Even More Science Fair

Here are some considerations.
Musselman High School Science Fair Project Judging Form Project # _______
Project Title: _____________________________________          Category: ____________________
Evaluation Criteria

Content of project (25 points)

Is there a well-written abstract?

Are the materials and equipment listed?

Was the procedure listed in concise terms?

Actual/Potential errors are discussed?

Is there an apparent result or conclusion?










Total

Scientific Study (25 points)








Is the problem thoroughly tested?
o
o
o
o
o
o


Is it a testable hypothesis?
o
o
o
o
o
o


Are the variables stated?
o
o
o
o
o
o


Follow the scientific method?
o
o
o
o
o
o


Are the conclusions accurate?
o
o
o
o
o
o









Total

Interview Analysis (20 points)








Does the student or students know the topic?
o
o
o
o
o
o


Did the student or students present the topic well? If team, did all speak?
o
o
o
o
o
o


Does the oral presentation show organization and planning?
o
o
o
o
o
o


Can the student or students answer questions on their topic?
o
o
o
o
o
o









Total

Experimentation (20 points)








Was there quantitative/qualitative data gathered?
o
o
o
o
o
o


Was there controlled experimentation?
o
o
o
o
o
o


Did the experiment truly test the hypothesis?
o
o
o
o
o
o


Was the data collected correctly?
o
o
o
o
o
o









Total

Overall project analysis (10 points)








Is the display visually appealing?
o
o
o
o
o
o


Was the project well planned and









Total




Total number of points (Out of 100 possible)
Grand Total


* Highest score for category out of 100 pts = 1st place
Second highest score for category out of 100 pts = 2nd place
Third highest score for category out of 100 pts = 3rd place
Fourth highest score for category out of 100 pts = Honorable Mention

Science Fair

It occurred to me that people might like some information about Science Fair.  I like Science Fair.  I have sponsored students, helped organize a few, and have judged some Fairs.  My children have participated in Science Fairs.  Science Buddies is a terrific web site with loads of ideas.  It is not cheating to use one of their idea, especially, if this is your first science fair project.  Just tell the judges where you got your idea.  Once you have the idea, get in the habit of recording the websites; this step will make it much easier to create citations in your report.

Intel Science Fairs set the guidelines for regional and state science fairs.  Most schools follow their rules.  Home-schooled students are welcome to participate.  I start by going over the rules using these 2015 Intel Guidelines.  The next step is to download the forms or use Rules Wizard, which asks a series of questions to determine which forms are required.  Most regional or county science fairs require these forms for entry.  There are several forms required for all entries Entry Requirements or here, Rules for all projects, and sample documents, Entry Forms.  Forms 1,1a, 1b, and an abstract are required for all participants.  Form 1a should also have the research plan attached.

Let's use one of the projects a student used last year, which happened to be an award winning project at several levels.  Michael's project was on genetically modified organisms (GMO) or corn and deer.  He was interested in whether or not deer would eat GMO corn or unmodified corn.  He weighed equal samples of both types of corn and left the samples at several orchards.  After a few days, he returned and re-weighed the samples.  Michael set up trail cameras at the different sites to record deer eating the corn.  So, what is the basic question?  Will deer eat GMO corn?  The hypothesis should be in two parts: the null and alternative hypotheses.  The null hypothesis in this instance is that 'Deer will show no preference between the GMO corn and unmodified corn.'  Michael's alternative hypothesis was that deer would prefer the unmodified corn.  The independent variable is the amount of corn the deer ate.  Now, this experiment took place at local orchards, making it difficult to control variables and introducing a number of confounding variables, or outside influences which could disrupt his experiment.  Michael selected several different orchards to drop corn, rather than just one orchard, making the orchard factor more random.  He used the same amount of corn at each orchard drop.  He checked the amounts at each site at the same time of day, thereby reducing another potentially confounding variable.  He found that deer ate less of the GMO corn he put out.

Along with an interesting project, Michael did some background research on GMO corn and other organism.  He repeated his trials at a number of locations.  In other words, he collected quite a bit of data, which is key!  Every experiment should have at least three trials.  Period.  Michael created graphs of his findings and collected photos to document the sites and deer eating the corn.  In conclusion, Michael reported that more study was indicated.  After he won at the local fair, he continued to set out corn samples to see if he could replicate his earlier findings.  Michael's project is an excellent example of a good science fair entry.  It is simple and interesting.  He invested time researching, repeating the experiment, and cataloging his results.  Michael also presented his project well before the judges because he was familiar with all of the details and findings and interested in the project.

The kids should find an interesting idea, such as whether cell phone radiation causes brain cancer.  There are instruments which measure cell phone emissions.  The student can collect data from anyone with a cell phone.  Another idea is to study texting, say while playing a video game.  In other words, the kids should look for an interesting idea before beginning their project.

WA: Earth Science

The kids started the weather unit, Chapters 7-11.  They finally had time to look at their crystals they grew, and began fun weather activites, such as making clouds.  The class is interested in developing weather-related activities for the younger students.  For instance, the kids can do the cloud demo, explain how clouds form, distribute cloud charts, and go outside to identify clouds with the little ones.  We will use  GLOBE Training Modules in class next week along with an introduction to weather, forecasting, instruments, etc.  Here are some resources for the students' science fair projects. Intel Science Fair Overview, Resources, Rules, which we will discuss in class.

WA: Physical Science Update

The class is still working on balancing and identifying types of chemical equations.  The girls have been doing a variety of graphing exercises on their graphing calculators, too.  They are still doing a wide range of thermodynamic labs as part of the Chemistry unit.  The class is going to separate each thermo lab with its underlying concept, such as conductor or insulator and prepare lessons for the younger students, which they seem to enjoy.  This exercise will help the girls understand these concepts, such as, radiation, convection, or conduction better themselves.  The girls began work on a team project for Science Fair: password strength.  Their idea has solid implications, involves some math, and is interesting.  We took time in class to start some background research.  The girls also collected water samples for the School.  Each month, WA sends water tests to a local lab each month. I want the kids to be part of the process.  Next week, the girls will do several more thermo labs, some more balancing and identification, nomenclature review, and graphing exercises.

WA: Life Science

Life Science is learning about cell processes, located in Chapter Two.  The student collected data for Potato Osmosis using both sugar and salt.  On Tuesday, the students will analyze their data.  Next week, the class will do a diffusion lab and a CO2 lab.  This week the kids have been graphing various data sets on their graphing calculators.  (There is an iPad app, GraphNCalc83, for $5.99 which is very similar.  I bought one to have an extra calculator on hand.)  these exercises enable kids to perform statistical analysis easily.  Lastly, it is a good time to start mulling ideas for Science Fair.  Intel Science Fair has guidelines (2015 Guidelines) for participants.  Right now, the students should consider their idea, key question, hypothesis, and variables: independent, dependent, controlled, and confounding.  I plan to take time to review the guidelines and their plans.  I like Science Fair--particularly winning Science Fair!  Whenever there is a bit of time in class, we will use it to review progress, hone hypotheses, and tighten controls.

Apologia: Physical Science Update

Along with an introduction to graphing with calculators, the Physical Science class did a few fun labs that coincide with their lesson on Heat and serve as an introduction to Chemistry.  Next week, as mentioned in an earlier blog, the class is going to conclude the Air and Weather Unit and begin Chemistry.  The kids did three labs: Reaction in a Bag, Exothermic and Endothermic Reactions, and Physical and Chemical Changes Lab.

Apologia: Chemistry Update

In addition to a lesson on graphing, the Chemistry class did Experiment 5.1, the width of a module exercise. (Width of Molecule Lab is similar.)  This particular lab is excellent!  The kids learn a little about calibration, the mole, etc.  we reviewed the math together using graphing calculators to show the kids how to enter exponents and locate the pi or square buttons.  The kids came away with a better understanding of molar mass.  I did the calculations earlier and lead the Chemistry class through the calculations, step by step, indicating the keys on the calculator as we went along.  Naturally, the class felt a little lost.  We are going to take things slowly.  Next week, the kids will start by weighing moles and doing a percent composition lab before a lesson on mole calculations.  The kids started to work on ChemActivities 1 and 2 (Exercises) (POGIL is another inquiry-based approach.  I first learned about POGIL at a chemistry workshop and this approach can be valuable.  I like to vary instruction and have found some of these exercises to be useful.). (Chemactivity Keys)

Apologia: Graphing Exercises

Both the Chemistry and Physical Science classes had an introduction to the STAT mode or function on the TI 83/84 graphing calculators. The first exercise is for students to enter data in the STAT mode and graph.  I used these data sets, Graph Problems, first.  TI 83 Stat Help for TI 83 or TI 84 is an introduction with screen shots for comparison which includes a guide to the keys on the calculator.  Both classes spent time entering and plotting data sets, such as Creating Line Graphs.   This you-tube video Scatter Plots, Regression on the TI 83 TI 84 is almost word for word the instruction.  ( I did not have the kids turn on the diagnostic tool to inspect the correlation coefficient-but should have!  This coefficient appears on the TI 82 with the regression equation.)  One thing we did was to show kids several ways to clear the calculator's memory, as demonstrated Clear Memory.  Note there are several choices under 'Clear Memory' on the calculator.  We took time to clear the lists, the data, reset to the default settings, etc.  This is useful if a kid gets creative and changes or deletes lists; the easiest fix is to either clear all RAM or reset the calculator to its default settings.  The kids spent time testing regression models that fit their data.  Basicly, the point was to introduce the kids to the graphing calculator and how it functions.  So, why use a graphing calculator at all?  After all, most of these functions can be performed in a spreadsheet.  A calculator is much more portable.  A TI 84 has a big advantage with its direct connection to Vernier sensors, Data Collection.

 Incidently, there is a TI 83 graphing app available for iPads for $5.99--much cheaper!  It was a little different than either the TI 83 or TI 84 models.  I have an older TI 85 model one student worked with; it is much more difficult to enter data or even do a simple regression equation on the calculator.  One of the kids in the Chemistry class likes to tinker and he happily researched the TI 85 instructions for graphing on the iPad while the rest of us did the exercises on the TI 83 or 84.  (I have several graphing calculators for my classes that I've purchased on Shop Goodwill or Ebay.  I love the online Goodwill store!  It is important to register and check the shipping prices!  Goodwill does not keep a record of any bank or credit card information.  Each time I make a purchase I enter my credit card.  Just recently, some of the stores associated with the Goodwill website have started accepting PayPal.)

WA and Apologia: Physical Science Heat Update

Heat Labs by Top Science has several great mini-labs to help students understand convection, radiation, conduction, emission, absorption, etc.  Top Science is a terrific resource!  My approach is to have the kids do a number of labs and activities first before exploring the concepts.  In that way they have some context for the new ideas.  I encourage the kids to explain concepts such as Heat  transfer in terms of their labs.

WA: Physical Science

The Physical Science class is reviewing nomenclature at the beginning of each session.  The girls are becoming very comfortable writing and naming inorganic compounds.  The class has had several lessons on balancing equations, too.  This past week, the girls started a series of thermodynamics labs and used temperature sensors linked to either the graphing calculator or laptop.  They did a few graphing exercises, too.  Next week is more of the same: nomenclature review, thermo labs, and balancing equations.  The class should start to think about their Science Fair projects, too.  The girls plan to work as a group.

WA: Earth Science Portfolio Project

The first raised bed is finished!  The kids scavenged the railroad ties from the property.  One of the teachers located soil and then used her husband's bobcat to move the dirt.  One student's grandfather donated several more railroad ties, cut them to fit, and finally pounded in nails to secure them.  The math teacher donated compost and plants.  Stage one is done!