Title Centered Less than 10 words
Contributors, dept, univ, univ address
2 or 1 column
Brief summary of the problem and the solution
Importance of the problem
How others solved it
More specific than abstract
Summary of discoveries
Session 1 Technical writing tips
Use simple words
Avoid sexist words
Choose appropriate words
Keep sentences short
Use active voice
DonÂ’t hide your verbs
Objective Â– third person writing avoid personal or first person
Use parallel construction especially in lists
Use lists sparingly
Realize they highlight points
Avoid compound tenses
Avoid tense changes
Format Headings or Footers
Name page number required
Topic/Title, date optional
Level 3. nfconfqefnqf
Session 3 The politics of project management
Who supports you in the administration?
Who supports you among your colleagues?
WhoÂ’s support do I need to implement my curriculum innovation?
What do you have? What do you need? How can you maximize what you have and procure what you still need?
Base test AcaDec students
Purchase copies of labview and headphones
Have students use labview to analyze music
Write up for?????
Finish NSF report
Current NSF hot buttons
Skeletal overview of the doc
Guaranteeing that all requirements and criteria of the audience are met
Establishing the logic of the approach to the research
Serving as a project management plan
Understand and describe your audience
Define your purpose
Inform, persuade, motivate to action, sell, teach or train
Use a question related to the audience need
Pay a compliment
Relate a relevant incident
Tell a humorous story
Outline your key points
Illustrate and support key points with evidece and visuals
Avoid or minimize 3D
Use color judiciously
Use color with alternate lines forms
Visuals should support
PowerPoint should outline
Background should NOT distract
Record in the past tense experiments and experimental data
Use the present tense to discuss data within a published report
And when discussing different current theories
fdncenter.org The Foundation Center
Dept of Educ
Community of Science
Illinois database IRIS
Must stand alone
250 words or less
Offers brief distillations
Either executive or conclusive
Involve statements between 50-5000 words
Refer to the experience or experiment
Session 2 Report Format
Upon completion of your Ret you are asked to submit a written report that is typed, double-spaced, 12 pt font and the body should be from 3-5 pages. Appendices should be 2-3 pages in length.
Body of the report
Abstract A brief explanation of the research conducted and the curriculum impact planned
II Introduction Importance of the issue. Why is this being studied? What is the relevance to the real world?
III Project Goals and objectives
Hypothesis and problem statement What are the expected results
V Instructional resources to be used
VI Program support Requirements and Budget
Equipment and materials
VII Student Outcomes Quantitative and Qualitative
What is the expected effect on student understanding?
Research ethics- What was done during the summer experience to support this issue?
Value of the RET On a personal level what is the value of the research experience in your growth as an educator?
NSF emphasis on what is going to happen different in your classroom.
RET teachers have two hypotheses
Summer research activity
Learning centers talk about multiple modes of learning
The curriculum innovation I plan to use
Summer Hypothesis Isolating a certain frequency range of the sound spectrum can alter the sound experienced. In music, multiple instrument frequencies are juxtaposed and difficult to discriminate to the untrained ear. Specialized equalizers can be developed to isolate and present desired frequencies and sounds sampled from a CD. Equalizers will be developed by the participant to isolate single instruments, combine different groups of instruments and modify signal output.
School Hypothesis Brain and learning research by Robert Slywester and Howard Gardener respectively, have clearly demonstrated that different students do not learn in the same way because of epigenetic differences in their learning centers. Academic Decathlon students challenge themselves in ten diverse academic subjects. Two thirds to three quarters of these students do not have musically- trained ears and do not acquire the required knowledge through auditory training alone. Upon completion of this project, Academic Decathlon students using a specialized equalizer will isolate specific instruments and combine specific instruments as they listen to required pieces. This ability to isolate and combine various instruments will improve student performance in recognizing elements of music within musical pieces. Students will be able to identify instruments by the sounds they make, characterize the relationship of sound waves to music and recognize the elements of a musical piece, such as which instruments are playing the melody or harmony at a specific point in a piece. Students with improved musical ears will perform better on the Academic Decathlon test in music by 60-100 points.
The difference between the way things are and the way things ought to be