middle school grades 5-8 student · pdf filemiddle school grades 5-8 student guide . 2 ......

Norristown Area School District Annual District-wide Science Fair

Middle School Grades 5-8

Student Guide

2

Science Fair Online Resources

Science Buddies

http://www.sciencebuddies.org/

Science Fair Project Resource Guide

http://www.ipl.org/div/projectguide/

Successful Science Fair Projects

http://faculty.washington.edu/chudler/fair.html

All Science Fair Projects

http://www.all-science-fair-projects.com/

Exploratorium: Science Fair

http://www.exploratorium.edu/lc/pathfinders/scifairs/index.ht

ml

Try Science!

http://tryscience.org/

Make It Solar

http://www.makeitsolar.com/science-fair-information/01-the-

scientific-method.htm

Welcome to the 2013 – 2014 Norristown Area School District Middle

School Science Fair. This handbook will provide students with

necessary information needed in order to conduct a successful science

fair project. Each participant is challenged to use the scientific method

to conduct a controlled investigation. All projects must be

experiments; Models or demonstrations will not be accepted for the

science fair.

Students are encouraged to seek assistance from parents/ guardians

and teachers in choosing a topic, conducting experiments, and gathering

materials. However, the finished project is expected to reflect the work,

thoughts, and efforts of the student.

A SCIENCE PROJECT IS…

Trying to answer a specific

question or solve a problem by

experimenting, making

observations, recording data and

drawing conclusions.

An opportunity for students to

experience the use of the

scientific method through real-

life experiences.

A SCIENCE PROJECT IS NOT…

Show-and-Tell

A Book report

Poster displays on scientific

literature

Making a model (volcano,

solar system, etc.)

3

SCIENCE FAIR CATEGORIES

Biochemistry (Chemistry of life processes): Molecular biology, molecular genetics,

enzymes, photosynthesis, blood chemistry, protein chemistry, food chemistry.

Botany (Study of plant life): Agriculture, agronomy, horticulture, forestry, plant

taxonomy, plant physiology, plant pathology, plant genetics hydroponics.

Chemistry (Study of nature and composition of matter and laws governing it):

Physical chemistry, organic chemistry (other than biochemistry), inorganic chemistry,

materials, plastics, fuels, pesticides, metallurgy, soil chemistry

Computer Science: Study and development of computer software and hardware and

associated logical devices

Consumer Science: The science of the normal use of consumer products

Earth and Space: Geology, mineralogy, oceanography, meteorology, climatology,

astronomy, geology, speleology, seismology, geography.

Engineering Technology: Projects that directly apply scientific principles to

manufacturing and practical uses- civil, mechanical, aeronautical, chemical, electrical,

photographic, sound, automotive, marine, heating and refrigerating, transportation,

environmental engineering.

Environmental Science: Study of pollution (air, water, and land) sources and their

control: ecology

Mathematics: Development of formal logical systems or various numerical and

algebraic computations, and the application of these principles- calculus, geometry,

abstract algebra, number theory, statistics, complex analysis, probability.

Physics: Theories, principles and laws governing energy and the effect of energy on

matter- solid state, optics, acoustics, particle, nuclear, atomic, plasma, superconductivity,

fluid and gas dynamics, thermodynamics, semiconductors, magnetism, quantum

mechanics, biophysics

Zoology (Study of animals): Animals genetics, ornithology, ichthyology, herpetology,

entomology, animal ecology, paleontology, cellular physiology, circadian rhythms, animal

husbandry, cytology, histology, animal physiology, invertebrate neurophysiology

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ESSENTIAL PARTS OF A SUCCESSFUL PROJECT

Each project must follow the Scientific Method and must include all components below.

See pages 8-9 for more detailed explanations of each component.

1. Project Title/Problem: What do you want to find out?

2. Purpose: Why do you want to do this project?

3. Hypothesis: What do you think will happen?

4. Materials: What do you need to complete the project?

5. Procedure: How can you test what will happen?

6. Data Results: What happened?

7. Abstract & Conclusion: What did this experiment show?

8. Research Paper/Lab Book: What did I learn?

9. Oral Presentation: Can you explain your project?

DISPLAY BOARD

Complete the display board at home.

Use the diagram below to make sure you include everything that is required.

Name and school listed ONLY on the back of the display board.

Projects must be displayed on a standard stand-alone tri-fold board.

Boards should be neat and attractive.

Matting the headings and information on colorful paper is encouraged.

Label all parts of the project.

No living organisms (mold, plants, etc.) should be displayed.

No props attached. No free standing items. Pictures only.

The project title is the scientific question (or problem) to be solved. “Cutesy” titles are

allowed, but should be placed above the main project title on the display board.

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WHAT DO I HAVE TO DO?

There are four parts to the science fair project:

1. Research Paper / Lab Report The research paper is a written report that

includes background information on the project topic along with what

was learned from the experiment. The research report will include a title

page, table of contents, introduction (background research), discussion or

overview of experiment, data & graphs, conclusion, and a bibliography.

2. Experiment You will follow the procedures you wrote at school to do

your experiment and collect data and record your results.

3. Display Board This is a visual display of your experiment. It should

include all essential parts on page 3. Your research paper is placed in

front of your display board and should not be attached to it.

4. Oral Presentation You will share everything you learned in

your experiment with your classmates. Your classmates will

have an opportunity to ask you questions.

GETTING STARTED

Pick your topic Ideas should come from things in your areas of interest. A hobby might

lead you to a good topic. What is going on in the world that you would like to know more

about? Most importantly, pick a question or problem that is not too broad and that can be

answered through scientific investigation.

Research your topic Go to the library or internet to learn more about your topic. Ask

yourself why or what if…Look for unexplained or unexpected results. Use your

“Problem” to guide your background research. This may only be a paragraph or two

within your research paper.

Plan and conduct your experiment Remember you must design your experiment so

that it is a ‘controlled’ experiment. This is one in which only one variable is changed at a

time. During experimentation, keep detailed notes of each and every experiment,

measurement and observation in a log book. Do not rely on memory. Use data tables or

charts to record your quantitative data.

Analyze your results When you complete your experiments, examine and organize

your findings. Use appropriate graphs to make ‘pictures’ of your data. Identify patterns

from the graphs. This will help you answer your testable question. Did your experiments

give you the expected results? Why or why not? Are there other explanations that you

had not considered or observed?

Draw conclusions Did the variable(s) tested cause a change when compared to the

standard you are using? What patterns do you see from your graph analysis that exists

between your variables? Did you collect enough data? Do you need to conduct more

experimentation? Never alter your results to fit your hypothesis. If your results do not

support your hypothesis, that’s ok.

6

Organize and complete your research paper. The research paper is a written paper

that includes background information on the project topic along with what was learned

from the experiment. Sections to be included in your paper:

o Title Page

o Table of Contents After you put your research report together, write the page

number where each of the parts begins.

o Introduction The introduction sets the scene for your report. The introduction

provides background information on your chosen topic. It includes an explanation

of what prompted your research, and what you hoped to achieve in your

experiment.

o Discussion/Summary This is the essence of your paper. It provides an overview

or summary (abstract) of your experiment. It includes your purpose, hypothesis,

methods and materials, results, and the conclusions they led to. This section

allows the reader to quickly understand your project. Data and graphs should also

be incorporated into this section.

o Conclusion The conclusion confirms what was learned during the investigation.

In your conclusion, explain if your hypothesis was supported or not supported and

what was learned from the data. If the results of your science experiment did not

support your hypothesis, don't change your results; simply explain why things did

not go as expected. Describe what could have been done to improve the

experiment next time.

o Bibliography Write the sources that you used during your research using MLA

format. (see page 9 for MLA examples)

7

STUDENT CHECKLIST

Use this checklist to keep yourself on track with your Science Fair project.

Assignment Due

Date

Teacher

Initials

Parent

Initials

Choose a problem to investigate and create title.

Write a statement that tells why you want to do this experiment (Purpose)

Create a hypothesis based on your research. “If…, then…”

Have your parent to approve your research plan and submit it to your teacher.

Begin background research on your selected investigation topic for your research

paper on the topic you have chosen. To get started, try these research websites:

www.yahooligans.com, www.factmonster.com, www.askkids.com,

www.encyclopedia.com

Make a list of materials you will need.

Write procedures to test your hypothesis.

Do the experiment. A minimum of 3 trials must be conducted.

Collect and record data.

Make a data table, graph, etc. to record information and observations during the

experiment. Use http://nces.ed.gov/nceskids/createagraph/ to assist you in

creating your different graphs.

Analyze your data. Write an abstract to summarize your experiment.

Write your conclusion based on your experiment results.

Make your title page and table of contents for your research paper.

Write the introduction to your research paper. This is where you will include

background information on your topic that you previously researched.

Organize and complete your research paper. Remember, this will include your

title page, table of contents, introduction, discussion/summary (abstract) of the

experiment, conclusion, and a bibliography.

Complete your science fair display board.

Plan your oral presentation.

Practice your oral presentation at home.

Bring finished Research Report and Display Board to school.

Present your project to the class and answer questions.

School-wide Science Fair

District Science Fair

http://www.yahooligans.com/

http://www.factmonster.com/

http://www.askkids.com/

http://www.encyclopedia.com/

http://nces.ed.gov/nceskids/createagraph/

8

RESEARCH PLAN

Student: _________________________________________________

Grade: ________ Teacher: ___________________________________

Project Title (Question/Problem): _______________________________________________

__________________________________________________________________________

__________________________________________________________________________

Hypothesis: ________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Bibliography (Reference Resources): ____________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Project Category*: ____________________________________________________________

*Projects that involve human or animal subjects, potentially hazardous biological agents, or hazardous

chemicals, activities and devices require the completion of additional Montgomery County Science Fair

forms by the parent and student before the experiment can begin. Please be advised that the completion

of these forms does not guarantee a student’s participation at the Montgomery County Science Fair.

My child has permission to complete a science fair project according to the research plan

stated above. I agree to support my child to the best of my ability while s/he investigates

this problem.

____

Parent Signature Date

*************************************************************************************************************

To Be Completed by the Teacher:

Congratulations on completing the research plan for you science fair project! You have taken

the first step in your project. Getting an idea for a project and sketching out the project is

usually the hardest part. From now on you can work on researching your project, finalizing your

procedures, and performing the experiment.

9

Please note that it is ok to change your project a little as you progress with it. That is normal.

However, if you are going to switch topics, or make major changes, please speak with your

teacher.

Here are some specific comments/suggestions for your project:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

EXPLANATIONS OF THE ESSENTIAL PARTS OF A SUCCESSFUL PROJECT

PROJECT TITLE / PROBLEM

The problem is the scientific question to be solved. It also serves as the title of the project. The

title should be stated in the form of a question that can be answered through experimentation.

Use internet websites, magazines, encyclopedias, and books to decide on a problem that you

would like to solve.

PURPOSE

The purpose is a written statement that explains why the topic was chosen and what the

student hopes to learn. Describe the problem that is to be solved. The purpose should be one

that can be answered through an experiment.

HYPOTHESIS

The hypothesis should be based on a cause and effect relationship and should be written as an

“If...then” statement. It is your prediction about what will happen during your experiment. EXAMPLE: If the mass of an object is increased, then the speed of an object will decrease, because the

object will have more inertia.

MATERIALS

All materials being used in the experiment should be identified in list form. Include quantities

and sizes.

PROCEDURES

Procedures should be written as a step-by-step description of the investigation that tests your

hypothesis and includes at least three trials. Your variables should be identified in this section.

Independent Variables are changes that occur in an experiment that are directly caused

by the experimenter (you.)

Dependent Variables are changes that are made by the independent variables.

Controlled Variables are quantities that a scientist wants to remain constant.

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DATA RESULTS & OBSERVATIONS

Observations made and data collected during the investigation are presented in the Data

Results section. Students must use tables, charts, graphs, and diagrams to show and explain

their results. Use METRIC units only (cm, m, mL, L, g, kg). Use the website

http://nces.ed.gov/nceskids/createagraph/ to assist you in creating your different graphs.

Data Table: Make a table to record the data you need to prove your hypothesis. You

may not need all of the rows depending on your experiment.

EXAMPLE: How much water do paper towels absorb?

What are you measuring and/or

observing? List the item in the

box below.

Trial #1

Trial #2

Trial #3

Bounty Paper Towels 10 mL 9 mL 10 mL

Brawny Paper Towels 8 mL 8 mL 9 mL

Store Brand Paper Towels 15 mL 16 mL 15 mL

Graph: Use the information from your data table to make a graph that shows your

experiment results clearly.

ABSTRACT

The abstract is an overview of the experiment or a summary of your science fair project and

should be limited to 250 words. It includes your hypothesis, your methods and materials, your

observations and results, and the conclusions they led to. The abstract allows the reader to

quickly understand your project. If you want judges and the public to be excited about your

science fair project, then write an exciting, engaging abstract!

CONCLUSION

The conclusion is a written statement confirming what was learned during the investigation. In

your conclusion, explain if your hypothesis was supported or not supported and what was

learned from the data. If the results of your science experiment did not support your hypothesis,

don't change your results; simply explain why things did not go as expected. Describe what

could have been done to improve the experiment next time.

RESEARCH PAPER / LAB BOOK

The research paper is a written statement that includes background information on the project

topic along with what was learned from the experiment. This will include your title page, table of

contents, introduction & background information, discussion or summary (abstract) of

experiment, data & graphs, conclusion, and a bibliography.

http://nces.ed.gov/nceskids/createagraph/

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BIBLIOGRAPHY

Write the sources that you used during your research using MLA format. A minimum of 5

sources is required.

Website – Author Last Name, Author First Name. “Page or Title of Article.” Copyright

date. Sponsoring site name. Date you accessed the site in European form. <http:?? Full

URL address>. EXAMPLE: Smith, John. “Instructional Resources”. 2004. Norristown Area School District Website.

11 November 2010. < http://iwww.nasd.k12.pa.us/instructional.asp?action=display&id=3>

Book – Author Last Name, Author First Name. Book Title. City: Company, Year.

EXAMPLE: Smith, John. The World of Science. New York: Ransom House, 2009.

Encyclopedia – “Title of Article.” Name of Encyclopedia. Copyright Year Ed.

EXAMPLE: “Water." New Encyclopedia Britannica. 1997 ed.

ORAL PRESENTATION

The student demonstrates full knowledge and provides personal responses about what was

learned as a result of the research and investigation. You will be able to use note cards if you

need to during the presentation. You will practice your presentation at home before you present

to the class. Remember to…SMILE!

Make eye contact with your classmates

Speak so your classmates can hear you (volume). Be confident.

Explain what the topic of your project was and why you chose it. Provide some

background information on your topic.

Summarize Your Project

o What you thought would happen…What you did…What you learned…

Ask your classmates if they have any questions about your project.

Answer the questions as well as you can.

Thank your classmates for listening to your presentation.

12

DISPLAY BOARD GRADING RUBRIC

Student Name _________________________

Category Advanced

4 points Proficient

3 points

Basic

2 points

Below Basic

1 point Score

Investigative

Question

(Title)

Question includes the

independent variable(s) and

the dependent variable.

Easy to understand.

Question is clear/

complete. Some difficulty

in understanding.

Dependent variable may

be implied.

Question is unclear.

Unable to identify the

independent and

dependent variables.

Difficult to understand.

Title not stated in question

format. Unable to identify

the independent and

dependent variables.

Purpose

The investigation indicates

relevance and infers powerful

literacy objectives. Clear

authentic/ original rationale.

The problem to be solved

is somewhat defined.

Unoriginal / vague

rationale.

The problem is not clearly

defined. Inauthentic; no

clear rationale.

The problem is not defined.

Hypothesis

Uses an “If…Then.”

statement to answer the

Investigative Question clearly

identifies the relationship

between the independent

and dependent variables.

Uses an “I think….”

statement to answer the

Investigative Question.

The cause effect

relationship is unclear.

Does not answer the


Does not answer the


Materials

Identified in detail with

quantities, type, brand, etc.

Listed neatly. Includes all

tools to measure the results.

Are identified in some

detail, general. Includes

most of the tools used to

measure the results.

Some materials are

missing and/or are not

identified in detail.

Materials list not included.

Procedure

All steps listed sequentially.

Measures materials in

specific units. Controls are

clear. Identifies manipulation

of the variables. Can be

reproduced. Experiment

repeated at least three trials.

Most steps listed

somewhat in order.

Controls are not identified.

Experiment was repeated

at least two times. Some

difficulty in understanding

steps.

Steps are out of order

and/or missing details.

Experiment not repeated.

Difficulty in

understanding.

Procedure steps are

missing. Experiment not

repeated.

Data Results

Observations are clearly

written with relevant details

and all major observations

are highlighted. Accurately

represents observations in

graphs/tables/charts. Data

and charts are neat, accurate

and add to the reader's

understanding of the topic.

Observations are

somewhat clear with most

details. Highlights some

major observations.

Represents some

observations in graphs/

tables/charts. Data and

charts are neat and

accurate.

Observations are unclear

with many details

missing. Few highlights

given for major

observations.

Graphs/tables/charts are

unclear.

No highlights given for

major observations.


missing or are not

accurate.

Abstract

Provides a clear, thoughtful

overview or summary of the

investigation. It includes the

hypothesis, methods and

materials, results, and the

conclusions they led to.

Provides a basic overview

or summary of the

investigation. It includes

the hypothesis, methods

and materials, results, and

the conclusions they led to.

Attempts to provide an

overview or summary of

the investigation.

However, the hypothesis,

methods and materials,

results, and/or the

conclusions, are missing

from the abstract.

No abstract provided or

abstract does not

summarize the experiment.

Conclusion

Clearly states what was

learned as a result of the

investigation and whether

results support or do not

support the hypothesis.

Identifies ways to improve

the investigation.

Somewhat states what was



the hypothesis was

supported or not.

Incomplete. Unclear

whether the hypothesis

was supported or not.

No statement whether the

hypothesis was supported

or not.

Total Score: _______

divided by 8 = _______ (Final Grade)

GRADE

4- Advanced

3- Proficient

2- Basic

1- Below Basic

13

ORAL PRESENTATION GRADING RUBRIC

Student Name _________________________

Category Advanced

4 points Proficient

3 points

Basic

2 points

Below Basic

1 point Score

Preparedness

(Note Cards are

allowed and

does not count

against student

preparedness)

Student is completely

prepared and has

obviously rehearsed.

Student seems pretty

prepared but might have

needed a couple more

rehearsals.

The student is somewhat

prepared, but it is clear that

rehearsal was lacking.

Student does not seem at

all prepared to present.

Volume,

Posture, and

Eye Contact

Volume is loud enough to

be heard by all audience

members throughout the

presentation. Student

stands up straight, looks

relaxed and confident.

Establishes eye contact

with everyone in the room

during the presentation.

Volume is loud enough to

be heard by most of the

audience members the

majority of the

presentation. Student

stands up straight and

establishes eye contact

most of the time with

everyone in the room

during the presentation.

Volume is inconsistent and

sometimes difficult to hear.

Sometimes stands up

straight and establishes

eye contact.

Volume often too soft to be

heard by all audience

members. Student

slouches and/or does not

look at people during the

presentation.

Subject

Knowledge &

Content

Student demonstrates full

knowledge (more than

required) by answering all

questions with

explanations and

elaboration. Student

provides personal

responses about what was


investigation. Shows a full


Student is at ease;

provides expected answers

to all questions. When

prompted, student

elaborates or provides

personal insight to the

investigation. Shows a

good understanding of the

topic.

Student is somewhat at

ease, but has moments of

when s/he becomes

unsure; provides some

answers to questions.

Fails to elaborate or

provide personal insight to

the investigation. Shows a

basic understanding of

parts of the topic.

Student is uncomfortable

with providing information

and is unable to answer

fundamental questions.

Does not seem to

understand the topic very

well; Reads directly from

the project board to explain

the investigation.

Incorporation

of Graphs and

Data Table

Student makes appropriate

references to graphs and

data table when providing

answers to questions or

explaining investigation.

Student explains and

makes references to

graphs or data tables,

when prompted, to

answer questions or

explain investigation.

Little attempt to include

graphs or data tables when

answering questions or


No attempt to include

graphs or data tables when

answering questions or


Vocabulary

Uses vocabulary

appropriate for the

audience. Extends

audience vocabulary by

defining words that might

be new to most of the

audience.

Uses vocabulary

appropriate for the

audience. Includes 1-2

words that might be new to

most of the audience, but

does not define them.

Uses vocabulary

appropriate for the

audience. Does not include

any vocabulary that might

be new to the audience.

Uses several (5 or more)

words or phrases that are

not understood by the

audience.



GRADE

4- Advanced

3- Proficient

2- Basic

1- Below Basic

14

RESEARCH PAPER GRADING RUBRIC

Student Name _________________________

Category Advanced

4 points Proficient

3 points

Basic

2 points

Below Basic

1 point Score

Components

of Research

Report (For

additional

explanation,

please refer to

page 5)

1. Title Page

2. Table of

Contents

3. Introduction

4. Discussion/

Summary

(Abstract)

5. Conclusion

6. Bibliography

All required elements are

present (see left). Student

provides additional background

information on the topic being

investigated to enhance the

reader’s understanding.

Summary is a clear, thoughtful

overview of the investigation. It

includes the hypothesis,

methods and materials, results,

and the conclusions they led to.

Accurately represents

observations in

graphs/tables/charts. Data and

charts are neat, accurate. The

conclusion clearly states what

was learned as a result of the

investigation and whether results

support or do not support the

hypothesis. Identifies ways to

improve the investigation.

All required elements are

present (see left). Student

provides adequate

background information on

the topic being investigated.

Provides a basic summary of

the investigation. It includes

the hypothesis, methods and

materials, results, and the

conclusions they led to.

Represents some

observations in graphs/

tables/charts. The conclusion

somewhat states what was



the hypothesis was

supported or not.

One or two required

elements are missing.

Attempts to provide an

overview or summary of

the investigation.

However, the hypothesis,

methods and materials,

results, and/or the

conclusions, are missing.


unclear. Incomplete

conclusion; unclear

whether the hypothesis

was supported or not.

Three or more required

elements are missing. No

summary of the experiment

provided. Graphs/tables/

charts are missing or are not

accurate. No conclusion

stating whether the

hypothesis was supported or

not.

Quality of

Information

Information clearly relates to the

main topic and experiment. It

includes a great deal of

supporting evidence or

examples.

Information clearly relates to

the main topic and

experiment. It provides 1-2

examples of supporting

evidence and/or examples.

Information clearly

relates to the main topic

or experiment; however

no evidence and/or

examples are given.

Information has little or

nothing to do with the main

topic or experiment.

Convention

Paragraph

Construction,

Organization, and

Mechanics

All paragraphs include

introductory sentence,

explanations or details, and

concluding sentence.

Information is very organized

with well-constructed paragraphs

and subheadings. No

grammatical, spelling, or

punctuation errors.

Most paragraphs include

introductory sentence,

explanations or details, and

concluding sentence.

Information is organized with

well-constructed paragraphs.

Almost no grammatical,

spelling, or punctuation

errors

Paragraphs included

related information but

were typically not

constructed well.

Information is organized,

but paragraphs are not

well-constructed. A few


punctuation errors.

Paragraphing structure was

not clear and sentences

were not typically related

within the paragraphs.

The information appears to

be disorganized. Many


punctuation errors.

Data & Charts

Observations are clearly written

with relevant details and all

major observations are

highlighted. Accurately

represents observations in

graphs/tables/charts. Data and

charts are neat, accurate and

enhance the reader's


Observations are somewhat

clear with most details.

Highlights some major

observations. Represents

some observations in

graphs/ tables/charts. Data

and charts are neat and

accurate.

Summary is unclear with

many details missing.

Few highlights given for

major observations.

Graphs/tables/ charts are

unclear.

No highlights given for major

observations. Graphs/tables/

charts are missing or are not

accurate.

Sources

All sources (information and

graphics) are accurately

documented in MLA format.

All sources (information and

graphics) are accurately

documented, but a few are

not in MLA format.

All sources (information

and graphics) are

accurately documented,

but many are not in MLA

format.

Some sources are not

accurately documented.



GRADE 4- Advanced

3- Proficient

2- Basic

1- Below Basic

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