february: science fair › ourpages › auto › 202… · web view2020/03/15 · it’s fun to...

K-2 Science Showcase Information

Dear Families:

During the months of March-April we will be preparing for the Science Fair. All students will be participating. Preparing a Science Fair project is a learning experience that evolves throughout elementary and middle school. There are more expectations and requirements as students move up from grade to grade.

Each student is expected to complete a science fair project and bring a completed display board to present to the class and display at the Science Showcase. The emphasis is on communication rather than competition. Students will give oral presentations as well as answering questions about their projects. Students have a choice of completing an inquiry project or an engineering design project. Directions for each are included.

Please remember this is your child’s project. Guide, but do not do the work for him/her. Question your child about his/her thoughts. Provide support in gathering materials and completing the task. Photographs can be a helpful addition to the final display board. The physical task of writing information for the various steps of the process can be daunting. Throughout the process, an adult (or older sibling) may take dictation as long as the student’s words are not edited by the adult!

Timeline Inquiry Project Assignment Engineering Design Assignment

March 13, 2020 Question, hypothesis, procedure define a problem, brainstorm solutions, and initial design

March 20, 2020 materials list; perform experiment; record results

make and test a design, consider adjustments

March 27, 2020 Write conclusion, suggest extensions, start display board

Test final design, evaluate results, suggest changes, start display board

Friday, April 3, 2020

Bring finished display board to school and be ready to give oral presentation about project

April 7, 2020 Bring family and enjoy viewing projects between 5:30 p.m. and 6:30 p.m.- Set up time 5:00-5:30 p.m.

If you have any questions, please email [email protected]

~Alexis VlkScience Fair Coordinator

Elementary Science Fair ©2013 Child Magic

mailto:[email protected]

Inquiry Project Vs. Engineering Design Project

The chart below shows the basic differences between an inquiry project and an engineering design project. Students choose one type to complete at this time. Below the chart you will find directions for completing an inquiry project followed by directions for completing an engineering design project.

Inquiry ProjectCarry out a controlled-variable experiment to

help you answer a scientific question.

Engineering DesignDesign something to solve a problem or

improve an existing invention.

Ask a question Identify a problem

Form a hypothesis Brainstorm possible solutions

Materials/Procedure Make a plan for a solution

Carry out experiment and record data/results Create and test a prototype

Conclusions Evaluate results and suggest improvements

Directions for an Inquiry Project

QuestionYou need a question that can be answered by an experiment, not by book research or a

survey. The best questions are those that are inspired by a personal observation. A good question is the key to success in an inquiry. When you consider a question, ask yourself what you already knows about the subject and what ideas you have about the answer and how to test the answer.

One thing to keep in mind: an inquiry project is not the same as a science demonstration. The idea behind an inquiry project is to learn something new—through an experiment. Based on your prior knowledge, you predict the result (hypothesis), but you won’t know for sure what will happen until you perform the experiment.

A demonstration is different. It’s fun to show that vinegar and baking soda together cause a reaction. And if the reaction occurs like a volcano, you really do see the reaction explode. But that’s all it is—a demonstration. No new information is discovered. You know exactly what the reaction is going to be before you try.

We have talked in class about appropriate questions. Remember, you must ask a question that can be answered by doing an experiment of some kind. The experiment must involve observing, comparing, measuring, or in some way collecting data that can be recorded and reviewed to draw conclusions. Always try to quantify something—you need something you can measure and observe. You want to find out what happens to one thing if you change something else while you keep all of the other conditions the same (control variables). Projects that involve surveys or living creatures are not appropriate.


“Can I make a Lego car?” is NOT a question that would allow you to measure and compare different things. If you are having difficulty phrasing the questions, try this format: “What is the affect of _________ on ___________?”

For example, a question that would allow measurement and comparison would be:

Question: What is the affect of different surfaces (plastic sheet, sandpaper, Pergo wood floor, formica tabletop, metal screen, concrete patio) on the distance my toy car goes after traveling down the ramp?

You can turn a “why” question around to make a question you can answer by measuring and observing. For example, “why do your fingers get wrinkly when they get soaking wet?” can be changed to “How long do you have to soak your fingers before they wrinkle?” or “Do fingers wrinkle faster in hot or cold water?” or “What happens to your fingers if you soak them in other liquids, such as dish-washing detergents?”

When you think you know what you want to do, ask yourself these questions: Is it a topic that interests me? Is it a topic that I know something about? Is it a topic that is related to everyday living? Is it an experiment that involves available equipment and supplies? Is is an experiment that I can do without a lot of help from an adult? Is it an experiment that involves measuring? (volume, weight, time, size, distance, etc.) Is it an experiment where I am changing just ONE variable at a time (a controlled

experiment)? Will I be able to explain my experiment to the class?

You must be able to answer YES to all of the above questions.

Making a HypothesisYour hypothesis tells what you expect to happen in your experiment. It is important to

word your hypothesis correctly. Use terms that are specific and measureable. Examples: Weak hypothesis: “I think smoother surfaces are better.” (“Better” cannot be measured.)

Stronger hypothesis: “My car will go farther on formica because it is smoother than the other surfaces.” (“Farther” is stronger because distance can be measured.)

Your hypothesis does not have to be right. If something unexpected happens during your experiment, it just means you discovered something new and showed that what we expect is not always what we get.

Your hypothesis needs to include a BECAUSE. What do you know about your topic that has helped you form your hypothesis?

Example: Hypothesis: I think my car will travel the farthest on the formica tabletop surface because it seems the smoothest. I know when I skate I can roll farther on the smooth wooden floor at Oaks Park than on the rough asphalt of my driveway, but the tabletop seems even smoother than the wood floor.


MaterialsMake a list of everything that you will need to complete your experiment.Example:

Materials: small toy car Starting ramp (back side of clipboard raised 3” up at starting end) Different surfaces to place at the bottom of the ramp or to put the ramp

on such as unopened plastic garbage can liner, sandpaper, Pergo wood floor, formica tabletop, metal screen, concrete patio

Tape measure Data sheet to record results

ProcedureThe procedure is how you plan to do things—how you are going to conduct your

experiment. An experiment can only have one variable. That means you can only change one condition

in each experiment. For example, you can change the surface but not the angle or the length of the starting ramp.

Once you decide on a procedure, write it down step by step. That way, you can prove what you did and can follow the same procedure if you need to repeat the experiment. There can never be too much detail! Be sure to number the steps or use words like: first, second, third OR first, then, after that, next, etc. Someone reading your procedure should be able to understand everything you did.

Example:Procedure:1. Set up ramp with first surface to test at the bottom of the ramp. 2. Hold toy car at top of ramp with back wheels touching back of ramp.3. Release the car. (Do not push!)4. When the car stops, measure the distance from the end of the ramp to

the edge of the back wheel closest to the ramp. 5. Record the distance on the data sheet.6. Repeat two more times with the same surface.7. Change the surface and do three more trials (Steps 2-6).8. Continue repeating Step #7 until all surfaces have been tested.


Data/ResultsData are the measurements you take while doing your experiment. It is best to set up a table

to display the data and make it easy to read. The example below shows a completed data table. Example:

Distance Traveled (rounded to nearest centimeter)

Surface Test 1 Test 2 Test 3

Average Distance

Garbage bag 73 72 66 69Pergo wood floor 75 73 74 74

Metal screen 54 46 49 50100 grit sandpaper 50 49 44 48

Concrete patio 50 45 48 48Formica tabletop 66 79 69 73

Scientists compare at least 3 things and do at least 3 tests to make sure they are getting the same (or almost the same) results each time. If you made some observations (noticed that something happened) during your experiment, you should include them in your data section.

Make a graph of your data. Most people find it easier to look at a picture than a lot of numbers. By creating a graph from your data, you make it is easier to understand what happened in your experiment. You may do a bar graph, a line graph, a pictograph, etc. It is not necessary to show all your trials on your graph. Use the average, the longest, shortest, etc. to make it easy for the reader to determine your results.

Example:SURFACE AFFECT ON DISTANCE TRAVELED

747270686664626058565452504846444240

Garbage Pergo Metal 100 grit Concrete Formica


A bag wood floor Screen sandpaper patio tabletop

ConclusionIt can be difficult to understand the difference between results and conclusion, but the two

are very different. Results are the specific data collected during the experiment. The conclusion is what you

learned from doing the experiment, and what the results mean. You might also think of the conclusion as a summary. In just a few sentences, you need to explain what happened in your experiment and whether or not it agreed with your hypothesis.

A conclusion starts by restating your hypothesis and then indicating whether it was accurate or inaccurate. You then mention at least some of the results from your experiment (specific numbers taken from your data table) to support your conclusion. If you learned anything else from your experiment or have some questions after doing your experiment or have some ideas for further exploration or modifications you can make to your experiment, you should mention these things in your conclusion.

Example:

Conclusion: My hypothesis was my car would travel the farthest on the formica tabletop surface because it seems the smoothest. I know when I skate I can roll farther on the smooth wooden floor at Oaks Park than on the rough asphalt of my driveway, but the tabletop seems even smoother than the wood floor.My hypothesis was not accurate because the car went the farthest on the Pergo wood floor. Originally I was thinking that the formica tabletop would be even smoother than the wood floor, but my results show the car traveled a greater distance on the wood floor than on the formica tabletop. In thinking about possible factors that could influence the results, I am wondering if the seams between the table leaves interfered with the distance the car traveled compared to the seams in the wood floor. Or perhaps the tabletop was slightly sticky even though I carefully washed it before the test. It is also possible that the table sloped slightly in the opposite direction of the floor. I could also test other areas of the floor.It would be interesting to build a car from Lego and change the size of the wheels to see if that changed the results. It would also be interesting to leave the wheels the same but add more weight to the body of the car.

Inquiry Project DisplayCreate a display of your experiment on the display board provided by your teacher. Place a

title and your name at the top of the middle section of the display. Use the rest of the display board to show each of the different parts of your experiment: question, hypothesis, materials, procedure, data/results, conclusion. The exact arrangement is up to you. Think about drawing a picture of your experiment (with labels!), or taking pictures with a camera, to help you explain your experiment. Adults may take dictation and/or help with the writing as long as the student’s words are not edited by the adult! (See sample on next page.)

Elementary Science Fair ©2013 Child Magic This is an example of a display board. Arrange your information so your display is easy to follow and understand and looks attractive. You may use photographs and/or

PresentationBe prepared to tell your classmates about your project. You will need to be able to talk

about why you chose the question you did, how you did the experiment, what happened, and what you learned. Make sure you do an experiment you can understand! Practice telling about your experiment without reading it from your display board. We don’t need to hear everything on your display. We want to hear the highlights of what you did and what you learned.

Science Fair Scoring

Success is based on how well students meet the established standards. Projects will be scored according to the appropriate rubric. Each student will receive a completed rubric showing the level of inquiry achieved.

A scoring rubric and recording sheets follow these directions. There is extra blank paper, lined paper and graph paper. Feel free to use your own paper for any section if desired or ask for more. Just be sure to put your name on each page and clearly label it indicating the specific assignment before returning it.

Directions for an Engineering Design Project

The engineering design process is one way to put science to work to solve problems. You may not be able to completely build something to solve your problem, but you should at least be able to plan a solution and build a model or prototype. The PBS program, Design Squad, has some fascinating examples you may want to explore. Watch some videos of different projects at their website, http://pbskids.org/designsquad. One of my favorites is the cat feeder.

ProblemFirst identify a problem. For our purposes we will focus on problems that affect us

personally and are small enough we can make a worthwhile attempt to solve them. Think of something that annoys you or causes you a problem and then brainstorm some possible solutions. We’ll follow a simple example as we review the steps of the engineering design process.

For example:


This is an example of a display board. Arrange your information so your display is easy to follow and understand and looks attractive. You may use photographs and/or

http://pbskids.org/designsquad

Problem: The 3-D nametags we use on our desks frequently come unstapled and then the pens and pencils fall out through the unstapled side(s).

Proposed SolutionOnce you have decided on a problem, brainstorm some possible solutions. Remember that,

for brainstorming, no idea is too outrageous. After you have created a list of ideas, decide which one seems the most reasonable to try first. You may find yourself trying more than one of your ideas or combining one or more ideas as you work. Sometimes you will make your choice based on the materials you have available and your skill level in using the materials. You will not necessarily have access to the necessary materials to make prototypes that involve electricity, motors, or computerized parts even though you may have a viable solution idea that would be possible if there were no constraints. In that case, you may choose to draw your diagrams explaining your idea and then make a nonworking prototype.

Example:

Possible Solutions: Use a staple gun instead of a classroom stapler to attach the nametag to

the wooden base. Make the front open and close with a magnetic latch. Attach the nametag to the base with sticky Velcro dots instead of staples. Fold the nametag into a complete triangle shape with overlapping flaps

that meet under the base and then attach the paper to the wood on the bottom instead of the sides.

Materials/PlanAfter you choose the solution you are going to try first, make some sketches showing what

you plan to build. Example:


Then make a list of everything that you will need to complete your prototype.

Example:Materials: cardstock wooden base (8.5” long, 1.25” wide, and about .5” high) stapler pencil ruler

Create a PrototypeNow that you have your plan and materials, go ahead and build your prototype.

Depending on your idea, you may find yourself making adjustments as you work. Remember to write down this information so you have a record of what you have tried and how you built your prototype. When you’re done building, test it out! Let others try your prototype and give feedback before planning modifications. If you have time, modify your design and test it again.

Evaluation/ImprovementsWrite about what works, what doesn’t, and what could work better. Describe modifications

you would like to try in the future. Consider cost, safety, appearance and environmental impact. You might want to describe what you think you could do if you didn’t have constraints of time, money, materials, or manufacturing.

Example:


Evaluation: First I liked the idea of the Velcro dots but when I thought about making a class set of nametags, it seemed like the Velcro dots would be expensive. Also, it would not be very easy to move the dots to new nametags when we want to change the color of the cardstock or switch from manuscript to cursive. It might even be necessary to spend money on more Velcro dots and replace at least the part that was attached to the cardstock. I tried it on one nametag just to see if it would work, and the adhesive on the Velcro dots didn’t stick very well to the bare wood. I think the wood would have to be painted first so the Velcro dots would stick or you would have to use the staple gun and staple the dots to the wood to keep the adhesive in place. I tried making the complete triangle fold so there were two overlapping flaps on the bottom. This seems the most likely to stay together and is not expensive. I had to staple the wooden base inside the cardstock triangle to add weight and keep the nametag in place. This can be a bit tricky because you have to put the staples in the bottom of the wood base and they have to be flat or the nametag rocks back and forth on the desk top. A hammer comes in handy for flattening the staples. Since we use our nametags to store our pencils and dry erase markers, I am intrigued with the idea of making the nametag closed on the ends and make the front flap open, but I haven’t figured out how to make the ends sturdy and make a front flap that would open and close, be easy to make and change, and still be affordable.

Engineering Design Project Display

Create a display of your engineering design project on the display board provided by your teacher. Place a title and your name at the top of the middle section of the display. Use the rest of the display board to show each of the different parts of your project: problem, proposed solution, materials and plan, prototype (diagrams, pictures, or the real thing!), and evaluation. The exact arrangement is up to you. Think about drawing pictures of your proposed solution (with labels!), or taking pictures with a camera, to help you explain your creation. You may attach a prototype to your board or, if it’s small, bring it to display in front of your board. Adults may take dictation and/or help with the writing as long as the student’s words are not edited by the adult! (See sample on next page.)


This is an example of a display board. Arrange your information so your display is easy to follow and understand and looks attractive. You may use photographs and/or pictures you draw to help explain your work.

PresentationBe prepared to tell your classmates about your project. You will need to be able to talk

about the problem you chose, your proposed solution, what you did to create your solution, and your ideas for making your solution even better. Practice telling about your project without reading it from your display board. We don’t need to hear everything on your display. We want to hear the highlights of what you did and what you learned.

Science Fair Scoring

Success is based on how well students meet the established standards. Projects will be scored according to the appropriate rubric. Each student will receive a completed rubric showing the level of inquiry achieved.

A scoring rubric and recording sheets follow these directions. There is extra blank paper, lined paper and graph paper. Feel free to use your own paper for any section if desired or ask for more. Just be sure to put your name on each page and clearly label it indicating the specific assignment before returning it.


Inquiry Project Scoring Rubric

Student Name: _____________________________ Date: ___________________

Circle 0, 1, or 2 for each item. 0 = No 1 = Some Evidence 2 = Yes

1 The investigation is guided by a testable question. 0 1 2

2 The hypothesis gives a possible answer to the guiding question. 0 1 2

3 The procedures are described in sufficient detail to allow easy replication by another person.

0 1 2

4 There is evidence a well-planned experiment was conducted. 0 1 2

5 Appropriate equipment (e.g., rulers, scales, thermo-meters, stopwatches, or magnifiers) was used to help collect data.

0 1 2

6 Quantitative data is measured and presented. 0 1 2

7 The data is displayed in an easy-to-read graph and/or table. 0 1 2

8 The data is used to clearly support and explain the results. 0 1 2

9 A detailed conclusion identifies and explains variables, errors, patterns in data, and possible explanations for results. Suggests changes to improve or extend the investigation.

0 1 2

TOTAL POINTS

Circle the score below:

0-9 Not yet meeting inquiry standards

10-13 Close to meeting inquiry standards

14-16 Meets inquiry standards

17-18 Exceeds inquiry standards


Engineering Design Project Scoring Rubric

Student Name: _____________________________ Date: ___________________

Circle 0, 1, or 2 for each item. 0 = No 1 = Some Evidence 2 = Yes

1 The identified problem is clearly described. 0 1 2

2 A variety of possible engineering solutions are proposed. 0 1 2

3 A design for the prototype is neatly sketched with clearly labeled details.

0 1 2

4 A clear list of materials needed is present.

5 A prototype is built and tested. 0 1 2

6 Appropriate equipment/materials used to create the prototype. 0 1 2

7 Results of testing are recorded and unexpected outcomes identified.

0 1 2

8 Results are evaluated comprehensively considering factors such as cost, safety, appearance, and environmental impact.

0 1 2

9 Improvements are suggested. 0 1 2

TOTAL POINTS

Circle the score below:

0-9 Not yet meeting inquiry standards

10-13 Close to meeting inquiry standards

14-16 Meets inquiry standards

17-18 Exceeds inquiry standards


Name: ______________________________ Inquiry Project Notes

Question(What do you wonder about?)

Hypothesis(What do you think will happen in your experiment?)



Materials(What do you need to test your hypothesis?)



Procedure(Describe the steps you will take to test your hypothesis.)



Data/Results As you do the experiment, complete a data table. You may modify the sample

below or create your own.

Test 1 Test 2 Test 3

Then use your data to make a graph on a sheet of graph paper. (There is a sheet following this page.) It is not necessary to show all your trials on your graph. Use the average, the longest, shortest, etc. to make it easy for the reader to determine your results.



ConclusionRestate your complete hypothesis. Then tell whether or not your hypothesis

was correct. Finally, support your findings with data.


Name: ______________________________ Engineering Design Notes

Problem (Describe the problem you want to solve.)



Possible Solutions(Brainstorm some ways to solve the problem.)



Plan(Sketch your prototype.)



Materials (Describe what you need to build your prototype.)



Create Your Prototype (Keep notes about problems you have and how you solve them.)



Evaluations/ImprovementsEvaluate your solution. Was it the best solution? Would one of your other

ideas have been better? Why or why not? What would you have done differently? Could you add to it to make it better? What would you add to it?


february: science fair › ourpages › auto › 202… · web view2020/03/15 · it’s fun to...

Documents