G6 Iss Science Fair Booklet 2016 472v4p
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Middle School Science Fair Guide Grade 6
HTTP://SPACEPLACE.NASA.GOV/SCIENCE-FAIR/EN/SCIENCE-FAIR-PROJECT.PNG
NAME: ______________________________ TIMELINE FOR SCIENCE FAIR PROJECT: Overview
Due Dates Are In Bold: ongoing tasks and notes are in normal font. Date
Task Due (or in progress)
Feb 1
Science Fair Starts!
Feb 15 – Feb 19
Research possible ideas, decide on topic. Keep track of sources.
February 22
Feb 22 – March 5
Topic sharing day at end of week: explain your variables, measurements, and scientific background to peers and older students. Due: Aim/Research Question, Variables, Background, and Bibliography. Continue researching your project. Decide on what and how to measure.
March 7
March 7 – March 24 March 24 April 4
April 4-15
April 15 April 18 – May 4
Use background research to complete hypothesis Due: Hypothesis, Materials, Method, Set-up diagram.
Page Comments s Introduction and Booklet organization. The Teacher must agree to all projects. Library books will be available to students.
Get a good topic from the start so the rest of your process is easier! When finished, please complete the selfevaluation of planning on page 26
Hypothesis has a scientific reason that is explained in the background.
Try out your experiment, troubleshoot your method. Work on your Criterion D section. Criterion D draft section due All experimental work to be completed Keep track of your data and observations! Complete data analysis rough draft Complete conclusion, evaluation rough draft. Revise Criterion D section as needed. Rough Draft of lab report due, ed to Veracross Edit and revise lab report as needed. Start board / presentation.
Students can check out materials or sign up for lab time at school.
In-class peer editing may be done.
2
May 5 – 22
School trips week and holiday.
May 25
Submission of entire typed lab report and Criterion D, ed to Veracross
May 8-22
Complete the board / presentation and plan speech Completed Science Fair board to be brought into school / presentation ed to Veracross. Practice speech (in class and at home) Science Fair Peer Presentations: Give your speech and display your board/presentation
June 1
June 1 - 6 June 6-10
Keep in mind we don’t have many classes in May: it will be science fair time in June before you know it: don’t procrastinate! This final draft (one Microsoft file) will be assessed by your teacher. Bring it to your science classroom / to Veracross.
Schedule for science fair to be published at a later date.
TABLE OF CONTENTS Section
Timeline
Page
Overview Dates and Deadlines Calendar Assessment Information: Criteria Assessment Information: Board /
s 2 4–6 7 8
Presentation Notes on Safety, Materials, and Lab
9
Facilities Step 1: Brainstorming Step 2: Developing one idea Step 3: Keeping track of Sources Step 4: Article Reading Guide Step 5: Keeping track of the big picture Step 6: Notes to Plan Experiment and Draft report
Feb 1-19 Feb 1-19 Ongoing during research Ongoing during research Ongoing during research Feb 15 – March 7
10-12 13-14 15 16 18-22
(See due dates below) Science & Society, Aim, Hypothesis, Background Variables: Independent, Dependent, Controlled Materials, Set-up Diagram Method 3
Step 7: Self/Peer Evaluation for planning
March 7 – March 11
23
experiment Step 8: Notes to Draft Report after Data is
March 11 – April 15
24-
collected Calculations and Graph (draft) Conclusion Evaluation and Works Cited Step 9: Planning the Board / Presentation Step 10: Planning your speech Presentation Rubric
(See due dates below)
27
April 18 – June 1 (See due dates below) May 12 – June 3
28-31 31
February 22 March 7 March 24 April 4 April 15 May 25
Due: Aim/Research Question, Variables, Background, and Bibliography. Due: Hypothesis, Materials, Method, Set-up diagram. Criterion D section due All experimental work to be completed Rough Draft of lab report due, ed to Veracross Submission of entire typed lab report and Criterion D, ed to Veracross June 1 Completed Science Fair board to be brought into school / presentation ed to Veracross. June 6-10 Science Fair Peer Presentations: Give your speech and display your board/presentation TIMELINE FOR SCIENCE FAIR PROJECT: Calendar
4
5
6
Week of June 6: Peer Presentations Schedule of presentations to be announced. Student presentations will last 5 minutes Peer-assessment and teacher assessment of presentations to determine which boards will represent each grade level. Top 20% of each grade level will be judged by external judges o Grade 6: 8-10 projects o Grade 7: 8-10 projects o Grade 8: 12-14 projects Friday, June 10 – Science Fair Judging of Top Presentations per Grade Level Periods One and Two – External Judging of presentations (only the students with the top selected boards will be required to present) Period Six – Science Fair Gallery of ALL boards is open to parents in science lab corridor
7
ASSESSMENT INFORMATION Science Fair projects are assessed against three of the four criteria of MYP Science and therefore must include information for each criterion as follows.
Criterion B (Inquiring and Deg) o Have you developed a problem that can be tested scientifically? o Do you have a hypothesis that is ed by scientific reasons? o Have you planned out your variables and how to manage them? Do you have numerical data for your dependent variable? Have you chosen ONE independent variable for a fair test? Have you controlled the correct variables? o Is your method well planned so it is complete, safe, and logical?
Criterion C (Processing and Evaluating) o Have you collected enough data? Have you calculated and made graph(s)? o Have you described the pattern in your data? o Have you drawn a conclusion using scientific reasoning? o Have you reflected on your hypothesis? o Have you suggested changes to the method for the future?
Criterion D (Reflecting on the Impacts of Science on Society) o How can the science used in your project help solve a problem in society? o What could happen in society if this science is used to solve a problem? Use ONE area: environmental, cultural, political, economic, social, moral, ethical o Have you correctly used all the right scientific vocabulary? o Have you cited all your sources correctly according to APA guidelines?
What will be assessed and how? Your typed lab report (with a Criterion D section added) will be assessed for the criteria above. Your teacher will assess this. Your peers and a teacher will assess your board/presentation, and your speech according to a rubric (see page 35) by your peers. This determines who advances to the finals of the Science Fair. If you are a finalist, then professional scientists will be the guest judges who assess your board/presentation and your speech. They will decide who are the winners for each grade level.
8
ASSESSMENT INFORMATION: Boards and Presentations. Presentation Planning: Board OR Electronic Presentation The Board: If your board is larger than the dimensions given, it will unfortunately, not be displayed. Boards can be bought at Obi or Bauhaus. Ask for “2 x HDF Rohplatten 3 mm; 90 x 30 cm” Your board must be:
Two boards attached (tape or hinges) so that they may be folded in half completely Each board must be 30 cm by 90 cm 30 cm
90 cm
30 cm
90 cm
Electronic Presentation You may use any presentation software you know. (Please note: science teacher tech may not be available if the teacher isn’t familiar with the software.) Some possible presentation programs: Google Slides, PowerPoint, Prezi, Electronic presentations must be handed in at the same time as boards. They should not be modified after that time. Electronic presentations will follow guidelines in of length and content similar to those for boards. Please see the guidelines in section 6 of the book. 9
Notes on Safety, Materials, and Lab Facilities
ANIMAL AND HUMAN SUBJECTS: SAFETY No experimental investigation for the Science Fair may include the neglect or harm of any animal. Students are also not permitted to ister substances to animal or human that will impact a body system. This includes, but is not limited to, the use of caffeine, steroids and food containing high sugar content. If you have any questions regarding the above statement, please your Science Teacher directly.
USING SCHOOL MATERIALS AND LAB CLASSROOMS Some basic equipment such as cylinders, beakers, measuring tapes, and other tools may be checked out to students for use at home. This will occur ONLY if the materials are not needed for in-class laboratory experiments. Some more complex or expensive equipment such as heating plates, electronic balances, and other tools may be used by students but ONLY under supervision by a science teacher or the lab technician. These materials may NOT be checked out to students to use at home. If students need to use school equipment at school, or if they need to use the laboratory facilities, this can be arranged through prior planning. The Science Department will produce a schedule of several days when students may work after school in one of the laboratory rooms in the science hallway. Availability may vary. Students will need to sign up for these a week in advance, and location of the schedules will be communicated through Veracross.
10
STEP ONE: Brainstorming In this section, you’ll explore three science fair topics that interest you. Use the books and magazines provided. For each topic, brainstorm on paper about: what scientific facts link to it, what you could measure, why it is interesting how it connects to the real world IDEA ONE Explain your IDEA:
Useful Scientific Information
Source
What could you measure?
What science area/topic does it link to?
11
What are the real-world links or applications?
STEP ONE: Brainstorming Continued IDEA TWO Explain your IDEA:
Useful Scientific Information
Source
What could you measure?
What science area/topic does it link to?
12
What are the real-world links or applications?
STEP ONE: Brainstorming Continued IDEA THREE Explain your IDEA:
Useful Scientific Information
Source
What could you measure?
13
What science area/topic does it link to?
What are the real-world links or applications?
STEP TWO: Developing one idea The best idea is one that You have notes in all 3 boxes (this means you can meet Criteria B, C, and D). You can complete in the given amount of time. You are interested in. (See checklist on next page.) Choose the best idea from the three you’ve considered and complete the following: Description of idea
14
Possible Aim: Include both variables, and make you can collect numerical data.
Hypothesis with scientific reason
Link to real world issue or use of the science
Additional Sources not listed on brainstorming pages:
STEP TWO: Developing one idea – Checklist for a good science fair topic Checklist for knowing if your science fair topic can work well: Do this checklist one row at a time: for example: read row 1 questions, answer, and then use the guidelines in the last column to find out if your topic is good.
Ro w 1
Main question to determine if your topic is good. Is there scientific background information
Follow up question(s) to help you answer main question. Look at your brainstorming pages: how many
Answer to follow up question
Circle yes or no. Yes if you have 2 or 3. 15
about your topic?
2
Is there numerical data that can be collected?
3
Is the idea for the experiment original, and based on your own interests?
4
Is there a good connection to society?
5
Is the idea manageable in the time frame given?
scientific sources do you have? What will you measure? What units will it be measured in? What measuring tool will you use? If you have used an experiment from science fair website or book, have you adjusted or adapted it to using your own ideas? What part of the “real-world” does your experiment connect to? How many days will it take you to do your experiment? Are there that many days remaining? Do you have access to all the tools and materials you need? Do you know where to buy supplies if you need them? If you are ordering something, will it arrive in time?
No if you have 0 or 1 Yes if you answered 2 or 3. No if you answered 0 or 1. You must decide yes or no. Input from teacher can help. Input from your teacher can help. Yes if these two numbers match. No if not. Yes if all answers are yes. No if not.
If you have mostly “yes” answers in the right column, you have a good idea! STEP THREE: Keeping track of Sources When completing research, it is important to keep a record of your sources. Do this while you are researching. It takes too long to do this all at once at the end of the project. 16
At the beginning of a project, it can be a good idea to copy the web address (URL: www.sample.com/whatever_page_you_use) into a document so you can find them all later. Once you decide on your topic, right away enter you sources into some electronic format: All students have NoodleTools, available through your isswiki.de in the Google Apps. All students have Microsoft Word 2015 supplied by the school. The References tool in Microsoft word can also be used for keeping track of all your sources. When you cite your sources in your final project, you must use APA format. Simply select APA (not MLA) on NoodleTools or Microsoft before you begin entering your sources. For more information about citing, see your MYP Science booklet.
Sources available to you: Books: The science teachers will have a trolley of books for students to use during class time. The books will also be available on Monday and Friday during lunchtime in room 1.169. Magazines: There are good magazines like Scientific American that are in the library and the science department has some extra copies. Online resources: Many websites for science fair projects will be posted in the Science Fair section of the ISS libraries webpage, and will continuously be updated. Many websites list “science fair project ideas” but are NOT VERY SCIENTIFIC. Students using an idea from somewhere else often have to work quite hard to figure out what science ideas relate to that project, and are not always successful. Try to start with things you are interested in or real life situations that have interested you: you will be more successful!
17
Step Four: Taking notes on Sources - Reading Guide The following guide may be used for each source to organize information. Please ask your teacher if you need extra copies New vocabulary words Word Definition
Summary (write one sentence for each paragraph) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 18
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Step Five: Organizing Information As you progress through your research, this chart can help you keep track of questions you have, what you need to find out, and key ideas you learn as you go. You might come back to it several times as you learn more, keep planning, and get new information. Chart 1: Know Scientific background info:
Need to Know
Learned (+source)
How to measure/manipulate variables
19
Real world connections
Step Six: Notes for your Science Fair Report page 1 Use these pages to help you keep track of important information as you decide on it. You may come back to these pages several times as you plan. This is a DRAFT and planning sheet: make bullet points that will help you later with your lab report. Impacts of Science on Society: write a few sentences to show your topic’s link to society. How can the science ideas be used in real world situations to solve problems or improve life? ___________________________________________________________________________________ ___________________________________________________________________________ What would be the implications in society (economic, environmental, etc) of using science this way? ___________________________________________________________________________________ ___________________________________________________________________________
20
Aim/Research question: What is the purpose of your experiment? What question will you answer with your experiment? Include your variables. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Hypothesis: What do you think will be the result of the aim/research question and why (scientific reasons)? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Background research: (include some important main ideas from your research: relate to variables or the scientific reasons in the hypothesis) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Step Six: Notes and Drafting your Science Fair Report page 2 Variables: (Make sure these match what is already in the aim!) Independent Variable: _____________________________________________________ How will I change this? _________________________________________________________________________ ___________________________________________________________________________ Dependent Variable: _____________________________________________________ How will I measure this? ______________________________________________________________________ ___________________________________________________________________________ 21
Control Variables: (variables that remain the same - list as many as needed) Control variable 1: ___________________________________________________________________________ How will I keep this constant the whole experiment? __________________________________________________________________________ ___________________________________________________________________________ Control variable 2: ___________________________________________________________________________ How will I keep this constant the whole experiment? __________________________________________________________________________ ___________________________________________________________________________ Control variable 3: ___________________________________________________________________________ How will I keep this constant the whole experiment? __________________________________________________________________________ ___________________________________________________________________________ Step Six: Notes and Drafting your Science Fair Report page 3 Materials (include amounts/measurements): _____________________________
___________________________
_____________________________
___________________________
_____________________________
__________________________
_____________________________
___________________________
_____________________________
___________________________
_____________________________
__________________________
22
Set-up Diagram (if appropriate)
Step Six: Notes and Drafting the plan for Science Fair Report page 4 Method: (How many trials do I need? How many times do I need to repeat? What to measure?) Step-by step instructions (no pronouns) Must be clear enough for someone else to follow (use as many steps as you needed) 1.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2.__________________________________________________________________________ ___________________________________________________________________________ 23
___________________________________________________________________________ 3.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 4.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 5.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 6.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 7.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 8.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Step Six: Notes and Drafting your Science Fair Report page 5 Create an appropriate table to record data BEFORE YOU DO THE EXPERIMENT Include a title, Put labels in the table for the dependent variable and its units Put information about the independent variable in the labels Leave room for observations It’s a good idea to make your draft here in pencil to make sure you know how many columns or rows you need.
24
STEP SEVEN:
Self/Peer Evaluation of planning
Use this once you have completed step six: planning/drafting your experiment Impact of science on society: Does this information connect the student’s (experiment) to the real world? No
Yes
Comment: _________________________________________________________ Aim: Is the Aim in the format below:
Yes
No 25
What is the effect of the______ (independent variable)______ on ____ (dependent variable)_____ ? Hypothesis: Are both the independent variable and the dependent variable in the hypothesis? Yes No Is the relationship between the two variables described (for example, as one increases, the other decreases)? Yes No Is the ‘why’ included in the hypothesis, with a scientific reason? No
Yes
Variables: Is the independent variable listed correctly? No
Yes
Is the dependent variable listed correctly? No
Yes
Are there enough variables being controlled?
Yes
No
If not, comment: ____________________________________________ Materials: Is the list detailed enough (with amounts, sizes and kind of material No –
Yes
i.e. 50 g water, a block of wood 20 cm x 10 cm x 30 cm, apple vinegar)?
Method: Is a diagram of the set-up included? No
Yes
Would another scientist be able to repeat the experiment easily using this method? Yes No Does the method allow for the collection of enough data (many trials)? No
Yes
Data Table: Does the table have room for all trials?
Yes
No
Does the table have label and units to show what dependent variable is measured? Yes No
26
Does the table have information about the independent variable? Yes No STEP EIGHT: Notes and Drafting the results for Science Fair Report page 1 Complete calculations on data (if appropriate) Include at least one example of any calculation Calculations have headings, formulas, work with units, and answers with units.
Draft your graph here before doing the final on graph paper or a computer Include a title with both variables and units Put the correct variables on each axis! Sketch out the data points.
27
STEP EIGHT: Notes and Drafting the results for Science Fair Report page 2 Conclusion: (answer most or all of these questions) What pattern is visible from your graph? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ How are the two variables on the graph related? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ What is the answer to your aim according to the graph? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Was your hypothesis accurate or not? Give reasons. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ How do the results relate to the science you learned? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
28
Can you explain the pattern in the graph based on the research you have done? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
STEP EIGHT: Notes and Drafting the results for Science Fair Report page 3 Evaluation (of the method: problems with measuring tools, controlled variables, etc.) When writing your lab report, write a paragraph about each error: this table is your brainstorming page. Each row will become a paragraph. Error in the Method
How it affected your data
Impro
Error 1
Error 2
Error 3
STEP EIGHT: Notes and Drafting the results for Science Fair Report page 4 29
Science and Society Link: Include at least one page at the end of your essay that addresses Strand D: : in strand i, discuss how science can be used to solve a real world problem. In strand ii, discuss the implications (results in the real world) of using science. Works Cited: Reminder Your list of citations should be the last page in your report. Include a citation for each source that you used (referred to) in your lab report. When you refer to a source, use in-text citation. (See MYP Science Guide) Keep track of these sources online as you go through your project. Use NoodleTools or the MYP booklet for guidelines for citation.
Writing up your final lab report: Use step 6 and step 8 of this booklet to help you main points to help draft your lab report. Type up a final neat copy of your lab report and Science and Society link. it to Veracross.
30
STEP NINE: Planning your Board or Presentation If you choose to do a board: Please see page 5 for size requirements. If you choose to do an electronic presentation: Please tell your teacher what software / program you will be using. It should have 7-10 slides (use the table below as a guideline). You should be able to put it on “auto-run” for the Science Fair Gallery June 10.
Your board/presentation should do two things: 1. It should be able to present a summary of your project when people read it. 2. It should serve as a visual aid to your speech (oral presentation). Boards/presentations should be easy to read from far away. What goes on your board or in your presentation Aim one sentence aim Hypothesi only your prediction s Method Summary of your method and and set up diagram or Materials picture Data and Results Conclusio n Evaluatio n
Science and Society Sources
GRAPH ONLY (no raw data) The answer to your aim only ONE evaluation point – your best one. Give one problem, its effect on data, and how you’d fix it if you did this test again summary of how your topic relates to a factor. your entire works cited list.
What you say (in your speech or answering questions) Why you chose your aim Your scientific reason Any specifics of the method you think are important: tools you used to measure, any problems you solved while working The trend in your data: the pattern shown on the graph Explain why you think this and how it relates to the graph. Explain your reasoning for this point. Mention one other if it’s important.
Give more details or examples No need to say anything about your sources unless you have one you think is interesting for general reading.
31
STEP TEN: Planning your speech
4-5 minutes Use formal language (avoid saying “it’s like, you know, stuff”) Do Don’t 1. 1. 2. Stand beside your board. 2. Block the board from the judge’s 3. Refer to and point at any important view!! information on your board, e.g. 3. Assume that the judge knows all graphs, pictures, list of materials 4. Take your time to explain the basics 4. 5. of your experiment 5. Talk clearly and make sure that the 6. audience understands you 7. 6. Make note cards and practice using them. 7. Make eye- (Practise your
about your topic Talk too fast!! Memorise the speech word by word. Read your presentation Use a distracting background that makes it heard to read the text on your presentation or board.
speech in front of a mirror) 8. Practise your speech in front of people
Use these guiding questions to help you prepare your speech: you might use one question per notecard. What is your experiment is about? Hello, my name is... I did my Project on.... My Project is about.... First I am going to tell you some background information and then explain my experiment... I have chosen this topic because I am interested / like... and I wanted to find out... (research question)
32
STEP TEN: Planning your speech – continued What did you do? (Make sure you include the name of the materials/ apparatus you have used- do NOT say “I put it in something like this”) In order to carry out the experiment I... First... Second / Then... Third/ Next / After that... Finally... The results of my experiment are presented in this chart/ table/ graph... I have used a chart/ table/ graph to present the results of my experiment Looking at the chart/table/graph you can see that when/ if ... is used/ applied ... Then... In conclusion, / To sum up ... the most .../ the highest... when/if ... the more... the greater the chances are ... That means that... How does my experiment connect to our world? How do the results of the experiment impact people’s lives in a negative/ positive way?
Some benefits of carrying out this experiment are that we learn/ it shows how to/ that... Some positive aspects we learn from this experiment are that... However, there are some drawbacks / disadvantages to it. For example, ... Another negative aspect is that ... What have I learned? Before I did the experiment I thought... Also ... While carrying it out I started to see that... After doing the experiment I have realised / learned that ... and 33
I have also learned that ... can be / is very important because.... I feel that ... went well / I have done ... well. However, if I had to do this experiment again, I would change/ make it .../ record it in a different way. Thank you Thank you very much for listening. I hope you enjoyed my presentation. Please feel free to ask any questions/ I’ll be more than happy to answer any question you may have. STEP TEN: Planning your speech – continued Answering questions Sometimes you need a bit of time to answer questions –especially if they’re a bit tricky. These sentences will give you that extra thinking-time you might need. Try out at least one of them. That’s a very interesting question.- What I did was... Thank you for bringing that up.- .... That’s a great question. –... Speech guidelines taken from B Palma (2012) Bibliography: Bombaugh, Ruth J. Science Fair Succes. Hillside: Enslow Publishers, 1990. Here is a rubric that will be used during your presentation. Use this to help plan your presentation. Have a friend or parent use the rubric to give you while you practice. Get familiar with this rubric because you will use it to give to your peers.
Presentation Rubric
Student Presenter: _______________
Presentation Aspect Scientific Merit and Experimental Procedure
4: Outstanding
3: Acceptable
2: Needs Work
1:Needs Lots of Work
Student can explain all parts of the project with scientific words and ideas
Can explain most of the project with scientific words and ideas
Can explain some of the project, but doesn’t have strong scientific understanding
Personal Engagement
Student shows active personal
Shows interest in the topic and is
Student shows some interest in the
Can explain very little of the project scientifically, cannot answer scientific questions or has large sections of the experiment missing. Student shows low interest in the topic 34
Scientific Knowledge and Connections
interest in the topic and is eager to share knowledge Student can share many details of scientific background and connections to real life issues.
willing to share information
topic and and shares information when asked.
and cannot answer many questions about the project.
Student shares appropriate scientific background and real-life connections
Student shares some scientific background knowledge and real life connection may be weak.
Student has little scientific background knowledge and real life connection is unrealistic.
from peers during practice presentations: One question the presenter should expect:
___________________________________________________________________
One aspect of the presentation that could be improved with suggestions as to how to improve it:
___________________________________________________________________
One interesting point I learned from the presentation:
___________________________________________________________________
35
HTTP://SPACEPLACE.NASA.GOV/SCIENCE-FAIR/EN/SCIENCE-FAIR-PROJECT.PNG
NAME: ______________________________ TIMELINE FOR SCIENCE FAIR PROJECT: Overview
Due Dates Are In Bold: ongoing tasks and notes are in normal font. Date
Task Due (or in progress)
Feb 1
Science Fair Starts!
Feb 15 – Feb 19
Research possible ideas, decide on topic. Keep track of sources.
February 22
Feb 22 – March 5
Topic sharing day at end of week: explain your variables, measurements, and scientific background to peers and older students. Due: Aim/Research Question, Variables, Background, and Bibliography. Continue researching your project. Decide on what and how to measure.
March 7
March 7 – March 24 March 24 April 4
April 4-15
April 15 April 18 – May 4
Use background research to complete hypothesis Due: Hypothesis, Materials, Method, Set-up diagram.
Page Comments s Introduction and Booklet organization. The Teacher must agree to all projects. Library books will be available to students.
Get a good topic from the start so the rest of your process is easier! When finished, please complete the selfevaluation of planning on page 26
Hypothesis has a scientific reason that is explained in the background.
Try out your experiment, troubleshoot your method. Work on your Criterion D section. Criterion D draft section due All experimental work to be completed Keep track of your data and observations! Complete data analysis rough draft Complete conclusion, evaluation rough draft. Revise Criterion D section as needed. Rough Draft of lab report due, ed to Veracross Edit and revise lab report as needed. Start board / presentation.
Students can check out materials or sign up for lab time at school.
In-class peer editing may be done.
2
May 5 – 22
School trips week and holiday.
May 25
Submission of entire typed lab report and Criterion D, ed to Veracross
May 8-22
Complete the board / presentation and plan speech Completed Science Fair board to be brought into school / presentation ed to Veracross. Practice speech (in class and at home) Science Fair Peer Presentations: Give your speech and display your board/presentation
June 1
June 1 - 6 June 6-10
Keep in mind we don’t have many classes in May: it will be science fair time in June before you know it: don’t procrastinate! This final draft (one Microsoft file) will be assessed by your teacher. Bring it to your science classroom / to Veracross.
Schedule for science fair to be published at a later date.
TABLE OF CONTENTS Section
Timeline
Page
Overview Dates and Deadlines Calendar Assessment Information: Criteria Assessment Information: Board /
s 2 4–6 7 8
Presentation Notes on Safety, Materials, and Lab
9
Facilities Step 1: Brainstorming Step 2: Developing one idea Step 3: Keeping track of Sources Step 4: Article Reading Guide Step 5: Keeping track of the big picture Step 6: Notes to Plan Experiment and Draft report
Feb 1-19 Feb 1-19 Ongoing during research Ongoing during research Ongoing during research Feb 15 – March 7
10-12 13-14 15 16 18-22
(See due dates below) Science & Society, Aim, Hypothesis, Background Variables: Independent, Dependent, Controlled Materials, Set-up Diagram Method 3
Step 7: Self/Peer Evaluation for planning
March 7 – March 11
23
experiment Step 8: Notes to Draft Report after Data is
March 11 – April 15
24-
collected Calculations and Graph (draft) Conclusion Evaluation and Works Cited Step 9: Planning the Board / Presentation Step 10: Planning your speech Presentation Rubric
(See due dates below)
27
April 18 – June 1 (See due dates below) May 12 – June 3
28-31 31
February 22 March 7 March 24 April 4 April 15 May 25
Due: Aim/Research Question, Variables, Background, and Bibliography. Due: Hypothesis, Materials, Method, Set-up diagram. Criterion D section due All experimental work to be completed Rough Draft of lab report due, ed to Veracross Submission of entire typed lab report and Criterion D, ed to Veracross June 1 Completed Science Fair board to be brought into school / presentation ed to Veracross. June 6-10 Science Fair Peer Presentations: Give your speech and display your board/presentation TIMELINE FOR SCIENCE FAIR PROJECT: Calendar
4
5
6
Week of June 6: Peer Presentations Schedule of presentations to be announced. Student presentations will last 5 minutes Peer-assessment and teacher assessment of presentations to determine which boards will represent each grade level. Top 20% of each grade level will be judged by external judges o Grade 6: 8-10 projects o Grade 7: 8-10 projects o Grade 8: 12-14 projects Friday, June 10 – Science Fair Judging of Top Presentations per Grade Level Periods One and Two – External Judging of presentations (only the students with the top selected boards will be required to present) Period Six – Science Fair Gallery of ALL boards is open to parents in science lab corridor
7
ASSESSMENT INFORMATION Science Fair projects are assessed against three of the four criteria of MYP Science and therefore must include information for each criterion as follows.
Criterion B (Inquiring and Deg) o Have you developed a problem that can be tested scientifically? o Do you have a hypothesis that is ed by scientific reasons? o Have you planned out your variables and how to manage them? Do you have numerical data for your dependent variable? Have you chosen ONE independent variable for a fair test? Have you controlled the correct variables? o Is your method well planned so it is complete, safe, and logical?
Criterion C (Processing and Evaluating) o Have you collected enough data? Have you calculated and made graph(s)? o Have you described the pattern in your data? o Have you drawn a conclusion using scientific reasoning? o Have you reflected on your hypothesis? o Have you suggested changes to the method for the future?
Criterion D (Reflecting on the Impacts of Science on Society) o How can the science used in your project help solve a problem in society? o What could happen in society if this science is used to solve a problem? Use ONE area: environmental, cultural, political, economic, social, moral, ethical o Have you correctly used all the right scientific vocabulary? o Have you cited all your sources correctly according to APA guidelines?
What will be assessed and how? Your typed lab report (with a Criterion D section added) will be assessed for the criteria above. Your teacher will assess this. Your peers and a teacher will assess your board/presentation, and your speech according to a rubric (see page 35) by your peers. This determines who advances to the finals of the Science Fair. If you are a finalist, then professional scientists will be the guest judges who assess your board/presentation and your speech. They will decide who are the winners for each grade level.
8
ASSESSMENT INFORMATION: Boards and Presentations. Presentation Planning: Board OR Electronic Presentation The Board: If your board is larger than the dimensions given, it will unfortunately, not be displayed. Boards can be bought at Obi or Bauhaus. Ask for “2 x HDF Rohplatten 3 mm; 90 x 30 cm” Your board must be:
Two boards attached (tape or hinges) so that they may be folded in half completely Each board must be 30 cm by 90 cm 30 cm
90 cm
30 cm
90 cm
Electronic Presentation You may use any presentation software you know. (Please note: science teacher tech may not be available if the teacher isn’t familiar with the software.) Some possible presentation programs: Google Slides, PowerPoint, Prezi, Electronic presentations must be handed in at the same time as boards. They should not be modified after that time. Electronic presentations will follow guidelines in of length and content similar to those for boards. Please see the guidelines in section 6 of the book. 9
Notes on Safety, Materials, and Lab Facilities
ANIMAL AND HUMAN SUBJECTS: SAFETY No experimental investigation for the Science Fair may include the neglect or harm of any animal. Students are also not permitted to ister substances to animal or human that will impact a body system. This includes, but is not limited to, the use of caffeine, steroids and food containing high sugar content. If you have any questions regarding the above statement, please your Science Teacher directly.
USING SCHOOL MATERIALS AND LAB CLASSROOMS Some basic equipment such as cylinders, beakers, measuring tapes, and other tools may be checked out to students for use at home. This will occur ONLY if the materials are not needed for in-class laboratory experiments. Some more complex or expensive equipment such as heating plates, electronic balances, and other tools may be used by students but ONLY under supervision by a science teacher or the lab technician. These materials may NOT be checked out to students to use at home. If students need to use school equipment at school, or if they need to use the laboratory facilities, this can be arranged through prior planning. The Science Department will produce a schedule of several days when students may work after school in one of the laboratory rooms in the science hallway. Availability may vary. Students will need to sign up for these a week in advance, and location of the schedules will be communicated through Veracross.
10
STEP ONE: Brainstorming In this section, you’ll explore three science fair topics that interest you. Use the books and magazines provided. For each topic, brainstorm on paper about: what scientific facts link to it, what you could measure, why it is interesting how it connects to the real world IDEA ONE Explain your IDEA:
Useful Scientific Information
Source
What could you measure?
What science area/topic does it link to?
11
What are the real-world links or applications?
STEP ONE: Brainstorming Continued IDEA TWO Explain your IDEA:
Useful Scientific Information
Source
What could you measure?
What science area/topic does it link to?
12
What are the real-world links or applications?
STEP ONE: Brainstorming Continued IDEA THREE Explain your IDEA:
Useful Scientific Information
Source
What could you measure?
13
What science area/topic does it link to?
What are the real-world links or applications?
STEP TWO: Developing one idea The best idea is one that You have notes in all 3 boxes (this means you can meet Criteria B, C, and D). You can complete in the given amount of time. You are interested in. (See checklist on next page.) Choose the best idea from the three you’ve considered and complete the following: Description of idea
14
Possible Aim: Include both variables, and make you can collect numerical data.
Hypothesis with scientific reason
Link to real world issue or use of the science
Additional Sources not listed on brainstorming pages:
STEP TWO: Developing one idea – Checklist for a good science fair topic Checklist for knowing if your science fair topic can work well: Do this checklist one row at a time: for example: read row 1 questions, answer, and then use the guidelines in the last column to find out if your topic is good.
Ro w 1
Main question to determine if your topic is good. Is there scientific background information
Follow up question(s) to help you answer main question. Look at your brainstorming pages: how many
Answer to follow up question
Circle yes or no. Yes if you have 2 or 3. 15
about your topic?
2
Is there numerical data that can be collected?
3
Is the idea for the experiment original, and based on your own interests?
4
Is there a good connection to society?
5
Is the idea manageable in the time frame given?
scientific sources do you have? What will you measure? What units will it be measured in? What measuring tool will you use? If you have used an experiment from science fair website or book, have you adjusted or adapted it to using your own ideas? What part of the “real-world” does your experiment connect to? How many days will it take you to do your experiment? Are there that many days remaining? Do you have access to all the tools and materials you need? Do you know where to buy supplies if you need them? If you are ordering something, will it arrive in time?
No if you have 0 or 1 Yes if you answered 2 or 3. No if you answered 0 or 1. You must decide yes or no. Input from teacher can help. Input from your teacher can help. Yes if these two numbers match. No if not. Yes if all answers are yes. No if not.
If you have mostly “yes” answers in the right column, you have a good idea! STEP THREE: Keeping track of Sources When completing research, it is important to keep a record of your sources. Do this while you are researching. It takes too long to do this all at once at the end of the project. 16
At the beginning of a project, it can be a good idea to copy the web address (URL: www.sample.com/whatever_page_you_use) into a document so you can find them all later. Once you decide on your topic, right away enter you sources into some electronic format: All students have NoodleTools, available through your isswiki.de in the Google Apps. All students have Microsoft Word 2015 supplied by the school. The References tool in Microsoft word can also be used for keeping track of all your sources. When you cite your sources in your final project, you must use APA format. Simply select APA (not MLA) on NoodleTools or Microsoft before you begin entering your sources. For more information about citing, see your MYP Science booklet.
Sources available to you: Books: The science teachers will have a trolley of books for students to use during class time. The books will also be available on Monday and Friday during lunchtime in room 1.169. Magazines: There are good magazines like Scientific American that are in the library and the science department has some extra copies. Online resources: Many websites for science fair projects will be posted in the Science Fair section of the ISS libraries webpage, and will continuously be updated. Many websites list “science fair project ideas” but are NOT VERY SCIENTIFIC. Students using an idea from somewhere else often have to work quite hard to figure out what science ideas relate to that project, and are not always successful. Try to start with things you are interested in or real life situations that have interested you: you will be more successful!
17
Step Four: Taking notes on Sources - Reading Guide The following guide may be used for each source to organize information. Please ask your teacher if you need extra copies New vocabulary words Word Definition
Summary (write one sentence for each paragraph) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 18
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Step Five: Organizing Information As you progress through your research, this chart can help you keep track of questions you have, what you need to find out, and key ideas you learn as you go. You might come back to it several times as you learn more, keep planning, and get new information. Chart 1: Know Scientific background info:
Need to Know
Learned (+source)
How to measure/manipulate variables
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Real world connections
Step Six: Notes for your Science Fair Report page 1 Use these pages to help you keep track of important information as you decide on it. You may come back to these pages several times as you plan. This is a DRAFT and planning sheet: make bullet points that will help you later with your lab report. Impacts of Science on Society: write a few sentences to show your topic’s link to society. How can the science ideas be used in real world situations to solve problems or improve life? ___________________________________________________________________________________ ___________________________________________________________________________ What would be the implications in society (economic, environmental, etc) of using science this way? ___________________________________________________________________________________ ___________________________________________________________________________
20
Aim/Research question: What is the purpose of your experiment? What question will you answer with your experiment? Include your variables. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Hypothesis: What do you think will be the result of the aim/research question and why (scientific reasons)? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Background research: (include some important main ideas from your research: relate to variables or the scientific reasons in the hypothesis) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Step Six: Notes and Drafting your Science Fair Report page 2 Variables: (Make sure these match what is already in the aim!) Independent Variable: _____________________________________________________ How will I change this? _________________________________________________________________________ ___________________________________________________________________________ Dependent Variable: _____________________________________________________ How will I measure this? ______________________________________________________________________ ___________________________________________________________________________ 21
Control Variables: (variables that remain the same - list as many as needed) Control variable 1: ___________________________________________________________________________ How will I keep this constant the whole experiment? __________________________________________________________________________ ___________________________________________________________________________ Control variable 2: ___________________________________________________________________________ How will I keep this constant the whole experiment? __________________________________________________________________________ ___________________________________________________________________________ Control variable 3: ___________________________________________________________________________ How will I keep this constant the whole experiment? __________________________________________________________________________ ___________________________________________________________________________ Step Six: Notes and Drafting your Science Fair Report page 3 Materials (include amounts/measurements): _____________________________
___________________________
_____________________________
___________________________
_____________________________
__________________________
_____________________________
___________________________
_____________________________
___________________________
_____________________________
__________________________
22
Set-up Diagram (if appropriate)
Step Six: Notes and Drafting the plan for Science Fair Report page 4 Method: (How many trials do I need? How many times do I need to repeat? What to measure?) Step-by step instructions (no pronouns) Must be clear enough for someone else to follow (use as many steps as you needed) 1.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2.__________________________________________________________________________ ___________________________________________________________________________ 23
___________________________________________________________________________ 3.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 4.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 5.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 6.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 7.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 8.__________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Step Six: Notes and Drafting your Science Fair Report page 5 Create an appropriate table to record data BEFORE YOU DO THE EXPERIMENT Include a title, Put labels in the table for the dependent variable and its units Put information about the independent variable in the labels Leave room for observations It’s a good idea to make your draft here in pencil to make sure you know how many columns or rows you need.
24
STEP SEVEN:
Self/Peer Evaluation of planning
Use this once you have completed step six: planning/drafting your experiment Impact of science on society: Does this information connect the student’s (experiment) to the real world? No
Yes
Comment: _________________________________________________________ Aim: Is the Aim in the format below:
Yes
No 25
What is the effect of the______ (independent variable)______ on ____ (dependent variable)_____ ? Hypothesis: Are both the independent variable and the dependent variable in the hypothesis? Yes No Is the relationship between the two variables described (for example, as one increases, the other decreases)? Yes No Is the ‘why’ included in the hypothesis, with a scientific reason? No
Yes
Variables: Is the independent variable listed correctly? No
Yes
Is the dependent variable listed correctly? No
Yes
Are there enough variables being controlled?
Yes
No
If not, comment: ____________________________________________ Materials: Is the list detailed enough (with amounts, sizes and kind of material No –
Yes
i.e. 50 g water, a block of wood 20 cm x 10 cm x 30 cm, apple vinegar)?
Method: Is a diagram of the set-up included? No
Yes
Would another scientist be able to repeat the experiment easily using this method? Yes No Does the method allow for the collection of enough data (many trials)? No
Yes
Data Table: Does the table have room for all trials?
Yes
No
Does the table have label and units to show what dependent variable is measured? Yes No
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Does the table have information about the independent variable? Yes No STEP EIGHT: Notes and Drafting the results for Science Fair Report page 1 Complete calculations on data (if appropriate) Include at least one example of any calculation Calculations have headings, formulas, work with units, and answers with units.
Draft your graph here before doing the final on graph paper or a computer Include a title with both variables and units Put the correct variables on each axis! Sketch out the data points.
27
STEP EIGHT: Notes and Drafting the results for Science Fair Report page 2 Conclusion: (answer most or all of these questions) What pattern is visible from your graph? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ How are the two variables on the graph related? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ What is the answer to your aim according to the graph? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Was your hypothesis accurate or not? Give reasons. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ How do the results relate to the science you learned? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
28
Can you explain the pattern in the graph based on the research you have done? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
STEP EIGHT: Notes and Drafting the results for Science Fair Report page 3 Evaluation (of the method: problems with measuring tools, controlled variables, etc.) When writing your lab report, write a paragraph about each error: this table is your brainstorming page. Each row will become a paragraph. Error in the Method
How it affected your data
Impro
Error 1
Error 2
Error 3
STEP EIGHT: Notes and Drafting the results for Science Fair Report page 4 29
Science and Society Link: Include at least one page at the end of your essay that addresses Strand D: : in strand i, discuss how science can be used to solve a real world problem. In strand ii, discuss the implications (results in the real world) of using science. Works Cited: Reminder Your list of citations should be the last page in your report. Include a citation for each source that you used (referred to) in your lab report. When you refer to a source, use in-text citation. (See MYP Science Guide) Keep track of these sources online as you go through your project. Use NoodleTools or the MYP booklet for guidelines for citation.
Writing up your final lab report: Use step 6 and step 8 of this booklet to help you main points to help draft your lab report. Type up a final neat copy of your lab report and Science and Society link. it to Veracross.
30
STEP NINE: Planning your Board or Presentation If you choose to do a board: Please see page 5 for size requirements. If you choose to do an electronic presentation: Please tell your teacher what software / program you will be using. It should have 7-10 slides (use the table below as a guideline). You should be able to put it on “auto-run” for the Science Fair Gallery June 10.
Your board/presentation should do two things: 1. It should be able to present a summary of your project when people read it. 2. It should serve as a visual aid to your speech (oral presentation). Boards/presentations should be easy to read from far away. What goes on your board or in your presentation Aim one sentence aim Hypothesi only your prediction s Method Summary of your method and and set up diagram or Materials picture Data and Results Conclusio n Evaluatio n
Science and Society Sources
GRAPH ONLY (no raw data) The answer to your aim only ONE evaluation point – your best one. Give one problem, its effect on data, and how you’d fix it if you did this test again summary of how your topic relates to a factor. your entire works cited list.
What you say (in your speech or answering questions) Why you chose your aim Your scientific reason Any specifics of the method you think are important: tools you used to measure, any problems you solved while working The trend in your data: the pattern shown on the graph Explain why you think this and how it relates to the graph. Explain your reasoning for this point. Mention one other if it’s important.
Give more details or examples No need to say anything about your sources unless you have one you think is interesting for general reading.
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STEP TEN: Planning your speech
4-5 minutes Use formal language (avoid saying “it’s like, you know, stuff”) Do Don’t 1. 1. 2. Stand beside your board. 2. Block the board from the judge’s 3. Refer to and point at any important view!! information on your board, e.g. 3. Assume that the judge knows all graphs, pictures, list of materials 4. Take your time to explain the basics 4. 5. of your experiment 5. Talk clearly and make sure that the 6. audience understands you 7. 6. Make note cards and practice using them. 7. Make eye- (Practise your
about your topic Talk too fast!! Memorise the speech word by word. Read your presentation Use a distracting background that makes it heard to read the text on your presentation or board.
speech in front of a mirror) 8. Practise your speech in front of people
Use these guiding questions to help you prepare your speech: you might use one question per notecard. What is your experiment is about? Hello, my name is... I did my Project on.... My Project is about.... First I am going to tell you some background information and then explain my experiment... I have chosen this topic because I am interested / like... and I wanted to find out... (research question)
32
STEP TEN: Planning your speech – continued What did you do? (Make sure you include the name of the materials/ apparatus you have used- do NOT say “I put it in something like this”) In order to carry out the experiment I... First... Second / Then... Third/ Next / After that... Finally... The results of my experiment are presented in this chart/ table/ graph... I have used a chart/ table/ graph to present the results of my experiment Looking at the chart/table/graph you can see that when/ if ... is used/ applied ... Then... In conclusion, / To sum up ... the most .../ the highest... when/if ... the more... the greater the chances are ... That means that... How does my experiment connect to our world? How do the results of the experiment impact people’s lives in a negative/ positive way?
Some benefits of carrying out this experiment are that we learn/ it shows how to/ that... Some positive aspects we learn from this experiment are that... However, there are some drawbacks / disadvantages to it. For example, ... Another negative aspect is that ... What have I learned? Before I did the experiment I thought... Also ... While carrying it out I started to see that... After doing the experiment I have realised / learned that ... and 33
I have also learned that ... can be / is very important because.... I feel that ... went well / I have done ... well. However, if I had to do this experiment again, I would change/ make it .../ record it in a different way. Thank you Thank you very much for listening. I hope you enjoyed my presentation. Please feel free to ask any questions/ I’ll be more than happy to answer any question you may have. STEP TEN: Planning your speech – continued Answering questions Sometimes you need a bit of time to answer questions –especially if they’re a bit tricky. These sentences will give you that extra thinking-time you might need. Try out at least one of them. That’s a very interesting question.- What I did was... Thank you for bringing that up.- .... That’s a great question. –... Speech guidelines taken from B Palma (2012) Bibliography: Bombaugh, Ruth J. Science Fair Succes. Hillside: Enslow Publishers, 1990. Here is a rubric that will be used during your presentation. Use this to help plan your presentation. Have a friend or parent use the rubric to give you while you practice. Get familiar with this rubric because you will use it to give to your peers.
Presentation Rubric
Student Presenter: _______________
Presentation Aspect Scientific Merit and Experimental Procedure
4: Outstanding
3: Acceptable
2: Needs Work
1:Needs Lots of Work
Student can explain all parts of the project with scientific words and ideas
Can explain most of the project with scientific words and ideas
Can explain some of the project, but doesn’t have strong scientific understanding
Personal Engagement
Student shows active personal
Shows interest in the topic and is
Student shows some interest in the
Can explain very little of the project scientifically, cannot answer scientific questions or has large sections of the experiment missing. Student shows low interest in the topic 34
Scientific Knowledge and Connections
interest in the topic and is eager to share knowledge Student can share many details of scientific background and connections to real life issues.
willing to share information
topic and and shares information when asked.
and cannot answer many questions about the project.
Student shares appropriate scientific background and real-life connections
Student shares some scientific background knowledge and real life connection may be weak.
Student has little scientific background knowledge and real life connection is unrealistic.
from peers during practice presentations: One question the presenter should expect:
___________________________________________________________________
One aspect of the presentation that could be improved with suggestions as to how to improve it:
___________________________________________________________________
One interesting point I learned from the presentation:
___________________________________________________________________
35
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