Assalamu alaykum wa rahmatullahi wa barakatu
Greetings Parents and Students,
We are enthusiastic about starting our endeavor toward the science fair projects. An experiment is the process to actually test a hypothesis to solve a problem. The science fair project is a unique learning experience in which students perform problem solving techniques while relating science to their real life experiences.
Every project must use the scientific method as described in the AS science fair guideline. It is encouraged and not mandatory to choose a problem that is related to the science curriculum for your grade level. Whatever project you choose to complete, the topic MUST be approved by the student’s science teacher first.
In this AS science fair guideline you will find a description of the components along with a space for the due dates, which teachers will set upon receiving this packet in their class. Rubrics will be provided by individual teachers and should be keep clean because they will need to be turned in when at the time presented. You should use the rubric as a guide to help you complete your project to the best of your ability. You will also be turning in each step of your project as we go along. A timeline with the due dates for each step is attached as well.
When you turn in each step, you will receive a home learning grade for actually turning your work in, but this grade is no indication of your progress toward your project. In other words, you are turning in a rough draft. You may get an ‘A’ grade for turning in the rough draft of your background information, but if you do not make the corrections that the teacher suggests, you may get a ‘C’ grade for your background information. However, if you make all of the teacher suggested corrections, you should get an ‘A’ grade for each part of the project.
If you have any questions, please do not hesitate to contact the student’s science teacher. Science teachers at AS are here to help through every step of this unique learning experience. The AS science fair guideline is thorough and self explanatory.
Website that may be of help to you:
*Regional Fair Information: http://www.orsf.ca/main.php
*Please follow the time frame and instructions on this sheet for every part of the scientific method as closely as possible in order to get the most possible points earned for this important project. You must perform an experiment for your science fair project. If you have any questions, please contact your science teacher as soon as possible.
*Teams are allowed but limited to a maximum of two students. If you are working with partners, each person is responsible for their own share of the work. Delegation and completion of the tasks will be decided and regulated by the members of the team.
*There will be No Changes in group’s members after week 1. Any group problems, including disagreements, members not completing tasks, etc., will be handled by the GROUP MEMBERS. The teacher will not deal with any group issues.
*Your project title and experiment must be approved by your teacher before you begin!!!
*Project may NOT use:
Animal/human testing allowed
Controlled/ Hazardous Substances
*Once your project title and experiment have been approved, please stick to that project.
*A data log must be kept.
· Must be typed with Times New Roman font size 12, double space, front only.
· Must have one inch margins all around.
· Must include and follow requirements for all steps within the Scientific method
· Must include data log
· Must have at least three different resources/references.
· Must include bibliography (See How to Write a Bibliography).
· Must follow correct grammar and punctuation.
*NO Plagiarism: DO NOT use and pass off (the ides of writings of another) as one’s own. Plagiarism is unethical and illegal. Plagiarized work will receive a zero grade.
The Scientific Method
A science project is an investigation using the scientific method to discover the answer to a scientific problem. Before starting your project, you need to understand the scientific method. This section uses examples to illustrate and explain the basic steps of the scientific method. The scientific method is the "tool" that scientists use to find the answers to questions. It is the process of thinking through the possible solutions to a problem and testing each possibility to find the best solution.
The scientific method involves the following steps:
· Results / Data Analysis
· Data Log and Abstract
Do start planning and working on the experiment as soon as possible.
Do use many references from printed sources (books, journals, magazines, newspapers, and electronic sources such as computer software and online services).
Do gather information from professionals (instructors, librarians, and scientists, such as physicians and veterinarians).
Do perform other exploratory experiment related to your topic.
ü Title of Project/ Problem Statement:
It’s encouraged (not mandatory) to choose a problem related to the science curriculum for your grade level. The topic MUST be approved by the science teacher first. Be specific, creative, and make sure that it the catches the readers attention. A good title should simply and accurately present the research and make the casual observer want to know more.
The problem statement is the scientific question to be solved. It is best expressed as an "open-ended" question, which is a question that is answered with a statement, not just a yes or a no. For example: "How does light affect the reproduction of bread mold on white bread?"
- Do limit your problem. Note that the previous question is about one life process of molds—reproduction; one type of mold—bread mold; one type of bread—white bread; and one factor that affects its growth—light. To find the answer to a question such as "How does light affect molds?" would require that you test different life processes and an extensive variety of molds.
- Do choose a problem that can be solved experimentally. For example, the question "What is a mold?" can be answered by finding the definition of the word mold in the dictionary. But, "At room temperature, what is the growth rate of bread mold on white bread?" is a question that can be answered by experimentation.
ü Research/Background Information:
Research helps you form your hypothesis. Research is the process of collecting information from your own experiences, knowledgeable sources, and data from exploratory experiments. The initial research helps select a project topic. This is called topic research. For example, you observe a black growth on bread slices and wonder how it got there. Because of this experience, you decide to learn more about mold growth. Your topic will be about fungal reproduction. (Fungal refers to plant-like organisms called fungi, which cannot make their own food, and reproduction is the making of a new offspring.) CAUTION: If you are allergic to mold, this is not a topic you would investigate. Choose a topic that is safe for you to do.
After you have selected a topic, you begin what is called project research which helps you understand the topic, express a problem, propose a hypothesis, and design one or more project experiments designed to test the hypothesis. Example: to place a fresh loaf of white bread in bread box and observe the bread over a period of time as an exploratory experiment. The result of this experiment and other research give you information for the next step—identifying the problem.
You must have a minimum of three resources (see bibliography instructions) of information of which ONLY ONE could be an internet web site. Research other similar experiments done in the past. If you can’t find anything or can only find limited information on that, you can research information about your particular topic. Your research must be written in your own words.
A hypothesis is an idea about the solution to a problem, based on knowledge and research. The hypothesis is the key to a successful project. All of your project research is done with the goal of expressing a problem, proposing an answer to it (hypothesis), and designing project experimentation. Then all of your project experimenting will be performed to test the hypothesis. You need to think about how changing you independent variable will affect your dependent variable. For example: If liquids are placed in containers with sided of different heights, then they will evaporate faster in the container with lower sides. To write such a hypothesis us and “If…, then” sentence: If the (independent variable) is (describe how you changed it), then the (dependent variable) will (describe the effect).
· Do state facts from past experiences or observations on which you base your hypothesis.
· Do write down your hypothesis before beginning the project experimentation.
· Do state the independent variable and dependent variable in the hypothesis. “If…, then” sentence: If the (independent variable) is (describe how you changed it), then the (dependent variable) will (describe the effect).
· Don't change your hypothesis even if experimentation does not support it. If time permits, repeat or redesign he experiment to confirm your results.
The independent variable is the variable you purposely manipulate (change). The dependent variable is the variable that is being observed, which changes in response to the independent variable. The variables that are not changed are called controlled variables or constants.
The problem in this section concerns the effect of light on the reproduction of bread mold. The independent variable for the experiment is light and the dependent variable is bread mold reproduction. A control is a test in which the independent variable is kept constant in order to measure changes in the dependent variable. In a control, all variables are identical to the experimental setup—your original setup—except for the independent variable. Factors that are identical in both the experimental setup and the control setup are the controlled variables. For example, prepare the experiment by placing three or four loaves of white bread in cardboard boxes the size of a bread box, one loaf per box. Close the boxes so that they receive no light. If, at the end of a set time period, the mold grows, you might decide that no light was needed for mold reproduction. But, before making this decision, you must determine experimentally if the mold would grow with light. Thus, control groups must be set up of bread that receives light throughout the testing period. Do this by placing an equal number of loaves in comparable-size boxes, but leave them open.
The other variables for the experimental and control setup, such as the environmental conditions for the room where the boxes are placed—temperature and humidity—and the brand of the breads used must be kept the same. These are controlled variables. Note that when designing the procedure of your project experiment, you must include steps for measuring the results. For example, to measure the amount of mold growth, you might draw 1/2-inch (1-cm) squares on a transparent sheet of plastic. This could be placed over the bread, and the number of squares with mold growth could be counted. Also, as it is best to perform the experiment more than once, it is also good to have more than one control. You might have one control for every experimental setup.
· Do have only one independent variable during an experiment.
· Do repeat the experiment more than two times to verify your results.
· Do include constants
· Do have more than one control, with each being identical.
· Do organize data
· Do include a materials list of materials needed to repeat the experiment.
· Do place the procedures in order starting with the #1.
Project experimentation is the process of testing a hypothesis. The things that have an effect on the experiment are called variables. There are three kinds of variables that you need to identify in your experiments: independent, dependent, and controlled
ü Displaying Data: http://nces.ed.gov/nceskids/createagraph/
Graphs and charts are great because they communicate information visually. Consult website for creation of your three visual displays.
· Do make sure that the graph has a title, both axes are labeled clearly, and that the correct scale is chosen to utilize most of the graph space.
· Do record all observations.
ü Analysis of result: Ask yourself, what happened? Did the results agree with your hypothesis?
The project’s conclusion explains why the experiment Supported or rejected the hypothesis using a summary of the results of the project experimentation and a statement of how the results relate to the hypothesis.
Students must answer the following seven questions:
1. What was investigated?
a. Describe the problem.
2. Was the hypothesis supported by the data?
a. Compare your actual result to the expected result
b. Include a valid conclusion that relates to the initial problem or hypothesis.
3. What were your major findings?
a. Did the findings support or not support the hypothesis as the solution to the problem?
4. How did your findings compare with other researchers?
a. Compare your result to other experiments.
5. What possible explanations can you offer for your findings?
a. Evaluate your method.
b. State any assumptions that were made which may affect the result.
6. What recommendations do you have for further study and for improving the experiment?
a. Comment on the limitations of the method chosen.
b. Suggest how the method could be improved to obtain more accurate and reliable results.
7. What are some possible applications of the experiment?
a. How can this experiment or the findings of this experiment be used in the real world for the benefit of society?
The application is how the information or knowledge gained in the experiment can be used.
ü How to Write a Bibliography
For a Book by One or Two Authors
Gilbert, Martin. The Second World War: A Complete History.
: Henry New York
Sorensen, Sharon and Bob LeBreck. How to Fly a Kite.
: Amsco New York
An Article in a Reference Book (like an encyclopedia)
Ollman, Bertell. “Mars.” Academic American Encyclopedia. 1989 ed.
“Government.” American Heritage Dictionary. 1986 ed.
Trainen, Isaac N., et al. “Bone Repair Rates in Mice.” Encyclopedia of Biology.
Ed. Warren T. Reich. 4 vols.
Free Press, 1978. New York
An Article from a Magazine
Begley, Sharon. “A Healthy Dose of Laughter.” Newsweek 4 Oct. 1982: 74.
Arno G. “Genetic Ethics in Medicine.” Science 14
Jan. 1983: 135-40
An Article from a Newspaper
Colling, Glenn. “Single-Father Survey Finds Adjustment a Problem.”
Times 21 Nov. 1983: 20.
Dalin, Damon. “A $7 Greeting Card? Yes, but Listen to the Melody It Will Play
for You.” Wall Street Journal 10 May 1983: A37.
Alzheimer’s Disease. Videocassette. Prod. Hospital Satellite Network. American
Journal of Nursing, 1985. 28 min.
Frey, Herbert. “Mars (planet).” The New Electronic Encyclopedia. CD-ROM.
“Cocker Spaniels.” Microsoft Dogs. CD-ROM. Microsoft Corp., 1995.
A Web Page
Author. “Title of page or article.” Title of Complete Work. Date last updated [if available.]
URL. Date you visited.
Abilock, Debbie. “Research on a Complex Topic.” Nueva Library Help. 8
All scientists keep a record of their observations in some form of a data log. The data log will begin with the date and time the experimenter collects the data. Sometimes data will include environmental values such as humidity, temperature, etc. Entries must be written clearly and with detail of description so that another scientist can read the data log, simulate the conditions of the experiment, and repeat the experiment exactly.
The Abstract is a summary of your science fair project. Your abstract is made up of a brief statement of the essential, or most important, thoughts about your project. Abstracts should summarize, clearly and simply, the main points of the experiment. Spelling, grammar, punctuation, neatness, and originality are important. It is one of the last parts of your science fair project that you will complete. It is an easy part if you are using a computer to record and type your journal entries and other parts of the project. If you are using a computer then you will only have to cut and paste this information into the abstract.
- Must be 250 words or less written in paragraph form.
- Must be typed, double space, front only.
- Must be Times New Roman font size 12.
- Must have one inch margins all around.
- Must have at least three different resources/references.
- Must include bibliography (See How to Write a Bibliography).
- Must follow correct grammar and punctuation.
* NO Plagiarism: DO NOT use and pass off (the ides of writings of another) as one’s own. Do not plagiarize, it is unethical and illegal. Plagiarized work will receive a zero grade.
Parts of an Abstract
1. Heading: COMPLETE PROJECT TITLE (all in capital letters, as it appears on the project & board)
Student’s name (Last name, First name, Middle initial, if used)
Doral Middle School, Doral,
2. Introduction/Purpose: This is where you describe the purpose for doing your science fair project or invention. Why should anyone care about the work you did? Why is the research being done? You have to tell them why. Did you explain something that should cause people to change the way they go about their daily business? If you made an invention or developed a new procedure how is it better, faster, or cheaper than what is already out there? Motivate the reader to finish the abstract and read the entire paper or display board.
3. Hypothesis: What is the expected outcome of the research?
4. Problem Statement Identify the problem you solved or the hypothesis you investigated.
5. Procedures: What was your approach for investigating the problem? Do describe the most important variables if you have room. In a brief paragraph describe the critical materials used and how the experiment was done. This section should a summary of your methods and not a list.
6. Results: summarize the data from charts and graphs in narrative form. What answer did you obtain? Be specific and use numbers to describe your results. Do not use vague terms like "most" or "some."
7. Conclusions: in narrative form cite interpretation of the results. Briefly, compare findings with other research. Include suggestions for procedural improvements and recommendations for future study, as well as applications of the research. State what your science fair project or invention contributes to the area you worked in. Did you meet your objectives?
Things to Avoid (http://www.sciencebuddies.org/science-fair-projects/project_sample_abstract.shtml)
- Avoid jargon or any technical terms that most readers won't understand.
- Avoid abbreviations or acronyms
- Abstracts do not have a bibliography or citations.
- Abstracts do not contain tables or graphs.
- For most science fairs, the abstract must focus on the previous 12 months' research (or less), and give only minimal reference to any earlier work.
- If you are working with a scientist or mentor, your abstract should only include procedures done by you, and you should not put acknowledgements to anyone in your abstract.
Advertisers are always touting more powerful and longer lasting batteries, but which batteries really do last longer, and are battery life impacted by the speed of the current drain? This projects looks at which AA battery maintains its voltage for the longest period of time in low, medium, and high current drain devices. The batteries were tested in a CD player (low drain device), a flashlight (medium drain device), and a camera flash (high drain device) by measuring the battery voltage (dependent variable) at different time intervals (independent variable) for each of the battery types in each of the devices. My hypothesis was that Energizer would last the longest in all of the devices tested. The experimental results supported my hypothesis by showing that the Energizer performs with increasing superiority, the higher the current drain of the device. The experiment also showed that the heavy-duty non-alkaline batteries do not maintain their voltage as long as either alkaline battery at any level of current drain.
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Final product due on board: 02/12/13
When setting up the board it should stand out. Use neat, colorful heading, charts and graphs. Above all make sure your name, Teachers Name, and your period is on the board.
Project Board Set-up
(take photographs during important phases/parts of the experiment and label what is happening)
All faces in photographs need to be covered.
(Follow the format)
(How can your project be applied to the real world?)
*On the back of the board (not on the flaps), in permanent marker, write the following: Last Name, First Name, Student ID #
Oral Presentations: 02/12/13
Report: Your report must be typed, double spaced, using size 12 font and printed in black ink. Your report must be put together neatly in the order written below. Each section should be clearly labeled. DO NOT attach your research paper to your science fair board. Keep your report in a separate folder. Please do not use first person tense when writing the report.
a. Title Page
i. Your name(s) and Student ID #
ii. Grade/Period #
iv. Your science teacher’s name
v. The project due date
b. Table of contents (include page numbers)
c. Introduction: problem statement, background information and hypothesis.
d. Materials and Methods
e. Data in table or graph form
f. Conclusion: Explain if your hypothesis was correct or not, what applications your findings might have for others and what may be done differently next time.
You're going to have to make a presentation to the judges. So remember the Boy Scout Motto--"Be Prepared." Know what you are going to say before you have to say it by rehearsing your presentation over and over. Pretend you're lecturing to a large audience that has come to find out about your experiment. Explain it to them again and again until you can do so clearly and effortlessly. Imagine them asking you questions. How will you answer? When you're comfortable with your presentation and can answer any reasonable question you can think of, and then go to phase two.
Try to find people to play the role of the judges. Start off with friends and family members, but try to find some people who are as knowledgeable about science as your judges are likely to be. Doing you presentation for them will give you the self-confidence that will keep your calmer and more composed come science fair day than your competition.
Practicing your presentation is absolutely essential if you want to win. You'd hate to do all the hard work to carry out a killer project only to lose because you couldn't explain yourself clearly before the judges, right?
If absent, it is the student’s responsibility to have the absence excused by the school’s administration and re-schedule their science project presentation with their science teacher.
Y / N
November to 01/11/2013
Testable question and Hypothesis:
1) - Students must have their partners and decided on their testable question and have formulated their hypothesis.
2) - Students must keep a journal to write down notes. This journal must be presented to the judges.
Background research and experiment details:
1) - Students submit the project name, a summary of their research, the list of material and the procedure.
2) - Students have done also one test of their experiment and collected the first data.
Data tables , graphical representation, pictures of the experiments Data Analysis:
1)- students have their data tables, graph, pictures ready
2)- Analysis of Results
1) - Conclusions: Support or reject hypothesis with reasons – why?
2)- Applications: How can your experiment apply to the real world, extensions/further investigation
3)- Bibliography: Supply all references
4)- Abstract: Summary of purpose, procedures, results and conclusion (for g6 to 8 must be 250 words/typed, for g4 and 5 must be 150 words/typed)
1)- Prepare the presentation board (be creative and detailed oriented)
2)- Review the presentation board (Verify that all the required information is in its correct place)
In Class Presentations and Selection of Best Projects
1) - Have report ready and be prepared to present your project (students are REQUIRED to present). Evaluation is done according to the rubric sent home
2)- Students not ready to present their project by will receive a zero
3)- selection for the Abraar science fair
Abraar Science Fair
More details soon
Science Fair Agreement
Name of Student: _________________________________
Science Teacher: _________________________________
Parent/Guardian Name: ____________________________
By signing below, my child and I have agreed that he/she will complete a project for the Science Fair in accordance to the established Science Fair Guidelines and timeline which are available in the science link at: http://www.abraarschool.com. We have reviewed the timeline together and have complete understanding of each due date. We realize that doing the project will require many work hours outside of the school day. We also acknowledge that if in a group setting, the group has full responsibility of all required assignments and completion of this project. All persons in the group have completed understanding that the grade given for the Science Fair Projects are given as a team not individual.
Ø The complete project is due on February 01, 2012.
Ø Oral Presentations will begin February 03, 2012
Ø Students not ready to present by February 03, 2012 will receive a zero for their grade unless arrangements are approved by the science teacher.
Please print, sign, date, and return this form to the science teacher.
Student Signature Date
Parent/Guardian Signature Date