ENVIRONMENTAL - Universiti Malaysia Sabah · i 2015 Editors Siti Aishah Mohd Ali Carolyn Melissa...

FACULTY OF SCIENCE AND NATURAL RESOURCES UNIVERSITI MALAYSIA SABAH

Editors | Siti Aishah Mohd Ali | Carolyn Melissa Payus | Vun Leong Wan |

ENVIRONMENTAL

SCIENCE Scientific Project Guidelines

i

2015

Editors

Siti Aishah Mohd Ali

Carolyn Melissa Payus

Vun Leong Wan

Scientific Project Guidelines

ENVIRONMENTAL SCIENCE

FACULTY OF SCIENCE AND NATURAL RESOURCES UNIVERSITI MALAYSIA SABAH

ii

First Published 2015

Copyright © 2015 by Faculty of Science and Natural Resources, UMS All rights reserved. No part of this publication may be reproduced, stored in any retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, or recording, without prior written permission from the Faculty of Science and Natural Resources, UMS. Printed & Published in Malaysia by Faculty of Science and Natural Resources Universiti Malaysia Sabah (UMS) Jalan UMS, 88400 Kota Kinabalu Sabah Tel: 6088-320000 ext 5872 Fax: 6088-435324 E-mail: [email protected] Website: http://www.ums.edu.my/fssa Malaysia National Library Cataloguing-in-Publication Data Environmental Science: Scientific Project Guidelines ISBN 978-967-0582-37-5

mailto:[email protected]

http://www.ums.edu.my/

iii

Our aim in writing this guideline is to assist the final year students in understanding the

structure and procedures so that they can carry out their scientific research systematically

and in an organized manner.

The book is divided into 11 main chapters on the topics of scientific project management,

type of research projects, literature research, research proposal, sampling design in

environmental research, how to design a questionnaire in environmental science research,

secondary data sources for research, statistics for environmental research, scientific project

report and assessment guidelines. In addition, this book also contains the relevant forms and

planner needed. We hope that this book it will help students to manage and complete their

scientific research project successfully.

In the process of writing and materializing of this book, we have received bundle of

references from various sources of literatures both in printed and also electronic forms

which have been appropriately cited and acknowledged.

We would particularly like to express our gratitude to Faculty of Science and Natural

Resources for printing and publishing this book. Last but not least, we thank our family and

colleagues, for their support, patience and understanding during the process of planning,

preparing and writing of the book. Thank you.

Siti Aishah Mohd Ali Carolyn Melissa Payus

Vun Leong Wan

July 2015

PREFACE This book seeks to provide guidance and instructions

for final year undergraduate students of

Environmental Science Programme, Faculty of

Science and Natural Resources (FSSA).

iv

Preface iii

Contents iv

INTRODUCTION Siti Aishah Binti Mohd Ali

1.1

1.2

1.3

OVERVIEW OF THE SCIENTIFIC PROJECT

LEARNING OUTCOMES

SCIENTIFIC PROJECT ASSESSMENT

1

2

2

SCIENTIFIC PROJECT MANAGEMENT Kamsia Budin & Siti Aishah Binti Mohd Ali

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

IDENTIFICATION AND ALLOCATION OF PROJECTS

PLANNING, EXECUTING AND PROJECT MANAGEMENT

ACADEMIC STAFF PROGRAMME RESEARCH FOCUS

CHANGE OF PROJECT TITLE/ SUPERVISOR RESPONSIBILITIES AND ROLE OF THE SUPERVISOR

RESPONSIBILITIES AND ROLE OF THE STUDENT

SCIENTIFIC PROJECT DOCUMENTATION – LOGBOOK

SUBMISSION

SCIENTIFIC PROJECT CALENDAR /SCHEDULE

3

3

6

7

7

7

8

8

9

TYPE OF RESEARCH PROJECTS Siti Aishah Binti Mohd Ali

3.1

3.2

3.3

3.4

INTRODUCTION

PRIMARY RESEARCH

Local Field Research

Laboratory Research

SECONDARY RESEARCH

EXAMPLES OF SCIENTIFIC PROJECT

10

10

10

10

11

11

LITERATURE RESEARCH Harry Chong Lye Hin

4.1

4.2

4.3

4.4

UNDERSTANDING THE TERMINOLOGY LITERATURE

LITERATURE SEARCH

IN SEARCH OF SPECIFIC LITERATURE

ORGANISING THE FOUND LITERATURE

13

13

14

15

CONTENTS

CHAPTER 1

CHAPTER 2

CHAPTER 3

CHAPTER 4

v

RESEARCH PROPOSAL Vun Leong Wan

5.1

5.5

5.3

5.4

WHAT IS A RESEARCH PROPOSAL?

HOW MUCH SHOULD I WRITE IN A RESEARCH PROPOSAL?

WHAT IS THE STRUCTURE OF A RESEARCH PROPOSAL?

Writing a Title

Writing Introduction

Writing Literature Review

Writing Research Objectives

Writing Justification

Writing Methodology

Writing Expected Result and Gantt Chart

FURTHER READING

18

19

19

19

20

20

21

21

22

22

23

SAMPLING DESIGN IN ENVIRONMENTAL RESEARCH Rohana Tair

6.1

6.2

6.3

6.4

6.5

WHAT IS SAMPLING?

WHAT IS DATA?

TYPE OF RANDOM SAMPLING

Simple Random

Systematic Random

Stratified Random

Cluster Random

EXPERIMENTAL DESIGN

WHAT IS SAMPLING DESIGN? WHY IMPORTANT?

24

24

25

25

25

26

26

26

28

QUESTIONNAIRE Carolyn Melissa Payus & Vun Leong Wan

7.1

7.2

DESIGNING A QUESTIONNAIRE

Organizing a Survey

Questions in Questionnaire

Administration of the Questionnaire

How do I know if I am Ready?

Starting a Questionnaire

Ending a Questionnaire

Final Words

HOW TO START A QUESTIONNAIRE

Cover Letter

Steps for Questionnaire Design

Physical Appearance of Questionnaire

Types of Questions

Scale of Questionnaire

Pilot Study

Ways to ask Questions

31

31

32

35

35

35

36

36

36

36

36

37

37

38

39

39

CHAPTER 6

CHAPTER 5

CHAPTER 7

vi

SECONDARY DATA SOURCES FOR RESEARCH Vun Leong Wan & Ahmad Norazhar Mohd Yatim

8.1

8.2

8.3

8.4

8.5

8.6

INTRODUCTION

WHAT IS SECONDARY DATA?

Using Secondary Data Inferior to Primary Data?

What is not Secondary Data?

Sources of Secondary Data

Where to Begin?

QUALITY CONTROL

WHY DO WE USE SECONDARY DATA?

ADVANTAGES OF USING SECONDARY DATA

DISADVANTAGES OF USING SECONDARY DATA

40

40

40

41

41

41

42

42

42

43

STATISTICS FOR ENVIRONMENTAL RESEARCH Rohana Tair

9.1

9.2

9.3

9.4

9.5

9.6

9.7

9.8

INTRODUCTION

SIGNIFICANT IN STATISTIC

STATISTICS

Descriptive Statistics

Inferential Statistics

BASIC INFERENTIAL STATISTICS

Range

Mean

Variance

Standard Deviation

COMPARISON OF TWO MEANS

Student T-Test for Two Population Mean

Paired T-Test for Two Population Mean

CORRELATION

REGRESSION

CASE STUDY

44

46

47

47

48

48

48

48

49

49

50

50

51

53

54

55

SCIENTIFIC PROJECT REPORT Siti Aishah Binti Mohd Ali

10.1

10.2

10.3

SCIENTIFIC PROJECT REPORT OUTLINE

Scientific Project Proposal

Scientific Project Final Report

REPORT FORMAT

General Tips

Chapter Content

Text Format

PLAGIARISM

65

65

65

66

66

67

72

74

CHAPTER 8

CHAPTER 9

CHAPTER 10

vii

ASSESSMENT GUIDELINES Siti Aishah Binti Mohd Ali

11.1

11.2

MARKING SCHEME

ORAL PRESENTATION GUIDELINES

Oral Presentation

Design Tips

Content of Presentation

Presentation Style

Questions and Answers Session

76

77

77

78

78

79

79

Frequently Asked Questions (FAQs) 81

References 85

Appendixes

A: Supervisor Approval Form

B: Example of Log Book (FYP01 – FYP06)

C: Easy step to compile a cited sources / references

D: Example of Tables of Content

E: Example of List of Tables

F: Example of List of Figures

G: Example of List of Appendices

H: Example of List of Symbols and Abbreviations

I: Scientific Project 1 - Writing Evaluation Rubric

J: Scientific Project 1 - Supervisor’s Point Rubric

K: Scientific Project 1 - Proposal Presentation Evaluation Rubric

L: Scientific Project 2 - Writing Evaluation Rubric

M: Scientific Project 2 - Supervisor’s Point Rubric

N: Scientific Project 2 - Viva Evaluation Rubric

86

87

93

94

95

96

97

98

99

100

101

102

103

104

CHAPTER 11

1

Undergraduate scientific project is a subject where the students have to design, execute,

analyze and disseminate their research ideas. Third year students are required to carry out a

scientific project independently and submit a formal written report at the end of each

semester. This scientific project is a substantial research work that will require students to

grasp the theoretical and practical aspects of scientific research. The nature of the project is

either field studies, laboratory-based or environmental modeling work within the fields of

environmental science.

This scientific project aims to give a clear understanding of the concept of research in

environmental science that will allow students to become more familiar with the actual

research environment. This research based learning courses also serves as an introduction to

the development of logical, analytical thinking and deductive reasoning.

A project proposal covers background of the study and problem statement, literature review,

methodology, written report and presentation. Project proposal also involves execution of the

research plans that have been developed and will be evaluated. The students will undertake

an independent research work on the approved proposal topic in consultation with the

respective supervisor. The results will be subsequently analyzed, interpreted, discussed and

finally presented as a written scientific report.

This scientific project is to be undertaken in two phases over the period of two semesters, in

which each phase carries its own number of credits. Scientific Project 1 carries 3 credits hour

and needs to be done in the first semester of the final year. It is a prerequisite for scientific

Project 2, which means that students must register and pass scientific Project 1 before they

can proceed to scientific Project 2 in the following semester. Scientific Project 2 carries 6

credit hours and needs to be done in the second semester of the final year.

INTRODUCTION

Environmental Science: Scientific Project Guidelines

1 1.1 OVERVIEW OF THE SCIENTIFIC PROJECT

2

On successful completion of this course, students will be able to:

1. Demonstrate proficiency in project planning and manage the time involved to

complete the scientific project and related report, within given time constraints.

2. Demonstrate the ability to work independently piece of research with support from

academic supervision.

3. Provide a clear set of objectives for the scientific project, a literature review of

previous work, a theoretical foundation and coherent justification in the research area.

4. Describe an appropriate experimental design, scientific information and analysis

procedures in a clear, complete and effectively.

5. Report a clear, concise and accurate record, interpret and report relevant data in a

manner that addresses the research question and draw conclusions from the research

findings.

6. Demonstrate the ability to produce a formal environmental science report, substantive

in nature, with proper and complete structure, outline, cross-referencing of figures,

tables and text, and referencing of previous research.

7. Communicate the research findings though presentation and reports effectively.

In semester 1, students are required to prepare a research proposal and present it for

endorsement and assessment. For scientific Project 1, students will need to prepare chapters

on introduction, literature review and methodology. Supervisors will assess the students

based on their initiative and management of the project. In semester 2, at the completion of

research project, students will have to write up a complete dissertation/thesis and submit it

for examination and viva-voce. The scientific project is assessed in three sections:

Table 1.1 Scientific Project Assessments

No Assessments Scientific Project 1

(%)

Scientific Project 2

(%)

1 Proposal / viva-voce presentation 20 20

2 Supervisor’s assessment 20 20

3 Scientific written proposal / full report 60 60

Note: Scientific Project 1 carries 3 credit hours; Scientific Project 2 carries 6 credit hours.

1.2 LEARNING OUTCOMES

1.3 SCIENTIFIC PROJECT ASSESSMENT

Chapter 1: Introduction

3

Each student is responsible to choose a suitable academic supervisor to in the execution of

their project. The academic supervisor should be a lecturer in the Environmental Science

Programme (refer Table 2.1). The appointed supervisor will supervise the student’s project

for both Scientific Project 1 and Scientific Project 2. Therefore, each student needs to fill in the

Form HS11-SP01 – Supervisor Approval Form (Appendix A) and get the supervisor’s

approval and project information before submitting it to the Scientific Project Coordinator.

Students are encouraged to propose their own project titles. However, students can also get

topics/titles from the prospective supervisors. If the students are interested in any of the

academic staff’s project, the student should contact the respective academic staff at the

earliest opportunity. There is no guarantee that the student will be allocated for their

preferred project.

Whether the student chooses their own topic or the academic staff project, there are a

number of conditions that they have to consider. The project must contain both a theoretical

and a practical component which covers identifying a problem and developing a solution to

the problem.

A work plan is needed to demonstrate that a student have a clear ideas of how to

proceed with the scientific project.

The student should identify activities and allocate time accordingly within the two (2)

semesters. Figure 2.1 and 2.2 shows scientific project planning activities.

The planning should take into account factors such as the workload from other

courses and the various deadlines that the students need to follow.

SCIENTIFIC PROJECT

MANAGEMENT


2 2.1 IDENTIFICATION AND ALLOCATION OF PROJECTS

2.2 PLANNING, EXECUTING AND PROJECT MANAGEMENT

4

Figure 2.1 Scientific Project 1 planning activities

Chapter 2: Scientific Project Management

IDENTIFICATION AND ALLOCATION OF

PROJECT

SEMESTER 1

LITERATURE REVIEW

Chapter 3: • Research design • Sampling Methods • Data collection methods • Research procedures • Data analysis methods • Gantt Chart

Chapter 1: Introduction

• Objectives

• Problem Statement

• Scope of Research

• Significance of Research

Chapter 2: Literature Review

SUBMISSION HS11-SP01 FORM

Week 2

METHODOLOGY

Semester 2 (2nd Year):

• Choose suitable supervisor

• Propose project title

SUBMISSION OF PROJECT 1

• Front Page • Table of Content • List of Tables • List of Figures • List of Symbols and Abbreviations • Chapter 1: Introduction • Chapter 2: Literature Review • Chapter 3: Methodology • References • Appendix

Do all amendments and suggestions based on examiner and supervisor comment

PROPOSAL PRESENTATION

Week 14

CORRECTION (FOR NEXT SEMESTER)

5

Figure 2.2 Scientific Project 2 planning activities


SEMESTER2

Laboratory Research: • Preliminary survey for the characteristics

of study area • Sampling • Laboratory analysis

Secondary Research: • Collect existing data • Analysis using relevant tools

EXPERIMENTAL DESIGN AND ANALYSIS

SUBMISSION OF FULL REPORT

RESULT INTERPRETATION

Chapter 4: Result & Discussion

Chapter 5: Conclusion

• Front page • Declaration • Verification • Acknowledgement • Abstrak • Abstract • Table of Content • List of Tables • List of Figures • List of Symbols and Abbreviations • Chapter 1: Introduction • Chapter 2: Literature Review • Chapter 3: Methodology • Chapter 4: Results and discussion • Chapter 5: Conclusion • References • Appendix

Correction: Do all amendments and suggestions based on examiner and supervisor comment

Submission: • Binding of hardcover for final report can

only be done after getting the examiner and supervisor signature in the Project Submission Form.

• Submit 3 copies of hardcover thesis (1 for Supervisor and 2 for Bilik Sumber FSSA & UMS Library) including 1 softcopy in CD (for supervisor only)

• Submission of final report form– FYP06

VIVA-VOCE PRESENTATION

Week 14

CORRECTION & SUBMISSION OF FINAL

REPORT

6

The research focus for the academic staffs is shown in Table 2.1.

Table 2.1 Environmental Science Programme academic staff’s research focus

Lecturer Name Area(s) of Specialization Research Focus

Prof. Datuk Dr. Mohd.

Harun Abdullah Environmental & Water Quality Water / Groundwater Quality

Prof. Dr. Kawi Bidin Environmental Hydrology Hydrology/

Hydro-geomorfology

Assoc. Prof. Dr. Piakong

Mohd. Tuah

Solid & Toxic Waste

Management/ Bioremediation

Solid Waste Management/

Environmental Microbiology/

Bioremediation

Assoc. Prof. Dr. Justin

Sentian

Atmospheric Science/

Environmental Modeling/

Environmental Law/ EIA

Atmospheric Chemistry/ Climate

Change/ Environmental Impact

Assessment

Dr. Vun Leong Wan Environmental Management Environmental Management/ EIA

Review/ Environmental Policy

Dr. Harry Chong Lye

Hin Environmental Science

Water Treatment / Direct Use of

Renewable Energy

Ms. Kamsia Budin Environmental Toxicology Toxicology/ Environmental Health /

Risk Assessment

Ms. Farrah Anis

Fazliatul Adnan

Marine Science

/Environmental Management Environmental Management

Ms. Carolyn Melissa

Payus

Atmospheric Chemistry /

Environmental Law/ Water

Resource

Atmospheric Chemistry /

Environmental Law / Water Resource

Ms. Siti Aishah Binti

Mohd. Ali Environmental Chemistry Environmental Chemistry

Ms. Rohana Tair Environmental Statistic Statistic and Modeling

Mr. Ahmad Norazhar

Mohd Yatim

Remote Sensing, Geographic

Information Systems (GIS) Digital Image Processing

2.3 ACADEMIC STAFF PROGRAMME RESEARCH FOCUS


7

The approval of the supervisor is needed to change the project title. This request needs to be

submitted to the scientific project coordinator for processing. The scientific project

committee in the programme does not encourage the change of supervisor. For special case

where the change of supervisor is necessary, the existing and the new supervisor, together

with the student must all agree with the changes. The scientific project coordinator’s

endorsement is necessary before the request is submitted to the scientific project committee

in the programme.

A supervisor is an academic staff to whom the students were allocated and responsible

for guiding the students with the scientific project.

As the supervisor, he/she will guide, direct, advice and assess the student through

every stages of the scientific project until completion.

However, it is NOT the supervisor responsible to do the work for their students.

The supervisor will assist the students on the technical part of the project which

covers sampling, lab and data analysis where necessary.

It is the supervisor responsibility to encourage initiative in the students to take

responsibility for their work and not overly dependent on their supervisor.

The discussion between the supervisor and the students should not be the supervisor

telling the students on what and how to do his/her project.

The supervisors are expected to be understanding, courteous and considerate with

their students.

The supervisor and the student should meet regularly at time and place suits to them.

If the supervisor has some difficulties or problem with their student’s performance,

he/she should communicate and discuss it with the scientific project coordinator.

The ratio supervisor between students should not exceed 10 students per supervisor.

The ultimate responsibility for the completion of scientific project lies on the students

and it should be his / her own work.

The students should not depend on the supervisor to actively solve their problems.

The students should develop initiatives in completing the scientific project; it should

contain the ideas of the students with guidance from the supervisor.

2.4 CHANGE OF PROJECT TITLE/ SUPERVISOR

2.5 RESPONSIBILITIES AND ROLE OF THE SUPERVISOR

2.6 RESPONSIBILITIES AND ROLE OF THE STUDENT


8

The students are expected to behave with maturity in respect to their supervisor, the

lab staff, their peers and the scientific project.

The students should be courteous to their supervisor, accept direction, complete the

works as required and be punctual for the meetings.

If the student has any query or problem with her/his project that cannot be resolved

by the supervisor, the student can discuss this with the Scientific Project Coordinator.

It is the student responsibility to contact their supervisor to set up a meeting and

discuss their progress. Please plan the meetings in advance as the supervisor has other

responsibilities and may not be in position to meet the students at any time.

The students should NOT plagiarise their research writing.

The students should keep two (2) log books that show their work progress.

One of it is for their own use and contains working notes, measurements, notes, lab

work notes.

The second logbook will be the formal log book which will be distributed to all

students at the start of the session (refer Appendix B).

Student must be careful to safeguard their records, keeping copies of vital papers or

results. This includes doing sufficient softcopy backup for all computer media or

reports that are needed for the assessment.

All progress made or discussion with the supervisor must be recorded/documented

and maintained in the formal log book. This covers summary of discussions, design

work, theoretical work, experimental results and conclusion.

This log book will be inspected from time to time by project supervisor and

moderating examiner for evidence of satisfactory progress.

Constant review from supervisors will ensure that students execute their projects

according to the school’s procedure and standard. A complete log book should be

submitted concurrently with the hard binding thesis.

There are two (2) submission deadlines that the student has to meet. Each student has

to submit two (2) copies to the Faculty of Science and Natural Resources (FSSA Main

Office). These copies will be used for the assessment.

o The first submission is in week 13th of 1st semester for written proposal.

o The second submission is in week 13th of 2nd semester for the full scientific

project report.

Any late submission the student will be penalized accordingly.

2.7 SCIENTIFIC PROJECT DOCUMENTATION – LOGBOOK

2.8 SUBMISSION


9

For full scientific project report, the student will have 2 weeks to do all the correction

once the project have been accessed and returned to them. The hard cover can only be

preceded after all amendments and suggestions have been done and have been

approved by their supervisor.

After getting the examiner and supervisor signature in the Project Submission Form,

then the student will bind final report and the hardcover will be sent to Bilik Sumber

FSSA for record. The form will be collected for the Dean to sign.

Failure to submit the three (3) copies of hardcover thesis including one (1) softcopy in

CD (for supervisor) to the faculty may result in his/her graduation will be put on hold.

The scientific project calendar is shown in Table 2.2.

Table 2.2 Scientific project calendar for Environmental Science Programme

NO. MATTERS

IMPORTANT DATES

ACTION SCIENTIFIC PROJECT 1

SCIENTIFIC PROJECT 2

1 Student acquires scientific research title from supervisor

Previous Semester

- Student

2 Submit HS11-SP01 – Supervisor Approval Form

Week 2 - Student, Scientific

Project Coordinator

3 Literature review /acquiring data for scientific project

Week 2 - 5 - Student

4 Methodology design and development

week 6-13 - Student

5 Experimental design and analysis - Week 1 - 7 Student

6 Result interpretation - Week 8 - 13 Student

7

Submission of project report:

Project 1 (proposal report)

Project 2 (Full report)

Week 13 Student

(FSSA main office)

8 Collecting and distributing of project reports

Week 13

Scientific Project Coordinator,

supervisor, examiner (FSSA main office)

9 Presentation Proposal (Project 1) Viva-voce (Project 2)

Week 14 Student, Scientific

Project Coordinator, Examiner

10 Correction & submission of three (3) copies of final report including 1 softcopy in CD

- Week 14 - 18 Student

(Bilik Sumber FSSA)

11 Checklist and declaration of submission of final report form– FYP06

- Week 18 Student, Scientific

Project Coordinator

2.9 SCIENTIFIC PROJECT CALENDAR


10

At the beginning of developing a research project, you will have to decide on the type of

research that you would like to conduct. There are several types of undergraduate research

projects, for examples laboratory works, field study, desktop study and data analysis. The

type of research that you select will depend on your research question.

Primary research is any type of research that student investigate by collecting new data from

the field or the laboratory. The methods vary on how student run an experiment or study, but

it typically follows the scientific method. Conducting primary research is a useful skill to

acquire as it can greatly supplement scientific research in secondary sources, such as journals

or books.

3.2.1 Local Field Research

Local field research is a collection of primary data by conducting fieldwork outside of the

classroom, laboratory, library or workplace setting. Field research involves a range of

methods: recording direct observations, collecting samples, distributing surveys or

conducting interviews. In the environmental science, field research refers to field

experiments utilizing in situ instruments and sampling samples. The quality of results

obtained from field research depends on the data gathered in the field.

3.2.2 Laboratory Research

Laboratory research is a collection primary data by conducting scientific research in the

laboratory. This type of research is considered as an experiment if samples are randomly

taken to analyze with control groups to investigate a cause and effect relationship.

TYPE OF RESEARCH

PROJECTS


3 3.1 INTRODUCTION

3.2 PRIMARY RESEARCH

http://en.wikipedia.org/wiki/Field_experiment

http://en.wikipedia.org/wiki/Field_experiment

http://en.wikipedia.org/wiki/In_situ

11

Secondary research is a research question by using existing data previously collected by an

outside source such as water quality data from Department of Environment (DOE), which can

be re-used for the research. For this type of research, secondary data can be collected from

online databases, industries/institutions, publications or experts. This would allow the

examination of changes in parameter/variables over a larger scale than if you were to collect

the data yourself. It is also a good ethical research practice to use sound secondary data

wherever possible.

The field of Environmental Science Program is a science based research area that addresses

the interface of environmental science and human activity using a broad range of disciplines.

Most of the projects offered through this program can be categorized into several research

fields:

Water Quality

Environmental Hydrology

Environmental Technology

Environmental Management

Air Quality

Environmental Modelling

Climate Change

Atmospheric Chemistry

Toxicology

Solid & Toxic Wastes Management

Environmental Chemistry

Environmental Health

The example of research projects from previous Environmental Science Program

undergraduate thesis are listed below:

Assessing the concentration and toxicity of dissolved metals of acid mine drainage

downstream of Mamut Copper Mine, Ranau, Sabah.

The potential of Pistia stratiotes in removing heavy metals from simulated wastewater.

Study on temporal and spatial variations of nitrogen dioxides, ozone and carbon

monoxide in Kota Kinabalu City.

Distribution, source and enrichment of selected heavy metals in sediments and waters

along the coastal area of Papar - Tuaran, Sabah.

Parameters affecting the adsorption of Cu (II) from aqueous solution by rice husk in

batch adsorption system.

Petroleum hydrocarbon concentrations in water and sediments from coastal area of

Papar, Sabah.

Heavy metal determination in tea and its removal utilizing cattails, Typha spp.

Investigate the presence of pesticide in fishes in Kinabatangan River.

3.3 SECONDARY RESEARCH

3.4 EXAMPLES OF SCIENTIFIC PROJECT

Chapter 3: Type of Research Projects

12

Characterization and concentration of aliphatic and polycyclic aromatic hydrocarbons

from atmospheric environment samples.

Ecological input assessment in EIA for Coastal Resort Development in Sabah.

Heavy metals concentration in surface sediment and sediment core (50 cm depths) at

selected mangrove area of Tuaran district.

Characterization of drinking water quality (biological and chemical contaminations)

for Sabah Kampong community.

Biodegradation of crude oil in simulated seawater by locally isolated microorganisms

in consortia culture.

Surface flow freshwater constructed wetland of UMS.

Determination of crude oil penetration rate into beach sand: n-alkanes and

polyaromatic hydrocarbon as an oil spill pollution indicators.

Physical, chemical and microbiological analysis of untreated well water quality.

Chapter 3: Type of Research Projects

13

The common mass read whatever they want; this could range from daily newspapers to

romantic novel. These reading materials are often entertaining as they do not require serious

focusing and mental analysis. However, a scholar read what he or she needs to. Of course,

doing what you want and what you need is a totally different feeling altogether, now add in

the focusing and understanding factors to be incorporated in the reading process, life just got

tougher, isn’t it?

Towards graduation, it is a common requirement that a final year student needs to perform a

research project and write a dissertation or thesis about it. Majority of students faced

problem even at the very initial stage just because they failed to acknowledge their role as a

researcher. A student reads mostly text books but a researcher reads mostly journals. A text

book is a literature on mostly established theory while a journal is a literature on new

developments in research. Both of these literatures had gone through scientific review

process where the facts had been verified by qualified academician in the particular niche of

knowledge.

In scientific research, it is best to avoid referring to literature that its content validity is

questionable. Examples are website which its author cannot be identified as well as book and

journal published by predatory publishers.

The purposes of performing a good intensive literature search are (i) to establish thorough

related database and (ii) to identify data gap on the subject of interest.

One needs to understand that in order to establish thorough research database on a

particular subject of interest is not easy. Failure to identify what to search for is the biggest

failure in literature search. If anyone has no idea what to search for, it is an indicator that the

LITERATURE

RESEARCH


4 4.1 UNDERSTANDING THE TERMINOLOGY LITERATURE

4.2 LITERATURE RESEARCH

14

particular person is lack of basic knowledge in that subject of interest. In such case, it will be

more beneficial to read up text books and enhance the basic knowledge first before jumping

into research based literature search.

Just like anything we do in research, literature search requires planning and strategy. To aid

the literature search planning and strategy, questions can be listed and grouped in categories

so that keywords can be identified along the process. These keywords are very important as

journal content are tagged based on them. Thus, identifying the wrong keywords will not get

you the correct literature that you need.

There are many type of literature of different characteristic. If a researcher fails to

understand this, his or her literature planning and strategy will be affected and there is a high

possibility he or she will never be able to establish a thorough database on the subject of

interest.

Classified and sensitive information related to national security will never be published in

journal due to restriction posed by the governing body. Thus, if one is looking at topic like

uranium deposit in a particular area, perhaps the best place to start the search is at the

Mineral and Geoscience Department or consultant report (if any). Such departmental report

will normally require letter from the faculty stating your intention of research before the said

department allows one to access such document.

Impact factor journal is a good source if one is searching for (i) thorough yet established

research methodology, (ii) variety of valid data presentation technique and (iii) work with

novelty value. Another two categories of journals are indexed and non-indexed journal.

Although it may not be necessarily true, it is a common belief that the quality of the journal

increased from non-indexed to indexed and peaked at higher impact factor journal.

Therefore, if the subject of interest is of novel value, one should start the research based

literature search in impact factor journal. Journal can be easily searched utilising

ScienceDirect and Scopus which are available at http://www.sciencedirect.com and

http://www.scopus.com, respectively. It is however risky to refer to journal published by

predatory publishers.

At times, on-going research, due to their incomplete nature, is available in the form of

proceeding. One needs to understand that data of on-going research is presented in

conference and documented in the form of proceeding for information sharing and

discussion. While it is unfair to say the quality of literature in a proceeding is low, one need to

understand that its level of review process is somehow lenient. Researcher do not normally

refers to proceeding as to avoid the question on validity.

4.3 IN SEARCH OF SPECIFIC LITERATURE

Chapter 4: Literature Research

http://www.sciencedirect.com/

http://www.scopus.com/

15

A single keyword search in ScienceDirect can lead you to thousands of matching journal

articles. For example, the key word adsorption will lead you to 578,605 matching journal

articles (Figure 4.1). You have two options to proceed: (i) to manually go through one by one

of these journals and pick out the one that you need, or (ii) to zoom in your search by adding

another keyword (Figure 4.2).

Figure 4.1 One keyword search results

4.4 ORGANISING THE FOUND LITERATURE


16

Figure 4.2 Two keywords search results

The advantage of option (ii) is that it is very convenient and fast. Of course if one feels that

108,900 matching journal articles are still too pain staking to process, one can add in more

keywords to narrow down the number of matching. However, there is a catch with option (ii)

because at times due to technical error in tagging of the keyword, articles that you are

supposed to look for are not found in the matching list. For this reason, it is advisable to stick

to option (i). In such, it means that research based literature search cannot be done last

minute. One will also need to understand that number and sequence of the keyword matching

list change from time to time whenever newer articles are available.

Since there are thousands of matching articles to read and process, it is very unlikely for a

researcher to read all of these at one go or within a week or two. Therefore, perhaps the best

strategy one can do is to create folders to organise these found articles and read them later

when one is doing the literature review process (Figure 4.3).


17

Figure 4.3 Example of folders to organise the found articles

Whatever one does during the literature search, just remember one thing that one must not

be desperate but take control of time and plan the strategy ahead. In other words, one need to

visualise the research based literature search outcome before swinging into action.


18

A good research proposal helps to put your ideas into objective, clear and focused statements,

so that you will be able to know your scopes of research, your motivation, your research

objectives and the methodology to achieve that, and finally your hypothesis (which are

tentative and provisional statement(s) that you believe you are going to find out in your

research).

It is both thinking and writing process. When preparing a research proposal, you will have the

opportunity to think about many issues related, besides outlining your research

designs/approach and methods, location, the proposal would also require you to demonstrate

a level of knowledge of the literature in the relevant fields and also the up-to-date

information on the topic.

Research proposal is usually considered as a short “action plan” for your proposed piece of

the research project. It also serves as a provisional agreement between you and your

supervisor, something that you have made a commitment to accomplish within the next 2

semesters. A time table (Gantt chart) is included in a proposal to help you plan ahead by

thinking about the different stages of your research, so that you can weed out unrealistic

research objectives.

Usually a research proposal will become your chapter 1 (introduction) in your scientific

project. However, research proposal is not the same as the proposal report for scientific

Project 1.

The keywords to remember when writing a research proposal are as follows: clear, short and

focused, you should have the intention also to convince your readers or any members of the

scientific community about the need of your research project. Just like a story book, the first

chapter should attempt to draw others into your research by putting your words

“scientifically intriguing”.

RESEARCH PROPOSAL


5 5.1 WHAT IS A RESEARCH PROPOSAL?

19

A research proposal has three main points:

1. Explanation of proposed research (what will be done)

2. Methods and techniques to be employed (how it will be done)

3. Novelty and/or importance of the study (why it should be done)

There is no definite answer to this. Just as a guide, and not a rule, the following is the

benchmark for a scientific project research proposal:

Word count is between 1500 to 2500 words (not including references)

Number of references should be about 5 to 20 (recent academic journal publications)

Number of pages between 5-10 pages.

The structure of a research proposal is explained in the table as follows:

Title (provisional title)

Introduction

Brief literature review

Research objective(s)

The need of the research

Methodology

Expected results & Gantt chart

5.3.1 Writing a Title

This should provide a specific summary of the proposed work and no over-claim.

Example:

1. NO (too much detail)

A study of population decline in the soil microbial diversity following logging, road

building and forest replanting project in a logged-over forest deep in the interior of

North-eastern Sabah

5.2 HOW MUCH SHOULD I WRITE IN A RESEARCH PROPOSAL?

5.3 WHAT IS THE STRUCTURE OF A RESEARCH PROPOSAL?

Chapter 5: Research Proposal

20

2. No (too little detail)

Population changes in logged-over-forest

3. Over-claim (don’t write what is Not and what is Unsubstantiated)

The study of the significant long term population changes in the soil microbial

diversity following persistent logging, unsound road construction and unsustainable

forest-replanting programme in a 25 years logged-over forest in the north-eastern

Sabah territory towards establishing a long term management plan

4. YES

A study of soil microbial diversity changes following logging in north-eastern Sabah

5.3.2 Writing Introduction

A “scientifically-intriguing” introduction work best to hook your readers and set the context

of your proposed research project. Capture your readers’ attention if possible in the first two-

three sentences. This is the opportunity to show that your research has not been done before

and the findings will add something new and significant to the existing body of knowledge.

A brief description of the field in which the study is to be on: the brief background provided

for the research should provide an adequate context for the study to help the readers

understand the questions and objectives. The selective literature will show the readers that

you have a good knowledge of what is happening.

Suggested format:

• Introduce the area of research

• Review key publications

• Identify any gap in the knowledge which needs to be addressed

• Your hypotheses

• Your aims and objectives

• How is your research beneficial and to whom

5.3.3 Writing Literature Review

The literature review section is to summarize in brief what the literature has to say about the

research topic/questions that you are undertaking. It would be good to summarize key

research findings and/or important theories in the field; appropriate references help to set

the research in a context and show that you have done some relevant and selective reading in

your intended area of research.


21

A further description of the research problem could also be carried out; this could arise from

a gap or conflict in previous or recent researches or be an extension/continuity of what

others have done. It could also arise from a puzzling issue or new methods in the recent

development in the relevant field.

5.3.4 Writing Research Objectives

How many objectives should there be in a scientific project? The answer lies in achievability

and not the number of it, sometimes the number of objectives will change based on the

findings of your research.

Setting the number of objectives depend on what is your research question(s) in the first

place. Objectives are set to answer just that. It could be written in the form of research

questions (e.g. what impact does…), hypothesis or purposeful sentences (e.g. this study aims

to investigate…)

Some authors suggested that research objectives should be SMART (Specific, Measurable,

Achievable, Realistic and Time-bound), as this would help you to break down your objectives

to stages and set the scope. SMART is a good guide in setting reasonable and feasible

objectives.

The student-learning-time (SLT) for a scientific project depends on the credit hours allocated.

Based on Malaysia Qualification Framework (MQF), 40 active learning hours are associated

with each credit, thus for 3 credit hours scientific Project 1, a student should be spending

approximately 120 hours a semester on it. Too much time spent just on scientific project will

jeopardize a student’s performance in other subjects, thus one must manage his/her time

wisely to learn. The SLT for scientific Project 2 is 240 hours for a semester (6 credit hours).

5.3.5 Writing Justification

Justification is the need of the research. Your literature review will have already helped to

lead the reader to an understanding of why your topic is of importance. This is where you will

explicitly state how your proposed research will advance the existing body of knowledge.

What are all the positive effects? Will your study ultimately change understanding or

practices or policies?

List all the scientific benefits from your research.


22

5.3.6 Writing Methodology

This section derived from your research objectives and the methods used must help you to

achieve your objectives. They have to be logically arranged and it should cover your

experimental design, data collection, quality control and data analysis.

Laboratory experiments would be straightforward with standard protocols: chosen

techniques, sample size, controls, species chosen, equipment and data analysis. For other

primary data collection tools such as questionnaires, observations, interviews, document

analysis and case study should be chosen appropriately so that it is able to help to answer the

research objective. Specific statistical test(s) used in data analysis should be specified here.

5.3.7 Writing Expected Result and Gantt Chart

Expected results are the outcome of the research, what would expect to find at the end of the

project.

Developing a time table / Gantt chart (Figure 5.1) that indicates the sequence of research

phases/stages and the time that you might need for each phases will help in planning your

plan and focus also. Though estimation, you still need to carefully assign the activities and

time span, so that the Gantt chart will not be just a display.

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Literature Review

Fieldwork

Laboratory Analysis

Data interpretation

Report writing

Viva

Research activities Sept Oct Nov

20162015

Dec Jan Feb Mar Apr May

Figure 5.1 Example of Gantt chart for scientific Project 1 & 2 planning


23

1. http://www.ait.ac.th/education/LanguageCenter/ait-writing-services/guide-book

2. http://www.writingcenter.uconn.edu/pdf/Research_Proposal_Writing.pdf

3. http://www.phrasebank.manchester.ac.uk/ (top rated)

4. http://www.writing.utoronto.ca/

5.4 FURTHER READING

Some Golden Rules These are stylistic “golden rules” which contribute to a

good proposal:

· Be clear, objective and straight to the point

· Justify your objectives: “because it is interesting” is

not enough!

· Provide a structure and use headings

· Avoid long solid blocks of text and use smaller

paragraphs

· Write short sentences

· If allowed and if helpful, insert

images/charts/diagrams to help break up text.

· Stick to guidelines and the deadline!


http://www.ait.ac.th/education/LanguageCenter/ait-writing-services/guide-book

http://www.writingcenter.uconn.edu/pdf/Research_Proposal_Writing.pdf

http://www.phrasebank.manchester.ac.uk/

http://www.writing.utoronto.ca/

24

Sampling refers to the way that data collection is done. There are many techniques of doing

sampling. However, understanding the data set is required before doing sampling.

Data are VALUE (measurements or observations) that the variable can assume. A collection of

data values forms a DATA SET.

IDENTIFY YOUR DATA BEFORE GOING TO SAMPLING!!!!

DATA

SET

Qualitative Data Variable that can be placed

into distinct categories, according to some

characteristic or attribute. eg: gender (M/F), geographic

location

Quantitative Data Numerical and can be ordered or

ranked. Ex: Size & height (unit: cm, m), weight (unit: kg, g),

concentration (unit: ppm, etc.), time Set of

experiment unit

or set of

measurement

from experiment

SAMPLING DESIGN IN

ENVIRONMENTAL

RESEARCH


6 6.1 WHAT IS SAMPLING?

6.2 WHAT IS DATA?

Univariate Data = result

when a single variable

(=1) is measured on a

single experimental unit

Bivariate Data = result

when two variable (=2)

are measured on a single

experimental unit

Multivariate Data =

result when more than

two variable (>2) are

measured

25

Example

Univariate Data Bivariate Data Multivariate Data

6.3.1 Simple Random

All possible sample of a specific size or every

member of the population has an equal

chance of being selected.

Example:

Title: Measured pollutant inside fish tissue

Method of sampling: Using fishing net.

Sample: Whatever type of fish trapped on the net

is the sample for experiment.

6.3.2 Systematic Random

A sample obtained by numbering each

element in the population and then selecting

every third or fifth or tenth.

Example:

Title: Measured pollutant inside fish tissue –

Tilapia sp.


Sample: Only type of Tilapia sp. trapped on the

net is the sample for experiment.

6.3 TYPE OF RANDOM SAMPLING

Chapter 6: Sampling Design in Environmental Research

26

6.3.3 Stratified Random

A sample obtained by dividing the population

into subgroups (called strata), according to

various homogeneous characteristics and

then selecting members from each stratum for

the sample.

Example:

Title: Measured pollutant inside fish tissue


Sample: Whatever type of fish trapped on the net

with characteristic below is the sample for

experiment.

a. Length = > 5 cm b. Weight = > 3 gram

c. Width = > 3 cm

6.3.4 Cluster Random

A sample obtained by selecting a preexisting

or natural group (called a cluster), and using

the members in the cluster for the sample.

Example:

Title: Measured pollutant inside fish tissue –

Tilapia sp.


Sample: Tilapia sp. trapped on the net with

characteristic below is a sample for experiment.

Group A:Length=<5 cm & Weight=<3 gram

Group B:Length=>5 cm & Weight=>3 gram

There are three (3) main principles of experimental design to help researcher to conclude

that differences in the results of an experiment are not reasonably attributable to chance, but

are likely caused by the treatment.

1. Control: Some method should be used to control for effects due to factors other than the

ones of primary interest.

6.4 EXPERIMENTAL DESIGN


27

Example Bioassay experiment: To determine the potential of accumulation pollutant,

Cu by using fish. Six tanks are used with different series concentrations (0, 1, 2, 3, 4, 5

ppm) of Cu in the water. The concentration 0 ppm is without Cu, so this tank will act as

a control for the experiment. At the end, the mortality number of fish as a result of

experiment and for the potential accumulation of Cu will be compared to the control

tank.

Method Experiment Recovery: The method used in experiment is always referring to

the experiment done before or from other references. Researcher will used others

researcher’s method and sometimes modified it. Meaning that, researcher are using the

same method but at a different place/laboratory. So, method experiment recovery is

very important to avoid the error from all sources such as the apparatus used, the

environments, the instruments and etc. For the method recovery, Standard References

Material (SRM) will be used as a sample and ran the experiment together with our main

sample. The SRM is of known concentration, so at the end we should get the same

concentration, if not, there is an error somewhere. Calculate the differences of the

result and we can know the percentage errors made in the experiment. However, SRM

is very costly.

Standard solution series is important to control instrument such as AAS, ICP-OES,

ICP-MS, UV-Vis, GC-MS and etc. Each instrument has their own standard stock for

making series of solution. From the solution series, researcher can determine the low

detection limit and upper detection limit of the instrument to verify that the output is

always within the range of detection limits. In addition, the standard solution series is

important to make a standard curve to show the competence of the instrument.

2. Randomization: Subjects should be randomly divided into groups to avoid unintentional

selection bias in constituting the groups, that is, to make the groups as similar as possible

(refer to 6.3).

3. Replication: A sufficient number of subjects should be used to ensure that randomization

creates groups that resemble each other closely and to increase the chances of detecting

differences among the treatments when such differences actually exist.

Replicate for taking sample is how many samples will be taken from one point or

station of sampling.

Replication by times series data is a sequence of data points, typically consisting of

successive measurements made over a time interval.


28

Sampling design is really important and must be suitable to the hypothesis of problem

statement that needs to be solved. From the design, researcher can identify:

1. The media (ex: sediment, water, air, biota etc.)

2. The objective and problem statement

3. The analytical method, the experimental method, the chemical method, specific

method recovery (e.g.: Standard Reference Material- SRM, Standard AAS, ICPMS,

GCMS, HPLC, etc.)

4. The number of sample (N) & number of replicates (how many samples taken from one

point or station of sampling)

5. The time series of going to sampling (e.g.: daily, weekly, monthly, yearly, etc.)- A time

series is a sequence of data points, typically consisting of successive measurements

made over a time interval.

6. The parameter being measured (e.g.: water quality parameter, organic & inorganic

parameter, composting, recycle, EIA parameter, etc.)

7. Numbers of location & station for sampling

8. Choose the type of random sampling.

9. How to get the sample (ex: secondary data, buy from market, reports collection, etc.)

Example A:

Media Sampling Parameter Location Station Replicate N

Water

Monthly in a

year (12

times)

Zn, Cu, Pb

(3)

River A, B, C

(3)

Each

location 5

stations

3 12 x 3 x 3 x

5 x 3 = 1620

Expected Results:

Sampling River Station Parameter Data Replicates

January A 1

Zn ZnA11

ZnA12

ZnA13

Cu CuA11

CuA12

CuA13

Pb PbA11

PbA12

PbA13

6.5 WHAT IS SAMPLING DESIGN? WHY IS IT IMPORTANT?


29

Example B:


Air

1 day

(24 hour)

5 days

Zn, Cu, Pb

(3)

A, B, C

(3)

Morning

(6am-12pm)

Afternoon

(12pm-6pm)

Evening

(6pm- 12am)

Midnight

(12am-6am)

(4 times interval)

0

(because

use

cumulative

data by

hours

interval)

5 x 3 x 3 x

4 x 0 = 180

Each

interval

has 45

data

Example C:


Sediment 1 times Zn, Cu, Pb

(3) A, B, C

(3)

Surface

sediment (5 station)

Corer

2

50 cm cut each 5cm (10)

1 x 3 x 3 x 5

x 2 = 90

1 x 3 x 3 x 0 x 10 = 90

Example D:


Biota 2 species Zn, Cu, Pb

(3)

A, B, C

(3) 0 15

2 x 3 x 3 x 0 x 15 =

540

Example E:


Report 8 selected

reports

There were 8

characteristics

selected to

compare each

reports

(8)

0

Choose score

1 to 5

(1)

3 times

reading

the report

8 x 8 x 0 x 1

x 3 = 192


30

Example F:


Lake

water 1 time

Water quality

parameters

(Example: DO, °C, BOD,

nitrate,

ammonia, oil

& grease etc.)

(1)

A, B, C

(3)

Surface

(depth 0 m-

0.5 m)

Middle

(depth 1 m

-1.5 m)

Bottom

(3)

3

1 x 1 x 3 x 3 x

3 = 27

(if you choose

3 parameters,

so 27x3 =81)

Example G: Combination


Biota

2 species

live at

surface

sediment Zn, Cu, Pb

(3)

River

A, B, C

(3)

By transect

or quadrate

(3 point each

location.

Example:

upstream,

middle &

downstream

Number of

individuals

biota in

quadrate

2 x 3 x 3 x 3

= 54

Sediment Surface

sediment 3

1 x 3 x 3 x 2

x 3 = 54

*For more examples, please refer to journal that related to your fields of interest.

The sampling design can help the researcher to manage the time, method, technique and how

many sample that is appropriate to solve the problem statement.


31

Usually, questionnaires are used in a survey which requires the students to collect

information from organizations or people for their research. Questionnaires should be well

designed to achieve the same types of information which are collected from a large number of

people. Hence, the data can also be analyzed quantitatively and systematically. It is important

to design a suitable questionnaire to ensure that you get valid responses to the questions

asked. The objectives in designing a questionnaire are as below:

1. Maximize the proportion of subjects answering the questionnaire (the response rate)

2. Obtain accurate and relevant information

The first objective is to establish a connection with the subjects, explain the purpose of the

survey and also as a reminder to those who have not responded. For the second objective, the

way we ask questions to the subjects is important which compromises what to ask, how to

ask, the order of the questions and the general layout of the questionnaire.

7.1.1 Organizing a Survey

Early Planning

A timeline for the research, preparation of question and preliminary survey is suggested

to recognize any possible problems with the questionnaires before the interview.

Recognizing the Goals

It is important to recognize the information wanted from the survey so that a specific and

relevance question can be created.

Give Instruction

Explain the objective of the survey and provide extra help that the respondent will need

for the completion of the questionnaire.

7.1 DESIGNING A QUESTIONNAIRE


7 QUESTIONNAIRE

32

Length of Questionnaire

Generally, the shorter and simpler the questionnaires (1-2 pages), the better and higher

the response rates.

7.1.2 Questions in Questionnaire

a) Questions to be Asked

Below are three types of information collected in a survey:

1. Dependent Variables: Information of the research’s primary interest.

2. Independent Variables: Information explaining the dependent variables.

3. Confounding Variables: Other factors associated to both dependent and independent

factors which will alter the outcomes and have to be changed for.

An example is a survey regarding the level of knowledge and attitudes of participants

about climate change. The dependent factors are the participants’ level of relevant

knowledge and attitudes. The independent factors are the education, background or

experiences of the participants about climate change. The confounding variables might be

the quality of their education where the knowledge they obtain are different from the

school they attended.

b) Types of Questions

Closed Format: Respondents are only required to select the answer from the given

options.

Examples: Multiple choices, yes/no, ranking and rating scale.

Benefits of closed format:

Easy and quick to fill in.

Discrimination for the less literate (in self-constructed questionnaire) or the less

articulate (in interview questionnaire) can be reduced.

Quantitative results of coding, recording and analyzing can be obtained easily.

The reporting of results is simpler.

In obtaining information, types of question can be combined. However, be careful in

using too many different question types to avoid confusion towards the respondents.

Also, the structure of the question must be consistent if the same type of questions is

used. For example, in a rating scale, the most positive response is assign as the highest

numerical value (Very Satisfied = 5 on scale of 1 to 5).

Chapter 7: Questionnaire

33

The responses must also be balanced (for every Very Satisfied, have a Very

Unsatisfied). For example is rate the effectiveness of the recent school recycling

education program on a scale of 1 to 5.

Open Format: It is based on the respondents own answers where their answers

provide specific comments or feedback.

Benefits of open format:

More possible themes can be explored from an issue

Can be used even if a broad range of alternative choices cannot be compiled

c) Ways to Ask the Questions

Use short and simple sentences.

Generally, a short and simple sentences is less confusing and ambiguous than long and

complex sentences. As a rule of thumb, the sentences should not contain more than one or

two clauses.

Ask for one piece of information at a time.

Avoid putting two pieces of information in one sentence at the same time. It should be

separated into two different sentences. For example, “Please rate Global Environment

Class in terms of its content and presentation” can be separated into two parts which is

“Please rate the class in terms of its content” and “Please rate the class in terms of its

presentation”.

Avoid leading questions to reduce bias.

A lot of neutral questions lead to bias where the people are often led down the path of

answering questions in a way they perceive to be socially desired or in a way expected by

the questioner. It is preferable to encourage the respondent to select a response from a

list of answer. For example, the question “What do you believe are the major forces behind

recent climate change? Natural Forces, Human Forces or the Combination of both” is

preferable instead of “Do you agree that humans are the major force behind recent climate

change? Yes or No”.

Negatives are preferable to be avoided.

Negatives should be used carefully. For example, in a yes or no question, the statement,

“Coal plants should not be abolished” should be rephrase as, “Coal plants should continue

operating”. Never use double negatives in a statement as well.


34

Ask specific questions.

Words can be a bit confusing sometime where different people will interpret different

meaning. Another source of uncertainty is the frame of reference is failed to be specified.

For example is the time reference is missing in the question “How often do you recycle?”.

It can be rephrased as, “How many times have you filled your recycling bin in the past six

months?”

Participants must have the knowledge about the research.

For example, the question, "Do you agree with restriction on new coal plants found in the

Clean Air Act?” is unsatisfactory. Several pieces of information is asked at the same time

(there are many restrictions in the Act) and it shows that the participants know details of

the restrictions and the Clean Air Act.

Sensitive issues should be questioned carefully.

A true and honest answer is difficult to get. A response of either no or negative is likely to

be receive for the question such as, “Have you ever littered while no one is watching?”

Some less direct approaches:

The casual approach: “By the way, have you ever happened to litter, maybe when no

one was looking?” should be used as a last part of another decoy question.

The numbered card approach: “Please pick one or more of the following items which

correspond to how you view littering.” In the list of choices, include: “I occasionally

litter”

The everybody approach: “As we all know, some people litter when they have no

choice. Are you one of them?”

The other people approach: A scenario is given to the participants, “John occasionally

tosses small pieces of litter out his car window.” They were then asked, “Do you feel

John is wrong? What penalty should be imposed for John? Have you done this in the

past? Would you ever consider doing the above?”

d) Arrangement of Questions

It is important to arrange the questions to get the most information out of the participant.

Some general rules are:

Go from general to specific

Go from easy to difficult

Go from factual to abstract

Start with closed format questions

Start with questions relevant to the main subject

Avoid starting question with demographic and personal questions


35

7.1.3 Administration of the Questionnaire

There are a number of ways of managing questionnaires. Example is they may be completed

independently (self-administered) which may be sent by post, email or electronically online,

or read out loud in the form of interview which may be completed over the telephone or in

face-to-face interviews.

i. Benefits of self-administered questionnaires:

Cheap and easy

Preserve confidentiality

Completed at respondent’s convenience

Administered in a standard manner

ii. Benefits of interview administered questionnaires:

Illiterate people can participate

Ambiguity can be clarified

Individuals with specific information is targeted

A greater respond is guaranteed

The choice of method of administration depends on who the respondent are. For example,

older people may be suitably surveyed by interviews and university lecturers by email.

7.1.4 How do I Know if I am Ready?

It is impossible to get the questionnaire right for the first round even for the experts. The

questionnaires should be conducted on a small sample of people characteristic of those in the

survey population. Each pilot respondent are asked with questions regarding the survey

design: effects of different wordings, their opinion on the answer they gave, their

understanding on a particular word, length and appropriateness of questions, etc. The

questionnaire can be improved by polishing the question order, wording and layout.

7.1.5 Starting a Questionnaire

A personalized cover letter or an introductory statement is a good idea to start with where

the purpose of the survey can be explained, the importance of the respondent’s participation,

the person in charge of the survey, and a statement guaranteeing confidentiality.

Lots of students have difficulties talking to strangers when conducting an interview surveys

and questionnaires. A good way to start the conversation with a stranger is as follow:


36

“Hello. My name is ________________ and I am a student from _______________________. I’m working

on a research project looking at_________________________________ for a college-credit class called

“The Global Environment.” I found your phone number/email address on the internet and I

was wondering if you have a few minutes to answer some questions regarding with my

research.”

7.1.6 Ending a Questionnaire

Always remember to thank the respondent for participating in your questionnaire.

7.1.7 Final Word

In order to yield valid information, the questionnaires must be designed carefully. Every

question must be relevant, appropriate, intelligible, precise and unbiased with the objective of

the research. The questions must also be in the right order and the layout must be clear.

Drafting is recommended for a clear personalized cover letter. A trail for the questionnaire

must be made before the actual survey.

7.2.1 Cover Letter

The important things to be included in a cover letter are the name of institute/school, title of

research project, the name of researcher, objective of the research, the selection of

respondents, the confidentiality of the respondents identification and personal opinion and

finally a word of appreciation for the respondents’ participation in your questionnaire.

7.2.2 Steps for Questionnaire Design

1. Select the information needed.

2. Define target respondents.

3. Select the suitable method to reach target respondents.

4. Decide on question content.

5. Improve and change the question wording.

6. Arrange the questions into order and format.

7. Check the length of the questionnaire.

8. Conduct a trial for the questionnaire and develop the final survey form.


7.2 HOW TO START A QUESTIONNAIRE

(name) (school/institute)

(title of research project)

37

7.2.3 Physical Appearance of Questionnaire

In the form of booklets

Booklets make it easier for the interviewers or respondent to go through the document

and the loss of pages can be avoided as well.

Simple and clear formats

The way of presenting the questionnaire helps the interviewers or respondents to

complete a questionnaire with ease.

Creative use of space and typeface

A questionnaire that fills the blank space in a page appears easier to use, have higher

response rates and contain less error.

Color coding

Due to the several types of respondents within a single survey (for example wholesalers

and retailers), color coding makes it easier to manage the questionnaire.

Interviewer instructions

Instruction should be provided alongside the questions to make it easier for the

interviewers to complete the questionnaire.

o Dillman’s Total Design

Attractive and creative question paper

Question is arrange vertically

Selecting relevant questions

Length of questionnaire must not be more than 10 pages/25 questions/ 30

minutes to complete.

7.2.4 Types of Questions

a) Open-ended question

Advantage

- Respondent are free to provide their own answer.

- A variety of a possible answer can be obtained.

Disadvantage

- Difficult to analyze data.


38

b) Fixed response

Advantage

- Analyzing data is easier.

- Respondents do not have to answer in detail.

- Time spent to answer is short.

- Higher respond rate.

Disadvantage

- Limited answer.

- Respondent does not answer the question seriously.

Examples are force-choice (yes/no) and rating scale.

7.2.5 Scale of Questionnaire

a) Force Choice

Type of questionnaire where respondents have to choose a response that shows definitive

options.

Example:

Do you understand by the concept of sustainable environment?

( ) Yes

( ) No

b) Differential Semantic Scale

This type of scale is used to measure the connotative (strength and power) meaning of a

questionnaire.

Example:

Rate the current environmental policy by United Nations on each of the following:

Decisive ___: ___: ___: ___: ___: ___: ___: Indecisive

Active ___: ___: ___: ___: ___: ___: ___: Passive

c) Likert Scale

Psychometric response scale used in questionnaire to get the series of preferences from

respondents. It measures the degree of opinion and converts an ordinal scale to

quantitative data.


39

Example:

Indicate your level of agreement on the role of individual in river pollution?

( ) Strongly disagree

( ) Disagree

( ) Uncertain

( ) Agree

( ) Most agree

The analyze Likert data, is usually coded as the following:-

1 : Strongly disagree

2 : Disagree

3 : Uncertain

4 : Agree

5 : Most agree

7.2.6 Pilot Study

A model which provides data needed of the full research study but on a smaller scale. It works

as a trail before the actual questionnaire is distributed to identify and improve errors in

selected questions. It requires at least 30 questionnaires to be tested and all the

questionnaires are analyzed and improve before it is included in the final questionnaire.

7.2.7 Ways to Ask Questions

Be professional

The questionnaire must always be proofread where it is assured to be relevant to the

topic. This helps to create a good image about you.

Include simple instructions

It is needed to help the respondent to understand how to complete the questionnaire

correctly.

Provide space to tell more

At the end of the questionnaire, a comment/opinion box is provided to give an

opportunity for the respondents to comment about the topic of research.

Avoid the response option “other”

Respondents will oversee the options provided and handily mark the option “other”.


40

Data collection is the most important process in a study. This is because the collection of

accurate data, data analysis and processing are needed to answer the research questions or

objectives in a study. The data we collected or observed should correspond to the purpose of

the study. There are two types of data that can be used in a study, namely primary and

secondary data.

With the availability of secondary data, it can help students or researchers to manipulate

them to achieve different objectives. In addition, it can be used as a reference point or as

comparison to the present study.

In classification of data, it can be classified by who collected the data.

Primary data are data collected by the researcher himself/herself for a specific purpose,

for example data collected by a research students in his/her final year research project.

Secondary data are data collected by someone else for some other purposes, but being

used by the researcher for another purpose.

8.2.1 Using Secondary Data Inferior to Primary Data?

The answer is no. There are some advantages and disadvantages in using primary and

secondary data. Quality is not the issue. However in primary data collection, the researcher

himself/herself will be able to determine the quality of it, whereas in using secondary data,

one can only hope that the data are in good quality.


8 SECONDARY DATA

SOURCES FOR RESEARCH

8.1 INTRODUCTION

8.2 WHAT IS SECONDARY DATA?

41

8.2.2 What is not Secondary Data?

Whatever data a researcher has obtained first hand by himself/herself are NOT secondary

data and they are considered as primary data. Examples of primary data sources are:

Direct observation

In situ readings

Questionnaires and surveys

Interviews

Laboratory experiments

8.2.3 Sources of Secondary Data

Official Statistics: Official statistics are statistics collected by governments and this

information is readily available in the annual statistic reports. For example the

Department of Statistics Malaysia would have census and surveys for various activities

and even on the environment. The Department of Environment also produces annual

report on the quality of the environment on their website.

Technical reports from completed research project or on-going research projects.

Scientific journals are a good source of secondary information as they usually undergo

peer review and they are first hand reports of original findings.

Review articles are assembles and summaries of the related publications on a specific

topic. Reviews are usually written by experts in the relevant field. The review article will

attempt to give any overview of the latest development and list all the relevant

publication from which the information is derived.

Book (of course).

International organizations: World Health Organization (WHO), Food and Agricultural

Organization (FAO), United Nations Environmental Programme (UNEP) and others.

8.2.4 Where to Begin?

The internet (look for reliable/valid websites)

The library

The references list at the back of a journal, report, book etc.

Various governmental agencies

Chapter 8: Secondary Data Sources for Research

42

Quality control is the key that able to judge the quality of such data. Questions to ask:

Is the source reliable?

Does if include a method section and is the method sound?

When is the source published, is it consistent with the information reported

(Sometimes a year 2011 data can exist in a 2008 report)? Is it up-to-date?

Is it a primary or secondary data?

Is it well referenced?

Does it make sense?

Most of the time, secondary data (as in Literature Review) are used to help us have a

better understanding of the topic that we are researching.

It can also be valuable in generating hypothesis and identifying the areas of interests.

It helps to plan for primary data collection to ensure that the data collected are

comparable with the secondary data.

The analysis of secondary data will also help in identifying the possible root of a problem.

More readily available (can be obtained from public sources) - the secondary data readily

available either online or manually. Some departments or agencies periodically upload

data unto their department's websites

Cost-saving / It is less expensive.

Provide basic idea in designing the new study.

Serve as starting point in preparing the formation of the research problem, research

hypothesis or research methods.

Reliability of data collected by government and commercial research institutions is

probably higher

Time-saving. The study does not need to start or collect any information that was known.

Help decide whether a research should be done.

Help shape the various hypotheses.

There is no hassles for data collection

It is not time consuming

It may allow the researcher to cover a wider spatial or temporal range

8.3 QUALITY CONTROL

8.4 WHY DO WE USE SECONDARY DATA?

8.5 ADVANTAGES OF USING SECONDARY DATA


43

Information may be outdated or obsolete. This is because the old data will often cause

dispute if it becomes the primary data in a research.

Concept definition may differ from other studies. Data acquired in the past is to answer

the question at that particular period of time, and it may not be able to answer the

objectives in the current study.

Units of measurement may differ.

Difficult to ascertain the previous research design.

The data may be incomplete and inaccurate (Some researches may be bias during data

collection).

Perhaps there is a conversion of data, thus the secondary data do not follow the format

required by the researchers.

The researcher cannot decide what is collected

One can only hope that the data is of good quality

Incompatibilities

Limited access

Usually researchers will use data observed in the field as control or benchmarking to

maintain and ensure the quality of the secondary data.

8.6 DISADVANTAGES OF USING SECONDARY DATA


44

Normal Distribution- The normal distribution is a descriptive model that describes the

distribution of a set of data to represent the situations or phenomena or an experiment. A

normal distribution curve is bell shape. The shape and position of normal distribution

curve depend on two parameters, the mean and standard deviation. The larger the

standard deviation, the more dispersed or spread out, the distribution is. So, normal

distribution is important to identify the distributions of a set of data before analyzing it

further with statistical calculations.

Same Means

Different Standard Deviations

Different Means

Same Standard Deviations

Different Means

Different Standard Deviations

The bell shape normal distribution graph covered 100% or probability-1 of total area

under the graph. The area is important to find the percentage or probability of significant

for decision making for hypothesis of situation or phenomena or experiment to be solved.

Normal Distribution Table (can find it from any statistical text book) is used as a

reference to find the critical value of alpha (α).


9 STATISTICS FOR

ENVIRONMENTAL

RESEARCH

9.1 INTRODUCTION

45

Area under the graph normal distribution

100% 90% 95% 99% Percentage

1 0.90 0.95 0.99 Probability

α

(chance of

rejecting

the Ho)

0.10 0.05 0.01

The level of significance is the maximum probability

of committing a type I error = α.

• Typical significance levels are:

0.10, 0.05, and 0.01

• When α = 0.01, there is a 10% chance of rejecting a

true null hypothesis (H0).





*Small chance of rejecting shown the persistency to

decision making.

The P-value method or probability value is the probability of getting a sample statistic

(such as the mean) or a more extreme sample statistic in the direction of the alternative

hypothesis when the null hypothesis is true.

-The P-value method for solving hypothesis-testing problems compares areas

between alpha (α) and P-value

A statistical hypothesis is a conjecture about a population parameter. This conjecture

may or may not be true, and a decision is made to reject or not to reject it on the basis of

the data obtained from a sample.

Distinguishing Features • The mean ± 1 standard deviation covers

68% of the area under the curve • The mean ± 2 standard deviation covers

95% of the area under the curve • The mean ± 3 standard deviation covers

99% of the area under the curve

P-value > α = Do not reject H0 P-value < α = reject H0

Chapter 9: Statistic for Environmental Research

46

The null hypothesis, (H0) is a statistical hypothesis that states that there is no difference

between a parameter and a specific value, or that there is no difference between two

parameters.

The alternative hypothesis, (Ha) is a statistical hypothesis that states the existence of a

difference between a parameter and a specific value, or states that there is a difference

between two parameters.

Example:

Title: Measured pollutant-Lead (Pb) inside fish tissue and water from FSSA Lake.

Objective 1: To determine the Pb concentration in fish tissue.

Ho: There is no Pb present in fish tissue.

Ha: There is Pb present in fish tissue.

Objective 2: To determine the Pb concentration in water.

Ho: There is no Pb present in water.

Ha: There is Pb present in water.

Objective 3: To determine the significant different between Pb concentration in fish

tissue and water.

Ho: There is no significant different between Pb present in fish tissue and water.

Ha: There is a significant different between Pb present in fish tissue and water.

The student / researcher should distinguish between statistical significance and

practical significance.

When the null hypothesis is rejected at a specific significance level, it can be concluded that

the difference is probably not due to chance and thus is statistically significant. However,

the results may not have any practical significance.

It is up to the student / researcher to use common sense when interpreting the results of a

statistical test.

9.2 SIGNIFICANT IN STATISTIC


47

Statistics is a branch of mathematics that has applications in almost every facet of our daily

life. The field of statistics is composed of both theory and methods that govern its application.

In this text, it shall look on statistics as a methodological tool in analyzing numerical data to

make better decision.

9.3.1 Descriptive Statistics

Descriptive statistics is the branch of statistics concerned with describing set of

measurements, both samples and population. Also, consist of procedures used to summarize

and describe the important characteristics of set of measurement. It consists of the collection,

organization, summarization, and presentation of data.

Bar Chart & Pie Chart

Numerical Tables

Sampling River Station Parameter Data Replicates (ppm)

January A 1

Zn 12.0

11.5

13.2

Cu 10.0

12.6 13.0

Pb 0.5 0.8 0.9

9.3 STATISTICS


Descriptive Statistics

Statistics

Inferential Statistics

48

Line Graph

9.3.2 Inferential Statistics

Inferential statistics is the branch of statistics that deals with problem. Also, consists of

procedures used to make inferences about population characteristics from information

contained. It consists of generalizing from samples to populations, performing estimations

and hypothesis tests, determining relationships among variables, and making predictions.

The inferential statistics involves determining whether a relationship between two or more

numerical or quantitative variables exists.

9.4.1 Range

The data set obtained by observing the values of a variable for an entire population is called

population data. A data set obtained by observing the values of a variable for a sample of the

population is called sample data. The data set from observation has a smallest and largest

numbers or minimum and maximum values. The difference of minimum and maximum is

called range.

Range = Xmax - Xmin

9.4.2 Mean

The most commonly used measure of center is the mean. When people speak of taking an

average, it is the mean that they are most often referring to. The mean of a data set is the sum

of the observations divided by the number of observation. Researcher used mean as a

number to represent a set of data that used in an experiment had been done.

9.4 BASIC INFERENTIAL STATISTICS


49

Mean, N

XX

N

xxxx i......321

Where,

X = measured value of item

N = size of sample

9.4.3 Variance

Variance is the average of the squares of the distance each value is from the mean. Variance is

to find how far all observation is from the mean, the total deviation from the mean. The

symbol sample variance (S2) and population variance (σ2).

N

xxx

N

xi

22

2

2

1

2

2 ....

1

....

1

22

2

2

1

2

2

n

xxxxxx

n

xxS i

9.4.4 Standard Deviation (SD)

In contrast to the range, the standard deviation takes into account all of the observations. To

describe that quantitatively, we use a descriptive measure that indicates the amount of

variation or spread in a data set. Such descriptive measures are referred to as measures of

variation or measures of spread. The standard deviation measures variation by indicating

how far, on average, the observation are from the mean. For a data set with a large amount of

variation, the observations will, on the average, be far from the mean; hence the standard

deviation will be large. For a data set with a small amount of variation, the observations will,

on the average, be close to the mean; consequently, the standard deviation will be small. So,

standard deviation is to find how far each observation is from the mean, the deviation from

the mean.

To compute the standard deviation of a data set, we need to know whether it is population

data or sample data. This information is necessary because the formulas for standard

deviations of sample data and population data differ slightly. The symbol sample data (s) and

population data (σ).

N

xxx

N

xi

22

2

2

1

2....


50

1

....

1

22

2

2

1

2

n

xxxxxx

n

xxS i

Where, N & n = Number of sample

Until this point, all the inferential statistics we have considered involve using one sample as

the basis for drawing conclusion about one population. Although these single sample

techniques are used occasionally in real research, most research studies aim to compare of

two (or more) sets of data in order to make inferences about the differences between two (or

more) populations.

9.5.1 Student T-Test for Two Population Mean (used table t-distribution)

ASSUMPTIONS

1. Independent samples

2. Normal populations or large samples

3. Equal population standard deviations

Step 1: The null hypothesis is Ho: µ1 = µ2 and the alternative hypothesis is one of the

following:

Ha: µ1 ≠ µ2 or Ha: µ1 < µ2 or Ha: µ1 > µ2 (Two-tailed) (Left-tailed) (Right-tailed)

Step 2: Decide on the significance level, α.

Step 3: The critical value(s) are

± t α/2 or -t α or tα

(Two-tailed) (Left-tailed) (Right-tailed)

With df = n1 + n2 - 2. Use Normal Distribution Table to find the critical value(s)

9.5 COMPARISON OF TWO MEANS


51

Step 4: Compute the value of the test statistic

Where

Step 5: If the value of the test statistic falls in the rejection region, reject H0: otherwise, do

not reject H0.

Step 6: State the conclusion in words.

The hypothesis test is exact for normal populations and is approximately correct for large

samples from non-normal populations.

9.5.2 Paired T-Test for Two Population Mean (used table t-distribution)

Example Pair: Before & after or to test the efficiency of thing in one experiment.

ASSUMPTIONS

1. Paired samples

2. Normal differences or large samples

Step 1: The null hypothesis is Ho: µ1 = µ2 and the alternative hypothesis is one of the

following:

Ha: µ1 ≠ µ2 or Ha: µ1 < µ2 or Ha: µ1 > µ2 (Two-tailed) (Left-tailed) (Right-tailed)

Step 2: Decide on the significance level, α.

Step 3: The critical value(s) are

± t α/2 or -t α or tα

(Two-tailed) (Left-tailed) (Right-tailed)

With df = n - 1. Use Normal Distribution Table to find the critical value(s)


52

Step 4: Calculate the paired differences of the sample pairs.

Step 5: Compute the value of the test statistic

Where

Where D = The paired differences ( Xafter – Xbefore)

D = Mean for data D

SD = Standard deviation for D

µD = 0

Make the decision

CV > t = Do not reject H0

CV < t = Reject H0

Step 6: If the value of the test statistic falls in the rejection region, reject H0: otherwise, do

not reject H0.

Step 7: State the conclusion in words.

D

D

Dt

s n

2 2

with d.f. = -1 and where

and 1

D

n

n D DDD s

n n n


53

Correlation is a statistical method used to determine whether a linear relationship between

variables exists.

.

The correlation coefficient (r) computed from the sample data measures the strength

and direction of a linear relationship between two variables.

The range of the correlation coefficient (r) is from 1 to 1

2 22 2

n xy x yr

n x x n y y

n= numbers of data pairs

Significant t-test for correlation coefficient, r

*The t-test is used to support the r, where it is significant at which level either 0.05 or

0.01 or not significant at all. Only the value of r with significant level will accepted, Ha.

Hypothesis testing

H0: 0 (there is no correlation between the x and y variables in the population)

Ha: 0 (there is a significant correlation between the variables in the population)

2

2

1

with degrees of freedom equal to 2.

nt r

r

n

9.6 CORRELATION

Statistical Relationship

Correlation & Regression


54

Step Procedure:

1. Find the hypothesis

2. Find the critical value (CV) using α, d.f = n - 2 in table t-distribution

3. Compute the test value (t)

4. Make the decision

CV > t = Do not reject H0

CV < t = Reject H0

Regression is a statistical method used to describe the nature of the relationship between

variables—that is, positive or negative, linear or nonlinear. If the value of the correlation

coefficient is significant, the next step is to determine the equation of the regression line

which is the data’s line of best fit. Best fit means that the sum of the squares of the vertical

distance from each point to the line is at a minimum.

Graph Regression: regression equation line, y ’ = a + bx

2

22

22

where

= intercept

= the slope of the line.

y x x xya

n x x

n xy x yb

n x x

a y

b

Multiple Regression Coefficient ( R)

In multiple regressions, the strength of the relationship between the independent

variables and the dependent variable is measured by a correlation coefficient.

1 2 1 2 1 2

1 2

2 2

2

2

1

yx yx yx yx x x

x x

r r r r r

rR

where

ryx1 = correlation coefficient for y and x1

ryx2 = correlation coefficient for y and x2

rx1x2 = correlation coefficient for x1 and x2

9.7 REGRESSION


55

Significant f-test for R

*The f-test is used to support the R, where it is significant at which level either 0.05 or

0.01 or not significant at all. Only the value of R with significant level will accepted, Ha.

2

21 1

R k

R n kF

where

n = the number of data groups

k = the number of independent variables

d.f.N. = n – k

d.f.D. = n – k – 1

Step Procedure: 1. Find the hypothesis 2. Find the critical value (CV) using α, dfN and dfD in table F-distribution 3. Compute the test value (F) 4. Make the decision

CV > F = Do not reject H0

a) Title: Zn and Cu in Mollusk at River A

b) Objective

1. To determine the Zn and Cu distribution in mollusk tissue

2. To determine the relationship between Zn and Cu in mollusk tissue

c) Design of Data Collection


Mollusk

1 species live at

surface sediment

(sampling 2x)

Zn, Cu

(2)

River

A (1) 0 15

2 x 2 x 1 x

15 = 80

9.8 CASE STUDY


56

d) Results

Species Number of individuals

Zn (ppm) Cu (ppm) Sampling 1 Sampling 2 Sampling 1 Sampling 2

Mollusk

1 4.94 6.66 0.26 0.14 2 2.13 3.81 0.05 0.13 3 3.13 1.55 0.05 0.12 4 3.65 1.89 0.03 0.15 5 4.31 1.35 0.02 0.09 6 2.69 3.35 0.21 0.06 7 3.43 6.56 0.05 0.08 8 3.95 4.07 0.11 0.09 9 5.23 7.90 0.09 0.03

10 5.00 2.63 0.05 0.17 11 4.42 1.01 0.10 0.04 12 3.10 3.06 0.11 0.13 13 5.22 3.17 0.05 0.06 14 2.88 1.89 0.09 0.06 15 4.37 4.22 0.16 0.07

e) Normal Distribution

Zn Cu

Kurtosis 0.4697 -0.8919

Skewness 0.6188 0.3983


57

f) Basic Inferential Analysis for Zn


Zn (ppm)

Sampling 1 x- x (x- x )2 Sampling 2 x- x (x- x )2

Mollusk

1 4.9390 1.0441 1.0901 6.6630 3.1227 9.7513

2 2.1250 -1.7699 3.1325 3.8130 0.2727 0.0744

3 3.1300 -0.7649 0.5851 1.5490 -1.9913 3.9653

4 3.6480 -0.2469 0.0610 1.8870 -1.6533 2.7334

5 4.3060 0.4111 0.1690 1.3460 -2.1943 4.8150

6 2.6870 -1.2079 1.4590 3.3480 -0.1923 0.0370

7 3.4260 -0.4689 0.2199 6.5630 3.0227 9.1367

8 3.9460 0.0511 0.0026 4.0690 0.5287 0.2795

9 5.2290 1.3341 1.7798 7.9040 4.3637 19.0419

10 5.0000 1.1051 1.2212 2.6300 -0.9103 0.8286

11 4.4160 0.5211 0.2715 1.0050 -2.5353 6.4277

12 3.0960 -0.7989 0.6382 3.0580 -0.4823 0.2326

13 5.2240 1.3291 1.7665 3.1680 -0.3723 0.1386

14 2.8800 -1.0149 1.0300 1.8860 -1.6543 2.7367

15 4.3710 0.4761 0.2267 4.2160 0.6757 0.4566

Sum of X 58.4230 13.6533 53.1050 60.6552

N 15 15

Minimum Data

2.1250

1.0050

Maximum Data

5.2290

7.9040

Range = Xmax - Xmin

Sampling 1 = 5.2290 - 2.1250 = 3.1040 Sampling 2=7.9040 – 1.0050 = 6.8990

Mean ( x ) = Σ X/N = (X1+X2+X3…Xi) / N

Sampling 1 =58.4230/15 = 3.8949 Sampling 2= 53.1050/15 = 3.5403

Variance S2 = ∑(X-X)2 = (X1-X)2+ (X2-X)2+… (Xi-X)2 n-1 n-1

Sampling 1 = 13.6533/14 = 0.9752 Sampling 2= 60.6552/14 = 4.3325

Standard deviation S = √ S2

Sampling 1= (0.9752)1/2 = 0.9875 Sampling 2= (4.3325)1/2= 2.0814


58

g) Basic Inferential Analysis for Cu


Cu (ppm)

Sampling 1 x- x (x- x )2 Sampling 2 x- x (x- x )2

Mollusk

1 0.2640 0.1679 0.0282 0.1380 0.0431 0.0019

2 0.0470 -0.0491 0.0024 0.1300 0.0351 0.0012

3 0.0460 -0.0501 0.0025 0.1200 0.0251 0.0006

4 0.0330 -0.0631 0.0040 0.1480 0.0531 0.0028

5 0.0230 -0.0731 0.0053 0.1930 0.0981 0.0096

6 0.2110 0.1149 0.0132 0.0560 -0.0389 0.0015

7 0.0490 -0.0471 0.0022 0.0810 -0.0139 0.0002

8 0.1330 0.0369 0.0014 0.1890 0.0941 0.0089

9 0.1903 0.0942 0.0089 0.0340 -0.0609 0.0037

10 0.0520 -0.0441 0.0019 0.1690 0.0741 0.0055

11 0.1500 0.0539 0.0029 0.0420 -0.0529 0.0028

12 0.1360 0.0399 0.0016 0.1340 0.0391 0.0015

13 0.0530 -0.0431 0.0019 0.0600 -0.0349 0.0012

14 0.1940 0.0979 0.0096 0.0610 -0.0339 0.0011

15 0.1630 0.0669 0.0045 0.0690 -0.0259 0.0007

Sum of X 1.7443

0.0905 1.6240

0.0433

N 15

15

Minimum Data

0.0230

0.0340

Maximum Data

0.2640

0.1930

Range = Xmax - Xmin

Sampling 1 = 0.2640 – 0.0230 = 0.2410 Sampling 2= 0.1930 – 0.0340= 0.1590

Mean ( x ) = Σ X/N = (X1+X2+X3…Xi) / N

Sampling 1 =1.7443/15 = 0.1163 Sampling 2= 1.6240/15 = 0.1083

Variance S2 = ∑(X-X)2 = (X1-X)2+ (X2-X)2+… (Xi-X)2 n-1 n-1

Sampling 1 = 0.0905/14 = 0.0065 Sampling 2= 0.0433 /14 = 0.0031

Standard deviation S = √ S2

Sampling 1 = (0.0065)1/2 = 0.0803 Sampling 2 = (0.0031)1/2 = 0.0556


59

h) Comparison of Two Means (always refer back to your data collection & design)

Objective 1: To determine the Zn and Cu distribution in mollusk tissue

The distribution of Zn and Cu is refer to the significant different between sampling 1 and

2.

i) T-Test for Two Population Mean

We assumed that we used different individuals of mollusk in both sampling 1 and 2.

Step 1: Hypothesis

Ho: There is no significant different Zn concentration in mollusc between sampling 1

and 2.

Ha: There is significant different Zn concentration in mollusc between sampling 1 and

2.

Step 2: Decided on the significant level, α = 0.05

Step 3: The Critical Value from T-Distribution table is ttwo tailed=1.701

(df = n1+n2-2=15+15-2= 28)

Step 4: Test Statistic value, ttest

Zn

Sampling 1 Sampling 2

x 3.8949 3.5403

n 15 15

S2 0.9752 4.3325

2

11

21

2

22

2

11

nn

snsnsP

21515

3325.41159752.0115

28

6550.606528.13

65385.2 =1.6291


60

PS

nn

xxt

21

21

11

6291.1

15

1

15

1

5403.38949.3

t

6291.1 1333.0

3546.0t =9.4471

Step 5: Critical value ttwo tailed=1.701 less than Test statistical value ttest =9.4471, falls in

rejection region. So, Reject Ho.

Step 6: There is significant different data at α = 0.05 of Zn concentration in mollusk

between sampling 1 & 2. This study shown, the mollusks collected randomly have

different Zn concentration in each individual.

j) Paired T-Test for Two Population Mean

We use the same size individual of mollusk in sampling 1 and 2. Typically, paired T-Test is

used to check the efficiency before and after treatment. So, the same size of mollusk in this

case study will determine the efficiency of accumulation of Zn and Cu by mollusk in

specific size.

Step 1: Hypothesis

Ho: There is no significant different Zn concentration in mollusc (<5cm length)

between sampling 1 and 2.

Ha: There is significant different Zn concentration in mollusc (<5cm length) between

sampling 1 and 2.


Step 3: The Critical Value from T-Distribution table is ttwo tailed=1.761

(df = n - 1=15-1= 14)


61

Step 4: Calculated the different between pairs.

Number of individuals

Zn

Sampling 1 (before) Sampling 2 (after) D D2

1 4.9390 6.6630 -1.7240 2.9722

2 2.1250 3.8130 -1.6880 2.8493

3 3.1300 1.5490 1.5810 2.4996

4 3.6480 1.8870 1.7610 3.1011

5 4.3060 1.3460 2.9600 8.7616

6 2.6870 3.3480 -0.6610 0.4369

7 3.4260 6.5630 -3.1370 9.8408

8 3.9460 4.0690 -0.1230 0.0151

9 5.2290 7.9040 -2.6750 7.1556

10 5.0000 2.6300 2.3700 5.6169

11 4.4160 1.0050 3.4110 11.6349

12 3.0960 3.0580 0.0380 0.0014

13 5.2240 3.1680 2.0560 4.2271

14 2.8800 1.8860 0.9940 0.9880

15 4.3710 4.2160 0.1550 0.0240

Sum of X 5.3180 60.1247

Step 5: Test Statistic value, ttest

Mean, n

DD

15

3180.5 = 0.3545

)1(

22

nn

DDnSD

)14(15

1247.60318.5152

210

1247.602167.424 7337.1 = 1.3167

n

S

Dt

D

D

15

3167.1

03545.0

3400.0

3545.0 = 1.0428

Step 6: Critical value ttwo tailed=1.761 more than Test statistical value ttest =1.0428, falls in

non- rejection region. So, Do Not Reject Ho.

Step 7: There is no significant different data at α = 0.05 of Zn concentration in mollusk

(<5cm length) between sampling 1 and 2. This study shown, the mollusk with size <5cm

length is not very efficient to accumulated the Zn from environment.


62

k) Relationship Analysis

Objective 2: To determine the relationship between Zn and Cu in mollusk tissue

We want to find out the relationship of influencing each element in mollusk which is Zn

and Cu. Sometimes, the elements can influencing each other to present in any material.

l) Correlation Coefficient (r)

Number of Individuals

Zn Cu

x y xy x2 y

2

1 4.9390 0.2640 1.3039 24.3937 0.0697

2 2.1250 0.0470 0.0999 4.5156 0.0022

3 3.1300 0.0460 0.1440 9.7969 0.0021

4 3.6480 0.0330 0.1204 13.3079 0.0011

5 4.3060 0.0230 0.0990 18.5416 0.0005

6 2.6870 0.2110 0.5670 7.2200 0.0445

7 3.4260 0.0490 0.1679 11.7375 0.0024

8 3.9460 0.1330 0.5248 15.5709 0.0177

9 5.2290 0.1903 0.9951 27.3424 0.0362

10 5.0000 0.0520 0.2600 25.0000 0.0027

11 4.4160 0.1500 0.6624 19.5011 0.0225

12 3.0960 0.1360 0.4211 9.5852 0.0185

13 5.2240 0.0530 0.2769 27.2902 0.0028

14 2.8800 0.1940 0.5587 8.2944 0.0376

15 4.3710 0.1630 0.7125 19.1056 0.0266

16 6.6630 0.1380 0.9195 44.3956 0.0190

17 3.8130 0.1300 0.4957 14.5390 0.0169

18 1.5490 0.1200 0.1859 2.3994 0.0144

19 1.8870 0.1480 0.2793 3.5608 0.0219

20 1.3460 0.1930 0.2598 1.8117 0.0372

21 3.3480 0.0560 0.1875 11.2091 0.0031

22 6.5630 0.0810 0.5316 43.0730 0.0066

23 4.0690 0.1890 0.7690 16.5568 0.0357

24 7.9040 0.0340 0.2687 62.4732 0.0012

25 2.6300 0.1690 0.4445 6.9169 0.0286

26 1.0050 0.0420 0.0422 1.0100 0.0018

27 3.0580 0.1340 0.4098 9.3514 0.0180

28 3.1680 0.0600 0.1901 10.0362 0.0036

29 1.8860 0.0610 0.1150 3.5570 0.0037

30 4.2160 0.0690 0.2909 17.7747 0.0048

Sum of Data 111.5280 3.3683 12.3029 489.8677 0.5036


63

Step 1: Hypothesis

H0: 0 (there is no correlation between the Zn and Cu in the population of mollusk)

Ha: 0 (there is a significant correlation between the Zn and Cu in the population of

mollusk)


Step 3: The Critical Value from T-Distribution table is ttwo tailed =1.701 (d.f = n-2 = 30-

2=28)

Step 4: Correlation coefficient (r)

2222

yynxxn

yxxynr

223683.35036.0305280.1118677.48930

3683.35280.1113029.1230

r

3454.111084.154948.124380315.14696

6598.3750867.369

r

9250.8494

5731.6r = -0.0713

Step 5: Test Statistic value, ttest:

r

r

nt

21

2

0713.0

20713.01

28

0713.0

9949.0

28 = 0.7882

Step 6: Critical value ttwo tailed=1.701 more than Test statistical value ttest =0.7882, falls in

non- rejection region. So, Do Not Reject Ho.

Step 7: There is no correlation relationship (r= -0.0713, P<0.05) between the Zn and Cu in

the population of mollusk. This study shown, there is no influencing from both elements in

mollusk. Both elements are independent.


64

m) Regression (using Microsoft Excel to create the graph and add the tradeline)

The figure below shown the equation regression line 0027.40184.0 xy and

R2=0.0101, so, 1005.00101.0 R (In this case, there is a no relationship among the

variables; the value of R is far from 1.00)

The figure below shown the equation regression line 1233.00007.0 xy and



The figure below shown the equation regression line 0027.40184..0 xy and




65

Project proposal and final report writing must follow the format set by the Faculty of Science

and Natural Resources (FSSA), where students must refer to “Panduan Penulisan Disertasi”

book. Students also need to seek their supervisors’ approval before submitting the proposals

and full report to FSSA main office.

10.1.1 Scientific Project Proposal

Towards the end of the first semester, each student is required to submit two (2) copies of

their project proposals to be evaluated. The content of the project proposal report must

follow the format given below.

Front Page Table of Content List of Tables List of Figures List of Symbols and Abbreviations Chapter 1 Introduction Chapter 2 Literature Review Chapter 3 Methodology References

10.1.2 Scientific Project Final Report

Student is required to submit two (2) copies of their final report at the end of the second

semester to be evaluated. The content of the final report must follow the format given below.

10.1 SCIENTIFIC PROJECT REPORT OUTLINE

SCIENTIFIC PROJECT

REPORT


10

66

Front page Declaration Verification Acknowledgement Abstrak Abstract Table of Content List of Tables List of Figures List of Symbols and Abbreviations Chapter 1 Introduction Chapter 2 Literature Review Chapter 3 Methodology Chapter 4 Results and discussion Chapter 5 Conclusion References Appendix

10.2.1 General Tips

a) Be concise. The report should be written scientifically, whereby it has to be clear and

straightforward. It is very important to use as few words as possible but at the same time

manage to cover as much details as needed. Scientific reports should be comprehensive

and repetition should be avoided.

b) Write in third person sentence structure. The report should be written using the third

person and all activities must be described in the past tense (except future activities

outlined in the proposal report). For example, do not use ‘I’, ‘you’ or ‘we’ in the report.

Instead of:

"I have analyzed the experimental results" write "The experimental results have

been analyzed".

“We have conducted a water quality test for the untreated gravity water resource”

change to “The study has conducted a water quality test for the untreated gravity

water resource”.

“From this study if anyone is interested to venture into oil palm as a source of

income, he or she could plan to buy a suitable land size and the area that could

derive a maximum revenue from the oil palm yields” change to third person

sentence “From this study, in oil palm venture it is found that the land size and the

land area the important factors that can maximize the revenue of the oil palm

yields”.

Chapter 10: Scientific Project Report

10.2 REPORT FORMAT

67

“According to farm supervisor Mr. Soreal Mansor (2013), many palm trees in oil

palm plantations in Jerudo were planted in mid-2005 and 2006 and this resulted in

the yield production for 2010 to 2011 did not reach the maximum production for

oil palm age immature of 6 to 7 years” change to “According to Soreal Mansor

(2013), many palm trees in oil palm plantations in Jerudo were planted in mid-

2005 and 2006 and this resulted in the yield production for 2010 to 2011 did not

reach the maximum production for oil palm age immature of 6 to 7 years”.

c) Language. The proposal report and final report should be written in Bahasa Melayu.

Permission from both the supervisor and the Dean of Faculty of Science and Natural

Resources is required to write a report in English. The style of writing should be formal

and easily understood by readers. It is very important to use proper Bahasa Melayu @

English grammar and sentence structure. If other languages are used, it must be italicized.

For example:

Penyelidikan ke atas genom manusia atau human genome.

This is adopted from the Akta Kualiti Alam Sekeliling 1974.

Kajian ini bertujuan untuk mengenalpasti perubahan morfologi permukaan

cengkerang dan kulit telur sebelum dan selepas rawatan dengan menggunakan

Scanning Electron Microscopy (SEM).

The concentrations of heavy metals are successfully reduced to below maximum

admissible limit set by Piawaian Kualiti Air Minuman Kebangsaan Malaysia.

10.2.2 Chapter Content

Every chapter has specific content that describes the process, progress and results of the

project. The outline content of what should go into each chapter of the report writing or

project report is given below.

a) Introduction

Introduction contains background of research and problem statement/issues that indicates

its importance and validity with clear-cut, precise, concise and explicit explained. The

introduction should include a full but concise statement of:

i. The background to the investigation, briefly stating the significance and contribution

reasons of this research governing the need for the investigation. This background

should reflect the title of the project.

ii. Problem statement including the precise definition and importance. Introduction

should avoid very technical definitions and statements (present them in Chapter 2).


68

iii. The main aims or objectives of the investigation. The main objectives of the study

together with the outline of research must be as concise as possible and should not

contain argument or discussion.

iv. The scope of research must be spelled-out clearly together with limitations. It should

have a good flow, natural, style of writing and should read like a story.

v. Research contributions or proposed solutions (why they are expected to be better or

essence of the idea(s) used in proposed solutions), research conditions, assumptions

and limitations of the research done.

b) Literature Review

For scientific projects, literature review gives some current information on research findings

based on previous study related to the research topic. In this section, student must provide a

brief, clear statement of the rationale for their approach to the problem studied. Student need

to express the different views of the research topic that will be essential for the development

of the framework for research. Student also must have an original critical opinions not just

reporting from previous research. Student can use the previous research and presented in the

forms of paraphrase, quotation or simply stating the data from the source.

All references selected must be up-to-date. Student must evaluate all the information

retrieved (books, journals, magazines, thesis, internet or articles) and write a summary on its

significance to the research project. It should be relevant, sensible and concise with original

evidence. All reference sources in text must be recorded clearly with correct format citations

and listed in the references chapter. In this chapter also, student can review about techniques,

methods, equipment or technology that has been used in previous study or will be used in the

project.

c) Methodology

This chapter reports on the overall approach and framework chosen during design and

implementation of the scientific project. Research methodology describes the methods and

techniques used such as sampling stations, types of sample, variables and measurement,

type/method of data collection, instrumentation and techniques of data analysis. The

parameters used in research methodology must reflect the theoretical framework so that the

objectives of study can be attained.

The methodology chapter should include the followings:

i. Introduction: A brief introduction highlighting the general methodology, sampling site

and structure of the chapter.


69

ii. Research Design: In research designs, it will provide the structure of the scientific

research and student carefully planning the research approach. The student should

identify, define and provide justification/rationale of the choice of specific methods used

and cite the methods source. The research study can be conducted based on the nature

of study. There are several elements will be considered: sampling type, how the data be

collected/ generated, how will the data be analyzed, how to obtain results and how to

identify and acknowledge any issues or barriers.

iii. Sampling methods: In this section, detailed description of sampling method and the

actual sample size should be provided.

iv. Data Collection Methods: Student should describe the major methods for collecting

data from the subjects. Data collection and sampling can be carried out in the form of

quantitative or qualitative measurements. All equipment / instrument should be

specified fully (i.e. model numbers, reference numbers). This specification may also

include the accuracy, validity and reliability of the equipment used.

v. Research Procedures: A detailed description of the steps taken in the conduct of

scientific research should be provided. Student should provide a complete step of the

research process. In case of experiments, make sure sufficient information will be given

so that anyone wishing to repeat the experiments will be able to do so and obtain similar

experimental results. Procedures may also be able to be simplified in flow chart form.

vi. Data Analysis Methods: The student should identify and describe appropriate data

analysis methods for the study. Two types of data analysis method:

Quantitative approaches in terms of descriptive statistics or inferential statistics,

data analysis tools in terms of computer application packages (Excel, SPSS or SAS)

or data presentation methods in terms of tables, graphs or charts.

Qualitative data should be summarized and categorized according to common

themes and presented in frequency distribution tables.

d) Result & Discussion

This chapter is generally considered as the most critical section of the scientific Project 2. The

findings should be presented and analysed on the basis of the specific objectives, hypotheses

or research questions. The results section always begins with text, reporting the main results

without interpretation. Write the text of the Results section concisely, objectively and logical

sequence using both text and illustrative materials. If the study didn’t get the anticipated or

negative results, it should be reported and it may mean that the hypothesis was incorrect and

needs to be reformulated or further research is needed.


http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html#sequence

http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html#sequence

http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html#text

http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWtablefigs.html

http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html#negativeresults

70

Discussion section will provide interpretation and the analysis of the results by comparing

them to the findings of previous studies or theoretical background presented in the literature

review.

Result written style including:

Tables, charts or graphs should be used to present quantitative data along with the

explanation.

All tables, graphs or chart should be referred directly within the text, in such a way in

describing the outcomes of the study. If the information can summarize in one

sentence, then a table or graph is not necessary.

Report findings must write in the past tense.

Avoid present the same data in both a table and figure. Decide whether a figure or

table is the more effective way to present the data.

Avoid report raw data, unless the raw data is more critical. Raw data can be including

in an Appendix.

Result findings must be present in a clear and easy to understand manner.

Discussion written style including:

The topics of the discussion should follow the same order as the Results section.

Interpret the results of each of the studies presented in the Results.

Focus on whether results supported specific hypotheses presented in the introduction

and the cited literature.

Describe limitations of the research, potential applications of the findings, and ideas

for further research

e) Conclusion and Recommendation

This chapter highlights the findings along with recommendation for future research of the

study upon which a conclusion is drawn in line with the objectives of project. Be specific

when drawing conclusions. Conclusions should be based on real results of the project. It is not

necessary that all the conclusions are positive. Negative conclusions are sometimes more

valuable than positive ones. It is suitable as well to discuss in this chapter the alternative

methods that could be taken to solve the identified research problems and suggestions for

future research work based on the findings and conclusions generated from the study. It also

can include the contribution of this study towards end-user communities or societies.


71

f) References

References are the detailed description of resources from which information, theory or ideas

were obtained in preparing the scientific project report. A proper format of citations must be

followed which come from books, journals, magazines, thesis, articles, internet, etc. The detail

references written format should follow the “Panduan Penulisan Disertasi” FSSA book. The

details of every references cited in the text MUST be listed in this chapter and list in

alphabetical order. If more than one published materials by the same author are cited, these

materials should be listed chronologically. Articles in PDF format are acceptable for reference

and internet information should only be treated as secondary or supporting reference.

Appendix C show easy step to compile a cited sources.

g) Abstract

Abstract is a single sheet which gives an overview of the whole report and it is required with

all research projects. The abstract should never exceed one page (not exceeding 200-300

words) and should be considered as an alternative to reading the whole report, not as an

introduction to it. An abstract summarizes the main point of a piece of writing that includes

the field of study, the aim of the project, problem definition, methodology adopted, research

process, results and conclusions reached. It should be written only when almost all section of

the report have been completed. Abstracts typically serve to help readers decide if they

should read an entire article and to understand the achievement of report project by acting as

a pre-reading outline of key points. An abstract in both Bahasa Melayu and English are

required. Bahasa Melayu report written must include abstract and title project in English, and

vice versa. Both abstract and abstrak sections should be separated.

h) Appendices

The appendices are supplementary materials that are not compulsory for the report but help

in better understanding. Material that would seriously obstruct the flow of the text or ideas of

the report should also be placed into appendices. This could be extensive technical details or

explanation of mathematical derivation/procedures, lists of numerical data, maps and extra

photographs, analysis output, diagrams of specialized equipment, questionnaire form etc. as

additional information or reference to the text to support a report. All appendices should be

titled and numbered alphabetically. All material placed into the appendices should be cited in

the text of the report. For example: "Illustrations of typical equipment are shown in Appendix

B". All appendices also must be listed in the List of Appendices page (Appendix G).


72

i) Acknowledgement

An acknowledgement can be included to specific individual/institution (supervisor, family

members or friends) and financial resources, which have contributed and provided

assistance, facilities and support towards the completion in the research project. It must be

moderate and should not exceed one page.

10.2.3 Text Format

a) Page Formatting

i. Page Margin

ii. Type setting

Left margin : 3.8 cm

Right and Bottom margins : 2.5 cm

Top margins : 3.0 cm

Font Type : Tahoma

Font Size : 11 (except for scientific symbols part)

Chapter Title : Uppercase, Bold, Centered, size 12

Chapter Sub-section : Title Case, Bold, Align left

Line Spacing: 1.5 line spacing for text. Single spacing can be

used for acknowledgement, abstract, list of content and

references.

b) Figures in Text

All figures must be numbered with respect to the chapter. For example, Figure 4.1 is

the first figure that appears in Chapter 4.

Figure should be positioned after it has been cited for the first time in the text.

All figures must have a caption and should be positioned at the bottom of the figure.

Caption should be bold and written in Sentence case. The caption should describe the

figure accordingly. For example:

Figure 4.1 Calibration curve of UV spectrometer


73

c) Tables in Text

All tables must be numbered with respect to the chapter. For example, Table 4.1 is the

first table that appears in Chapter 4.

A table should be positioned after it has been cited for the first time in the text.

All tables must have a caption, which should be positioned at the top of the table.

Caption should be bold and written in Sentence case. For example:

Table 4.1 Mean concentration of heavy metals (mgkg−1) in C. obtusa and sediment

Metals

Heavy metal concentration (mgkg−1)

Cerithidea obtusa Sediment

Mean Lower Upper Mean Lower Upper

Cd 0.66 0.41 0.81 2.23 0.74 3.64

Cr 1.11 0.84 1.61 11.65 8.41 16.61

Cu 16.01 10.14 28.08 65.00 12.81 26.58

Fe 89.51 96.86 92.43 53.29 84.09 99.59

Pb 0.30 0.10 0.66 7.78 4.68 17.43

Zn 12.79 10.77 17.12 13.66 7.49 23.64

d) Equations in Text

All equations must be numbered in brackets with respect to the chapter.

Equation and its numbering should be centered and align with right margin.

Must have an explanation for each symbol in the equation together with the right units

(if any).

For example: The second equation that appears in Chapter 3:

Percentage of Organic Matter = (B-A) g – (C-A) g x 100% (3.2)

(B-A) g

Where:

A = Weight empty beaker

B = Initial weight

C = Final weight

e) Tables of Content

All sections and their sub-sections should be listed appropriately with their associated

page numbers. Refer to Appendix D.


74

f) List of Tables

All indication and labels must be clear in the list of tables. Refer to Appendix E.

g) List of Figures

All indication and labels must be clear in the list of figures. Refer to Appendix F.

h) List of Appendices

All indication and labels must be clear in the list of appendices. Refer to Appendix G.

i) List of Symbols and Abbreviations

All indication and labels must be clear in the list of symbols and abbreviations. Refer to

Appendix H.

Plagiarism is the act of using someone else’s ideas or words without acknowledgement. All

idea or words whether deliberate or accidental plagiarized is a serious matter and punishable

offense in research projects. Students must make a report project using their own words and

must not contain any plagiarize material. The report should clearly mention any work that is

not student work whenever such work is presented. Students found guilty of plagiarism will

get an E grade in scientific project.

Accidental plagiarism occurs when a student draws phrases or words from someone else’s

research writing and presenting them as their own work without providing complete source

citation. Accidental plagiarism may include:

1. Copying someone else’s report writing - paragraphs, sentences, pictures, maps, ideas,

concepts and tables from sources such as journals, textbooks, magazines, internet and

others without proper source citation.

2. Forgetting to place quotation marks around original author words.

3. Omitting or paraphrasing a source citation someone else’s idea without

acknowledgement in a source citation to the original authors.

10.3 PLAGIARISM


75

If the student wants to use the ideas or research finding from other sources, he/she must

obtain a written permission from the original authors. It is unethical if the student did not do

the citation or credited to the original authors. To avoid plagiarism, students are encourage

rephrasing or constructing their own words from reading many sources and should always

acknowledge other research reports that are not common knowledge. Students are also

prohibited from seeking friend’s help to write the report or using a thesis writing ‘service’ to

write the written report. It is a breach of academic integrity to hand in work that is not their

own or to use parts of another student's paper.


76

The assessment of the scientific project work will be based on a proposal / viva-voce

presentation, report writing and supervision. The detail marking scheme are listed in

Appendix I – N. The variety of rubric assessment features include:

a) Proposal/ Viva-voce Presentation

Suitability of the title

Clearly stated research background

Objectives clearly defined and achievable

Clearly stated methodology

Results and discussion interpretation

Communication skills with correct use of linguistic grammar and intonation Question and answering skills

b) Supervisor Point

Initiative in research activities

Laboratory or field work management equivalent to credit hour

Student’s research skill

Research intellectual advancement

Time management and progress

c) Report Writing

Presentation/Writing

Format, spelling and language comply with FSSA’s format

Text well organized and easy to understand

Clear and relevant illustrations

ASSESSMENT

GUIDELINES


11 11.1 MARKING SCHEME

77

Content

Introduction with clear and sufficient evidence of research

Sufficient and appropriate literature review

Sufficient, clear and relevant methodology

Results and analysis with adequate, appropriate, accurate and fulfils the study

objectives

Results discussed in a scientific manner and accompanied by relevant supporting

references

References with complete and written in the correct format

Clear conclusion

11.2.1 Oral Presentation

Oral presentations are considered as an important part of the scientific project assessment

because of the importance placed on communications skills both in academia and industry.

Communication skills, which not only mean in spoken or written languages is also refer to an

individual's ability to transfer information in a manner that is interesting, accurate,

informative and concise. The purpose of the scientific project oral presentation is to train

students in presenting and defending the objectives, research analysis, findings and

conclusions of their own research projects. Formal dressing is needed.

An oral presentation by each final year student is compulsory. The scientific project

presentation is assessed in general both on content and delivery to ensure that the student is

able to communicate project work done that is of a standard worthy of an honours degree.

The presentation should describe the aim of the project, an outline of the presentation, the

results obtained and the extent to which the goals of the project are met. The scientific project

presentation will be graded according to proposal / viva-voce presentation evaluation rubric

form as shown in Appendix K and N.

The supervisor(s) and the examiner will attend and assess the presentation. Student must

bring PowerPoint presentation on a USB flash drive and each student should arrive for the

presentation earlier and stay for the presentation after their own. Student must have a plan B

in the event of technical difficulties such as a laptop with a copy of slide presentation, extra

flash drive or handouts. The time allocated for the presentation session is usually 10 to 15

minutes and an additional 5 minutes for the question and answer session. Questions will be

asked to assess the student’s understanding and knowledge of the project.

11.2 ORAL PRESENTAION GUIDELINES

Chapter 11: Assessment Guidelines

78

11.2.2 Design Tips

To create an attractive and effective 10 to 15 minutes PowerPoint presentation, there are

several basic tips that can be use:

Produce slides using Microsoft PowerPoint or other presentation software.

Ensure consistency with element of color and format / design such as font and

background throughout the presentation.

Choose good contrast colors so that the texts will stand out from the background.

Don’t put too much information on the slides. It is difficult to read and understand. Use

bullet points and headlines only.

Don’t use small fonts that are difficult to read (18 pt and below) and displaying graphs

or pictures that should be able to see / readable clearly from 3-4 meters.

Use sans serif fonts (Arial, Calibri, Comic Sans, Century Gothic, Verdana). Do not

use serif fonts (Times New Roman, Garamond, Palatino Linotype).

Make sure there are no spellings and format mistakes or typing error.

Limit the total number of slides in the presentation. Only include material that

necessary that can present within the time frame given.

Show clear and only relevant diagrams (figures, graphs, block diagrams, flowcharts,

etc.) to aid the explanations.

The materials should be well organized and the presentation slide should be well

structured. Proofread the presentation materials.

11.2.3 Content of Presentation

Content of presentation is an overview of the whole presentation, informing the audience

what is to be expected or presented. Content outlines include:

a) Scientific Project 1

Title slide – title of proposal presentation, student and supervisor name

Introduction

Objectives - should be clearly stated

Literature study for the project

Experimental design and partial implementation of the project

Gantt Chart

References


79

b) Scientific Project 2

Title slide – title of project presentation, student and supervisor name

Objectives - should be clearly stated

Literature review of research project

Research methodology and analysis

Results/ research findings of the project

Discussions that include detailed support / strong theoretical justifications such as

comparison, problem, solution, argument and importance

Conclusion

Acknowledgement / References

11.2.4 Presentation Style

Oral presentation (proposal and viva-voce) is normally designed to measures student

presentational skills, including questions related to the research project. It gives an

opportunity for the student to defend the objectives, research analysis, findings and

conclusions of the project.

For the oral presentation style:

Practice / rehearse presentation in advance. Measure presentation time. Make sure not

exceed time limit.

Speak with good pace/speed and clear language so that the audience is able to listen and

follow the presentation.

Stand straight, be confident and face the audience. Practice good eye contact to

audience.

Try to emphasis: body language, gestures, pitch and expression to highlight important

points.

Use a laser pointer on the screen. Don’t stand between the projector and the screen. The

screen must be visible for assessment panel and audience.

11.2.5 Questions and Answers Session

During the question and answer session, the student should be able to answer in details,

accurate and confidently. Try to communicate fluently to answer basic/fundamental

questions within the areas/scopes of the project.


80

Advises during the question and answer session:

Take some time to think of how to answer the questions rather than answering it

immediately. Answer straight to the point.

Questions can be answered by simple English statements or with the use of visual aids.

Do not try to make-up an answer for a question. Please admit if unable to answer a

particular question and move on.

Do some homework. Think, prepare and practice for questions that could be asked.


81

Q: When can I start to find a scientific project title?

If you have met the requirements (2nd year student and taken Scientific Writing), you can

start to find a project title around the end of Semester 2 (May/June).

Q: When can I start doing my scientific project?

You can start your scientific project only after you have registered scientific Project 1 in

Semester 1.

Q: Can I write my thesis in English?

Yes you can. But before that you have to get the permission from both the supervisor and the

Dean of Faculty of Science and Natural Resources (FSSA). You must also have MUET result at

level 4 and above. Please refer to Panduan Penulisan Disertasi FSSA book.

Q: Where can I buy Panduan Penulisan Disertasi FSSA book?

You can buy the book at FSSA main office.

Q: Must my proposal / viva presentation be in English?

You are given a choice. You are required to present in English for project proposal, meanwhile

for viva-voce presentation, it depends on the written language in the thesis.

Q: What must I present during my proposal / viva-voce presentations?

Please refer to ‘Content of Presentation’ in Chapter 11.

Q: How do I know who my examiner is?

The examiner list will be released around week 12 of the 1st semester in 3th year. You will be

informed through email / Facebook and also on the program notice board. You can refer to

Scientific Project Coordinator for more information.

Q: What are the marking criteria for scientific project?

Scientific project will be marked according to Table 1.1 (page 2).

Q: Who should I contact if I'm having problems with my scientific project?

The first person you should find when having problems is your supervisor. If you're having

problems with your supervisor, you should contact your Scientific Project Coordinator

and/or the Head of Program.

GENERAL

FREQUENTLY ASKED QUESTIONS (FAQs)

http://www.ul.ie/artsoc/content/who-should-i-contact-if-im-having-problems-my-fyp

82

Q: How do I select a supervisor?

Supervisor selection should be from a lecturer in the Environmental Science Program (refer

Table 2.1). It usually takes place at the end of semester 2 for 2nd year student.

Q: Can I select the supervisor of my choice?

Yes. You are responsible to choose a suitable academic supervisor for the execution of your

project. You should contact the respective academic staff that you choose at the earliest

opportunity. You will have to check to see if he or she has already acquired the maximum

number of students. There is no guarantee that you will be allocated your preferred

project/supervisor. You are advised to have a few choices in mind before you make your

selection.

Q: Can I change my supervisor and/or title?

The Scientific Project Committee in the program does not encourage the change of supervisor

and/or title. Nevertheless, if you have a valid reason for changing your supervisor and/or

title, then you can. The approval of the supervisor is needed to change the project title.

Applications for changing supervisor and/or title must be made in advance with the Scientific

Project Coordinator using appropriate forms.

Q: What should I do next once I have a supervisor confirmed for my project?

The next step is that you need to fill in the form HS11-SP01 – Supervisor Approval Form

(Appendix A) and get the supervisor’s approval and provide relevant project information

before submitting it to the Scientific Project Coordinator on week 2 in the following semester.

Q: How often do I need to have discussions with my supervisor?

Ideally, you should meet with your supervisor at least once a week. You must fulfil at least

80% of the total meeting hours per semester.

SUPERVISION

FAQs

83

Q: What is the word count for a scientific written report?

Your project should not exceed 15,000 words in length. These limits exclude appendices,

bibliographies, tables and graphs. A written report project may not exceed these limits

without the consent of the supervisor.

Q: Should I get permission to use laboratories equipment and instruments?

All laboratory work and borrowing of equipment must first of all obtain permission by filling

out the necessary form in Environmental Science Laboratories.

Q: Can I make a scientific project during the semester break?

You are not allowed to do any sampling and analysis work before registering scientific Project

1, but you are encouraged to do a sampling work and laboratories analysis during the 2nd

semester break.

Q: Can I do laboratory work at night and weekends?

You can carry out laboratory work during weekends and night time if you have permission

from the Head of Program and FSSA Dean.

Q: What should I do if I want to get raw / secondary data from an outside organization?

To get data from an outside organization, the formal letter must be made through the faculty.

Application letter will be made after you fill out a form in the Deputy Dean (HEPA) Office.

FAQs

ANALYSIS & WRITTEN REPORT PROCESS

http://www.ul.ie/artsoc/content/what-word-count-fyp

84

Q: What further action is needed after I make a correction?

After all amendment has been done, the correction should be shown to the examiner and

supervisor for their approval. After the supervisor and examiner have signed the relevant

section of the ‘Project Submission Form’, then you can proceed to make the hardcopies for

submission.

Q: What is the deadline for my written report?

You can refer list of deadlines in Scientific Project Calendar (Table 2.2).

Q: Where do I submit my written report?

Two (2) copies of your written report should be submitted to the FSSA main office. Theses

copies will be used for the assessment. Please refer Scientific Project Calendar (Table 2.2).

Q: Can I submit the final written report for assessment in soft copy?

No. The final written report should be submitted in ring bind for assessment.

Q: How many copies of my hard cover thesis do I need to submit?

You must submit three (3) copies of hard cover thesis including one (1) softcopy in CD (for

supervisor).

Q: When is the deadline for the submission of the hard cover copies of my thesis?

You must submit the hard cover thesis to the faculty on week 18 to Bilik Sumber FSSA.

Q: What are the consequences if I fail to submit my scientific project to the FSSA Office

by Week 13?

Failure to submit within the specified deadline will be penalized accordingly. Ultimately, you

will be given Grade E (Fail) for your project.

Q: Can I apply for an extension?

Extensions will only be granted under exceptional circumstances (e.g. medical reason or

major instrument / equipment failure). You should apply for extensions through your

supervisor who will liaise with the Scientific Project Coordinator.

Q: Can I present the proposal / viva before sending the written report for assessment?

No. You are not allowed to present a proposal / viva if you have not sent the written report.

SUBMISSION

FAQs

http://www.ul.ie/artsoc/content/what-deadline-my-fyp

http://www.ul.ie/artsoc/content/where-do-i-submit-my-fyp

http://www.ul.ie/artsoc/content/can-i-apply-extension

85

Bluman, G. A. 2007. Elementary Statistics: A step by step approach. Seventh Edition. McGraw –Hill Companies, Inc. New York. ISBN: 978-0-07-009178-8

Bryan, F. J. M. 2009. Statistics for Environmental Science and Management. Chapman and Hall: New York.

Cole, R., Young, T. & Newport, D. 2012. Guidelines for the Preparation and Submission of Final Year Project Reports. Department of Mechanical and Aeronautical Engineering Department. University of Limerick. http://www2.ul.ie/pdf/714746740.pdf

Eiselen, R. & Uys, T. 2011. Questionnaire Design. University of Johannesburg.

Eiselen, R., Uys, T. & Potgieter, N. 2005. Analysis Survey Data Using SPSS13: A Workbook. University of Johannesburg.

Final Year Project Guidelines. 2012. Faculty of Computer Science & Information Technology. http://www.fcsit.unimas.my/images/must_read/FCSIT_FYP_Guidelines.pdf.

Final Year Project Report Guidelines. 2012. Universiti Tunku Abdul Rahman. http://www.utar.edu.my/fes/file/FES%20FYP%20Report%20Guidelines-R2.pdf.

Gillham, B. 2000. Developing a Questionnaire. University of Michigan.

Guidelines for Management of Student Projects. 2011. Strathmore University. http://www.strathmore.edu/adu/sites/www.strathmore.edu.adu/files/guidelines_management_studentprojects.pdf

Mohd Asri Silahuddin. 2015. Soalselidik. http://www.scribd.com/doc/13090385/Kaedah-3-Soalselidik

Neil, A. W. 1999. Introductory Statistics. Fifth Edition. Addison Wesley Longman. United States of America.

PSM Handbook. 2010. Department of Computer Systems and Communications, FSKSM, UTM.

Short Guide to Writing Your Final Year Project Report or MSc Dissertation. 2011. School of Computer Science and Informatics. Cardiff University. https://www.cs.cf.ac.uk/PATS2/wiki/lib/exe/fetch.php?media=project-report.pdf

Stewart, A.M., Bowman, K., Buckley, S., Graves, M., Landis, C., Werner, N., Patterson, N. & Rivera, Y. 2009. A Research Guide for Students and Teachers. College of Environmental Science and Forestry. State University of New York. Syracuse, NY.

Syahida Adilah. 2015. Tutorial Penyelidikan dan Statistik. http://www.scribd.com/doc/52180655/Tutorial-Penyelidikan-Dan-Statistik#scribd

Szecsi, T. 2006. Student Guide to Final Year Projects. School of Mechanical and Manufacturing Engineering. Dublin City University. http://webpages.dcu.ie/~szecsit/Modules/Final_Year_Project/FYP_Guide_Edition_6.pdf

Thomas, F. B. 2001. Guide to the Design of Questionnaires. University of Leeds.

University of California. 2015. Scaling: Semantic Differential-Physchology. http://psychology.ucdavis.edu/faculty_sites/sommerb/sommerdemo/scaling/semdiff.htm

REFERENCES

http://www2.ul.ie/pdf/714746740.pdf

http://www.fcsit.unimas.my/images/must_read/FCSIT_FYP_Guidelines.pdf

http://www.utar.edu.my/fes/file/FES%20FYP%20Report%20Guidelines-R2.pdf

http://www.strathmore.edu/adu/sites/www.strathmore.edu.adu/files/guidelines_management_studentprojects.pdf

http://www.strathmore.edu/adu/sites/www.strathmore.edu.adu/files/guidelines_management_studentprojects.pdf

http://www.scribd.com/doc/13090385/Kaedah-3-Soalselidik

http://www.scribd.com/doc/13090385/Kaedah-3-Soalselidik

https://www.cs.cf.ac.uk/PATS2/wiki/lib/exe/fetch.php?media=project-report.pdf

http://www.scribd.com/doc/52180655/Tutorial-Penyelidikan-Dan-Statistik#scribd

http://webpages.dcu.ie/~farrenm/

http://webpages.dcu.ie/~szecsit/Modules/Final_Year_Project/FYP_Guide_Edition_6.pdf

http://psychology.ucdavis.edu/faculty_sites/sommerb/sommerdemo/scaling/semdiff.htm

86

Supervisor Approval Form (HS11-SP01)

Please complete and submit this form to Scientific Project coordinator within Week 2 Semester 1 SEMESTER: SESSION:

STUDENT INFORMATION

Name:

Matric Number:

Handphone No.:

E-mail Address:

SUPERVISOR APPROVAL

I agree/do not agree* to be the supervisor for this student for the project entitled:

Date : _________________________ Signature : ____________________________

Official Stamp :

PROJECT INFORMATION

Please attaches the project information in accordance with the following format:

(a) Project background including significance of study and literature reviews (maximum 300 words)

(b) Objective(s)

Example: This study embarks on the following objectives:

1. To identify...... 2. To assess ...... 3. To investigate.....

(c) Methodology

1. Description of methodology 2. Flow chart of research activities 3. Gantt chart of research activities

(d) References

APPENDIX A

87

Sesi/Semester

Session/Semester

: ____________________________ Projek Saintifik Scientific Project

: 1 / 2

Nama Pelajar

Name of Student

: _____________________________________________________________________________________

Tajuk Projek

Title of Project

: _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Penyelia

Supervisor(s)

i) ____________________________________________________________________________________

ii)____________________________________________________________________________________

No. KP / IC. No

/Passport

: ______________________________ No. Matrik Matric No

: ______________________________

E-mel

E-mail

: ______________________________ No. Tel/HP Phone/HP No

: ______________________________

Alamat Rumah

Home Address

: _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Alamat Semasa (jika berlainan daripada

alamat rumah)

Current Address (if different from your

home address)

: _____________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

MAKLUMAT PELAJAR

Student Details

Log Book /FYP01

APPENDIX B

88

RINGKASAN TARIKH PERJUMPAAN ANTARA PELAJAR DENGAN PENYELIA PROJEK 1

SUMMARY OF DATE OF MEETING BETWEEN STUDENT AND PROJECT 1 SUPERVISOR

Projek Saintifik / Scientific Project 1

(Minggu / Week 1-14)

Pertengahan Semester

Mid Semester

Akhir Semester

End of Semester

Minggu / Week Tarikh / Date Minggu / Week Tarikh / Date

1 8

2 9

3 10

4 11

5 12

6 13

7 14

Komen penyelia / Supervisor comment:

Saya dengan ini mengesahkan bahawa pelajar telah membincangkan tentang projek saintifik beliau dengan saya pada tarikh di atas. I hereby verify that the student had discussed about his/her scientific project with me on the date above. Tandatangan Penyelia / Supervisor’s Signature: _________________________ Cop Rasmi/ Official Stamp:

Log Book /FYP02

APPENDIX B

89

RUMUSAN KEMAJUAN PROJEK 1/ SUMMARY OF PROJECT 1 PROGRESSION

Tarikh/ Date : ____________________ Minggu / Week: ._________________

Helaian ini perlu ditulis oleh pelajar pada setiap perjumpaan.

This page is to be filled up by student every meeting.

Sertakan lampiran terperinci untuk menyokong laporan anda jika perlu

Please provide any relevant atachment to support your report wherever needed

Pencapaian Minggu Ini

Achievement For This

Week

Cadangan Pencapaian

Minggu Hadapan

Expected Achievement

For Next Week

Masalah / Persoalan /

Ketidakpastian

Problems / Questions /

Uncertainties

Tandatangan Pelajar: _________________________________________________

Student’s Signature

Log Book /FYP03

APPENDIX B

90

RINGKASAN TARIKH PERJUMPAAN ANTARA PELAJAR DENGAN PENYELIA PROJEK 2

SUMMARY OF DATE OF MEETING BETWEEN STUDENT AND PROJECT 2 SUPERVISOR

Projek Saintifik / Scientific Project 2

(Minggu / Week 1-14)

Pertengahan Semester Mid Semester

Akhir Semester End of Semester

Minggu / Week Tarikh / Date Minggu / Week Tarikh / Date

1 8

2 9

3 10

4 11

5 12

6 13

7 14

Komen penyelia / Supervisor comment:

Saya dengan ini mengesahkan bahawa pelajar telah membincangkan tentang projek saintifik beliau dengan saya pada tarikh di atas. I hereby verify that the student had discussed about his/her scientific project with me on the date above. Tandatangan Penyelia / Supervisor’s Signature: _________________________ Cop Rasmi/ Official Stamp:

Log Book /FYP04

APPENDIX B

91

RUMUSAN KEMAJUAN PROJEK 2/ SUMMARY OF PROJECT 2 PROGRESSION

Tarikh/ Date : ____________________ Minggu / Week: ._________________

Helaian ini perlu ditulis oleh pelajar pada setiap perjumpaan.

This page is to be filled up by student every meeting.

Sertakan lampiran terperinci untuk menyokong laporan anda jika perlu.

Please provide any relevant atachment to support your report wherever needed.

Pencapaian Minggu Ini

Achievement For This

Week

Cadangan Pencapaian

Minggu Hadapan

Expected Achievement

For Next Week

Masalah / Persoalan /

Ketidakpastian

Problems / Questions /

Uncertainties

Tandatangan Pelajar: _________________________________________________

Student’s Signature

Log Book /FYP05

APPENDIX B

92

SENARAI SEMAK DAN PENGAKUAN PENYERAHAN LAPORAN AKHIR

CHECKLIST AND DECLARATION OF SUBMISSION OF FINAL REPORT

Borang ini hendaklah dilengkapkan oleh pelajar dan diserahkan kepada Penyelaras Projek Saintifik sebelum mengemukakan jilid keras laporan akhir kepada pihak Fakulti (sebelum minggu ke 18) This form should be completes by the student and submitted to Scientific Project Coordinator before submission of hard cover final report to the Faculty (before week 18)

SENARAI SEMAK DAN PENGAKUAN PENGHANTARAN LAPORAN AKHIR

SUBMISSION OF FINAL REPORT CHECKLIST AND DECLARATION

Diperakukan [Sila tandakan ( √ )]:

Recommended [Please tick ( √ )]:

Saya telah membuat semua pindaan yang diperlukan berdasarkan komen dan cadangan yang diberikan oleh

Penyelia dan Panel Pemeriksa saya.

I have made all the necessary ammendments based on comments and suggestion given by my Supervisor and

Examination Panel.

Saya telah memastikan bahawa format penulisan laporan akhir saya adalah selaras dengan buku Panduan

Penulisan Disertasi, Fakulti Sains & Sumber Alam (FSSA).

I have made sure that the writing format of my final reports is in accordance with the Panduan Penulisan Disertasi,

Faculty of Science & Natural Resources (FSSA) book.

Saya telah memperoleh kelulusan terhadap laporan akhir dari Penyelia saya.

I have obtained approval of my final report from my Supervisor.

Saya telah membuat sekurang-kurangnya tiga salinan jilid keras laporan akhir saya mengikut format sebagaimana

yang ditetapkan oleh buku Panduan Penulisan Disertasi, Fakulti Sains & Sumber Alam (FSSA).

I have made at least three hard cover copies of my Final Report according to the binding format as prescribed by the

Panduan Penulisan Disertasi, Faculty of Science & Natural Resources (FSSA) book.

* Saya telah memulangkan semula semua alatan makmal yang telah digunakan semasa melaksanakan projek

saintifik.

I have return back all laboratory equipment used during the implementation of scientific project.

* jika berkaitan / if applicable

Nama Pembantu Makmal / Lab Assistant Name : ____________________________________________________________________

Tandatangan / Signature: _____________________________________ Tarikh / Date: __________________________

Tandatangan Pelajar / Student’s Signature: _____________________________ Tarikh / Date: ______________________

Nama Pelajar / Student Name: _________________________________________________________________________________________

No. Matrik / Matric No.: ________________________________________________

PENGESAHAN OLEH PENYELIA / ENDORSEMENT BY SUPERVISOR

Komen (sekiranya ada) / Comment (if any): _________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ Tandatangan Penyelia / Supervisor’s Signature: ______________________________ Tarikh / Date: __________________ Cop Rasmi / Official Stamp:

Log Book /FYP06

APPENDIX B

93

Easy step to compile a cited sources / references

1.

Author:

5.

Author:

Title: Title:

Volume: Volume:

Page: Page:

Year: Year:

Publication: Publication:

2.

Author:

6.

Author:

Title: Title:

Volume: Volume:

Page: Page:

Year: Year:


3.

Author:

7.

Author:

Title: Title:

Volume: Volume:

Page: Page:

Year: Year:


4.

Author:

8.

Author:

Title: Title:

Volume: Volume:

Page: Page:

Year: Year:


APPENDIX C

94

Example of Tables of Content

TABLE OF CONTENT

Pages

DECLARATION ii

CERTIFIED BY iii

ACKNOWLEDGEMENT iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENT vii

LIST OF TABLES ix

LIST OF FIGURES x

LIST OF APPENDICES xi

LISTS OF SYMBOLS AND ABBREVIATIONS xii

CHAPTER 1 INTRODUCTION 1

1.1 Introduction 1

1.1.1 ….. 2

1.1.2 …… 3

1.2 Objectives

CHAPTER 2 LITERATURE REVIEW 5

CHAPTER 3 METHODOLOGY 24

CHAPTER 4 RESULT AND DISCUSSION 36

CHAPTER 5 CONCLUSION 48

REFERENCE 48

APPENDIX 56

APPENDIX D

95

Example of List of Tables

LIST OF TABLES

Table Page

2.1 Results of past research relating to the concentration of petroleum

hydrocarbon in and out of state 23

3.1 Coordinate for each of the sampling station 25

3.2 Comparison of TPH concentration between each station 61

4.1 Comparison of TPH concentration (mg/L) in layers 62

4.2 In-situ parameter reading for each station 63

4.3 ………………………………………………………………… 64

APPENDIX E

96

Example of List of Figures

LIST OF FIGURES

Figure Page

2.1 Types of aliphatic hydrocarbon 7

2.2 Structure example of aromatic hydrocarbon 9

3.1 Location of sampling stations 25

3.2 Flow Chart of general steps for all stages during this study 57

4.1 Comparison of TPH concentration between sampling stations. 37

4.2 Comparison of pH parameter measured for each station 44

4.3 Comparison of dissolved oxygen parameters measurement in each

sampling station 46

4.4 ………………………………………………………….. 47

APPENDIX F

97

Example of List of Appendices

LIST OF APPENDICES

Appendix Page

A Petroleum hydrocarbon dry weight for each station 56

B Preparation flow chart 57

C Total Petroleum Hydrocarbon concentration in replicates for each

station 60

D Total Petroleum Hydrocarbon (TPH) concentration in sea water 61

E TPH concentration of sea water in layers 62

F In-situ parameter reading for each station 63

G ……………………………………………………….. 64

APPENDIX G

98

Example of List of Symbols and Abbreviations

LISTS OF SYMBOLS AND ABBREVIATION

% Percentage

& and

°C Degree Celsius

cm Centimeter

µg microgramme

mm milimeter

pg picogramme

mg miligramme

ng nanogramme

L litre

g gramme

DO Dissolved oxygen

EC Electrical conductivity

DCM Dichloromethane

HCl Hydrochloric acid

GC-MS Gas Chromatography-Mass Spectrometry

GPS Global Positioning Satellite

σ Sigma

β Beta

APPENDIX H

99

Scientific Project 1: Writing Evaluation Rubric

Student Name: __________________________________________ Matric No: ___________________________

Laporan Projek Saintifik 1 (Bab 1, 2 dan 3)

Scientific Project 1 Report (Chapter 1, 2 and 3)

Markah

Points

A Penyampaian/penulisan

Presentation/writing

(i) Format, Ejaan dan Bahasa (Adakah ia mengikut format FSSA, ejaan betul dan bahasa lancar?)

Format, Spelling and Language (Does it comply with FSSA format, with correct spelling and grammar?)

/ 5

(ii) Susunatur Teks (Adakah ia teratur, mudah difahami dan ada kesinambungan dengan perenggan lain?)

Text flow (Is it well organized, easy to understand? Is there any continuity with other paragraphs?)

/ 5

(iii) Illustrasi (Adakah rajah, foto, jadual, graf dan sebagainya cukup jelas dan relevan?)

Illustrations (Are the figures, pictures, tables, graphs and etc. clear and relevant?)

/ 5

B Isi Kandungan / Contents

(i) Pengenalan (Adakah ia memberi gambaran yang jelas dan mencukupi mengenai kajian yang telah dan akan dijalankan? Rasional untuk kajian?)

Introduction (Does it give a clear and sufficient evidence of research that has been and will be conducted? Rationales for the research?)

/ 10

(ii) Ulasan Perpustakaan (Adakah ia mencukupi dan sesuai dengan tajuk kajian?)

Literature Review (Is it sufficient and appropriate to the topic of study?) / 15

(iii) Metodologi (Adakah ia mencukupi, jelas dan relevan?)

Methodology (Is it sufficient, clear and relevant to the research objectives?) / 15

(iv) Rujukan ( Adakah senarai rujukan lengkap dan ditulis mengikut format?)

References (Is the reference list complete, and written in the correct format?) / 5

/60

Supervisor / Examiner Name: _____________________________________________________

Signature : _____________________________________________________

Date : _____________________________________________________

APPENDIX I

100

Scientific Project 1: Supervisor’s Point Rubric

A EVALUATION CRITERIA Points

awarded

(i) Initiative (Did this candidate initiate his / her own research activities?)

/ 4

(ii) Laboratory or field work (Did the candidate spend the equivalent of 3 credit hours performing the scientific Project 1 in this semester?)

/ 4

(iii) Candidate’s research skill (Did the candidate demonstrate a trustworthy research workmanship? Is the research data produced reliable?)

/ 4

(iv) Intellectual advancement (Did the candidate demonstrate a significant / normal / mild / no intellectual advancement in his or her research niche?)

/ 4

(v) Time management and progress (Is this candidate a last minute or consistent doer?)

/ 4

Total points awarded to the candidate (higher point signifies better performance) 20

B STUDENT NAME (i) (ii) (iii) (iv) (v) Total

(20%)

1

2

3

4

5

6

7

8

9

10

C ENDORSEMENT BY SUPERVISOR

Name: ____________________________________________________________ Signature: ______________________________ Date: _____________________________________

APPENDIX J

101

Scientific Project 1: Proposal Presentation Evaluation Rubric


awarded

(i) Suitability of the title (Does it reflect the content of the work?)

/ 2

(ii) Research background (Are the research question and literature review stated clearly?)

/ 3

(iii) Objective/s (Are the objective/s clearly defined and achievable?)

/ 3

(iv) Methodology (Are the description, flow chart, Gantt chart and milestone stated clearly?)

/ 5

(v) Communication skills (Correct use of linguistic grammar and intonation, body language etc.?)

/ 3

(vi) Question and answering skills (Capable to communicate with sensible answer?)

/ 4


B STUDENT MATRIC NO. (i) (ii) (iii) (iv) (v) (vi) Total

(20%)

1

2

3

4

5

6

7

8

9

10

C ENDORSEMENT BY EVALUATOR


APPENDIX K

102

Scientific Project 2: Writing Evaluation Rubric

Student Name: _________________________________________ Matric No: ___________________________

Laporan Projek Saintifik 2 / Scientific Project 2 Report Markah

Points

A Penyampaian/penulisan laporan

Presentation/ writing of report

(i) Format, Ejaan dan Bahasa (Adakah ia mengikut format FSSA, ejaan betul dan bahasa lancar?)

Format, Spelling and Language (Does it comply with FSSA’s format; having correct spelling and is grammatically correct?)

/ 5

(ii) Susunan Teks (Adakah ia teratur, mudah difahami dan ada kesinambungan dengan perenggan lain)

Text flow (Is it well organized, easy to understand and has continuity with other paragraphs?)

/ 5

(iii) Illustrasi (Adakah rajah,foto,jadual,graf dan sebagainya cukup jelas dan relevan)

Illustrations (Are the figures, pictures, tables, graphs and etc clear and relevant?)

/ 5

B Isi Kandungan

Table of contents

(i) Pengenalan/ Ulasan Perpustakaan/ Methodology (Adakah ia mencukupi, jelas dan relevan?)

Introduction / Literature Review / Methodology (Is it sufficient, clear and relevant)

/ 10

(ii) Hasil dan Analisis (Adakah ia mencukupi, sesuai, tepat dan menjawab objektif kajian?)

Results and Analysis (Is it adequate, appropriate, accurate and fulfils the study objectives? Did the candidate manage to describe/summarise his/her results?)

/ 30

(iii) Perbincangan (Adakah hasil dibincangkan secara saintifik dan disertakan dengan sokongan rujukan yang relevan? Adakah ia menjawab objektif kajian?)

Discussion (Are the results discussed in a scientific manner and accompanied by relevant supporting references? Does it answer the objectives of the study? Any attempt to interpret the results?)

/ 30

(iv) Kesimpulan ( Adakah ia merangkumi keseluruhan kajian?)

Conclusion (Does it answer the objective(s)?) / 10

(v) Rujukan ( Adakah senarai rujukan lengkap dan ditulis mengikut format)

References (Is the reference list complete, and written in the correct format?) / 5

/100

Supervisor / Examiner Name: _____________________________________________________

Signature : _____________________________________________________

Date : _____________________________________________________

APPENDIX L

103

Scientific Project 2: Supervisor’s Point Rubric


(i) Initiative

(Did this candidate have initiatives in his/her own research activities?) / 2

(ii)

Laboratory or field work

(Did this candidate spend the equivalent of 6 credit hours performing the Project 2 in this semester?)

/ 5

(iii)

Candidate’s research skill

(Did this candidate demonstrate a trustworthy research workmanship? Is the research data produced reliable?)

/ 5

(iv)

Intellectual advancement

(Did this candidate demonstrate a significant / normal / mild / no intellectual advancement in his or her research niche?)

/ 5

(v) Time management and progress

(Did the candidate manage his/her project well?) / 3


B STUDENT NAME (i) (ii) (iii) (iv) (v) Total

(20%)

1

2

3

4

5

6

7

8

9

10

C ENDORSEMENT BY SUPERVISOR


APPENDIX M

104

Scientific Project 2: Viva Evaluation Rubric


awarded

(i) Suitability of the title (Does it reflect the content of the work?)

/ 2

(ii) Research background (Are the research question and literature review stated clearly?)

/ 3

(iii) Objective/s (Are the objectives clearly defined and have been achieved?)

/ 3

(iv) Methodology (Are the description stated clearly and of acceptable standard?)

/ 5

(v) Results and Discussion (Did the candidate summarise, evaluate and interpret the results?)

/ 10

(vi) Communication skills (Correct use of grammar and intonation, body language etc.?)

/ 3

(vii) Question and answering skills (Ability to communicate with sensible answer?)

/ 4


B STUDENT MATRIC NO. (i) (ii) (iii) (iv) (v) (vi) (vii) Total

(30%)

1

2

3

4

5

6

7

8

9

10

C ENDORSEMENT BY EVALUATOR


/ 20

APPENDIX N

Environmental Science Programme

Faculty of Science & Natural Resources

Universiti Malaysia Sabah

Jalan UMS, 88400 Kota Kinabalu Sabah

Phone: 088-320000 ext 5872

Fax: 088-435324

E-mail: [email protected]

http://www.ums.edu.my/fssa/

ENVIRONMENTAL - Universiti Malaysia Sabah · i 2015 Editors Siti Aishah Mohd Ali Carolyn Melissa...

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