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Science
Expo
Notebook
2
Dear 6th Grade Parent/Guardian:
As you know, science, technology, and engineering are basic skills expected by employers. As Twenty First Century citizens, these students will also have to make some of the toughest decisions of any generation, based on their understanding of emerging science and technology. Science fairs involve students in the practices of science and engineering, requiring them to apply those skills to a topic of interest to them. A science project challenges a student to solve a question using the scientific method. Doing science is key to understanding science. It is a great way to excite children about science, teach them to think like scientists, develop their organizational skills, and enhance their writing and oral-presentation skills. Our school is holding a “Science Expo” on Friday, February 3
rd, 2017 where all students in
the 6th grade are required to display a science project of their own. Hands-on scientific
investigation and invention are the focus at our particular expo. Over at least a 10-week period, your child will design, test, analyze, and present a project that uses scientific methods to solve a problem. The sky’s the limit! Please note that the bulk of the work will be done at home. Students will be given project guidelines and timelines in a “Science Expo Notebook” that explains the process of conducting a science investigation or invention project. Teachers will review their progress at key checkpoints along the way. The preparation and learning will occur in the classroom, but the actual investigation or invention will be completed at home. Parents are encouraged to offer emotional support and reminders, but to allow children to do the projects themselves. By limiting your involvement, your student will receive the full educational benefits of the science expo. It should be noted that a successful project does not have to cost a lot of money. Some of the best projects can be completed using materials found around the home! However, a cardboard backboard to display the project will be required along the way. You will have the opportunity to approve the project your student selects by signing a Science Project Proposal Form.
If you have any questions, please contact your child’s science teacher. Thank you in advance for supporting your child in such an exciting process of discovery! Sincerely, The 6
th Grade Science Teachers,
Karen Gordon Chris Mitchell Cynthia Murphy 605-696-4523 605-696-4522 605-696-4588
[email protected] [email protected] [email protected]
I have read this letter. (Parent/Guardian signature required) ________________________________________________________Date_________________________
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Parent’s Guide to Science Projects
Information on the Scientific Method
Science projects should follow the six-step scientific method. These steps are shown on the chart below. A comprehensive Science Buddies Project Guide (www.sciencebuddies.org) provides direction on all of the steps.
Time Management
See your child’s Science Expo Timeline and Checklist for all of the key due dates. Help your child meet these dates by getting out your family calendar and marking the interim due dates. Block out times for trips to the library and other work time. Look for any scheduling conflicts, such as vacations, and discuss issues with the teacher.
How to Help As your child works on his or her project, he or she will likely face stumbling blocks. To help, ask questions to help your child figure things out; don’t just provide the answers. Open-ended questions, such as “What else could you try to solve this?” or “What is stopping you from going on to the next step?” are best. Sometimes just talking it out can help children get unstuck. If not, ask the teacher for help. Respect your child’s independence in learning by helping at the right level.
Helping at the Right Level at Every Step
Project Step Helping at the right level: Going too far:
Ask a question. Discussing with your child whether a project idea seems practical
Picking an idea and project for your child: A topic not of interest will turn into a boring project.
Do background research.
Taking your child to the library
Helping your child think of keywords for internet searches
Doing an Internet search and printing out articles
Construct a hypothesis.
Asking how the hypothesis relates to an experiment the child can do
Writing the hypothesis yourself
Test the hypothesis by doing an experiment.
Assisting in finding materials
Monitoring safety (you should always observe any steps involving heat or electricity)
Writing the experimental procedure
Doing the experiment, except for potentially unsafe steps
Telling your child step-by-step what to do
Analyze data and draw a conclusion.
Asking how your child will record the data in a data table
Reminding your child to tie the data back to the hypothesis and draw a conclusion
Creating a spreadsheet and making the graphs yourself, even if your child helps type in values
Announcing the conclusion yourself
Communicate your results.
If a presentation is assigned, acting as the audience
If a display board is assigned, helping to bring it to school
Writing any of the text on the display board
Determining the color scheme and other graphic elements
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Student Science Expo Timeline and Checklist
Week/
Assignment
To Do or Read Due
Date ✔
Week 1:
Introduction Read p. 6 “Getting Started.” Read p. 7-8 “Steps to the Scientific
Method” from your Notebook and www.sciencebuddies.org “The
Scientific Method.” Compare them.
Make sure you understand what you need to do for your science
project. Ask questions if you are unsure about any part of the
assignment.
Homework: Take home parent letter and return with signature.
10/21
Week 2:
Choosing a
project idea.
Read p. 9-20 “Choosing a Project Type”, “Choosing a Topic”,
“Investigation: Choose a Project Idea”, “Invention”, and "Invention:
Identify a Problem”
Homework: Complete p. 21 “A Terrific Topic” and p. 22 “What’s Your
Personality”
10/31
Week 3:
What makes
a good
question?
Read p. 23-24 “What Makes a Good Question?”, “That’s a Good
Question”, and www.sciencebuddies.org “Your Question”
Homework: Go to www.sciencebuddies.org and complete the Topic
Selection Wizard. Write down the project questions that interest you.
11/4
Week 4:
Conducting
Background
Research
Read p. 25-26 “Investigation: Conduct Background Research”,
“Invention: Conduct Background Research”, “Give Credit Where It’s
Due”
Homework: Choose a topic. Use teacher suggestions, “Science Expo
Notebook” lists, the internet, books, and other library resources. Keep
bibliographic notes on all sources.
11/9
Review Day Homework: Complete the Science Project Proposal Form p. 27 11/9
Conducting
Background
Research
Library Research. Discuss your project with your teacher.
11/9 –
11/18
Week 5:
Construct a
Hypothesis
Read p.28-29 “Investigation: Compose Hypothesis”, “Invention:
Suggest a Solution and Explain Why It Should Work”
Homework: With your topic in mind draft a hypothesis or design a
solution. Use Variable & Hypothesis Worksheet as a guide. p.30
11/17
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Week 6:
Design an
Experiment
Procedure
Read p. 31-34 “Investigation: Design Experiment”, “Invention: Design
and Build the Solution.”
Homework: Begin your materials list. Begin your procedure steps.
12/2
Week 7:
Do the
Experiment
Gather materials and begin your project.
Read p.35-36 “Investigation: Set Up and Collect Data”, “Invention:
Collect Data”
Ask professionals (teachers, doctors, librarians, veterinarians, and so
on) for advice and help on how to refine your project and procedure.
12/2-
12/16
If possible or necessary perform your revised experiment and collect
data. Keep carefully written records of results. Be as specific as you
can. Include time of observations, amount, size, and type of materials,
and so on. Take photos to document your progress.
12/16
– 1/6
Week 8:
Analyze
Data
Read p.37-40 “Investigation: Analyze Data and Draw Conclusions”,
“Invention: Analyze Data and Report Results”
Make data tables and graphs to organize your results.
1/9
Week 9:
Draw a
Conclusion
Use p. 41 WS “In Conclusion”, p. 42 “Reporting: Write It”
Draw conclusions from your results.
1/13
Write your project report. 1/13-
1/20
Week 10:
Presentation
Use www.sciencebuddies.org and Science Fair Central website.
Use WS p. 43-44 “10 Tips to Creating a Winning Display” and “Plan
Your Display”
Read p.45-46 “Science Expo Presentations”
1/13
Construct a display. Build a backboard to mount graphs, charts,
illustrations, photographs, signs, and summary sheets. Be neat!
1/13 –
1/30
Add finishing touches to your project. 2/1
Bring your display board, notebook, and any other display items to
school. 2/3
Present your findings at the “Science Expo.” 2/3
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Getting Started
An important part of learning science is doing science. Science fairs offer students an opportunity to practice science investigation and invention. Whether the science fair is competitive or not, the project may be the first time that students choose their own science topic and practice being a scientist or engineer.
Have you ever seen something happening and wondered how it works? Have you ever read or looked at an advertisement and wondered whether it was really true? Or have you observed a animal and wondered why it behaved the way it did?
Curiosity is a trait that makes us want to investigate things around us. You may have seen your neighbor watering his lawn more than other people water their lawns. Perhaps you think to yourself that this neighbor’s lawn is greener than the other lawns because of the amount of water he puts on it. However, the type of soil, the amount of sunlight, the amount and kind of fertilizer, or other factors may be what really make the difference. How could you find out if the water is what makes his lawn so green? You could conduct an
experiment where you change the amount of water but keep all the other possible factors, or variables, the same. This would help you determine if the amount of water really made a difference in the color of your neighbor’s lawn.
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Steps to the Scientific Method
Name: _______________________________ Date: __________
Your teacher has just announced that there’s going to be a science fair this year, and that your project needs to follow the scientific method – the step-by-step process that scientists follow when they perform an experiment. Where should you begin? Step One: Don’t panic! Step Two: Check out the cheat sheet below. It outlines the scientific method.
1. Make an observation. Then, propose a research question based on your observation. “Define Problem” A good science-fair project question is testable and measurable. For example: Which brand of bubble gum keeps its flavor longest? You can test this by chewing different brands of gum and measuring how long the flavor lasts for each brand. The best questions are usually ones that you have a genuine interest in answering.
2. Identify the variables. “Generate Concepts” A science-fair project involves variables, or things that change or could be changed. There are two types of variables: independent and dependent variables. An independent variable is one that you change on purpose. For instance, if you were experimenting to find out which brand of gum keeps its flavor longest, you may choose to test three different brands of bubble gum. The dependent variable, or the factor that responds to a change in the independent variable, would be the amount of time that the flavor lasts. You’ll also want to identify your constants, or things that will stay unchanged. For instance, you might test only bubble gum that is sugar free. And to make sure that the amount of gum you test is equal each time, you might choose to test only sticks of gum—not gumballs.
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3. Research your topic to learn more about it. “Scientific Research Needed” Research comes in many forms. You can research a topic by going to the library, performing internet research, interviewing a scientist, or even speaking with experts at museums, zoos, hospitals, and so on. For our example, you might interview a spokesperson or scientist from a bubble-gum company.
4. Develop a hypothesis, or a possible answer to your question. “Develop a Solution” Your hypothesis should be based on your research. It is important to remember that it is okay if your hypothesis turns out to be wrong. You can learn a lot from any hypothesis-- whether it is right or wrong. You science-fair project will help you test your hypothesis.
5. Design an experiment that will help you answer your research question. “Construct and Test Prototype” Come up with an experiment procedure. This list of steps should be detailed enough so that anyone could read it and repeat the experiment exactly as you performed it. You will want to run several trials. That means that you’ll want to repeat your experiment several times. The more times you repeat the experiment, the more reliable your results will be. Record your experiment results in a journal. The more notes you take, the easier it will be to type up your report (more on that later). Also, take photos to document your work as you go.
6. Draw conclusions from your results and type up a report that explains your project, results, and conclusions. “Evaluate Solution” The report should be typed and include neat and colorful charts and graphs.
7. Present your results. “Present Solution”
**See “Sample Project One: Stretch Test”**
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Choosing a Project Type
How are inventions different than investigations?
Investigators find out things for themselves. Inventors are engineers who design and make things that will solve problems. Engineering uses a scientific approach and both inventions and investigations depend on good questions, planning, using appropriate materials, collecting data, making sense of the data to verify the results, and presenting the results to others for review.
Inventions are everywhere. Each time we see a new product, it is somebody’s invention. Fire alarms were developed to quickly to warn everyone of a possible fire first across cities to summon the fire department, then in buildings to save lives. Strobe lights were added to alert hearing impaired people. They will even wake someone out of a sound sleep. Each of these inventions required someone to recognize the problem, define the need, and come up with an invention that solved the problem. The inventions were carefully designed and tested and results were used to determine how well they worked.
While most people think of engineers as those who design buildings, cars, or spaceships, many engineering careers are in the areas of social engineering, urban planning, medicine and many other ways of meeting people’s needs. The design and development of an inexpensive water pump that works in remote parts of Africa has the potential to save millions of lives by providing them clean drinking water.
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Choosing a Topic
Think about a topic that is interesting to you. What have you been studying in science class? What caught your attention or interested you? There are many science areas from which to choose. There are many living things, from small plants to large animals. Other science areas you might consider are electricity, space, weather, machines, health, and ecosystems.
Sometimes you have too many ideas. Other times it seems hard to get any ideas. Take a week or two to consider some ideas. You may come across some ideas that are not practical because of the restrictions. For example, experiments with dangerous chemicals or high voltage electricity do not usually make good science fair projects. Other ideas may require too much time or too many resources. If you choose to do an experiment with animals, you must consider the guidelines for proper treatment of animals. Discuss your ideas with adults and science experts to know what your limitations are.
Start with the area of science that you like the best. Once you have chosen the area of science you are interested in, try to narrow the area down a little. You might find topic ideas on the Internet, in the news, in books, or in magazines. For example, if you are interested in life science, you may be intrigued with insects. Insects are still a large category, though, and some are hard to find or observe at certain times of the year.
Perhaps you choose to study ants. Now you have to decide which species of ants is most interesting to you. There are fire ants, harvester ants, leaf-cutter ants, farming ants, and many more. You can search for information about your choice in science textbooks, in the library, and on the Internet. You can also contact some experts on your topic. Many state colleges have extension agents who are willing to help.
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Investigation
Choose a Project Idea
A key step in the Science Fair process is to choose a science fair project idea. Choose the topic you're interested in. Jump start the idea flow by considering what interests you—and this is the really important part—in the form of a testable question.
A good testable question sets up the investigation. Then it’s time to choose the details. The table below shows how testable questions could be addressed in an investigation. Any of the variables could be chosen as the changed or “independent” variable.
Then adopt one of these ideas or use the list as idea starters to come up with an investigation.
Middle School / High School Science Fair Project Ideas (Complex)
Middle School Level
Testable Questions
What is changed?
(Independent
Variable)
What stays the
same? (Controlled
Variables)
Data collected
(Dependent Variables)
Which combination of
lubricants will work best
on a wheel?*
Individual lubricants and
combinations of
lubricants
Wheel size, axel type,
thrust to start the
wheel,
Distance wheel will spin
for each combination of
lubricants
* this investigation was originally developed by William Garrett Pete, Discovery Young Scientist Challenge 2006 Award Winner
Life Science Plants
Testable Question What is
Tested? What Stays the Same?
Data
Collected
How are transpiration rates
affected by the measured area
of a leaf?
Size area of
leaves, type of
leaf
Number of leaves in transpiration
collection bag, environmental
conditions
Amount of
transpiration
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Animals
Testable Question What is Tested? What Stays the
Same? Data Collected
What type of food and
feeder will attract the
most cardinals?
Bird food and feeder type Location, time of
year
Number of cardinals
attending each type of
bird feeder with different
foods at a specified time
each day
How does moisture affect
the tunneling ability of
ants?
Sand (dry and moist), Soil
(dry and moist), Clay (dry
and moist)
Number of ants; type
of closed
observatory;
temperature, light,
food
Time it takes for ants to
build a tunnel
How do laws/policies on
deer affect deer
populations?
Laws/deer policies in
different areas or states
Time, data collection
methods Number of deer
How do the behaviors of
domesticated cats
compare to the behaviors
of wild cats in zoo
captivity?
Type of domesticated cat
(e.g. calico, Siamese,
etc.), type of wild cat (e.g.
lion, tiger, bobcat, etc.)
Amount of time
observed Behaviors observed
Are natural sponges more
absorbent than synthetic
sponges?
Type of natural sponge,
type of synthetic sponge
Amount of liquid
absorbed, sponging
method
Remaining liquid
Health/Human Body
Testable Question What is Tested? What Stays the Same? Data Collected
How do different types
of movement activity
affect human heart
rate?
Activity (e.g. walking vs.
running, etc.)
Same person or people in
each trial, starting heart
rate, exercise route,
temperature)
Heart rate of the
person(s)
What conditions
improve short term
memory?
Conditions (e.g. mnemonics,
rehearsal, association,
music)
Test, age and initial skill of
participants
Achievement on
memory test
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Testable Question What is Tested? What Stays the Same? Data Collected
How does air moisture
affect healing time of a
stuffy nose?
Type of moisture (e.g. cool
mist, warm mist, no mist),
hours of mist (e.g. 2 hrs., 8
hrs.)
Age of participants, time
onset of stuffy nose
Cleansing of nasal
passage over
time
Microorganisms
Testable Question What is Tested? What Stays the
Same? Data Collected
What conditions keep
bread mold from growing
on bread?
Conditions of containment,
temperature, moisture
Bread mold, type of
bread
Spread of bread
mold over time
How does the bacteria in
the mouth of a human,
dog, cat, or hamster
compare?
Animal (human, dog, cat,
hamster)
Number of scrapes from
tongue, time for
bacteria to grow
Amount of bacteria
in culture after
specified time
What conditions improve
bread yeast growth?
Water temperature, nutrient
amount (sugar), nutrient type
(type of sugar or other
nutrient)
Container size and
shape, amount of
water, type of yeast,
amount of yeast
Height of foam in
container
Environment
Testable Question What is Tested? What Stays the
Same?
Data
Collected
Which conditions will result in
more people recycling?
Recycling strategies and
promotion
Amount of time,
amount of materials
available for recycling
Recycling rate
Are eco-friendly packing
materials as effective as less
eco-friendly materials when
packing a breakable object?
Packing materials (e.g.
Styrofoam, cornstarch, paper)
Breakable object, size
of box, drop height
Condition of
object
What strategies are best for
increasing gas mileage?
Gas saving strategy (e.g.
tune up, type of gas, motor
oil, time of day gas is
Initial amount of gas,
initial car mileage, type
and brand of gas, travel
Distance
traveled per
gallon
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Testable Question What is Tested? What Stays the
Same?
Data
Collected
pumped, tire pressure) route
Earth Science
Weather Testable Question
What is Tested? What Stays the
Same? Data Collected
Which method is best for melting icy pavement?
Materials (e..g. types of salt, sand, kitty litter mixtures), methods: e.g amount of time material sits on ice, crushing ice before putting on ice melting material, etc.)
Thickness of ice, temperature of air and ice
Amount of ice after 10 min and 20 min.
Geology
Testable Question What is Tested? What Stays the
Same? Data Collected
What factors are best to grow sugar crystals?
Temperature OR saturation (how much was dissolved in the water)
Type of crystal, amount of water, temperature
Mass of crystals, number of crystals, length of time to form crystals
Do major earthquakes cause minor earthquakes nearby?
Location of major earthquakes (e.g. check national geological service data)
Distance from the major earthquake, time period, earthquake magnitude
Number of minor earthquakes that occur nearby during the time period
Which structure of model house is best at withstanding a model earthquake?
Size of house, type of construction of house
Amount/time shaken, shaking mechanism
Condition of shaken house
What is the best way to clean or remove deposits from a copper penny (or other precious metal)?
Cleaning methods Initial color of penny, amount of copper in penny
Color of penny
Space
Testable Question
What is Tested? What Stays the Same? Data Collected
How do fins on a straw rocket affect its flight?
Size, shape and number of fins
Type and size of rocket, propulsion system (amount of push), air movement, temperature, launch site
Distance the rocket flies, trajectory (how straight the rocket flies)
What conditions Type of surface (e.g. Height from which sphere is Pattern of crater
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Testable Question
What is Tested? What Stays the Same? Data Collected
produce craters? sand, gravel, clay, silt or flour, mass of falling sphere
dropped
Physical Science Chemistry
Testable Question What is Tested? What Stays the
Same? Data Collected
Which detergent is best for removing stains?
Conditions [e.g. temperature- (refrigerated/room temp) and containers-glass, thermos, open cup, closed cup)]
Size, type, and age of stain, fabric or carpet, physical process of stain removal
Color of fabric (e.g. stained, faded, completely disappeared)
What conditions are best to prevent soda from losing carbonation?
Detergent Brand of soda Carbonation bubbles observed over time
Energy/Force
Testable Question What is Tested? What Stays the Same? Data Collected
What conditions make for the fastest sailboat?
Area of sail, material of sail, shape of boat, mass of boat
Wind speed on fan Distance traveled over time
What conditions make a top that spins the longest?
Mass of the top, length of the axle
Procedures for constructing the top
Spinning time
How do different surfaces affect friction?
Different surfaces Slope of ramp, mass/shape/material of object slid on ramp
Time it takes object to slide down the ramp
How do different surfaces affect friction?
Different surfaces Slope of ramp, mass/shape/material of object slid on ramp
Time it takes object to slide down the ramp
How does the diameter of the hose affect the speed of water in a siphon?
Diameter of water hose
Siphoning procedure Speed of water
Matter
Testable Question What is Tested? What Stays the Same? Data Collected
What is the best way to Varying moisture Type of fabric, amount of Number of wrinkles
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Testable Question What is Tested? What Stays the Same? Data Collected
remove wrinkles from fabric?
amounts heat observed
How does density affect the buoyancy of objects?
Objects of different mass and sizes
Objects tested, liquid Level at which the object floats, is suspended or sinks.
Which brand of paper towels is the strongest when wet?
Brand of paper towel
Amount of weight tested on each towel, size and position of paper towel
Amount of weights it takes for the paper towel to break
How does temperature affect the drying time of paint?
Varying temperatures, type of paint
Amount and surface of paint
Dryness over time
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In an investigation, students:
Ask a testable question (Choose a Project Idea) Research the topic (Conduct Background Research) Make a hypothesis about the outcome based on the research or their own
knowledge (Compose Hypothesis) Design the investigation (Design Experiment) Conduct the investigation Collect Data Make sense of the data and draw a conclusion (Analyze Data & Draw
Conclusion) Present their findings for peer review
What is a Testable Question?
The key to a good and manageable investigation is to choose a topic of interest, then ask what is called a “testable question.” Testable questions are those that can be answered through hands-on investigation by the student. The key difference between a general interest science question and a testable question is that testable questions are always about changing one thing to see what the effect is on another thing.
Here are some examples of broader science questions and testable questions:
Broad Questions (lead to reports) Testable questions (lead to investigations)
How do lubricants work? Which combination of lubricants will work best on a bicycle wheel?
What can affect animal behaviors? What is the effect of a low-level electrical field on the movement of fruit flies?
What happens when water expands as it freezes?
How much force is needed to keep water from expanding as it freezes?
What is soap? Which detergent removes stains the best?
What is bread mold? What conditions keep bread mold from growing on bread?
What do birds eat? What type of food and feeder will attract the most cardinals?
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Invention
According to the National Academy of Sciences, engineering is the application of science and technology to solving a problem. Invention is really about engineering a solution. For you, this can be:
A problem you want to solve A process or physical design you want to improve
In designing and engineering a solution, you:
Find a local problem or something that needs to be improved (Identify a Problem)
Research it to find out what others know (Conduct Background Research) Suggest a solution and explain why it should work (Suggest a Solution) Design the solution and the method for testing to see if it works (Design
and Build the Solution) Build and test the solution Collect data to be sure your solution made a change (Collect Data) Make sense of the data – how do you know it worked, or didn’t work?
(Analyze Data and Report Results) Develop a report and share it with your fellow scientists
Note that sometimes the invention is a model or a sample set. Once the model or design shows that the solution can work, it can be applied to the real world. Examples are: improving the aerodynamic design of a model car; controlling the spread of a pest; improving building design to better conserve energy.
As with investigations, the key to defining the project is by posing the right question. Ask yourself, “What bothers me?” “What have I heard other people complaining about?” Is it something that could be fixed or improved on?
General Science Topic
Problem Examples Design Question
Gravity and mass
My backpack is too heavy to carry. How can I make it easier to get it to school?
Dog behavior Our dog barks too much. How can I get him to quiet down without hurting him?
Visibility When I'm in a crowd, I can't see around me. What can I do or use to help me see more?
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General Science Topic
Problem Examples Design Question
Conserving heat My juice gets warm in my lunchbox. How can I keep it cold?
Reflection of sound
The echo in our cafeteria is so bad that it's hard to hear, even when people talk quietly.
What can we do to cut down on the echo in there?
Plant Growth Our petunias dried out last summer and died after one week.
How can I keep them watered without having to go out and do it every day?
Remote Sensing We have to wait too long for the bus. We'd rather wait inside where it's more comfortable.
How can we tell when the bus is approaching without having to wait at the stop?
Food storage I make sandwiches ahead of time on Sunday, but by the end of the week, they go stale.
How can I better preserve my sandwiches so the one I eat on Friday is as fresh as the one on Monday?
Human accessibility
My younger brother and sister are too small to reach the light switches. I always have to go turn on the light for them.
How can I make it so they can turn their bedroom room lights on or off?
Security I caught my brother in my room, but he says he never goes in there.
How can I tell if someone has gone into my room when I'm not there?
Convenience I sometimes forget my backpack. Is there a way to be sure I always take my backpack to school?
Solar energy Sunlight coming in windows makes the house warmer in the winter. But we keep the drapes closed and forget to open them.
Is there a way to make sure the drapes stay open when the sun is shining in the winter?
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Invention: Identify a Problem
Find a problem that you or someone you know has experienced. Keeping the problem local increases the likelihood that it will be a manageable project.
Come up with some sample problems. Begin to generate your own list. o My backpack is too heavy to carry. How can I make it easier to get it to school? o Our dog barks a lot. How can I get him to quiet down without hurting him? o When I’m in a crowd, I can’t see around me. How can I get to see more? o The cold juice gets warm in my lunchbox. How can I keep it cold? o Our cafeteria is so noisy that it’s hard to hear, even when people talk quietly. What can
we do to cut down on the echo in there? o People are not recycling all the paper they should in our classroom. How can we get
everyone to remember to recycle and not throw it in the trash?
Stay away from griping about any one person. Focus on problems that can be solved.
Some problems involve group behaviors you believe need to be changed (for example, people not recycling paper all the time). The solution may require behavioral change (social engineering). As long as the change can be measured and verified, this also is science in action. While most people don’t think of this as “invention,” it is a legitimate aspect of engineering and follows the same procedural steps including peer review.
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A Terrific Topic! Name ______________
You probably have a good idea of what topic you would like to choose for your science fair project. It’s important that your topic be one that you are interested in and can experiment with yourself.
A good topic is one that you can perform experiments on. It is more than just researching a topic, writing a report, drawing pictures and building a model. The topic must not be too general. Here are examples of good and bad topics.
Good Topic
“Which brand of popcorn pops the most kernels?” – This is a good topic because you can find the answer by doing experiments.
Poor Topic
“Bridges” – This topic is too general, or big. You could not do a good job of studying a topic that is this big. Choose a smaller, or more specific, topic, such as, “Which bridge designs can support the most weight?”
Decide which of the science fair projects listed below are “Thumbs Up” (good topics) and which ones are “Thumbs Down” (poor topics).
BAD GOOD
Write your own example of a good topic:
_______________________________________________________________________
“The effect of fertilizer on plants”
“How much of an apple is water?”
“Which gets warmer –sand or dirt?”
“Clouds”
“Heat affects the bounce of a basketball.”
“What foods do meal worms prefer?”
“Erupting volcanoes”
“Ants”
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What’s Your Personality? Name: _______________________ Date: ___________ Take the multiple-choice quiz below to learn more about your personality. Then flip the page upside down to score yourself. Use that information to guide you to a science-fair project that is just right for you!
1. It’s Saturday night and you’re looking for something fun to do. You a. Call up your best friend to chat for a while. b. Strap on your in-line skates and go for a spin. c. Pull out your pottery wheel and make a bowl. d. Flip on your Gameboy and try to beat your best score.
2. Your mom takes you to the mall. You make a beeline for a. The food court—that’s where your friends hang out. b. The sports store—you need a new soccer ball. c. The craft store—you’ve been wanting to learn to knit. d. The electronics store—you want to buy the newest gadget.
3. When someone asks you what you want to be when you grow up, you’re most likely to answer
a. Teacher. b. Pro athlete. c. Artist. d. Video-game designer.
4. As part of a school assignment, you have to build something. You decide to build
a. A tree house where your secret club can meet. b. A pitching machine so you can practice your swing. c. An easel to hold your canvas as you paint. d. A transistor radio using the do-it-yourself kit that you got for your
birthday. 5. If there were one thing you couldn’t live without, it would be
a. Your best friend. b. Your baseball that’s signed by baseball legend Babe Ruth. c. Your sketch pad. d. Your MP3 player.
What Makes a Good Question?
If you answered mostly:
A’s, you’re a social butterfly. Try to think of a science experiment that answers a question about people’s behavior. For example: Do girls
and boys talk about the same topics when they hang out with their friends?
B’s, you’re a sports fanatic! You might enjoy an experiment that deals with athletics. For instance: Does the length of a bat affect how far
a baseball will travel?
C’s, you’re artistic. You might enjoy a project that deals with the arts, like painting, writing, or acting. For example: Do watercolor paints
tend to run more on certain types of surfaces than on others?
D’s, you’re into the latest gadgets. Consider doing a project that involves technology. Here’s an idea: How does the weather affect
satellite-TV reception?
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What Makes a Good Question?
Name: _____________________________________ Date: __________
The key to a good science-fair project is coming up with a good question. But what makes a good question? It should be measurable and testable. The questions below are not good science-fair questions. Rewrite each question to make it measurable and testable. See the examples below. (Hint: There is more than one right answer. There are many ways to turn these questions into good ones!).
Example 1: Bad Question: How is one brand of battery different from another?
Good Question: Which lasts longer: a brand-name battery or a store-brand battery?
Example 2: Bad Question: Which brand of popcorn is best?
Good Question: Which brand of microwave popcorn leaves the fewest unpopped kernels?
1. Bad Question: Is one brand of cereal better than another?
________________________________________________________
2. Bad Question: Is it bad to watch TV while studying?
________________________________________________________
3. Bad Question: Does staying up late make you tired?
________________________________________________________
4. Bad Question: Are you flexible?
________________________________________________________
5. Bad Question: How well does a paper airplane fly?
________________________________________________________
6. Bad Question: Does practice really make perfect?
________________________________________________________
7. Bad Question: How can a baseball player hit the ball farther?
________________________________________________________
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That’s a Good Question! Name ________________
What do you want to learn from your science project? State this in a clearly written question, called the Big Question. A good question can only be answered by measuring something.
Underline the question that is most specific and can be answered by measuring.
1. a. Which paper towel is the best? b. Which paper towel absorbs the most water?
2. a. How much of an apple is water? b. Does an apple contain water?
3. a. How does playing video games affect your heart rate? b. Does playing video games affect your heart?
4. a. Does fertilizer make bean plants grow taller? b. How do bean plants grow?
5. a. What is the best brand of raisin bran cereal? b. Which brand of raisin bran cereal has the most raisins?
6. a. With which brand of battery do toys run the longest? b. What is the best brand of battery?
7. a. What is the best brand of golf ball? b. Which brand of golf ball flies the farthest?
8. a. Is it better to take a shower or a bath? b. Do showers use less water than baths?
9. a. Will aspirin make cut flowers last longer? b. Is aspirin good for cut flowers?
10. a. From which direction does the wind blow most frequently? b. Does the wind blow?
Rewrite the following questions more clearly. 1. What is the best kind of soap?
___________________________________________________________________________ 2. Is an orange juicy?
___________________________________________________________________________
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Investigation: Conduct Background Research
Once you have a testable question, it is important to do some background research. What do scientists think they already know about the topic? What are the processes involved and how do they work? Background research can be gathered first hand from primary sources such as interviews with a teacher, scientist at a local university, or other person with specialized knowledge. Or you can use secondary sources such as books, magazines, journals, newspapers, online documents, or literature from non-profit organizations. Don’t forget to make a record of any resource used so that credit can be given in a bibliography.
Invention: Conduct Background Research
Find out what others know. As with investigation, you can use primary sources such as your own experiences, local experts or business people. You can also use secondary sources, such as books, articles from the web or magazines.
1. What are some ways that people have moved heavy loads with less effort?
2. How have people controlled dogs barking? 3. What are some ways that people can see around corners and over top of
things? 4. How are cold things kept cool for long periods of time? 5. What causes echoing? How have people cut down on noise in large
rooms? 6. What can be done to change people’s habits?
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Give Credit Where It’s Due
Name: __________________________________ Date: _________
Before starting your science experiment, you’ll need to do some research to learn more about your project idea. For this you can go to the library, search the Internet, or even interview an expert. No matter where you go to gather information, you’ll need to keep track of your sources and take good notes. Below are some rules to giving credit to your sources.
If you get information from:
1. A Web site, write down the author or editor of the source (if given), title of the document or posting, name of the institution sponsoring the Web site, date when you visited the Web site, and the URL. (Note: If the URL is very long, list the URL of the Web site’s search page.) For example: Amusement Park Physics. Annenberg Media. 18 December 2006. http://www.learner.org/exhibits/parkphysics/index.html
2. A CD-ROM encyclopedia, write down the subject, the name of the program, the name of the supplier, and the year of publication. For example: “Plant Distribution.” Encarta. Microsoft, 1999.
3. A book, write down the author’s name, book title, place of publication, copyright date, pages that you read. For example: Berger, Melvin and Gilda. Why Don’t Haircuts Hurt? New York: Scholastic, 1998: 4-6.
4. A magazine, write down the author’s name, title of the article, title of the magazine, issue date, the volume and issue number, and page numbers. For example: Bryner, Jeanna. “Catch the Wave.” SuperScience. May 2006, Vol. 17, Iss.8: 6-9
5. A newspaper, write down the author’s name, title of the article, title of the newspaper, edition date, and page numbers. For example: Hellmich, Nanci. “Study Suggests Eating Slowly Translates to Eating Less.” USA Today, 11/16/2006, D.5
6. An encyclopedia, author (if given), the subject, name of encyclopedia, date of publication. For example: Adams, Clark E. “Hamster.” The World Book Encyclopedia, 2001.
7. An interview, name of the person interviewed, kind of interview (for example, in person, phone interview, e-mail interview), and the date. For example: Stephen Hawking, e-mail interview, 11/3/06
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Science Project Proposal Form
Name: ___________________________
Science Project Question Checklist 1. Your teacher may put some restrictions on projects. Have you met your
teacher’s requirements? Yes / No
2. Is the topic interesting enough to read about, then work on for the next couple months?
Yes / No
3. Can you measure changes to the important factors (variables) using a number that represents a quantity such as a count, percentage, length, width, weight, voltage, velocity, energy, time, etc.? Or, just as good, are you measuring a factor (variable) that is simply present or not present?
Yes / No
4. Can you design a “fair test” to answer your question? In other words, can you change only one factor (variable) at a time, and control other factors that might influence your experiment, so that they do not interfere?
Yes / No
5. Is your experiment safe to perform? Yes / No
6. Do you have all the materials and equipment you need for your project, or will you be able to obtain them quickly and at a very low cost?
Yes / No
7. Do you have enough time to do your experiment more than once before the due date?
Yes / No
I have discussed the project idea and the checklist with my parent and I am willing to commit to following through on this project
Student Signature: _______________________________________________________
I have discussed the project idea and the checklist with my student and I believe he or she can follow through with this project. I agree to supervise the safety of the project steps that my student performs at home.
Parent Signature: ________________________________________________________
The question I plan to investigate in my experiment (please phrase as a question):
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Investigation: Compose Hypothesis
After gathering background research, you will be better prepared to formulate a hypothesis. More than a random guess, a hypothesis is a testable statement based on background knowledge, research, or scientific reason. A hypothesis states the anticipated cause and effect that may be observed during the investigation. Consider the following hypothesis:
If ice is placed in a Styrofoam container, it will take longer to melt than if placed in a plastic or glass container. I think this is true because my research shows that a lot of people purchase Styrofoam coolers to keep drinks cool.
The time it takes for ice to melt (dependent variable) depends on the type of container used (independent variable.). A hypothesis shows the relationship among variables in the investigation and often (but not always) uses the words if and then.
Take a look at these additional examples:
If a mixture of vinegar and baking soda are used, then more stains may be removed. I think this because vinegar and baking soda are used in many different cleaning products.
Tomato plants will grow best if they get at least 12 hours of light each day. This is based on research that says that tomatoes need lots of light.
When an object has a volume greater than 30 cubic centimeters, then it will sink in water. In the past, I have seen big objects sink.
“The important thing about a hypothesis is not its initial accuracy. For instance, looking at the last example, students are likely to determine that the materials used or the shape of those materials will also impact an object’s ability to sink or float. For students who worry that their hypothesis does not match their experimental results, parents and teachers should emphasize the idea that all hypotheses are valuable regardless of their truth if they lead to fruitful investigations.” (Benchmarks for Science Literacy, 2003)
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Invention: Suggest a Solution and Explain Why It Should Work
Using your research, you should propose an idea for solving the problem. Note that sometimes factors such as size, safety or limited time require that the invention be a model. (e.g. improving a bridge design.) Once the model proves that the solution can work, the your project is complete. But in real life, the solution could be expanded to a larger scale and applied to the real world.
I could use some kind of wheel to move the heavy load. Perhaps adding wheels to my backpack would help.
People train dogs not to bark using “negative feedback” so that the dog associates things it doesn’t like with barking.
The new fiber optic technology allows light to be bent. But I don’t have access to fiber optics. Mirrors also bend light and can be used.
Cool things absorb heat. Insulation keeps heat from transferring. I can insulate my juice box. I could also keep something even colder next to it.
Some kinds of cloth can “dampen” sound. Can we hang cloth on the walls or from the ceiling to dampen the sound in the cafeteria?
People need to be reminded to help them change their habits. Will a “no paper” sign on the trash can be enough to get them to change?
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Variables & Hypothesis Worksheet
Name: ____________________________
Variables
Independent Variable (What will you be changing in the
experiment. There should only be one item listed here)
Dependent Variables (What will you be measuring or
observing)
Controlled Variables (What will you be keeping the same
during the experiment)
Your Hypothesis
If [I do this] ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
then [this] ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
will happen.
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Investigation: Design Experiment
Once you formulate a hypothesis for your investigation, you must design a procedure to test it. A well-designed investigation contains procedures that take into account all of the factors that could impact the results of the investigation. These factors are called variables.
There are three types of variables to consider when designing the investigation procedure.
The independent variable is the one variable the investigator chooses to change.
Controlled variables are variables that are kept the same each time. The dependent variable is the variable that changes as a result of /or in
response to the independent variable.
Talking through the investigation will help you to clarify the different variables involved in the experimental design. What factors will change? What factors will stay the same? The challenge is for you to create what is called a “fair test.” In a fair test, only one factor or variable is changed at one time so that the investigator can determine if the changed factor has an impact on the end results.
One of the easiest ways to help you understand the concept of a fair test is to give you an example that is NOT a fair test. For instance, suppose the problem is to determine which stain remover is best at removing stains. It would not be fair to test one stain remover on a well set grass stain while testing the other stain remover on fabric only lightly soiled with dirt—a much easier stain to remove. A well designed procedure avoids such unfair comparisons.
Another hands-on way to understand a fair test is to ask, “Who can make the best paper airplane?” Once two students are selected to compete, hand one a large piece of construction paper and the other a piece of regular copy paper. Students will immediately note that this is “unfair.” If we want the test to be fair, only the paper airplane design can be different. Everything else, including how hard the airplane is tossed, must be the same.
Following the steps listed below will help you as you develop an investigative procedure.
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Step A – Clarify Variable
Clarify the variables involved in the investigation by developing a table such as the one below.
Testable Question
What is changed? (independent
variable)
What stays the same? (controlled
variables)
Data Collected (dependent variable)
What detergent removes stains the best?
Type of detergent, type of stain
Type of cloth, physical process of stain removal
Stain fading over time for combinations of detergents and stains
Step B – List Materials
Make a list of materials that will be used in the investigation.
Stain Removal Investigation Materials
100% cotton cloth samples Ketchup Coffee Ink Grass Soil Commercial detergent #1 Commercial detergent #2 Vinegar Vinegar and baking soda mixture Water Soap Wash basin Timer/stopwatch Rubber gloves
Step C – List Steps
List the steps needed to carry out the investigation.
Stain Remover Investigation Procedure
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1. Place a ketchup stain approximately 4 inches in diameter on 100% cotton fabric. Prepare 4 identical stain samples in addition to the first sample. Label the samples (vinegar, vinegar and baking soda mixture, commercial detergent #1, commercial detergent #2)
2. Place 10mL of stain remover on the ketchup stain sample. Wait 3 minutes. Scrub for 1 minute. Repeat with each of 4 stain removers. (vinegar, vinegar and baking soda mixture, commercial detergent #1, commercial detergent #2)
3. On the fifth sample, do not put on any stain remover. Leave the ketchup stain as is. Scrub for 1 minute. Use permanent marker to write the word ketchup on each sample.
4. Wash each sample using soap and water in a basin. 5. Compare the samples to see which stain remover worked the best. 6. Repeat the experiment using different stains (coffee, ink, grass, and soil)
Step D – Estimate Time
Estimate the time it will take to complete the investigation. Will the data be gathered in one sitting or over the course of several weeks?
Step E – Check Work
Check the work. Ask someone else to read the procedure to make sure the steps are clear. Are there any steps missing? Double check the materials list to be sure all to the necessary materials are included.
Invention: Design and Build the Solution
You must come up with a way to measure the change your invention will make. Measurement is the key to good science and good engineering. Just saying that our treatment made a difference is no good. We have to present evidence to ourselves and to others that the change occurred. Plan out your time carefully. “Backmap” the time: What is the date of the science fair? How long will it take you to write up the report and make the project display? Subtract that time from the date of the science fair. That’s how long you have to put your plan into action.
Examples:
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Use a spring scale to measure how much effort it takes to lift the backpack. Measure how much effort it took to pull the backpack on the wheels I will add.
Count the number of barks per minute the dog makes before I apply the negative feedback and after.
Read a sign from a distance of 10 meters away. Use the mirror invention to read the same sign from around a corner that is the same distance away.
Use different types of material to make an insulation sleeve for my drink box. Measure with a thermometer how the temperature changes over an hour, taking the temperature every five minutes.
Build a model in a large box made of wall board and use a sound meter program on my laptop computer to measure the decibels of sound that are reflected off the walls before and after I add a cloth hanging.
Count the number of pieces of recyclable paper in the trash can in our grade level classes. Place reminder signs on the trash cans in each classroom in our grade level. Then count the number of pieces of recyclable paper that are in after the signs are up.
Validate the design
Before presenting the project for approval, answer these questions for yourself.
Is it safe to do? If the change I propose affects others, can I get permission to do it? What materials do I need and can I get them? Do I have enough time to build and test my idea as well as to write it up? If it involves living things, will they be safe?
Approval of the project
Use the project Planning and Approval Sheet to make sure you have a good invention idea that you can accomplish.
Build the solution
This takes the most time, how much depends on the project, but you should know that you will need to leave yourself time to write up the results and prepare the presentation.
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Investigation: Set Up and Collect Data
After designing the procedure and gathering the materials, it is time to set up and to carry out the investigation.
When setting up the investigation, you will need to consider…
The location Choose a low traffic area to reduce the risk of someone accidentally tampering with the investigation results—especially if the investigation lasts for several weeks.
Safety
Avoid harmful accidents by using safe practices.
The use of construction tools or potentially harmful chemicals will require adult supervision.
Locate the nearest sink or fire extinguisher as a safety precaution. Determine how to dispose of materials. For example, some chemicals should
not be mixed together or put down a sink drain. Wear protective clothing such as goggles and gloves. Tie back loose hair so
that it does not get caught on any of the equipment.
Documentation Making a rough sketch or recording notes of the investigation set up is helpful if the experiment is to be repeated in the future.
Carrying out the investigation involves data collection. There are two types of data that may be collected—quantitative data and qualitative data.
Quantitative Data
1. Uses numbers to describe the amount of something. 2. Involves tools such as rulers, timers, graduated cylinders, etc. 3. Uses standard metric units (For instance, meters and centimeters for
length, grams for mass, and degrees Celsius for volume. 4. May involve the use of a scale such as in the example below.
Qualitative Data
Uses words to describe the data Describes physical properties such as how something looks, feels, smells,
tastes, or sounds.
Stain Removal Results
4 no change
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3 faded
2 slightly faded
1 gone
As data is collected it can be organized into lists and tables. Organizing data will be helpful for identifying relationships later when making an analysis. Make use of technology such as spreadsheets to organize your data.
Invention: Collect Data
Inventors and engineers collect data to help them know if their solution is working. Without the data, they can’t be sure.
The spring scale tells how much effort is being put into moving the backpack in different directions.
The number of barks per minute is a measure of how much the dog is barking.
The distance one can see clearly through a visual device tells how effective it is.
Thermometers give us an idea about how much heat energy is being lost or gained.
Sound meters give us data about volume (and some can tell us pitch as well).
Counting recyclable pieces of paper that are improperly disposed of is a measure of how well people are doing in their recycling efforts.
How data is organized can be a challenge for students. Use the example projects as a way for students to see how data is organized in a table.
Many students get caught up in the excitement of building and trying their idea or invention. It’s easy to forget to record the data. But without it, there is no way to demonstrate that the invention or idea worked.
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Investigation: Analyze Data and Draw Conclusions
After you have collected your data the next step is to analyze it. The goal of data analysis is to determine if there is a relationship between the independent and dependent variables. In student terms, this is called “looking for patterns in the data.” Did the change I made have an effect that can be measured?
Recording data on a table or chart makes it much easier to observe relationships and trends. For example, look at the following data table.
Tomato Plant Response to Light
Time A Plants (12 hours light) B Plants (8 hours light) C Plants: (4 hours light)
Day Height (cm) Leaves Height (cm) Leaves Height (cm) Leaves
11 1.0 1 1.0 1 1.0 1
12 1.5 2 1.3 1 1.1 1
13 1.9 2 1.4 1 1.2 2
14 2.1 2 1.6 2 1.3 2
15 2.3 2 1.7 2 1.4 2
16 2.5 3 1.9 2 1.6 2
17 2.7 3 2.1 2 1.7 3
18 3.0 3 2.3 2 1.8 3
19 3.3 4 2.5 2 2.0 3
20 3.7 4 2.8 3 2.2 3
21 4.0 4 3.1 3 2.4 3
22 4.4 5 3.4 3 2.6 3
23 4.9 5 3.7 3 2.8 4
24 5.3 6 4.1 4 3.1 4
25 5.9 7 4.5 4 3.4 4
26 6.5 7 4.9 4 3.7 4
27 7.1 8 5.4 5 4.0 5
28 7.8 9 6.0 5 4.4 5
29 8.6 10 6.6 6 4.8 5
30 9.5 11 7.2 6 5.2 5
31 10.4 12 8.0 7 5.7 6
32 11.5 14 8.7 7 6.2 6
33 12.6 15 9.6 8 6.7 6
34 13.9 17 10.6 9 7.3 7
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Tomato Plant Response to Light
Time A Plants (12 hours light) B Plants (8 hours light) C Plants: (4 hours light)
Day Height (cm) Leaves Height (cm) Leaves Height (cm) Leaves
35 15.3 19 11.6 9 8.0 7
36 16.8 21 12.8 10 8.7 8
37 18.5 23 14.1 11 9.5 8
38 20.3 25 15.5 12 10.3 9
39 22.3 28 17.0 13 11.3 9
40 24.6 31 18.7 15 12.3 10
You may notice how in all of the plant samples, as the plant height increases, more leaves are produced. You may also observe how the plants receiving only four hours of light (C Plants) produced less than half the amount of leaves at the end of 40 days than the plants receiving 12 hours of light (A Plants). There are so many observations that you might make when looking at your data tables! Comparing mean average or median numbers of objects, observing trends of increasing or decreasing numbers, comparing modes or numbers of items that occur most frequently are just a few examples of quantitative analysis.
Besides analyzing data on tables or charts, graphs can be used to make a picture of the data. Graphing the data can often help make those relationships and trends easier to see. Graphs are called “pictures of data.” The important thing is that appropriate graphs are selected for the type of data. For example, bar graphs, pictographs, or circle graphs should be used to represent categorical data (sometimes called “side by side” data). Line plots are used to show numerical data. Line graphs should be used to show how data changes over time. Graphs can be drawn by hand using graph paper or generated on the computer from spreadsheets.
Here is what a graph of some of the data from the tomato table looks like. Notice how much easier it is to see the trends in the data here than in the data table.
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What can be learned from looking at the data? How does the data relate to the student’s original hypothesis? Did what you changed (independent variable) cause changes in the
results (dependent variable)?
After analyzing the data, you will be able to answer these questions as you draw some conclusions. Do not change your hypothesis if it does not match your findings. The accuracy of a hypothesis is NOT what constitutes a successful science fair investigation. Rather, Science Fair judges will want to see that the conclusions stated match the data that was collected.
Application of the Results: You may want to include an application as part of your conclusion. For example, after investigating the effectiveness of different stain removers, you might conclude that vinegar is just as effective at removing stains as are some commercial stain removers. As a result, you might recommend that people use vinegar as a stain remover since it may be the more eco-friendly product.
In short, conclusions are written to answer the original testable question proposed at the beginning of the investigation. They also explain how you used science process to develop an accurate answer.
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Invention: Analyze Data and Report Results
How do you know it worked, or didn’t work? You will likely need help in examining the data. Use sample data from the full project examples to help practice looking for trends in the data. Using a table or other graphic organizer helps to organize the data so it can be reviewed. Often a graph of the data, if appropriate, will help see trends or compare a before and after situation.
Report Results and share it with your fellow scientists. Use the criteria checklist that is provided.
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In Conclusion Name _____________________
What has your experiment proved? It’s time to write a conclusion to your scientific investigation. The concluding statement will either support or not support your original hypothesis.
Carefully study the results of your experiment. Look at your charts, graphs, tables, and logs. Does this information support your hypothesis? If it does, great! If it doesn’t, don’t be afraid to say so. Negative results are not bad.
Study the hypothesis and results of the scientific investigations below. Write a conclusion for each.
Hypothesis: Increasing the air pressure in a basketball will make it bounce higher. Results:
Height of Bounce
Drop 4 lbs. Air Pressure 8 lbs. Air Pressure 12 lbs. Air Pressure
#1 53 cm 131 cm 176 cm
#2 51 cm 140 cm 171 cm
#3 52 cm 136 cm 173 cm
#4 56 cm 133 cm 180 cm
Average 53 cm 135 cm 175 cm
Conclusion: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Hypothesis: Children’s heart rates increase as they get older. Results:
Heart Rate At Rest
Child 5 years old 10 years old 15 years old
#1 102 88 81
#2 101 94 77
#3 96 92 76
#4 91 90 78
#5 95 86 83
Average 97 90 79
Conclusion: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Reporting: Write It! Name: _______________________
It’s time to share what you have learned from your scientific investigation. One way to do this is with a written report, or scientific research paper that describes your entire project experience. A project report documents your work from start to finish. But more importantly, it allows the reader to know exactly what your project was all about: what your purpose and hypothesis were, how you performed your experiment, what data you gathered, what your conclusions were, and whether or not your conclusions support your hypothesis.
Your report will include tables, graphs, charts, and any photos you may have taken of your project. This page outlines just one way that research papers are organized. Use this page to help you organize your paper.
1. Title Page: This page is your report’s cover. It should contain a snappy title that reflects the subject matter of your project. This text should be centered in the middle of the page.
2. Purpose: The purpose should clearly explain the goal of your project. This must include your question or problem. This section should be very brief, probably only a few sentences.
3. Hypothesis: Your hypothesis should be a possible answer to your research question based on the background research that you performed.
4. Materials: Make a list of all the items you used in your experiment. Be very detailed about measurements, sizes, and descriptions of items.
5. Procedure/Experiment: The procedure section of your report includes the step-by-step explanation of your experiment. This is a detailed list of the steps that you performed throughout your experiment. A well-written procedure is so detailed that anyone who reads your steps should be able to follow them and perform the experiment exactly as you did it. Pictures or drawings may make the explanation more clear and can be included in this section.
6. Results/Data: The results of your experiment should include any charts, tables, graphs, or observations you made. This should show all of the data that you gathered during your experiment in an organized way. All of your data should appear in colorful, neatly labeled tables, graphs, and charts.
7. Conclusion: The conclusion of your report is an explanation of what you learned from the results of your experiment. It summarizes what you discovered based on your experiment results. In this section you may refer to the charts, tables, graphs, or observations in the “Results” section of your report. It should restate your hypothesis and tell whether or not your data supports it. If the results of your experiment do not support your hypothesis, be sure to say that here. This is also a good place to write any questions that arose from your experimentation and any project extensions that you would like to do in the future.
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10 Tips to Creating a Winning Display
Your project display is the first thing that people will see when they stop by your booth at the science fair—so you’ll want it to look fabulous!
What is a display? A science-fair display is made up of a sturdy backboard that shows off the key points of your project and shares what you have learned. Your display should include the following: project title, your question, hypothesis, experiment (including materials and procedure), data (including table, graphs, charts, and photos if you have some), results, and conclusions. Your display should also include your science-project report and any other items that will help people understand your project, like models or equipment that you used during your experiment.
It is important that your display be neat, colorful, and organized. Below are some tips to designing an award-winning display.
1. Your backboard should be an upright board that sits on top of a table and is able to support itself. It is usually three-sided, but it does not have to be.
2. You can either buy a pre-made backboard or build your own from heavy cardboard. Stay away from thin poster board or cardboard that can bend too easily.
3. Use computer graphics or self-stick letters to create a heading for each part of your display. Make sure your lettering is easy to read and spelled correctly.
4. Type the following parts of your display. Use spell check before you print out the pages. Also, remember that you have limited space on your backboard, so plan ahead.
a. Project Title: It is better to try and catch people’s attention with a snappy title. This should be large enough to read from a distance. Use larger letters for your title than for anything else on your board. This will help it to stand out.
b. Your Question: This needs to be separate from your title. Do not use your question as your title.
c. Hypothesis d. Materials e. Procedure/Experiment: Summarize you experiment so that it fits on one or two
sheets of paper. f. Results/Data: If possible, use a color printer to create colorful graphs and
tables. (Include tables, graphs, charts, and possibly even photos). g. Conclusions: your conclusions should be a summary of what you learned. You
should try to do this in a paragraph or two. Also, say whether or not your hypothesis is correct.
5. Use colors on your display, but don’t get too flashy or the colors could be distracting. 6. A neat, attractive, colorful display with a “catchy” title will grab people’s attention. 7. Before you stick anything to your backboard, lay the letters and pages onto the board.
Space things out evenly and neatly. Rearrange things until it looks just right! 8. Use rubber cement or double sided tape to post your papers. Avoid using white school
glue because it can cause paper to wrinkle.
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9. Stay away from bringing any models or other props that you’ll want to display on the day of the science fair. Instead take picture of those things and put them on your board.
10. You’ve spent a lot of time and energy on your experiment! Take the time to do a good job on your display!
Plan Your Display
Use a pencil and this blank backboard panel to sketch out how you plan to arrange your display. Erase and sketch again until you are happy with the way your display looks!
Project Title
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Science Expo Presentations
The science expo experience is part process, part product. Some would argue that the process is more important than the product—that it is in the hands-on experimentation, engineering, and trial and error that the most valuable learning takes place. But both are valuable components of the overall learning experience, and both matter during final grading.
At the end of the day, the display board is the ultimate product. It tells the story of your investigation or invention and is your one chance to sell it to the world (well, at least to teachers and peers). It chronicles your hard work, documents real data, and breaks down complex scientific concepts into basics that anyone who visits their display at the expo can understand. It is something for you to be proud of and keep forever.
Although the presentation comes at the end of the multi-week timeline, it should not be an afterthought. You should keep it in mind as you document key steps along the way—with photographs, sketches and handwritten notes. That way, when it comes time to post things on your display board, you’ll have more than enough to choose from. The value of the presentation should not be underestimated. After weeks of hard work, it all comes down to a few minutes—that’s how long you have to captivate each group of visitors at your booth. And remember this: The display is the first and only thing that others see. First impressions matter!
How to Create a Captivating Science Fair Display Board
Your display can reflect your personality:
Is every inch of my locker or bedroom covered with magazine clippings, posters, stickers, and sticky notes? Or am I more of a minimalist? What’s my idea of a good time: scrapbooking or skateboarding? Is the presentation the part of the science fair I’ve been waiting for, or is that the part I dread?
Stand Out from the Crowd
Whether you’re the kind of person who loves to design and decorate and dabble with computer graphics, or the one who always opts for the standard black-and-white report cover, this is a time for you to get creative. You’ll want your personality to shine through.
Science Fair Presentation Dos and Don’ts
Do For any drawings or written text, start with pencil, not pen.
Sketch a rough layout on a piece of paper before pasting up your display.
Leave yourself plenty of time. Gather all of your material and organize it into categories.
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If you forgot to photograph each step of your procedure, consider re-staging it now for documentation. (Some are better than none!) Study examples of winning displays in science fair books for ideas. However….Be original! Come up with a catchy title and display it prominently. Include all required categories and content on your display. Tell the story of your science project in a logical, easy-to-read manner. Arrange items from left to right, from top to bottom. Space elements evenly across your layout, to achieve a balanced, consistent look. Draw attention to the most interesting parts of your project with color and graphics. Use black or dark colors for type. Mount black-and-white text blocks on colored construction paper for contrast. Make type large enough to read from four feet away: As a general rule, use 24 pt type for headings, 16 pt type for text blocks. Choose a simple font that is easy to read. You may want one font for headings and another for body text, but make sure they are both easy to read. (Easy to read fonts include: Arial, Comic Sans, Tahoma, Verdana) Use subheads and bullet points rather than long paragraphs of dense text. Label all graphs, charts, and tables. On graphs, make sure you label the X and Y axes. Write descriptive captions for photos. Proofread and double- and triple-check all text before sticking it on your display board. Avoid clutter.
Don’t Forget to spell-check and proofread! Write or draw directly on the board. Use too many fonts, or fancy fonts that are hard to read. Display photos without captions. Go crazy with colors. A few bright colors are good to accentuate key elements and add pizzazz. But stick to a handful and keep it professional. Cover every inch of your display; remember to leave some breathing room (what graphic designers call “white space”) between blocks of text and graphics. Use white school glue to stick thin paper to your board, or it may ripple. Be afraid to get creative. Science is not dull; it’s dynamic!
