SCIENCE FAIRSfor the

CURIOUS

Steve KarrelBible Hill Jr. High, Truro, N.S.

SCIENCE FAIRS …..

Are a real pain in the …..Take up too much valuable timeAre hard to organizeAre not part of the CurriculumCost too much moneyAre too competitiveAre hated by students and parentsMake other staff members crazyARE NOT WORTH THE EFFORT

WHY DO A SCIENCE FAIR PROJECT WITH YOUR STUDENTS??

An excellent way to meet many OUTCOMES

Develop many skills in a short time

Many positive outcomes for students

Develop a venue to showcase students’ work

Get families and public into the school

Good Public Relations

Develop a competition for academic endeavors

•

208-1-rephrase questions in a testable form and clearly define the practical problem

208-2 - identify questions to investigate arising from practical problems issues

208-4- purpose alternative solutions to a given practical problem, select one and develop a plan

209-2-estimate measurements

209-3 - use instruments effectively and accurately for collecting data

209-4 - organize data, using a format that is appropriate to the task or experiment

 

Grade 9 Outcomes covered by a Science Fair Project

209-5- select and integrate information from various print and electronic sources or from several parts of the same source

210-2-compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs and scatter plots

210-3- identify strengths and weaknesses of different methods of collecting and displaying data

210-6 - interpret patterns and trends in data, and infer and explain relationships among the variables

210-7-identify, and suggest explanations for, discrepancies in data

210-8-apply given criteria for evaluating evidence and sources of information

210-10-identify potential sources and determine the amount of error in measurement

21 0-II-state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea

21 0-16-identify new questions and problems that arise from what was learned

211-2 - communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means

211-3-work co-operatively with team members to develop and carry out a plan and troubleshoot problems as they arise

425 -show a continuing curiosity and interest in a broad scope of science-related fields and topics

426 - confidently pursue further investigations and readings

427 - consider many career possibilities in science and technology related fields

428 - consider observations from a variety of sources during investigations and before drawing conclusions

430 - persist in seeking answers to difficult questions and solutions to difficult problems

431 - work collaboratively in carrying out investigations as well as generating and evaluating ideas

434 - show concern for safety in planning, carrying out, and reviewing activities

Grade 8 Outcomes covered by a Science Fair Project

 

110-5- illustrate examples of conflicting evidence for similar scientific questions

113-10-provide examples of problems that arise at home, in an industrial setting, or in

208-1-rephrase questions in a testable form and clearly define practical problems

208-2 - identify questions to investigate arising from practical problems issues

208-5 - state a prediction and a hypothesis based on background information a\or an observed pattern of events

208-6-design and experiment and identify major variables

209-1 - carry our procedures controlling the maj or variables

209-2-estimate measurements

209-3 - use instruments effectively and accurately for collecting data

209-4 - organize data, using a format that is appropriate to the task or experiment

209-5- select and integrate information from various print and electronic sources or from several parts of the same source

209-6 - use tools and apparatus safely

210-3- identify strengths and weaknesses of different methods of collecting and displaying data

210-4-predict the value of a variable by interpolating and extrapolating from graphical data

210-6 - interpret patterns and trends in data, and infer and explain relationships among the variables

210-7-identify, and suggest explanations for, discrepancies in data

210-1 a-identify potential sources and determine the amount of error in measurement

210-12 - identify and evaluate potential applications of findings

210-14- identify and correct practical problems in the way a prototype or device functions

210-13 - test the design of a constructed device or system

21 0-16-identify new questions and problems that arise from what was learned

211-2 - communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means

211-3-work co-operatively with team members to develop and carry out a plan and troubleshoot problems as they arise

211-4- evaluate individual and group processes used in planning, problem solving, decision making and completing a task.

425 -show a continuing curiosity and interest in a broad scope of science-related fields and topics

426 - confidently pursue further investigations and readings

427 - consider many career possibilities in science and technology related fields

428 - consider observations from a variety of sources during investigations and before drawing conclusions

430 - persist in seeking answers to difficult questions and solutions to difficult problems

431 - work collaboratively in carrying out investigations as well as generating and evaluating ideas

434 - show concern for safety in planning, carrying out, and reviewing activities

Grade 7 Outcomes covered by a Science Fair Project

109-1 - describe the role of collecting evidence, finding relationships, and proposing explanations in the development of scientific knowledge

109-7- identify different approaches taken to answer questions, solve problems and make decisions

208-2 - identify questions to investigate arising from practical problems issues

208-3 - define and delimit questions and problems to facilitate investigation

208-5 - state a prediction and a hypothesis based on background information a\or an observed pattern of events

208-6-design and experiment and identify major variables

208-9- select appropriate methods and tools for collecting data and solving problems

 

209-1 - carry our procedures controlling the maj or variables

209-3 - use instruments effectively and accurately for collecting data

209-4 - organize data, using a format that is appropriate to the task or experiment

209-5- select and integrate information from various print and electronic sources or from several parts of the same source

209-6 - use tools and apparatus safely

210-2-complie and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs and scatter plots

210-3- identify strengths and weaknesses of different methods of collecting and displaying data

210-6 - interpret patterns and trends in data, and infer and explain relationships among the variables

210-7 -identify, and suggest explanations for , discrepancies in data

210-1 O-identify potential sources and determine the amount of error in measurement

21 0-II-state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea

210-12 - identify and evaluate potential applications of findings

210-13- test the design of a constructed device or system

21 0-16-identify new questions and problems that arise from what was learned

211-2 - communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means

211-3-work co-operatively with team members to develop and carry out a plan and troubleshoot problems as they arise

211-4- evaluate individual and group processes used in planning, problem solving, decision making and completing a task.

425 -show a continuing curiosity and interest in a broad scope of science-related fields and topics

426 - confidently pursue further investigations and readings

427 - consider many career possibilities in science and technology related fields

428 - consider observations from a variety of sources during investigations and before drawing conclusions

430 - persist in seeking answers to difficult questions and solutions to difficult problems

431 - work collaboratively in carrying out investigations as well as generating and evaluating ideas

434 - show concern for safety in planning, carrying out, and reviewing activities

The Science Fair Project SOME OF THE SKILLS USED AND/OR

LEARNED:

Critical thinking Decision making Researching and choosing topics- narrowing a topic Organizing thoughts Designing an experiment- controlling variables Data collection and Reporting data- using

spreadsheet Measurement Qualitative and quantitative analysis Graphing Drawing and stating conclusions Typing Computer skills (upload, download, import, printing,

saving to various places, scanning, spreadsheets, databases, etc.)

Skills Learned (cont’d) Writing reports, research papers, abstracts,

bibliographies, etc. Lab skills Scientific Method Building and decorating displays Organizing and mounting display board materials Photography / Filming / editing Public speaking / oral presentations Work independently or working in groups /

co-operation Meeting deadlines Time management

Three Basic Parts to the Project:

1. The Research Paper

2. The Experiment/Lab Report

3. The Presentation

1. The Research Paper

• Usually 3 to 5 typed pages • background information on the topic chosen.• plus any charts, graphs and pictures• Include a bibliography

2. The Experiment and Lab Report

• following the accepted format, report is written in 3rd person, past tense.

• title purpose

hypothesismaterials list

procedure results

observationsconclusion(s)

sources of error

3. The Presentation

• The backboard is built of sturdy material and of such a size that display is easy to view/read from 1 meter away. Decorated as to be aesthetically pleasing. Contains the essence of the experiment (see #2 above). BACKBOARD MATERIAL AND HOW PAPER/PICTURES. ETC. ARE ATTACHED MUST CONFORM TO NATIONAL STANDARDS FOR CWSF

• School and regional backboards may be made of other materials depending on their standards.

• www.ysf.ca/files/PDF/governance/policy/en/3.1.2.5_Project_Displays.pdf

• The display may also contain concrete materials used in the experiment. However, there are stringent exceptions to be aware of so that disqualification's will be avoided.

• Oral presentation using lab report as framework

Presenting The Project

Presenting the Project-Give Tips to Your Students

Stand up when a judge approaches you.Introduce yourself & shake the judge’s handPresent an abstract and allow time to read it.Begin oral presentationUse backboard as guide and point to

sections/charts etc. as you speakWhen finished, offer to answer questionsThank judge(s) for listening

More Tips for Your Students

Practice oral presentation using friends, family and others who will listen

Invite listeners to critique the presentation and to ask questions

Ask for suggestions for improvement

BACKBOARDS

• Maximums- 1.2m wide(open), 0.8m deep, 3.5 high from the floor

• Display of lab report- purpose, hypothesis, etc.• Include graphs, charts, pictures• Large fonts• Layout left to right• Aesthetically pleasing• Creative, eye catching, not too busy

Desktop Displays Are A GOOD IDEA but…..

Tangibles and Other Things

• Many new skills- Curriculum outcomes met• Increased self-confidence• Sense of accomplishment• Feeling that I can do as well as others• Helps set goals for next year• New friends/contacts

The Really Good Stuff

• Prizes- cash, certificates, medals, trophies, etc.• Trips to other fairs• Canada Wide Science Fair• Intel International Science and

Technology Fair

THE BEST PRIZE

•Meet other kids who achieve-

•its OK to be smart

APPROXIMATE TIME FRAMES

• Research and choose topic- 2-3 days

• Basic research for essay- 4-5 days

• State purpose, hypothesis-1 day

• Design experiment procedure- 2-3 days

• Type drafts of lab report sections 3-4 days

• Do actual experiment( at home) varies- up to several weeks

Time Frames (cont’d)

• Final drafts 3-5 days

• Construct display ( some at home) 3-7 days

• Oral presentation 2-3 days

• TOTAL 17-24 IN SCHOOL DAYS

• I generally use 4-5 weeks of Science class time to do the project.

Due Dates for Science Fair Assignments

• Jan. 11- Topic chosen and short write up passed in. 10 pts.

• Jan. 15- Basic research done and rough copy passed in. 10 pts.

• Jan. 18- Basic procedure outlined and passed in. 10 pts.

• Jan. 22- Results chart designed, printed by computer and passed in. 10 pts.

• Jan. 25- experiment started no later than today.

• Jan. 31- experiment finished and results passed in. (Except with special permission) 10 pts.

Due Dates for Science Fair Assignments (Cont’d)

• Feb. 1- Get backboard ready

• Feb. 5- Final copy of research paper passed in. 5 pts.

• Feb. 9- rough draft of lab report passed in. 10 pts.

• Feb. 14- Final draft of Lab Report passed in. 5 pts.

• Feb. 20- In-class presentations• Oral presentation- 10 pts.

Visual presentation (backboard)- 20 pts.

Things To Consider To Run A Science Fair At Your School

• Introduce to administration, staff, students, parents.• Don’t send kids home with the assignment- do in class• Space- can all participate?, Other teachers’ space• Tables and chairs• Layout - Order of projects• - Assigning a specific site to each project• - size of area available per project• Project site labels• Publicity• Judging forms• Judges• Judges’ assignments/ teams

A Fair at Your School (cont’d)

Recording results Refreshments Confidentiality Standards- See www.ysf.ca/members/pdirectory4.aspx PA system Awards Awards ceremony-plan well ahead. Get 2 of everything if

possible Thank-you’s

Science Fair Organization Structure

Youth Science Canada- Nation Parent Organization

Canada Wide Science Fair- Held in different location each year

Regional Fairs ~ 102 in Canada

Local Fairs

School Fairs

www.ysf.ca/members/pdirectory4.aspx

Use Of Human Participants in ResearchUse of Animals in Research

Use of Firearms, Hazardous Materials and Equipment

Recombinant DNA and Biotechnology Safety

 4.1.1

The Regional Science Fair• Be sure to fill out forms completely and with the proper number of copies

• Send money by one cheque in lump sum

• Be sure projects conform to standards

• Go through check list with your students prior to going

• Send letter home to parents with checklist too

• Travel arrangements

• Help students decide what improvements can be made and give them time to do it. You may want to start this immediately after your school fair

• Team building

Regional Fair (cont’d)

• Supervision

• Class visits

• Presentations to judges

• Behavior

• Awards ceremony

Regional Science Fair-Truro

Day 1

•3-6 pm staff sets up fair- tables, individual sites, electrical hook-ups registration area, judges area, etc.

•6-8 pm project set-up and safety inspection

Day 2

• 7:30-9 am Student project set-up and safety inspection

• 8:15-9 am Meeting with judges

• 9am –3pm judging

• 3pm – 8 pm public viewing

Day 3

• 9am- 3pm Specialty judging

• 10 am-7pm Public Viewing

• 7pm-8pm Awards ceremony

Going to the Canada Wide!!!!

CWSF

• 8 days, all expenses except spending money

• Judging 2 days- regular and special

• Tours

• Banquets

• Activities

• Opening and Closing Ceremonies

• Fun, Fun, Fun

The Really Fun Stuff

PaintballLaser TagMoviesDancesPizza partiesStaying with 500 other kidsGifts From The Host CommitteeRiver CruiseTours-Niagra Falls, Tyrell Museum, Banff

Make Lifelong Friends

Awards At CWSF

• Honourable Mention

• Medals and $$$$$ and trophies

• Scholarships

• Special Awards

Weizmann Institute Award Winner

The Story of William

• You don’t have to be the smartest kid in the class

• You don’t have to live, eat and breathe science

• You just need a great idea and be willing to spend some time and effort

• Support from home and school helps!!!

Doing Science Fair at Your School

• How Do I Start?

• What Framework Can I Use?

• How Can I Evaluate?

• Do I Need To Re-Invent The Wheel?

• Who Can I Call?

WHY DO A SCIENCE FAIR PROJECT WITH YOUR

STUDENTS??

• Because, as Martha Stewart says…..

•It’s a GOOD THING!