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1
Science Fair Project
Introduction
Below are the guidelines for preparing your science fair project.
Read them carefully. Make sure you understand the
expectations. Remember, YOU ARE RESPONSIBLE!
1. You will do your own project.
2. The project you choose must be inquiry-based. You will follow the
scientific method and collect measured data.
3. The project you choose must coordinate with your grade level
standards. The question you present must be approved prior to
beginning any research and experimentation.
4. Follow the steps included in this booklet to guide you through the
scientific method as you complete your report and display board.
Keep all information in your science Folder; you will need to
reference the material often through this process.
5. There must be at least three trials. When you choose your project,
keep in mind the availability of supplies and time.
6. You must keep a log book of your whole science project process.
7. Even if you are absent on the due date, your project is due. Late
projects lose 10% per day.
Project Due Date:
Friday, January 20, 2012
Student Signature____________________________
Parent Signature_____________________________
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Science Fair Project Timeline 2012
Date Date
Date Due Started Completed
1 Select a Topic December 2
Propose a question.
Relate topic to a real life situation
2 Hypothesis December 13
Write a paragraph stating your
hypothesis, supported by your
research.
4 Design an experiment December 21
List materials in detail
List procedures step by step
Include measurements.
Define the variables:
Independent: what you are changing
Dependent: what you are measuring
Include a control
5 Conduct your experiment January 9-13
Keep detailed log of each experiment.
Include observations and measurements
Have a sufficient number of test subjects
or repeat the experiment 3 times or more
6 Examine your Results January 17-20
Analyze your data.
Make graphs and charts.
Write your results in detail. Discuss.
Write your conclusion.
7 Construct Display January 17-20
To be done in class.
Typing may be done at home and brought
to school .
8 Completed Project Due January 20
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Choosing a Topic
Choosing a topic for a science fair project is often the most
difficult part of the entire scientific process. Here are some
thoughts to help guide you:
1. The best idea is one in which you develop. It should be a
subject you are interested in researching.
2. Look around your world, make observations and ask
questions. See how your questions relate to real-life events
or situations.
3. Spend some time thinking about the whole project idea.
a. What is being measured? How will it be measured?
b. Is the topic or idea workable?
c. Will I be able to get the materials I need?
d. Are all materials readily available?
e. How long will the experiment take to get results? Do I
have enough time?
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Problem Statement
The next step is to turn your topic into a problem statement for
the project. This is what you are going to answer or solve. The
problem statement can be a statement or a question that
identifies the independent variable and the dependent variable.
independent variable: The variable or factor that you will
change: the cause.
dependent variable: The effect that you measure as a result
of the independent variable.
Example: How does the amount of water effect the
height of the plant?
independent variable: amount of water
dependent variable: height of the plants
Try using the following patterns to help write questions for the
6th grade topics on the following page.
1. What is the effect of ______________________ on
____________________________?
2. How does the ____________________________ affect
___________________________________?
3. Which __________________________ (verb)
________________________________?
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6th Grade Science Topics to Explore:
Atmosphere- air pressure/temperature
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Hydrosphere- ocean currents/buoyancy/water pressure/ rates
of evaporation/salinity
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Water Cycle: evaporation/condensation/precipitation/
groundwater
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Weather Systems: fronts/humidity/wind currents/heating of
land and water
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Violent Weather Systems: hurricanes/ tornados/sandstorms/
flooding
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Energy: kinetic/ potential/ thermal /mechanical
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Generating Electrical Energy with renewable sources or
nonrenewable sources (batteries?)
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Technology’s/ Mathematics’ influence in science
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Cell theory: plant cells/ cell membrane/diffusion or osmosis
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Systems: digestion/respiration/circulation/locomotion
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Plants: transpiration, photosynthesis, absorption/ tropisms
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Sun’s energy: ultraviolet light
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Choose one possible problem statements from those statements
written for the topics listed above. Write it here.
Problem statement ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Hypothesis
The hypothesis is one sentence that states what you think
answers your problem statement based on your research.
� The sentence should indicate what your expect the
dependent variable ( the effect) to be on the independent
variable (the cause) and why this effect will happen
(because).
� Give reasons to support your hypothesis.
� Do not use personal pronouns- no I, me, my, we…
� Do not use “My hypothesis is…”
Sample formats for writing a hypothesis: 1. It is hypothesized that there is a direct relationship between
______________________ and ________________ because
____________________ __________.
2. The hypothesis for this research project is that
________________ will cause __________________ to
happen because________________________________.
3. It is hypothesized that _________________ will result in
______________________ since _________________.
It is often suggested that a hypothesis be written as an if–
then statement. This is another option to use.
If __________________(independent variable) _____ then
_________________(dependent variable)___________
because _________________________________.
HYPOTHESIS ___________________________________
_______________________________________________
_______________________________________________
_______________________________________________
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Experimental Procedures
Materials
List all materials, supplies, equipment, tools, etc. you will need
for your project. Be sure to be specific to amounts, types of
tools, brand names if applicable and quantities. ( EX: 50 ml of
tap water; 100 ml graduated cylinder; 25 sheets of Bounty
paper towels.) Use metric units.
Add or delete items from the list later when you perform your
experiment so the list you include in your project is correct.
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Variables
Write the variables for the project.
Independent variable is what you are changing.
_______________________________________________
_______________________________________________
Unit of Measurement______________
Tool used for measuring______________
Dependent variable is what you are measuring or observing as
a result of the change
_______________________________________________
_______________________________________________
Unit of measurement_____________________
Tools used in measuring___________________
Constant Factors are all things in each test that must remain
the same. Make a list of all the factors and tell how you will
keep them constant.
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Procedures
Write a list of all the steps you will need to follow to carry out
your experiment.
� Write your procedures in numbered step format with
complete sentences.
� Make sure each step is clearly written so that another
person could follow your procedure without ever having to
talk to you.
� Be very detailed in your explanations.
� DO NOT copy procedures from another experiment.
Your procedures must be written in your own words.
1._______________________________________________
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2._______________________________________________
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Collecting Data
Recording data: Data Table
You must have a data table drawn before you experiment so that you have a
place to record your observations neatly. It is difficult to draw one sample
data table as an example, since yours will depend on the type of experiment
you choose, but the one below may help you get started.
Guidelines: 1. Label each data table with a number and title.
2. Each column should have a heading with units if
appropriate.
3. All 3 trials for each group should be shown.
4. The average for the trials in each group should be
calculated.
Table 1: Growth of Marigolds (in cm) with Different Amounts of Water
(in mL)
Date Amount of
Water (mL)
Height of Plants (cm)
Trial 1 Trial 2 Trial 3
Average
Sketch your data table in your log book, and use it as a rough draft for your
experiment.
Record and Analyze Data - Graph Guidelines: 1. Use graph paper or a computer.
2. Decide whether a line graph or a bar graph is better for your data.
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3. Label the top of the graph with a title.
4. Remember to label the x and y axis with a title and metric
measurement.
This will be attached to your display board. Make sure it is accurate!
Results
In the results you discuss your work. This is written in
paragraph form. The information for your results comes from
the analysis of the data collected in your experiment. Let the
reader know exactly what you did and what happened. Be sure
to give specific numbered data. Do not just say “more” tell
how much more.
Compare your data to other known findings and expected
results.
Discuss possible errors and how these may have affected your
results.
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_______________________________________________
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Conclusions The conclusion will be another mini-report that summarizes the experiment
and relates it to the research and hypothesis. In addition, you need to think
about how the experiment might be improved upon. Before writing a rough
draft of your conclusion, fill in the information in each area below. These
are the things you will organize and summarize in the conclusion.
1. What was the answer to the question?
2. Was your hypothesis supported or not?
3. List data averages that will defend your answers to #1 and #2.
4. List at least 3 errors that might have happened and explain how they
affected your results. (Do not include “I might have written down the
wrong number,” or “I might have calculated wrong,” etc.)
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5. What could be done differently if you repeated this experiment (either
to minimize errors or help clarify your results)?
6. What is the importance of this experiment? What impact could the
results have?
Future Research
Discuss any changes you think will help your experiment. What
improvements could you make? What changes did you
discovered during the experimental process that you would
recommend to others who want to try this project?
How might you address any research you might want to
conduct in the future? Discuss any questions that were
introduced because of your research and experimentation.
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Abstract
This is an extremely important piece of your science fair project. Make sure
to read over the examples very carefully.
Remember:
– Do NOT use personal pronouns. ☺
– Write in the past tense
– Must be between 150 – 250 words
– Use science words – checked, observed, monitored, watched, conclude,
conducted, etc
4 Areas Your Abstract Must Include:
1. Purpose of the Experiment
� An introductory statement of the reason for investigating the topic.
� A statement of the hypothesis being studied.
2. Procedures Used
� A summary of key points and an overview of the investigation.
� Include only the procedures you completed.
3. Observation/Data/Results
� This section should provide key results which lead directly to the
conclusions.
� Do NOT give too many details about the results.
� Tables or graphs are NOT included here.
4. Conclusions
� Describe your conclusions briefly.
Abstract Example #1
Word Count: 166
The purpose of this experiment was to determine what brand of
diaper holds the most liquid. The hypothesis was that if liquid were
poured into the Pampers diaper, then it would hold the most liquid
compared to other diapers. To conduct this experiment 6 different
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diaper brands were taped to a bowl and then liquid was poured into
each diaper. Next, observations were made on how much liquid leaked
from each diaper. This experiment was repeated three times. In
trials 1, 2, and 3 Luvs outperformed the other brands of diapers. The
diapers were checked for the amount of water each diaper would hold.
In the end of the experiment, the average amount of liquid that Luvs
brand held was 520 ml, while all the others held significantly less. It
is concluded that Luvs brand does work the best. Therefore, the
hypothesis was rejected because the Luvs brand worked the best.
Abstract Example #2
Word Count: 160
The purpose of this experiment was to determine if insecticides could
protect lima bean plants from insects. The hypothesis was that if
insecticides were sprayed on lima bean plants, then the plants would be
protected from insects. Sixteen lima bean seeds were planted in 10”
plant pots. All received the same amount of water and sunlight. Group
A, plants 1-8, was the control group and received no insecticide. Group
B, plants 9-16, were sprayed with insecticide twice a week beginning in
the experiment’s second week. As the plants grew, Group A began to
be affected by caterpillars. The insects continued to eat the plants.
By the end of the experiment, all the leaves of the plants in Group A
were eaten, and all but one of the plants had died. The plants in Group
B were alive and free of harm from insects. It is concluded that
insecticide does protect lima bean plants from insects. Therefore, the
hypothesis was correct.
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Abstract Example #3
Word Count: 219
The purpose of this experiment was to determine if farmers can use
the fungicide, sulfur, to control powdery mildew disease on squash
crops. The hypothesis was that if sulfur fungicide were applied to
squash plants, then it would control the disease, powdery mildew. In
the experiment, a yellow squash called “Dixie Hybrid” was used
because it is known to be highly susceptible to powdery mildew disease.
On October 4, 1992, six yellow squash seeds were planted in 10” pots.
All were planted in the same amount of rock, soil, and mulch. They all
received the same amount of water, sunlight, fertilizer, and
insecticide. The control group (plants 1, 2, and 3) received no sulfur
fungicide. Beginning in the third week, plants 4, 5, and 6 were sprayed
weekly with sulfur fungicide. As the plants grew, the number of
powdery mildew was counted. By the eighth week, plants 1, 2, and 3
had a combined total of 420 foci. In contrast, plants 4, 5, and 6,
which received the sulfur fungicide, had a combined total of 115 foci.
It is concluded that the fungicide, sulfur, is effective for the control
of powdery mildew. Therefore, the hypothesis was correct. Sulfur
fungicide does not, however, eliminate the disease completely. Also,
the continuous use of sulfur in too high of a concentration can damage
the plant.
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Checklist for Science Fair Project Report • Double spaced
• 12 font body/ 14 bold font titles
• Pages numbered
____ Title page
_____Table of Contents (1 page)
_____Abstract (1 page)
_____Introduction/Research (2-3 pages)
_____Hypothesis
_____Experimental Procedures (continues after the hypothesis)(1-2 pages)
_____Results (continues after Experimental procedures)(1-3 pages) Includes pictures, charts and graphs
_____Conclusions (1-2 pages)
_____Future Research: (on Conclusions page)
_____Acknowledgement (1 page)
_____Bibliography (1-2 pages)
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Preparing Your Science Display Board
This is one way to arrange your display board. You want to arrange your board in a manner that is neat and attractive to the viewers. Information should flow easily, left to right, allowing the judges, and viewers, to read it in a logical order.
NOTE: � No names or pictures of people allowed on the front of the
board. � Pictures of materials, or of hands, doing the experiment, can
be used. � Pictures showing the results or changes that occurred can
be used. � All pictures should have a caption that explains the events in
the picture. Each picture should have the name of the person who took the picture or the source of the picture.
For students in grade 6 an abstract is required. This model shows the abstract
placed in front of the board. I would recommend putting the
abstract on the board abstract on the board abstract on the board abstract on the board under the Title.under the Title.under the Title.under the Title.
Extra copies of your abstract
can be left on the table for the
judges.
In the Experiment sectionIn the Experiment sectionIn the Experiment sectionIn the Experiment section, include materials, variables and detailed numbered procedures.
Models are optional.Models are optional.Models are optional.Models are optional. Consider all safety rules
before displaying any models.
A journal or experimental log is
required.
Bibliography- Add a small printed
list of all references
used. At least 3
different sources are
required.
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Do's and Don'ts Do use computer-generated graphs.
Do display photos representing the
procedure and the results.
Don't have faces of people on the
boards. Include a caption with a
note of who took the picture and what the picture represents.
Do use contrasting colors.
Do limit the number of colors used.
Do balance the arrangement of
materials on the science board. This
means evenly distributing the
materials on the board so that they cover about the same amount of space on each panel.
Do use rubber cement or double-sided tape to attach papers. White school glue
causes the paper to wrinkle.
Don't leave large empty spaces on the science board.
Don't leave the table in front of the science board empty. Display your report, copies of your abstract, and your journal here.
Don't make the title or headings hard to read by using uneven lettering, words with letters of different colors, or disorganized placement of materials.
Don't hand-print the letters on the science board. Generate them using the
computer, or cut them out of construction paper or draw them neatly on paper.
Next, back the titles with colored paper and then glue them to the backboard.
Don't attach folders that fall open on the board.
Do attach a large envelope or folder to the back of your science board to hold all
signed papers, your science log/journal and any other required papers.
Don't make mistakes in spelling words or writing formulas. IMPORTANT! PROOFREAD and EDIT.
From Janice VanCleave's Guide to the Best Science Fair Projects, Janice VanCleave (John Wiley & Sons, Inc., 1997)
Example of a Bad Display
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Checklist for the
Science Project Display Board
______Large Project Title for Center of the Board
_____Board Titles (Printed and Mounted)
Abstract
Purpose/Question
Research or Background Knowledge
Hypothesis
Experimental Procedures
Materials
Variables
Procedures
Data
Results
Conclusions
Future Research
Bibliography
_____Abstract
_____Hypothesis
_____Experimental Procedures
_____Graphs, Charts and Pictures-Mounted and labeled
_____Results
_____Conclusions
_____Future Research
_____Bibliography (Minimum of 4 references)
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Oral Report Guidelines _____ Prepare for your presentation by reviewing each part of
the experiment so you know it well. Review your research so you speak
intelligently about your topic. _____ Think about the following questions:
What were your results?
Why did you choose this project?
What was the hardest part (or easiest)?
What were the one or two things you learned?
What would you do differently next time? Why? _____ Use note cards for your presentation.
Do not read from your poster. _____ Practice your presentation before you actually present. _____ Prepare a 2 - 4 minute introduction of your project. _____ Speak slowly. Take a deep breath if you get confused. _____ Explain how you tested your hypothesis. _____ Review your major findings. _____ Discuss your conclusions. _____ Prepare a 1-2 minute conclusion to your presentation. _____ Ask if there are any questions.
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Chandler Unified School District #80
Hamilton Invitational Science and Engineering Fair
CRITERIA FOR JUDGING PROJECTS
Judges evaluate and focus on 1) what the student did in the current year; 2) how well the student followed
the scientific methodologies; 3) the detail and accuracy of research as documented in the data book; and 4)
whether experimental procedures were used in the best possible way.
Judges should look for well thought-out research and scientific skill.
SCIENTIFIC THOUGHT/EXPERIMENTAL DESIGN
30 Points 0 1 2 3 4 5 -Is this a relevant question formed from observations?
0 1 2 3 4 5 -Is the question testable through an experiment?
0 1 2 3 4 5 -Hypothesis presented is based on direct observations.
0 1 2 3 4 5 -Is prior knowledge and multiple sources of research
evident in student development of investigation?
0 1 2 3 4 5 -Procedures clearly outline a controlled experiment that
can be easily replicated and will prove/disprove
hypothesis. (no personal pronouns)
0 1 2 3 4 5 - Measurements are designed using appropriate tools
and units of measure.
DATA COLLECTION AND ANALYSIS 35 Points 0 1 2 3 4 5 -Results are communicated accurately through
appropriate charts, graphs or tables.
0 1 2 3 4 5 -Is there evidence of use of a data log/notebook in this
process?
0 1 2 3 4 5 -Was there a sufficient amount of data collected as
evidence?
0 1 2 3 4 5 -Data is analyzed to identify trends and support
conclusions.
0 1 2 3 4 5 - Other data sources (from previous investigations or
research) are analyzed and compared to current results.
0 1 2 3 4 5 -Reasonableness of the results are evaluated. (Did the
result make sense? Why?)
0 1 2 3 4 5 - New investigations and questions are presented based
on the data analysis.
COMMUNICATION 20 points 0 1 2 3 4 5 -Is there a sensible and easy progression through the
display so that the average person can easily
understand it?
0 1 2 3 4 5 -Labels and descriptions are neat, grammatically
correct and sufficiently explained.
Total
/30
Total
/35
Total
/20
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0 1 2 3 4 5 -Are required elements included in the display (title,
hypothesis, materials & procedures, data/results,
conclusions/future research, references (abstract
required for 6th-12
th grade)?
0 1 2 3 4 5 - Appropriate graphs are represented for data (e.g. line
graph, double bar graph, stem and leaf plot, histogram)
SCIENTIFIC INNOVATION 15 points 0 1 2 3 4 5 -Are the use of materials and/or resources ingenious?
0 1 2 3 4 5 -Does the experiment present a novel approach to the
topic?
0 1 2 3 4 5 -Does the experiment demonstrate critical and/or
analytical thinking?
0= not presented 1=below standard 2= minimum standard 3=average 4=above standard
5=exceptional/outstanding
Total
/15
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