Name ___________________________
Teacher __________________
James Madison Middle School
Experimental Design
MYP STEM Fair Packet
James Madison Middle School
Pages from this document have been adapted from the PGCPS STEM Fair Student Journal
Timeline for JMMS MYP STEM Fair Project
(In order to keep all documents together, please place assignments that are due in a 3-prong folder)
October 23-November 4, 2014
Brainstorming
Date Due: November 5, 2014
Inquire: Question AND Progress Report
November 6-November 18, 2014
Revise Question if necessary and conduct research
on approved topic
Date Due: November 19, 2014
Inquire: Testable Hypothesis AND Progress Report
November 20-December 2, 2014
Revise Hypothesis if necessary and design the
investigation
Date Due: December 3, 2014
Design: Variables, Materials, Method (Procedure),
Data Collection Tool (no data) AND Progress Report
December 4-December 16, 2014
Revisions if necessary and actively work on the
investigation
Date Due: December 17, 2014
Process: Data Table, Graph, Analysis of Results
Evaluate: Conclusion AND Progress Report
December 18, 2014-January 6, 2015
Work on Research Paper and Display Board
Date Due: January 7, 2015
Research Paper, Display Board AND Progress
Report-Classroom oral presentations begin
January 28, 2015
JMMS Judging (day)
January 28, 2015
JMMS Open House (6:30pm-8:30pm)
January 28, 2015
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1. No testing of vertebrates will be allowed. A vertebrate is an animal that contains a
backbone. PEOPLE are VERTEBRATES as well as amphibians, reptiles, birds, and other
mammals. Projects that involve observations of vertebrates with no interaction between a
vertebrate and the observer are acceptable for a STEM fair. However, these projects
MUST be approved by your School Safety Review Board (see pages 4-5).
2. Invertebrate projects are acceptable such as worms, insects and mollusks where no
injury to the animal is involved.
3. NO MODELS will be accepted such as solar systems or volcanoes.
4. Projects that involve the growth of bacteria are not allowed at any time as a STEM fair
project. Mold; the use of fire; or potentially dangerous materials will require adult
supervision and safety protocols to be signed prior to approval of the project. Any project
that falls into these areas MUST have the approval of your School Safety Review Board to
ensure county policy and safety protocols are followed (see pages 4-5).
SELECTING A TOPIC
A good topic can be found in two basic ways. First, you can research topics using the library
and Internet. There are many good books available at the school and public libraries, as well
as websites found on the web. Second, you can brainstorm a topic by asking yourself the
following questions:
1. What do I already know about the topic?
Example: Vitamin C
Vitamin C is good for you
Some people take Vitamin C when they are sick.
You can buy Vitamin C in a tablet.
Orange juice has Vitamin C.
2. What do I need to know to better understand the topic?
What is a vitamin?
What is Vitamin C?
How do I test for Vitamin C?
3. What possible questions could I explore about the topic?
Which fruit juice has the most Vitamin C?
Does fruit juice from concentrate have more/less Vitamin C?
Do any vegetables have Vitamin C?
Does freezing change the amount of Vitamin C?
Do all citrus fruits have the same amount of Vitamin C?
Use page seven as you brainstorm your topic. Before deciding on your final topic and
question, check the Pre-Approval Project Key to be sure your proposed topic is acceptable as
an entry into your school’s STEM Fair.
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Middle School PRE-APPROVAL Project Key
Do I need the School Safety Review Board’s pre-approval before I can begin my project?
Does your project
require you to interact
Y e s with human subjects?
Does your project involve asking friends
or other people questions? experiments
on yourself? experiments with other
people in any way? (Human Subjects)
No
No
Does your project involve your
pet? experiments on any other
animals that have bones?
(Vertebrate Animals)
Yes
Yes
STOP! You need
to think of another
project to do.
If your project requires the observation or
measurements of human subjects (no harm or
risks to subjects), you must have approval
from the School Safety Review Board and the
Science Department.
Does your project
require you to interact
with the vertebrate?
Yes
STOP! You need
to think of another
project to do.
No
Does your project involve
 Mold?
 Fire?
(potentially hazardous substances)
No
No
If your project only requires observation of
vertebrate animals, you must have approval
from the School Safety Review Board.
Y e s You must have approval from the School Safety Review
Board. If a project involves the growth of mold, testing
must be done in a sealed environment at all times.
Does your project involve cultures isolated from the environment?
the growth of bacteria? testing for bacteria?
(potentially pathogenic agents or substances)
Yes
STOP! You need to think
of another project to do.
No
Does your project involve
 dangerous activities such as being on a roof or lighting objects?
(hazardous activities)
 explosives? radiation? (hazardous devices)
 controlled substances? tobacco products?
Yes
No
Does your project involve
 any chemical such as household cleaning agents, solvents, metals
No
or organic chemicals? (chemicals)
 sharp objects or potentially dangerous tools? use of oven?
No
No
Yes
STOP! You
need to think
of another
project to do.
You must
have approval
from the
School Safety
Review
Board.
You do not need School Safety Review Board pre-approval.
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Middle School PRE-APPROVAL Project Form
School Safety Review Board
Fill in the information required for your project and submit to your teacher. Approval by the School
Safety Review Board is required before experimentation. If chosen as a County STEM Fair participant, this
pre-approval form must be submitted with your packet. The School Safety Review Board or school
system’s Safety Review Committee reserves the right to deny any project due to safety concerns. For
further questions about STEM Fair rules, see Appendix.
Student’s Name
School
Title of Project
Grade
1) Describe the purpose of your investigation and the reason you responded to a yes on the pre-approval key. If a survey
or questionnaire (for vertebrate animals and human subjects) is being used, please attach.
2) Describe any potential risks or areas of concern that need to be addressed and approved before experimentation.
3) Describe: the procedures that will be used to minimize risk; safety measures taken; disposal procedures that will be
followed (when applicable); and sources of safety information.
The following section is to be completed by the School Safety Review Board prior to experimentation.
Safety Review Board SIGNATURES (The first three signatures are required)
1) Science Fair Coordinator:
2) Science Teacher:
3) School Administrator:
print name
signature and date
print name
signature and date
print name
signature and date
print name
signature and date
For projects that involve human subjects or chemicals:
4) School Health Aide/Nurse:
To be completed by Parent/Guardian:
(Prior to participation)
Yes
No
print name
I have read and understand the conditions and risks above and consent to the participation of my child.
Project testing/trials will be supervised by an adult at all times.
I have reviewed a copy of any survey or questionnaire used in my child’s research. (if applicable)
I consent to the use of visual images (photos, videos, etc.) involving my child in this research.
parent/guardian’s name (please print)
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parent/guardian’s name signature and date
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The Question is also referred to as the PROBLEM or the PURPOSE. A good question is
the key to a good science fair project. Scientists ask questions and then conduct
experiments to find out the answer. Therefore, the question asked should only be
answered by performing an experiment, not by looking in a book.
Be specific when writing a question. For example:
Instead of asking – How do bean plants grow?
Ask:
1. Does the amount of water affect how tall bean plants will grow?
2. Does soaking bean seeds before planting affect how fast they will germinate?
3. Do bean plants grow better in an acid soil or an alkaline soil?
The HYPOTHESIS is another name for a PREDICTION. When you are writing the
hypothesis you are trying to predict the answer to your question. You should always give a
reason for your prediction either from your own experiences or from research you have
done. Your hypothesis should be written in the “if….then….because” format.
Question: Does soaking bean seeds before planting affect how fast they will grow?
Possible hypotheses based on the question:
If bean seeds are soaked before planting then the plants will grow faster because it will
make the hard seed covering soft.
If bean seeds are soaked before planting then the plants will not grow faster because
soaking the seed will just make the seed mushy.
If independent variable then dependent variable because research/background knowledge.
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Brainstorming
What do I already know about the topic?
What do I need to know about the topic?
What possible questions could I explore about the topic? (Write at least 3 questions)
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Topic
Problem/Question
Inquire
Topics/Ideas to research during the investigation:
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The research shows….
Inquire
Now that I have done research on my topic, my hypothesis is:
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Name ________________________________ Section ________________
Due: November 5, 2014
Questions (Must have at least 3):
Inquire
Date Turned in: _______________________
_____ Approved
_____ Revise Teacher Signature: _________________________
Revision Date: ________________________ Teacher Signature: ___________________________
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Name: ________________________________ Section _______________
Due: November 5, 2014
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Activities I accomplished:
Progress Report
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Progress Report
Activities I accomplished:
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
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Name ________________________________ Section ________________
Due: November 19, 2014
Testable hypothesis in the “if….then….because” format:
Inquire
Date Turned in: _______________________
_____ Approved
_____ Revise Teacher Signature: _________________________
Revision Date: ________________________ Teacher Signature: ___________________________
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Name: ________________________________ Section _______________
Due: November 19, 2014
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Activities I accomplished:
Progress Report
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Progress Report
Activities I accomplished:
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
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IB MYP Experimental Cycle
Criterion B: Inquiring and Designing
(Focus: Inquire-Problem/Question)
NHI
Investigation not completed
(Not handed in)
0
1-2
3-4
5-6
7-8
Has not reached standard of any descriptors below
Problem/Question to be tested by scientific investigation
is stated, with limited success
Problem/Question to be tested by scientific investigation
is stated
Problem/Question to be tested by scientific investigation
is outlined
Problem/Question to be tested by scientific investigation
is described
Criterion B: Inquiring and Designing
(Focus: Inquire-Hypothesis)
NHI
Investigation not completed
(Not handed in)
0
1-2
3-4
5-6
7-8
Has not reached standard of any descriptors below
Testable hypothesis stated
Testable hypothesis outlined using scientific reasoning
Testable hypothesis outlined and explained using
scientific reasoning
Testable hypothesis outlined and explained using
correct scientific reasoning
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VARIABLES
Take time to identify your variables before you start your experiment because it
will be helpful when writing your procedures. A variable is something that can
change or be changed. There are three kinds of variables: independent,
dependent and controlled variables.
In a well-designed investigation, there should be only one thing changed on
purpose, called the independent or manipulated variable.
Remember the example question: Does soaking bean seeds before planting
affect how fast they will grow?
In this example, the thing I am changing on purpose is the soaking the some
of the bean seeds before planting them. Therefore, the soaking of the seeds
before planting is the independent variable (manipulated variable).
What I think or hope will change during the experiment is called the dependent
variable or responding variable.
In this example the thing I am hoping or thinking will change during the
experiment is how fast the plant grows. Therefore, how fast the plant grows is
the dependent variable (responding variable).
I must try to keep any other things that might be changed the same throughout
the experiment. These things that I keep the same are called the controlled
variables.
In this example the things I would keep the
same are:
 Type of bean
 Amount of water for soaking the
seeds
 Type of soil I plant the beans in
 Amount of soil I plant the beans in
 Amount of water and sunlight they get
everyday
 Size containers I plant the beans
These are the variables I am controlling.
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Your MATERIALS is a list of all of the items you will need in order to
conduct your experiment. As you develop your procedure, you may need to
add to your materials list.
Remember to:
 Be specific
 Give amounts and sizes
 Use METRIC measurements
PROCEDURES are a detailed step-by-step set of directions of how to
conduct the experiment. Details are very important here. Be sure to tell
exact amounts of things such as materials, time it will take, etc. It is
important that anyone be able to follow your steps and repeat your
experiment exactly as you did it. You MUST have at least 3 repeated
trials and clearly identify what you are keeping the same and what you are
changing (variables) to ensure a well-designed investigation.
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DATA COLLECTION TOOL
Before you start conducting your experiment, it is important that you have thought
out your data collection.

To begin, you should design a chart, table, or journal entry system to record
your information. Whenever possible, you must collect NUMERICAL DATA
in a chart or table because you are expected to provide both a graph and
written results for your project. Your teacher will help you if your experiment
requires data that is not in numbers.

Your chart or table should have room for repeated trials (no less than three
- the more trials you complete, the more reliable your data and conclusion)
and a place to find the average (mean) of your data.

The data should be collected using metric units whenever possible because
metric is the international system of measurement for scientists. Metric
units include centimeters, meters (linear), grams (weight/mass), and liters
(liquid volume). Again, consult your teacher if you are not sure which
measurement to use.

Use a ruler to draw straight lines when designing your chart or table.
Neatness will help you to keep accurate data.

Label the different rows and columns of your chart or table. Also include a
title.
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Variables:
Independent:
Dependent:
Controlled:
Design
Data Collection Tool:
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Materials:
Design
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Method (Procedure):
Design
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Name ________________________________ Section ________________
Due: December 3, 2014
Variables:
Independent:
Dependent:
Controlled:
Materials:
Design
Data Collection Tool
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Name ________________________________ Section ________________
Due: December 3, 2014
Method (Procedure):
Design
Date Turned in: _______________________
_____ Approved
_____ Revise Teacher Signature: _________________________
Revision Date: ________________________ Teacher Signature: ___________________________
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Name: ________________________________ Section _______________
Due: December 3, 2014
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Activities I accomplished:
Progress Report
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Progress Report
Activities I accomplished:
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
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IB MYP Experimental Cycle
Criterion B: Inquiring and Designing
(Focus: Design-Variables and Data Collection)
NHI
Investigation not completed
(Not handed in)
0
1-2
3-4
5-6
7-8
Has not reached standard of any descriptors below
The variables are stated
Outlined how to manipulate the variables and stated
how relevant data will be collected
Outlined how to manipulate the variables and outline
how sufficient, relevant data will be collected
Described how to manipulate the variables, and
described how sufficient, relevant data will be
collected
Criterion B: Inquiring and Designing
(Focus: Design-Method)
NHI
Investigation not completed
(Not handed in)
0
1-2
3-4
5-6
7-8
Has not reached standard of any descriptors below
Designed a method with limited success
Designed a safe method in which materials and
equipment are selected
Designed a complete and safe method in which
appropriate materials and equipment are selected
Designed a logical, complete and safe method in
which appropriate materials and equipment are
selected
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All RESULTS should include three parts: a data chart; an appropriate graph (line, pie or
bar) of the data collected in the chart; and a written explanation of the chart information
and the graph.
Graphs
When choosing a graph, be sure to use the most appropriate one.
Line graphs should be used to display continuous data. Experiments that have dependent
variables that involve temperature, time, mass, height or distance will usually result in data
that can be graphed on a line graph. On a line graph, the horizontal (x) axis is always the
independent variable and the vertical (y) axis is always the dependent variable. Line graphs
should also have:



numbers (scale) in even intervals (1’s, 2’s, 5’s, 10’s, 100’s, etc..)
labels for the horizontal and vertical axes, and
a title that reflects the information that is being graphed.
Bar Graphs are used to display data that separate or are distinct from other pieces of data.
The data in a bar graph can be displayed either vertically or horizontally. A bar graph should
include:



numbers (scale) in even intervals (1’s, 2’s, 5’s, 10’s, 100’s, etc..)
labels for the horizontal and vertical axes, and
a title that reflects the information that is being graphed.
Remember to find the AVERAGE or MEAN of your data before graphing.
A Written Explanation is also required for an
experiment. Explanations should be at least a
paragraph long and explain the data displayed in the
chart and graph. It can include any trends that may
occur in the data. RESULTS may also include
photographs and diagrams that help to display and
understand the data. A WRITTEN EXPLANATION is
NOT the conclusion. It is simply a summary of what
the data shows.
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Data Table:
Process
Graph: (See next page)
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Analysis of Results:
Process
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Name ________________________________ Section ________________
Due: December 17, 2014
Data Table (You may insert/attach a computer generated table with data):
Graph (Attach your graph to this document. It may be computer generated):
Analysis of Results:
Design
Date Turned in: _______________________
_____ Approved
_____ Revise Teacher Signature: _________________________
Revision Date: ________________________ Teacher Signature: ___________________________
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Name: ________________________________ Section _______________
Due: December 17, 2014
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Activities I accomplished:
Progress Report
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Progress Report
Activities I accomplished:
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
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Criterion C: Processing and Evaluating
(Focus: Process-Data Table and Graph)
NHI
Investigation not completed
(Not handed in)
0
1-2
3-4
5-6
7-8
Has not reached standard of any descriptors below
Data collected and presented in numerical and/or
visual forms
Data correctly collected and presented in numerical
and/or visual forms
Data correctly collected, organized and presented in
numerical and/or visual forms
Data correctly collected, organized, transformed and
presented in numerical and/or visual forms
Criterion C: Processing and Evaluating
(Focus: Process-Results)
NHI
Investigation not completed
(Not handed in)
0
1-2
3-4
5-6
7-8
Has not reached standard of any descriptors below
Data accurately interpreted
Data accurately interpreted and results are described
Data accurately interpreted and results are described
using scientific reasoning
Data accurately interpreted and results are described
using correct scientific reasoning
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The CONCLUSION tells what you learned about the topic by completing the
experiment. It contains many parts. Answer each of the questions below. Then
join them together in paragraph form to write your conclusion.
Your conclusion should include:




An analysis of your hypothesis. Was the hypothesis supported by the
data?
Any sources of error. What could have gone wrong in the investigation
that could have caused results to be skewed?
What did you learn?
How could you improve this investigation? What methods could be done
differently to benefit this investigation?
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Conclusion: Restate the hypothesis. Was the hypothesis supported or not supported by the data?
What were sources of error? What could have gone wrong in the investigation?
Evaluate
What did you learn doing this investigation?
Extension: How could you improve the methods for future investigations?
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Name ________________________________ Section ________________
Due: December 17, 2014
Conclusion:
Evaluate
Date Turned in: _______________________
_____ Approved
_____ Revise Teacher Signature: _________________________
Revision Date: ________________________ Teacher Signature: ___________________________
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Name: ________________________________ Section _______________
Due: December 17, 2014
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Activities I accomplished:
Progress Report
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Progress Report
Activities I accomplished:
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
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Criterion C: Processing and Evaluating
(Focus: Evaluate-Conclusion)
NHI
Investigation not completed
(Not handed in)
0
1-2
3-4
5-6
7-8
Has not reached standard of any descriptors below
 The validity of the hypothesis is stated with limited
reference to a scientific investigation
 The validity of the method is stated with limited
reference to a scientific investigation
 Limited improvements or extensions to the method
are stated
 The validity of the hypothesis is based on the
outcome of a scientific investigation is stated
 The validity of the method is based on the outcome of
a scientific investigation is stated
 Improvements or extensions to the method that would
benefit the scientific investigation is stated
 The validity of the hypothesis is based on the
outcome of a scientific investigation is outlined
 The validity of the method is based on the outcome of
a scientific investigation is outlined
 Improvements or extensions to the method that would
benefit the scientific investigation is outlined
 The validity of the hypothesis is based on the
outcome of a scientific investigation is discussed
 The validity of the method is based on the outcome of
a scientific investigation is discussed
 Improvements or extensions to the method that would
benefit the scientific investigation is described
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MYP Score Conversion
MYP Points Earned
PGCPS Percentage
8
100
7
95
6
90
5
85
4
80
3
75
2
70
1
60
0
50
NHI
0
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Letter Equivalent
A
A
A
B
B
C
C
D
E
E
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Research is important to a good STEM fair project. It helps you
to choose a topic and then learn more about the topic.
A research report is mandatory. It must be typed.
The research report is not complicated and need only include the
following five things:
1. Title Page- The title page includes the title of your project,
your name, school, grade, teacher and the date the project is
being turned in to your teacher.
2. Acknowledgements-This is a personal thank you to anyone who helped you with the project
(teacher, parent, sibling, scientist, librarian etc.).
3. Question- The specific question you asked for your experiment
4.
Background Research
a. If you made a list of things you wanted to know about your topic, this is a good place
to start your research. Write down some questions that could be found through
research about your topic, if you haven’t done this already.
b. Use books from the library and Internet sites to find out interesting and relevant
information about your topic.
c. Rewrite the information you find in your own words. Do not copy from the book or
print out pages from the Internet. This is considered PLAGARISM and it is illegal. If
you are having difficulty putting what you read in your own words, try saying aloud a
small section that you have just read without looking at the text. Chances are, you
will put say this section in your own words. If you need help, ask an adult for
assistance.
d. Use quotes or parenthesis when appropriate in your writing.
Keep track of what books or websites you used to get your information so you can
list your sources in a bibliography.
5. Sources/Bibliography- An alphabetical listing of books, articles or other sources including
websites that you used when researching your topic. You should have information from at least
THREE sources. Wikipedia does not count.
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Name: ________________________________ Section _______________
Due: January 7, 2015
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Activities I accomplished:
Progress Report
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
Complete this progress report EACH TIME you devote time to your investigation (that includes
brainstorming and research). Make more copies as necessary.
Date: __________________________________ Time Worked: ____________________________
Progress Report
Activities I accomplished:
Problems I faced:
Solutions to the problems:
Ideas/Thoughts/Comments:
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Bibliography
References on how to properly write a bibliography:
Book
Okuda, Michael, and Denise Okuda. Star Trek Chronology: The History
of the Future. New York: Pocket, 1993.
Journal Article
Wilcox, Rhonda V. "Shifting Roles and Synthetic Women in Star
Trek: The Next Generation." Studies in Popular Culture 13.2 (1991):
53-65.
Newspaper or Magazine Article
Di Rado, Alicia. "Trekking through College: Classes Explore Modern
Society Using the World of Star Trek." Los Angeles Times 15 Mar.
1995: A3.
Book Article or Chapter
James, Nancy E. "Two Sides of Paradise: The Eden Myth According to
Kirk and Spock." Spectrum of the Fantastic. Ed. Donald Palumbo.
Westport: Greenwood, 1988. 219-223.
Encyclopedia Article
(well known reference books)
Sturgeon, Theodore. "Science Fiction." The Encyclopedia Americana.
International ed. 1995.
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Encyclopedia Article
(less familiar reference books)
Horn, Maurice. "Flash Gordon." The World Encyclopedia of Comics.
Ed. Maurice Horn. 2 vols. New York: Chelsea, 1976
Website
Lynch, Tim. "DSN Trials and Tribble-ations Review." Psi Phi: Bradley's
Science Fiction Club. 1996. Bradley University. 8 Oct. 1997 <http://
www.bradley.edu/campusorg/psiphi/DS9/ep/503r.html>.
Newspaper or Magazine Article on the Internet
Andreadis, Athena. "The Enterprise Finds Twin Earths Everywhere It
Goes, But Future Colonizers of Distant Planets Won't Be So Lucky."
Astronomy Jan. 1999: 64- . Academic Universe. Lexis-Nexis. B.
Davis Schwartz Memorial Lib., Brookville, NY. 7 Feb. 1999 <http://
web.lexis-nexis.com/universe>.
Literature Resource Center
Shayon, Robert Lewis. "The Interplanetary Spock." Saturday Review
17 June 1967: 46. Rpt. in Contemporary Literary Criticism. Ed.
Sharon R. Gunton. Vol. 17. Detroit: Gale Research, 1981. 403.
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Memorial Lib., Brookville, NY. 16 Oct. 2001 <http://
infotrac.galegroup.com/menu>.
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