science fair 2017a science fair project is a unique way for students to pose questions for which...

S C I E N C E FAIR 2017

Contents

Contents 2

What is a Science Fair? 3

Why hold a Science Fair? 3

Experimental Project Steps 4

Informational Project Steps 8

Presentation 9

Experimental Judging criteria 10

Informational Judging criteria 11

Safety Guidelines 12

Rules 12

Appendix 1 - Bubble Organiser 13

Appendix 2 - KWL Chart 14

S C I E N C E F A I R 2 0 1 7 P AG E 2

Atwell Primary School will be holding a Science Fair in the Mort Hall on the 20th of June. All students from Pre-Primary to Year 6 are invited to participate.

What is a Science Fair?

A science fair is an event where students present the results of their scientific investigations. Science fairs are an opportunity for students to apply the scientific method to conduct independent research.

A science fair project is a unique way for students to pose questions for which they must seek out answers and for them to satisfy their own curiosity about the world around them. A science fair project is a combination of research, experiment and presentation.

Students present their work on a display board where they show their work and their findings.

This year we have two categories: experimental and informational.

Experimental projects involve planning, conducting and reporting on an experiment. Informational projects involve researching information about a science topic and presenting it in a creative way.

Why hold a Science Fair?

Science fair projects allow students to practice scientific thinking and problem-solving, present science findings to others and sharpens their skills in communicating science process and content.

The Western Australian Curriculum describes Science Inquiry Skills with five sub-strands:

Questioning and predicting: Identifying and constructing questions, proposing hypotheses and

suggesting possible outcomes. Planning and conducting: Making decisions regarding how to investigate or solve a problem and

carrying out an investigation, including the collection of data. Processing and analysing data and information: Representing data in meaningful and useful ways;

identifying trends, patterns and relationships in data, and using this evidence to justify conclusions. Evaluating: Considering the quality of available evidence and the merit or significance of a claim,

proposition or conclusion with reference to that evidence. Communicating: Conveying information or ideas to others through appropriate representations, text

types and modes.

A Science Fair project allows students to demonstrate the general capabilities of Literacy, Numeracy, Information and Communication Technology and Critical and Creative Thinking.


Experimental Project Steps

1. Choose a project idea

Start by selecting a broad topic. Topics may come from the four areas of the Western Australian Curriculum:

Biological Sciences This area is concerned with living things, animals, plants and micro-organisms, their life

cycles, body systems, and how they interact.

Chemical Sciences This area is concerned with substances and their properties. It includes elements, compounds

and mixtures and the states of matter: solids, liquids and gases.

Earth and Space Sciences The area is concerned with the study of the Earth and its place in the cosmos. It includes the solar system, day and night, seasons and processes that change the Earth’s surface.

Physical Sciences The physical sciences sub-strand is concerned with understanding the nature of forces and motion, and matter and energy. This includes forces and forms of energy such as motion, heat, sound, light and electricity.

2. Background Research

Students research information about the topic. This will help them to develop a testable question, select variables and will be included in the their presentation.

3. Develop a testable question

Students develop a testable question. A testable question is one that can be answered through hand-on investigation where one thing is changed to see its effect on another.

Sample questions for investigations:

Biological Sciences Chemical Sciences Earth and Space Sciences Physical Sciences

What amount of water is best for tomatoes to grow?

How well do different materials sink or float in water?

Does the sun heat fresh water and salt water at the same rate?

How does changing the shape of a planes wings change its flight?

What type of soil is best to growth petunias?

Do different liquids freeze at the same rate?

How do crystals form, and what factors affect the rate at which they form?

How does the surface a car runs on affect how far it rolls?

What amount of sunlight is best to grow bulbs?

Which type of battery lasts longest?

What factors affect how earthquake resistant a building is?

What materials conduct electricity the best?

Which conditions best prevent the growth of mould on bread?

What is the best insulator to keep ice from melting?

What materials are the best insulators?


4. Select variables

Variables are those things that are of interest in the experiment. There are three types of variables:

independent - this is the variable that you are interested in the effect of, e.g. the amount of sunlight a

plant receives dependent - this is the variable that you measure the effect on e.g. the amount that a plant grows

controlled - those things that you keep the same between your samples e.g. amount of water a plant receives, size of its pot, temperature, soil type

5. Hypothesis

The hypothesis is a way of describing what we expect the outcome of the experiment to be. A hypothesis does not have to be “correct”. If an experiment disproves a hypothesis this is just as valuable as if it proves it.

The hypothesis is written as a statement using if and then, and is the answer one of these questions:

What happens to [dependent variable] when we change the [independent variable]?

Example question: What happens to [the way a plant grows] when we change [the amount of sunlight it receives]?

Example hypothesis: When we increase the amount of sunlight a plant receives it will grow faster.

What is the effect of [independent variable] on [dependent variable]?

Example question: What is the effect of [sunlight] on [the growth of plants]?

Example hypothesis: Sunlight increases the rate a plant grows at.

How does the [independent variable] affect [dependent variable]?

Example question: How does the [amount of sunlight it receives] affect [the growth of a plant]?

Example hypothesis: Higher amounts of sunlight cause a plant to grow faster.

Alternatively, if testing the quality of a type of thing students may write a question in the format:

Which [type] [verb] [quality]?

Example question: Which [brand of paper towel] [is] [the most absorbent]?

How does the colour of food or drinks affect whether or not we like them?

Which detergent removes stains the best?

Which paper towel brand is the strongest?


Example hypothesis: Sorbent is the most absorbent brand of paper towel because it is the thickest.

6. Experiment

When students have written a hypothesis they need to design an experiment that will test their hypothesis. This means that they will need to find a way of measuring the effect of their independent variable on their dependent variable while keeping other factors from affecting the outcome. That is, they need to come up with a fair test.

In a fair test, only one factor or variable is changed at one time so that the investigator can determine if the changed factor has an impact on the end results.

List materials

Make a list of everything to be used in the investigation.

List steps

Like a recipe students list step-by-step the process of conducting the experiment. This includes how to record the information from the experiment, for example a table, a scale, observations.

Estimate time

Students estimate the time required to show the effect.

Collect and analyse data

Collecting

Students conduct the experiment and record their data over the period of time they decided. When completed students can put their data into another form that makes it easier to read such as a graph.

Students ought to take photographs of the experiment to help them and to use in their presentation.

When conducting their experiment students need to be aware of safety factors. The can avoid harmful accidents by:

Types of data:

Quantitative

1. Uses numbers to describe the amount of something. 2. Involves tools such as rulers, timers, graduated cylinders, etc. 3. Uses standard metric units (For instance, meters and centimeters for length, grams for mass, and degrees Celsius for volume. 4. May involve the use of a scale.

Qualitative


1. Uses words to describe the data 2. Describes physical properties such as how something looks, feels, smells, tastes, or sounds.

Analysing

1. What can be learned from looking at the data? 2. Is there a relationship between the dependent and independent variable?

7. Conclusion

Students compare their data to their hypothesis. Does the data show that their hypothesis was correct? Did the amount of sunlight affect the plant growth?

How does what you learnt relate to real life?


Informational Project Steps

1. Choose a project idea

Start by selecting a broad topic. Topics may come from the four areas of the Western Australian Curriculum:

Biological Sciences This area is concerned with living things, animals, plants and micro-organisms, their life cycles, body systems, and how they interact.

Chemical Sciences This area is concerned with substances and their properties. It includes elements, compounds and mixtures and the states of matter: solids, liquids and gases.

Earth and Space Sciences The area is concerned with the study of the Earth and its place in the cosmos. It includes the solar system, day and night, seasons and processes that change the Earth’s surface.

Physical Sciences The physical sciences sub-strand is concerned with understanding the nature of forces and motion, and matter and energy. This includes forces and forms of energy such as motion, heat, sound, light and electricity.

2. Choose a topic to research

Once a general area is chosen, students can choose a topic to learn about. For example if they chose Earth and Space Sciences they might choose volcanoes or earthquakes to research. They should choose a specific question to answer. Rather than “Volcanoes” they should write a question such as “How do volcanoes erupt?” or “Why are there more volcanoes in some places than others?”.

3. Locate, gather and organise information

Students can use graphic organisers to help them to organise their information and some examples are included in the appendices. It is useful for them to write down all of the information the already know about the topic and then write questions to guide them in finding new information.

Students may gather information from a range of sources: books, documentaries, websites, museums, magazines and interviews. They should record their information in a graphic organiser.

4. Communicate

Students need to present their information in a display for the science fair. It should include words and pictures to answer their questions and be interesting to look at. They can incorporate graphics, models, diagrams as well as the information on their board.


Presentation

To present your project you will need to use a display board. These may either be made from cardboard or may be purchased. A limited quantity of card is available from the school. Presentation boards may be purchased from Spotlight.

The dimensions are not to exceed 710 mm x 1020 mm.

The display is to stand unassisted on a table top.

Suggested layout


TITLEPURPOSE

BACKGROUND

QUESTION

HYPOTHESIS

MATERIALS AND PROCEDURES

DATA:

Tables, pictures, graphs

ANALYSIS

CONCLUSION

ACKNOWLEDGEMENTS

http://www.spotlightstores.com/craft-hobbies/boards-surfaces/presentation-boards/club-house-craft-it-trifold-presentation-board/p/BP80322321#

Experimental Judging criteria

PP to Year 2

Year 3 and 4

Year 5 and 6

Element Possible Score Score

Writes what they know about the topic (background) 10

Includes a question and what they will measure and change (variables) 15

Predicts what the outcome of the experiment will be (hypothesis) 10

Lists the steps in the experiment and materials to be used 10

Shows results of the experiment with words, pictures or numbers 15

Uses some scientific words (terminology) 10

Uses graphs, charts and tables to show data 10

Presentation including neatness, clarity and design 20

100










100










100

S C I E N C E F A I R 2 0 1 7 P AG E 1 0

Informational Judging criteria

PP to Year 2

Year 3 and 4

Year 5 and 6


Writes their question clearly 5

Groups similar information together 10

Uses pictures and diagrams to help the reader 10

Includes information that is on topic and written in own words 20

Answers the research question 10

Uses some scientific language and terms 15

Creativity 10


100


Writes a research question 5

Uses subheadings to organise information 10

Uses pictures and diagrams to support writing 10

Uses relevant, information with sufficient detail and written in own words 20

Summarises main points in a conclusion that answers the research question

10

Uses subject-specific language 15

Creativity 10


100


Writes a research question 5

Uses subheadings to organise information 10

Uses pictures and diagrams to support writing 10

Uses relevant, detailed information written in own words 20

Provides a conclusion that accurately identifies the main points and answers the research question

10

Uses a range of precise, subject-specific terms in context 15

Creativity 10


100


Safety Guidelines

1. Adult supervision is required for all projects. 2. Always wear appropriate safety equipment including gloves, safety goggles and closed in

shows. Tie back loose hair. 3. Do not eat or drink while conducting your experiment. 4. Projects involving any hazardous material, including fire (including candles, matches or

flames), chemicals (including household chemicals) require adult supervision at all times. 5. Determine how to dispose of materials. For example, some chemicals should not be mixed

together or put down a sink drain. 6. When using blades, knives or scissors an adult must supervise. 7. If your project involves the use of batteries or electricity and adult must supervise. 8. Your project must not involve people eating or placing anything in their mouth. 9. Your project must not involve vertebrate animals. There are special ethical issues with using

these animals and they may only be used in schools by completing an application to the Education Department.

10. Invertebrate animals (e.g. mealworms) may be used in projects, but since some of these may be dangerous it is best not to collect them around your house or yard, but rather to purchase them from a supplier.

11. If using plants, use only known plants. Some plants are poisonous or may produce an allergic reaction.

12. Wash hands thoroughly when you have finished your experiments. 13. Following the directions on any products used.

Rules

1. One entry per student only. 2. Entries are to be displayed on 20th June therefore no late entries are allowed. 3. Work must be original - you may use a topic that has been use elsewhere, but you must do

your own research and experiment. 4. Adults are encouraged to assist in the project, but adult assistance should be acknowledged. 5. Display boards must be no bigger than described above i.e. 720 mm x 1020 mm. 6. Judge’s decisions are final. 7. No flames, chemicals, or other dangerous objects may be displayed.


Appendix 1 - Bubble Organiser


Appendix 2 - KWL Chart


What I know What I want to know What I learnt

science fair 2017a science fair project is a unique way for students to pose questions for which...

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