The following, is an outline of the year long project in Advanced Biology. Each step in the scientific process represents a check point with a strict deadline and set of criteria. Please Note: 1) All written work must be completed in Google Docs. 2) All experimentation must include photographic documentation. 3) All quantitative data must be organized using Google Sheets. 4) The presentation medium will be announced when assigned (Google Slides or Poster). 5) There are separate handouts to help you prepare each of the following steps.

1. Question/Topic Submission & 3 Minute Thesis (3MT) Three paragraphs describing WHAT will be investigated, WHY and HOW.

2. Rough Proposal A. Introduction including the hypothesis B. Materials & Methods C. Labeled Diagram D. Predicted Results E. Need For Further Knowledge

3. Background Review A report of all known aspects and previous work pertaining to the proposed research and satisfying the need for further knowledge.

4. Final Proposal A“finetuned”versionoftheroughproposalinlightofgreaterbackgroundknowledge, thought, and feedback from Mr. Z.

5. Mid-experiment Check (same as Step 4 using preliminary results and no conclusion)

6. Experimentation & Raw Data Collection Materials, methods, notes and records including a tabulated daily log of procedures, observations and data, along with photographic documentation. Organization Of Data (Results) Appropriate tabulated and graphic representation of the data (Tables & graphs with all labels and captions). Analysis & Conclusion A written description of observations and analysis of data. A written conclusion relating the data and analysis to the original hypothesis, identifying possible sources of error and determining validity.

7 & 8. Publication & Presentation Acompletescientificwrite-upforpublicationinZ-Journal Of Biological Science.

A presentable version of the write-up using the assigned medium.

OutlineResearch ProjectAdvanced Biology

Research Project Calendar 17-18

NOTE: As incentive to work ahead, I will evaluate and provide feedback on each step UNTIL 1 week before it is due. If you take advantage of this and follow my advice, you are much more likely to receivean“A”!DuedatesaretheLAST dayyoumayturnineachstep!

September 5 = Topic & 3MT

October 2 = Rough Proposal

November 6 = Background Review

November 27 = Final Proposal

February 5 = Mid-Experiment Check

April 2 = Actual Materials & Methods, Photographic Documentation, Data, Analysis & Conclusion

April 30 = Publication

May 7 = Presentation

1

2

3

5

6

7

4

12

4

56

7

= Due Date

8

3

8

Q1

Q2

Q3

Q4

DirectionsThis is the first step in the scientific process but may be the most important,identifying a question for investigation. From YOUR observations of thenatural world, what questions do you have? These questions might involve how or why something happens the way it does. Choose one question that you will be able to investigate through scientific experimentation with living organisms. Keep in mind that you must measure a quantitative change over a relatively long period of time. You will be working with this all year, so try to come up with something unique and interesting to YOU.

In Google Docs (single-spaced, Times New Roman, 12pt.)...Write three paragraphs including/describing:1. your name, period & “Step 1”, top right2. a meaningful title (the question, if it is not too long, centered, 16pt.)3. P1: what you would like to investigate and the original observation that lead you to this question4. P2: why this is unique and interesting to you and who else might benefit from this knowledge5. P3: how you will experiment (briefly, including variables & prediction)6. a labeled diagram of experimental setup (with figure label & caption)

Science Step Identifying A QuestionYour Research

NOTE: If you can’t think of a project idea, it’sbecause you don’t know enough... Keep LOOKING!

Three Minute Thesis (3MT)Abigpartofthescientificprocessiscommunicationandpeerreview.Youaretoprepareapresentation that communicates your idea to your peers so they can help decide its validity.Your presentation must meet the following requirements:

1) No more than three minutes in length (not including questions, two minute minimum). 2) Clearly communicate what, why and how (in your own words, without reading). 3) Use only the labeled diagram on your Step 1 Google Doc & one prop (optional). 4) Be persuasive!Sellthescientificvalidityofyouridea! 5) Share yourStep1write-upwithMr.Z!(ke_jzagray@kent.k12.oh.us)with the ability to edit. Make the document title your class period - full name - Step 1.

Example Step 1 Mr. Z. Period: All Step 1 Doalpineshrubsgrowflatbecauseofwind?

Wewouldliketoinvestigatehowplantgrowthisaffectedbywindvelocity.Overthesummer, we climbed Mount Clements in Glacier National Park. As we climbed, we observed shrubs near the top of the mountain that were growing more spread out and close to the ground compared to similar shrubs further down the mountain. We think they grow closer to the ground at high elevation because there is more wind. In high velocity wind, plants are more likely to be damaged or blown away as they grow taller. While hiking, we became fascinated by this mountain habitat, and would like to know if our hypothesis is correct. This may also help determine whether these shrubs are actually a separate species from similar shrubs observed at lower elevation. This also may be of interest to ecologist, botanists, evolutionary biologists or conservationists working to preserve the biodiversity of mountain ecosystems. To test this hypothesis, we plan to set up three groups, each with three shrubs. One group will be the control group with no wind (independent variable). Experimental Group 1 will experience low velocity wind, and Experimental Group 2 will receive high velocity wind. We plan to create wind using electric fans. All other variables will be controlled between groups. We will measure their growth (dependent variable), both vertically and horizontally, over a 4 month period. We expect to observe a decrease in height, and increase in width, with greater wind velocity.

Control Group Experimental Group 1(low velocity wind)

Experimental Group 2(high velocity wind)

Planter

Saucer

Topsoil

Pacific Yew

Box Fan

Wind

Grow Lamp

Figure 1: The diagram above shows the experimental design; Three groups of three plants with all variables the same except for the velocity of wind (independent variable). The control group receives no wind while Experimental Group 1 receives low velocity wind and Experimental Group 2 receives high velocity wind.

Light

Labeled Diagram No more than 1/2 page, as realistic as possible, including ALL materials, fully labeled, and the surrounding environmental variables! (other lights, windows, temperature, disturbances, etc.)

_____ Introduction: What, why and how!Fully“fix”your3paragraphsfromStep1with the addition of your hypothesis, written as an “if ... and we ... then”deductive statementatthebeginningofyour3rdparagraphthatbreiflydescribestheexperiment.

_____ Materials & Methods List in DETAIL (kind, brand, amount, size, material, etc.) the materials you need to conduct your experiment and a DETAILED, REPEATABLE description and time frame (dates) of the procedures you will perform. You must describeacontrolled,scientificexperiment! What is the independent variable in your experiment(manipulatedvariable)?Whatisthedependent variable in your experiment(measuredvariable)? Note: All materials are to be supplied by you. Specialty items may be borrowed from the classroom or obtained through Mr. Z. Indicate in your materials list those items you may need help obtaining.

_____ Labeled Diagram Draw a DETAILED diagram of the experimental and control group setup. Remember, both groups are exactly the same except for one variable. Include all the materials in your list and LABEL EVERYTHING! (No more than 1/2 page.)

_____ Predicted Results Construct a data table & graph of the results you expect. Yourgraphmustbesetupasbelowandshowa“trend”(constantchange)orrelevant comparisonbetweenvariables.AllfiguresMUSTincludefigure labels and captions. Predict how you think your experiment will turn out and EXPLAIN WHY?

_____ Need For Further Knowledge What topics are you going to research to become an expertinyourfield?Youareresponsibleforevery detail of every variable in your research.Thisisnotthetimetolistaslittleaspossible!THINK and LIST!

DirectionsNow that you have a question, how can you find the answer? SCIENCE!Formulate a hypothesis and design an experiment that may help you find theanswer. Write your proposal following the guidelines below using the underlined terms as section headings.

Develope from Step 1

°C10/1

Average Pulse RateDate

10/210/3

Pulses/min

Table 1: This table shows...

Observations

53540

53030 At higher temperatures

the worms died.

Your Research Science Step Proposal

(Rough & Final)

Independent Variable(Ex. Degrees Celsius)

Dependent Variable(Ex. Pulses/min.)

Pulse Rate vs. Temperaturey-axis

x-axisFigure 1: This graph shows...

Name, top right, single spaced with period & Step

Example Rough Proposal TheEffectofWindonPacificYewGrowth

Introduction Wewouldliketoinvestigatehowplantgrowthisaffectedbywindvelocity.Overthesummer, we climbed Mount Clements in Glacier National Park. As we climbed, we observed shrubs near the top of the mountain that were growing more spread out and close to the ground compared to similar shrubs further down the mountain. We think they grow closer to the ground at high elevation because there is more wind. In high velocity wind, plants are more likely to be damaged or blown away as they grow taller. While hiking, we became fascinated by this mountain habitat, and would like to know if our hypothesis is correct. This may also help determine whether these shrubs are actually a separate species from similar shrubs observed at lower elevation. This also may be of interest to ecologist, botanists, evolutionary biologists or conservationists working to preserve the biodiversity of mountain ecosystems. Ifwindvelocityeffectsplantgrowth,and we raise shrubs in a windy environment, then they will grow shorter and spread out. To test this hypothesis, we plan to set up three groups, each with three shrubs. One group will be the control group with no wind (independent variable). Experimental Group 1 will experience low velocity wind, and Experimental Group 2 will receive high velocity wind. We plan to create wind using electric fans. All other variables will be controlled between groups. We will measure their growth (dependent variable), both vertically and horizontally, over a 4 month period. We expect to observe a decrease in height, and increase in width, with greater wind velocity.

James ZagrayAdv. Bio. Per. 1 Step 2

Materials & Methods Materials List 1 - basement room [~ 5m x 5m, undisturbed, 1 - 1L graduated cylinder [plastic] 3 small (80cm x 30cm) windows at ceiling 1 - metric tape measure height facing south, temperature ~22°C] 1 - Celsius thermometer [borrowed 9 -PacificYew[Taxus brevifolia, seedlings from school] of equal age, height and width] 1 - anemometer [borrowed from 11 - 25L plastic buckets [35cm high x 30cm diameter] school] 1 - electric drill 1 - 2.5cm wood drill bit 9 - plastic pot saucers [2cm high x 50cm diameter] 225L - screened topsoil [Earth-n-Wood Landscape Supply Co.] 3 -clamplampfixtures 3 - grow lamp bulbs [Phillips, Incandescent, 100 watt] 1 - power outlet 1 - 6 plug power strip 4 - 1.8m extension cords 2 - 25.5 cm box fans [200 W, 3 speed adjustable] 1 - source of tap water [softened well water]

Control Group Experimental Group 1(low velocity wind)

Experimental Group 2(high velocity wind)

Planter

Saucer

Topsoil

Pacific Yew

Box Fan

Wind

Grow Lamp

Figure 1: The diagram above shows the experimental design; Three groups of three plants with all variables the same except for the velocity of wind. The control group receives no wind while Experimental Group 1 receives low velocity wind and Experimental Group 2 receives high velocity wind. (Note: Include surrounding environment.)

Light

Labeled Diagram

Methods The investigation will begin on Monday, December 1, 2017. Nine planters will be made by drilling 10, 2.5cm drain holes, randomly yet evenly spaced in the bottom of nine 25L plastic buckets. Each planter will be placed in a 50cm diameter plastic pot saucer to contain water that drainsfromtheplanters.Eachplanterwillbefilledwithtopsoiltowithin5cmofthetopandone Taxus brevifolia seedling (1 month old) planted in the center to a depth necessary to cover the roots with soil. Planterswillbearrangedintothreegroupsofthreeplantsasshowninfigure1.Theplantersin each group will be placed close together in a triangular arrangement and the three groups will be placed in a line, two meters apart. One grow lamp will be suspended 1m above each group. One group (the control group) will receive no wind perturbation. One of the remaining two groups (Experimental Group 1) will be set up with one 25.5cm box fan, supported by an upside down25Lbucket,at0.5mdistance,aimedatthefoliageandseton“low”.Theremaininggroup(Experimental Group 2) will have an identical setup as Experimental Group 1, however the fan willbeseton“high”. Air temperature will be measured and recorded every three days using a Celsius thermom-eter held in still air in the middle of the room. Air velocity (independent variable) will be measured and recorded once using a hand-held anemometer positioned in the middle of the air stream at the point of plant impact. Each plant will receive an initial 1L watering, followed by 0.5L of water every three days. The initial height and width of each plant (dependent variable) will be measured using a metric tape measure. Height will be measured as trunk length from the soil surface to the trunk tip. Width (dependent variable) will be measured across the widest point of each plant (expected to be the lowest branches). Height and width measurements will be recorded every three days throughout the study period. The study will end March 31st, 2018.

The plants with more wind should grow less in height and possibly more in width, just like shrubs growing high in the mountains. By growing closer to the ground, a plant may be sub-jected to less force by not catching as much wind, or give the wind as much leverage to uproot it, break the trunk or branches... EXPLAIN!

Need For Further Knowledge (This list should be exhaustive.... Think!)The following are areas that need to be investigated to learn as much as possible from this study:

-previous experiments done in this area -mechanisms of thigmotropic responses-thenaturalrangeofthePacificYew (growthormovementinresponsetotouch)-growthrequirementsofthePacificYew -whatplantscansenseandhow-adaptations of mountain plants -other tropisms and their mechanisms ...ETC!

Predicted ResultsAveragePacificYewGrowth

Figure 3: The graph above shows the average width comparison between the control and experimental groups throughout the wind study.

ControlLow

High

Figure 2: The graph above shows the average height comparison between the control and ex-perimental groups throughout the wind study.

Table 1: The table above shows the average width and height of the PacificYewplantsthroughout the wind study.

Control

Low

High

A report of all known aspects and previous work pertaining to the proposed research, satisfying your need for further knowledge then applying that knowledge to your final proposal.

Inordertodomeaningful,informedresearch,youmustfindoutwhatpreviousworkand knowledge is available in the area you are investigating. THE MORE YOU SHOW WHAT YOU KNOW,THEMORECONFIDENTTHEREADERWILLBEINYOURRESULTS!!YOUR GOAL IS TO FIND OUT AND REPORT ON EVERY ASPECT OF YOUR INVESTIGATION!!BECOME AN EXPERT!!

_____Title & Introduction“Fixed”versionfromStep2.

_____Background ReviewAREPORT!(3 page. minimum) Has anyone else already done workinthisarea?Whatdidtheyfindout?Youmaynotfindthatsomeonehasdone “exactly”thesamething,butyou are expected to find at least two researchers who did something related to what you are proposing.Ifyoufindthatthequestionyouare investigating has already been answered by someone else, you may choose to either change the focus of your work (after consulting with Mr. Z.) or continue as a way to check theirresults,verifyorrefutethepreviousfindings.Explain what they did in relation to what you are doing, what you lerned from them, and how you expect your investigation to turn out in relation to their’s.

What are the properties of every variable in your investigation that may interact to affectyourresults?Be sure to follow the suggestions I added to your “Need For Further Knowledge” section of Step 2! For example, if you were investigating how a parasitic vine obtains nutrients from its host tree, you would need to know as much as possible about that species of tree and vine. What is there natural habitat and growing conditions(soiltype,humidity,rainfall,sunlight,temperatureetc.)?Whataretheir nutritionalrequirementsandhowdotheygetthem?Whatmightthevinebegetting fromthetree?Doesthatspeciesofvineonlygrowononespecifichostspecies? What is the structure of the tree and vine and how might they be interacting...etc. Gettheidea?THINK!!DETAILED!!COMPLETE!!

_____Bibliography You are to have at least 5 sources, both printed and digital. Cite your sources of information in APA format.NOTALISTOFURLs!Googlehowtodothis.

_____Step 4 - Final Proposal:A“fixed”versionofStep2thattakesintoaccountwhatyou have learned while conducting your background research. Pay special attention to the feedbackIgaveonyourroughproposal(Step2).Notethatyour“TitleandIntroduction” ARE to be included in this submission, but there is NO“NeedForFurtherKnowledge” section because it became your background review.

Background Review & Final ProposalScience Steps

Your Research&

Note: This submission should be organized with headings in the order shown here.

Add to & “fix” Step 2 Name, top right, single spaced with period & Step

This is a progress check to see that you have begun your experimentation and are not putting it off. Also to see if you need any advice or help.

Experimentation & Data Collection (Useunderlinedasheadings!)_____Materials & Methods... what you reallyareusing&doing!Detailedenoughtobe REPEATABLE!1)Materials List 2) Methods & 3) Labeled Photo (digitally labeled)

_____Photographic Documentation...eachwithafigurelabel& caption. Take pictures of everything, including YOU, fromthebeginning,for“proof”andyourpresentation.

_____Preliminary Results: A data table...of“real”data and observations you have recorded so far, with a figurelabelandcaption.

Line Column PieFig. 1 This graph shows...

Title Title Title

Label

Label Label

LabelLabel

Label Label

Label

_____An appropriate graphofthe“real”datayouhavecollectedsofar,withafigurelabeland caption. (Most often a line graph or x/y scatter.)

Preliminary Analysis_____Nowthatyouhaveyourdataorganized,sitdownandtakealongcloselookatit!What do you observe?Yourwritingshouldbeinstrictly descriptive terms. What are the facts?Don’ttrytomakeanyinferencesordrawanyconclusionsyet.Simplydescribe what you see in the data. Your observation statements may begin with “As can be seen fromGraph1...”or“Figure2shows...”.Ifyouareusingtermslikeincrease,decrease, higher,lower,greaterthan,lessthan,biggerorsmaller,youareontherighttrack!

Open Forum_____Here’swhereyoucanwriteanythingthat’sonyourmindconcerningyourproject.How wonderful things are progressing (or not), questions, concerns, frustrations, problems, possiblechanges...whateveryouwouldlikemetoknoworhelpwith!Youarealso welcome to look ahead to Step 6 and practice the requirements for your conclusion.

Control

1/4

TitleDate

1/51/6

Exp.

Table. 1 This table shows...

Observations

Experimentation & Data Collection CheckScience Step

Your Research

Change & “fix” Step 4 Name, top right, single spaced with period & Step

Here is a reminder of Step 5 requirements. Use under-lined as section headings, organized in this order!

_____Materials & Methods: what you reallyused&did! 1) Materials 2) Methods 3) Labeled Photo

_____Photographic Documentation:figurelabels&captions. Take pictures of everythingforuseinyourpresentation!

_____Results: A table of data and observations recorded, includingafigurelabel&caption.

Line Column PieFig. 1 This graph shows...

Title Title Title

Label

Label Label

LabelLabel

Label Label

Label_____An appropriate graph of the dataincludingafigurelabel & caption (usually an x-y scatter.)

Analysis_____Nowthatyouhaveyourdataorganized,sitdownandtakealongcloselookatit!Whatdoyou observe?Yourwritingshouldbeinstrictly descriptiveterms.Whatarethefacts?Don’ttry to make any inferences or draw any conclusions yet. Simply describe what you see in the data.Yourobservationstatementsmaybeginwith“AscanbeseenfromGraph1...”or“Figure2shows...”.Ifyouareusingtermslikeincrease,decrease,higher,lower,greaterthan,lessthan,biggerorsmaller,youareontherighttrack!Ifmeasuringsomethingovertime,reporttherates!

ConclusionWrite a conclusion relating your data and analysis to the original hypothesis. This is the same as you have done in your write-ups for labs. Use the following as a guide, but feel free to go above and beyond by elaborating or discussing observations that you feel are interesting, surprising or raise questions for further research. This is where you are free to discuss any aspect of your research or any ideas that you have concerning your topic. The following are things you must discuss in at least 4 PARAGRAPHS: _____ What are the results of your experiment? (An overall statement of your analysis.) _____ What do the results mean? (What can be inferred from your results?) _____ Did you achieve the expected results? Did the results support your hypothesis? _____ What are some possible sources of error. (Consider every aspect of your materials & methods. There are always variables that can not be or were not properly controlled. There can always be improvement to an experimental design. _____ Are your results and conclusions valid? (Can we overlook the possible sources of error and believe what your research shows is true? BE CONVINCING!!) _____ What are some questions that follow from what you have discovered?

Var. 1

10/1

TitleDate

10/210/3

Var. 2

Table. 1 This table shows...

Observa-

Science Step Experimentation, Data Collection, Analysis & Conclusion

Your Research

“Fixed” Step 5 + Conclusion Name, top right, single spaced with period & Step

Publication & Presentation

7. PublicationAscientificwrite-up for publication in Z-Journal Of Biological Science.Here’swhereyouputitalltogetherandmakeitorganizedand“pretty”.You are to combine all steps written and organized as they were assigned and according to feedback. Use the following as headings.

_____Title&Introduction(FromStep4-“FIXED”&UPDATEDINPASTTENSE!)_____BackgroundReview(FromStep3-“FIXED”&UPDATEDINPASTTENSE!)_____Materials&Methods(FromStep6-“FIXED”&UPDATEDINPASTTENSE!)_____Results(FromStep6-“FIXED”&UPDATED)_____Analysis(FromStep6-“FIXED”&UPDATED)_____Conclusion(FromStep6-“FIXED”&UPDATED)_____Bibliography(FromStep3-“FIXED”&UPDATED)

8. Presentation: A presentable version of your publication, organized the same way using Google Slides or Poster - TBA) (5 min. per)_____Organized(logicallydividedintoslidesintheproperorder)_____Complete(allsectionsincludedwithallcomponents)_____“Pretty”(caretomakeitvisuallypleasingandvisibleonscreen)_____Introduction (the question, hypothesis & project explained)_____Background Review (a brief bulleted list of highlights)_____Materials & Methods (using diagrams &/or photos, not text)_____Results (data table(s) and graph(s) complete & explained)_____Analysis (description of data using your graph(s))_____Conclusion (inferences from data using your graph(s))_____Bibliography (properly cited sources of information)

Science Steps &Your Research

Make sure everything has been REWRITTEN IN PAST TENSE according to what you REALLY DID. Be sure to FIX MISTAKES made previously per my feedback.

Note: Materials & Methods includes your Labeled Photo. Other photos should be integrated throughout your Step 7 write-up whereappropriate,allwithfigurelabeles and captions.

Name, top right, single spaced with period & Step

The final publication including everything!