies (used to locate a primary source) - Journal articles

Information Resources Librarians The most valuable resource at the library is the librarian. Librarians are specially trained to help you organize your search and find information. Start your Literature Review process by talking to the librarian at your public library, or when you visit your university library with your EnvironMentors chapter. They’ll help you get started, give you ideas for sources, and help direct you to these sources. Key Words and Bibliographies A good place to start your search is to identify key words related to your project topic and research question and look them up in an encyclopedia, dictionary, and/or textbook. Use the bibliography at the end of the encyclopedia articles or textbook entries to find sources for further research. Ask your librarian to help you search scientific journals for articles that might be relevant to your project topic. You can also use internet search engines to find more information from the websites of environmental organizations, professional societies, government agencies, etc.


Use the following table to help you evaluate whether your sources have quality information: Adapted from: Science Buddies (http://www.sciencebuddies.org/science-fair-projects/project_finding_information.shtml)

Good Information Bad Information

Credible source

Information is still relevant

Objective

Free of errors

Properly cites the original source of all content

Easy for others to obtain

Source with unknown or poor credibility

Out of date information

Biased toward a single point of view

Prone to errors

Does not cite original source of content

Difficult for others to obtain Finally, for each source you review, use the following table to take brief notes on what you learned and whether it relates to your topic. Remember that you are required to include 6 sources in your Annotated Bibliography (feel free to include more), but you may have to read many more to find 6 that are relevant to your topic.

What You Read How it Relates to Your Project Topic


Citation Style Guidelines (MLA) Adapted from: Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/resource/557/01/)

Type of Source In-text Citation Bibliography

Book with 1 or 2 authors

(Gillespie & Lerner, 2000) Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000.

Book with 3 or more authors

(Wysocki et al., 2004) Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan, UT: Utah State UP, 2004.

A work in an anthology, reference or collection

(Harris, 2000) Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One. Ed. Ben Rafoth. Portsmouth, NH: Heinemann, 2000. 24-34.

A government publication

(U.S. GAO, 2006) United States. Government Accountability Office (U.S. GAO). Climate Change: EPA and DOE Should Do More to Encourage Progress Under Two Voluntary Programs. Washington: GPO, 2006.

Article in a magazine (Poniewozik, 2000) Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71.

Article in a newspaper

(Krugman, 2007) Krugman, Andrew. "Fear of Eating." New York Times 21 May 2007 late ed.: A1.

Article in an academic journal

(Bagchi, 1996) Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta Devi's Bashai Tudu." Tulsa Studies in Women's Literature 15.1 (1996): 41-50.

Entire website (Felluga, 2006) Felluga, Dino. Guide to Literary and Critical Theory. 28 Nov. 2003. Purdue University. 10 May 2006 <http://www.cla.purdue.edu/english/theory>.

Page on a website (eHow.com, 2006) "How to Make Vegetarian Chili." eHow.com. 10 May 2006 <http://www.ehow.com/ how_10727_make-vegetarian-chili.html>.

E-mail to you (Kunka, personal communication)

Kunka, Andrew. "Re: Modernist Literature." E-mail to the author. 15 Nov. 2000.

Personal interview (Purdue, personal communication)

Purdue, Pete. Personal Interview. 1 Dec. 2000.


Sample Annotated Bibliography (MLA) Reproduced from:Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/resource/557/01/)

Stem Cell Research: An Annotated Bibliography Holland, Suzanne. The Human Embryonic Stem Cell Debate: Science, Ethics, and Public Policy. Boston: MIT Press, 2001.This is the annotation of the above source. In this example, I am following MLA guidelines for the bibliographic information listed above. If I was really writing an annotation for this source, I would now be offering a brief summary of what this book says about stem cell research.

After a brief summary, it would be appropriate to assess this source and offer some criticisms of it. Does it seem like a reliable and current source? Why? Is the research biased or objective? Are the facts well documented? Who is the author? Is she qualified in this subject? Is this source scholarly, popular, some of both? The length of your annotation will depend on the assignment or on the purpose of your Annotated Bibliography. After summarizing and assessing, you can now reflect on this source. How does it fit into your research? Is this a helpful resource? Too scholarly? Not scholarly enough? Too general/specific? Since "stem cell research" is a very broad topic, has this source helped you to narrow your topic?

Not all annotations have to be the same length. For example, this source is a very short scholarly article. It may only take a sentence or two to summarize. Even if you are using a book, you should only focus on the sections that relate to your topic.

Senior, K. "Extending the Ethical Boundaries of Stem Cell Research." Trends in Molecular Medicine. 7 (2001):5-6.

Not all annotated bibliographies assess and reflect; some merely summarize. That may not be the most helpful for you, but, if this is an assignment, you should always ask your instructor for specific guidelines.

Notice that in this example, I have chosen a variety of sources: a book, a scholarly journal, and a web page. Using a variety of sources can help give you a broader picture of what is being said about your topic. You may want to investigate how scholarly sources are treating this topic differently than more popular sources. But again, if your assignment is to only use scholarly sources, then you will probably want to avoid magazines and popular web sites.

Wallace, Kelly. "Bush Stands Pat on Stem Cell Policy." CNN. 13 August 2001. 17 August 2001.

Notice that the bibliographic information above is proper MLA format (use whatever style is appropriate in your field) and the annotations are in paragraph form. Note also that the entries are alphabetized by the first word in the bibliographic entry. If you are writing an Annotated Bibliography with many sources, it may be helpful to divide the sources into categories. For example, if I was putting together an extensive Annotated Bibliography for stem cell research, I may divide the sources into categories such as ethical concerns, scholarly analyses, and political ramifications. For more examples, a quick search at a library or even on the Internet should produce several examples of annotated bibliographies in your area.


Where to Get Started? Once you have chosen a project topic, you need to start your initial research. A great place to start is the Encyclopedia of Earth (http://www.eoearth.org/). You can search for your topic within the Encyclopedia of Earth (EoE) by going to the ‘Topics’ tab and clicking on your topic of interest to see all the articles the EoE has to offer. The advantage of using the EoE, over Wikipedia, is that all the articles on the EoE are peer-edited and written by experts in the field. This will make all information in their articles credible for you to use in your Background Research Paper. Once you have read an EoE article on your topic, you can go to the News section of the EnvironMentors Portal (the third tab at the top of the EnvironMentors Portal page) to find out the latest information on your topic. Articles from the EoE and an environmental news article should be your first Annotated Bibliography entries. Quoting, Paraphrasing and Summarizing Reproduced from: Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/resource/563/01/) What are the differences between quoting, paraphrasing, and summarizing? Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author. Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly. Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.

http://www.eoearth.org/�


Annotated Bibliography – Assignment To complete your Annotated Bibliography, you should:

• Identify at least three books, professional journals, or newspaper or magazine articles related to your project topic.

• Identify at least three primary internet sources related to your project topic. • Properly cite each source.

(consult page 58 as well as http://owl.english.purdue.edu/owl/resource/557/01/ for more examples)

• Prepare a summary of 100-200 words for each source. Citation Information and Notes Books and Articles 1. Citation: ________________________________________________________________________

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Identifying and Interviewing an Expert Now that you’ve chosen a project topic area and completed your literature review, your task is to find and interview an expert. Your expert will be able to give you more insight into your topic, and give you advice on how to proceed with your project. Identify an Expert Work with your mentor to identify potential experts working in the field of your project topic. Look through EnvironMentors’ Expert Database posted on the EnvironMentors Earth Portal for an expert in your project topic. You can send EnvironMentors Experts messages via the Earth Portal to directly contact them. In addition, you can use websites such as www.earthportal.org and www.wiserearth.org to identify experts working on your topic area. You can also do internet searches using key words related to your project topic to help identify scientific and environmental organizations and agencies located in your area that might have possible experts. A great resource is your Chapter University’s web site. Your mentor can help you use the website to identify faculty or graduate students who are conducting research on your topic area. Make Contact Once you have identified two or three individuals whom you could interview, call or e-mail to introduce yourself as a student conducting an EnvironMentors Project and request a date and time for an interview. Make sure to first request a date and time for an in-person interview. You will gain much more insight into your topic area if you conduct an in-person interview. However, if this is not possible, set up a telephone interview at a designated time. Develop Your Interview Questions The more prepared you are, the more useful your interview will be. Use what you learned in your Literature Review to write questions that show your Expert that you are invested in your project. You don’t want your Expert to think that you know nothing about your topic and are using their time unwisely. Use the space provided on the next few pages to write down the questions you prepare ahead of time. Be sure to ask your mentor for assistance and advice in developing your interview questions. Send your Questions in Advance When setting up your interview time, ask your Expert if they would prefer to receive your questions in advance so they can prepare their answers. Gather Materials Be sure to take this manual to your interview, as it contains all the information you’ve learned so far about your topic, as well as your interview questions. Bring extra pens or pencils, as well as some extra paper in case you run out of room for notes in the space provided on the next few pages. Dress Appropriately and Be On Time Wear a nice pair of slacks or a skirt (no jeans) and a button-down shirt. If possible, try to be 5-10 minutes early to your interview appointment. Send a Thank You Note Be sure you have your Expert’s postal mailing address so you can send a brief hand written thank you note.


Expert Interview Notes – Assignment Experts Name: _____________________________________________________________________ Title: _____________________________________________________________________________ Affiliation: _________________________________________________________________________ Address: __________________________________________________________________________ Phone #: __________________________________________________________________________ E-mail Address: _____________________________________________________________________ Interview Questions & Notes My Question: _______________________________________________________________________

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Background Research Paper – Assignment

The final step in this section of your EnvironMentors project is to write your Background Research Paper. Write a general overview of your project topic using what you learned from your Literature Review and Expert Interview. Be sure to properly cite each source and include it in your bibliography. You should be sure to address both the similarities and differences of the various sources you used. You can also use information from your Background Research to support the need for your project that you should have included in your Introduction in the last section. Now is also a good time to start thinking about your hypothesis. In the next section, you will be developing your hypothesis, so write your Background Research Paper in a way that will support the hypothesis you plan to propose. Finally, you should include a summary of some ideas for investigating your topic. Base these ideas on the other experiments you read about during your Literature Review, or ideas from your Expert.

Forming a Hypothesis


Introduction Step 3 of the Scientific Method: Develop a Hypothesis Now that you’ve learned more about your project topic by completing your Background Research, you

can make an educated guess about the answer to the research question you asked in Step 1. This

educated guess is your Hypothesis. It is useful to state your hypothesis in a way that can be tested in

your experiment.

Tips for Developing a Hypothesis Think about what will happen to your dependent variable when you change your independent

variable, based on your background research. Keep in mind that both your dependent and

independent variables should be easily measured.

Your mentor, your teacher, and your chapter coordinator are great resources to help you think

about your hypothesis. Be sure to ask them for advice.

Remember that your hypothesis doesn’t have to be the “right answer.” In fact, it is perfectly all

right if your experiment disproves your hypothesis. Scientists often learn the most when they

disprove their hypothesis, because it usually means that something new and unexpected

happened.


Hypothesis Form – Assignment With the guidance of your mentor, chapter coordinator, and/or teacher, use this form to record your hypothesis. Remember that a good hypothesis will:

• be based on information you learned during your background research,

• include your independent and dependent variables,

• be worded in a way that can be tested by experiment.

Research Question Re-state the question you developed in Section 4. _________________________

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Hypothesis Record your educated guess about the answer to your research question. ____________

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Variables (refer to page 73 for more information regarding variables)

Independent (the variable you will control): _______________________________________________

Dependent (the variable that will change in response to changes in the independent variable): _______

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Designing an Experiment


Introduction Step 4 of the Scientific Method: Design an Experiment Using what you learned from your Background Research, and with the guidance of your mentor, you

will develop a materials list and experimental procedure to objectively test your Hypothesis.

The following pages will give you a greater understanding of the difference between independent,

dependent and controlled variables. While actually doing your experiment is probably the most fun part

of the Scientific Method, preparing your procedure and materials list for the experimentation is probably

the most important. The more you prepare, the more smoothly your experiment will go. Your mentor

and his/ her network of friends and colleagues are great resources for help with developing your

experimental procedure and may be able to help you obtain access to the experimental equipment

necessary for your project. If you and your mentor need more assistance obtaining equipment, be sure

to talk to your chapter coordinator well in advance.

Goals of Step 4 of the Scientific Method: Design an Experiment Accurately define the observations you need to make and what data you need to collect to test your

hypothesis.

Clearly identify a study site(s) that is suitable for your research.

Identify your independent, dependent and controlled variables, and explain how you will manipulate

your independent variable.

Describe your experimental methods and sampling techniques with sufficient detail.

Create a comprehensive materials list.


Variables In a scientific experiment, you are measuring how changing one factor in a system affects another factor. These factors are called variables, and an experiment generally has three types: independent, dependent and controlled.

Tip: Good variables are usually those that you can measure with a number (e.g., concentrations of pollutants, time of day, temperature) or observe objectively (e.g., colors, growth).

The independent variable is the one that you, as the scientist, change or manipulate. Your experiment should have only one independent variable. For your EnvironMentors project, possible independent variables could be time (e.g., testing the amount of pesticides in the water at the same site on different days) or location (e.g., measuring noise pollution at different locations at the same time of day). Time and location are just two examples of independent variables. You and your mentor should work together to determine the best independent variable for your project. The dependent variable changes in a consistent manner in response to changes you make in the independent variable. In the examples above which used time and location as the independent variables, the dependent variables would be the amount of pesticides in the water, and the amount of noise pollution, respectively. Whereas there should only be one independent variable, the number of dependent variables can vary. For instance, if you were investigating water quality at the same site on different days, your independent variable would be time, and each different pesticide concentration you measure in the water would be a different dependent variable. The controlled variables are those that you try to keep constant throughout your experiment. These are all variables that might affect your dependent variable. If you were measuring the concentrations of pesticides in water on different days, you would want to make sure that things like the weather and outside temperature remain relatively constant. You should keep track of your controlled variables as carefully as your other variables. Remember that it is important to try to keep your controlled variables as constant as possible. For instance, if you measured the noise pollution at two different traffic intersections in your city (independent variable = location; dependent variable = noise pollution) but made your measurements at different times of day, you wouldn’t be able to tell if changes in the amount of noise pollution were due to the different location or the different time of day. Most experiments will have more than one controlled variable. Talk to your mentor and make a list of all the variables you think might affect your dependent variable, and the best way to make sure you keep those variables constant. You must also compare an experimental group to a control group. The control group is the set of experimental trials where the independent variable is set at its natural state. An experimental group is the set of experimental trials where you change the independent variable. Example: In an experiment investigating the effects of acid rain on plant growth, you might grow different plants and water them with water at different pH values. The plants watered with water with a pH natural” rain value of 5.6 would be your control group and the plants watered with water with more acidic pH values would be your experimental group. In some projects, it might not be possible to measure a control group. Be sure to discuss this with your mentor and/or chapter coordinator


Developing an Experimental Procedure

After identifying your variables, the next step is to design a procedure for how you will manipulate your independent variable, and how you will measure the resulting changes in your dependent variable(s). Each time you perform your experiment it is called a trial. Remember that for your EnvironMentors project, you will need to conduct at least three trials of data collection. Three trials are necessary to collect sufficient data to answer your research question. Conducting more than three trials is strongly recommended as additional trials will produce additional data and therefore reduce the margin of error. Tips for Developing an Experimental Procedure In order to make sure that the changes you observe in your dependent variable are due to

changes in your independent variable, you should make sure that your controlled variables remain constant.

You must also compare an experimental group to a control group. Know the difference between controlled variables and your control group.

Develop an experimental procedure by writing a step-by-step list of how you will conduct your experiment. Be as detailed as possible. When writing your procedure, pretend that another scientist will be repeating your experiment. They should be able to perform your experiment exactly as you did by following your step- by- step procedure.

Your experimental procedure should detail how you plan to execute Effective Data Sampling. Experiment Design and Effective Data Sampling Several attributes characterize effective sampling: accuracy, consistency, and persistence. You will see these tips again in the next section Data Collection & Analysis. Accuracy is the foundation of all scientific observation. Care in taking the measurements is the first step. The equipment used and efforts to keep it in good condition are very important. Strive for perfection in recording data entries and tests. Consistency means doing the experiment the same way every time. This lets you compare your data against others doing the same tests. Consistency is also important over time. You want to watch changes and trends in your data; the data that you have taken in the past must be directly comparable to the data you have taken today. Persistence means regular and frequent observations, allowing a greater understanding of what is happening at a measurement site. Also, regular observations are easier to interpret and can be used with greater confidence, especially when unusual phenomena are being measured.


Creating a Materials List

What type of supplies and equipment will you need to complete your EnvironMentors project? By making a complete list ahead of time, you can make sure that you have everything on hand when you need it. Some items may take time to obtain, so making a materials list in advance is key! As with your Experimental Procedure, your Materials List include the specific amounts of each item you’ll need (500 g of soil, rather than just listing soil). Ask yourself two questions when developing your materials list: Have you listed all necessary materials? Have you described the materials in sufficient detail? Tip: At a simplified level, you can think of your Materials as the ingredients list of a recipe. A

recipe that lists only flour, sugar and eggs would be useless without specified quantities. Your materials list needs to be as detailed and specific as a cooking recipe ingredients list.

Science Buddies.org provides an example of a “good” and a “bad” materials list

A Good Materials List Is Very Specific X A Bad Materials List

500 ml of de-ionized water Water

Stopwatch with 0.1 sec accuracy Clock

AA alkaline battery Battery

If you and your mentor have any problems obtaining the materials and equipment you need for your experiment, be sure to talk to your chapter coordinator.


Experimental Methods & Materials List – Assignment

With the guidance of your mentor, chapter coordinator, and/or teacher, use this worksheet to fully develop your experimental procedure and materials list. Identify your variables and the specific quantity (weight, time, etc.) you will measure, and describe how you will make your measurements.

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Experimental and Control Data Sets You must have at least 3 experimental data sets and 1 control

data set. If a control data set is not possible for your project, consult your chapter coordinator. ______

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Study Site(s) Your study site(s) should be an area you can visit regularly and consistently. _________

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Materials List Include everything you will need to carry out your procedure, and be sure to list amounts.

Put a star next to items you think might be difficult to obtain so you and your mentor can get assistance

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You have completed Step 4 of the Scientific Method: Design an Experiment. In the next section, you

will carry out the experiment you just planned.

Data Collection & Analysis


Introduction Step 5 of the Scientific Method: Data Collection & Analysis This section will likely be both the most fun and the most challenging part of your project. Most

students have a great time getting outside and doing their experiment, but sometimes find analyzing

and interpreting their data difficult. Don’t forget to ask your mentor for help and advice throughout this

part of your project.

You will work with your mentor to use Google Earth or Google Maps to characterize the location of your

study site. When you are at your study site(s), write down all your data, but also record any other

interesting observations. When the time comes to write your Final Research Paper, it is always better

to have too much information than too little. Also, remember to take pictures and/or make drawings

and diagrams of your study site(s). These will be useful when you create your Project Display Board or

Poster.


Study Site Characterization Use Google Maps (http://maps.google.com) or Google Earth (http://earth.google.com) to print out a map of your study site(s) location(s). Cut out the maps and paste them in the space below. Map view:


Study Site Characterization

Satellite view:


Raw Experimental Data – Assignment Use the space below and on the next few pages to record your experimental data. It is useful to think about the data you will be collecting and create tables ahead of time. Be sure to record data for all your variables and any changes you need to make to your procedure. If you run out of space, record your data on extra sheets of paper. Use the National Weather Service website (http://www.nws.noaa.gov/) to record the meteorological conditions (temperature, relative humidity, precipitation) each time you visit your study site. Mentor’s Initials: __________



Raw Experimental Data








Data Analysis

Now that you have collected a significant amount of data it is time to complete the data analysis portion of Step 5: Data Collection & Analysis. In the next section, you will determine what your data mean and draw a conclusion. Below are some sample raw data sets, analysis, and graphs. Your mentor and/or chapter coordinator will help you determine which type of graph is best for your data. If you are inexperienced in Excel or another computer graphing program, ask your mentor for assistance in creating your graphs. Calculating Your Data The mean of your data is the average. To calculate the mean of a set of data, add all the values and divide by the number of data entries. The mode is the value that occurs most frequently in your data set. To compute the mode, count the number of times each value occurs in the data set and then choose the data value with the highest sum. The median is the central value of an ordered distribution. To obtain the median, order the values from the lowest to the highest and select the data value that occurs in the middle of your distribution. If your data set has an even number of entries, the median is the mean of the middle two values. (Almost everyone will need to calculate mean values for their data sets. Calculating the mode and median values may not be useful. If you’re not sure, consult your mentor.) Graphing Your Data: Basic Graph Types Bar Graphs are used to show relationships between groups. The values being compared do not need to affect each other. This type of graph is an easy way to show large differences. Line Graphs are used to show how changes in one variable affect changes in another variable. Most line graphs are created by plotting the independent variable on the x-axis (bottom) and the dependent variable on the y-axis (left). Line graphs can also be used to show how data change over time. Pie Graphs are used to show how part of something relates to the whole. Pie graphs are used to effectively show percentages.


Example 1: Using a bar chart to show the differences in rates of water percolation through different types of soil. A student set up her experiment by placing a clean piece of filter paper in four different funnels. To three of the funnels, she added 25 mL of sand, clay, and soil, respectively. The fourth funnel had just the filter paper, and served as the control data set. She then poured 25 mL of water through each funnel, and measured the time, in seconds, it took for all the water to percolate through the funnels. She repeated her experiment a total of three times. Her raw data sets, her mean values, and her bar chart are shown below. Notice that she used her mean values to create her bar chart.

Soil type Trial 1 Trial 2 Trial 3 Mean

Time (seconds)

Sand 40 41 45 42 Clay 55 60 57 57.3 Potting Soil 21 23 27 23.7 Control 8 5 4 5.7

Comparing Water Percolation Through Different Soil Types

0

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Sand Clay Soil ControlSoil Type

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Example 2: Using a line chart to show the changes in river flowrate over time. A student measured the flowrate of water in four of his local rivers. Note that in this experiment, there is no control group, the student is comparing the different experimental data sets to each other. The student measured the flowrate three times during the transition from winter to spring with the assistance of his mentor and a park ranger. His raw data sets and his line chart are shown below.

River January 1 February 1 March 1

Flowrate (cubic feet per second)

Klamath River 375,000 327,000 320,000

Eel River 647,000 542,000 498,000

Trinity River 166,000 161,000 131,000

Mad River 62,000 57,000 38,000

Comparing River Flowrates

0.0E+00

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Klamath Eel Trinity Mad


Example 3: Using a pie chart to show the different bird species observed on the Outer Banks of North Carolina. A student counted the number of different types of birds she observed during a two-hour period at a specific beach location. She returned to the same location three days in a row and counted birds during the same two-hour time block. Her raw data sets, her mean values, and her pie chart are shown below. Notice that she used her mean values to create her pie chart.

Type of Bird Day 1 Day 2 Day 3 Mean

Number of birds

Pelican 10 12 15 12.3/66.8= 18%

Sanderling 20 18 17 18.3/66.8= 27%

Great Egret 15 16 15 15.3/66.8= 23%

Snowy Egret 9 8 11 9.3/66.8= 14%

Other 12 10 13 11.6/66.8= 17%

Birds Observed at Emerald Beach

18%

27%

23%

14%

17%

PelicanSanderlingGreat EgretSnowy EgretOther


Data Analysis – Assignment Using Excel or another computer graphing program, create graphs or charts that display your data in a manner that is easy to interpret. Print two copies of you graphs. Cut out your first copy of graphs and charts and paste them in the space below. Turn in the second copy to your chapter coordinator and/or teacher by uploading it onto the your EnvironMentors Earth Portal page.


Data Analysis

**Post your Data Analysis on your Chapter EnvironMentors Portal for Commenting**

You have completed Step 5 of the Scientific Method: Data Collection & Analysis. In the next section,

you will determine what your data mean and draw a conclusion.


**ADDITIONAL Experimental Data & Data Analysis Sheets





Raw Experimental Data Mentor’s Initials: __________



Data Analysis


Data Analysis


Drawing a Conclusion


Introduction Step 6 of the Scientific Method: Draw a Conclusion Now that you have completed your experiment and analyzed your data, it is time to reflect back on your

project to develop a project discussion and draw a conclusion about your project. The Discussion and

Conclusion section of your research paper is when you explain what your results mean, and how they

relate to your hypothesis.

Discussion

Your discussion should summarize what you learned through your experimental research. When writing

this section, ask “How could I best explain my results in words (without the visual assistance of charts

and graphs)? The discussion will explain: how you conducted your experiment, what data you

collected, what observations you made, and what you learned.

Conclusion

In your conclusion, you should discuss how your data, and what you learned, relate to the hypothesis

you formed in Section 6. Did your data support or disprove your hypothesis? If your data supports

your hypothesis, you should summarize the reasons why, using your background research to defend

your argument. If your data disproves your hypothesis, think about the reasons this may have

happened. If you are having difficulties finding reasons your experiment turned out differently than

expected, be sure to discuss it with your mentor. Experimental errors may have contributed to your

data disagreeing with your expected outcome, but remember, if your data disproves your hypothesis,

this doesn’t mean your experiment was “wrong,” it just means you learned something new and

unexpected.

Tips for Discussion and Conclusion

Remember not to use phrases like “I believe…” or “I think…” Scientists always try to keep their

opinions separate from the Scientific Method. Instead, use phrases like “The data show…”

The Conclusion is the section where you can make suggestions for future research on your

topic. Include interesting ideas for continuing your project, or for determining why your data

disagreed with your expectations.


Data Interpretation Worksheet With the guidance of your mentor, chapter coordinator, and/or teacher, use this worksheet to guide you through developing your Discussion section and drawing your Conclusion. Discussion How did you conduct your experiment? What observations and data did you need to collect to answer your research question and evaluate your hypothesis? Refer to your experimental procedure, but focus on explaining why you designed your experiment the way you did.

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What did you find out? What did your data tell you? Refer to your graphs and charts from your Data Analysis, but remember to pretend you are trying to describe your data to someone who isn’t looking at your graphs.

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Can you identify any sources of experimental error in your original procedure or in the actual data collection that may have affected your results? How would such error have affected your data? How can such sources of experimental error be avoided in the future?

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Conclusion Do your data support or disprove your hypothesis? Explain.

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How well do your results address your original research question? Has your research question been fully answered? Explain why or why not.

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Based on what you learned, what additional research do you think should be conducted in order to advance the understanding of your project topic?

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Finally, discuss some ideas for how your community can use what you’ve learned to help make a cleaner environment or conserve natural resources.

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Discussion & Conclusion – Assignment Using your answers from the worksheet on the preceding pages, develop the Discussion & Conclusion

section of your final research paper. It should be approximately 2-3 pages in length. Upload it to your

Student page on your Chapter EnvironMentors Portal turn it in to your teacher or chapter coordinator.

You have completed Step 6 of the Scientific Method: Draw a Conclusion.


Communicating Your Results


Introduction Step 7 of the Scientific Method: Communicate your Results Sharing your results is a very important step in the Scientific Method, as it allows science to continue

advancing our knowledge of the world around us. You will Communicate Your Results by writing your

Final Research Paper, creating a Project Display Board for your EnvironMentors Chapter Fair, and

finally by developing a lesson plan for an Elementary School Visit. These assignments will help you

improve your written and verbal communication skills, which will benefit you throughout high school,

college, and your career.

Tip: You have already written the majority of your research paper in Steps 1-6 of the Scientific

Method. All that remains is to combine the pieces into a final paper and make sure they flow

together. As you finish each assignment in this section, don’t forget to ask your mentor for

assistance with editing and advice.


Research Paper Outline & Writing Tips

If you have successfully completed each of the sections of your EnvironMentors project, you should have all the information necessary to create your Final Research Paper. Your final paper should be about 10-12 pages in length, but be sure to consult your chapter coordinator and/or teacher for specific page requirements. Your paper must include the following elements: Title Page • A title that clearly describes your project • A picture or image that relates to your project • Your name, your EnvironMentors chapter, your mentor’s name, and your class name (if applicable) Abstract • A complete summary of your project. See page 109 for more details. Introduction (You completed this part of your paper in Section 4: Project Planning) • Description of your general topic area • Problem statement regarding your specific environmental issue • Explanation of the need for your project • Description of your project purpose • Your research question Background Research (You completed this part of your paper in Section 5: Background Research) • Summary of what you learned from both your Literature Review and your Expert Interview • Discuss both the similarities and differences of the information you studied • Summary of previous experiments in your project topic area • Include your hypothesis in this section. Make sure to present a logical argument for why your

background information supports your educated guess. • Remember to properly cite all your information sources, and list them in your Bibliography. Include

your interview questions as an appendix. Experimental Method (You completed this part of your paper in Section 7: Designing an Experiment) • Description of your variables (independent, dependent and controlled) and how you will measure

them. • Description of your experimental and control data sets. • Detailed information about the location of your study site(s), including maps. • Materials written in paragraph form rather than as a list. • Experimental procedure. This should be written in paragraph form as a description of what you did,

rather than as a list of instructions. Results & Analysis (You completed this part of your paper in Section 8: Data Collection & Analysis) • The data you collected in organized tables. This should be your final calculations (means etc.) • Graphs that display your data in a way that is easy to understand. • Brief description of each graph. • Include your raw data and calculations in an appendix. Discussion & Conclusion (You completed this part of your paper in Section 9: Drawing a Conclusion) • Description of how you conducted your experiment and why you designed it the way you did. • Brief description of what each graph in your Results section mean.


• Summary of what you learned • Discussion of sources of experimental error • Explanation of whether your data support or disprove your hypothesis. • Summary of how your results address your original research question. • Suggestions for further investigation of your project topic. • How your results can be applied in your community. References • Include the bibliography you created in Section 5. Acknowledgements • Thank the people who have helped you accomplish your work on this research project Appendices • Expert interview questions • Raw data and calculations • Any other information you feel is important


The Abstract An abstract is a complete but concise description of your entire research paper meant to give a general overview of the subject while enticing potential readers to read the full paper. You will write it once you have completed the entire paper, but it will eventually be the first piece that readers see. Your abstract should generally be no longer than 250-300 words in length. Do not include your charts and graphs. Also, do not begin your abstract with: “This report will look at…” Your abstract should include the following elements: Motivation and Problem Statement Summarize the importance of your project. Why is this environmental issue interesting? The first few sentences of your abstract should grab the reader’s attention. Briefly summarize your problem statement. Approach Include the basic components of your experimental design. Results What were the results of your experiment? Avoid vague terms such as "very,” “small” or “a lot.” Conclusion Describe the implications of your results. Include a summary of how your results compare to other scientists’ results. Very briefly summarize your ideas for continued investigations of your project topic. Sample Abstract The Effects of Ambient Air Pollution on School Absenteeism Due to Respiratory Illnesses. Original Article: Epidemiology. 12(1):43-54, January 2001. We investigated the relations between ozone (O3), nitrogen dioxide (NO2), and respirable particles less than 10 [mu]m in diameter (PM10) and school absenteeism in a cohort of 4th-grade school children who resided in 12 southern California communities. An active surveillance system ascertained the numbers and types of absences during the first 6 months of 1996. Pollutants were measured hourly at central-site monitors in each of the 12 communities. To examine acute effects of air pollution on absence rates, we fitted a two-stage time-series model to the absence count data that included distributed lag effects of exposure adjusted for long-term pollutant levels. Short-term change in O3, but not NO2 or PM10, was associated with a substantial increase in school absences from both upper and lower respiratory illness. An increase of 20 ppb of O3 was associated with an increase of 62.9% [95% confidence interval (95% CI) = 18.4-124.1%] for illness-related absence rates, 82.9% (95% CI = 3.9-222.0%) for respiratory illnesses, 45.1% (95% CI = 21.3-73.7%) for upper respiratory illnesses, and 173.9% (95% CI = 91.3-292.3%) for lower respiratory illnesses with wet cough. The short-term effects of a 20-ppb change of O3 on illness-related absenteeism were larger in communities with lower long-term average PM10 [223.5% (95% CI = 90.4-449.7)] compared with communities with high average levels [38.1% (95% CI = 8.5-75.8)]. Increased school absenteeism from O3 exposure in children is an important adverse effect of ambient air pollution worthy of public policy consideration.


Writing Tips

Use precise language. Scientific writing must be accurate and precise. While your English teacher might tell you not to use the same word twice in one sentence, this is not a concern in scientific writing. A student who tried not to repeat the word hamster produced this confusing sentence: “When the hamster was put in the cage with the other mammals, the animals began to play.” Be careful using commonly confused words such as “effect” and “affect.” The following usages are correct: “Temperature has an effect on the reaction,” or “Temperature affects the reaction.” Do NOT use first person voice. You should also avoid stating your opinion. Instead of using “I think…” use “The data indicated…” Rather than writing “I analyzed the samples,” write: “The samples were analyzed.” If you cannot avoid the first person voice without constructing an awkward sentence, always use “we” rather than “I” because scientists never work alone. Use active voice whenever possible. It is more concise than the passive voice. Instead of: “An increased appetite was manifested by the rates of food consumption and an increase in body width,” write, “The rats exhibited an increased appetite and weight gain.” Vary your sentence structure. Feel free to use compound sentences, but don’t let them turn into run-on sentences. Strive for clarity. Carefully proofread your paper to eliminate all errors in grammar, spelling, punctuation, and typing. Use Spell Check, but remember that it will not catch all mistakes and may not recognize some scientific terms. Peer edit with a friend, or have someone in your family look over your paper. When you are feel your paper is in near-final form, have your mentor provide a final edit.


Final Research Paper – Assignment

After you have completed your research paper using the outline and writing tips on the previous pages,

print out a copy and turn it in to your teacher or chapter coordinator.


Public Speaking & Presentation Tips

Feeling nervous before giving a presentation is natural. The best way to make sure you do well at your Chapter’s Fair is to be prepared, and take steps to minimize your anxiety. Following are some tips on controlling your butterflies so you can give a great presentation and impress the judges with your project:

Know your material. Remember that after completing your EnvironMentors Project, you are now an expert on your topic. Review your background research, data, and conclusions. The more comfortable you are with your material, the easier it will be to present your information. It is not necessary to discuss everything you know in your presentation, you can share additional information when the judges ask you questions. It is acceptable to use humor, personal stories, and conversational language, but consult your mentor ahead of time to determine what stories are appropriate.

Practice. Practice. Practice! Rehearse out loud with all the materials you plan on using in your presentation. Revise as necessary. Work to control filler words (um, ah, you know); Practice, pause and breathe. Practice with a timer and allow time for the unexpected. Practice in front of a mirror, with friends, family, and/or your mentor.

Know the audience. At the Chapter and National Fair, your audience will be the judges. If there is time before the judging period begins, mingle with the judges and introduce yourself. It’s usually easier to speak to someone you’ve already met (even if it’s just once) than to a complete stranger.

Know the room. Arrive early, walk around the fair location, and get comfortable with your display board set up. If you brought models or visual aids, make sure you are comfortable with them.

Relax. When a judge comes to your display board, begin by greeting them. It buys you time and calms your nerves. Pause, smile and count to three before saying anything. ("One one-thousand, two one-thousand, three one-thousand. Pause. Begin.) Transform nervous energy into enthusiasm. Don’t apologize for any nervousness or problem – the judges probably won’t even notice it.

Visualize yourself giving your presentation. Imagine yourself speaking, your voice loud, clear and confident. Visualize the audience clapping for you at the Awards Ceremony – it will boost your confidence.

Realize that people want you to succeed. The judges all want you to be interesting, stimulating, informative, and entertaining. They are evaluating your project and your performance, but they are all rooting for you.

Concentrate on your message. Focus your attention away from your own anxieties and concentrate on the information you want to share with the judges.

Gain experience. Mainly, your presentation should represent you — as an authority on your project topic and as a person. Experience builds confidence, which is the key to effective speaking.

Adapted from Toastmasters International: 10 Tips for Public Speaking (http://www.toastmasters.org)


Display Board or Poster Elements & Design Tips

Your Project Display Board or Poster is your opportunity to present your project visually. Your goal should be to incorporate all the necessary information both informatively and attractively. Feel free to be creative in your design, and remember that you will be using your display board to attract judges to your project at your EnvironMentors Chapter Fair. Elements of your display board can, and should, be pulled from your research paper. Required Elements • Project Title • Abstract • Problem Statement • Research Question • Hypothesis • Experimental Procedure • Materials List • Map(s) of your study site(s) location • Results (Tables of data and observations as well as graphs and charts) • Discussion • Conclusion • Acknowledgements Items to Display on the Table • Extra copies of your Abstract for the judges • Final Research Paper in a 3-ring binder • Your EnvironMentors manual with all your raw data and project planning information Optional Elements • Photographs • Drawings and Diagrams • Newspaper articles related to your environmental issue • Water or soil samples (if applicable) • Model demonstrating an element of your project Design Tips Color Consider incorporating colors that relate to your project topic (blues for water quality, greens for forest issues, etc.) Balance Distribute your information evenly across your entire display board. Font Use a simple font such as Times New Roman or Arial, and use the same font for your entire board. Vary the size, or use bold or italics to add emphasis. Creativity Feel free to use any creative techniques you think will enhance your board such as borders or color background sheets. However, strive to keep it simple, uncluttered, and professional looking.


Display Board Assignment Review the example display boards provided below. Follow the link provided below to complete your own board planning template. Fill in the designated areas of the template with information from your project. Display Template websites: 1) http://posters4research.com/templates.php#42/56 2) http://www.postersession.com/templates.php 3) http://www.posterpresentations.com/html/free_poster_templates.html

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Project Display Board or Poster – Assignment After you have constructed your display board using the outline and writing tips, you will be ready to

present it at your EnvironMentors Chapter Fair, and possibly the National EnvironMentors Fair in

Washington, DC.


Elementary School Visit

Teaching Tips Many people learn best when they are doing rather than just listening. Elementary school students and many adults will learn better when they are active participants in the lesson. Including hands-on, participatory activities in your lesson will help your students stay engaged during your lesson, and remember what you teach them. People have different learning styles. You will find that some people are visual learners (they learn best through what they see), others are active learners (they learn best by being active), and still others are auditory learners (they learn best through what they hear). Try to include as many different learning styles as possible in your lesson so you will reach all types of learners. Most people learn best when they are having fun. Elementary school students are much more apt to learn when they are having a good time. Don’t be afraid to be lively and enthusiastic in teaching your lesson. Try to include fun, participatory, and interactive activities that will really immerse your students in the lesson. Consider incorporating an educational game into your lesson plan. People learn best when a lesson is organized, well prepared, and practiced ahead of time. In order for your audience to really understand your lesson, you must Practice, Practice, Practice. The time you put into being well prepared will be reflected in how engaged you are in your presentation. Giving short descriptions without much information will make you come across as if you don’t know what you are talking about. A great way to prepare is to arrange a practice teaching session with friends, family, and/or your mentor (be sure to include all ages) and see how they respond.


Elementary School Visit Lesson Plan – Assignment

With the guidance of your mentor, chapter coordinator, and/or teacher, use this worksheet to guide you through developing your Elementary School Visit Lesson Plan. Project Objective What is the main objective of your project that you wish to communicate to your students?

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Educational Objective How can you translate your project objective into educational goals appropriate for your students’ grade level. Try to complete the following sentence: As a result of my lesson, my students will gain an understanding of…

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Lesson Plan Outline Outline the steps you will take to teach your students about your project topic. Include the entire sequence of your lesson plan starting with your introduction, and finishing with your conclusion. Introduction How will you introduce yourself and your project? Identify the main topic of your lesson and decide how you will get your students’ attention. Try asking them questions about what they already know about the topic.

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Lesson Plan Body What activity and/or demonstration will you include to illustrate your project objective.


Ideas for participatory activities: • Develop a pre- and post-lesson quiz to test your students’ knowledge of your topic before and after

your lesson. • Design a game that illustrates concepts from your project. • Do a partner exercise in which you ask your students to discuss aspects of your project topic with

each other. • Conduce a brainstorming session in which you ask your students to suggest ideas they have about

your topic. • Have your students draw pictures of subjects related to your project topic. • Identify a part of your experiment that can be replicated as a demonstration for your students. • Use media such as flash cards or photos that help illustrate your topic. Ask students to relate the

images to concepts from your project.

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Lesson Conclusion How will you conclude your teaching lesson? It is important to assess your students’ understanding of the information you presented.

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Materials List the materials (such as pictures, handouts, models, games, etc.) that you will need for your lesson.

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Things to Consider • Teach to the student who isn’t paying attention. If you have his/her attention, then you will have all

the students’ attention. Ask questions, such as, “Joey, can you tell me what pandas eat?” • Use appropriate language for the age group. For example, if you are talking to a first grader about

habitats, use the word “home” or the phrase “where this animal lives.” If you are talking about “riparian areas”, instead say “areas surrounding rivers and streams.”


EnvironMentors Fair & Scholarships


EnvironMentors Scholarships Program

EnvironMentors has a growing number and variety of scholarships to offer its students. All students will compete at their chapter fairs to move on to the National EnvironMentors Fair in Washington, DC. The top three students from each chapter will compete for National EnvironMentors scholarships in May. Your chapter may also have scholarships which are available only for students in your chapter. Review the following points in order to be competitive for EnvironMentors scholarships. Work hard with your mentor throughout the year to ensure your EnvironMentors project is the very best it can be. Study up on the Public Speaking and Presentation Tips on page 111 in order to present all the hard work you put in on your project in the best possible light at your Chapter’s Fair, and hopefully the National Fair. Do the very best you can at your chapter fair. The first, second, and third place winners from each Chapter Fair are sponsored to travel to Washington, DC to compete along side students from the all the other Chapters at the EnvironMentors National Fair held annually in late May. Remember to pack your presentation, poster, equipment, and other necessary materials, if you are selected to participate in the National EnvironMentors Fair. The National Fair also allow for computer generated Power Point presentations, and web pages, however internet access will not be available. Web pages must be saved locally. The National Fair and Awards Ceremony is a rather formal event. Make sure to pack dress slacks, nice skirt, and blouse. Scholarships are awarded to EnvironMentors students on the basis of acceptance to college to help pay for college expenses including down payments, books, and other essentials. If you win a national scholarship, you will need to send documentation of acceptance to the college you will attend, along with a copy of your high school diploma. If you win a scholarship at the EnvironMentors Fair during your freshman, sophomore, or junior year, you will receive a letter from EnvironMentors in the spring of your senior year to remind you to send us documentation of college admissions so that we can send you scholarship funds. Please see the following page for the actual list of EnvironMentors Scholarships.


Chapter Fairs Chapter EnvironMentors Fairs All chapters will host a Chapter Fair, or a chapter based competition of some form, at which you will have your first opportunity to present your project to judges. Judges of Chapter Fairs are typically senior faculty, deans, and department heads. This presents a great opportunity for you to showcase your project and the caliber of research you are capable of performing to senior level faculty and administrators at your chapter’s host university. For this reason alone, you should take every opportunity to do the best you can to present yourself and your project as well as you can at your chapter fair. Should you apply to your chapter’s host university for college, your performance at the Fair, who you met, and who you talked to could impact decision making. First, second, and third place winners of your chapter’s fair will be identified and will be awarded at your own chapter’s awards ceremony. EnvironMentors Certificates of Achievement provided to all students, and Scholarship Certificates provided to winners, at your Chapter’s Awards Ceremony are important documents of accomplishment for you to include your college portfolio. University Undergraduate Research and Arts Forum Some Chapters may choose to host their Fair in collaboration with their host university’s Undergraduate Research and Arts Forum (UURAF). Following is Michigan State University’s description of their UURAF. “The University Undergraduate Research and Arts Forum (UURAF) is an opportunity for students to showcase their scholarship and creative activity to the University community. Held every spring, the Forum brings together a community of highly motivated students to share their work with faculty and peers. Students present their research to judges in 1 of 3 formats: an oral presentation, a poster presentation, or a performance demonstration presentation. Over 400 students and 230 faculty mentors from a variety of disciplines participated in last year’s event.” Like presenting at a regular Chapter Fair, some advantages of presenting at a UURAF at to:

� Gain experience in presenting scholarly material � Receive feedback on your poster/presentation from expert judges to improve

your work � Excellent resume builder for graduate school or future career � Opportunity to network with other students and professionals who share your

interests � Monetary awards for outstanding projects in each category

INTEL International Science and Technology Fair (ISTF) Your chapter may also choose to participate in the INTEL ISTF local affiliated fair. The INTEL ISTF is a large, national science and technology fair which benefits from sponsorship from many national science and engineering firms who provide scholarships, fellowships, and internships at the national and local ISTF Fairs. Participating in your local ISTF could result in MANY ADDITIONAL scholarship opportunities to you. Check out www.sciserv.org/isef and encourage your chapter coordinator to consider entering your EnvironMentors chapter into your local ISTF.


National EnvironMentors Fair and Awards Ceremony

The National EnvironMentors Fair and Awards Ceremony is a serious competition, an important opportunity for you, and a really fun event. Here’s why. Serious Competition - You will compete along side the top three student winners from each of the other chapters. This will likely include some tough competition for the top three Awards for Excellence in Experimental Science and for the Content Scholarships. Individual students are always amazed when they win a scholarship, but it happens every year, and being a winner could happen to you too! Important Opportunity – The Directors of many of the Chapters also attend the Fair and Awards Ceremony and are on the lookout for interested, knowledgeable, and skilled high school candidates for their programs. Numerous conversations among Chapter Directors and students have resulted in recruitment opportunities for students to schools they never dreamed of considering. You never know who you might meet at the EnvironMentors Fair. FUN! - The EnvironMentors Fair and Awards Ceremony are a time for student winners, chapter coordinators, directors, teachers and others to come together in an end of the year celebration of a job well done by all. It’s an opportunity for you to meet and get to know students from other chapters. Most of all the National Fair and Awards Ceremony is EnvironMentors opportunity to honor you, our student scholars, mentors, chapter coordinators, teachers, and so many others who worked hard to make the year a great success. At the Fair, you will be evaluated by at least three judges who will interview you based on the following questions.

1) What originally interested you in your project topic? Why did you select this topic?

2) What are your Project Topic and the Purpose of your project?

3) What is your research question and hypothesis for this project?

4) Who did you interview in your Expert Interview? What new information did you learn from him or her that you hadn’t obtained through your independent research?

5) What sources did you use for your Literature Review? What did you learn from your

Literature Review?

6) What data and/or observations did you collect in your experimental research? Can you explain your experimental research methodology for me? What was your sampling method? How many trials of data collection did you conduct? Where was your study site(s)?

7) In what ways did you analyze your data? Can you explain your graphs for me? 8) What conclusions do you draw from your research?

9) Is there anything you would do differently if you had a chance to conduct this project

research over again?

10) What would you like to next if you had an opportunity to either continue this project or to develop a new one?


EnvironMentors Scholarships

Awards for Excellence in Experimental Science The first, second, and third place overall scholarships based on application of the scientific method to the student’s project topic. The evaluation criteria are set forth on the Judge’s Evaluation Form. At the National EnvironMentors Fair, all students are evaluated by at least three judges, the average score of which is your overall ranking score. First Place Award for Excellence in Experimental Science $1,000

Second Place Award for Excellence in Experimental Science $750

Third Place Award for Excellence in Experimental Science $500 Content and Memorial Scholarships $500 Content Scholarships refers to scholarships in specific research areas. The Content Scholarships are typically evaluated based on the extent to which the student has applied the scientific method to a specific area of research. Examples of Content Scholarships include, but are not limited to the sample list below. A team of three judges are assigned to evaluate for each of the Content Scholarships listed below. The team of judges pools their scores and comments to identify the scholarship winners.

Past Content Scholarships Excellence in Aquatic Research

Excellence in Atmospheric Research

Excellence in Environmental Health Research

Excellence in Energy Efficiency Research

Excellence in Integration of Technology in Environmental Science Research Past Memorial Scholarships Patrick Lalley Memorial Scholarship for Excellence in Biodiversity and Wildlife Conservation Research

Ronald Carvalho Memorial Award for Excellence in Environmental Policy Research

Juan Pablo Arce Memorial Scholarship for Global Environmental Studies

H K and Mary Leach Memorial Scholarship for Environmental Stewardship Emerging Environmental Leader Scholarship $10,000 This prestigious scholarship is awarded to an EnvironMentors graduating senior who has participated in EnvironMentors for at least two years, has been admitted to college, and who, as a result of their participation in EnvironMentors and other experiences, has decided to pursue and environmentally- related STEM college program. Not all students are eligible for this scholarship; please check with your Chapter Coordinator about the application requirements and timing.


EnvironMentors Experimental Science Evaluation Form

Student Name: ___ ___ Table #___ ___

University Chapter: __ _ _________

Project Title: _ _ _

**Please rank the following project attributes on a scale of Excellent to Unsatisfactory/Absent**

A. APPLICATION OF THE SCIENTIFIC METHOD (40 points)

Excellent Good Satisfactory Needs

Improvement Unsatisfactory/

Absent

Points 5 4 3 2 1

1) Project Topic: - Can the student clearly articulate how he/she

came up with the project topic? - Does the student demonstrate that the topic

was born of his/her own interests?

2) Research Question: - Can the student explain the importance of their

research question(s) to the field in which their research is contributing?

3) Hypothesis: - Does the student present a defensible

hypothesis? - Is the hypothesis stated in a way that it can be

distinctly proven or refuted?

4) Experimental Procedures: - Did the student design a step-by-step

experimental plan specifically geared to proving or disproving the hypothesis?

5) Literature Research Conducted: - Did the student include and cite:

o 3 primary sources? o 3 secondary sources? o At least 2 electronic resources? o Can the student explain how he/she knew

the sources were credible? - Did the student conduct and cite at least 1

expert interview with someone other than their mentor?

6) Field Research Conducted: - Did the student identify clearly distinguishable

data and observations? - Does the project include control and

experimental data sets? - Does the student have an identifiable study

site(s)? - Did the student conduct at least three

experimental trials?

7) Discussion: - Can the student clearly describe WHAT

happened in his/her project?

8) Conclusions: - Can the student clearly articulate WHY he/she

believes WHAT happened, happened?

- Can the student describe what he/she would do next if he/she had the opportunity to do so?

B. ENVIRONMENTORS EXPERIENCE (10 points)



Absent

Points 4 3 2 1 0

1) Applied Learning - Can the student clearly articulate the

importance of their research question to an


environmental issue important on a local, national, and/or global level?

2) Environmental Stewardship - Can the student answer the questions: why is

it important to protect the environment? and what can you do to protect the environment?



Absent

Points 2 1.5 1 0.5 0

3) Project Inspiration - Can the student answer the question: what

was the most important thing you learned from an adult you met through EnvironMentors?

C. PRESENTATION (25 points)



Absent

Points 5 4 3 2 1

1) Verbal

- Can the student respond to interview questions clearly and concisely when prompted?

- Does the student communicate his/her project in a logically developed presentation?

- Is the student excited about his/her project and eager to discuss it with you?

2) Physical Has the student developed…

- a visually appealing display board that show attention to grammar and spelling

- additional materials in his/her exhibit which help communicate his/her project in an interactive and engaging way

3) Professionalisms - presenter is dressed for the occasion, and

behaves professionally

D. Research Paper (25 points)

Points Present = 2.5 Not Present = 0

A) Title Page

B) Abstract

C) Introduction

D) Background research/lit review

E) Experimental Method

F) Results and Analysis

G) Discussion and Conclusion

H) References/Annotated Bibliography

I) Acknowledgements

J) Appendices (Expert Interview questions, raw data and calculations, other)

GRAND TOTAL (100 points)

Additional Comments Please provide the student with several comments (positive and/or constructive) that could help him/her further develop his/her abilities. We will share this evaluation with students. Were there any aspects of the scientific method or research that students didn’t understand clearly?

Printed Name ________________________________________ Signature ________________________________________

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