SCIENCE FAIRS
for the
CURIOUS
Steve Karrel
Bible Hill Jr. High, Truro, N.S.
SCIENCE FAIRS …..
Are a real pain in the …..
Take up too much valuable time
Are hard to organize
Are not part of the Curriculum
Cost too much money
Are too competitive
Are hated by students and parents
Make other staff members crazy
ARE NOT WORTH THE EFFORT
WHY DO A SCIENCE FAIR PROJECT WITH YOUR
STUDENTS??
An excellent way to meet many OUTCOMES
Develop many skills in a short time
Many positive outcomes for students
Develop a venue to showcase students’ work
Get families and public into the school
Good Public Relations
Develop a competition for academic endeavors
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Grade 9 Outcomes covered by a Science Fair
Project
208-1-rephrase questions in a testable form and clearly define the
practical problem
208-2 - identify questions to investigate arising from practical
problems issues
208-4- purpose alternative solutions to a given practical problem,
select one and develop a plan
209-2-estimate measurements
209-3 - use instruments effectively and accurately for collecting data
209-4 - organize data, using a format that is appropriate to the task or
experiment
209-5- select and integrate information from various print and
electronic sources or from several parts of the same source
210-2-compile and display data, by hand or computer, in a variety of
formats, including diagrams, flow charts, tables, bar graphs, line
graphs and scatter plots
210-3- identify strengths and weaknesses of different methods of
collecting and displaying data
210-6 - interpret patterns and trends in data, and infer and explain
relationships among the variables
210-7-identify, and suggest explanations for, discrepancies in data
210-8-apply given criteria for evaluating evidence and sources of
information
210-10-identify potential sources and determine the amount of error
in measurement
21 0-II-state a conclusion, based on experimental data, and explain
how evidence gathered supports or refutes an initial idea
21 0-16-identify new questions and problems that arise from what
was learned
211-2 - communicate questions, ideas, intentions, plans and results,
using lists, notes in point form, sentences, data tables, graphs,
drawings, oral language and other means
211-3-work co-operatively with team members to develop and carry
out a plan and troubleshoot problems as they arise
425 -show a continuing curiosity and interest in a broad scope of
science-related fields and topics
426 - confidently pursue further investigations and readings
427 - consider many career possibilities in science and technology
related fields
428 - consider observations from a variety of sources during
investigations and before drawing conclusions
430 - persist in seeking answers to difficult questions and solutions
to difficult problems
431 - work collaboratively in carrying out investigations as well as
generating and evaluating ideas
434 - show concern for safety in planning, carrying out, and
reviewing activities
Grade 8 Outcomes covered by a Science Fair Project
110-5- illustrate examples of conflicting evidence for similar
scientific questions
113-10-provide examples of problems that arise at home, in an
industrial setting, or in
208-1-rephrase questions in a testable form and clearly define
practical problems
208-2 - identify questions to investigate arising from practical
problems issues
208-5 - state a prediction and a hypothesis based on background
information a\or an observed pattern of events
208-6-design and experiment and identify major variables
209-1 - carry our procedures controlling the maj or variables
209-2-estimate measurements
209-3 - use instruments effectively and accurately for collecting data
209-4 - organize data, using a format that is appropriate to the task or
experiment
209-5- select and integrate information from various print and
electronic sources or from several parts of the same source
209-6 - use tools and apparatus safely
210-3- identify strengths and weaknesses of different methods of
collecting and displaying data
210-4-predict the value of a variable by interpolating and
extrapolating from graphical data
210-6 - interpret patterns and trends in data, and infer and explain
relationships among the variables
210-7-identify, and suggest explanations for, discrepancies in data
210-1 a-identify potential sources and determine the amount of error
in measurement
210-12 - identify and evaluate potential applications of findings
210-14- identify and correct practical problems in the way a prototype
or device functions
210-13 - test the design of a constructed device or system
21 0-16-identify new questions and problems that arise from what was
learned
211-2 - communicate questions, ideas, intentions, plans and results,
using lists, notes in point form, sentences, data tables, graphs,
drawings, oral language and other means
211-3-work co-operatively with team members to develop and carry
out a plan and troubleshoot problems as they arise
211-4- evaluate individual and group processes used in planning,
problem solving, decision making and completing a task.
425 -show a continuing curiosity and interest in a broad scope of
science-related fields and topics
426 - confidently pursue further investigations and readings
427 - consider many career possibilities in science and
technology related fields
428 - consider observations from a variety of sources during
investigations and before drawing conclusions
430 - persist in seeking answers to difficult questions and
solutions to difficult problems
431 - work collaboratively in carrying out investigations as well
as generating and evaluating ideas
434 - show concern for safety in planning, carrying out, and
reviewing activities
Grade 7 Outcomes covered by a Science Fair Project
109-1 - describe the role of collecting evidence, finding
relationships, and proposing explanations in the development of
scientific knowledge
109-7- identify different approaches taken to answer questions, solve
problems and make decisions
208-2 - identify questions to investigate arising from practical
problems issues
208-3 - define and delimit questions and problems to facilitate
investigation
208-5 - state a prediction and a hypothesis based on background
information a\or an observed pattern of events
208-6-design and experiment and identify major variables
208-9- select appropriate methods and tools for collecting data and
solving problems
209-1 - carry our procedures controlling the maj or variables
209-3 - use instruments effectively and accurately for collecting
data
209-4 - organize data, using a format that is appropriate to the task
or experiment
209-5- select and integrate information from various print and
electronic sources or from several parts of the same source
209-6 - use tools and apparatus safely
210-2-complie and display data, by hand or computer, in a variety
of formats, including diagrams, flow charts, tables, bar graphs, line
graphs and scatter plots
210-3- identify strengths and weaknesses of different methods of
collecting and displaying data
210-6 - interpret patterns and trends in data, and infer and explain
relationships among the variables
210-7 -identify, and suggest explanations for , discrepancies in
data
210-1 O-identify potential sources and determine the amount of
error in measurement
21 0-II-state a conclusion, based on experimental data, and explain
how evidence gathered supports or refutes an initial idea
210-12 - identify and evaluate potential applications of findings
210-13- test the design of a constructed device or system
21 0-16-identify new questions and problems that arise from what
was learned
211-2 - communicate questions, ideas, intentions, plans and
results, using lists, notes in point form, sentences, data tables,
graphs, drawings, oral language and other means
211-3-work co-operatively with team members to develop and carry out
a plan and troubleshoot problems as they arise
211-4- evaluate individual and group processes used in planning,
problem solving, decision making and completing a task.
425 -show a continuing curiosity and interest in a broad scope of
science-related fields and topics
426 - confidently pursue further investigations and readings
427 - consider many career possibilities in science and technology
related fields
428 - consider observations from a variety of sources during
investigations and before drawing conclusions
430 - persist in seeking answers to difficult questions and solutions to
difficult problems
431 - work collaboratively in carrying out investigations as well as
generating and evaluating ideas
434 - show concern for safety in planning, carrying out, and reviewing
activities
The Science Fair Project
SOME OF THE SKILLS USED AND/OR LEARNED:
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Critical thinking
Decision making
Researching and choosing topics- narrowing a topic
Organizing thoughts
Designing an experiment- controlling variables
Data collection and Reporting data- using
spreadsheet
Measurement
Qualitative and quantitative analysis
Graphing
Drawing and stating conclusions
Typing
Computer skills (upload, download, import, printing,
saving to various places, scanning, spreadsheets, databases, etc.)
Skills Learned (cont’d)
 Writing reports, research papers, abstracts,
bibliographies, etc.
 Lab skills
 Scientific Method
 Building and decorating displays
 Organizing and mounting display board materials
 Photography / Filming / editing
 Public speaking / oral presentations
 Work independently or working in groups /
 Meeting deadlines
 Time management
co-operation
Three Basic Parts to the Project:
 1. The Research Paper
 2. The Experiment/Lab Report
 3. The Presentation
1. The Research Paper
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Usually 3 to 5 typed pages
background information on the topic chosen.
plus any charts, graphs and pictures
Include a bibliography
2. The Experiment and Lab Report
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following the accepted format, report is written in 3rd person, past tense.
title
purpose
hypothesis
materials list
procedure
results
observations
conclusion(s)
sources of error
3. The Presentation
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The backboard is built of sturdy material and of such a size that display is easy to view/read
from 1 meter away. Decorated as to be aesthetically pleasing. Contains the essence of the
experiment (see #2 above). BACKBOARD MATERIAL AND HOW PAPER/PICTURES.
ETC. ARE ATTACHED MUST CONFORM TO NATIONAL STANDARDS FOR CWSF
School and regional backboards may be made of other materials depending on their
standards.
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www.ysf.ca/files/PDF/governance/policy/en/3.1.2.5_Project_Displays.pdf
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The display may also contain concrete materials used in the experiment. However, there
are stringent exceptions to be aware of so that disqualification's will be avoided.
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Oral presentation using lab report as framework
Presenting The Project
Presenting the Project-Give
Tips to Your Students
Stand up when a judge approaches you.
Introduce yourself & shake the judge’s hand
Present an abstract and allow time to read it.
Begin oral presentation
Use backboard as guide and point to
sections/charts etc. as you speak
When finished, offer to answer questions
Thank judge(s) for listening
More Tips for Your Students
Practice oral presentation using friends,
family and others who will listen
Invite listeners to critique the presentation
and to ask questions
Ask for suggestions for improvement
BACKBOARDS
• Maximums- 1.2m wide(open), 0.8m deep, 3.5 high from the
floor
• Display of lab report- purpose, hypothesis, etc.
• Include graphs, charts, pictures
• Large fonts
• Layout left to right
• Aesthetically pleasing
• Creative, eye catching, not too busy
Desktop Displays Are A GOOD IDEA
but…..
Tangibles and Other Things
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Many new skills- Curriculum outcomes met
Increased self-confidence
Sense of accomplishment
Feeling that I can do as well as others
Helps set goals for next year
New friends/contacts
The Really Good Stuff
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Prizes- cash, certificates, medals, trophies, etc.
Trips to other fairs
Canada Wide Science Fair
Intel International Science and
Technology Fair
THE BEST PRIZE
• Meet other kids who achieve-
• its OK to be smart
APPROXIMATE TIME FRAMES
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Research and choose topic-
2-3 days
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Basic research for essay-
4-5 days
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State purpose, hypothesis-
1 day
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Design experiment procedure-
2-3 days
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Type drafts of lab report sections
3-4 days
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Do actual experiment( at home)
varies- up to several weeks
Time Frames (cont’d)
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Final drafts
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Construct display ( some at home) 3-7 days
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Oral presentation
2-3 days
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TOTAL
17-24 IN SCHOOL DAYS
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I generally use 4-5 weeks of Science class time to do the project.
3-5 days
Due Dates for Science Fair Assignments
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Jan. 11-
Topic chosen and short write up passed in.
10 pts.
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Jan. 15-
Basic research done and rough copy passed in.
10 pts.
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Jan. 18-
Basic procedure outlined and passed in.
10 pts.
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Jan. 22-
Results chart designed, printed by computer and passed in.
10 pts.
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Jan. 25-
experiment started no later than today.
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Jan. 31-
experiment finished and results passed in.
(Except with special permission)
10 pts.
Due Dates for Science Fair Assignments
(Cont’d)
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Feb. 1-
Get backboard ready
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Feb. 5-
Final copy of research paper passed in.
5 pts.
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Feb. 9-
rough draft of lab report passed in.
10 pts.
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Feb. 14-
Final draft of Lab Report passed in.
5 pts.
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Feb. 20-
In-class presentations
Oral presentation-
10 pts.
Visual presentation (backboard)-
20 pts.
Things To Consider To Run A Science Fair
At Your School
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Introduce to administration, staff, students, parents.
Don’t send kids home with the assignment- do in class
Space- can all participate?, Other teachers’ space
Tables and chairs
Layout
- Order of projects
- Assigning a specific site to each project
- size of area available per project
Project site labels
Publicity
Judging forms
Judges
Judges’ assignments/ teams
A Fair at Your School (cont’d)
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Recording results
Refreshments
Confidentiality
Standards- See www.ysf.ca/members/pdirectory4.aspx
PA system
Awards
Awards ceremony-plan well ahead. Get 2 of everything if
possible
 Thank-you’s
Science Fair Organization Structure
Youth Science Canada- Nation Parent Organization
Canada Wide Science Fair- Held in different location each year
Regional Fairs ~ 102 in Canada
Local Fairs
School Fairs
www.ysf.ca/members/pdirectory4.aspx
Use Of Human Participants in Research
Use of Animals in Research
Use of Firearms, Hazardous Materials and
Equipment
Recombinant DNA and Biotechnology
Safety
4.1.1
The Regional Science Fair
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Be sure to fill out forms completely and with the proper number of copies
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Send money by one cheque in lump sum
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Be sure projects conform to standards
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Go through check list with your students prior to going
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Send letter home to parents with checklist too
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Travel arrangements
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Help students decide what improvements can be made and give them time to do
it. You may want to start this immediately after your school fair
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Team building
Regional Fair (cont’d)
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Supervision
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Class visits
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Presentations to judges
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Behavior
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Awards ceremony
Regional Science Fair-Truro
Day 1
•3-6 pm staff sets up fair- tables, individual
sites, electrical hook-ups registration area,
judges area, etc.
•6-8 pm project set-up and safety inspection
Day 2
• 7:30-9 am Student project set-up and safety
inspection
• 8:15-9 am Meeting with judges
• 9am –3pm judging
• 3pm – 8 pm public viewing
Day 3
• 9am- 3pm Specialty judging
• 10 am-7pm Public Viewing
• 7pm-8pm Awards ceremony
Going to the Canada Wide!!!!
CWSF
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8 days, all expenses except spending money
Judging 2 days- regular and special
Tours
Banquets
Activities
Opening and Closing Ceremonies
Fun, Fun, Fun
The Really Fun Stuff
 Paintball
 Laser Tag
 Movies
 Dances
 Pizza parties
 Staying with 500 other kids
 Gifts From The Host Committee
 River Cruise
 Tours-Niagra Falls, Tyrell Museum, Banff
Make Lifelong Friends
Awards At CWSF
• Honourable Mention
• Medals and $$$$$ and trophies
• Scholarships
• Special Awards
Weizmann Institute Award Winner
The Story of William
• You don’t have to be the smartest kid in the
class
• You don’t have to live, eat and breathe
science
• You just need a great idea and be willing to
spend some time and effort
• Support from home and school helps!!!
Doing Science Fair at Your
School
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How Do I Start?
What Framework Can I Use?
How Can I Evaluate?
Do I Need To Re-Invent The Wheel?
Who Can I Call?
WHY DO A SCIENCE FAIR
PROJECT WITH YOUR
STUDENTS??
• Because, as Martha Stewart says…..
• It’s a GOOD THING!