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Your First Science Fair ...as a parent? Don’t despair, you will make it through! ______________________________________ Yes, I’m a parent... I’ve never done this before... and I’m not sure what to do or how to get started. !"##$%"$&$#'((#"$&)*+($,-'".-"$/&'0$Science Fair is something that keys into the natural learning style of children. Think about your own child as he or she finds something new or something never experienced before. When this happens we often talk about their natural curiosity... well what you see your child do as he or she explores the new thing is science, and science fair is the practical application of this “natural curiosity”. Science is an organized way of using your natural curiosity to discover answers or at least find a hither to unseen path when you are presented with a new situation or new problem. Science deals with problem solving based on observations and experimentation...that is “messing” with things and “trying different approaches” as you explore something new... in much the same way that a baby or small children find out about the world in which they live by simply experiencing it through their senses and simple trial and learn. The thing that science does is provides an organized platform upon which to explore so that the exploration is not so random, and the results of this exploration can be documented and measured. For your child, science and science fair can be something that opens up a new world or gives her or him new tools with which to experience the world. 12&03,$4"-*5.'('*.$At the elementary level, the Pattonville School District gives a number of awards. All entries in elementary building science fairs will receive a certificate of participation and a ribbon. Purple ribbons are awarded for projects selected for the Greater St. Louis Science Fair held at Queeny Park each spring. Other ribbons awarded are the blue ribbon for first place, the red ribbon for second place and the white ribbon for third place. Trophies are awarded for outstanding projects within science subject areas. The trophy projects may or may not be selected for Queeny Park. The trophy indicates that the project is very well done and/or unique for the category. The purpose of awarding trophies is to encourage students to enter projects in specific categories. It will be easier to win a trophy in a category that has little competition. The categories for trophies are biological science, physical science, earth-space sciences, and mathematics. A separate trophy, the Coordinator’s Trophy, is awarded to a project that, in the judgment of the District Science Coordinator, deserves special recognition. Another application of this trophy is when two outstanding projects are in the same category, e.g. when the two best projects in the fair are in the Physical Sciences, only one gets the Physical Science trophy, the other may receive the Coordinator’s Trophy. A final award at some elementary schools is a trophy that is awarded for the best verbal 83-2-)'&'+()5$9:;7-2$40($+)'-3*+-4$2':;-)'2$2-,-/'$'0-$2':;-)'$40($+)$'0-+3$(8+)+()$7&*-$'0-$<-2'$*-3<&,$83-2-)'&'+()5$$.(=-$-,-=-)'&3>$2/0((,2$0&*-$&;;+'+()&,$&4&3;2$83(*+;-;$<>$'0-$2/0((,$(3$'0-$%?@A%?B5$$$$$$$

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6789:;:67<$$The science fair is based on educationally sound principles. It allows students to freely select the project upon which they plan to work. Through the study of his or her chosen topic, a student acquires a basic understanding of the principles, facts and techniques involved. All elements of competition are present to urge students to do their best. Cooperation is emphasized by group projects that are permitted at all grade levels. A science fair project may be thought of as an opportunity to show understanding of scientific principles and processes through performance. Five fundamental objectives of a science fair project are: 1. To offer an opportunity for the display of scientific talent and to provide recognition of this talent. 2. To encourage students to attempt organized research, using all sources available to them. 3. To provide an opportunity for an exchange of ideas by students and teachers. 4. To focus attention on science and mathematics and to stimulate student, teacher, and public interest. 5. To aid in providing motivation for students to seek careers in science and mathematics. GOALS - MEETING MISSOURI SCIENCE STANDARDS http://www.sciencefairstl.org/students/elementary-k-5 Science Fair goals complement goals of the Missouri Show-Me Standards. Specifically Goals: 1.3 To design and conduct field and laboratory investigations to study nature and society; 1.6 To discover and evaluate patterns and relationships in information, ideas and structures; 2.1 To plan and make written, oral and visual presentations for a variety of purposes and

audiences; 3.5 To reason inductively from a set of specific facts and deductively from general premises; 4.1 To explain reasoning and identify information used to support decisions, and 4.5 To develop, monitor and revise plans of action to meet deadlines and accomplish goals. Numerous Missouri Science Grade Level Expectations (GLEs) are addressed. However, Strand 7: Scientific Inquiry – “(7.1) Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking” most assuredly meets the expectation. Depending on content, more specific Grade level Expectations can be identified at each grade and for different content areas of study. GREATER ST. LOUIS SCIENCE FAIR Pattonville School District is a participant in the Greater St. Louis Science Fair, The largest regional fair in the USA. Guidelines for the Greater St. Louis Fair are closely followed. (Portions of this handbook came directly from the GSLSF website) For 2011 there are significant changes from pervious years. We recommend that you visit the Greater St. Louis Science Fair website at http://www.jracademy.com/GSLSF/ or www.sciencefairstl.org $

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$

School Science

Fair Date Judging Hours Contact

BC 02/25/11 9:30-1:45 Dr. Marla Wasserman. Principal

Chris Curtis, 5th Grade

BW 03/08/11 9:30-1:45 Nicole Rimell, 5th Grade Sylvie

Delannay, 1st Grade RD 03/15/11 9:30-1:45 Tracey Robinson, 5th Grade

PW 02/01/11 9:30-1:45 Judy Rice, Instructional Specialist

Joan Knight, Science Assistant RT 03/14/11 9:30-1:45 Lisa Kraemer, 5th Grade

RA 03/01/11 9:30-1:45

Kim Zuccarello, 3rd Grade Patti Bohn 5th Grade

Michelle Wagner 4th Grade

WB 02/28/11 9:30-1:45 Billy Thompson, 3rd Grade

Sarah Funderburk, 5th Grade $

CRITERIA

K-12 E-SCIENCE FAIR REQUIREMENTS http://www.sciencefairstl.org/ http://www.//www.sciencefairstl.org/students/elements-k-5/getting-started http://www.sciencefairstl.org/parents/judging-rubics - Judging Criteria WANT TO PARTICIPATE IN THE E-FAIR? Contact you child’s teacher. Your child will complete his/her science fair research just as he/she would normally, but instead of preparing a physical display, he/she will prepare an electronic presentation according to the e-fair rules. E-fair projects are due on a different schedule than projects at Queeny Park, so be sure to pay close attention to the e-fair rules. Just like projects built on a physical display, your e-fair project will be viewable at Queeny Park on computers set aside for e-fair purposes. E-FAIR RULES SEE WEB SITE: http://www.sciencefairstl.org/ K-12 E-Science Fair Process and Information! For Greater St. Louis Science Fair If you are a purple ribbon winner at your school, you have a choice in how you present your science fair project at the Greater St. Louis Science Fair.

1. You may submit your project on a science fair display board along with a written or typed logbook. OR

2. You may submit your entire project electronically.

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Is the E-Science Fair for you? Some possible benefits include: • Gain valuable experience in creating real world technological presentations. • No need to drop your project off at the fair. Just e-mail it! • Save your money by not buying display materials • Save our world environment by reducing material use and waste.

YOUR SCIENCE FAIR PROJECT Have you ever wondered about something? Been even more than curious? Believe it or not, you use the experimentation method to discover answers to questions you face every day. A science fair project involves curiosity, experimentation and discovery. A science fair project is: 1. Choosing a topic that is interesting to you and one you want to know more about. 2. Deciding to make a commitment to see your project through from start to finish. 3. Visiting places and talking to people. 4. Forming a question and making educated guesses at an answer. 5. Designing an experiment, observation, collection, model or invention. 6. Carrying out an experiment. 7. Recording observations. 8. Analyzing results and deciding if your educated guess (hypothesis) is correct. 9. Preparing your exhibit and your presentation. 10. Presenting your project to your classmates, judges and the public. 11. Knowing you did something worthwhile.

PROJECT SUGGESTION IDEAS

IDEAS FOR EXPERIMENTS (K-3) IDEAS FOR COLLECTIONS K-3 Can an earthworm detect light and darkness? Do different kinds of apples have different amounts of seeds? Do large apples have more seeds than small ones? Do plants give off water? Do plants prefer tap water or distilled water? Does air exert pressure? Does air have weight? How are sounds produced? How does temperature affect plant growth? How far does a mealworm (or snail) travel in one minute? How fast do kidney beans grow? What conditions do pill bugs prefer (light or dark, moist or dry) What is ground water? What makes a higher pitched sound? What makes hail? What makes sounds louder? Which brand of raisin bran has the most raisins? Which color liquid do hummingbirds prefer? Which Color liquid do hummingbirds prefer? Which magnet is strongest? Which materials conduct electricity best? Which materials conduct heat best? Which materials dissolve in water? Which paper towel absorbs the most water? Which toy car rolls furthest?

Are seashells from warm water larger than those from cold water? Do leaves from indoor and outdoor plants differ? Does the size of sand on a beach vary? How do seeds travel? How do tree seeds differ from shrubs, grain plants, weeds, etc.? How does rock size vary in different places in a stream? How does soil from a hillside differ from soil in a valley? Is all sand alike? What chemical elements are found in common objects (pencil lead, nail, penny, fishing weight)? What color is most common for seeds? What fossils are found in Mississippian limestone? What shape is most common for seeds? What size is most common for seeds? What types of rock are commonly found in Missouri? Which bones are lightest in weight?

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IDEAS FOR MODELS (K-3) IDEAS FOR OBSERVATIONS (K-3) How are cartoons animated? How do bicycle brakes work? How do electric switches work? How do elevators work? How do optical illusions work? How do planets (moons, comets, etc.) form? How does a compass work? How does a flashlight work? How does shape affect air resistance? How does surface material affect friction? How does surface shape affect friction? How does the ear work? How does wing shape affect lift? What affects the pitch of a guitar string (trumpet, bell, soda bottle, drum, etc.)? What are the characteristics of a young (mature, old) river? What are the characteristics of a lava shield (cinder cone, composite) volcano? What are the characteristics of a plateau (a plain, faulted mountain ranges, folded mountain ranges, glaciated mountains, coastal mountain ranges, etc.? What are the stages in life of a star? What changes in a model motor will make it run faster (slower)? What does a map of magnetic force look like? What features are found on the sea floor? What simple machines are in a bicycle?

How much heat do we get from the sun during different seasons? What animal tracks do I find in my back yard? What are similarities and differences in five different flowers? What are the feeding habits of deer (squirrels, rabbits, etc.)? What foods do crayfish prefer? What is the average temperature for this month? What patterns are common/uncommon in leaves? What shape does the magnetic field of a bar magnet have? What temperature do earthworms (pill bugs, mealworms, etc.) prefer? What types of patterns are common in spider webs? What will the moon look like tonight? When are beaver (squirrels, rabbits, etc.) most active? When are crayfish most active? Where do ants in an ant colony spend most of their time? Where is Orion at 8:00 p.m.? Which animals are most common in my yard? Which clouds are most common in December? Which crystal shapes are most common in my house? Which objects allow light to pass through? Which patterns are most common in fingerprints?

IDEAS FOR OBSERVTIONS (K-3 Cont.) IDEAS FOR STUDENT

ENGINEERING (K-3) Are the trees near my home the same as in the park? Do all shadows move the same distance during an hour? Do earthworms prefer light or dark? Do roots always grow down? Do roots grow toward light? Do roots grow toward water? Does Jupiter move the same direction and amount each month? Does Mars move the same direction and amount each month? When do birds eat at the birdfeeder? When do different trees loose their leaves? Which birds eat suet? Which birds feed on the ground? Which birds prefer sunflower seeds?

Can a bird feeder protect feed from wind and rain? Can a drawer be made childproof? Can a golf tee (toothpick, cigarette filter, fast food container etc.) be made to be biodegradable? How can a bicycle safety light be made better? How can a board game be made to be more interesting to third grade students? How can a light remind me to turn it off? Is there a better way to store my toys? What will keep my bath water warm? What would make gloves warmer and easier to wear?

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IDEAS FOR MODELS (4-5) IDEAS FOR MODELS (4-5) Cont. A model alarm system Acids, bases and pH Aluminum recycling An aquarium An energy-efficient home Bird wings, how they work Building and testing a homemade hygrometer or other Capillary action Cloud chamber Comparison of suspension bridges Comparison of sweat gland location Copper plating Dehydration of fruits and vegetables Different types of bridge construction Different types of earthquake faults Different types of mirrors Distillation solar still Effects of air pressure Effects of structure on bridge strength Effects of temperature on bean seeds Electrical switches Electronic components and their functions Electroplating Expansion of solids, liquids and gases when heated Fermentation Formation of craters on the moon and earth Galvanometer Generating electricity Glass recycling Harvesting the wind with windmills Heat and air (convection mobile) Hero’s engine How a barometer works How a branch should be cut from a tree How a camera works How a canal lock works How a geyser works How a microscope works How a prism works How a record player works How a thermostat works How a toaster works How a wing works How an eclipse is formed How an electric motor works How does a canal lock work? How does a sundial work? How elements combine to make compounds How is heat transmitted?

How is yogurt made? How rockets fly How to graft a tree How to make a sun clock How to make and use a simple hydrometer How to make batteries How to test home products for acids and bases How to test soil for acid How water is broken up by electricity How water may be filtered How water may be purified or cleaned How we get day and night Hydroelectric power Hydroponics: Can a plant be grown without soil? Hygrometer Jet action: How do jet planes fly? Kaleidoscopes Lenses and what they do Looping roller coasters - how they work Mixing colors of light Model submarine - why it floats and sinks Oil wells - how they work Optical illusions Osmosis Paper recycling pH and how to measure it Phases of the moon (working model) Photosynthesis Primitive clocks Radioactivity and Geiger counters Rust - The slow burn Sedimentation Solar cooker Solar distillation Solar water heaters Sound is vibration Spider web The circulatory system The construction of a simple motor The Doppler effect The ear The series circuit and the parallel circuit The sextant (or quadrant) Tooth decay Weather forecasting What is density? What is surface tension? Why does a fish have fins?

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IDEAS FOR EXPERIMENTS (4-5)$ IDEAS FOR EXPERIMENTS (4-5) Cont.

Can liquid density be calculated using light refraction? Can saltwater be desalted by freezing? Evaporation rates of various liquids How do various shapes affect evaporation? How accurate is the temperature setting of my oven? How constant is the temperature in my refrigerator? How do different materials affect sound absorption? How does heat affect VHS tape? How does increasing the number of batteries affect the speed of a motor? How does light affect dyed materials? How does salt affect the freezing and boiling points of water? How does swimming pool water (chlorine) affect hair? How does temperature affect the amount of electricity given off by a solar cell? How does temperature affect the height that balls bounce? How does temperature affect the strength of dry cells? How does the kind of wood affect strength? How does the rate of popcorn popping vary with time? How does washing affect dyed materials? How many calories are in a peanut? Ink evaluation with paper chromatography Splat - a study in droplet patterns String telephones: What materials work best in conducting sound? The efficiency of airspace as an insulator What are the chlorine levels in our drinking water around the county? What color container cools off the quickest? What is the voltage range of a GE-14 bulb? What liquids conduct electricity best? Which color container absorbs the most heat? Which color liquid absorbs the most heat? Which material makes the best heat insulator? Which metals best conduct heat? Which toothpaste is most abrasive? Which type fabric is most fire resistant?

Electroplating How do various chemicals affect the growth rate of plants (salt has special implications on the retrieval of farmland from the sea)? How do various soap solutions affect the germination of radish seeds? How do various types of soil affect plant growth? How does clay (or sand) affect soil porosity? How does fire affect roofing materials? How does the amount of light affect the amount of starch produced by photosynthesis? How does the density of liquids vary? How does the tail affect the flight of a kite? How effective are various water purification techniques? How fast do different liquids move through the same size tube? How fast does water move through different tubes? How frequently does each number show up on a pair of dice? How is seed germination affected by temperature, depth of planting, moisture, or fertilizer? How strong is a spider web thread? How well do various fabrics absorb dye? What are the reactions of various animals (Planarians, daphnia, isopods, crickets, mealworms and earthworms) to environmental conditions? What makes the best electrical insulators? What shutter speed is needed to photograph a moving fan? Which battery has the greatest strength, (brightness, lasting power, etc.?) Which bleach works best? Which brand of popcorn makes the most popcorn? Which color car gets hottest in sunlight? Which detergent works best? Which food storage system keeps foods freshest? Which foods have starch (or sugar, fat, protein, etc.)? Which glue bonds best? (test for strength and how temperature affects bonding) Which house insulation is most effective? Which orange drink has the most vitamin C? Which shampoo (aspirin, antacid) has the lowest or highest pH? Which type of root best reduces erosion?

IDEAS FOR ENGINEERING (4-5)

A bird feeder that protects feed from wind and rain A new type of insect repellent A robot that distributes and collects student papers A glove with a light for signaling turns when riding a bike at night A computer program that catalogs videotapes A drying rack for gloves A light switch for young children

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DATA, TABLE, & GRAPHS Your observations should be kept in your logbook. To help you organize observations, use data tables. A data table is simply a set of columns in which you record your data.

DEPENDENT VARIABLE Temperature (Degrees Celsius)

Distance

From Light Bulb

Trial #1

Trial #2

Trial #3

Trial #4

Average

10 cm

20 cm

30 cm

Setting up a data table before starting the experiment will help you plan your experiment. The independent variable is listed in the left-hand column, the dependent variable is recorded in the columns labeled trial as they are measured. As indicated, you should repeat your data collection as many times as possible. Analyzing your data is an important part of your project. When you have collected all the data you can, think about how to best show what information it gives. Sometimes an AVERAGE is a good way to combine results from several trials. When averaging, always show the average for different trials with the same independent variables values (e.g. average all 10-cm temperatures above). Do not try to average data from different values for the independent variables (don’t average data from 10, 20, and 30 centimeters). Another way to analyze data is to look at DIFFERENCES in the data from one independent variable value to the next. In the example, how much difference is shown between 10 and 20 centimeters? Is that the same amount as the difference between 20 and 30 centimeters? In some cases, finding a PERCENTAGE will help you to understand or see important information about your experiment.

GRAPHS A graph is a picture that deals with numerical facts. Graphs make it easier and quicker to read facts. Graphs can describe business data, geological data, sports data and scientific data. Many graphs and tables can be found in our newspapers and magazines. The major types of graphs are the bar graph, line graph and the circle graph.

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BAR GRAPHS are used for comparing data. The independent variable will often be words when using a bar graph.

HEIGHT A BALL BOUNCES ON DIFFERENT SURFACES

There are three main parts to a graph. The TITLE tells the subject with which we are dealing. The HORZONTAL (across) SCALE of the graph is where you plot the independent variable (IV). The VERTICAL (up and down) SCALE of the graph is where you plot the dependent variable (DV). Both scales of a graph must have labels that tell the meaning of the scale and the unit of measure. Generally, zero on a graph is found at the lower left where the horizontal scale meets the vertical scale. LINE GRAPHS show continuous change with time or distance frequently being the independent variable. The independent variable will usually be in the form of numbers (as in the data table (below) when you use a line graph. Two or more sets of data can be plotted on the same graph using different colored lines. In this way, a comparison can be made on a line graph. Be careful not to put so much information on a graph that it becomes confusing.

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CIRCLE GRAPHS are used to show parts of the whole. The whole circle represents 100% or the whole thing. Each “slice of the pie” shows what percent or part of the whole is represented by each category.

PERCENT OF CARS CARRYING VARYING NUMBERS OF PASSENGERS

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RESOURCES WEBSITES: http://sciencebuddies.org , http://www.sciencefairstl.org/ Students should check their school library for books on the specific topic they have chosen to study and books about the science fair and science fair projects. A query of the Pattonville Library Computer lists about 240 books with call number (CN) 507. Most of those are related to the science fair. Of course, only a few of these books are in the library of any particular elementary school. Ask the librarian about the books available in your school. In addition, other books are available in the county library system. A query of the St. Louis County Public Library computer yielded 282 books listed under call number 507. The books are categorized by grade levels. From the opening screen on the library computer system, enter CN = 507 to list these books. A few books related to the science fair are listed under call number 508. Remember that the demand for these books will be strongest just before the science fair. Start early to have the greatest selection available. A word of caution. The best science fair projects are usually devised by the student. They are not “cookbook” experiments. Some of what you will find in books simply give you experiments. If the whole process is spelled out for you, step-by-step, then it doesn’t require any thought and does not make a good science fair project. A few suggested on-line resources are found on page 1 of this booklet. The internet has many other locations. The following books are available for sale at Science Fair Supply, 6117 Bradley Manor, St. Louis, or Bradburn School Supply, 734 N. New Ballas Road in Creve Coeur. They are more extensive and detailed than this booklet. These books tell you how to do A science fair project, not how to do YOUR science fair project. Daab, Marcia J., Science Fair Workshop, Chicago, Illinois, Fearon Teacher Aids, 1990. Daab, Marcia J., Science Fair Observation Study, St. Ann, Missouri, Developmental Publishing Incorporated, 1993. James, Melba L., and Wiggins, Patty O., Science Fair Manual for Parents, St. Ann, Missouri, Developmental Publishing Incorporated, 1993. Wiggins, Patty O., How To Do Models For Science Fair Projects, Frank Schaffer Publications, 1996. Thomes, Joann F., How To Do Experiments For Science Fair Projects, Frank Schaffer Publications, 1996. Thomes, Joann F., How To Do Inventions For Science Fair Projects, Frank Schaffer Publications, 1997. K-5 Pattonville School District 27 January 2010 Askew, Susan Y., How To Do Observations For Science Fair Projects, Frank Schaffer Publications, 1996. James, Melba L., How To Do Collections For Science Fair Projects, Frank Schaffer Publications,1996. A listing of other resources are available from the Mathematics and Science Resource Center for use in schools. Ext. 5330

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THE VERBAL PRESENTATION If you decide to be in the Science Fair at your school, you may be asked to talk to the judges. This is called the “presentation”. It can be a very important part of your project. Practice the following steps:

1. Introduce yourself. “Hello, my name is ____________________”. 2. Give the title of your project. “The title of my project is ________________”. 3. Explain the purpose of your project. “The purpose of my project is

_________________________”. 4. Tell the judges how you got interested in this topic. 5. Explain your procedure. “The procedure I followed was ________________”. 6. Show your results. If you have charts, graphs, or a notebook, show them to the judges

and explain them. If 1. the results are shown on your display, point them out. 7. List your conclusions. Explain what you have proven. If you think that you had some

problems or error in 2. your experiments, don’t be afraid to admit these. 8. Tell the judges what you might do in the future to continue your experimentation. 9. “Do you have any questions?” If you do not know the answer to a judge’s question, then

say, “I’m sorry, but 3. I don’t know the answer. I think it might be ___________”. 10. Thank the judge.

THREE GOOD WAYS TO PRACTICE YOUR PRESENTATION 1. Stand in front of a mirror. This will help you to see how you look to other people. Practice eye

contact and gestures. Show some enthusiasm for your project. 2. Tape-record your presentation. This will help you to hear how you sound to other people.

Enthusiasm is also shown in your voice. Avoid talking too fast. 3. Present your presentation to your parents, teacher, classmates, friends, etc. REMEMBER: You did your project. You know what you did, how you did it, and why you did it. Have confidence. Don’t memorize your presentation, just practice explaining your project.

PRESENTATION TIPS 1. Dress neatly. 2. Stand up straight on both feet. Don’t sway from foot to foot. 3. Look straight into the eyes of your judges. Pay attention to each of your judges. 4. Stand to the side of your exhibit. 5. Get the judges involved in your project. Point out charts and graphs. 6. Do not chew gum or candy. 7. Speak loudly enough to be heard by all your judges. 8. Smile. 9. Be polite.

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VERBAL PRESENTATION SCORING GUIDE PROJECT NUMBER _____________ Presentation techniques (15) Researcher faces judges when talking (4-5) Seldom faces judges (2-3) Researcher avoids eye contact with judges. (0-1) Researcher shows enthusiasm for topic. (4-5) Student shows some interest in his/her topic. (2-3) Student shows little or no interest in his/her project. (0-1) Researcher uses display to illustrate points (4-5) Occasional use of display to illustrate talk (2-3) Student unfamiliar with information on display (0-1) Knowledge of subject (15) Researcher can describe variables, procedure and justify conclusions (4-5) Researcher displays some knowledge of design of project and conclusions. (2-3) Student knows little about the design of study (0-1) Researcher pronounces and uses terms properly (4-5) Some terms pronounced incorrectly or used improperly (2-3) Student uses terms incorrectly or mispronounces terms (0-1) Researcher answers questions correctly and concisely (4-5) Researcher answers most questions (2-3) Student is unable to answer most questions (0-1)

TOTAL POINTS _____________ JUDGING CRITERIA The exhibit will be judged for how well the Scientific Processes were developed, the depth of the logbook, the creativity of design, the workmanship of the exhibit and the overall relevance of the Project for a student of this age group. Verbal presentations may be included in the scoring.

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