Thursday, February 21, 2013

Complete Science Fair Information

I'm pleased to announce that the Roanoke Homeschoolers Meetup Group has teamed up with the Greater Roanoke Home Educators homeschool group to offer an area-wide science fair for all homeschoolers. 

 For a printable version of the following information, and to download the entry form found at the end of the information packet, go to https://docs.google.com/file/d/1kJ7Glykw8FRbZQkC5tg_mi71GNmqeAVy08Wg9fi1cEyJnQEAWqgwRABXPLds/edit?usp=sharing







2013
Science Fair Guide
Saturday, April 13

Location: Calvary Memorial Church



Eligibility: All home educated students in the Roanoke Valley and surrounding areas are eligible to participate in the research and exhibition division of the science fair.  Students in grades 5-12 are invited to compete for first, second, and third place in their division. 

Judging:  Judges will be selected by the organizers from people in the scientific and teaching community or who have a strong interest in scientific investigation.  Each project will be judged by at least three judges.  Judging will be based upon a pre-specified set of criteria, which can be found in this document.  Students in the competitive division will be interviewed for 5-10 minutes by each of the judges that reviews their projects. 

Awards: Awards will be based upon the number of participants.  All participants in both the competitive and exhibition divisions will receive  recognition.  First, Second, and Third place winners will be chosen by the judges for each division.  If the number of participants per division is less than 10, the organizers reserve the right to combine divisions.  Furthermore, a Parent's Choice winner and a Student's Choice winner will be chosen by secret ballot. 


WHAT TO EXPECT THE DAY OF THE FAIR

Event Schedule:
         
          9:15-9:45           Set Up Projects
                                      Judges Meeting
         
          9:30-11:30                   Public Viewing of Projects

          9:45-11:00                   Judging and Participant Interviews

          11:00-11:30       Tallying of Judges Scores 

          11:30-11:40       Awards

          11:40-12:00       Public Viewing of Projects

          12:00-12:30       Clean Up


         


GETTING STARTED AND STAYING ORGANIZED

The number one problem students have with their science fair project is organizing their time. It will be very important that you get started early and work on your project throughout the time period so that you are not trying to get it done at the last minute. Keep a journal! This is important and included in the judge score sheet. Below you will find a check list you can use to keep yourself organized over the many weeks necessary to complete a quality project.

Step
Task
Date Completed
1
Choose a topic.  What are you interested in exploring?

2
Develop your scientific question and hypothesis.  Start your Journal to record your progress as you go.

3
Gather resources and information and design your experiment.

4
Gather materials, set up and record your experiments.  Collect and record your data.

5
Continue recording data as necessary.  Depending on your experiment, this may take several days or weeks.

6
Begin designing a display board.

7
Assemble display, graph data, and write conclusion.

8
Design charts, graphs, and finalize writing for display.

9
Finalize display and related journal.  Include a report if desired.

10
Attend Science Fair and do your best!



         





SELECTION, DESIGN AND DEVELOPMENT
OF YOUR SCIENCE PROJECT

Your job is to develop a question in science that your science fair project will test and attempt to answer. The key is to come up with a question in science that interests you. Then you will plan and create an experiment, instead of merely building a model or reporting on a subject in science. Since you will be spending a great deal
of time on this experiment (many days, weeks or even months), it is very important that you choose a science subject that really interests you. Do not limit yourself! Consider all of the science disciplines:

Science Journal: Start a science journal right away! This is a descriptive record of how you went about the project, what you found out, what it means, what it makes you think, what you want to do next, etc. Everytime you work on the project, even if it’s just ideas for what you might do, how you might change a procedure or what you think might happen, write a note about this. Make sure that all your entries are dated.

Developing a Question: This is a crucial step! If you do not have a good question, a good experiment is unlikely to follow. Strong experimental questions usually begin with “do”, “does”, “are”, or “is.” There are exceptions, though this is a good place to begin. In general, questions that start with “why”, “how” or “what” should be avoided, since these tend to ask for information, but aren’t as good for designing an experiment.
Ask questions that allow you to make comparisons – For example; the effectiveness of competing products, differences in strength, time of day, type of species, amount of water or light or soil, etc. Remember to ask a question that you can realistically solve through
experimentation. It shouldn’t be too broad or too difficult, but it shouldn’t be a simple question with an answer that most people already know. For example, “Does soil type impact the growth of tulips?” is a good question, and the question sets up a logical
set of experiments that you can complete in order to determine an answer.
Here are a few examples of well-worded questions that lead to stronger, more focused experiments:
 Do commercial water filters remove bacteria equally?
 Does the blood-sugar level of middle school students impact their ability to concentrate?
 Is there a difference in the effectiveness of popular stain removers?
 Do certain fish learn by association?
 Are there differences in strength between various bridge designs?
 Do various types of music affect the blood pressure of people?
 Is there a difference in effectiveness between mouthwashes?

Gather Resources: There are many books and on-line resources available to give you ideas on science fair projects and experiments. There are also many people that can help you get started and guide you along the way. Some examples include: teachers in middle and high schools, high school students, university students and professors, local scientists, family members and neighbors. You are solely responsible for your experiment, but obtaining assistance can be very useful.
Hypothesis: A hypothesis is an educated guess that you make attempting to answer your
question before you do any of your experimenting. A good hypothesis has two parts: what you
think and why you believe this. For example, “I think soil type will affect tulip growth because different soils contain differing amounts of nutrients that the tulip needs to grow.” To the extent that it is possible and practical you should investigate what is already known about your question. In your science journal, document any resources you use.

Design and Carry Out Experiment: Design your experiment to test your hypothesis. It is important that your experiments include controls and variables and you are able to repeat the experiment more than once and produce the same results. A control is a group or condition that does not vary in your experiment and can be used to compare with your experimental groups/treatments. A variable is a factor that can change. For example, your scientific question may be: “Does the type of soil impact the growth of tulips?” In this case you would choose different soils to test and compare to a “control” soil. The different soil types are the variables. Make sure to include a complete list of all of your materials that you use in your experiment and keep a specific procedure. The procedure is “recipe cookbook” step-by-step instructions explaining how to perform your
experiment. Your procedure is complete if anyone wanting to repeat your experiment could do so using your instructions.

Gather Data: Every step of your experiment should be documented. This requires that you keep detailed numerical data and descriptive observations. For example, “March 2, Day #20 – measured tulip growth and added water to all plants.” Photos and graphs can be generated from your data to present your findings and convey scientific accuracy.

Data Analysis, Conclusion: Once your experiment is completed, go back over your data and observations to interpret what you found. You may need to graph your data and perform some sort of analysis to determine if your results are significant. That means “Is there too much variation in your data to draw a conclusion?” Summarize all of your data to form a conclusion. You should remember to restate your original hypothesis and state how your results support it or not. Your conclusion may also suggest variables that may have affected results that you could not control and suggestions for further testing.

Process Analysis: Provide a written response (less than 1 page each) addressing the following topics:
1) My method of research was (outline what you did and why)….
2) The best part about this project was….
3) The next time I do a research project I will….
4) I could have improved this project by….
5) What I learned from this experience was….
6) How can a future study or project be created from mine?

CONTEST RULES AND REGULATIONS

Only entries that follow the guidelines below will be accepted into the competitive division, so it is important to keep them in mind as you carry out your project.

Scientists – The project must be completed by one student working independently.  Parents, guardians, and teachers may advise students on their
projects, but please limit the amount of help provided. The projects must be developed and carried out by the students.

Display –All work must fit on or in front of the board. No electricity or
water will be provided. Your display will be limited to 3 feet of table space. No open flames or burners will be permitted at the fair. No open flames or burners may be used in the display.

Judging – Judging will be done by outside officials. All judges’ decisions are final. After projects are checked in for judging, no changes may be made.

Live Animals –No live animals will be permitted at the fair (this includes invertebrates).

Health & Safety
No poisonous animals, pathogenic or carcinogenic materials, hypodermic needles, explosives, body fluids, flammables, poisonous chemicals or other dangerous materials may be used. Open flames, burners, lasers, x-rays, ultraviolet, or infrared radiation may be used during the project only under adult supervision. They cannot be part of the display.

Science Journal – Each project must include a science journal as described under “Selection, Design and Development of your Science Project.” This report must be the original work of the scientist(s) involved. This journal should not be attached to the board, but presented on the table in front of it.


Judging Criteria

Total Points___________ (out of 70 possible)

Student Name__________________                        Project #___________________
Grade____________                                                 Judge #____________________

PROJECT OBJECTIVE (10 POINTS)
Originality of Investigation (5)

Great Idea, very original
Good idea, some originality
Keep working on originality

5
4
3
2
1

Clearly stated research and hypothesis (5)

Very clear, testable research question.  An informed layperson would understand the objectives.
Reasonably clear.  An informed person would need minor clarification.
Keep working on clarity.

5
4
3
2
1

PROJECT IMPLEMENTATION (10 POINTS)
The experiment addresses the question and is clearly explained; includes step-by-step procedures. (5)

The experiment clearly and accurately relates the experiment to the question and step-by-step procedures could be readily replicated.
Reasonable explanation of the experiment.  Relationship between question and experiment.  Somewhat clear procedures.
Question is not well-addressed by the experiment.  Explanation of the experiment needs development.

5
4
3
2
1

Clearly defined variables and controls (5)

Variables and controls are clearly and readily defined.  They are thoroughly explained (as appropriate).
Explanation of variables is somewhat vague or not completely defined (as appropriate).
Little evidence of definition or explanation of variables.

5
4
3
2
1


DATA COLLECTION (10 POINTS)
Repetition of experiment to verify results (5)

Sufficient number of trials
Slightly more/fewer trials were needed.
Not enough/ too many trials were made.

5
4
3
2
1

Results are measurable (5)

Measurement is well used in the interpretation of experimental results.
Use of measurement is a little shaky.
Measurement was not well used in this experiment.

5
4
3
2
1

DATA INTERPRETATION (10 POINTS)
Data is presented in a graphic form (charts, graphs, pictures). (5)

Graphics used are appropriate, clear, compelling, and sufficient
Graphics used are adequate but could be improved.
Data is poorly represented by the graphics.

5
4
3
2
1

Data is used to draw a well-supported conclusion. (5)

Very clear and correct connections between data and conclusions.
Connections between data and conclusions are mostly clear and correct.
Connections between data and conclusions are not clear or well supported.

5
4
3
2
1

PROJECT PRESENTATION  (10 POINTS)
Clear and thorough explanation of investigation (5)

The presentation provides clear and thorough explanation of the investigation.
The presentation offers a limited but adequate explanation of the investigation.
Insufficient evidence of ability to explain investigation and/or results. 

5
4
3
2
1

Neatness and organization (5)

Presentation is neat.  Organization is clear and effective.
Neatness and Organization are adequate but could be improved.
Lack of neatness and/or organization distracts from presentation.

5
4
3
2
1


SCIENCE JOURNAL (10 POINTS)
A complete informal journal of all work completed on the project. (5)

Journal shows consistent, appropriately detailed, and relevant entries.
Journal entries were not made consistently and/or do not give a complete account of the investigation.
Journal entries are few and/or appear to have been created at the last moment.

5
4
3
2
1

Clearly written and in student's own words (5)

Journal is clear and in the student's own words (consistent with the interview).
Journal is mostly clear and in the student's own words (consistent with the interview).
Journal is not clear and/or not in the student's own words (consistent with the interview)

5
4
3
2
1

INTERVIEW (10 POINTS)
Student is present. (5)

Student is there when you arrive and remains present throughout the interview.
Student is late or needs to be summoned to the interview.
Student was not present to be interviewed.

5
4
3
2
1

Student answers questions related to the project. (5)

Student answers reasonable questions readily and demonstrates complete understanding.
Answers are reasonable but reveal minor gaps in understanding.
Answers reveal a serious lack of understanding about the project.

5
4
3
2
1

IMPRESSIVE ASPECTS ABOUT THIS PROJECT:








SUGGESTIONS FOR IMPROVEMENT:


Project Checklist for Student:

Note: This criteria list comes directly from the judge scoring sheet. Please see judge scoring sheet for a clearer understanding of what is assessed by the judge.

______ Experiment is a great idea and original.

______ Project has a clearly stated research question and hypothesis.

______ The experiment addresses the question and is clearly explained;                             includes step-by-step procedures.

______ Project has clearly defined variables and controls.

______ There are sufficient number of trials to verify results.

______ Results are measureable and measurement is well used in the                                interpretation of results.

______ Data is presented in a graphic form (charts, graphs, pictures).

______ Data is used to draw a well supported conclusion.

______ The presentation provides a clear and thorough explanation of the                          investigation.

______ The presentation is neat and organized.

______ The science journal provides a complete informal record of all work                        related to the project.

______ The science journal is clearly written and in student’s own words.

______ Student is present for the judge interview.

______ Student answers reasonable questions readily and demonstrates complete understanding of their project during the judge interview.






Source: Science Fair Guide, http://www.stcatherineschool.net