Author: GCPS; Administrator
Date: 2004-11-08

Woodward Mill Elementary Science Fair
Science Fair

January 21, 2016

Scientific Method
State the Problem-Identify or state the question or problem you want to investigate. This will help you know how to proceed.
Gather Information on the Problem-Find out what is already known about the question or problem. Do some research. A great deal of scientific information has already been recorded and is readily available. Talk to experts and use the library.
Form a Hypothesis-Form a hypothesis, or educated guess about what the answer might be.
Experiment-Design and carry out an experiment to test your hypothesis. Observe everything you can. The smallest detail can sometimes be the most significant. Take measurements whenever they might be of help, and always take notes.
Record and Analyze Data-Interpret your observations, do calculations, and record your conclusions. If the problem is still unsolved try a new approach. If you take a different point of view, a solution may become clear, and in the process, interesting new problems may arise.
State a Conclusion-Write down what you concluded or learned from your research. Share this with someone else!

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Categories for Fair Studies

BEHAVIORAL SCIENCE (BBS)
Any study such as is done by sociologists, anthropologists, psychologists, linguists, etc. that examines animal activities to discover recurrent patterns. For example: trigger of fear, learned behavior, actuality of prejudice, effect of color on choice, pecking order, group size. Because of protocol restrictions it is better to do observational studies in natural settings.

BIOCHEMISTRY (BBC)
The chemistry of life processes such as respiration, photosynthesis, enzymes, diffusion, etc. Study focuses on the chemicals and their reactions. For example: reactants or products of processes, conditions which enable or regulate rate of reaction. All types of investigation design are possible in this category: collection, observation, model, experiment, and invention.

BOTANY (BBO)
Studies of plants, their life cycle, structure, growth, processes, and classification. Sciences of agriculture, agronomy, taxonomy, etc. For example: algae growth, leaf gas exchange, power of swelling seeds, germination, development sequence, tropism responses. All types of investigation design are possible; collection, observation, model, experiment and invention.

ENVIRONMENTAL SCIENCE (BEV)
Response of living organisms to man-altered or to nature-altered environment. For example: pollution effects, disaster effects, profile of organism, density in a specific environment. The experiment type of investigation is generally done in this category.

MEDICINE AND HEALTH (BMH)
Studies of diagnosing, improving, and preserving health. Includes disciplines such as medicine, dentistry, ophthalmology, nutrition, speech, hearing, etc. For example: monitoring health aspects of persons enrolled in diet or bodybuilding programs, checking for hearing or sight loss. Because of protocol the types of investigations which are most often done are collections, observations, or models.

MICROBIOLOGY (BMB)
Studies of micro-organisms such as algae, fungi, protozoan, virus and bacteria, and their life processes. For example: bacteria in milk, water or soil, growth rates, identity of organisms. Five types of studies can be done in this category. Be careful of pathogenic agents which require protocol.

ZOOLOGY (BZO)
Study of animals, life cycle, anatomy, classification. Includes herpetology, entomology, husbandry, etc. For example: identify, classify, earthworm growth, butterfly life cycle, unique structure. All five types of studies can be done. Beware of protocol required for vertebrates.

CHEMISTRY (PCH)
Study of matter, its composition and its interactions. Includes inorganic and organic matter, natural and man-altered materials. For example: pH of household substances, controlling rate of reaction, producing a desired substance. All five types of studies are possible: collection, observation, model, experiment, and invention. Be careful of dangerous chemicals.

EARTH & SPACE (PES)
Deals with the soil, water and air of our planet and objects in space. Includes geology, meteorology, astronomy. For example: identify rocks or stars, forecast weather. All five types of studies are possible.

ENGINEERING (PEG)
Deals with putting scientific knowledge to work. Includes civil, chemical, electrical, or mechanical engineering. For example: building robots, new electrical switches, faster pine wood derby cars, etc. All five types of studies are possible. Models and inventions are frequently used.

MATHEMATICS (PMC)
Math projects deals with numbers, types, relationships, and manipulation. Includes algebra, geometry, calculus. For example: abacus design, pattern of repeating decimals, families of numbers. Collections, models, and inventions are used frequently.

COMPUTER PROJECTS
Studies which modify or use the hardware or software in a new way. For example: using an application in a new way. Collections, models, and inventions are used.

PHYSICS (PPH)
Deals with the energy of matter interactions. Includes motion, mechanics, electricity, sound, light, etc. For example: forces on a falling object, trajectory of an object, electrical circuits, etc. All five types of investigation are used.

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SCIENCE FAIR SUGGESTED TIME LINE
WEEK DATES WHAT YOU SHOULD BE DOING
1-2 Nov 16 - 29 Identify a topic and establish a problem and purpose
3 Nov 30 - Dec 4 Entry Application/Research Proposal due (last page of packet)
4 - 5 Dec 5 - 20 Research your topic and form a hypothesis
6 - 7 Dec 21 - Jan 2 Plan experiment and collect supplies
8 Jan 3 - Jan 10 Conduct experiment and collect data
9 Jan 11 – Jan 15 Analyze results and establish conclusion
10 Jan 16 - 20 Build display, assemble project
Jan. 20 & 21 Science Fair Project Due Project setup in the auxiliary gym
Jan. 21 Project judging and Awards Ceremony

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WHAT IS A SCIENCE PROJECT?
A science project is an undertaking in which a student attacks a problem in order to find a solution using the Scientific Method. The project consists of all the work done investigating the problem in any field of science from initial thinking to the final product. The final product may be a new or different method, theory, apparatus, or analysis.
The final product is placed in competition with exhibits made by other student researchers. The science project is the whole process, while the exhibit is the means of communicating the project.
A science project is the student’s own observation, collection, invention, experiment or model of a principle. A project is not an assembled model or kit. This includes models of planets or volcanoes. Models, however, may be included where applicable to demonstrate concepts or procedures.
YOUR SCIENCE PROJECT
SELECT YOUR TOPIC CAREFULLY AND EARLY
The first step is selection of a topic for study. Some sources for project ideas are teachers, textbook chapter reviews, lab manuals, classroom activities, TV programs, magazine and newspaper articles, and books.
Carefully select a topic that is not too broad to study effectively.
Your topic is a simple question about the world. Your project is an attempt to answer the question in a systematic manner.
RESEARCH PROPOSAL
Follow this simple guide to select your topic:
Name three areas of science that you like:
A. _______________ B. _________________C.___________________
Use idea sources to find something you would like to find out about one of these areas
State your problem as a question:______________________________________________________________________
Find three to five sources in which you can find out more information about your topic. These sources will be the basis for your research and will be your bibliography.
Submit the attached proposal form on your chosen topic (Appendix p. X).
KEEP A COMPLETE LOG
Accurate and complete notes are an absolute necessity. All observations must be recorded, and detailed information must be given (Appendix p. I).
The log is the day-to-day record, or diary, of the science project. It is written in pencil in a bound composition book. It covers the project from the selection of the topic to its conclusion. The entries are detailed - the more the better.
Keep the following in mind as you record information in your log:
Record everything you do and much of what you think about while doing your project.
Make sure that accurate measurements are given.
It is better to have too much than too little data.
Write the date for each entry you make.
KNOW YOUR SUBJECT
Once your topic is selected, it is necessary to read about it. Your research should include three to five sources, but not more than one encyclopedia.
Take notes right in your logbook as you read.
Your notes will be the basis for your research paper, so be sure to take enough notes.
Make a bibliography in the back of your logbook. Follow the directions in the packet for making a bibliography.
DEVELOP A HYPOTHESIS
Your hypothesis is your best educated guess to answer your question or solve your problem.
ANIMAL CARE CONTRACT
An animal care contract may be required if your topic uses animal subjects. This form must be filled out and signed before beginning your research (Appendix p. IX). It must be included in your final product.
PLAN YOUR PROJECT
Determine what materials and equipment are needed. List in your logbook.
How much time is required? Be sure you can complete the project in the time allotted without neglecting other responsibilities.
Follow the suggested time schedule.
Plan your experiment. Write the procedure step by step in your logbook. Be detailed. Someone reading your procedure should be able to follow it exactly.
BEGIN EXPERIMENTATION
Things to keep in mind:
Record and analyze data accurately, precisely, and on an orderly schedule.
Repeat experiments several times, as many as practical. One example or experiment cannot be considered proof of a scientific principle.
Evaluate your work frequently.
An experiment must have two groups - an experimental group and a control group. You only vary one thing between these two groups - the variable, or thing being tested. All other factors in the experiment must be kept the same.
DRAW CONCLUSIONS.
Your experiment is considered finished when you have reached an answer to your question. The conclusion should be short and based on the measurements and observation obtained in your data.
WRITE YOUR RESEARCH PAPER
A separate page is included with guidelines for writing your paper (Appendix page IV ).
K-2nd students are not required to submit a report.
11. PREPARE AN EXHIBIT
An exhibit is a visual display of the entire project. Each exhibit contains the following:
Logbook - original material, not rewritten
Research paper
Display items (if applicable)
Display board should contain the following:
Title-The title should be brief and descriptive. It should make the observer want to know more.
Problem-The statement of the problem tells the reader what specific question(s) are addressed in the study.
Purpose-The purpose states the usefulness of the study. It tells why the project was undertaken.
Hypothesis-The hypothesis is an educated guess that answers your question or solves the problem.
Procedure-The procedure provides a brief summary of what was done.
Results-Your results are data in the form of graphs, charts, photographs, tables, etc. that show the outcome of the experiment and are clearly labeled.
Conclusion-The conclusions provide a concise statement of the outcomes of the investigation. Your conclusions should prove or disprove your working hypothesis. Conclusions may reveal new problems or theories.
HOW ADULTS CAN HELP
There are three ways in which young researchers will need the help of an adult. They will need a mentor, coach, and gopher.
A mentor is a reflective listener and questioner who helps another achieve focus and clarity. Mentors guide by asking questions that steer the researcher in a useful direction or cause them to give reasons for decisions they have made. The younger the researcher, the more mentoring will be needed. Encourage and insist on the researcher making final decisions. For example, you might ask, “Do you think you need to . . . . ?” “Why have you chosen __________ to change?” The researcher has to retain ownership and responsibility for the results.
A coach teaches skills and provides encouragement as needed. The researcher may need to be taught how to use the computer at the library, how to measure mass, set up a data table, use the yellow pages, set up questions for an interview, glue pages on a display board, etc. As the coach, you teach skills and provide the encouragement much as a coach of a sports team. The child still is the performer, but you are the behind-the-scene teacher and the front-of-the-stage applauder.
A gopher assists the researcher in securing and obtaining materials needed for the study undertaken.

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Appendix

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LOG BOOK
The Log Book is normally in a bound notebook. This type of notebook prevents the loss of
important papers and information.
The following items are found in the Log Book
TOPIC: PAGE 1
RESEARCH : PAGES 2 -
HYPOTHESIS: PAGE . . . . .
MATERIALS: PAGE . . . . .
PROCEDURE: PAGE . . . . .
DATA: PAGE . . . . .
CONCLUSION: PAGE . . . . .
BIBLIOGRAPHY: LAST PAGE . . . . .
BE SURE THAT:
MATERIALS are listed, not in sentence form.
PROCEDURES are listed in steps and are logical and easily followed.
ALL DATA are dated and accurately measured.
It is important to write down the data as you measure them. It will be impossible to remember results accurately at a later time.
The Log Book should be written in pencil. Include drawings and sketches of your experimental set-up. Write in your Log Book every time you work on your experiment or even think about it; the more the better.
Your Log Book is your record of everything you think or do in your project.

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A CONTROLLED EXPERIMENT
To conduct a scientific investigation care must be taken to follow experimental procedures. You must design an experiment to test your hypothesis. When planning your experiment remember to keep everything the same except for the single variable being tested. A variable is something that can be changed in the experiment. It is what you are testing. Everything else must be the same and only one variable or condition is altered or changed. A control group should be used when conducting an experiment. This group receives the same attention as the test groups, however, it will not be influenced by the variable the other groups are testing.
Here is an example:
PROBLEM: Does the amount of fertilizer used affect plant growth?
PURPOSE: How the amount of fertilizer used will affect plant growth.
HYPOTHESIS: Increased dosages of fertilizer will cause greater growth in tomato plants.
The test variable will be the amount of fertilizer used. So all other variables and conditions must stay the same. That means the following:
The seeds must all come from the same package and should be randomly selected.
All seeds must be planted in the same size pots with similar soil.
All plants must receive exactly the same amount of water and light.
The temperature should be the same for all test plants.
More than one plant should be used in each test group.
Set one group as the CONTROL GROUP. This group is not given fertilizer.
Set up two other test groups. One receives a certain amount of fertilizer each week. The other group receives twice as much.
Keep everything the
same except for the
variable being tested.

Control Gr.
Plant #1

Control Gr.
Plant #2

Control Gr.
Plant #3

Fertilizer

Test Gr.
Plant #1

Test Gr.
Plant #2

Test Gr.
Plant #3

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GRAPHS AND CHARTS
Your daily log of observations will be the best means for sharing the data and information collected during the experiment. Charts and graphs will provide a fine way to share data in an easy to read and understand fashion. There are different kinds of charts and graphs. Here are some examples:

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RESEARCH REPORT INFORMATION
DOCUMENTING YOUR WORK:
RESEARCH NOTEBOOK: Every good scientist keeps detailed notes on each project on which he or she works. You should do likewise. This notebook contains a running, day-by-day account of everything that concerns the research - observations, speculations, experiments, materials, expenses, procedures, data, hypotheses, checks for validity, conclusions, etc. From such notebooks come the information for the scientist’s formal report or “paper,” by which he or she advises employers and colleagues of the progress of his work.
Since the notebook contains everything pertaining to your research, it may become disarranged, no matter how well you organize it in the beginning. If so, don’t worry --just keep up to date. There should be nothing haphazard however, about the final report on your project.
PROJECT REPORT*: The project report is a vital portion of your research. Remember, your final project report should be organized in a clear, concise manner. If you are doing your research as a classroom assignment, your teacher may specify the manner in which your report is to be organized. Otherwise, you can follow a format such as the following:
TITLE: Keep it short. If accuracy requires more than a few words, consider using a very brief main title and a more definitive subtitle.
INTRODUCTION: Describe your topic and give some background such as relevant work done by others.
STATEMENT OF PROBLEM AND HYPOTHESIS: Stated separately from the introduction should be a statement of the problem and your working hypothesis. Your experiment should prove or disprove your working hypothesis.
MATERIALS AND METHODS: Describe in detail the materials, equipment, methods, experiments controls, unforeseen difficulties, and remedies.
OBSERVATIONS AND DATA: Describe your observations. Include some of your observational data here as an example. You may wish to put the bulk of it in an appendix.
DISCUSSION RESULTS: Give the main conclusions of your observations (Disproval of your initial hypothesis may be as important as proof of it). Include the evidence developed for each main conclusion and any exceptions.
NEW QUESTIONS, POSSIBLE APPLICATIONS, AND FUTURE PROJECTS, IF ANY.
APPENDIX: Give more detailed and supplementary information, often including graphs, tables photographs, and drawings.
BIBLIOGRAPHY: Keep it brief. List only those books and periodicals that you actually used to provide the background information.
ACKNOWLEDGMENTS: Both prudence and the best traditions of science require that you acknowledge all help that you receive.
* Research report is only required for students in grades 3-5.

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Visual Display
You want to attract and inform. Make it easy for interested spectators and judges to assess what you have done in your study and what results you have obtained. Make the most of your space, using clear and concise displays. Make headings stand out such as Project Title, Problem, Purpose, Hypothesis, Procedure, Results and Conclusion. Remember to draw graphs and diagrams clearly and label them correctly.
Take Photographs Many projects involve elements that may not be safely exhibited at the fair, but are
an important part of the project. You might want to take photographs of important
parts/phases of your experiment to use in your display.
Be Organized Make sure your display is logically presented and easy to read. A quick glance should permit anyone (particularly the judges) to locate quickly the title, the experiment, the results and conclusions. When you arrange your display, imagine you are seeing it for the first time.
A Good Title Your title is an extremely important attention-grabber. A good title should simply and accurately present your research. The title should make the casual observer want to know more. The title should be placed on the header board.
Eye-Catching Make your display stand out. Use neat, colorful headings, charts and graphs to present your project. Home-built equipment, construction paper, and colored markers are excellent for project displays. Pay special attention to the labeling of graphs, charts, diagrams and tables. Each item must have a descriptive title. Anyone should be able to understand the visuals without further explanation.
* Do not place any live or fake plants on your display.
Correctly Presented Be sure to adhere to the size limitations when displaying your project. Display all required forms for your project. Make sure your display is sturdy, as it will need to hold up for quite a while. Do not hesitate to ask for advice from adults if you need it.
*All projects need to have a header board
Display Size Limits:
30” deep, front to back
48” wide, side to side
48” tall, bottom to top

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HOW TO LETTER TITLES AND SUBTITLES
FOR THE DISPLAY
The following sources are helpful:
Cut-out letters
Self-stick vinyl letters
Stencils
Rub-on letters
Calligraphy
How to letter the content of the project display:
Neatly printed
Calligraphy
Typed
Commercial lettering
What to mount:
To improve the look of your display, it is best that you mount all content, pictures, graphs and so forth.
Mounting a picture gives it a border. Use construction paper on poster board paper.
To mount your material, lay your photo on the mounting materials. Allow 1 inch on two sides. Cut out the center. It will show a 1/2 inch frame on four sides.
You may want to double-mount your photo.
Do not make pockets or flip charts on your displays. This will add extra pulling and tugging on the display.
Materials to cover your display board:
Butcher paper
Poster board
Fabric
Corrugated paper
It is best that you make your display in separate parts and place it on the backboard. Your display should show a complete story of your research.
Choose colors that complement each other:
Tan / brown
Black / white
Yellow / green
Red / white / blue
Lt. blue / dark blue
Red / gray / black
Do not use more than three colors. Color may relate to the subject (water / blue, plants / green).
Utilize the space in front of the display for notebook, log book, materials and so forth. It is your space. A drop cloth such as a piece of fabric, a tablecloth, or paper may be placed on the table.

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Science Fair Project Ideas
Web Sites
Exploratorium: The Learning Center
http://www.exploratorium.edu/science_explorer/index.html
The Internet Public Library - A Science Fair Project Resource Guide:
http://www.ipl.org/div/projectguide/.
Science Fairs Home Page
http://www.cdli.ca/sciencefairs/
Science Made Simple
http://www.sciencemadesimple.com/projects.html
Neuroscience for Kids: Successful Science Fair Projects
http://faculty.washington.edu/chudler/fair.html
Super Science Fair Projects
http://www.super-science-fair-projects.com
The Science Project Encyclopedia
http://www.cpet.ufl.edu/sciproj/sci002.htm
All Science Fair Projects
http://www.all-science-fair-projects.com/
http://www.sciencebuddies.org/

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Bibliography -- MLA Style
...for a book
Author’s last name, first name. Title of book. City: Publishing Co., Copyright Date,
Ex.- Kaku, Michio. Hyperspace: A Scientific Odyssey Through Parallel Universes, Time Warps
and the Tenth Dimension. New York: Oxford University Press, 1994.
...for a book by two authors
Ex.- Jakobson, Roman and Linda R. Waugh. The Sound Shape of Language. Bloomington:
Indiana University Press, 1979.
...for a magazine
Author’s last name, first name. “Title of article.” Name of Magazine. Date(s) of magazine, pp.-.
Ex.- Bazell, Robert. “Science and Society: Growth Industry.” New Republic. 15 March 1993,
13-14.
... for CD-ROM materials-periodicals(newspaper, magazines, journals)
Author last name, first name. “Title of article.” Name of Magazine. Date(s) of magazine,
pp.-. Publication medium(CD-ROM). Database name. Name of vendor. Electronic
publication date.
Ex.- Maximo, Angie. “The Truth about Bathing Cats and Dogs.” Seventeen. August 1996,
142. CD-ROM. Proquest. UMI. 1996.
...for non-periodical materials on CD-ROM(dictionaries, biographical databases, encyclopedias) materials issued a single time
“Title of material accessed.” Title of Encyclopedia. Publication medium(CD-ROM). Name of
vendor(if relevant), Electronic publication date.
Ex.- “Genetic Engineering.” World Book Multimedia Encyclopedia. CD-ROM. World Book,
Inc., 1996.
...for World Wide Web Sites
Author’s last name, first name. “Title of document.” Title of complete work in italics. Date of
publication. <Full http address> (Date of visit)
Ex.- Burka, Lauren P. “ A Hypertext History of Multi-User Dimensions.” MUD History. 1993.
<http:/www.ccs.neu.edu./home/1pd/mud-history.html> (5 December 1996).

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