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Crescent Heights Language Arts and Social Justice Magnet School Science Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us”
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Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

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Page 1: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

Crescent Heights Language Arts and Social Justice Magnet School

Science Fair Day: May 26th, 2011

Science Fair Packet

“Science All Around Us”

Page 2: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

Crescent Heights Language Arts and Social Justice Magnet

Student Science Fair Project 2011

Self-Check Timeline

Tasks

Choose and submit a content-appropriate

scientifically oriented project for teacher’s approval.

(See last pages for possible topics)

Identify the variable.

Write down the procedure.

List and gather material needed.

Conduct investigation.

Collect and organize data (information)

Second to fifth grade:

Write a summary about what you learned.

Write explanations based on their evidence.

Put presentation together.

Turn in science fair project.

Take display and model home.

Page 3: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

CHOOSE AND SUBMIT A CONTENT-APPROPRIATE

SCIENTIFICALLY ORIENTED QUESTION.

(3RD TO 5TH GRADE STUDENT MAY SUBMIT AN INVENTION.)

Due: ___________

Write your question (It shouldn’t start with WHY!)

______________________________________________

______________________________________________

What is your variable? My variable is ____________________________________________

___________________________________________________________________________

What is the procedure? First I will _______________________________________________

____________________________________________________________________________

____________________________________________________________________________

Circle your data collection method(s): observations drawings measurements photos

Other: ______________________________

What materials and/or tools are you using:_________________________________________

___________________________________________________________________________

___________________________________________________________________________

Caretaker’s signature: ____________________ Teacher’s signature: ___________________

Page 4: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

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Page 5: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

What is the Scientific Method?

The scientific method involves following six general steps in sequence. The basic

steps are:

1. Problem, Purpose, or Research Question: The problem or research question is

the single most important part of the scientific method. Every part of your project is

done to answer this question. The research question is sometimes formed as a statement and is called the

"Problem" or "Problem Statement." What is your goal or what idea are you trying to test? What is the scien-

tific question that you are trying to answer?

2. Hypothesis: The hypothesis is an "educated guess," formed as a statement that you propose to be the

answer to the research question. Explain how you think your project can demonstrate your purpose. You

should try to state the results you are predicting in measurable terms. Not always will your conclusion match

your hypothesis.

3. Materials: List all supplies and equipment used in conducting your research or experiment. Your list of

materials should include all of the ingredients of the procedure.

4. Procedure: The procedure is a somewhat detailed, step - by - step description of how you conducted your

experiment. Be clear about the variables vs. your controls. Be specific about how you measure results to

prove or disprove your hypothesis. Your procedure should be like a recipe whereby another person should

easily be able to follow it. Photos depicting the steps are good to have on your display board.

5. Observations, Data, Results: The results are usually in the form of a statement that explains or interprets

the data. Results can be in the form of raw data, graphs, general summarization of what your data is telling

you. Photos can also be used here. Example: "Test Plant 3 showed little difference in growth rate as com-

pared to the Control Plant."

6. Conclusion: The conclusion is a summary of the research and the results of the experiment. This is where

you answer your problem or research question. You make a statement of whether your data supported your

hypothesis or not. You may have data that supported part of your hypothesis and not another part. You may

also have data that did not support your hypothesis at all. In this case, you may explain why the results were

different.

The scientific method is not cast in concrete but it is systematic and easy enough to learn. And interest-

ingly, many scientific discoveries come about by accident, by getting unexpected results and accidentally ask-

ing questions that had not even been asked. Who knows, perhaps YOU will be the one to make the next big

discovery!

Page 6: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

Student Science Fair Project Self

Crescent Heights Language Arts and Social Justice Magnet

3rd - 5th grade

EXAMPLES OF SCIENTIFICALLY ORIENTED QUESTIONS

KEY POINT: SCIENCE IS TO ANSWER “How” not “Why”

- How many shapes can water be?

- How fast does water evaporate?

- Do we have the same temperature within a season?

- How many seeds do apples have?

- How does milk sour?

- Do materials float differently in water, in oil, in sea water?

- What materials will float in water?

- What makes the best bubbles?

- How does the sun affect land and water?

- How fast can different members of the land snail family move?

- What happens when two or more colors are combined?

- What does a seed need to grow?

- How does light affect plants?

- How do plants grow better- in the sunlight or artificial light?

- How do plants use their roots?

- How does mold grow?

- In what concentration of salt water can root grow?

- How are popcorn stored best?

Page 7: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

- What materials dissolve in water?

- How fast do different material dissolve in water?

- How fast does a common garden snail travel?

- What is the effect(s) of watering plants with different

concentration of detergent?

- What is the effect(s) of watering a plant with different liquids?

(coffee, soda, sugar water...)

- Which paper towel is mos absorbent?

- How do crystal grow?

- How can we build the best string telephones?

- How do hearing aids work?

- How fast does water climb?

- How can we compare different rocks?

- Would the same kind of seeds always produce the same

exact plants?

- How does water affect the land?

- How does the size of an object affect the speed it can reach?

- How the strength of a push change how far a basketball go?

- How many ways can an object be moved?

- How does the shape of a paper plane affect its flight?

- How does the quality of the ground affect speed?

- How does a roller coaster work best?

Page 8: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

Young Inventors Program Guidelines and Rules

Entering an invention to be evaluated for the Young Inventors Fair:

(Items in this section are most pertinent to the evaluation process.)

1. Students must be in grades 3-5.

2. The invention must be the work of a single inventor.

3. The invention must be the original work of the student. Any assistance from adults should be kept

to a minimum – this is a project for young inventors! For example, a student may need assistance

for safety reasons.

4. An entry may be either a completely new idea or item, or an improvement on a previously existing

invention. Early in the invention process, student inventors are expected to check the Google Patent

website, available online at www.google.com/patents to confirm the originality of their invention idea.

5. The student must produce either a functioning prototype or a model of the invention.

An invention logbook must be used to document the process from the idea to prototype or model.

Documentation that someone observed the testing of the invention is required.

Participating in the Young Inventors Fair:

1. Students will be responsible for transporting their invention.

2. Students should plan an oral presentation and be ready to explain and discuss their invention.

3. Students are required to display their invention logbook at the Fair. The logbook tells the story of

an invention from initial ideas to finished product. It is kept like a diary with dated entries signed by

you, the inventor.

4. For safety reasons, exposed flames are not allowed. Live animals are not allowed.

5. Invention displays include a student-made display board to describe the invention.

It is the student inventor’s responsibility to bring all that is needed (materials and human resources)

to set up their invention display.

6. Written information on display boards should include the invention’s name or title. Display boards

can also include: a statement of purpose, a diagram or pictures, a description of how the invention

works, and/or a statement of how the invention would improve life now or in the future.

Younger students can dictate information to an adult who will put the information on a display board

for them.

7. All information on display boards (written or pictures) should be permanently affixed to the board;

no pins or tacks, please.

Page 9: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

Evaluation Criteria for Category Judging

All projects are going to be judged in the following categories. The three best at each

grade level will be selected for the interview that will determine first, second, and third place

winners.

I a. Creative Ability (30 points)

. Does the project show originality in the questions asked?

The procedure?

The analysis of the data?

The interpretation of the data?

Young Inventors Project only:

A creative contribution promotes an efficient and reliable method for solving a problem.

When evaluating projects, it is important to distinguish between gadgeteering and ingenuity.

. Does the project show originality in the approach to solving the problem?

. The use of equipment?

. The construction or design of new equipment?

II a. Scientific Thought (30 points)

(If an engineering project, the more appropriate questions are those found in IIb. Engineering Goals.)

. Is the problem stated clearly?

. Was there a step by step plan for obtaining a solution?

. Are the variables clearly recognized and defined?

. Are there adequate data to support the conclusions?

. Does the student recognize the data's limitations, if any?

. Did the student check results with reliable sources?

Page 10: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

II b. Young Inventors Project only: Engineering Goals (30 points)

. Does the project have a clear objective?

. Could the solution be utilized successfully in design or construction of an end product?

. Is the solution a significant improvement over previous alternatives?

. Has the solution been tested for performance under the conditions of use?

. Is the objective relevant to the potential user's needs?

. Is the solution workable? acceptable to the potential user?

. Economically feasible?

III. Thoroughness Individual (10 points)

. How completely was the problem covered?

. Are the conclusions based on the experiment?

IV. Skill (15 points)

. Was the project completed under adult supervision, or did the student work largely alone?

Young Inventors Project only: Where did the equipment come from?

Was it built independently by the student? Was it obtained on loan?

V. Clarity (15 points)

. How clearly does the student discuss his/her project and explain the purpose, procedure, and

conclusions? Watch out for memorized speeches that reflect little understanding of principles.

. Does the written material reflect the student's understanding of the research?

. Are the important phases of the project presented in an orderly manner?

. How clearly is the data presented?

. How clearly are the results presented?

. How well does the project display explain the project?

. Was the presentation done in a forthright manner, without tricks or gadgets?

. Did the student perform all the project work, or did someone help?

Page 11: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

Making Your Project A Winner

First and foremost, you should have fun doing your science fair project as

well as learning about the world around you. If you don’t enjoy your project, it will

be difficult to make a winner out of it. What you need to do are the following:

1. Pick Something You're Interested In - Don't pick a project just because you

think it looks easy, or because you have a friend that did the same project last year. What's more important to

the judges is your ability to demonstrate that you understand your project, that you have researched the issues

and are knowledgeable of the scientific and technical facts that relate to your project.

2. Don't wait until the last minute to start your project - Winning projects are NOT ones you throw togeth-

er at the last minute. How long a project should take depends on the project itself. You need to have plenty of

time to research background references and read about your topic, plenty of time to plan and do you experi-

ments, and even some extra time built in just in case you need to repeat experiments that get ruined. Even after

the research and experimentation is over, you need time to prepare both your written report and your display.

3. Do the Work Yourself - Other people can certainly share resources with you, advise you about how to set

up the experiment, even show you how to complete some tests. But make sure that you do the work yourself,

and write your own reports. When the judges are standing there, quizzing you, YOU have to know those

answers, and the best way to learn them is to have done the work yourself.

4. Don't Get Upset If Your Hypothesis Is Incorrect - The whole purpose of an experimental science fair

project is to see IF a certain hypothesis is correct, not to prove that you were right. When you state your

hypothesis you are saying, "I think this will happen, based on my research." But there are many factors that

can cause a hypothesis to be incorrect, and sometimes, some of the most important discoveries are made

because a hypothesis was wrong. It's more important to understand what DID happen in your experiment that

to have had a hypothesis proven.

5. Keep Accurate Records From Beginning to End - After your project is completed is NOT the time to go

back, relying on memory and trying to construct a project data book. Get yourself a set of 3x5 cards or a spiral

notebook and keep accurate notes from the very first day.

6. Prepare An Attractive, Informative Display - A neat display makes it easy for the judges and visitors to

examine your project and the results you achieved. Do not cram too much information into small spaces,

which makes your display look cluttered and confusing. You’ll need graphs or pie charts as a means of

displaying your data in a form that is quickly understood. Your display should not be flimsy and prone to col-

lapsing or falling over.

Good luck on your project!!!

Page 12: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

Restrictions

1. Exhibit size: W48" x D30" x H108" (Maximum)

2. Student name on project is on the top right or left corner

3.Self-supporting Exhibit - weight of project not to exceed 80lbs.

4.UL approved extension cords with grounded plug, all connections soldered,

no uninsulated wire, nails, or tacks.

5. No living organisms (e.g., animals, microbes)

6. No microbial cultures and fungi, live or dead, including unknown specimens.

7. No human/animal parts or body fluids

8. No laboratory chemicals

9. No poisons, drugs, controlled substances, hazardous substances or devices

10. No dry ice or sublimating solids.

11. No sharp items (i.e., syringes, needles, pipettes, knives, scalpels, etc.

12. No highly flammable display materials.

13. No batteries with open top cells.

14. No empty tanks that previously contained combustible liquids or gases,

UNLESS purged with carbon dioxide.

Page 13: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

Do's and Don'ts

#1 Spelling Counts!

You have worked too hard and come too far to let the spelling slide! Make sure you get it right! If your project

is in the final running, this could eliminate you, so make sure to spell every word correctly.

#2 Effect vs. Affect

Confusing "affect" with "effect" is a common mistake in a lot of science fair projects. Unfortunately, mistaking

the proper form of the word is most noticeable when it is used in the title of your project. The rule that applies

in most cases is as follows: If you are using the word as a verb, then "affect" is the correct spelling. If you are

using the word as a noun, then "effect" is the correct spelling.

#3 Avoid Unreadable Fonts

It's okay to express a little creativity in your graphics and fonts, but don't overuse fancy unreadable fonts in

your project. It makes it hard for the judges to read and they don't have a lot of time to spend on your project.

Make your fonts crisp, clear, and easy to read.

#4 Avoid "Title Wrap-Around"

There are 3 panels to just about every science fair board; the left, right, and center. When designing your proj-

ect, try to make sure that the title of your project stays within the center panel and doesn't extend into the left

and right panels. This is called "wrap-around" and can be visually distracting to the viewer.

#5 "Sticky Situations"- Lay It Out First!

Make sure to lay out all of the pieces you are going to glue on the board before you glue them. This is so

important! Once those pieces are glued... you are stuck! It's also a good idea to experiment with a variety of

different layouts before deciding which is best. Get some help from adults. What looks good to you might not

look as good to others. Get opinions from friends, family members, aunts, uncles, even your dog, Fideaux. It is

also a good idea to put your best "eye-catching stuff" in the center panel. Did you hear that? Put your best

stuff in the center! Whatever you decide, make sure all the pieces fit on the board before gluing or you will be

in sticky situation and well, you'll be stuck!

Page 14: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

#6 Tape vs. Glue

I have absolutely no scientific reasoning for this but, use glue instead of tape. I can only rely on my past expe-

rience with this so listen carefully. Tape just looks bad. I have no idea why, but every project that I have seen

that uses tape just does not look as good as it can be. This judgment holds true for all types of tape. Masking

tape, scotch tape, electrical tape, duct tape, tape on the corners, tape on the edges, tape in front, tape behind...

all looks bad. Trust me. Don't use it! "Yeah, but you can't see the tape behind". It looks bad. Trust me. If you

need to use tape on the models you are designing, then by all means... DO. Just use it sparingly and exercise

good judgment.A final word about glue. When using glue, it is important to use the right amount. You don't

want your glue to drip or "ooze" from under the pages. Elmer's glue sticks seem to work the best. They keep

the pages you glue from wrinkling, don't result in drippage, and for the most part, secures the pages fairly

well.

#7 Picture It!

The old saying, "pictures are worth a thousand words" speaks volumes in science fair projects. Pictures look

great! No question about it. If you want your project to shine, use pictures wherever possible. They catch the

attention of the viewer, help you to fill up your board space, and demonstrate to the judges exactly what you

did.When using pictures, it is important to plan ahead. Have a good camera and let an adult help you "frame"

your pictures accurately. Also, if you are doing an experiment that involves several days (called a longitudinal

study), be sure to allow time to get your pictures developed. If you elect to use pictures (and I hope you do),

lighting and focusing are very important or they can diminish the impact of your project. In other words, do

your pictures justice and DO THEM WELL! Also, refer to the other secrets on this list when laying out your

pictures on the board.

#8 Construct Without "Construction"

Following the same lack of scientific evidence as Secret #6, using construction paper to wallpaper your board

just doesn't look good and isn't a good idea. Fancy backgrounds on web pages are distracting to the visitor

especially if there is content that needs to be read. Think of your project as a web page. You want the judge to

be able to read what you did without getting sunburn from the blast of colors you have used to wallpaper your

board. For this reason, stick with the basic board colors that have been given to you. Black and white science

boards work best. You can still use lots of color without sacrificing the "whitespace" that you have been given

(see the next secret for a full explanation of "whitespace").

Page 15: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

#9 Avoid "Whitespace"

"Whitespace" is the amount of space on your board that is unused after your project is done. This is another

reason to lay out all of your pieces before gluing because if you find that you don't have enough "stuff" to put

on your board, you still have time to add pieces or enlarge the pieces that you have. Whitespace is one sure

way to bore the viewer. If there is a lot of whitespace on your board it can possibly mean two things. One,

your pieces are so small that it cannot be read unless using a magnifying glass, or two, you just don't have

enough "stuff".

#10 Border To Avoid Boredom

Placing a piece of colored construction paper behind your 8 1/2" x 11" piece of paper will make a nice border

helping the pieces stand out. Now, I know you are thinking, "Yeah, but you said construct without construc-

tion" and you would be right. But here, the difference is that you are using construction paper to accentuate

your pieces rather than wallpapering your project board with construction paper. The borders created by doing

this measure no more than a couple of centimeters and make your project look good. The colors you choose

are up to you. All colors look good for the most part, but if you want to take it step further, using color themes

(discussed in next section) make projects look even better. The same rule holds true for web designing as well.

Go figure.

#11 Color Themes

So, what exactly are color themes? Color themes are two or more contrasting colors used throughout a project

that compliment each other adding to the overall aesthetic value of the project. What? Look at this way... if

you are a female student, you most likely choose colors to wear that kinda sorta match, right? Boys, well, they

just throw on anything to look cool, so they will have to work a little harder at understanding this. Colors look

good because they contrast each other. You wouldn't think of wearing a bright orange shirt with pair of navy

plaid pants because the colors clash with each other. Take a look at some of your parent's grade school pictures

and you will see exactly what I mean. The 1960's and 70's were notorious for color mismatches. Black, white,

and grays pretty much contrast any color and are safe to use as your additional colors. The point is to try to do

this as best as you can in designing your project. Coloring your board a burnt orange, then using blue paper

with pink titles is like wearing plaid pants with an orange shirt. It just doesn't match!

Page 16: Science Fair Packet “Science All Around Us” - lausd. · PDF fileScience Fair Day: May 26th, 2011 Science Fair Packet “Science All Around Us ... Students are required to display

#12 Type It!

We are now in the year 2006 and just about everyone has access to a computer and word processor. If you plan

ahead and I know you are because you are reading this right now, then plan to type every piece of your proj-

ect. With the exception of drawings and sketches you should be typing everything! This includes graphs,

which can be done through a spreadsheet program. You don't want the judges huddling together with magni-

fying glasses to see the work you have done because they will have just about as much patience as those board

members.

#13 Get It Straight!

I have always been known as a straight shooter, so...can I be straight with you? When gluing your pieces on

your board, make every effort to make them straight. Now, if your plan is to glue them at different angles, then

fine. That variation can work well and there are many projects where offsetting angles are the intent. But, there

are also many projects where the titles and pieces are intended to be straight and they are crooked! I will sim-

ply tell you that if your intention is to make them straight, then GET IT STRAIGHT!

#14 Catchy Titles

This is a minor thing, but still worth mentioning. Try to find a catchy title. "A Phosphate Worse Than Death"

capitalized on the expression, "A Fate Worse Than Death" and was quite catchy. "The Truth About Paper

Towels" is also interesting. Try to avoid titles that are too long, which can be used in the problem statement

instead. Make your title clear and to the point and if at all possible, make them "catchy". Remember, the title

can be in the form of a statement or a question.

#15 Don't Re-invent The Wheel...

No, what I mean is that you don't have to necessarily find something that has never been done before. You

may elect to take a topic you've seen in fairs and do it a different way. Use the resource links to generate

ideas. Once you find something you like, do it differently or do it better. If you try to do this the night before

it's due, you will not be successful.

So, the key is to work hard on the topic that you choose and remember that it is not so important to re-invent

the wheel.