Science Fair Handbook

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Research Plan Attachment should be submitted. (October 23, 2009) Deadline: Draft Research Paper should be submitted to science teachers for review (October 30, 2009) November 2009 Parents will receive the second notification letter. Judging Information will be mailed out for Judges. Deadline: Finalized Research Paper will be submitted. (November 16, 2009) Display board preparation days in school (November 7, 14, 21, 2009) December 2009 Deadline: Power Point Presentations will be submitted. (December 1, 2009) Deadline: Display Boards will be given to science teachers (December 1, 2009) 2 nd Annual SST DISCOVERY School Wide Science Fair: Phase-I (December 1, 2, 3, 4, 2009) Qualified projects will be announced. (December 4, 2009) Science Fair Project grades will be finalized and announced by S tudent 9s science teacher. 2 nd Annual SST DISCOVERY School Wide Science Fair (December 12, 2009) March 2010 2010 Alamo Regional Academy of Science and Engineering Fair (ARASE) (March 8, 9, 10, 2010) April 2010 Exxon Mobil Texas Science and Engineering Fair (April 9, 10, 11, 12, 2010) 3 rd Annual International Sustainable World (Energy, Engineering & Environment) Project Olympiad (I-SWEEEP 2010) (April 15, 16, 17, 18, 19, 2010) 3 LETTER TO PARENTS Dear Parents, RE: SCIENCE FAIR on December 12, 2009 Your child will be taken part in the School of Science and Technology Discovery Science Fair, an exciting event that encourages students to think like young scientists. During the next few weeks your child will be designing a science project that uses the scientific method to solve a problem. We hope you agree that the educational benefits are numerous, as students develop skills in writing, oral presentation, creative thinking, and problem solving. Each student will be given instructions and handouts during class for the various steps of his or her project. Most of the work will be completed at home, and students will receive a monthly calendar noting due dates for each part of the project. For suggestions on helping your child through this process-from choosing a topic to the final report-see various web sites, such as www. all - science -fair- projects .com http://school.discovery.com/sciencefaircentral/scifairstudio/ideas.html We ask that you encourage your child and monitor his or her progress along the way. Your support is the key to a successful project, but please do not allow your involvement to extend any further in order to assure equity and promote student learning, Guide your child whenever and wherever you can, but let the final project reflect your child's individual effort and design. Please read the Science Fair Handbook with your child and sign the necessary forms. Let us know if you'd like more information on creating a successful science fair project. If you have any questions, do not hesitate to contact us. Sincerely, Cynthia Alvarado-Mendiola Science Fair Coordinator 4 SCIENCE FAIR GOALS Science teachers have many reasons why we believe the Science Fair is an invaluable experience for our students. Some of the top reasons or goals that we hope our students achieve are: 1. to stimulate interest, curiosity, and desire to explore the mysteries of the world. 2. to learn, understand, and apply the scientific method. 3. to provide real experiences and methods by which all scientific knowledge has been and is still being gathered. 4. to help develop skills in communicating both verbally and in writing. 5. to help develop skills of interpretation and analysis of data. 6. to learn how to complete long range projects. 7. to acquire skills of research using a variety of resources such as the Internet, interviews, books, magazines, etc. 8. to show a connection between what is learned in the class and what happens in real life. 9. to promote unique opportunities for us (teachers) to work individually with you (the student) in an interdisciplinary project. 10. to foster independence in the student by providing the opportunity for you to take initiative and responsibility in studying a topic for your own learning. FOUR MAJOR COMPONENTS The science fair project can be divided into four major components or parts. 1. The Experiment: 1. choosing a topic 2. performing an experiment 2. The Research Paper: 1. review literature (research) about your topic and closely related topics 2. summarize the experiment and draw conclusions from the experiment 3. write a properly formatted and cited research paper 3. The Visual Display 1. prepare a backboard that illustrates the complete science project 2. display equipment and materials needed to explain the project 4. The Oral Presentation 1. present orally a summary of the project to your teacher, classmates, or judges 2. share and explain all phases of the project in an open setting 5 SST DISCOVERY SCIENCE FAIR RULES c School of Science and Technology Discovery organizes a school-wide science fair every year. Due to our high expectations from our students in science, math and technology, each student is required to complete a research project in one of these areas (individual or group). Failure to do so will result in failing the science class d. ( SST DISCOVERY Student Handbook, p.18) General Rules and Regulations 1. All students in SST DISCOVERY are required to complete and submit a research project. 2. Students will receive project grades for their exhibits/projects which will determine the majority of 2 nd and 3 rd Report Card grades in Science class. 3. However, all students are encouraged to do individual projects, group projects are allowed in all divisions, including the Senior Division. (Group projects can be done with only teacher 9s approval.) 4. All exhibits will be turned in on the due date. See the calendar of events. No late exhibits will be accepted! No Exceptions. 5. All exhibits should be taken in two days after school-wide science fair. Exhibits not taken home will be discarded. School of Science and Technology Discovery does not take the responsibility for loss or damage to any of the exhibits. 6. Exhibits will have access to electrical power. If your project will need power, request one week in advance to due date. 7. Fair rules will be distributed to the students before school-wide science fair. Failure to follow these rules may result in disqualification from the fair. 8. A student wins a trophy or medal in the city-wide or state-wide science fair, or in any other competition/contest in which he/she represents the school, and then the school owns the trophy or medal and displays it .( Student handbook , pg.18) 6 SAFETY GUIDELINES School of Science and Technology Discovery follows all rules and requirements specified by San Antonio science and engineering fair competition. Students should obtain approval for the projects include biological cultures, chemicals, fire, and radiation. All students should return Science Fair Safety Form. The exhibits must not include any of the following: 1. Microbial cultures or fungi, live or dead (no rotten or moldy stuff either!) Try photographs instead. 2. Displays of live animals. 3. Preserved vertebrate animals, whether whole or their parts (this includes humans).Teeth, hair, nails, and histological sections are permissible if properly acquired and form is filed. 4. Photographs showing vertebrate animals in any non-normal condition. 5. Open or concealed flames, matches, or lighters. 6. Dangerous chemicals, including caustics, acids, and many household chemicals. 7. Highly combustible solids, fluids, or gases. (No rocket engines!) 8. Controlled substances. 9. Radioactive materials. 10. Operating lasers. 11. Anything potentially hazardous to the public. 12. No testing on animals where animals will have the potential to die. 13. No testing on individuals where they may be exposed to danger or physical harm. Special care must be given to the following: 14. High temperature. 15. Batteries. (Open top cells are not permitted.) 16. High voltage equipment must be shielded with a grounded metal box or cage to prevent accidental contact. Wiring, switches, and metal parts must be located out of reach. 17. Electric circuits for 110 volts AC must have an underwriters laboratories approved card equipped with a grounded (3 pronged) plug. Exhibits are limited to 300 watts. 18. All wiring must be properly insulated. 19. Bare wire and exposed knife switches are permissible only in low voltage, low current circuit of 12 volts or less. 20. Electrical connections in 110 volt circuits must be soldered or fixed with approved connectors. 21. Devices emitting ultraviolet light must be equipped with the proper filters for eye protection 7 DIVISONS & CATEGORIES These are six divisions: 4 th grade, 5 th grade, 6 th Grade, 7 th grade, 8 th grade, and Senior Division (9 th thru 12 th grades). In each division, Experimental exhibits will be divided into three categories: Life Sciences Agricultu re Behavior/psychology Environmental science s Geology/geography Medicine health/Microbiology Botany / Z oology Physical Sciences Chemistry Physics Astronomy Engineering/Computer/Math Engineering Elec tronics/computer Mathematics STEPS IN DOING AN EXPERIMENTAL SCIENCE PROJECT The steps in the experimental scientific method as usually presented are: Observation, Hypothesis, Controlled Experiment, and Conclusion. To actually do a science experiment, many more steps are needed. The following more accurately reflects the course of an actual experimental investigation. Initial Observation You notice something, and wonder why it happens. You see something and wonder what causes it. You want to know how or why something works. You ask questions about what you have observed. You want to investigate. The first step is to clearly write down exactly what you have observed. Information Gathering Find out about what you want to investigate. Read books, magazines or ask professionals who might know in order to learn about the effect or area of study. Keep track of where you got your information from. Title the Project Choose a title that describes the effect or thing you are investigating. The title should be short and summarize what the investigation will deal with. State the Purpose of the Project What do you want to find out? Write a statement that describes what you want to do. Use your observations and questions to write the statement. Identify Variables Based on your gathered information, make an educated guess about what types of things affect the system you are working with. Identifying variables is necessary before you can make a hypothesis. 8 Make Hypothesis When you think you know what variables may be involved, think about ways to change one at a time. If you change more than one at a time, you will not know what variable is causing your observation. Sometimes variables are linked and work together to cause something. At first, try to choose variables that you think act independently of each other. At this point, you are ready to translate your questions into hypothesis. A hypothesis is a question which has been reworded into a form that can be tested by an experiment . Make a list of your answers to the questions you have. This can be a list of statements describing how or why you think the observed things work. These questions must be framed in terms of the variables you have identified. There is usually one hypothesis for each question you have. You must do at least one experiment to test each hypothesis. This is a very important step. Ask a teacher to go over your hypothesis with you. Design Experiments to Test Your Hypothesis Design an experiment to test each hypothesis. Make a step-by-step list of what you will do to answer each question. This list is called an experimental procedure. For an experiment to give answers you can trust, it must have a "control." A control is an additional experimental trial or run. It is a separate experiment, done exactly like the others. The only difference is that no experimental variables are changed. A control is a neutral "reference point" for comparison that allows you to see what changing a variable does by comparing it to not changing anything. Dependable controls are sometimes very hard to develop. They can be the hardest part of a project. Without a control you cannot be sure that changing the variable causes your observations. A series of experiments that includes a control is called a "controlled experiment." Experiments are often done many times to guarantee that what you observe is reproducible, or to obtain an average result. Reproducibility is a crucial requirement. Without it you cannot trust your results. Reproducible experiments reduce the chance that you have made an experimental error, or observed a random effect during one particular experimental run. Some Guidelines for Experimental Procedures Select only one thing to change in each experiment. Things that can be changed are called variables. Change something that will help you answer your questions. The procedure must tell how you will change this one thing. The procedure must explain how you will measure the amount of change. Each experiment should have a "control" for comparison so that you can see what the change actually did. Obtain Materials and Equipment Make a list of the things you need to do the experiment, and prepare them. Do the Experiments and Record Data Experiments are often done in series. A series of experiments can be done by changing one variable a different amount each time. A series of experiments is made up of separate experimental "runs." During each run you make a measurement of how much the variable affected the system under study. For each run, a different amount of change in the variable is used. This produces a different amount of response in the system. You measure this response, or record data, in a table for this purpose. This is considered "raw data" since it has not been processed or interpreted yet. When raw data gets processed mathematically, for example, it becomes results. As you do experiments, record all numerical measurements made. Data can be amounts of chemicals used, how long something is, the time something took, etc. If you are not making any measurements, you probably are not doing an experimental science project. 9 Record Your Observations (Log, Journal) Observations can be written descriptions of what you noticed during an experiment, or problems encountered. Keep careful notes of everything you do, and everything that happens. Observations are valuable when drawing conclusions, and useful for locating experimental errors. Perform Calculations Do any calculations needed from your raw data to obtain the numbers you need to draw your conclusions. For example, you weighed a container. This weight is recorded in your raw data table as "wt. of container." You then added some soil to the container and weighed it again. This would be entered as "wt. of container + soil." In the calculation section, do the calculation to find out how much soil was used in this experimental run: (wt. of container + soil) - (wt. of container) = wt. of soil used Each calculated answer is entered into a table in a Results section. Not all experiments need a calculation section. However, if you do not have any calculations you may not be using the experimental scientific method. If you have calculations to make, you probably are using the experimental scientific method. Summarize Results Summarize what happened. This can be in the form of a table of processed numerical data, or graphs. It could also be a written statement of what occurred during experiments. It is from calculations using recorded data that tables and graphs are made. Studying tables and graphs, we can see trends that tell us how different variables cause our observations. Based on these trends, we can draw conclusions about the system under study. These conclusions help us confirm or deny our original hypothesis. Often, mathematical equations can be made from graphs. These equations allow us to predict how a change will affect the system without the need to do additional experiments. Advanced levels of experimental science rely heavily on graphical and mathematical analysis of data. At this level, science becomes even more interesting and powerful. Draw Conclusions Using the trends in your experimental data and your experimental observations, try to answer your original questions. Is your hypothesis correct? Now is the time to pull together what happened, and assess the experiments you did. Other Things You Can Mention in the Conclusion If your hypothesis is not correct, what could be the answer to your question? Summarize any difficulties or problems you had doing the experiment. Do you need to change the procedure and repeat your experiment? What would you do different next time? List other things you learned. 10 1. Written when study has ended. 2 . Use Front Side of each page (unlim ited number of pages). 3. Use 10 or 12 pt. F ont minimum; Double Space or use 1.5 spacing. 4 . Single space between sections or parts if writing a step - wise method. REQUIREMENTS FOR REPORTS & POWERPOINT PRESENTATIONS Each student is required to submit a research paper for their research project. After their project is approved, Students will prepare a PowerPoint presentation in computer classes and they will decorate their poster boards. The following parts should be in the research paper and each part should be on a separate sheet of paper. E F G H A B C D Title of Project Mary Smith School of Science and Technology Discovery l Alamo Regional Science & Engineering Fair St. Mary 9s University December 12 , 2009 Materials List materials used or Include in method Method/Procedure List steps used Describe steps in paragraph form May use photos, drawings, diagrams, flow charts, etc. No. of pages depends on student 9s procedure Abstract 250 words or less Single Space Needs to be written in third pers on. ( No I, me) ie. The experimenter, researcher, scientist *Note: This is NOT the Abstract/Certification Form for the science fair. Table of Contents (may or may not be included) 1. Introduction 2. Materials/Method/Procedure 3. Data/Observations 4. Discussion of Results 5. Conclusion 6. Practical Application 7. Future Expansion 8. Acknowledg ments 9. Bibliography Introduction Question Purpose/Problem/Objective Hypothesis/Null Hypothesis Indicate Variables Background Informa tion (Research) Can be more than 1 page Data and Results Observations/Results Visuals may be charts, graphs, diagrams, photos Statistical Analysis may be used No. of pages on wh at student wish to include Discussion of Results Can be a continuation of the cData and Results d Results, observations, or data are explained No. of pages depends on the depth of discussion Conclusion Refers to the hypothesis State whether or not data ag rees or supports or dis - agrees or does not support the hypothesis Practical Application What is the importance this Study? Of what use is a study such as this? 11 I J L Write in complete sentences. Add titles, units and labels where necessary. Future Expansion State question(s) pertaining to the same study Question does not have to be long What are some ne w ideas as to how to expand or improve the study in re - ference to new questions? Acknowledgements Express gratitud e to those that made study possible by being supportive WITHOUT mentioning names of persons or institutions, etc. Bibliography Use proper citing format for books, journals, and websites Websites should include title of article, and date posted or retrieved from website 12 13 DISPLAY BOARD Visual Display You want to attract and inform. Make it easy for interested spectators and judges to assess your study and the results you have obtained. Make it ceye catching d Dimension Requirements are as following: Depth (front to back): 30 inches or 76 centimeters Width (side to side): 48 inches or 122 centimeters Height ( floor to top) 108 inches or 274 centimeters The following headings should be included Title, Problem, Hypothesis, Experiment, Data( graphs, tables, charts), Results, Conclusion. 14 THE PRESENTATION The presentation along with the backboard is very important within the scientific community. Using the backboard as your prop, you will present your project in an objective and scientific perspective. The following topics should be addressed while presenting. 1. INTRODUCTION : Give the project title, explain the topic to be discussed and why you became interested in this topic. 2. PURPOSE AND HYPOTHESIS : State clearly the purpose and hypothesis. A short explanation of the reasoning behind the hypothesis is appropriate. 3. BACKGROUND INFORMATION: The background section is like a short review of literature. Give some of the information from the review but just enough to familiarize the audience. 4. PROCEDURE: A detailed and complete explanation of how you completed the experiment. Use the step by step method just as you wrote for the paper. Start with the first step and proceed including explanations of designs and techniques used while experimenting. 5. RESULTS: Use the charts and graphs on the backboard to explain the results and numbers that were produced from the experiment. 6. CONCLUSION: State clearly the conclusion, whether the hypothesis was accepted or rejected. Admit any deficiencies or errors that may have occurred during the experiment and may affect the conclusion. All scientists respect the fact that all experiments have some deficiencies. 7. FUTURE PLANS: Discuss any possible future investigations that can be done to continue with your project. 8. QUESTIONS: At the end, ask if anyone has questions for you. Take your time and think about the answer, then answer slowly. If you do not know the answer, admit it! Offer to look for the answer and then ask for more questions. It is better to admit to not knowing, than to be wrong! If questions are not related to your topic, try to clarify the question. If the question is still unrelated, then redirect the conversation back to your topic. 9. THANK THE AUDIENCE AND JUDGES FOR LISTENING! HELPFUL HINTS: Use note cards and the backboard to make sure that you hit all points. Do NOT read the backboard or note cards. Speak slowly and face the audience. Be dynamic and enthusiastic. Practice! Practice! Practice in front of parents, friends, teachers, mirrors, etc. 15 JUDGING CRITERIA SCORING Excellent 5 Superior 4 Good 3 Fair 2 Poor 1 Items that may be considered in assigning Point Value _____1. Creative Ability (25) Knowledge and interpretation of data usage of equipment, problem solution, analysis _____2. Scientific Thought (25%) Clarity of idea, understanding of research , variables recognized, ideas for further research. _____3. Thoroughness (15%) Completion of purpose, familiarity of project, awareness of other approaches, important item emphasized problem coverage. _____4. Technical Skill (15%) Posses required skills, understanding scientific terminology _____5. Dramatic Value (10%) Proper use of audio visual materials, diction, projection to convey information, aids _____6. Neatness and Display (10%) Considered neatness, correct spelling, expression, eye appeal. 16 2 nd SST DISCOVERY SCIENCE FAIR HANDBOOK RELEASE FORM (This form is necessary for all students) My signature below indicates that I have read and understand SST DISCOVERY Science Fair Handbook Guidelines and have been given a copy of my own to keep. _________________________________________ _________________ Student Signature Date _________________________________________ _________________ Parent Signature Date _________________________________________ _________________ Email Address Phone Number 17 SCIENCE PROJECT SAFETY FORM (This form is necessary for all students) Student 9s Name : _________________________ Section : _________________________ Parent/Guardian Name : _________________________ Phone Number : _________________________ If a science project involves vertebrate animals, human subjects (including surveys), controlled substances and pathogens, recombinant DNA, tissues including blood, cell cultures, microorganisms, environmental sampling, or potentially dangerous chemicals or equipment; you need approval from the Science Fair Board. All bacteria, fungi, etc. should be considered potentially pathogenic. Air, water, mud and soil samples may contain pathogens or hazardous materials. Learn about animal safety measures if working with animals. Pet store animals may not be used for any type of research. Surveys should not involve violation of privacy act or potential risk. Consumable alcohol and tobacco products and drugs must be obtained by and used by adult project supervisor. If using equipment that has voltage greater than 220 volts, firearms, radioactive substances and radiation, you need to review the proper safety standards before experimentation. The starting date of project is when approved. No student can begin until they receive approval from their parents. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Student Acknowledgement: I understand the risks and possible dangers to me of the project I will be working on. I will adhere to all SST DISCOVERY Science Fair rules when conducting my research and project. __________________ ________________ ________________ (Student 9s Printed Name) (Signature) (Date) Parent/Guardian Approval: I have read and understand the risks and possible dangers involved in a science fair project. I consent to my child participating in a research project. __________________ ________________ _________________ (Parent/Guardian 9s Printed Name) (Signature) (Date) 18 SST DISCOVERY Science Fair 2009 Project Entry Form (This form is necessary for all students) TITLE (maximum of 50 letters/characters) EXHIBITOR(S) 1. Exhibitor's Last Name First Name MI Grade 2. Exhibitor's Last Name First Name MI Grade 3. Exhibitor's Last Name First Name MI Grade DIVISION(check one of the following) 4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade 9 th Grade CATEGORY (check ONE of the following) Life Sciences Physical Sciences Engineering/Computer/Mathematics If this project involves vertebrate animals, human subjects (including surveys), recombinant DNA, tissues, cell cultures, microorganisms, environmental sampling, or potentially dangerous chemicals or equipment, were the safety forms approved/signed by the SST DISCOVERY Science Fair Committee Yes No Will project require access to 110-120V electricity? Yes No If yes, student must provide a 9 ft. UL-listed, good quality grounded extension cord. NAME OF TEACHER : Last Name First Name ( Giving the most assistance) ENTRY AGREEMENT : I enter this project at my own risk and will not hold anybody responsible for loss or damage to the exhibit, or harm to myself. I agree submit display board on December 1, 2009 and to remove my exhibit AFTER to the close of the Awards Ceremony on Saturday, December 12, 2009. Exhibitor's Signature Parent or Guardian Signature Exhibitor's Signature Parent or Guardian Signature Exhibitor's Signature Parent or Guardian Signature Certification for entry by school science fair coordinator Name/Title Signature

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