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How to ace the Research Project in SACE

As daunting as it may sound, let’s dive into what the SACE research project is and how you can make it as useful to you as possible (and maybe even fun!)

2 years ago   •   4 min read

Ahhh the research project - the subject of developing a specific, (but not too specific!) open-ended research question on the topic of your choice. Your entire semester will revolve around this developed question, and you’ll keep on coming back to it to write reflections on your progress as you go. As daunting as this may sound, let’s first dive into what the research project is and how you can make it as useful to you as possible (and maybe even fun!)

So what is the research project?

Unlike your other SACE stage 2 subjects being 20 credits, the research project is a 10-credit SACE subject you will either complete in year 11 or 12 depending on which high school you attend. The subject consists of three parts: the folio, outcome, and review for research project A or the evaluation if you are undertaking research project B. Despite research projects A and B having different performance standards, both encourage you to explore a topic of choice in depth, gathering various sources and writing reflections on your learning. In the first few weeks of the subject, your teacher will guide you when developing your question. The folio is 10 pages in length and typically consists of your reflections and the main sources you have collected through your research (both primary and secondary sources!). You will then write an outcome that is essentially answering your original research question. Lastly, comes the evaluation or review where you will write an overall reflection and evaluate the findings in the outcome.

So why is the research project necessary?

While the big workload can be overwhelming at first, the research project is good at teaching you analytical and research skills. Doing source analysis enables you to critically evaluate your chosen sources. You will scrutinize the reliability, credibility, and validity of each of your sources. While the relevance of doing all these analyses may be hard to see at this time, the skills you develop are extremely useful during university and in the workplace. You want to be confident that the information you use can be relied upon and is not something just made up by someone. Treat the research project as a practice for your post-high school life. You want to make sure that you have these skills in your toolbox for when you really need them!

How do I develop the best question for my topic of interest?

The most important part of the research is picking the right topic. You want to pick something you have a strong interest in. This way, it will be much easier for you to feel more motivated to sit down and do your research. However, at the same time, you want to pick a topic that will have lots of research behind it, you don't want to be stuck for sources! To avoid this, write down a list of topics you have an interest in and do some research on each - see what is available online or at a local library. This way, you will be more prepared when your teacher comes over to your desk to ask you what you have done so far! Once you have picked your topic, create another list of possible questions you could investigate. These questions should be open-ended, not just with a simple yes or no answer. Keep in mind you will be writing a 1500 to 2000-word answer to this question, so make it a question you can go into complete depth with. Typical questions should be specific and may begin with ‘to what extent’, ‘evaluate’, ‘what’ or ‘how’. For example, if you picked social media as your topic, your question could be ‘to what extent does social media use impact the attention spans of teenagers aged 13-17?’ rather than ‘does social media impact attention spans?’. You may then have to break down your main question into four more guiding questions to help you structure your folio and outcome. For example, ‘how much time do teenagers aged 13-17 spend on social media every day?’. It is important that you keep documentation of this process as you will be displaying it in your folio.

If you're interested in learning how to write the best SHE task - check out this comprehensive guide.

But how do I complete my folio?

The folio is the first assessment of both research projects A and B. There is no right or wrong way to complete it but you do have to follow specific SACE criteria if you want the highest marks. The majority of students start their project with how they came to their question and a reflection on this process. You can then include the main sources you have used with source analysis. Organising interviews with professionals in your topic’s field and sending out surveys really impresses SACE markers as it shows your engagement with the subject. It demonstrates your research skills and independence to create your own data to support your outcome. Your folio should also include a capability statement to show how you have developed in your chosen SACE capability.

What should I write in my outcome? How do I do my evaluation or review?

Your outcome is the synthesis of all your ideas and findings. You can structure it however you want. This may be in the form of a magazine, report, project, video or in any other form which demonstrates all that research you have done. You must clearly conclude your findings and cite your sources. For research project A, the review begins with a 150-word summary of the process and then a 1500-word review follows which focuses on a reflection of your knowledge and skills as well as the quality of your outcome. For research project B, you should also begin with a 150-word summary of the process and then follow with a 1500-word evaluation, critically evaluating your decisions and processes as well as determining the quality of your outcome. Above all, keep in mind that your teacher is there to help you through this process. It is exciting as you begin to come up with an answer to your question. If you need any help during this time, you can find your best local tutor at: https://kisacademics.com/find-a-tutor . SACE tutors understand how stressful it can be and are more than happy to help!

Written by KIS Academics Tutor for SACE English, Biology and Psychology, Charlotte Kenning. Charlotte is currently pursuing a Bachelor of Speech Pathology at Flinders University and has received stellar reviews from her past KIS Academics students. You can view Charlotte's profile here and request her as a tutor.

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Enterprising Research and the SACE Research Project

Topic outline, 2.2 what makes a good sace research project question.

While we now know a bit more about the research questions that researchers at UniSA are working with, it’s important to contextualise your own research questions within the Research Project itself. University-level research and Research Projects are of course very different, and the sorts of questions you ask reflect that. 

While our researchers at UniSA have whole labs, teams, and sometimes years at their disposal, you only have a short amount of time to complete your projects. This means your questions should look a little different. 

So, what should Research Project questions look like?

You shouldn’t be able to answer it with a Google search, or by asking one expert what they think. It should require research using multiple sources, both primary and secondary. 

You should be looking for a gap, a question that someone else hasn’t asked yet. A good rule of thumb is to think local. How does this question impact someone like you? Or year 12 students? Or people in Adelaide? These are often questions often in need of an answer, and questions that will require a suitable amount of effort on your part.

368 King William Street, Adelaide SA 5000 | 08 8212 4342

Activating Identities & Futures (Previously the Research Project)

Sace credits: 10  (compulsory for sace completion), teachers: lisa coultas, georgina harper and ryan lynch.

Activating Identities and Futures allows students to take greater ownership over their learning as they select relevant strategies to explore, conceptualise, create, and plan to progress an area of personal interest towards a learning output. When selecting a focus area of learning, students are encouraged to explore ideas related to an area of personal interest through a process of self-directed inquiry. Students will be required to make connections with others to develop new perspectives and to seek authentic feedback which will inform decisions about relevant strategies to their learning. Students will appraise the effectiveness of strategies and feedback in supporting their development of knowledge and skills as they seek to achieve a resolution to their chosen learning area.

Student will complete Activating Identities and Futures over the course of one semester.

Assessment:

School Assessment (70%)

• Assessment Type 1 Portfolio (35%).
• Assessment Type 2 Progress Checks (35%)

External Assessment (30%)

• Assessment Type 3 Appraisal(30%)

Activating Identities and Futures is designed to further develop students’ self-inquiry skills by drawing on an area of personal interest. These skills are crucial in developing an enthusiasm for life-long learning.

Stage 2 Subjects

Activating Identities & Futures

Ancient Studies

Business Innovation

Design Solutions

Digital Photography

Earth & Environment

English Literary Studies

Forensic Science

General Mathematics

Mathematical Methods

Media Studies

Modern History

Politics, Power & People

Society & Culture

Specialist Mathematics

Visual Arts – Art or Design

Women’s Studies

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For those that have completed the SACE Research Project, what was your research question?

As I haven't done it yet, I'm just curious regarding the complexity required in formulating one.

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Georgia Tech Cloud Hub Advances Generative AI Research with Microsoft Support

Aug 30, 2024 —.

Graphic of a circuit board with a set of interconnects leading to a cloud

The Cloud Hub, a key initiative of the Institute for Data Engineering and Science (IDEaS) at Georgia Tech, recently concluded a successful Call for Proposals focused on advancing the field of Generative Artificial Intelligence (GenAI). This initiative, made possible by a generous gift funding from Microsoft, aims to push the boundaries of GenAI research by supporting projects that explore both foundational aspects and innovative applications of this cutting-edge technology.

Call for Proposals: A Gateway to Innovation

Launched in early 2024, the Call for Proposals invited researchers from across Georgia Tech to submit their innovative ideas on GenAI. The scope was broad, encouraging proposals that spanned foundational research, system advancements, and novel applications in various disciplines, including arts, sciences, business, and engineering. A special emphasis was placed on projects that addressed responsible and ethical AI use.

The response from the Georgia Tech research community was overwhelming, with 76 proposals submitted by teams eager to explore this transformative technology. After a rigorous selection process, eight projects were selected for support. Each awarded team will also benefit from access to Microsoft’s Azure cloud resources..

Recognizing Microsoft’s Generous Contribution

This successful initiative was made possible through the generous support of Microsoft, whose contribution of research resources has empowered Georgia Tech researchers to explore new frontiers in GenAI. By providing access to Azure’s advanced tools and services, Microsoft has played a pivotal role in accelerating GenAI research at Georgia Tech, enabling researchers to tackle some of the most pressing challenges and opportunities in this rapidly evolving field.

Looking Ahead: Pioneering the Future of GenAI

The awarded projects, set to commence in Fall 2024, represent a diverse array of research directions, from improving the capabilities of large language models to innovative applications in data management and interdisciplinary collaborations. These projects are expected to make significant contributions to the body of knowledge in GenAI and are poised to have a lasting impact on the industry and beyond.

IDEaS and the Cloud Hub are committed to supporting these teams as they embark on their research journeys. The outcomes of these projects will be shared through publications and highlighted on the Cloud Hub web portal, ensuring visibility for the groundbreaking work enabled by this initiative.

Congratulations to the Fall 2024 Winners

• Yunan Luo | CSE “Designing New and Diverse Proteins with Generative AI”
• Kartik Goyal | IC “Generative AI for Greco-Roman Architectural Reconstruction: From Partial Unstructured Archaeological Descriptions to Structured Architectural Plans”
• Victor Fung | CSE “Intelligent LLM Agents for Materials Design and Automated Experimentation”
• Noura Howell | LMC “Applying Generative AI for STEM Education: Supporting AI literacy and community engagement with marginalized youth”
• Neha Kumar | IC “Towards Responsible Integration of Generative AI in Creative Game Development”
• Maureen Linden | Design “Best Practices in Generative AI Used in the Creation of Accessible Alternative Formats for People with Disabilities”
• Surya Kalidindi | ME & MSE “Accelerating Materials Development Through Generative AI Based Dimensionality Expansion Techniques”
• Tuo Zhao | ISyE “Adaptive and Robust Alignment of LLMs with Complex Rewards”

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Yale announces $150 million to support leadership in ai.

(Photo by Dan Renzetti)

Yale will commit more than $150 million over the next five years to support faculty, students, and staff as they engage with artificial intelligence (AI), the university announced today.

The investment will help the community develop, use, and evaluate AI and apply it to deliver breakthrough research at an unprecedented speed and scale, Yale Provost Scott Strobel wrote in a message to the Yale community . It will support key areas, including compute infrastructure, community access to secure generative AI tools, targeted faculty hires, seed grants, and opportunities for interdisciplinary collaboration.

“ Yale has long been at the forefront of AI development and research, and our leadership continues to be necessary as this technology evolves and endures,” Strobel said. “To fulfill the university’s mission to improve the world and prepare the next generation of society’s great leaders and thinkers, we must explore, advance, and harness AI for its benefits while providing ethical, legal, and social frameworks to address the challenges it poses.”

The commitment will benefit all of campus while contributing to school- and unit-specific AI strategies, including curricular, research, and recruitment goals that each dean has identified for the coming year, he said.

The $150 million commitment responds to the report of the Yale Task Force on Artificial Intelligence . During the spring, the 18-member group of faculty and campus leaders engaged with dean-led faculty panels and university experts in education, collections, clinical practice, and operations to review AI activity already underway and develop a vision for Yale’s leadership in the future.

The task force recommendations guide the following commitments:

Expanding research infrastructure

Over the next several years, Yale will build a portfolio of approximately 450 graphics processing units (GPUs) — advanced processors that have become foundational to modern AI development — invest in cloud-based GPU access, and hire new computational research support analysts.

When paired with high performance computing clusters and advanced GPUs, AI enables processing and analysis of big data sets, advanced simulations, and more, Strobel said. This allows investigators to conduct research on and with AI in ways not possible using traditional computers alone. Such research can enable drug discovery, enhance understanding of biological and physical systems, track migration patterns, and reconstruct historical sites, among many other innovative applications.

To facilitate these complex AI computations, the task force advised that the university invest in several hundred GPUs, enable cloud access to additional GPUs through technology providers, and explore partnerships with other institutions seeking to share compute resources, Strobel said.

The new commitment will support:

A portfolio of GPUs : The university will stagger purchases of the approximately 450 GPUs “to naturally track with the anticipated rapid evolution of GPU technology,” Strobel said.

Most of these new GPUs will be installed on clusters maintained by the Yale Center for Research Computing (YCRC) and located at the Massachusetts Green High Performance Computing Center (MGHPCC) , a LEED Platinum certified data center and joint venture between Yale and several other universities. To supplement these resources, the university will also invest in cloud-based GPU access, expanding capacity for research that demands a very large number of GPUs for short periods of time.

Computational research support analysts: To support researchers across campus as they access this new AI infrastructure, the YCRC will hire new computational research support analysts to join its existing research support team. These professionals will offer training and assist members of the community as they advance their research using new GPU-intensive compute resources.

Delivering secure access to generative AI

If the Yale community is to shape how AI is developed, experiment with its possibilities, and evaluate its role in society, the AI task force concluded, it must have equitable access to generative AI , Strobel said.

Specifically, he said, the task force recommended that Yale procure or develop secure generative AI tools capable of protecting individual and university data and adapting to new innovations over time. In response, the university will launch the Clarity platform , which will provide faculty, students, and staff with secure access to robust AI tools.

The Clarity platform : In its initial phase, Clarity offers an AI chatbot powered by OpenAI’s ChatGPT-4o. Importantly, Clarity provides a “walled-off” environment; its use is limited to Yale faculty, students, and staff, and information entered into its chatbot is not saved or used to train external AI models.

Clarity is appropriate for use with all data types, including high-risk data , provided that all security standards are observed, Strobel said. Its chatbot is capable of content creation, coding assistance, data and image analysis, text-to-speech, and more. Over time, the platform may expand to incorporate additional AI tools, including other large language models . Clarity is designed to evolve as generative AI develops and the community offers feedback. (Before using the Clarity AI chatbot, Strobel said, members of the Yale community should review training resources and guidance on appropriate use .)

Additional AI tools : In addition to Clarity, the university will also offer faculty, students, and staff access to other AI tools, including Microsoft Copilot Enterprise and Adobe Firefly. More information about these tools, including instructions and training material, is available on the AI at Yale website , a new and evolving hub of information about AI at the university. Additional details on AI tools will be shared with the community soon.

Building expertise to support research and education

In addition to offering secure AI tools, Yale will broaden and deepen its expertise in AI to advance research, scholarship, and education, Strobel said. These will include:

Faculty positions: While meeting with faculty and leaders across campus, the task force observed the breadth of Yale’s engagement with AI. Many of the university’s researchers and scholars have been developing, utilizing, and analyzing AI for years. Their breakthroughs and insights — from using AI to produce faster medical diagnoses to examining AI’s impact on human labor — are producing knowledge that impacts lives around the world, Strobel said. In addition, faculty are increasingly engaging with AI in their teaching, using it as a tool and a phenomenon to study and critique.

To further expand Yale’s capacity for AI-related research, teaching, and learning, the university expects to recruit more than 20 faculty whose scholarship centers on AI technology. In the Faculty of Arts and Sciences (FAS), the School of Engineering & Applied Science (SEAS), and the School of Medicine, deans are allocating positions, some recently created through the expansion of the FAS and SEAS faculty , to supplement existing capabilities in AI research, application, and development, Strobel wrote.

Spread across campus, these targeted positions will support field-specific approaches to AI while creating opportunities for interdisciplinary collaboration.

“ Additional faculty expertise will strengthen Yale’s depth of knowledge and enhance the learning environment for students, who will be expected to understand, navigate, and make decisions about AI technologies throughout their lives and careers,” Strobel said.

Seed grants for reviewing curricula in the context of AI: Addressing the need to prepare Yale’s graduates to lead and thrive in a future infused with AI, the task force acknowledged Yale’s “opportunity to serve as a model by adapting its curricula.” Deans and faculty are already implementing innovative changes to coursework and offering answers to questions about what it means to teach and train in this new age, Strobel said.

To aid their work, the Poorvu Center for Teaching and Learning will pilot curriculum review grants this year, assisting schools and departments as they examine their programs and disciplines in the context of AI. These grants will facilitate pioneering approaches to curriculum review and design. The learning opportunities that result will give students the range of skills needed to shape AI and its role in their professions and communities.

The Poorvu Center will share more information about these grant opportunities later this year, Strobel said.

Facilitating innovation and collaboration

Though the task force noted “rich disciplinary distinctions” in school and unit approaches to AI, it also remarked on the critical contributions Yale makes by “draw[ing] on expertise from the full breadth of its diverse community…” The task force members encouraged the university to create “catalysts for collaboration” that exploit Yale’s strength in cross- and inter-disciplinary research and scholarship, Strobel said.

To leverage Yale’s wide-ranging expertise and perspectives on AI, Strobel said, the university will offer opportunities for innovation and collaboration across schools, units, departments, and disciplines. This academic year, Yale will host a campus-wide research symposium on AI, inviting faculty, students, and staff to present research, share ideas, and establish connections across intellectual boundaries.

To offer a variety of ways to engage, the university will also sponsor interdisciplinary AI prompt-a-thons, seminars, and a research seed grant program, he said. Additionally, the Yale University Library will play a key role in facilitating research and educational innovation throughout the community, offering support and AI-powered tools to improve access to digitized collections and unlock new research possibilities. Details will be posted to the AI at Yale website .

“ Whether you are studying, teaching, researching, or working at Yale, I encourage you to explore the resources available now and engage with the opportunities to come,” Strobel wrote in his message. “Members of our community — from Information Technology to the Library to deans’ offices — continue to work diligently to implement these investments.”

Strobel expressed gratitude to Jenny Frederick, associate provost for academic initiatives and executive director of the Poorvu Center for Teaching and Learning, for her work in “orchestrating AI investments across campus.”

“ As we advance Yale’s leadership in AI, let us embrace one of the fundamental tenets of a university: curiosity,” he added. “Our willingness to share — with each other and with the world — various perspectives, ideas, evaluations, and analyses will be critical to our success.

“ Our efforts will equip society and the next generation with the tools and frameworks necessary to positively shape a world continuously transformed by technological innovation.”

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Research Process and Funding Opportunities at Intelligence Advanced Research Projects Activity

• Conducting Research
• Funding and Grants

Essential Science Conversations

November 2022

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The federal Advanced Research Projects Agencies (ARPA) include behavioral and social sciences research in their funding portfolios, yet many psychologists are unaware of the opportunities and know little about how the agencies work. APA, the Association for Psychological Science, and the Federation of Associations in Behavioral and Brain Sciences are teaming up to sponsor a series of three educational webinars to give psychological scientists the inside track on applying to these well-funded agencies. Not only are Intelligence Advanced Research Projects Activity (IARPA) and the Defense Advanced Research Projects Agency looking for high-quality projects to fund, a new ARPA agency, Advanced Research Projects Agency for Health (ARPA-H), will be established in 2023 to support next-generation health research.

While there are some differences in how these agencies solicit and choose proposals, there are many similarities: research teams submit proposals in response to a posted a research and development opportunity. The organization chooses which to fund. All successful projects must meet performance milestones for funding to continue. Could you design a research plan that one of these organizations would fund? Join us and find out.

This program does not offer CE credit.

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Association for psychological science, federation of associations in behavioral and brain sciences.

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Project manager, Intelligence Advanced Research Projects Activity (IARPA).

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George I. Heyman University pProfessor, University of Pennsylvania.

Mitch Prinstein, PhD

Chief Science Officer, APA.

Robert Gropp, PhD

Executive director of the Association for Psychological Science.

Juliane Baron, PhD

Executive director of Federation of Associations in Behavioral and Brain Sciences (FABBS).

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2024 Election

Harris’ momentum continues as she ties with trump in these swing states.

Domenico Montanaro

HARRIS TRUMP POLLING - Montanaro

The good news keeps coming for Vice President Harris.

She has now not only made up ground in public polls in the swing states in her campaign for president, but has now actually taken narrow leads in three critical states that would put her at just enough electoral votes to win the White House, according to polling averages.

To be clear, these leads are mostly within the surveys’ margins of error, and Democratic pollsters worry that polling error could overstate Harris’ strength. Their message is one that was heard from many speakers at the Democrats’ convention last week: this is a close race, and don’t become irrationally exuberant.

NPR’s analysis now has all seven of the most closely watched swing states as toss-ups, moving all of the Sun Belt states from Lean Republican previously. NPR’s analysis in this map is not based strictly on polling, but also on historical trends and conversations with campaigns and party strategists.

Harris has momentum, but the race is still tight. Here are the paths to the presidency

In a map based strictly on the polls, Harris is now exactly at 270, the number needed to win.

For the state polling, NPR's analysis is based on an average of surveys aggregated by FiveThirtyEight and The Hill/DDHQ . If a candidate has a lead of 1 percentage point or more in an average of the two, then the state is marked as red or blue. If the margin is tighter than 1 point, then it is marked as a pure Toss-Up.

Harris has now taken a consistent, though narrow lead in the Blue Wall states of Wisconsin, Michigan and Pennsylvania. She holds an average lead of about 3 points in Wisconsin and Michigan, but only 1 point in Pennsylvania, where both campaigns are spending the most.

In the Sun Belt, former President Donald Trump holds an almost 2-point lead in Georgia, and it is within 1 point in each of the other three: North Carolina, Nevada and Arizona.

That’s about as tight as it can get and should be no solace to either campaign, as the debates approach and early voting is just weeks away.

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Resources | Research Project | SACE - Research Project

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These resources are designed to assist teachers and students undertaking the subject.

Quick facts about the Research Project

• It is a compulsory SACE subject
• It is worth 10 credits
• Students need to achieve a C- grade or higher to gain their SACE
• It is mostly undertaken by students in Year 12
• A research project can be scientific, artistic, sporting, or historical; it can be a community-based project, or any number of other options
• It is designed to help students develop knowledge and skills for further study, work, training, and community life.

Three bodies of work make up the final grade:

• Folio (30% school assessed)
• Research Outcome (40% school assessed)
• Review or Evaluation (30% externally assessed)

Students can choose from two types of Research Project

Research Project A

• The external assessment can be presented in a variety of ways, including a PowerPoint presentation or a short film
• The final grade can be used towards a student's Australian Tertiary Admission Rank (ATAR)

Research Project B

• The external assessment must be a written report
• The final grade can be used towards a student's ATAR.