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Becky called the Brooklyn Botanic Garden for advice on soil mix materials. They advised that she use a
vermicompost made by worms as her organic component and perlite, an inert ‘volcanic’ rock as her non-
organic component. Based on her background research that perlite helps retain water and provides air
spaces for roots, and compost provides nutrients for growth, Becky hypothesized that plants would grow
taller in soil mixtures containing mostly compost. To test the effects of increasing amounts of compost,
she decided to plant some seeds in compost alone, some in the perlite alone, and some in mixtures of the
two that contained different amounts of compost and perlite. The 3 mixtures she created were: 75%
compost/25% perlite; 50% compost/50% perlite; and 25% compost/75% perlite. This resulted in her
planning for 5 different sets of pots. Becky used 3 pots for each soil mixture and 3 pots each for compost
and perlite alone. In each of the 15 pots she planted 3 seeds.
Change in
independent 75 % Compost 50 % Compost 25 % Compost 100% Perlite
100 % Compost
variable: 25 % Perlite 50 % Perlite 75 % Perlite
They agreed that in Test #1 they would change the length of the rocket’s body tube. For Test #2 they
decided to change the number of fins. In Test #3 they tried various fin lengths and in Test #4 they
constructed the model out of different types of paper. Students tested each of these components 5 times.
After testing these four variables, the students made a rocket whose length, number of fins, length of fins
were the measurements that gave the best results in each of their tests and they used the paper type that
built a rocket that traveled the distance of 15 meters in the shortest period of time. They then tested the
rocket with this final design to see if they had indeed built a rocket that could reach the 15 meter distance
in as short a period of time as possible.
Number of repeated
5 trials 5 trials 5 trials 5 trials 5 trials
trials:
A class visited the Bronx River with their teacher to study living and non-living features of the wetland.
After exploring different portions of the river, a group of 8th graders notice a waterfall. They approach
their teacher and propose to investigate the relationship between dissolved oxygen levels of the water and
the location upstream or downstream from the waterfall for their exit project. The students hypothesize
that the oxygen levels downstream from the waterfall generally will have higher levels than upstream
from the waterfall, because of the increased stirring of water as it flows over the falls. The students decide
to sample four sites along the river: 20ft upstream from the waterfall, 10ft upstream from the waterfall,
10ft downstream from the waterfall, and 20ft downstream from the waterfall. Students decide to test
oxygen levels three times at each location. They repeat this testing at the same locations on the river two
additional days.
Title: The effect of location along the Bronx River on oxygen level of the water.
Research Question: How does the water fall on the Bronx River affect the water’s oxygen levels?
Hypothesis: If water is downstream from a waterfall then the dissolved oxygen will be higher than it is
upstream from the waterfall because churning of the water exposes more water to the air, which adds
more oxygen.
Independent Variable: Locations along the Bronx River (meters from waterfall)
Change in
independent 20 feet upstream 10 feet upstream 10 feet downstream 20 feet downstream
variable: from water fall from water fall from water fall from water fall
The students also used the following system to record their bobbing activity:
NB (Not Bobbing): majority (more than 50% of the sea lions in the exhibit) were not bobbing.
B (Bobbing): majority (more than 50% of the sea lions in the exhibit) were bobbing.
Title: The effect of proximity of feeding time on the bobbing behavior of sea lions.
Research Question: How does proximity to feeding time affect the bobbing behavior of sea lions?
Hypothesis: If sea lions are closer to their feeding time then their bobbing level will be greater than at
other times because the animals are anticipating getting food.
Change in independent
70 minutes before feeding time 10 minutes before feeding time
variable:
Number of repeated 3 different days, 10 minutes per 3 different days, 10 minutes per
trials: day day
Dependent Variable: Bobbing behavior of the sea lions (not bobbing or bobbing as described above).
Constant Variables: location, species of animals, number of animals, time of day, season, intervals
(every 1 minute for 10 minutes).
5. Secondary Research DYO Project Sample:
An Urban Advantage teacher had just completed a plate boundaries unit in which she introduced the IRIS
website which lets students search for earthquake data, map, graph and download it. After researching
plate boundaries of different types, a group of 8th graders approach their teacher and propose to
investigate the relationship between type of plate boundary and magnitude of earthquakes for their exit
project. The students hypothesize that earthquakes occurring at transform boundaries generally will be of
greater magnitude than earthquakes that occur at ridges (divergent plate boundaries), because when plates
are sliding past each other they would seem to store more mechanical energy than plates that are simply
diverging. The students determine the time frame for their study; they include only earthquakes for a 20
year period (from January 1, 1989 to December 31, 2008), and have identified one ridge and one
transform fault off the Pacific South American coast that they will compare for their project. Using the
IRIS web site, they set the search parameters to the settings described above, download the data, then
calculate and compare average Richter magnitudes for all the quakes at the transform boundary vs. the
divergent boundary (ridge).
Change in independent
Transform plate boundary Divergent plate boundary
variable: