STUDENT NAME: _____________________________________________
GRADE & SECTION: ___________________________________________
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H A R M O N Y S C I E N C E A C A D E M Y - O D E S S A
2755 N. Grandview Ave. Odessa, TX Phone: 432 363 6000 Fax: 432 363 6001
Dear Parents,
As you know there are many science influenced basic skills expected by employers. As the approaching age of technology expands our students will have to make some tough decisions no other generation has encountered. These decisions will be greatly influenced by their understanding of emerging science and technology.
Science fairs involve the emergence of science with technology and engineering which will require them to apply these skills to a topic of interest to them. Doing Science Fair is an essential key to understanding the scientific method and therefore has a better understanding of science.
Our school is holding a science fair on December 15, 2012 and all students in grades 3-9 have been invited to participate. Our goal is to encourage students to do hands-on scientific investigation and invention. Over a 16 week period, your child will design, test, analyze, and present a project that uses scientific methods to solve a problem.
Please be aware that the majority of the work will be done at home. Students will be given project guidelines and timelines at school. This year we will have an assignment log which will allow the students, parents and teachers follow along throughout the Science Fair project. Each will be required to initial the assignment log periodically. However, much of the work will be self-directed. Parents are encouraged to offer emotional support and reminders, but to allow the child to do the project by themselves. Please do not hesitate to call or e-mail should there be any questions.
We encourage you to visit the Parents Resources section of the Discovery Science Fair or Science
Buddies website for valuable information designed especially for parents like you. http://school.discoveryeducation.com/sciencefaircentral/Parent-Resources.html http://www.sciencebuddies.org/science-fair-projects/parent_resources.shtml?From=Tab http://sciencefairproject.virtualave.net/ http://www.juliantrubin.com/fairprojects.html
Sincerely,
Mrs. Hurst
Harmony Science Academy-Odessa
Science Fair Coordinator hhurst@harmonytx.org
432 363 6000
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2012-2013 HSA-Odessa Science Fair Timeline
Assignment
Science Fair Information Booklet
**Deadline for signed Science Fair handbook
**Approved Topic Selection
**Research Plan
**PowerPoint Presentation (6-9)
Due Date
Aug. 29
Aug. 31
Sept. 7
Sept. 19
Oct. 11
**Research Paper Rough Draft (6-9)
*Research Paper Final Draft (6-9)
Display Board
*Presentation of Science Fair project to peers
Nov. 7
Nov. 21
Nov. 23
Nov.28-Dec. 2
School-wide Science Fair Saturday, December
15th
*Major project grades (extra credit can be earned with a lab notebook and/or abstract).
**Homework grades.
The Display board will be graded with the presentation to peers as a major project grade.
Please note that all students in grades 3-9 must complete a Science Fair project.
Students will be required to provide some materials as determined by the Science teacher and
Science fair coordinator.
It is the students responsibility to maintain their handbook updated and turn it in with all their assignments since their rubrics will be in the handbooks at all times.
STUDENT NAME: ___________________________________________
PARENT’S NAME: ___________________________________________
My child and I have read this booklet in its entirety and will refer to it during the science fair process. We know and understand when each section is due and that it is the student’s responsibility to turn work in on time.
PARENT SIGNATURE: ______________________________________
STUDENT SIGNATURE: _____________________________________
(The first science fair grade will be taken from your signature.)
Parent/Guardian phone number: ______________________________
Parent/Guardian e-mail address: ______________________________
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H
: http://school.discovery.com/sciencefaircentral/ https://sites.google.com/site/sciencefairsubmission/ (good help for students in organizing & submitting projects) http://www.sciencefairadventure.com/ http://www.ipl.org/div/kidspace/projectguide/ http://sciencecastle.com/sc/index.php/scienceexperiments/search http://earthquake.usgs.gov/learn/kids/sciencefair.php
http://www.ars.usda.gov/is/kids/fair/ideasframe.htm
http://www.juliantrubin.com/solarprojects.html
http://hunstem.uhd.edu/SEFH/ http://www.sciencebuddies.org
http://www.all-science-fair-projects.com/ http://www.sciencebob.com/sciencefair/ideas.php
http://www.lasciencefair.org/ideas.htm
http://www.easybib.com/ (a good site to help students write their bibliography) http://owl.english.purdue.edu/owl/search.php (info on writing papers) http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html (excellent research paper guide)
… and many, many more…
… plus books!
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Choose the topic you're interested in. You can use books, online resources or the objects around you to come up with a topic. Some online resources (but not exclusively) are: http://school.discoveryeducation.com/sciencefaircentral/ http://www.sciencebuddies.org/
As students select their topic and form their questions, they will need further guidance.
Have them think about their project in terms of:
Time:
Materials:
Safety:
Appropriateness:
Animal care: will the investigation or building the design take more than the time allotted between now and the science fair? can you obtain the materials that will be required? Will the cost be too much? are the tools and other materials safe for you to use? Will an adult be available to help with anything that might not be safe for you to do alone? Are any of the materials ones that someone could be allergic to? is the topic something that you can understand? Will the research require you to read things that are too hard? if you are going to do anything with animals, will they be kept safe? Will you be putting anyone in danger who is allergic to the animals?
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Students who want to find out things as a scientist, will want to conduct a hands-on investigative experiment. While scientists study a whole area of science, each experiment is focused on learning just one thing at a time. This is essential if the results are to be trusted by the entire science community.
In an investigation, students:

Ask a testable question
 Research the topic
 Make a hypothesis about the outcome based on the research or their own knowledge
 Design the investigation
 Conduct the investigation
 Collect Data
 Make sense of the data and draw a conclusion
 Present their findings for peer review
The key to a good and manageable investigation is to choose a topic of interest, then ask what is called a “testable question.” Testable questions are those that can be answered through hands-on investigation by the student. The key difference between a general interest science question and a testable question is that testable questions are always about changing one thing to see what the effect is on another thing.
Here are some examples of broader science questions and testable questions:
Broad Questions (lead to science reports)
Testable questions (lead to investigations)
How do plants grow? What amount of water is best to grow tomatoes? or What type of soil is best to grow petunias? or What amount of sunlight is best to grow daffodils?
What makes something sink or float?
How do rockets work?
How well do different materials sink or float in water?
How d oes changing the shape of a rocket’s fins change its flight?
How does the sun heat up
Does the sun heat salt water and fresh water at the same rate? water?
What happens when something freezes?
Do different liquids freeze at the same rate?
What makes cars move? How does the surface on which a car moves affect how fast it goes?
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Once students have a testable question, it is important to do some background research. What do scientists think they already know about the topic? What are the processes involved and how do they work? Background research can be gathered first hand from primary sources such as interviews with a teacher, scientist at a local university, or other person with specialized knowledge. Or students can use secondary sources such as books, magazines, journals, newspapers, online documents, or literature from nonprofit organizations. Don’t forget to make a record of any resource used so that credit can be given in a bibliography.

Helps students gain in depth knowledge about the topic and processes they will be observing during the investigation.

Sparks ideas about different variables to test when setting up the investigation.
 Provides the basis for predicting what will happen in the investigation when making a
 hypothesis.
Provides the understanding needed to interpret and explain the results to others –especially a science fair judge!
After gathering background research, students will be better prepared to formulate a hypothesis. More than a random guess, a hypothesis is a testable statement based on background knowledge, research, or scientific reason. A hypothesis states the anticipated cause and effect that may be observed during the investigation. Consider the following hypothesis:
If ice is placed in a Styrofoam container, it will take longer to melt than if placed in a plastic or glass container. I think this is true because my research shows that a lot of people purchase Styrofoam coolers to keep drinks cool.
The time it takes for ice to melt (dependent variable) depends on the type of container used
(independent variable.) . A hypothesis shows the relationship among variables in the investigation and often (but not always) uses the words if and then .
Take a look at these additional examples:
 If a mixture of vinegar and baking soda are used, then more stains may be removed. I think this because vinegar and baking soda are used in many different cleaning products.
 When an object has a volume greater than 30 cubic centimeters, then it will sink in water. In the past, I have seen big objects sink.
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Once students formulate a hypothesis for their investigation, they must design a procedure to test it. A well-designed investigation contains procedures that take into account all of the factors that could impact the results of the investigation. These factors are called variables .
There are three types of variables to consider when designing the investigation procedure.
 The independent variable is the one variable the investigator chooses to change.
 Controlled variables are variables that are kept the same each time.
 The dependent variable is the variable that changes as a result of /or in response to the independent variable.
Having students talk through the investigation will help them to clarify the different variables involved in the experimental design. What factors will change? What factors will stay the same?
A handson way to introduce a fair test is to ask students, “Who can make the best paper airplane?”
Once two students are selected to compete, hand one a large piece of construction paper and the other a piece of regular copy paper. Students will immediately note that this is “unfair.” If we want the test to be fair, only the paper airplane design can be different. Everything else, including how hard the airplane is tossed, must be the same.
Step A –
Clarify the variables involved in the investigation by developing a table such as the one below.
Testable
Question
What detergent removes stains the best?
What is changed?
(independent variable)
What stays the same?
(controlled variables)
Type of detergent, type of stain
Type of cloth, physical process of stain removal
Data Collected (dependent variable)
Stain fading over time for combinations of detergents and stains
Step B –
Make a list of materials that will be used in the investigation.
Step C –
List the steps needed to carry out the investigation.
Step D
–
Estimate the time it will take to complete the investigation. Will the data be gathered in one sitting or over the course of several weeks?
Step E
Check the work . Ask someone else to read the procedure to make sure the steps are clear.
Are there any steps missing? Double check the materials list to be sure all to the necessary materials are included.
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After designing the procedure and gathering the materials, it is time to set up and to carry out the investigation. When setting up the investigation, students will need to consider…
The location
Safety
Choose a low traffic area to reduce the risk of someone accidentally tampering with the investigation results —especially if the investigation lasts for several weeks.
Avoid harmful accidents by using safe practices.
 The use of construction tools or potentially harmful chemicals will require adult supervision.
 Locate the nearest sink or fire extinguisher as a safety precaution.
 Determine how to dispose of materials. For example, some chemicals should not be mixed together or put down a sink drain.
 Wear protective clothing such as goggles and gloves. Tie back loose hair so that it does not get caught on any of the equipment.
Documentation
Making a rough sketch or recording notes of the investigation set up is helpful if the experiment is to be repeated in the future. (Lab notebook)
Carrying out the investigation involves data collection. There are two types of data that may be collected —quantitative data and qualitative data.

Quantitative Data o Uses numbers to describe the amount of something. o Involves tools such as rulers, timers, graduated cylinders, etc. o Uses standard metric units (For instance, meters and centimeters for length, grams for mass, and degrees Celsius for volume. o May involve the use of a scale such as in the example below.

Qualitative Data o Uses words to describe the data o Describes physical properties such as how something looks, feels, smells, tastes, or sounds.
As data is collected it can be organized into lists and tables. Organizing data will be helpful for identifying relationships later when making an analysis. Encourage students to make use of technology such as spreadsheets to organize their data.
9

After students have collected their data the next step is to analyze it. The goal of data analysis is to determine if there is a relationship between the independent and dependent variables . In student terms, this is called “looking for patterns in the data.” Did the change I made have an effect that can be measured?
Besides analyzing data on tables or charts, graphs can be used to make a picture of the data. Graphing the data can often help make those relationships and trends easier to see. Graphs are called “pictures of data.” The important thing is that appropriate graphs are selected for the type of data. For example, bar graphs, pictographs, or circle graphs should be used to represent categorical data (sometimes called “side by side” data). Line plots are used to show numerical data. Line graphs should be used to show how data changes over time. Graphs can be drawn by hand using graph paper or generated on the computer from spreadsheets for students who are technically able.
You can use these questions to help guide students in analyzing their data:



What can be learned from looking at the data?
How does the d ata relate to the student’s original hypothesis?
Did what you changed ( independent variable ) cause changes in the results ( dependent variable )?
After analyzing the data, students will be able to answer these questions as they draw some conclusions. Students should not change their hypothesis if it does not match their findings. The accuracy of a hypothesis is NOT what constitutes a successful science fair investigation. Rather,
Science Fair judges will want to see that the conclusions stated match the data that was collected.
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FREQUENTLY ASKED QUESTIONS:
What is research plan?
A research plan is simple outline that gives your audience a general idea of what your project is about.
What do I need to include?
All research plans should include the following components, in the following order:
A. Question or Problem being addressed.
B. Hypothesis/Engineering Goals
C. Description in detail of method or procedures (the following are important and key items that should be included when formulating ANY AND ALL research plans.) i. Procedures: detail all procedures and experimental design to be used for data collection. ii. Data Analysis: Describe the procedures you will use to analyze the data that answer research question or hypothesis
D. Bibliography: List at least five (5) major references (e.g. science journal articles, books, internet sites) from your literature review. If you plan to use vertebrate animals, one of these references must be an animal care reference.
More information will be required for Human subjects research, Potentially Hazardous Biological
Agents, and Hazardous Chemicals, Activities and Devices.
*Guidelines stated for Science and Engineering Fair of Houston (SEFH)
(http://hunstem.uhd.edu/SEFH/documents/approval%20forms%2009.pdf)
A properly maintained laboratory notebook is one of a researcher's most valuable tools. It contains the permanent written record of the scientist's or engineer's mental and physical activities from both experiment and observation, to the ultimate understanding of the question or solution they are going to obtain from their research project. The act of writing in the notebook forces the researcher to stop and think about what he/she is about to do and what is actually done. Because of this, the proper writing of a project laboratory notebook is an essential part of doing "good" science. The following guidelines are consistent with those of many major industrial laboratories and universities.
Most of the fair judges are practicing scientists and engineers; they will expect to see a laboratory notebook as part of the project display material.
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Guidelines:
1. The notebook should be bound; not a loose-leaf notebook or spiral ring composition book. A cover of stiff cardboard (pasted board), covered with a fabric or thin chemically treated paper is preferred. A size of about 8 x 10 inches is adequate for most projects.
2. The front cover of the notebook should contain a title that describes the research, and the time period covered for the data recorded in the book. If more than one notebook is used, then this should also be indicated by adding Volume I, II, etc. The first two pages of the book should be reserved for a table of contents. All remaining pages should be numbered on the top outside corner of the page. The table of content entries should be added as the project progresses. All written entries in the notebook should be done in ink; preferably using a ballpoint pen with black ink. If others do not easily read the researcher's handwriting, then entries should be printed.
3. The right-hand pages should be used for making formal entries. The left-hand pages should be used for calculations, doodling, scratch paper, etc. All right-hand pages should be dated when information is recorded on them.
4. No pages should be removed from the notebook. If information on a particular page becomes invalid for whatever reason, a single diagonal line should be drawn through the information and a brief sentence or two added explaining why the material is no longer valid. If an error is made in recording something, it should not be erased or obliterated in any way. Instead, draw one line through the incorrect entry and write the correct entry as near to it as possible. Never write a number or word over another number or word.
5. Photographs, computer printouts, recorded printouts, etc. should be properly labeled and taped or glued onto one of the right-hand pages. All numbers should be recorded in the notebook using the correct number of digits and labeled with the proper units. Students are strongly encouraged to use the
International System of Units (SI). Always enter data directly in the notebook, in ink, at the time it is obtained (unless the data is being recorded automatically by an instrument).
6. If a detailed experimental procedure is being followed that is available in a readily available reference source (such as a textbook), the procedure should only be summarized in the notebook and the reference listed for the exact procedure. Any changes from the referenced procedure should be recorded and explained in the notebook.
7. Mathematical type formulas used in the project should be recorded on the right hand pages with a definition of each term in the formula along with at least one sample calculation. Again, the proper physical units should always be recorded next to the respective numerical values.
8. When chemicals are used, the name, formula, purity, and manufacturer of the chemical should be recorded.
9. When instruments are used, the name, model number, manufacturer, and operational settings for the instrument should be recorded in the notebook.
10. The purpose of each experiment in the project should be clearly stated in the notebook as it is performed, along with the corresponding procedures, data, assumptions, conclusions, etc. In summary, a project notebook is not supposed to be an attractive document; it is a working document. Yes, it may even have a few chemical stains on it and a torn page or two. However, the entries should be legible, complete, reasonably neat, and logically presented. In summary, a project notebook is not supposed to be an attractive document; it is a working document. Yes it may even have a few chemical stains on it and a torn page or two. However, the entries should be legible, complete, reasonably neat, and logically presented.
**Guidelines stated for Science and Engineering Fair of Houston (SEFH) http://hunstem.uhd.edu/SEFH/documents/ruleguid09.pdf
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What is PPT?
PPT is a presentation software program. It allows to create slides in an outline type format that is easy to read and works as a great aid for oral presentation.
What if I don’t have access to a computer at home?
If a student does not have access to PPT or a computer at home, special arrangements can be made at school for the assignment to be completed. Students will need to let their teachers know immediately that they need to have access to the computer lab after school so that proper arrangements can be made and ample time for the assignments completion can be provided.
What do I need to include in my PPT presentation?
Title Slide (name, section, and project title)
Question (or purpose) slide
Hypothesis and Variables/Control slide (stated in a cause and effect statement)
Materials slide (all quantities must be listed)
Safety and Methods slide (methods must be listed in numerical order-no paragraph format, please.) (all safety precautions must be noted)
Data Tables slide (data tables will not necessarily be filled in with data, but should be set up to accept your data)
Preliminary Results and Conclusions
Bibliography (APA format must be used) (at least 3 reliable, scientific resources must be noted)
See the PowerPoint Rubric for more information located at the end of the handbook.
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(based on http://sciencebuddies.org/science-fairprojects/SciF_Project_Guide_Research_Paper.pdf)
If the research paper is turned in early you can earn one extra credit point per day. You can earn up to 5 extra credit points. Your final research paper must be typed all in black font with either Arial or Time New Roman at 12pts. It may also include colored images or graphs. The research paper must follow the outline as follows.
On a separate sheet of paper include the Title Page as follows;
Title of your Science Fair Project
Your Name
Science Section
Date
Your second page should be your research paper which included your title centered at the top.
Use the APA style of citation within the paper. Specifically cite with the author-date citation system. Double-space and indent the first line of every paragraph with a one-half inch alignment to the left-hand margin as stated at www.apastyle.org.
Title of your Science Fair Project
Problem/Question
Write your problem for your experiment, the importance of doing your experiment. Why are you doing this experiment?
Background
Write at least three sentences explaining why the project was done. This can include information about when things were discovered and why there is a need to do your experiment.
Hypothesis
What is your opinion about what will happen? Proposed explanation for the problem.
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Variables
Independent Variable: What will you be changing?
Dependent Variables: What will you be measuring or observing?
Controlled variables: What will remain the same?
Materials
List all the material that will be needed for this experiment.
Procedure
1. List the steps needed for your experiment. Write it as an informative do not use the word “I”. DO NOT say “I put water in a cup” instead write “put water into a cup”.
Observations
Include any pictures you have of your experiment here.
Results and Conclusions
Include a summary of your results and an explanation of how it satisfies the purpose. This also includes graphs and data tables.
Include if your hypothesis was supported or not with your results. Write if you had any problems with the experiment. Also include a good future experiment of your experiment.
How would you improve your experiment? After doing your experiment what would be something else that would be interesting to learn.
Acknowledgements
Recognize all who provided significant assistance in the form of materials and guidance.
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Bibliography
Refer to the following website for more information about APA citation style; http://www.library.cornell.edu/resrch/citmanage/apa. List all sources alphabetically by author’s surname double space with a hanging indent paragraph style. Sources without authors should be arranged alphabetically by title within the authors.
1.
Biggs, A., Daniel, L., Feather, R. M., Snyder, S. L., & Zike, D. (2002). Science in Action.
Texas Science Grade 6 . New York: McGraw-Hill Companies, Inc., 12-29.
Author’s of textbook alphabetically last name, first name initial & last name, first name initial. (Year). Title of Section. Title of textbook. (Edition). Place of publication :
Publisher, page number.
2.
Brown, S. (2000, Dec ). Best flowers every. Real Simple Magazine . (32),4-5.
Author of article last name, first name initial. (Year, Month Day). Title of article. Name of the Magazine italicized, Volume number (issue number ), Page number.
3.
Owen, M. (1996). How to Preserve Fresh Cut Flowers-Naturally. Plan Tea, Inc.
Retrieved on September 1, 2011 from http://www.plantea.com/cutflowers.htm
Author of site Last name, first name initial. (Year). Title. Retrieved date, from website.
4.
Smith, S., & Thomas, G. (1990). Encyclopedia Britannica . (4 th ed., 1-10). New York:
New York Press.
Editors of encyclopedia alphabetically last name, first name initial & last name, first name initial. (Year). Title of encyclopedia-italicized. (Edition., volumes). Place of publication : Publisher.
5.
Star, F. (2005). Plant . New York: New York, Glencoe McGraw-Hill. 4-5.
“Author’s Last name, first name initial”. (Year). Title of book italicized, page numbers.
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The abstract must contain a title page with your title, name, class section, and date. The abstract must not list your name, teacher, school, district or anything else that might serve to identify you . It should also be done neatly using proper grammar and punctuation. It should not contain more than 250 words. A sample abstract is shown below.
SOLUTION TO POLLUTION: ENERGY FROM WASTE MATERIALS
Sewage sludge and solid wastes are an unavoidable by product of modern society. High disposal costs for these waste materials, coupled with a projected increase in waste production over the next decade, form a serious problem. This experiment was aimed at contributing to a partial solution of the waste disposal and energy shortage enigma.
For this experiment, sewage sludge, wood and sludge/wood mixture were pyrolized in a batch reactor to produce oil. The production rates of oil were compared for the three materials. The average production rates of oil from all materials were excellent. The boiling range of the wood-derived oil proved to be slightly better than that of the sludge-derived oil, with the sludge/wood-derived oil being intermediate.
Sludge, waste wood and sludge/solid waste pyrolysis should be economically attractive, as the feedstocks are both renewable and inexpensive. Plant attractiveness is increased when the costs of alternate methods of waste disposal are taken into account.
In general, an abstract should include the following:
(a) purpose of the experiment
• An introductory statement of the reason for investigating the topic of the project.
• A statement of the problem and/or hypothesis being studied.
(b) procedures used
• A summarization of the key points and an overview of how the investigation was conducted.
• An abstract does not give details about the materials used unless it greatly influenced the procedure or had to be developed to do the investigation.
• An abstract should only include procedures done by the student. Work done by a mentor (such as surgical procedures) or work done prior to student involvement should not be included.
(c) data
This section should provide key results that lead directly to the conclusions you have drawn.
It should not give too many details about the results nor include tables or graphs.
(d) conclusions
• Conclusions from the investigation should be described briefly.
• The summary paragraph should reflect on the process and possibly state some applications and extensions of the investigation.
The abstract should not include : a) acknowledgements (including naming the research institution and/or mentor with which you were working), or b) work or procedures done by a mentor or a supervisor.
** Guidelines stated for Science and Engineering Fair of Houston (SEFH) http://hunstem.uhd.edu/SEFH/documents/ruleguid09.pdf
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Your display can reflect your personality:
Is every inch of my locker or bedroom covered with magazine clippings, posters, stickers, and sticky notes? Or am I more of a minimalist? What’s my idea of a good time: scrapbooking or skateboarding?
Is the presentation the part of the science fair I’ve been waiting for, or is that the part I dread?
Stand Out from the Crowd
Whether you are the kind of person who loves to design and decorate and dabble with computer graphics, or the one who always opts for the standard black-and-white report cover, this is a time for students to get creative. The stakes are high here and you will want your personality to shine through.
You can learn how to edit your text down to the essentials, pick and choose the best photos and graphics, and display them all in the most clear and compelling way possible. Through creative use of color, type and graphic elements, you can make your ideas pop and bring your projects to life.
Dimensions as stated by Science and Engineering Fair of Houston guidelines.**
Everything associated with your display must fit into the space allocated from your project, which is
76 cm deep x 122 cm wide x 274 cm high if floor mounted. Only use floor mounted projects for extra tall or extra heavy display boards and/or equipment if table mounted, the height limit is still 274 cm, including the table which is about 76 cm high. A good source for display boards is www.showboard.com.
** http://hunstem.uhd.edu/SEFH/documents/ruleguid09.pdf
There are many searchable poster board examples online and in reference books.
This is an example:
Purpose
Hypothesis
Variables
Materials
Project Title
Procedure
Observations and Data
Background
Research
Results and
Conclusion
Bibliography
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The following must be on the board.

Title limited to 6 words or less, and a maximum of 50 letters/characters.

Abstract (If applicable)

Question/Purpose

Hypothesis

Variables

Background research

Materials list

Experimental procedure

Data analysis and discussion including data chart (s) and graph (s)

Conclusions (including ideas for future research)

Acknowledgements

Bibliography
The name of the student, teacher, or district must not be a visible part of the display. Name must be written on the back of the Display board.
** Guidelines stated for Science and Engineering Fair of Houston (SEFH) http://hunstem.uhd.edu/SEFH/documents/ruleguid09.pdf
The student will present their project to the rest of the class in order to practice talking to judges. The presentation should be 3-5 minutes long, briefly covering most of the parts of the project. This will be done some time very close to the science fair and you will use your display board to do it.
Your teacher will give you more details regarding dress code, the time and where the fair will be held at a later date. You will not bring anything other than a book. No electronics of any kind. There will be professionals coming to judge you so you need to act as professional as possible. We will talk more about this in class.
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This document was created through the collaboration of teachers at Harmony Schools especially
Mrs. Stavroula Rojo and with the help of resources from: http://www.education.com/ http://school.discoveryeducation.com/sciencefaircentral/ http://www.sciencebuddies.org/ http://www.juliantrubin.com/fairprojects.html http://hunstem.uhd.edu/SEFH/documents/ruleguid09.pdf http://www.apastyle.org http://www.library.cornell.edu/resrch/citmanage/apa
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A good science fair project topic has a problem that can be answered only by experimenting. If a topic is too broad or general, too many factors (variables) might exist that cannot be controlled. If that is the case, you will find it difficult to produce reliable results.
Pick 3 topics that interest you. You will be spending quite a bit of time planning and completing your science fair project so choose your topics with care. Your teacher will pick one topic from your list for you to use for your science fair project. Research your topic and record your findings. If you cannot find much information on your topic, you should probably find a new topic.
Topic 1 -- The testable and engaging question I will be investigating is:
___________________________________________________________________________
___________________________________________________________________________
My research about this topic:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Can you find 3 good sources for this topic (with a least one being a book)?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Topic 2 -- The testable and engaging question I will be investigating is:
___________________________________________________________________________
___________________________________________________________________________
My research about this topic:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
21

Can you find 3 good sources for this topic (with a least one being a book)?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Topic 3 -- The testable and engaging question I will be investigating is:
___________________________________________________________________________
___________________________________________________________________________
My research about this topic:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Can you find 3 good sources for this topic (with a least one being a book)?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
22

Project Title: _______________________________________________________________
__________________________________________________________________________
Student Name: ___________________________________________ Date: _____________
1. Identify a testable question:
Problem: ________________________________________________________________
____ Approved
_________________________________________________________________________
_________________________________________________________________________
2. Research the topic:
What have people learned about __________________________________________ ____ Approved
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Compose 1-2 pages Background research stating what others have found and how this might lead to your hypothesis. (Add paper on the back of this page if extra space is needed as you do your research.)
My sources:
_______________________________________________________________________
____ Approved
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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3. Write a hypothesis:
What I will do: ( If… )______________________________________________________
____ Approved
________________________________________________________________________
What I think will happen: ( then …) ___________________________________________
________________________________________________________________________
4. Design a Procedure:
What I will change (independent variable): ____________________________________
____ Approved
What I will keep the same (controlled variables): _______________________________
________________________________________________________________________
What I will measure (dependent variable(s): ___________________________________
Steps in my procedure: ____________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
24

Materials: ____________________________________________________________
______________________________________________________________________
____ Approved
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Validation:
□
My project is safe
□
I can get the materials
□
I have enough time to build, test, and report the project
□
My project will not harm organisms
□
My project will not harm or bother other people
How will you know if the change you made had an effect?
____ Approved
(What data will you collect and what will you look for?)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Final Approval to Begin Project :
Project Approved: ____________________________________________________
(Student Signature) (Date)
Project Approved: ____________________________________________________
(Parent Signature) (Date)
Notes from teacher/approver(s):
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
25

Research Plan
Title: ________________________________________________________________
By: _________________________________________________________________
A. Problem/Purpose/Question Being Addressed*
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
B. Hypothesis/Engineering Goals*
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
26

HSA-Odessa
Research Plan
Title: ________________________________________________________________
By: _________________________________________________________________
C. Methods or Procedures*
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
D. Bibliography*
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
*Use more sheets if needed
27

Science Fair PowerPoint Presentation Rubric
Title Page (4pts)
Report has no title page
Title, name, section or date missing
Title appropriate, name, section and date present
Problem (4pts)
None stated
Incomplete sentences, or importance and reasons for experiment not explained
Complete sentences with importance and reasons of experiment explained
Point Value Points Earned
0
2
4
Score
0
2
4-6
Score
Hypothesis (8pts)
No hypothesis stated
Not a testable hypothesis
Hypothesis not a complete sentence
Proper, testable hypothesis stated in a complete sentence
0
2
4
8
Score
Variables (8pts)
No variables included
Only one variable mentioned
Independent or Dependent Variable, or Constant not mentioned
Independent or Dependent Variable, or Constant included
Materials (4pts)
No materials listed
Some materials not listed
All materials listed
Safety (4pts)
No Safety procedures mentioned or followed
Only some safety procedures mentioned or followed
All safety mentioned and followed
28
0
2
6
8 score
0
2
4 score
0
2
4 score

Science Fair PowerPoint Presentation Rubric
Procedures (8pts)
Procedures not included
Proper Pronouns used (I, You, Me)
Some Procedures left out
All Procedures included and no proper pronouns are used
Point Value Points Earned
0
2
4-6
8
Score
Data Tables (4pts)
No data tables included
Some data included or information not presented in a table
All data presented in a proper table
0
2
4
Preliminary Results and Conclusions (4pts)
No results and conclusions included
Basic results are given but not related to the hypothesis
Summary of results included, and statement of whether or not the hypothesis was supported is given
Score
0
2
4
Bibliography (4pts)
Not included
Proper format not followed
Format followed and all sources included
Quality of PowerPoint (12pts)
No effort shown in presentation
Minimal effort shown, not visually appealing
Presentation looks nice but is not well organized
Presentation is visually appealing and organized well
Presenter Knowledgeable (16pts)
Presenter does not know about their project and cannot answer questions
Presenter reads off the slide/notes and cannot answer questions
Presenter reads off the slide/notes but can answer questions
Presenter only need notes for reminders and can answer most questions
Score
0
2
4
Score
0
4
8
12
Score
0
6
12
16
Score
29

Science Fair PowerPoint Presentation Rubric
Clearly Stated Information (8pts)
No explanations
Information is hard to understand
Information is easy to understand by all
Uses time wisely (6pts )
Presentation given very quickly (under 1 minute)
Presentation given somewhat quickly but some information can be processed by audience (under 5 minutes)
Presentation takes a very long time and is over explained (over 5 minutes)
Presentation given at a correct pace for audience to understand
(around 5 minutes)
Interest in the project (6pts)
Student shows no interest in the project
Student shows some interest in the project
Students seems very interested in the project
Point Value Points Earned o
2-4
8
Score
0
2-4
2-4
6
Score
0
3
6
Score
Major Grade; total points (100pts)
30

Title Page (4pts)
Report has no title page
Title, name, section or date missing
Title appropriate, name, section and date present
Font of Paper (4pts)
Wrong color, font AND size
Color, font OR size incorrect
Black font, Arial or Time New Roman, AND 12 pt font
Order of Information (8pts)
Information is all out of order
Some things are in order, but others are not
Order followed completely
Background Research (8pts)
Proper information not provided
Point Value Points Earned
0
2`
4
Score
0
2
4
Score
0
4
8
Score
0
Less than three sentence, incomplete information, or sentences are incomplete
3 or more complete sentences fully explaining why the project was done
Problem (4pts)
None stated
Incomplete sentences, or importance and reasons for experiment not explained
Complete sentences with importance and reasons of experiment explained
Hypothesis (8pts)
No hypothesis stated
Not a testable hypothesis
Hypothesis not a complete sentence
Proper testable hypothesis stated in a complete sentence
4
8
Score
0
2
4
Score
0
2
4
8
Score
31

Variables (8pts)
No variables included
Point Value Points Earned
0
Only one variable mentioned
Independent or Dependent Variable, or Constant not mentioned
Independent or Dependent Variable, or Constant included
Materials (4pts)
No materials listed
Some materials not listed
All materials listed
Procedures (8pts)
Procedures not included
Proper Pronouns used (I, You, Me)
Some Procedures left out
All Procedures included and no proper pronouns are used
Results and Conclusions (12pts)
No results and conclusions included
Incomplete conclusion given or graphs and data table not included
Conclusion given in incomplete sentences or graphs and tables not included
Graphs and Tables included and explained. Summary of results included, and statement of whether or not the hypothesis was supported
Acknowledgements (4 pts)
None included
Names spelled incorrectly
All people that assisted included, with names spelled correctly
Bibliography (8pts)
Not included
Proper format not followed
Format followed and all sources included
Effort (4pts)
No effort shown
Only shows some effort
Paper shows effort by student
Research Paper Worksheets (4pts)
Most worksheets missing
Some worksheets missing
All worksheets included
Score
0
2
4
Score
0
4
8
Score
0
2
4
Score
0
2
4
Score
2
6
8
Score
0
2
4
Score
0
2
4-6
8
Score
0
4
8
12
32

Format, spelling, punctuation and overall editing of paper (12pts) Point Value Points Earned
Formatting not followed, many spelling and punctuation mistakes
Formatting not followed, but only some spelling and punctuation mistakes
0
2
Formatting followed, but many spelling and punctuation mistakes
Formatting followed, and very little editing to be done
Formatting followed, no editing to be done
4-6
8
12
Score
Final Grade (100 pts)
Comments:
33

Title Page (4pts)
Report has no title page
Title, name, section or date missing
Title appropriate, name, section and date present
Font of Paper (4pts)
Wrong color, font AND size
Color, font OR size incorrect
Black font, Arial or Time New Roman, AND 12 pt font
Order of Information (8pts)
Information is all out of order
Some things are in order, but others are not
Order followed completely
Background Research (8pts)
Proper information not provided
Point Value Points Earned
0
2
4
Score
0
2
4
Score
0
4
8
Score
0
Less than three sentence, incomplete information, or sentences are incomplete
3 or more complete sentences fully explaining why the project was done
Problem (4pts)
None stated
Incomplete sentences, or importance and reasons for experiment not explained
Complete sentences with importance and reasons of experiment explained
Hypothesis (8pts)
No hypothesis stated
Not a testable hypothesis
Hypothesis not a complete sentence
Proper testable hypothesis stated in a complete sentence
4
8
Score
0
2
4
Score
0
2
4
8
Score
34

Variables (8pts)
No variables included
Only one variable mentioned
Independent or Dependent Variable, or Constant not mentioned
Independent or Dependent Variable, or Constant included
Materials (4pts)
No materials listed
Some materials not listed
All materials listed
Procedures (8pts)
Procedures not included
Proper Pronouns used (I, You, Me)
Some Procedures left out
All Procedures included and no proper pronouns are used
Results and Conclusions (12pts)
No results and conclusions included
Incomplete conclusion given or graphs and data table not included
Conclusion given in incomplete sentences or graphs and tables not included
Graphs and Tables included and explained. Summary of results included, and statement of whether or not the hypothesis was supported
Acknowledgements (4 pts)
None included
Names spelled incorrectly
All people that assisted included, with names spelled correctly
Bibliography (8pts)
Not included
Proper format not followed
Format followed and all sources included
Effort (4pts)
No effort shown
Only shows some effort
Paper shows effort by student
Research Paper Worksheets (4pts)
Most worksheets missing
Some worksheets missing
All worksheets included
Score
0
2
4
Score
0
4
8
Score
0
2
4
Score
0
2
4
Score
Point Value Points Earned
0
2
6
8
Score
0
2
4
Score
0
2
4-6
8
Score
0
4
8
12
35

Format, spelling, punctuation and overall editing of paper (12pts) Point Value Points Earned
Formatting not followed, many spelling and punctuation mistakes
Formatting not followed, but only some spelling and punctuation mistakes
0
2
Formatting followed, but many spelling and punctuation mistakes
Formatting followed, and very little editing to be done
Formatting followed, no editing to be done
4-6
8
12
Score
Major Grade; Final Grade (100 pts)
Comments:
36

PROJECT OBJECTIVES
1. Creativity and originality (5pts.)
No effort shown toward project
Only shows some effort toward project
Project shows effort by student
Project shows student to have gone beyond requirements
2. Clear statement of objectives; identification of all relevant variables
(5pts.)
No variables included
Only one variable mentioned
Independent or Dependent Variable, or Constant not mentioned
Independent or Dependent Variable, or Constant included
P ROJECT D ESIGN
3. Creativity and originality (5pts.)
No effort shown toward the design of the display board
Only shows some effort toward the design of the display board
The design of the display board shows effort by student
The design of the display board shows student to have gone beyond requirements.
4. Knowledge and understanding by student of the scientific or engineering principles relevant to the project (5pts.)
Student has no understanding of the scientific principles relevant to project
Student has little understanding of the scientific principles relevant to project
Student has some understanding of the scientific principles relevant to project
Student clearly understands the scientific principles relevant to project
5. Adequacy of scientific or engineering approach used; use of relevant
Literature (5pts.)
No scientific approach or use of relevant Literature
No scientific approach but some use of relevant Literature
Some scientific approach but no use of relevant Literature
Some scientific approach with use of relevant Literature
Clear use of scientific approach but no use of relevant Literature
Clear use of scientific approach with use of relevant Literature
P
ROJECT
E
XECUTION
6. Thoroughness of experimentation or development used to reach objectives; proper recording of data in laboratory notebook (5pts.)
No order for experiment
Some order for experimentation to reach objectives
Experimentation was developed to reach objectives
Experimentation was developed to reach objectives and proper lab notebook
Point
Value
0
1
2-4
5
0
2-3
4
5
0
2
3-4
5
0
1
2-4
5
0
2
3-4
5
4
5
0
1
2
3
37
Points
Earned

7. Level of skills and effort used by the student to carry out the project; amount of work done by the student; understanding of equipment or techniques used to obtain data (5pts.)
No skills or effort were applied for the project.
Some understanding and effort of carrying out project
Maximum effort used by the student to carry out the project
Maximum effort used by the student to carry out the project and understood equipment or techniques used to obtain data
P ROJECT C ONCLUSIONS
8. Conclusions consistent with the data obtained and with the relevant principles of science or engineering (if not, is there an adequate explanation of the inconsistency) (5pts.)
No correlation with conclusion and data obtained.
Little correlation with conclusion and data obtained
Some correlation with conclusion and data obtained
0
2-3
4
5
0
1-2
3-4
5 Conclusions consistent with the data obtained and with the relevant principles of science or engineering
P ROJECT P RESENTATION
9. Quality and coherence of the oral presentation within the time allotted
( 5 minutes) (5pts.)
Presentation given very quickly (under 1 minute)
Presentation given somewhat quickly but some information can be processed by audience (under 5 minutes)
Presentation takes a very long time and is over explained (over 5 minutes)
Presentation given at a correct pace for audience to understand (around 5 minutes)
0
2-4
2-4
5
10. Quality and clarity of the display, including the organization and presentation of data (5pts.)
Display is not organized
Display is unclear
Display is somewhat clear with great quality
Display is clear with great quality but with no organization of data
Display is clear with great quality including the organization and presentation of data
ATTEND SCIENCE FAIR
0
1
2
3-4
5
Student dresses accordingly and presents their project to judges. (50 pts)
Student does not attend Science Fair
Student attends Science Fair
Student attends Science Fair but does not behave professionally
Student attends Science Fair but does not dress accordingly
0
25
25
25
Student attends Science Fair and dresses accordingly 50
Major Grade; Total points (100 pts)
** Guidelines based from Science and Engineering Fair of Houston (SEFH) http://hunstem.uhd.edu/SEFH/documents/ruleguid09.pdf
38