1. No category

M
TABLE OF CONTENTS
SCHEDULE OF EVENTS . . . . . . . . . . . . . . . . . . . . . . . . 1
HOUGHTALING SCIENCE FAIR . . . . . . . . . . . . . . . . . . . 2
PLANNING YOUR PROJECT . . . . . . . . . . . . . . . . . . . . .3
GUIDELINES FOR EXPERIMENTS . . . . . . . . . . . . . . . . . 4
GUIDELINES FOR INVENTIONS . . . . . . . . . . . . . . . . . . 6
GUIDELINES FOR MODELS/DEMONSTRATIONS
. . . . . . . 8
TIPS FOR PARENTS . . . . . . . . . . . . . . . . . . . . . . . . . 10
PREPARING YOUR DISPLAY . . . . . . . . . . . . . . . . . . . 12
RULES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
MAKING YOUR DISPLAY . . . . . . . . . . . . . . . . . . . . . . 14
SCIENCE FAIR PLANNER . . . . . . . . . . . . . . . . . . . . . . 16
NOTES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
EXAMPLE OF DISPLAY . . . . . . . . . . . . . . . . . . . . . . . .18
SCIENCE FAIR ENTRY FORM . . . . . . . . . . . . . . Last Page
2015 SCIENCE FAIR SCHEDULE OF EVENTS April 3rd Distribute Science Fair Handbooks to teachers. April 24th Science Fair Entry Forms due (Give completed form to
classroom teacher). Teacher gives to the office. May 11th SCIENCE PROJECTS Due in the classroom. Teacher discretion May 12th SCIENCE PROJECT Set-up in the library after teachers
evaluate the projects. May 13th
HOUGHTALING SCIENCE FAIR Walk through and Open House 9:00 - 3:00 - Fair open to Houghtaling students. 5:00 - 6:30 pm - Evening Reception. Open to parents and friends
!!!!!!!!!!
There are always winners at the Houghtaling Science Fair.
Each student receives a ribbon. Judges comments will be available for
students to review. AFTER READING THIS BOOK. FILL OUT THE
ENTRY FORM ON THE BACK PAGE OF THIS BOOKLET.
*If the project is a demonstration student(s) will have to present to a
judge during the school day May 12th.
-1 -
HOUGHTALING SCIENCE FAIR
WHEN?
May 12th & 13th 2015
WHAT IS A SCIENCE FAIR?
It is an exciting exhibition of student science investigations. These
investigations may include experiments, working models and
demonstrations, collections, and inventions.
WHO CAN ENTER?
Houghtaling students in grades K-6, individuals or groups may enter the
Science Fair.
WHAT COULD YOU STUDY?
Students could study any scientific or mathematical topic dealing with
the natural world. Students may enter a project in any one of these
categories: Models/Demonstrations; Collection; Experiment; Invention.
HOW DO YOU BEGIN?
For example: How can more food be raised on less land?
How can we heat buildings with solar energy? How can you teach a
computer to solve problems? What will make light bend? What will
prevent mold growth? Go to the library and find as much information
about your topic as you can.
Your project can take one of five forms: an experiment, a model or
demonstration, a collection, or an invention of a device. Decide which of
these projects will BEST answer your science question and will be the
best way to showcase the research you have done.
- 2-
PLANNING YOUR PROJECT
*If your question is not answered by any source you have read, then
perhaps you can think of an EXPERIMENT that would give you the
information to answer your question. For example: “What are the
stages of ice crystal growth?” can be answered by conducting an
experiment.
*If your question is about how something works, then perhaps you can
build a WORKING MODEL and demonstrate how it works. For example:
“How does water form into ice crystals?” Can be answered by building a
model of a water molecule and fitting them together.
*If, in your research, you have found a way to improve the working of
an existing device, or can design a new device to accomplish the same
task, you can make an INVENTION. For example: “How can I improve
basket ball shoes to give them more bounce?” Can be answered by
building a bounce apparatus onto the bottom of a basketball shoe and
testing it for improved bounciness.
- 3-
GUIDELINES FOR EXPERIMENTS
Look in some books to get ideas on how to test for an already known
effect. Think about what you want to discover and decide how to
arrange an experiment, like the one you read about, to test for your
effect. Your classroom teacher and many of the other teachers at
Houghtaling can help you get ideas on how to design an experiment.
Then, ask yourself some questions.
• What measurements can I take to record this effect?
• Will I measure length, height, weight, temperature, or volume?
• Should I use a control? A control is something that is not changed,
and is used for comparison with the changes brought about through
the experiment. It is often wise to use a control in your
experiment. It helps you to be sure that what you are testing for
is happening because of what you do in your experiment.
Then gather all the materials you will need to do the experiment.
Next, MAKE A HYPOTHESIS. This just means make a guess about what
you THINK will happen as a result of your experiment. Write this down
for future use.
Begin your experiment and keep careful record of what you do and all
your results. Be sure to repeat your experiment several times, and
record your results for each time you do the experiment. This is most
important. You are strongly encouraged to repeat an experiment at
least three times.
Graphs, charts, and written explanations should be prepared to show
your results. Measure accurately. Be sure to record the failures and
successes. Remember, your results will either support or refute your
hypothesis, but never prove it.
-4-
Finally, prepare your display for the experiment. Please include:
• Science question: Clearly state what you are trying to find out?
• Hypothesis: Guessed answer to question with a reason to support.
• Research: Background information on your topic that includes
resources.
• Graphs and Data: Use graphs, pictures and visuals. Be thorough,
but concise.
• Procedure: Thoroughly describe step-by-step instructions on
testing your experiment. Before writing this down on the display
board, test the instructions on a friend. Make sure your friend can
follow the instructions by JUST READING them.
• Materials: Do not forget anything. Including what you tried and
eventually used.
• Conclusion: Your response to your hypothesis. Was your hypothesis
correct? Why or why not?
• Results: Read your graphs and data and tell what happened.
Your display should be flashy, as if you are trying to “sell” your
invention to the public. Think of a catchy name, use slogans, eyecatching graphics, etc.
! The work in putting together the display should be YOURS.
Parents may help but the student should do the project and
experiment.
-5 -
GUIDELINES FOR INVENTIONS
Think of a need that exists. Think about a device that could make a
certain difficult task easier. Think of an inconvenience that could be
made easier with a simple device. For example, if you hate searching
for the toothpaste tube every morning, consider developing a homing
beacon for it. You might want to look at specialty stores or catalogs
for ideas for inventions and invention projects available in the library
and bookstores.
Once you have thought of your idea, plan out how to make it by
writing your ideas into an “inventor’s notebook” (any small spiral
notebook will do). Draw your plans, measurements, and “blue prints”
into this notebook. Every time you work on your project, you should
summarize the things you did in this notebook. (Inventor Thomas Edison
took very detailed notes on every step in the process of inventing the
incandescent light bulb). You should also list all materials you used
and/or tried in the construction of your invention.
Next, build your invention out of sturdy materials that can be handled
and operated by you and the Science Fair judges. Your invention MUST
WORK at the time of the judging. Test your invention for “bugs”
(things that won’t make it work right) and reliability.
-6-
Finally, prepare your display for the invention. Please include:
• Science question & Hypothesis
• Purpose
• Research
• Description: What it does. Use graphs, pictures and visuals. Be
thorough, but concise.
• Procedure: Thoroughly describe step-by-step instructions on
operating your invention. Before writing this down on the display
board, test the instructions on a friend. Make sure your friend
can follow the instructions by JUST READING them.
• Materials: Do not forget anything. Including what you tried and
eventually used.
• Conclusion: How it worked, what you changed, etc. Also, who is
going to use or benefit from your invention? How will it improve
life, another idea, device, or solve a problem?
Your display should be flashy, as if you are trying to “sell” your
invention to the public. Think of a catchy name, use slogans, eyecatching graphics, etc.
! The work in constructing the invention should be YOURS. Parents
may help in constructing the object if one step in the process is
too dangerous or involves dangerous tools. The danger in
constructing your invention should be considered before starting it,
and modified if possible.
-7 -
GUIDELINES FOR MODELS/DEMONSTRATIONS
Choose any scientific subject where a model and demonstration would
give you information on how a natural object works. Please DO NOT
use a commercial plastic model or replica or a commercial kit. Build
YOUR OWN model out of inexpensive and easily available objects. For
example, a working model of the human lung may be made from an
empty soda bottle and a balloon.
To begin, state the purpose of the model and what science questions
you will be answering. Research you’re subject or object and how it
works using library resources. Decide how you could show this using a
model. Make a plan on paper of your model and the materials you will
need. Gather the materials and build your model. You may have to
make modifications of your model to get the best working device you
can.
-8 -
-9 -
TIPS FOR PARENTS
! Be positive about your child's work.
! Be aware of the boy/girl syndrome; girls CAN do science projects!
! Be aware of the perfect-parent syndrome; allow yourself and your
child to make mistakes.
! Be honest with your children: if you don’t know the answer tell your
child.
! Look around for ideas: take youngsters to your garden, library, the
forest, the beach, etc. for ideas.
! Seek out people to help you, friends who could “assist” your child.
! Work with material; allow your child to “mess about” with
materials without your intervention. Allow your child time for
thinking, exploring, and doing the project.
! Stress “how to” skills, e.g., observing rather than memorizing facts.
! Examine issues with moral consequences, such as animals being used
for experimentation purposes.
! Help children to keep a daily log of their research activities.
! Go over the results of your child’s research with your child in order
to help him/her practice explaining the research.
! Go to the science fair with your child and take pictures of projects
that you are interested in. These will serve as a resource for future
research ideas.
! REMEMBER, this is a learning experience for your CHILD. The project
should be done and understood by your child. You are welcome to guide
only.
- 10 -
- 11 -
PREPARING YOUR DISPLAY
Consider your color scheme: don’t use more than two or three colors.
Avoid pastels and yellow on white backgrounds. Some good color
combinations: dark blue, black, dark green, or red with white accents.
Bright colors on dark backgrounds also look nice.
Lettering: Words should be easily read at a distance. Print in block
type (LIKE THIS) and use computer for captions. You may also want to
use letter stencils or press-on lettering available at most stores. You
might want to vary the size of your letters for title, headings,
subheadings and captions.
Use pictures, photographs, graphs, illustrations and diagrams to
interest the viewer. Vary the sizes of the pictures to produce an
interesting layout. Be careful not to crowd your display with too much
- involve blank space, too, by putting in margins! Have someone check
your spelling and punctuation.
** Be sure that your name, picture or identifiable marks are not on
the front of your project.
! Use chart, graph or numbers
! Drawings, photographs, and display of measuring device or
materials tested
! Samples, specimens, results, or measuring devices
- 12 -
RULES
! The science exhibit must show that a student has carried out a
science related study that began with a question. The student must
gather information from either a conducted experiment or have used
a minimum of three sources (only ONE being an encyclopedia) from
which to gather information.
! Science exhibit size must be no larger than 3 feet wide by 2 feet
deep by 4 feet in height.
! No live or dead animals (excluding insects) will be used in any
display. Any work with animals or human subjects will be safe for
the animal and human and be of a HUMANE and ethical nature.
Research involving use of humans, animals, pets, microbes, etc., may
use photographs, charts, graphs, or explanations of activities to
portray any phase of the investigation.
! Dangerous chemicals, exposed electrical wires with high voltage
current, explosives, and poisonous substances may not be exhibited.
! Parents may help students, but the child must do the actual
work.
BEWARE SCIENCE FAIR PROJECTS ARE MORE THAN JUST:
"
"
"
"
"
"
Art projects based on scientific topics
Book reports
Information copied from encyclopedia
Models and mockups without further investigation
Commercial kits without further study
“Pat” answers to problems
- 13 Models / Demonstrations:
MAKING YOUR DISPLAY
Name, picture or identifying marks should not be visible on the front of
your display
Students are asked to provide a durable safe display. They are
encouraged to make a self-supporting backboard to provide an
attractive space to display the project. All projects require a display.
Elements of the display are:
Experiments:
a. Science question (what are you trying to find out)
b. Research
c. Hypothesis (your best guess as to the answer)
d. List of materials
e. Procedure (the directions, steps you followed)
f. Observations, results, including charts, graphs, and diagrams
(description of everything that happens)
g. Conclusion (the answer to the question)
Inventions:
a. Science question (what are you trying to find out)
b. Purpose (why did you think to make this invention)
c. Research
d. Description - see guidelines
e. Procedure - see guidelines
f. Materials
g. Conclusion (the answer to the question)
- 14 -
Models / Demonstrations:
a. Science question (what are you trying to find out)
b. Purpose
c. Research
d. Description
e. Procedure (the directions, steps you followed)
f. Conclusion (the answer to the question)
• Please be sure valuable or fragile objects are not included in the
displays or affixed to the research reports. We cannot guarantee
their safety during the exhibition.
• Backboard MUST be self-supporting. They can be of a leaf type
for greater stability. Consider making the board out of a sturdy
material, such as Masonite or very heavy matt board, so that it
can be used in future years.
• If your project requires an electrical outlet, please mention that
on the entry form. You must supply your own extension cord,
labeled with your name.
• A demonstration has to show how something works.
- 15 -
SCIENCE FAIR PLANNER
Title: ___________________________________________________
Question I want to answer by doing this project:
_______________________________________________________
_______________________________________________________
Purpose of this project:
_______________________________________________________
_______________________________________________________
Hypothesis (what I think will happen):
_______________________________________________________
_______________________________________________________
Materials I will need for my project:
_______________________________________________________
_______________________________________________________
People I need to talk to:
_______________________________________________________
_______________________________________________________
Procedures I will Use:
_______________________________________________________
_______________________________________________________
_______________________________________________________
How I will gather research, observations and data:
_______________________________________________________
_______________________________________________________
_______________________________________________________
Conclusion:
_______________________________________________________
_______________________________________________________
_______________________________________________________
I have read the rules and guidelines for my project and know my entry form
is due at school: April 24th
I know that my project is due at school: May 11th
– 16 -
Notes:
- 17 –
This is an example of a layout for an experiment backboard.
If the project is a demonstration it should have the same information,
as an experiment except there won’t be repeated testing and graphs.
- 18 -
Front Cover Art
http://www.nhcs.net/science/hug-club-clip-art-741.jpg
http://www.barnstable.k12.ma.us
SCIENCE FAIR ENTRY FORM
DUE: April 24th 2015
NAME (S) ________________________________________
GRADE _________ CLASSROOM NUMBER _______________
TEACHER (S) _____________________________________
PROJECT TITLE ___________________________________
Circle one in each: TYPE, DISCRIPTION & CATEGORY
TYPE OF PROJECT:
CIRCLE ONE
EXPERIMENT
DESCRIPTION OF PROJECT:
CIRCLE ONE
ENGINEERING
DEMONSTRATION
BIOLOGY/LIFE SCIENCE
INVENTION
EARTH/ENVIRONMENTAL
MODEL
BEHAVIORAL/SOCIAL SCIENCE
CHEMISTRY
PHYSICS
OTHER
CATEGORY: CIRCLE ONE
____ Individual K-3
____ Individual 4-6
____ Group K-3
____ Group 4-6
Do you want your project evaluated for a place ribbon?
Yes _______
No_______ (just participation ribbon)
Will you need an electrical outlet for your display? (They are short
in supply so please be sure). You need to bring your own, labeled
extension cord.