A Program of the A Program of the A Program of the A Program of the

Student–Mentor Manual

Last Revision 2013

Program Basics

About EnvironMentors

Welcome! You are about to embark on an exciting journey that will help prepare you for college, strengthen

your research skills, teach you about the environment, and provide you with guidance and support from a

mentor.

EnvironMentors exists for students just like you. Here at EnvironMentors, we envision young adult leaders

from all cultural, ethnic, and socioeconomic backgrounds becoming active stewards of their communities

and the environment.

You may not realize it, but you are part of an EnvironMentors chapter. Right now, EnvironMentors has 13

chapters, all at universities across the country. You may recognize your chapter in the list below:

Alabama State University

Alabama A&M University

Arkansas State University

Colorado State University

Heritage University

Kean University

Kentucky State University

Louisiana State University

North Carolina State University

University of California, Davis

University of the District of Columbia

University of Nebraska-Lincoln

West Virginia University

At each EnvironMentors chapter, high school students like you will be paired with a mentor. Your mentor

may be a graduate or undergraduate college student, professor from a nearby university, or science

professionals from your community. Working together, you and your mentor will design an experimental

research project based on your personal interests. In the spring, you will have the chance to present your

research results at a Chapter Fair. The top three students from each chapter will be invited to present their

findings at the National EnvironMentors Fair in Washington, DC. At the National Fair, students compete for

college scholarships. As you work on your project, remember that there are other students across the

country working on their research projects, hoping to make it to the National Fair, just like you.

We hope that you enjoy your time with the program!

About Your Chapter

My chapter director is:

Director’s email:

Director’s phone number:

My chapter coordinator is:

Coordinator’s email:

Coordinator’s phone number:

My EnvironMentors teacher is:

Teacher’s room number:

Teacher’s phone number:

Teacher’s email:

Other Important Contact 1:

Phone number:

Email:

Other Important Contact 2:

Phone number:

Email:

Student Commitments

EnvironMentors is a lot of fun, but take a lot of commitment. Take a minute to reach through the following

list, to see if you can commit to them:

1. Stay in contact with your mentor

- Obtain all of your mentor’s contact information (home, work, cell phone numbers, and

email) and share all your contact information with your mentor and coordinator.

- Meet in person with your mentor for 1-2 hours once per week or at least 3 times a month.

- If you cannot make a meeting, contact your mentor immediately to reschedule. If you cannot

reach your mentor, call your chapter coordinator immediately.

2. Stay in contact with your chapter coordinator

- Provide your chapter coordinator with your class schedule, after-school and weekend

schedule, work schedule, and a list of your extracurricular activities.

- Attend all required EnvironMentors workshops and meetings. If you cannot attend a

workshop, meeting, or other event, contact your chapter coordinator immediately.

3. Work with your mentor to design an experimental research project based on an

environmental issue that concerns you

- Identify a research question.

- Conduct a literature review on your topic utilizing library and internet tools.

- Identify a local expert on your topic and conduct an expert interview.

- Conduct background research, incorporating what you learned in your literature review and

expert interview.

- Develop a hypothesis based on your research and design an experiment to test it.

- Write a description of your experimental methods and materials.

- Collect data through experimental trials.

- Organize, analyze and present your data visually with tables, charts and graphs.

- Write a discussion and conclusion in which you discuss the results of your experiment and

draw a conclusion about what your data mean.

- Write a research paper using the elements you completed throughout your project.

4. Work with your mentor to communicate what you have learned

Design and create a project poster.

Present your project at your Chapter Fair and participate in your Chapter Awards

Ceremony.

Possibly participate in the National EnvironMentors Fair & Awards Ceremony.

EnvironMentors Program Calendar

Ask your chapter coordinator for an official calendar, and write down important dates here

September 2013

Sun Mon Tue Wed Thu Fri Sat

1 2 Labor Day

3 4 5 6 7

8 9 10 11 12 13 14

15 16

17 18 19 20 21

22 23 24 25 26 27 28

29 30

Important Dates or Deadlines:

October 2013

Sun Mon Tue Wed Thu Fri Sat

1 2 3 4 5

6 7 8 9 10 11 12

13 14 Columbus Day

15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31 Halloween

Important Dates or Deadlines:

November 2013

Sun Mon Tue Wed Thu Fri Sat

1 2

3 4

5 6

7 8 9

10 11 Veterans Day

12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 Thanksgiving

Day

Hanukkah

29 30

Important Dates or Deadlines:

December 2013

Sun Mon Tue Wed Thu Fri Sat

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16

17 18 19 20 21

22 23 24 25 Christmas Day

26 27 28

29 30 31

Important Dates or Deadlines:

January 2014

Sun Mon Tue Wed Thu Fri Sat

1 New Year Day

2 3 4

5 6 7 8

9 10

11

12 13 14 15 16 17 18

19 20 Martin Luther

King, Jr. Day

21 22 23

24 25

26 27 28 29 30 31

Important Dates or Deadlines:

February 2014

Sun Mon Tue Wed Thu Fri Sat

1

2 3

4 5 6 7 8

9 10 11 12 13 14 Valentine’s

Day

15

16

17 President’s

Day

18 19 20 21 22

23 24 25 26 27 28

Important Dates or Deadlines:

March 2014

Sun Mon Tue Wed Thu Fri Sat

1

2 3

4 5 6 7 8

9 10 11 12 13 14 15

16

17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

Important Dates or Deadlines:

April 2014

Sun Mon Tue Wed Thu Fri Sat

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 Good Friday

19

20 Easter Sunday

21 22 23 24 25 26

27

28

29 30

Important Dates or Deadlines:

May 2014

Sun Mon Tue Wed Thu Fri Sat

1 2 3

4 5 6 7 8 9 10

11 Mother’s Day

12

13 14 15 16 17

18 19 National Fair

20 21 22 23 24

25 26 Memorial Day

27 28 29 30 31

Important Dates or Deadlines:

June 2014

Sun Mon Tue Wed Thu Fri Sat

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 Father’s Day

16

17 18 19 20 21

22 23 24 25 26 27 28

29 30

Important Dates or Deadlines:

Getting Started

At the beginning of the program year, your chapter director, coordinator, or teacher may ask you to sign

permission slips or waivers. These will allow you to participate in the program and attend field trips. Please

share these with your parent/guardian and read them carefully. Sign and return them to your chapter as

soon as possible.

Your chapter may also ask you to take a short survey at the beginning and end of the program. The two

surveys will be nearly identical. You will NOT be graded on them, and you do not have to take them if you

are uncomfortable. The surveys help us understand what students like, don’t like, and what we can make

better in the future.

Your Mentor

Benefits of Mentorship

Your mentor will…

Provide you with the knowledge, guidance, and support to develop and complete a research project based

on an environmental topic of your interest.

“My mentor has been amazing at helping me develop projects

that directly relate to my passion and goals.”

Share valuable insight into the wide variety of science, technology, and environmentally-related college

degree programs and careers that are available to you.

“I liked my mentor because he was close to my age and a

recent graduate in a field I was interested in.”

Be supportive of you in EnvironMentors, high school, and beyond.

“My mentor and I are like best friends, and he continues to

support me with personal advice and helps me with

schoolwork.”

Before You Meet Your Mentor

Before you meet your mentor for the first time, you should think about why you might want a mentor and

what you might learn from him or her. Mentors will be there to listen to your interests and help you find

your own path (academic or personal). Mentors also have more life experience that you, and a different

perspective to share.

Through your mentor you will get a chance to talk about and learn things such as:

- New environmental and science issues and concepts;

- College life and potential careers;

- Different life choices and paths that your mentor has taken.

During EnvironMentors, your mentor should:

- Meet with you once a week, or at least 3 times a month.

- Stay in contact via phone, e-mail, text, Skype, or Online Community between in-person meetings.

- Guide you through the research process and help you understand difficult material.

- Help you design and conduct your experiment, and analyze the data you collect.

- Assist you in developing a project poster for your chapter fair and any other presentation

opportunities that are available to you.

Your Mentor Will Be

- A friend who is there to get to know you and have fun.

- A role model who sets an example of an environmental student or professional. No mentor is

perfect, but they will share with you their skills and life experiences.

- Someone who is proud of you! Your mentor is your own personal cheerleader and coach who is

there only to help you be the best you can be and guide you in the process.

Your Mentor Will NOT Be

- Your friend’s or family’s mentor. The mentor’s mission is to focus on you and while you can share

things about your friends or family, they are not there to guide them.

- Your psychologist. You can definitely talk to your mentor about personal problems, but they are not

there to “fix” you or diagnose you.

- Your free labor. When you and your mentor are working on your EnvironMentors project, they are

there to guide you, and you are there to do the work.

Tips for Working With Your Mentor

Communication: Listening

Being interested means that when you are having a conversation, you are focused on actively listening to

what your mentor is saying.

That means NOT:

- Thinking about your own response while they are talking

- Checking your phone or texting your friends

- Daydreaming

You should be:

- Looking at your mentor

- Asking clarifying questions if necessary

- Repeating back what they said to make sure you understand

Communication: Responding Professionally

There are certain rules of etiquette you should know when arranging a meeting or responding to a

mentor’s phone call, email, or text.

- If someone emails you, respond within 24 hours

- If someone calls you, call them back within 24 hours

- When you call someone, leave a message including:

o Your Name

o Your telephone number (slowly, twice)

o Why you are calling

- If someone texts you they expect a prompt response; reply within 1 hour or as soon as possible

- It is professional courtesy to confirm meetings the day before and 1 hour before the meeting

- If you are running late, you should let the person know and give them an approximate arrival

time

Time Management: Organizing Your Life

Managing your time well is an important element of success — especially if you’re a student. If you set

priorities that fit your needs and lifestyle you'll have a better chance of achieving your goals.

Here are some tips for taking control of your time and organizing your life:

1. Keep a Calendar. It can be in an agenda book, notebook, on your phone, or online. It’s impossible

for even the most organized person to keep track of all their short- and long-term deadlines.

2. Make a To-Do List Every Day. Put things that are most important at the top and do them first. And

don't forget to reward yourself for accomplishments. Consider prioritizing your tasks by putting

them into the following categories. Which are most important for you to do first?

Imp

ort

an

t

Urgent Not Urgent

I

Important deadlines

Crises

Pressing important meetings

Emergencies

Last minute preparations

II

Relationship building

Personal development

Employee training

Exercise and health

Prevention and planning

No

t im

po

rta

nt

III

Some emails and phone calls

Many interruptions

Some popular activities

Some meetings

IV

Trivia

Some phone calls

Excessive TV

Time wasters

3. Use Spare Minutes Wisely. When you’re commuting on the bus or train use the time to get some

reading done. Also time yourself doing assignments so that you can accurately predict how long

something will take you.

4. It's Okay to Say No. If your friend asks you to go to a movie on a Thursday night and you have an

exam the next morning, realize that it's okay to say no. Keep your short- and long-term priorities in

mind.

5. Find the Right Time. You'll work more efficiently if you figure out when you do your best work.

For example, if your brain handles math better in the afternoon, don't wait until late at night.

6. Review Your Notes Every Day. Reviewing helps you reinforce what you've learned, so you need

less time to study before a test. You'll also be ready if you get called on in class or have to take a pop

quiz.

7. Get a Good Night's Sleep. Your brain needs rest to perform at its peak. Lack of sleep makes the day

seem longer and your tasks seem more difficult.

8. Communicate Your Schedule to Others. If phone calls or text messages are proving to be a

distraction, tell your friends that you are only available at certain times of day and not to expect a

response at other times.

9. Become a Taskmaster. Give yourself a time budget and plan your activities accordingly. Figure out

how much free time you have each week before you add any commitments.

10. Don't Waste Time Agonizing. Instead of agonizing and procrastinating, just do it. Wasting an

entire evening worrying about something that you're supposed to be doing is not productive, and

can increase your stress.

11. Determine Your Priorities. You can’t do everything at once. Establish the importance of each item.

Then set realistic goals that are attainable.

About Your Mentor

Please fill out this form when you are paired with your mentor

Contact information

Mentor’s name: ________________________________________________________________________________________________

Preferred email: _______________________________________________________________________________________________

Preferred phone (Work/Home/Cell): _______________________________________________________________________

Secondary phone (Work/Home/Cell): ______________________________________________________________________

Home address: ________________________________________________________________________________________________

Organization/agency/business your mentor works for: __________________________________________________

Your mentor’s professional title: ____________________________________________________________________________

Work address: _________________________________________________________________________________________________

Best days, times and locations to meet or stay in touch:

Day of the Week Time Location

1

2

3

Student & Mentor

Meeting Commitment Form

Please fill out this form with your mentor, sign it, and return it to your chapter coordinator.

First Meeting

I, _______________________________________, agree to meet my mentor for our first meeting

at the time and location specified below:

Date: _________________________________________

Time: _________________________________________

Location: ______________________________________

I will get to the first meeting location by (circle all that apply):

Public Transportation Get a ride from __________________________

Walk Other _____________________________________

Future Meetings

I, _______________________________________, will continue to meet with my mentor as

follows:

Day of week: ___________________________________

Time: ___________________________________________

Location: _______________________________________

Transportation: ________________________________

Contact With My Mentor

I, _______________________________________, agree to notify my mentor if I am unable to

make a meeting or if I will be late to a meeting. I will do so by calling all numbers

and writing to all emails my mentor provides me. If I do not reach my mentor, I

promise to leave a message and continue to call my mentor until I speak to him/her

directly.

I, _______________________________________, understand that if I fail to meet these basic

commitments on an ongoing basis, I may be asked to leave the program.

Student signature: ________________________________________________ Date: __________________________

Mentor signature: ________________________________________________ Date: __________________________

Understanding Science

The Process of Science

What comes to mind when you hear the word science?

You may think of famous scientists, experiments you’ve done in class, lab equipment, funny Muppets, and

television shows that use science and evidence to bust myths or solve crimes.

Science is both a way of investigating the world (a process) and a collection of information known

about the world (known information). Through EnvironMentors, you will use science as a process to

explore an environmental topic of your interest. Your research findings will contribute to the body of

scientific knowledge about the world.

In this chapter, we will begin to explore how scientists learn about the world. You may have heard of the

Scientific Method before. The Scientific Method is a simplified example of how science is done. In reality, all

scientists do not use the same steps in the same order to conduct their research.

On the next page is a more realistic picture of how science works. You will see that there are many paths

that a scientist may go through when conducting research. You will see that there is no one “right way” to

do science.

Image courtesy of: Understanding Science 2013. University of California Museum of Paleontology.

www.understandingscience.org

The EnvironMentors Project

Since there are so many ways to do science, it can seem overwhelming. You may be asking yourself, where

do I even begin?

Your project will not follow the exact same order as

other students at your chapter, and that is okay!

Let’s look a little more closely at the different parts of the process shown in the picture.

Exploration and Discovery

Scientists are inspired by many things. They may see something that makes them scratch their head, or

they may know a family member suffering from a disease. You will choose a topic to research in the same

way – picking something that interests you that you want to learn more about.

Make an Observation, Ask a Question

Many scientific experiments begin with a simple observation (The river near my house is murky) and ask

questions about your observation (Which sections of the river are murky and which are clear? Why is the

river murkier in some sections?). Talk about your topic and questions with your friends, family, and mentor.

What do they know about your topic? What questions or ideas do they have?

Conduct Background Research

Once you have a project topic you are interested in learning more about, you will want to do background

research. This will help you find out what information is already known about your topic (What affects the

clarity of the water in the river near my house? My mentor mentioned turbidity, what does that term mean?

What other experiments have been done on river turbidity?). You can use the library, the internet, and talk to

experts.

It is possible that many scientists have spent time asking similar questions to yours. From your background

research, you may find that your question has a well-known answer, or that you actually have other

questions you are more interested in learning about. This research will help you refine your question and

make a more educated guess, or prediction, about the answer to your initial question. Remember that you

are not done with research now! You may need to conduct more research throughout your experiment.

Testing Ideas

After discussing and researching your topic, you will have enough information about your initial

observation to form a hypothesis. A hypothesis is an educated guess about the answer to your question.

Form a Hypothesis

With a hypothesis you will try to predict the answer to your question, using the knowledge you have

learned about your topic. Your hypothesis may look something like this: If A is changed in a certain way,

then B will change is a predictable manner. For example, if I expose my plant more sunlight then it will

increase in height. I am predicting that more sunlight (A) will lead to a taller plant (B).

Design an Experiment

Your experiment will test your hypothesis. It is important that your experiment is a fair test. In order to

conduct a fair test, you should be sure that you change only one factor, or variable, at a time, while keeping

all other conditions the same.

Revisiting our plant example, how could we make sure that the plant experiment is a fair test? We would

need to make sure that other factors, such as water or fertilizer, aren’t really responsible for differences we

may see in plant’s height. You can do this by fixing or eliminating other factors in your experiment. In our

plant example, we would fix the amount of water and fertilizer each plant is given.

Once you have identified which variables you will keep the same you will then identify what you will

change during your experiment. The thing you plan to change is called an independent variable. The thing

you will observe or measure to see if there is a reaction is called a dependent variable. In our plant

example, the hours of direct sunlight is the independent variable. Our dependent variable would be the

height of the plant. You can think of it like this: we hypothesize that the height of the plant will depend on

the amount of sunlight the plant receives.

A fair test is also one that can be replicated by you or other scientists in the future. You should repeat your

experiment multiple times (trials) to be sure that the results aren’t just an accident.

You should write your procedure like a step-by-step recipe for your experiment. Your procedure should be

detailed enough that someone else could repeat your experiment just by reading it. Your materials list

should include all the supplies and equipment you will need to complete your experiment. By making your

list and gathering your materials ahead of time, you can be sure that you will have everything on hand

when you need it. It is a good idea to make your materials list well in advance because some items may take

time to obtain.

Collect & Analyze Data

When conducting your experiment, you should be sure to record all your data in an organized manner. You

should follow your procedure exactly, and record any changes that are necessary. Be careful to only change

your independent variable and keep all other variables constant.

It is also very important to be safe while doing your experiment. For example, if your experiment requires

you to go out on a boat to collect water samples, make sure you are wearing a life jacket. If you need to do

some chemistry to analyze your water samples, be sure to wear the necessary protective equipment. If

you’re not sure what safety equipment you need, consult your mentor and chapter coordinator.

After collecting your raw data, you will need to perform some calculations in order to analyze your data

and form a conclusion. This often involves calculating a mean, or average, of all data from all your

experimental trials. Graphs are usually the best way to display your data so that it is easy for others to

understand.

Draw a Conclusion

Once you have analyzed your data, you can determine whether they support or disprove your hypothesis.

Scientists often find that their hypothesis was false, but this does not mean that their experiment was

incorrect. Scientists often learn the most when their data show something that was unexpected. Even if

your data support your hypothesis, it is still a good idea to test it again in a different way. A good conclusion

will suggest future experiments that will build on what you have learned, and help you and other scientists

learn more about your topic area.

Community Analysis and Feedback

We would not have the collection of scientific knowledge that we have today if scientists kept their results

secret. A key part of doing science is sharing your results.

Remember, collecting and analyzing data is really the beginning of sharing your results, getting feedback

from other scientists, asking new questions, and forming new hypotheses. Scientific conclusions will be of

little use to society if scientists did not share them with one another. Scientists help build the body of

scientific knowledge by sharing their research findings and discussing them openly. Remember that the

information you gathered during your background research was available because other scientists

completed this critical step of the scientific process.

When writing a report, you should use clear, objective language and avoid the use of the First Person (I

think… or I measured…). You should also use the active voice whenever possible, as it is more concise than

the passive voice.

When presenting your research orally, it is often helpful to have visual aids that will help your audience

understand your research project. You can show pictures of your experimental site, as well as graphs and

charts. Your visual aids should enhance your presentation, but not be your entire presentation. If you use

slides, avoid merely reading your slides to the audience, which can be boring. Try to be animated and make

your audience as excited about your project as you are, while still presenting yourself in a professional

manner.

Scientific Vocabulary

Sometimes scientists use words that have a different meaning in the scientific community than in everyday

conversation. To help make sure we are all using the same language to talk about our research, here are

some helpful definitions.1

Vocabulary Everyday meaning Scientific meaning

Fact

A thing that is

indisputably the case.

Facts are highly

valued because we

can be so confident in

them.

�

In scientific thinking, most facts are about relatively

simple statements. For example, it may be a fact that

there are three trees in your backyard. But from that

simple statement, we do not know anything about

trees in general, or tress in your friend’s backyard. In

science, a fact is a small piece of information. Multiple

forms and sources of knowledge are more powerful

than a single fact.

Law

A rule used by a

society or community

that has consequences

if violated.

�

In science, laws are less rigid. Law usually refers to a

generalization about data and is a compact way of

describing what we'd expect to happen in a particular

situation. They may have exceptions, and, like other

scientific knowledge, may be modified or rejected

based on new evidence and perspectives.

Observation

Something that we've

seen with our own

eyes.

�

In science, the term is used more broadly. Scientific

observations can be made directly with our own

senses or may be made indirectly through the use of

tools like thermometers, pH test kits, Geiger counters,

etc.

Hypothesis

An educated guess —

or an idea that we are

quite uncertain about.

�

In science, hypotheses are much more informed than

any guess and are usually based on prior experience,

scientific background knowledge, preliminary

observations, and logic.

A hypothesis is different than a prediction. Scientific

hypotheses have explanatory power — they are

explanations for phenomena.

1

Understanding Science 2013. University of California Museum of Paleontology. www.understandingscience.org

Theory

Often used to mean a

hunch with little

evidential support.

�

Scientific theories are broad explanations for a wide

range of phenomena. They are concise (i.e., generally

don't have a long list of exceptions and special rules),

coherent, systematic, and can be used to make

predictions about many different sorts of situations. A

theory is most acceptable to the scientific community

when it is strongly supported by many different lines

of evidence — but even theories may be modified or

overturned if warranted by new evidence and

perspectives.

Falsifiable

This word isn't used

much in everyday

language, but when it

is, it is often applied

to ideas that have

been shown to be

untrue.

�

In science, when an idea has been shown to be false —

a scientist would say that it has been falsified. A

falsifiable idea, on the other hand, is one for which

there is a conceivable test that might produce evidence

proving the idea false. When a scientist says falsifiable,

he or she probably actually means something like

testable. A testable idea is one about which we could

gather evidence to help determine whether or not the

idea is accurate.

Uncertainty

Suggests the state of

being unsure of

something.

�

Scientists usually use the word when referring to

measurements. The uncertainty of a measurement is

the range of values within which the true value is likely

to fall. In science, uncertainty is not a bad thing; it's

simply a fact of life. Every measurement has some

uncertainty.

Error A mistake � In science, error has a precise statistical meaning. An

error is the difference between a measurement and the

true value, often resulting from taking a sample.

Prediction

Something that a

fortune teller makes

about the future.

�

In science, the term prediction generally means "what

we would expect to happen or what we would expect

to observe if this idea were accurate." Sometimes,

these scientific predictions have nothing at all to do

with the future. For example, scientists have

hypothesized that a huge asteroid struck the Earth 4.5

billion years ago, flinging off debris that formed the

moon. If this idea were true, we would predict that the

moon today would have a similar composition to that

of the Earth's crust 4.5 billion years ago — a prediction

which does seem to be accurate.

Belief/believe

The word belief is

often associated with

ideas or causes about

which we have strong

convictions,

regardless of the

evidence for or

against them.

�

It can generate confusion when a scientist claims to

"believe in" a scientific hypothesis or theory. In fact,

the scientist probably means that he or she "accepts"

the idea — in other words, that he or she thinks the

scientific idea is the most accurate available based on a

critical evaluation of the evidence. Scientific ideas

should always be accepted or rejected based on the

evidence for or against them — not based on faith,

dogma, or personal conviction.

Project Planning:

Exploration and Discovery

Introduction

This chapter will help you begin to develop your EnvironMentors project. In the coming days and

weeks you will:

� Learn about current local and global environmental issues.

� Use brainstorming activities to help you relate your interests to environmental issues.

� Select an environmental topic to explore further. Your mentor will help you to think critically

about what you currently know about your topic area, what you don’t know, and what you would

like to know. With the assistance of your mentor, you will identify the roots of the environmental

topic area you have chosen, and develop an explanation of what can be gained by investigating your

topic.

� Conduct background research on your topic.

� Develop a research question you would like to answer.

The Environment and our Lives

How often do you think about the environment? At first glance, you might respond “not often”. But let’s

look at this from another angle. How often do you think about the following questions?

Can I afford to put gas in my car this week?

Should I put on the air conditioner or open a window?

Can I swim in the local lake?

Does it make sense to buy an organic tomato?

You may not realize it, but these are questions relate directly to the environment. Many things that we

think and care about in our daily lives connect to the environment.

ENERGY FOOD WATER AIR QUALITY PUBLIC HEALTH

Considering that so much of our life relates to the environment – for starters, what we eat, drink, and

breathe – it makes sense that we want to protect the environment for ourselves and future generations.

How do we take care of the environment?

In the 1960’s, many Americans began to realize that there were parts of our environment that needed to be

protected. The President, members of Congress, and citizens across the country felt that something had to

be done. On April 22, 1970 we celebrated the first Earth Day.

Later that year, the Environmental Protection Agency (EPA) was established. This EPA’s mission is to

protect human health and the environment. The EPA is responsible for making rules and regulations from

Acts of Congress. Here are some examples you may have heard of before:

- Clean Air Act

- Clean Water Act

- Ocean Dumping Act

- Safe Drinking Water Act

Thanks to these Acts, the EPA has limited lead in paints, banned the pesticide DDT, phased-out lead in

gasoline, and phased out chlorofluorocarbons (CFCs) that damage the ozone layer.

A lot of time, energy, and research go into the EPA’s environmental rules and regulations. Scientists do

what you will do in EnvironMentors – ask questions, test hypotheses, collect data, and make informed

decisions.

Individual people and communities also do their part to care for the environment. People make decisions to

use less energy, fewer resources, and create less waste. People also can buy more energy-efficient products

(from cars to washing machines) so that they use less. Small decisions from not taking a plastic bag at the

grocery store to using a refillable water bottle add up to big changes.

There will always be new pieces of knowledge or information for you to learn about the environment, and

there will always be new decisions you have to make that have an impact on the environment. We hope

that by being in EnvironMentors, you know how to get the information you need to inform yourself and

make the decisions you face in your life.

Chlorine/

chemicals

in the pool

Exercise/

staying

healthy

Swimming

outdoors (ocean/lake)

Swimming

Project Brainstorming

Brainstorming may help you begin to think about your personal interests and how they may relate to the

environment. It may also help you refine your general environmental interests into a more specific project

topic.

What is brainstorming?

Brainstorming is a process of spontaneous thinking used by an individual or a group to generate ideas.

There are no right or wrong ideas, so turn off your “inner critic”. Do not judge your own ideas, or the ideas

of others. You should be open to any ideas that come to you.

Brainstorming #1: My interests

Step 1: Start with a large, blank piece of paper and a marker/pen

Step 2: Think about one or two issues that interest you. These can be topics from sports cars to fashion to

eating healthy.

Step 3: Write down one of these issues in the center of your paper and draw a circle around it.

Step 4: When you focus on that one issue, what thoughts or ideas pop into your head? When you think of

other things, write them down on your paper and put a circle around them. Draw lines to connect how your

ideas relate.

Step 5: Keep going until you run out of ideas or connections.

Salt water in

my eyes stings I float better in

the ocean

Sometimes the

lake is closed

for swimming

Swimming

outdoors

(ocean/

lake)

Chlorine/

chemicals in

the pool

Exercise/

staying

healthy

Swimming

outdoors (ocean/lake)

Swimming

Brainstorming #2: Making Observations

Step 1: Follow Steps 1-5 above, but this time start with just one of the secondary topics you identified in

your last brainstorm.

Step 2: Around your center circle, write down your observations or thoughts about this topic.

Step 3: Repeat this process for 1-2 other secondary topics from your initial brainstorming.

Sometimes the

lake is closed

for swimming

Is the lake water

dirty or unsafe?

Is it unhealthy

for people to

swim in the

water?

Can people eat

fish from the

lake even if we

cannot swim in

it?

I float better in

the ocean

What makes things float?

Would I float

differently in the

Pacific or Atlantic Ocean?

Why do I sink a

little when I

release my breath?

Salt water in

my eyes stings

I float better in

the ocean

Sometimes the

lake is closed

for swimming

Swimming

outdoors

(ocean/ lake)

Brainstorming #3: Asking Questions

Step 1: Focus on one of your observations at a time.

Step 2: For each observation, write down what questions they bring to mind.

Step 3: Do this for 2-3 of your observations.

Reflecting on Your Questions

When you have finished brainstorming, take some time to reflect on your ideas and questions. Without

realizing it, you have created a long list of potential project topics to investigate further. Are there any that

are particularly interesting to you?

Answer the following questions for every idea that you find very interesting. This will help you decide

which to research further as your EnvironMentors project.

Once you have done this exercise for your most interesting questions and observations, talk with your

mentor and coordinator. Which of your questions do you think you could answer through research in the

next few months?

Select one question to learn more about through background research and an expert interview.

Questions for reflection Example Your topic

Question or observation:

Is the lake water

dirty or unsafe?

Things you know about

your topic area:

Water quality

can be affected

by stormwater

runoff.

Things you think you

know about your topic

area:

Stormwater

runoff is a

problem in

urban areas.

Questions you would like

to ask about your topic

area:

What is an

impervious

surface?

Background Research

In this section you will conduct background research on your project area. Some sources of information

may be existing literature or scientific experts. From these sources, you will find out what is already known

about your topic, and the research that other scientists have already done. By doing background research,

you can learn about techniques and methods that might be useful for investigating your topic.

Research Strategy 1: Literature Review

Spending some time at the library researching your topic will save you a lot of time when planning and

carrying out your experiment. You have access to your high school library, public library, and university

library. If your chapter coordinator is not already planning a trip to your university library, ask your

mentor if you could visit together.

Research Strategy 2: Expert Interview

Your mentor and chapter coordinator can help you identify a scientist who is an expert on your topic area.

This person will be able to tell you more about your environmental issue. Hopefully, your expert will

inspire you to think creatively about your topic, and direct you in a productive and interesting direction.

Literature Review

The purpose of your literature review is to collect background information on your project topic. You

should identify at least 6 sources to ensure that you have read a variety of sources on your topic. Not all

sources of information are created equally. Some sources are more trustworthy and accurate, while others

provide commentary or discussion about a topic that provide an interpretation of information (not the

original facts).

Getting Started

Librarians: The most valuable resource at the library is the librarian. Librarians are specially trained to

help you organize your search and find information. Start your background research process by talking to

the librarian at your public library, or when you visit your university library with your EnvironMentors

chapter. They’ll help you get started, give your ideas for sources, and help direct you to these sources.

Key Words and Bibliographies: A good place to start your search is to identify key words related to your

project topic and research question and look them up in an encyclopedia, dictionary, and/or textbook. Use

the bibliography at the end of the encyclopedia articles or textbook entries to find sources for further

research. Ask your librarian to help you search scientific journals for articles that might be relevant to your

project topic. You can also use internet search engines to find more information from the websites of

environmental organizations, professional societies, government agencies, etc.

Primary and Secondary Sources

Primary Sources: are original documents containing first-hand information about a topic. You may find

these in a library or online. Different fields of study may use different types of primary sources. Common

examples of a primary source are:

- Diaries

- Interviews

- Letters

- Original works of art

- Photographs

- Works of literature

Secondary Sources: contain commentary on, or discussion about, a primary source. The most important

feature of secondary sources in that they offer an interpretation of information gathered from primary

sources. Common examples of a secondary source are:

- Biographies

- Dissertations

- Indexes

- Abstracts

- Bibliographies

- Journal articles

Can You Trust It?

As you collect sources on your topic, how do you know if it is reliable? You can begin by asking yourself the

following questions:1

� Is this a credible source? Do many scientists contribute to this information or recognize its

accuracy?

� Is this information still relevant, or is it out of date?

� Does this information seem biased towards a single point of view?

� Are there errors in the source (either grammatical or factual)? This may require you cross-check

the facts with another source.

� Does this source cite the original source of its content?

� Is this information widely available and easy to obtain?

Recording Your Sources

It is important to keep track of the sources you are collecting. You may want to find it later, or need to

acknowledge your sources of information at the end of your experiment. At a minimum, you should keep

track of the author (first and last name), title, book or journal it was published in, web page (if found

online), and year it was published or made available online.

1

Adapted from: Science Buddies (http://www.sciencebuddies.org/science-fair-projects/project_finding_information.shtml)

Interviewing an Expert

While you have learned a lot of information through your background research, talking to an expert will be

able to give you more insight into your topic, and give you advice on how to proceed with your project.

Identify an Expert Work with your mentor or chapter coordinator to identify potential experts working in the field of your

project topic. With all the technology we have today, you don’t have to meet your expert face-to-face. You

can talk with them via telephone, Skype, or e-mail. You can still begin by looking for an expert at your

chapter university.

If you cannot identify an expert at your chapter university, you can also do internet searches using key

words related to your project topic to help identify scientific and environmental organizations and agencies

located in your area that might have possible experts.

Make Contact Once you have identified two or three individuals whom you could interview, call or e-mail to introduce

yourself as an EnvironMentors student and request a date and time for an interview. Remember, that may

be in-person or over the phone or internet. When setting up your interview time, ask your expert if they

would prefer to receive your questions in advance so they can prepare their answers.

Develop Your Interview Questions The more prepared you are, the more useful your interview will be. Use what you learned in your literature

review to write questions that show your expert that you are invested in your topic. What were you unable

to find an answer to using online or library research? Be sure to ask your mentor for assistance and advice

in developing your interview questions.

Preparing for the Interview If you are meeting in-person, remember to bring paper, a laptop, or a tablet to take notes and record your

thoughts. Wear a nice pair of slacks or a skirt (no jeans) and a button-down shirt. If possible, try to be 5-10

minutes early to your interview appointment.

Send a Thank You Note Be sure you have your expert’s postal mailing address or e-mail so you can send a thank you note.

Reflecting on Your Questions II

When you have finished conducting your background research and your expert interview, take some time

to reflect on what you have learned. Revisit your original questions and add to the table below if you

learned new information about your topic area, or if you found answers to your original questions.

Now that you know more about your project area, you will have to select one research question. Since your

research project will last for the next several months, be sure to pick a topic that is interesting to you. When

selecting your research question, you may want to consider:

- Questions that remain now that you have done background research

- New questions that you asked after doing background research

- Suggested questions from your coordinator, mentor, or the expert you interviewed

RESEARCH QUESTION:

Questions for reflection Example Your topic

Question or observation:

Is the lake water

dirty or unsafe?

Things you know about

your topic area:

Water quality

can be affected

by stormwater

runoff.

Things you think you

know about your topic

area:

Stormwater

runoff is a

problem in

urban areas.

Questions you would like

to ask about your topic

area:

What is an

impervious

surface?

Testing Ideas: Forming & Testing Your Hypothesis

Forming a Hypothesis

Now that you’ve learned more about your project topic and chosen a research question, you can make an

educated guess about the answer to your question. This educated guess is your Hypothesis. It is useful to

state your hypothesis in a way that can be tested in your experiment.

Tips for Developing a Hypothesis

� Your mentor, your teacher, and your chapter coordinator are great resources to help you think

about your hypothesis. Be sure to ask them for advice.

� Remember that your hypothesis doesn’t have to be the “right answer.” In fact, it is perfectly all right

if your experiment disproves your hypothesis. Scientists often learn the most when they disprove

their hypothesis, because it usually means that something new and unexpected happened.

� Think about what will happen to your dependent variable when you change your independent

variable, based on your background research. Keep in mind that both your dependent and

independent variables should be easily measured.

Designing an Experiment

Using what you learned from your background research about how other scientists studied your project

topic, you will develop a materials list and experimental procedure to objectively test your hypothesis.

The following pages will give you a greater understanding of the difference between independent,

dependent and controlled variables. Running your experiment may feel like you are finally “doing science”,

but preparing your procedure and materials list will make your effort meaningful. The more you prepare,

the more smoothly your experiment will go. Your mentor and his/ her network of friends and colleagues

are great resources for help with developing your experimental procedure and may be able to help you

obtain access to the experimental equipment necessary for your project. If you and your mentor need more

assistance obtaining equipment, be sure to talk to your chapter coordinator well in advance.

Goals of Designing an Experiment

� Accurately define what data you need to collect to test your hypothesis.

� Clearly identify a study site(s) or laboratory setting that is suitable for your research.

� Identify your independent, dependent and controlled variables, and explain how you will manipulate

your independent variable.

� Describe your experimental methods and sampling techniques with sufficient detail.

� Create a comprehensive materials list.

Identifying your Variables

In a scientific experiment, you are measuring how changing one factor in a system affects another factor.

These factors are called variables, and an experiment generally has three types: independent, dependent

and fixed.

Tip: Good variables are usually those that you can measure with a number (e.g., concentrations of

pollutants, time of day, temperature) or observe objectively (e.g., colors, growth).

The independent variable is the one that you, as the scientist, change or manipulate. Your experiment

should have only one independent variable. For your EnvironMentors project, possible independent

variables could be time (e.g., testing the amount of pesticides in the water at the same site on different

days) or location (e.g., measuring noise pollution at different locations at the same time of day). Time and

location are just two examples of independent variables. You and your mentor should work together to

determine the best independent variable for your project.

The dependent variable changes in a consistent manner in response to changes you make in the

independent variable. In the examples above which used time and location as the independent variables,

the dependent variables would be the amount of pesticides in the water, and the amount of noise pollution,

respectively. Whereas there should only be one independent variable, the number of dependent variables

can vary. For instance, if you were investigating water quality at the same site on different days, your

independent variable would be time, and each different pesticide concentration you measure in the water

would be a different dependent variable.

The fixed variables are those that you try to keep constant throughout your experiment. These are all

variables that might affect your dependent variable. If you were measuring the concentrations of pesticides

in water on different days, you would want to make sure that things like the weather and outside

temperature remain relatively constant. You should keep track of your fixed variables as carefully as your

other variables. Remember that it is important to try to keep your controlled variables as constant as

possible. For instance, if you measured the noise pollution at two different traffic intersections in your city

(independent variable = location; dependent variable = noise pollution) but made your measurements at

different times of day, you wouldn’t be able to tell if changes in the amount of noise pollution were due to

the different location or the different time of day. Most experiments will have more than one fixed variable.

Talk to your mentor and make a list of all the variables you think might affect your dependent variable, and

the best way to make sure you keep those variables constant.

You must also compare an experimental group to a control group. The control group is the set of

experimental trials where the independent variable is set at its natural state. An experimental group is the

set of experimental trials where you change the independent variable.

Example: In an experiment investigating the effects of acid rain on plant growth, you might grow different

plants and water them with water at different pH values. The plants watered with water with a pH natural”

rain value of 5.6 would be your control group and the plants watered with water with more acidic pH

values would be your experimental group. In some projects, it might not be possible to measure a control

group. Be sure to discuss this with your mentor and/or chapter coordinator

Developing an Experimental

Procedure

After identifying your variables, the next step is to design a procedure for how you will manipulate your

independent variable, and how you will measure the resulting changes in your dependent variable(s).

Each time you perform your experiment it is called a trial. Remember that for your EnvironMentors project,

you will need to conduct at least three trials of data collection. Three trials are necessary to collect

sufficient data to answer your research question. Conducting more than three trials is strongly

recommended as additional trials will produce additional data and therefore reduce the margin of error.

Tips for Developing an Experimental Procedure

� In order to make sure that the changes you observe in your dependent variable are due to changes

in your independent variable, you should make sure that your controlled variables remain constant.

� You must also compare an experimental group to a control group.

� Develop an experimental procedure by writing a step-by-step list of how you will conduct your

experiment. Be as detailed as possible. When writing your procedure, pretend that another scientist

will be repeating your experiment. They should be able to perform your experiment exactly as you

did by following your step-by-step procedure.

� Your experimental procedure should detail how you plan to execute effective data sampling.

Experiment Design and Effective Data Sampling

Several attributes characterize effective sampling: accuracy, consistency, and persistence.

Accuracy is the foundation of all scientific observation. Care in taking the measurements is the first step.

The equipment used and efforts to keep it in good condition are very important. Strive for perfection in

recording data entries and tests.

Consistency means doing the experiment the same way every time. This lets you compare your data

against others doing the same tests. Consistency is also important over time. You want to watch changes

and trends in your data; the data that you have taken in the past must be directly comparable to the data

you have taken today.

Persistence means regular and frequent observations, allowing a greater understanding of what is

happening at a measurement site. Also, regular observations are easier to interpret and can be used with

greater confidence, especially when unusual phenomena are being measured.

Creating a Materials List

What type of supplies and equipment will you need to complete your EnvironMentors project? By making a

complete list ahead of time, you can make sure that you have everything on hand when you need it. Some

items may take time to obtain, so making a materials list in advance is key!

As with your Experimental Procedure, your Materials List include the specific amounts of each item you’ll

need (500 g of soil, rather than just listing soil). Ask yourself two questions when developing your

materials list: Have you listed all necessary materials? Have you described the materials in sufficient detail?

� Tip: At a simplified level, you can think of your Materials as the ingredients list of a recipe. A recipe

that lists only flour, sugar and eggs would be useless without specified quantities. Your materials

list needs to be as detailed and specific as a cooking recipe ingredients list.

Science Buddies.org provides an example of a “good” and a “bad” materials list

� A Good Materials List Is Very Specific X A Bad Materials List

500 ml of de-ionized water Water

Stopwatch with 0.1 sec accuracy Clock

AA alkaline battery Battery

If you and your mentor have any problems obtaining the materials and equipment you need for your

experiment, be sure to talk to your chapter coordinator.

Data Collection

This section will likely be both the most fun and the most challenging part of your project. Most students

have a great time getting outside or into the lab to do their experiment, but sometimes find analyzing and

interpreting their data difficult.

Don’t forget to ask your mentor for help and advice

throughout this part of your project.

� If you are conducting research outside at a study site, you should use Google Earth or Google Maps

to characterize the location of your study site. Take pictures and/or make drawings and diagrams

of your study site(s) or lab arrangement. These will be useful when you create your project poster.

� Before beginning to run your experimental trials, be sure to create a table or system for

recording your data. As you take measurements, samples, or gather data, you can easily insert

your results into your pre-made chart.

� While recording your data, you should also record other interesting observations. You never

know what factors might influence your results. When the time comes to write up and analyze your

results, it is always better to have too much information than too little.

Data Analysis

Now that you have collected a significant amount of data it is time to complete your analysis. Through this,

you will determine what your data mean and draw conclusions.

Many scientists find that the easiest way to present their data is through graphs or visual aids. Graphs allow

someone who is not an expert on your topic to easily process complex findings. There are many different

types of graphs that you might use. Below are some samples. Your mentor and/or chapter coordinator will

help you determine which type of graph is best for your data and help you use Excel or another computer

program to create your graphs.

Calculating Your Data

The mean of your data is the average. To calculate the mean of a set of data, add all the values and divide by

the number of data entries.

The mode is the value that occurs most frequently in your data set. To compute the mode, count the

number of times each value occurs in the data set and then choose the data value with the highest sum.

The median is the central value of an ordered distribution. To obtain the median, order the values from the

lowest to the highest and select the data value that occurs in the middle of your distribution. If your data

set has an even number of entries, the median is the mean of the middle two values.

(Almost everyone will need to calculate mean values for their data sets. Calculating the mode and median

values may not be useful. If you’re not sure, consult your mentor.)

Graphing Your Data: Basic Graph Types

Bar Graphs are used to show relationships between groups. The values being compared do not need to

affect each other. This type of graph is an easy way to show large differences.

Line Graphs are used to show how changes in one variable affect changes in another variable. Most line

graphs are created by plotting the independent variable on the x-axis (bottom) and the dependent variable

on the y-axis (left). Line graphs can also be used to show how data change over time.

Pie Graphs are used to show how part of something relates to the whole. Pie graphs are used to effectively

show percentages.

Example 1: Using a bar chart to show the differences in rates of water percolation through different types of

soil.

A student set up her experiment by placing a clean piece of filter paper in four different funnels. To three of

the funnels, she added 25 mL of sand, clay, and soil, respectively. The fourth funnel had just the filter paper,

and served as the control data set. She then poured 25 mL of water through each funnel, and measured the

time, in seconds, it took for all the water to percolate through the funnels. She repeated her experiment a

total of three times. Her raw data sets, her mean values, and her bar chart are shown below. Notice that she

used her mean values to create her bar chart.

Soil type Trial 1 Trial 2 Trial 3 Mean

Time (seconds)

Sand 40 41 45 42

Clay 55 60 57 57.3

Potting Soil 21 23 27 23.7

Control 8 5 4 5.7

Comparing Water Percolation Through Different Soil Types

0

10

20

30

40

50

60

70

Sand Clay Soil Control

Soil Type

Percolation T

im

e (sec.)

Example 2: Using a line chart to show the changes in river flowrate over time.

A student measured the flowrate of water in four of his local rivers. Note that in this experiment, there is no

control group; the student is comparing the different experimental data sets to each other. The student

measured the flowrate three times during the transition from winter to spring with the assistance of his

mentor and a park ranger. His raw data sets and his line chart are shown below.

River January 1 February 1 March 1

Flowrate (cubic feet per second)

Klamath River 375,000 327,000 320,000

Eel River 647,000 542,000 498,000

Trinity River 166,000 161,000 131,000

Mad River 62,000 57,000 38,000

Comparing River Flowrates

0.0E+00

1.0E+05

2.0E+05

3.0E+05

4.0E+05

5.0E+05

6.0E+05

7.0E+05

1-Jan 1-Feb 1-Mar

Flow

rate (cu. ft/sec)

Klamath Eel Trinity Mad

Example 3: Using a pie chart to show the different bird species observed on the Outer Banks of North

Carolina.

A student counted the number of different types of birds she observed during a two-hour period at a

specific beach location. She returned to the same location three days in a row and counted birds during the

same two-hour time block. Her raw data sets, her mean values, and her pie chart are shown below. Notice

that she used her mean values to create her pie chart.

Type of Bird Day 1 Day 2 Day 3 Mean

Number of birds

Pelican 10 12 15 12.3/66.8= 18%

Sanderling 20 18 17 18.3/66.8= 27%

Great Egret 15 16 15 15.3/66.8= 23%

Snowy Egret 9 8 11 9.3/66.8= 14%

Other 12 10 13 11.6/66.8= 17%

Birds Observed at Emerald Beach

18%

27%

23%

14%

17%

Pelican

Sanderling

Great Egret

Snowy Egret

Other

Drawing Conclusions

Now that you have completed your experiment and analyzed your data, it is time to reflect back on your

project to develop a project discussion and draw a conclusion about your project. The Discussion and

Conclusion section of your research paper is when you explain what your results mean, and how they relate

to your hypothesis.

Discussion

Your discussion should summarize what you learned through your experimental research. When writing

this section, ask “How could I best explain my results in words (without the visual assistance of charts and

graphs)? The discussion will explain: how you conducted your experiment, what data you collected, what

observations you made, and what you learned.

Conclusion

In your conclusion, you should discuss how your data, and what you learned, relate to the hypothesis you

formed in Section 6. Did your data support or disprove your hypothesis? If your data supports your

hypothesis, you should summarize the reasons why, using your background research to defend your

argument. If your data disproves your hypothesis, think about the reasons this may have happened. If you

are having difficulties finding reasons your experiment turned out differently than expected, be sure to

discuss it with your mentor. Experimental errors may have contributed to your data disagreeing with your

expected outcome, but remember, if your data disproves your hypothesis, this doesn’t mean your

experiment was “wrong,” it just means you learned something new and unexpected.

Tips for Discussion and Conclusion

� Remember not to use phrases like “I believe…” or “I think…” Scientists always try to keep their

opinions separate from the Scientific Method. Instead, use phrases like “The data show…”

� The Conclusion is the section where you can make suggestions for future research on your topic.

Include interesting ideas for continuing your project, or for determining why your data disagreed

with your expectations.

Communicating Your

Results

Introduction

Sharing your results and discussing them with others is a key part of doing science. It allows you to

contribute to the broader scientific community, develop other research questions you might test in the

future, and helps advance our knowledge of the world around us.

As part of your time with EnvironMentors, you may get to communicate your results through:

These assignments will help you improve your written and verbal communication skills, which will benefit

you throughout high school, college, and your career. As you prepare your research paper, project poster,

and oral presentation, you should not forget to ask your mentor for assistance with editing and advice.

Written Research Paper

Your chapter coordinator may have you

write a final research paper, summarizing

your work. If you earn a trip to the National

Fair in Washington, DC, a completed

research paper will be part of your overall

score given by judges.

Project Poster

You will develop a Project Poster for your

EnvironMentors Chapter Fair. This Poster

will display all the same summary

information about your research as you

would include in a written research paper.

Oral Presentations

You will present your Project Poster and

research findings at your Chapter Fair. You

may also have a chance to share your poster

with others in your community, at your

high school, or at a nearby elementary

school.

Research Paper Outline & Tips

Once you have completed your background research, hypothesis testing, and data analysis, you should have

all the information necessary to write a research paper. Ask your chapter coordinator if you will need to

write a research paper for your Chapter Fair. Your chapter coordinator may have specific requirements

(page length, content) for your paper.

Even if your chapter coordinator does not require you to write a research paper, you may want to develop

a project outline that will help you decide what to display on your Project Poster and what you want to talk

about in your oral presentation. Plus, if you earn the right to compete at the National Fair, a research paper

is 25% of your overall score. The more detailed your project outline, the easier it will be to write a research

paper between your Chapter Fair and the National Fair competitions.

Title Page

• A title that clearly describes your project

• A picture or image that relates to your project

• Your name, your EnvironMentors chapter, and your mentor’s name

Abstract

• A complete summary of your project (see below)

Introduction

� Description of your general topic area

• Problem statement regarding your specific environmental issue

• Explanation of the need for your project

• Description of your project purpose

• Your research question

Background Research

� Summary of what you learned from both your literature review and your expert interview

• Discuss both the similarities and differences of the information you studied

• Summary of previous experiments in your project topic area

• Include your hypothesis in this section. Make sure to present a logical argument for why your

• background information supports your educated guess.

• Remember to properly cite all your information sources, and list them in your bibliography. Include

your interview questions as an appendix.

Experimental Method

� Description of your variables (independent, dependent and controlled) and how you measured them.

• Description of your experimental and control data sets.

• Detailed information about the location of your study site(s), including maps.

• Materials written in paragraph form rather than as a list.

• Experimental procedure. This should be written in paragraph form as a description of what you did,

rather than as a list of instructions.

Results & Analysis

• The data you collected in organized tables. This should be your final calculations (means etc.)

• Graphs that display your data in a way that is easy to understand.

• Brief description of each graph.

• Include your raw data and calculations in an appendix.

Discussion & Conclusion

• Description of how you conducted your experiment and why you designed it the way you did.

• Brief description of what each graph in your Results section mean.

• Summary of what you learned

• Discussion of sources of experimental error

• Explanation of whether your data support or disprove your hypothesis.

• Summary of how your results address your original research question.

• Suggestions for further investigation of your project topic.

• How your results can be applied in your community.

References

• Include the bibliography of sources you used in your background research.

Acknowledgements

• Thank the people who have helped you accomplish your work on this research project

Appendices

• Expert interview questions

• Raw data and calculations

• Any other information you feel is important

Sample Abstract

PROJECT TITLE: The Effects of Ambient Air Pollution on School

Absenteeism Due to Respiratory Illnesses

SOURCE ARTICLE: Epidemiology, 12(1):43-54, January 2001

We investigated the relations between ozone (O3), nitrogen

dioxide (NO2), and respirable particles less than 10 [mu]m in

diameter (PM10) and school absenteeism in a cohort of 4th-

grade school children who resided in 12 southern California

communities. An active surveillance system ascertained the

numbers and types of absences during the first 6 months of

1996. Pollutants were measured hourly at central-site

monitors in each of the 12 communities. To examine acute

effects of air pollution on absence rates, we fitted a two-stage

time-series model to the absence count data that included

distributed lag effects of exposure adjusted for long-term

pollutant levels. Short-term change in O3, but not NO2 or

PM10, was associated with a substantial increase in school

absences from both upper and lower respiratory illness. An

increase of 20 ppb of O3 was associated with an increase of

62.9% [95% confidence interval (95% CI) = 18.4-124.1%] for

illness-related absence rates, 82.9% (95% CI = 3.9-222.0%)

for respiratory illnesses, 45.1% (95% CI = 21.3-73.7%) for

upper respiratory illnesses, and 173.9% (95% CI = 91.3-

292.3%) for lower respiratory illnesses with wet cough. The

short-term effects of a 20-ppb change of O3 on illness-related

absenteeism were larger in communities with lower long-

term average PM10 [223.5% (95% CI = 90.4-449.7)]

compared with communities with high average levels [38.1%

(95% CI = 8.5-75.8)]. Increased school absenteeism from O3

exposure in children is an important adverse effect of ambient

air pollution worthy of public policy consideration.

WORD COUNT: 241

The Abstract

An abstract is a complete but concise description of your entire research paper meant to give a general

overview of the subject while enticing potential readers to read the full paper. You will write it once you

have completed the entire paper, but it will eventually be the first piece that readers see. Your abstract

should generally be no longer than 250-300 words in length. Do not include your charts and graphs.

What Your Abstract

Should Include:

Motivation and Problem

Statement

Summarize the importance of

your project. Why is this

environmental issue interesting?

The first few sentences of your

abstract should grab the reader’s

attention. Briefly summarize your

problem statement.

Approach

Include the basic components of

your experimental design.

Results

What were the results of your

experiment? Avoid vague terms

such as "very,” “small” or “a lot.”

Be very specific about your

findings.

Conclusion

Describe the implications of your

results. Include a summary of

how your results compare to

other scientists’ results. Very

briefly summarize your ideas for

continued investigations of your

project topic.

Writing Tips

Use precise language.

Scientific writing must be accurate and precise. While your English teacher might tell you not to use the

same word twice in one sentence, this is not a concern in scientific writing. A student who tried not to

repeat the word hamster produced this confusing sentence: “When the hamster was put in the cage with

the other mammals, the animals began to play.”

Be careful using commonly confused words.

Some words can be easily misused, such as “effect” and “affect.” The following usages are correct:

“Temperature has an effect on the reaction,” or “Temperature affects the reaction.”

Do NOT use first person voice.

You should also avoid stating your opinion. Instead of using “I think…” use “The data indicated…” Rather

than writing “I analyzed the samples,” write: “The samples were analyzed.” If you cannot avoid the first

person voice without constructing an awkward sentence, always use “we” rather than “I” because scientists

never work alone.

Use active voice whenever possible.

It is more concise than the passive voice. Instead of: “An increased appetite was manifested by the rates of

food consumption and an increase in body width,” write, “The rats exhibited an increased appetite and

weight gain.”

Vary your sentence structure.

Feel free to use compound sentences, but don’t let them turn into run-on sentences. Strive for clarity.

Carefully proofread your paper.

Proof reading will help you eliminate errors in grammar, spelling, punctuation, and typing. Use Spell Check,

but remember that it will not catch all mistakes and may not recognize some scientific terms. Peer edit with

a friend or have someone in your family look over your paper. When you are feel your paper is in near-final

form, have your mentor provide a final edit.

Public Speaking & Presentation Tips

Feeling nervous before giving a presentation is natural. The best way to make sure you do well at your

Chapter’s Fair is to be prepared, and take steps to minimize your anxiety. Following are some tips on

controlling your butterflies so you can give a great presentation and impress the judges with your project1:

� Know your material.

Remember that after completing your EnvironMentors Project, you are now an expert on your topic.

Review your background research, data, and conclusions. The more comfortable you are with your

material, the easier it will be to present your information. It is not necessary to discuss everything you

know in your presentation, you can share additional information when the judges ask you questions. It

is acceptable to use humor, personal stories, and conversational language, but consult your mentor

ahead of time to determine what stories are appropriate.

� Practice. Practice. Practice!

Rehearse out loud with all the materials you plan on using in your presentation. Revise as necessary.

Work to control filler words (um, ah, you know); Practice, pause and breathe. Practice with a timer and

allow time for the unexpected. Practice in front of a mirror, with friends, family, and/or your mentor.

� Know the audience.

At the Chapter and National Fair, your audience will be the judges. If there is time before the judging

period begins, mingle with the judges and introduce yourself. It’s usually easier to speak to someone

you’ve already met (even if it’s just once) than to a complete stranger.

� Know the room.

Arrive early, walk around the fair location, and get comfortable with your display board set up. If you

brought models or visual aids, make sure you are comfortable with them.

� Relax.

When a judge comes to your display board, begin by greeting them. It buys you time and calms your

nerves. Pause, smile and count to three before saying anything. ("One one-thousand, two one-thousand,

three one-thousand. Pause. Begin.) Transform nervous energy into enthusiasm. Don’t apologize for any

nervousness or problem – the judges probably won’t even notice it.

1

Adapted from Toastmasters International: 10 Tips for Public Speaking (http://www.toastmasters.org)

� Visualize yourself giving your presentation.

Imagine yourself speaking, your voice loud, clear and confident. Visualize the audience clapping for you

at the Awards Ceremony – it will boost your confidence.

� Realize that people want you to succeed.

The judges all want you to be interesting, stimulating, informative, and entertaining. They are

evaluating your project and your performance, but they are all rooting for you.

� Concentrate on your message.

Focus your attention away from your own anxieties and concentrate on the information you want to

share with the judges.

� Gain experience.

Mainly, your presentation should represent you — as an authority on your project topic and as a

person. Experience builds confidence, which is the key to effective speaking.

Project Poster Tips

Your Project Poster is your opportunity to present your project visually. Your goal should be to incorporate

all the necessary information both informatively and attractively. Feel free to be creative in your design,

and remember that you will be using your display board to convey information to your judges. Elements of

your display board can, and should, be pulled from your research paper.

Required Elements

• Project Title

• Abstract

• Problem Statement

• Research Question

• Hypothesis

• Experimental Procedure

• Materials List

• Map(s) of your study site(s) location

• Results (Tables of data and observations as well as graphs and charts)

• Discussion

• Conclusion

• Acknowledgements

Items to Display on the Table

• Extra copies of your abstract for the judges

• Final research paper, if required by chapter, in a 3-ring binder

• Your EnvironMentors manual with all your raw data and project planning information

Optional Elements

• Photographs

• Drawings and Diagrams

• Newspaper articles related to your environmental issue

• Water or soil samples (if applicable)

• Model demonstrating an element of your project

Design Tips

• Color: Consider incorporating colors that relate to your project topic (blues for water quality, greens for

forest issues, etc.)

• Balance: Distribute your information evenly across your entire display board.

• Font: Use a simple font such as Times New Roman or Arial, and use the same font for your entire board.

Vary the size, or use bold or italics to add emphasis.

• Creativity Feel free to use any creative techniques you think will enhance your board such as borders or

color background sheets. However, strive to keep it simple, uncluttered, and professional looking.

Display Templates

Review the example display boards provided on the next few pages. You can use a blank PowerPoint slide

of Publisher document to design your poster.

You can also follow the link provided below to use a web template to plan your own poster. Fill in the

designated areas of the template with information from your project.

1) http://posters4research.com/templates.php#42/56

2) http://www.postersession.com/templates.php

3) http://www.posterpresentations.com/html/free_poster_templates.html

Printing your Poster

Ask your chapter coordinator about printing your poster. Remember that your design and printed poster

should be no larger than 36 x 48 inches (3 feet x 4 feet).

EnvironMentors Fairs

and Scholarships

EnvironMentors Chapter Fairs

In the spring, your chapter will host a Chapter Fair. It will be an opportunity for you to present your project

to judges and compete for a spot at the National Fair in Washington, DC. Your Chapter Fair may take place

at your high school or on a university campus. It may be held in a library, auditorium, or other community

facility.

You will be judged by multiple individuals, who will score your project. Judges are typically senior faculty,

deans, department heads, and local environmental leaders and professionals in your community. This

presents a great opportunity for you to showcase your project and the caliber of research you are capable

of performing. For this reason alone, you should take every opportunity to do the best you can to present

yourself and your project as well as you can at your chapter fair.

Winners of your Chapter Fair will be recognized at your chapter’s awards ceremony. The top three

students from your chapter will be invited to participate in the National Fair in Washington, DC. Ask your

Chapter Coordinator for more information about your Chapter Fair, and any awards and scholarships that

might be offered.

2012 Chapter Fair - Colorado State University

National EnvironMentors Fair and Awards Ceremony

The National EnvironMentors Fair and Awards Ceremony is…

… a serious competition

You will compete alongside the top three students from all other chapters

… an important opportunity for you

You never know who you might meet at the EnvironMentors Fair. A judge could eventually

become a mentor, friend, or help you find an internship or job. Plus you’ll meet people from

other universities across the country. You may learn about college you really want to attend,

even though you had never considered applying to before.

… a really fun event

The EnvironMentors Fair and Awards Ceremony are times for students to come together in

an end of the year celebration of a job well done. It’s an opportunity for you to meet and get

to know students from other chapters. Most of all the National Fair and Awards Ceremony is

EnvironMentors opportunity to honor you, our student scholars, mentors, chapter

coordinators, teachers, and so many others who worked hard to make the year a great

success.

2013-14 EnvironMentors College Scholarships

EnvironMentors offers students a variety of college scholarships. All students will compete at their chapter

fairs to move on to the National EnvironMentors Fair in Washington, DC. The top three students from each

chapter will compete for National EnvironMentors scholarships. Your chapter may also have scholarships

which are available only for students in your chapter. Review the following points in order to be

competitive for EnvironMentors scholarships.

Awards for Excellence in Experimental Science

These scholarships are based on application of the scientific method to the student’s project topic. The

evaluation criteria are set forth on the Judge’s Evaluation Form. At the National EnvironMentors Fair, all

students are evaluated by at least three judges, the average score of which is your overall ranking score.

First Place Award $2,000

Second Place Award $1,000

Third Place Award $800

Fourth Place Award $600

Fifth Place Award $500

Emerging Environmental Leader Scholarship $10,000

This prestigious scholarship is awarded to an EnvironMentors graduating senior who has participated in

EnvironMentors for at least two years, has been admitted to college, and who, as a result of their

participation in EnvironMentors and other experiences, has decided to pursue and environmentally-

related STEM college program. Not all students are eligible for this scholarship; please check with your

Chapter Coordinator about the application requirements and timing.

IMPORTANT REMINDER:

Scholarships are awarded to EnvironMentors students on the basis of acceptance to college to help

pay for college expenses including down payments, books, and other essentials. If you win a national

scholarship, you will need to send documentation of acceptance to the college you will attend, along with a

copy of your high school diploma. If you win a scholarship at the EnvironMentors Fair during your

freshman, sophomore, or junior year, you will receive a letter from EnvironMentors in the spring of your

senior year to remind you to send us documentation of college admissions so that we can send you

scholarship funds. Please see the following page for the actual list of EnvironMentors Scholarships.

EnvironMentors Research Project Evaluation Form

Student Name: ________________________________ Table #___________

University Chapter: ____________________________________________________

Project Title: _____________________________________________________

**Please rank the following project attributes on a scale of Excellent to Unsatisfactory/Absent**

A. APPLICATION OF THE SCIENTIFIC METHOD (40 points)

Excellent Good Satisfactory Needs

Improvement

Unsatisfactory/

Absent

Points 5 4 3 2 1

1) Project Topic:

- Can the student clearly articulate how he/she

came up with the project topic?

- Does the student demonstrate that the topic

was born of his/her own interests?

2) Research Question:

- Can the student explain the importance of their

research question(s) to the field in which their

research is contributing?

3) Hypothesis:

- Does the student present a testable

hypothesis?

- Is the hypothesis stated in a way that it can be

distinctly supported or refuted?

4) Experimental Procedures:

- Did the student design a research method

designed to gather the information necessary

to test the hypothesis?

5) Literature Research Conducted:

- Did the student include and cite:

o At least 6 sources?

o Can the student explain how he/she knew

the sources were credible?

- Did the student conduct and cite at least 1

expert interview with someone other than their

mentor?

6) Field Research Conducted:

- What research method did they employ?

(e.g. field work, lab work, survey)

- Did the student collect original data?

- Does the project include control and

experimental data sets? (if field or lab work)

- Can the student explain his/her choice of study

site(s) or setting(s)?

- Is student data collection quantity and quality

sufficient to draw conclusions?

7) Discussion:

- Can the student explain their results?

- To what extent is the explanation consistent

- with their data?

8) Conclusions:

- Can the student clearly articulate WHY he/she

believes WHAT happened, happened?

- Can the student describe what he/she would

do next if he/she had the opportunity to do so?

B. ENVIRONMENTORS EXPERIENCE (10 points)

Excellent Good Satisfactory Needs

Improvement

Unsatisfactory/

Absent

Points 4 3 2 1 0

1) Applied Learning

- Can the student clearly articulate the

importance of their research question to an

environmental issue important on a local,

national, and/or global level?

2) Environmental Stewardship

- Can the student answer the questions: why is

it important to protect the environment? and

what can you do to protect the environment?

Excellent Good Satisfactory Needs

Improvement

Unsatisfactory/

Absent

Points 2 1.5 1 0.5 0

3) Project Inspiration

- Can the student answer the question: what

was the most important thing you learned from

an adult you met through EnvironMentors?

C. PRESENTATION (25 points)

Excellent Good Satisfactory Needs

Improvement

Unsatisfactory/

Absent

Points 5 4 3 2 1

1) Verbal

- Can the student respond to interview

questions clearly and concisely when

prompted?

- Does the student communicate his/her project

in a logically developed presentation?

- Is the student excited about his/her project and

eager to discuss it with you?

2) Physical

Has the student developed…

- a visually appealing display board that show

attention to grammar and spelling

- additional materials in his/her exhibit which

help communicate his/her project in an

interactive and engaging way

3) Professionalisms

- presenter is dressed for the occasion, and

behaves professionally

D. Research Paper (25 points)

Points Present = 2.5 Not Present = 0

A) Title Page

B) Abstract

C) Introduction

D) Background research/lit review

E) Experimental Method

F) Results and Analysis

G) Discussion and Conclusion

H) References/Annotated Bibliography

I) Acknowledgements

J) Appendices (Expert Interview questions, raw

data and calculations, other)

GRAND TOTAL (100 points)

Additional Comments

Please provide the student with several comments

(positive and/or constructive) that could help

him/her further develop his/her abilities. We will

share this evaluation with students.

Were there any aspects of the scientific method or

research that students didn’t understand clearly?

Printed Name ________________________________________

Signature ________________________________________

National Fair Practice Questions

At the Fair, you will be evaluated by at least three judges who will interview you based on the following

questions.

1) What originally interested you in your project topic? Why did you select this topic?

2) What are your Project Topic and the Purpose of your project?

3) What is your research question and hypothesis for this project?

4) Who did you interview in your Expert Interview? What new information did you learn from

him or her that you hadn’t obtained through your independent research?

5) What sources did you use for your Literature Review? What did you learn from your Literature

Review?

6) What data and/or observations did you collect in your experimental research? Can you explain

your experimental research methodology for me? What was your sampling method? How many

trials of data collection did you conduct? Where was your study site(s)?

7) In what ways did you analyze your data? Can you explain your graphs for me?

8) What conclusions do you draw from your research?

9) Is there anything you would do differently if you had a chance to conduct this project research

over again?

10) What would you like to next if you had an opportunity to either continue this project or to

develop a new one?

1101 17th St. NW

Washingtoin, DC 20036

Phone: 202-530-5810

http://www.ncseonline.org/program/environmentors