Research, Tools and Aids Foeport Writing, and Format. Three Sample
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DdCOHENT RESUME ED 207 844 SE 035 709 AOTHOR Schlenker, Richard ds; Perry, Constance d. TITLE Writing Guide for Student Oceanography and darine Biology Field Research Reports. POB DATE Apr 81 NOTE- 112p.; Contains occasional light and broken type. EDRS PRICE HF01/PC05 Plus Postage. --DESCRIPTORS *College Science; Environmental Research; Field Studies; *Guidelines; Higher Education; *Aarine Biology; *Oceanography; *Research Reports; science Education.; Scientific dethodology; Scientific Research; Secondary Education; Secondary School 'Science; Student Research; *Technical Writing ABSTRACT Guidelines are presented for oceaneograEhy students and others who conduct field investigations to assist them in writing research reports.-The discussion not only focuses on report writing but also eaphasizes data gathering and library research techniques. Topics include introduction to research reports, conducting field research, tools and aids foeport writing, and format. Three sample research problems and their associated reports are included-which illustrate the procedures and guidelines. (DC) *********************************Ii*************************************, * Reproductions supplied by EDRS are the best that can be made * * from the original document. * _41******1011***11110*************************4111441**************************** U.S DEPASTMEINT Of EDUCATION NATIONAL INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCE THIS. EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) AThis document has been reproduced as received from the person or organization iqichard ScAlenker originating it Minor changes have been inacie ro improve reproduction quality Points of view or Opinions stated in this docu TO THE EDUCATIONAL RESOURCES Went do not necessarily represent official NIE INFORMATION CENTER (ERIC)." Position or policy WRITING GUIDE FOR STUDENT OCEANOGRAPHY AND MARINE BIOLOGY FIELD RESEARCH REPORTS by Richard M. Schlenker Department of Arts & Science Maine Maritime Academy Castine, Maine 04421 Constance M. Perry College of Education University of Maine Orono, Maine 04469 April 1981 Lit V) 4 Table of Contents A Subject Page Forward 1 Chapter 1, Introduction to Research Reports 3 I. Definitions of Research Reports ,3 A. A Final Step 3 B. A Link C. Meth-4 of Communication 3 D. Complete Documents II. Research Report Quality Chapter 2, Conduct of Field Resrarch 5 I. Searching the Literature 5 . A. Card Catalogues B. Abstracting Services S 1, Origins of Citations 6 2. Throughness of Search 6 3. Technicality of Citations 6 4. Fink:ing Citations 7 a. Key Words 7 i. Broad terms 7 Narrower Terms 7 iii. Related Terms 8 b. Authors . 1 8 c: Institutions 8 d. References Sections of Other Papers 8 e. Research Thought Processes 8 II. Equipment Setup 8 1 it A. Observations 9 B. Literature Search , 9 ._ ____ -----C7-Formulationof Hypotheses . -9 D. Research Setting 10 1. Field Notebookd 10 a. Timely Field Notebook Entries 10 .L, b. Use of Field Notebook Information 11 III. Gathering Date 11 IV. Data Analyses - 12 A. Data Evaluation and Manipulation. Acids 12 1. 'Charts 12 2, Tide Tables 13 )1, a. Daily Tide Predictions 13 b. Tidal Differences and Constants 1S c. Heighth of the Tide at Anytime 0 17 d. Using Tide Table Data to Control cables . 19 i. Effect of Barometric Pressure on Tides . 23 3. Current Tables 2S a, Daily Current Predictions i 2S b. Current Differences and Other Constants 2S c. Velocity of Current of Anytime 27 d. Wind Driver Currents - ^ - ^ - - _ 30 i. Tidal Currents Plus Wind Currents 30 ii. Tidal Currents Minus Wind Currents 30 p iii. Tidal Currents and Wind Currents trom 30 Different Directions 31 e. Substation Current Prediction Sheets . ' 4. Other Data Manipulation Acids 33 V. Marine Related Abstracting Services 33 . I i " 4 ,....,,,,......mili 111 Chapter 3, Tools and Acids for Report Writing "35 1. Writing Aids -or-- -r--6 35 Ow A. The Outline 35 L. Section Outline 36 B. Rough Draft 37 C. Abbreviations , '37 D. Person 37 E. Citations 39 1. References Section . 39 2. Direct Referal to Au-hor 39 3. Parenthetic Inclusion 39 F. sense 39 o G. Second and Final Drafts 40 1. Proof Reading 40 2. Colleague Reading 40 a. Replication 40 II. Methods of Data Presentation 41 A. Sample Tables 4 Chapter 4, Research Report Format 57 I. Title 58 II. Introduction 59 III. Methods , 60 A. Approach A 61 B. Approach B 61 IV. Data or Findings 61 A. Tables and Figures as Visual Aids 62 V. , Discuss:on 62 VI. Conclusions 63 VII. References 63 Q 5 iv VIII. Summary or Abstract 63 -Chapter 5-,-Sampre Ftoblems and Associated Reports 65 OM I. Sample Problem One 65 A. The SitUation 65 B. The Literature 66 C. The Study 66. D. The Data 66 67 e Title Page 67 a 2. The Introduction Section 68 3. The Methods Section 68 4. The Date or Findings Section 69 o 5. The Discussion Section 70 6. The Conclusion Section 71 7. The Summary Section .72 g. TheReferences Section 72 II, Sample Problem Two 411 72 c_ A. The Situation ,c4 73 B. The Report 73 ti 1. The Abstract . 73 2. The Title Page 73 3. The Introduction Section 73 4. The Methods Section 74 5. The Data or Findings Section 75 6. The Discussion Section 76 7. The Conslusions Section 76 8. The References Section 76 III. Sample Problem Three 78 A. The Situation 78 6 ft v .3 1. The Title Page . .. - 2. The Introduction Section ji The Methods Section , g 4. The Data or Findings Section . - 5. The.Discussion Section o. The Conclusion Section . 1 89 7. The Summary Section 8. The References Section 90 V pendix A, Vocabulary Appendix B, Sample rield Notebook Pages ' x Q e 1 W / FORWARD PURPOSE OF TM! GUIDE; Students, generally speaking, conduct field research for four reasons. -Hirst, instructorsuse the conduct of research'as a teaching method. That is, the research projects students conduct are de- .1 signed to support ihnd'amplify conceptually importantlecture material. Second, field research affords studentsan opportunity to investigate problems in which they have strong interests. Research of this type is * found in upper level undergraduate and gradul courses. It usually ib con - ducted as an addendum to normal course work. Students also conduct research because theymust write honors papers, theses and dissertations respectivelyas parts of their bachelors, masters, and doctoral degrees. Except in the case of honors papers, such research is conducted independentof organizedcourses (except that a project may be designed as part' of a graduate level research course). Perhaps the final. eason why college professors havetheir students conduct research is that it gives the studentsa Chance to dabble in and ex- , perience the research process. The purpose here is to introduce students to some of the problems encountered when research projectsare undertaken. A goal of this approach is to foster _development by students ofhealthy respect for scientific evidence while at the same,time maintaininga healthy skepticism for the same evidence. Data gathering is a major portion of each research project. Information is gathered in this segient of each research project andserves as a point of departure. When data are evaluated, as many variables as. possible are held constant while,if possible, a single parameter is 1 2 allowed to vary. As the procedure continues different parameters ate held constant while others are allowed to vary. Trends and relationships observed as the process proceeds theoretically lead students to either make generali- zations regarding research questions under investigationor accept or reject-, hypothdses formulated prior to tathering the data. Whatever the case, when research projects dry intended to be teaching methods, the generalizations, 6 drawn from data usually support concepts present in lectures. Once research Cr' generalizations and lecture material are integrated students haveaQ well1 ell rounded.Pieture of a subject than possible-ifeither the lecture or the re- search was conducted in isolatibn. Writing a research report is the final and perhaps most difficultstep in an research project. The report includes information from library and other reference sources and interpretations and conclusions drawn from obser- I,- \rations and data manipulations. of' The'objective of this guide is to provide Oceanographystudents with a number of aids which should help them in research report Writing. Jn this re- gard, we stress not only aids to final report Writing but also make suggestions about the data gathering and library research phases ofa project. Although this guide was written specifically foruse by Oceanography stu- dents we feel its principles.may be applied to field investigations and reports regardless of the discipline. RMS CMP Iv WM, I A J 9 4 CHAPTER 1 LI- INTRODUCTION TO RESEARCH flEPORTS I. Definitions of'Research Reportiiip . /A.*A Final Step. A.research report or paper is the product of a long . f seseri of events.These events usually begin when aninvestigatornvestigator seeks_ 'c. Itheanswer to some perplexing question or ,questions. As anwers are ought, the researcher, (1) reads the reports of other investigators who have con- ducted research in the same or similar%easof endeavor, (2) gathers data . Ifadd; t3) evaluates and-interprets hiso her findings. B. A Link. Once research has been reported the findings become another link in a research chain. The additional link allows those who follow to carry on where the particular piece of research terminated. I C. Method.of Communication. Research reports are a method of communica- tion. Thex notify readers'of research findings irid Are way the findings were interpreted. As such these'reports include a rationale or reasons why an in vestigation was conducted, methods that were used in data gathering, the actual data, a discussiOn of the findings and conclusions drawn as a result of the b findings. 4D. Complete Documents. Research reports are complete documents. Each must stand on its own. It must be understandable to its readers even though they a may not be well versed in research conducted prior to the project being report- .