ARSC/GEOL 2110
Physical Science of the Earth System
Poster Guidelines
Fall 2001
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1. This is the culmination of the field project and the basis of much of the grade for the project. Start planning and thinking NOW. Refer to the original field project guidelines for more details (original handout, also available on the course web site). This handout applies except for the GPS study, which we could not do due to lack of equipment.
2. The field project as a whole counts for 80 points (10 points already allocated toward your progress report). Evaluation components include:
a) completeness and execution of your study
b) effective analysis of your data and drawing logical conclusions from your data
c) effective communication of your project on the poster and in the poster session
d) participation in discussion of other students’ projects at the poster session
e) quality and completeness of observations as reported in field notes.
3. The project work will be presented to the entire class in a poster session. Poster sessions are very common and efficient forums for scientists to get together and communicate results. They are also fun and festive.
4. Posters will be presented and defended during class on Thursday, December13, in our classroom. All class members need to be present to both present their poster and to view and discuss other posters. Special guests may also be present, and feel free to invite friends to stop in. Bring your field notes to turn in as well as your poster. We will discuss plans for refreshments.
5. Poster Requirements
a) The poster itself - visual appeal, readability, clarity. Include a catchy title and your name. Think visually as much as possible – a picture or graphic is worth 1000 words. If you use graphics from other sources, cite the source. See figure for an example of layout.
Informational Segments:
b) Introduction: Identify your field site. What is interesting about it and why?
c) Method: We all used the same methods so you don’t need to describe these in detail; summarize very briefly only. Do note special features of your methods, especially in comparative studies.
d) Results: your data in SUMMARY form. Tables, graphs, maps, photos, sketches.
e) Discussion: what does your data mean? how do you know? how certain are you? any problems or issues in the data? Connect your data to themes listed in the original handout: cycles, spheres, scale, human impact, communication and education. (see handout for details). Draw on the resources in your text and on the course web site.
f) Conclusions: a brief summary of your major findings.
g) List of sources cited (books, web sites, etc.). It’s very important to attribute sources properly. When you include an idea that you got from another source (either specific data or something you learned from that source), insert a number as a superscript or in parentheses and list all these references, numbered in the order used in the text or tables, in the references section at the end. For example, suppose the text reads “According to the Colorado Stream Flow web site, the normal flow in October at my site is 1.5 m3/min. (2)”. Then the title, URL and date accessed for the streamflow site are listed as reference 2. You don’t need to cite sources such as your class notes but do cite Blue Planet and other course texts if you get an idea specifically from any of these. Please note that a variety of resources, including sections of Blue Planet that are most relevant, are listed on the course web site.
Size: Choose either a large posterboard or a foldout posterboard. The CU bookstore, office supply stores and variety stores have them. We will stand the posters on the tables or lean against the blackboards and cabinets.
Color and Style: Use color to add interest to your poster and help guide the viewer’s eye. Neatness and clarity are more important than elegance of design, however. Choose fonts that are clean-looking and large enough to be readable from a distance (imagine a group of people gathered around your poster and make sure they could read it). Lists of points are much easier to read than long paragraphs of text. Use your best summarizing skills to keep it short, sweet and to the point! You can provide additional details verbally in discussing your poster.
6. In the world of science, a poster does not stand on its own! A narrator must be available for part of the session to explain the ideas, answer questions, and moderate discussions about the poster. Be prepared to discuss some issues in more detail, to ask as well as answer questions, and to compare your findings with those of other students. It is possible that a final exam question will ask you to discuss something you learned at the poster session.