MIDDLE SCHOOL SCIENCE FAIR RULES



MIDDLE SCHOOL SCIENCE FAIR RULES

1. All projects are subject to teacher approval. Please accurately complete the registration form and give to your science teacher. The more information you include the better!

2. Students can complete an individual or team (only two members) project.

3. Standardized display boards will be provided for student use.

4. All projects must include an exhibit (including the display board), report, and must follow the scientific method.

5. All items must be clearly labeled with student’s name, grade, homeroom number, team and science teacher.

6. All graphs must be completed thoroughly.

7. All students entering a project will receive credit based on the quality of work completed. Students will also self assess their project.

All students are also responsible for following the safety guidelines:

1. The following items are all prohibited: controlled or illegal substances, chemicals, open

flames, or anything that could be explosive or dangerous.

2. All samples of food or mold or bacteria growth must be secured in sealed containers.

3. NO tasting will be allowed.

4. Projects involving live animals are restricted to only those of small invertebrates ( i.e. snails, earthworms, mealworms). No dissections are allowed. Any animal experiments should not involve any mistreatment or cruelty.

5. All electrical devices, including switches and cords, must be approved by the teacher and if your demonstration requires electricity, you must provide an extension cord.

6. Report any problems, concerns or accidents IMMEDIATELY to a responsible adult during your work and the exhibition.

7. Some projects are only for observation. Please do not touch any project without permission and supervision.

* CT STATE SCIENCE INFORMATION AND RULES are in a separate packet.

Please see your teacher for this.

EXPERIMENTAL DESIGN

USING the SCIENTIFIC METHOD

Principles for the Design and Analysis of Experiments

A controlled experiment is an experiment where all of the environmental variables or factors are controlled (kept constant or normal) except for the variable being tested.

The parts of an experiment or investigation are as follows:

PROBLEM:

Define what is to be investigated. Be specific enough to allow the design of the experiment to be manageable. Write this in the form of a question.

RESEARCH:

Obtain as much current information as possible about the topic to be investigated and the factors that might affect the design of the investigation.

HYPOTHESIS:

An educated guess or possible solution to the problem based upon all of your background knowledge. This may be expressed as a testable prediction—If (explanation of what will be done); Then (your prediction of what will happen).

EXPERIMENT DESIGN:

A variable is an environmental factor or condition.

The independent variable is the factor or condition being tested.

The dependent variable is the factor which responds to the change in the

independent variable. Its response is measured as data.

The controlled variables are all other factors or conditions which are kept

constant or normal during the experiment.

Two groups of subjects are used in most experiments—an experimental group and a control group.

The experimental group is the group being tested by having the independent

variable changed.

The control group is the group in which the independent variable is not changed

but treated as a controlled variable.

Hints: Be sure to use the same type of subject for both the experimental and control groups.

Be certain that each group is a representative sample and large enough to give validity to the results.

Design the experiment so all variables except the one being tested are kept the same for both groups. List or define all controlled variables so you are consciously aware of the factors which could affect the subjects.

EXPERIMENTAL DESIGN

(cont.)

PROCEDURE:

This is the recipe for conducting the experiment. It consists of a list of materials and equipment followed by step-by-step instructions. These instructions must be specific enough to allow the experiment to be repeated exactly the same way each time it is conducted. It should also specify what type of evidence or data should be collected as the experiment is conducted to measure the response of the dependent variable.

(Remember: In general, the more times the experiment is conducted, the more valid the results are.)

DATA:

Evidence must be collected: quantitative measurements are essential!

• Be sure to select the appropriate instrument for the proper degree of accuracy.

• Examine the instrument to be sure you know its capacity and the value of the numbered graduations or increments as well as the unnumbered ones.

• Use data tables to organize data as it is collected.

When organizing data for analysis, use visual tools such as graphs, tables, diagrams or flowcharts.

• When graphing, remember that the independent variable is placed on the horizontal or X-axis while the dependent variable is placed on the Y-axis.

• To scale or number the axis of a graph so that it will always fit the grid, use the following formula: High value-Low value (use zero if you plan to start numbering by zero), divided by the number of spaces on that axis. Always round up. Begin numbering with your lowest value and go up by your calculated graduation.

• A Line Graph is used to display data that occurs in a continuous manner (like the growth of plants or change in temperature). Line graphs are generally used to compare data from two or more different subjects or groups.

• A Bar Graph is used to display data that does not occur in a continuous manner (like comparing the amount of air in a ball to the height that the ball bounces).

• Be sure to thoroughly label all graphs, charts, diagrams or flowcharts.

• Observations (that do not include data) may be as valuable as the measurements in evaluating the results such as documenting what occurred over time.

RESULTS/ ANALYSIS:

Always show your results in clear, organized data tables and graphs. A data table should show all of the results. The graph represents the final results. Graphs enable the reader to easily see the relationship between the independent and dependent variables.

A Evaluate the data collected. Identify any experimental or procedural errors which may cause the parts of the data to be invalid. The following questions may be valuable in your analysis to assist you with understanding your results:

• What went wrong, and how should the experiment have been done differently?

• What was learned from this experiment?

• Was your hypothesis true? Why or why not?

EXPERIMENTAL DESIGN

(cont.)

QUESTIONS TO ASK WHEN ANALYZING THE DESIGN

OF AN INVESTIGATION OR EXPERIMENT

1. What was this study trying to determine?

2. Was the problem testable?

3. Was the hypothesis a testable prediction?

4. What was the independent variable (the factor being tested)?

5. What was the dependent variable (the factor responding to the test)?

Was it measured quantitatively?

6. What made up the experimental group (the group being tested)?

Was it a representative sample?

7. What made up the control group (the group not tested for the independent variable)? Was there a control group, and was it a representative sample of the same type as the experimental group?

8. List the controlled variables (those factors not being tested). Are all of these factors kept normal and the same for both groups? Remember the independent variable for the experimental group is the only thing that should be tested.

9. Are there any weaknesses in the design of this experiment? List those weaknesses.

10. How would you change the design of this experiment to correct these weaknesses?

CONCLUSIONS:

Summarize what was learned and, if appropriate, recommend a follow-up experiment

or a modification of the experiment when the problem was not solved.

REPORT:

Be sure to report the results of your experiment or investigation so others may benefit from what you have learned. This report must be given written and orally to the teacher(s). Your results should give other valuable background information for further investigation.

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |  | | |

| |  | | |

| | | | |

| | | | |

| |TITLE | | |

| |  | | |

| |  | | |

| |  | | |

| |  | | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  |  |  | |

|  | |  | |

|  | |  | |

|  | |  | |

|  | |  | |

|  | |  | |

| | |  | |

| | | | |

| |DISPLAYING YOUR PROJECT | | |

| | | | |

| |Use a "catchy" title to grab attention. | | |

| | | | |

| | | | |

| |Use graphs, charts and photos or illustrations to display results. | | |

| | | | |

| | | | |

| |Lettering should be large, colorful and bold. | | |

| | | | |

| | | | |

| |Provide a model or pictures of your experiment if you can't bring | | |

| | | | |

| |in the actual materials. | | |

| |*The log can be combined with the report.* | | |

| | | | |

CT STATE SCIENCE FAIR JUDGING CRITERIA

1. Scientific Thought/Engineering Goals - 30%

• Is the purpose/hypothesis stated on the display?

• Is the procedure used in developing and obtaining the solution of the

results explained?

• Is method of data acquisition or analysis explained?

• Does data support conclusion?

• Does conclusion follow logically?

2. Creative Ability - 30%

• Did the student design and construct any equipment or was it purchased?

• Does this project display originality or is it one which has been performed many times?

• Does the project rely to a small or great degree upon the research of others?

• Is data originally presented?

• How creative is the display?

3. Thoroughness - 10%

• How many times was the investigation performed?

• Does the display physically demonstrate the operation or results of the project?

• Have the variables affecting outcome been identified?

• Are materials listed specifying accurate amounts?

• Is the sample large enough?

4. Skill - 10%

• Is the demonstrated skill commensurate with age and grade level?

• Is the exhibit attractive as compared to others?

• Does the project catch the eye?

5. Clarity/Neatness - 10%

• Is written material clearly presented and data easily understood?

• Is display well organized or cluttered?

• Is the material readable and logically arranged?

• Is spelling and grammar correct?

6. Dramatic Value - 10%

• Is the presentation demonstrated in a way to attract and interest the

observer. It should be dynamic and graphic.

□ WEEK 1: START UP!

□ Choose a topic or problem to investigate

□ Start a journal to keep all your notes and research along the way.

□ Begin primary research: Write for information from experts, such as

scientists, businesses and government agencies. Set up interviews

when necessary.

□ Begin secondary research: Search printed sources (books, journals, magazines,

and newspapers) and electronic sources (Internet and software).

□ WEEK 2: RESEARCH & REVISE

□ Change your topic or problem if necessary.

□ Decide how to set up your investigation or experiment, including the

procedure and necessary materials.

□ From your initial research, write your hypothesis.

□ Continue your research using the best resources you found. Interview

experts for more information.

□ WEEK 3: OUTLINE & INVESTIGATE

□ Complete initial research.

□ Set up outline for written report.

□ Start your experiment or demonstration collection.

□ Record observations in your journal.

□ Begin collecting or buying materials for your display.

□ WEEK 4: RECORD & REPORT

□ Work on first draft of written report.

□ Continue to record observations from your experiment in your journal.

□ Write down or sketch preliminary designs for your display.

□ WEEK 5: DESIGN & REFINE

□ Write second draft of your report.

□ Start assembling display unit.

□ Begin designing signs, labels, charts, graphs, or other visual aids for display.

□ Write text for background of display and plan its layout.

□ Continue to record observations from experiment.

□ Take any photographs you need.

□ WEEK 6: FINISH UP!

□ Complete your experiment or collection.

□ Analyze observations and write up your results.

□ Write, type, and proofread final version of written report.

□ Have photographs developed and enlarged.

□ Type explanations or background information and mount them to your display.

□ Finish constructing your display, including graphs, charts and visual aids.

Dale/Science/Science Fair/ 10-11 / MS Science Fair Packet

-----------------------

Scheduled Weekly Events

Scheduled Completion

Actual Completion

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download