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TICASUK BROWN SCIENCE FAIR

Please return this booklet to your teacher!Thank you for your participation in the Science Fair!

WHAT IS A SCIENCE FAIR?

A Science Fair is a display of different experiments, demonstrations, collections, or models about science made by students. Projects entered into the fair are evaluated by judges and everyone will receive a ribbon. Students will learn about science and have fun while doing it!

Who Can Enter?

Individual students in grades K-6, small groups of students (up to 3), or families may enter the Science Fair.

What Could You Explore?

A student may design a project around any scientific or mathematical topic. Students may enter a project in any one of these categories: Human Body and Behavior, Animals and Plants, Earth and Universe, Physical Science, Chemistry, Mathematics, Consumer Awareness, Water Quality, or Computer Programming.

How. Do You Begin?

Explore your interests. Discuss them with an adult or friend. Examine scjentific material or objects that interest you. While you are working with the material, many questions will come into your mind.

Remember: All research begins with exploration and a question! Design your project to answer the question.

-_ .,-

\\ ------YOUR

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Your project can take one of several forms:

- Experiment- Demonstration- Collection or display- Invention- Computer program

RULES OF THE SCIENCE FAIR

* YOU must do most of the work (unless your project is entered in the "Family" category). Parents or other adults can assist if you describe what kind of help you received on your project.

* All exhibits must be durable, safe, and free standing when placed on a table or on the floor.

* Where electrical equipment is used, you must provide at least ten feet of extension cord. The school will not provide extension cords or facilities for running water, gas, or compressed air.

* NO live or dead animals (excluding insects) may be displayed. Any work with animals or human subjects will be safe for the subjects and of a humane and ethical nature.

* NO dangerous or poisonous chemicals, explosives, or exposed electrical wires carrying a high voltage current may be displayed.

* Projects involving use of animals, explosives, or open flames may use photographs, charts, graphs, or explanations of activities to portray any phase of the investigation.

* Toe science display must be NO LARGER than 3 feet wide by 2 feet deep by 4 feet high.

* Your project must have an official entry fonn securely attached to the back of the display.

* Students are responsible for setting up and removing their displays.

(Save tears, anguish and disappointment, read this part TWICEH)**The science display must show that YOU, the student, have carried out a science related study that began with a testable question. Your parents may help you; however; YOU are responsibre for knowing all about your project.

**_No written paragraphs downloaded from the internet and pasted onto yourdisplay. Photos downloaded from the internet are permissible, but must be given

credit.

PROJEC CATEGORIE SOnce your child decides on a topic for a science fair project, the next step is to discuss which of thefollowing categories is most appropriate for what he/she would like to do. It's important to decide this at the beginning, because there are specific requirements and judging for each category. Knowing these guidelines will help the student structure and organize the project for a successful science fair experience!

1. Scientific Experiment • a way of answering a question using the "scientific method"• ask a question• state your hypothesis (a guess at the answer)• design an experiment to test your hypothesis• collect the data• be sure to replicate at least 3 times.• present your results, usually in table and/or graph form• state your conclusions - do the results support your hypothesis or not?

2. Demonstration of a Scientific Principle • explore a scientific principle and share your knowledge with others• best to focus on one principle and use several ways to illustrate it• the best demonstrations include a model to demonstrate the principle• should also include drawings, photos, and other visual aids

3. Scientific Collection • collection of items of scientific interest, e.g. shells, minerals• collection must be well organized and specimens correctly identified• should include background research/information• may include a logbook or journal for additional information

4. O r iginal Computer Program • original program using any computer language• examples: graphics or math demonstration, game, utility program• identify purpose of program• include display board?• printout of code?• program should be run smoothly and require no special skills to use

5. Invention or Innovation • a useful object that has never been made before (invention)• a new service or process, or an improvement to something (innovation)• begins with a "need" or problem to solve• project must include an Inventor's Notebook (log of progress towards invention)I

6. Illustrated Science Report • research on a scientific topic that doesn't fit any of the other categories• often a topic that is impractical for an experiment or demonstration• examples: lions, Ebola virus, subatomic particles• needs to include extensive research, expressed in student's own words and original

illustrations• this can be on paper or electronic format• must also include a display board with visual aids such as pictures, charts, etc.

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Steps in Completing a Scientific Experiment

The Scientific Exp·eriment

A scientific experiment uses a method called the scientific method to explore questions about the natural world. '.For scien tists, understanding .and using this method is just as important a.s the results of the experiment. This "way of thlnkincr'' is the bas.is

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. •.for go.ad, unbiased, repeatable experiments that give scientists andothers confidence in their results and conclusions. Beginning stu dents neeq he{p understanding the scientific method. As future experiments are conducted, the process becomes automatic, and young scientists develop a way of thinking that is used by scien tists worldwide. Qne of the jobs of the science fair judge is to encourage students to use the scientific method in all experiments.

The scientific method has eight basic steps:1)Identify a question or problem.2) Gather information about the problem.3)Fonn a hypetliesis or prediction.4) Design ah experiment.:to test the hypothesis and gather necessary supplies.5) Conduct the experiment and'record data.6)State the results and·preseritthe data in tables, graphs, diagrams, etc.7) Develop conclusions. (Was the hypothesis correct?)8) Presertt results to others.

1) Identify a question 1

Adults can help students identify a question by conducting brainstmmlng sessions or simply writing down one of the zillions of questions children ask during the day. Some of the most interest ing science questions have come from infmma.l conversations while driving to a soccer game or during mealtime conversations. The question might take the following forms:

·what is the effect of on ?What is the effect of shade on plant growth? What is the effect of temperature on plastic?

How does affect,_ ?How does music affect student test scores?

How do salt water affect 111S g of nails?

\Vhich (what) (verb). ?Which fertilizer makes planes grow faster·? What dog food does my dog prefer?

Wbat flower color do honeybees prefer?

c) Repeat the experimentIf you are growing bean plants in shade and light, make sure there

is more than one plant in the shade· and more than one in the light. Plant dozens of an plants in shade and light Plants are like people, and each seedling responds a little differently to changes in its environment (Some may not even germinate!). By recording the results from lots of plants, you get a better understanding of how all bean plants will respond.

Also, repeat the entire experiment more than once. You predicted that your pet dog, Fido, preferred fish over other kinds of dog food. On Tuesday, you set up an experiment to see which dog food he ate. Maybe he didn't feel like eating fish on Tuesday. If the same experiment is repeated·over several days, you have greater confidence in saying, "Yes, my dog likes fish."

d) Decide what data you will collect; what you will measure,._count, etc.Before you conduct the experiment what kind of measurements or data

will you collect? To study how fast rust forms ori a nail, you might decide to count the number of days until the first rust forms or until the entire nail is rusted. To test your prediction that shade causes beans to grow taller and have bigger leaves; you might measure plant heigllt every day, You might choose to measure the length and width of each leaf. Tcy to make a list of what you will count or measure before you be,gin the experiment

e) If possible, take pictures of your experiment. Sometimes photographs can be very helpful in explaining your results, and they look great on your science (air display.

,,S. Conduct tbe experiment.and record data.

Complete the experiment exactly the way it is written in your methods. Observe your experi ment daily and keep a journal of your observations. Your observations might just help you explain your results. Record all your data (measurements, counts. times. etc.) in a notebook.

6. Compile the results and show the data·If you have lots of numbers, consider putting your data in a table·, graph. pie diagram or

ocher illuscracion. Each illuscratio should have a written explanation or caption. In addition, write a short paragraph explaining exactly what happened_.

Plants grown in light" were l O inches tall, but plants grown in shade were 15 inches tall. Mv do2: Fido chose t_he fish dog food on seven of the ten days. He ate beef dog food on the other c;h ee d;ys. The iron nails in salt water rus ed complecely in three days. The nails in fresh water rusted in 12 days.

Entry No.

_ INTERIOR ALASKA SCIENCE FAIREXPERIMENT

Student(s)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

I I

Recommended Placement

Project Title_ _ _ _ _

I

_ _ _ _ _ _ _ _ _ _ _ _ 1IIl I I I Judge:_ _ _ _ _ _ _ _ _ _ _ _ _

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ORAL EXPLANATION1. Knowledge of topic: Extensive, can go

beyond projectGood, showsunderstanding of project

Limited, incompleteunderstanding of project

2. Understanding/explanation of procedure Excellent Good Limited3. UnderstandinQ/explanation of results Excellent Good LimitedPROJECT & DISPLAY1. Question and/or hypothesis: Clear Somewhat clear Unclear or missing2. Methods/procedure:• clearly explained• test the hypothesis

Excellent Good Limited

3. Replication/controls:• controls included if appropriate• at least 3 replicates of each condition

Yes No No

4. Data/observation records:• are clear and complete• include accurate notes• include useful charts, graphs and/or pictures


5. Analysis/conclusions:• clearly supported by results• clearly refer to question/hypothesis


6. Display:• text, pictures, charts are student's own work

(handmade or computer)• neat, organized , attractive• meets IASF size limit, etc.


7. Information sources:• at least 3 sources• variety of sources (Internet, books, experts)• sources correctly cited

Completely met Partially met Not met

8. Help/suooo rt clearly acknowledqed on display Yes Somewhat No

Judge Comments (Required - use back if additional space needed)

Public LibrariesRadio StationsUS. Fish and Wildlife Service ,.US.•military bases US. Weather ServiceUni ersity of Alaska Fairbanks Veterinary hospitalsand more

3. Keep a notebook of all information including sources of information.

4. Write a report Write a summary of your findings using all of the sources you list at the end of the report. The written report should include:

a) Title located on the front pa e o your report and using key terms that describe what yourreport ls about, ·

b) Introduction- a short introduction to your topic, your objectives for writing the report, why you chose to study that particular topic, and how you got interested in it,

c) The main body of the report.subdivided into sep arate. topics or chapters if nec·essary, ·

4) Illustrations and visual aids (photographs, drawings, etc.)- Some may be used' in thereport, on the dis.play or·both, - ,?

e)Summary - the highlights of what you learned, and

f) Sources of information- See th. e " makin.g·a display'' section for methods of listing sources and the 'ihow to list sources" section on the next page. ,

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5. l\'Iake a display of your report. Your display shows the highlights of your written report. It should be designed to be readable and understandable by all viewers. Your display must include:

a)·Title- Repeat the title on the display boards that is on your report.I

b) Introduction- a short summary of the introduction found in your written report. This introduction should be located on the display boar .

c)A copy of your written report- It can be set on th.e table in front of your display.

d) Visual aids- Your display must contain visual aids to help the reader understand your subject. Include a written explanation (caption) of each to help yoaudience understand its purpose. ·Visual aids may include: models, maps, pictures, graphs; drawings, charts,photographs, etc. Commercial science kits and models are not acceptable. If a model is include it should be home made! ·

Visits to museums, etc.Inciude where you went, the purpose and dates of the

visit. Examples:

Cre.amer's Field State Wildlife Refuge. Fairbanks, Alaska. 1999. Visit to make observa tions on chickadees. Jan 2

Aviation Museum, Alaskaland. Fairbanks, Alaska. 1999. Visit to observe and draw airplane wing shapes. Oct 10. ·

Internet sources or computer CDsInclude author or company responsible for th·e web site, date published on the Internet, title of article, Internet address or k y search words, and date you got the information from the Internet.

Example:

Smithsonian Institution. 1998. How do birds fly? Article in Science and Discovery web page.at http://www.smithsonian.org. Jan 2, 1999.

.....

Microsoft Corporation. 1998. How Pendulum's Work. Microsoft Encarta 9. 8 Encyclopedia.CD. Keyw ord: penduul

ms. INTERIOR ALASKA SCIENCE FAIR ,JuJgt".jORAL EXPLANATION ILLUSTRATED SC I E NCE REPO RT Farrn1. Knowledge of topic: Extensive, can go

beyond projectGood, showsunderstanding of project

Limited, incompleteunderstanding of project

2. Can clearly state focus question(s) that organizedthe research.

Yes Somewhat No

3. Can clearly state a conclusion based on the research.

Yes Somewhat No

PROJECT & DISPLAY(Can be in traditional (notebook) format or on computer. A display board is also required .)1. Focused on one topic Yes Somewhat No2. Based on th orough research Extensive Good Limited3. Information is accurate Yes Somewhat No4. Well organized; includes introduction and

conclusionYes Somewhat No

5. Contains original illustrations (may also contain illustrations from other sources)

Many Few None

6. Includes models or artifacts Made by student Other sources None7. Spelling and grammar (for age/grade) Excellent Good Poor8. Information sources

• at least 6 sources• sources correctly cited,• variety of sources (Internet, books, experts)


9. Display• neat, organized, attractive• meets IASF size limit, etc.

Very Somewhat No

10. Help/support clearly acknowledged on display and/or in report

Yes Somewhat No

Steps in Completing a Scientific Collection

1. Decide what you want to collect. It must be science-related such as rocks and minerals, wood, leaves, plarrts, butterflies, insects, etc. You cannot use commercially prepared collections or kits. The collection is something you must gather yourself.

2. Remember the ethics of coUectJng! Ask first before collecting anything on private property. Special rules apply to state lands., national parks, national forests, wildlife refuges, etc. Contact the agencies responsible for management of those lands before collecting anything. Do not collect it if itis uncommon in the area, and be aware of plant and animal species that are threatened o-rgered.

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2. Compile information about how to make a collection, how to preserve and display what you collect, and how to classify, organize and l bel you,r collection. Use as many resources as possible including books, magazines, visits to museums. botanical gardens and.libraries, visits with scientists and Internet resources.

3. Keep a notebook of all information including sources of infonnation.

4. Keep a separate field notebook and record: ·The name (if you know• it) and description of what you collectedThe date of your collectionA short description- .of Where you collected it .-::-•. .

l. Yellow daisy (Amica lesseng'ii) collected in gravel along Farmer's Lo0.p:·.-ne r-the Ballaine Lake parking area. It i:S growing all over the dry· roadside slope ._

. 22. Garnets collected at a gravel pit, 4.5 mile Chena Ridge Road

Devise a meth0.d to remember hich item in your collection belongs to a.ch entry in your· field notebook. For instance, people making plant collections save the plants in fofded newspaper. You could put a number .on the newspaper that corresponds to the number in your field notebook.

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Your collection should come from a variety of locations. It may include one or two objectsgiven t9 you by someone else, but try to get an idea of where they originally c_ame from. It als.o may include o·ne or two items you may have purchased. Some rock collectors will purchase interesting rocks for their collection, but make sure this source is noted in your book. Commercially available collections. often c.ompletely labeled and in display cases, are unacceptable. Most items should be things you collected..

s.Learn the proper methods used to preserve, label and display your collection. This is best done by a visit to a museum or interviews with scientists. Try to identify all the items in your collec tion and label .them neatly and correctly.

6.1 1',,1ake a display of your collection. Your display must include:

a) Title-What did you collect'?

Entry No.

_ INTERIOR ALASKA SCIENCE FAIRCOLLECTION

Student(s )_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Recommended Placement

Project Title._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

• ---- ----- -------- -------- ------------ -----

Judge:_ _ _ _ _ _ _ _ _ _ _ _ _

ORAL EXPLANATION1. Knowledge about items in the collection: Extensive, can go

beyond information shownwith collection

Good, shows understanding of information shown with collection

Limited, incomplete understanding of information shownwith collection

2. Understanding and explanation of collection• can clearly explain how the collection was made

and where items were obtained• can clearly explain how collection was organized


PROJECT & DISPLAY1. The collection is:

• organized around clearly identified characteristics• very neatly and attractively displayed


2. The collection contains mostly items gathered by the student from natural/original sources

• is very clear and complete• includes numerous illustrations

Yes Somewhat No

3. The collection is supported by:• clear, accurate information about where, when

and how items were collected• clear, accurate labels prepared by student


4. Display• text, pictures, charts are student's own work

(handmade or computer)• neat, organized, attractive• meets IASF size limit, etc.


5. Information sources• at least 3 sources• variety of sources (Internet, books, experts)• sources correctly cited


6. Help/support clearly acknowledged on display Yes Somewhat No


2. Gather information relating to the topic. Refer to a list of pos3ible sources in the Illustrated Sdemific Reporrs section (pg 3 Number 2).

3. Keep a .notebook of all information including sources of information.

4. rrfake an interactive display using graphs, charts, diagrams and working models to demonscrate the principle or how it is applied to everyday life. Commercially available kits are not acceptable. Make the demonstration Stufdy so that many people of all ages can view it and use it safely and easily. Avoid fragile, breakable parts. Any project deemed a safety hazard will be rejected. A dem onstration on how rockets work is possible, but live rocket launches will not be permitted. Use photographs to show rocket launches, or anything involving combustion, live animals, adds and other possible hazardous materials. Videos may be used as long as you contact the science fair coordinator one week before the fair so a VCR can be signed out. (Please note: VCR's ate not availab1e t the D.i trict Science fair). If you're n.ot sure, ask your teacher or the science fair coordi nator before you get started.

5. lv!ake a display of your demonstration. Your disp!ay_must include:

a) Title- an interesting _title that identifies the principle or the question,

b) Objectives- a statement or two clearly.identifying which principle you are demonstrating,

c) Explanation- Describe how the scientific or m_athematical principle works, who first identified it, and how it was discovered,

d) Application- Describe how the principle impacts our world today. Give some examples or include them as part of your interactive display,.

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e) Demonstration- Your display muse contain visual aids to help the reader understand your subject. All visual aids should have a written explanation ·(caption) to explain the principle, Provide clear directions on bow to operate any interactive models. Your demonstration may include models. maps, pictures, graphs. dra"!Vings. charts. photographs and more. Remember, commercially available models and kits are not acceptable.

· O Sources of Information. List all books, magazines, Internet resources, people, etc. you used to obtain information for your prC?ject. Refer to the illustrated Research Report section for examples of how to list sources (pg.5).

g) Acknowledgment. List all of the people (teachers, parents, librarians, scientists, rela tives, etc.) who helped you with this project and tell what they did.

Steps in Completing an Invention or Innovation

Invention or Innovations

Scientists wanting more infonnation about what plants and animals were made of, invented the microscope using lenses and mirrors to magnify parts too small to see with the eye. An engineer in Philadelphia invented a machine that helps doctors perform eve surgery using lasers rather than a knife. Inventions are useful tools that solve a problem or fulfill a need. We are surrounde.d by inven

tions every day from simple light btilbs to bread machines, ,fromp ncils to Velcro® fasteners. Innovations are similar to inventions but are improvements of an object or a new way of doing or making something. Both inventions and innovations require a problem that

needs to be solved followed by many hours of try and try again.

1. Think of a problem that needs to be solved or an object that needs to be improved. The problem does not need to be complex. The. most interesting projects are ones you design based on problems or objects you see in your daily life.

2. Begin .a n Inventor's Notebook. This notebook contains all of your ideas, good and not-so good, that might help you solve your problem. Write down what your goal is, then write dowrrpossible: solutions. Include drawings, lists of tools, possible methods to try, and why one method didn,t worl and others did. In other words, keep a diary of everything you do. Make sure each entry also has a date.

3. Visit the library, other scientists, industry representatives, etc. to help answer questions about your project. Perhaps your invention requires the use of a remote control switch, but you don't know anything about switches. Many people in the community and library resources can help you get from point A to point B.

4. Construct your inventiop or innovation. Test it. Did it work? If not, can you think of reasons why? Write the results of all of your tests in your Inventor's Notebook. Remember, ALL your at tempts, and even ideas you might think a.re silly, should be written down. Thar "silly,, thought just might be the key once you've thought about it for a while.·

5. Make a display of your invention or innovation. Your display should include:

a) Name of your invention or innovation- .Make it something catchy and interesting.•,•

b) Problem or need• What problem were you interested in solving? lhat was the purpose for starting your project'?

t::ntry No.

Student(s)_

_

_ _ _ _ _ _ _ _ _II

_ _ _ _ _ 1II I I

INTERIOR ALASKA SCIENCE FAIRINVENTION


Project Title_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

1II I I I I

Judge:_ _ _ _ _ _ _ _ _ _ _ _ _

L -----------------------JI

ORAL EXPLANATION1. Knowledge of problem to be solved: Extensive, can

go beyond project

Good, shows understanding of project

Limited, incomplete understanding ofproject

2. Can clearly explain why problem was chosen Excellent Good LimitedPROJECT & DISPLAY1. The model of the invention

• is well constructed and sturdy• works as described

Clear Somewhat clear Unclear or missing

2. The inventor's notebook• is very clear and complete• includes numerous illustrations


3. Analysis/conclusions• clearly supported by results• clearly refer to question/hypothesis


4. Display• text, pictures, charts are student's own work



5. Information sources• at least 3 sources• variety of sources (Internet, books, experts)• sources correctly cited


6. Help/support clearly acknowledged on display Yes Somewhat No


I

Student(s)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _

COMPUTER PROGRAM


Project Title- - - - - - - - - - - - - - -II

1 ------------------------------------------Judge:_ _ _ _ _ _ _ _ _ _ _ _ _

ORAL EXPLANATION1. Knowledge of topic/language and program : Extensive, can go

beyond programGood, shows understanding ofproject

Limited, incomplete understanding ofprogram

2. Can clearly explain why topi c was chosen Excellent Good Limited3. Understand ing/explanation of program Excellent Good LimitedPROJECT & DISPLAY1. Program topic is

• original and valuable• clearly stated• relevant to program


2. Program interface is clear and easy to use Excellent Good Limited3. Program runs clean ly and without errors Excellent Good Limited4. Output is correct and understandable Excellent Good Limited5. The code:

• is concise and easy to follow11 contains numerous helpful comments


6. Display0 text, pictures, charts are student's own work



7. Information sources

• at least 3 sources

.•.variety of sources (Internet, books, experts)sources correctly cited


8. Help/support clearly acknowled ged on display Yes Somewhat No


1 e) Source.s of information- List all people, books, magazine and other resources you used to complete your project. Look in the section on Illustrated Scientific Report for meth ods of listing sources (pg 5).

.. t) Acknowledgments- Lis-t all the peep.le who helped with your project and tell what they

did. You do not need to repeat names if they are- already listed as sources of information.

NOTE: The school has only some computers available for computer projects. Make sure your program is compatible witll tne school's software and operating systems or·make arrangements to bring in your home computer for judging day. Talk to the science fair coordinato·r to arrange for space at the fair. For security reasons, personal computers may n t be left in school overnight

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Use large, dark-colored lettering so your words can be seen at least 3 feet away. Hand print, type or use computers to _make your letters clear and readable. Tr/ to use markers or bold prim so vour words stand out on the display. •

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...• ·· .. : '• J:;{ltti(at ieast 1/4 inch. tail):, •-,Paragraphs, captions f r pictures,.ources of informatlon,

· · acknowfedgm·ents, etc. _Do you have an exhibit you DON'T want peop le to touch?-_.Make sure you s y so by puttinga large sign on your project PLEASE DON'T TQU<;:H! Mak:e the sig□ 'freestandin g, and place ic in the front of your exhibit cir on'the table so it's the fu,st t bing people see.

Avoid bre able parts. If your experiment requires expensive or fragile parts, consider bringin c them onlyfor the judging interview. Use photographs or drawings during the remainder of the c

science fair.Do yw need electricity? Make sure you bring an extension cord with your exhibit.

Your Name: Do not put your name anywhere on the front of your exhibit. It should occur only onthe entry form that will be attached to the back of your exhibit. ·

Do you have a hand's on exhibit? 1'4ake sure all parts are sturdy enough for lots of use. Hundredsof children and adults will view and try your demonstration. so make sure it will hold up through che 'judging interview, class viewing and public viewing. You may want co check your exhibit during thescience .fair co malee sure eve,'".',"".h...iT...".I.g •1s warking properf y.

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Your Science Fair Exhibit

Exhibits come in a wide variety of shapes, sizes and colors, but there are specific guidelines that must be fq!lowed:

Exhibit size. Make your display as compact as possible and one that can fit in your car. Your disulav cannot be larger than 3 feet wide, 2 feet front to back and L{ feet tall. • •

( Displayin g · a Scienc e Fai r Projec t ) What you.

thought would happen

Tltle WhaJ you wantedto ftnd out

Whatyou did

Pictures and

drawings

......,--- Who hel ed you

What should the display be made of?The display needs to be sturdy enough to hold all of your illustrations, diagrams, and other things you need to explain your project. There should be some type of backboard on which at least the title of the proJect is mounted. The display must be freestanding when placed on a table. It cannot be leaned up against a wall_ or another project Any kind of stiff cardboardi cardboard .bcxes, wood or foam core board may be used to construct the project as long as it can stand up cin its own. Some families conscruct a wooden display boa.rd that may be reused year after year. Poster board is coo wobbly by itself and needs some kind of support nifany

local school and art supply stores in Fair ban.ks sell freestanding science fair display boards.

Use large, dark-colored lettering so your words can be seen at least 3 feet away. Hand print, type or use computers to mak1e your letters clear and readable. Tr/ to use markers or bold prim so vou:r

· words stand out on the d.i ,play. •

• ·-

.. • .· ··.,• '·

Paragraphs, captions for pictures, .ources of informati..on,· · · acknowfedgm· ents, etc. .

Do you have an exh!hit you DON'T want people to touch?)vfa.ke sure you say so by puttinga1-arge sign on yo.ur pr je_ct PL ASE DON'T TQU<;:H! Make' the sign 'fr estandi-ng, and place it inthe from of your exhibit or on·the table so it's the first thing people see.

Avoid bre kable parts. If y0ur experiment requires expensive or fragile parts, consider bringing them only·for the judging interview. Use photographs or drawings during the remaµider of the science fair.

.Do yoo need electridty? Make sw-e you bring an extellsion cord with your exhibit.

Your Name: Do not put your name anywhere on the front of your exhibit. It should occu- r only onthe entry form that will be attached to the back of your exhibit ·

Do you have a hand's on exhibit? ake sure all parts are sturdy enough far lots of use. Hundreds of children and adults will view and try your demonstration. so make sure it will hold up through the judcinCT interview, class viewing and public viewing. You may want to check your exhibit during

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Science Tapics A to ZA amphibians, animals, archaeology, astronomyB bats, biQJogy, birds, boats, bpnes, brainC chemistry, color, computers· conservation, constellationsD dew, d estive system, dinosaurs, disease, drugsE ear, ecology, electricity, enamel, energy, eyeF fingerprints, fish, flowers,. fossils, friction, fruitsG gardening, geology, giraffes, glass, glaciers, gravity H habitats, heart, herbs, hot-air balfooos, human body I insects, instinct, insulation, invertebratesJ jellyfish, jet propulsion, jet stream, Joints .K kaleidoscope, kangaroos, kelp, kidney, kneeL lava, life cycle, lightning,_ lizards, lung _M machines, magnets, matter, minerals, moleculesN natural resources, nervous system, nutrition0 oceanography, optical illusion, osmosisP paleontology, petroleum, plants, pollution

· Q quail, quartz, quasar, queen beef quicksand R rain forest, reptiles, respiratory system, robots S soap, solar power, sound, spiders, s ndialT teeth, telescope, terrarium, turtlesU ulcers, unicycles, Ur nusV vertebrates, vitamins, vocal cordsW water, weather, work, wormsX x-rays, xylophoneY yams-,yeast, ye urtZ zebras, zinnias, zucchini 0i,,011ac::::=-

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F 2475 Dlsplaylng a Science F.it Project

Remember Students, wherever you go, whatever you do, your science fair knowledge will always be with you!

Booklet acknowledgements:This booklet was assembled by Mary E. Fenno, 5th Ticasuk Elem. with the help of previous science fair booklets written by:Dr. Patricia S. Holloway, UAF School of Agriculture and Land Resources Management, for University Park Elem. Stephanie S. Rudig E.L.P. teacher and Weller Elem. science fair coordinator and author of the booklet, "Curiosity Discovers the World"Millie Peek 5th Grade Ticasuk Elem. teacher and science fair coordinator

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