Introduction 2
A Brief History of Science Research at ETHS 3
Why Bother with Research? 4
Resources Available to Students 6
How Can I Get Involved and Started? 7
What Are Some Possible Projects? 8
List of Some Past Projects 16
Outline of Basic Statistical Definitions & Error Propagation 17
Timetable of Competitions 19
When a high school student hears the word “research” chances are he or she immediately thinks of some long, perhaps boring, research paper that will cause nightmares over the next few weeks. This is not the case, however, for science students at ETHS. Instead, “research” means the possibility of taking a question you have wondered about and then going about finding an answer by using the scientific method.
There is a long and proud tradition of science research done by ETHS students. For over 50 years students have participated in such competitions as the Westinghouse Science Talent Search (now known as the Intel Science Talent Search), SuperQuest, and the Loyola Science Symposium. These are high-level, prestigious competitions, and ETHS students have done quite well. In fact, few schools nationwide have seen the success that ETHS has. Perhaps you will want to challenge yourself by taking on a research project, which promises to be a rewarding experience both intellectually and practically. In addition, you can become part of the ETHS Science Research Team that places emphasis on students and faculty helping one another through projects and discovering how inter-related the various scientific disciplines are.
This packet will provide some background information about the history of science research at ETHS as well as address concerns of students who may be interested in doing some independent research. In addition, you will read about some of the resources available to you as an ETHS research student, many of which are unique for high school students. Finally, lists of research topics, both past and present, will be presented in order for students to see the possibilities for research, keeping in mind that these lists only scratch the surface of what may be done.
Don’t be fooled - science research is challenging, time consuming and frustrating at times. But besides all that, we want to stress how much fun and rewarding it is! We hope to get as many students involved in science research at ETHS as possible, so please take the time to read the next few pages to see if this is something you would like to try.
Then:
ETHS students have been involved in science research and competitions since the early 1940’s. At that time there was a new, national science competition sponsored by the Westinghouse Company and called the Westinghouse Science Talent Search. This competition quickly became the top science competition in the country, and eventually was nicknamed the “Nobel Prize” for high school students. There is good reason for this title: five finalists in the competition have gone on to win the actual Nobel Prize!
While ETHS has not (yet) produced a Nobel Prize winner, its students have been very successful in the Westinghouse competition. The first nationally-recognized winners from ETHS were John Pererson and Lloyd Pelling in 1942. Since then, there have been over 180 national semifinalists and finalists from ETHS. No other general public high school has done better over the years. Intel Corporation has taken over the sponsorship of the Science Talent Search, beginning in 1998.
Besides the Science Talent Search, ETHS students have also done well at the Science Symposium (regional competitions are held at Loyola University) and, for a five year period in the late 1980’s and early 1990’s, dominated the national SuperQuest competition. These are all difficult, high-level competitions, and the record of ETHS students makes it clear that there are many intelligent, creative and motivated students who pass through the school.
Now:
Up through 1998, students worked individually on their projects with a single faculty advisor. Beginning in 1999, the ETHS Science Research Team has been developed to make the research program at ETHS more like university and industrial research programs. It has become clear that modern research has become more interdisciplinary, and that it is at times necessary to get advice from experts in other areas of science and research. ETHS students and faculty advisors now meet on occasion as a group in order to learn from each other and broaden the scope of individual projects. This type of atmosphere will benefit all who participate and make the experience more enjoyable. In addition, the Science Research Team will try to expand the number of projects available as well as the number of opportunities to present student projects. Some of the new opportunities include the Siemens-Westinghouse Competition (which can be done individually or with teams of 2-3 students who do not have to be seniors), the more traditional science fairs (at the local and state level), and independent study projects. We hope a team effort will provide continued opportunities for ETHS students to be successful in exciting scientific research well into the 21st century!
Why Bother
with Research?
This is a very important and relevant question all students need to ask themselves before committing to a research project. It is very important to understand that getting involved with a science project is first and foremost time consuming. Science does not happen over night. A researcher must first do many hours of “hitting the books” to learn about a given topic and past research in the field, then plan, design, build and perform a series of experiments to take data; do a strong and perhaps sophisticated statistical analysis; draw appropriate conclusions; and write a clear and detailed report to present to the outside world for review and assessment. It is not an easy task. In the end, there is no guarantee that after doing a project and spending countless hours working on and perfecting experiments any given student will win a competition or even be recognized by people outside ETHS. Why bother if there are no external rewards? It is safe to say that ETHS has seen more students send in projects and not be “winners” than have gone on to be nationally recognized.
The truth is, any student who puts in the time and effort to complete an independent science project “wins” in so many other ways, regardless of whatever outside recognition he or she receives. The first thing that comes to mind is the knowledge gained from the experience. No matter what the project or scientific discipline studied, every single student who does a project will learn a tremendous amount of science. Perhaps a more important way of thinking about this is that every single student will have the rare chance of learning how science is really done. ETHS students have an incredible opportunity to be curious about something and then go after it full speed to try and find answers. Very few high schools offer such opportunities to their students. Students learn that science really does take time; researchers have to be meticulous, competent, clever, creative, motivated, and fascinated with the way nature works. There is no better feeling than learning the answers to questions you may have had for years, and knowing that the discovery was made by you.
Many of the projects students have done not only involved literature searches and experiments, but also computer simulations. ETHS research students will not only learn the science behind their projects, but they will also learn about simulations and computer programming. This is an immensely important aspect of modern science most students know nothing about; you will actually get to do it yourself. You will be able to begin developing computer and analytical skills that will last a lifetime and can be applied in countless ways, no matter what field you go into in the future. There is an old saying that is incredibly true, especially when you’ll be living and competing in an “information and technology age:”
Knowledge is Power.
You will gain much practical knowledge and experience by doing a project.
Researchers not only learn about specific topics, but they also learn much about themselves. You will be working most of the time alone; yes, your teachers will work with you in an advisor’s role and the research team will be a wonderful support system, but the work will be yours. Truthfully, not everyone can do this. It involves a huge time
commitment for starters. Projects for the Intel Science Talent Search typically take between six months and a year, and perhaps even longer. Students who get involved with projects also have school, extracurricular activities, family and friends to worry about. These students must learn about time management, which is something most adults still have problems with! You will be able to push yourself to new levels you may not have thought possible; learning things and doing things you always thought other, “smarter” people could only do. You will learn the value of taking a chance and then going all the way until it is finished. Again, you will feel good about yourself if you can make it through the whole process. By completing a project and getting a report turned in automatically makes you a winner by any definition and standard…it is worth the time and effort!
Last and
not least, if you think you might want to go into a science area as a career,
why not try doing real science in high school and see if this is in fact for
you? Whether you are interested in
medical research or biochemistry of nuclear physics, take advantage of this
rare opportunity and see if research is something you really would like to do
with your life. And, science
research is not a bad thing to have on a college application!
There are many reasons to try a research project if you are the curious type, and there are probably many more that could be listed here. Regardless, if you are serious about trying a research project, there are so many other benefits than being named on some list with other students from around the country. Why not give it a try?
In the past, almost all research projects done by ETHS students were done “in-house.” Students used school equipment and sometimes built their own to do their projects. Depending on what your interests are and the scope of your project, you may also have to build your own apparatus. However, there are other students who may get the chance to work outside ETHS in university labs (such as Northwestern and Loyola). Several ETHS teachers have contacts at these places and could perhaps set things up for students. Even if you do not work in a university lab, professors are available for consultation and advice.
The ETHS Science Research Team has a number of experienced teachers who have research backgrounds. This set of teachers can assist and guide students with research at all levels, regardless if you are a freshman just starting off or a senior who is completing work on Intel-level projects.
We are very fortunate to have several outstanding research universities in our area. One of the most important aspects of doing a research project is an exhaustive search of the literature for both theoretical and experimental concerns of your project. The Northwestern and Loyola libraries are stocked with all the important journals and texts that one would need. The ETHS library staff is also excellent and can help you find initial information on almost any topic. This, along with the Internet access within the school and at home, will allow students to have access to the same information sources as any professor.
As mentioned earlier, a major part of modern research is done with computer simulations. The ETHS science department has its own computer room, the theory center, for students to work in when doing research projects. You will be able to learn and master different programming languages such as visual basic, FORTRAN, and C++. There are analysis programs, graphing programs, and other software packages such as Mathcad to help you do the analysis required of your project.
Regardless of the science you would like to do, chances are good that it can be done. What you need to do is approach one of the science teachers on the research team and discuss your interests, and they can get you working on good projects. Then it will be up to you to use all these resources to your advantage and do some strong science research!
This is probably the easiest part. First, you need to think about what’s been presented in the above pages and decide whether or not you want to make the commitment to doing a science project. It will take a lot of time; it will be hard work; it will probably be frustrating at some point. But if you really want to try, then all you have to do is talk with a science teacher and have him or her point you in the right direction. You will be responsible for your project. You advisor(s) and the research team will help in limited ways, but the point is for you to work as independently as possible and see what you can do. Keep in mind it is now possible to work with one or two other students for the Siemens-Westinghouse Competition, so this opens the door to other possibilities.
One of the hardest parts of a research project is actually finding a specific topic and problem to investigate. The student needs to think about what his or her interests are because the best projects develop when the student is actually fascinated with a particular phenomenon. Let a research team faculty member know what some of your interests are, and then it becomes easier to select a topic for the project.
Typically your advisor will get you started with the literature searches and collection of information relevant to the project. Your advisor will also help you limit the scope of the project so you don’t start down an impossible path. But after that, you will begin to develop your own hypotheses and design your own experiments. If necessary, you will work with your advisor on simulation methods as well. Eventually you will collect data and begin the analysis.
An important point to not forget is to have fun with the process when you begin. There’s nothing wrong with that! But it is up to you to take the initiative and approach a teacher or other research team members (including other students who are involved in research) to get you started. No one is going to force a student to do a project, and it is your choice.
Below is a
list of possible projects ETHS students might consider. After
each topic is a code. The code gives
the area of science the project falls under.
Since most science is interdisciplinary, more than one code may be
listed. The codes are:
A=astronomy, B=biology, C=chemistry, M=math/theory, P=physics,
SS=social sciences or psychology.
¨ Studies
of Ants (B, C)
A new area of research for ETHS has been started with this project. An investigation of how ants are able to walk up and down walls has begun. There are chances to do chemical analysis as well as anatomical analysis to investigate such behaviors. This could possibly expand into behavioral studies as well as other physical studies of ants or other organisms.
¨ Phytoremediation
(B, C)
Previous students at ETHS have shown the dramatic uptake of lead ions by sunflower plants. This has many applications for non-invasive environmental clean-up of lead and other ions polluting the earth. One study of interest would be to monitor and quantify lead lead removal from soil by sunflowers. With actual removal rates established one might be able to create a homeowners guide to lead removal in gardens! (Note: many people have high lead content near old garages and homes painted with lead paints)
¨ Human
Pheromones (B, C)
Pheromones are airborne hormone
molecules emitted and detected by other humans. This is a fast-growing area of biochemical research that has
far-reaching implications for everything from immunity to dating and mating. We are currently investigating hopes of
developing some interesting topics in this area.
¨ Evolution/Anthropology
(B, P)
With the appearance of preserved specimens such as the wooly mammoth we may find out a little more about how various species have evolved over many years. Much work in categorization and classification of ancient species by bone analysis is being done in Chicago and around the world. Make no bones about it (get it?!): some ETHS students are very interested in this area.
¨ Latent
Inhibition in Adolescents (B, SS)
Latent inhibition is a learning task in which a person is first repeatedly exposed to a stimulus, such as a tone. After the person has learned to ignore the stimulus, the second phase of the task takes place. The stimulus is now paired with another, relevant stimulus, such as a puff of air to the eye. People who have been exposed to the tone before hand take a much longer time to learn that the tone now signals a puff of air. Schizophrenic adults do not take longer to learn this task, and neither do adults who are at risk for
developing schizophrenia. Adolescents at risk for schizophrenia have not yet been studied. If adolescents at risk for schizophrenia do not learn the latent inhibition task, it could prove to be a valuable tool in diagnosing the individuals who are most likely to develop the disorder.
¨ The
Effect of Sleep on Forgetting (B, SS)
Previous research at ETHS has indicated that adolescents sleep cycles are quite different from those of adults. Most students at ETHS know what it is like to go without sleep. How does this affect a student’s remembering of important information? There is much data showing that if information is not reviewed within the first 24 hours of being exposed to it, up to 80% of the information is forgotten. How does the sleep habit of an ETHS student affect his/her learning?
¨ Materials
research: “Self-healing” materials (B, C, P)
A new area of research at ETHS is beginning with a group at Northwestern in the field of materials science. New types of composites are being developed with a unique “healing” property. Think of many kinds of current materials that can scratch, be torn, deformed, etc. Now, think of what the world would be like if many common deformations in a material could be repaired by the material itself! It is analogous to our skin being able to replace itself and mend small scratches and cuts over time. Some ETHS students are about to begin this type of research, and the future potential for other projects is tremendous.
¨ Heat
distributions from a friction heat source (P)
This project is focused on the distribution of heat generated by kinetic friction between pieces of conductive metals. Heat distributions will be measured in metal bars that rub against a spinning metal flywheel, and an attempt will be made to determine the amount of heat that leaks into the atmosphere through the boundaries. This has all kinds of practical applications, particularly within most machines where metal on metal interactions take place.
¨ Determination
of stress patterns using holography (P)
This is a new avenue of research for ETHS students. Attempts are being made to use holography to take before and after pictures of certain objects to determine if certain stress patterns appear, and if so, if there is a mathematical rule they follow. The current project is looking at chicken bones! Many extensions of this research may be possible if good techniques are determined through this groundbreaking project.
¨ Hydraulic
jump in fluid flow (P)
The next time you turn on a faucet at home, look at the pattern that is made when the water hits the sink. There will be a circular pattern that forms, where the water spreads out flat. However, a certain distance from where the water is hitting the sink, a ‘rim’ appears; this is the so-called hydraulic jump. This is a new area of research for ETHS students, and several variations are already being investigated in this common, but not completely understood, phenomenon.
¨ Application
of fractals in the real-world: Tree structures (P, M, B)
A more theoretical/mathematical project has been developed: using fractals to generate mathematical structures that appear to reproduce certain types of trees quite well. A prototype computer simulation has been developed by an ETHS student which is able to make use of certain variables that represent different physical and environmental aspects of trees, and the computer results will be compared with actual trees. Potentially this could lead to predicting the effects of global weather and environmental changes on trees.
¨ Heat
flow in fluids (P)
A different “twist” to heat flow can be investigated with fluids. In particular, a variety of questions can be asked as to the relationships between heat flow and viscosity, depth, pressure, as well as the types of boundary conditions that arise from the type of container the fluid is in. Heat distributions and the resulting currents that result are interesting aspects of this type of research.
¨ Monte
Carlo studies for CDF experiment at Fermilab (high energy particle physics) (P,
M)
Monte Carlos are sophisticated computer programs that generate events that are based on probability distributions. One such application is in high energy particle physics, where subatomic particles are produced from collisions between protons and antiprotons (antimatter!). From a burst of energy, various combinations of dozens of particles can be created (energy changing back into matter via E = mc2), and huge particle detectors measure various properties of those created particles. Monte Carlos take theories and calculate predictions as to what the theories suggest we should see in reality. Experimentalists then design experiments that look for those predictions. You will learn some applications of higher math, computer programming and approximation techniques, and statistical analysis, as well as the cutting edge ideas behind the structure and origin of the universe!
¨ Molecular
sizes and their effects on properties (P, C, B)
A current topic of research in solid state physics is molecular size. One can ask the question, “How big is big and how small is small?” The answer currently is “Who knows?” What we mean by this is whether the size and length of a particular molecule makes a difference in its properties, and if so, where is the “magic length” that does this. For example, for some combination of 100 atoms (forming a chain), if we add the 101st atom to the
chain do the properties and characteristics of that chain completely change?
Initial research suggests this to be the case, that there is a very definite break simply by adding or subtracting one atom! No one really understands why this might be the case, and computer simulations and experiments are trying to be developed that will answer such questions. If someone gets to the point of understanding the reasons why, it will have tremendous implications and applications in many areas of industry, material science, biology and so on.
¨ Simulations of molecular structure (B, C, P)
A couple current projects are underway that make use of sophisticated computer programs to develop models of various chemical structures, and then investigate possible consequences and properties based on those structures. The program is a simulation that uses quantum mechanics to get very good approximations of molecular bonding strengths, shapes and lengths. Quantum chemistry has been developing over the past thirty years, and finally the theoretical models are good enough to be compared with the actual physical structures found in nature, and the simulations are opening the doors to countless projects in this field. The next set of 6 project titles are examples of what can be done in the developing area of research of physical chemistry:
¨ Microwave Catalyzed Fries Rearrangement of Thymyl Acetate and Thymyl Benzoate (C, P)
¨ Determination of the Transition State of the Epoxidation of an Alkene by a Peracid Using a Semi-Empirical Quantum Mechanics Method (P, C, M)
¨ Ab initio Determination of the Transition State Structure of the Intermediate Adduct Produced During the Alkaline Hydrolysis of Cocaine: A Theoretical Investigation (C, P)
¨ Using the Semi-Empirical PM3 Quantum Mechanics Method to Model Proton Transfer Reactions in Hydrogen-bonded Systems (P, C, M)
¨ Theoretical Study of the Endo/Exo-Selectivity in Diels-Alder Cycloaddition Reactions by Means of Ab initio Quantum Mechanics Method using Spartan (P, C, M)
¨ Molecular Modeling of Complexes of Macrocyclic Ligands (Crown ethers, Ccalixarenes, etc.) with Selected Cations and Anions Using Molecular Mechanics Calculations (C, P, M)
¨ Effects
of surface temperature on friction forces (P)
A potential area of research could
exist in the area of friction between surfaces that vary in temperature. Do friction forces change with surface
temperature? Is there a temperature
dependence for coefficients of friction?
Certainly one might expect there to be effects of surface temperature on
things such as lubricants, but what about coefficients of friction?
¨ Orbital
Dynamics – Drake equation (A, P)
The Drake equation is an equation that consists of the product of various terms we presume are essentials for the development of intelligent life as we it in other areas of the galaxy. The individual terms are largely probabilities
and estimates. The question of this project became one of estimating the probability that a planet could survive a hostile regional environment that would presumably exist during the 4-5 billion year development of the planet and evolution of life on that planet. For example, in the earth’s region there are up to 100 stars that are relatively close to our solar system. These stars have a variety of speeds and more or less are now in stable orbits around the center of the Milky Way. However, over the billions of years
required for life to evolve on earth, no one can currently estimate/calculate the orbits and trajectories of these closest stars. Computer simulations were done that randomly had “rogue stars” enter the solar system and looked at how often the earth’s orbit was disturbed enough that would have caused the evolution of life to stop. The probabilities found from the simulation could be added to the Drake equation, and it can also be extended to other regions of the galaxy to determine where other life has the best chance of evolving.
¨ Effects
of magnetic fields on plant and E. coli growth (P, B)
A new area of interdisciplinary research has been started by an ETHS student: do stronger magnetic fields affect the growth and properties/characteristics of plants and/or microorganisms such as E. coli? This idea originally came from recent research that suggests magnetic fields can actually help people in physical therapy, especially with problems at joints. This has the potential to lead to numerous other projects because one can vary magnetic field strengths and test the effects on numerous types of plants and microorganisms.
¨ Acoustical
studies of cat behavior (B, P)
And yet another new area of
interdisciplinary research has been started by an ETHS student: are the sound
patterns generated by cats correlated to the behaviors seen in cats? A computer analysis of cat calls is being
done to look for any such correlations for a specific behavior, feeding. This is a wide open area of research and has the possibility of being
extended to multiple projects, including other animals such as dogs.
¨ Studies of polypeptoids and their use as lung surfactants (B, C, P)
ETHS students have begun working with a Northwestern University research group that is investigating the use of polypeptoids as a possible lung surfactant. Lung surfactants are chemicals that coat our lungs and allow the lungs to expand and contract. However, for many people, especially newborns, there may be a problem with the surfactant that can cause death due to breathing problems. New types of chemicals are being looked at that can serve as replacements for our natural surfactants, and there may be future opportunities to get involved with this same research group.
¨ Granular materials studies (P, C)
ETHS students have done original research in the properties of granular materials, such as sand. There are certain instances where these materials exhiit more fluid-like behavior, even though they are large numbers of true, distinct particles. Mixing properties and oscillon behavior of vertically vibrated granular materials, rotational mixing, and avalanching are all possible topics.
Other Interdisciplinary Areas to Explore
Environmental
Science (B, C)
There are several years worth of data from trips to Cedar Lake that could potentially be used to look for long-term biological, ecological, and/or chemical changes that have taken place; in particular, the impact humans have had on the lake.
A project might include a search for specific types of changes in the Cedar Lake ecosystem such as increased fecal coliform and phosphate levels, identifying the source(s) causing the change, developing a timeline/history of the changes and statistically defining and identifying trends, etc. Environmental science is a booming field and there have been more and more national winners who have done these types of projects. A project of this type could involve computer simulation development in addition to field work.
Astrophysics
Some students have worked in a summer intrenship program with Northwestern astronomy professors. There are possibilities of developing research papers from this experience.
Biophysics (B, P, C)
¨ There are claims that some animals can “sense” natural disasters before they happen, such as birds and cats “freaking out” before earthquakes, tornadoes, etc. Perhaps some type of project(s) could be developed to investigate such claims.
¨ Effecting the movement of termites – It is well known that termites follow certain kinds of ink lines drawn on paper. If the line is drawn in circles, the animal will follow the circle endlessly. What is not known is why the animal follows only lines of certain color. Moreover, the termite appears to prefer a certain brand of ink. Although this suggests smell preference, no one has tested the idea.
Geophysics (P, C)
It may be possible to get different types of data on phenomena ranging from earthquakes to the reversal of the earth’s magnetic field. Computer simulations and historical trends could be developed, or possibly early detection methods could be investigated if certain trends become apparent.
Genetics/DNA
Studies (B, C)
Genetics and DNA studies have seen amazing progress the past decade and are still evolving in their scope and depth of study. These areas of study are in development for ETHS students.
Mathematical/Theoretical Physics
(Non-simulation project) (P, M)
This might include topics such as quantum mechanics, general relativity, string theory, symmetry and symmetry breaking, high-Tc superconductors, phase transitions, and other theories that require high-level mathematics. Someone in this area would be wise to begin developing the project and mathematical techniques early sophomore year!
Psychology or
Social Sciences (SS, B)
This has been a growing area of research and national winners have been produced from these fields of study. Topics that come to mind might include various aspects of peer pressure (both positive and negative), family pressures, sibling rivalries and competition, student perceptions of what they see in their futures as a function of age and grade, family structure, socioeconomic status, race, gender, etc. There are other possibilities where comparisons can be made between genders and/or race such as learning styles, if there are statistical differences between how different groups approach tests, assignments, school in general, extracurriculars, jobs, college, etc.
¨ The connections and relationships between diet and academic success.
¨ The connections between different physical stimuli (smells, foods, sounds, colors, etc) and various behaviors or attitudes.
Education Research
(B, C, P, M, SS in various combinations)
¨ One of the priorities of the high school and community is to identify reasons why minority academic achievement lags behind that of the majority, even when various factors such as socioeconomic and family structure are similar. There are many studies that could be done, and data could be collected specifically for the Evanston community. Such data could be used for competitions as well as the Minority Student Achievement Network where ETHS has taken the lead, and could have national implications.
¨ Many university groups have sprung up the past 15 years looking at topics such as science education. New methodologies and teaching philosophies can be tested in any subject area, and data would include things like test scores, interviews and anecdotal data, etc. There are numerous published papers that can be used as models for such a project.
¨ The effect of subliminal sounds on class performance. (B, SS, P)
¨ Biofeedback and Class Performance (B, SS) – Biofeedback is the monitoring of an individual’s body functions, like pulse or finger temperature, and the feeding back of that information to the individual. There is a large body of data that shows biofeedback can result in a reduction of stress levels. Can biofeedback improve classroom performance? Can it be used to help students who have test anxiety?
Computer Science
(architecture, neural networks, artificial intelligence, robotics, encryption,
algorithm development, etc)
¨ Computer
science and technology are allowed topics for projects, and there have been
several isolated cases of high school students being able to patent their ideas
and inventions. Currently computer
simulations are growing in importance in scientific research. Cutting-edge simulations for high-level
research groups normally involve supercomputers because so many billions of
iterations are needed to get usable results.
Someone interested in computer science and programming may be interested
in looking for new approximation algorithms to solving integrals and/or
differential equations that would shorten the amount of computer time down to
something desktop PCs could handle.
Another possibility would be some type of parallel computing algorithms
that break apart a computation and combines them in the end.
¨ As more
systems evolve from analog to digital, problems have arisen as far as
encryption. There are many reasons why
people would want to hide data as it is being transmitted, but it becomes more
difficult when in a digital form. This
is a big area of research, and there have been national winners who have worked
on such problems.
Research Proposal Format
Below is a brief outline of the main format for a
typical research proposal. Use it as a guide to determine what your specific
research topic will be, and follow the timeline in order to make good, steady
progress over the next year so you can finish in a timely manner with a strong,
competitive project. You and your
advisor can develop a specific timeline for your project development.
¨
Determine which field of science, math, or computer science you are
most interested in: it is vital that you choose to work on something that you are truly
interested in and curious about. You
will get more out of the research, it will be more fun, and you will have a
better chance of sticking with it over an extended period of time. You will have to do literature searches into
the general area of science to develop broad ideas of what is already known and
what open research questions exist in a particular field of science; working
with an ETHS science faculty member, you will then begin to narrow the focus of
your interests in order to develop a set of possible research questions.
¨
Proposed research question: this needs to be as specific as possible in whatever
field of study you choose. Depending on
which area of science you choose to work, you and an ETHS faculty research
advisor will sit down to determine how realistic your topic of interest
is. It is imperative early on to
determine whether your research can be done at ETHS or if you will need to make
outside contact with a research group (e.g. at Northwestern). You and your advisor will also have to
estimate how much of a time commitment is likely to carry out your project.
¨
Brief descriptive title of proposed research: a direct statement of your
research goal.
¨
Reason for research: Why is it important to find
an answer to the question?
¨
Background information on your topic: Provide a summary of
information you have found concerning your topic. Think of things like the research that has already been done in the
field, questions remaining from any prior research, brief highlights of any
theory(ies) that may exist to explain the phenomenon, etc. You must show that you have looked through
the literature and have found the latest updates in your area of study. Normally people don’t get funded if they are
‘reinventing the wheel.’
¨
List of References relevant to your topic: keep a running list of all
references as you work through the literature.
You will be required to have this list for your final paper, and chances
are you will need to go back to certain references throughout the entire
research experience. This includes all
textbooks, reference books, journal articles, Internet sources, private
communications with teachers or professors, etc.
¨
Any hypothesis(ses) relevant to your research that you are specifically
investigating: Describe/explain main points of what you expect to happen in your
research based on literature research.
¨
Resources available to you already at ETHS: What equipment, library
resources (such as journals, Internet availability, etc.), software, computers,
and teachers are going to be available to you at ETHS. Based on your literature research, it is
important to focus on the methodologies and experimental procedures others have
already used in your area of interest.
You will either be building off of what others have done or get ideas of
other experiments you would like to do, but you need to think about the
equipment necessary to investigate your question(s).
¨
Other resources you think you’ll need to be able to proceed: From your literature
searches, what other equipment/resources/software will you need to design an
experiment? Is it affordable (we do
have some funds available for research materials)? Again, this may limit the sophistication of your project
dramatically, or even if your project is a possibility at all! Think of any universities, industrial
resources or donations, medical research facilities, national labs, etc., for
possibilities.
¨
Potential costs for additional resources: This may or may not be easy
to do; your faculty advisor will help with this.
¨
Proposed experiment: What design will it have? What controls will be in place?
How will you measure relevant quantities? What are some probable problems/uncertainties you can expect to
deal with? What expected levels of
precision will your measurements and, therefore, results have?
¨
Timetable: What are your initial projections and expectations as far as the time
needed to carry out the data collection and analysis? If you are looking towards competitions, note the following
approximate dates your report would be due:
Siemens-Westinghouse Late September
Intel Late
November
Loyola Symposium Mid-
to Late January
¨
Any other concerns for this research: Are live specimens (especially
vertebrates) involved? Any possible
dangers (risk of explosions, gases, fire, electric shock, radiation exposure,
etc)? Basically, make a review of
safety requirements that you might need to consider.
¨
After compiling and analyzing data, reach logical conclusions and write
up a research report! This is the goal. By working systematically and consistently
through this list, the sections of your final research report will be in
place. All that remains is to touch
things up and put the sections coherently together for your report.
As you can see, there are many considerations and
details you must think about to do sophisticated research. This is why it is so important to develop
good work habits and stick to a schedule as best you can. You will be busy with classes (and your
schoolwork still must come first), but with
discipline and good time management there is no reason why you wouldn’t be able
to complete a string Intel-level project. Your faculty research advisor will be around through the entire
process to assist and encourage you through the difficult periods when
everything seems to be going wrong, but the real work is up to you.
Good luck!
In order
to help you get started with a research project, you will need to do the
following as a first step.
¨
Determine which topic or field of science, math, or computer science
you are most interested in: It is vital that you choose to work on something
that you are truly interested in and curious about. You will get more out of the research, it will be more fun, and
you will have a better chance of sticking with it over an extended period of
time. You will have to do literature
searches into the primary area of science to develop broad ideas of what is
already known and what open research questions exist in a particular field of
science; working with an ETHS science faculty member, you will then begin to
narrow the focus of your interests in order to develop a set of possible
research questions.
What to do: Write a paragraph
expressing your interests, curiosities and topics you might want to
investigate. In addition, state whether
you would like to work individually or with a partner (the Intel and Symposium
competitions are individual, while teams are allowed in the Siemens and Science
Fair).
Year Title
1945 The effect of heat on the germination of bean seeds
1952 Endocrine effects of diethylstilbestrol residue in poultry
1954 Effects of water types on appearance and weight of guinea pigs
1956 Bacterial synthesis of vitamin C
1956 Transistorized high fidelity
1958 Impact of TV instruction in science classrooms
1958 Organic glazes
1959 Magnetite in Lake Michigan sand
1959 Can a learned behavior survive and persist through the metamorphosis
from larva to mature insect?
1960 Effect of drugs on flatworm regeneration
1961 Computer simulation of artificial life forms and environments
1960 Ecological succession
1961 The effect of atmospheric pressure on the speed of chemical reactions
1961 Inorganic chemistry
1962 Investigation of Fermat’s Last Theorem
1962 Conditioned reflux patterns in mealworm larvae
1965 Mathematical logic
1968 Astronomy
1969 Inorganic chemistry “Ligand-field strengths of the halides by spectral absorption”
1969 Hydrodynamics of pigmentation in the small intestine
1971 Mathematical sociology
1974 Modified photoelectric effect
1976 Theoretical Euclidean relativity
1977 Simulation of spatial coverage by a network of radio observatories used as
a VLBI array
1978 The interplanar distance in a chloresteric liquid crystal
1978 Isolating antibiotics
1979 Elastic properties of solids with voids
1982 Gravitational lenses and quasars
1984 Magnetic drag forces
1986 Electrosynthesis
1988 Effect of geometric variations in the dispersed phase on the thermal diffusivity of composite materials
1989 Physics of heat flow transfer
1989 Contact bounce, mechanical vibrations
1991 Modeling heat flow
1992 Thermal imaging
1998 Physics of the baseball bunt
1998 Static friction at the microscopic level
1998 Vibrations in square plates
1999 Heat flow through nonhomogeneous materials (thermal refraction)
2000 Orbit Perturbations due to rogue stars
Using fractals to describe environmental effect on plants
2001 Work on developing polypeptoid replacements for lung surfactants
2002 Effect of jet structure on hydraulic jump profiles
Mixing properties of granular materials
2003 Properties of Biomimetic Peptide
Simulation of Gravitational lensing with classical optics
Properties of hydraulic jump on inclines
Properties of vibrating granular metals
Below are some basic terms important in statistical analysis. These can be found in any statistics texts or books on error analysis we have in the science labs.
¨ Average – a best estimate of a measurement (the usual ‘average’ you’re used to finding from several measurements); also called the mean
¨ Chauvenet’s Criterion (t-test) – a test for deciding whether to reject a suspicious measurement (i.e. if it is noticeably different from other trials); this test makes use of the normal distribution, the mean and standard deviation for the set of measurements
¨ Chi-squared, or c2, Test – a procedure for determining the “goodness of fit” between experimental and theoretical (expected) statistical distributions
¨ Discrepancy – difference between two measured values of the same quantity
¨ Error – the inevitable uncertainty that attends all measurements
¨ Least-squares Fit – a procedure for finding a “best-fit” line through data points
¨ Mean – an average of several measured values, which serves as a best estimate for the measurement
¨ Precision – the degree of how well one knows a specific measurement, dependent on the device being used
¨ Significant figures – necessary for reporting precision of a measurement or result
¨ Standard deviation – an estimate of the average uncertainty in a set of measurements; it is the square root of the covariance
¨ Statistical error – the inevitable uncertainty in results taken from any type of sampling (such as surveys, multi-body investigations in particle physics or growth rates of bacteria, etc)
¨ Systematic error – the inevitable uncertainties that arise from the environment or measuring devices, which one has no control over but must determine honest estimates of the effects of the errors
¨ Variance – another name for the standard deviation
¨ Weighted average – the best estimate of a measurement of a quantity, using two or more separate and independent measurements of the quantity
Rules for Reporting Uncertainties
Measured quantity, A: A ± dA, where dA is the estimated error in the
best estimate of A
Example: The piece of paper is 7.25 ± 0.02 cm
A quantity, C, is the sum or difference of two other measured quantites, A and B:
C = A + B or C = A - B
dC £ dA + dB always;
dC = [(dA)2 + (dB)2 ]1/2 for independent random errors
A quantity, C, is the product of a constant, a, and a measured quantity, B:
C = aB
dC = çaçdB
Example: weight = mass x acceleration of gravity, or w = mg, where g = 9.8 (a
constant). So uncertainty in weight = (uncertainty in mass) x 9.8.
A quantity, C, is a mesaured quantity, B, raised to some power, n:
C = Bn
(dC/C) = n(dB/B)
A quantity, C, is the product or quotient of two measured quantities, A and B:
C = AB or C = A/B
(dC/C) £ (dA/A) + (dB/B) always;
(dC/C) = [(dA/A)2 + (dB/B)2 ]1/2 for independent random errors
Example: speed = distance/time, so to find the uncertainty in speed one would
have to calculate dv = v [(dd/d)2 + (dt/t)2 ]1/2, where v = d/t.
A quantity, C, is a function of one variable, C(x):
C = C(x)
dC = êdC/dx êdx
Example: Suppose you measure an angle to be q = 20 ± 3o. You then need to find cosq (cos20o = 0.94). What is the uncertainty in cosq?
d(cosq) = êdcosq/dq êdq
d(cosq) = ê-sinq êdq (in radians)
For the numbers we have in this example, dq = 3o = 0.05 radians. This gives us
d(cosq) = (sin20o)(0.05 radians) = (0.34)(0.05) = 0.02. The final result would be written as: cosq = 0.94 ± 0.02
There are several competitions ETHS students can participate in. The major national competitions include the Intel Science Talent Search and the Siemens-Westinghouse Science and Technology Competition. These projects involve serious research efforts by the students who do them, and culminate in a research report that is sent to national panels of judges. In addition, Loyola University is the local host of the Science and Humanities Symposium, which is an oral competition that has national winners. Finally, ETHS will submit student papers to the more traditional Science Fair, which has local, state and national levels for good projects. Below is a list of dates of approximately when papers need to be sent out to the various competitions:
Siemens-Westinghouse Late September
Intel Science Talent Search Last
week of November
Loyola Symposium 3rd Week of January
Science Fair Late January (for paper/poster sessions)
Keep in mind, the Siemens and Intel competitions are for seniors only! Non-senior researchers can submit their work to the Symposium and Science Fair. And it is also important to remember that science research competitions are not the only competitions ETHS science and math students can participate in. ETHS students compete in and perform well in academic competitions, too. These include Math Team (traditionally one of the top teams in Illinois), the WYSE Academic Challenge, the Junior Engineering and Technical Society (JETS) TEAMS Competition, the PhysicsBowl, the DuPont Science Essay Contest, the Duracell inventors competition, the Toshiba ExploraVision Awards Program, and the Math, Chemistry, and Physics Olympiads. With the exception of the Math Team, which competes throughout most of the school year, the other competitions are mainly held after January and in the 2nd semester.
Finally, there are potential summer activities as well that focus on science, math and technology. These include the Research Science Institute at MIT, the Weizmann Institute of Science in Israel, and summer internships at Northwestern, Loyola, Argonne National Labs and Fermilab. These are all competitive, but many ETHS students would have as good a chance of being accepted as other students from around the country.
For more information on any of these programs or competitions, or science research in general, just come and talk with one of the teachers who are part of the ETHS Science Research Team.