science fair: independent research - sayre...

Science Fair: Independent Research

website

email us rule book

The Intel International Science and Engineering Fair website, explains thoroughly why a Science Fair is worth all the time students and teachers put forth. Our Science Fair:

integrates, into one functional activity, virtually all of the skills and arts that are usually taught separately. When brought to completion, the project is an amalgamation of reading, writing, spelling, grammar, math, statistics, ethics, logic, critical thinking, computer science, graphic arts, scientific methodology, self-learning of one or more technical or specialty fields, and public speaking and defense in front of expert judges.

allows students to teach themselves, to take from the established information what they need to discover something exciting and new, and to identify and choose the tools that they need to conduct and conclude their project.

yields mature, self-confident, skilled, and competitive young leaders who have career goals and the preparation, discipline, and drive to attain them.

Due DatesProposal - 9/12/08Proposals returned - 9/22/08Late Proposals - 9/29/08Forms - 9/29/08 SRC/IRB Committee Meeting -9/30/08Earliest Start Date- 10/1/08Funding requests - 10/8/08Introduction - 10/24/08

1.

2.

3.

Extensions - 11/17/08 Record Book - 11/17/08Results and Conclusions - 12/5/08 Abstract - 1/7/09Display Board, draft - 1/12/09Final Display Board - 1/16/09Sayre Science Fair - 1/21/09Fayette County Fair - Saturday 2/7/09

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://sciserv.org/isef/


website

email us rule book

GettinG starteDMany students feel overwhelmed by the idea phase of the Science Fair Project. The most important questions to ask yourself are: What do I like to do? or What are my hobbies? These questions can help you focus on a project that you enjoy. There are many webpages that may help you determine a project, but we recommend a few specific sites:

Science Buddies. Take this quiz to learn about topics that might interest you. MiniScience. Read about the basics of What Makes a Good Project Cyber Fair. Read about different types of scientific studies and experimental errors. KidSpace: Read Start to Finish: taking you through all the stepsVernier: Read about innovative uses of probes and check the list of probes Sayre has.

Your experiment must fall into one of the following categories: Animal SciencesBehavioral and Social ScienceBiochemistry Cellular and Molecular ScienceChemistryComputer ScienceEarth and Planetary ScienceEngineering

Take a look at the Intel webpage to determine what these categories encompass. You may not begin experimentation until October 1 after the Committee approves your project.

Energy and TransportationEnvironmental ManagementEnvironmental ScienceMathematical SciencesMedicine and HealthMicrobiologyPhysics and AstronomyPlant Sciences.

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://www.sciencebuddies.org/mentoring/register_guest.phphttp://www.miniscience.com/goodproject.asphttp://www.isd77.k12.mn.us/resources/cf/SciProjInter.htmlhttp://www.ipl.org/div/kidspace/projectguide/http://www.vernier.com/innovate/http://www.sayreschool.org/page.cfm?p=874http://sciserv.org/isef/http://ei.cornell.edu/student/

Category

Description

Animal Sciences

Study of animals and animal life, including the study of the structure, physiology, development, and classification of animals. Animal ecology, physiology, animal husbandry, cytology, histology, entomology, ichthyology, ornithology, herpetology, etc.

Behavioral and Social Sciences

The science or study of the thought processes and behavior of humans and other animals in their interactions with the environment studied through observational and experimental methods.

Biochemistry

The study of the chemical substances and vital processes occurring in living organisms, the processes by which these substances enter into, or are formed in, the organisms and react with each other and the environment.

Cellular and Molecular Biology

The study of the structure and formation of cells.

Chemistry

The science of the composition, structure, properties, and reactions of matter, especially of atomic and molecular systems.

Computer Science

The study of information processes, the structures and procedures that represent processes, and their implementation in information processing systems. It includes systems analysis and design, application and system software design, programming, and datacenter operations.

Earth and Planetary Science

The study of sciences related to the planet Earth (Geology, mineralogy, physiography, oceanography, meteorology, climatology, speleology, seismology, geography, atmospheric sciences, etc.)

Category

Description

Engineering

The application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical structures, processes, and systems OR the application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical machines and systems.

Energy and Transportation

The study of renewable energy sources, energy efficiency, clean transport, and alternative fuels.

Environmental Sciences

The study of managing mans' interaction with the environment OR the analysis of existing conditions of the environment.

Medicine and Health Sciences

The science of diagnosing, treating, or preventing disease and other damage

to the body or mind.

Microbiology

The study of micro-organisms, including bacteria, viruses, prokaryotes, and simple eukaryotes and of antibiotic substances.

Physics and Astronomy

Physics is the science of matter and energy and of interactions between the two. Astronomy is the study of anything in the universe beyond the Earth.

Plant Sciences

Study of plant life. Ecology, agronomy, horticulture, forestry, plant taxonomy, physiology, pathology, plant genetics, hydroponics, algae, etc.

HS Grade Group Project

High School Students may complete a group project (3 or fewer students per group) in any of the above categories.

Science Fair Project Categories 2008

High School

PAGE

1

Fayette County Public Schools

Science Fair 2008 High School Categories

File AttachmentCategory Descriptions.doc


website

email us rule book

Project aDvice:

Please Do:Think about activities you enjoy or hobbies that you are involved in.Attend one Tuesday Help Session to talk with a science teacher about an appropriate project.Consider finding a solution to something that bugs you. Check out the Louisville Center.Conduct research on your topic. You will need at least five sources for the introduction.Be aware that working with humans and other vertebrate animals is often more difficult than you would think. Maintaining appropriate constants during the experiment and determining a control group can be challenging. These projects also have their own set of rules and guidelines. Read the appropriate sections of the International Science Fair rule book (see page 4)Be aware that culturing bacteria is one of the most expensive projects, even if you request funding from the Science Department it will require a significant financial investment on your part. These projects also have their own set of rules and guidelines.

Please Dont:Please do not take a project directly from the Internet.Please do not choose a project that is below your grade level. We know what will happen in experiments dealing with heart rate and music, Sprite on plants, amounts of fertilizer on plants, different types of learners, distance golf ball flies, height of a ball bounce, etc. We know you are capable of a better project and will help you design one.

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://www.virtualsciencechallenge.com/QuitBuggingMe.aspxrholsingerSticky NoteThe documentation of written Informed Consent is required for most projects. Children/Minors participating in most research will require special consent procedures including assent of the child/minor and consent of the parent/guardian. Children/Minors are persons who have not attained the legal age for consent; in most jurisdictions the legal age is 18 and in some jurisdictions this may include all students still in secondary school.


website

email us rule book

international science anD enGineerinG Fair (iseF) rules anD GuiDelines

Read the International Science Fair rules for all projects, and adhere to the ethics statement. Scientific fraud and misconduct are not condoned at any level of research or competition. Such practices include plagiarism, forgery, use or presentation of other researchers work as ones own and fabrication of data. Fraudulent projects will fail to qualify for competition in affiliated fairs or the Intel ISEF.

Before experimentation begins on October 1, a Scientific Review Committee (SRC) will review and approve your project. This Committee composed of a teacher, administrator, veterinarian, nurse, and psychologist will review your project to ensure that you abide by the ISEF guidelines and your project will not endanger the life or well-being of you, another human, or a vertebrate animal. Look at the appropriate sections of the Rules Book.

If your project involves the use of humans read the following guidelines. If your project includes testing non human vertebrate animals (such as fish, mice, rabbits, etc) read the following guidelines. If your project includes testing potentially hazardous biological agents (such as bacteria, mold, organisms in pond water) read the following guidelines. If your project includes testing hazardous chemicals, activities, or devices (such as flammable substances, racing cars, projectiles, etc.) read the following guidelines. If this years project uses any of the information from last years project, read the Continuation of Project on page 10 of the rule book.

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://sciserv.org/isef/rules/rules1.pdfhttp://sciserv.org/isef/rules/rules7.pdfhttp://sciserv.org/isef/rules/rules10.pdfhttp://sciserv.org/isef/rules/rules11.pdfhttp://sciserv.org/isef/rules/rules9.pdf


website

email us rule book

GrouP WorkYou may choose your own partner. Select carefully, as you will be working with this person for a significant amount of time. You want to be certain that this individual will devote his/her share of effort to the project. If you choose to work with a partner, when you submit your proposal, you are committing to working with that person throughout the project. You may not switch partners or may not choose to work on your own after the proposal has been approved.As a team, you only need to submit one copy of each assignment. Be certain that both names are included. If you are working with a student who has a different science teacher, let both teachers know, so the teachers can decide who will grade the project. All work must be turned into the same teacher.Each partner will receive the same grade for their work. Be sure that you are both satisfied with the quality of your efforts. During the science fair, both partners will participate in the judging and interview.

time lineA successful science fair project need not be expensive or even time-consuming. However, it does require some planning and careful thought. Projects become frustrating to students, parents and teachers when they are left to the last minute, preventing you from developing them as fully had you expended sufficient time on the project. You cannot rush good science, so start early. Take a look at Intels Science Fair Checklist to know why you need to begin as soon as possible.

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://www.sciserv.org/isef/students/student_checklist.asp


website

email us rule book

ProPosal: Due sePtember 12, 2008You need to complete a proposal and determine if you will be working in a group or alone (see page 5). If you need help with the proposal you can ask a scientist at Science Buddies (be sure to read the dos and donts) or read the Intel Website for explanation of variables. Make sure your project is not a brand study by taking this quiz.

Title: Come up with an interesting, specific and informative title.Independent Variable (IV): Select one measurable independent variable to manipulate.Dependent Variable (DV): Result of the manipulation of the IV. Must be measurable.Hypothesis: A statement that follows this format: If I change the independent variable, then the dependent variable will change in this way.Control: Identifies the one setup of the experiment that is the standard for comparison.Constant: Identifies all conditions maintained throughout the experimentTimeline: A dated list which outlines a plan for completing the project (See page 5).Methods & Materials: The methods section is written in complete sentences and tells the reader exactly how you will set up and perform the experiment. Be sure to explain the procedure for collecting all the data. For a science fair, it is appropriate to list the steps to be followed during the experiment, including all safety requirements. This list is not written in past tense until you have completed the project. The materials section is a listing of all materials to be used in the experiment. An experiment requires multiple trials to be acceptable. Fill out this proposal form and use the Scoring Guide to make sure that you have fully completed the proposal.

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://askascientist.org/http://www.sciserv.org/isef/students/scientific_method.asphttp://www.sciencebuddies.org/mentoring/project_variables.shtmlhttp://www.sciencebuddies.org/mentoring/project_materials_procedure.shtmlhttp://sciserv.org/isef/aff_fairs/aff_riskguide.pdf

Quiz created: 060904

Choose the independent variable that shows the scientific experiment and not the brand study.

I'm sorry. This page requires that your browser be capable of running JavaScript inorder to use the self-correcting feature of the quiz.In most browsers you can activate JavaScript using a dialog box somewhereunder one of the menu bar options. If you are really using a (rare)non-JavaScript-capable browser, you will have to do without theself-grading features of this page.

Instructions: Answer the multiple choice questions, guessing if necessary;then click on the "Process Questions" button at the end of the quizto see your score in the adjacent message box. The program willnot reveal which questions you got wrong, only howmany points you have. Go back and change your answers until you get them allright. (The message box will rejoice at that point and the page will change color in delight.)

Points to note:

(1)Questions with only one possible answer are one point each.(2)Questions with one or more possible answers (represented by check boxes)give a point for each correct answer, but also subtract a point for each wrong answer!(3)The program will not attempt to score your efforts at all ifyou have not tried at least half of the questions.(4)This quiz is for your own use only.No record of your progress is kept or reported to anyone.

1. How do vitamins affect the long term growth of plants?

Type of vitamin Amount of potassium in vitamins No Answer

2. How does location affect the suns ability fad paper through UV filtering window?

Wellington, New Zealand & Washington D.C., USA & Hong Kong, China Difference in altitude or atmospheric density No Answer

3. How does the type of oil used in making soap affect the ability of the soap to lather?

Unsaturated fat, saturated fat, polyunsaturated fat, hydrogenated fat Crisco, Spectrum canola oil, Wesson vegetable oil No Answer

4. Does the type of hay I feed to the horses affect their standing heart rate?

Alfalfa, clover, timothy, and orchard grass Amount of sugar in the hay No Answer

5. Does the type of litter affect the speed in which a rabbit is potty trained?

Yesterday News, Arm & Hammer Clumping litter, Fresh step non clumping Size of particles No Answer

6. Do different liquids affect a plants ability to produce leaves?

Coke, Windex, Liquid Plummer (draino), water Amount of nitrogen in liquid No Answer

7. Does the type of material affect the speed of decomposition by worms?

Banana peel, a slice of a mushroom, half of a napkin, and a leaf Amount of cellulose in material No Answer

8. Does the type of air filter affect the amount of dust particles in the air?

HEPA, UV, Ozone, Ionic Size of holes in filter No Answer

9. Do different lubricants affect the efficiency of gears?

Viscosity of lubricant WD40, vegetable oil, water, motor oil, petroleum jelly No Answer

10. How does the type of detergent affect the amount of grass stain left after washing?

Amount of phosphorus in detergent ALL, Tide, Cheer, Arm & Hammer, Oxy Clean No Answer

Points out of 10:

Return to top.

This consummately cool, pedagogically compelling, self-correcting,

multiple-choice quiz was produced automatically from

a simple text file of questions using D.K. Jordan's

dubiously original, but publicly accessible

Think Again Quiz Maker

of August 27, 2005.

File AttachmentBrand Study vs Experiment.htm

Science Fair Proposal

Name:

Pledge:

Authorized Aid: You may discuss questions with classmates or other knowledgeable persons before

composing your OWN answer or you may use a source and cite it appropriately.

Use your research question to complete a proposal and determine if you will be working in a group or alone

(see page 5 of Science Fair pdf). If you need help with the proposal you can ask a scientist at Science Buddies (be sure to read the dos and donts) or read the Intel Website for explanation of variables.

Fill in the shaded boxes below by replacing the text that explains each component with the appropriate information for your experiment.

Choose the appropriate category for your experiment"

(NOTE: Take a look at the Intel webpage for help)

FORMCHECKBOX Animal Sciences

FORMCHECKBOX Behavioral and Social Science

FORMCHECKBOX Biochemistry

FORMCHECKBOX Cellular and Molecular Science

FORMCHECKBOX Chemistry

FORMCHECKBOX Computer Science

FORMCHECKBOX Earth and Planetary Science

FORMCHECKBOX Engineering

FORMCHECKBOX Energy and Transportation

FORMCHECKBOX Environmental Management

FORMCHECKBOX Environmental Science

FORMCHECKBOX Mathematical Sciences

FORMCHECKBOX Medicine and Health

FORMCHECKBOX Microbiology

FORMCHECKBOX Physics and Astronomy

FORMCHECKBOX Plant Sciences

Research Question

A question that your research will attempt to answer.

Title: Use the form: "The Effect of the independent variable on the dependent variable"

Independent Variable (IV):

Select one measurable independent variable to manipulate

Dependent Variable (DV):

Result of the manipulation of the IV. Must be measurable.

Hypothesis:

A statement that follows this format: "If I change the independent variable, then the dependent variable will change in this way."

Control:

Identifies the one setup of the experiment that is the standard for comparison

Constants (also referred to as 'controlled variables'):

Identifies all conditions maintained throughout the experiment. A minimum of four of the most important should be listed, though good experiments often include many more.

Materials List

The materials section is a listing of all materials to be used in the experiment (See page 6 of Science Fair pdf). Be thorough.

Methods

The methods section is written in complete sentences and tells the reader exactly how you will set up and perform the experiment IN DETAIL. Be sure to explain the procedure for collecting all the data. For a science fair, it is appropriate to LIST THE STEPS to be followed during the experiment. This list is not written in past tense until you have completed the project. PLEASE NOTE: An experiment requires multiple trials to be acceptable.

Data Analysis

Describe the procedures you will use to analyze your data in a way that will answer your research question and prove or disprove your hypothesis. A dated list which outlines a plan for completing the project (See page 5 of Science Fair pdf).

Timeline: A dated list which outlines a plan for completing the project (See page 5 of Science Fair pdf).

Safety Precautions:

It is a requirement of the International Science Fair that the International Rules be followed by ALL students doing independent research, regardless of grade level. Consider the risks involved and address how you will minimize them. There must be something in this section - even if it is only an explanation of why no risk exists. These precautions should be a part of your METHODS SECTION.

If using Human Subjects: Explain what age group you will be testing and why that group is appropriate for your project. Include an explanation of the risk to human subjects. Please write "Not Applicable" in this space if your subject does not involve human subjects to show that you have addressed this area.

Note: Use the Scoring Guide (on page 6 of the Science Fair pdf) to make sure that you have fully completed the proposal.

File AttachmentProposal.doc

Name _____________________________

Components

Excellent (4)

Good (3)

Needs Improvement (2)

Lacking (1)

Missing (0)

Research Question

Clearly identifies variables to be studied.

Does not clearly identify the variables to be studied.

There is no research question.

Title

Written in appropriate format and refers to IV and DV appropriately.

Refers to the IV and DV appropriately but not written in the appropriate format.

The relationship between the IV and DV is not clear. May or may not be written in the appropriate format.

Title does not attempt to identify the relationship between the IV and the DV.

There is no title present.

Variables

(IV & DV)

Both independent and dependent variables are clearly and appropriately identified.

One of the variables is not clearly identified (For example, may only state "temperature", instead of "temperature of water.")

Both variables are not clearly identified and/or one of the variables is not appropriate.

Neither variable is appropriately identified.

Either one or both variables are not identified.

Hypothesis

Clearly and appropriately identifies the dependent and independent variables and states a relationship between them.

Appropriately identifies the dependent and independent variables and states a relationship between them.

Identifies the dependent and independent variables and states a relationship between them.

Little relationship between the dependent and independent variables is demonstrated.

There is no hypothesis present.

Control

An appropriate control is clearly identified.

An appropriate control is identified but may not be clear.

A control is identified but may not be the most appropriate for this experiment.

A control is identified but is clearly not appropriate for this experiment.

No control has been identified for this experiment.

Constants

At least 4 relevant constants are clearly and appropriately identified.*SEE NOTE

At least 4 relevant constants are identified.

At least 3 relevant constants are identified.

At least 3 constants are identified.

There are less than 3 constants identified.

Methods & Materials

An appropriate, complete list of materials is included, along with a clear, appropriate, detailed methods section. Includes multiple trials and safety guidelines.

An appropriate list of materials is included, along with a appropriate, detailed methods section. Includes multiple trials and safety guidelines.

An appropriate list of materials is included, along with an appropriate methods section. Includes multiple trials and safety guidelines.

A list of materials and a methods section is included. Includes safety guidelines but omits multiple trials.

A list of materials may be included, but a methods section is not OR safety guidelines are missing.

Data Analysis

A clear, appropriate explanation of how the collected data will be analyzed is included. This section should explain how the data analyzed will answer the research question and prove or disprove the hypothesis.

An appropriate explanation of how the collected data will be analyzed is included. This section should explain how the data analyzed will answer the research question and prove or disprove the hypothesis.

An explanation of how the collected data will be analyzed is included. Attempts to explain how the data analyzed will answer the research question and prove or disprove the hypothesis.

An attempt is made to explain how the collected data will be analyzed. May or may not explain how the data analyzed will answer the research question and/or prove or disprove the hypothesis.

There is no data analysis section present.

Timeline

A clear, detailed, appropriate timeline is included.

A detailed, appropriate timeline is included.

An appropriate timeline is included.

A timeline is included.

There is no timeline.

Safety Precautions

A clear, detailed, appropriate explanation of safety precautions is included.

A detailed, appropriate explanation of safety precautions is included.

An appropriate explanation of safety precautions is included.

Safety precautions are included.

There are no safety precautions listed.

Grammar & Spelling

Grammar and spelling are correct.

A few grammar and spelling mistakes are present.

There are a several grammar and/or spelling mistakes.

The high number of grammar and/or spelling mistakes makes it difficult to read.

*NOTE: For instance, if you are testing plant growth, sunlight is a relevant constant while air temperature is less relevant. Make sure your constants are also specific, as in previous example air temperature is much more specific than air.

Final Score

Possible Score

44

File AttachmentScience Fair Proposal Scoring Guide.doc


website

email us rule book

unaPProveD ProPosalIf your proposal is not approved by the September 12 deadline, the four science teachers will be in their rooms from 2:30 until 3:00 Tuesday September 23 to help you with your idea. Your teacher will not give you a science fair project, you must come prepared with topics that interest you, and your teacher will help you create a project that will interest you. You must have an approved proposal by September 29.

Failure to meet this deadline will result in a zero for this component of the science fair process. Students must have an approved proposal before any future component of the science fair can be evaluated. Each time you turn in a proposal after September 12, your teacher will reduce the grade you receive on this assignment. Exceptions will be evaluated on a case-by-case basis.

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdf


website

email us rule book

Forms: Due sePtember 29, 2008The National Science Fair requires that you fill out a set of forms to make sure that you are not going to hurt yourself, another person, or any vertebrate animals. Once you have an approved Science Fair Proposal, you must complete the required International Science Fair forms and deliver them to your teacher by September 29, 2008. Your teacher will keep these forms on file until the Regional Fair. If you are chosen to present at the Regional Fair, you must take these forms with you.

All projects require the following forms attached to the original and a corrected proposal.

Checklist for adult sponsor (1)Student checklist (1A)

The Scientific Review Committee will meet on September 30 to review your forms and proposal. You must have the required signatures on these forms before the committee meets. Since the members of this group are not Sayre employees, the committee will only meet once. If you do not have your forms completed by September 30, you will not be able to compete in the County, Regional, State, or International Fair. Please begin filling out these forms early, so that you have time to get all the appropriate signatures. You, your parent, and supervising scientist must read the roles and responsibility section of the rule book.

Approval form (1B) Risk Assessment form (3)

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://sciserv.org/isef/rules/rules3.pdf


website

email us rule book

FunDinG: Due october 8, 2008As you plan your project, you must consider the materials that will be necessary for you to collect data. Please realize that the science department has a considerable amount of equipment that you may use throughout your experiment. The science department has limited funding available to students to help them purchase equipment or supplies that may be expensive or that may not be readily available.

The funds are available on a first come, first awarded basis. The earlier you submit your request, the more likely it is that your project will be funded. When your proposal has been approved, and you have identified which materials you will need, you may fill out this funding form. The science department will meet to discuss funding requests. This list of science supply companies websites will help determine price of materials.

You should work to limit your request to less than $50.00 per project. If the materials that you need cost more than $50.00, you have two options: you may cover the price above $50.00, or you may volunteer your time serving in the science classrooms. In recognition of your efforts, you may earn $10.00 of credit for every hour that you serve, up to an additional $50.00 for your project. These hours may not be counted for your service learning projects.
http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdf
Sayre School

194 N. Limestone St.

Lexington KY 40507

DATE:

PURCHASE ORDER

Student Name:

Brief Project Description:

Bill To:

Sayre School


Lexington KY 40507

Attn: Accounts Payable

Ship To:

Sayre School


Lexington KY 40507

Attn:

Vendor Name:

Vendor Address:

Vendor Phone Number:

QUANTITY

PART NUMBER

DESCRIPTION

UNIT PRICE

TOTAL

TOTAL

File AttachmentFunding Requests.doc

Supply Companies:

These are the companies used by Sayre for ordering supplies. Some of the webpages are difficult to navigate, but your science teacher has paper catalogs you may look through to help you determine the price of the materials that you need.

Flinn Scientific

www.flinnsci.com

P.O. Box 219

Batavia, IL 60510

800-452-1261

Carolina Biological Supply

www.carolina.com

2700 York RoadBurlington, NC 27215-3398

800-334-5551

Wards Natural Science

www.wardsci.com

PO Box 92912

Rochester, NY 14692-9012

800-962-2660

Fisher Science Education

www.fishersci.com

4500 Turnberry DriveHanover Park, IL 60133

800-955-1177

Sargent Welch

www.sargentwelch.com

P.O. Box 4130

Buffalo, NY 14217

800-727-4368

Science Kit and Boreal Laboratories

www.sciencekit.com

777 E. Park Drive

PO Box 5003

Tonawanda, NY 14150800-828-7777

File AttachmentSupply Companies.doc


website

0email us rule book

introDuction (backGrounD research): Due october 24, 2008

The Introduction of a scientific paper is organized to move from general information about your topic to specific information about your project. The International Science Fair requires at least five sources for background research. Be sure to summarize the sources succinctly, and take care not to go too far afield in providing background information; limit the introduction to studies that relate directly to your experiment and will help you perform your experiment. The last sentences of the introduction should be a statement of objectives and a statement of your hypotheses.

You should write three to five paragraphs or about a page typed. You must cite at least five sources in the introduction section of your paper. Here is an example of an Introduction.

Fill out the Introduction form , and use the scoring guide to make sure that you have fully completed the introduction.
http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://www.sciencebuddies.org/science-fair-projects/project_sample_research_paper.pdf
Name _____________________________

Components

Excellent (4)

Good (3)


Lacking (1)

Missing (0)

Background Questions Addressed

Clearly and appropriately addressed at least five of the research questions from the website link.

Appropriately addressed at least four of the research questions from the website link.

Appropriately addressed at least three of the research questions from the website link.

Unclear or few background questions are addressed.

Background questions are not addressed.

Paragraphs

Paragraphs contain appropriate information regarding the experiment and it is clear how each source has helped the experimenter develop his or her project.

Most of the paragraphs contain appropriate information regarding the experiment and it is mostly clear how each source has helped the experimenter develop his or her project.

Paragraphs contain information regarding the experiment and how each source has helped the experimenter develop his or her project can be inferred.

Paragraphs are only weakly linked to the experiment and do little to help the experimenter develop his or her project.

Sources

A variety of sources are used (more than two), are appropriate to grade level, and directly relate to topic. Five sources are used.

Two sources are used, are mostly appropriate to grade level, and directly relate to topic. Five sources are used.

Some sources are not appropriate to grade level (may or may not be more than two types) or do not directly relate to topic and/or one source is missing.

Significant problems with appropriateness of sources exists and/or two or more sources are missing

Citations

Citations are all in the correct format (including those within the paragraphs).

One citation may not be in the correct format.

Two citations are not in the correct format.

Three citations are not in the correct format.

Four or more citations are not in the correct format.

Grammar & Spelling





Final Score

Possible Score

20

File AttachmentScience Fair Introduction Scoring Guide.doc

Science Fair Introduction

Name:

Pledge:



Introduction: In the following paragraphs please address at least five of the questions found in the Science Buddies Background Research Plan. Remember to look at this example. In each paragraph, identify from which of the five sources the information within the paragraph has come (just as the example did).

Bibliography: You must have at least five sources. You must have at least two types of sources. The different types you may use include: encyclopedias, websites (you must complete a website evaluation form for each), journal or magazine articles (can be found in a database), and general reference books (which you can get from the library ask Ms. Offutt for help!) Do not feel discouraged if you need to look at more than five sources, you may have started with a broad topic or not been able to refine your question fully because of the sources you chose. Please use MLA format for your citations.

1. Citation:

1. Citation:

1. Citation:

1. Citation:

2. Citation:

File AttachmentIntroduction.doc


website

email us rule book

recorD book With Data: Due november 17, 2008Dated record books outlining the purpose of the project, procedures used, source of data & information should be available for examination during the Science Fair. Keep a detailed journal of observations, data, and results. Your journal should contain data measurements and written notes about what you are observing about your experiment.

Photograph your project results or phases of the project to help explain your experiment on your display board.

Take a look at Science Buddies examples of lab notebooks for additional information. Use the scoring guide to make sure that you have completed the entire Record Book phase. extensionsThis process is NOT intended to give students who have not started their project additional time. Even though you have started early, some of you may find that your long term project will not be completed by this record book deadline. If you need extra time, you must file an extension to your teacher by November 17. To file an extension, turn in your record book (to show your teacher that you have started) and fill out this form. If your teacher approves your extension, you must turn in your completed record book and the results and conclusions on December 5. Projects requiring additional time past December 5 will be looked at on a case by case basis.

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://www.sciencebuddies.org/mentoring/project-laboratory-notebook.pdf

Science Fair Data and Record Book Extension

Name:

Pledge:



You must turn in your data book and this form on November 17, 2008 to receive an extension on your science fair project.

Brief explanation of project:

Reason for extension:

Timeline for completing project before December 5, 2008:

File AttachmentExtension.doc

Name _____________________________

Components

Excellent (4)

Good (3)


Lacking (1)

Missing (0)

Purpose of Project

Interesting, specific, informative

Specific and informative.

Informative.

Unclear.

There is no purpose present.

Procedures Used, Includes Multiple Trials and a Control

Clear, appropriate, and detailed. Easily repeatable.

Appropriate and detailed. Repeatable.

Appropriate but may lack detail. Lack of detail would inhibit repeatability.

Some parts may be appropriate. Lacks important details that would prevent the experiment from being repeated.

Procedures are not present.

Multiple Trials

Appropriate repeated trials are included (each group both experimental and control was repeated at least three times).

Repeated trials are included for all groups.

Repeated trials are included for some groups.

Few groups have repeated trials.

No repeated trials were conducted.

Control

An appropriate control group is included.

A control group is included though it may not be the best choice for this experiment.

A control group is included but isnt appropriate.

There is no control group.

Source of Data & Information

Appropriate data is collected in a detailed manner that helps the reader understand exactly what occurred.

*SEE NOTE BELOW

Appropriate data is collected in a manner that helps the reader understand what occurred.

Mostly appropriate data is collected. Some minor missing information may make it difficult to discern exactly what occurred in the experiment.

Significant amounts of data are lacking or lacking significant detail. Type of data collected may or may not be appropriate.

Little or no data and/or information about the experiment is present.

Data Table

An appropriate, clear, labeled data table is present, with the independent and dependent variables arranged correctly.

An appropriate, labeled data table is present, with the independent and dependent variables arranged correctly.

A labeled data table is present, with the independent and dependent variables arranged appropriately.

A data table is present but may be missing labels and/or may be inappropriately arranged.

No data table is present.

Grammar & Spelling





Neatness

Typed or neatly written. Easy to read, no typos.

Typed or written, most is easy to read, there may be a few typos.

Typed or written, several parts are not easy to read or contain many typos.

Typed or written, several parts are difficult to read (may contain high number of typos).

*

*NOTE: This includes comments you write as the experiment is conducted, perhaps addressing trials that did not go well. For example, if you measure ball height and the ball bursts on trial 2, the data book needs to say so. Use your book to write down any needed additional observations like room temperature, direction of bounce (were all straight up & down?), how squishy the balls are, etc.

Final Score

Possible Score

32

File AttachmentScience Fair Data & Record Book Scoring Guide.doc


website

email us rule book

results anD conclusions: Due December 5, 2008The results tell the reader what occurred during the experiment. This statement might seem obvious, but it is important that the reader understand the outcome of the investigation. Include data tables and graphs in this section when appropriate. If you need to use Microsoft Excel to graph your results, use this graphing tutorial to help you. Your results section verbally tells the reader what is shown in the data figures. Any calculations performed should also appear; however it is sufficient to show one example of each calculation. The results section must be in paragraph form.

The conclusion is the most important section and should be the most developed. Be sure to carefully think and analyze the data which you observed.

Compare the hypothesis to the results; do the data support or reject the hypothesis? What could you revise in the methods to improve the experiment? What might cause the relationship between the dependent variable and the independent variable? What questions were raised; are there more scientific tests that could be performed? If any statistical tests were performed, be sure to include a discussion about them.

Fill out this form and use the scoring guide to make sure that you have completed the entire results and conclusion phase of the science fair.

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://www.sciencebuddies.org/mentoring/project_data_analysis.shtmlhttp://ed.fnal.gov/data/life_sci/data/tutorials/excel.shtmlhttp://www.sciencebuddies.org/mentoring/project_conclusions.shtml

Results and Conclusions

Name:

Pledge:



Results: Explains what occurred in the experiment clearly, appropriately, and with details.

Data Table: Shows independent and dependent variables arranged correctly with proper units.

Graph: Shows visual representation of the data with labeled axes scaled properly and a title.

Conclusions: Interprets the results and answers the following questions: Do the data support or reject the hypothesis? What could you revise in the methods to improve the experiment? What might cause the relationship between the dependent variable and the independent variable? What questions were raised; are there more tests that could be performed? Any statistical tests performed are discussed. This section should be several paragraphs.

File AttachmentResults and Conclusions.doc

Name _____________________________

Components

Excellent (4)

Good (3)


Lacking (1)

Missing (0)

Data Table

An appropriate, clear, labeled data table is present, with the independent and dependent variables arranged correctly. Units are present and appropriate.

An appropriate, labeled data table is present, with the independent and dependent variables arranged correctly. Units are present and appropriate.

A labeled data table is present, with the independent and dependent variables arranged appropriately. Table may not be appropriate and/or at least some units may be missing or inappropriate.

A data table is present but may be missing labels and/or may be inappropriately arranged.

No data table is present.

Graphs

The correct type of graph was chosen for the data presented. The graph was produced in Excel or on graph paper with appropriate major & minor divisions of the axes. Both axes are scaled properly (with divisions that are evenly spaced and make it easy for the reader to interpret). Both axes are labeled properly (IV & DV on appropriate axes) with words and units. Graph contains an appropriate title (one with both the IV & DV in it).

The correct type of graph was chosen for the data presented. The graph was produced in Excel or on graph paper with major & minor divisions of the axes (may not be appropriate). Both axes are scaled properly. Both axes are labeled (IV & DV on appropriate axes) with words and units, but there may be some minor errors in the labeling. Graph contains a title.

The correct type of graph was chosen for the data presented. The graph was produced in Excel or on graph paper with major & minor divisions of the axes (may not be appropriate). Axes may or may not be scaled properly. Both axes are labeled (IV & DV on appropriate axes) with words and units, but there may be some minor errors in the labeling. May or may not contain a title.

The correct type of graph was NOT chosen for the data presented.

Graph is missing.

Results

Written in paragraph form. Explains what occurred in the experiment clearly, appropriately, and with details. Contains samples of calculations when appropriate.

Written in paragraph form. Explains what occurred in the experiment appropriately and with details. Contains samples of calculations when appropriate.

May or may not be written in paragraph form. Explains what occurred in the experiment but lacks detail. May or may not contain samples of calculations when appropriate.

Attempts to explain what occurred in the experiment but lacks significant details.

Results section is not present.

Conclusion

Demonstrates thoughtful analysis of the data to generate a clear, appropriate interpretation of the results. Addresses the following with clear, complete, appropriate responses: Do the data support or reject the hypothesis? What could you revise in the methods to improve the experiment? What might cause the relationship between the dependent variable and the independent variable? What questions were raised; are there more tests that could be performed? Any statistical tests performed are discussed.

Demonstrates thoughtful analysis of the data to generate an appropriate interpretation of the results, although some parts may not be clear and/or may lack detail. Addresses the following with appropriate responses (may not be clear and/or complete): Do the data support or reject the hypothesis? What could you revise in the methods to improve the experiment? What might cause the relationship between the dependent variable and the independent variable? What questions were raised; are there more tests that could be performed? Any statistical tests performed are discussed.

Contains an analysis of the data to generate an interpretation of the results. Attempts to address most of the following: Do the data support or reject the hypothesis? What could you revise in the methods to improve the experiment? What might cause the relationship between the dependent variable and the independent variable? What questions were raised; are there more tests that could be performed? Any statistical tests performed may or may not be discussed.

Attempts to analyze the data to interpret the results. Some attempt is made to address at least a few of the following: Do the data support or reject the hypothesis? What could you revise in the methods to improve the experiment? What might cause the relationship between the dependent variable and the independent variable? What questions were raised; are there more tests that could be performed? Any statistical tests performed may or may not be discussed.

There is no conclusion section present.

Grammar & Spelling





Neatness





Final Score

Possible Score

24

File AttachmentScience Fair Analysis & Results Scoring Guide.doc


website

email us rule book

abstract: Due january 7, 2009Scientific reports begin with an abstract, a summary of the entire article. You will need to place an abstract on your display board in a prominent location. An abstract is the perfect paragraph in science and should be no more than 75 words or 8 sentences. Begin with approximately 2 sentences on the introduction, 2 sentences on the methods, 2 sentences on the results (no graphs) and 2 sentences on the conclusion.

Introduction: Give background information to a reader who may not be familiar with the topics of your experiment. You should begin with the general pertinent information about the subjects in the investigation, and then move into more specific information such as the hypothesis.Methods: give an abbreviated version of your methods.Results: give the overall picture of the outcome.Conclusion: explain whether your hypothesis was supported and explain what might cause the relationship between the dependent variable and the independent variable.

Fill out the Abstract form , and use the scoring guide to make sure that you have fully completed the abstract.

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://www.sciencebuddies.org/mentoring/project_abstract.shtml

Abstract

Name:

Pledge:



Complete the abstract for your science fair project and then attach it to your tri fold board. The abstract is the perfect paragraph in science: use information from your annotated bibliography for the introduction sentences, use information from the methods on your proposal for the methods sentences, and use information from the results and conclusion for the last sentences.

Abstract Paragraph:

File AttachmentAbstract.doc

Name _____________________________

Components

Excellent (4)

Good (3)


Lacking (1)

Missing (0)

Introduction

Gives appropriate, clear background information to a reader who may not be familiar with the topics of the experiment. Includes general, pertinent information about the subjects in the investigation, as well as specific information including the hypothesis. Succinctly written in a few sentences.

Gives appropriate background information. Includes general, pertinent information about the subjects in the investigation, as well as specific information including the hypothesis. May not be succinct.

Gives background information in an attempt to help the reader understand the topics of the experiment. May include general information about the subjects in the investigation, as well as specific information including the hypothesis. May not be succinct.

Lacks adequate background information. Significant revision is needed to help the reader understand the topic of the experiment.

No introduction is present.

Methods

Clearly and accurately (though not in detail) explains how the experiment was setup and performed. Succinctly written in a few sentences.

Appropriately explains how the experiment was setup and performed. May not be succinct.

An attempt was made to explain how the experiment was setup and performed. May not be succinct.

Lacks significant information to explain how the experiment was setup and performed.

Methods section is present.

Results

Explains what occurred in the experiment clearly and appropriately. Succinctly written in a few sentences.

Appropriately explains what occurred in the experiment. May not be succinct.

An attempt was made to explain what occurred in the experiment. May not be succinct.

Lacks significant information to explain what occurred in the experiment.

Results section is not present.

Conclusion

Demonstrates thoughtful analysis of the data to generate a clear, appropriate interpretation of the results. Addresses the following with clear, appropriate responses: What might cause the relationship between the dependent variable and the independent variable? What questions were raised; are there more tests that could be performed? Succinctly written in a few sentences.

Demonstrates thoughtful analysis of the data to generate an appropriate interpretation of the results, although some parts may not be clear. Addresses the following with appropriate responses: What might cause the relationship between the dependent variable and the independent variable? What questions were raised; are there more tests that could be performed? May not be succinct.

Contains an analysis of the data to generate an interpretation of the results. Attempts to address most of the following: What might cause the relationship between the dependent variable and the independent variable? What questions were raised; are there more tests that could be performed? May not be succinct.

Attempts to analyze the data to interpret the results. Some attempt is made to address at least a few of the following: What might cause the relationship between the dependent variable and the independent variable? What questions were raised; are there more tests that could be performed?

There is no conclusion section present.

Grammar & Spelling





Neatness





Final Score

Possible Score

24

File AttachmentScience Fair Abstract Scoring Guide.doc


website

email us rule book

DisPlay boarD: Due january 12, 2009.Your science fair project must be displayed on a tri-paneled board. The board must include an abstract for your experiment (see page 13). Your board must follow the guidelines set out by the International Science Fair.

Displays are important. Think about neatness, size, ease of reading, and graphics. Make both your name and the hypothesis prominent on the board. Do not place the entire results and conclusion sections on the board, these sections belong in the journal. Summarize your results in graphical form, and summarize the conclusion. Science Buddies has examples of what makes a great display board.

Make sure that you read the section on appropriate fonts for your board. You may not hand write your board. Be sure to spell check and think about appropriate use of words like trail vs trial, affect vs effect. All resources and photographs must have a bibliographical citation. If you took your own photographs you must indicate as such on the board.Your board will be peer reviewed during class and the corrected final board is due January 16, 2009.

ShowBoard sells an electrostatic board (designed by a student who entered it in the International Science Fair). This board allows you to place paper and photographs on the board without tape or glue, and you can rearrange the sections with ease. These boards are $40 and can be reused for each of the three science fair projects you will conduct while in the Upper School.

http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://sciserv.org/isef/rules/safdisp.pdfhttp://www.sciencebuddies.org/mentoring/project_display_board.shtmlhttp://www.sciencebuddies.org/mentoring/project_display_board_fonts.shtmlhttp://www.justickusa.com/index.php?pid=project


website

email us rule book

science Fair: january 21, 2009All entries will be displayed during Sayres Science Fair on January 21, 2009. Projects will be evaluated and awards given to exceptional projects.

A committee of judges will evaluate the projects on three criteria originality, complexity, and presentation. This committee will determine the award winners for the categories represented by the Fayette County Science Fair. Additionally, an award will be given to the best project in each grade level. And from these category and grade level winners, a Best-in-Show award will be given. Science department faculty will select the projects eligible for entry in the Fayette County.

Use the scoring guide to know how the judges will score your project. Go to ScienceBuddies to learn how to prepare for the science fair and what scholarship opportunities await the winners.

If your outstanding project is chosen to move on to the State Science Fair and you choose to compete, you will be given two dress down days and a pizza party. If your project advances to the International Science Fair, you will not be required to take your science final exam. There are monetary awards given out by the County, Regional, and State Fair.
http://www.sciencebuddies.org/mailto:[email protected],[email protected], [email protected], [email protected]://www.sciencebuddies.org/http://sciserv.org/isef/document/Rule2009.pdfhttp://http://www.sciencebuddies.org/mentoring/project_judging.shtmlhttp://www.sciencebuddies.org/mentoring/top_science-fair_overview.shtml
Student _____________________________

Grade Level ______Category____________

Judge ___________________________

Components

Excellent (4)

Good (3)


Lacking (1)

Title

Interesting, specific, informative

Specific and informative.

Informative.

Unclear or missing.

Research Question

Clearly identifies variables to be studied.

Lacks focus.

Too general or vague.

Inappropriate or missing.

Hypothesis

Clearly and appropriately identifies the dependent and independent variables and states a relationship between them.

Appropriately identifies the dependent and independent variables and states a relationship between them.

Identifies the dependent and independent variables and states a relationship between them.

Little relationship between dependent and independent variables is demonstrated or missing.

Variables

(IV & DV)

Both independent and dependent variables are clearly and appropriately identified.

One of the variables is not clearly identified (For example, may only state "temperature", instead of "temperature of water.")

Both variables are not clearly identified and/or one of the variables is not appropriate.

One or both variables are missing, or one or both are inappropriately identified.

Control

An appropriate control is clearly identified.

An appropriate control is identified but may not be clear.

A control is identified but may not be the most appropriate for this experiment.

A control is either not identified or is identified but is clearly not appropriate for this experiment.

Constants

At least 4 important constants are clearly and appropriately identified.

At least 4 important constants are identified.

At least 3 important constants are identified.

Constants identified are not important or less than three are identified.

Research Procedures and Data Collected

Appropriate, clearly defined, tightly linked to the research question and hypothesis.

Defined but link to research question, hypothesis, and dependent and independent variables is minimal.

Poorly defined and not linked to research question.

Inappropriate or missing significant components.

Multiple Trials

Present and appropriately used to establish trends and are reported as an average and/or other appropriate statistical method.

Present but are insufficient to establish trend data. Some attempts to report trends are present, but use inadequate or inappropriate statistical methods.

Present but minimal and lack a pattern to guide research.

Missing multiple trials.

Safety Guidelines

Clearly visible and appropriately applied.

Present and applied in some components.

Present but lacking some significant components.

Missing or inappropriate.

Components

Excellent (4)

Good (3)


Lacking (1)

Data Table

An appropriate, clear, labeled data table is present, with the independent and dependent variables arranged correctly. Units are present and appropriate.

An appropriate, labeled data table is present, with the independent and dependent variables arranged correctly. Units are present and appropriate.

A labeled data table is present, with the independent and dependent variables arranged appropriately. Some units may be missing or inappropriate.

Data table is missing or present but may be missing labels and/or may be inappropriately arranged.

Graphs

Correct type of graph was chosen for the data presented.

Graph was produced in Excel or on graph paper with appropriate major & minor divisions of the axes.

Both axes are scaled properly (with divisions that are evenly spaced and make it easy for the reader to interpret).

Both axes are labeled properly (IV & DV on appropriate axes) with words and units.

Graph contains an appropriate title (one with both the IV & DV in it).


Graph was produced in Excel or on graph paper with major & minor divisions of the axes (may not be appropriate).

Both axes are scaled properly.

Both axes are labeled (IV & DV on appropriate axes) with words and units, but there may be some minor errors in the labeling.

Graph contains a title.


Graph was produced in Excel or on graph paper with major & minor divisions of the axes (may not be appropriate).

Axes may or may not be scaled properly.

Both axes are labeled (IV & DV on appropriate axes) with words and units, but there may be some minor errors in the labeling.

May or may not contain a title.

The correct type of graph was NOT chosen for the data presented or a graph of the data is missing.

Components

Excellent (4)

Good (3)


Lacking (1)

Results

Written in paragraph form. Explains what occurred in the experiment clearly, appropriately, and with details. Contains samples of calculations when appropriate.

Written in paragraph form. Explains what occurred in the experiment appropriately and with details. Contains samples of calculations when appropriate.

May or may not be written in paragraph form. Explains what occurred in the experiment but lacks detail. May or may not contain samples of calculations when appropriate.

Attempts to explain what occurred in the experiment but lacks significant details or section is missing.

Conclusion

Demonstrates thoughtful analysis of the data to generate a clear, appropriate interpretation of the results.

Addresses the following with clear, complete, appropriate responses:

Do the data support or reject the hypothesis?

What could you revise in the methods to improve the experiment?

What might cause the relationship between the dependent variable and the independent variable?

What questions were raised; are there more tests that could be performed?

Any statistical tests performed are discussed.

Applications & authentic situations which relate to experimental outcomes are described.

Demonstrates thoughtful analysis of the data to generate an appropriate interpretation of the results, although some parts may not be clear and/or may lack detail.

Addresses questions with appropriate responses, although the responses may not be clear and/or complete.

Any statistical tests performed are discussed.

At least one application or authentic situation which relates to experimental outcomes is described.

Contains an analysis of the data to generate an interpretation of the results.

Attempts to address most of the questions.

Any statistical tests performed may or may not be discussed.

Few minor applications or relating to authentic situations is described.

Conclusion is missing or merely attempts to analyze the data to interpret the results.

Some attempt is made to address at least a few of the questions.

Any statistical tests performed may or may not be discussed.

Little or no attempt at application or relating to authentic situations is described.

Journal or Log

Present, complete, and contains daily and weekly logs of procedures applied. Original data is fully presented and properly organized.

Present, mostly complete, and contains daily and weekly logs of procedures applied. Most original data is fully presented and properly organized.

A minimal attempt to maintain a research journal are present. Daily activity logs are present but may be incomplete, lack organization, or list inappropriate data. Only some original data is present. Data charts are incomplete or do not apply to the research question and hypothesis.

Lacks a journal or daily log of research activities. Few, if any, data are used to reach a conclusion.

Organization of Data

Highly effective in demonstrating procedures and outcomes and allows for complete comparison and analysis of outcomes.

Most data is organized to allow for comparison of outcomes.

Little organization of data is present. Experimental outcomes and data analysis are incomplete or inappropriate to research question.

Little or no analysis of data is present in the written documentation.

Student Fluency in Science

Clearly fluent in the science behind the project. Can state the relationships, supported by the data, between the dependent and independent variables.

Somewhat fluent in the science behind the project. Can state the relationships, supported by the data, between the dependent and independent variables. Only minor details are missing or incomplete.

Lacks fluency in the science behind the project. Cannot link outcomes to specific scientific concepts.

Lacks understanding of results by confusing concepts or applying them incorrectly.

Student Knowledge

Demonstrates deep knowledge by being able to clearly articulate the scientific concepts behind each component of the research.

Able to identify the scientific concepts behind each component of the research.

Minimal knowledge of the project. Cannot describe project components.

Lacks understanding of results by confusing concepts or applying them incorrectly.

Student Understanding

Demonstrates deep understanding by being able to apply experimental results to new situations, proposing new questions, and/or identifying systematic errors in the experimental processes and basic measurements.

Demonstrates some understanding of experimental results by listing outcomes, but lacks detail in applying them to new situations, proposing new questions, and/or identifying systematic errors in the experimental processes and basic measurements.

Lack of student understanding of the experimental results is demonstrated by an inability to discuss applications of the outcomes to science concepts.

Student discusses little or no applications of the concepts in the project.

Experimental Design Components

x1

Presentation/Display

x1.5

Results/Conclusions

x2

Written Documentation

x1.5

Student Interview

x2

Score (round to 2 decimal places)

Science Fair Scoring Guide

Experimental Design Components

Presentation/Display

Results/Conclusions

Written Documentation

Student Interview

File AttachmentScience Fair OVERALL Scoring Guide.doc

back: Page 1: Page 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9: Page 10: Page 11: Page 12: Page 13: Page 14: Page 15:

forward: Page 1: Page 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9: Page 10: Page 11: Page 12: Page 13: Page 14: Page 15:

Start: Page 1: Page 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9: Page 10: Page 11: Page 12: Page 13: Page 14: Page 15:

science fair: independent research - sayre...

Documents