Welcome to your 7th grade Science Fair project!
All students in 7th grade are required to complete a Science Fair project to turn in
to their science teacher. From there, a number of students will be chosen to compete in
the Woodland Middle School Science Fair. If a student does well at the school fair, they
may be eligible for the regional and then state fair.
Before we get ahead of ourselves, let’s talk about what a Science Fair project is. A
completed Science Fair project consists of three things: a display board, a written report,
and an oral presentation. We will go over all of the components of the project in class,
however it will be up to you to perform your experiment as well as complete the final
stages of the project at home.
You will need to follow the scientific method when creating your Science Fair
project. Following the steps below will help you stay organized and will make
completing your project a snap.
1) Select a topic
2) Research your topic
3) Develop your purpose or problem
4) Write your hypothesis
5) Identify your variables
6) List your materials
7) Write your procedure
8) Conduct your experiment
9) Record your results
10) Write the conclusion
11) Organize your written report
12) Create your display board
13) Write and practice your oral presentation
Templates for each section of the Science Fair project can be found on both the "Student"
and "Parent" pages on the Woodland Middle School website under "Science Fair".
Or you can find them at the website below:
http://www.dist50.net/middle/parents/Pages/ScienceFair.aspx
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Project Timeline
Use this timeline to keep on schedule!! It’s easy to procrastinate! Don’t fall into the trap!
Each school day your project is late it drops one letter grade.
Project Due Date:_______________
The following Sections are 25% of your Third Quarter Grade
_____________
Pick Topic
____________
Identify sub-topic/ Complete Web.
____________
References/Notes
_____________
Rough Draft-Review of Literature/Reference Page
_____________
Purpose
____________
Variables & Hypothesis
____________
Materials
____________
Procedures
The following sections are 25% of your Fourth Quarter Grade
____________
Results
____________
Conclusion
____________
Final Review of Literature/Reference page
____________
Final Paper
____________
Display Board
____________
Oral Presentation
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Step 1: Select a Topic
A Science Fair project is a test you do to find an answer to a question. Therefore,
your Science Fair project should start with a question. What have you always wondered
about? What areas of science interest you? What are your hobbies? What sports do you
play? Let’s do some brainstorming. In the space below, think of a few project ideas that
may interest you. If you are having trouble coming up with ideas, use the books in class
or the ideas on the following pages as inspiration.
Possible Science Fair Topics
1)
2)
3)
*Since your experiment must be completed at home, you must get permission before you
can finalize your topic. Once you have done that, write your finalized Science Fair topic
below.
Finalized Science Fair Topic
1)
3
Sample Project Ideas
1) How much salt does it take to float an egg in water?
2) What kid of juice cleans pennies the best?
3) Which dish soap makes the most bubbles?
4) Which brand of raisin bran has the most raisins?
5) How long will it take a drop of food coloring to color a glass of water?
6) Does warm water freeze faster than cool water?
7) Do different types of apples have the same number of seeds/
8) Will bananas brown faster on the counter or in the fridge?
9) In what type of soil do plants grow best?
10) Does temperature affect the growth of plants?
11) Do bigger seeds produce bigger plants?
12) Do different vegetables have the same amount of starch?
13) Which brand of popcorn has the least number of unpopped kernels?
14) Do different amounts of light affect the growth of plants?
15) Does adding salt to a plant affect its growth?
16) Does music affect plant growth?
17) What is the affect of chlorinated water on plant growth?
18) Does the temperature of a seed affect it’s ability to grow?
19) Do plants grow bigger in soil or water?
20) Do microwaved foods cool faster than baked foods?
21) What factors affect the rate of fruit ripening?
22) What is the percentage of water in different fruits and vegetables?
23) Will vitamins affect the growth of a plant?
24) Under what color do plants grow the best?
25) Do different cooking methods affect the pH of foods?
26) Which design of paper airplane will fly the farthest?
27) Which material can conduct the most electricity?
28) Does the mass of an object affect how fast it rolls down a ramp?
29) Does the size of a magnet affect how string it is?
30) Does the shape of a parachute affect how long it stays in the air?
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Safety Guidelines
Keep the following safety guidelines in mind when choosing your topic.
1) Do not treat human subjects or warm-blooded animals in any way that is hazardous.
2) Only give human subjects what is considered a normal serving of food or drink.
3) Do not collect cultures from anything that was touched by a person or other
warm-blooded animal. You may purchase cultures from biological suppliers.
4) Do not collect blood for your project. You may purchase or obtain blood from a
blood bank, hospital, or laboratory.
5) If human subjects are asked to exercise, they must have a physical on file.
6) Do not change an organism’s environment if it would cause stress.
7) Food and water may not be withheld from an animal if it would cause undue stress.
8) Students should always wear eye protection and gloves when working with any
chemical or an open flame.
9) If possible, students should work with chemicals under the supervision of a chemist.
10) Dispose of chemicals in accordance with state and federal regulations.
11) Electrical apparatus that operates with 115-volt current should conform to the
National Electrical Code. Consider the use of low-voltage batteries.
12) Student experimenters should be shielded from radiation. Radioactive materials may
not be used.
13) Do not display animals, syringes, cultures, glass, open flames, heating units, or
chemicals.
14) Projects on radiation must not be hazardous to the public when displayed.
15) Exceptions to the rules may be made if the student requests approval for a project
from IJAS.
Other guidelines can be found on the Illinois Junior Academy of Science website.
www.ijas.org
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“Aim High”
Are you interested in competing in the Woodland School science fair? If so,
follow these guidelines to create a competition worthy project.
School Fair
Best in Category
Review of Literature
5-8 pages
References
5 plus
8-10 pages from varied
sources
8-10
Experimental Approach
5-10 trials or 50 people
surveyed
10 trials and minimum
50 people surveyed
To receive a Special Award you might want to choose a topic focused on:
-Solving real world problems
-Environmental issues
-Health
-Physics
-Water
-Hearing/Ears
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Step 2: Research
Now that you have identified your topic, it is time to research. Research is the process of
collecting information for your Review of Literature. The Review of Literature is just a fancy
name for a research paper. This research will help you understand the topic, develop your
problem and hypothesis statement, and design your experiment. How much research will you
need? A lot! All of the research you gather will be used to write the Review of Literature,
which will provide background information for you and the readers.
*Your Review of Literature must be at least two full pages in length and you must
have at least three different sources for your Reference List.
*One of your sources must be from a print source.
(newspaper, magazine, book etc.)
Formatting Rules
1. The font must be size 12. Anything bigger is unacceptable.
2. Do not put your text in bold.
3. Double space your paper if you are typing it. Typing is NOT mandatory.
4. The title of your paper must be no larger than 12 point. It should be titled “Review of
Literature”.
5. Indent the beginnings of your paragraphs.
6. Do not skip lines between paragraphs.
General Hints
1. Do not mention your experiment. This is strictly background information.
2. Alphabetize your sources in the reference list.
3. Make sure your sources are cited correctly in your reference list. Use your packet or your
assignment notebook if you need help.
4. Reread your sentences to make sure they make sense.
5. Write all numbers out in words. Use the word three instead of writing the number 3.
6. Do not abbreviate words. Write out United States instead of U.S. or temperature instead of
temp.
7. Make sure your paper is in your own words. If you are plagiarizing you will receive a zero.
8. Add citations to your paper. If you have quotation marks you have to let the reader
know where that quote came from.
9. Don’t use words like “I”, “me”, “my”, or “we” in your paper.
7
Step 2: Research Web
The web below will help you to brainstorm research ideas before you write your
Review of Literature. The web includes the main topic in the center and then subtopics
around the outside. Subtopics are research ideas that will become the paragraphs in your
Review of Literature.
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LRC Science Fair Resources
The LRC has several difference resources available to help you research and write
your Review of Literature. First you need to access the LRC website. The link can be
found on both the “Student” or “Parent” pages on the Woodland Middle School website.
Scroll to the bottom of the page to find the links that can be used for your Science Fair
project.
Research Links:


1) SIRS Discover:
Username: IL2475H
Password: 60030
2) Encyclopedia Britannica (if used from home):
Username: woodlandmid
Password: access
Reference List Link:
Username: firstnamelastname@school.net
Password: wildcat
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Format Hints for Reference List
**All citations must be in APA format.
*Citations for the most common types of resources are listed below. If you have a source
that is not listed below, you can use your assignment notebook, Easy Bib, other Internet
citation resources, or our own LRC resources for help.
Encyclopedia
Title of article with only the first letter capitalized. (Year of Publication). Title of Encyclopedia
with all words capitalized. City and State of Publication: Name of Publisher.
Example:
Plants. (2008). World Book Encyclopedia. Chicago, IL: World Book.
Electronic Source- World Wide Web Page
Author/editor (if known). (Revision or copyright date, if known). Title of Page. Publication,
Page number(s). Retrieved Date, from protocol: Site/Path/File.
Examples:
Manuka Honey USA Home Page. (2006). Retrieved July 25, 2007 from Manuka Honey USA
Web Site: http://www.manukahonetusa.com.
Goizueta, R.C. (1996, February 26). Annual report to share owners. Retrieved July 24, 2007,
from Coca-Cola Company Web site: http://www.cocacola.com/co/chairman.html
Huang, G. (2007, March 17). Tiny organisms remember the way to food. New Scientist.com,
Retrieved July 25, 2007, from http://www.newscientist.com/article/dn11394-tiny-organismsremember-the-way-to-food.html/
10
Book Source
One Author:
Author’s Last Name, First Initial. (Date of publication). Title of book with only the first letter
capitalized. City and state of publication: name of publisher.
Example:
Arnheim, R. (2001). Art and visual perception. Berkeley, CA: University of California Press.
Multiple Authors:
First Author’s Name, First Initial., Second’s Author’s Name, First Initial., (Up to six authors).
(Date of publication). Title of book with only the first letter capitalized. City and state of
Publication: name of publisher.
*Authors should be listed in alphabetical order.
Example:
Festinger, L., Rieken, H., & Schachter, S. (2003). When prophesy fails. Minneapolis:
University of Minnesota Press.
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Science Fair Review of Literature Outline
I. Introduction
A. Lead _____________________________________________
B. First topic _________________________________________
C. Second topic _______________________________________
D. Third Topic _______________________________________
E. Closing ___________________________________________
II. Paragraph two
A. First Topic _________________________________________
B. Detail #1___________________________________________
___________________________________________
C. Detail #2 ___________________________________________
___________________________________________
D. Detail #3 ___________________________________________
___________________________________________
E. Transition to next topic ________________________________
III. Paragraph three
A. Second Topic ______________________________________
B. Detail #1___________________________________________
___________________________________________
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C. Detail #2 ___________________________________________
___________________________________________
D. Detail #3 ___________________________________________
___________________________________________
E. Transition to next topic ________________________________
IV.
Paragraph four
A. Third Topic _______________________________________
B. Detail #1___________________________________________
___________________________________________
C. Detail #2 ___________________________________________
___________________________________________
D. Detail #3 ___________________________________________
___________________________________________
E. Transition to next topic ________________________________
V. Conclusion
A. In conclusion ________________________________________
B. Three Topics Summarized _____________________________
___________________________________________________
C. Clever, final statement _________________________________
13
Step 3: Purpose
The purpose of an experiment tells the reader why you are doing your experiment.
It is a clear statement that says what you hope to find out from the project. The purpose
statement is always written in a particular format. Every time you write a purpose it
should start with the following sentence lead-in:
The purpose of this experiment is to…
EXAMPLE:
The purpose of this experiment is to determine the affect of different fertilizers on plant
growth.
Write the purpose of your experiment below.
The purpose of this experiment is to determine________________________________
________________________________________________________________________
14
Step 4: Variables
*Variables are conditions of the experiment that are changed, measured, or kept the same.
Independent Variable (IV) - The variable that is changed by the experimenter and is the thing
being tested. Example: the type of fertilizer used when growing a plant.
Dependent Variable (DV) - The measure of change. This is what you are measuring or looking
for as the result of your experiment. Example: the height of the plant.
Controlled Variable- The conditions of the experiment that are kept the same throughout the
experiment. Example: the type of seed and amount of soil used.
Control Group- The group in the experiment that represents normal conditions. Not all
experiments will have a control group. Example: a plant grown without fertilizer.
What is the INDEPENDENT VARIABLE (IV ) for your experiment?
_____________________________________________________________
What is the DEPENDENT VARIABLE (DV) for your experiment?
_____________________________________________________________
What are three CONTROLLED VARIABLES for your experiment?
_____________________________________________________________
Do you have a CONTROL GROUP? _____________
If so, what is it? ________________________________________________
15
Step 5: Hypothesis
A hypothesis is an educated guess of what you expect the results of your
experiment to be. It is a prediction of what you think is going to happen in your
experiment. A hypothesis must be written as an “If-then-because” statement. It should
be written based on the information you have gathered so far.
When writing your hypothesis, the “if” portion should refer to what you will be
doing in your experiment. The “then” portion should state what you think will occur, and
the “because” explains why you think this will happen.
EXAMPLE:
If plants are grown with different fertilizers, then the plant given MiracleGrow will
grow the tallest because it has the highest nitrogen content.
Write your hypothesis below.
If (IV)__________________________________________________________________
________________________________________________________________________
then (DV)_______________________________________________________________
________________________________________________________________________
because (why)____________________________________________________________
________________________________________________________________________
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Step 6: Materials
The materials list is simply a list of all of the materials you used in order to perform your
experiment. You need to make sure you list EVERYTHING you used. Exact amounts and sizes
of your materials need to be listed in METRIC units. Be very specific and include brand
names of items if necessary.
Example:
1) Nine terra cotta pots of the same size
2) Two liters of water
In the space below, list all of the materials you used in your experiment. You may have to add
materials to your list as you are doing your experiment.
1) _____________________________________________________________________
2) _____________________________________________________________________
3) _____________________________________________________________________
4) _____________________________________________________________________
5) _____________________________________________________________________
6) _____________________________________________________________________
7) _____________________________________________________________________
8) _____________________________________________________________________
9) _____________________________________________________________________
10) ____________________________________________________________________
11) ____________________________________________________________________
12) ____________________________________________________________________
17
Correct Metric System Usage
Quantity measured
Time
Unit
millimeter
centimeter
meter
kilometer
milligram
gram
kilogram
metric ton
second
Symbol
mm
cm
m
km
mg
g
kg
t
s
Temperature
degree Celsius
°C
m²
ha
km²
mL
cm³
L
m³
m/s
km/h
kg/m³
Force
square meter
hectare
square kilometer
milliliter
cubic centimeter
liter
cubic meter
meter per second
kilometer per hour
kilogram per cubic
meter
newton
Pressure, stress
kilopascal
kPa
watt
kilowatt
kilojoule
megajoule
kilowatt hour
W
kW
kJ
MJ
kW·h
ampere
A
Length, width,
distance, thickness,
girth, etc.
Mass
Area
Volume
Speed, velocity
Density
Power
Energy
Electric current
18
N
Approximate Conversions from English to Metric Measurements
Symbol
When You
Know
Multiply By
To Find
Symbol
centimeters
meters
meters
kilometers
cm
m
m
km
LENGTH
in
ft
yd
mi
inches
feet
yards
miles
2.54
0.305
0.914
1.61
AREA
2
in
square inches
645.2
ft2
square feet
0.093
yd2
ac
square yard
acres
0.836
0.405
mi2
square miles
2.59
square
millimeters
square
meters
square
meters
hectares
square
kilometers
mm2
m2
m2
ha
km2
VOLUME
tsp
tbsp
fl oz
c
gal
ft3
yd3
teaspoon
tablespoon
fluid ounces
cups
gallons
cubic feet
cubic yards
4.93
14.79
29.57
.237
3.785
0.028
0.765
milliliters
milliliters
milliliters
liters
liters
cubic meters
cubic meters
mL
mL
mL
L
L
m3
m3
grams
kilograms
megagrams
(or "metric
ton")
g
kg
Mg (or "t")
MASS
oz
lb
T
ounces
pounds
short tons
(2000 lb)
28.35
0.454
0.907
TEMPERATURE
o
F
Fahrenheit
(F-32) x 5 / 9
19
Celsius
o
C
or
(F-32) / 1.8
Step 7: Procedure
Your procedure is a step-by-step set of instructions that lets someone know how you
performed your experiment. The reader should be able to replicate your experiment exactly
by reading your procedure. Each step should be specific and written in command form. Think
of a recipe or instructions for putting something together.
Write your procedure below.
1.____________________________________________________________________________
2.____________________________________________________________________________
3.____________________________________________________________________________
4.____________________________________________________________________________
5.____________________________________________________________________________
6.____________________________________________________________________________
7.____________________________________________________________________________
8.____________________________________________________________________________
9.____________________________________________________________________________
10.___________________________________________________________________________
11.___________________________________________________________________________
12.___________________________________________________________________________
13.___________________________________________________________________________
14.___________________________________________________________________________
15.___________________________________________________________________________
20
16.___________________________________________________________________________
Step 8: Results
At this point, you are ready to perform your experiment. It is important that you
keep your data organized so it will be easier for you to analyze your results and write
your conclusion.
Helpful Hints:
*You will need to have at least three experimental groups and perform at least three for
each experimental group. This means you will be performing your experiment at least
nine times. You may always have more groups or perform more trials.
*Record all of your measurements in a data table.
*If you use humans as test subjects for your experiment refer to them as Student A, B, C
or Student 1, 2, 3. Do not use their names.
*Use the same materials and procedure for each trial.
*Use the same measuring device and units for each trial.
*Be sure to calculate the average for each experimental group.
*Record all observations during the experiment, things that happen, problems
encountered, and errors made. These will be helpful when you have to identify
experimental error in the conclusion.
*Take pictures at various times while conducting the experiment. Since no other
experimental items/samples are to be displayed these pictures can be used on your
display board.
*Data tables and graphs may be done by hand or on the computer.
*Everyone must have at least one data table and one graph for their project. You can
always have more than one data table or graph.
21
*After making the data tables and graphs, summarize the information gathered in a brief
statement or paragraph.
Step 8: Results-Data Table
Your data table must include the following things:
1)
2)
3)
4)
5)
6)
A title
Statement introducing your data table
What is being measured
Units (metric)
Space for data from the experiment
A statement following your data table highlighting the most important information
discovered.
Example:
Plant Height in Centimeters
A comparison of plants grown with different fertilizers and their height is shown in table one.
Table One:
Miracle Grow
Scotts
Water Only
Plant 1 (cm)
5
10
7
Plant 2 (cm)
4
10
8
Plant 3 (cm)
6
7
8
Average (cm)
5
9
7.67
According to the above data the plants that were grown with Scotts fertilizer grew the best.
Plants grown in water grew the next highest, followed by plants grown with MiracleGrow.
Use the space below to draw your data table.
22
Step 8: Results- Graph
Use the data from your data table to answer the following questions:
1) Will a bar graph or a line graph better represent the data you collected?
_____________________________________________________
How to pick a graph?
 Bar graph is used for comparing groups and one group is a category and not a number.
 Line graph is used if the independent variable is numerical, and a trend (upward or
downward) is indicated. Shows changes over time.
Every graph must have the following components:
1) A title
3) Units
2) Labeled axis: Y axis (vertical) DV and X axis (horizontal) IV
4) Data
2) What is a possible title for the graph?
_____________________________________________________________
3) What are the variables on the x-axis and y-axis going to be?
(Example: x-axis = fertilizer type and y-axis = plant height)
_____________________________________________________________
4) What are the units for the variables?
(Example: x-axis = no unit for fertilizer type and y-axis = centimeters)
_____________________________________________________________
23
*Use your answers to the above questions to sketch a rough draft of your graph. Final
graphs can be done on the computer or neatly by hand.
*You will need 2 copies of your graph and data table: one for the display board and one
for your written paper.
24
25
Step 9: Conclusion
Using the data, graphs, and observations develop a conclusion that addresses your
hypothesis. The conclusion represents what you actually learned by conducting the
experiment. Suggestions for improvement in experimental design and a statement of the
importance of the experiment should also be included.
If your results DO NOT support your hypothesis:
-DON’T change your hypothesis.
-DON’T leave out experimental results that do not support your hypothesis.
-DO give possible reasons for the difference between your hypothesis and the
experimental results.
-DO give ways that you can experiment further to find a solution.
-DO include experimental error when writing your conclusion.
*Experimental errors can be caused by a number of factors such as the person
doing the measuring, the instrument used, or environmental conditions at the time
of experimentation.
If your results DO support your hypothesis:
-State that your hypothesis was correct.
-Give evidence from your experiment to show how your hypothesis was correct.
Example:
My hypothesis stated that the fertilizer MiracleGrow will make plants grow the
tallest. My experimentation does not support my hypothesis. The results for my
experiment show that the average growth for the plants grown with MiracleGrow was
five centimeters. This was less than the plants grown with Scotts fertilizer which had an
average growth of nine centimeters and the plants grown with water which was 7.67
centimeters.
26
Step 9: Conclusion
Before writing your conclusion answer the following questions.
1) Using your experimental data, graphs, and your observations, was your hypothesis supported?
2) What data do you have that supports your answer to question 1?
3) How would you improve your procedure?
4) What problems did you encounter and what mistakes occurred?
5) What may have caused experimental error?
6) From your data and observations, what other things have you learned?
7) How is the knowledge you gained from this project important to you?
8) If you could continue experimenting, what would you test next?
27
Step 9: Conclusion
Paragraph 1: Use your answers from question 1 and 2 to write this paragraph. Make sure you
restate your hypothesis.
________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Paragraph 2: Use your answers from question 3, 4 and 5 to write this paragraph.
________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Paragraph 3: Use your answers from question 6, 7 and 8 to write this paragraph.
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Step 10: Written Report
Now that you have finished your experiment and written your conclusion it is time to put
it all together. The first step in doing that is preparing the written report. The written report is a
collection of all of the parts of your Science Fair project stapled together. Don’t be confused; it
must contain all of the steps you took to complete your project, not just your Review of
Literature.
There are a few forms that must be included in the written report as well as placed on the
display board. The section below will summarize the purpose of these forms.
Abstract- this needs to be the first page of your written report. It provides the reader with a
quick summary of your project. By reading the Abstract the reader will know what your
experiment was, how you performed it, and then what your results were. Everyone needs to
have an Abstract both on his or her board and in the written report.
Safety Sheet- this form explains any safety hazards you may have encountered during your
experiment. It also tells the reader any safety precautions you took to reduce hazards.
Everyone needs to have a Safety Sheet on both his and her display board and in the written
report.
Human as Test Subjects Endorsement- this form is needed by those students that used
humans in their experiment. You need to describe briefly how humans were used in the
experiment. This form should be included on both the display board and in the written report. If
you did not use humans, you DO NOT need this form.
Non-Human Vertebrate Endorsement- this form is needed by those students that used
animals in their experiment. You need to describe briefly how the animals were used in the
experiment. This form should be included on both the display board in the written report. If
you did not use animals, you DO NOT need this form.
Tissue Culture Endorsement- this form is needed by students doing a microorganism project
using tissue culture cell lines must complete this form. You need to describe briefly how the
microorganisms were used in the experiment and the source from which they were obtained.
This form should be included on both the display board in the written report. If you did not use
microorganisms, you DO NOT need this form.
Microorganism Endorsement- this form is needed by those students that used microorganisms
in their experiment. You need to describe briefly how the microorganisms were used in the
experiment. This form should be included on both the display board in the written report. If
you did not use microorganisms, you DO NOT need this form.
*Samples of these forms can be found on the following pages.
*Templates can also be found at http://www.dist50.net/middle/parents/Pages/ScienceFair.aspx
29
ABSTRACT
The Illinois Junior Academy of Science
This form/paper may not be taken without IJAS authorization.
CATEGORY
STATE REGION #
SCHOOL
IJAS SCHOOL #
CITY/ZIP
SCHOOL PHONE #
SPONSOR
MARK ONE:
EXPERIMENTAL INVESTIGATION
DESIGN INVESTIGATION
NAME OF SCIENTIST*
GRADE
NAME OF SCIENTIST
GRADE
NAME OF SCIENTIST
GRADE
NAME OF SCIENTIST
GRADE
* If this project is awarded a monetary prize, the check will be written in this scientist's name, and it will be his/her responsibility to
distribute the prize money equally among all participating scientists.
PROJECT TITLE
Purpose:
Procedure:
Conclusion:
1) Limit Abstract to 3 paragraphs (about 200 words or less). a) Purpose - what you set out to investigate; b) Procedure - how you did
it; c) Conclusion - based on your results. Label each paragraph.
2) Must be typed, single-spaced on the front of this form. Do not write on the back of this form.
3) Three copies of your complete paper are required at the State Science Project Exposition.
Four copies of your complete paper are required for the State Paper Session Competition.
This form must be used. This form must be displayed on the front of the exhibitor’s display board. It may be reduced to half a sheet of paper;
8.5 inches (vertical) X 5.5 inches (horizontal).
30
CATEGORIES
(For use on the Abstract)
Aerospace Science** ... is the science of the study and investigation of the Earth's atmosphere and outer
space. In the wide sense, it would include the design, manufacture, and operation of aircraft. Some
topics that fall within this division are the operation of rockets, guided missiles, anything related to
space travel, operation, and/or construction of satellites, observations of airflow patterns within tunnels,
and the use of navigational equipment.
Astronomy**... is the science dealing with all of the celestial bodies in the universe, including the
planets and their satellites, comets and meteors, the stars, and interstellar matter, the star systems known
as galaxies, and clusters of galaxies. Modern astronomy is divided into several branches: astrometry, the
observational study of the position and motions of these bodies; celestial mechanics, the mathematical
study of their chemical composition and physical condition from spectrum analysis and the laws of
physics; and cosmology, the study of the universe as a whole.
Behavioral Science*... is the science that studies the demeanor or deportment of humans and other
animals by means of observable response and the interpretation of the same as offered by the social
sciences, sociology, psychology, and so forth. Some topics that fall within this division are the effect of
stimuli on organisms and their responses, learning, motivation, emotion, perception, thinking,
individuality, personality, and adjustment.
Biochemistry*... is the branch of chemistry relating to the processes and physical properties of living
organisms. Topics that fall within the biochemistry division are the properties and reaction of
carbohydrates, lipids, proteins, enzymes, blood, urine, vitamins, hormones, poisons, and drugs. The
chemistry of absorption, digestion, metabolism, respiration, and photosynthesis as organic processes
also belong in this category.
Botany... is the division of biology that deals with plant structure, reproduction, physiology, growth,
classification, and disease. Some topics included in this category are specialization in plants, functions
of various plant structures, reproduction, and heredity.
Cellular and Molecular Biology*… is the study of the organization and functioning of the individual
cell; molecular genetics focusing on the structure and function of genes at a molecular level. Other
topics may include the structure and function of the immune system, innate and acquired immunity, and
the interaction of antigens with antibodies. Molecular biology concerns itself with understanding the
interactions between the various systems of a cell, including the interrelationships of DNA, RNA, and
protein synthesis and learning how these interactions are regulated.
Chemistry... is the science that deals with the structure, composition, and properties of substances and
of their transformations. Some topics included in this category are the composition of various
compounds, the formulation of various compounds, the study of gas laws, atomic theory, ionization
theory, and the analysis of organic and inorganic products.
Computer Science**... includes the study and development of computer hardware, software
engineering, Internet networking and communications, graphics (including human interface),
simulations/virtual reality or computational science (including data structures, encryption, coding, and
information theory). Topics in this category may include writing an original program and comparing it
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to an existing one, developing a new language and comparing it to an existing one, designing a network
system, testing computer speed and efficiency, overclocking, and so forth.
Consumer Science*... is the study of comparisons and evaluations of manufactured or commercial
products. Topics included in this category are taste tests, color preferences, quality control, and product
efficiency.
Earth Science... is the science concerned with the origin, structure, composition and other physical
features of the Earth. Some topics that fall within this division are geology (earth composition, rock
formation, fossils, minerals, and fossil fuel); geography (landforms, soils, classification of streams,
erosion, and sedimentation); oceanography (ocean waves, ocean currents, composition of ocean water
and coastal zone management); seismology; geophysics; and meteorology.
Electronics... is the branch of engineering and technology that deals with the manufacture of devices
such as radios, television sets, and computers that contain electron tubes, transistors, chips, or related
components. Topics in this category are circuits (electrical, electric digital and analog) for
communication such as radio,
radar, laser, transistor, television, and integrated circuits;
electricity; electric motors; solar cells and amplifiers.
Engineering... is concerned with the practical application of scientific knowledge in the design,
construction, and operation of roads, bridges, harbors, buildings, and machinery, lighting, heating, and
communication systems. Some topics in this category are stress testing of building materials, strength
composition of building materials, collection of data from operating systems to compare and contrast
their effectiveness.
Environmental Science... is the study of the protection and care of natural resources. Topics included
in this category are solar energy and its uses, water purification and usage, pollution control, soil
chemistry, and insecticides. Within this area is ecology, which is the study of ecological systems, and
ecological population studies.
Health Science*... is that science concerned with the study of the human body and good health
practices. Topics to be found under this category are proper diet, care of the teeth, care of the eyes, and
hygiene.
Materials Science... is the study of materials, nonmetallic as well as metallic, and, how they can be
adapted and fabricated to meet the needs of modern technology. Using the laboratory techniques and
research tools of physics, chemistry, and metallurgy, science is finding new ways of using plastics,
ceramics, and other nonmetals in applications formerly reserved for metals.
Mathematics**... is the science dealing with the measurement, properties, and relationships of
quantities as expressed in numbers or symbols whether in the abstract or in their practical connections.
Some topics included under mathematics are arithmetic (use of numbers, symbols, and numerical
systems); algebra (probability, theory of equations, progressions, permutations and combinations);
geometry (topology, study of geometric figures, similar figures, and scale drawings); calculus;
trigonometry; statistics; and graphing.
Microbiology*... is the branch of biology concerned with the study of microorganisms. Topics to be
found in this category are the structure and physiology of bacteria, viruses, yeasts, fungi, and protozoa,
and studies involving cells or tissues in cultures.
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Physics... is the science that deals with the laws governing motion, matter, and energy under conditions
susceptible to precise observation as distinct from chemistry or sciences dealing with living matter.
Topics found in the category of physics are hydrostatic force and pressure, gravity, Newton's Laws,
relativity, kinetic theory, motion forces, work, energy, sound, light, and magnetism.
Zoology*... is the science that deals with animals with reference to their structure, functions,
development, evolution, and classification. Some topics that fall within this category are structural and
functional studies of vertebrates and invertebrates, physiology, reproduction, heredity, and embryology.
* Projects in these categories may need an endorsement sheet(s). Please make sure that all safety
rules are followed, and that all endorsements are completed and displayed.
** A control group may not always be possible for projects in these categories; a comparison
among trials is acceptable.
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Safety Sheet
The Illinois Junior Academy of Science
Directions: The student is asked to read this introduction carefully, fill out the bottom of this sheet, and sign it.
The science teacher and/or advisor must sign in the indicated space.
Safety and the Student: Experimentation or design may involve an element of risk or injury to the student, test
subjects and to others. Recognition of such hazards and provision for adequate control measures are joint
responsibilities of the student and the sponsor. Some of the more common risks encountered in research are those
of electrical shock, infection from pathogenic organisms, uncontrolled reactions of incompatible chemicals, eye
injury from materials or procedures, and fire in apparatus or work area. Countering these hazards and others with
suitable controls is an integral part of good scientific research.
In the box below, list the principal hazards associated with your project, if any, and what specific precautions you
have used as safeguards. Be sure to read the entire section in the Policy and Procedure Manual of the Illinois
Junior Academy of Science entitled "Safety Guidelines for Experimentation" before completing this form.
Signed _______________________________________________________________________________
Student Exhibitor(s)
Signed________________________________________________________________________________
Sponsor*
*As a sponsor, I assume all responsibilities related to this project.
This Sheet Must Be Typed
This form must be displayed on the front of the exhibitor’s display board. It may be reduced to half a sheet of
paper; 8.5 inches (vertical) X 5.5 inches (horizontal).
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Humans as Test Subjects Endorsement
The Illinois Junior Academy of Science
These rules will be strictly enforced for the State Science Exposition.
No region should send a project to the State Exposition that does not meet these regulations.
Students and sponsors doing a human vertebrate project must complete this form. The signature of the student or
students and the sponsor indicates that the project was done within these rules and regulations. Failure to comply
with these rules will mean the disqualification of the project at the state level. This form must follow the Safety
Sheet in the project paper.
1. Humans must not be subjected to treatments that are considered hazardous and/or that could result in undue stress, injury, or death to the subject.
2. No primary or secondary cultures taken directly (mouth, throat, skin, etc.) or indirectly (eating utensils, countertops, doorknobs, toilets, etc.) will be
allowed. However, cultures obtained from reputable biological suppliers or research facilities are suitable for student use.
3. Quantities of food and non-alcoholic beverages are limited to normal serving amounts or less and must be consumed in a reasonable amount of time.
Normal serving amounts must be substantiated with reliable documentation. This documentation must be attached to the Humans as Test Subjects
Endorsement form. No project may use over-the-counter, prescription, illegal drugs, or alcohol in order to measure their effect on a person.
4. The only human blood that may be used is that which is either purchased or obtained from a blood bank, hospital, or laboratory. No blood may be drawn
by any person or from any person specifically for a science project. This rule does not preclude a student making use of data collected from blood tests not
made exclusively for a science project.
5. Projects that involve exercise and its effect on pulse, respiration rate, blood pressure, and so on are allowed provided the exercise is not carried o the
extreme. Electrical stimulation is not permitted. A valid, normal physical examination must be on file for each test subject. Documentation of same must be
attached to the Humans as Test Subjects Endorsement form.
6. Projects that involve learning, ESP, motivation, hearing, vision, and surveys require the Humans as Test Subjects form.
In this space, briefly describe the use of humans and assess the risk(s) to them in your project. Use the back of
this page if necessary.
The signatures of the student, or students, and sponsor below indicate that the project conforms to the above rules
of the Illinois Junior Academy of Science.
_________________________________________
_________________________________________
(Sponsor)
(Student)
_________________________________________
_________________________________________
(Date)
(Student)
This Sheet Must Be Typed
This form must be displayed on the front of the exhibitor’s display board. It may be reduced to half a sheet of
paper; 8.5 inches (vertical) X 5.5 inches (horizontal).
Check box if exception/approval letter is required and attached.
35
Non-Human Vertebrate Endorsement
The Illinois Junior Academy of Science
These rules will be strictly enforced for the State Science Exposition.
No region should send a project to the State Exposition that does not meet these regulations.
Students and sponsors doing a non-human vertebrate project must complete this form. The signature of the
student or students and the sponsor indicates that the project was done within these rules and regulations. Failure
to comply with these rules will mean the disqualification of the project at the state level. This form must follow
the Safety Sheet in the project paper.
1. The student and the sponsor have the responsibility to see that all animals have proper care in well-ventilated, properly lighted locations with proper
nutrition, proper temperature, adequate water, and sanitary surroundings. Care must be taken to see that the organisms are properly cared for during
weekends and vacation periods.
2. No primary or secondary cultures involving warm-blooded animals taken directly ( mouth, throat, skin, etc.) or indirectly (cage debris, droppings, etc.)
will be allowed. However, cultures purchased from reputable biological supply houses or research facilities are suitable for student use.
3. No intrusive or pain- producing techniques may be used. Included in these techniques would be things such as surgery, injections, taking of blood,
burning, electrical stimulation or giving of over-the-counter, prescription, illegal drugs, or alcohol to measure their effect.
4. No changes may be made in an organism’s environment that could result in undue stress, an injury, or death to the animal.
5. No vertebrates can be used as the independent or dependent variables in an experiment that could result in undue stress, an injury, or death to the animal.
6. For maze running and other learning or conditioning activities, food or water cannot be withheld for more than 24 hours. If the animal has a high
metabolic rate, then food or water cannot be withheld for a length of time that would produce undue stress on the animal.
7. Chicken or other bird embryo projects are allowed, but the treatment must be discontinued at or before ninety-six hours from fertilization.
8. Projects that involve behavioral studies of newly hatched chickens or other birds will be allowed if no changes have been made in the normal incubation
and hatching of the organism, and that all vertebrate rules are followed.
In this space, briefly describe the use of non-human vertebrates and assess the risk(s) to them in your project. Use
the back of this page if necessary.
The signatures of the student, or students, and sponsor below indicate that the project conforms to the above rules
of the Illinois Junior Academy of Science.
_________________________________________
_________________________________________
(Sponsor)
(Student)
_________________________________________
_________________________________________
(Date)
(Student)
This Sheet Must Be Typed
This form MUST be displayed on the front of the exhibitor’s display board. It may be reduced to half a sheet of
paper; 8.5 inches (vertical) X 5.5 inches (horizontal).
Check box if exception/approval letter is required and attached
36
Tissue Culture Endorsement
The Illinois Junior Academy of Science
These rules will be strictly enforced for the State Science Exposition. No region
Should send a project to the state exposition that does not meet these regulations.
Students and sponsors doing a microorganism project must complete this form. The signature of the student or students and the
sponsor indicates that the project was done within these rules and regulations. Failure to comply with these rules will mean the
disqualification of the project at the state level. This form must follow the Safety Sheet in the project paper.
1. This area of science may involve many dangers and hazards while experimenting. It is the sole responsibility of all
teacher(s)/sponsor(s) to teach students proper safety methods and sterile techniques.
2. The Illinois Junior Academy of Science prohibits the use of primary cell cultures taken from humans or other vertebrate
animals in any project because of the danger from unknown viruses or other disease-causing agents that may be present.
Established tissue culture cell lines that are characterized as requiring biosafety level 1 (BSL1) procedures and precautions
may be obtained from reputable suppliers and used in proper research settings. Cell lines requiring biosafety level 2 (BSL2)
procedures and precautions for use must have approval from IJAS prior to use OR be used in an established research facility.
3. Experiments using tissue culture cell lines must be conducted in a laboratory such as science classroom or research facility.
4. Projects involving tissue culture should be done with the help of a professional and should comply with the standards and
principles for biological safety.
5. Experiments using tissue culture, including the culture of insect cells, with viruses and/or recombinant DNA must also
follow the rules and regulations for these agents; one endorsement sheet detailing use of these agents together is acceptable.
6. All cultures should be destroyed by methods such as autoclaving or with a suitable NaOCl (bleach) solution before disposal.
In this space, identify and briefly describe the use of tissue culture cells in your project. Include the published name, source
from which they were obtained, brief experimental procedure uses, safety precautions taken, disposal practices, and so forth.
Use the back of this page if necessary.
The signatures of the student or students and sponsor below indicate that the project conforms to the above rules of the
Illinois Junior Academy of Science.
_________________________________________
(Sponsor)
_________________________________________
(Date)
__________________________________________
(Student)
_________________________________________
(Student)
This sheet must be typed.
This form must be displayed on the front of the exhibitor’s display board. It may be reduced to half a sheet of paper; 8.5
inches (vertical) X 5.5 inches (horizontal).
Check box if exception/approval letter is required and attached
37
Microorganism Endorsement
The Illinois Junior Academy of Science
These rules will be strictly enforced for the State Science Exposition.
No region should send a project to the State Exposition that does not meet these regulations.
Students and sponsors doing a microorganism project must complete this form. The signature of the student or
students and the sponsor indicates that the project was done within these rules and regulations. Failure to comply
with these rules will mean the disqualification of the project at the state level. This form must follow the Safety
Sheet in the project paper.
1. This area of science may involve many dangers and hazards while experimenting. It is the sole responsibility of all teacher(s)/sponsor(s) to teach students
proper safety methods and sterile techniques.
2. The Illinois Junior Academy of Science prohibits the use of primary or secondary cultures taken from humans or other vertebrate animals in any project
because of the danger from unknown viruses or other disease-causing agents that may be present. Pure cultures of microorganisms known to inhabit
vertebrate animals may be obtained from reputable suppliers and used in proper settings.
3. Microorganism experiments must be conducted in a laboratory such as science classroom or research facility.
4. Projects involving viruses and recombinant DNA should be done with the help of a professional and should comply with the National Institutes of Health
(NIH) Guidelines unless the project is limited to a kit obtained from a legitimate supply house.
5. All cultures should be destroyed by methods such as autoclaving or with a suitable NaOCl (bleach) solution before disposal.
In this space, identify and briefly describe the use of microorganisms in your project. Use the back of this page if
necessary.
The signatures of the student or students and sponsor below indicate that the project conforms to the above rules
of the Illinois Junior Academy of Science.
_________________________________________
(Sponsor)
__________________________________________
(Student)
_________________________________________
(Date)
_________________________________________
(Student)
This Sheet Must Be Typed
This form must be displayed on the front of the exhibitor’s display board. It may be reduced to half a sheet of
paper; 8.5 inches (vertical) X 5.5 inches (horizontal).
Check box if exception/approval letter is required and attached.
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Written Report Checklist
Use this checklist to put your written report in the proper order.
________ Abstract: First page of the paper. No page number.
________ Safety Sheet: Second page of the paper. No page number. Signed
by student and teacher.
________ Endorsements: Add Human, non-human, tissue culture, or microorganism
endorsements if needed. Third page of the paper and signed by student and
teacher.
________ Title Page: No page number. Includes your name, the title of your project,
school, and grade level.
________ Table of Contents: No page number.
________ Acknowledgements: Label as page number 1. Thank anyone that has
helped you with your project.
________ Purpose, Variables, and Hypothesis: Label as page 2.
________ Review of Literature: Label starting with page 3.
________ Materials: Label with the page number that follows your review of
literature.
________ Procedure: Label with page number.
________ Results: Label with page number. data tables should come first,
followed by any graphs and your written explanation.
________ Conclusion: Label with page number.
________ Reference List: Label with page number.
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Step 11: Display Board
As part of your registration fees, you paid for a Science Fair display board. These
will be ordered and delivered in class. There is no need to purchase a display board on
your own.
Helpful Hints:
DO pick a brief but descriptive title
DO check for correctness of spelling
DO make it neat and easy to read
DO make it bright and colorful
Here is an example of what your display board should look like.
Purpose
Title
Variables
Hypothesis
Tables
Graphs
Materials
Pictures
Procedures
Written
results
Conclusion
Abstract
Safety Sheet
Human/Nonhuman
Endorsement
in that order
Stickers
Art work
Pictures
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Paper and Board Checklist
“What Goes Where”
Abstract
Safety Sheet
Endorsements
Title Page
Table of Contents
Acknowledgements
Purpose and Hypothesis
Controls and Variables
Review of Literature
Materials
Procedure
Results
Conclusion
Reference List
Paper
Display Board
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
NO
NO
NO
YES
YES
NO
YES
YES
YES
YES
NO
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Step 12: Oral Presentation
The last step in your science fair project is to prepare and give your oral
presentation. You will stand up in front of your class with your display board and
explain your project to the rest of the class. There are ten items that you must include in
your oral presentation. It is important that you write each of these items on a
separate note card so you can refer to them as you are giving your presentation.
The items are listed and described below.
1) Introduction- Introduce yourself by stating your name and the title of your
project.
2) Acknowledgements- Thank anyone that helped you with your project.
3) Purpose- State the purpose of your project. Use the proper sentence lead-in.
4) Hypothesis- State your hypothesis. Make sure you say it in the “If…then”
format.
5) Background Information- Provide your listeners with a little bit of background
information from your review of literature. Pick a few key points that will
help the listeners understand your project a little bit better.
6) Procedure- Explain to the listeners how you performed your experiment.
7) Results- Explain what you discovered as a result of your experiment. Go over
your data and give an explanation of your graphs.
8) Conclusion- Tell you listeners if your hypothesis was supported or not. Go
over any problems you encountered and name any sources of experimental
error. Finally, tell your audience what you learned.
9) Future Plans- Wrap up your presentation by letting the audience know what
you would do next if you had to keep experimenting.
10) Ask for audience questions- End your presentation by asking if anyone has
any questions.
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