1 Baylor College of Medicine Academy at Ryan STEM Research Handbook In it to Love it and Never Give Up 2018-2019 Welcome (or Welcome back) to Baylor College of Medicine Academy at Ryan! Here at BCMAR, we are committed to doing whatever it takes to achieve dynamic advancements in science, technology, mathematics, engineering, and math. Every year, students submit research proposals to investigate their own scientific inquiries and/or engineering innovations. Now it is your turn to complete a research project (a science or engineering investigation) to contribute to the world around us! Let’s begin… Name: _____________________________________________________________________
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Baylor College of Medicine Academy at Ryan
STEM Research Handbook
In it to Love it and Never Give Up
2018-2019
Welcome (or Welcome back) to Baylor College of Medicine Academy at Ryan! Here at
BCMAR, we are committed to doing whatever it takes to achieve dynamic advancements in
science, technology, mathematics, engineering, and math. Every year, students submit
research proposals to investigate their own scientific inquiries and/or engineering
innovations. Now it is your turn to complete a research project (a science or engineering
investigation) to contribute to the world around us! Let’s begin…
As a health science school, we take science seriously. All BCMA at Ryan students do an independent science
or engineering investigation, write a manuscript (a research report on their investigation) and present their
work in the format of a poster and oral presentation. The projects will be graded and all posters will be part of
our BCMAR STEAM Symposium, which will be December 20th, 2018, 4:30 pm – 6:00 pm. Teacher selected
projects based on grades and ingenuity will be entered into the BCMAR Science Fair competition and top
winning projects will move on to other competitions. Every year we are very proud of our students. In
previous years, we’ve had over 15 students place in district and multiple students place at the Science and
Engineering Fair of Houston (SEFH).
The STEM research handbook contains important information and is electronically available on the BCMA at
Ryan Science Fair website. BCMA at Ryan and HISD follow SEFH guidelines. Please go through it carefully with
your student(s) and see their health science teachers for questions.
Students will begin identifying research questions in their health science classes. We highly encourage you to
engage at home with them in order to ensure optimal levels of success on their projects. Please note: Most of
the student’s investigations will be done outside of the classroom.
Students will need to register for an account on Scienteer.com in order to actively track research progress at
https://www.scienteer.com/register/baylorcollegeofmedicineacademyatryan. The student will need your
email address to register. Please help your student get registered by helping them fill in the form in the above
link, then please look in your email for a message asking to verify consent and verify. Their registration is due
9.7.18.
Some class time will be available for writing. It will be the student’s responsibility to execute and finalize their
independent project outside of school, and be productive during class time. Please find the deadlines below
and please note some of them may be subject to change by your health science teacher, with the exception of
the manuscript due date. Students are required to submit a manuscript (the poster in paper format) with a
notebook and a poster with their presentation. Pay closest attention to the rubrics.
Time management is the key to producing a quality STEM research project. We strongly recommend that student investigative and engineering projects are limited to 2 weeks. If they do a great job, their project will be eligible to be entered into the BCMAR Science and Engineering Competition and they will have time to add to their project. Top winners from BCMAR will then compete outside of BCMAR. All posters, whether students compete or not, will be part of the BCMAR STEAM Symposium, where students share their work.
Saturday advisories with professionals for students that will be competing occurs from 8 am – 10 am at BCM
on: October 20, November 3, December 1, and January 26 (students will be notified of changes in advance).
Additional information with directions will be provided. Light breakfast is provided. Parents are encouraged
to stay with their students during this time.
Thank you for doing all you can to help your student(s) have a successful experience.
Hypothesis (this is a prediction based on things you learned and read about; it is not a guess):
Annotated bibliography of the research that you read about which supports your hypothesis:
Materials and Procedures. Materials you need and the steps you will take to test your hypothesis and
how you will do your investigations. (You may use the backside of this page):
A quote from your readings that supports your hypothesis
A paraphrase of the quote Citation (this can be a website link)
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RESEARCH: INTRODUCTION What is an introduction?
The introduction leads the reader from a general subject area to a particular topic of inquiry. It establishes the
scope, context, and significance of the research being conducted by summarizing current understanding and
background information about the topic, stating the purpose of the work (why is it important, for example),
the questions or problems you are addressing and the hypothesis. Specifically, include the following:
o Background- What is known about the topic, question or hypothesis you are addressing. o The problem or the question o The hypothesis o Research and/or observations that support the hypothesis o The purpose- Why is this research important?
The methods section describes the materials used and actions to be taken to investigate a
research problem and the rationale (the reason) for the application of specific procedures or
techniques used to identify, select, process, and analyze information applied to understanding
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the problem, thereby, allowing the reader to critically evaluate a study’s overall validity and
reliability. The methodology section of a research paper answers two main questions: How was
the data collected or generated? And, how was it analyzed? The writing should be direct and
precise and always written in the past tense. Specifically, include the following
o Materials- Including equipment and chemical information. o Steps taken to test the hypothesis or address a problem/question. o Variables and controls included in the investigation. o The International System of Units (SI) must be used with measurements.
The results section is where you report the findings of your study based upon the methodology
[or methodologies] you applied to gather information. The results section should state the
findings of the research arranged in a logical sequence without bias or interpretation.
Specifically include the following:
o Materials- Including equipment and chemical information. o Steps taken to test the hypothesis or address a problem/question. o Variables and controls for the investigation. o Scientific notation
The purpose of the discussion is to interpret and describe the significance of your findings in
light of what was already known about the research problem being investigated, and to
explain any new understanding or insights about the problem after you've taken the findings
into consideration. The discussion will always connect to the introduction by way of the
research questions or hypotheses you posed and the literature you reviewed. Specifically
include the following:
o How do the results answer the question you had? o Do the results support or refute the hypothesis? o How do the results compare to what is already known.
An abstract summarizes, usually in one paragraph, the major aspects of the entire paper in a prescribed
sequence as follows:
1. 1-2 sentences summarizing the introduction- What is your project on and why is it interesting or important? What is your question and/or hypothesis?
2. 1-2 sentences summarizing the methods or procedures- How did you do it? 3. 2-3 sentences summarizing the results and conclusions- What did you find out? Why is it important?
The scientific laboratory notebook is a bound or spiral book with pages that are not
removable (the validity of documentation partly depends upon ensuring the work has not been
tampered with or pages removed) and is a critical part of scientific and engineering
investigations. Every experiment, trial, observation should be recorded. The entries in the notes
should be sufficient for someone else to reproduce the experiment or trial.
Checklist of the Manuscript Components
1. Abstract A condensed description of the project including the results.
o 1-2 sentences summarizing the introduction- What is your project on and why is it interesting or important?
o 1-2 sentences summarizing the methods or procedures- How did you do it? o 2 sentences summarizing the results and conclusions- What did you find out?
2. Introduction (Project Objectives and Project Design) o Background- What is known about the topic, question or hypothesis you are addressing. o The problem or the question o The hypothesis o Research and/or observations that support the hypothesis o The purpose- Why is this research important?
3. The Procedure/Methods (Project Execution and Design) o Materials- Including equipment and chemical information. o Steps taken to test the hypothesis or address a problem/question. o Variables and controls for the investigation. o Scientific notation
4. Data and Results (Project Execution) o Graphs and/or Tables o Summarize in words the graphs and/or tables o Graphs and tables with titles labeled
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o Graph axis properly labeled 5. Discussion
o How do the results answer the question you had? Do the results support or refute the hypothesis?
o How do the results compare to what is already known. 6. Conclusion
o Main findings o Why the findings matter o If applicable, recommend new areas for future research based on the findings (what might you
do next in relation to your project?). 7. References/Citations
o Five references in MLA format (References include the title, author (when available), and date of the source, at the very least).
8. Acknowledgements o Include a thank you statement to those who thanked you.
POSTER DISPLAY LAYOUT
A representation of a poster is below. Use the same headings and layout for your poster. You may also use
the link to a power point that allows you to fill in the sections. See also SEFH Guidelines (pp. 24 – 26) for
additional specifications on size and what is allowed to be displayed.
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23
Poster Number
Circle One Team Individual
Project Category
Fold Here Fold Here Before Placing on Poster
Teacher Name
Period
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Independent Research Rubric: Poster and Oral Presentation
Student’s Name: Grade:
Project Category: Date:
Project Title:
Teacher’s Name: Score: /_60
Poster: The visual display board is meant to attract attention, provide information and should
challenge onlookers to want to know more about the project. Neatness, completeness, and
clarity are very important. The visual display should present the information in the
manuscript, present the project logically and serve as a prop to illustrate work done.
Ex
cell
ent
Pre
sen
t
Nee
ds
Wo
rk
bu
t
Att
empt
Mad
e A
bse
nt
1. Omitted names (including student name) from poster and placed poster label on the top right
corner
4 3 2 1 0
2. Displayed the Introduction, Procedures, Results, Discussion, Conclusion and Citations from
their manuscript and labeled each section appropriately
4 3 2 1 0
3. Neat, well organized, and visually appealing (text on poster is legible from a distance of (font
size/color and visuals are not distracting)
4 3 2 1 0
4. Visual aids like photos from the investigation, observations or data table, and graphs from
data analysis are displayed on poster as needed
4 3 2 1 0
5. Poster and project demonstrates high level of creativity/originality 4 3 2 1 0
Oral Presentation: The purpose of an oral presentation is to share your work and demonstrate
content knowledge of the independent research conducted. The presentation should describe
each part of the project listed in number 6 below-- It is important to relay this information to the
listener(s).
4 3 2 1 0
6. The presentation includes an introduction (with the question or purpose and hypothesis,
background information, why the student chose the project and how the student came upon
the idea), short summary of the methods/procedures, results and conclusion
4 3 2 1 0
7. Movement is fluid and helps the audience visualize or enhances articulation and student
demonstrates a strong positive feeling about the topic
4 3 2 1 0
8. The presentation is coherent and clear and student demonstrates content knowledge 4 3 2 1 0
9. Student uses a clear voice, precise pronunciation of terms, and audience can hear the student 4 3 2 1 0
10. Presentation is within the time allotted (5 minutes) 4 3 2 1 0
Manuscript: Provides readers with a comprehensive look at the project. A good
manuscript includes the title, abstract, introduction, hypothesis, materials and
experimental methods/procedures, data and results, discussion, conclusion,
bibliography/citation and acknowledgements.
Ex
cell
ent
Go
od
Nee
ds
Wo
rk
Att
empt
Mad
e
Ab
sent
1. Cover page is included with all group members, title, date, teacher, grade level 4 3 2 1 0
2. Abstract: A 250 word or less summary of the project including the purpose and question
investigated, hypothesis, procedure, results, and conclusion
4 3 2 1 0
3. Introduction: Included the purpose, hypothesis, problem or question, project goals,
and an explanation of why the research was done
4 3 2 1 0
4. Introduction: Included because-type statement that explains why the
prediction/hypothesis was made and references previous related studies (work done by
others) that led you to make your hypothesis (background information)
4 3 2 1 0
5. Procedures: Provided all relevant variables (independent, dependent and control) 4 3 2 1 0
6. Procedures: Provided a list of specific items used in the experiment 4 3 2 1 0
7. Procedures: Provided a greatly detailed step by step description for how investigation was
completed (including trials completed)
4 3 2 1 0
8. Results: Included clear tables and/or graphs of the data. Included a summary of the tables and graphs that is consistent with the data obtained and provided sufficient number of trials
4 3 2 1 0
9. Discussion and Conclusion: Provided an answer to the question based upon results and
included whether or not the hypothesis was supported
4 3 2 1 0
10. Discussion and Conclusion: Included an explanation of what caused the results, how the
results relate to similar work done by others, and either any possible errors or next steps
4 3 2 1 0
11. Discussion and Conclusion: Explanation and conclusion was consistent with the results 4 3 2 1 0
12. Provided correct formatting (Typed, 12 Pt. Times New Roman font, double spaced, 1 inch
margins) with headings (Introduction, Procedures, Results, Discussion, Conclusions and
Acknowledgements)
4 3 2 1 0
13. Limited grammar and spelling errors (1 or fewer errors is excellent…7 or fewer is attempt
made or better)
4 3 2 1 0
14. Bibliography: All sources cited correctly using MLA format 4 3 2 1 0
15. Acknowledgements: Students thank those who helped (students: keep track of those who
help you so you don’t forget and show gratitude)
4 3 2 1 0
Opportunities for Improvement:
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Independent Research Rubric: The Laboratory Notebook
Student’s Name: Grade:
Project Category: Date:
Project Title:
Teacher’s Name: Score: /_40
Laboratory Notebook: The scientific laboratory notebook is a bound or spiral book with pages
that are not removable (the validity of documentation partly depends upon ensuring the work
has not been tampered with or pages removed) and is a critical part of scientific and
engineering investigations. Every experiment, trial, observation should be recorded. The
entries in the notes should be sufficient for someone else to reproduce the experiment or trial.
Ex
cell
ent
G
oo
d Nee
ds
Wo
rk
Att
empt
Mad
e
Abse
nt
ORGANIZATION
1. Table of contents is located in the front of the notebook (first two pages) 4 3 2 1 0
2. Pages are numbered correctly in the top right corner after the table of contents 4 3 2 1 0
3. Dates are written down when observations, trials or data are recorded and executed 4 3 2 1 0
CONTENT
4. The purpose and reason for each measurement, trial or observation recorded is clearly stated 4 3 2 1 0
5. The procedures are clearly written for each recording 4 3 2 1 0
6. Appropriate mathematical formulas/calculations, SI when measurements are taken and
materials used for each recording are referenced or included
4 3 2 1 0
ILLUSTRATION & DIAGRAMS
7. Computer print-outs, photographs are taped/pasted into lab notebook as needed. 4 3 2 1 0
8. All graphs and tables are labeled correctly 4 3 2 1 0
9. All entries are entered in ink with single line drawn over errors 4 3 2 1 0
NOTEBOOK
10. A composition notebook is used (bound) with no pages removed 4 3 2 1 0
Opportunities for Improvement:
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CONSENT FORM GUIDES: Students who do projects on animals, microbes, humans or hazardous materials are required to get approvals from Scienteer. Scienteer has the below forms in electronic format. *http://www.sefhouston.org/rules-guidelines*
ALL PROJECTS REQUIRE PRIOR APPROVAL OF THE ADULT SPONSOR/ FORM (#1), STUDENT CHECKLIST (1A), RESEARCH PLAN AND APPROVAL FORM
(#1B) AT THE LOCAL SCHOOL LEVEL. Continuation projects will need the continuation projects form (#7).
Does your project have to do with VERTEBRATE ANIMALS, HUMAN SUBJECTS (including surveys), HAZARDOUS CHEMICALS ACTIVITIES OR DEVICES, or POTENTIALLY HAZARDOUS
BIOLOGICAL AGENTS (microbes)? If so, we need to get some more consent forms. Please see the quick chart below to ensure that your receive and submit any forms in addition
to Forms 1, 1A, 1B. All forms are submitted through Scienteer.
Form
#1
Form
#1A
Form
#1B
Form
#1C
Form
#2
Form
#3
(SRC)
Form
#4
(IRB)
Form #5A
or 5B
(SRC)
Form #6A
or 6B
(SRC)
Form
#7
Any Project
ANY Continuation Project
Project with Vertebrate Animals
Project with Human Subjects
Project with Hazardous Chemicals
Project with Hazardous Activities
Project with Hazardous Devices
Potentially hazardous Biological Agents
*Any relevant consent and additional approval forms apart from Forms 1, 1A and 1B will be sent home after the project is provisionally approved. In these cases, final approval
is contingent on additional consent and approval forms. ALL these forms are located at the Science Fair Rules and Guidelines*
Form #1-Adult Sponsor Form, Form #1A-Student Checklist, Form #1B-Research Plan and Approval Form, Form #1C-Regulated Research Institution Form, Form #2-Qualified
Scientist Form, Form #3-Risk Assessment Form, Form #4-Human Participants Form, Form #5A or 5B-Vertebrate Animal Form, Form #6A-Hazardous Risk Assessment Form, Form
#6B-Human and Vertebrate Animal Tissue Form, Form #7-Continuation Project For
RESOURCES Science Fair Resources
https://student.societyforscience.org/intel-isef (main site for the INTEL ISEF)
http://www.showboard.com (good source for SEFH display boards)
http://www.madsci.org (good source for common questions about SEF)
http://hunstem.uhd.edu/PROJECTS.html (provides links to many resources)
SEFH SCIENCE FAIR GUIDELINES (Excerpts from https://www.sefhouston.org/rules-guidelines)
9. SCIENCE FAIR RULES AND GUIDELINES
A. DISPLAY RULES AND SAFETY REGULATIONS SIZE: Project space limitations are: 76cm (30in) deep; 122cm (48in) wide; 274cm (108in) high including table; tables are
76cm high. Heavy displays should be floor mounted when possible. Floor mounted projects are limited to the same space
limitations and cannot be placed in front of a project table. No exceptions. Unless otherwise requested on the entry form,
all projects will be assigned a project display table
1. A student may enter only one exhibit. The student must be a full-time student in good standing at a SEFH affiliated school.
2. Completed project entry and approval forms must be on file with the Fair Office on or prior to the deadline date for entry,
including the project entry fee. Copies of these forms should also be available in a labeled folder at the display.
3. The exhibit must be set up in the category indicated on the entry form and at the assigned location.
4. The exhibit must pass inspection by both the SRC and Rules & Safety Committee on Thursday evening at the Fair. Exhibits
not passing both inspections must be removed from the exhibit area on Thursday evening prior to closing time.
5. The entry exhibit must be the work of the student or team entering the Fair.
6. Repetition of a previous year's research project is not permitted. However, a student may exhibit new research on a continuing
problem providing the research demonstrates significant progress over the previous year. If the project is a continuing one, a
Roman numeral should appear at the end of the title which indicates the years it has been entered in the Fair (e.g.-A Study of
Houston Cockroaches - III) and the Continuation Projects Form (7) must be completed. Display
board must indicate work for the current year.
7. Exhibit titles are limited to 6 words or less, and a maximum of 50 letters/characters.
8. The name of the student, teacher, or district must not be a visible part of the display.
9. Except for move-in and unpacking, the exhibitor is responsible for the set-up of his/her own exhibit.
10. No radios, TVs, tape players, or other sound transmitting devices may be played unless the sound is transmitted via
headphones or the devices are used as part of the display/project presentation. Laser pointers are not allowed.
11. Students for individual and team projects must be at their project during all judging periods. At least two team members of
team projects must be present during judging. All projects will be judged within the scheduled judging times.
12. Disruptive students will be disqualified from the Fair.13. Students are encouraged to provide judges with copies of a one page
abstract or summary of their project; however, the material cannot identify the student, teacher, school or district.14.
Project laboratory notebooks for all related research should be available at the display for review by judges.
15. Projects will not have access to 110V power outlets.
Unacceptable for Display
1. living organisms, including plants
2. microbial cultures or fungi (live or dead)
3. glass or glass objects unless they are critical to the display.
4. taxidermy specimens or parts
5. preserved vertebrate or invertebrate animals or their parts
6. waste, rock, sand or soil samples - even if encased in acrylic