FAITH LUTHERAN SCHOOL SCIENCE FAIR...
Transcript of FAITH LUTHERAN SCHOOL SCIENCE FAIR...
FAITH LUTHERAN SCHOOL SCIENCE FAIR 2018 IN CONJUNCTION WITH THE TELSS SCIENCE FAIR
Science is our human understanding of how the world that God created works. As students explore the
many wonders of God’s creation they receive a deeper understanding of how great our God truly is. The
science fair project also allows students to improve their thinking processes as they ponder, question,
explore, research and analyze different areas of science. These important skills will guide them as they
strive to make the best use of the different abilities and resources that God has given them.
For students to accomplish these different tasks, they are asked to develop and build a science fair project.
Here are some helpful tips and guidelines to direct the students in their quest to dive deeper into the amazing
world that we have been blessed to be a part of.
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February 1, 2018
Dear Parents,
This school year TELSS schools will be hosting a Science Fair as part of the Academic Bowl on Friday, April 13, 2018. Each
school will be entering three science projects for 5th-6th grade and three science fair projects for 7th-8th grade. Faith Lutheran
will be holding our own Science Fair ahead of time. The date for the Science Fair at Faith is Wednesday, March 28. All
projects must be set up in the church during the school day. Each student in grades 4-8 will submit an individual project that
they will present to a panel of judges. The top three projects from 5th-6th and the top three projects from 7th-8th will then be
entered into the TELSS Science Fair on Friday, April 13. This information packet is intended to assist you in helping your
child prepare a project. We are looking forward to this type of fair! It gives the children the opportunity to display their God
given talents in a variety of ways.
Students should plan on the project taking about two months. This will give them time to plan the experiment, gather data, and
interpret their data in order to do an adequate job on the display. The students can choose from a list of experiments or choose
one of their own. You are not limited to the suggested list, however, the project should be something that can scientifically
be tested. Mr. Leifer or Mrs. Getka will be able to tell your child if it is an appropriate experiment when the student submits
the science fair project application form.
We will be spending some class time on this (planning the experiment, writing the report, planning the display), but much of
the work will need to be completed at home. Parents, thank you for helping your child meet the due dates on the following
page. A helpful online resource is: http://www.sciencebuddies.org/science-fair-projects/project_guide_index.shtml
We wish you the Lord’s blessings on your work. We feel it will be an educational experience for everyone involved. Please
feel free to ask questions. We will do everything we can to make this a pleasant experience for you and your child. Please see
the following specifics regarding this year’s Science Fair.
Yours in Christ,
Mr. Leifer and Mrs. Getka
Science Fair Objectives:
Gain an appreciation of how intricately God’s hand is involved in making our universe work.
Use the Scientific Method to develop an understanding of controls and variables.
Take an open and creative approach to problem solving.
Sharpen students’ writing skills.
Develop skills in library use and Internet research.
Recognize that a successful outcome is based not on personal opinion but on scientific fact.
Develop time management skills.
Develop public speaking skills as students present projects to their classmates, teachers, and judges.
Develop poise and thinking on their feet in responding to questions presented to them
about their project.
Gain recognition for academic achievement and pride in the effort used to complete
their project.
Science Fair Categories:
Engineering
Defining a need and building/improving a prototype to meet that need.
Earth and Space Sciences
Any of various sciences, such as geography, geology, or meteorology, that deal with the earth, its
composition, structure, origin, or any of its changing aspects.
Physical Sciences
Any of the sciences, such as physics, chemistry, astronomy, and geology, which analyzes the nature and
properties of energy and nonliving matter.
Life Sciences
Any of several branches of science, such as biology, medicine, anthropology, or ecology, which deals with
living organisms and their organization, life processes, and relationships to each other and their
environment.
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Grading Criteria:
The students will be evaluated on their projects in two different ways. The presentation will be evaluated by the
judges of the Faith Science Fair using the TELSS rubric on page 17 of this packet. These results will determine which
students move on to the TELSS Science Fair. The project and report will be graded by the classroom teacher using the
rubric on page 18 of this packet for a Science grade and a Writing grade.
Project Timeline:
Step # 1 February 2 Information sent home
Step # 2 February 9 Application for Science Fair Project Form due
Step # 3 February 16 Project Progress Check Forms
• Statement of Purpose
• Sources for Research
• Identification of Variables and Procedure of Experiment Form
Step #4 March 13 Experiment Progress Check
• Collection and Interpretation of Data Form
• Rough Draft of Written Report
Step #5 March 20 Written Report Due
• Experiment Conclusion and Parental Involvement Form
• Final Draft of Written Report
Step # 6 March 28 Project/Display Due
• Students bring final Science Fair projects to school for a 2-4
minute oral presentation of their project to the judges. Projects
will be sent home with that same day.
Step #7 April 13 Top three projects from 5th-6th and 7th-8th grade compete at the TELSS
Academic Fair
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Project Ideas
Remember, your science fair project should start with a question. What topic interests you most? What
have you always wondered about that topic? Once you’ve decided the question you want to answer,
everything from the hypothesis to the procedure will flow from there.
Step 1: Think of a few possible topics, in case materials or time required limit your first choice. Here are
some topics that might interest you:
1. Test any responses to real and artificial sweeteners.
2. How do temperature changes affect a fish?
3. Do preservatives stop bread mold from growing?
4. How leaves lose water.
5. The effect of sunlight on plants.
6. The effect of crowding on plants.
7. How changing the fulcrum affects a level.
8. What fabrics make good insulators?
9. How do charged objects act toward each other?
10. Materials that are the best conductors of electricity.
11. The effect of the height of a swinging mass on its
energy.
12. How are crystals formed?
13. Removing salt from water.
14. Which foods contain starch?
15. Which sense organ can detect the greatest variety of
sensory information?
16. How water rises in different kinds of plant stems.
17. Does a temperature change in water affect a fish’s rate
of breathing?
18. Is air matter?
19. Forming compounds.
20. How heating water affects the rate at which materials
dissolve.
21. Factors affecting how fast liquids will mix.
22. Boiling points of liquid substances.
23. In which liquids will an ice cube float?
24. Freezing points of different liquid substances.
25. What effect does size of particles have on how fast a
solute dissolves?
26. How to make water wetter.
27. What metals and/or materials will rust?
28. Good and poor conductors.
29. The effect of type of circuit used on the brightness of
light bulbs.
30. How does the color of an object affect how warm it
gets?
31. Where is the best place to position solar heating units?
32. Can the wind be used to make electricity in the area
where we live?
33. Is a solar collector a feasible way to heat water?
34. Are there solid particles in the air we breathe?
35. The effect of dilution on reducing water pollution.
36. What materials are biodegradable?
37. What effect does the color of an item have on the
amount of solar energy it absorbs?
38. Observe cloud patterns for several weeks and try to
predict the weather. How accurate are your
predictions?
39. Controlling eye blinking.
40. The effect of removing minerals from bones.
41. The effect of different kinds of physical activity on
pulse rates.
42. Factors affecting condensation.
43. Can nonliving things grow?
44. The effect of light on plants.
45. How does root position affect plant growth?
46. Factors affecting germination.
47. Will bean stems grow downward if the only light
source comes from below?
48. Testing acids and bases to determine their pH.
49. Use red-cabbage juice to determine whether materials
are acids or bases.
50. Factors that affect leaf decay.
51. The effect of colored light bulbs on the growth of
plants.
52. Factors affecting wave frequency.
53. The composition of soils in your area.
54. Ways to desalinate salt water.
55. At what temperature does condensation start?
56. The relationship of relative humidity and barometric
readings to changes in weather.
57. The effect of repetition on reaction times of different
animals.
58. Factors affecting the ability to memorize.
59. How does heat affect sugar?
60. The effect of light sources in producing shadows.
61. How colored filters affect fading.
62. The effects of different types of fertilizer (artificial
and natural) on plant growth.
63. What effect does the depth of a planted seed have on
the plant’s growth?
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64. How water can be purified at home.
65. Expansion rates of different metals.
66. How sound is transmitted.
67. Growth of rats in a vitamin-deficient environment.
68. How copper plating takes place.
69. Reaction of protozoa to different chemicals.
70. Developing photographic film.
71. Photosynthesis in lower species of plants.
72. How gerbils learn their way through a maze.
73. The growth of bacteria in different commercial
disinfectants.
74. Chick hatching rates at different levels of humidity.
75. Mold growth on different types of bread (wheat,
white, rye).
76. Growth patterns of yeast.
77. The growth of grasses in different soils.
78. How does acid rain affect seed germination?
79. How we see colors.
80. Reactions of seeds to different chemicals.
81. The effects of salt versus sugar on plant or animal
growth.
82. How much water do different soils hold?
83. Which type of insulation holds in heat the best?
84. Does affection influence the growth rate of hamsters?
85. Effects on germination rates of seeds exposed to
ultraviolet light.
86. Phototropism and its effect in different plants.
87. The effects of light direction on plant growth.
88. How does electricity affect the growth of plants?
89. Effects of aspirin on the growth of selected plants.
90. Do different types of music affect individuals’
learning power?
91. Effects of car exhaust on different plants.
92. Ways to slow down plan growth.
93. Effects of different colors on the eating habits of
chicks.
94. Effects of toothpaste on bacteria growth.
95. Effects of noise on the growth of plants.
Helpful Websites for even MORE IDEAS
www.all-science-fair-projects.com
www.education.com/science-fair
www.sciencebuddies.org
Step 2: Now go through the list of topics and ask this question: What could I do to scientifically explore
this topic more?
After a topic is decided please think about the following ideas:
1. How hard will this topic be for me to understand and present findings? Is the topic
too easy for my grade level?
2. How much time will be needed to research the topic and gather and collect
materials and data?
3. What kind of materials will I need to accomplish my goal? Are they available?
4. How much help will I need in this project?
5. What safety issues may be involved with the project?
Choosing a topic can be one of the hardest parts of a project. The time you spend asking questions and
thinking of ways to make the project have a personal meaning, will greatly benefit the entire process.
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Follow the Scientific Method from February 16-March 13, 2018
The scientific method consists of a series of steps that must be followed to ensure an effectively designed
experiment. Note that the steps allow some leeway, offering students many ways to examine and explore
an area of interest. Nevertheless, if the project is to yield scientific data that will expand the student’s
understanding, each of the following steps is essential.
STEPS OF THE SCIENTIFIC METHOD
1. Identify the problem
2. Refer to authoritative sources
3. Ask an appropriate question
4. Develop a hypothesis
5. Conduct experiments
6. Keep detailed records of methods and results
7. Report the experiments
8. Analyze the results
9. Develop a conclusion
IDENTIFYING THE PROBLEM
With so many potential topics from which to choose, students must narrow their choices to a specific one.
Students should ask questions that will assist them in defining a specific problem. This is a process
scientists go through regularly and one that is essential to a well-designed, successful experiment.
REFERRING TO AUTHORITY
Students should be prepared to conduct some investigative research before initiating an experiment. This
means reading books, magazine articles, pamphlets, brochures, or any other printed information
concerning their topic. These discoveries can yield a significant amount of valuable data that sharpens a
student’s understanding of a selected field.
ASKING AN APPROPRIATE QUESTION
To develop an effective science experiment, students need to formulate a very specific question about the
chosen area of interest. Parents and teachers can help. Being specific and identifying variables is
important in helping the student sharpen his or her focus and carefully define the area to be investigated.
DEVELOPING A HYPOTHESIS
After students have designed an appropriate question, they must turn that question into a hypothesis. A
hypothesis is an educated guess, a statement of how the scientist thinks the experiment will turn out. It is
a prediction, based on the best available information, of what the scientist believes will happen at the
conclusion of the experiment. A well-constructed hypothesis identifies:
• the subjects of the experiment (plants, mice)
• what is being measured (rate of growth, weight)
• the condition of the experiment (different-colored light sources, junk food versus regular food)
• the results expected (light colors produce faster growth rates than dark colors; a nutritious diet
produce higher weights than a junk food diet). Thus a student’s question about a specific area of
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interest can be developed into a hypothesis that forms the foundation of the student’s
investigation.
CONDUCTING THE EXPERIMENT
Testing one’s hypothesis is at the heart of the scientific method. It is here that the student will organize
and conduct an investigation examining the effects of changes in certain experimental condition or
experimental factors. In short, the student will learn what happens when a condition is created or altered.
In addition, the implications of that change are also explored. It is important that the student test or
examine one idea at a time. It is easy for students to expand their experiments far beyond the limits
established with the original hypothesis; however, for any results to be valid students must adhere to the
original design. Often, this means a process of trial and error in which a problem is approached from
many angles before a hypothesis can be confirmed. It is also at this stage that students must decide how
many times they will conduct their experiment, the number of subjects or items being subjected to the
test, how long it will last, and what special materials they will need. Students also must decide how they
will be measuring the effects of the experiment. The conditions under which the experiment will be
carried out must be clarified prior to as well as during the entire experiment.
KEEPING RECORDS
Students should keep a log or record book of what they do and observe during the course of the
investigation. Such record keeping permits the student to keep track of the individual events of the
experiment and it provides a reference for identifying any errors that may creep into the experiment.
Others should be able to duplicate the experiment simply by following the student’s record.
REPEATING THE EXPERIMENT
Conducting an experiment once usually does not provide a student with sufficient data upon which to
base a decision or conclusion. It is important that the student plan adequate time to conduct the
experiment more than once. Such a practice ensures that the results obtained the first time are accurate
and precise. It also guarantees that any conclusions drawn from the results of the experiment are based on
a wealth of information and not just a few isolated details.
ANALYZING THE RESULTS
After the experiment has been conducted and all the necessary data collected, it is time to analyze that
information. The collection of this information and its analysis are vitally important parts of the entire
project. It is here that the student assembles and looks over the available results in order to begin
formulating a conclusion. It is important to point out to the student that the data gathered may not confirm
the original hypothesis. It is possible that the results will not confirm that hypothesis but rather refute it.
This happens to scientists all the time and is a natural and normal part of the scientific method. In an
experiment, success is neither a positive nor a negative finding but any clearly substantiated, repeatable
result.
DEVELOPING A CONCLUSION
Now that the student has conducted the experiment, collected the necessary data, and analyzed the results,
it is time to formulate a conclusion. The conclusion should provide some answer to the original question
(see above), although it is entirely possible that the experiment was unsuccessful in proving the
hypothesis. There is certainly nothing wrong with a conclusion indicating that the question still remains
unanswered. The importance of the experience lies in the student’s having an opportunity to investigate
and learn about an area of interest by means of the scientific method. Arriving at an ideal conclusion is
not the goal—wrestling with a problem is.
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Application for Science Fair Project Due: February 9, 2018
Student Name: _______________________________________ Date: _______________________
Teacher’s Name: _____________________________________ Grade Level: _________________
Project Title: __________________________________________________________________________________
Project Area: (Circle one)
Engineering Earth Sciences Physical Sciences Life Sciences
State the Problem: What do I want to find out?
The problem is the question you want to answer when you set out to do your experiment. The problem of the
experiment should be stated as a question. The question could be: What if…?,
How come…?, Why does it…?, How could…?, Would this affect this…?, Does this really happen? The problem of
your experiment could also be a statement: I wanted to see if… I think that when I do this… Allow yourself to be
creative to come up with other possibilities.
Example Problem: Which will heat up faster, sand or water?
State the Problem of Your Experiment: _____________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Formulate Your Hypothesis – This is what I think the answer to my problem will be:
Your hypothesis is a possible answer to the problem of the experiment that you stated above. Make sure that your
hypothesis is something that can be tested and scientifically measured. A hypothesis is usually an educated guess as
to how you believe the experiment will turn out before you actually conduct the experiment itself.
Example Hypothesis: I think the sand will heat up faster than water because when I go to the beach the sand is hot on
my feet and the water is cool.
State Your Hypothesis for Your Experiment: _________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
This is the investigation I propose for the completion of my Science Fair Project.
Student Signature: _____________________________________________ Date: _______________________
The investigation proposed by this student meets the preliminary requirements for a Science Fair Project.
Teacher Signature: _____________________________________________ Date: _______________________
I approve of my child’s proposed Science Fair Project.
Parent Signature: ______________________________________________ Date: _______________________
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This portion of your packet contains the forms you will need to show your teacher as you
complete your project. Below you will find a list of the items that need to be completed
and turned in by:
March 28, 2018.
Work to Turn In:
1. Display Board/Digital Presentation (including “inner display” items too) –
Since these are going home the day of the fair, the teacher will take a digital
picture.
2. Written Report
3. Project Packet (pages 9-13)
Student Name: ______________________________
Parent Signature: _____________________________
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Purpose, Research, and Source List by February 16, 2018
Purpose Statement
Students should create a purpose for why they chose their topic and what they hope to learn from this
project.
The proper format for a purpose statement includes two elements. First is answering the question of why
they chose that topic. This answer should have a personal connection. The second part of the purpose
statement is to ask a question for what they hope to learn.
My purpose statement: ___________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Research
You will need to research this topic from a variety of sources. By using a variety of sources you will get a
clear understanding of what you are truly exploring in their project. Once research has been gathered a
report will be written.
The research should provide background information for the project. The research and report should
focus on understanding key words and ideas that apply to the project. This research should not provide an
answer to the question in the purpose statement, instead it should help you understand the topic at hand so
you can observe and explain the phenomenon they are exploring. When all the research has been
completed, the information will be written in a report (See p. 21 for rough draft and p. 12 for final draft).
I. Written Sources:
______________________________________________________________________________________
______________________________________________________________________________________
II. Other Sources:
Website 1: ________________________________________________________________________________
Website 2: ________________________________________________________________________________
Video: ___________________________________________________________________________________
Person: __________________________________________________________________________________
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Identify and Control the Variables and Procedure of Experiment by February 16, 2018
See appendix A for definition of independent and dependent variable.
State the Independent Variable for Your Experiment: __________________________________________________
_____________________________________________________________________________________________
State the Dependent Variable for Your Experiment: ___________________________________________________
_____________________________________________________________________________________________
I. Materials Needed:
______________________________________________________________________________________
______________________________________________________________________________________
II. Procedure:
Step 1: ________________________________________________________________________________
Step 2: ________________________________________________________________________________
Step 3: ________________________________________________________________________________
Step 4: ________________________________________________________________________________
Step 5: ________________________________________________________________________________
Step 6: ________________________________________________________________________________
Step 7: ________________________________________________________________________________
Step 8: ________________________________________________________________________________
Step 9: ________________________________________________________________________________
Step 10: _______________________________________________________________________________
Step 11: _______________________________________________________________________________
Step 12: _______________________________________________________________________________
Step 13: _______________________________________________________________________________
Step 14: _______________________________________________________________________________
Step 15: _______________________________________________________________________________
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Collect and Interpret Data by March 13, 2018
Collecting Data: Using a separate sheet of paper, create a chart or graph showing the data collected. These can be easily
created in Office 365 using Microsoft Excel.
Place your graph here.
Interpreting Data: What does the data collected in your experiment tell you?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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State Your Conclusion & Parental Involvement Documentation by March 13, 2018
State the Conclusion of Your Experiment: ___________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Documentation of Parental Involvement: ____________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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Prewriting and Rough Draft of the Written Report
Prewriting for the Written Report:
The experiment that you have conducted and the information you have gathered should be used to write a
report of the experiment for future scientists to read. Your report should follow this basic outline:
I. Introduction
A. State how you arrived at this topic and why you did this experiment.
B. Tell what you have learned about God’s creation from conducting the experiment.
II. Body of Paragraph 1: Topic
A. Discuss your prior knowledge about this experiment prior to researching it.
B. Provide scientific research about this experiment or the things involved with doing it.
III. Body of Paragraph 2: Hypothesis
A. State the hypothesis you arrived at prior to beginning the experiment.
B. Why do you believe that your hypothesis will happen?
IV. Body of Paragraph 3: Variables
A. Identify the variables in your experiment that you can control and how you controlled them.
B. Identify the variables in your experiment that you cannot control and how they affected the
experiment.
V. Body of Paragraph 4: Procedures
A. Discuss the materials that you used to conduct the experiment.
B. Specifically explain the steps you followed in your experiment.
C. Describe how you collected your information and what procedures you used to do so.
VI. Body of Paragraph 5: Results
A. Explain in words the information found on your charts and graphs.
B. Interpret the data you collected and how it either supports or negates your hypothesis.
VII. Closing Paragraph: Conclusion
A. Restate the conclusion that you arrived at upon completing your experiment.
B. Explain in greater detail why you think it supports or rejects your hypothesis.
C. Discuss other ways to test your hypothesis or obtain different results by slightly changing your
experiment.
Rough Draft of the Written Report (Due March 13):
The rough draft of the written report should be a work in progress. This is where you have taken the
prewriting outline and have begun to put it in the form of a written report. You should go through the
rough draft to make corrections to spelling and grammar as well as any major thoughts you would like to
cut or add to the paper. The teacher should be able to see these types of editing by clicking through
previous versions of the file you are typing or by reading through the typed comments.
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Final Draft of the Written Report Final Draft (Due March 20):
The final draft of the written report is the finished copy telling in words the research and the experiment you
conducted for your science project. The report informs the viewer as to whether you actually know what you are
doing, and what really happened. Use this report to explain in detail your experiment and its results.
Proper grammar and sentence structure should be used in the writing of the paper. (Times New Roman font size 12)
Plagiarism is illegal and is a serious issue. If sources and quotations are not documented correctly and plagiarism is
found in the project the student will receive an automatic fail.
Reports should be typed and neatly bound in an attractive folder or binder (available for FREE from Faith).
The final draft should include:
A. Title Page – title of the project, your name, school, grade, and date
B. Written Report (Final draft) should be 400 words minimum
C. Bibliography Page - This page lists in alphabetical order the sources that you used to
research your project.
D. Acknowledgements – This can be on the same page as your Bibliography, but the point is to thank all
the individuals who assisted in research or development of the project. You should briefly explain how
the help was given.
Bibliography Help:
For assistance with properly writing bibliographies, the student may go to a website that has many
bibliographies prewritten for books, websites, and other works. A few website are: www.easybib.com or
www.citationmachine.net
Author’s Last Name, First. Title of the Book. City Published: Publisher, Year.
Bright, Kristen L. 50 Science Experiments for Kids. New York: McGraw-Hill, 1999.
Citing a Website:
Web Address
www.nasa.kennedyspacecenter.gov
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Project Set Up and Presentation Project Set Up (Due March 28):
The final step of your project is to put together a display. This is a very important part of your project and should be
done in an eye-pleasing and eye-catching manner, with a splash of showmanship. Your display should attract people
to it. Make it a colorful, artistic, and above all, neat and complete display. Preparation of your display will include an
outer display board or digital presentation (you are responsible for all electronics) and inner exhibit materials.
OUTER DISPLAY UNIT: The display unit forms the background for the project. It should be built of sturdy
materials to provide a structure for a vertical display of graphs, charts, photographs, and other printed information.
Usually three-sided, it includes the name of the project as well as other information that is vital to observers.
Information placed on the display boards should flow in a left to right manner. That is your problem, research,
hypothesis, etc. should be on the left panel as you face the display board. The middle panel then might contain your
procedure and observations – graphs, charts, etc. Finally on the right panel you could display conclusions, additional
real-life applications, or topics for further research/experimentation.
Don’t be afraid to spice up your display with flashy paper, fonts, etc. Be artistic, creative, and informative!
INNER EXHIBIT MATERIALS: The exhibit materials consist of items collected or demonstrated by the student, a
set of apparatus, or the experiment the student carried out during his or her investigation. Display materials give the
science project a three-dimensional effect and allow others to observe the actual materials involved in the student’s
investigation.
The Written Report should be displayed on the table in front of the display board with your Exhibit Materials.
Presentation:
Students will give a short presentation to a panel of judges to explain their project. The presentation will be a brief
summary of what the students did in their project and what they learned as they explored their topic. The presentation
should be about 3 min in length. Students will be judged using the rubric on p. 17. Please practice the presentation
before the presentation day.
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Science Fair Project Grading Rubric Grades 4-8
Name: __________________________________________________ Grade: _______________
Project Title: __________________________________________________________________________________
Rubric Scale: 5 – Excellent, 4 – Good, 3 – Average, 2 – Below Average, 1 – Poor, 0 – Not Complete
I. Scientific Thought (50 Points)
A. Problem or Purpose _______/5 - Problem is clearly stated.
B. Hypothesis _______/5 - Hypothesis is clearly stated.
C. Procedure _______/5 - Procedure is thorough and organized.
- Independent and Dependent Variables are identified.
D. Results _______/5 - Collection of data is thorough.
- Interpretation of data through charts and graphs is evident.
E. Conclusion _______/5 - Conclusion points to an acceptance or rejection
of the original hypothesis.
Sub Total: ________ x2
II. Written Report (15 Points)
A. Organization _______/5 - The report is well organized
B. Clear and Concise _______/5 - The report is easy to follow and gets to the point.
C. Understanding _______/5 - The report demonstrates scientific accuracy, and a clear
understanding of the project in the student’s own words.
Sub Total: ________
III. Display (15 Points)
A. Layout _______/5 - The layout of the project is neat and well organized.
B. Neatness _______/5 - The display is attractive and easy to read.
C. Creativity and Originality _______/5
- The display exhibits creativity and imagination. Sub Total: ________
Teacher Comments & Questions: Total Points Earned: _______/80
Letter Grade Earned: _______
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Appendix A
Identify and Control the Variables
What parts of the experiment do I control?
In a science experiment there are some variables you can control or change. There are
some that you cannot control or change. The Independent Variable is the part of the experiment
that you can control or change. The Dependent Variable is the part of the experiment that you
observe as a result of changing the independent variable.
What is an independent variable?
The independent variable is the one you change. To make sure you have a fair test, you
will have only one independent variable. As you change the independent variable, you will
observe what happens.
What is a dependent variable?
You will focus your observations on the dependent variable to see how it responds to the
change made to the independent variable.
For example, if you open a faucet (independent variable), the amount of water flowing
(dependent variable) will change by increasing in flow. There are often more than one
dependent variable in an experiment.
What is a controlled variable?
Controlled variables are quantities that you want to remain constant. For example, if you
want to measure how much water flows, it is important to keep the water pressure the same.
What are some examples of these variables?
Question to answer Independent variable
(What I change)
Dependent variable
(What I observe)
Controlled variables
(What I keep the same) 1) How much water
flows through a
faucet at a different
openings?
Water faucet opening
(closed, half open, fully
open)
Amount of water flowing
measured in liters per
minute
• The faucet
• Water pressure
2) Does fertilizer make a
plant grow bigger?
Amount of fertilizer
measured in grams • Growth of the plant
measured by its height
• Growth of the plant
measured by the number
of leaves
• (Other measures to
observe)
• Same type of fertilizer
• Same size pot
• Same type of plant in
each pot
• Same type and amount of
soil in each pot
• Same amount of water
and light
• Make measurements of
growth for each plant at
the same time
20
Question to answer Independent variable
(What I change)
Dependent variable
(What I observe)
Controlled variables
(What I keep the same) 3) How fast does a candle
burn?
Time measured in minutes Height of candle measured
in centimeters at regular
intervals of time (i.e. every
5 minutes)
• Use same type of candle
for every test
• Wind – make sure there
is none
4) Who listens to music
the most: Teenagers or
Parents
The groups receiving the
survey: Teenagers or Parents
The amount of time that
each person listens to music
per day measured in hours
• Ask the question in
exactly the same way to
each individual
21
Appendix B
Procedure of the Experiment
How will we find out the answer to our problem?
In order to find out the problem of your experiment, you will need to make a list of everything
that you will need. It is important that you be very precise so that you have an exact plan for
your experiment.
The exact plan is called the procedure. Think about the procedure carefully and then write it
down. The procedure is something that you will also want to be a visible part of your display at
the science fair, both in your report and on your display board. This procedure is the set of
directions by which any one can do your experiment the same way under the same conditions.
Never assume that someone else will know what you are doing. So be specific in telling how to
do the experiment.
A good procedure brings up the topic of variables. Appendix A discusses what the independent
and dependent variables.
Everything else in your experiment is a constant. A constant means just that; things will remain
the same every time your experiment is done.
Example Procedure:
I. Materials Needed: 2 – 16 quart pie pans
1 – pie pan filled with 4 quarts of water
1 – pie pan filled with 4 quarts of sand
2 – thermometers which measure degrees Celsius
2 – desk lamps with 60-watt light bulbs
II. Procedure: Step 1: Fill 1st pie pan with 4 quarts of water.
Step 2: Fill 2ns pie pan with 4 quarts of sand
Step 3: Place 1 thermometer into the pie pan filled with water.
Step 4: Place 1 thermometer into the pie pan filled with sand.
Step 5: Place first desk lamp next to the pie pan filled with
sand and adjust the bulb to sit 7 inches away from the
level of the sand.
Step 6: Place second desk lamp next to the pie pan filled with
water and adjust the bulb to sit 7 inches away from the
level of the water.
Note: You could place the lamp at varying distances away to measure how
the distance affects how fast each substance heats up.
Step 7: Record measurements from each pie pan at 0 minutes,
1 minute, 2 minutes, 3 minutes, 4 minutes, & 5 minutes.
Step 8: Adjust distances of desk lamp from the level of each
Substance and take recordings at the same intervals.
Step 9: Interpret data collected from readings on a graph
displaying how time affects temperature.
Step 10: State the conclusion of the experiment based on data
collected and interpreted.
22
Appendix C
Collect and Interpret Data
Collect and Interpret Data: What Actually Happened?
All of the information that you gain from your experiment is called data. This data is best
displayed in chart form, or graph form on your science fair display board. This gives people a
brief picture of what it is that you did, what it is that happened, and what it is that you learned.
Every scientist’s graphs and charts may be done differently. Display you information in your
own type of chart or graph that visually displays the data that you collected:
Example Charts for Collecting Data:
Temperature of Sand and Water Time (Min) 0 1 2 3 4 5
Water 22 24 25 27 28 29
Sand 22 25 27 29 31 33
40
35 (sand)
30
Temperature 25 (water)
(Degrees Celsius) 20
15
10
5
0
1 min. 2 min. 3 min. 4 min. 5 min.
Example of Interpreting Data:
Through the collection of my data it appears that sand heats up faster than water.
Collecting Data: Using a separate sheet of paper, create a chart or graph showing the data
collected.
Interpreting Data: What does the data collected in your experiment tell you?
______________________________________________________________________________
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23
Appendix D
State Your Conclusion & Parental Involvement Documentation
State Your Conclusion:
When you experiment is complete and your data collected, then you are ready to write your
conclusion. The conclusion will tell in words what your graphs and charts show you. It will also
tell if your data supports or rejects the hypothesis that you stated prior to beginning the
experiment. If your original hypothesis has been rejected, write a revised hypothesis for your
conclusion. DO NOT go back and rewrite your original hypothesis.
Example Conclusion:
After completing my experiment of attempting to find out which substance heats up faster, sand
or water, I have come to the conclusion that indeed sand does heat up faster than water.
State the Conclusion of Your Experiment:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Parental Involvement:
Explain below the amount of help your parents provided you as you completed your project.
This could include suggestions on possible experiments, trips to the store to gather materials,
assistance with dangerous or volatile chemicals, proofreading your written report, or
documenting your experiment by taking pictures of the process.
Documentation of Parental Involvement:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________