1. SCIENCE INVESTIGATORY PROJECT
FORMAT AND OUTLINE

2. SAMPLE OUTLINE
TITLE ABSTRACT CHAPTER 1 1. Introduction and Its Background 2. Statement of the Problem 3. Objectives 4. Formulation of the Hypothesis 5. Significance of the Study 6. Scope and Limitation of the Study 7. Definition of Terms

3. TITLE IN A NUTSHELL CLEAR PRECISE HAS AN OBJECTIVE HAS A PURPOSE
NOT TOO LONG OR TOO SHORT
IN A NUTSHELL

4. ABSTRACT SHOULD BE ONE OR TWO PARAGRAPHS
INCLUDES YOUR RESEARCH PROBLEM
METHOD OR PROCEDURE
FINDINGS AND CONCLUSION

5. “The Genetics of Bone Strength in Mice”
Jonathan Vu and Robert Blank (Mentor), Endocrinology
The purpose of this study is to identify relationships between the physical and genetic characteristics of bones in mice.  The physical characteristics include size, density, and the force required to break the bone, while the genetic ones are the genes of the marker loci associated with the genes that affect these qualities. This study uses strains of mice with reduced genetic variation.  The two strains of mice that are the most phenotypically extreme, meaning those with the strongest and weakest bones, are crossed.  The F2 generation from that cross is then analyzed. The results of this analysis can be used to find which genotypes correlate with specific bone properties like size, density, and failure load.  The anticipated outcome of this lab is the identification of the genotypes that affect bone strength in mice. The findings may be useful in treating medical conditions that are related to bone strength. 

6. CHAPTER 1
1. Introduction and Its Background
2. Statement of the Problem
3. Objectives
4. Formulation of the Hypothesis
5. Significance of the Study
6. Scope and Limitation of the Study
7. Definition of Terms

7. CHAPTER 1 1. INTRODUCTION AND ITS BACKGROUND
One page only
Background of the study
Rationale
Leads into the Research Problem

8. CHAPTER 1 2. STATEMENT OF THE PROBLEM
Has 2 categories: general problem and specific problems
SPECIFIC
RELIABLE
VALID
MEASURABLE
OBJECTIVELY STATED

9. CHAPTER 1 3. OBJECTIVES

10. CHAPTER 1 4. FORMULATION OF THE HYPOTHESIS
2 TYPES: NULL hypothesis and AFFIRMATIVE hypothesis
A scientific ____ which intends subject for thorough investigation.

11. HOW DO WE FORMULATE A HYPOTHESIS?

12. Hypotheses are formulated before the study is conducted because they provide direction for the collection, analysis, and interpretation of data
Source:

14. Which is a properly worded hypothesis?
If I give my plants fertilizers, then they will grow as big as my neighbor’s plants.
If I get lucky, then my plants will grow bigger.
My plants aren’t growing bigger because I don’t water them enough.

15. CHAPTER II – REVIEW OF RELATED LITERATURE
Statements from science books, journals, magazines, newspapers
Any document from authorized scientists, science experts or well-known science agencies
These statements can support your study through their concepts, theories, principles and laws

16. FOOTNOTING IS
IMPORTANT
IN THIS CHAPTER.

17. NOTE-TAKING TIPS: Keep it SHORT. Do NOT copy. Write what is IMPORTANT.
Lesson objective: To help students write effective notes from text
TIPS:
Keep it SHORT.
Do NOT copy.
Write what is IMPORTANT.

18. TYPES OF NOTE-TAKING
SUMMARIZING – Summarize if you want to record only the general idea of large amounts of material
PARAPHRASE – if you require detailed notes on specific sentences and passages but do not need the exact wording, you may state it in your OWN words.
QUOTATION – use quotation marks “___” if you include a “sentence or a passage in its original wording”

19. Whales by Seymour Simon
A fish breathes by taking in water and passing it through gills to extract oxygen, but a whale must surface to inhale air into its lungs. A whale’s nostril, called a blowhole, is at the top of its head. A whale breathes through its blowhole. Some whales, such as the humpback, have two blowholes. Here they are open, as the humpback whale exhales old air and inhales fresh oxygen-rich air.
--Seymour Simon, Whales, HarperCollins Publishers, 1989.

21. WRITE “HOW DO WHALES BREATHE” (bulleted form)
ACTIVITY 1 – PROCESS (10 PTS.)
WRITE “HOW DO WHALES BREATHE” (bulleted form)

22. LET’S CHECK HOW DO WHALES BREATHE? Fish breathe through gills
Whales breathe through lungs
Whales surface to inhale
Nostrils are blowholes
Humpbacks have two blowholes

23. 2nd ACTIVITY – Process: 10 pts.
The air that whistles in and out of a whale’s blowhole moves at speeds of two or three hundred miles an hour. It enters and leaves the lungs, within the whale’s chest. With each breath, a whale inhales thousands of times more air than you do. The whale closes its blowhole and holds its breath when it dives. Some kinds of whales can dive to depths as great as a mile and hold their breath for more than an hour during a deep dive. When they surface, they blow out a huge breath and then take several smaller breaths before diving again.

24. IN YOUR OWN WORDS, WRITE HOW DO WHALES BREATHE…
ACTIVITY 2 – PROCESS (10 PTS.)
IN YOUR OWN WORDS, WRITE HOW DO WHALES BREATHE…

25. LIBRARY ACTIVITY (Individual)
You may use the back of your activity sheet to write 3 notes about your topic or you may use an extra sheet of paper. – 10 points per source (total: 30 points)
Choose 3 different sources from a newspaper, magazine or from the encyclopedia or a book that contains information about your topic.
Use the tips/principles you learned from the first two activities. Write your notes in bulleted form or write a summary using your own words.
Make sure to write the title, author, name of magazine and newspaper or book/encyclopedia, page number, copyright and place of publication.