PERFORMANCE-BASED
INSTRUCTION THROUGH SCIENCE
FAIR PROJECTS
Science Office
Department of Curriculum and Instruction
Prince George's County Public Schools
7690-3227
TABLE OF CONTENTS
SECTION I - INFORMATION FOR TEACHERS
Parts of a Science Fair Project..........................................................................................
Parts of Science Fair Project Overheads .........................................................................
Understanding Variables ..................................................................................................
Demonstration for Variables ............................................................................................
Science Fair Practice Activities using AIMS (K-3) ............................................................
Science Fair Practice Activities using AIMS (4-6) .............................................................
Science Fair Project Ideas................................................................................................
Strategy for Generating Science Fair Topics ....................................................................
Teacher and Student Resources ......................................................................................
Science Fair Project Display Information............................................................................
3
5
11
12
13
16
20
22
25
27
SECTION II - STUDENT ACTIVITY PAGES
Identifying a Good Question .........................................................................................
Know Your Variables......................................................................................................
Writing A Hypothesis.....................................................................................................
Writing a Procedure........................................................................................................
Designing a Data Collection Table................................................................................
Making Bar and Line Graphs.........................................................................................
Drawing a Conclusion....................................................................................................
Experiment Graphic Organizers.....................................................................................
Scoring Tools for Parts of a Science Fair Project...........................................................
29
31
33
34
36
38
41
44
49
SECTION III - SAMPLE BACKBOARD PROJECTS
What Effect does Adding Soap to Water Have on the Number of Drops that Can Be Placed on a Penny?.......
55
What Kind of Container Will Allow Hot Water to Retain Its Heat Longer?............................................ 56
Does the Length of a Ramp Affect the Amount of Force Needed to Pull a Load?.................................. 57
Does the Length of a Pendulum Affect the Number of Swings it Makes in 10 seconds?....................... 58
Does the Weight (Mass) of a Pendulum Affect the Number of Swings it Makes in 10 Seconds?........... 59
How Far Will a Balloon Rocket Travel Along Pathways Made of Different Materials?........................... 60
How is the Bounce Height of a Ball Related to the Height From Which the Ball is Dropped?................ 61
What Effect Do Surfaces Have on How High a Ball Will Bounce?....................................................... 62
How Does the Amount of Stretch of a Rubber Band Affect the Distance the Rubber Band Will Travel? 63
Does the Height From Which a Drop of Water Falls Affect the Diameter of the Splash the Drop Makes? 64
Does Temperature Affect the Dissolving Time of a Solid in a Chemical Reaction?.............................. 65
Does the Particle Size of a Solid Affect It's Dissolving Time in a Chemical Reaction?......................... 66
Do the Number of Wire Wraps Around a Nail Affect the Strength of an Electromagnet?...................... 67
Does the Height of a Ramp that a Marble Rolls Down Affect the Distance the Marble Will Roll?......... 68
What Type of Material Repels Water the Best?.................................................................................... 69
Performance-Based Instruction Through Science Fair Projects
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About This Document
This publication was written to help teachers direct their students through each step of the
scientific method and to help students develop the scientific, mathematical, writing, and thinking
skills necessary to complete a successful science project. Although the main focus of this
document is on developing a science fair project, the information contained within is also essential
for student understanding of the scientific method in relation to instruction and learning in their
regular classroom.
Science fair projects are an important part of the science curriculum. They give each student an
opportunity to utilize a problem solving strategy and demonstrate their understanding of the
scientific method. Science fair projects for students should be a natural flow from instruction they
have received in science class. Subsequently, teachers need to teach the process of science and
the skills necessary to do this process along with science content.
Organization of Publication
This publication is organized into three sections:
•
Section I - This section contains background information for teachers on the parts of a
science fair project, summary pages that can be used as overheads, suggested
demonstrations and practice activities, and a resource list of teacher and student
materials.
•
Section II - This section contains student activity pages. These pages should only be
used with students after the concepts applied in them have been developed with
students. They should be used in conjunction with hands-on experiments the students
are conducting - see section III. Scoring tools are included at the end of the section that
can be used by both students and teachers to assess understanding of the skills
performed.
•
Section III - This section contains sample backboard projects that are hands-on
experiments to use directly in the classroom with students. These activities give students
the opportunity to identify the various types of variables, collect quantitative data, use
repeated trials to obtain valid data, analyze data in the form of a bar of line graph, and
write a comprehensive conclusion.
Performance-Based Instruction Through Science Fair Projects
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PERFORMANCE-BASED
INSTRUCTION THROUGH SCIENCE
FAIR PROJECTS
SECTION I
INFORMATION FOR TEACHERS
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PARTS OF A SCIENCE FAIR PROJECT
QUESTION:
Good science investigations begin with a question. This question often asks "what if", "how" or
"what effect something will have". The question should be one that can lead to an experiment
which will yield either quantitative or qualitative data. A question that is well written will often
identify the independent variable in the experiment (see procedure section below).
HYPOTHESIS:
A hypothesis is an attempted answer to the question being investigated. The hypothesis attempts to
predict the outcome of the experiment and suggests a possible reason(s) for this outcome. The hypothesis
should be based on prior knowledge or observations and is proven true or untrue by the investigation.
MATERIALS:
Materials used in the experiment need to be listed in specific amounts and sizes. (Example - three
5-gram weights) This allows other people to replicate (repeat) the experiment exactly to see if they
get the same results. This process is called verification.
PROCEDURE:
The procedure used in an experiment must be written in a clear, sequential manner in order to
allow someone else to follow the same steps to replicate the experiment. Numbering the steps
followed in the procedure is helpful to someone who is reading the procedure. In determining the
procedure that will be used in the investigation the factors that will affect the outcome of the
experiment, called variables, must be identified and controlled. There are three types of variables
that must be considered:
•
Independent variable (manipulated variable) - the factor that will be intentionally changed
during the experimental procedure in order to find out what effect it has on something else. An
example of an independent variable is using different lengths of string to construct a pendulum
in order to observe the effect the length of the string has on the swing of the pendulum.
•
Dependent variable (responding variable) - the factor that is observed and measured to see
if it is affected by the change made in the independent variable. An example of a dependent
variable is the number of swings the pendulum makes when the length of its string is changed.
•
Variables that are controlled - the factors in the experiment that must be kept exactly the
same to make sure that they are not having any effect on the dependent variable. Variables
that would need to be controlled in the pendulum experiment would be the mass of the
pendulum, the type of string, and the release height of the pendulum.
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RESULTS:
The results of the experiment include the measurements taken and observations made as well as
a written explanation of the outcome. Data that are observed or measured during the experiment
should be recorded as the experiment is conducted. The best format to collect data is called a
data collection table. When constructing a data collection table, it should be remembered that
repeated trials of the experiment must be conducted to obtain valid results. Data can then be
analyzed and graphed. A statistical analysis of the collected data to include the mean, median,
mode, and range can be completed where appropriate. It is helpful to present the data in the form
of a graph so that the data illustrated can easily be interpreted. The two most commonly used
types of graphs for science experiments are detailed below.
Bar graphs are used to display discrete data, or data that is distinct and separate from other
information. Data shown on a bar graph often reflect measured or counted amounts. For
example, the average number of drops of plain water versus the average number of drops of
soapy water that will fit on a penny would best be shown on a bar graph. The bars drawn on a bar
graph must all be the same width and are separated by spaces in between them.
Line graphs are used to display continuous data, or data that goes on without a stop or break.
Experiments that have dependent (responding) variables involving temperature, time, or distance
will usually yield data that should be graphed as a line graph. Line graphs are useful to analyze
relationships among collected data. In particular, line graphs can show trends in data - increasing,
decreasing, or staying the same. The dissolving time of a solid in a range of different
temperatures would be an example of data best displayed on a line graph.
The independent (manipulated) variable is usually represented on the horizontal (x) axis of a graph
and the dependent (responding) variable is represented on the vertical axis of a graph. The graph
should also have:
• numbers in even intervals (1's, 2's, 5's, 10's, 100's, etc.)
• labels for both the horizontal (x) and vertical (y) axes
• a title that reflects the information that is being represented on the
graph
CONCLUSION:
A conclusion has four parts:
1. It should reflect back on the original hypothesis and state whether it was supported or not.
2. It should answer the original question that started the investigation and include results used
as the basis for that conclusion.
3. It should include inferences that can be made from the results of the experiment.
4. It should include any additional questions that could be investigated or information that could
be researched in the future. In addition, any problems that were experienced during the
experiment can be discussed.
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Question
Something you want to find the answer to.
The question can take the form of:
 what if?
 how long, how far, how much?
 what effect does something have?
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Hypothesis
An attempt to predict the outcome of the
experiment.
The hypothesis should be based on
observations or research and should include
an explanation.
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Materials
What was used to complete the experiment?
The materials list should include the material
and the specific amount or size that was
used. Metric units should be used.
Example: 1 100 ml beaker
50 ml of water
3 plastic cups
30 grams of salt
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Procedure
What was done in the experiment step by
step?
The procedure should be thorough and
complete so that someone else could repeat
the experiment.
The procedure should show that variables
were controlled.
The procedure should reflect that enough
data was collected. (repeated trials)
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Results
A written explanation of the
outcome of the experiment
accompanied by the collected
data or observations.
Results can be displayed in the form of:
 data collection tables
 charts
 graphs
 photographs
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Conclusion
The conclusion should answer the
question that started the
investigation. The conclusion
should:
 include a summary of the
findings
 state whether the hypothesis
was supported or not
 make inferences about the
results
 make suggestions for further
research
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UNDERSTANDING VARIABLES
Variable - any factor in an experiment that can affect what happens in the experiment. Variables
often include:
length
weight (mass)
height
temperature
time
location
wind/weather
materials used
amount (concentration)
size/shape
speed
test subject
•
Independent variable (manipulated variable) - the factor that will be intentionally changed
during the experimental procedure in order to find out what affect it has on something else. An
example of an independent variable is using different lengths of string to construct a pendulum
in order to observe the effect the length of the string has on the swing of the pendulum.
•
Dependent variable (responding variable) - the factor that is observed and measured to see
if it is affected by the change in the independent variable. An example of a dependent variable
is the number of swings the pendulum makes when the length of its string is changed.
•
Variables that are controlled- the factors in the experiment that must be kept exactly the
same to make sure that they are not having any effect on the dependent variable. Variables
that would need to be controlled in the pendulum experiment would be the mass of the
pendulum, the type of string, and the release height of the pendulum.
Examples:
Variables that can affect the growth of plants include:
amount of light
temperature
direction of planting
amount of water
type of water
fertilizer
Variables that can affect the flight of a paper airplane include:
wind speed
weight of plane
material used to build plane
size of plane
amount of thrust
design of wings
Designing a "Fair Test":
The investigator should change only one variable at a time during an experiment. This ensures
that the data collected (the dependent variable) are the results of the effect of the only variable
that was changed (the independent variable). This is called a "fair test".
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DEMONSTRATION FOR
INDEPENDENT/DEPENDENT AND CONTROLLED VARIABLES
Materials Needed:
1 large tin pie plate
1 small tin pie plate
1 large fork or spoon
1 small fork of spoon
2 student volunteers
Engagement:
Engage students by explaining that there will be an imaginary pie-eating contest.
Exploration:
Have two volunteers come to the front of the room. Give the small pie plate and the large spoon or
fork to one student. Give the large pie plate and the small spoon to the other student. Explain that
you have two different students who will be competing to finish their pie first.
Explanation:
Ask the class the following questions:
1. Who will win?
2. Is this a fair contest?
3. What can be done to make this a fair contest? Guide discussion until students realize that both
contestants must have the same size pie and the same size fork or spoon. Emphasize that to be a
fair contest, the only difference allowed is the difference between the two contestants.
Elaboration/Evaluation:
This demonstration can then be related to a science experiment. Scientists must have only one
difference in each experiment they conduct (the independent variable) to have a fair experiment.
If more than one difference is allowed, they won't know what difference was responsible for their
results. All other variables must be kept exactly the same (controlled) just as in the demonstration
above. The dependent variable would be the time it took each student to finish their pie.
Students can then be asked to relate the idea of variables in an experiment to a hands-on science
application. The sample backboard activities included in section three of this document provide
ample opportunities for students to demonstrate their knowledge of variables.
Any other contest set up between two students that has several variables introduced (different size
cups and straws or different conditions for finishing a foot race) would work equally well.
This idea was adapted from an idea presented by Elaine Oakes of Thomas Pullen.
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SCIENCE FAIR PRACTICE ACTIVITIES USING AIMS
(Primary K-3)
AIMS ACTIVITY
Smooth Sailing
AIMS BOOK
Which Way?
Seasoning Math and Science
Spring and Summer (2)
Seasoning Math and Science
Spring and Summer (2)
Seasoning Math and Science
Spring and Summer (2)
Seasoning Math and Science
Spring and Summer (2)
Seasoning Math and Science
Fall and Winter (2)
Seasoning Math and Science
Spring and Summer (2)
Seasoning Math and Science
Spring and Summer (2)
Primarily Physics (K-3)
Just Passing Through
Primarily Physics (K-3)
Melt an Ice Cube
Heat and Color
Primarily Physics (K-3)
Primarily Physics (K-3)
The Sounds of Music
Spring Into Math and Science (K-1)
Shady Characters
3.2.1. Blast-off Balloons
Lite Weights
How Dry I Am
No Non Cents
Pits on a Roll
KEY QUESTION
What Shape of Boat Will Travel Best?
What happens to the length of a shadow
throughout the day?
How far will a balloon rocket travel along a
string?
Do objects with different masses fall at the
same rate?
How much weight will fruit and vegetables lose
when dehydrated?
How many drops of water can be put on a coin
before it overflows?
Will olive cans roll different distances with
different contents?
Are two ears better than one for locating
sound?
Which materials are transparent, translucent, or
opaque?
What is the fastest way to melt an ice cube?
Do dark colors absorb heat better than light
colors?
Does the amount of water in a glass affect the
sound made (pitch)?
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AIMS ACTIVITY
AIMS BOOK
KEY QUESTION
Huff and Puff
Spring Into Math and Science (K-1)
How many times objects are blown on to travel
the same distance?
Which types of fruit will sink or float?
What objects will sink or float?
Will all liquids mix and blend together?
What is the relationship between static
electricity and friction?
Floating Fruit
What Do You Sink Will Float?
Blue Wave
Electric Breakfast I and II
Bubble Busters
Spring Into Math and Science (K-1)
Spring Into Math and Science (K-1)
Spring Into Math and Science (K-1)
Glide Into Winter With Math
and Science (K-1)
Water Precious Water (2-6)
Moving Molecules
Water Precious Water (2-6)
Down the Drain
Water Precious Water (2-6)
How much water is wasted waiting for tap water
to become warm?
Shake, Foam, and Suds
Water Precious Water (2-6)
How does the hardness of water affect the amount of
suds the water will make?
Which Soil Works Best
Primarily Plants (K-3)
Plants and Space
Primarily Plants (K-3)
Which soils provide the best medium for plant
growth?
Do plants need space to develop correctly?
What Temperature is Best
Primarily Plants (K-3)
How do plants react to temperature extremes?
Pillars of Strength
Hardhatting in a Geo-World (3-5)
How can we make a stronger paper tube?
Germination Study?
The Budding Botanist (K-3)
What percentage of seeds that are planted
germinate?
Does the amount of soap in a solution affect how long a
bubble will last?
Does the amount of surface area affect the evaporation
rate of liquids?
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AIMS ACTIVITY
AIMS BOOK
Swinging Bears Part I and II
Popping with Power (3-5)
Have a Ball
Popping with Power (3-5)
On the Rebound
Popping with Power (3-5)
From the Ground Up
Popping with Power (3-5)
Ball on a Roll
Popping with Power (3-5)
Polar Brrrs
Popping with Power (3-5)
Why Be A Hot Head?
Popping with Power (3-5)
Slip Sliding Away
Popping with Power (3-5)
A Sorting Challenge
Mostly Magnets (2-8)
Through it All
Mostly Magnets (2-8)
Magnetic Tug of War
Mostly Magnets (2-8)
KEY QUESTION
What is the relationship between pendulum
length and frequency?
What kind of ball will bounce highest?
How does a ball's bounce compare with the
height of the drop?
What effect do surfaces have on how high a
ball will bounce?
How does the ball's position on a ramp affect
the distance it rolls?
How long can you keep an ice cube from
melting?
What kind of hat gives the most protection from
the sun's heat?
Which type of oil lubricates best and reduces
friction the most?
How can we sort into magnetic and
nonmagnetic sets?
Through how many pages will a magnet attract
a paper clip?
Between two magnets, which is stronger, the
push or the pull?
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SCIENCE FAIR PRACTICE ACTIVITIES USING AIMS
(Intermediate 4-6)
AIMS ACTIVITY
AIMS BOOK
KEY QUESTION
Bubble Busters
Water Precious Water (2-6)
Moving Molecules
Water Precious Water (2-6)
Down the Drain
Water Precious Water (2-6)
How much water is wasted waiting for tap
water to become warm?
Shake, Foam, and Suds
Water Precious Water (2-6)
How does the hardness of water affect the amount of
suds the water will make?
Pillars of Strength
Hardhatting in a Geo-World (3-5)
How can we make a stronger paper tube?
Germination Study?
The Budding Botanist (K-3)
Swinging Bears Part I and II
Popping with Power (3-5)
Have a Ball
Popping with Power (3-5)
What percentage of seeds that are planted
germinate?
What is the relationship between pendulum
length and frequency?
What kind of ball will bounce highest?
On the Rebound
Popping with Power (3-5)
From the Ground Up
Popping with Power (3-5)
Ball on a Roll
Popping with Power (3-5)
Polar Brrrs
Popping with Power (3-5)
Does the amount of soap in a solution affect how long
a bubble will last?
Does the amount of surface area affect the
evaporation rate of liquids?
How does a ball's bounce compare with the
height of the drop?
What effect do surfaces have on how high a
ball will bounce?
How does the ball's position on a ramp
affect the distance it rolls?
How long can you keep an ice cube from
melting?
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AIMS ACTIVITY
AIMS BOOK
Why Be A Hot Head?
Popping with Power (3-5)
Slip Sliding Away
Popping with Power (3-5)
A Sorting Challenge
Mostly Magnets (2-8)
Through it All
Mostly Magnets (2-8)
Magnetic Tug of War
Mostly Magnets (2-8)
Thumb Fun
Popcorn Comparison
Jaw Breakers and Heart Thumpers
(3-5)
Jaw Breakers and Heart Thumpers
(3-5)
Jaw Breakers and Heart Thumpers
(3-5)
Jaw Breakers and Heart Thumpers
(3-5)
Jaw Breakers and Heart Thumpers
(3-5)
Fun With Foods (5-9)
A Seedy Experiment
My Moldy Garden
Fun With Foods (5-9)
Fun with Foods (5-9)
Compression Session
By Golly By Gum
Water In Apples
Cut and Dried
KEY QUESTION
What kind of hat gives the most protection
from the sun's heat?
Which type of oil lubricates best and
reduces friction the most?
How can we sort into magnetic and nonmagnetic sets?
Through how many pages will a magnet
attract a paper clip?
Between two magnets, which is stronger,
the push or the pull?
How important are your thumbs?
How does your height change during the
day?
What happens to the mass of gum after it has been
chewed for 10 minutes?
How will the mass of apples change after
four days?
Which food will lose the most mass when
dehydrated?
What variables affect the volume of popped
corn?
Is it possible to grow food without soil?
Does the content of preservative in bread
retard growth mold?
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AIMS ACTIVITY
AIMS BOOK
KEY QUESTION
Be a Rotor Promoter
It's A Real Corker
The Sky's the Limit (5-9)
The Sky's the Limit (5-9)
What factors affect the flight of a paper twister?
Ah Chute
The Sky's the Limit (5-9)
What factors will affect the rate of descent of a
parachute?
Rocket Balloons #1
The Sky's the Limit (5-9)
Rocket Balloons #2
The Sky's the Limit (5-9)
How is the length of a balloon related to the distance it
will travel?
How does the distance a balloon rocket travels change
as the angle of ascent increases?
Rocket Balloons #3
The Sky's the Limit (5-9)
First Class Airplanes
The Sky's the Limit (5-9)
Cool It
Math + Science A Solution (5-9)
Hot Stuff
Math + Science A Solution (5-9)
Its Simply Marbeleous
Math + Science A Solution (5-9)
Just Drop It
Math + Science A Solution (5-9)
Rubber Band Shoot
All Wound Up
Math + Science A Solution (5-9)
Machine Shop (5-9)
Slip and Slide
Machine Shop (5-9)
How will changing the number of rotor blades or the pitch
of the blades affect a model helicopter?
How does the size of a balloon affect the rocket
balloon's flight?
What factors affect the flight of a paper
airplane?
In which container will hot water retain its heat
longer?
Which insulation material will keep the water
hot the longest?
How does the slope of an incline plane affect the distance
a marble will roll?
How is the bounce of a ball related to the height from
which the ball is dropped?
How does a rubber band shoot?
How can you make a spool tractor that will go
the farthest distance?
What type of surface is best for making a slide?
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AIMS ACTIVITY
AIMS BOOK
Me and My Shadow
Pieces and Patterns (5-9)
Rally Around the Room
Disappearing Drips
Pieces and Patterns (5-9)
Our Wonderful World (5-9)
Human Fur
Our Wonderful World (5-9)
Hot Spot
Down to Earth (5-9)
Salty Change
Down to Earth (5-9)
It's All Wet
Shoot the Rapids
Conductor or Insulator
Electromagnets
What's the Best Solution
Don't Burst My Bubble
Taking Shape
Force Ups
Down to Earth (5-9)
Down to Earth (5-9)
Electrical Connections (5-9)
Electrical Connections (5-9)
Soap Films and Bubbles (5-9)
Soap Films and Bubbles (5-9)
Soap Films and Bubbles (5-9)
Brick Layers (5-9)
Wheeling Your Way to the Top
Brick Layers (5-9) - Lego
Slot Cars
Brick Layers (5-9) - Lego
KEY QUESTION
At what time of day will a shadow appear the longest,
shortest?
Which car travels the fastest? Why?
How much water can soil samples retain before they
become saturated?
What types of body coverings make the best insulators of
body heat?
What is the relationship of the angle of the sun to the
energy received?
How are freezing and boiling temperatures affected by the
addition of a solute?
Which type of soil will percolate water the fastest?
What effect does a stream's slope have on its velocity?
What materials will conduct electricity?
What factors affect the strength of an electromagnet?
What is the best solution for creating long-lasting bubbles?
In which environment will a bubble last longest?
How many different bubble shapes can you make?
How does the force needed to pull a weight up a ramp
change as the slope of the ramp changes?
How does the size of a wheel affect the rate at which it lifts
its load?
How does the size of a slot car's drive wheel affect its
performance?
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SCIENCE FAIR PROJECT IDEAS
Physical Science:
What variables affect the swing of a pendulum (length of string or mass of pendulum)?
Is there a relationship between the size and strength of a magnet?
What types of surfaces produce the greatest or least amount of friction?
What variables determine the strength of an electromagnet (number of wire wraps, wire
gauge, diameter of nail)?
What variables affect the flight of an airplane (materials, weight, shape, angle of launch)?
How is the bounce height of a ball related to the drop height?
What variables affect the efficiency of parachutes (size, shape, materials)?
Which shape of windmill blade is most efficient?
How does the length of a rotor affect helicopter flight?
Does the length of a ramp (inclined plane) affect the amount of force needed to pull a load
up a ramp?
Does the temperature of the air affect air pressure?
What effect does air pressure have on the bounce of a ball?
Which type of oil lubricates best and reduces friction the most?
Does mass affect how fast objects of equal volume will fall through a liquid?
Does the shape or mass of an anchor affect its efficiency?
Which boat shape can support the most weight?
Does the temperature of a hockey puck affect how far it will travel?
How does the size of a wheel affect the rate at which it lifts a load?
What is the effect of mass on rocket trajectory?
How does temperature affect the bounce height of a ball?
Does the angle of launching affect how far a paper airplane flies?
What variables affect the distance a balloon rocket will travel (amount of air, nozzle shape,
angle of ascent, different pathways)?
Which type of material conducts sound the best?
Do different types of string or string lengths affect the efficiency of a paper cup or tin can
telephone?
Do different watt light bulbs produce different amounts of heat?
What effect does temperature have on buoyancy?
Does color affect the rate in which an ice cube melts?
What effect does color have on temperature?
What material makes the best heat insulator?
Which type of container keeps liquids hotter longer?
What effect does temp. have on the elasticity of a rubber band?
Which colors are best seen at night (reflect light best)?
Do suction cups stick equally well to different surfaces?
Does the amount of stretch of a rubber band affect the distance a rubber band will travel?
What design shape supports a bridge the best?
What shape of container allows for greater rates of evaporation?
Does the color of water have an effect on evaporation rate?
Does temperature affect the growth of sugar or salt crystals?
What materials melt an ice cube most efficiently?
What food substances encourage the growth of yeast?
What is the relationship between temperature and amount of carbonation in soft drinks?
Does the density of a liquid affect its droplet shape?
Do all liquids freeze at the same rate?
Does the depth of a pan affect how water freezes?
Do different types of liquids have an effect on the rate of oxidation?
Does viscosity (thickness) of a liquid have an effect on the rate of evaporation or the
boiling/freezing point?
Does the amount of soap or glycerin in a bubble solution affect how long a bubble lasts?
In which environment will a bubble last longest?
Does iron rust faster in salt or fresh water?
What coating inhibits rust formation the best?
What household chemical helps preserve cut flowers the best?
Does hot water freeze at a different rate than cold water?
Which will food coloring mix into faster - hot, medium, or cold water?
Which chemicals slow the browning of apples or other fruits?
What food dry cells (tomato, potato, or apple) will produce the highest amount of energy
measured in voltage?
What kind of materials decompose the fastest?
What effect does temperature/packaging have on the ripening of bananas?
Does temperature have an effect on solubility?
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Life Science:
Earth Science (continued):
What effect do different colors of light have on the growth of plants?
What type of seeds will germinate fastest?
Does the direction a seed is planted affect the growth of the seed?
Do vitamins or fertilizers affect the growth of plants?
Do mirrors have an effect on plant growth?
Does acid rain have an effect on the germination of seeds?
Does electricity affect the growth of seeds or plants?
Which direction will a vine grow around its support object?
What medium works best for growing seeds or plants?
Does temperature affect the growth of seeds or plants?
Is there a relationship between seed size and fruit size?
Which fruits or orange drinks have the most vitamin C?
How much of a fruit or vegetable is made up of water?
Do potato cubes gain or lose mass in salt water solutions?
What factors affect the growth of mold (temp., light, moisture)?
What packaging materials inhibit the growth of mold?
What food substances will cause yeast to produce the greatest amount of carbon dioxide?
What effect does fertilizer, oil, or detergent have on the microscopic life found in pond
water?
Do stream conditions (temperature, pH, oxygen level) affect the organisms living there?
What conditions (temperature, food, light, moisture) do earthworms, meal worms, crickets,
or other invertebrates prefer?
What effect does caffeine have on fruit flies/planaria?
Do cats or dogs show a preference for a certain paw?
What effect do insulators (fat) have on body temperature?
What materials or methods work best for cleaning up oil spills?
How are different depths and shapes of craters made?
Are different sizes and shapes of sand dunes formed at different wind speeds?
How quickly does a creek change water temperature in comparison with air temperature?
How well does charcoal filter water?
What effect does freezing or boiling have on rocks?
Which material absorbs heat most efficiently, sand, soil, or rocks?
Do different types of soils have different percolation rates?
What type of building design will withstand the shaking motion of an earthquake best?
Earth Science:
Are there differences in shadow length during the day?
Are there differences in the amount of air pollution inside versus outside or within different
rooms in a building?
Are there differences in temperature in shaded versus non-shaded areas during the day
and at night?
How accurate are local forecasters?
Do weather conditions affect the broadcasting of AM radio stations?
Are there differences or patterns in wind speed or direction over a period of time?
Consumer Science:
Are TV commercials louder than regular programming?
What type of glue (adhesive) is the strongest?
Which laundry detergent is most effective?
Which dish detergent breaks up oil the best?
Which light bulb or battery is the most efficient?
Which stain remover works best?
What material used for clothing or raincoats are most water resistant?
Which soaps or mouthwashes kill the most bacteria?
Are there differences in a family's consumption of water or electricity during the week and
on weekends?
Are there differences in a family's production of garbage during the week and on
weekends?
What amount of a family's garbage can be recycled?
Do showers or baths use more water?
Does the weight of a car affect its gas mileage?
Which threads or strings are strongest?
Does the amount of air space in a container affect food spoilage?
What brand of tennis shoes have the most traction?
What brand of toothpaste is the most abrasive?
Does the amount of fat in butter or margarine affect the time it takes to melt?
Which type of cooking pan heats most efficiently?
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Strategy for Generating Science Fair Ideas
In an effort to increase the amount of inquiry learning and higher order thinking that is done by
students in the classroom, it is preferable for students to select and develop a science fair idea
based on their own interest rather than simply choosing a topic from a list. However, the difficulty
of this undertaking often leads students to inappropriate topics which are too broad or do not have
an experimental design. The following instructional strategy should help students generate their
own science fair idea while ensuring a narrow focus incorporating the scientific method.
This strategy involves using four key questions to generate possible science fair ideas. In
essence, the strategy involves brainstorming combinations of materials, variables and measurable
responses centered around a general topic. Begin by modeling a whole class activity about a
predetermined general topic using the four question strategy. Ask the questions, provide
examples, and record additional ideas from the class. Hypotheses, the base for science projects,
can then be generated from responses given to the four questions. These questions are:
1. What materials are easy to find for conducting experiments on
?
(general topic)
2. How do/does
act?
(general topic)
3. How can I change the set of
materials to affect the way they or it act/s?
(general topic)
4. How can I measure or describe the response of
to the change I made?
(general topic)
A brainstorming session using this strategy on the general topic water might look something like
this when all responses were recorded:
1. What materials are easy to find for conducting experiments on water?
containers
food coloring
thermometers
ice cubes
eyedroppers
types of water
rain
pH paper
soap
beakers
places to collect water
drips
splashes
condenses
erodes
magnifies
heaps
2. How does water act?
flows
changes form
evaporates
3. How can I change the set of water materials to affect the way water acts?
containers
solutes
types of water
thermometer
sizes
shapes
materials
amounts
types
tap water
distilled
pond water
ocean water
hot
cold
room temp.
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4. How can I measure or describe the response of water to the change?
Count the number of drops
Measure the diameter of drops
Measure dissolving time
Measure evaporating, freezing or condensing time
Measure the rate of flow
Measure the amount or strength of surface tension
After the brainstorming session based around the four questions, student can then be guided to
form hypotheses by relating a response from question 3 (independent variable) to a response to
question 4 (dependent variable). Students can use the if/then format:
If I change
then
variable from question 3
will change.
variable from question 4
Example Hypotheses:
If I increase the temperature of water, then the dissolving time of salt in the water will decrease.
If I increase the height from which a drop of water is released, then the diameter of the splash it
makes will increase.
If I place water in containers with a greater surface area, then the evaporation rate of the water will
increase.
******************************************************
Here is another example using the general topic plants:
1. What materials are easy to find for conducting experiments on plants?
soils
fertilizers
containers
plants
water
seeds
light/heat
change colors
produce seeds
2. How do plants act?
plants grow
3. How can I change the set of plant materials to affect the way they act?
water
plants
containers
light/heat
amount
how given
source
composition
pH
kind
spacing
age
size
location of holes
number of holes
shape
material
color
color
amount
temperature
wattage
source
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4. How can I measure or describe the response of plants to the change?
determine percentage of seeds germinated
measure the longest stem
count the number of flowers
determine how much it grew
weigh the fruit produced or count the number of seeds produced
measure the diameter of the stems
measure the growth of the roots
observe the color
Example Hypotheses - Using the If/Then Format:
If I increase the amount of fertilizer added to seedlings, then the seedlings will increase in height.
If I plant seeds with different amounts of space between them, then the seeds that have the most
space will germinate the greatest percentage of seeds.
If I water plants with different concentrations of acidic water, then the plants receiving the most
acidic water will grow the least.
Some General Topics to Use With This Brainstorming Strategy
meal worms
molds
disinfectants
magnets
sodas
insulation
ice cubes
paint
bread dough
fruits
balls
ramps
soil
motors
balloon rockets
pendulums
electromagnets
fabrics
light
gears
levers
bubbles
paper airplanes
color
parachutes
rubber bands
soft drinks
rust
packaging
garbage
electricity
shadows
rocks
wind
helicopters
windmills
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TEACHER RESOURCES
Books
Daab, Marcia. Science Fair Workshop - A Step by Step Guide for Preparing a Science Fair Project. Fearon Teacher
Aids - Simon and Schuster Supplementary Education Group.
Fredericks, Anthony and Asimov, Isaac. The Complete Science Fair Handbook (Grades 4-8). A Good Year Book,
Department of GYB, 1900 East Lake Avenue, Glenview IL 60025.
Funk, James. Learning and Assessing Science Process Skills. (Available from the NSTA Publications Catalog (800)
830-3232)
Ostlund, Karen. Science Process Skills, Assessing Hands-on Student Performance. Addison-Wesley Publishing
Company, California, 1992. (Available from the NSTA Publications Catalog (800) 830-3232)
Ramig, Joyce, M.Ed., Bailer, Jill, M.Ed., Ramsey, John, Ph.D. Teaching Science Process Skills. Good Apple Science
Resource Book (Grades 6-8), 1995. (Available from the NSTA Publications Catalog (800) 830-3232)
Rezba, Richard. Learning and Assessing Science Process Skills. Constance Sprague, Ronald Fiel, and James Funk,
Kendall Hunt Publishers.
Van Deman, Barry and McDonald, Edward. Nuts and Bolts - A Matter of Fact Guide to Science Fair Projects. The
Science Man Press - A Division of TSM Marketing, Inc., 4738 N. Harlem Ave. Harwood Heights, IL 60656.
Vriesenga, Daryl. Science Fair Projects - a Practical, Simple Guide for Developing Science Projects. (Grades 4-6).
Instructional Fair Inc., USA, 1990.
Collection of Articles about Science Fairs - Science Fairs and Projects Available from the NSTA Publications Catalog
(800) 830-3232)
Videotapes
Available in schools or by request from Bonnie F. Johns Educational Media Center:
Anatomy of a Lesson -Scientific Expression
Science Under the Microscope - Experimenting with Science
Give Science a Hand - A Fair to Remember
Learning How Scientists Work: Preparing a Successful Science Fair Project (K-8)
Available from Carolina Math and Science Catalog (800) 334-5551
Windows on Science
Primary Science - Volume 1 - All Sorts of Things - Experimenting
Lesson 12-15 and "Experimenting" Language Laboratory
Primary Science - Volume 3 - Pop Predictions - Doing Science
Lesson 4-8 and "Doing Science" Language Laboratory
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TEACHER RESOURCES - CONTINUED
Internet
Many school systems and organizations now have web sites that disseminate information about science fairs. Search
for science fair or science fair projects. A few interesting web sites:
http://atlas.ksc.nasa.gov/education/general/scifair/html
This NASA web site provides good guidelines for conducting a fair experiment.
http://physics.usc.edu/~gould/science fairs/
This web site is part of the World Wide Web Virtual Library. It provides links to national, state, regional, and local
science fair sites.
http://www.isd77.k12.mn.us/resources/cf/sciprojintro/html
This site includes a good guide for introductory and intermediate science projects as well as a description of a sample
project.
STUDENT RESOURCES
Books
Series: How To Do a Successful Project
Rourke Publications Inc., Florida 1-800-394-7055
Book Title
Chemistry
Earth Science
Environment
Human Body
Microbes
Plants
Author
Shirley Cox
Shirley Cox
Catherine Reed
J. Lammert
J. Lammert
J. Lammert
Shubkagel, Judy Fisher. Show Me How to Write an Experimental Science Fair Paper. Show Me How Publications,
Independence, MO, 1993 (Available from the NSTA Publications Catalog (800) 830-3232)
Smith, Norman. How To Do Successful Science Projects. Julian Messner (Simon and Schuster, Inc.) Revised Edition (This
book is appropriate for middle and high school students).
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SCIENCE FAIR PROJECT DISPLAY INFORMATION
Title:
Question/Problem
Hypothesis:
Materials:
Procedure:
Results:
Conclusion:
short, catchy, related to subject
a question to be tested
the predicted answer to the question asked in the question
(problem); an educated guess
a list of the supplies, equipment to be used
a list of the steps followed to perform the experiment
short written description of eactly what happened and data
graph or chart form to include data analysis (mean, medium, mode, range)
briefly answers the qeustion asked in the problem; states the hypothesis
to be valid or invalid (supported or not supported)
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PERFORMANCE-BASED INSTRUCTION
THROUGH SCIENCE FAIR PROJECTS
SECTION II
STUDENT ACTIVITY PAGES
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IDENTIFYING A GOOD QUESTION
For most students, the hardest part of completing a science fair project is selecting a good question
(topic). It is important that your question be one that you are interested in and can experiment with
yourself.
A good question:
• must lead to an investigation (experiment) not a report, a demonstration or
a model. The
question may ask about the effect of one thing upon another.
• should be one from which you can collect data (ideally measurements or direct observations)
rather than opinions.
• should be specific rather than really broad
• is one which the materials needed to experiment with are easy to find.
Examples of good questions:
How does temperature affect the bounce of a basketball?
What type of conditions do meal worms prefer?
What shape of container will allow water to evaporate the quickest?
Examples of poor questions:
Question: How do volcanoes erupt?
Reason: This project would be a model not an experiment, is too vague (broad), and will not involve data
collection.
Question: What are optical illusions and how do people see them?
Reason: This question is not an experiment and asks for opinions not data.
Question: What effect does caffeine have on the bloodstream?
Reason: This project is one for which students would not have the materials necessary to test it.
Choose which one of the two questions would make a better science fair project and circle it. On the line
below the two questions, give a reason(s) why the one you did not choose would be a poor question for
a science fair project.
1.
Why are there craters on the moon?
Does the drop height of an object affect the size of the crater it will make?
2.
What effect does temperature have on the growth of mold?
How do bean plants grow?
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3.
From what direction does the wind blow most frequently during one week?
What makes the wind blow?
4.
Does an apple contain water?
How much of the weight of an apple is made up of water?
5.
Do showers or baths use more water?
Is it better to take a shower or a bath?
6.
What makes a ball bounce?
What effect does air pressure have on the bounce of a ball?
7.
How are bridges built?
What shape of supports for a bridge will hold the most weight?
8.
What is the effect of temperature on the volume of air in a container?
Can I make a soda can expand and contract?
9.
What chemical substance will help cut flowers last longer?
How can I turn a white flower red?
10
How does an earthworm react to light and darkness?
How do an earthworm's sensory organs work?
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KNOW YOUR VARIABLES
Jerry is going to complete an experiment beginning with the question and hypothesis below. Complete
the activities to help him design his experiment correctly so that his results will be valid.
Question: Will a skateboard roll father on concrete or asphalt?
Hypothesis: A skateboard will roll farther on asphalt because it is smoother.
1. What is the independent variable in this experiment (what will he be intentionally changing)?
2. What is the dependent variable in this experiment (what will Jerry measure as a result of the change
he made)?
3. Should Jerry use the same skateboard on the concrete and asphalt or a different one for the concrete
and the asphalt? Why?
4. Should Jerry just push the skateboard each time and then measure how far it goes? Why or why not?
5. Jerry has decided to use a ramp. He will put the skateboard at the top of the ramp and then release it.
Why is the ramp a good idea?
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6. There are several cracks and puddles on the asphalt and concrete surfaces Jerry plans to use. Make
a suggestion about what he should be careful to do when he rolls the skateboard.
7. Based on your answers to questions 3-6, make a list of the variables that must be controlled (kept
the same) in Jerry's experiment.
8. Jerry plans to roll the skateboard down the ramp one time onto the concrete surface and one time onto
the asphalt surface. He will measure the distance the skateboard travels on each surface and record the
results on a chart. Knowing that scientists repeat their experiments in order to get valid results, explain
what Jerry should do differently from what he had planned.
CHALLENGE: On a separate piece of paper:
A. Write the steps of the procedure that Jerry must follow in his experiment. In your writing, be sure to
mention the variables that must be kept controlled and how the dependent variable should be measured.
B. Design a data collection table that Jerry could use to record his results if he repeated his procedure on
the concrete and on the asphalt surfaces four times each. Be sure to label all the columns and rows with
headings and to include a place to record the average (mean).
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WRITING A HYPOTHESIS
A hypothesis is a special kind of prediction a scientist makes about what the outcome of the experiment
will be. This prediction should be based on some knowledge that the experimenter already has or some
background research they may have done. A hypothesis is best written by thinking about the
independent variable (factor that is changed on purpose in the experiment) and the dependent variable
(factor that is observed or measured to see what affect the change made) and making a prediction about
the relationship between the two. The hypothesis should include the reason for what you think will
happen. Key words to use in a hypothesis are predict, because, increase, decrease, stay the same,
the greatest amount, the farthest, etc.
Example:
Question: Do different depths in a lake have different temperatures of water?
Independent variable: Different depths of a lake
Dependent variable: Different temperatures of the water
Hypothesis: The deeper you go in a lake the temperature of the water will decrease because it is further
away from the sunlight.
Write a hypothesis for each of the following experiments.
1. Question: Does the amount of stretch of a rubber band affect the distance the
rubber band will travel?
Independent variable: The stretch of the rubber band (will be increased)
Dependent variable: The distance the rubber band will travel
Hypothesis:
2. Question: Will cups with different materials in them have different
temperatures?
Independent variable: Cups with different materials (beans, bb's, and water)
Dependent variable: Temperature of the materials in the cups
Hypothesis:
3. Question: Will the color of an insect help protect it from being eaten by a
predator? (colored toothpicks will be used as model insects)
Independent variable: Different colored toothpicks (brown, green, red, blue)
Dependent variable: Number of each color of toothpick found
Hypothesis:
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WRITING A PROCEDURE
Rebecca is planning to do a science fair project to test the following question and hypothesis. Read the
procedure that she will follow in her experiment and the hypothesis she has made.
Question: What food substances will cause yeast cells to produce the greatest amount of carbon dioxide
gas?
Hypothesis: Flour will cause the yeast cells to produce the greatest amount of carbon dioxide gas
because it is used in cakes that rise partly due to carbon dioxide.
Materials:
flasks
water
water
balloons
honey
sugar
salt
syrup
flour
spoon
Procedure:
1. Fill each flask with water.
2. Add some of each kind of the food to the water in each flask.
3. Add some yeast to each one of the flasks.
4. Place a balloon over the top of each bottle to trap the gas.
5. Let sit for a few days somewhere in the house.
6. Use a ruler to measure the width of each balloon and record on a chart.
In designing her experiment and writing her procedure, Rebecca has forgotten some important
things that scientists must do each time they experiment.
Some of the things scientists must do to design a valid experiment are ...
• state the exact amount of each material they use so other scientists can repeat their
experiment.
• control all variables in the experiment (keep them the same) except the one that they are
manipulating (changing).
• repeat the experiment more than one time or use more than one test object to see if they get
consistent (similar) results.
On the next page, rewrite Rebecca's list of materials and her procedure so it is a valid experiment.
Think carefully about amounts (measurements) and units you will use for each listed material. Be
sure the steps of the procedure reflect what variables are being controlled (kept the same) in the
experiment.
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Question: What food substances will cause yeast cells to produce the greatest amount of carbon dioxide
gas?
Hypothesis: Flour will cause the yeast cells to produce the greatest amount of carbon dioxide gas
because it is used in cakes that rise partly due to carbon dioxide.
Materials:
Procedure:
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DESIGNING A DATA COLLECTION TABLE
Your data collection table should be designed before you begin your actual experiment. You will need the
table to record data at the same time you collect it. You should try to collect data that can be measured,
counted, or directly observed rather than people's opinions.
A data table should include a title that tells about the data. Tables are made up of columns that are
drawn vertically (down) and rows that are drawn horizontally (across). To create a data collection table
for a science experiment, you need to have spaces to record data related to the following ideas:
1)
2)
3)
4)
the independent (manipulated) variable (what you are changing)
the dependent (responding) variable (the results you will be measuring, counting)
how many tests (trials or subjects) will be conducted
the average (mean) of data related to the dependent variable
Examples:
A data collection table for an experiment where a student rolls a marble down different height ramps to
see how far the marble will travel might look like this:
Distance a Marble Rolls From Different Height Ramps (Title)
Height of Ramp
(Independent
Variable)
Distance Marble Rolls - (Dependent Variable)
Trial One
Trial Two
Trial Three
Trial Four
Average
(Mean)
10 cm
20 cm
30 cm
A data collection table for an experiment to test how the number of drops of glycerin in a bubble solution
affects the size of a bubble might look like this:
The Effect of Adding Glycerin to a Bubble Solution (Title)
Size of Bubble
(Dependent Variable)
Number of Drops of Glycerin (Independent Variable)
2 drops
4 drops
6 drops
Trial One
Trial Two
Trial Three
Average (Mean)
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1. Design a data collection table in the space below that could be used to record data for an experiment
to test the following question.
Question: What effect does cold have on the bounce of a ball?
Independent variable:
being in
Dependent variable:
Trials:
Average (mean)
the ball will be tested at two temperatures - room
the freezer overnight
the rebound height of the ball will be measured
three trials for each temperature of the ball
the average of the three trials will be calculated
temperature and after
2. Design a data collection table in the space below that could be used to record data for an experiment
to test the following question.
Question: Does the size of a parachute affect the amount of time it takes an object to fall 10
meters?
Independent variable: three different size parachutes with an area of 100 square cm, 400 square cm, and 900
square cm
Dependent variable: amount of time object takes to hit the ground
Trials
five trials for each size parachute
Average (mean)
the average of the five trials will be calculated
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MAKING A BAR GRAPH OR A LINE GRAPH
Bar graph - bar graphs should be used to show data that reflect amounts (counted or measured)
from separate groups. For example, the average number of bounces for different balls dropped
from the same height would best be shown on a bar graph. The number of different types of birds
visiting a bird feeder on the same day would also be best shown on a bar graph. The bars drawn
on a bar graph must all be the same width and are separated by spaces in between them.
Line graph - line graphs are used to show relationships among data. In particular, line graphs
show trends in data (increasing, decreasing, or staying the same). Experiments that are
measuring time, temperature, or distance will usually produce data that should be graphed as a
line graph. The amount of time a solid takes to dissolve in a different range of temperatures would
be an example of data that should be shown on a line graph. The height a ball will rebound when
dropped from different heights would also be best represented on a line graph.
For both bar and line graphs in science, the independent variable is usually shown on the
horizontal (x) axis of the graph and the dependent variable is shown on the vertical (y) axis.
TITLE OF GRAPH
vertical (y )
axis
dependent
variable
horiz ontal (x) axis
independent variable
The graph should have:
• number scales in even intervals (1's, 2's, 5's, 10's, 20's, 100's, 1000's, etc.)
• labels for both the horizontal (x) and vertical (y) axes
• a title that tells what is being represented on the graph
Examples:
Bar Graph
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Line Graph
39
Activity 1.
Identify whether the data collected in the experiments described below should be graphed as a bar
graph or a line graph.
a. The number of paper clips each type of magnet can pick up.
b. The effect different amounts of salt have on the freezing point of water.
c. The type of food that meal worms prefer.
d. The measurement of the amount of erosion of a hill that is rained on over
a three week period.
Activity 2.
Decide whether the data collected in the experiment below should be represented in the form of a
bar graph or a line graph. Use the grid below to construct the type of graph you have chosen for
the data.
Question: How much of the garbage thrown out in the cafeteria in one school week could be
recycled?
Total Amount of Weight of Each Type of Recyclable Garbage
Type of Garbage
Weight in
Kilograms
Paper
65 kilograms
Plastic
40 kilograms
Glass
5 kilograms
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Aluminum
10 kilograms
40
Activity 3.
Decide whether the data collected in the experiment below should be represented in the form of a
bar graph or a line graph. Use the grid below to construct the type of graph you have chosen for
the data.
Question: Does the amount of salt in a salt water solution affect how an egg will float in the
solution?
Amount of Salt
Trial One
no salt
10 grams
20 grams
30 grams
0 cm
2 cm
4 cm
4 cm
Distance From Bottom of Cup in Centimeters
Trial Two
Trial Three
0 cm
3 cm
4 cm
8 cm
0 cm
2 cm
4 cm
6 cm
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Average
(Mean)
0 cm
2.5 cm
4 cm
6 cm
41
DRAWING A CONCLUSION
Study the question, hypothesis and results of the experiment below. Read the conclusion that has
been written for the experiment. As you read, be sure to think about the four parts that are needed
in a conclusion:
1. Reflecting back on the original hypothesis and stating whether it was
supported by the results
of the investigation or not.
2. Answering the original question that started the investigation and including
the results that were used as the basis for that answer.
3. Stating any inferences that can be made from the results of the experiment.
4. Mentioning any additional questions that could be investigated or
information that could be researched in the future.
Question:
Hypothesis:
Does the amount of salt added to a solution affect the boiling point
temperature of the solution?
As the amount of salt added to a salt solution increases, the
boiling point will stay the same because I think water always boils at
the same temperature.
Results:
Boiling Point Temperatures Using Different Amounts of Salt
Average Temp. at Which Boiling Starts
100 degrees Celsius
101 degrees Celsius
102 degrees Celsius
103 degrees Celsius
Amount of Salt in Solution
No salt
10 grams of salt
30 grams of salt
50 grams of salt
Conclusion:
My hypothesis was not supported by the results of my investigation. I thought that salt would not have an
effect on the boiling point temperature of the solution. In my experiment I found out that as you added
more salt to the solution, the boiling point of the solution increased. The average boiling point was 100
degrees Celsius when there was no salt in the solution and was 103 degrees Celsius when 50 grams of
salt were added. I think salt makes the solution denser (heavier) which I now know boils at a higher
temperature. Next time, I would like to find out if salt has any affect on the freezing point of water.
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1. Pretend you have completed an experiment and collected the data shown on the chart below.
Use the sentence starters to write a conclusion for the experiment.
My hypothesis was... (supported or not supported)
In this experiment, I found out that ...
The results (data) showed that...
One thing I can infer from my experiment is...
I would also like to find out ...
Question: Does the size of a solid affect how quickly it will dissolve in water?
Hypothesis: Smaller size solids will dissolve quicker than larger size solids because they have more
surface area exposed to the water.
Results:
Sugar Size
Time to Dissolve in Minutes
Trial One
whole cube
5
cube in half
3
crushed cube 1
Trial Two
Trial Three
Trial Four
Trial Five
Average
(Mean)
4
3
1
5
4
2
5
3
2
6
4
1
5 minutes
3.4 minutes
1.4 minutes
Conclusion:
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2. Pretend you have completed an experiment and collected the data shown on the chart below.
Write a conclusion for the experiment. Use the sentence starters from the page before if
necessary.
Question: What kind of soil will absorb the greatest amount of water?
Hypothesis: Sandy soil will absorb the greatest amount of water because the amount of space between
the grains of sand can hold a lot of water.
Results:
Type of Soil
Potting Soil
Soil w/Humus
Clay
Sandy Soil
Amount of Water Absorbed
Trial One
Trial Two
50 ml
47 ml
63 ml
68 ml
11 ml
9 ml
22 ml
25 ml
Trial Three
52 ml
63 ml
15 ml
23 ml
Average (Mean)
49.7 ml
64.7 ml
11.7 ml
23.3 ml
Conclusion:
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INVESTIGATION WRITE UP
Question:
Materials: (list specific amounts)
Hypothesis:
Procedure:
Independent variable:
Dependent variable:
Controlled variables
Steps:
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Results: (Charts, Graphs, Diagrams)
Conclusion:
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Performance-Based Instruction Through Science Fair Projects
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Performance-Based Instruction Through Science Fair Projects
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Making a Scientific Hypothesis
Name
Date
Topic
Assessment
Self
Teacher
1.
My hypothesis is directly related to the question.
2.
My hypothesis is a simple statement that is based on research
and/or what I already know about the question.
3.
My hypothesis states what I believe will happen and why.
4.
My hypothesis is a clear declarative statement.
5.
My hypothesis is written as a complete sentence beginning with a
capital letter and ending with a period.
Scoring Tool
1
5 out of 5 are checked
Hypothesis is excellent.
0
4 or less are checked
Hypothesis is not acceptable.
Teacher Comments:
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Prince George’s County Public Schools
50
Designing a Scientific Experiment
Name
Date
Topic
Assessment
Self
Teacher
1.
The identified question justifies the need for an experiment.
2.
The design of the experiment tests the hypothesis.
3.
I included a list of all necessary materials.
4.
My procedure follows a logical step by step order.
5.
My procedure is written clearly enough so that another person could repeat
this experiment.
6.
The procedure shows that repeated trials were done.
7.
My experiment design uses a proper control.
8.
My experiment tests for the effects of only one variable.
9.
The write up of the experiment is clear and complete.
10.
I used complete sentences when writing my problem, hypothesis and
procedure.
Scoring Tool
3
2
1
0
10 out of 10 are checked
9 out of 10 are checked
8 out of 10 are checked
7 or less are checked
Experiment Design is excellent.
Experiment Design is good.
Experiment Design is fair.
Experiment Design is not acceptable
Teacher Comments:
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51
Creating a Scientific Data Collection Table
Name
Date
Topic
Assessment
Self
Teacher
1.
The data collection table displays the collected data.
2.
The data collection table has a title that reflects what the table
displays.
3.
All the heading/rows/columns of data are correctly labeled.
4.
The set of data was recorded under the appropriate
heading/row/or column.
5.
All measurements are labeled with the correct unit.
6.
The data table is clear and complete.
Scoring Tool
2
6 out of 6 are checked
Data Collection Table is excellent.
1
5 out of 6 are checked
Data Collection Table is good.
0
4 or less are checked
Data Collection Table is not acceptable.
Teacher Comments:
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Graph from Scientific Data
Name
Date
Topic
Assessment
Self
Teacher
1.
I used an appropriate type of graph (bar graph, picto-graph, stemand-leaf, circle graph, line plot graph, etc.
2.
The title of my graph clearly relates to the information displayed on the
graph.
3.
I used my data to choose an appropriate interval to number my x axis
and y axis (2's, 3's, 5's, 10's, 100's, etc.
4.
When placing the numbers on my graph, I spaced them evenly.
5.
I labeled all the parts of my graph (units of measurement, x and y axis,
columns, rows, etc.)
6.
My set of data is plotted on the graph accurately.
7.
My graph is clear and complete.
Scoring Tool
3
7 out of 7 are checked
Graph is excellent.
2
1
0
6 out of 7 are checked
5 out of 7 are checked
4 or less are checked
Graph is good.
Graph is fair.
Graph is not acceptable.
Teacher Comments:
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53
Science Fair Display
Name
Date
Topic
Assessment
Self
Teacher
1.
Overall appearance is neat and attractive
2.
All necessary parts are labeled. (Question, Hypothesis, Materials,
Procedure, Data, Summary of Results, and Conclusion)
3.
I used no more than 3 colors when doing my backboard.
4.
My backboard has a title.
5.
I remembered to write or attach the information about myself on the
back of my backboard.
6.
All of the words on my backboard are spelled correctly.
7.
All necessary parts are included on my graph.
8.
I included a written summary of the data I collected.
9.
The conclusion reflects back to the hypothesis and states whether the
hypothesis was correct or incorrect and why.
10.
My conclusion only states the one major finding of the experiment.
11.
I listed at least one question for further study in my conclusion.
12.
The research paper on my topic is placed in front of my backboard.
13.
My journal/log containing notes, observations, and data collected
during my experiment is also placed in front of the backboard.
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Science Fair Display (cont.)
Scoring Tool
4
13 out of 13 are checked
Science Fair Display is excellent.
3
12 out of 13 are checked
Science Fair Display is good.
2
11 out of 13 are checked
Science Fair Display is satisfactory.
1
10 out of 13 are checked
Science Fair Display is fair.
0
9 or less are checked
Science Fair Display is not acceptable.
Teacher Comments:
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Prince George’s County Public Schools
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