Student Name: Section:

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1 Student Name: Section: This booklet needs to be kept by the student for reference. They will not be issued another copy. 1

2 Dear Parents, Letter to Parents Your child will have the chance to solve his or her own science mystery by completing a science fair project, a major project for your student s science class. Science fairs involve students in the practices of science and engineering, requiring them to apply those skills to a topic of interest to them. Doing science is the key to understanding science. When starting a science project, a student chooses a question he or she would like to answer. Then, he or she does targeted library and Web research to gain the background information needed to formulate a hypothesis and design an experimental procedure. After writing a report to summarize this background research, the student performs the experiment, draws conclusions, and communicates the results to teachers and classmates. Through time management and project planning, your child will take on the responsibility of completing this long term project. Your child will discover his or her creativity by brainstorming science project questions and figuring out how to display the process and results. A science project, through its challenge to ask questions and discover, is truly a real-world experience in innovation, similar to what scientists do in their careers. We will provide your child with sufficient support to succeed, so that he or she develops enthusiasm for scientific discovery. Your child will accomplish each step of the project by doing homework assignments. We will review the assignments at key checkpoints along the way, so that you won't face helping your child do a project the last night before it is due. Remember parents, it is the student s own project feel free to help and support, but the majority of work is up to them. To get started, read through this packet carefully. It includes a Science Fair Project preparation guide and all the important dates and deadlines Please do not hesitate to contact your student s science teacher with questions. Sincerely, Science Department Harmony School of Science 2

3 September 2012 Calendar of Events September 3-7: HSS Science Fair Handbook will be issued to the students. September 10-14: Deadline: HSS Science Fair Handbook Release Form and Safety Form returned to assigned science teacher. September 24-28: Deadline: HSS Science Fair Project Entry Forms should be submitted to assigned science teacher. Students cannot change topic of the project without approval from their assigned science teacher after the forms have been approved. October 2012 October 1-5: Deadline: Background Research Worksheet is due. October 8-12: Deadline: Variables and Hypothesis Worksheet due. October 15-19: Deadline: Experimental Plan Worksheet due. October 22-26: Deadline: First slides of the PowerPoint are due: Title, Introduction, Purpose/ Question, Hypothesis and Experimental Design. Students should be working on their experiments by Oct. 15 at the latest November December 2012 November 5-9: Deadline: Rough Draft of Research Paper is due. November 26: Deadline: Abstract is due. (Rough draft of abstract will be provided later) November Deadlines: o Final Power point presentation about experiment. (include pictures taken during the experiment). o In class presentations begin students have a 5-minute limit each then will be asked questions. November 30: Qualified projects will be announced. December 2012 and beyond Harmony Cluster Science Fair held at Harmony School of Political Science : December 8 th February 20-23, 2013: Austin Energy Regional Science Fair 3

4 Science Fair Goals Science teachers have many reasons why we believe the Science Fair is an invaluable experience for our students. Some of the top reasons or goals that we hope our students achieve are: 1. to stimulate interest, curiosity, and desire to explore the mysteries of the world. 2. to learn, understand, and apply the scientific method. 3. to provide real experiences and methods by which all scientific knowledge has been and is still being gathered. 4. to help develop skills in communicating both verbally and in writing. 5. to help develop skills of interpretation and analysis of data. 6. to learn how to complete long range projects. 7. to acquire skills of research using a variety of resources such as the Internet, interviews, books, magazines, etc. 8. to show a connection between what is learned in the class and what happens in real life. 9. to promote unique opportunities for us (teachers) to work individually with you (the student) in an interdisciplinary project. 10. to foster independence in the student by providing the opportunity for you to take initiative and responsibility in studying a topic for your own learning. Three Major Components The science fair project can be divided into three major components or parts: 1. The Experiment: 1. choosing a topic 2. performing an experiment 2. The Visual Display 1. prepare a backboard that illustrates the complete science project 2. display equipment and materials needed to explain the project 3. The Oral Presentation 1. present orally a summary of the project to your classmates, teachers or judges 2. share and explain all phases of the project in an open setting. General Rules and Regulations: HSS Science Fair Project Rules 1. All students in HSS are required to complete and submit a research project. 2. Students will receive grades for their exhibits/projects which will determine the majority of 1 st, 2nd and 3rd Report Card grades in Science class. 3. All students are encouraged to do individual projects, however, some group projects are allowed in all divisions. Maximum two students may be involved in a group project. 4

5 4. All exhibits will be turned in on the due date. See the calendar of events. Communicate with your science teacher. If you attend the Cluster Science Fair or Austin Energy Fair: 5. Exhibits not taken home will be discarded after a science fair. HSS does not take the responsibility for loss or damage to any student exhibits. 6. Exhibits may have access to electrical power. If your project will need power, request one week in advance to due date. 7. If a student wins a trophy or medal in the city-wide or state-wide science fair, or in any other competition/contest in which he/she represents the school, and then the school owns the trophy or medal and displays it. A copy of it will be given to the students. Safety Guidelines Harmony School of Science follows all rules and requirements specified by Austin Energy Science and Engineering Fair competition. Students must obtain approval for the projects including biological cultures, chemicals, fire, and radiation. All students should return Science Fair Safety Form. The exhibits (displays) must not include any of the following: 1. Microbial cultures or fungi, live or dead (no rotten or moldy stuff either!) Try photographs instead. 2. Displays of live animals. 3. Preserved vertebrate animals, whether whole or their parts (this includes humans).teeth, hair, nails, and histological sections are permissible if properly acquired and form is filed. 4. Photographs showing vertebrate animals in any non-normal condition. 5. Open or concealed flames, matches, or lighters. 6. Dangerous chemicals, including caustics, acids, and many household chemicals. 7. Highly combustible solids, fluids, or gases. (No rocket engines!) 8. Controlled substances. 9. Radioactive materials. 10. Operating lasers. 11. Anything potentially hazardous to the public. 12. Liquids 13. Glass Special care must be given to the following: 14. High temperature. 15. Batteries. (Open top cells are not permitted.) 5

6 16. High voltage equipment must be shielded with a grounded metal box or cage to prevent accidental contact. Wiring, switches, and metal parts must be located out of reach. 17. Electric circuits for 110 volts AC must have an underwriters laboratories approved card equipped with a grounded (3 pronged) plug. Exhibits are limited to 300 watts. 18. All wiring must be properly insulated. 19. Bare wire and exposed knife switches are permissible only in low voltage, low current circuit of 12 volts or less. 20. Electrical connections in 110 volt circuits must be soldered or fixed with approved connectors. 21. Devices emitting ultraviolet light must be equipped with the proper filters for eye protection SCIENTIFIC INVESTIGATION STEPS Choose a Project Idea Choose the topic you're interested in. You can use books, online resources or the objects around you to come up with a topic. Some online resources (but not exclusively) are: Validate Topic As students select their topic and form their questions, they will need further guidance. Have them think about their project in terms of: will the investigation or building the design take more than Time: the time allotted between now and the science fair? Materials: Safety: Appropriateness: Animal care: can you obtain the materials that will be required? Will the cost be too much? are the tools and other materials safe for you to use? Will an adult be available to help with anything that might not be safe for you to do alone? Are any of the materials ones that someone could be allergic to? is the topic something that you can understand? Will the research require you to read things that are too hard? if you are going to do anything with animals, will they be kept safe? Will you be putting anyone in danger who is allergic to the animals? 6

7 Investigation Students who want to find out things as a scientist, will want to conduct a handson investigative experiment. While scientists study a whole area of science, each experiment is focused on learning just one thing at a time. This is essential if the results are to be trusted by the entire science community. In an investigation, students: Ask a testable question Research the topic Make a hypothesis about the outcome based on the research or their own knowledge Design the investigation Conduct the investigation Collect Data Make sense of the data and draw a conclusion Present their findings for peer review What is a Testable Question? The key to a good and manageable investigation is to choose a topic of interest, then ask what is called a testable question. Testable questions are those that can be answered through hands-on investigation by the student. The key difference between a general interest science question and a testable question is that testable questions are always about changing one thing to see what the effect is on another thing. Here are some examples of broader science questions and testable questions: Broad Questions (lead to science reports) Testable questions (lead to investigations) How do plants grow? What makes something sink or float? How do rockets work? What amount of water is best to grow tomatoes? or What type of soil is best to grow petunias? or What amount of sunlight is best to grow daffodils? How well do different materials sink or float in water? How does changing the shape of a rocket s fins change its flight? 7

8 Broad Questions (lead to science reports) How does the sun heat up water? What happens when something freezes? What makes cars move? Testable questions (lead to investigations) Does the sun heat salt water and fresh water at the same rate? Do different liquids freeze at the same rate? How does the surface on which a car moves affect how fast it goes? Conduct Background Research Once students have a testable question, it is important to do some background research. What do scientists think they already know about the topic? What are the processes involved and how do they work? Background research can be gathered first hand from primary sources such as interviews with a teacher, scientist at a local university, or other person with specialized knowledge. Or students can use secondary sources such as books, magazines, journals, newspapers, online documents, or literature from non-profit organizations. Don t forget to make a record of any resource used so that credit can be given in a bibliography. Gathering Background Research Helps students gain in depth knowledge about the topic and processes they will be observing during the investigation. Sparks ideas about different variables to test when setting up the investigation. Provides the basis for predicting what will happen in the investigation when making a hypothesis. Provides the understanding needed to interpret and explain the results to others especially a science fair judge! Compose Hypothesis After gathering background research, students will be better prepared to formulate a hypothesis. More than a random guess, a hypothesis is a testable statement based on background knowledge, research, or scientific reason. A hypothesis states the anticipated cause and effect that may be observed during the investigation. Consider the following hypothesis: If ice is placed in a Styrofoam container, it will take longer to melt than if placed in a plastic or glass container. I think this is true because my research shows that a lot of people purchase Styrofoam coolers to keep drinks cool. 8

9 The time it takes for ice to melt (dependent variable) depends on the type of container used (independent variable.). A hypothesis shows the relationship among variables in the investigation and often (but not always) uses the words if and then. Take a look at these additional examples: If a mixture of vinegar and baking soda are used, then more stains may be removed. I think this because vinegar and baking soda are used in many different cleaning products. When an object has a volume greater than 30 cubic centimeters, then it will sink in water. In the past, I have seen big objects sink. Design Experiment Once students formulate a hypothesis for their investigation, they must design a procedure to test it. A well-designed investigation contains procedures that take into account all of the factors that could impact the results of the investigation. These factors are called variables. There are three types of variables to consider when designing the investigation procedure. The independent variable is the one variable the investigator chooses to change. Controlled variables are variables that are kept the same each time. The dependent variable is the variable that changes as a result of /or in response to the independent variable. Having students talk through the investigation will help them to clarify the different variables involved in the experimental design. What factors will change? What factors will stay the same? A hands-on way to introduce a fair test is to ask students, Who can make the best paper airplane? Once two students are selected to compete, hand one a large piece of construction paper and the other a piece of regular copy paper. Students will immediately note that this is unfair. If we want the test to be fair, only the paper airplane design can be different. Everything else, including how hard the airplane is tossed, must be the same. Step A Clarify the variables involved in the investigation by developing a table such as the one below. 9

10 Testable Question What detergent removes stains the best? What is changed? (independent variable) Type of detergent, type of stain What stays the same? (controlled variables) Type of cloth, physical process of stain removal Data Collected (dependent variable) Stain fading over time for combinations of detergents and stains Step B Make a list of materials that will be used in the investigation. Step C List the steps needed to carry out the investigation. Step D Estimate the time it will take to complete the investigation. Will the data be gathered in one sitting or over the course of several weeks? Step E Check the work. Ask someone else to read the procedure to make sure the steps are clear. Are there any steps missing? Double check the materials list to be sure all to the necessary materials are included. Set Up and Collect Data After designing the procedure and gathering the materials, it is time to set up and to carry out the investigation. When setting up the investigation, students will need to consider The location Choose a low traffic area to reduce the risk of someone accidentally tampering with the investigation results especially if the investigation lasts for several weeks. Avoid harmful accidents by using safe practices. Safety The use of construction tools or potentially harmful chemicals will require adult supervision. Locate the nearest sink or fire extinguisher as a safety precaution. Determine how to dispose of materials. For example, some chemicals should not be mixed together or put down a sink drain. Wear protective clothing such as goggles and gloves. Tie back loose hair so that it does not get caught on any of the equipment. 10

11 Documentation Making a rough sketch or recording notes of the investigation set up is helpful if the experiment is to be repeated in the future. Carrying out the investigation involves data collection. There are two types of data that may be collected quantitative data and qualitative data. Quantitative Data o Uses numbers to describe the amount of something. o Involves tools such as rulers, timers, graduated cylinders, etc. o Uses standard metric units (For instance, meters and centimeters for length, grams for mass, and degrees Celsius for volume. o May involve the use of a scale such as in the example below. Qualitative Data o Uses words to describe the data o Describes physical properties such as how something looks, feels, smells, tastes, or sounds. As data is collected it can be organized into lists and tables. Organizing data will be helpful for identifying relationships later when making an analysis. Encourage students to make use of technology such as spreadsheets to organize their data. Analyze Data and Draw Conclusions After students have collected their data the next step is to analyze it. The goal of data analysis is to determine if there is a relationship between the independent and dependent variables. In student terms, this is called looking for patterns in the data. Did the change I made have an effect that can be measured? Besides analyzing data on tables or charts, graphs can be used to make a picture of the data. Graphing the data can often help make those relationships and trends easier to see. Graphs are called pictures of data. The important thing is that appropriate graphs are selected for the type of data. For example, bar graphs, pictographs, or circle graphs should be used to represent categorical data (sometimes called side by side data). Line plots are used to show numerical data. Line graphs should be used to show how data changes over time. Graphs can be drawn by hand using graph paper or generated on the computer from spreadsheets for students who are technically able. 11

12 You can use these questions to help guide students in analyzing their data: What can be learned from looking at the data? How does the data relate to the student s original hypothesis? Did what you changed (independent variable) cause changes in the results (dependent variable)? After analyzing the data, students will be able to answer these questions as they draw some conclusions. Students should not to change their hypothesis if it does not match their findings. The accuracy of a hypothesis is NOT what constitutes a successful science fair investigation. Rather, Science Fair judges will want to see that the conclusions stated match the data that was collected. Display Board Not every student will be required to create a display board. Only students attending the Harmony Cluster Science Fair and Austin Energy Fair. Your display can reflect your personality: Is every inch of my locker or bedroom covered with magazine clippings, posters, stickers, and sticky notes? Or am I more of a minimalist? What s my idea of a good time: scrapbooking or skateboarding? Is the presentation the part of the science fair I ve been waiting for, or is that the part I dread? Stand Out from the Crowd Whether they re the kind of person who loves to design and decorate and dabble with computer graphics, or the one who always opts for the standard black-and- 12

13 white report cover, this is a time for students to get creative. The stakes are high here and they ll want their personality to shine through. They can learn how to edit their text down to the essentials, pick and choose the best photos and graphics, and display them all in the most clear and compelling way possible. Through creative use of color, type and graphic elements, your students can make their ideas pop and bring their projects to life. There are many searchable poster board examples online and in reference books. This is an example: Instead of the purpose have your testable question. Your results can refer to your data and analysis. You MUST have graphs or tables on your board. You don t need to follow this order exactly but it must be organized and easy to read. Please don t bring your project to the fair unless it is very small and can sit in front of the project without covering anything. No live animals please. When in doubt ASK YOUR TEACHER! Oral presentation for your classmates The student will present their project to the rest of the class in order to practice talking to judges. The presentation should be 3-5 minutes long, briefly covering most of the parts of the project. You will use your display board or powerpoint to do it. 13

14 The presentation is very important within the scientific community. Present your project in an objective and scientific perspective. The following topics should be addressed while presenting: 1. INTRODUCTION: Give the project title, your name, grade, school, and science teacher. Explain the topic to be discussed and why you became interested in this topic. 2. ACKNOWLEDGMENTS: Thank the people who helped you and those whom you contacted for interviews or research information. 3. PURPOSE AND HYPOTHESIS: State clearly the purpose and hypothesis. A short explanation of the reasoning behind the hypothesis is appropriate. 4. BACKGROUND INFORMATION: The background section is like a short review of literature. Give some of the information from the review but just enough to familiarize the audience. 5. PROCEDURE: A detailed and complete explanation of how you completed the experiment. Use the step by step method just as you wrote for the paper. Start with the first step and proceed including explanations of designs and techniques used while experimenting. 6. RESULTS: Use the charts and graphs on the backboard to explain the results and numbers that were produced from the experiment. 7. CONCLUSION: State clearly the conclusion, whether the hypothesis was accepted or rejected. Admit any deficiencies or errors that may have occurred during the experiment and may affect the conclusion. All scientists respect the fact that all experiments have some deficiencies. 8. FUTURE PLANS: Discuss any possible future investigations that can be done to continue with your project. 9. QUESTIONS: At the end, ask if anyone has questions for you. Take your time and think about the answer, then answer slowly. If you do not know the answer, admit it! Offer to look for the answer and then ask for more questions. It is better to admit to not knowing, than to be wrong! If questions are not related to your topic, try to clarify the question. If the question is still unrelated, then redirect the conversation back to your topic. 10. THANK THE AUDIENCE AND JUDGES FOR LISTENING! HELPFUL HINTS: Use note cards and the backboard to make sure that you hit all points. 14

15 DO NOT read the backboard or note cards. Speak slowly, loud enough and face the audience. Be dynamic and enthusiastic. Practice! Practice! Practice in front of parents, friends, teachers, mirrors, etc. Required Format for Final Powerpoint (Place Each Section on a Separate Slide) 1. TITLE PAGE Topic, your name, school s name, grade, city, state, and zip code) 2. INTRODUCTION (Explain your topic. What is it about?) 3. PURPOSE (The purpose of a statement of what you intend to do. What is your goal? What idea are you trying to test?) 4. PROBLEM (What is the scientific question you are trying to answer?) 5. HYPOTHESIS (Explain how you think your project demonstrate your purpose. Make a prediction regarding the outcome of your experiment. State the results you are predicting in measurable terms.) 6. VARIABLES (Independent, dependent, constants, and control group. Be clear about the variables (elements of the experiment that change to test your hypothesis) versus your controls (elements of the experiment that do not change). 7. MATERIALS (List all materials and equipment that were used. Your list of materials should include all of the ingredients of the procedure recipe.) 8. PROCEDURE (In steps not in paragraphs), if possible, with pictures. Give a detailed explanation of how you will conduct the experiment to test your hypothesis. Be very specific about how you will measure results to prove or disprove your hypothesis. You should include a regular timetable for measuring results or observing the projects (for example, every hour, every day, and every week). Your procedure should be like a recipe Another person should be able to perform your experiment following your procedure. Test this with a friend or parent to be sure you have not forgotten anything.) 9. DATA TABLES (All of your data in tables) 10. GRAPHS! 11. ANALYSIS (Explain your observations, data and results. This is a summary of what your data has shown you. List the main points that you have learned. Why did the results occur? ) 12. CONCLUSION (Was your hypothesis correct? Did your experiment prove or disprove your hypothesis? Answer your problem/purpose statement. What did your experiment prove? What is the value of your project? This should be explained thoroughly.) 13. APPLICATIONS & FURTHER RESEARCH (What is the application of your project in daily life/economy? What further study do you recommend given the results of your experiment? What would be the next question to ask? If you repeated this project, what would you change?) 15

16 14. BIBLIOGRAPHY List the books, magazines, or other communications you used for information. (Use the following format) BOOK: Last name of author, Author s first initial(s).title of source. Place where published: Publisher, publishing date (year).for example: Lane, R. How to Wield a Sword. San Francisco: Nueva Press, ARTICLE: Last name of author, Author s first initial(s). Name of article. Journal name. Month, Year, pages. For example: Smuin, S. K. My Life in Middle School. Life. November, 1990, p. 13. CD-ROM: Title, publisher, publishing date (year)for example: Encarta Encyclopedia, Grollier s Publishing, INTERNET: Title of site, Author of site, date (year) or URL address. For example: Burlingame Intermediate School Home Page, Burlingame Intermediate School, 1996 OR Divisions and Categories Experimental exhibits will be divided into three categories: Life Sciences Physical Sciences Engineering/Computer/Math Agriculture Behavior/psychology Environmental sciences Geology/geography Medicine health/microbiology Botany/Zoology Chemistry Physics Astronomy Engineering Electronics/computer Mathematics Sample Project Idea (Do Not Use this Project or Format) The Effect of Salt on the Boiling Temperature of Water INITIAL OBSERVATION Cooking instructions tell you to add salt to water before boiling it. PROJECT TITLE The Effect of Salt on the Boiling Temperature of Water PURPOSE OF THE PROJECT To find out how table salt affects the boiling temperature of water. HYPOTHESIS Adding table salt to boiling water will cause the water to boil at a higher temperature. 16

17 MATERIALS AND EQUIPMENT Table Salt Distilled Water 2 Quart Cooking Pot Pint measuring cup Teaspoon and tablespoon measuring spoons Thermometer Stirring spoon EXPERIMENTAL PROCEDURE 1. Boil one quart of distilled water on a stove. 2. Measure the temperature of the boiling water. Record the highest temperature reading. This is the control to compare with. 3. Measure out table salt using a kitchen measuring spoon. Level the spoonful. 4. Add the measured salt to the boiling water and stir. 5. Measure the temperature of the boiling water with the salt in it. Record the highest temperature reading. 6. Repeat for other amounts of salt. DATA Amount of boiling water Data Obtained: 2/25/07, Mankato, MN Temperature of boiling water (Control) Amount of table salt added to boiling water: Run #1 Temperature of boiling water after adding salt: Run #1 2 Cups F 1 Tbl F Additional amount of table salt added to boiling water: Run #2 1 Tbl. Temperature of boiling water after adding salt: Run # F EXPERIMENTAL OBSERVATIONS When the salt was added to boiling water it bubbled up more, and then stopped boiling. Shortly afterwards, it boiled again. If the thermometer extends beyond the outside of the pot it reads a higher temperature. Heat from the stove burner makes the thermometer read higher. Keep the thermometer over the pot when making temperature measurements. CALCULATIONS Total amount of table salt added for Run #1: = 1 Tbl. Total amount of table salt added for Run #2: = 2 Tbl. RESULTS Temperature of boiling water (Control) Amount of table salt added to boiling water: Run #1 Temperature of boiling water after adding salt: Run # F 1 Tbl F 17

18 Total amount of table salt added to boiling water: Run #2 2 Tbl. Temperature of boiling water after adding salt: Run # F Amount of Table Salt Added Versus Water Boiling Temperature CONCLUSIONS Is the hypothesis correct? Yes. Adding table salt to water causes the water to boil at a higher temperature. Problems with doing the experiments. The temperature readings were hard to make. Gloves had to be worn to keep my hands from getting too hot. Had to be careful that the stove heat was not hitting the thermometer. Other things learned. Be careful when adding salt to boiling water. It makes the water boil vigorously for a second or two. JUDGING CRITERIA CRITERIA (What the judges are looking for) EXPLANATION Creativity Originality of the problem, uniqueness of approach and the handling and interpretation of data should be commensurate with the grade level of the student. Ingenious use of equipment and materials is considered regardless of the expense of the items involved. 18

19 Scientific Thought or Engineering Goals Thoroughness SCIENTIFIC THOUGHT: The project shows evidence of depth of study and effort in employing scientific procedures in the solution of a clearly defined problem including study of background, sampling, orderly recording and analysis of data, and the formulation of logical conclusions ENGINEERING GOALS: The project has a clear objective relevant to the needs of the potential user. The product or process has been tested and is workable and feasible economically and ecologically. The study is complete within the scope of the problem. Scientific literature has been searched, experiments have been repeated and careful records have been kept. Skill Clarity Credit is given for special skills needed for the construction or use of equipment and for mathematical, computational, and observational and design skills. The purpose, procedures and conclusions are clearly explained orally and through the display. The project notebook is well organized, and neat and accurate. Sources of ideas, data and assistance are clearly identified. Useful Websites These are some useful websites for science fair projects. If you go to these websites, you can find an advance project and you can get more information about science fair projects as well Energy Regional Science Fair If you have any Questions, Please contact your child s science teacher. Thank You, Science Department Harmony School of Science 19

20 HSS - AUSTIN SCIENCE FAIR HANDBOOK RELEASE FORM My signature below indicates that I have read and understand HSS Science Fair Handbook Guidelines and have been given a copy of my own to keep. Please tear off this entire page and return to your respective Science Teacher. Student Signature 20 Date Parent Signature Date Address Phone Number SCIENCE PROJECT SAFETY FORM If a science project involves vertebrate animals, human subjects (including surveys), controlled substances and pathogens, recombinant DNA, tissues including blood, cell cultures, microorganisms, environmental sampling, or potentially dangerous chemicals or equipment; you need approval from the Science Fair Board. All bacteria, fungi, etc. should be considered potentially pathogenic. Air, water, mud and soil samples may contain pathogens or hazardous materials. Learn about animal safety measures if working with animals. Pet store animals may not be used for any type of research. Surveys should not involve violation of privacy act or potential risk. Consumable alcohol and tobacco products and drugs must be obtained by and used by adult project supervisor. If using equipment that has voltage greater than 220 volts, firearms, radioactive substances and radiation, you need to review the proper safety standards before experimentation. The starting date of project is when approved. No student can begin until they receive approval from their parents. Student Acknowledgement: I understand the risks and possible dangers to me of the project I will be working on. I will adhere to all HSS Science Fair rules when conducting my research and project. (Student s Printed Name) (Signature) (Date) Parent/Guardian Approval: I have read and understand the risks and possible dangers involved in a science fair project. I consent to my child participating in a research project. (Parent/Guardian s Printed Name) (Signature) (Date)

21 HSS - Austin Science Fair 2012 Project Entry Form (This form is necessary for all students) EXHIBITOR: Exhibitor's Last Name: First Name: MI Grade/Class TITLE: (maximum of 50 letters/characters) QUESTION/PROBLEM: BRIEF EXPLANATION OF PROJECT: DIVISION (circle one of the following) 4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade CATEGORY (circle ONE of the following) Life Sciences Physical Sciences Engineering/Computer/Mathematics If this project involves vertebrate animals, human subjects (including surveys), recombinant DNA, tissues, cell cultures, microorganisms, environmental sampling, or potentially dangerous chemicals or equipment, did you get it approved by the HSS Science Fair Coordinator? Yes No Will project require access to V electricity? Yes No If yes, student must provide a 9 ft. UL-listed, good quality grounded extension cord. NAME OF TEACHER: Last Name (Giving the most assistance) ENTRY AGREEMENT: I enter this project at my own risk and will not hold anybody responsible for loss or damage to the exhibit, or harm to myself. Exhibitor's Signature Parent or Guardian Signature Certification for entry by school science teacher: Name/Title Signature 21

22 Name: Date: Class: Background Research: 1. What is your project about? 2. How does it relate to the real world? 3. Background information on your topic (Definitions of important words, concepts, and equations, history of similar experiments etc.) a. b. c. d. 4. Provide at least 3 sources you can use for research on your topic. Use the proper format from your science fair handbook. (Do not list Wikipedia, Youtube, or an adult) a. b. c. 22

23 Name: Date: Class: Variables and Hypothesis: 1. What is your Independent Variable (the one changed by you the scientist)? 2. What is your Dependent Variable (what you are measuring, it s what changes based your independent variable)? 3. What are your Control (Constant) Variables (things that remain the same in each trial) (there should be more than one)? 4. What is your hypothesis (fill in the blanks)? If (I do this) then (this) will happen. 23

24 Name: Date: Class: Experimental Plan: Must be of your own design (not be copied and pasted from another source). It should read like a recipe. List of Materials (List the item and how much or how many needed): Experimental Plant (Step by Step Procedure): Safety Precautions: 24