Science Fair Board Set Up and Example Experiment

Science Fair Board Set Up and Example Experiment Ms. Bertrand 2017 -2018 When you are finished with this Power. Point, you can print it and each slide serves as a portion of your display board.

Problem Statement Does the amount of time that students spend studying effect their science test scores?

Hypothesis If 7 th grade students spend 3 hours reviewing their science notebooks right before a test, then they will score higher than students who only reviewed for 1 or 2 hours.

Abstract Complete this part of the form and attach the paper to your board. This form was sent home last week. Abstracts are limited to a maximum of 250 words and must fit within the predefined area. The abstract should include the following: a) Purpose of the experiment b) General description of the procedures you used c) Describe the data you collected d) The conclusion you can you make from doing this experiment

Procedure 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Select 15 girls and 15 boys who are 7 th grade students at AIE. Record their first name and last name on a data table. Create a seating chart and randomly assign students to a seat. Have students report to room 50 c (Ms. Bertrand’s classroom) at 9: 00 am. When students enter the room they should be directed to their assigned seat. Tell them to put everything else under their desk. Students will be given Topic Test 2, Version A (Baseline) and a pencil. They will have 30 minutes to complete the test. They will not be using their notebook during the test. Display a digital timer on the board. Set the timer for 30 minutes. Start the timer and have students begin their test. Walk around and monitor students as they take the test. When 30 minutes is over, collect the tests. Grade each test and find the average score. The next day, repeat steps 3 -11 but this time students will be given the Version B test and will have 60 minutes to review their notebook prior to taking the test. The following day, repeat steps 3 -11 but this time students will be given the Version C test and will have 120 minutes to review their notebook prior to taking the test. The last day, repeat steps 3 -11 but this time students will be given the Version D test and will have 180 minutes to review their notebook prior to taking the test. Enter data on Excel Graph the mean score for Topic Test 2, Version A ( 0 minutes of studying) using a bar graph. Graph the mean score for Topic Test 2, Version B (60 minutes of studying) using a bar graph. Graph the mean score for Topic Test 2, Version C (120 minutes of studying) using a bar graph. Graph the mean score for Topic Test 2, Version D (180 minutes of studying) using a bar graph. Analyze Results

Materials • 30 Pencils • 30 7 th Grade Students • 30 Science Topic 2 Tests (Baseline, Test Version A) • 30 Science Topic 2 Tests (Test Version B) • 30 Science Topic 2 Tests (Test Version C) • 30 Science Topic 2 Tests (Test Version D) • 1 Digital Timer • 30 Student Science Notebooks

Variables Independent variable The independent variable in this study is time. Specifically, the amount of time students were given to study. The scientists controlled this variable by only allowing a certain amount of time (0 minutes, 60 minutes, 120 minutes, 180 minutes) for studying prior to the test being given. Dependent variable The dependent variable in this study is the student test scores. Each student will have three separate scores (one for each trial). Average values will be reported for comparison purposes. Controls Test Version A (Baseline) with 0 minutes to study Time of day-Students completed the study each morning for three days in a row Grade level of participants: 7 th Graders at AIE Gender Participants-15 girls and 15 boys Seating Assignment-Students were randomly assigned to a seat. They sat in the same sea everyday during this test The person administering the test- The teacher who administered the test was the same person each day. The directions she read were also exactly the same each time a test was given The science test- The test contained 50 questions. Each version of the test contained the same questions but the order of questions and the order of answer choices were different for each version

Data Table Average Scores-Final Results Amount of Time Studying 0 Minutes (Baseline-Version A) 60 Minutes (Version B) 120 Minutes (Version C) 180 Minutes (Version D) Average Score (%) 69. 5% 72. 5% 78. 5% 76. 5%

Graph Average Test Scores Versus Study Time 79 78 Average Test Score (%) 77 76 75 74 73 72 71 70 69 030 Minutes (Baseline-Version A) 60 Minutes (Version B) 120 Minutes (Version C) Test Versions 180 Minutes (Version D)

Photographs If you have pictures you can also include them in the graph area. Pictures should NOT replace your data table and graph but can serve as support for what you did during your experiment.

Results The graph shows the mean test score values for each test that was administered during this experiment: the baseline test (Version A), Version B, Version C and Version D. The data does not support my original hypothesis. On average, students who studied for 120 minutes (2 hours) on average scored the highest. The second highest average value was after 180 minutes (3 hours) hours following with 1 hour of study time. The lowest average score was when students were given no time to review before taking the test.

Conclusion and Application The results show that the average test score for each test version was different. The data shows that students who were given 2 hours (120 minutes) to study prior to taking a test, preformed higher (78. 5%) then when they were given no time (69. 5%), 60 minutes (72. 5%) or 180 (76. 5%) minutes to study. The average scores, when given time to study, were all in the 70’s which would translate to a “C” grade. However, the specific percentages vary based on the amount of time that was given to study. Next time, this experiment should be conducted with more students. In order to increase the validity and reliability of the study, more students should be used. Teachers from different content areas should also conduct the same exact experiment. Next time, in order to improve the experimental design, I would of given students the same set of notes to review prior to taking the test. Some students may have taken better notes in their science notebooks and as a result they would have had more information to study prior to taking their tests. The results from this study can be used by teachers and students. The data suggest that if students study for 2 hours prior to taking a test, that they will preform better than if they study for less than 2 hours or more than 2 hours. This information can help students as they prepare for their next science test. This data can also inform teachers about the importance of study time when preparing students for state exams.

References Bertrand, M. (2017, August 1). Ms. Bertrand Science Fair. Retrieved November 20, 2017, from http: //bertrandscience. weebly. com/ Buckley, D. , Miller, Z. , Padilla, M. , Thornton, K. , & Wysession, M. (2012). Interactive Science (Course 2). Boston, MA: Pearson. Dolin, A. (2013, December 5). The Science Behind Studying. Retrieved October 25, 2017, from https: //www. youtube. com/watch? v=Ng. Ywibfqxuo Science Knowledge Quiz. (2017). Retrieved November 1, 2017, from http: //www. pewresearch. org/quiz/scienceknowledge/ Smith, J. A. (2001). How Does Studying Improve Scores? New York, NY: Mc. Graw Hill.