Your scientific team has been sent to the
Your scientific team needs to help these people. How can they obtain fresh produce?
Your group is going to produce a brochure to show the
residents of
You remember that you read somewhere on the mainland that farmland is shrinking by over 15,000 acres a day. That is loss of almost 6 million acres each year, 3 million to erosion and just poor land management, and 3 million to progress in the form of more homes, factories, and roads.
At this time, you are going too thoroughly to work on Define the problem. After filling out this report, send it to me.
You are now ready to work on Gathering Evidence of the Problem.. On this part, you must be specific. You need to use sources of data. (Hint: How would you gather data?) This must be handed into me before the next step.
Click on Determining the Causes. At this time you will identify what is causing this problem. You can go through some of the resources below. When this has been seen by me and discussed, your next move is to then:
Hypothesize and proceed to what the possible solutions could be worked out on the island.
In order to proceed on your hypothesis, it is necessary to have the necessary materials. This will take at least a month. (Hint: Your group must make observations on a daily basis. There is a lot of recording that must be done. This will be checked on periodically by me. Included in your information must be drawings and full explanations.)
Determining Causes
www.micro-climes.co.uk/hydrohistoryphp
www.hydroponictech.com/page/princnew.html
Help in Experimenting
http://www.windowbox.com/beagle/article_dec_05.html?AID=10273759&PID=714502&SID=4850
http://www.diynet.com/diy/pf_other/article/0,2029,DIY_14170_2269795,00.html
http://www.hydroponicvegetablegardening.com/Growth1.htm
Student Science Laboratory Report Rubric
Name(s) ____________________ Mods. _________ Date ___________
Lab ______________________ Total Score __________
Problem Statement
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>Statement of problem is irrelevant or erroneous >Limited or no relevant explanation |
>Problem partially identified with partial validity >Limited relevant explanation |
>Problem sufficiently identified with some validity >Basic relevant explanation |
>Problem is appropriately identified >Precise, clear and relevant explanation |
Experimental Hypothesis
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>Unreasonable association between problem and predicted results >Results are not operationalized >Defends or challenges established knowledge >Scant use of scientific concepts and vocabulary |
>Association between problem and predicted results >Made attempt to operationalize key variables >Hypothesis has some relationship to established knowledge but is not supported >Scientific concepts and vocabulary used, but contains errors |
>Reasonable association between the problem and the predicted results >Key variables are operationalized >Hypothesis has a reasonable relationship with established knowledge; this relationship is generally supported >Scientific concepts and vocabulary used without significant error |
>Association between the problem and the predicted results is direct and relevant >All variables are clearly operationalized >Hypothesis clearly refutes or defends established knowledge and is fully supported >Student demonstrates facility in the use of scientific concepts and vocabulary |
Experimental Design
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>Design is not relevant to the hypothesis >List of materials and controls incomplete >Some procedural components generally described but are not replicable >Safety concerns are not specified, are irrelevant or are not appropriate to the experiment |
>Design has general relevance to the hypothesis >List of materials and controls is nearly complete, missing at least one important item >Description makes it possible to replicate the experiment if researcher makes some inferences >Safety concerns miss at least one important consideration; procedures will result in some risk to student safety if not revised |
>Design is adequate to test the hypothesis >List of materials and controls is complete and some description provided >Description makes it likely that the experiment can be reliably replicated >All major safety concerns are adequately addressed; procedures adopted are likely to produce a safe experiment -- some further refinement could minimize possible discomfort to the student |
>Design is a well-constructed test of the stated hypothesis >List of materials and controls is complete and thoroughly described >The description of the experiment is complete, insuring that it can be replicated >Safety concerns are fully addressed and procedures for conducting the experiment insure that there is little or no risk of safety or discomfort to the student |
Data Collection & Analysis
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>Data are inaccurate >Data are haphazardly recorded >Data table missing |
>Most data are collected but checks are not placed on measurement to insure accuracy >Data are recorded in a manner that threatens reliability >Data table incomplete or contain inconsistencies |
>All significant data measured with some checks placed on measurement for accuracy >Data recorded effectively >The data table is relevant to the task requirements |
>All significant data measured, checks are placed on measurements for accuracy >Data recorded effectively and efficiently >The data table well-designed to the task requirements |
Data Display
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>Graph form inappropriate >Data points missing or incorrect >Inappropriate labeling >Intervals inappropriate |
>Graph form is appropriate >All data points included, some inaccurately plotted >Labeling lacks clarity >Intervals are appropriate |
>Graph form is appropriate, multiple graphs used as warranted >All data points included and accurately plotted >Labeling clear >Intervals appropriate >Graph visually designed to assist reader |
>All graph forms are appropriate, multiple graphs used as warranted >All data points accurately plotted >Labeling clear >Intervals appropriate >Graph visually compelling, highlights conclusions of the study |
Conclusion
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>Inconclusive, or conclusion not warranted by data analysis |
>Conclusion too general or over-reaches the data analysis >Conclusion uses the language of the experiment but does not translate conclusion to its relevance to the original problem |
>Conclusion precise, related to the hypothesis >Conclusion uses operational terms of the experiment and attempts to translate the conclusion to make it relevant to the original problem >The conclusion related to general interest and other studies |
>Conclusion precisely stated, relates directly to support or non-support of the hypothesis >Conclusion uses operational terms and suggests how the conclusion has relevancy in resolution of the original problem >Conclusion relates the study to general interest, other studies that have been or could be conducted |
Students will be adhering to the seven state
standards for science during this project.
Scientific Inquiry
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Key Idea 1
The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. |
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Key Idea 2
Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. |
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Key Idea 3
The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. |
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