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Part 1. Identify a model that relates to the topic of your Observation Project. Keep in mind that the results of any one scientific project tend to be small and specific, but models generally seek to explain a bigger picture. For example, if you counted insects attracted to your outdoor light for your project, you might look for a model that explains the visual system of moths or what impacts insect populations. You do not need to create the model.
Part 1. Include an image or photo of the model. An image or photo from the internet is acceptable.
Part 2. Explain how it relates to the topic of your Observation Project. How does the model help to explain the results you got?
Stage 3—Observation Project
In Stage 3, you will compare your data to your hypothesis and explain why your data agree with
your hypothesis or not. Does your data support your hypothesis or reject it?
You will also explain what you learned doing this project:
•
What did you learn about your topic?
•
What did you learn about forming a good hypothesis that is testable using the scientific
method?
•
What did you learn about data collection and describing data collection?
•
What did you learn about data analysis and presentation?
You will prepare a nearly-finished/draft version of the Stage 3 report for peer review in the
Week 7 Discussion. After you receive peer reviews on your project, you will have an
opportunity to edit your project and address feedback from your classmates, from typos to
significant issues. When reading the reviewer feedback, you may choose not to make some of
the changes suggested by the reviewers. This is fine. But remember that your instructor will
also be reading the peer review feedback from your classmates.
Note:
You will only be graded on the final version that you submit to the Stage 3 folder.
The primary objective of the peer review assignment is to provide another opportunity for you
to demonstrate what you’ve learned during your Observation Project. You will demonstrate
what you learned by providing helpful information to your classmates.
Stage 3 Report
For Stage 3, you must include the material from the Stage 1 and Stage 2 reports. However,
some editing may be required to produce a single narrative that sums up your entire project. If
someone read only the final version of the project, what would you want it to look like?
Your Stage 3 report must include:
•
•
•
all the items from Stages 1 and 2
a discussion of how your data support or agree with your hypothesis or if you reject
your hypothesis based on your data: Clearly state whether you accept or reject your
hypothesis in light of your data. Thoroughly explain your reasoning.
Describe your takeaway lessons from this project. Focus on what you learned about
o your observation topic,
o
o
o
o
o
forming and testing a hypothesis statement,
collecting data in a repeatable and objective manner,
data analysis,
presenting data graphically, and
interpreting data.
The Stage 3 report will typically be five to seven pages (it may be longer if you use many photos
or graphics to illustrate your topic, methods, or conclusions).
Grading Rubric—Stage 3
Item
Topic of observation project is clearly identified and described; you explain
why the topic is interesting.
Background research describes important features of the topic (features you
wish to observe and what factors might complicate your observations).
Planned observations are clearly specified. These observations can be made
in the time available with the resources available.
At least one photo (taken by you) is included. It should illustrate some aspect
of the process or phenomenon you plan to observe.
A clear hypothesis statement related to the planned observations is included.
References from background research are cited in APA format.
The observation methods are described in sufficient detail.
A photo illustrating the observations being made is included.
A table of data is included. Table includes title, column headings, and units.
A graph of data is included. Graph is of a type appropriate for the data and
includes title, axis labels, and units.
A clear statement of support or rejection of your hypothesis, with logical
reasoning for the decision, is included.
An explanation of your takeaway lessons is included.
Report is of an appropriate length.
Report is well organized and free from spelling and grammatical errors.
Report includes title page.
Total
Points
5
10
5
3
10
3
15
3
7
9
10
5
5
10
100
1
Natural Science
Charles Wilson
UMGC
20230218
Natural Science (Earth Hydrologic Circle
Figure: Earth Hydrologic Circle
2
3
Description
This drawing depicts the Earth’s hydrologic cycle. Water evaporates from the oceans and
other bodies of water, forming clouds in the atmosphere. The wind then blows the clouds to other
areas of the world, where they are cooled by air currents and release the water as precipitation.
This precipitation can be in the form of rain, snow, or hail and eventually returns to the oceans,
replenishing them. The cycle is an integral part of the Earth’s climate system, as it regulates
temperatures and helps to distribute water to different parts of the globe. Additionally, it helps
replenish groundwater and other water sources necessary for life. The process is driven by the
Sun’s energy, which warms the surface of the Earth and causes water to evaporate. The
hydrologic cycle is also a major factor in the global water cycle (d’Odorico et al., 2019). The
water evaporated from the oceans is part of the water cycle, and when it is returned to the oceans,
4
it is then evaporated again. This cycle is essential for the Earth’s climate and for life itself. The
hydrologic cycle is an intricate system that is essential for life on Earth. Without it, water would
not be distributed evenly across the globe, and temperatures would not be regulated. It is a
natural process that is constantly in motion and helps ensure that life on Earth can continue.
Reference
d’Odorico, P., Carr, J., Dalin, C., Dell’Angelo, J., Konar, M., Laio, F., … & Tuninetti, M. (2019).
Global virtual water trade and the hydrological cycle: patterns, drivers, and socioenvironmental impacts. Environmental Research Letters, 14(5), 053001.
Description
This drawing depicts the Earth’s hydrologic cycle. Water evaporates from the oceans and
other bodies of water, forming clouds in the atmosphere. The wind then blows the clouds to other
areas of the world, where they are cooled by air currents and release the water as precipitation.
This precipitation can be in the form of rain, snow, or hail and eventually returns to the oceans,
replenishing them. The cycle is an integral part of the Earth’s climate system, as it regulates
temperatures and helps to distribute water to different parts of the globe. Additionally, it helps
replenish groundwater and other water sources necessary for life. The process is driven by the
Sun’s energy, which warms the surface of the Earth and causes water to evaporate. The
hydrologic cycle is also a major factor in the global water cycle (d’Odorico et al., 2019). The
water evaporated from the oceans is part of the water cycle, and when it is returned to the oceans,
it is then evaporated again. This cycle is essential for the Earth’s climate and for life itself. The
hydrologic cycle is an intricate system that is essential for life on Earth. Without it, water would
5
not be distributed evenly across the globe, and temperatures would not be regulated. It is a
natural process that is constantly in motion and helps ensure that life on Earth can continue.
Reference
d’Odorico, P., Carr, J., Dalin, C., Dell’Angelo, J., Konar, M., Laio, F., … & Tuninetti, M. (2019).
Global virtual water trade and the hydrological cycle: patterns, drivers, and socioenvironmental impacts. Environmental Research Letters, 14(5), 053001.
1
Natural Science
Charles Wilson
UMGC
20230218
Natural Science (Earth Hydrologic Circle
Figure: Earth Hydrologic Circle
2
3
Description
This drawing depicts the Earth’s hydrologic cycle. Water evaporates from the oceans and
other bodies of water, forming clouds in the atmosphere. The wind then blows the clouds to other
areas of the world, where they are cooled by air currents and release the water as precipitation.
This precipitation can be in the form of rain, snow, or hail and eventually returns to the oceans,
replenishing them. The cycle is an integral part of the Earth’s climate system, as it regulates
temperatures and helps to distribute water to different parts of the globe. Additionally, it helps
replenish groundwater and other water sources necessary for life. The process is driven by the
Sun’s energy, which warms the surface of the Earth and causes water to evaporate. The
hydrologic cycle is also a major factor in the global water cycle (d’Odorico et al., 2019). The
water evaporated from the oceans is part of the water cycle, and when it is returned to the oceans,
4
it is then evaporated again. This cycle is essential for the Earth’s climate and for life itself. The
hydrologic cycle is an intricate system that is essential for life on Earth. Without it, water would
not be distributed evenly across the globe, and temperatures would not be regulated. It is a
natural process that is constantly in motion and helps ensure that life on Earth can continue.
Reference
d’Odorico, P., Carr, J., Dalin, C., Dell’Angelo, J., Konar, M., Laio, F., … & Tuninetti, M. (2019).
Global virtual water trade and the hydrological cycle: patterns, drivers, and socioenvironmental impacts. Environmental Research Letters, 14(5), 053001.
Description
This drawing depicts the Earth’s hydrologic cycle. Water evaporates from the oceans and
other bodies of water, forming clouds in the atmosphere. The wind then blows the clouds to other
areas of the world, where they are cooled by air currents and release the water as precipitation.
This precipitation can be in the form of rain, snow, or hail and eventually returns to the oceans,
replenishing them. The cycle is an integral part of the Earth’s climate system, as it regulates
temperatures and helps to distribute water to different parts of the globe. Additionally, it helps
replenish groundwater and other water sources necessary for life. The process is driven by the
Sun’s energy, which warms the surface of the Earth and causes water to evaporate. The
hydrologic cycle is also a major factor in the global water cycle (d’Odorico et al., 2019). The
water evaporated from the oceans is part of the water cycle, and when it is returned to the oceans,
it is then evaporated again. This cycle is essential for the Earth’s climate and for life itself. The
hydrologic cycle is an intricate system that is essential for life on Earth. Without it, water would
5
not be distributed evenly across the globe, and temperatures would not be regulated. It is a
natural process that is constantly in motion and helps ensure that life on Earth can continue.
Reference
d’Odorico, P., Carr, J., Dalin, C., Dell’Angelo, J., Konar, M., Laio, F., … & Tuninetti, M. (2019).
Global virtual water trade and the hydrological cycle: patterns, drivers, and socioenvironmental impacts. Environmental Research Letters, 14(5), 053001.
Stage 3—Observation Project
In Stage 3, you will compare your data to your hypothesis and explain why your data agree with
your hypothesis or not. Does your data support your hypothesis or reject it?
You will also explain what you learned doing this project:
•
What did you learn about your topic?
•
What did you learn about forming a good hypothesis that is testable using the scientific
method?
•
What did you learn about data collection and describing data collection?
•
What did you learn about data analysis and presentation?
You will prepare a nearly-finished/draft version of the Stage 3 report for peer review in the
Week 7 Discussion. After you receive peer reviews on your project, you will have an
opportunity to edit your project and address feedback from your classmates, from typos to
significant issues. When reading the reviewer feedback, you may choose not to make some of
the changes suggested by the reviewers. This is fine. But remember that your instructor will
also be reading the peer review feedback from your classmates.
Note:
You will only be graded on the final version that you submit to the Stage 3 folder.
The primary objective of the peer review assignment is to provide another opportunity for you
to demonstrate what you’ve learned during your Observation Project. You will demonstrate
what you learned by providing helpful information to your classmates.
Stage 3 Report
For Stage 3, you must include the material from the Stage 1 and Stage 2 reports. However,
some editing may be required to produce a single narrative that sums up your entire project. If
someone read only the final version of the project, what would you want it to look like?
Your Stage 3 report must include:
•
•
•
all the items from Stages 1 and 2
a discussion of how your data support or agree with your hypothesis or if you reject
your hypothesis based on your data: Clearly state whether you accept or reject your
hypothesis in light of your data. Thoroughly explain your reasoning.
Describe your takeaway lessons from this project. Focus on what you learned about
o your observation topic,
o
o
o
o
o
forming and testing a hypothesis statement,
collecting data in a repeatable and objective manner,
data analysis,
presenting data graphically, and
interpreting data.
The Stage 3 report will typically be five to seven pages (it may be longer if you use many photos
or graphics to illustrate your topic, methods, or conclusions).
Grading Rubric—Stage 3
Item
Topic of observation project is clearly identified and described; you explain
why the topic is interesting.
Background research describes important features of the topic (features you
wish to observe and what factors might complicate your observations).
Planned observations are clearly specified. These observations can be made
in the time available with the resources available.
At least one photo (taken by you) is included. It should illustrate some aspect
of the process or phenomenon you plan to observe.
A clear hypothesis statement related to the planned observations is included.
References from background research are cited in APA format.
The observation methods are described in sufficient detail.
A photo illustrating the observations being made is included.
A table of data is included. Table includes title, column headings, and units.
A graph of data is included. Graph is of a type appropriate for the data and
includes title, axis labels, and units.
A clear statement of support or rejection of your hypothesis, with logical
reasoning for the decision, is included.
An explanation of your takeaway lessons is included.
Report is of an appropriate length.
Report is well organized and free from spelling and grammatical errors.
Report includes title page.
Total
Points
5
10
5
3
10
3
15
3
7
9
10
5
5
10
100
1
Stage 2: Observation project
Charles Wilson
UMGC
20230217
Stage 2: Collecting and Analyzing Data
2
For this project, I am looking at the effect of different types of soil on the growth of sunflowers. I
have set up five pots, each containing a different type of soil: sand, clay, loam, compost, and a
mix of all four soils. I will observe the growth of a sunflower in each pot over the next two
weeks, measuring the height of the stem and the diameter of the flower head each day.
To begin the data collection process, I first measured the height of each sunflower stem in
centimeters using a ruler and recorded the data in a table:
Soil
Day Day Day Day Day Day Day Day Day Day Day
Day Day
Day
Type
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Sand
0
1
3
5
6
7
8
9
10
11
12
13
14
15
Clay
0
0
1
2
4
5
6
7
8
9
10
11
12
13
Loam
0
3
6
10
15
17
22
25
26
27
27.5 28
28.5 28.5
Compost 0
2
5
8
11
14
17
19
20
21
22
23.5 24
Mix
2
5
9
13
17
20
22
23
23.5 24
0
Table 1: The growth in length of a sunflower grown in different types of soil
Sunflower Length Growth Chart
30
25
20
15
10
5
0
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day
10
Sand
Clay
Loam
Compost
Day
11
Day
12
Day
13
Mix
Chart: Length Growth of a Sunflower grown in different Soil types
Day
14
23
24.5 25
26
3
I created a clustered column chart using the data I collected concerning length growth. The chart
indicated that on each day of the 14 days, the sunflower planted in loam soil had the fastest
height growth. Also, it was evident that the sunflower planted in sand and clay soil had the
minimum growth rates in terms of height. Other sunflowers planted in compost and mixed soil
had an average growth rate.
Next, I measured the diameter in centimeters of each flower head using a caliper and recorded
the data in a separate table:
Soil
Day Day Day Day Day Day Day Day Day Day Day Day Day Day
Type
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Sand
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
6
6.5
Clay
0
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
6
Loam
0
0.5
1.5
2.5
3.5
4.5
5.5
6.5
7
7
7
7
7
7
Compost 0
0.5
1.5
2.5
3.5
4
4.5
5
5.5
6
6
6
6
6
Mix
0.5
1.5
2.5
3.5
4
4.5
5
5.5
6
6
6
6
6
0
Table 2: Growth of each sunflower over the 14 days
Sunflower Diameter Growth Graph
8
7
6
5
4
3
2
1
0
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day
10
Sand
Clay
Loam
Day
11
Compost
Day
12
Day
13
Day
14
Mix
Graph: Diameter Growth of a Sunflower grown in different Soil types
4
Once I had collected my data, I created a line graph showing each sunflower’s growth over the
14-day period. Each line on the graph represents a different soil type, and the x-axis represents
the number of days since the experiment started. I labelled the graph with a title and axis labels
for clarity.
The graph shows that the sunflowers grown in the loam soil had the most remarkable overall
growth, with the tallest stem and most prominent flower head. The sunflowers grown in the sand
and clay soils had negligible growth. The sunflowers are grown in the compost, and mixed soils
had moderate growth but were still not as tall or extensive as those grown in the loam soil. These
results suggest that loam soil is the best soil for growing sunflowers.
Overall, the data collection and analysis allowed me to conclude the effect of different types of
soil on the growth of sunflowers. The tables and graphs I created clearly record my observations,
allowing others to replicate my experiment and verify my findings. I hypothesize that the soil
type will significantly affect plant growth, with the plants grown in loam and compost soils
performing better than those grown in sand or clay soils. Specifically, I hypothesize that the
plants grown in loam and compost soils will be taller, have more leaves, and have more
extensive root systems than those grown in sand or clay soils.
1
Stage 2: Observation project
Charles Wilson
UMGC
20230217
Stage 2: Collecting and Analyzing Data
2
For this project, I am looking at the effect of different types of soil on the growth of sunflowers. I
have set up five pots, each containing a different type of soil: sand, clay, loam, compost, and a
mix of all four soils. I will observe the growth of a sunflower in each pot over the next two
weeks, measuring the height of the stem and the diameter of the flower head each day.
To begin the data collection process, I first measured the height of each sunflower stem in
centimeters using a ruler and recorded the data in a table:
Soil
Day Day Day Day Day Day Day Day Day Day Day
Day Day
Day
Type
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Sand
0
1
3
5
6
7
8
9
10
11
12
13
14
15
Clay
0
0
1
2
4
5
6
7
8
9
10
11
12
13
Loam
0
3
6
10
15
17
22
25
26
27
27.5 28
28.5 28.5
Compost 0
2
5
8
11
14
17
19
20
21
22
23.5 24
Mix
2
5
9
13
17
20
22
23
23.5 24
0
Table 1: The growth in length of a sunflower grown in different types of soil
Sunflower Length Growth Chart
30
25
20
15
10
5
0
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day
10
Sand
Clay
Loam
Compost
Day
11
Day
12
Day
13
Mix
Chart: Length Growth of a Sunflower grown in different Soil types
Day
14
23
24.5 25
26
3
I created a clustered column chart using the data I collected concerning length growth. The chart
indicated that on each day of the 14 days, the sunflower planted in loam soil had the fastest
height growth. Also, it was evident that the sunflower planted in sand and clay soil had the
minimum growth rates in terms of height. Other sunflowers planted in compost and mixed soil
had an average growth rate.
Next, I measured the diameter in centimeters of each flower head using a caliper and recorded
the data in a separate table:
Soil
Day Day Day Day Day Day Day Day Day Day Day Day Day Day
Type
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Sand
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
6
6.5
Clay
0
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
6
Loam
0
0.5
1.5
2.5
3.5
4.5
5.5
6.5
7
7
7
7
7
7
Compost 0
0.5
1.5
2.5
3.5
4
4.5
5
5.5
6
6
6
6
6
Mix
0.5
1.5
2.5
3.5
4
4.5
5
5.5
6
6
6
6
6
0
Table 2: Growth of each sunflower over the 14 days
Sunflower Diameter Growth Graph
8
7
6
5
4
3
2
1
0
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day
10
Sand
Clay
Loam
Day
11
Compost
Day
12
Day
13
Day
14
Mix
Graph: Diameter Growth of a Sunflower grown in different Soil types
4
Once I had collected my data, I created a line graph showing each sunflower’s growth over the
14-day period. Each line on the graph represents a different soil type, and the x-axis represents
the number of days since the experiment started. I labelled the graph with a title and axis labels
for clarity.
The graph shows that the sunflowers grown in the loam soil had the most remarkable overall
growth, with the tallest stem and most prominent flower head. The sunflowers grown in the sand
and clay soils had negligible growth. The sunflowers are grown in the compost, and mixed soils
had moderate growth but were still not as tall or extensive as those grown in the loam soil. These
results suggest that loam soil is the best soil for growing sunflowers.
Overall, the data collection and analysis allowed me to conclude the effect of different types of
soil on the growth of sunflowers. The tables and graphs I created clearly record my observations,
allowing others to replicate my experiment and verify my findings. I hypothesize that the soil
type will significantly affect plant growth, with the plants grown in loam and compost soils
performing better than those grown in sand or clay soils. Specifically, I hypothesize that the
plants grown in loam and compost soils will be taller, have more leaves, and have more
extensive root systems than those grown in sand or clay soils.
