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Science and Engineering Fair Project Guidebook – High School Prince George’s County Public Schools i

Prince George’s County

Public Schools

Science and Engineering Fair Project Guidebook

High School

July 30, 2008

Prince George’s County Public Schools

PGIN: 7690 - 3735

Board of Education of Prince George’s County, Maryland

Science and Engineering Fair Project Guidebook – High School Prince George’s County Public Schools

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BOARD OF EDUCATION

OF PRINCE GEORGE’S COUNTY, MARYLAND

Verjeana M. Jacobs, Esq., Chair

Ron L. Watson, Ph.D., Vice Chair

Donna Hathaway Beck

Pat J. Fletcher

Heather Iliff

R. Owen Johnson, Jr.

Rosalind A. Johnson

Linda Thornton Thomas

Amber P. Waller

Edward Burroughs III, Student Board Member

John E. Deasy, Ph.D., Superintendent of Schools

William R. Hite, Jr., Ed.D., Deputy Superintendent

Geno Flores, Ed.D., Chief Academic Officer

Gladys Whitehead, Ph.D., Director, Curriculum and Instruction

Kara Miley-Libby, Ed.D., Coordinating Supervisor, Academic Programs

Gwendolyn F. Smith, Ph.D., Coordinating Supervisor, Comprehensive Instructional Support

Scott Hangey, Secondary Science Point Person


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Acknowledgements Prince George’s County Public Schools wishes to thank the following professionals who worked on the High School Science and Engineering Fair Project Guidebook.

Scott Hangey, Secondary Science Point Person Godfrey Rangasammy, Science Specialist K-12 Shawn L. Mitchell, Friendly High School Wendy M. Woods, DPM, Bladensburg High School LeVatrice Nora-Meullion, Friendly High School Angela Chan, Bowie High School Donald Belle, Gywnn Park High School Yau-Jong Twu, Eleanor Roosevelt High School Leslie Landrum, Gywnn Park High School Sheikisha Jenkins, Bowie High School Felicia Martin, Forestville High School Highmy Herbers-Herr, Northwestern High School

Components and entry forms have been taken from the following source:

Engineering Fairs. (2008). International rules for precollege science research: Guidelines for science and society for science. Washington, D. C.


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Abstract Title: Science and Engineering Fair Project Guidebook Summary: The Science and Engineering Fair Project Guidebook is designed to lead students through the experimental design process in order to complete a grade level appropriate science and engineering fair project, following Intel ISEF guidelines. This type of project affords students an opportunity to demonstrate their knowledge of the use of the scientific method for solving problems through experimentation that they conducted outside of instructional time. Successful completion of a project following the information in this guidebook will also develop and enhance students’ research skills, higher order thinking skills through inference, writing skills, and oral presentation skills. Mastery of these objectives is assessed in the final product that meets the criteria addressed in this guidebook.

Proposed Outline: The Science and Engineering Fair Project Guidebook is organized into sections; each section addresses important scientific skills and process that are needed for the successful completion of a project. Further more, each section contains an overview of the topic that is followed by visual examples and commonly asked questions, with answers, to assist the student. To maximize the benefits of this guidebook, students must complete the sections in order. At the end of each section, students are given a checklist to evaluate their work for accuracy and completion prior to submission to their teacher. The sections of this guidebook are as follows: Phase I- Prepare

Getting Started Writing a Research Paper Designing an Experiment

Phase II - Perform Conducting the Experiment Data Journals Making Observations Charting Data

Phase III - Analyze Formulate Results Drawing Conclusions from the Data

Phase IV – Completing the Process Finalizing the Written Report Preparing to Present Your Project


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Table of Contents Acknowledgements ...................................................................................................................................................................... ii Abstract ....................................................................................................................................................................................... iii Parent/Guardian Acknowledgment Form .....................................................................................................................................1

Introduction ..................................................................................................................................................................................3

Science and Engineering Fair Plan of Action ...............................................................................................................................5

Phase I – Plan..............................................................................................................................................................................9

Getting Started.......................................................................................................................................................................10

Introduction to the Scientific Method .................................................................................................................................11

Developing a Statement of Purpose..................................................................................................................................13

Categories of Projects .......................................................................................................................................................15

Statement of Purpose Approval Form ...............................................................................................................................17

Research Paper .....................................................................................................................................................................19

Research Paper Guidelines ..............................................................................................................................................20

What is Plagiarism?...........................................................................................................................................................20

Procedures to Produce a Quality Research Paper............................................................................................................21

Using Your Notes to Develop an Outline and Rough Draft................................................................................................22

Rough Draft .......................................................................................................................................................................24

Generating a Bibliography.................................................................................................................................................29

Research Paper Checklist .................................................................................................................................................31

Science and Engineering Fair Research Paper Rubric .....................................................................................................32

Research Paper Approval Form........................................................................................................................................33

Experimental Design..............................................................................................................................................................35

Refining Approved Problem ..............................................................................................................................................36

Identify Independent, Dependent, and Control Variables..................................................................................................38

Generating a Hypothesis...................................................................................................................................................39

Listing Materials ................................................................................................................................................................41

Control Group....................................................................................................................................................................43

Writing Procedures............................................................................................................................................................44

Preparing Your Data Journal .............................................................................................................................................46

Experimental Design Checklist..........................................................................................................................................53

Experimental Design Submission Approval Form .............................................................................................................55

Phase II – Perform .....................................................................................................................................................................57

Conducting the Experiment....................................................................................................................................................58


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Data Journal Utilization .....................................................................................................................................................59

Conducting the Experiment ...............................................................................................................................................60

Making Observations.........................................................................................................................................................61

Charting your Data: Tables ...............................................................................................................................................63

Charting your Data: Graphs ..............................................................................................................................................65

Conducting an Experiment Checklist.................................................................................................................................66

Conducting an Experiment Approval Form........................................................................................................................68

Phase III – Analyze ....................................................................................................................................................................70

Analyzing Results ..................................................................................................................................................................71

Results Formulation ..........................................................................................................................................................72

Drawing Conclusions from Data Results ...........................................................................................................................74

Analyzing Results Submission Checklist...........................................................................................................................76

Analyzing Results Submission Approval Form..................................................................................................................78

Phase IV – Completing the Process...........................................................................................................................................80

Completing the Process.........................................................................................................................................................81

The Abstract ......................................................................................................................................................................82

The Written Report ............................................................................................................................................................85

Written Report Rubric for Self Checking............................................................................................................................86

Written Report Submission Approval Form .......................................................................................................................88

Visual Display (Science and Engineering Fair Backboard) ...............................................................................................90

The Oral Presentation .......................................................................................................................................................91

Judging..............................................................................................................................................................................92

Judge’s Score Sheet .........................................................................................................................................................93

Final Student Checklist ..............................................................................................................................................................94

Appendix A - Suggested Topics .................................................................................................................................................96

Appendix B - Resources ..........................................................................................................................................................104

Appendix C - Alternative Forms of Competitions .....................................................................................................................105

Science and Engineering Fair Project Guidebook Evaluation Form.........................................................................................107


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Parent/Guardian Acknowledgment Form

Dear Parent or Guardian,

In the next few weeks, your son or daughter will begin a science and engineering project. The objective of this project is to give every student firsthand knowledge and experience using scientific skills and processes to solve a problem.

An important part of the science and engineering project includes conducting independent research on a topic related to your child’s approved statement of purpose. As a vital member of our school’s learning community, you can help motivate your son or daughter by taking an interest in their project and adhering to the due dates outlined in the plan of action.

Please sign and date below to acknowledge that you have read and discussed this entire guidebook with your child. Please encourage your son or daughter to take personal responsibility of their learning by understanding and applying the expectations explained in this guidebook so that he or she may produce a quality project.

Thank you in advance for your continued involvement and support in this exciting endeavor!

________________________________________________ Parent Signature ________________________________________________ Parent’s Printed Name ________________________________________________ Telephone (Home)

________________________________________________ Telephone (Cell/Work)

________________________________________________ Email Address


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Prince George’s County Public Schools Science Center Howard B. Owens Science Center 9601 Greenbelt Road ~ Lanham, Maryland 20706 (301) 918- 8750

Dear Parent/Guardian:

The Secondary Science Office of Prince George’s County Public Schools is pleased to announce that your child’s Science and Engineering Fair Project is underway. Therefore, we seek your assistance in encouraging your child to begin and complete the science research project. In addition, allow at least eight to ten weeks for the completion of their experiment at home.

The learning outcome of this extensive hands-on activity is invaluable to all students. This independent student project provides your child with the opportunity to enjoy science outside of the classroom. Moreover, students will have the opportunity to compete academically with their project and to interact with you and his or her science teacher. Students whose projects qualify may be eligible to travel and win monetary prizes upon placing at the Prince George’s County Area Regional Science and Engineering Fair

Your child has been provided with a detailed plan of action which includes a comprehensive list of tasks and due dates necessary to successfully complete the science research project. The research project should include an abstract, a research paper, a written report, and a neatly organized display poster on a three-sided science board.

The ____________________ High School Science and Engineering Fair will held on ___________________, 2009. You are cordially invited to attend and view our exhibits. Please note that your child’s Science and Engineering Fair Project may be due at a minimum of two weeks prior to the Science and Engineering Fair. Please contact your child’s science teacher for additional information concerning the Science and Engineering Fair Project.

We expect and eagerly await quality grade level projects reflecting your child’s interests, abilities, and concepts learned during his or her classroom career. Thank you in advance for your support and assistance in helping your child to reach this goal.

Sincerely,

Scott Hangey Scott Hangey Science Instructor Name Secondary Science Point Person

Telephone Number / Email contact


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Introduction

The Science and Engineering Fair Guidebook was created to assist you as you progress through the scientific research process. A tremendous amount of time and energy has been invested in creating this book just for you. This book is designed for you to write, highlight, mark and take notes, making it your personal guide. Take ownership of this book by doing your very best, as you complete each section.

At the end of this process, you will have researched, designed and presented a competitive science and engineering project. Your work is a representation of the time and effort you will invest as you complete a project on the topic of your choice. .

Successful science and engineering fair projects and presentations parallel the standards established by Intel International Science and Engineering Fair (Intel ISEF). For additional information on Intel ISEF guidelines please refer to the following website:

http://www.societyforscience.org/isef/.


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Science and Engineering Fair Plan of Action This may be the first time you have attempted a long term project, so it is very important to prepare a schedule and stay organized. Don't let a due date that is many weeks away throw your planning off; there are many things to do. Listed below is a sequence of events leading to a successful science and engineering research project. As you work through the process, fill in dates as you actually complete them. Here is a guideline schedule that illustrates all phases of the project:

Your science teacher will give you the due dates for the specific parts of the project (listed below) in the chart.

PHASE I TASK DUE DATE STUDENT PROGRESS

GETTING STARTED 1. Topic Selection 2. Purpose 3. Question 4. Statement of Purpose Checklist

SUBMIT DEVELOPING A STATEMENT OF PURPOSE APPROVAL FORM

WRITING A RESEARCH PAPER 1. Note Cards/Notes 2. Outline 3. Rough Draft 4. Bibliography 5. Research Paper 6. Research Paper Checklist

SUBMIT WRITING A RESEARCH PAPER APPROVAL FORM

DESIGNING AN EXPERIMENT 1. Refining Approved Question 2. Identification of Variables 3. Hypothesis 4. Materials List 5. Experimental and Control Group 6. Procedures 7. Preparing Data Journal 8. Designing an Experiment Checklist

SUBMIT DESIGNING AN EXPERIMENT APPROVAL FORM

SUBMIT INTEL ISEF FORMS 1A, 1B, AND CHECKLIST FOR ADULT SPONSOR


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PHASE II TASK DUE DATE STUDENT PROGRESS CONDUCTING AN EXPERIMENT

1. Data Journal Check 1


3. Data Journal Check

4. Graphs and Charts

5. Conducting an Experiment Checklist

SUBMIT CONDUCTING AN EXPERIMENT APPROVAL FORM

PHASE III TASK DUE DATE STUDENT PROGRESS ANALYZING RESULTS

1. Analysis of Results

2. Conclusion

3. Discussion

4. Analyzing Results Checklist

SUBMIT ANALYZING RESULTS APPROVAL FORM

PHASE IV TASK DUE DATE STUDENT PROGRESS COMPLETING THE PROCESS

1. Abstract

2. Written Report

3. Display Board

4. Oral Presentation

5. Completing the Process Checklist

SUBMIT COMPLETING THE PROCESS APPROVAL FORM


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Science and Engineering Fair Plan of Action – For Home Use This may be the first time you have attempted a long term project, so it is very important to prepare a schedule and stay organized. Don't let a due date that is many weeks away throw your planning off; there are many things to do. Listed below is a sequence of events leading to a successful science and engineering research project. As you work through the process, fill in dates as you actually complete them. Here is a guideline schedule that illustrates all phases of the project:

Your science teacher will give you the due dates for the specific parts of the project (listed below) in the chart.

PHASE I TASK DUE DATE STUDENT PROGRESS

GETTING STARTED 1. Topic Selection 2. Purpose 3. Question 4. Statement of Purpose Checklist

SUBMIT DEVELOPING A STATEMENT OF PURPOSE APPROVAL FORM

WRITING A RESEARCH PAPER 1. Note Cards/Notes 2. Outline 3. Rough Draft 4. Bibliography 5. Research Paper 6. Research Paper Checklist

SUBMIT WRITING A RESEARCH PAPER APPROVAL FORM

DESIGNING AN EXPERIMENT 1. Refining Approved Question 2. Identification of Variables 3. Hypothesis 4. Materials List 5. Experimental and Control Group 6. Procedures 7. Preparing Data Journal 8. Designing an Experiment Checklist

SUBMIT DESIGNING AN EXPERIMENT APPROVAL FORM

SUBMIT INTEL ISEF FORMS 1A, 1B, AND CHECKLIST FOR ADULT SPONSOR

DESIGNING AN EXPERIMENT


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PHASE II TASK DUE DATE STUDENT PROGRESS CONDUCTING AN EXPERIMENT



3. Data Journal Check

4. Graphs and Charts

5. Conducting an Experiment Checklist

SUBMIT CONDUCTING AN EXPERIMENT APPROVAL FORM

PHASE III TASK DUE DATE STUDENT PROGRESS ANALYZING RESULTS

1. Analysis of Results

2. Conclusion

3. Discussion

4. Analyzing Results Checklist

SUBMIT ANALYZING RESULTS APPROVAL FORM

PHASE IV TASK DUE DATE STUDENT PROGRESS COMPLETING THE PROCESS

1. Abstract

2. Written Report

3. Display Board

4. Oral Presentation

5. Completing the Process Checklist

SUBMIT COMPLETING THE PROCESS APPROVAL FORM


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Phase I – Plan


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Getting Started The purpose of this section is to introduce students to the process of science and explain how scientists apply this method to their everyday practice. Students will transfer this knowledge as they work to complete their science and engineering fair project. To begin this journey, student must first select a topic of study for their independent investigation, identify and explain their purpose of study, and define a problem that can be answered through experimentation. Thus, this section will also provide necessary tools, resources and reference to select an appropriate science and engineering fair topic. Students will not be allowed to proceed to the next section until they have selected, submitted, and received teacher approval for their science and engineering fair topic and question.

This section includes the following: Introduction to the Scientific Method

Developing a Statement of Purpose

Developing a Statement of Purpose Checklist

Statement of Purpose Approval Form


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Introduction to the Scientific Method

Overview The scientific method is an organized way of solving problems. It has evolved over hundreds of years as man has attempted to develop a systematic approach to problem solving. Before starting your project, you need to understand the scientific method. The process of thinking through possible solutions to a problem and testing each possibility to find the best solution can be summarized into five parts that are identified and discussed below.

1. Purpose - The problem is the scientific question to be solved. It is best expressed as the most important part of a scientific investigation. The question is not merely an information question where the answer is obtained through literature research rather it must lead to experiments in which data is taken to find the answer. It is important to be curious, choose a limited subject, and ask a testable question in which variables can be identified and tested to see the impact of that variable on the original set of conditions 2. Hypothesis - A hypothesis is an idea about the solution to a problem, based on prior knowledge and research. Although the hypothesis is a single statement, it is an important piece to a successful project. All of your project research is done with the goal of expressing a problem, proposing a solution, and designing an experiment. Then all of your experimenting will be done to test the hypothesis. Thus the hypothesis evaluates possible solutions and an explanation of claims supported by information gained through research and observations. 3. Experiment - The process of testing a hypothesis is called experimentation. As you challenge and test your hypothesis through experimentation, it is important to design a controlled experiment. Controlled experiments allow students to set-up standards and then change only one variable at a time to see how that variable might affect the original condition tested as the standard. The set-up that tests the original condition or establishes the standard is called the control group. The control group is the normal set of conditions that produce expected or known results. The set-up in which one variable is manipulated or intentionally changed to determine how it affects the original conditions tested is called the experimental group. The results collected from both groups are then compared. The factors that have an effect on the experiment are called variables. There are three kinds of variables that you need to consider in your experiment: independent, dependent, and controlled. The independent variable (manipulated variable) is the variable you purposely manipulate (change). A controlled experiment tests only one variable at time which is always identified as the independent variable. The dependent variable (responding variable) is the variable that is being observed, which changes in response to the independent variable. The dependent variable must be measurable (quantifiable). The variables that are not changed are called controlled variables.


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Scientists describe in detail the methodology used to conduct the experiment, design apparatus, collect data, and make observations. The items, apparatus, and equipment used in an experiment are called materials and the steps scientists follow to carryout the experimental design are called procedures. Materials list and procedures are detailed enough so that other scientists are able to repeat the experimental design by reading the materials and procedures. Considering safety precautions, planning to avoid bias, and taking measures to ensure validly of data, like large sample size and repeated trials, are important parts of an experiment.

4. Results - During experimentation, scientists keep detailed notes of each and every experiment, measurement, and observation. The results of tests completed during experiments are called data. Data is a powerful tool used by scientists to determine relationships between variables, evaluate hypothesis, and construct a conclusion. Data tables and graphs are used to organize and represent measurements taken during an experiment. The independent and dependent variables are recorded and represented in each tool to determine their relationship and identify patterns and trends.

Statistical analysis of data collected helps scientists to account for variation of sample population, chance, and inaccuracies in measurement. Mathematical computations such as calculating the mean, calculating the percentage, and determining the frequency (mode, median), helps scientists establish whether there is a significant pattern or relationship.

5. Conclusion – In a conclusion, scientists carefully evaluate their hypothesis based upon the data collected. Statistical analysis of data is a powerful tool used to determine whether the hypothesis has been supported or rejected. Scientists must be specific when formulating their conclusions, providing a brief summary of the results and describing the relationship of one variable to the other observed. Statements made are supported with data collected during experimentation. Scientists also relate their findings to practical applications to society.

The process of science is cyclic and perpetuated by peer review. Scientists develop written reports for public scrutiny in which they share their findings by publishing their work in scientific journals or presenting at professional conferences. Thus, scientists pay close attention to details when reporting their findings so others scientists can repeat the experiment and get the same results. In the scientific community, researchers also critique each others work in order to modify and refine scientific explanations. Scientists do not want to make assertions that go beyond the evidence and are open to changing their thinking or explanations. While they are careful to remain neutral, curiosity, honesty, openness, and skepticism are important attributes of scientists. These attributes should be mimicked by you, the researcher, as you conduct your investigations. Examples – Laboratory activities that you complete in class follow the scientific method.

Commonly Asked Questions Does the scientific method apply to only solving scientific questions? No, think about a problem that you recently solved and the steps that you took; the steps you took followed the scientific method.


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Developing a Statement of Purpose

Overview – Selecting a topic and generating a question from that topic may be the most thought intensive part of a science and engineering fair project. In this stage, of the project you must choose something that you are interested in and want to learn more about. You should talk to teachers, parents, or media center specialists for ideas. A hobby or curiosity might lead to a good topic. Science books, magazines, the internet, and visiting museums or science facilities are also good starting points for producing topic ideas. After this has been achieved, the purpose from the topic can start to take form. The purpose of the project simply answers the questions: Why ( e.g. Why am I asking or why do I want to explore a particular question)? You should then narrow your focus down to one or two main questions (from that topic) of interest. After careful research and study, the questions will be modified into the problem statement. As a researcher, you must be able to answer this question through experimentation that produces data and results. The statement of purpose sets the stage for your investigations and includes a description of your topic, identification of your questions, and explanation of your purpose. This is where you will begin to form the problem you are trying to solve. Your problem should be it in a written format explaining the reason for conducting the investigation. Examples

Topic: pH (Chemistry-Acids and Bases) Purpose: The purpose of this experiment is to find out how hair tensile strength is affected when the pH of the hair has been changed by varying shampoos. Question: How does the pH of various types of shampoo affect the tensile strength of hair?

Topic: Pollution and Water Quality (Environmental Science) Purpose: The purpose of this experiment is to test the water quality of various bodies of water using bacterial content as a measure. Question: How does the bacterial content of various bodies of water serve as an accurate determinate of water quality?

Commonly Asked Questions What if I can’t find a topic that interests me? Utilize internet, magazines, textbooks, your family, and/or your teacher as a resource.

Samples of topics and questions are listed in the Appendix A


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Statement of Purpose Checklist Section Title Section Description Student Assessment

Topic

My topic … • covers a limited subject • is not too broad • is of interest to me or relates to a personal hobby or goal

strongly agree

agree

disagree

Purpose

In my purpose statement, I… • explain what prompted my topic selection • identify and describe what I expect to discover or create • explain how the new knowledge will impact the world in which I live

strongly agree

agree

disagree

Question

My question … • can be answered through experimentation • is not answered through literature research • includes for measurable variables

strongly agree

agree

disagree

Statement of Purpose Approval Form • Completed and attached to report.

Section complete

Section incomplete

Section missing


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Categories of Projects Intel ISEF Categories and Subcategories The following categories are adapted from the Intel ISEF guidelines for the current 2008-2009 competition.

The categories listed below have been established by the Intel International Science and Engineering Fair to better align judges and student projects for the judging at the Intel ISEF. Students should identify and label their project in one of the following categories / subcategories. Use these categories to complete your Statement of Purpose Approval Form. If you select from the list below, the categories listed under each main heading will become your topic.

Animal Sciences Earth & Planetary Science Mathematical Sciences Development Climatology, Weather Algebra Ecology Geochemistry, Mineralogy Analysis Animal Husbandry Paleontology Applied Mathematics Pathology Geophysics Geometry Physiology Planetary Science Probability and Statistics Population Genetics Tectonics Other Systematics Other Other Behavioral & Social Sciences Engineering: Electrical & Mechanical Medicine & Health Sciences Clinical & Developmental Psychology Electrical Engineering, Disease Diagnosis & Treatment Cognitive Psychology Computer Engineering Epidemiology Physiological Psychology Mechanical Engineering Genetics Sociology Robotics Molecular Biology of Diseases Other Thermodynamics, Solar Physiology and Pathophysiology Other Other Biochemistry Engineering: Materials Microbiology General Biochemistry & Bioengineering Antibiotics, Antimicrobials Metabolism Bioengineering Bacteriology Civil Engineering Microbial Genetics Structural Biochemistry Industrial Engineering, Processing Virology Other Material Science Other Other Cellular and Molecular Biology Energy & Transportation Physics and Astronomy Cellular Biology Aerospace and Aeronautical Eng. Atoms, Molecules, Solids Cellular and Molecular Genetics Aerodynamics Astronomy Immunology Alternative Fuels Biological Physics Molecular Biology Fossil Fuel Energy Instrumentation and Electronics Other Vehicle Development Magnetics and Particle Physics Renewable Energies Optics, Lasers, masers Other Theoretical Physics, Theoretical or Computational Astronomy Other


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Chemistry Environmental Management Plant Sciences Analytical Chemistry Bioremediation Agriculture/Agronomy General Chemistry Ecosystems Management Development Inorganic chemistry Environmental Engineering Ecology Organic Chemistry Land Resource Management, Genetics Physical chemistry Recycling, Waste Management Photosynthesis Other Forestry Plant Physiology (Molecular, Other Cellular, Organismal) Plant Systematics, Evolution Other Computer Science Environmental Sciences Algorithms, Data Bases Air Pollution and Air Quality Artificial Intelligence Soil Contamination and Soil Quality Networking and Communications Water Pollution and Water Quality Computational Sciences, Computer Graphics Software Engineering, Programming Languages Computer System, Operating System Other


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Statement of Purpose Approval Form

The ISEF category and subcategory my Science and Engineering Fair Project falls under is

____________________________________________________

My Science and Engineering Fair Project Topic has to do with

____________________________________________________

The Problem that I will attempt to solve through Scientific Experimentation is

____________________________________________________ My Statement of Purpose is

Teacher Comments Grade level appropriate

Approved for experimentation

Instructor’s Signature: Date:


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Research Paper The purpose of this section is to introduce students to tools and resources for completing a research paper. Students will use internet, books, magazines, reference resources, scientific peer reviewed journals, and/or interviews with knowledgeable subjects as references for producing a paper that demonstrates their comprehension and understanding of their approved science and engineering fair topic. Students will not be allowed to proceed to the next section until they have researched, written, submitted, and received teacher approval for their science and engineering fair topic.

This section includes the following: Research Paper Summary and Overview

Procedures for Completing a Quality Research Paper

Using Your Notes to Develop an Outline and Rough Draft

Generating a Bibliography

Research Paper Checklist

Science and Engineering Fair Research Paper Rubric

Research Paper Submission Form


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Research Paper Guidelines

Overview:

Knowledge is power! The purpose of a research paper is to gather information regarding your science and engineering fair topic. Information gathered is a powerful tool that should be utilized to assist in the designing and understanding of your experiment. As you utilize the library and internet to research your topic, you should seek to find the best materials and techniques to carry out your experiment. The information gathered will not only help you during your investigation, but it will also help you to make an educated prediction before your investigation and understand the data collected and trends observed, after your experiment.

Your research paper should include the following:

1. Title page –The title page should include the title of your paper, name, date, class, and teacher. 2. Report – Introduction, Body, Conclusion

a. In your introduction, you should restate your question and summarize the purpose of your experiment. You should also identify the scientific concept relevant to your project and explain the major points you plan to cover in your paper.

b. The body should contain at least eight paragraphs of pertinent information that includes; a definition and explanation of key terms and concepts; the history of similar experiments or inventions; answers to the questions you generated in preparation for your research; and any mathematical formulas you may need to describe the results of your experiment.

c. The conclusion should contain a summary of key points discussed in paper, analysis of information acquired through your research, and a discussion of how this information will be used to help you design your experiment.

3. Bibliography – It is important that you do not take credit for someone else’s work. You must reference your work in your report and provide a bibliography of your citations. You must use APA format.

Examples Title page (See Figure 1) Commonly Asked Questions How long should the research paper be? Five pages (double spaced) minimum

What is Plagiarism?

It is using the words and/or interpretations of another person from a book, an article, a website, without properly citing the source and giving credit to the original author. Note: Selected word substitution in a copied sentence is still plagiarism.

Title Page Set Up

Title of Research Paper

by

Your Name Here

Date of Submission

Science Course Name

Teacher

Figure 1: Title Page Set Up


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Procedures to Produce a Quality Research Paper

Overview-- Several methods are utilized when producing a quality research paper. Use of note cards to produce an outline is the first step in producing a quality research paper. Before you begin, it is important to develop a plan of action. There is tons of information available to you through the internet and library, thus it is wise to generate a list of keywords and ask essential questions to help focus your search. Your preparation should include the following:

1. Identify and explain the science concept that relates to your project. 2. Generate a list of keywords related to your topic. 3. Ask essential questions you need to answer to help gain a greater understanding of your topic, design an

experiment, and predict the outcome.

The internet and library are not the only resources available to you. Experienced individuals, researchers, and science professionals also offer a great wealth of knowledge and experience. If you are having a difficult time generating a list of relevant questions, consider talking to someone who has more experience and knowledge than you. As you conduct your research, you must take complete and accurate notes. For each source you identify as being informative, relevant, and reliable, write a full bibliography and information gathered from that source. The information taken directly from the source must be placed in quotation marks and/or paraphrased using your own words. This will help you to avoid plagiarism. Index cards are very useful when taking notes during library and internet research. Side “A” should be used to write the full bibliography and side “B” should be used to write pertinent information gained from using the source.

Examples Note card generation (See Figure 2 and 3) Commonly Asked Questions How long should the research paper be? Five pages (double spaced) minimum How many and what types of resources should I use? Students will have a minimum of five resources which include at least two (2) books/magazines, two (2) internet resources, and at least one journal resource. Other sources are CD/DVD, video, television or interviews. Papers will not be accepted without proper citation.

Last Name, First Name. (YEAR). Title of Article. Journal Article was obtained from Publishing Company, City.

Figure 2: Side A

Notes from reference should be placed on this side of the note card.

- Summary of information - Paraphrasing of information - “Quotes” from the book, include page

number. Figure 3: Side B


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I. Introduction

A. Introductory Sentence B. Major Point 1 C. Major Point 2

II. Body A. Major Point 1

1. Supporting Fact 1 2. Supporting Fact 2

B. Major Point 2 1. Supporting Fact 1 2. Supporting Fact 2

C. Major Point 3 1. Supporting Fact 1 2. Supporting Fact 2 3. Supporting Fact 3

D. Major Point 4 III. Conclusion

A. Major Point 1 B. Major Point 2 C. Concluding Sentence

Figure 4: Outline Format

Using Your Notes to Develop an Outline and Rough Draft Overview--Before you begin writing, it is important to think through your topic and organize those thoughts. An outline is a powerful tool to guide the process. Your outline should be broken into three major sections, Introduction, Body, and Conclusion, each identified with a Roman numeral. Important points to be elaborated upon in each major section should be identified using a capital letter. Any points to be expanded upon are identified using numbers. Once you have written your outline, organize your notes so that each source is identified by the section it correlates to. For example, if your first source contains information relevant to the second important point you plan to discuss in your conclusion, it should be identified as IIIB. The Roman numeral III represents the third major section of the paper and the capitol letter B represents the second major point of section III.

Once you have completed your outline, use it to develop a rough draft. For each section, read notes that are relevant in order to summarize, paraphrase, or quote information. Be sure to only use information that is relevant to your topic. As you work systematically through each section, you will begin to develop paragraphs that answer the essential questions you generated in the beginning of this process. Each paragraph must be edited and arranged to produce an essay that is organized and logical. This process will require several drafts, feedback from teachers, parents, and peers. Finally revising and finalizing the rough draft to create a final draft would be the last step in creating a quality Research Paper. Examples Outline Format (See Figure 4) Commonly Asked Questions How long should a rough draft be? The rough draft should be a minimum of five (5) pages (double spaced) with a minimum of 5 references. Make sure you use all relevant resources you have found.


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Outline

Use the space provided to construct the outline for your research paper. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Rough Draft Use your outline and note cards to construct your rough draft.

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Use your rough drafts to create your final research paper. Read through your drafts to check for content and grammatical errors. Make sure that you use the spell check feature in your word processing software. Arrange and rearrange paragraphs to ensure they flow. Utilize valuable feedback you have received from your teachers, parents, and peers to assist you during this process. Finally, type the final draft of your paper. Use the research paper checklist to ensure you have met all requirements outlined in this section.

*Attach your bibliography, checklist, rubric and Research Paper Submission/Approval Form to your paper.


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Generating a Bibliography

Overview: A bibliography is a listing of the resources and references used during the research of your project. It will include information about all the resources you used. The information is organized such that interested readers could seek out and find the books and articles you refer.

In the case of a book, you must supply the title of the book, its author, publishing company, the city where the publishing company is located, and the date the book was published.

For a magazine article, you must supply the title of the article, the author, the magazine it appeared in, the date of the magazine issue, the volume of the magazine, and the pages the article appeared on.

Scientific peer reviewed journals and internet sites are also viable forms of resource references.

Example:

See Figure 5.

Examples

. Flower, Sitko, et al. (1989). Eds. McDougal, Littell English, Yellow Level. Evanston:

McDougal, Littell & Co. Jaeger, R. M. (1988). Ed. Complementary methods for research in education.

Washington, D.C.: American Educational Research Association. Leedy, P. D. (1985). Practical research: Planning and design. New York: Macmillan

Publishing Co. Inc. Lingdgren, B. W. (1975). Basic ideas of statistics. New York: Macmillan

Publishing Co. Inc. Commonly Asked Questions What format or style should I use when citing my references? APA style should be used. Refer to www.citationmachine.net, to help you with your citing your references.

Figure 5: Bibliography Example


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Bibliography Page ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Research Paper Checklist Section Title Section Description Student Assessment

Format of Research Paper

• Typed • Double spaced • 12 pt font • Times New Roman • One inch margins

Section complete

Section incomplete

Section missing

Title Page

• Student Name • Title of Research Paper • Date of Submission • Science Course Name • Teacher Name

Section complete

Section incomplete

Section missing

Introduction

• State project question • Describe the purpose of project • Identify and describe scientific concept relevant to project • Explain major points to be covered in paper

Section complete

Section incomplete

Section missing

Body

• Eight Paragraphs • Definition and explanation of key terms and concepts • History of similar experiments or inventions • Answers to questions generated in preparation for research

Section complete

Section incomplete

Section missing

Research

Paper

Conclusion • Summary of key points • Analysis of information acquired • Discussion of how information will be used to help design experiment

Section complete

Section incomplete

Section missing

Bibliography

• Minimum of five source • Diversity of sources; 2 books or magazines, 2 internet Resources, 1 peer-reviewed journal • APA format

Section complete

Section incomplete

Section missing

Rubric • Completed and attached to report Section complete

Section incomplete

Section missing

Research Report Approval Form

• Completed and attached to approval form.

Section complete

Section incomplete

Section missing


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Science and Engineering Fair Research Paper Rubric

Name: _____________________________________Date: _______________Period: _________

Comments: Total: ___/28

CATEGORY 4 3 2 1 Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Notes Notes are recorded and organized in an extremely neat and orderly fashion.

Notes are recorded legibly and are somewhat organized.

Notes are recorded. Notes are recorded only with peer/teacher assistance and reminders.

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

First Draft Detailed draft is neatly presented and includes all required information.

Draft includes all required information and is legible.

Draft includes most required information and is legible.

Draft is missing required information and is difficult to read.

Content Research paper contains all requirements outlined in the checklist.

Research paper contains all, but one of the requirements outlined in the checklist.

Research paper contains all but two-three of requirements outlined in the checklist.

Research paper contains none of the requirements outlined in the checklist.


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Research Paper Approval Form

Name: ____________________________________

Title: _____________________________________ Date: _____________________________________

Period: ___________________________________

□ Approved

□ Resubmit

Teacher Comments:


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35

Experimental Design The purpose of this section is to guide students through the experimental design process. This process allows students to develop an experiment that tests the hypothesis through the proper manipulation of one variable while controlling for all other factors. Students will use their research, teacher feedback and comments, and peer review to develop a sound plan. Students will not be allowed to proceed to the next section until they have researched, written, submitted, and received teacher approval for their experimental design.

This section includes the following: Refining Approved Question

Identifying Dependent and Independent Variables

Generating a Hypothesis

Listing Materials

Experimental and Control Group

Writing Procedures

Preparing Your Data Journal

Experimental Design Approval Form


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Refining Approved Problem

Overview: This section is designed to take a second look at the question you are trying to solve and improve it to the point, (if necessary), where it meets all the standards and requirements needed to carry out the experimental design process in an efficient and non-problematic manner. Examples

Remember to follow the example which appeared in the Developing a Statement of Purpose section:

Topic: Pollution and Water Quality (Environmental Science) Purpose: The purpose of this experiment is to test the water quality of various bodies of water using

bacterial content as a measure. Question: How does the bacterial content of various bodies of water an accurate determinate of water

quality? After researching, the student decided to change their focus on water quality in the following manner: Refining the Question: How does presence of macro-invertebrates relate to the quality of a stream?

Commonly Asked Questions What do I do if my question does not need refining? Confirm with your instructor first. If your question is approved, carry on with the design process.


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Student Problem Refining Page

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Identify Independent, Dependent, and Control Variables

Overview - The independent variable (manipulated variable) is the variable you purposely manipulate (change). A controlled experiment tests only one variable at time which is always identified as the independent variable. The dependent variable (responding variable) is the variable that is being observed, which changes in response to the independent variable. The dependent variable must be measurable (quantifiable). The variables that are not changed are called controlled variables.

Any observation or change that results from the application of the independent variable is called the dependent variable. In order to determine the level of influence the independent variable has on the dependent variable, the dependent variable should be measurable (quantifiable). Examples

Example #1 Question: Does the amount of salt added to a solution affect the boiling point of the solution? Independent Variable: Amount of Salt (g)

Dependent Variable: Boiling Point Temperature (°C)

Control Variable: Amount and source of water, initial temperature of water, heating source

Example #2

Question: Does temperature of the liquid bath affect the fermentation of yeast (production of gas bubbles)?

Independent Variable:

Temperature of the Liquid Bath (°C)

Dependent Variable:

Number of Gas Bubbles (Note: Instead of “fermentation of yeast,” the “number of gas bubbles” is used because it can be quantified and is specific.)

Control Variable:

Amount of yeast, heating source, volume of liquid, measurement of gas produced

Commonly Asked Questions

Is it possible to have two or more independent variables? Yes. A computer program may be required to perform this multivariate analysis. It is recommended that the instructor is consulted before such an experiment is attempted or implemented. In the vast majority of high school projects, it is preferable to focus on only one independent variable.


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Generating a Hypothesis Overview - The hypothesis is an educated prediction as to what you think will happen. In generating a hypothesis, you must form an educated guess, as to what the outcome may be, based on a set of observations from previous knowledge or research on the subject matter.

Examples




Hypothesis: If the concentration of salt, in a solution, is increased then the boiling point of water will increase.

Example #2 Question: Does temperature of the liquid bath affect the fermentation of yeast (production of

gas bubbles)? Independent Variable:


Dependent Variable:


Control Variable:


Hypothesis: If the temperature of the liquid bath is increased, then the quantity of gas produced by yeast will increase.

The if-then format is frequently utilized to write hypotheses: If ________________ is ________________ then the ________________ will ________________. (Independent Variable) (Level of Change) (Dependent Variable) (Level of Change)


Can I have more than one hypothesis? Yes. As long as you are prepared to test each hypothesis through experimentation. Beware: Multi-hypotheses may take more than the ten weeks allotted to complete your project.

Should I know the correct answer to my question when predicting my hypothesis? No, remember the purpose of a science and engineering fair project is to ask questions on topics that you do not know the expected outcome.


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Generate a Hypothesis With the use of a

Independent/Dependent Variable ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Use the if - then method to generate your hypothesis, in order to identify your independent and dependent variable


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Listing Materials

Overview – The materials list contains the devices, supplies, and equipment used to conduct the experiment. Example: Materials List:

3 100-mL beakers 3 400-mL beakers clock 3 delivery tubes ice cubes 1 tbsp dry active yeast

200 mL corn syrup 1L warm water 3 #2 stoppers 3 test tubes (20 mm x 200 mm) 1 thermometer

Commonly Asked Questions What if I can’t find all of the materials needed to conduct the experiment? Ask your teacher about the availability of laboratory equipment. You may want to refine your question so that necessary materials are readily available to conduct the experiment.


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Detailed List of Materials Include quantities and amounts

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Control Group Overview – Controlled experiments allow students to set-up standards and then change only one variable at a time to see how that variable might affect the original condition tested as the standard. The set-up that tests the original condition or establishes the standard is called the control group. The control group is the normal set of conditions that produce expected or known results. The set-up in which one variable is manipulated or intentionally changed to determine how it affects the original conditions tested is called the experimental group. The results collected from both groups are then compared. When you set up an experiment, you have one group that you treat in a particular way (experimental group) and another that is identical but not treated (the control). The control group in an experiment is the group that is not treated or manipulated in any way. The control group is used for making comparisons to all other manipulated groups in the experiment. This is useful to the scientific method because it provides a sound basis for data comparison when you start to evaluate the results from data analysis.

Example




Hypothesis: If the concentration of salt in a solution is increased, then the boiling point of water will increase.

Control Group: The boiling point of water without salt.

Example #2

Question: Does temperature of the liquid bath affect the fermentation of yeast (production of gas bubbles)?

Independent Variable:


Dependent Variable:


Control Variable:


Hypothesis: If the concentration of salt in a solution is increased, then the boiling point of water will increase.

Control Group::

Record data using a water bath of 0 o C

Commonly Asked Questions Should all projects have a control group implemented into the experimental design? Yes, if you are having difficulty identifying your control group, ask your teacher for assistance.


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Writing Procedures

Overview - The procedures of a science and engineering fair project give detailed step-by-step instructions for the experiment. These procedures allow others to repeat the experiment (with similar results)

Example

Procedure: 1. Prepare the yeast liquid by mixing 1 tbsp dry active yeast and 200 mL of corn syrup to 1 L of warm

water. (Note: Allow the mixture to sit for 15-20 minutes before the starting the experiment.) 2. Set up three test tubes containing the yeast mixture. 3. Stopper each test tube with a gas-delivery tube. 4. Label each test tube, “A”, “B”, and “C,” respectively. 5. Set up three different water baths using the 400-mL beakers: one within 4°-10°C, second one within

20°C-25°C and the third within 40°C-45°C. (Note: Use ice cubes to cool the temperature the water as necessary.)

6. Place test tube “A” in the water bath that is 4°-10°C. 7. Place test tube “B” in the water bath that is 20°C-25°C. 8. Place test tube “C” in the water bath that is 40°C-45°C. 9. Allow the apparatus to sit for 5 minutes. 10. Fill up the 3 100-mL beaker with 100 mL of water. 11. Place the open end of the delivery tube under water in the 100-mL beaker. The test tube should stay

in the water bath. 12. For the next 10 minutes, count the number of gas bubbles that are released from each tube. 13. Record the data. 14. Repeat steps 1-13, 5 more times.


Can the procedure be written in paragraph form instead of a numbered list of steps? Yes, however, numbering your procedures is the preferred method. The numbering allows another experimenter to follow your experiment in a logical manner.


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Detailed Experimental Procedure

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Preparing Your Data Journal

Overview – During your experiment, many exciting things will take place and as a point of reference, a project notebook or data journal will be needed to record your observations and measurements. Thorough data journals commonly consist of a composition notebook or a three ring binder in which all recorded information is dated and meticulously labeled. Data journals are an essential component of the observation and recording process that allow you for accurately interpret your data. Before you conduct your experiment, it is important to create a data table to help you organize your observations and measurements. Your data table needs to include a column for measuring dependent and independent variables and allow for multiple trials. Once you have completed your data journal, complete and submit the Intel ISEF forms 1A, 1B, and the Checklist for Adult Sponsor. Example: Concentration of Salt: 0%

Trial Boiling Point (oC) 1 2 3 4 5

Concentration of Salt: 10%

Trial Boiling Point (oC) 1 2 3 4 5

Commonly Asked Questions How do I prepare my data journal?

Will I have to display and turn in my journal with my science and engineering fair project? Yes. All thorough projects will contain a data journal.


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53

Experimental Design Checklist Section Title Section Description Student

Assessment

Problem

My problem… • Is testable. • Leads to an experiment that produces data (measurements) to

find the answer. • Identifies one variable can be that can be tested and observed

to determine its impact.

strongly agree

agree

disagree

Hypothesis

My hypothesis … • Evaluates possible solutions. • Explains why I think it will happen. • Utilizes information from my research paper to support my

explanation. • Is written in the if -then format.

strongly agree

agree

disagree

Independent

I have identified … • One factor I will intentionally changed or manipulate (this

factor may effect the results of the experiment). • The unit of measure. • The appropriate tool for measurement.

strongly agree

agree

disagree

Dependent

I have identified … • The factor I will measure (this factor may be influenced by the

independent variable. • The unit of measure. • The appropriate tool for measurement.

strongly agree

agree

disagree

Identifying Variables

Controlled I have … • Considered other factors that could possibly affect the results. • Identified ways to regulate or control these factors.

strongly agree

agree

disagree

Materials List My materials list … • Is thorough and complete. • Identified specific quantities or amounts.

strongly agree

agree

disagree

Experimental Procedures

My procedure … • Is logical and provides step by step instructions. • Explains how I plan to manipulate one variable while

controlling all others. • Describes how I plan to measure the changes that may occur

in my dependent variable. • Describes control and experimental groups (when necessary). • Identifies the number of times I plan to repeat my experiment.

strongly agree

agree

disagree

Data Journal

My data journal… • Contains a section to record daily notes and observations. • Contains a data table that has a title relating to the

independent and dependent variable; column headings that include all variables, trial number, and units of measurement.

strongly agree

agree

disagree

Intel ISEF Forms My forms are complete. strongly agree


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55

Experimental Design Submission Approval Form

Name: ____________________________________

Title: _____________________________________ Date: _____________________________________

Period: ___________________________________

□ Approved

□ Resubmit

Teacher Comments:


56



57

Phase II – Perform


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Conducting the Experiment The purpose of this section is to assist you as you follow your experimental design. Through conducting your experiment, you will collect data, in order to test your hypothesis. You will not be allowed to proceed to the next section until you have received approval from you teacher

This section includes the following: Data Journal Utilization

Conducting the Experiment

Making Observations

Charting Your Data


59

Data Journal Utilization

Overview – Any and all observations, notes, and measurements made during your experiment must be recorded in your data journal. All entries in the journal must be dated. Measurements recorded should have appropriate units. Notes and observations recorded should be clear, legible, and complete. Your data journal should be thorough and contain enough aspects and details of your experiment so that the reader is able to reflect upon your scientific process and discovery. Example

John Q. Science Guy January 15, 2009 Concentration of Salt: 0%

Trial Boiling Point (oC) 1 99 2 100 3 100 4 100 5 100

Concentration of Salt: 10%

Trial Boiling Point (oC) 1 105 2 104 3 105 4 104 5 104


Will I have to display and turn in my journal with my science and engineering fair project? Yes. All projects must have a data journal.


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Conducting the Experiment

Overview – It is time to perform the experiment and follow your approved experimental design. Obtain your materials and follow the procedure to test your hypothesis. Remember to consider safety, avoid bias, and take measures to ensure validly of data, which include large sample size and repeated trials. Please remember that conducting multiple trials of your experiment lends more validity to your results.

Examples


How many times should I repeat the experiment? Repeat the experiment as many times as necessary to get consistent or similar results, a minimum of five times.

What I do with data that is not consistent with my other trials conducting? All data is important, consider the source of error for the difference and note it in your data journal. What if run my experiment once and get the desired results to confirm my hypothesis? Should I run it again? Yes, the first trial or run might have been a mistake or fluke. Successful implementation of an experiment requires multiple trials to confirm accurate results. You want consistency in your results, whether it confirms of refutes your hypothesis.


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Making Observations Overview – Making clear and accurate observations during your experiment provides a greater understanding. Observations can be made by any one or combination of your five senses. Using laboratory equipment such as microscopes, thermometers, or a triple beam balances, serve to extend your senses.

Examples

The mass of the rock was 100 grams. The temperature of the water was 98oC.


What types of observations should I make? Observations that involve exact values are considered quantitative observations. Observations that report the quality of an object (e.g., hot, blue) are considered qualitative observations.


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Observations Page __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Charting your Data: Tables

Overview – The results from the experiment phase in the project should be displayed in a concise way so that the experimental outcome can be effortlessly comprehended. Different approaches can be used to accomplish this task, such as tables and graphs. A standard column and row format, using cells, is used in tables but graphs are also a powerful tool in displaying the information. Many science and engineering fair projects utilize both tables and graphs to display their results.

Example Mean temperature at which boiling starts ( °C ) Amount of salt in solution (g) 100 °C 0 (No salt) 101 °C 10 g 102 °C 30 g 103 °C 50 g


What program or application is suggested in creating tables? Microsoft Word and Excel


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Charting your Data: Graphs

Overview The results from the experiment phase in the project should be displayed in a concise way so that the experimental outcome can be effortlessly comprehended. Different approaches can be used to accomplish this task, such as tables and graphs.

There are different kinds of graphs. For example, a bar graph can be used to show relationships between groups, and provides a fast way to show differences between groups. A line graph can be used to show continuing data and how independent and dependent variables are related. A pie graph can be utilized to show percentages effectively. Choose the best graph form to show your results. Here are some examples:

Examples Bar Graph Line Graph

Pie Graph


What applications or programs can be used to generate graphs? Although many types of programs may be used to generate graphs, Microsoft Excel is the standard when producing professional looking displays. Does it matter which type of graph to use to display my data? Use the graph that best utilizes the shows relationships or trends in your data.

Students' Favorite Subjects

Science

Hist ory

Mat h

English

Ot her


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Conducting an Experiment Checklist

Section Title Section Description Student Assessment

Data Journal

My data journal contains… • All observations, notes, and measurements made during the

experiment. • Appropriate unit of measure for each data set. • Observations that are clear, legible, and complete. • A date for each journal entry.

strongly agree

agree

disagree

Data Table

My data table(s) … • Has a title that relates the independent and dependent

variables. • Has column headings that include the independent and

dependent variables, trial numbers, and units of measure.

strongly agree

agree

disagree

Graphs

My graph(s)… • Has a title that relates the independent and dependent

variables. • Places the independent variable on the x-axis. • Places the dependent variable on the y-axis. • Has a label for each axis that includes units of measure. • Use an appropriate scale and records it in equal increments. • Accurately plots data points. • Includes a legend to identify each line.

My pie graph(s)… • Contains each dependent variable. • Illustrates an accurate relationship of proportions between

variables.

strongly agree

agree

disagree


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68

Conducting an Experiment Approval Form

Name: ____________________________________

Title: _____________________________________ Date: _____________________________________

Period: ___________________________________

□ Approved

□ Resubmit

Teacher Comments:


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70

Phase III – Analyze


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Analyzing Results

The purpose of this section is to help you analyze the data that you have collected. You will be organizing data in the form of charts and graphs to determine if there is a relationship between your independent and dependent variables. You also want to uncover any patterns or trends in your data set. You will not be allowed to proceed to the next section until you have received permission from your teacher.

This section contains

Results Formulation

Data Analysis

Drawing Conclusions from Data Results


72

Results Formulation

Overview – The results of a well-conducted experiment should contain all observed outcomes from the experimental stage of the project utilizing the data collected. During the recording phase of this endeavor, you should be aware that all expected as well as unexpected results should be recognized and noted to justify truthful findings. When you are looking for patterns in your data it is advisable to find the mean, median, and mode of your data. The mean is the mathematical average of your data. The median is the middle value of your data arranged from highest to lowest. If you do not have a middle value, because you have an even number of data points, you take the average of the two. When you are looking for patterns in your graphic data, this is best determined by scatter plots. A scatter plot is a graph with one dependent and one independent variable on each axis. Draw an oval around most/all of the data points graphed. The diagrams below show three possible correlations between the graphed variables.

Examples

POSITIVE NEGATIVE NO CORRELATION As the level of your project difficulty increases, it is best to look at more in depth statistical tests such as t-test and chi square. The standard deviation of your data is also a valuable value to determine the how widely spread your data values are from one another.


Is there a standard format for numerical values and units when recording my results? Yes, scientific notation and the International System of Units should be used. Does a correlation mean that one variable caused another variable to change? Remember that if the variables are correlated, this does not mean that one causes the other variable to occur. Just that there is a positive, negative or no relationship.

.


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Result Formulation from Data

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Drawing Conclusions from Data Results

Overview - The conclusion summarizes your discoveries and realizations about the topic based on your experimental data. The conclusion restates the hypothesis and explains if your experiment supported or refuted your hypothesis. It is also useful to explain why it was supported or refuted based upon research, experimental design, and observations. To support your statements you should refer to your experimental data.

If there is a disagreement between the hypothesis and the experimental results, you should explain what factors may have contributed to the results. Lastly, the conclusion must include short descriptions of new and modified experiments or questions that you could explore as a result of the current experiment. This may include changes made to the experimental design or conducting the same experiment using a different variable. Example

Conclusion: The hypothesis tested in this experiment was not supported by the results of the investigation. The hypothesis stated that the salt would not have an effect on the boiling point temperature of the solution. Experimental data revealed that as you added more salt to the solution, the boiling point of the solution increased. The average boiling point was 100 degrees Celsius when there was no salt in the solution and was 103 degrees Celsius when 50 grams of salt were added. More over, the boiling point of a solution containing 100 grams of salt boiled at an average temperature of 110 degrees Celsius. Based upon the data from this experiment, adding salt to a solution does increase its boiling point. A solution is made of solute, a dissolved material and a solvent, a material that dissolved the first material. The amount of solute per unit of solvent is the concentration. Adding salt to a solvent will change the density. Changing the density of a material, also affects its fundamental properties. Rock salt when applied to water in very cold temperature can inhibit the freezing of the water, thus making travel safer. Additional experiments could be performed to see if adding different materials to water will also affect its boiling or freezing points.

Commonly Asked Questions Does the experiment have to agree with the hypothesis? No!


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Using Data to Formulate Conclusion

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Analyzing Results Submission Checklist

Section Title Section Description Student Assessment

Analysis of Results

My analysis … • Utilizes statistical measures. • Is graphically represented. • Is mathematically sound.

strongly agree

agree

disagree

Conclusion

My conclusion … • Relates to my hypothesis. • Is supported by my observations. • Is supported by analysis of results. • Is based on sound scientific

principles. • Explains why the phenomena

occurred. • A short description of new experiments or questions that you could explore as a result of the current experiment. • May include improvements made to the original experiment or a similar experiment using a different variable. • Identify and describe what I expect to discover or create. • Explain how the new knowledge will impact the world in which I live.

strongly agree

agree

disagree

Analyzing Results Submission Approval Form • Completed and attached to report.

Section complete

Section incomplete

Section missing


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Analyzing Results Submission Approval Form

Name: ____________________________________

Title: _____________________________________ Date: _____________________________________

Period: ___________________________________

□ Approved

□ Resubmit

Teacher Comments:


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Phase IV – Completing the Process


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Completing the Process This is the final sections of your booklet. You are almost at the finish line. Keep up your intensity and hard work! You will be completing the abstract, written report, display board, and preparing for your oral presentation. The written report is created to assist students in compiling materials, resources, and information pertinent to the project to produce a report that helps them during the judging process. Students will create a report that offers insight to their process of discovery, record of evidence collected, and insights and conclusions generated from this experience. The report must include title page, table of contents, introduction, hypothesis, variables, materials, procedures, data journal, results and analysis, conclusion, research paper, and acknowledgements.

This section includes the following:

Constructing the Abstract

Written Report Paper

Display

Oral Presentation

Judging

.


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The Abstract

Overview – The abstract is a one page summary of the project that gives the reader a brief synopsis of your project. It is mainly used to introduce your project to the reader. Your abstract should include the following:

• a statement of purpose • a brief description of the procedure • a conclusion based on result data collected

The abstract may also include any possible research applications or future research. Only minimal reference to previous work may be included. The abstract should be a minimum of 250 words, double spaced, 12pt font. Example SAMPLE ABSTRACT

Effects of Salt on the Boiling Point of water Jones, Mary E. 123 Main St., Hometown, PA 30920 Hometown High School, Hometown, PA. The initial idea was to determine if adding salt to water would affect the boiling point of water. A control group was established by testing the boiling point of water with out any salt added. Experimental groups were established to test the effect of creating a 5% and a 10% salt solution and find the average boiling point of each solution. The experimental data showed that adding salt to a water solution will increase the boiling point of water. It was further determined that the more salt you add to water, the greater the change in the solution’s boiling point. Future experimenting can investigate the freezing point of water as it is affected by adding salt to water


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Abstract Draft

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Abstract Draft

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The Written Report Overview - The written report is a compilation of everything you did to investigate your selected topic. It contains all the information you acquired during the weeks prior to the science and engineering fair as well as the information gathered during the experiment. The report provides readers with vital data on the scope of the project as well as showcases your understanding of the topic. Your research paper will be included in the written report. The written research report should include the following topics: a. Title Page and Table of Contents These allow the reader to follow the organization of the paper quickly.

b. Introduction This sets the scene for your entire report. The introduction includes the purpose, problem or engineering goals, and an explanation of what prompted your research and what you hope to achieve from this research.

c. Abstract This is a summary of your project that gives the reader a brief synopsis of the science and engineering fair project.

d. Hypothesis In this section, you state your position and explain why you predicted the outcome of your experiment using research and prior knowledge.

e. Variables Independent and dependent variables are defined here. Controlled Variables are also identified in this section.

f. Materials A detailed list of equipment and supplies that includes specific amounts and quantities used to conduct the experiment.

g. Procedures In this section, you are to describe in detail the method used to collect data, make observations, design apparatus, etc. The report should be detailed enough so that anyone reading your report could conduct the same experiment. You may include photographs, or drawings of self designed equipment.

h. Data Journal In this section, you will include clear, accurate, and dated notes that were consistently taken throughout the experiment.

i. Results and Analysis The results include data analysis. Your information can be presented in data tables, graphs with your statistical information collected.

j. Conclusion Briefly summarize your results. State your findings in relationships of one variable to another. Support these statements with empirical data. Be specific. Never introduce anything in the conclusion that has not been already discussed. This is the core of your report. Compare your results with theories, published data, commonly held beliefs and/or expected results (your research paper should have uncovered this for you). You may include a discussion of errors. What would you do differently if you repeated this same experiment? .

k. Research Paper Include your research paper and bibliography in this section of your written report. Your final research report should include teacher feedback and revisions if necessary. This research paper illustrates an accurate and thorough understanding of scientific concepts. 3

l. Acknowledgements You should always credit those who have assisted you, including individuals, businesses, educational or research institutions.


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Written Report Rubric for Self Checking

Name: __________________________________________Date: ___________________Period: ________________

CATEGORY 4 3 2 1 Title Page & Table of Contents

Title Page and Table of Contents provides a clear roadmap to the organization and flow of the written report.

Title Page and Table of Contents provides a roadmap to the organization and flow of the written report.

Title Page and Table of Contents provides an undefined roadmap to the organization and flow of the written report.

Title Page and Table of Contents does not provide a clear roadmap to the organization and flow of the written report.

Introduction The purpose of the lab or the question to be answered during the lab is clearly identified and stated.

The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.

Hypothesis Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied.

Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations.

Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.

No hypothesis has been stated.

Variables All variables are clearly described with all relevant details.

All variables are clearly described with most relevant details.

Most variables are clearly described with most relevant details.

Variables are not described OR the majority lack sufficient detail.

Materials All materials and setup used in the experiment are clearly and accurately described.

Almost all materials and the setup used in the experiment are clearly and accurately described.

Most of the materials and the setup used in the experiment are accurately described.

Many materials are described inaccurately OR are not described at all.

Procedures Procedures are listed in clear steps. Each step is numbered and is a complete sentence.

Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.

Procedures are listed but are not in a logical order or are difficult to follow.

Procedures do not accurately list the steps of the experiment.

Data Professional looking and accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.

Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.

Accurate representation of the data in written form, but no graphs or tables are presented.

Data are not shown OR are inaccurate.


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CATEGORY 4 3 2 1 Analysis The relationship between

the variables is discussed and trends/patterns logically analyzed. Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed.

The relationship between the variables is discussed and trends/patterns logically analyzed.

The relationship between the variables is discussed but no patterns, trends or predictions are made based on the data.

The relationship between the variables is not discussed.

Conclusion Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.

Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.

Conclusion includes what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

Research Research Paper illustrates an accurate and thorough understanding of scientific concepts underlying the lab.

Research Paper illustrates an accurate understanding of most scientific concepts underlying the lab.

Research Paper illustrates a limited understanding of scientific concepts underlying the lab.

Research Paper illustrates inaccurate understanding of scientific concepts underlying the lab.

Appearance/ Organization

Lab report is typed and uses headings and subheadings to visually organize the material.

Lab report is neatly handwritten and uses headings and subheadings to visually organize the material.

Lab report is neatly written or typed, but formatting does not help visually organize the material.

Lab report is handwritten and looks sloppy with cross-outs, multiple erasures and/or tears and creases.

Components of the report

All required elements are present and additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

All required elements are present.

One required element is missing, but additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

Several required elements are missing.

Journal/ Notebook

Clear, accurate, dated notes are taken regularly.

Dated, clear, accurate notes are taken occasionally.

Dated, notes are taken occasionally, but accuracy of notes might be questionable.

Notes rarely taken or of little use.

Comments: Total: _________/50


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Written Report Submission Approval Form

Name: ____________________________________

Title: _____________________________________ Date: _____________________________________

Period: ___________________________________

□ Approved

□ Resubmit

Teacher Comments:


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Visual Display (Science and Engineering Fair Backboard) Overview – The visual display should contain an overview of the scientific process you used while completing your project. The display should be organized so that someone viewing the backboard will easily be able to understand your work and should be organized from right to left. The process of creating of the display is also an opportunity for you to showcase your creativity. Points to include on all science and engineering fair backboards include:

- the problem/question - the purpose - hypothesis - materials - procedure

- independent and dependent variable

- observations - results - conclusions

Example

Commonly Asked Questions Where can I purchase a backboard? Most local office supply stores should carry science and engineering fair backboards. Be sure to purchase the correct size. What is the maximum size of the project? 30 inches (76 centimeters) deep from front to back 48 inches (122 centimeters) side to side 108 inches (274 centimeters) floor to top


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The Oral Presentation

Overview - The oral presentation is an important ending part of the project. Here you are given the opportunity to speak about your project to a wide range of audiences including fellow students, teachers, parents, judges and members of the scientific community. You must also be able to answer questions about the project. Aspects of successful oral presentation include the following:

Examples - Good eye contact with your audience - In-depth knowledge of your project and its correlating subject matter - Speak slowly, keep it simple and be concise - Utilize the proper scientific terms and speak clearly Commonly Asked Questions - To whom will I be presenting my project?

Fellow students, teachers, parents, judges and members of the scientific community - What should I wear when presenting my project?

School uniform preferably. Whatever you wear, dress neatly and professionally

- May I use note-cards (when making my presentation) to aid me when presenting my project? Yes, however avoid reading directly from your cards.

- How much time should I utilize when I present my project?

Minimum of 5 minutes


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Judging

Overview–

Your project entry (will be) judged on the criteria below. Scientific Thought Experimental Methods Analytical Approach Presentation The Judge’s Opinion In addition to this, the judges will be evaluating the research as well as the detail and accuracy of the data journal. Lastly, you should know that judges often ask questions about the projects to verify how much insight you have on further experimentation, research and the overall comprehension of your investigated problem and subject matter. Example Refer to the judges score sheet Commonly Asked Questions Should I give the judges my name when presenting my project? Yes, you should be courteous and speak with a professional conversational tone that shows confidence in your work. Will all judges ask me questions about my project? No, but you should be prepared to answer questions about the project.


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Judge’s Score Sheet NOTE TO STUDENT: Use this as a checklist to ensure that all of the required components of your presentation are aligned with the criteria you will be judged upon. Judges will be using this or a similar score sheet to evaluate your project.

Student Checklist 1. Knowledge Gained

(Have you acquired knowledge doing this project?)

1 2 3 4 5 6 7 8 9 10

2. Information (Is the information collected through research valid and appropriate to the grade level?)

1 2 3 4 5 6 7 8 9 10

3. Scientific Approach (Was a scientific approach and controlled variable used in conducting the experiment?)

1 2 3 4 5 6 7 8 9 10

4. Collection of Data (Were measurements accurately taken and given in metric units?)

1 2 3 4 5 6 7 8 9 10

5. Conclusions (Were stated conclusions logical and valid?)

1 2 3 4 5 6 7 8 9 10

6. Written Work (Was the abstract present and the research paper organized and complete?)

1 2 3 4 5 6 7 8 9 10

7. Oral Presentation (Was it well planned and interesting?)

1 2 3 4 5 6 7 8 9 10

8. Exhibit (Was it visually appealing, neat, and attractive?)

1 2 3 4 5 6 7 8 9 10

9. Effort (Was the degree of individual effort demonstrated?)

1 2 3 4 5 6 7 8 9 10

10. Creativity and Originality (Does the project show creative approach or thought in design or presentation?)

1 2 3 4 5 6 7 8 9 10

Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Total score _______ Place _____ ___________________ _________________ Judges' Signatures


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Final Student Checklist

Elements of a Successful Project

A successful project should have four main components.

□ 1. Project Data Journal A Project Data Journal is the most important document as you conduct your experiment. Accurate and detailed notes make a good project. Good notes show consistency throughout and will assist you when writing the research paper. Make certain that all data recorded is accurate and that the units of measurement are included in the data tables. Each entry in your notebook must be dated.

□ 2. Abstract Your abstract should include the purpose of the experiment, the procedures used, the data and conclusion. The abstract needs to be a maximum of 250 words on one page.

□ 3. The Written Report The research paper should be prepared and made available along with your data journal, required forms and any other written materials. The purpose of the report is to organize the steps you took to complete your project. The following sections are included in the report as a whole:

a. Title Page and Table of Contents b. Introduction c. Abstract

d. Hypothesis e. Materials f. Procedure g. Data Journal h. Results and Analysis i. Conclusion j. Research Paper k. Acknowledgements

□ 4. Science and Engineering Fair Backboard

Make certain your board dimensions are accurate. The display should be neat and all title labels are clearly defined. The final board presentation should reflect your effort and creativity.


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Appendix A - Suggested Topics Below are some suggested topics to help you develop an experimental design. You can choose from the list below or develop one on your own.

• What factors affect burning? • What factors affect energy efficiency in fuels? • What are the scientific principles behind musical instruments? • What is the difference between music and noise? • How can a period of a pendulum be increased? • What factors affect air pressure? • What factors affect water pressure? • What factors affect the efficiency of gears? • What is the most effective design of a solar furnace? • In lenses, what are the effects of curvature and materials on light beams? • Can eggs withstand a greater force from one direction than from others? • How strong is nylon fishing lines? • Which homemade airplane design flies best? • What factors affect the bounce of a dropped ball? • How do compression and tension make things strong? • How strong is a toothpick? • Which type of lawn sprinkler works best? • Which type or size of light bulb produces the most light? • How can the strength of light be measured? • Which materials can be charged with static electricity? • Which battery lasts the longest? • How can battery power be increased? • What factors affect light reflection? • What factors affect refraction and diffraction of light? • What factors affect spectrum and color production in prisms? • How is sound produced? What affects the pitch of sound? What affects the volume of

sound? How would you measure the velocity of sound? • What principles and factors affect the efficiency in electric motors? • In electric circuits, what factors affect voltage, amperage and resistance? • What factors affect the strength of an electromagnet? • What factors affect the efficiency of electric circuits in buzzers, bells and alarms? • What factors affect the clarity of radio broadcasting? • How does an internal combustion engine work? • What factors and principles are involved in heat convection and radiation? • What are the best materials and thickness for maximum insulation in a building? • How is paint affected by temperature changes? • How is the elasticity of rubber affected by temperature changes? • How is the bonding ability of glue affected by temperature changes?


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Suggested Topics (continued)

• What are the effects of temperature on viscosity of oil, chemical reactions, Brownian movement and burning of different materials?

• What are some chemical reactions that can produce energy that can be harnessed? • What are some factors that affect the mode of action of glues, stain removers, antiseptics,

mouthwash, detergents and paper towels? • What factors affect the making salt water potable? • What factors affect removal of pollutants in drinking water? • What are the effects of sunlight on rubber, ink and paper? • What are the effects of increased concentrations on the rate of chemical reactions? • How does the pH levels in mouths of various animals and humans at different times in the

day compare? • What factors affect the surface tension of various liquids? • What factors affect the efficiency of cleaning up chemical spills from industry? • What does the data show in the analysis snow and rain for pollutants from samples in

different locations? • What are the effects of temperature on density of gases? • What are the effects of salt and other contaminants on rate of rusting? • What factors affect the rate and the size in the growing of crystals? • Can you obtain water from ink, vinegar, milk? • What effects do different amounts of exercise have on the production of carbon dioxide in

humans? • In the analysis of soil samples, what factors affect water retention, fertility and pH? • Does the amount of particle pollution vary with distance from a road, with location, and

height? • What factors determine the types of particles found in pollution fallout? • How catalysts work and why? • What are some principles and factors affecting the efficient use of fire extinguishers? • How do acids react with different metals under varying conditions? • How is the flame test used to identify different metals and compounds? • Can you devise an experiment that will list metals in order of their activity, from the most

active to the least active ore? • How can different metals be used in electroplating and what are the practical applications? • How monocots and dicots are different (the effects of heat, light, carbon dioxide, pH level,

etc.) in germination rate? • What factors affect the rate of photosynthesis? • Do the numbers and sizes of stomata vary with different plants?


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• How much water is used by different plants? • What is the effect of temperature, sunlight, etc., on the use of water (transpiration)? • How do different types of soils affect the ability of roots to anchor plants? • What factors encourage root growth and what is the effect of water, oxygen, soil type,

minerals on root growth? • What are the effects of various nutrients, amounts of water, hours of sunlight, strength of

weed killer, temperature, pollutants, pH levels on plant growth and crop yields? • Can plants live without oxygen, carbon dioxide? • What conditions are favorable for fungus growth (mushroom, yeast, mold, mildew diseases)? • What are the effects of herbicide spraying, acid rain in a lake, auto exhausts on a roadside

and SO2 emissions on plants? • What types of bacteria found around the home, on the body and in soil of different types? • What is the preferred pH level in the soil for various plants? • What are the reactions of protozoa to changes in the environment? • Are their connections between hair and eye color, sex and left handedness, hair color and

strength? • What are the effects of sound on plants? • What are the effects of nicotine, air and yeast on mold growth? • What factors affect the strength of hair? • What factors play a major role in hydroponics? • What are the effects of different types of soil on plant Growth? • What are the effects of different types of fertilizers on plant growth? • What factors affect the effectiveness of antiseptics and soaps on household bacteria? • What are the effects of air pollution on algae, protozoa, fish, insects or mosses and lichens? • What are the effects of different types of artificial light on plant growth? • What conditions are necessary for the life of a brine shrimp? • How can we maximize the commercial of production of various algae, fruits and plants? • How can mutations in bacteria, yeast, protozoa and molds be produced? • What are the effects of ultrasonic, antibiotics and temperature changes on bacteria count • What factors affect microbial antagonism? • How does the paramecium or planarian react to pH, light and temperature conditions? • What are the effects of growth hormones on plant tropisms? • How does the transpiration rates of different plants compare? • How does the sugar levels in different plants’ sap at different times and dates compare? • What is the micro molecular mechanism of nutrient uptake in plants?


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• What factors affect territoriality in mice? • What factors affect the cleaning habits of mice? • What are some conditioned responses in different animals? • What factors affect bioluminescence in organisms? • How does learning and perception in animals and humans compare? • What factors affect memory span and memory retention in humans in different age groups? • What factors play a role in age and learning ability in humans? • Is there a correlation between physical exercise and learning ability? • Is audio or visual information better remembered? • How is the molecular structure of hair affected by bleaching and dyeing? • How does the percentage of DNA (by weight) in different species vary? • What factors affect enzyme activity? • What are some genetic variations across a Sansevieria leaf? • What factors affect seed germination? • How does root formation in cuttings affected by chemicals and lighting conditions? • What factors affect flowering? • What factors affect the development and retention of fruits from flowers? • How is sterility in plant hybrids manifested? • How do different plant's ability to add humus to the soil compare? • What factors affect nodule formation in legumes? • What is the nitrogen content in different species of legumes? • Can household compounds (e.g. tea) be used to promote good health in plants? • What are the effects of cigarette smoke on the growth of plants? • What are the effects of water impurities on plant growth? • What are the effects of phosphates on aquatic plants? • What are the effects of mineral deficiencies on protein content in soybeans? • What are the effects of excess salinity on plants? • What factors contribute to tumor production by Agrobacterium tumifacieus in plants? • What is the effect of polarized light on plant growth? • What does the solar activity cycles in tree growth rings reveal? • What are the effects of electric and magnetic fields on plants? • What are effects of magnetism on the size and frequency of blooms and fruits? • Does magnetizing seeds before planting affect growth? • What are the effects of X-Ray and other radiation on plants? • Which is better, organic fertilizer or chemical fertilizer? • What factors affect the population fluctuations in insects? • What factors affect the toxicity of insecticides? • Is polarized light the guidance system for foraging ants? • What stimuli attract mosquitoes? • What factors affect the rate at which a cricket chirps? • Is animal behavior affected by population density? • What factors affect the diffusion of cell membranes in various species of plants?


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• How do the growth of plant and animal cells by cloning compare in different media? • What factors affect regeneration in sponges, paramecia and planaria? • What plant species can survive in a vacuum environment? • How accurate are calculators? • What is the mathematics of snowflakes? • What is the effect of solar activity on radio propagation? • What is the data saying about the observations of sunspots, flares and prominences? • What is the effect of solar flares on the sudden enhancement of atmospherics? • What are the elements in the solar and stellar spectra? • How can the photoelectric effect be explained through experimentation? • How can the magnetic permeability of different materials be determined? • How do the magnetic pysteresis for different materials compare? • What are the radiation patterns from different antenna types? • What factors affect scent propagation? • What factors affect sound propagation? • What factors affect sound dampening? • What factors Index of refraction of liquids? • What are the infrared qualities of certain solutions? • What factors affect crystal growth rates? • Can the Stanley Miller experiments "The Origin of Life" be reproduced? • What is the optimal gas mixture for a Stanley Miller experiment? • What factors affect various types of chemical reactions such as catalyzed, saponification and

esterification reactions? • What is the physics of ski waves? • What is the flora in a given region? • What are some adaptations of city flora to smog? • What ecological factors affect the animal and plant populations occupying the same tree? • What are the effects of crowding (with the same or other species) on a certain plant? • What are some annual variations in the ecology of a body of water? • What factors affect of a shoreline? • What factors affect the spread of Dutch Elm disease? • What is relationship between specific vegetation and insect species? • What factors affect the changes in wildlife caused by human encroachment?


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• What is the impact of pollution on an ecosystem? • What is the effect of water pollution from feed lot farms on an ecosystem? • How can chemical (e.g. DDT) concentrations in successive food chain levels be

determined? • How is ozone destructive to the environment? • What is the best design for air purification? • What are the efficient methods of breaking down crude oil in seawater? • Can microbial degradation of petroleum be improved? • What factors affect the biodegradability of plastics and other materials? • What are the efficient methods of harvesting and using plankton? • Can an ink decompose recycling paper? • Do different wavelengths of ultraviolet light affect DNA differently? • How does ethylene affect ripening fruit? • What's the best hull shape for a fast boat? • Can recycled materials be used to strengthen concrete? • Does the addition of latex paint make concrete stronger? • How resistant is polymer concrete to abrasion? • What ingredients affect the strength of concrete? • Can biomass be used to generate electricity by creating methane gas? • How does temperature affect the efficiency of a solar cell? • How does the response to light of solar cells based on dyes compare with that of cells

based on silicon? • How does drywall thickness affect sound transmission? • How does temperature affect solar cell energy production and storage? • How does the angle of incidence of light affect the output of a solar cell? • How does the angle of incidence of light affect the output of a solar cell? • What kind of soil is best for water retention? • What is the percentage of water in various fruits and vegetables? • Which plants and vegetables make the best dye? • How does soil pH affect the pH of water that touches the soil? • Does increasing the number of blades on a windmill generate more electricity? • Are wind generators a viable energy source? • Can making ice more reflective slow its melting? • Can recycled newspaper be used to fertilize plants? • How do various fabrics compare as barriers against ultraviolet radiation? • Do chlorine and copper in water both contribute to making blonde hair turn green? • How does the evaporation rate of an alcohol depend on the number of carbon atoms in the

alcohol molecule? • How does water hardness affect the color of a hair dye or how long the color lasts?


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• What factors affect corrosion in aluminum foil? • Is distillation or freezing/thawing more effective in removing salt from water? • Does the height to which a golf ball bounces when dropped affect how far it will travel when

struck? • How do the levels of salt and vinegar affect the amount of gas produced by electrolysis of

water? • How does the amount of sugar affect fermentation? • How does the tensile strength of a hair depend on its type? • Which materials are most effective for blocking radio waves? • How do multiple washings affect the flame resistance of sleepwear? • How do the thermal transport properties of water and ethylene glycol compare? • Which materials work best as thermal insulators? • How does temperature affect the output of a light stick? • How does the viscosity of motor oil change as it is used in an engine? • How does temperature affect a magnet? • Does baseball bat composition affect the distance that a ball can be hit? • Does the density and wood type affect the time it takes a flame to burn through to the other

side? • Does the density of wood affect how much weight different pieces of wood will hold in water?


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As mentioned earlier in this guidebook, not all areas of study are best served by the scientific method based research. Engineers, inventors, mathematicians, theoretical physicists, and computer programmers have different objectives than those of other scientists; therefore they follow a different process in their work. This process is dependent upon their area of study and the criteria used to arrive at a solution.

Engineering Projects

An engineering project should state the engineering goals, the development process and the evaluation of improvements. Engineering projects may include the following:

1. Define a need or “How can I make this better?” 2. Develop or establish design criteria (could be more than one) 3. Do background research and search the literature to see what has already been done or

what products already exist that fill a similar need? What makes them good? What makes them weak?

4. Prepare preliminary designs and a materials list. Consider costs, manufacturing and user requirements.

5. Build and test a prototype of your best design. Consider reliability, repair and servicing. 6. Retest and redesign as necessary. 7. Product testing. 8. Present results.

Computer Science Projects These often involve creating and writing new algorithms to solve a problem or improve on an existing algorithm. Simulations, models or ‘virtual reality’ are other areas on which to conduct research. Mathematics Projects These involve proofs, solving equations, etc. Math is the language of science and is used to explain existing phenomena or prove new concepts and ideas. Theoretical Projects These projects may involve a thought experiment, development of new theories and explanations, concepts formation or designing a mathematical model.


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Appendix B - Resources Science Fair Fun – Booklet produced by the EPA (Environmental Protection Agency) that contains information on designing environmental science projects (http://www.epa.gov/osw/kids/pdfs/sciencefair.pdf)

http://www.scifair.org/

www.citationmachine.net

www.sciencebuddies.org

http://www.scienceproject.com/

http://www.education.com/reference/topic/ParentSchoolConnection_ScienceFair/?cid=60000.0027149008&s_kwcid=TC-8364-33495752013-S-3376542513

http://members.aol.com/jlcgarton/page11.html


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Appendix C - Alternative Forms of Competitions

Listed websites for Alternative Forms of Competitions

Interested students who wish to expand their experiences can investigate the following opportunities

Contests for Physics/Engineering

Physics Olympics at the University of Maryland

http://www.physics.umd.edu/PhysOlympics/

Article on Central Maryland Physics Olympics

http://www.gazette.net/stories/030608/mounnew61956_32363.shtml

Bridge Building Contest Home Page

http://www.iit.edu/~hsbridge/database/search.cgi/:/public/index

West Point Bridge Design Contest

http://bridgecontest.usma.edu/

Bridge Building Web Site

http://42explore.com/bridge.htm


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Alternative Forms of Competitions (continued)

Listed websites for Alternative Forms of Competitions

U.S. Army, Navy & Air Force Sponsored National Junior Science And Humanities Symposia Program--

http://www.jshs.org/guidelines.html

The Lemelson-MIT InvenTeams Program: http://web.mit.edu/inventeams/

This program is a national grants initiative, established in 2002, to foster inventiveness among high school students. Grants of up to $10,000 are awarded to selected teams to design and build their own inventions.


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Science and Engineering Fair Project Guidebook Evaluation Form

This form is to be used by individual teachers to provide a reaction to the curriculum guide currently being used. At the end of each unit taught or after teaching from the entire document, please complete the form and send it to the Coordinating Supervisor of Special Area Programs, Department of Curriculum and Instruction, ISSC Building. Your input is necessary in order to assess what revisions must be made in the document. Thank you for helping to review and revise your curriculum so that it is meaningful to your teaching. PGIN: 7690-3735 Science and Engineering Fair Project Guide Name of Document __________________________________________ Name of Unit/Chapter Evaluated ______________________ __________________ Instructional/Grade Level Publication Date

1. In-service was received on this publication. Yes ______ No ________

2. The in-service was (adequate, inadequate) for using this document.

3. Teachers could use further in-service on the following topics/chapters/units: __________________________________________________________________

__________________________________________________________________

4. The errors/omissions noted in the document are on page(s)___________________

__________________________________________________________________

5. The best written and most helpful sections or pages of this document are:

__________________________________________________________________ ____ 6. Information needs to be revised on the following:

__________________________________________________________________ ___________________ ______


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7. The attached material (outline, lesson plan, etc.) should be added to the document.

__________________________________________________________________

8. Did the format of the guide make it easy to use? Yes _____ No _____

9. What changes would you like to see included? ____________________________

__________________________________________________________________

10. Do the lessons contain realistic teaching time frames? Yes _____ No ______

11. Are there a sufficient number of teaching lessons/activities? Yes ____ No ____

12. Are there a sufficient number of available resources listed? Yes ____ No ____

13. Was the content appropriate for the level of teaching? Yes ____ No _____

14. Does the content adequately provide for Title IX (sex equality) guidelines?

Yes ____ No ____

15. Does the content adequately provide for inclusion of information about

multi-cultural and multiracial relationships? Yes ____ No ____

16. The following suggestions would improve this document: __________________

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Name (if desired) ______________________________________________ School ______________________________________________________

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