Meigs Middle School Science Fair Packet

Transcription

1 Meigs Middle School Science Fair Packet 1

2 Meigs Middle School Science Fair Guide TABLE OF CONTENTS TABLE OF CONTENTS... 1 DUE DATES 2 PAPERWORK CHECK LIST 3 SCIENTIFIC METHOD. 4 DEFINING YOUR PROBLEM 5, 6 SRC APPROVAL: SPECIAL PROJECTS 7 CONDUCTING RESEARCH/BACKGROUND REPORT. 8, 9 FORMING YOUR HYPOTHESIS. 10 DESIGNING YOUR EXPERIMENT/RESEARCH PLAN , 12 REQUIRED PAPERWORK FOR ALL PROJECTS 13 OBSERVING AND RECORDING DATA 14 CONCLUSION STATEMENT 15 SCIENTIFIC PAPER 16 WRITING YOUR ABSTACT/SAMPLE 17, 18 BACKBOARD SPECIFICATIONS 19 WEBSITE RESOURCES 20 2

3 Science Fair Dates to Keep Track of Begin Log book now start to finish handwritten, daily log, background info, all info, research, procedures, variables, problem, hypothesis, materials, data, observations, findings, interpretations, conclusions, recommendations Sept. 16 Topic due for teacher approval Sept 23 Paperwork due for students that require SRC approval before experimentation. Forms can be found on the ISEF website: Sept 27 - Hypothesis statement due Sept 30-- All paperwork due for all students- includes research plan, Bibliography), forms 1(adult sponsor), 1A (student checklist), research plan attachment, 1B (approval form), 3(risk assessment) *****signed and dated in blue ink ****** Begin project after approval from teacher Projects may be done in power points or on display boards. If you are selected to participate in the district Science Fair you will be required to make a display board. The 2013 student handbook can be found at the ISEF website along with the rules and regulations. Nov 1 Log book check Nov 4 Review of requirements for project, scientific paper, abstract, display, power point, procedure, conclusion, data, bibliography Nov Science Project due Information and other due dates will occur as we discuss and research the science project process. Please check your agenda book for added dates and assignments. 3

4 Paperwork Check List l Decide on final topic, problem, and category with science teacher Note: Students may not conduct a study involving the following unless they have teachers and SRC (Scientific Review Committee) approval. *SRC paperwork goes before a review committee to make sure science experiments do not harm others. (Bold items are discouraged) Human subjects Vertebrate animals Micro-Organisms Controlled substances Recombinant DNA Human/animal tissue Hazardous substances or devices Paperwork due for students that require SRC approval before experimentation. Forms can be found on the ISEF site: Problem Due Hypothesis Due Initial bibliography and rough draft of background report due with note cards. Research Plan Due: To include: Purpose of the experiment, problem, hypothesis, procedures and bibliography Rough Draft of Bibliography Forms Due for all students. Revised research plans (if required) Required forms for all projects: -Checklist for Adult Sponsor form 1 -Research plan (form 1A) AND ABSTRACT FORM -Research plan attachment -Approval form 1B -form 3 risk assessment Upon approval of teacher and/or SRC or IRB: BEGIN EXPERIMENTATION! Log Book due for check (see page 14) Scientific Paper includes Research Paper Due Abstract Due( site for form) formathttp:// Backboard Due December 4& 5 Meigs Middle School Science Fair. Dec. 12-Jan. 7: All application and supporting forms due for Regional Fair qualifiers February 4-7: Regional Science Fair at Fort Walton Beach Fairgrounds April 8-10: State Science Fair- Lakeland, Fl. *(ISF: May in Los Angeles) 4

5 THE SCIENTIFIC METHOD Solving a problem according to the scientific method requires following certain logical steps. The steps are as follows: 1. Define a Problem 2. Research 3. Form a Hypothesis 4. Materials 5. Procedures 6. Identify variables 7. Experiment 8. Observe and Record Data 9. Graph and Analyze Date 10. Form a Conclusion In the following sections, each of the above steps will be discussed as it relates to a science project. 5

6 DEFINE THE PROBLEM After a science project is chosen, the most frequently asked student question is WHAT CAN I DO? This is a reasonable question. While finding the answer may cause some initial anxiety, it does not have to elicit panic or a feeling of helplessness! Out of the realm of physical, biological, and social sciences you will be able to match your interests with the appropriate problem. It takes some work on your part, and some time spent on research. Your project must be in one of the following categories: Animal Sciences (AS) Behavioral and Social Sciences (BE) Biochemistry (BI) Cellular and Molecular Biology (CB) Chemistry (CH) Computer Science (CS) Earth and Planetary Science (EA) Engineering: Electrical and Mechanical (EE) Engineering: Materials and Bioengineering (EN) Energy and Transportation (ET) Environmental Management (EM) Environmental Sciences (EV) Mathematical Sciences (MA) Medicine and Health Sciences (ME) Microbiology (MI) Physics and Astronomy (PH) Plant Sciences (PS) *Group or Class projects at the discretion of the teacher It is your goal at this point to decide upon a problem that can be answered through experimentation. The following may assist you in developing your problem: 1. Check with your teacher to be sure you understand each of the categories listed above. Also, refer to the ISEF website for more information on each category. 2. Think about areas of interest and match them with the appropriate category. 3. Check current science magazines, books and Internet to get some ideas about current areas of interest in science research Remember, you are using this time to develop your problem. Do not simply repeat an experiment you have read about. Whatever your decision may be, your project must be UNIQELY YOUR OWN. 6

7 DEFINE THE PROBLEM CONTINUED The problem you decide upon is actually a question to be answered. Therefore, the problem must always be written as a question. If you have chosen to work with a living organism, you must include the scientific name, the Genus and species, in the problem. Try using the following when writing your problem, adding specifies as they pertain to your question: What is the effect of on? How will affect the? Example: Question: Does a 2 pound fishing line really hold a 2 pound fish? Throughout this handbook, you will see the symbol. This indicates that it is time to have your teacher s approval BEFORE going ahead with your project. Topic Category Problem. Student s signature Teacher s signature Date Date 7

8 SPECIAL PROJECTS-REQUIRED FORMS At this point, both you and your teacher (having approved the problem you have chosen) must determine if any of the following are to be used in your project: The Bold items are highly discouraged to use for a project. Human subjects Vertebrate animals Micro-Organisms Controlled substances Recombinant DNA Human/animal tissue Hazardous substances or devises If any of the above are used, you must contact the school s Science Fair Coordinator to verify the necessary permission forms needed. You can obtain the forms online at the ISEF website ( PERMISSION FORMS MUST BE SIGNED AND APPROVAL OF THE SRC COMMITTEE MUST BE OBTAINED BEFORE YOU DO ANY FURTHER WORK ON YOUR PROJECT!!!! There are strict national and international rules on the use of the above for science projects. Student needs no special forms Student needs special forms Student has received appropriate forms Forms must be completed and returned by (date) Student s Signature Teacher s Signature Date Date 8

9 RESEARCH The second step in the scientific method, research, is one of the most important. You will begin an intense search of reference material to obtain as much information as possible concerning your problem. Your school library, science section, is a good place to begin. One reference that you can start with is a scientific encyclopedia. Other valid research can be found in books, periodicals, articles, interviews, internet, and other references specific to the subject. You will be required to write a two page report and submit a bibliography of all references used in your research. The following indicates the type of information required concerning each reference and the appropriate way to list it in your bibliography. *Writing Format: MLA or APA.* (Helpful citation tool for either MLA or APA- References/Bibliography: Your reference list should include any documentation that is not your own (i.e. books, journal articles, websites, etc.). See an appropriate reference in your discipline for format or refer to the Instructions to Authors of the appropriate publication. Two common reference styles are: APA (American Psychological Association) Style: This resource offers examples for the general format of APA research papers, in-text citations, endnotes/ footnotes, and the reference page. MLA (Modern Language Association) Format: This resource offers examples for the general format of MLA research papers, in-text citations, endnotes/ footnotes, and the Works Cited page. Some sites offer formats that you just plug in the information. Easy bib or Bib me are two such sites. These sites can be found with your computer s search engine. Google the site and it should be one of the choices provided. 9

10 RESEARCH CONTINUED From your research, you will write a background report. Report Guidelines: Must be at least two pages in length Must contain 5 references. One reference will be No more than three internet resources. Bibliography must be in alphabetical order. APA or MLA format. If you have any questions concerning how to list something in your bibliography that was not covered here, please feel free to ask your teacher or research the internet. Below, please list your five most significant references (in the form of a bibliography) 2 to 3 page report turned in (Rough Draft) Bibliography turned in Student s Signature Date Teacher s Signature Date 10

11 HYPOTHESIS The hypothesis is a tentative answer to your problem, based on the research that you have conducted up to this point. It should be written as an If.. then statement. If, then. Example: If a 3 pound fish is caught on a 2 pound fishing line, then the 2 pound fishing line will break. Category: Problem Hypothesis Student s Signature Date Teacher s Signature Date 11

12 EXPERIMENT This step of the scientific method will provide a very rewarding experience if you follow appropriate guidelines. At this point, you are ready to begin testing your hypothesis. That is, you want to determine in a measurable way if the hypothesis is true or false. (Please note- the success of experimentation DOES NOT depend on the hypothesis being proven true. Either way, true or false, the experiment has provided you with new information. THAT is the goal!) You have learned about scientific method testing in class. The general points will be presented here as a reminder. You are required to have the following components in your experiment: Materials: List all the equipment that will be used. List all the items used in the experiment. List how much, how many, what size, and what kind of everything that is to be used. Do not list the material for the backboard Procedures: What will I do step by step? Write in such a way that someone could repeat the experiment that you will perform. Discuss your variables in the procedures. All measurements must be in metrics Discussion of Sample size and trials: How many times will I repeat my experiment? How many samples will I use for each experiment? Discussion of Variables: Independent variable: This is the variable that you are testing (The one that causes the change or that you manipulate.) Dependent Variable: This is the variable that you will be measuring. The data you will collect is a result of the change. Control Group: The control is a reference experiment so you can recognize a change if it happens. It does not get the independent variable. To see thechanges, I will compare the data from the variable group with the control group. Constants: The other variables in the experiment that are controlled or stay the same. 12

13 RESEARCH PLAN Complete the following for your project: Purpose of the Experiment: Problem Statement: Hypothesis: Procedures with materials list (discuss variables) Bibliography: RESEARCH PLAN TURNED IN: Student s Signature Date Teacher s Signature Date 13

14 REQUIRED PAPERWORK At this point, you are ready to fill out the Science Fair forms required by all participants. All forms must be approved before experimentation begins. Your teacher will give you a copy of the forms or you can print them from the ISEF web site: ***All forms should be signed and dated in blue ink. **** FORMS REQUIRED: 1. Checklist for Adult Sponsor/Safety Assessment Student must fill in name at the top. The teacher (not parent) will sign as the Adult Sponsor. 2. Research Plan 1A Fill out section # s 1, 2, 3, 4, 5 (projected start and end date), 6 and 7 The adult sponsor is your teacher. 3. Research Plan Attachment The research plan will be typed on a separate sheet of paper. (Purpose, Problem, Hypothesis, and Bibliography) 4. Approval Form 1B Fill out section 1, a and b (student and parents name, signature and date acknowledged). 5. Approval Form 3 All students will complete a Risk Assessment Form ** ALL SIGNATURES AND DATES WILL BE IN BLUE INK ***** Paper work has been turned in (date) Student Signature Teacher Signature Paperwork has been approved. (date). YOU CAN START EXPERIMENTATION!!!!!!!!!!!! Student Signature Teacher s Signature 14

15 OBSERVING AND RECORDING DATA In any experiment, the measurements taken or the observations made will depend on the specifics of the particular project. At this point, a few general guidelines will be given. 1. All data collected and all observations made are to be recorded in a LOG BOOK. This is to be a bound or spiral notebook A logbook is a day to day record of all activities you did on the project. It tells what was done, where it was done, how it was done, and when it was done. It is PROOF of what you did. It is a diary of your project. A log book is your most treasured piece of work. Every entry should be dated, note place, time, and exactly what you did. All of your raw data goes into your log book A detailed description of any equipment that you built. 2. All measurements must be in the METRIC SYSTEM 3. Take PHOTOGRAPHS of the various stages of your project. These will be displayed on your backboard. You will need to give credit for photos taken. 4. For your backboard, put as much data as possible in the form of GRAPHS and CHARTS Logbook Check: Student signature Date Teacher signature Date Notes: 15

16 CONCLUSION You are now at the point in your project where you have collected and analyzed your data. It is time to determine if your hypothesis was correct or not. Your conclusion will be based on the results of your investigation and how the data you collected supports it. You will explain how you arrived at your conclusion and whether it supports or does not support your hypothesis. As an option, you can discuss what could have been done to further investigate your topic. Explain why your topic is important to your or your community. CONCLUSION STATEMENT: Students Signature Date Teacher s Signature Date 16

17 SCIENTIFIC PAPER The scientific paper is a thorough discussion of all aspects of your project. It is to accompany your backboard. The report should be typed. The following sections are to be included: 1. Title Page: This title of your project will be placed in the center of the page. This title will exactly match the one on your backboard. In the lower right hand corner, list your name, grade and science teacher. 2. Table of Contents 3. The third section contains a thorough discussion of each of the following aspects of the project: a. Purpose, Problem b. Background Research c. Hypothesis d. Materials, Procedures with a discussion of trial size and variables. e. Data and Observation f. Conclusion g. Bibliography (3 internet & 2 books) h. Forms- Approved paperwork Report Turned in: Student s Signature: Date Teacher s Signature Date 17

18 ABSTRACT An abstract accompanies articles in scientific publications. It is a brief summary of the entire paper written in 250 words or less. Write this section after you have written the rest of the paper. It is to be written on the official abstract form. A sample abstract is included on the next page. An abstract should contain the following: Project Title: Name: School: Purpose of project/experiment In a sentence of 25 words or fewer, explain the reason for your research project or a hypothesis you have selected to test. Methods of Research Explain in a sentence or two how you researched your topic. What methods did you use? What sources did you need? Data/Observations What data did you collect and what difficulties (if any) did you encounter as you performed your research? Conclusions/Applications Explain in a sentence or two what results your research produced. What conclusion are you able to explain? All school and regional projects should use the Florida State Abstract Form. Abstract Completed: Student s Signature Date Teacher s Signature Date 18

19 SAMPLE ABSTRACT EFFECTS OF CONTEXT ON INTERIOR SCRAMBLED TEXT Fayette County High School, Fayetteville, GA The purpose of this experiment is to identify what effect context has on interior scrambled text recognition. The hypothesis presented for experimentation was a null hypothesis, that context had no effect upon recognition. Twenty-five participants were given two sets of 24 stimuli to distinguish as either interior scrambled word or nonword in a lexical decision experiment. In one set the twenty four stimuli were each presented in isolation, and in the other set the stimuli were each presented in the context of a sentence, which was completely interiorly scrambled. Each stimulus was shown via PowerPoint on a slide for 4 seconds. To keep some control over the stimuli, each interior scrambled word was drawn from a list of the 500 most common sight words to ensure consistent familiarity; In the context condition the stimuli that had to be identified was always the last word. Each participant was randomly assigned to the isolation set or context first and the other second. For each participant the difference in correctly identified stimuli was taken and an average difference was calculated. The mean difference was Using a single-tailed T-test a p of 5.34X10^-10 was obtained. This statistical analysis indicates that the data refutes the null hypothesis. This means the null hypothesis can be reasonably rejected in favor of the alternative hypothesis, that context aids word recognition. In addition, the data contests the idea that the ability to read interior scrambled text implies that people read words independent of letter order. AWARDS WON AT THE 2007 Intel lsef *************** FOURTH AWARD - Behavioral Science - Presented by Intel Corporation BIOFUELS: OILY ALTERNATIVES? Wray High School, Wray, CO The purpose of this project was to determine whether oil variety had any Impact on biodiesel quality, efficiency, and horsepower. The researcher hypothesized that oil variety would have Iittle, if any, impact on biodiesel quality, efficiency, and horsepower. The researcher created biodiesel in a laboratory using canola, corn, peanut, and vegetable oils using the transesterification process. Three trials of each biodiesel were be made and transported to Wagner Equipment Company in Denver, Colorado for testing In the Scheduled Oil Sample (S.O.S.) laboratory. The biodiesel was be tested for appearance, PPT, sludge, water, centrifuge solids, sulfur content, specific (API) gravity, and metal content. The results showed that the API Gravities of the biodiesels were consistently lower than the petroleum diesel sample..the centrifuge solids of the biodiesel samples were moderately to considerably higher than Industry standards but some samples were of the same quality as the petroleum diesel sample. Sulfur contents in the biodiesels were consistent, meeting industry standards for low sulfur fuel but not for ultra-low sulfur fuel. The appearance of all biodiesel samples and the petroleum. samples were similar - clear and gold - and all samples were negative for visual evidence of water, sludge, or other visual sediment. The researcher concluded that the biodiesels had consistently higher horsepower, but 'overall quality suffered because of the lack of a filtering system. The researcher accepted the hypothesis that oil variety had little impact on biodiesel quality, efficiency, and horsepower because all results were similar regardless of the type of oil use 19

20 BACKBOARD Your teacher will show you an example of an acceptable backboard presentation. Please follow the diagram for placement of information. The title is very important in a display board. It should be eye catching and easy to see from several feet away. Your log book and your formal report should be in front of your display. Maximum dimensions are: WIDTH: 121cm (48inches) HEIGHT: 198cm (78 inches) DEPTH: 77cm (30 inches) Your Backboard PROBLEM HYPOTHESIS VARIABLES TITLE (photographs) Data and Data Analysis PROCEDURE RESEARCH CONCLUSION ABSTRACT (in sleeve) EVALUATION/APPLICATION Student s Signature Date Teacher s Signature Date 20

21 HELPFUL WEBSITES RULES AND FORMS PROJECT HELP AND IDEAS: #experiments OTHER HELPFUL WEBSITES: Thank You! 21