Lombard District 44 2018 Science Fair Packet
GWMS Student Artist: Claudia Wise, 7th Grade
K – 8 Science Fair
Lombard District 44 2018 Science Fair Packet
GWMS Student Artist: Lauren Wilinski, 7th Grade
Introducing Engineering Projects in Grades 3 – 8!
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November 27, 2017
To: All Science Fair Participants From: The Science Fair Committee This year we are thrilled to announce that all students in grades K – 8 are invited to participate in the 2018 Science Fair! In addition to experimental and non-experimental projects, we have added a third project choice to include Engineering Projects in grades 3 – 8. The committee has decided to continue handing out medals to all kindergarten and first grade participants. Our second through eighth grade students will receive 1st, 2nd, or 3rd place ribbons based on the rubric’s criteria and the judging results. In an attempt to be environmentally friendly, we are posting the Science Fair packet for 2018 on the district website. We have a Science Fair link on our webpage at www.sd44.org. Our committee’s mission is to enhance the overall Science Fair experience in the best interest of all participants. If you have any questions or concerns, please feel free to contact one of us.
Sincerely, The District 44 Science Fair Committee Tania Parciany Lisa O’Brien Kristen Nairn Deb Iversen Pam Hernandez Michael Schaefer
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Welcome to the Lombard District 44 Science Fair! General Science Fair Information .......................................................... PAGE ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Science Fair Dates to Remember .................................................................................. 7 Science Fair Liaison Personnel ..................................................................................... 8 Overview of requirements .............................................................................................. 9 Part I: Which Project Type Should I Choose? ............................................................... 9 Things to know before you begin…………………………………………………………...11 Science Suppliers ........................................................................................................ 12 Part 2a: The Written Report (Experiment or Non-Experiment) ................................... 13 Part 2b: The Written Report (Engineering) ................................................................ 14 Part 3a: The Visual Display (Experiment or Non-Experiment) (K – 8) ........................ 15 Part 3b: The Visual Display (Engineering) (3 – 8) ...................................................... 17 Part 4: The Oral Presentation (K-8) ............................................................................ 18
It’s Science Fair Time – Now what?.......................................................... 19 Experimental Projects (General requirements/Project ideas)................ 21 ♦ ♦ ♦ ♦
The Scientific Method .............................................................................................22-23 Experimental Report ..............................................................................................24-28 Experimental project judging criteria ............................................................................ 29 Science Fair Registration Form (Experimental) ........................................................... 31
Non-Experimental Projects (General requirements/Project ideas) ....... 33 What are Non-Experimental projects? ....................................................................33-34 How to do a Non-Experimental project ........................................................................ 35 Non-Experimental Report .......................................................................................36-40 Non-Experimental project judging criteria .................................................................... 41 ♦ Science Fair Registration Form (Non-Experimental) ................................................... 43 ♦ ♦ ♦ ♦
Engineering Projects (General requirements/Project ideas) ................. 45 ♦ ♦ ♦ ♦
The Engineering Process .......................................................................................47-48 The Engineering Report ..........................................................................................49-56 Engineering project judging criteria ............................................................................. 57 Science Fair Registration Form (Engineering) ............................................................. 59
Lombard PTA Council Science Fair Scholarship Application…………. 61 ♦ PTA Council Scholarship Rules & Requirements………………………………………. 62
Suggested Timeline (Tear off and post on refrigerator) ......................... 63 5
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Science Fair 2018 Dates to Remember Informational Events Science Fair Kick-off Assemblies, All D44 Schools Monday, November 27, 2017 (PV, PL, BF) Tuesday, November 28, 2017 (MD, WH, MH, GW) Registration opens – Science Fair 2018 packets posted online and paper copies in offices!
Important Deadlines to Remember Registration Forms due Friday, December 15, 2017 (by 3:30 p.m. in school office)
Project Reports due Monday, February 5, 2018 (by 3:30 p.m. in school office) Please turn in TWO copies of your report per project stapled separately. Keep an additional one for yourself. NO report covers, plastic sleeves, or binder clips. Confirmation sheets sent home by Monday, February 12, 2018.
Lombard PTA Council Scholarship Application due Monday, February 5, 2018 (by 3:30 p.m. in school office) (Hand in with Project Report)
Project Check-in and Set-up, Glenn Westlake Middle School Friday, February 23, 2018, 5:00 p.m. – 6:30 p.m. To familiarize your student with the layout, we recommend both parent and child attend. *Absolutely no check-in will be allowed after 6:30 p.m. Friday night. Please note: Judging times will be assigned on a “first come, first served” basis.
Science Fair Day! Saturday, February 24, 2018 Judging Appointments: 9:00 a.m. – noon Project Viewing: 2:30 p.m. – 3:30 p.m. Participants and their families are encouraged to stay and circulate during viewing period. Please keep your project displayed until 3:30 p.m. Everyone enjoys viewing each other's projects!
Science Fair Liaison Personnel District 44 Teacher Liaisons Butterfield Ashley Wolski Madison Rebecca Gamboa Manor Hill Kyla Webb Manor Hill Mike Schaefer Park View Mary Gonzalez Park View Sue Daeschler Pleasant Lane Karen Bruce Hammerschmidt Neil Gunsteen GWMS 6th Jenna Payne GWMS 7th Megan Elmore th GWMS 7 Randie Johnson GWMS 8th Krissy Quinn
827-4026 827-4138 827-4300 827-4343 827-4040 827-4040 827-4640 827-4200 827-4558 827-4543 827-4693 827-4568
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
District 44 Science Fair Committee Members Tania Parciany Math & Science Coordinator 827-4424 Michael Schaefer Discovery Center 827-4343
[email protected] [email protected]
Parent Science Fair Committee Members Lisa O’Brien (630) 261-0580 Kristen Nairn (630) 932-9451 Deb Iversen (630) 222-1864 Pam Hernandez (630) 542-2513
[email protected] [email protected] [email protected] [email protected]
Should you have any questions or concerns regarding your child’s participation in the Science Fair, do not hesitate to contact your school’s liaison teacher or any committee member listed above.
PTA Science Fair Parent Representative Butterfield Lindsey Stokes (847) 494-0439 Hammerschmidt Meghan Leslein (630) 283-2921 Madison Barb Sirmarco (630) 417-7169 Madison Brenda Thinnes (630) 240-2781 Manor Hill Brian Kalbfliesch (630) 219-0575 Park View Jen Sommesi (224) 595-0662 Pleasant Lane Sara Petkus (630) 629-1906 Pleasant Lane Bob Stringham (425) 971-5127 Glenn Westlake Edward Hussaini (847) 863-4334
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
*We would like to thank Mrs. Alicia York, art teacher at GWMS, for her support with the t-shirt design contest at Glenn Westlake Middle School!
Contact Person for Changes Who do I notify if I want to change some aspect of my project after the registration form has been submitted? Changing the topic of your project or revising information can occur any time before the report due date of February 5, 2018. Simply email your new project information to Tania Parciany at
[email protected]. Indicate that you are sending revised information and we will update your project profile. If you do not have access to email, send the revisions to the teacher liaison at your school. It is helpful for the judges to have your registration form, report, and project all “match”. Your report cannot be changed once it has been submitted. 8
Overview of Requirements Participation in the Science Fair consists of four main parts: Part 1: The PROJECT (Experiment, Non-Experiment, or Engineering) Part 2: The WRITTEN REPORT Part 3: The VISUAL DISPLAY (also known as “The Project Board” and materials) Part 4: The ORAL PRESENTATION on Science Fair Day (during judging time) Each of the four parts will be explained in detail on pages 9 – 18.
PART 1: Which project type should I choose… Experimental §
Must have a manipulated variable (the variable that is changed in the experiment)
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Must have a high degree of control, either in the form of a control group or controlled conditions
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Must be able to use the scientific method (See pages 22 - 23)
Non-Experimental §
§
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Does not have a manipulated variable. Students examine a particular question and collect observations but do not experimentally manipulate (or purposely change) the independent variable. (This may be due to ethical or practical reasons that make it impossible.) Surveys have controls (factors that are kept consistent) in order to give the scientist greater confidence in his/her observations or findings Three main categories: descriptive or correlational projects, surveys, demonstrations (See pages 33 - 34)
Engineering §
Identify and define a problem that needs to be solved
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Plan solutions and identify criteria and constraints
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Make a model or prototype
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Test the model or prototype
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Test the model, reflect and redesign
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Share the solution
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Middle school students should use CER (Claims, Evidence, and Reasoning) to summarize their work
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(See pages 45 – 48)
All Experiments, Non-Experiments, and Engineering Projects should include: • A clear purpose • Systematic or organized study of an area of interest • Clearly defined procedures or design process • Multiple observations, trials, or retesting 9
Things to consider when deciding on a project: §
Make sure the equipment you will need to do your project is readily available.
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Consider the time needed to complete the project.
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While parents are encouraged to support their children in this process, it is assumed that the children will do the majority of the work. Parents should discuss the project with their children and assist them as needed in thinking through various aspects of the projects. Children are expected to adequately explain all aspects of the project and have a good understanding of it.
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How interested are you in this topic? Be sure to select a topic that will hold your interest throughout the entire process.
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Things to know before you begin… 1.
Classroom Time: Students will not be given regular classroom time to work on their projects or write their reports. All project work must be done at home under parental supervision. Each school liaison teacher is available for assistance.
2.
Partner Projects: No more than TWO (non-family) students may work together as a team to complete a single project. If partners are in different grades, they will be judged at the higher grade level. Each student in a team must fill out a registration form.
3.
Family Projects: Any number of siblings K – 8 in a household may work together on a project. Each child is expected to have some knowledge of all aspects of the project and should be able to explain and describe what has happened. Family projects will be judged at the highest grade level. (Students only – not parents) One registration form per child participating.
4.
Animal Experiments: If projects being conducted on animals have any potential for adverse physical effects, only lower orders of life may be used. Lower orders include bacteria, fungi, protozoa and insects. Vertebrate animals are not to be used in experiments for projects for Science Fairs with the following exceptions: a) Observations of normal living patterns of wild animals, in the free-living state, or in zoological parks, gardens, aquaria, or government protected areas. b) Observations of normal living patterns of pets, fish and domestic animals. No living vertebrate animal shall be displayed in exhibits at the Science Fair. No animal should be taken out of their natural habitat. If chicken or other eggs are to be used, only projects which involve the observation of embryos may be entered into the science fair. If normal egg embryos are to be hatched, satisfactory humane considerations must be made for disposal of chicks. If such arrangements cannot be made then the chicken embryos must be destroyed on the 19th day of incubation. No eggs capable of hatching may be exhibited. Normal physiologic and behavioral studies may be carried out on humans. Projects must be carefully selected so that neither physiologic nor psychological harm can result from the study. Source: Animal Welfare Institute, PO Box 3650, Washington, D.C. 20007
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Bodily Fluids: Projects involving bodily fluids are prohibited.
6.
Electricity will not be available.
7.
No flames, dangerous materials, or chemicals are allowed. (Ex: battery acid)
8.
No latex balloons will be allowed on any display.
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Science Suppliers American Science & Surplus 5316 N. Milwaukee Ave. Chicago, IL 60630 (773)763-0313 www.sciplus.com
American Science & Surplus 33W361 Roosevelt Road Geneva, IL 60185 (630)232-2882 www.sciplus.com
Ward’s Science 5100 W. Henrietta Road PO Box 92912 Rochester, NY 14692-9102 (800)962-2660 www.wardsci.com
Cole Parmer 625 E. Bunker Ct. Vernon Hills, IL 60061 (847)549-7600 www.coleparmer.com Sargent Welch Scientific Co. 911 Commerce Ct. Buffalo Grove, IL 60089 (847)459-6625 or (800)727-4368 www.sargentwelch.com
Hobby Lobby 255 W. Roosevelt Rd. Lombard, IL 60148 (630)495-4483 www.hobbylobby.com Wilkens Anderson Co. 4525 W. Division Chicago, IL 60651 (773)384-4433 www.wacolab.com
Carolina Biological Supply 2700 York Rd. Burlington, NC 27215 (800)334-5551 www.carolina.com
Fisher Scientific 4500 Turnberry Drive Hanover Park, IL 60133 (630)259-1200 www.fishersci.com Sellstrom Mfg. One Sellstrom Drive Palatine, IL 60067 (847)358-2000 or (800)3237402 www.sellstrom.com Edmund Optics 101 East Gloucester Pike Barrington, NJ 08007 (800)363-1992 www.edmundoptics.com
Thames and Kosmos www.thamesandkosmos.com
Scientifics Direct www.scientificsonline.com
Updated 11/17
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Nasco 901 Janesville PO Box 901 Ft. Atkinson, WI 53538 (800)558-9595 www.enasco.com Steve Spangler Science www.stevespanglerscience.com
PART 2a: The Written Report (Experimental or Non-Experimental) Kindergarten – 8th Grade Important: Two paper copies per project of the written report must be turned in to your school liaison teacher or science teacher by Monday, February 5, 2018. Please remember to keep an additional copy for yourself. Use the Science Fair Report Form found on pages 24 – 28 for Experimental and pages 36 – 40 for Non-Experimental within this booklet. You may handwrite on this form or type all of the information listed below. (One graph template is provided if needed. Photocopy additional graphs as needed.) If you choose to create your own format, be sure to include the following information and bold the headers and section parts: §
Title page that includes name, grade, school, experiment or non-experiment
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Purpose or Question
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Background information you found as a result of your research. What did you learn that helped you with your project?
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Hypothesis (Some non-experimental projects will not have this)
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Drawing of your project showing all materials used
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All variables - manipulated, responding and controlled (Non-experimental projects will not have these)
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List of materials used
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Procedure
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Any data collected-This should be neatly organized and displayed in tables and/or graphs.
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Results and conclusions: What was the answer to your question? Be sure to include any ideas that may have influenced the outcome.
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New questions you have as a result of your project
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A list of books and other resources you used throughout your project
Please note: Parents can assist with typing and preparation of the project poster, but the child should participate fully. Younger children with less-developed computer skills can neatly write out text, graphs, etc. If the project itself, the display, or project summary appear to be the work of parents and not the child, the project will lose points. 13
PART 2b: The Written Report (Engineering) 3rd Grade – 8th Grade Important: Two paper copies per project of the written report must be turned in to your school liaison teacher or science teacher by Monday, February 5, 2018. Please remember to keep an additional copy for yourself. Use the Science Fair Engineering Report Form found on pages 49 - 56 of this booklet. You may handwrite on this form or type all of the information listed below. (One graph template is provided if needed. Photocopy additional graphs or tables as needed.) If you choose to create your own format, be sure to include the following information and bold the headers and section parts: §
Title page that includes name, grade, school, engineering project
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Identify the problem
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Identify the criteria and constraints
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Brainstorm possible solutions and research to generate ideas
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Develop a design proposal
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Build a model or a prototype
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Test the model/prototype and evaluate using specifications from the criteria and constraints
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Make claims based on evidence and refine the design
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Adjust the model or prototype and retest & evaluate
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During retesting, take photos and keep data tables & graphs if necessary to illustrate the changes in the design
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Share the solution
Please note: Parents can assist with typing and preparation of the project poster, but the child should participate fully. Younger children with less-developed computer skills can neatly write out text, graphs, etc. If the project itself, the display, or project summary appear to be the work of parents and not the child, the project will lose points. Please note: Family projects in Engineering will be scored with the rubric at the highest grade level of the oldest student. The oldest student must be in grades 3 – 8 to participate in this category. A younger sibling is acceptable due to the fact that the scoring of the project is in the grade 3 – 8 range.
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PART 3a: The Visual Display (Experimental or Non-Experimental) Kindergarten – 8th Grade
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PART 3b: The Visual Display (Engineering Project) 3rd Grade – 8th Grade
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PART 4: The Oral Presentation Kindergarten – 8th Grade
Two judges will listen to the oral presentation and ask clarifying questions of the student or partners. One judge is an educator judge and one judge is a scientist or engineer. With this team of judges, multiple perspectives from education, science and engineering are considered during the judging process. Please review the judging rubrics on the following pages: • Experimental project rubric using the Scientific Method (page 29) • Non-Experimental project rubric (page 41) • Engineering project rubric using the Engineering Process (page 57) Assist your child in preparation for the oral presentation. Your family can be the judges asking questions from the rubric or from the written report. This will help your child know how to respond during the judging time.
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It’s Science Fair Time – Now what? Project Check-in and Set up: Friday, February 23, 2018 Where: Glenn Westlake Middle School When: 5:00 p.m. – 6:30p.m. (No check-in will be allowed after 6:30 p.m.) What: § Enter the small gym and check in at your grade level table. §
At that time you will be asked to select a judging time from the available time slots.
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You will receive a sticker that will tell you your table and project number.
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You will also receive a ticket for a t-shirt that you should pick up on you way out of the gym.
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Proceed to the project area, locate your table number and set up your display.
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Please note: Judging times are assigned on a “first come, first served” basis.
Science Fair Day: Saturday, February 24, 2018 Judging Appointments: 9:00 a.m. – noon What to do: § Plan to arrive approximately 15 minutes prior to your judging time. §
Check-in is located in the Science Fair Activity Room, which can be found in the small gym.
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When your time slot is called to line up, follow the instructions of the volunteer. You will be taken out to the project area. Your judges will meet you at your project. Parents should wait in the small gym for their child to return. Families are asked to go home after judging and return for project viewing.
Project Viewing: 2:30 p.m. – 3:30 p.m. §
Ribbons (2nd - 8th grades) or medals (K - 1st grades) for all students will be attached to projects prior to viewing.
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Participants are encouraged to stay and circulate to view other projects the full hour.
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The decision of the judges is final.
Please note: All exhibits must be removed at the conclusion of project viewing at 3:30 p.m. Exhibits not removed will be discarded.
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Experimental Projects ¨ Must have ONE manipulated variable (the one variable that is changed in the experiment) *REMINDER: There is only one manipulated variable in a science experiment.
¨ Must have a high degree of control, either in the form of a control group or controlled conditions ¨ Must be able to use the scientific method
Sample Questions How is magnet strength affected by temperature? What effect do preservatives have on the growth of bread mold? What fabrics make good insulators? What materials are the best conductors of electricity? What effect does the height of a swinging mass have on its energy? What effect does temperature change in water have on a fish’s rate of respiration? How does heating water affect the rate at which materials dissolve? What effect does size of particles have on how fast a solute dissolves? What is the effect of different kinds of physical activity on pulse rates? What is the effect of different types of practice on learning rates?
Examples with the scientific method Question: Hypothesis:
How does temperature affect the life of a battery? Batteries stored in cool temperature will last longer; the colder the storage, the longer the life. The differences remain to be measured. Manipulated variable (only one): Temperature Responding variable: Life of battery Controls: Kind, size and age of battery Measurement of responding variable: Length of time the battery will operate the same item ------------------------------------------------------------------------------------------------------------------------------------Question: What effect does the shape of a hole in a parachute have on its falling speed? Hypothesis: Shapes that interfere with the passage of air should cause a slower fall if the chute remains stable. The differences remain to be measured. Manipulated variable (only one): Shape of hole Responding variable: Speed at which parachute falls Controls: Area of hole, size and shape of parachute, length of fall Measurement of responding variable: Length of time for parachute to fall
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The Scientific Method The scientific method is the “tool” that scientists use to find the answers to questions. It is the process of thinking through the possible solutions to a problem and testing each possibility to find the best solution. The scientific method involves the steps outlined below:
1. Select a question § § § §
Use books from the library or the Internet for ideas and information. Be sure your question can be answered by conducting an experiment. Open-ended questions work best. For example: “How does light affect the growth of mold?” instead of “Does light affect mold growth?” Try to avoid yes or no questions. Be careful! Many resources suggest science fair experiments that are not true experiments. In a true experiment, you will be able to identify the manipulated, responding, and controlled variables (see below).
2. Research § §
Process of collecting information from personal experiences, knowledgeable sources, printed sources (books, journals, magazines, newspapers), as well as electronic sources (computer software and Internet sites). Research or background information should help in determining the hypothesis (see below).
3. Form a hypothesis § § §
Prediction about what you think will happen as a result of your experiment Often referred to as an “educated guess” Should guide you in designing the procedure for the experiment that will prove or disprove the hypothesis
4. Perform the experiment A. Plan the experiment §
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Identify the manipulated, responding, and controlled variables o Manipulated Variable (only one in an experiment): This variable (sometimes called the independent variable) is the one you will change in your experiment. For example, if you wanted to know how temperature affects the life of batteries, the temperature of the batteries being tested is the only variable that you would change. o Responding Variable: This variable (sometimes called the dependent or outcome variable) is the thing that changes as a result of the changes in the manipulated variable. If you were testing the batteries in a flashlight, the responding variable would be the length of time the flashlight would work with batteries that had been kept at different temperatures. o Controlled Variables: Sometimes called controls, these are all the things that you keep the same in your experiment. Controls in the battery example would be the brand, size of battery, the shelf-life date, kind of flashlight, length of time each battery had been held at each temperature, and anything else that might affect the results.
B. Select the materials to form the test equipment. Plan how the tests will be done. Keep the following questions in mind: § § § §
What tests will you do first? How many tests will you do? How long will each test last How will the data (results) be recorded? How many times will each test be repeated? (Multiple trials are extremely important! The more trials you perform, the more accurate your data will be.)
§ C. Assemble equipment and prepare data sheets for recording measurements and comments. D. Conduct the experiment § §
Be sure to make careful observations and record all information gathered. Repeat each test 3 or more trials to be sure results are valid.
5. Prepare the results § § § §
Organize the data you collected. Make charts, graphs and/or tables to show what happened. Whenever possible, use numbers to show your results. If something happened that you could not explain, you may choose to do more tests or make different measurements to help answer your question. If one measurement is very different from the others, check your comments from your observations to be sure nothing unusual happened to that test. For example: If you were testing the effect of temperature change on batteries and you dropped the flashlight, your results from that test might not be accurate. Try to understand the problem so that you can explain unusual results.
6. Explain the results § § § § §
Study your results and begin thinking about what your charts, graphs, and tables tell you. Pay close attention to patterns in your data. Try to explain how or why the results came out the way they did. What was the cause? Do your results agree with your hypothesis? You are encouraged to do additional research to help explain your results.
7. Draw conclusions § § § §
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What can you say about your experiment in general? What do you think would happen if someone did a similar experiment? Comment on any patterns and amounts in your conclusion. If possible, describe how your results might apply to everyday experiences.
Science Fair Experimental Report: Kindergarten – Grade 8 Name_________________________Grade _______ School:_______________Phone #__________ (First and Last)
Name_________________________Grade _______ School:_______________Phone #__________ (First and Last)
Project Title:___________________________________________________________________
Purpose or Question: ___________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Research/Background Information: _______________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Hypothesis: __________________________________________________________________ _____________________________________________________________________________ ______________________________________________________________________________________
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Science Fair Experimental Report: Kindergarten – Grade 8 Apparatus: Make a drawing of the project. Label materials and variables.
Variables: Manipulated Variable: __________________________________________________________
Responding Variable: ___________________________________________________________
Controlled Variables: ___________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Materials: _____________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
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Science Fair Experimental Report: Kindergarten – Grade 8
Procedure: (What did I do to answer my question?)__________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Data Table:
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Science Fair Experimental Report: Kindergarten – Grade 8
Label: ____________________________________________
Graph (if applicable) Title: _____________________________________________________
Label: _________________________________________________________
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Science Fair Experimental Report: Kindergarten – Grade 8 Results and Conclusions: (What is the answer to my question? Include any ideas that may have influenced the outcome.) ________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
New questions I have as a result of this project: ____________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Books or other resources I used to help me: _______________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Experimental Project Judging Criteria Highly Developed (4) 1. Purpose of the project and question(s) to be answered is clear. (x1) 2. Experiment was conducted appropriately. (x3)
3. Student recorded data in appropriate ways, adequately described results/observations, and recognized important occurrences. (x2)
4. Student drew reasonable conclusions from the results. (x2)
- Has a well-defined purpose. - Questions to be answered and hypothesis are stated clearly and concisely.
Developed (3) - Has adequately defined purpose. - Questions to be answered and hypothesis are adequately stated.
- Student followed experimental method. - Manipulated and responding variables are clearly defined. - A control or comparison groups was in evidence and used appropriately. - Procedures are clear. - Repeated measurements / trials were performed. - Methods were appropriate. - Made best use of available equipment in solving problem.
- Student followed experimental method. - Manipulated and responding variables are clearly defined. - A control or comparison groups was in evidence, but not all relevant variables were controlled. - Procedures are somewhat clear. - Repeated measurements / trials were performed. - Made good use of available equipment in solving problem. - Data collected is sufficiently detailed in - Data collected is accurate, but lacking relation to scope of project and child’s some detail in relation to scope of age. project and child’s age. - Data is presented in neat and logical - Data is presented in an adequate manner, using tables, graphs, and text as manner, but additional tables, graphs, appropriate. and /or text should have been included - Data is analyzed to address project’s to describe results. purpose, questions, and hypothesis. - Important occurrences are recognized - Important occurrences are recognized and an attempt at explanation is made. and explained. - Conclusion is consistent with data and/or observations. - Conclusion is consistent with original purpose and questions. - Conclusions are stated clearly and concisely. - Improvements to current project or suggestions for future projects are included.
5. Students made good use of available background information. (x1)
-Little or no data collected. -Little or no results recorded or are in a format where trends are difficult to discern. -Important occurrences are unobserved or undocumented.
- Exhibit is missing pertinent information. - Sections are unclear and disorganized. - Display is poorly prepared.
- Display contains little or no pertinent information.
- Student provides adequate presentation - Most of the information that is presented is relevant and pertinent. - Student knows the subject of the project fairly well (commensurate with age/grade).
- Presentation is difficult to follow. - Information is unclear and/or irrelevant. - Student does not know subject matter very well.
-Student unwilling to talk.
- Summary/report adequately describes project, but it is not thorough. - Summary/report is fairly organized and clear. - There are minor discrepancies between the exhibit and the summary/report. - Most citations/sources for information obtained from external sources included.
- Summary/report is missing critical information. - Summary/report is not written very clearly. - There are discrepancies between the exhibit and the summary/report. - Missing important citations/sources for information obtained from external sources. - Some student involvement - Student uncertain of some aspects of project
- Summary/report not at all representative of project in content or conclusions. - Summary/report is incomplete. - Missing many/all citations/sources for information obtained from external sources.
- Conclusion is fairly consistent with data and/or observations. - Conclusion is fairly consistent with original purpose and questions. - Conclusions are stated fairly clearly and concisely. - Improvements to current project or suggestions for future projects are included, but may lack details.
- Student has used multiple sources for background research from both the popular and scientific literature (as appropriate for age/grade). - Research provides basis/ideas for project design. - Sections are presented clearly, but are not well organized. - Exhibit is attractive and adequately represents theme of the project. - Titles and written descriptions are lacking in neatness, legibility, and size.
9. Project represents student's own work to the extent appropriate with age. (x1)
- Satisfactory student involvement - Student demonstrates knowledge and understanding of majority of project
Column one description includes point weighting
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- Student did not strictly follow experimental method. - Manipulated and responding variables are defined. - Appropriate controls were not in place. - Procedures are somewhat clear. - Additional trials / repeated measurements are inadequate.
Undeveloped (1) - Purpose of the project is unclear. - Research questions and/or hypothesis are poorly defined or absent. - Variables neither defined nor controlled. - Control or comparison group absent. - Little or no evidence of scientific principles used.
- Data collected is lacking some important detail. - Problems are not recorded. - Missing important tables, graphs, and /or text to better describe results. - Data analysis is incomplete in addressing project’s purpose, questions, and/or hypothesis. - Important occurrences are recognized, but are not explained. - Conclusion contains some important points, but is not entirely consistent with data and/or observations. - Conclusion strays from original purpose and questions. - Conclusions are stated fairly clearly. - Improvements to current project or suggestions for future projects may not be included. - Few sources consulted. - Research has little or no apparent influence on project design.
- Student has conducted extensive research using multiple sources from both the popular and scientific literature (as appropriate for age/grade). - Project design is synthesized from question(s) arising from research. 6. Quality of - Exhibit is self-explanatory. exhibit/display. - Sections are presented clearly and (x1) logically. - Exhibit is attractive and adequately represents theme of the project. - Titles and written descriptions are neat, legible, and large enough to read. 7. Quality of oral - Student provides clear presentation presentation. that concisely summarizes the project (x1) and major points. - Information that is presented is relevant and pertinent. - Student clearly knows the subject of the project very well (commensurate with age/grade). 8. Quality of lab report - Summary/report fully describes the (Gr. K-8) project and follows guidelines for (x1) summary sheet or written report. - It is clearly written, well organized, and reflects the project well. - It includes citations/sources for information obtained from external sources.
- Significant student involvement - Student demonstrates knowledge and understanding of entire project
Partially Developed (2) - Has a poorly defined purpose. - Missing research questions or hypothesis.
- Conclusion is inconsistent with data and/or observations. - Conclusion strays from original purpose and questions. -Improvements to current project or suggestions for future projects are not included. - Little or no background investigation performed.
- Minimal student involvement - Student lacks knowledge of content and process
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Science Fair Registration Form Experimental Projects **Every student participating in the Science Fair must turn in a registration form!
Return to your school secretary by Friday, December 15, 2017 by 3:30 p.m. 1. This registration is for: ¨ (check one) INDIVIDUAL ENTRY
¨*
¨*
PARTNER ENTRY
FAMILY ENTRY
*The project will be judged at the highest grade level of the students.
2. Student’s Name: Last: _____________________ First:___________________ MI: ______ 3. School ________________________________________________________ 4. Grade _______________ Teacher _________________________________ 5. Parent/Guardian Phone Number ___________________________________ 6. Parent/Guardian Email Address ____________________________________________ 7. Complete Only if Entering with a Partner/Family Member: -Partner/Family Member Name __________________________________ -School ____________________________________________________ -Grade ____________ 8. Proposed Title of Project _________________________________________ 9. Does this project pose potential risk to its subjects?____________ 10. Are you a first time science fair participant? __________ Student T-shirt Size (please circle the size(s) for your children only on this form) Youth M Youth L Adult S Adult M Adult L ___________________________ Parent or Guardian (please print)
____ Yes, I will be happy to help as a Science Fair Volunteer. Please call me! STOP
Make sure you can answer YES to these two important questions before turning in this registration form: Have you completed all 10 questions above? If you are working with a partner or family, did each participant complete a registration form? PLEASE NOTE: A confirmation sheet will be sent home after summaries are submitted. 31
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What are Non-Experimental Projects? What are Non-Experimental Projects? There are three main categories of non-experimental projects: descriptive or correlational, surveys, and demonstrations. In a non-experimental project, students examine a particular question and collect observations but do not experimentally manipulate (or purposely change) the independent variable. Like all scientific studies, a non-experiment should still involve particular question(s) to be evaluated, identification of relevant variables, background research, systematic methods to conduct the project, careful and detailed observations/notes, and valid conclusions.
Descriptive or Correlational Projects § § §
Focus is on the relationship between two or more variables Cannot manipulate or change the independent variable Study the relationship between variables as they naturally occur
Example: Topic: Effect of secondhand smoke in the home and childhood asthma It is unethical to assign children to be exposed to second hand smoke. Therefore, you look at the results (the frequency of asthma) after children have already been exposed to second hand smoke in their natural environments (the homes in which they live). Descriptive and Correlational Project Ideas Possible questions that could be investigated in descriptive or correlational projects include examining the relationship among such variables as: • Vision problems and other factors (e.g., eye color, age, gender) • Height, weight, and strength • Height, gender, or minutes played, and some or all of the following: rebounds, assists, points scored, fouls, free throw success, etc. • Gender and choice of language or other classes • Ingredient content vs. price of different products
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Surveys Surveys will be descriptive and/or correlative when the results are presented. In any case, the survey itself should be designed well and controlled for important factors, such as method of administration, item response choices, etc. In addition, the student should try and collect additional information on those surveyed (for example, age, gender, etc.) to look to any differences based on these factors. If conducting a survey, students should consider the following: Many resources are available to guide students in developing and interpreting surveys Must be well designed so that the student can make sense of the responses May survey other students, teachers, parents, or another group on a particular area of interest Must survey a large group in order for the results to be valid Results are generally reported using description and/or correlation
§ § § § §
Survey Project Ideas • • • • •
Bike helmet use TV watching and preferences Teacher background and classes taught Parents’ home periodical subscriptions and education level CD listening times, preferences and other factors
Demonstrations This category may include the demonstration of: § § § §
a particular science apparatus or scientific principle how something works how something is created naturally or in the lab how something occurs in our environment
Demonstration project ideas How a bicycle works Levers How a microscope works How seeds travel Why things float
The steam engine Pulleys Evaporation How a canal lock works Effects of air pressure
Weather forecasting How binoculars work What is ground water? Hydroponics What causes light to bend?
Please note: The project’s level of complexity should fit with the student’s age and grade level. (Simple demonstrations would not be appropriate for upper elementary school.
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How to do a Non-Experimental Project 1. Select a topic and a question § §
§
Start by listing topics you are interested in (baking, music, school, sports, art, health, etc.) From that list, create questions that you think would be interesting o How important is sugar as a ingredient in cookies? o How does a bicycle work? o Is it necessary to see food in order to taste it? Choose a question that you think you can answer. Be sure to consider the following: o Will it be interesting? o How will I gather my results or observations? o Can I get the necessary supplies to do the project? o Will I have enough time to complete it? o Is it safe? o What variables are important and will influence my investigation? o Which things should I consider and control, if possible, to improve my project?
2. Plan how, when, and where you will do your project Keep in mind: o What do you want to have happen? o What equipment/materials will you need? o How will you perform the project? (Put in place any controls and identify variables for descriptive/correlational and survey projects only.) o What will you be observing, measuring, or collecting during the project?
3. Develop or collect necessary materials 4. Execute the project and observe/measure the results o o o o
Prepare data sheets for recording notes, observations, or measurements. Keep track of all results in a log. Include notes and drawings as appropriate. Repeat if possible to verify your results. For Demonstrations: Record and observe how something works and why.
5. Organize your results (observations or measurements) o o o o o
Include charts, graphs, tables, pictures, drawings and/or diagrams as appropriate. When possible, use numbers to show your results. Identify and label any pictures, drawings, diagrams, etc. Identify and label all relevant variables (descriptive/correlational and survey projects only). Identify any controls put in place (descriptive/correlational and survey projects only).
6. Explain your observations and results o o o
Why do you think you got the results you did? How do your results/observations compare with what you read about or predicted? For Demonstration: Be ready to explain how and why something works.
7. Draw conclusions o o o o o o
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What can you say about your project in general? How do your results or observations relate to your life or our environment? Is there anything you could have done to improve your project? What new questions did your project raise? What should be looked at next time a similar project is performed?
Science Fair Non-Experimental Report: Kindergarten – Grade 8 Name_________________________Grade _______ School:______________Phone #__________ (First and Last)
Name_________________________Grade _______ School:______________Phone #__________ (First and Last)
Project Title:___________________________________________________________________ Purpose or Question: ___________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Research/Background Information: _______________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
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Science Fair Non-Experimental Report: Kindergarten – Grade 8 Apparatus: Make a drawing of the project. Label materials and variables.
Materials: _____________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
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Science Fair Non-Experimental Report: Kindergarten – Grade 8
Procedure: (What did I do to answer my question?) _________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Data Table:
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Science Fair Non-Experimental Report: Kindergarten – Grade 8
Label: ____________________________________________
Graph (if applicable) Title: _____________________________________________________
Label: _________________________________________________________ 39
Science Fair Non-Experimental Report: Kindergarten – Grade 8 Results and Conclusions: (What is the answer to my question? Include any ideas that may have influenced the outcome.) ___________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
New questions I have as a result of this project: ____________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Books or other resources I used to help me: _______________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Column one description includes point weighting
Non-Experimental Project Judging Criteria
Highly Developed (4) 1. Purpose of the project and question(s) to be answered is clear. (x1) 2. Project was conducted appropriately. (x1)
Developed (3)
Partially Developed (2)
Undeveloped (1)
- Has a well-defined purpose. - Questions to be answered are stated clearly and concisely.
- Has adequately defined purpose. - Questions to be answered are adequately stated.
- Has a poorly defined purpose. - Missing research questions.
- Purpose of the project is unclear. - Research questions are poorly defined or absent.
- Student used an appropriate, systematic, and orderly method to address the purpose of the project. Procedures are clear. - Where appropriate, variables under investigation are clearly defined.* - Controls, if appropriate, are in place.* - Where appropriate, repeated measurements / trials were performed.* - Made best use of available equipment in presenting information.
- Student used an adequate method to address the purpose of the project. - Procedures are somewhat clear. - Where appropriate, variables under investigation are clearly defined. - Controls, if appropriate, are in place. - Where appropriate, repeated measurements / trials were performed. - Made good use of available equipment in presenting information.
- Little or no evidence of logical and orderly approach in addressing the purpose of the project. - Variables are undefined. - Controls, if appropriate, are absent.
3. Student recorded data in appropriate ways, adequately described results/observations, and recognized important occurrences. (x2)
- Data collected is sufficiently detailed in relation to scope of project and child’s age. - Data is presented in neat and logical manner, using tables, graphs, and text as appropriate. - Data is analyzed to address project’s purpose, questions, and hypothesis. - Important occurrences are recognized and explained.
- Data collected is accurate but lacking some detail in relation to scope of project and child’s age. - Data collected are in appropriate format. - Data is presented in an adequate manner, but additional tables, graphs, and /or text should have been included to describe results. - Important occurrences are recognized and an attempt at explanation is made.
- Student did not follow an appropriate or orderly method in addressing the purpose of the project. - Procedures are somewhat clear. - Some of the variables under investigation are defined. - Controls, if appropriate, are absent. - Additional trials / repeated measurements are missing or are inadequate. - Data collected in lacking some important detail. - Problems are not recorded. - Data are not in an appropriate format given the purpose of the project. - Missing important tables, graphs, and /or text to better describe results. - Important occurrences are recognized, but are not explained.
4. Student drew reasonable conclusions from the results. (x3)
- Conclusion is consistent with data and/or observations. - Conclusion is consistent with original purpose and questions. - Conclusions are stated clearly and concisely. - Improvements to current project or suggestions for future projects are included. - Student has conducted extensive research using multiple sources from both the popular and scientific literature (as appropriate for age/grade). - Project design is synthesized from question(s) arising from research. - Exhibit is self-explanatory. - Sections are presented clearly and logically. - Exhibit is attractive and adequately represents theme of the project. - Titles and written descriptions are neat, legible, and large enough to read.
- Conclusion contains important points, but is not entirely consistent with data and/or observations. - Conclusion strays from original purpose and questions. - Conclusions are stated fairly clearly. - Improvements to current project or suggestions for future projects are may not be included. - Student has used multiple sources for background research from both the popular and scientific literature (as appropriate for age/grade). - Research provides basis/ideas for project design. - Exhibit is requires some explanation. - Sections are presented clearly, but are not well organized. - Exhibit is attractive and adequately represents theme of the project. - Titles and written descriptions are lacking in neatness, legibility, and size.
- Conclusion is inconsistent with data and/or observations. - Conclusion strays from original purpose and questions. -- Improvements to current project or suggestions for future projects are not included.
No conclusion or no valid conclusion present.
- Few sources consulted. - Research has little or no apparent influence on project design.
- Little or no background investigation performed.
- Exhibit is missing pertinent information. - Sections are unclear and disorganized. - Display is poorly prepared.
- Display contains little or no pertinent information.
- Student provides clear presentation that concisely summarizes the project and major points. - Information that is presented is relevant and pertinent. - Student clearly knows the subject of the project very well (commensurate with age/grade). 8. Quality of lab report - Summary/report fully describes the (Gr. K-8) project and follows guidelines for (x1) summary sheet or written report. - It is clearly written, well organized, and reflects the project well. - It includes citations/sources for information obtained from external sources.
- Student provides adequate presentation - Most of the information that is presented is relevant and pertinent. - Student knows the subject of the project fairly well (commensurate with age/grade).
- Presentation is difficult to follow. - Information is unclear and/or irrelevant. - Student does not know subject matter very well.
-Student unwilling to talk.
- Summary/report adequately describes project, but it is not thorough. - Summary/report is fairly organized and clear. - There are minor discrepancies between the exhibit and the summary/report. - Missing important citations/sources for information obtained from external sources.
- Summary/report is missing critical information. - Summary/report is not written very clearly. - There are discrepancies between the exhibit and the summary/report. - Missing important citations/sources for information obtained from external sources.
- Summary/report not at all representative of project in content or conclusions. - Summary/report is incomplete. - Missing many/all citations/sources for information obtained from external sources.
9. Project represents student's own work to the extent appropriate with age. (x1)
- Satisfactory student involvement - Student demonstrates knowledge and understanding of majority of project
- Some student involvement - Student uncertain of some aspects of project
- Minimal student involvement - Student lacks knowledge of content and process
*If correlational, descriptive or survey
5. Students made good use of available background information. (x2) 6. Quality of exhibit/display. (x1)
7. Quality of oral presentation. (x1)
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- Significant student involvement - Student demonstrates knowledge and understanding of entire project
-Little or no results recorded or are in a format where trends are difficult to discern -Important occurrences are unobserved or undocumented.
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Science Fair Registration Form Non-Experimental Projects **Every student participating in the Science Fair must turn in a registration form!
Return to your school secretary by Friday, December 15, 2017 by 3:30 p.m. 1. This registration is for: ¨ (check one) INDIVIDUAL ENTRY
¨*
¨*
PARTNER ENTRY
FAMILY ENTRY
*The project will be judged at the highest grade level of the students.
2. Student’s Name: Last: _____________________ First:___________________ MI: ______ 3. School ________________________________________________________ 4. Grade _______________ Teacher _________________________________ 5. Parent/Guardian Phone Number ___________________________________ 6. Parent/Guardian Email Address ___________________________________________ 7. Complete Only if Entering with a Partner/Family Member: -Partner/Family Member Name __________________________________ -School ____________________________________________________ -Grade ____________ 8. Proposed Title of Project _________________________________________ 9. Does this project pose potential risk to its subjects?____________ 10. Are you a first time science fair participant? __________ Student T-shirt Size (please circle the size(s) for your children only on this form) Youth M Youth L Adult S Adult M Adult L ___________________________ Parent or Guardian (please print)
____ Yes, I will be happy to help as a Science Fair Volunteer. Please call me! STOP
Make sure you can answer YES to these two important questions before turning in this registration form: Have you completed all 10 questions above? If you are working with a partner/family member, did each participant complete a registration form? PLEASE NOTE: A confirmation sheet will be sent home after summaries are submitted. 43
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Engineering Projects •
Begins with a problem that needs to be solved
•
Involves designing, building and testing something
•
Must follow the Engineering and Design Process
•
Could be a new invention or improvement of an existing product
•
Could be a model or prototype
We use the Engineering Design Process to find a solution for a problem.
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Sample Projects: Solar hot dog cooker Renewable energy project: Power from water Build your own hovercraft Engineer a windmill The unbreakable egg Sensor robot maze challenge How to make a rubber band car Energy efficient windows Build and improve a Popsicle stick bridge Create and test a way to improve a small parachute Design, build and improve a solar car Create a unique electrical circuit “Rube Goldberg” projects Make a musical instrument Design and build a mini-greenhouse to grow vegetables indoors Create the ‘best’ paper airplane
An Example of an Engineering Report from the Discovery Center: If you would like to view a sample of an engineering project from Mr. Schaefer at the Discovery Center, please visit our Lombard District 44 website and the Science Fair 2018 link: http://www.sd44.org/apps/pages/index.jsp?uREC_ID=435503&type=d&pREC_ID=947860
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The Engineering Design Process The Engineering Design Process is the “tool” that engineers use to find the solution to a problem. Engineers solve problems using science, math and technology, harnessing the forces and materials in nature. The engineering design process involves the steps outlined below:
1. Identify the Problem •
Problems (needs or wants) can be presented by a client/customer/user or identified by the engineer. It is important to be specific.
2. Identify the Criteria and Constraints • • • •
Redefine the problem in a way that both the client/customer/user and the engineer(s) can agree on. Determine what the solution must do. Identify the constraints including time and budget. Compile the information into a design brief – a written plan that identifies the problem to be solved, its criteria, and its constraints.
•
3. Brainstorm Possible Solutions and Research to Generate Ideas • • • •
Seek a quantity of ideas and don’t worry about the quality when brainstorming Sometimes the most outlandish or crazy ideas can be the source of a groundbreaking product or invention. Research any existing solutions and identify why they are not adequate or appropriate. Investigate who is affected by the problem, and consider the problem from their perspectives (What do they need? What do they want?) Interview people. Perform market research.
4. Develop a Design Proposal • • • •
Select an approach Create detailed sketches and annotated sketches by hand or on a computer. Decide on the types of materials and building methods. Decide if it is a model or a prototype that you are creating.
5. Build a Prototype or Model • •
Make models (scaled models or mock-ups) to study shape, fit, or texture. Build a full-size, functional prototype for testing purposes.
6. Test the Model and Evaluate using Specifications • • • •
Test the prototype in controlled and actual conditions. Gather performance data. Evaluate results to identify possible concerns or shortcomings. Determine if redesign work is needed.
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7. Make Claims Based on Evidence and Refine the Design • • • • • •
9.
Use CER: Claims, Evidence, and Reasoning to summarize your work. (GWMS students) Argumentation answers the question: How do you know? (Claims and Evidence) Explanations answer the question: Why is this so? (Reasoning) Reassess the validity of the design criteria and make adjustments to the design brief if necessary. Work back through the design process until the solution satisfies the design criteria. Update the documentation so you can redesign for a better solution.
Adjust the Model or Prototype and Retest/Evaluate • • •
Determine how the item will be altered, adjusted and revised to meet the criteria and constraints. Determine how the item will be produced with these new features. Repeat processes in steps #4 – 7 as many times as needed to get the desired results.
10. Share the Solution • •
Make sure that your visual display, your written report, and your oral presentation include your solution to your problem. The communication that you provide the judges will help them evaluate your engineering project.
A great resource for the Engineering Design Process: https://www.sciencebuddies.org/science-fair-projects/engineering-designprocess/engineering-design-process-steps#theengineeringdesignprocess
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Science Fair Engineering Report: Grade 3 – Grade 8 Name_______________________Grade _________ School:______________Phone #__________ (First and Last)
Name_______________________Grade _________ School:______________Phone #__________ (First and Last)
Project Title:___________________________________________________________________
Identify the Problem (State the Problem Clearly): _____________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Identify Criteria and Constraints: (Identify the conditions that must be met to solve the problem. Identify anything that might limit a solution, such as cost, availability of materials, safety. Be specific) _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
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Science Fair Engineering Report: Grade 3 – Grade 8 Brainstorm Possible Solutions and Research to Generate Ideas (Consider what others have done to solve this problem and include prior research. Generate new ideas for solutions): ______ _____________________________________________________________________________ _______________________________________________________________________________________ _____________________________________________________________________________ _______________________________________________________________________________________ _____________________________________________________________________________ _______________________________________________________________________________________ _____________________________________________________________________________ _______________________________________________________________________________________ _____________________________________________________________________________ _______________________________________________________________________________________ _____________________________________________________________________________ _______________________________________________________________________________________
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Science Fair Engineering Report: Grade 3 – Grade 8 Develop a Design Proposal: Make a drawing of the first model or prototype. Label the sketch with details and materials used.
Materials Needed for First Design: ________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
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Science Fair Engineering Report: Grade 3 – Grade 8
Description of First Prototype or Model: __________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Test the First Model (How did you test your model?) _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Data Table (if applicable):
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Science Fair Engineering Report: Grade 3 – Grade 8
Label: ____________________________________________
Graph (if applicable) Title: _____________________________________________________
Label: _________________________________________________________ 53
Science Fair Engineering Report: Grade 3 – Grade 8 Make Claims based on Evidence and Evaluate: (Did the model perform as expected? Did the materials work as expected? What were the strengths and weaknesses of your design? Explain if your criteria and constraints were met. Did you solve the problem?) _______________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Refine the Design. Adjust the Model or Prototype. Preform the Retest and Evaluate (How did you refine the design? Identify the changes you made. Give reasons for the changes. Create a new drawing for each improved model if needed. Include the results of the retests.)
_____________
_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 54
_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Make a drawing of the second model or prototype. Label the sketch with details and materials used.
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Science Fair Engineering Report: Grade 3 – Grade 8
Share the Final Solution to the Problem/Communicate the Results (What specific ideas or advice would you share with others trying to solve this problem?):_______________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ What did you learn about Engineering? ___________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Engineering Project Judging Criteria Highly Developed (4) 1. Identify and Define the Problem. Identify Criteria and Constraints (x1) 2. Brainstorm Possible Solutions and Research to Generate Ideas. Develop a Design Proposal (x2)
Developed (3)
Partially Developed (2)
Undeveloped (1) - The problem is not clearly identified and there is little to no details explained. - There is little to no criteria and constraints listed - Only one idea was listed for brainstorming. - Sketches are incomplete or lacking details or no sketches are used.
- The problem is identified and explained in detail. - All criteria and constraints are listed and clarified.
- The problem is adequately identified and explained in detail. - Most of criteria and constraints are listed and clarified.
- The problem is poorly identified and explained in detail. - Some of criteria and constraints are listed and clarified.
- Evidence of multiple ideas during brainstorming. - Detailed sketches are created for the selected idea. - Sketches are labeled with dimensions and materials for each component. - One design is selected to construct with reasons for the choice. - A lot of thought and creativity was used to develop a model or prototype. - A detailed list of materials is included. - Detailed procedures are included and followed. - Testing the model or prototype includes attention to the detail according to the criteria and constraints
- Evidence of some ideas during brainstorming. - Sketches are included and adequate in details and labels.
- Evidence of a few ideas during brainstorming. - Sketches are included and have very few details and labels.
- Thought and creativity was adequately developed. - A list of materials is included. - Procedures are included and mostly followed. - Testing of the model or prototype includes some criteria and constraints.
- Thought and creativity was somewhat developed. - The list is missing some materials. - Some procedures are listed and followed. - Testing of the model or prototype includes very few criteria and constraints.
4. Make Claims based on Evidence and Evaluate it by explaining your reasoning. (x3)
- Answered the following questions: Did the model perform as expected? Did the materials work as expected? What were the strengths and weaknesses of your design? Explain if your criteria and constraints were met. Did you solve the problem? - Middle school students’ answer includes CER (Criteria, Evidence, Reasoning) in written response.
- Answered some of the questions.
- Answered few of the questions.
Did the model perform as expected? Did the materials work as expected? What were the strengths and weaknesses of your design? Explain if your criteria and constraints were met. Did you solve the problem?
Did the model perform as expected? Did the materials work as expected? What were the strengths and weaknesses of your design? Explain if your criteria and constraints were met. Did you solve the problem?
5. Refine the Design. Adjust Model or Prototype and Retest/Evaluate (x1) (x1)
- Modifications to improve the design are based on test results. - Modifications to the design are documented. - Additional trials or tests are conducted. - Reflections show great insight and understanding of process and goals of project. - Exhibit is self-explanatory. - Sections are presented clearly and logically. - Exhibit is attractive and adequately represents theme of the project. - Titles and written descriptions are neat, legible, and large enough to read.
- There was some attempt to adjust the model or prototype or conduct retests. - There was some evaluation after the retest. - There was some reflection of the process.
- There were few attempts to adjust the model or prototype or conduct retests. - There was minimal evaluation after the retest. - There was minimal reflection of the process.
- Exhibit requires some explanation. - Sections are presented clearly, but are not well organized. - Exhibit is attractive and adequately represents theme of the project. - Titles and written descriptions are lacking in neatness, legibility, and size.
- Exhibit is missing pertinent information. - Sections are unclear and disorganized. - Display is poorly prepared.
- Student provides clear presentation that concisely summarizes the project and major points. - Information that is presented is relevant and pertinent. - Student clearly knows the subject of the project very well (commensurate with age/grade). 8. Quality of lab report - Summary/report fully describes the (Gr. 3-8) project and follows guidelines for (x1) summary sheet or written report. - It is clearly written, well organized, and reflects the project well. - It includes citations/sources for information obtained from external sources.
- Student provides adequate presentation - Most of the information that is presented is relevant and pertinent. - Student knows the subject of the project fairly well (commensurate with age/grade).
- Presentation is difficult to follow. - Information is unclear and/or irrelevant. - Student does not know subject matter very well.
-Student unwilling to talk.
- Summary/report adequately describes project, but it is not thorough. - Summary/report is fairly organized and clear. - There are minor discrepancies between the exhibit and the summary/report. - Missing important citations/sources for information obtained from external sources.
- Summary/report is missing critical information. - Summary/report is not written very clearly. - There are discrepancies between the exhibit and the summary/report. - Missing important citations/sources for information obtained from external sources.
- Summary/report not at all representative of project in content or conclusions. - Summary/report is incomplete. - Missing many/all citations/sources for information obtained from external sources.
9. Project represents student's own work to the extent appropriate with age. (x1)
- Satisfactory student involvement - Student demonstrates knowledge and understanding of majority of project
- Some student involvement - Student uncertain of some aspects of project
- Minimal student involvement - Student lacks knowledge of content and process
3. Build a Prototype or Model. Test the Model (x2)
6. Quality of exhibit/display. Share the solution. (x1)
7. Quality of oral presentation. Share the solution. (x1)
- Significant student involvement - Student demonstrates knowledge and understanding of entire project
- Model or prototype had little to no thought or creativity. - Little to no evidence of a materials list. - Little to no evidence of procedures included. - Model or prototype was not built or tested from criteria and constraints. - Little to no claims based on evidence. - Explanation is lacking the reasoning from the criteria and evidence. - Little to no questions answered.
- There was little to no attempt to adjust the model or prototype or conduct retests. - There was no evaluation after the retest. - There was no reflection of the process. - Display contains little or no pertinent information.
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Science Fair Registration Form Engineering Projects (Only Grades 3 – 8) **Every student participating in the Science Fair must turn in a registration form!
Return to your school secretary by Friday, December 15, 2017 by 3:30 p.m. 1. This registration is for: ¨ (check one) INDIVIDUAL ENTRY
¨*
¨*
PARTNER ENTRY
FAMILY ENTRY
*The project will be judged at the highest grade level of the students.
2. Student’s Name: Last: _____________________ First:___________________ MI: ______ 3. School ________________________________________________________ 4. Grade _______________ Teacher _________________________________ 5. Parent/Guardian Phone Number ___________________________________ 6. Parent/Guardian Email Address ____________________________________________ 7. Complete Only if Entering with a Partner/Family Member: -Partner/Family Member Name __________________________________ -School ____________________________________________________ -Grade ____________ 8. Proposed Title of Project _________________________________________ 9. Does this project pose potential risk to its subjects?____________ 10. Are you a first time science fair participant? __________ Student T-shirt Size (please circle the size(s) for your children only on this form) Youth M Youth L Adult S Adult M Adult L ___________________________ Parent or Guardian (please print)
____ Yes, I will be happy to help as a Science Fair Volunteer. Please call me! STOP
Make sure you can answer YES to these two important questions before turning in this registration form: Have you completed all 10 questions above? If you are working with a partner or family, did each participant complete a registration form? PLEASE NOTE: A confirmation sheet will be sent home after summaries are submitted. 59
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LOMBARD PTA COUNCIL SCIENCE FAIR SCHOLARSHIP APPLICATION
Sponsored by Lombard's Local School PTA Units DEADLINE: MONDAY, FEBRUARY 5, 2018 AT 3:30 p.m.* StudentName_____________________________ Name Student’s Home address______________________________ Phone number______________________________
Science Program description or area of interest __________________________________________ __________________________________________ Approximate Program Cost____________________
Parent/Guardian_____________________________ Email_____________________________________
Teacher Recommendation:
School______________________Grade_________
How would this student benefit from receiving a Science Fair Scholarship award? __________________________________________ __________________________________________ __________________________________________
Science Fair Project Name __________________________________
Signature: X________________________________________
What did you most enjoy about your Science Fair Project? _____________________________________________________________________ _____________________________________________________________________ Why do you like science? _____________________________________________________________________ _____________________________________________________________________ What do you hope to learn from a summer science camp/program? _____________________________________________________________________ _____________________________________________________________________ 1. Has the student been awarded a Science Fair Scholarship in previous years?
Yes
No
2. Number of years student has participated in the Science Fair including this year: ______ 61
*To be turned in to school office by 3:30 p.m. on February 5, 2018
PTA COUNCIL SCHOLARSHIP RULES and REQUIREMENTS • Completion of all the Science Fair requirements. • Completion of the scholarship application is required. • Students entering the Science Fair with partners should apply individually for a Scholarship. Scholarships are awarded individually and not by partner/project groups. • Scholarship winners will be decided by the PTA Council Scholarship Committee and notified in early May. • Scholarship money can be applied to science or math programs (organization examples listed below). • Value of each scholarship cannot exceed $100.00 and will be paid as a partial tuition reimbursement for the science program the student chooses. • Copy of the receipt of payment must be submitted to the Science Fair committee member awarding recipients by June 14, 2018. • All scholarships will be issued by June 15, 2018. Math or Science Programs example list: Adler Planetarium Brookfield Zoo Chicago Academy of Sciences College of DuPage–Kids on Campus DuPage Animal Control Center Field Museum of Natural History Good Samaritan Hospital Kaleidoscope Children’s Center Lombard Park District Morton Arboretum
Art Institute of Chicago Camp Invention Chicago Botanical Garden DuPage Children’s Museum Fermilab Forest Preserve District-DuPage Illinois Math & Science Academy Lincoln Park Zoo Scitech National Louis University
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Science Fair 2018 ~ Suggested Timeline November 27 or 28, 2017
November 28 – December 14, 2017
December 15, 2017
December 16, 2017December 31, 2017
January 1 – February 4, 2018
February 5, 2018 February 5 – February 22, 2018 February 23, 2018 February 24, 2018 SCIENCE FAIR DAY!
r Attend the Science Fair Kickoff Assembly at your school on November 27th or 28th r Decide on a topic ð Is the project realistic? ð Is it affordable? ð Are materials available? ð How much help will I need? Is that help available? ð Can I get the project done on time? ð Will the topic hold my interest? r Find a partner (if you choose) r Begin gathering information r Turn in registration form! r Carry out project ð See rubric in booklet for guidance (Experimentalpage 29/Non-Experimental-page 41/Engineering – page 57) ð Be sure to use a systematic approach for experiments, non-experiments, or engineering projects r Analyze results r Develop graph(s) r Complete written report r Turn in TWO copies per project of your Science Fair Report to your teacher or school Science Fair representative. *Remember to keep an additional copy for yourself! r Turn in PTA Scholarship Application r Complete your visual display r Practice and perfect your oral presentation r Science Fair set-up at Westlake (5:00 p.m. – 6:30 p.m.) r Please note: Judging times are assigned on a “first come, first served” basis. r Participants and families are encouraged to stay and circulate during the project viewing period. (2:30-3:30) r Please keep your project displayed until 3:30 p.m. Everyone enjoys viewing each other's projects!
GOOD LUCK & HAVE FUN!
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