CREST Time Line 2011

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CREST at TPS 2011 CREativity in Science & Technology This year at TPS CREST project is being offered as an extension opportunity. CREST projects will be submitted to the Science Fair, with the opportunity to enter the BHP Billiton Awards. From the BHP Billiton Awards, there is the opportunity to participate in the ISEF (International Science & Engineering Fair) which is held in the USA annually. These competitions are of international standards and as such quality control of students’ projects i
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  CREST at TPS 2011 CRE ativity inS cience &T echnology  This year at TPS CREST project is being offered as an extension opportunity. CRESTprojects will be submitted to the Science Fair, with the opportunity to enter the BHPBilliton Awards. From the BHP Billiton Awards, there is the opportunity to participate inthe ISEF (International Science & Engineering Fair) which is held in the USA annually.These competitions are of international standards and as such quality control of students’ projects is crucial. To improve the monitoring and quality control of theCREST process at TPS, students in Year 9 will be participating in a CREST project.For these students, the CREST project replaces their Term 1 assessment. This is anopportunity for students to improve their scientific skills, higher-order thinking skills andthey also gain valuable life-long skills such as organisation and problem solving. Theymay also engage with various scientific organisations, both locally and nationally. ã This project combines the AB (research assignment) and DE (in-class practicalassignment) tasks for Term 1 assessment. CREST replaces the Term 1 assessment. ã This project is to be conducted at home, in your own time. You must keep a log of everything you do, throughout the duration of the project. ã For the duration of the project, 1 lesson per week will be dedicated for CREST and thisis specifically the time for you to discuss with your teacher, any issues and problemsyou may have. In this way, the teacher can monitor your progress effectively. Inaddition, you will be supported and mentored by a practising scientist as part of the“Scientists in Schools” program. ã CREST is divided into two major sections which are due at different times in Term 1,with the final report due in Term 2. You are provided with a timeline to help withorganise yourself and keep to the deadlines. CREST TIMELINE 2011Due DateRequirements Wed 9 March, Week 5 Term 1AB section:   background research/introduction (word count:500-1000); include bibliography separately.Wed 6 April, Week 9 Term 1Draft: variables, equipment, method  **Submit to your teacher for checkingWed 11 May, Week 2 Term 2Final report - AB & DE sections: Full report contains title, background research/introduction,aim, hypothesis, equipment/materials, method, results,discussion, conclusion, acknowledgements, references ã Refer to the CREST Guide for guidelines on how to conduct your project. ã You must submit 2 hard copies your of  final report , one of which is in a displayfolder  . You may also present your project as a poster  .   ã Remember to include all the sections of the report, as well as acknowledgements (anyassistance you received) and references formatted accurately (refer to marking rubric).  CREST: ABDE TASK MARKING RUBRICCriterion A One World  The student…. Level 0 does not reach a standard described by any of the descriptors below. Level1-2 states how   the results of their investigation are useful. states the theory behind the investigation.Level3-4 describes how their results are useful and gives an application of their investigation. describes the theory behind the investigation. describes the relevance of the investigation to society, through at least one of thesefactors:   moral, ethical, social, economic, political, cultural and environmental.Level5-6 explains how   their investigation is applicable in a local or global context. discusses the theory / scientific concepts that underpin their investigation. discusses and evaluates the relevance of the investigation to society, through at leasttwo of these factors:   moral, ethical, social, economic, political, cultural and environmental. Criterion B Communication in Science  The student….. Level 0 does not reach a standard described by any of the descriptors below. Level1-2   uses a limited range of scientific language in the background research , correctly .communicates scientific information in the background research , with limitedeffectiveness . makes little attempt to document sources of information.Level3-4uses some scientific language in the background research , correctly . communicates scientific information in the background research , with someeffectiveness . partially documents sources of information, with errors .Level5-6uses sufficient scientific language in the background research ,   correctly. communicates scientific information in the background research , effectively . partially documents sources of information correctly .  Criterion D Scientific InquiryThe student…..Level 0does not reach a standard described by any of the descriptors below.Level1-2 Aim, Hypothesis, Variables: attempts to state a research question in the aim . Equipment, Method: appropriate   equipment listed.   The method suggested is incomplete . Discussion: attempts to evaluate the method in response to the research questionstated in the aim .Level3-4 Aim, Hypothesis, Variables: states a research question and makes a hypothesis withoutclearly stating the relationship between the independent and dependent variables . Equipment, Method: appropriate   equipment listed. The method is mostly complete ,mentioning some of  the variables involved and how to control and manipulate them. Discussion: partially   evaluates the method, commenting some of the following - reliability , validity of the results, sources of error, problems, some improvements .Level5-6 Aim, Hypothesis, Variables: states a clear  research question, formulates a testablehypothesis and explains the relationship between the independent and dependentvariables. Equipment, Method:  All equipment listed. The method is clear  and logical , mentions allthe variables involved and how to control and manipulate them, and describes how thedata is collected and processed. Discussion: evaluates the method, commenting on the reliability (repeat trials) and validity (fair test)   of the results, sources of error, problems and suggesting improvements. Criterion E Processing Data  The student…… Level 0 does not reach a standard described by any of the descriptors below. Level1-2 Results, Data collection: collects some data and attempts to record it in tables ,with errors. Discussion, Data analysis: transforms and presents data in graphical form, witherrors. The student states a trend, pattern or relationship shown on the graphs. Conclusion:   draws a conclusion consistent with the data. Level 3–4 Results, Data collection: collects relevant data and records it in tables , witherrors. Discussion, Data analysis: transforms (calculations) and presents data ingraphical form, with errors. The student states a trend, pattern or relationshipshown on the graphs. Conclusion:   draws a conclusion consistent with the interpretation of thedata. Level 5–6 Results, Data collection: collects relevant data and records it correctly in tables . Discussion, Data analysis: transforms (calculations) and presents data ingraphical form. The student describes a trend, pattern or relationship shown onthe graphs and comments on the reliability of the data. Conclusion:   draws a clear conclusion based on the correct interpretation of the data and explains it using relevant theory.
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