Sci110 Project Proposal
SCI110 Scientific Research Methods
Assessment Task 2A: Project Proposal (15%)
Description
* Purpose: To develop a plan for conducting a small, simple quantitative scientific research study. * Assessment type: This assessment task is group-based, with one assignment submission per group. * Group marking: All students in the group are awarded the same grade. Only one submission per group! * Group size: Groups may include no more than three students. * Group organisation: All members of the student group must belong to the same workshop as far as possible. * Task: The task for this assignment is to develop a plan for conducting a small scientific research study. The …show more content…
plan will detail, among other information: * Any necessary background; * The research question; * How to design an appropriate study to answer the question; * The variables in the study; * The process of data collection; * Potential difficulties and solutions; * A short Abstract. * Format: A proforma called the Project Proposal is provided later in this document. This must be filled out and submitted. * Peer feedback: Formative peer and tutor feedback will be provided via the workshop activities. * Further details: In this assignment, you are required to indicate your plans for conducting the analysis, but the data collection, analysis and reporting is Assessment Task 2B. This Assessment Task forms the basis for successful completion of Assessment Task 2B. * Selection of project: Students may choose any project that meets the conditions provided in this document. Ideas for projects are provided, but do not have to be used. * You must submit a hardcopy and an electronic copy (via SafeAssign). * Your hardcopy submission consists of these four documents stapled together: * The FoSHEE Group Submission Assignment Cover Sheet 2013. This form is available from the Course Homepage under the Assessment link. This Cover Sheet must appear as the first page of your hard-copy submission. * The completed Project Proposal itself. This form appears at the end of this document. * The completed Self-Assessment Form. This form appears at the end of this document. * The Feedback Form for your marker to complete. This form appears at the end of this document. * How to submit your hardcopy: All four documents must be stapled together, and submitted in hard copy to the tutor in your workshop. Only one submission per group! The Cover Sheet must appear as the first page of your submission. * Where to submit your hardcopy: You must submit your assignment in the workshop in which you are officially enrolled. If necessary, change your official workshop. * You also need to submit electronically via SafeAssign by uploading only the completed Project Proposal form. * Links to Learning Outcomes: This Assessment Task directly addresses five of the six Learning Outcomes: * Develop research questions and testable hypotheses * Design appropriate scientific studies to answer simple scientific research questions. * Select, apply and interpret the results of, the correct statistical technique to analyse scientific data * Comprehend, apply, and communicate in the language of research and statistics * Demonstrate professional integrity in planning, interpreting and reporting the results of scientific studies.
Choosing the project topic
Some ideas for projects follow. These are only some of the possibilities; it may be better and more interesting to find a topic that is important, interesting or relevant to you personally in your studies, or through your hobbies, sports, or work.
The essential idea is to investigate the effect of one variable (the explanatory variable, which must be qualitative) on another variable (the response variable, which may be quantitative or qualitative). Explicitly: You cannot use a descriptive research question.
Remember the study must be completed and the report written and submitted by Week 11. The timeline is short! To ensure the project can realistically be completed in the available time, the following guidelines should be followed when choosing projects: * Only one submission per group! * Keep it simple: A study requiring an elaborate setup is unrealistic. * Keep it simple: A simple study completed and reported well is better than a complex study completed or reported poorly. * Keep it short: A study requiring accumulation of data over an extended period is unrealistic. Make sure the data can be collected quickly, ideally all in one or two days. (For example, growing carrots takes weeks, and you do not have that amount of time.) * Keep it cheap: Refrain from spending too much time, or too many resources buying or building equipment, unless you know this is feasible. (For example, a study of what type of cup keeps coffee hottest would be cheaper if conducted on hot water rather than coffee.) * Keep it ethical: Adhering to the ethical guidelines given below is crucial. You will fail this Assessment Task if your project does not meet these guidelines.
In addition to these general guidelines, the following are required: * Avoid surveys. Surveys are not permitted. * You need one response variable, which may be quantitative or qualitative. * You need one explanatory variable, which must be qualitative with only two levels. * You will explore the relationship between the response variable and the explanatory variables. * Only one submission per group! * You need at least 40 experimental units in total.
Ethical considerations
In addition to the above general guidelines, research at USC (and every Australian university) is bound by ethical considerations. Therefore, following the guidelines below is essential when choosing a project. These guidelines were provided by the USC Ethics Officer and must be followed. You will fail this Assessment Task if your project does not meet these guidelines. * Avoid research that is unethical, dangerous, likely to offend or upset, harmful to people, harmful to animals, damaging to property. * Avoid research with groups that can be described as vulnerable e.g. people with disabilities and children. * Avoid research where participants can be identified, and that identification is likely to be problematic or a concern to the participants. * Avoid research where the data could be recorded in such a manner that disclosure of the participant’s responses outside the research team could reasonably place the participants at risk of criminal or civil liability or be damaging to the participant’s financial standing, employability or reputation. * Avoid research that deals with sensitive aspects of the participants’ behaviour, such as sexual preference, illegal conduct, use of alcohol, drug use, or includes information about health status. * Treat all participants with respect. * Design the research method in a way to minimise any possible discomfort felt by the participants. * Do not expect a big time commitment from participants. * Participants need to know exactly what is involved in the research before consenting. * Avoid research that targets Aboriginal and Torres Strait Islanders, or is likely to involve a high proportion of them. * Avoid research that involves “limited disclosure”; i.e. where participants are actively deceived about important aims or methods involved, or where there is active concealment of the important aims or methods. * Consent should be voluntary, with no pressure placed on potential participants.
There are no exceptions.
Idea generators for research questions (RQs)
These ideas are meant to be springboards for you to generate your own research questions: feel free to adapt, extend, or change. These examples are not necessarily research questions that are ready-to-use for your SCI110 project. These example research questions are meant to give you ideas for forming your own precise, well-worded research questions.
You do not have to use any of these ideas. * Engineering: * Which of two construction designs support heavy weights better? * What construction materials are best at supporting heavy weights? * Do dark coloured cars or house rooves heat up more than light coloured ones? * How does the breaking strength of a particular material vary with temperature? * Does the strength of a suction cap vary according to the surface? * Does battery life vary according to the brand/cost? * Health Promotion: * Are male cyclists more likely to ride on cycle paths than female cyclists? * Are females more likely to use the USC swimming pool at certain times of the day than males? * Nutrition and Dietetics: * Does packaging shape influence perception of product volume? * Do menus from different fast-food chains differ in the promotion of meals that are gluten-free? * If people are offered the opportunity to “upsize” their meal, what influences their decision? * Sport and Exercise Science: * Does the distance a cricket ball is hit depend on the bat weight? * Does the proportion of times you hit the cricket wicket depend on the type of bowling you use? * Is the distance a football is kicked different for favoured and non-favoured feet? * How is the average hang-time of a kicked football dependent on the length of the run-up? * Is the time to run 100m different depending on whether the left or right foot starts at the rear of the starting block? * Does the distance a golf ball is hit depend on the tee height? * Are you better at hitting a golf ball from a fairway lie with a 3 wood or with a 3 iron? * Does the number of tennis serves that land in depend on whether you serve from the service or advantage court? * Occupational Therapy: * Who prefers to use a mouse in preference to other pointing devices on laptop computers? * Does the wheelchair type influence times to perform different tasks? * Does the height of crutches influence times to perform different tasks? * Paramedic Science: * Do resting and standing pulse rates differ? * Does blood pressure change when people stand compared to when they are laying down? * Are there differences in the vital signs (average respiratory rates, blood pressures, etc.) for students of various disciplines?
* Do pulse rates differ between left and right arms? * Does blood pressure differ between left and right arms? * Who is more likely to have a current first-aid certificate? * Is breathing rate different for males and females? * Environmental Health Science: * Which students are most likely to drink bottled water? * Biomedical Science: * Does caffeine intake increase a person’s resting heart rate or blood pressure? * Is there a relationship between peak flow rate of the lungs and the height of a person? * If a person has a high systolic blood pressure, are they also likely to have a high diastolic blood pressure? * Is the proportion of university students who know their blood cholesterol level different for students in different programs? * What proportion of university students receives the influenza vaccination on an annual basis? * Science: * Does the size of sand particles on the Sunshine Coast vary between the dunes and the low water level? * Do different types of take-way cups keep coffee hotter for
longer? * How does the boiling point of water change according to the amount of dissolved salt? * Is the proportion of seeds that germinate greater when seed-raising mix is used rather than ordinary soil? * Does the speed of a snail depend the surface? * Does the life of a cut flower increase when an aspirin is dissolved in the water? * Does the reaction time differ according to different cues (visual; audio; etc)? * General: * Does the font used (serif, sans serif) influence the time taken to read a passage of text? * Does the setting time of jelly depend on brand, colour, and/or amount of water used? * Is the strength of the dominant hand equal to the strength of the non-dominant hand? * Is the boiling point of water different after dissolving the maximum amount of table salt compared to sea salt? * Is the distance travelled by a paper plane different for two designs? * Is the distance travelled by a paper plane dependent on the weight of the paper? * Is the time taken to type a prepared message on a mobile phone (i.e. SMS) different for males and females? * Does the estimated weight of a 1kg object depend upon the shape of the object? * Does the casting distance of a fishing line depend on rod length? * Does the burning time of candles depend on the cost/type/colour? * Are your cartwheels better when you start with your left or right hand? * If you ask customers at an ice-cream parlour more likely to order a waffle cone if you describe them as “home-made” waffle cones?
SCI110 Project Proposal for Assessment Task 2A (This Project Proposal form must be submitted) * Please follow the earlier instructions for submission. One submission per group! * Students must work in groups of no more than three students. * You must adhere to the ethical guidelines provided. Failure to adhere to the ethical guidelines will, at best, mean that you fail this Assessment Task; at worst you may face expulsion from USC. If this declaration is not signed, this Assessment Task will not be marked. By signing below, you agree that your project adheres to the ethical guidelines provided. | Full name | Student ID | Signature | Date | Workshop Day | Workshop Time | Workshop Room | 1. | Chantel Roe | 1069534 | | | Monday | 12-2PM | D 1.48 | 2. | Alana Brown | 1072467 | | | Monday | 12-2PM | D 1.48 | 3. | Kimberley Spann | 1071673 | | | Monday | 12-2PM | D 1.48 | 4. | | | | | | | |
The project title Project Title | Mouse VS Touch Pad |
Course Objective: Write research questions and testable hypotheses Research Question(s) Give the research question of interest. You only need one research question (but you may have more). | Among 20 female, first year, USC students which device, mouse or touch pad, is more resourceful when comparing efficiency after all 20 students have completed the clicking test with both devices. | Identify the Population What is the specific target population of interest? (Be realistic and honest, and justify your answer if necessary.) | Female, first year, USC students. | Identify the Outcome What is the outcome that is measured? | Which device is more efficient (measured by the score achieved in 30 seconds) | Identify the Comparison What comparisons are made? | Touch pad vs. Mouse | Identify the Intervention (if any) What interventions are used? | Telling the students to use both devices and which one to use first. | Definitions Give any necessary operational definitions | Order- The subjects will use the mouse first and then followed by the touch pad. Touch pad- connection to a laptop.
Mouse- separate connection (Hand device).
Efficient- Which device increases performance when undergoing the clicking test. |
Course Objective: Design appropriate scientific studies to answer simple scientific questions Type of studyIndicate the type of study you will use (retrospective observational; true experiment; etc.), and provide a short rationale for why this description is appropriate. | This study is a Quasi-Experiment as the group already existed prior to the study (female, first year, USC students). | Sampling method (For example: simple random sample; convenience sample). Indicate the method you will use to obtain your sample, and the steps you will take to do so. (Be realistic and honest, and justify your answer if necessary. We know you cannot obtain a simple random sample of all USC students, for example.) | Convenience Sample- This study used a convenience sampling method to obtain 20 participants to collect the 40 data samples, as we approached easily accessible people. | Number of experimental units (at least 40) Indicate the number of observations you will use (e.g. “25 males and 25 females”). | 20 female students using both devices (20 mouse observations and 20 touch pad observations – 40 total observations). | Control Explain how a control is used, or why it is not. | Within this experiment it is not necessary to obtain a control because we are comparing mouse vs. touch pad and not the norm. For example, the reaction time recorded from participants compared to the known average reaction time. | Blinding Explain how blinding is used, or why it is not. | Blinding is not used within this experiment as the participants are aware of the means of the experiment. | Double blinding Explain how double blinding is used, or why it is not. | Double blinding is not utilized in this experiment as it is not suitable for us as the researchers to be unaware of what device is given to each individual as we have to provide instructions to each participant as well collect data. | Random allocation Explain how allocation of treatments is randomised, or why it is not. | This study will not be completely randomised, as students randomly picked may not complete the task, and therefore contain convenient sampling to find people more likely to do the task. | Pairing and blocking Explain how pairing and blocking are used, or why they are not. | Paired, because it is the same group of people (same sample) doing the test with the different devices. | Experimental units Identify the experimental units | 20 female, first year, USC students. | Observational units Identify the observational units | Score achieved in 30 seconds with mouse and touch pad. |
Course Objective: Comprehend, apply and communicate in the language of research and statistics
Some variables are essential for answering the research question. You may also choose to measure some other variables also. Variable (List all the variables measured) | Quantitative or Qualitative? | Discrete or continuous? | Response, explanatory or extraneous? | Measurement units (if relevant) | If qualitative, what levels? | Between-subject or within-subject factor? (if relevant) | SPSS description (nominal, ordinal or scale) | Personal preference | Qualitative | Discrete | Extraneous | | Mouse and Touch Pad | Between-subject | Nominal | Type of device | Qualitative | Discrete | Explanatory | | Mouse and Touch Pad | Within-subject | Nominal | Score in 30 Seconds | Quantitative | Discrete | Response | Number of dots clicked | | Within-subject | Scale | Age | Quantitative | Continuous | Extraneous | | | Between-subject | Scale |
Provide screenshots of the SPSS Variable View worksheet. Show all the important columns: Name, Type, Decimals, Label, Values, Measure. (The other columns are not important for our purposes.) All relevant Values windows must be shown also.
Learning Objective: Select and apply the correct statistical technique to analyse scientific data Variables (as given earlier) | Numerical summary | Graphical summary (if appropriate) | 1. Personal preference | | No graphing needed, just note some students prefer one more than the other (mouse or touch pad) and therefore may be better at using it. | 2. Type of device | Median and IQR | Boxplot connected to ‘Score in 30 seconds’ | 3. Score in 30 seconds | Median and IQR | Boxplot connected to ‘Type of device’ | 4. Age | | No graphing needed, just note not all first year students are all the same age. |
Research question (as given earlier)One RQ is needed (but you may have more) | Variables involved | Graphical summary of the relationship | Among 20 first year, female, USC students which device, mouse or touch pad, is more resourceful when comparing efficiency after all 20 students have completed the clicking test with both devices. | * Age * Type of device (mouse or touch pad) * Score achieved in 30 seconds * Personal Preference | Boxplot – Relationship between the mouse and touch pad to the score (efficiency). |
Learning Objective: Show professional integrity in planning and interpreting the results of scientific studies Placebo effect Explain why or why not this may have an impact (and how you will manage it, if relevant) | There will not be a Placebo in this experiment as the subjects know they are being tested and know the reasons for the test. | Hawthorne effect Explain why or why not this may have an impact (and how you will manage it, if relevant and possible) | The Hawthorne effect could impact on this experiment as the researchers will be watching the subjects complete the task to record their score and therefore they may feel implied to achieve better | Experimenter effect Explain why or why not this may have an impact (and how you will manage it, if relevant and possible) | The experimenter effect may impact on the study due to the presence of the researchers. | Ecological validity Explain whether or not ecological validity may be important (and why) | Ecological validity may be a factor in the study due to the “pressure” the participants may be under when completing the reaction test and therefore may not reflect real day to day activities (when using mouse or touch pad). | Confounding Explain why or why not this may have an impact (and how you will manage it, if relevant and possible) | Confounding is minimised because it is an experiment. | Carryover effect Explain why or why not this may have an impact (and how you will manage it, if relevant and possible) | The carryover effect may become evident within the study as the subjects are repeating the test (but on different device) and this therefore may impact on their performance. | Study limitationsExplain the limitations in this study. (Be honest and realistic: Every study has limitations. We expect there to be limitations in this small and simple study.) | * Only USC students * Females only * First year * Environment * Type of touch pad * Type of mouse * Experience * Personal preference | Provide a detailed description of the steps needed, to show how you will collect the necessary data
Describe the steps you plan to take to collect the data. Don’t go into pedantic detail, but give all of the basic steps needed so someone else could repeat the experiment. The purpose of this question is to ensure you have given thought to the actual process of data collection. Step | TasksA brief description of what needs to be done to achieve the outcomes | Timeline (When task will be completed) | Personnel (List the students involved in this step) | 1 | Finding 20, female, first year, USC participants | Week 6 and 7 | Kim
Alana
Chantel | 2 | Completing reaction time test with mouse and touch pad on participants | Week 6 and 7 | Kim
Alana
Chantel | 3 | Analyse and summarise data | Week 8 and 9 | Kim
Alana
Chantel | 4 | Experimental write up | Week 10 and 11 | Kim
Alana
Chantel |
Notes (if necessary) on conducting the study: * * *
Course Objective: Comprehend, apply and communicate in the language of research and statistics
Abstract (maximum 100 words)
Give a short (say 100 words) brief description of the study under the given headings. Your Abstract should be well written, grammatically correct, thorough and clear. Complete sentences are not necessary.
Aim: To determine whether a mouse or touchpad is more efficient
Design: Experimental Study (Quasi)
Target population: First year, female, USC students.
Sample: 20 participants – [40 observations (20 Mouse : 20 Touch pad)]
Main outcome measure: Score within the 30 second reaction test.
Interventions: Telling participants to complete the test with both devices and what device to use first
Self Assessment (This Self Assessment Form must be submitted)
These questions are useful self-reflections. There are no right or wrong answers. Only one submission per group! Your answers will not be recorded. What do you think is a fair score out of 100 for your proposal? Briefly explain why, based on the criteria on the Assessment Feedback Form. | 80 because most of the assignment was well done. The research question was clear and all needed information was stated. Our graphical summaries could be improved as we were unsure of the information needed | What one part did you do best in this proposal? | Research question | What was the most challenging aspect of this proposal? | Graphical/numerical summaries | If you could restart this Assessment Task, what would you do differently? | Make the sample more representative of the population (all female USC students) | List the two parts of this assessment item on which you would you particularly value feedback. | 1.Graphical/numerical summaries2.Variable table | List the two most useful lessons you learnt by completing this assessment item. | 1. What graphs to use in specific experiments and their data (quantitative or qualitative)2. How to use SPSS | If you could give one piece of advice to future students preparing a similar Project Proposal, what would that advice be? | Start early in semester. |
SCI110 Assessment Task 2A: Self-Assessment Form (This completed Form must be submitted) Criterion | Fail FL | Pass PS | Credit CR | Distinction DN | High Distn. HD | Mark | LO: Develop scientific research questions: 20% | Appropriateness and clarity in research question | RQs very unclear and/or inappropriate. | RQs lack clarity, and some parts may be inappropriate. | RQs are adequate, but lack some clarity. | RQs appropriate and mostly clear. | RQs are very clear and well thought-through. | 17 | | Many (appropriate) POCI elements missing or unclear. | Most (appropriate) POCI elements present, but lack clarity. | All (appropriate) POCI elements present, but perhaps unclear or need further explanation. | (Appropriate) POCI elements all present, and explained reasonably well and are generally clear. | (Appropriate) POCI elements all present, and are all very clearly explained. | | | Necessary definitions not given. | Some definitions not given, and some that are given are unclear. | Most definitions given.Some definition unclear. | Necessary definitions given, but more clarity needed. | All definitions given, and are well explained and clear. | | | Under 10 | 10 to under 13 | 13 to under 15 | 15 to under 17 | 17 or over | 20 | LO: Design scientific studies to answer simple scientific questions: 30% | Quality of research design | The design is poor, missing critical information and is probably unachievable. | Study design mostly suitable, and may be achievable, but some substantial problems still remain. | The study has a suitable design and is probably achievable, but some clear problems exist or some issues are not addressed. | The study is well designed and achievable. Only a small number of issues remain. | The study has an excellent design, well thought-through. | 24 | | Numerous substantial improvements are needed to ensure a successful project. | Many improvements are necessary, some substantial, to ensure a successful project. | A number of improvements, mostly minor, are necessary to ensure a successful project. | A small number of simple improvements are necessary to ensure a successful project. | Very few improvements are needed, if any, to ensure a successful project. | | | Under 15 | 15 to under 20 | 20 to under 23 | 23 to under 26 | 26 or over | 30 | LO: Comprehend, apply and communicate in the language of research and statistics: 20% | Accuracy and clarity of communication | The data are not described, or descriptions are mostly incorrect. | Data descriptions contain many errors, or are often inappropriate. | Data descriptions are mostly correct, but some components missing or incorrect. | Data descriptions are complete with only minor errors. | Data descriptions are appropriate, correct and clear. | 16 | | The SPSS screenshot is not provided, or has many substantial errors, or many necessary parts of the setup are not shown. | The SPSS setup has a number of errors, including some that are substantial, or some parts not shown. | The SPSS setup is all shown, and is mostly correct, but some errors are evident. | The SPSS setup is mostly error free, with only minor problems. | The SPSS setup contains no obvious errors. | | | The Abstract is poor, is not detailed, with poor grammar. | Abstract has required elements but lacks important information and has errors. | Abstract is clear, but has some grammatical errors or missing detail. | Abstract is clear and appropriate, with few errors. | Abstract is clear, appropriate, error-free. | | | Under 10 | 10 to under 13 | 13 to under 15 | 15 to under 17 | 17 or over | 20 | LO: Select and apply the appropriate statistical technique to analyse scientific data: 10% | Accuracy and clarity of statistical techniques (i.e. summaries) | Suggested numerical summaries are poor or absent, or poorly chosen. | Suggested numerical summaries are mostly appropriate, but some major errors remain. | Suggested numerical summaries are mostly appropriate, but some errors remain. | Suggested numerical summaries are all appropriate and correct; only minor errors remain. | Suggested numerical summaries are all appropriate and correct. | 8 | | Suggested graphical summaries are poor or absent, or poorly chosen. | Suggested graphical summaries are usually appropriate, but some major errors remain. | Suggested graphical summaries are mostly appropriate, but some errors remain. | Suggested graphical summaries are all appropriate and correct; only minor errors remain. | Suggested graphical summaries are all appropriate and correct. | | | Under 5 | 5 | 7 | 10 | | 10 | LO: Demonstrate professional integrity in planning scientific studies: 20% | Level of integrity in planning the study | Lacks professional integrity: substantial ethical design issues are evident. | Many issues of integrity and ethical design are not identified; some are not adequately addressed. | A small number of integrity and ethical issues are not identified; most issues addressed, but minor issues remain. | Most integrity and ethical design issues identified, and only minor concerns remain unaddressed. | All integrity and ethical design issues are identified and clearly addressed. | 15 | | Many limitations of the study are not identified, or are poorly explained. | Many obvious limitations are not given, and identified issues often not well explained. | Some obvious limitations are not given, but identified issues are mostly well explained. | Most limitations are identified, are mostly well explained. | All limitations are identified and very well explained. | | | Under 10 | 10 to under 13 | 13 to under 15 | 15 to under 17 | 17 or over | 20 | | | | | | TOTAL Out of 100: | 80 |
Assessment Task 2A: Project Proposal (15%)
Description
* Purpose: To develop a plan for conducting a small, simple quantitative scientific research study. * Assessment type: This assessment task is group-based, with one assignment submission per group. * Group marking: All students in the group are awarded the same grade. Only one submission per group! * Group size: Groups may include no more than three students. * Group organisation: All members of the student group must belong to the same workshop as far as possible. * Task: The task for this assignment is to develop a plan for conducting a small scientific research study. The …show more content…
plan will detail, among other information: * Any necessary background; * The research question; * How to design an appropriate study to answer the question; * The variables in the study; * The process of data collection; * Potential difficulties and solutions; * A short Abstract. * Format: A proforma called the Project Proposal is provided later in this document. This must be filled out and submitted. * Peer feedback: Formative peer and tutor feedback will be provided via the workshop activities. * Further details: In this assignment, you are required to indicate your plans for conducting the analysis, but the data collection, analysis and reporting is Assessment Task 2B. This Assessment Task forms the basis for successful completion of Assessment Task 2B. * Selection of project: Students may choose any project that meets the conditions provided in this document. Ideas for projects are provided, but do not have to be used. * You must submit a hardcopy and an electronic copy (via SafeAssign). * Your hardcopy submission consists of these four documents stapled together: * The FoSHEE Group Submission Assignment Cover Sheet 2013. This form is available from the Course Homepage under the Assessment link. This Cover Sheet must appear as the first page of your hard-copy submission. * The completed Project Proposal itself. This form appears at the end of this document. * The completed Self-Assessment Form. This form appears at the end of this document. * The Feedback Form for your marker to complete. This form appears at the end of this document. * How to submit your hardcopy: All four documents must be stapled together, and submitted in hard copy to the tutor in your workshop. Only one submission per group! The Cover Sheet must appear as the first page of your submission. * Where to submit your hardcopy: You must submit your assignment in the workshop in which you are officially enrolled. If necessary, change your official workshop. * You also need to submit electronically via SafeAssign by uploading only the completed Project Proposal form. * Links to Learning Outcomes: This Assessment Task directly addresses five of the six Learning Outcomes: * Develop research questions and testable hypotheses * Design appropriate scientific studies to answer simple scientific research questions. * Select, apply and interpret the results of, the correct statistical technique to analyse scientific data * Comprehend, apply, and communicate in the language of research and statistics * Demonstrate professional integrity in planning, interpreting and reporting the results of scientific studies.
Choosing the project topic
Some ideas for projects follow. These are only some of the possibilities; it may be better and more interesting to find a topic that is important, interesting or relevant to you personally in your studies, or through your hobbies, sports, or work.
The essential idea is to investigate the effect of one variable (the explanatory variable, which must be qualitative) on another variable (the response variable, which may be quantitative or qualitative). Explicitly: You cannot use a descriptive research question.
Remember the study must be completed and the report written and submitted by Week 11. The timeline is short! To ensure the project can realistically be completed in the available time, the following guidelines should be followed when choosing projects: * Only one submission per group! * Keep it simple: A study requiring an elaborate setup is unrealistic. * Keep it simple: A simple study completed and reported well is better than a complex study completed or reported poorly. * Keep it short: A study requiring accumulation of data over an extended period is unrealistic. Make sure the data can be collected quickly, ideally all in one or two days. (For example, growing carrots takes weeks, and you do not have that amount of time.) * Keep it cheap: Refrain from spending too much time, or too many resources buying or building equipment, unless you know this is feasible. (For example, a study of what type of cup keeps coffee hottest would be cheaper if conducted on hot water rather than coffee.) * Keep it ethical: Adhering to the ethical guidelines given below is crucial. You will fail this Assessment Task if your project does not meet these guidelines.
In addition to these general guidelines, the following are required: * Avoid surveys. Surveys are not permitted. * You need one response variable, which may be quantitative or qualitative. * You need one explanatory variable, which must be qualitative with only two levels. * You will explore the relationship between the response variable and the explanatory variables. * Only one submission per group! * You need at least 40 experimental units in total.
Ethical considerations
In addition to the above general guidelines, research at USC (and every Australian university) is bound by ethical considerations. Therefore, following the guidelines below is essential when choosing a project. These guidelines were provided by the USC Ethics Officer and must be followed. You will fail this Assessment Task if your project does not meet these guidelines. * Avoid research that is unethical, dangerous, likely to offend or upset, harmful to people, harmful to animals, damaging to property. * Avoid research with groups that can be described as vulnerable e.g. people with disabilities and children. * Avoid research where participants can be identified, and that identification is likely to be problematic or a concern to the participants. * Avoid research where the data could be recorded in such a manner that disclosure of the participant’s responses outside the research team could reasonably place the participants at risk of criminal or civil liability or be damaging to the participant’s financial standing, employability or reputation. * Avoid research that deals with sensitive aspects of the participants’ behaviour, such as sexual preference, illegal conduct, use of alcohol, drug use, or includes information about health status. * Treat all participants with respect. * Design the research method in a way to minimise any possible discomfort felt by the participants. * Do not expect a big time commitment from participants. * Participants need to know exactly what is involved in the research before consenting. * Avoid research that targets Aboriginal and Torres Strait Islanders, or is likely to involve a high proportion of them. * Avoid research that involves “limited disclosure”; i.e. where participants are actively deceived about important aims or methods involved, or where there is active concealment of the important aims or methods. * Consent should be voluntary, with no pressure placed on potential participants.
There are no exceptions.
Idea generators for research questions (RQs)
These ideas are meant to be springboards for you to generate your own research questions: feel free to adapt, extend, or change. These examples are not necessarily research questions that are ready-to-use for your SCI110 project. These example research questions are meant to give you ideas for forming your own precise, well-worded research questions.
You do not have to use any of these ideas. * Engineering: * Which of two construction designs support heavy weights better? * What construction materials are best at supporting heavy weights? * Do dark coloured cars or house rooves heat up more than light coloured ones? * How does the breaking strength of a particular material vary with temperature? * Does the strength of a suction cap vary according to the surface? * Does battery life vary according to the brand/cost? * Health Promotion: * Are male cyclists more likely to ride on cycle paths than female cyclists? * Are females more likely to use the USC swimming pool at certain times of the day than males? * Nutrition and Dietetics: * Does packaging shape influence perception of product volume? * Do menus from different fast-food chains differ in the promotion of meals that are gluten-free? * If people are offered the opportunity to “upsize” their meal, what influences their decision? * Sport and Exercise Science: * Does the distance a cricket ball is hit depend on the bat weight? * Does the proportion of times you hit the cricket wicket depend on the type of bowling you use? * Is the distance a football is kicked different for favoured and non-favoured feet? * How is the average hang-time of a kicked football dependent on the length of the run-up? * Is the time to run 100m different depending on whether the left or right foot starts at the rear of the starting block? * Does the distance a golf ball is hit depend on the tee height? * Are you better at hitting a golf ball from a fairway lie with a 3 wood or with a 3 iron? * Does the number of tennis serves that land in depend on whether you serve from the service or advantage court? * Occupational Therapy: * Who prefers to use a mouse in preference to other pointing devices on laptop computers? * Does the wheelchair type influence times to perform different tasks? * Does the height of crutches influence times to perform different tasks? * Paramedic Science: * Do resting and standing pulse rates differ? * Does blood pressure change when people stand compared to when they are laying down? * Are there differences in the vital signs (average respiratory rates, blood pressures, etc.) for students of various disciplines?
* Do pulse rates differ between left and right arms? * Does blood pressure differ between left and right arms? * Who is more likely to have a current first-aid certificate? * Is breathing rate different for males and females? * Environmental Health Science: * Which students are most likely to drink bottled water? * Biomedical Science: * Does caffeine intake increase a person’s resting heart rate or blood pressure? * Is there a relationship between peak flow rate of the lungs and the height of a person? * If a person has a high systolic blood pressure, are they also likely to have a high diastolic blood pressure? * Is the proportion of university students who know their blood cholesterol level different for students in different programs? * What proportion of university students receives the influenza vaccination on an annual basis? * Science: * Does the size of sand particles on the Sunshine Coast vary between the dunes and the low water level? * Do different types of take-way cups keep coffee hotter for
longer? * How does the boiling point of water change according to the amount of dissolved salt? * Is the proportion of seeds that germinate greater when seed-raising mix is used rather than ordinary soil? * Does the speed of a snail depend the surface? * Does the life of a cut flower increase when an aspirin is dissolved in the water? * Does the reaction time differ according to different cues (visual; audio; etc)? * General: * Does the font used (serif, sans serif) influence the time taken to read a passage of text? * Does the setting time of jelly depend on brand, colour, and/or amount of water used? * Is the strength of the dominant hand equal to the strength of the non-dominant hand? * Is the boiling point of water different after dissolving the maximum amount of table salt compared to sea salt? * Is the distance travelled by a paper plane different for two designs? * Is the distance travelled by a paper plane dependent on the weight of the paper? * Is the time taken to type a prepared message on a mobile phone (i.e. SMS) different for males and females? * Does the estimated weight of a 1kg object depend upon the shape of the object? * Does the casting distance of a fishing line depend on rod length? * Does the burning time of candles depend on the cost/type/colour? * Are your cartwheels better when you start with your left or right hand? * If you ask customers at an ice-cream parlour more likely to order a waffle cone if you describe them as “home-made” waffle cones?
SCI110 Project Proposal for Assessment Task 2A (This Project Proposal form must be submitted) * Please follow the earlier instructions for submission. One submission per group! * Students must work in groups of no more than three students. * You must adhere to the ethical guidelines provided. Failure to adhere to the ethical guidelines will, at best, mean that you fail this Assessment Task; at worst you may face expulsion from USC. If this declaration is not signed, this Assessment Task will not be marked. By signing below, you agree that your project adheres to the ethical guidelines provided. | Full name | Student ID | Signature | Date | Workshop Day | Workshop Time | Workshop Room | 1. | Chantel Roe | 1069534 | | | Monday | 12-2PM | D 1.48 | 2. | Alana Brown | 1072467 | | | Monday | 12-2PM | D 1.48 | 3. | Kimberley Spann | 1071673 | | | Monday | 12-2PM | D 1.48 | 4. | | | | | | | |
The project title Project Title | Mouse VS Touch Pad |
Course Objective: Write research questions and testable hypotheses Research Question(s) Give the research question of interest. You only need one research question (but you may have more). | Among 20 female, first year, USC students which device, mouse or touch pad, is more resourceful when comparing efficiency after all 20 students have completed the clicking test with both devices. | Identify the Population What is the specific target population of interest? (Be realistic and honest, and justify your answer if necessary.) | Female, first year, USC students. | Identify the Outcome What is the outcome that is measured? | Which device is more efficient (measured by the score achieved in 30 seconds) | Identify the Comparison What comparisons are made? | Touch pad vs. Mouse | Identify the Intervention (if any) What interventions are used? | Telling the students to use both devices and which one to use first. | Definitions Give any necessary operational definitions | Order- The subjects will use the mouse first and then followed by the touch pad. Touch pad- connection to a laptop.
Mouse- separate connection (Hand device).
Efficient- Which device increases performance when undergoing the clicking test. |
Course Objective: Design appropriate scientific studies to answer simple scientific questions Type of studyIndicate the type of study you will use (retrospective observational; true experiment; etc.), and provide a short rationale for why this description is appropriate. | This study is a Quasi-Experiment as the group already existed prior to the study (female, first year, USC students). | Sampling method (For example: simple random sample; convenience sample). Indicate the method you will use to obtain your sample, and the steps you will take to do so. (Be realistic and honest, and justify your answer if necessary. We know you cannot obtain a simple random sample of all USC students, for example.) | Convenience Sample- This study used a convenience sampling method to obtain 20 participants to collect the 40 data samples, as we approached easily accessible people. | Number of experimental units (at least 40) Indicate the number of observations you will use (e.g. “25 males and 25 females”). | 20 female students using both devices (20 mouse observations and 20 touch pad observations – 40 total observations). | Control Explain how a control is used, or why it is not. | Within this experiment it is not necessary to obtain a control because we are comparing mouse vs. touch pad and not the norm. For example, the reaction time recorded from participants compared to the known average reaction time. | Blinding Explain how blinding is used, or why it is not. | Blinding is not used within this experiment as the participants are aware of the means of the experiment. | Double blinding Explain how double blinding is used, or why it is not. | Double blinding is not utilized in this experiment as it is not suitable for us as the researchers to be unaware of what device is given to each individual as we have to provide instructions to each participant as well collect data. | Random allocation Explain how allocation of treatments is randomised, or why it is not. | This study will not be completely randomised, as students randomly picked may not complete the task, and therefore contain convenient sampling to find people more likely to do the task. | Pairing and blocking Explain how pairing and blocking are used, or why they are not. | Paired, because it is the same group of people (same sample) doing the test with the different devices. | Experimental units Identify the experimental units | 20 female, first year, USC students. | Observational units Identify the observational units | Score achieved in 30 seconds with mouse and touch pad. |
Course Objective: Comprehend, apply and communicate in the language of research and statistics
Some variables are essential for answering the research question. You may also choose to measure some other variables also. Variable (List all the variables measured) | Quantitative or Qualitative? | Discrete or continuous? | Response, explanatory or extraneous? | Measurement units (if relevant) | If qualitative, what levels? | Between-subject or within-subject factor? (if relevant) | SPSS description (nominal, ordinal or scale) | Personal preference | Qualitative | Discrete | Extraneous | | Mouse and Touch Pad | Between-subject | Nominal | Type of device | Qualitative | Discrete | Explanatory | | Mouse and Touch Pad | Within-subject | Nominal | Score in 30 Seconds | Quantitative | Discrete | Response | Number of dots clicked | | Within-subject | Scale | Age | Quantitative | Continuous | Extraneous | | | Between-subject | Scale |
Provide screenshots of the SPSS Variable View worksheet. Show all the important columns: Name, Type, Decimals, Label, Values, Measure. (The other columns are not important for our purposes.) All relevant Values windows must be shown also.
Learning Objective: Select and apply the correct statistical technique to analyse scientific data Variables (as given earlier) | Numerical summary | Graphical summary (if appropriate) | 1. Personal preference | | No graphing needed, just note some students prefer one more than the other (mouse or touch pad) and therefore may be better at using it. | 2. Type of device | Median and IQR | Boxplot connected to ‘Score in 30 seconds’ | 3. Score in 30 seconds | Median and IQR | Boxplot connected to ‘Type of device’ | 4. Age | | No graphing needed, just note not all first year students are all the same age. |
Research question (as given earlier)One RQ is needed (but you may have more) | Variables involved | Graphical summary of the relationship | Among 20 first year, female, USC students which device, mouse or touch pad, is more resourceful when comparing efficiency after all 20 students have completed the clicking test with both devices. | * Age * Type of device (mouse or touch pad) * Score achieved in 30 seconds * Personal Preference | Boxplot – Relationship between the mouse and touch pad to the score (efficiency). |
Learning Objective: Show professional integrity in planning and interpreting the results of scientific studies Placebo effect Explain why or why not this may have an impact (and how you will manage it, if relevant) | There will not be a Placebo in this experiment as the subjects know they are being tested and know the reasons for the test. | Hawthorne effect Explain why or why not this may have an impact (and how you will manage it, if relevant and possible) | The Hawthorne effect could impact on this experiment as the researchers will be watching the subjects complete the task to record their score and therefore they may feel implied to achieve better | Experimenter effect Explain why or why not this may have an impact (and how you will manage it, if relevant and possible) | The experimenter effect may impact on the study due to the presence of the researchers. | Ecological validity Explain whether or not ecological validity may be important (and why) | Ecological validity may be a factor in the study due to the “pressure” the participants may be under when completing the reaction test and therefore may not reflect real day to day activities (when using mouse or touch pad). | Confounding Explain why or why not this may have an impact (and how you will manage it, if relevant and possible) | Confounding is minimised because it is an experiment. | Carryover effect Explain why or why not this may have an impact (and how you will manage it, if relevant and possible) | The carryover effect may become evident within the study as the subjects are repeating the test (but on different device) and this therefore may impact on their performance. | Study limitationsExplain the limitations in this study. (Be honest and realistic: Every study has limitations. We expect there to be limitations in this small and simple study.) | * Only USC students * Females only * First year * Environment * Type of touch pad * Type of mouse * Experience * Personal preference | Provide a detailed description of the steps needed, to show how you will collect the necessary data
Describe the steps you plan to take to collect the data. Don’t go into pedantic detail, but give all of the basic steps needed so someone else could repeat the experiment. The purpose of this question is to ensure you have given thought to the actual process of data collection. Step | TasksA brief description of what needs to be done to achieve the outcomes | Timeline (When task will be completed) | Personnel (List the students involved in this step) | 1 | Finding 20, female, first year, USC participants | Week 6 and 7 | Kim
Alana
Chantel | 2 | Completing reaction time test with mouse and touch pad on participants | Week 6 and 7 | Kim
Alana
Chantel | 3 | Analyse and summarise data | Week 8 and 9 | Kim
Alana
Chantel | 4 | Experimental write up | Week 10 and 11 | Kim
Alana
Chantel |
Notes (if necessary) on conducting the study: * * *
Course Objective: Comprehend, apply and communicate in the language of research and statistics
Abstract (maximum 100 words)
Give a short (say 100 words) brief description of the study under the given headings. Your Abstract should be well written, grammatically correct, thorough and clear. Complete sentences are not necessary.
Aim: To determine whether a mouse or touchpad is more efficient
Design: Experimental Study (Quasi)
Target population: First year, female, USC students.
Sample: 20 participants – [40 observations (20 Mouse : 20 Touch pad)]
Main outcome measure: Score within the 30 second reaction test.
Interventions: Telling participants to complete the test with both devices and what device to use first
Self Assessment (This Self Assessment Form must be submitted)
These questions are useful self-reflections. There are no right or wrong answers. Only one submission per group! Your answers will not be recorded. What do you think is a fair score out of 100 for your proposal? Briefly explain why, based on the criteria on the Assessment Feedback Form. | 80 because most of the assignment was well done. The research question was clear and all needed information was stated. Our graphical summaries could be improved as we were unsure of the information needed | What one part did you do best in this proposal? | Research question | What was the most challenging aspect of this proposal? | Graphical/numerical summaries | If you could restart this Assessment Task, what would you do differently? | Make the sample more representative of the population (all female USC students) | List the two parts of this assessment item on which you would you particularly value feedback. | 1.Graphical/numerical summaries2.Variable table | List the two most useful lessons you learnt by completing this assessment item. | 1. What graphs to use in specific experiments and their data (quantitative or qualitative)2. How to use SPSS | If you could give one piece of advice to future students preparing a similar Project Proposal, what would that advice be? | Start early in semester. |
SCI110 Assessment Task 2A: Self-Assessment Form (This completed Form must be submitted) Criterion | Fail FL | Pass PS | Credit CR | Distinction DN | High Distn. HD | Mark | LO: Develop scientific research questions: 20% | Appropriateness and clarity in research question | RQs very unclear and/or inappropriate. | RQs lack clarity, and some parts may be inappropriate. | RQs are adequate, but lack some clarity. | RQs appropriate and mostly clear. | RQs are very clear and well thought-through. | 17 | | Many (appropriate) POCI elements missing or unclear. | Most (appropriate) POCI elements present, but lack clarity. | All (appropriate) POCI elements present, but perhaps unclear or need further explanation. | (Appropriate) POCI elements all present, and explained reasonably well and are generally clear. | (Appropriate) POCI elements all present, and are all very clearly explained. | | | Necessary definitions not given. | Some definitions not given, and some that are given are unclear. | Most definitions given.Some definition unclear. | Necessary definitions given, but more clarity needed. | All definitions given, and are well explained and clear. | | | Under 10 | 10 to under 13 | 13 to under 15 | 15 to under 17 | 17 or over | 20 | LO: Design scientific studies to answer simple scientific questions: 30% | Quality of research design | The design is poor, missing critical information and is probably unachievable. | Study design mostly suitable, and may be achievable, but some substantial problems still remain. | The study has a suitable design and is probably achievable, but some clear problems exist or some issues are not addressed. | The study is well designed and achievable. Only a small number of issues remain. | The study has an excellent design, well thought-through. | 24 | | Numerous substantial improvements are needed to ensure a successful project. | Many improvements are necessary, some substantial, to ensure a successful project. | A number of improvements, mostly minor, are necessary to ensure a successful project. | A small number of simple improvements are necessary to ensure a successful project. | Very few improvements are needed, if any, to ensure a successful project. | | | Under 15 | 15 to under 20 | 20 to under 23 | 23 to under 26 | 26 or over | 30 | LO: Comprehend, apply and communicate in the language of research and statistics: 20% | Accuracy and clarity of communication | The data are not described, or descriptions are mostly incorrect. | Data descriptions contain many errors, or are often inappropriate. | Data descriptions are mostly correct, but some components missing or incorrect. | Data descriptions are complete with only minor errors. | Data descriptions are appropriate, correct and clear. | 16 | | The SPSS screenshot is not provided, or has many substantial errors, or many necessary parts of the setup are not shown. | The SPSS setup has a number of errors, including some that are substantial, or some parts not shown. | The SPSS setup is all shown, and is mostly correct, but some errors are evident. | The SPSS setup is mostly error free, with only minor problems. | The SPSS setup contains no obvious errors. | | | The Abstract is poor, is not detailed, with poor grammar. | Abstract has required elements but lacks important information and has errors. | Abstract is clear, but has some grammatical errors or missing detail. | Abstract is clear and appropriate, with few errors. | Abstract is clear, appropriate, error-free. | | | Under 10 | 10 to under 13 | 13 to under 15 | 15 to under 17 | 17 or over | 20 | LO: Select and apply the appropriate statistical technique to analyse scientific data: 10% | Accuracy and clarity of statistical techniques (i.e. summaries) | Suggested numerical summaries are poor or absent, or poorly chosen. | Suggested numerical summaries are mostly appropriate, but some major errors remain. | Suggested numerical summaries are mostly appropriate, but some errors remain. | Suggested numerical summaries are all appropriate and correct; only minor errors remain. | Suggested numerical summaries are all appropriate and correct. | 8 | | Suggested graphical summaries are poor or absent, or poorly chosen. | Suggested graphical summaries are usually appropriate, but some major errors remain. | Suggested graphical summaries are mostly appropriate, but some errors remain. | Suggested graphical summaries are all appropriate and correct; only minor errors remain. | Suggested graphical summaries are all appropriate and correct. | | | Under 5 | 5 | 7 | 10 | | 10 | LO: Demonstrate professional integrity in planning scientific studies: 20% | Level of integrity in planning the study | Lacks professional integrity: substantial ethical design issues are evident. | Many issues of integrity and ethical design are not identified; some are not adequately addressed. | A small number of integrity and ethical issues are not identified; most issues addressed, but minor issues remain. | Most integrity and ethical design issues identified, and only minor concerns remain unaddressed. | All integrity and ethical design issues are identified and clearly addressed. | 15 | | Many limitations of the study are not identified, or are poorly explained. | Many obvious limitations are not given, and identified issues often not well explained. | Some obvious limitations are not given, but identified issues are mostly well explained. | Most limitations are identified, are mostly well explained. | All limitations are identified and very well explained. | | | Under 10 | 10 to under 13 | 13 to under 15 | 15 to under 17 | 17 or over | 20 | | | | | | TOTAL Out of 100: | 80 |