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STEM Fair

Informational

Workshop

Bay Haven School of Basics Plus

2018-2019

STEM Fair Committee

K - Elizabeth Wilson

1st – Joyce Barnett, Tara Mace

2nd – Kandace Budai

3rd - Mary Wedebrock

4th - Tracy Bakich

5th – Lorienne Nickelson

Committee Chair – Rolf Hanson (Science Lab)

rolf.hanson@sarasotacountyschools.net

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STEM Fair Dates to Remember

Student/Parent Information Night

September 5, 2018

6:00-7:00 P.M.

Bay Haven Cafeteria

Learn all about the STEM fair, how to complete an experimental or

engineering project, and the rules and expectations for the science fair.

There will be a presentation followed by a question and answer session.

STEM Fair Help Night

September 26, 2018

6:00-7:00 P.M.

Bay Haven Cafeteria

Come with some possible ideas for your project or with questions about how

to get started. We will help you work out the details.

STEM Fair Projects submitted to classroom teacher for judging by

November 9, 2018 (Please note: Classroom teachers may have a different

due date for projects to facilitate grading

STEM Fair Awards Night/Extravaganza

November 28, 2018

6:00-7:00 P.M.

Bay Haven Cafeteria and Media Center

Sarasota County Elementary STEM Fair/STEM Expo

January 31, 2019

Up to eighteen projects from Grades 3-5 will represent Bay Haven at this

county-wide STEM Fair.

If you have any questions please contact a Bay Haven STEM Fair Committee

member listed on the front page of this booklet.

For more information check the Bay Haven website

http://www.sarasotacountyschools.net/schools/bayhaven/

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HELPFUL HINTS AND REMINDERS

▪ K.I.S.S. (Keep It Simple, Scientists!)

▪ Record and date everything in your LOG BOOK!

▪ Include RESEARCH with CITATIONS about your topic!

▪ Make sure your experiment has only ONE INDEPENDENT VARIABLE!

Independent Variable: The one thing you change in your experiment

Dependent Variable: What you measure in your experiment

(Dependent on Independent Variable)

Constants: The things that are not changed in your experiment

Control: The control in an investigation is the trial done without changing the

original factors. If the experiment does not have a control, it should be noted in

the procedure. The student should have an understanding of what a control is

and why it was or was not appropriate for his/her project.

▪ Perform at least 3 TRIALS of your experiment!

▪ When measuring, use METRIC UNITS!

Use the Metric System for ALL Measurements

Length, Width, and Height Use: centimeter ruler, meter stick, or metric measuring tape

Millimeters (mm) Centimeters (cm) Meters (m) Kilometers (km)

Mass Use: Balance, Triple-Beam Balance or Digital Scale

Grams (g) Kilograms (kg)

Weight Use: Spring Scale or Newton Scale

Newtons (N)

Volume Use: Beaker, Metric Measuring Cup, Graduated Cylinder

Milliliters (ml) Liters (l) Kiloliters (kl)

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Choosing a Project Topic

Engaging your curiosity is the first step to a successful science fair project. Have you ever thought, “I wonder what would happen if…?” or “I wonder why…?” Maybe you can turn an interest into a Science Fair Project! Remember to record this process in your Science Project Log Book. Hmmm…I really like sports. I wonder if I can do a project about different sports balls. I wonder if a baseball will bounce more than a golf ball. Do all balls fall to the ground at the same speed? Does a ball roll farther on grass or dirt? How many times will a basketball bounce? Yes! That’s what I want to do for my Science Fair Project! Check out some of the websites below or go to your local library or the school’s media center to find some books about the topics in which you are interested.

Selected Science Websites: Intel International Science Fair Website: http://www.societyforscience.org/isef/ Earth Science/ Astronomy

http://www.dep.state.fl.us/geology/ http://cloudappreciationsociety.org/ http://www.noaa.gov/ http://astro.unl.edu/ http://eyes.nasa.gov/index.html http://antwrp.gsfc.nasa.gov/apod/lib/aptree.html http://spaceplace.nasa.gov/en/kids/

Life Science http://www.kidsgardening.org/ http://urbanext.illinois.edu/gpe/ http://pollinatorlive.pwnet.org/index.php http://www.seaturtle.org/ http://www.spongelab.com/

Physical Science http://schools.cbe.ab.ca/curriculum/library/elementary/sci_4_wheels.html http://www.pbs.org/wgbh/nova/ancient/galileo-battle-for-the-heavens.html http://phet.colorado.edu/en/simulations/category/by-level/elementary-school http://sciencedemonstrations.fas.harvard.edu/icb/icb.do?keyword=k16940&pageid=icb.page80863&pageContentId=icb.pagecontent341734&state=maximize&view=view.do&viewParam_name=indepth.html five steps

Science Museums and Related Websites http://www.bbc.co.uk/schools/ks2bitesize/science/ http://www.exploratorium.edu/ http://classroom.jc-schools.net/sci-units/ http://www.mos.org/ http://www.edheads.org/ http://www.nsf.gov/index.jsp http://www.pbs.org/wgbh/nova/

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The Scientific Method 1. Research

2. Problem/Question

3. Hypothesis

4. Experimentation

5. Conclusion

These five steps provide the framework of your Science Fair Project. Your actions

and discoveries at each step must be included in your log book (with date/time).

Research: Once you have decided on a topic for your project, do your research. You

can use your favorite search engine online, type in your topic, and look for useful

links. Or, go to the library and check out some books on your topic. You might find

a lot of information, or you may not find much…but in your log book you need to

include some type of research that pertains to your topic. Remember to reference

your sources! When you find a source that is not helpful, it is still a good idea to

write it down as a reference. This shows that you put forth the effort to research

your topic. And, if you cannot find a lot of information on your topic, it is especially

important to keep a record of the sources you have researched.

For example:

9-20-17. I went online and types “basketball bouncing” and found a link to

www.bouncingballphysics.com, but the information was very confusing

and I couldn’t find anything useful on this site. I think it is for people

in high school.

9-23-17. I checked out a book called Basketball Science for Kids, by Lotta

Hoops. I learned that basketballs are usually orange and round, but I

couldn’t find any information on how many times they usually bounce

before coming to a stop. I did learn that there is something called

“regulation air pressure.”

9-24-17. I went online again and typed “basketball regulation air pressure”

into the Google search engine. On www.answerbag.com I learned that “The NCAA which sets the regulations governing college athletics says this: “The circumference of the…ball shall be 28.5 to 29.5 inches with a weight not to exceed 20 ounces. The ball shall rebound to a height of not less than 51 inches and not more than 56 inches when dropped on the playing surface from a height of 6 feet.” This rebound height will of course be determined by the air pressure and material the ball is made from. The NBA rules governing professional basketball states that “the officially

approved ball will be inflated to 7.5 to 8.5 pounds pressure.”” I think this will

really help me to look for the information I need!

(The first two sources in this example are fictional. The third is a real website, and

the information was copied from the webpage and pasted in this Word Document.)

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Purpose/Question: What scientific question are you trying to solve? If possible, your

question should be open-ended, for example:

9-24-17. How many times will a basketball bounce before coming to a stop?

As a starting point, this is a good question. But it can be improved by changing it to an

open-ended questions that uses scientific terminology (that you learned during your

research) and addresses only one variable.

9-25-17. How will air pressure affect the number of times a basketball will bounce before

coming to a stop?

This is a better question because it is open-ended and addresses a science-specific

question. And, this question clearly addresses only one variable (air pressure).

Hypothesis: What do you think will be the result of your experimentation? Your

hypothesis should be based on your research. For example:

9-26-17. I think that the more air pressure there is inside a basketball, the more times it

will bounce before coming to a stop.

I base my hypothesis on these facts: The more air pressure there is inside a ball the

Greater the surface tension will be. The greater the surface tension a ball has, the

quicker it will “bounce back” into its original shape.

Experimentation: The procedure and materials for your experiment should be recorded

in your log book. You should also identify and record your variable, constants, and

control (if any).

1. Independent Variable –The one "thing" you change on purpose in an experiment. (air pressure)

2. Dependent Variable – The “thing” you measure (number of bounces)

3. Constants – Factors that are held constant throughout the experiment. (height the ball is

dropped from, surface the ball bounces on, etc.)

4. Control –The control in an investigation is the trial done without changing the original

factors. If the experiment does not have a control, it should be noted in the

procedure. The student should have an understanding of what a control is and why it

was or was not appropriate for his/her project. (height of bounce at regulation air

pressure could be a Control to compare bounce heights with different air pressures)

Perform your experiment at least three times and remember to use metric measurements. Record all of

your data (results) in your log book.

Conclusion: In your conclusion, include the answers to the following questions:

What happened?

Was your hypothesis correct? Why or why not?

If you could do your project again, would you do anything differently?

Did your project give you another idea or bring up more questions related to your

topic for the “next time?”

The Scientific Method continued

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Time Management.... Reduce Stress for Teachers & Students 6 Week Timetable to Complete a STEM Project

(Note: Classroom teacher may have a different timeline)

Begin Work on STEM Fair Projects: Week of Sept. 5th or earlier Science Fair Projects submitted for judging: Friday, November 9, 2018 (Classroom teachers may have a different due date.)

All activities, beginning with Week 1, should be recorded in Log Book (see next page)

Week One Choose a Topic Form a Question Research and Gather Information Form a Hypothesis Complete and hand in Safety Assessment form (the last sheet of this packet) Week Two List the Materials Needed (metric measuring) Gather the Materials (for experiment & display) Determine Variables: dependent, independent, constants, control (if any) Week Three Write the Procedure (all measurements in metric) Begin the Experiment (all measurements in metric) Record Data on Table and Graphs in Log Book (all measurements in metric); Week Four Complete Experiment Analyze Data (look for patterns that support or contradict your hypothesis) Make a Conclusion Week Five Prepare Data for Display Board (make graphs and table) Create and Organize Items for Display Board Week Six Mount Items on Display Board Set up display at home and practice oral report.

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Project Safety

Student projects must meet the safety requirements explained in the STEM Fair Safety

Guidelines Form. A few key points of this form include:

• Projects CAN NOT contain mold or bacterial growth.

• All projects involving humans and live animals must involve minimal risk.

Please refer carefully to this document for further guidance. BEFORE a student begins the

experiment or design, consult with STEM directors if you are unsure if the project meets

the safety guidelines.

Project Display

Students are required to create a display board highlighting the important components of a

science/engineering project. There are many rules and guidelines to follow. Students and

teachers should adhere to the following about display boards:

1. Display must be self-standing of reinforced cardboard, plywood, or other materials.

The project cannot lean on the table, wall, or other projects. Nail, glue or tape

cannot be placed onto tables.

2. Maximum space allowed for each display is the length of project board while

standing.

3. The display board and logbook are the two required components to have present at

the STEM Fair. All projects may have a model on display that should be brought

the day of the judging and should leave with the student at

the end of the fair. The model must fit within the space between the sides of the

display board. However, the following ARE NOT ALLOWED at the

project/display:

a. Living organisms, including plants

b. Soil, sand, rock, cement, and/or waste samples

c. Taxidermy specimens or parts

d. Preserved vertebrate or invertebrate animals

e. Human or animal food

f. Plant materials, living or dead (except those that are used in the

manufactured construction materials in building the display)

g. All chemicals including water

h. All hazardous substances or devices

i. Items that may have contained or been in contact with hazardous

chemicals

j. 3-D printers

k. Dry ice or other sublimating solids

l. Sharp items

m. Flames or highly flammable materials

n. Batteries with open-top cells or wet cells

o. Glass or glass objects

p. Any apparatus deemed unsafe by the STEM Fair Directors

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4. Students MAY bring a computer or tablet on the day of judging. This technology

must be on battery power only (no electricity will be available), and may show other

aspects of the project, including but not limited to, Power Point, extra pictures, video of

experiments, etc. Active Internet connections ARE NOT ALLOWED. These items should

be brought the day of the judging and should leave with the student at the end of the fair.

5. Photographs on the display board must be of the researcher ONLY. The researcher

must have parent/guardian permission to have their photograph on display on the board.

This is determined by information found in the Sarasota County Student Information

System (SIS). The school-based coordinators will be responsible for this information. For

non-public schools, a signed media release must be turned in with student paperwork.

Photographs of persons other than the researcher ARE NOT ALLOWED on the display

board or other presentations.

6. Only paper and pictures should be on the display board. There should not be any

other items attached to the board, such as 3-dimensional objects, vines, foam board

backing, aluminum foil, fabric, lights, etc. Items other than

paper and pictures will be removed. Corrugated border or paper border is acceptable.

Please, no headers that attach to the top of the display board. The display board must not

display actual materials used in the project; i.e., food, seeds, teeth, crystals, etc.

7. Students will remain with their display during the judging to answer questions.

During judging, all electronics (expect those used for the project/display) should not be in

use.

8. Two labels with student name(s), project title, and project number will be provided

by STEM Fair Directors. One label should be placed at the top center of the backside of

the display board. The other label should be placed on the center of the front cover of the

logbook.

9. Any items that are acknowledgements, self-promotions, or external endorsements

ARE NOT ALLOWED.

10. The STEM Fair Directors will not take responsibility for any loss of materials from

the project displays.

11. The STEM Fair Directors reserve the right to reject projects they deem

inappropriate or unsafe and remove items not in compliance.

A complete list of rules and guidelines will be available on One Note, during the day of

display check-in and the day of the STEM Fair.

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Suggestions for Parents

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Judging Criteria for Experimental Projects

I. Purpose/Hypothesis (10 pts) ___ clear and focused purpose with a creative approach used to answer the question ___ contributes to field of study and is testable using scientific methods

II. Design and Methodology (15 pts) ___ procedure is clear, including specific directions and metric units ___ well designed plan and data collection methods with complete material list ___ variables and controls are defined, appropriate and complete

III. Execution: Data Collection, Analysis and Interpretation (30 pts) ___ systematic data collection and analysis done quantitatively, precisely and related directly to

the hypothesis ___ results are reproducible ___ appropriate application of mathematical and statistical methods ___ sufficient data collected to support interpretation and conclusions (evidence of at least

three trials and an overall average of those trials) ___data displayed graphically and correctly labeled ___clear statement that shows support of the hypothesis

IV. Creativity (10 pts) ___ project demonstrates significant creativity in one or more of the above criteria ___ project demonstrates imagination and inventiveness that offer different perspectives to

new possibilities or new alternatives

V. Presentation (35 pts) a. Poster (10 pts) ___ logical organization of material with supporting documentation displayed ___ clarity of graphics and legends

b. Interview (25 pts) ___ clear, concise, thoughtful responses to questions ___ understanding of basic science relevant to project ___ understanding interpretation and limitations of results and conclusions ___ degree of independence in conducting project ___ recognition of potential impact in science, society and/or economics and quality of ideas

for further research

Project Display Rubric Student Response Rubric

0 No evidence or incorrect

Student has no understanding or is unable to respond or section is

missing.

1 A weak attempt made/ many errors or major flaws Student has little knowledge or flawed understanding.

2 Partial evidence/ some flaws or omissions Student has some knowledge but lacks complete understanding.

3 Missing some evidence/few minor flaws or omissions Student has good knowledge but lacks complete understanding.

4 Clear evidence/minor flaws or omissions Student is able to articulate an adequate understanding.

5 Clear evidence/no flaws Student able to articulate a clear understanding.

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Judging Criteria for Engineering Projects I. Research Problem (10 pts) ___ description of a practical need or problem to be solved ___ definition of process for proposed solution

II. Design and Methodology (20 pts) ___ exploration of alternatives to answer need or problem ___identification of a solution ___ background research is diverse with multiple sources ___ procedure is sequential and describes the investigation clearly

III. Execution: Construction, Testing, and Results (25 pts) ___ prototype demonstrates intended design ___ prototype has been tested in multiple conditions/trials ___ prototype demonstrates engineering skill and completeness ___quantitative, metric data collected and displayed appropriately ___conclusion based on success in regards to the problem being solved and suggestions for

further efforts or practical applications

IV. Creativity (10 pts) ___ project demonstrates significant creativity in one or more of the above criteria ___ project demonstrates imagination and inventiveness that offer different perspectives to

new possibilities or new alternatives

V. Presentation (35 pts) a. Poster (10 pts) ___logical organization of material with supporting documentation displayed ___clarity of graphics and legends

b. Interview (25 pts) ___ clear, concise, thoughtful responses to questions ___ understanding of basic science relevant to project ___ understanding interpretation and limitations of results and conclusions ___degree of independence in conducting project ___ recognition of potential impact in science, society and/or economics and quality of ideas for further research

Project Display Rubric Student Response Rubric

0 No evidence or incorrect

Student has no understanding or is unable to respond or section is

missing.

1 A weak attempt made/ many errors or major flaws Student has little knowledge or flawed understanding.

2 Partial evidence/ some flaws or omissions Student has some knowledge but lacks complete understanding.

3 Missing some evidence/few minor flaws or omissions Student has good knowledge but lacks complete understanding.

4 Clear evidence/minor flaws or omissions Student is able to articulate an adequate understanding.

5 Clear evidence/no flaws Student able to articulate a clear understanding.

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Elementary STEM FAIR Application/Safety Assessment To be completed and approved before you start your project

Student Name: Grade:

Project Title:

Team member(s) (if a group project)

School: Bay Haven School of Basics Plus School Phone: (941) 359-5800

School Address: 2901 West Tamiami Circle, Sarasota, FL 34234

Classroom Teacher/sponsor: Email:

Where will you conduct your experiment? (school, home or other location) list all:

Include addresses for non- school or home sites

1.

2.

3.

Start date for data collection: End Date:

By signing below, the Student/Parent/Guardian Acknowledge:

1. I have read and understand the STEM Fair Guidelines.

2. My project does not contain mold or bacterial growth.

3. My project involves minimal risk to humans or vertebrate animals. See safety guidelines on back.

4. I can state my question, explain how I will complete the experiment (including procedures and materials), and

who will supervise my work. My teacher and I have reviewed the rules and guidelines and I will adhere to these

rules while conducting this research. I understand the risks and possible dangers to me of the proposed research

plan.

5. I have read and will abide by the following ethics statement:

Scientific fraud and misconduct are not condoned at any level of research or competition. Such practices include but

are not limited to plagiarism, forgery, use or presentation of other researcher’s work as one’s own, and fabrication of

data. Fraudulent projects will fail to qualify for competition in affiliated fairs.

Student’s Printed Name Signature Date

Parent/Guardian Name Printed Signature Date

Classroom Teacher/School Coordinator Signature Date

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Safety Guidelines

Before starting your science project, take some time to think about possible safety issues associated with your project. Projects should be the work of students and be monitored by a parent/parents.

*Parents/Guardians must carefully monitor any experiments that are performed as part of a project. *Parents/Guardians are responsible for insuring that proper safeguards are in place for any hazards that may exist.

Is it safe for other people or animals that are involved?

All projects involving humans as subjects must involve minimal risk*. Unacceptable risks include ingestion of any

substance or physical contact with any potentially hazardous materials, as well as unnecessary physical,

psychological, or emotional stress, including invasion of privacy. Even if you are simply surveying other students, you

should review your questions in advance and decide if the questions meet this test. If you're not sure, don't hesitate

to ask a teacher, parent, or mentor to help you decide.

Live animals (in particular vertebrate animals-those with a backbone) should be housed, cared for, and

observed in a safe and humane manner. No harm must to come the animal/vertebrate.

Your teacher will then evaluate your project based on the following questions:

Where will the experiment be performed? What

safety gear will be used?

Who will be supervising the experiment?

Are you knowledgeable about or do you have training in the procedures being used?

*Minimal Risk: No more than minimal risk exists when the probability and magnitude of harm or discomfort

anticipated in the research are not greater (in and of themselves) than those ordinarily encountered in everyday

life or during performance of routine physical or psychological examinations or tests.

More than minimal risk exists when the possibility of physical or psychological harm or harm related to breach of

confidentiality or invasion of privacy is greater than what is typically encountered in everyday life.

If you are unclear on the risk level, please visit the following site:

https://student.societyforscience.org/intel-sts-human-participants-risk-assesment