Formal Presentation Stage

1. Formal Presentation Stage Writing Formal Reports & Presenting Student Research

2. Simple Experimental Report • A typical formal scientific paper consists of the following five components: • Title • Introduction • Procedure • Results • Conclusion • Each component of the report needs to clearly explain the part of the experiment that the section deals with. • Every explanation in each respective section needs to be direct and rationalize its existence. • At this point in the experimental process, it is important to inform students that they already know how to do three of the five components; the two new components consisting of the introduction and the conclusion.

3. Component 1: Title • A well developed title clearly expresses what was tested in the experiment. • Usually, the title expresses the effect of the independent variable on the dependent variable. • For example: • The Effect of Water Temperature on the Dissolving Time of Effervescent Tablets

4. Component 2: Introduction • A well devised introduction focuses on the importance of the experiment; such as why you conducted the experiment, what you hoped to gain, and what you thought was going to happen. • The introduction component should contain any previous knowledge on which the experiment is based, such as, an explanation of any principles, definitions, experimental techniques, expected results, theories and laws. • Students can gain insight into writing their introduction by answering the following questions and then connecting them in paragraph form. • Why did you conduct the experiment? (Rationale) • What did you hope to learn? (Purpose) • What did you think would happen? (Hypothesis)

5. Component 3: Procedure • The procedure is a step by step detailed description of how the experiment was performed and is written in a way that would permit the audience to easily repeat the experiment. • Procedures are written in paragraph form in formal papers, such as the written component of a Science Fair project. • An acceptable procedure is written in impersonal (3rd person) past tense. • For example: • We are taking the temperature every five minutes. (NO) • The temperature was taken every five minutes. (YES)

6. Component 4: Results • All quantitative and qualitative data and observations are included in this component of the formal report. • Quantitative results should be presented in clear and concise data tables and graphs. • Calculations should always be reported when utilized. One example of each type of calculation should be included. • If qualitative results are obtained, they should also be recorded in a data table when appropriate. When a data table is not appropriate, they should be listed in description form and clearly described.

7. Component 5: Conclusion • The conclusion of any experiment includes the final answer obtained in the experiment. • In the conclusion, the relationship between the independent and dependent variables should be clearly defined, as well as a description of the validity of the original hypothesis. • A portion of the conclusion should explain any sources of possible error in the experiment. • Just like the procedure, the conclusion should be written in the impersonal past tense.

8. Practicing the Conclusion • For students who need help writing conclusions, they can answer the following questions and then connect them using paragraph form. • What was the purpose of the experiment? • What were the major findings? • Was the research hypothesis supported by the data? • How did your findings compare with other researchers or with information in the textbook? • What possible explanations can you offer for the findings? • What recommendations do you have for further study and for improving the experiment?

9. Preparing Students for Lab Reports • Discuss each component in detail as time permits. Explain each component and provide several examples for each section. • Have students prepare for a lab by reading the lab and identify the hypothesis and writing it in the correct form. • Have students draw an experimental design diagram. • Have students summarize the procedure. • Have students write the introduction or suggest improvements to the lab. • Most importantly, make sure students understand that each writing task will help them to complete their Science Fair paper later in the year.

10. Cooperative Lab Reports • Students can share the five individual jobs of a formal lab report and each student can be in charge of a separate component to gain practice. • Teachers can place students into lab groups and can rotate job titles throughout different labs. • When students are placed in groups, they can also be required to cooperatively create an abstract for a classroom experiment. • Abstract- a concise summary of the investigation that includes the purpose of the investigation, the hypothesis tested, a brief description of the procedure, major findings, and the conclusion. • Each time a student is required to practice one of these components through writing, they need FEEDBACK!

11. Paper Guidelines • Guidelines will vary from competition to competition, so it is important to be aware of all competition rules and regulations. • Guidelines listing what all Scientific Research Papers have in common are listed in Table 13.2 on pg. 235 in your book. • Key Components: • Title Page • Abstract • Introduction • Methods and Materials • Results • Discussion/Conclusion • Bibliography • Acknowledgements • Appendix • Special Instructions

12. Display Board Presentations • Most local science fairs follow the International Science and Engineering Fair requirements for exhibit size and components. • The format of the display board parallels the components mentioned in the formal report. • Title • Statement of Problem • Procedure • Results • Conclusion • A visual representation of a typical board is shown in Figure 18.1 on pg. 296 of the text.

13. Display Board Components • Title: • The title on the display board may resemble the title on the formal report or can be creative to gain the attention of evaluators. • Statement of the Problem • On the display board, the problem is most frequently stated in the form of a question. • Procedure • On the display board, the procedure can be written in list or paragraph form. Use a form that maximizes space. Follow local guidelines.

14. Components (continued) • Results • Only the most important tables and graphs should be included on the display board. • It is effective to include photographs and diagrams of the experimental results. Use communicative devices that portray the data most effectively. • Conclusion • On the display board, focus on the part of the conclusion that specifically discusses how the data supports the experimental question and hypothesis.

15. Oral Presentations • The following list can help to prepare students who win with a list of guidelines to follow when presenting their experiment. • Begin by telling the audience about yourself and why you chose your topic. • Describe your problem and give information about the chosen variables. • State your purpose and hypothesis. • Describe the procedure and acknowledge any help you received. • Explain your results using appropriate visual aids. • Share conclusions and state how they supported the hypothesis. • Suggest future improvements to the experiment.

16. Constructing the Oral Report • The following list provides an easy way for students to convert their written report into an oral report. • Underline the most important facts and note the best graphs. • Read the paper to a teacher, parent, or another student and ask for feedback on posture, speech, volume, speed, and proposed visuals. • Write the important information on note cards, number the cards in chronological order, and mark when visual aids should be used. • Prepare visuals. • Present to a peer and receive feedback. • Practice, practice, practice. • Practice the presentation in front of the class. Obtain feedback. • Practice until you can effectively present without having to read the cards.

17. Practice Presenting • All students should receive various opportunities to present an experiment in a low risk environment before they are required to present a ten minute presentation to a judging board. • Students can present to a peer. • Students can present to a group of three to five. • Students can present to their class. • Students can present to another class. • The key is to continue to provide each student with personal feedback and allow them to overcome their fear of talking in front of others.

18. Success in the Science Fair • All students contain the ability to be successful at any level of the science fair. • It takes plenty of time, effort, coaching, and the appropriate support, but every teacher can help each student become a better scientist. • All it takes is each student to begin to think systematically and rationally through every step that they take.