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A CLOSER LOOK: I n v
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Doing Project-
Based Science
A CURRICULUM RESOURCE
 A CLOSER LOOK:

Doing Project-
Based Science
A CuRRiCuLum RESOuRCE
Website References

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Cataloguing-in-Publication Data

Main entry under title.

Doing project based science : a curriculum resource / Nova Scotia. Department of Education. English Program Services, Nova Scotia.
(A closer look)

ISBN: 978‑1‑55457‑527‑5

1. Project method in teaching–Nova Scotia. 2. Group work in education–Nova Scotia. 3. Science–Study and teaching (Elementary)–Nova Scotia.
I. Nova Scotia. Department of Education. II. A closer look.

372.3543 – dc 22 2013

The cover of this document contains 50% recycled paper.

The inside pages are 100% post‑consumer paper and are processed without chlorine.
Contents

1 INTRoDUCTIoN

3 WhAT IS PRojECT‑BASED SCIENCE?

5 ThE BENEfITS of PRojECT‑BASED SCIENCE

7 INCoRPoRATING PRojECT‑BASED SCIENCE

IN ThE ClASSRooM
7 Planning
8 how to Use Project‑Based Science
9 finding a focus Question

11 KEEPING A RESEARCh loG

13 PRojECT PlANNING
13 Topic Project
14 Unit Project
15 long‑Term Project

19 ASSESSMENT AND EvAlUATIoN

19 Assessment of learning
19 Assessment for learning
19 Rubrics
20 Assessment Examples

23 CURRICUlUM lINKS
23 Mathematics
23 English language Arts

25 APPENDICES

27 APPENDIx A: SAMPlE TEAChER PRojECT

27 Photoelectric Effect—Which one Will It Be? (Physics 12)

31 APPENDIx B: ClASSRooM PRojECTS

31 Sample Project 1: Weather (Science 1)
33 Sample Project 2: Animals (Science 2)
35 Sample Project 3: Atoms and Elements (Science 9 Unit Project)
37 Sample Project 4: viruses (Biology 11)
38 Sample Project 5: organic Chemistry (Chemistry 11)

D O i N G P R O J E C T- B A S E D S C i E N C E iii
 40 APPENDIx C: GRAPhIC oRGANIzERS
40 Example 1: Topic organizer
40 Example 2: Project organizer
41 Example 3: Project Timeline
41 Example 4: Project Summary
42 Example 5: Research organizer
43 Blank Graphic organizers

48 APPENDIx D: MATERIAlS REQUIRED

foR PRojECT‑BASED SCIENCE

49 APPENDIx E: SCIENCE SAfETy

50 APPENDIx f: STATISTICAl ANAlySIS

foR SCIENCE PRojECTS
50 1. Mean, Median, and Mode
52 2. Standard Deviations
54 3. Best‑fit Analysis: lines of Best fit
56 4. Displaying Data
57 5. other Mathematical Tools

58 APPENDIx G: ThE ENERGy ARoUND US,

RENEWABlE ENERGy IN NovA SCoTIA (GRADE 9 PIloT PRojECT)

59 APPENDIx h: PRojECT‑BASED INvESTIGATIoNS

61 REfERENCES

iv D O i N G P R O J E C T- B A S E D S C i E N C E
Introduction
In the modern classroom, students come from a variety of backgrounds with a variety of
skills. In order to successfully accommodate the different needs of students, a teacher must
incorporate multiple teaching strategies. This basic principle is true in all areas of curriculum
and is one that may be challenging in science. Project‑based science is a teaching approach
that encourages students to explore science through research that incorporates their
backgrounds, skills, and interests. It allows students to become real scientists and to truly use
the scientific process to learn about the world around them.

This curriculum resource provides an introduction to project‑based science and some basic
steps that may be followed to incorporate it in the classroom. There are examples of a number
of projects that may be used or modified to fit into a variety of classroom settings.

D O i N G P R O J E C T- B A S E D S C i E N C E 1
What Is Project-Based Science?
Project‑based science, often referred to as “real science,” is a science instruction method that
has students and teachers completing projects in a fashion similar to the research methods
of “real” scientists. Through individual and collaborative research, students are provided with
the opportunity to construct science knowledge through hands‑on, minds‑on, self‑directed
experiences.

The project‑based method encourages teachers and students to explore and examine
a variety of different activities and situations that address different learning styles and
cognitive strengths. Through this process, a number of science curriculum outcomes are easily
addressed, as well as outcomes from other curriculum programs.

A project‑based science activity can be designed to fit any science classroom. It can be a
small activity that covers a few class periods, or it can be a full‑course investigation that
results in a project to be celebrated in a variety of ways, such as being presented in class, in
science fairs, in an open house, at community events, at various science centres, or at any
place where science is celebrated. Whatever the end result, project‑based science activities all
include the following common components.

• A focus question or a driving question: When students create a focus question, they
become the key figure(s) in a project from the beginning. A clear focus question helps to
organize the method that will be used to direct the research. The question is key here
and is one of the most difficult parts of the process. The focus question also provides
a reference point for reflection throughout the study. The question may be revised
throughout the course of study as directed by the research.
• Investigation: In project‑based science, the focus question leads directly to authentic
problem solving through research, experimental design and operation, data collection and
analysis, estimation, discussion and debate, group interaction, summarizing and drawing
conclusions, and the refining and examination of the original question.
• Artifacts: Throughout the duration of a project, students will produce artifacts, such as
a number of reports, devices, and displays, that show a true understanding of the focus
question.
• Collaboration: Whether students work alone or in groups, collaboration will occur
throughout a project‑based exercise. Working in class, sharing new discoveries,
questioning others’ conclusions, and participating in classroom presentations allow
students and teachers to explore avenues in their research that they may not follow on
their own and to further expand the study of the focus question.
• Technology and telecommunications: Modern technology has expanded capabilities
of investigating science in a wide variety of ways. Communication with professional
scientists, discussions with other students from around the region or the world, and the
accessibility of vast amounts of information allow students and teachers to completely
explore the answers to their questions and share the information that they have collected.

D O i N G P R O J E C T- B A S E D S C i E N C E 3
The Benefits of Project-Based Science
Project‑based science provides unique learning opportunities that are not found in traditional
science lectures and laboratory classrooms. learning like “real” scientists turns the table on
science understanding and makes the student the constructor of knowledge. Some of the many
benefits of a project‑based approach to science instruction are

• addressing science, technology, society, and environment skills outcomes

• addressing language arts outcomes
• addressing mathematics outcomes
• the development of authentic learning and assessment practices
• the transfer of knowledge development from teacher to student
• the opportunity for teachers to become students and develop project skills along with
their students
• the correlation of knowledge from physics, chemistry, biology, and other branches
of science
• the multidisciplinary approaches to sciences
• the development of problem‑solving and questioning skills
• the opportunity to enhance research skills and develop critical‑thinking and
evaluation skills
• the opportunity to collect and share knowledge in a number of formats addressing a
variety of intelligences
• the opportunity to have a public celebration of science through presentations to the
school, to parents/guardians, and to the general public
• the opportunity to integrate science with other curriculum areas such as art, mathematics,
public speaking, and others
• the opportunity for teachers in different curriculum areas to work collaboratively
on a project
• the ability to modify and adapt an individual’s project in order to accommodate his
or her strengths and avoid weaknesses
• the introduction to “real” science practices

D O i N G P R O J E C T- B A S E D S C i E N C E 5
Incorporating Project-Based Science
in the Classroom
Project‑based science is a rewarding method of learning and teaching that allows students
and teachers to interact in ways that are not common in traditional science classrooms. The
intent is that teachers do and present their own projects and model the behaviour to their
students. The teacher is always ahead of the students in the process of his or her project, so
there is control over timelines, the opportunity to lead by example, and the chance to assess
and examine students exploring science.

In a project‑based science activity the role of the teacher changes from being a person who
provides the knowledge to being a person who facilitates research. The teacher models the
processes expected of the students, makes suggestions on the direction of student research,
and encourages students to follow their successes and explain their questions. This offers
teachers an opportunity to examine the content of their courses in a different light and helps
students to be independent learners.

Teachers must fully adopt the project‑based science concept when carrying out active
research with their students. The teacher now facilitates the answering of questions. It
is important for teachers to be aware of their students’ progress throughout the entire
investigation. Teachers can guide the students’ research without controlling the topics,
methods, or focus questions just by being aware of the current status of each project.

Planning
The initial organization of a project‑based science classroom has traditionally been thought of
as time consuming and labour intensive. however, once the initial guidelines are established,
the process uses time effectively. When properly organized, a project‑based activity will run
smoothly and achieve its goals for all students, as well as provide a number of opportunities
for student assessment. The following are some suggested steps for beginning project‑based
science in the classroom.

1. Decide on the type of project. Project‑based learning can address short‑term activities,
such as exploring a specific topic in a unit or a complete unit. It may also be used as a
culminating activity to summarize learning in a course. A public presentation allows the
student to act like a scientist in presenting the work.
2. Establish a timeline for the project. No matter what type of project, a well‑defined and
modelled timeline for the activity is key to its success. When students are aware of time
expectations they are less likely to fall behind. The teacher project and designated class
time are important to help keep all students on task and to ensure that all are progressing
in a timely fashion on their individual projects. A checklist can be created to track progress
during the project. See Project Planning on page 13.

D O i N G P R O J E C T- B A S E D S C i E N C E 7
 3. Organize the teacher project. The teacher must decide upon a project that will be
carried out as a model for the students. By going step by step through a project with the
class, a teacher will model the work habits expected of students as well as keep the class
on time and on task. The teacher should always be a week, a day, or an hour ahead of the
students.
4. Determine the methods of evaluation that will be used. Project‑based science provides
many opportunities for the evaluation of student work. Clearly stating the value of the
project in the overall marking scheme, may motivate students to accept the challenge of a
project and work hard to succeed. A clearly designed rubric should be created for updates
and activities completed during project assessment, as well as a rubric for the final
culminating activity. Some sample rubrics can be found in the Assessment and Evaluation
section.
5. Prepare a list of related resources containing project ideas. once the format of a
project has been determined, create a list of possible resources (e.g., websites, materials,
books) that will aid in the beginning stages of a project.
6. Establish cross-curricular links with other teachers. Project‑based science requires
a wide variety of skills. Students will not only be meeting science outcomes through
the project process, but will also cover art, language, mathematics, and other course
outcomes. Teacher collaboration in the planning stage of a project will allow for a
broad‑based assessment of student projects.
7. Establish mentorship links. Professional or academic mentorships are a useful tool
in long‑term research. Arranging for mentors before a project begins will assist in the
initialization of a project and will provide someone to contact if questions come up
through the process.
8. Organize project showcase. A public celebration of the project is part of project‑based
science. Whether the end result is a science fair or in‑class presentation, time and space
should be allotted to showcase project work. This includes the students’ and the teacher’s
work. Booking a time and space well in advance will give a clear target date and allow
students to envision how they might develop a final product.

How to Use Project-Based Science

Project‑based science can be used to cover virtually any topic in the science classroom.
It allows the teacher to cover a variety of skills, such as research, communication, and
presentation skills, that are not always reached by traditional methods of science instruction.
Project‑based science should be used to bring the process of science (inquiry, problem solving,
and decision making) to students. A project should include a discussion to establish focus
questions, a specific timeline for research, and time for investigation. Creating a timeline and
a bank of resources will make projects run smoothly. A well‑planned project that is presented
with enthusiasm will be sure to cover a number of science outcomes.

8 D O i N G P R O J E C T- B A S E D S C i E N C E
Finding a Focus Question
When a teacher or student begins a project, the focus question is often the most difficult, but
the most important, part of project‑based science. Spending time to interact with the students
on the focus question development will pay off with better project results for students. When
creating a focus question, students should consider the following:

1. Is the focus question clearly posed?

2. Does the focus question clearly direct research?
3. Can the focus question be completely investigated within the timeline of the research?
4. Can the focus question be answered with the resources available for research?
5. Is the question interesting to the person doing the project?

A student or teacher should answer yes to all of the questions above. The focus question will
be the driving force of research and, therefore, should be considered carefully.

The benefit to students of a clear focus question is the fact that it directs research along one
specific pathway. Many students find long‑term projects difficult because they find the amount
of information available to be immense. If a clear focus question is developed before the
start of in‑depth research, the student will have less difficulty with the massive amounts of
information available on any topic. The focus question allows students to quickly sort through
useful and non‑useful information.

D O i N G P R O J E C T- B A S E D S C i E N C E 9
Keeping a Research Log
one of the best ways to keep a project running smoothly from start to finish is to keep a
research log or journal. Research logs that are kept up to date will allow students to look
back at what they have done, examine and reflect upon results, and change the direction of
their future research. A research log should have two components that are kept up to date
throughout the time of study.

The first part of a research log is the personal reflection on discoveries to date. here students
can examine what they have discovered, relate it to their current knowledge, and explore how
it applies to their project. The reflection also provides students with an opportunity to sort
through the information they have collected and filter out the parts that do not relate to their
focus question, thus making the end goal of their research clearer. The entries in the reflection
section should all be dated in order for the student and teacher to keep up to date on the
research timeline.

The second part is the data. Regardless of whether or not the project is a study, experiment,
or innovation, a student is going to collect data of one form or another. A well organized
research log provides the student with a place to collect and analyze their data. The end result
of a project should contain a conclusion based on the data but need not contain every piece of
information collected throughout the course of study.

Research logs provide an excellent opportunity for students to assess their work to date and
use this assessment to further develop their study. The logs also provide the teacher with a
tool to assess how well the students worked on their projects from start to finish.

A research log should be maintained from day one of a project until the project is completed.
Teachers may set up the format of the research log for their students, and all research logs
should be organized in a way that fits the topic or method of study chosen by the student and
teacher.

D O i N G P R O J E C T- B A S E D S C i E N C E 11
Project Planning
This section includes sample timelines for a topic project, unit project, and long‑term project.
Each timeline includes information about the activity, comments on what may happen, and a
checklist to help focus the project.

Topic Project
Topic projects are short‑term activities that are designed to quickly investigate a particular
subject in a science classroom. This type of project allows students to obtain some background
information about a topic before the class completes a full investigation. These activities may
be used to introduce a chapter or to summarize a recently completed topic area.

four one‑hour periods will be set aside to complete the project.

Period Activity Description Checklist

1 Introduction, class Students should be given By the end of the period, all
discussion, and topic information about the topic students will have a focus
research and the opportunity to question for their research.
explore and create focus
questions.
2 focus question refinement Students will review the By the end of the period,
and data collection focus question suggestions all students will have a
provided by the teacher complete focus question, an
and continue research with overview of the data they
the focus question as the haven’t collected yet, and a
core of their research. summary of the information
collected so far.
3 Research completion Students will finish their By the end of the
data collection and finalize period, all students
plans for reporting their will have a summary of
discoveries. their discoveries and a
description of the artifacts
they will use to share the
information with the class.
4 Project completion Students will prepare the By the end of the period,
artifacts for their projects. all students will hand in a
completed project report
and artifacts.

D O i N G P R O J E C T- B A S E D S C i E N C E 13
 Unit Project
This sample timeline may address all or part of a unit. The project may be used to examine
topics that are more difficult to cover using traditional methods or to provide a variation from
traditional science teaching methods.

Nine class hours will be set aside over the next six weeks to complete and present the
following project.

Period Activity Comments Checklist

1 Introduction and topic Students should be given By the end of the period,
research information about the topic all students will have a
that is being covered and rough draft of their focus
the opportunity to explore question.
and create focus questions.
2 focus question refinement Students should share their By the end of the period,
focus questions with the all students will have a
teacher and other students finalized focus question
and begin to outline their and a draft outline of their
project design. project design.
3 Research tools and project Students will begin their By the end of the period,
design research by locating all students will have a
resources and creating a completed project design
bibliography of sources and a list of five resources
they plan to use. Students they will have on hand
will also finalize their to research their focus
project design. question.
4 Research and experimental Students will continue By the end of the period,
design and setup research into their all students will have
focus question and, if a collection of data or
appropriate, set up their summarized information
experimental equipment that describes their focus
in order to complete their question.
study.
5 Continued research and Students will continue with By the end of the period, all
experimentation their research and data students will have a record
analysis. of collected data and what
research has yet to be
completed.
6 Research completion Students will conclude By the end of the period,
their research and data all students will have
collection. completed all research and
experimentation necessary
to complete their project.

14 D O i N G P R O J E C T- B A S E D S C i E N C E
7 Project organization Students will have all of By the end of the period,
the materials necessary to all students will have a
bring their project together completed project.
as a cumulative reporting
of their study. This may
include papers, display
posters, or a website.
8–9 Presentations Students will present their By the end of the period,
projects to their teacher all students will have
and their peers. presented to and/or
evaluated the projects of
their classmates.

Long-Term Project
A long‑term project can address a multitude of science topics. A long‑term project requires
time and commitment both from the teacher and the students and should be valued to reflect
its importance. As with any project‑based science activity, the teacher should participate by
completing a project with the students. This helps the students keep on task and interested in
the work and provides the teacher with the opportunity to demonstrate skills such as research
methods, experimental design, and data collection that are not always involved in traditional
science teaching.

one period of each friday will be set aside for the long‑term project for the science fair. In the
16th week there will be a public celebration of the projects (Science Night, open house, etc.).

Week Activity Comments Checklist

1 Introduction and topic Students should be given By the end of the period,
research information about the topic all students will have a
that is being covered and rough draft of their focus
the opportunity to explore question.
and create focus questions.
2 focus question refinement Students should share their By the end of the period,
and project design focus questions with the all students will have a
teacher and other students finalized focus question
and begin to outline their and a draft outline of their
project design. project design.
3 Research tools and project Students will begin their By the end of the period,
design research by locating all students will have a
resources and creating a completed project design
bibliography of sources and a list of five resources
they plan to use. Students they will have on hand
will also finalize their to research their focus
project design. question.

D O i N G P R O J E C T- B A S E D S C i E N C E 15
 Week Activity Comments Checklist
4 Research list preparation Students are to complete By the end of the period, all
and pass in a list of students will have passed in
resources and a description a list of resources they plan
of how these resources will to use in their study.
be applied to their research
question.
5 Project design completion Students are to complete By the end of the period all
a concept map for their students will have passed
project with suggested in a concept map with
timelines, necessary timeline for their project.
equipment, resource
materials, and experimental
or laboratory components.
6–9 Research and Students will carry out Students will maintain a
experimentation research and experiments data log that records their
to evaluate their hypothesis discoveries and refinements
and reassess their to their project.
discoveries and predictions.
10 Progress report Students will be reminded By the end of the period all
that they are two‑thirds students will have passed
of the way through their in a progress report that
project and will prepare a includes a summary of
progress report. discoveries, changes to
the project design, new
resources, and a diagram or
description of the display
layout for the project.
11–12 Continued research and Students will begin to Students will maintain a
experimentation finalize their projects by data log that records their
assessing the discoveries discoveries and refinements
made to date and deciding to their project.
what needs to be done
to complete the project.
Students will also correlate
and analyze data collected.
13 Report completion Students will put the By the end of the period, all
finishing touches on their students will have passed
written reports and prepare in their project reports and
50‑word summaries of their 50‑word summaries.
discoveries.

16 D O i N G P R O J E C T- B A S E D S C i E N C E
Week Activity Comments Checklist
14 Display completion Students will put the By the end of the period, all
finishing touches on their students will have passed
project displays and seek in their completed project
out advice from teachers display.
and fellow students.
15 Project sharing Students will set up their By the end of the period,
projects to be presented at students will be prepared to
a science celebration. present their projects.
16 Public celebration Students will present By the end of the day,
their projects to judges, students will have
classmates, teachers, and/ presented their work in a
or the public. public forum.

D O i N G P R O J E C T- B A S E D S C i E N C E 17
Assessment and Evaluation
The assessment of a project‑based science activity provides teachers with a unique
opportunity to evaluate student learning in science. There are a variety of science, technology,
society, and the environment (STSE), scientific skill, and knowledge outcomes that may be
covered through a project. Providing students with the opportunity to assist in the creation
of evaluation tools for projects gives them an opportunity to examine how to design a project
that fits the project they are working on.

Assessment of Learning
Assessment of learning is the method of evaluation that is most familiar to teachers. This type
of assessment involves looking back at what students have covered and determining how well
they have internalized the information. The completed project should represent the learning
of students at all stages of project development. A good rubric or set of rubrics makes the
assessment of a student project effective and quick to complete. Rubrics are useful tools in
the final assessment of a science project. Rubrics should include the assessment of all aspects
of the student project, including focus question quality, research effectiveness, effort, and the
overall quality of all artifacts produced through research.

Assessment for Learning

Assessment for learning involves the use of effective assessment tools to help develop
knowledge through the act of assessment. A project‑based investigation that includes clearly
focused assessment guidelines that involve students in all aspects of the assessment creates
unique learning opportunities for both students and teachers. Students should be involved in
the creation of rubrics, the creation of questions based on their research, and the evaluation
of their work from start to finish. The chance to be part of the assessment of a project from
start to finish empowers students and creates conditions that allow them to capitalize on
every learning opportunity provided by a project.

Rubrics
A complete scoring rubric that addresses all aspects of a project is one of the most effective
and efficient ways to evaluate a project. A rubric should be developed with students and
should be completed by both students and teachers throughout the course of a project. There
are also a number of online resources available that may be helpful when developing a rubric
for a specific project.

D O i N G P R O J E C T- B A S E D S C i E N C E 19
 Assessment Examples
E x A M P l E 1 : P Roj E C T A S S E S S M E N T C h E C K l I S T

Teacher Name: Student Name:

Reviewer Name: Date:

Focus Question
The student has posed a clear focus question for which results can be obtained by the
student during the time period available.

Background Research
The student has proposed a well‑structured answer to their question and included
information from at least five different sources.

Co-operative Groups
The student participated well in all parts of the project and was actively involved in the
project organization and completion.

Experimental Research
The student’s experiments are well thought out, well designed, safe, and important to the
conclusion of their research.

Experiment Work
The student was an active participant in all experimental work and completed all activities
safely and neatly.

Relating Concepts
The student has prepared a well‑structured report and display that traces the pathway of
the development of their final conclusion. The conclusion involves information from a wide
variety of sources, all of which are relevant to the conclusion.

20 D O i N G P R O J E C T- B A S E D S C i E N C E
 E x A M P l E 2 : S C o R I N G RU B R I C ( f o R S T U D E N T A N D T E A C h E R )

Teacher Name: Student Name:

Category 4 3 2 1

Idea The student The student The student The student

independently identified, with identified, with identified a
identified a adult help, a adult help, a question that
question that question that question that could could not be
was interesting was interesting be investigated. tested/investigated
to the student to the student or one that
and that could be and that could be did not merit
investigated. investigated. investigation.

Question The student The student The student The student

Development independently independently independently needed adult
developed a focus developed a developed a assistance to
question well focus question focus question develop a focus
substantiated by somewhat somewhat question or to do
a literature review substantiated by substantiated by a basic literature
and observation a literature review a literature review review.
of similar and observation or observation
phenomena. of similar of similar
phenomena. phenomena.

Description of Procedures were Procedures were Procedures were Procedures that

Procedure outlined in a outlined in a outlined in a step‑ were outlined
step‑by‑step step‑by‑step by‑step fashion were seriously
fashion that could fashion that could but had one or two incomplete or
be followed by be followed by gaps that require not sequential,
anyone without anyone without explanation even after adult
additional additional even after adult feedback had been
explanations. explanations. feedback had been given.
No adult help Some adult help given.
was needed to was needed to
accomplish this. accomplish this.

Data Data was collected Data was collected Data was collected Data was collected
Collection several times. It more than one more than one only once and
was summarized, time. It was time. Adult adult assistance
independently, in summarized, assistance was was needed to
a way that clearly independently, in needed to clearly clearly summarize
describes what a way that clearly summarize what what was
was discovered. describes what was discovered. discovered.
was discovered.

D O i N G P R O J E C T- B A S E D S C i E N C E 21
 Category 4 3 2 1

Summary/ The student The student The student No conclusion

Conclusion provided a detailed provided a provided a was apparent, or
conclusion clearly somewhat detailed conclusion with important details
based on the data conclusion clearly some reference were overlooked.
and related to based on the data to the data and
previous research and related to the hypothesis
findings and the hypothesis statement(s).
the hypothesis statement(s).
statement(s).

Student The student The student The student The student did
Participation participated participated participated not participate in
actively in actively in parts periodically in the the development
the creation, of the project with research aspects of the project.
development, which they felt of the project.
and all research comfortable.
aspects of the
project.

22 D O i N G P R O J E C T- B A S E D S C i E N C E
Curriculum Links
Mathematics
Project‑based science activities create opportunities for cross‑curricular links between
mathematics and science. The collection and analysis of data meet a number of outcomes in
various mathematics programs. The collection, presentation, and analysis of data are a key
curriculum outcome throughout mathematics from primary to grade 12. This type of analysis
is easily incorporated into a science project and can be carried out in a number of ways
depending on the project. Appendix f provides an introduction to data analysis for science
projects and includes descriptions of methods to cover a number of the pattern recognition
and statistics outcomes set out in the Nova Scotia Department of Education mathematics
curriculum.

English Language Arts

A key component of any project‑based initiative is the presentation of discoveries to the
teacher, the class, or the general public. The presentation provides an opportunity to develop
cross‑curricular links between science and English language arts. Presentations of research
may include reports, posters, books, oral reports, or any other method of presentation
developed by students and teachers. Involving the English language arts teacher in the
development of a project can strengthen the results in all subject areas.

Possible tools that may incorporate language arts skills in science projects include the following:

1. Literature Review A literature review allows for the examination of various different
perspectives on a research topic. It assesses the student’s ability to
summarize research articles and allow them to initially investigate a
research topic from the point of view of others.

2. Project Summary A project summary is a critical writing exercise that encourages

students to examine their research, collect the most important
information, and write it in a way that is understood by all of the
people who will be listening to the presentation or reading the report
of the research.

3. Research Paper A project that includes an in‑depth research paper involves the
collection and analysis of a large body of work related to a given topic.
The paper may include article summaries, data descriptions,
introduction and conclusions, and other aspects of critical writing.

4. Book Review A book review can serve as a launch pad for a long‑term research
project. It can also provide a student with information for applications
of their topic in everyday life.

D O i N G P R O J E C T- B A S E D S C i E N C E 23
Appendices
Appendix A: Sample Teacher Project
I N T Ro D U C T I o N
This appendix includes a sample teacher‑produced project. By effectively modelling a project from
beginning to end, the teacher helps students understand the process and development involved.

The teacher project provides a teacher with a unique opportunity to guide student efforts without
controlling the direction or methodology of student research. The teacher is always one step
ahead of the student and uses the project to highlight where a student should be with their
research as time passes. When the teacher does the project along with the students, the teacher
may choose to look into a specific aspect of the curriculum that may not otherwise be explored.

The following teacher‑designed project represents an investigation that a teacher conducted.

Remember that projects should have a clear focus question with research directed at the focus
question. once a sample teacher project has been completed, it may be used again in the
future or as the foundation of a new project for further study.

Photoelectric Effect—Which One Will It Be? (Physics 12)

TIMElINE AND oBjECTIvE
This 12‑week project investigated a variety of methods of presentation of the photoelectric
effect. The goal was to determine what method of presentation would be most effective with
Physics 12 students.

I N T Ro D U C T I o N
The year 2005 was declared the World year of Physics to mark the 100th year since Einstein
published his theory of special relativity in 1905. In that year, Einstein also worked on other
areas of physics, including Brownian motion and the photoelectric effect. Einstein received the
Nobel Prize for his work with the photoelectric effect in 1921. This was his only Nobel Prize.

The photoelectric effect is a topic that is also discussed in Physics 12. It is one that my
students often have difficulty getting a visual perspective of, and thus, they sometimes have
difficulty truly understanding the concept.

In the summer of 2005, I was introduced to a simulation device that would mimic what is seen in
the photoelectric effect using a simple circuit board and some light‑emitting diodes (lEDs).
The use of a simple device to show an abstract concept intrigued me, so I decided to study it
further.

foCUS QUESTIoN
What is the best way to present the photoelectric effect as a concept to students?

I think that with some time, effort, and research, I will be able to build a photoelectric
simulator. This device will clearly illustrate the physical aspects of the photoelectric effect.

D O i N G P R O J E C T- B A S E D S C i E N C E 27
 M E T h o D S / P Ro C E D U R E
I discussed the concept with some other physics teachers and tried to find some plans on the
Internet. Through research and some trial and error and investigation, I found three new tools
to demonstrate the photoelectric effect to Physics 12 students.

In the analysis of each of the tools, the key things to look for were the ease of use and
understanding, the relationship to the effect showing that the amount of electricity depends
on the colour of light that is striking an object (not the intensity or brightness), the ability
to collect and analyze data from the simulation, and the overall appearance and use of the
devices.

The Photoelectric Effect

The photoelectric effect is a phenomenon that was first discovered in the 1870s. The fact
that certain metals will give off electrons when struck by light was widely accepted, but the
reason for the emission of electrons was unknown. Classical physics would say that the more
energy in the light, the more likely that electrons will be emitted from a surface. Research
into the photoelectric effect proved different however. The intensity of the light did create
larger currents, but only if the current existed in the first place. The experiments of a number
of scientists showed that the most important factor in getting a metal to emit electrons
was the wavelength (colour) of the light. If the wavelength of the light source was too large,
there would be no current created, regardless of the intensity of the light. This was the first
discovery. further research led to the discovery that if a voltage is applied to the circuit, the
current can be stopped. The stopping potential was something that allowed for a quantitative
analysis of the photoelectric effect to determine Planck’s constant (6.636 × 10‑34 js).

Research
In the course of my investigation I examined three ways to determine the value of Planck’s
constant. There are a variety of devices and technologies out there that may be used to model
the photoelectric effect. All have their advantages and disadvantages. In evaluating each
method, I looked for the pros and cons of each in order to determine which method may work
well in my classroom.

Part 1: Internet Java Applet

This applet was found on the LearningOnline Network website
([Link]

This is an Internet‑based demo that allows you to change a number of properties to explore
the photoelectric effect. There is a basic set of instructions to follow, and control sliders for
voltage, intensity, and wavelength (colour) are available to manipulate. As changes are made
to these properties, the applet visually displays the creation of a photoelectric current.

28 D O i N G P R O J E C T- B A S E D S C i E N C E
Pros
1. It is very easy to manipulate and see the changes.
2. A set of easy‑to‑follow instructions is available.
3. Colour changes are clear, and the effects of changing intensity, colour, and voltage are
accurately displayed. This is a good overview of the basics of the photoelectric effect.
4. Conclusions derived by the historical study of the photoelectric effect can be determined
using this visualization.
5. Most students could access this activity either at home or school over the Internet.

Cons
1. The instructions provided by the website are too simple, and there are no instructions
that allow students to quantitatively examine the graphs and calculations necessary to
evaluate the photoelectric effect.
2. A teacher would have to put some time into creating a worksheet for students to fully
evaluate the photoelectric effect.
3. The lack of hands‑on interaction may lead some to believe it is the software, not the
physics, that is creating the effect.
4. There is a typo in the word “gap” in the text of the instructions. Perhaps there are other errors.

Part 2: Physics FX Software

Physics fx is a software package that has a number of physics demonstrations for students
to evaluate. The demonstrations have a strong visual aspect that may make it easier for
some visual learners to describe the demonstrations. The software comes with a binder full of
activities to go along with the demonstrations. The activities are well laid out and very specific
in their references to the demonstrations. The photoelectric effect demonstration has voltage,
intensity, and wavelength controls that allow students to fully examine all of the properties
that affect the electricity released by photoelectric metals.

Pros
1. It is very easy to manipulate the controls and see the changes with this software.
2. A complete set of three investigations is included.
3. The colour changes are clear, and the effects of changing intensity, colour, and voltage are
accurately displayed. This is a good overview of the basics of the photoelectric effect.
4. The conclusions derived by the historical study of the photoelectric effect can be
determined using this visualization.
5. The data tables for quantitative analysis seem to be easy to understand, and students
should be able to fill them in without difficulty.

Cons
1. Some of the activities may be too in‑depth. It may be necessary to create a graphic
organizer to simplify the activity for classes.
2. The lack of hands‑on interaction may lead some to believe it is the software, not the
physics, that is creating the effect.
3. If a student does not pay careful attention to all of the data being presented, they may
have difficulty completing the activity.

D O i N G P R O J E C T- B A S E D S C i E N C E 29
 Part 3: LED Photoelectric Effect Simulator
light‑emitting diodes (lEDs) are small, efficient light sources that give off one only colour
of light when electricity passes through them. This hands‑on demonstration device allows
students to manipulate the voltage being applied to the lEDs in the device in order to get
specific lEDs to light up. As the voltage increases, the lEDs light up in order from red to violet.
Using some creative calculations, the energy change as related to frequency can be determined.

My original plan was to try to build a device to set up this simulation. I got a start on it and found
a small relationship between voltage and the colour of light given off. The lack of access to
coloured lEDs made further investigation difficult. A trip to an electronics store will allow me
to build one in the future. I did get a slightly more expensive model on loan from a local university.

Pros
1. This hands‑on activity lets students play with the device they are manipulating and see
light changes, not just interpret them on a computer.
2. It is easy to manipulate, measure, and calculate the changes that are occurring in the
circuit.
3. Students can determine an estimate of Planck’s constant that is reasonably accurate.

Cons
1. Creative mathematics is necessary to derive the constant.
2. There are no clear instructions on how to measure the effect, so an instruction sheet must
be created.
3. Students are not able to change the metal, intensity, or wavelength of light, thus they are
only looking at the voltage variable in the investigation.

C o N C lU S I o N S
Through the course of the investigation, I discovered a number of things. one of the first
things was that I needed the skills to design a device to model the effect. Perhaps with some
more time, I may have been able to figure it out.

Another important thing that I discovered is that there are a variety of ways to investigate
this effect. I heard of two other methods involving spreadsheets and an expensive piece of
equipment, however I did not get to study them.

In relation to my hypothesis, I discovered that a device could be built by me or my students.

It would cost a little to buy the parts, but once the design is finalized, students could do
it. This device would act as an effective simulation for the effect of changing voltage in a
photoelectric system.

overall, my study is inconclusive. I believe that the Physics fx model is perhaps the best
method of instruction for the photoelectric effect in grade 12, but until all three methods are
tested in a class, I can draw no clear conclusion.

30 D O i N G P R O J E C T- B A S E D S C i E N C E
Appendix B: Classroom Projects
Sample Project 1: Weather (Science 1)
This project may take two to three weeks. Before starting this investigation, talk about
the introduction with the students and answer questions they have about weather. The
introduction will set the foundation for the students’ work. This project can be don by
individuals or in groups.

Students at this grade level will need teacher guidance and support as they progress through
the steps. Students should keep their materials for this project in one area/container for easy
access when they return to the project.

I N T Ro D U C T I o N
Each day as you get ready for school, what you wear is affected by the weather outside. your
choice of clothing depends on if it is warm or cold, if it is sunny or cloudy, or if it is rainy or
snowy. The weather means lots of different things to different people, and how we get ready
for it depends on what we are doing each day.

TIMElINE
Step Activity Description Checklist
1 Introduction, class Describe the weather of By the end of this step,
discussion, question(s) your favourite season. each individual/group
selection Write three questions about will have collected or
why the weather is the way drawn five pictures
it is in your favourite season. showing the different
effects and changes due
to the weather of their
favourite season.
Create three questions
to investigate.
2 Question(s) investigation Come up with answers to the By the end of Step 1,
questions posed in step one. each of the three
Use available materials and questions posed in step
expertise to complete your one should be answered.
questions.
3 Measuring and comparing Use descriptive words By the end of this step,
weather to compare the weather collect or draw six
in two different seasons. pictures (three from the
Then examine the weather two seasons) that show
measurement tools— the weather in different
thermometer, rain gauge, seasons. Match the
and anemometer (wind measurement tool to
speed device)—and predict the appropriate picture.
which property of the
weather they measure.

D O i N G P R O J E C T- B A S E D S C i E N C E 31
 Step Activity Description Checklist
4 Inside and out Use the thermometer and By the end of this step,
annemometer to measure record the weather
the temperature and wind collection data.
speed inside the school.
Then go outside and repeat
the measurements.
5 Project completion Collect all of your artifacts By the end of this step,
and put them together in each individual/group
a weather poster to share will pass in a completed
with the class. poster.

32 D O i N G P R O J E C T- B A S E D S C i E N C E
 Sample Project 2: Animals (Science 2)
I N T Ro D U C T I o N
“Animals” is a week‑long project where students will examine the habitat and life activities of
an animal native to Nova Scotia and one native to the African plains.

Throughout the week, check on the progress of the assignment and let students know where
they should be in the project.

P Roj E C T o U T l I N E
Select one animal that lives in Nova Scotia and a similar animal that lives in Africa. Prepare a
poster that compares the daily lives of the two animals.

PA R T 1 : f o o D
The white‑tailed deer and the impala are two similar animals that live in two completely
different parts of the world. They live many miles apart, but live very similar lives. one thing
they have in common is the food they eat.

White-Tailed Deer Impala

Favourite Food Corn, grass Grasses
Other Foods leaves, flowers leaves, flowers, and shrubs
Predators Bobcats, cougars, coyotes, lions, leopards, hyenas, wild dogs,
stray dogs, humans cheetahs, humans

PA R T 2 : h A B I TAT
The white‑tailed deer and the impala live in very similar habitats and are affected by many of
the same factors in their environments.

White-Tailed Deer Impala

Habitat Wooded areas near fields, meadows, Grasslands near wooded areas and
or orchards sources of water
Appearance Brown coat, white belly, Brown coat (2 shades), white belly,
and white tail and white tail with black stripes
Antlers Multi pointed, smooth antlers that Single pointed, spiral marked antlers
increase in size and point number that increase in size with age and
with age and are found only on are found only on males
males

D O i N G P R O J E C T- B A S E D S C i E N C E 33
 PA R T 3 : l I f E C yC l E

White-Tailed Deer Impala

Females Able to have babies after six Able to have babies after one year
months and give birth to one to four and give birth to one fawn each
fawns each spring spring and one fawn each fall
Males Able to have babies before one year Able to have babies after one and a
of age, but do not often breed until half years
older
Life Expectancy If not killed, can live up to 20 years If not killed, can live up to 15 years

PA R T 4 : P R o j E C T P R E S E N TAT I o N A N D D I S C U S S I o N
Students will present the project discoveries and posters to the class. Each presentation will
include the information collected. Students should be able to identify where the animals live
on a world map/globe. They may do a question‑and‑answer session with the class.

34 D O i N G P R O J E C T- B A S E D S C i E N C E
 Sample Project 3: Atoms and Elements (Science 9 Unit Project)
I N T Ro D U C T I o N
Encouraging students early on to determine the type of project they will be working on will
help them plan their methods of research that will lead them to answer their focus question.

This project may be used to cover the outcomes for the chemistry section in Science 9. The
unit project would be completed and then followed up by some teacher‑based review to
complete the unit. The project should be designed using the criteria below.

Throughout this project, assessment will be based on the aspects and artifacts produced to
reflect learning. Upon completion of the project, students will be expected to present findings
and pass in
• a visual display that summarizes discoveries
• an investigation report related to the topic (The teacher may help groups prepare
if needed.)
• an oral presentation to the class of the discoveries
• a graphic organizer for classmates to record information from the study
• a completed self‑assessment and logbook that reflects work throughout the project

TIMElINE
Eight hours or more may be needed to complete this project, plus two classes for in‑class
presentations of student work.

Step Activity Description Checklist

1 Introduction and topic Analyze your topic using By the end of this step,
research your textbook and other all students will have a
resources and begin to rough draft of their focus
frame out the questions question(s).
you will need to answer to
complete your project.
2 focus question(s) refinement Evaluate your focus By the end of this step,
question(s) from last class all students will have a
and identify the important finalized focus question(s)
factors involved in finding and a draft outline of the
the answers to your project design.
question(s).
3 Research tools and project locate some resources By the end of this step,
design needed to complete the all students will have a
research and answer the completed project design
focus question(s). Design and a list of five resources
a method to answer the they may use to research
question(s) posed. their focus question(s).

D O i N G P R O J E C T- B A S E D S C i E N C E 35
 Step Activity Description Checklist
4 Research and investigation Continue the research and By the end of this step,
design and set‑up set up materials/equipment all students will have
to be used in the project. a collection of data or
summarized information
that describes their focus
question(s).
5 Research day Complete a self‑designed By the end of this step,
or teacher‑designed all students will have
investigation related to the recorded collected data and
topic. identified research yet to be
completed.
6 Research completion Continue the research and By the end of this step,
investigation work. all students will have
completed the research and
investigation necessary to
complete the project.
7 Project organization Put the finishing touches on By the end of this step,
the project and get prepared all students will have
for presentation. Completed completed their projects.
work should include the
deliverables agreed upon by
students and the teacher.
8 oral presentations Present the projects to the By the end of this step,
class and hand out activity students will have presented
sheets for all to complete. to, and/or evaluated the
projects of, their classmates.

R E S E A R C h G R o U P S A N D To P I C S ( ATo M S A N D E l E M E N T S )
Group 1: The Periodic Table—its creation, structure, development,
and application throughout history
Group 2: The Structure of the Atom—the history, development,
and application of atomic theories
Group 3: Classification of Matter—groupings of the different types of
materials found in the chemical world around us
Group 4: The Kinetic Molecular Theory
Group 5: Acids and Bases
Group 6: Chemical Safety and WhMIS
Group 7: Chemical formulas and Chemical Equations
Group 8: MSDSs: Material Safety Data Sheets
Group 9: Careers in Chemistry
Group 10: Chemical and Physical Changes
Group 11: Metals and Non‑metals in the World around Us

36 D O i N G P R O J E C T- B A S E D S C i E N C E
 Sample Project 4: Viruses (Biology 11)
I N T Ro D U C T I o N
A common misconception is that a common cold can be caught in a variety of ways. The
fact is, the only thing that causes a cold is a virus. A biological virus is similar to a computer/
technological virus in that a virus is inserted into the code of a body (or machine) in order to
make more copies of the code. Without the body, the code will stop replicating. This project
examines a number of viruses and how replication affects the bodies that host them.

TIMElINE
At the end of each step, each student/group will give an update of their discoveries. The
completed project will be presented to the class.

Step Activity Description Checklist

1 Introduction, topic research, Select a virus and conduct By the end of this step,
and focus question(s) introductory research on each group will pass
it. Decide on what aspect in a preliminary focus
of the virus to research and question(s) and a list of at
create a focus question(s) least three resources that
for the study. may be used.
2 focus question refinement Evaluate the focus By the end of this step,
and project design question(s) based on each group will pass in their
research. Plan the format of finalized focus question(s)
the final presentations. and a concept map that
outlines the entire project.
3 Research Continue research and By the end of this step, a
finalize data collection. paragraph summary of
discoveries to date will be
submitted.
4 Project completion finalize your project for By the end of this step,
class presentation. Be sure students will have finished
that you have answered all of the required research
your focus question and and decided upon the
that all of your information finishing touches for their
relates to your topic. project(s).
5–6 Presentation Display/present projects to Pass in completed projects.
classmates.

R E S E A R C h To P I C S ( v I RU S E S )
• h5N1
• hPv
• hSv‑1
• hSv‑2
• h1N1
• h3N2

D O i N G P R O J E C T- B A S E D S C i E N C E 37
 Sample Project 5: Organic Chemistry (Chemistry 11)
I N T Ro D U C T I o N
one of the biggest issues in Canada and around the world during winter is the cost of fuel. It
is hard to escape news reports about the cost of gasoline, natural gas, and home heating fuel.
All these fuels are different forms of hydrocarbons. hydrocarbons are compounds made from
hydrogen and carbon and, in certain cases, other non‑metals. for this project, students will
be examining a topic related to the types, use, and/or preparation of organic compounds. This
project can be completed individually or as a group.

TIMElINE
At the end of each step, each student/group will be expected to give an update of their
progress. The completed project will be presented to the class.

Step Activity Description Checklist

1 Introduction, topic Select a class of organic By the end of this step,
research, and focus compounds from the pass in a preliminary focus
question(s) beaker at the front of the question(s) and a list of at
classroom and do some least three resources that
introductory research on may be used.
the class that you have
selected. Decide on what
aspect of the chemical you
wish to research and create
a focus question(s) for your
study.
2 focus question(s) Evaluate your focus By the end of this step, pass
refinement and project question(s) based on your in focus question(s) and a
design research and plan the final concept map that outlines
project format. Begin data the entire project.
collection.
3 Research Continue your research and By the end of this step, pass
finalize data collection. in a paragraph summarizing
the progress to date.
4 Project completion finalize your project for By the end of this step,
class presentation. Be sure students will have finished
that you have answered all of the required research
your focus question(s) and and decided upon the
that all of your information finishing touches for their
relates to your topic. project.
5 Presentation Display/present your Pass in completed projects.
projects to your classmates.

38 D O i N G P R O J E C T- B A S E D S C i E N C E
R E S E A R C h To P I C S
• Acids and Esters
• Alcohols and Carboxylic Acids
• Aldehydes, Ketones, and Ethers
• Alkyl halides, Alcohols, and Ethers
• Amines, Carboxylic Acids, and Amides
• Aromatic hydrocarbons
• DDT, CfC’s, and PAh’s
• DNA and RNA
• fossil fuels and Global Warming
• Petroleum Refining
• Plastics and Recycling
• Sugars

D O i N G P R O J E C T- B A S E D S C i E N C E 39
 Appendix C: Graphic Organizers
Graphic organizers are tools that will help both the student and teacher visualize the goals,
products, and methods of research for a project. It may be helpful to model the use of
organizers or initially complete them as a group.

Example 1: Topic Organizer

This organizer can be completed by the class as a group to help divide topics amongst
students and give a general overview of the collective projects.
Rain Farmers

Hail Weather Topics How it Helps Us Sports/Play

Snow Animals

Weather Topics Tornados

(Science 2)
Spring Hurricanes

Summer Seasons How it Harms Us Blizzards

Fall Droughts

Winter Forest Fires

Example 2: Project Organizer

A student can use this organizer to help map out their project goals and the methods that
they will use to complete their project.

Text-Based EBSCO Data

Information Search Collection

Graphics, Interactive
Internet Literature
Animations, Investigations Physics
Search Search
and Videos Simulations

Collisions and
Text Research Conservation of
Energy and
Momentum
(Physics 11)

Associated
Accident Energy
Applications Equations and
Reconstruction Calculations
Calculations

Sporting Momentum
Activities Calculations
Automobile Friction
Safety Calculations

40 D O i N G P R O J E C T- B A S E D S C i E N C E
 Example 3: Project Timeline
This organizer can be used by a student or a class to clearly map out the expected completion
dates for all of the activities involved in a project.
Types of
Cells Project
(Science 8)

Written Project
Investigations
Research Display

Summarize Diagram Complete Match up

Locate all relevant Examine slide images an image images Complete
all text information Prepare project slides of multiple and relate search for collected project
resources from text summary types of cells to text different types with text display
(March 3) resources (March 13) (March 5) research of cells research (March 13)
(March 10) (March 10) (March 8) (March 10)

Example 4: Project Summary

Students can use this organizer throughout a project to summarize the project to help focus
the relevant content of their study.

Temperature
and Dissolving
(Science 7)

State the Form a Make a Test the Draw

1 Problem 2 Hypothesis 3 Prediction 4 Hypothesis 5 Conclusions

How does the Increasing the I think that hot Water at 50°C The temperature
temperature of temperature of water will dissolved 150 g of water effects
water effect the water will allow dissolve more of sugar and water the amount of a
amount of a water to dissolve sugar than cold at 20°C dissolved substance that
substance that more sugar and water. 70 g of sugar. can be disolved.
can dissolve in allow it to dissolve
water? in water.

I think that hot Water at 50°C The temperature

water will dissolve did not disolve any of water does not
oil and cold water vegetable oil and effect the ability
will not. water at 20°C did of a substance to
not dissolve any dissolve.
vegetable oil.

D O i N G P R O J E C T- B A S E D S C i E N C E 41
 Example 5: Research Organizer
A student can use this organizer to classify the various sources of information that is collected
on a topic into more easily researched groupings.

books,
encyclopedias,
or dictionaries

newspapers,
Sources that
journals, or
refute
other media

websites

books,
encyclopedias,
or dictionaries

Proposition:
Hybrid vehicles
are the best way newspapers,
Sources that
to reduce the effects journals, or
support
of global warming. other media
(Science 9)

websites

books,
encyclopedias,
or dictionaries

Sources that neither newspapers,

support nor refute journals, or
other media

websites

42 D O i N G P R O J E C T- B A S E D S C i E N C E
Blank Graphic Organizers
S A M P l E 1 : To P I C o R G A N I z E R

D O i N G P R O J E C T- B A S E D S C i E N C E 43
 S A M P l E 2 : P Roj E C T o RG A N I z E R 1

44 D O i N G P R O J E C T- B A S E D S C i E N C E
S A M P l E 3 : P Roj E C T o RG A N I z E R 2

D O i N G P R O J E C T- B A S E D S C i E N C E 45
 S A M P l E 4 : P R o j E C T S U M M A Ry

Conclusions
Draw
5
Hypothesis
Test the
4
Prediction
Make a
3
Hypothesis
Form a
2
State the
Problem
1

46 D O i N G P R O J E C T- B A S E D S C i E N C E
SAMPlE 5: RESEARCh oRGANIzER

D O i N G P R O J E C T- B A S E D S C i E N C E 47
 Appendix D: Materials Required
for Project-Based Science
There is no set list of materials that will assist a teacher in using project‑based science in the
classroom. The vastness of project types leads to a large variety of required materials. There
are, however, a few basic components that should be part of all projects.

1. Proposed Timelines (presented at the beginning of the project)

2. Rubrics or Other Assessment Tools (developed at the beginning of the project)
3. Resource Reference List (a comprehensive list of available resources that should be
prepared and obtained before starting a project)
This list may include
– magazines
– newspapers
– books
– websites
4. Inquiry Tools (experimental activities, software tools, and other activities that should be
organized before starting a project)
These tools may include
– prepared experimental activities
– lists of available materials and supplies
– references to online simulations
– lists of available modelling software
5. Project Materials
The most important issue with materials is to be sure they are arranged before starting a
project. Preparing a materials cart or box and bringing it to the classroom or laboratory on
each day of the investigation will allow the project to run smoothly and on time.

48 D O i N G P R O J E C T- B A S E D S C i E N C E
Appendix E: Science Safety
All projects should be closely monitored to ensure the safety of students and others involved
in the research. Teachers must be sure to follow the Science Safety Guidelines, Grades
Primary–12 (Nova Scotia Department of Education 2005) and should be sure that all students,
before research begins, know the correct procedures.

Any student research that involves human or animal subjects must be examined closely for
the safety of the subjects and the ethics of the research. Any human participant in a research
study must have the permission of an adult to participate in the research before it begins.

Any WhMIS information relevant to the topic must be included with the project presentation
package and confirmed by the teacher.

Science Safety Guidelines can be downloaded from the Nova Scotia Department of Education
website ([Link]

D O i N G P R O J E C T- B A S E D S C i E N C E 49
 Appendix F: Statistical Analysis
for Science Projects
Statistical analysis varies according to grade level. This appendix may be used for Science 7
(Mean, Median, and Mode) and up to grade 12. Students and teachers should decide on the
statistical analysis applicable to their project. This appendix includes mathematical concepts.
Statistical methods and graphing are an integral part of project‑based science activities.

With numbers, we can interpret physical, chemical, and biological concepts. Scientists use
numbers to display information that can be interpreted with relative ease.

1. Mean, Median, and Mode

The mean, median, and mode are numbers that provide general information about the typical
data for a study. Using statistics, one can interpret how any data collected would fit in with
general trends.

Mean: The mean is the average of any set of data calculated by summing all the
measurements and dividing the sum by the total number of measurement. The mean is
perhaps the most commonly used statistical value. It is useful because it includes all data
points and can be used to calculate other statistical values. “Mean” is also commonly known
as “average.”

Median: The median is the middle value of any set of data, calculated by arranging the data in
ascending order and finding the value that represents the point that 50 percent of the samples
are above and 50 percent are below. The median is generally used as a predominant statistic
when the results of the study are skewed one way or another, or when a sample is open‑ended
or incomplete.

Mode: The mode is the most frequently occurring value in a data sample. It is useful in
identifying trends and identifying clusters in the data.

50 D O i N G P R O J E C T- B A S E D S C i E N C E
Sample High Temperatures for July (°C)
Date 1 2 3 4 5 6 7 8 9 10 11
High temp 20 25 25 24 23 18 22 25 28 28 30
Date 12 13 14 15 16 17 18 19 20 21
High temp 31 31 28 27 25 22 17 22 25 20
Date 22 23 24 25 26 27 28 29 30 31
High temp 21 25 26 24 22 20 22 24 28 26

Mean: µ = sum of all temps = 754 = 24.3 °C

# days 31

Median: There are 31 data points; thus the middle data point will be the 16th point. As seen
below, the 16th data point for our study is 25 °C.
17‑18‑20‑20‑20‑21‑22‑22‑22‑22‑22‑23‑24‑24‑24‑25‑25‑25‑25‑25‑25‑26‑26‑27‑28‑28‑
28‑28‑30‑31‑31
Note: If there is an even number of data points, the average of the two middle numbers is the median.

Mode: The most frequently occurring high temperature is 25 °C. It occurs six times in the data set.
Note: There may be more than one mode if the data set has two or more values of equal frequency.

WEIGhTED MEAN
If several different data sets with varying numbers of measurements are being examined and
the data are combined into one statistical set, the size of these samples must be accounted
for. A weighted mean gives more weight over the entire data set to the larger samples.

To calculate the weighted mean, use the following formula:

n1x1 + n2x2 + n3x3 + … + nsxs
µw =
n1 + n2 + n3 + … + ns
n = number of data points in an individual set
x = mean of data points in a set
s = number of sample sets

Monthly Daily Mean High Temperatures for June–August

Month n x
june n = 30 days x = 17.2 °C
july n = 31 days x = 24.3 °C
August n = 31 days x = 22.8 °C

The weighted mean for the summer would be:

(30 x 17.2) + (31 x 24.3) + (31 x 22.8)
µw = = 21.5 °C
(30 + 31 + 31)

D O i N G P R O J E C T- B A S E D S C i E N C E 51
 2. Standard Deviations
Standard deviations are statistics used to measure the variation in a set of data. These can
be used to interpret the likelihood of a given result based on how far the value is away from
the mean of the total data set. The standard deviation for a given set of data is equal to the
square root of the arithmetic mean of the squares of the deviations from the arithmetic mean.

Steps to calculate the standard deviation for temperature data:

1. Subtract each data point from the mean and square the results. (Note: values that occur
more than once in a set of data must be counted for each occurrence.)
17‑18‑20‑20‑20‑21‑22‑22‑22‑22‑22‑23‑24‑24‑24‑25‑25‑25‑25‑25‑25‑26‑26‑27‑28‑28‑
28‑28‑30‑31‑31
Mean (µ) = 24.3

Standard Deviation
(value – mean)2 result × number
of occurrences = result
(17 – 24.3)2 = 53.3 × 1 = 53.3
(18 – 24.3) = 2
39.7 × 1 = 39.7
(20 – 24.3) = 2
18.5 × 3 = 55.5
(21 – 24.3) = 2
10.9 × 1 = 10.9
(22 – 24.3) = 2
5.3 × 5 = 26.5
(23 – 24.3)2 = 1.7 × 1 = 1.7
(24 – 24.3)2 = 0.1 × 3 = 0.3
(25 – 24.3) = 2
0.5 × 6 = 3.0
(26 – 24.3) = 2
2.9 × 2 = 5.8
(27 – 24.3) = 2
7.3 × 1 = 7.3
(28 – 24.3) = 2
13.7 × 4 = 54.8
(30 – 24.3)2 = 32.5 × 1 = 32.5
(31 – 24.3)2 = 44.9 × 2 = 89.8

2. Add the results of the last column and divide by the number of total data points.
sum of results = 381.1 = 12.3
# data points 31

3. Take the square root of your result in step two to obtain the standard deviation for your
data set.
σ = √12.3 = 3.5

The mathematical equation to describe the operation performed is:

∑(x−µ)2
σ2 =
n

where µ is the mean, n is the number of samples, and x is a given data point.

52 D O i N G P R O J E C T- B A S E D S C i E N C E
U S I N G A P o R T I o N o f T h E DATA
If only a portion of the data is analyzed, the calculation of the standard deviation is slightly
different. It becomes somewhat larger to represent the fact that there would likely be more
variation if the entire population were used in the calculation. The calculation is calculated using

∑(x−µ)2
s2x =
n−1

for the temperature data, the sample mean would be 3.6.

To analyze a normally distributed data set, a normal curve is plotted. The mean corresponds
to the peak of the curve. Units of one standard deviation are drawn to the left and right of the
mean, as shown in the chart. The total volume of the space between the curve and the x‑axis
represents 100 % of the data points.

Sample Data Set

.3413 .3413

.1359 .1359

.0215 .0215

–3 –2 –1 0 1 2 3

This curve shows that for a normally distributed set of data, 34.1 % of the measurements
should be within one standard deviation greater than (right of) the mean and 34.1 % within
one standard deviation less than (left of) the mean. Therefore, for our temperature example,
with a mean of 24.3 °C, 68.2 % of our data (1 from the mean) should lie between 20.8 °C and
27.8 °C. likewise, 95.4 % of our data (2 from the mean) should lie between 17.3 °C and
31.3 °C. If the data do not fall into these ranges, it would suggest that there is something
unusual about our sample, or that our sample is too small.

The actual ranges for our data are 19/31 (61.3 %) within one standard deviation and 30/31
(96.8 %) within two standard deviations. our data are basically normally distributed.

D O i N G P R O J E C T- B A S E D S C i E N C E 53
 3. Best-Fit Analysis: Line of Best Fit
one of the most common methods of data analysis is “line of best fit.” This is sometimes
called median‑median (med‑med) plotting. When data are plotted on a (x, y) coordinate
system, a linear pattern often arises as a way to describe the relationship between two
variables in an experiment or study.

Example: The following data set represents the displacement of an object that has travelled
from its start position over time. The x‑axis is the time in seconds, and the y‑axis is the
displacement in metres.

Displacement vs. Time Data

times (s) 0 1 2 3 4 5 6 7 8 9 10 11 12
displacement (m) 1 2 5 3 4 8 6 2 5 7 8 10 11
times (s) 13 14 15 16 17 18 19 20 21 22 23 24
displacement (m) 15 11 8 17 18 16 22 20 22 25 6 27

The line of best fit for these data can be described by the equation d(t) = 0.89t + 0.49.
from this we can assume that the velocity of the object is approximately 0.89 m/s.

Displacement vs. Time Graph

30
Displacement (m)

20

10

0
10 20 30
Time (s)

A visual examination of the graph shows that there are a large number of data points that
stray far from the plotted line. These points, or outliers, can skew the results of the line of best
fit and introduce error into the analysis. To remove the possibility of this error, a med‑med
plot can be used.

54 D O i N G P R O J E C T- B A S E D S C i E N C E
 To create a med‑med plot, the data must first be sorted into three groups. Those in the
bottom third of x-values, those in the middle third of x-values, and those in the top third
of x-values. The sets are then arranged so both the x- and y-values are in ascending order.
The medians of these points are then used to set up the linear plot. The medians of the low
set and the high set are plotted on a graph, and the equation of the line connecting them
is determined. The slope of this line is the slope of the med‑med line. The y-intercept is
determined using the middle‑third point. The entire line is shifted one third of the distance
toward the line, and the line of the med‑med plot is determined. This new line greatly reduces
the value of outliers in a plot.

Bottom 1/3 0 1 2 3 4 5 6 7 Bottom 1/3 0 1 2 3 4 5 6 7

Not sorted 1 2 5 3 4 8 6 2 Sorted 1 2 2 3 4 5 6 8

Middle 1/3 8 9 10 11 12 13 14 15 16 Middle 1/3 8 9 10 11 12 13 14 15 16

Not sorted 5 7 8 10 11 15 11 8 17 Sorted 5 7 8 8 10 11 11 15 17

Top 1/3 17 18 19 20 21 22 23 24 Top 1/3 17 18 19 20 21 22 23 24

Not sorted 18 16 22 20 22 25 6 27 Sorted 6 16 18 20 22 22 25 27

The median of the bottom third is (3.5, 3.5), the median of the middle third is (12.0, 10.0), and
the median of the top third is (20.5, 21.0). Using the high and low points, we get the equation
d(t) = 1.03t – 0.11, where d is displacement and t is time.
Substitute t = 12.0 (t‑coordinate of the middle median): d = (1.03 × 12.0) – 0.11 = 12.25
Subtract 12.25 from 10.0 (d‑coordinate of the middle median): 10.0 – 12.25 = –2.25
Divide the result by 3 to get the d‑intercept for the med‑med line: –2.25/3 = –0.75
Thus, the equation for the med‑med line is d(t) = 1.03t – 0.75.

This line gives a better representation of the trend in position‑time data, minimizing the effect
of variations in data sets.

D O i N G P R O J E C T- B A S E D S C i E N C E 55
 4. Displaying Data
Graphical displays of data allow a study to be quickly analyzed and examined for trends.

20
Displacement (m)

10

0 10 20
Time (s)
Equation 1: y = 1.03x – 0.75

A. Pie charts show the percentage distribution of data based on defined ranges.

July High Temperatures

(Temperatures are in degrees Celsius.)
10–15 (0.0%)
31–35 (6.5%)
16–20 (16.1%)
26–30 (25.8%)

21–25 (51.6%)

B. Bar graphs show data trends in a number of defined settings; for example,
daily temperatures or specific temperature ranges.

July High Temperatures

(Temperatures are in degrees Celsius.)
35
High Temperature (°C)

30

25
20
15
10
5
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31
Time (Day)

56 D O i N G P R O J E C T- B A S E D S C i E N C E
 July High Temperatures
(Temperatures are in degrees Celsius.)

Frequency of Occurence (# days)

20

15

10

0
10–15 16–20 21–25 26–30 31–35
Temperature (°C)

C. Line graphs are similar to bar graphs and easily describe the changes in data points.

July High Temperatures

(Temperatures are in degrees Celsius.)
32
High Temperature (°C)

30
28
26
24
22
20
18
16
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31
Time (Day)

5. Other Mathematical Tools

The McGraw-Hill Ryerson Physics textbook contains an appendix describing, with examples,
some mathematical skills that are often used in physics. These skills include percent
differences, significant differences, drawing graphs, and calculating areas and volumes.

The Descriptive Statistics Unit in the Mathematics 11 Mathematical Modeling Book 2

(Barry 2004) provides an in‑depth exploration of using statistics to display information.

To assist students with much of the data analysis described above, technologies such as
graphing calculators and scientific probes can be used.

D O i N G P R O J E C T- B A S E D S C i E N C E 57
 Appendix G: The Energy Around Us,
Renewable Energy in Nova Scotia
(Grade 9 Pilot Project)
The overarching theme for this project‑based learning pilot was energy and sustainability. In
March of 2010, the Nova Scotia Department of Education and the Nova Scotia Department
of Energy embarked upon a joint endeavour to engage students in project‑based learning
focusing on the topic of renewable energy. Working with teachers from across the province,
the department held workshops and provided resources and support to teachers and students.
The project involved a multidisciplinary approach including subject areas such as science,
social studies, mathematics, English language arts, and arts education.

over a ten‑week period, students were encouraged to take part in project‑based learning that
focused on student‑directed questions and research initiatives on the subject of renewable
energy resources available in Nova Scotia—wind, biomass, hydro, tidal, geothermal, and solar.
Some of the research looked at renewable energy resources in the province and implications
for the future while others looked at why renewable energy resources should be valued.
Students were encouraged to make connections to their community through investigating the
careers associated with their research focus and to identify what actions they could undertake
to educate and encourage the support and use of renewable energy resources.

A student celebration was held in june 2010 in halifax for all of the students across the
province who participated in this project‑based learning endeavour.

58 D O i N G P R O J E C T- B A S E D S C i E N C E
Appendix H: Project-Based Investigations
Investigations vary. An experiment is an investigation, but not all investigations are
experiments. Below are three examples of project‑based investigations.

ExPERIMENT
Experiments test specific questions. Recognition of variables and controls for the experiment
must be determined. Demonstration of the collection, analysis, and presentation of data are
included in an experiment. It is not essential that any significant positive findings result from
the experiment. It must be recognized that it is the design, rather than the results, that is
most important.

S T U Dy
This type of project involves the collection and analysis of data from various sources to reveal
evidence of a fact, situation, or pattern of scientific interest. This could include a study of
cause‑and‑effect relationships or theoretical investigations of scientific data. This should
demonstrate that the methods used to obtain the original data involved sound scientific
techniques and controls and demonstrate insightful analysis.

I N N ovAT I o N
An innovation involves the development and evaluation of new devices, models, techniques,
or approaches in fields such as engineering or technology. This should integrate several
technologies, inventions, and/or designs, and construct an original innovative product that will
have commercial application and/or human benefit. This type of project must demonstrate
how the innovation was designed and/or developed on the basis of a sound understanding of
the scientific principles involved.

D O i N G P R O J E C T- B A S E D S C i E N C E 59
References
Barry, Maurice. 2004. Mathematical Modeling Book 2. Toronto, oN: Nelson Thomson learning.

Edwards, lois, Greg Dick, and Robert Callcott. 2003. McGraw-Hill Ryerson Physics, Atlantic
Edition. Whitby, oN: McGraw‑hill Ryerson.

Nova Scotia. Department of Education. 2002. Atlantic Canada Science Curriculum: Physics 11
and Physics 12. halifax, NS: Province of Nova Scotia.

———. Department of Education. 2005. Atlantic Canada Science Curriculum: Science, Grade 2.
halifax, NS: Province of Nova Scotia.

———. 2011a. Learning Outcome Frameworks Grade P–6. halifax, NS: Province of Nova Scotia.
[Link]

———. 2011b. Learning Outcome Frameworks Grade 7–9. halifax, NS: Province of Nova Scotia.
[Link]

———. 2011c. Learning Outcome Frameworks Grade 10–12. halifax, NS: Province of Nova Scotia.
[Link]

———. 2005. Science Safety Guidelines, Grades Primary–12. halifax, NS: Province of Nova Scotia.
[Link]

D O i N G P R O J E C T- B A S E D S C i E N C E 61