Science project. Dear Parents,

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1 Science project Dear Parents, In 5 th grade science, students have a required science investigation. They will have the option of choosing between a traditional science fair project or a STEM project. Students will also have the option to work with a classmate as a team effort on the project. This project will be included in their 3 rd 9 weeks grading period as well as be judged at the campus STEM fair. If they choose a traditional science fair project and they receive first place, they will have the opportunity to compete at the Austin regional science fair. If they choose this option there will be set criteria they will need to follow in order to qualify for Austin regional. Those will be sent in a separate packet. In a traditional science fair, students will chose a question they would like to answer. Then, they will do targeted research to formulate a hypothesis and design an experimental procedure. The students will then perform the experiment, draw conclusions, and communicate the results. STEM projects involve students in the practices of science, technology, engineering and math. This project will focus on skills that they have learned throughout their education, allowing them to explore an area of their interest in a different way. When starting the STEM project, students will choose a topic and then develop a question they would like to answer or a problem to solve. After completing background research, students will brainstorm solutions to their problem, develop a plan to solve the problem and test their plan. They will then explain what worked and what did not and modify their plan. Science fair projects will be due Friday, January 27 th. The campus science fair will be on Tuesday, January 31 st. Students will be provided a week in class at the beginning of November to begin researching for their project. They will be provided with a packet with more information after they have selected their project type. Students will also be provided with two weeks of class time in January to finalize their display and presentation. This will require time spent outside of the school day working on their project. They will be provided with a timeline to assist with project planning. This is a long term project and students will need to utilize time management to meet due dates. We will review the assignments at key checkpoints along the way so you won t face helping a child with a project the night before it is due. Doing science is the key to understanding science. Science investigations are a real world practice of applying skills to topics of interest. Understanding, using and adapting the scientific process are part of the 5 th grade curriculum. Please do not hesitate to contact me with questions. Sincerely, Brittany Hoermann Carver Elementary hoermannb@georgetownisd.org (512) x8584

2 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 PowerPoint/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. Safety Guidelines Cooper Elementary 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.

3 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.) 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: Time: Materials: Safety: Appropriateness: Animal care: will the investigation or building the design take more than the time allotted between now and the science fair? 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?

4 Investigation Students who want to find out things as a scientist, will want to conduct a hands-on 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? How does the sun heat up water? What happens when something freezes? What makes cars move? 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? 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?

5 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. 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.

6 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. 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.

7 Wear protective clothing such as goggles and gloves. Tie back loose hair so that it does not get caught on any of the equipment. 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. 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.

8 Display Board 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-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. 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. 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.

9 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. 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.

10 1. Think of a Question - Your question will drive your entire project. Make sure that your question is something that can be measured and answered by following the scientific process. Your question will also be the title of your project. Project Question 2. Research Your Topic - spend some time learning more about your topic. Use reliable Internet sources, books from the library, your science book, or other resources. Not only do you want to be an expert on your topic, but you want to teach others about your topic. 1. A paragraph describing the science behind your project - after you have completed your research give us (your audience) some background information on your topic in a complete and well-written paragraph (5-7 sentences). Give us specific, rather than general information. Use the space provided to write a draft. You will edit a final copy to place on your display board. Research Description

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12 3. State Your Hypothesis - In your group decide what you think the outcome of the project will be and make a good guess as to what you think the answer to your question will be. Also explain WHY you think that will be the outcome. Remember, it is ok if you don't have the right answer; that is how scientists make discoveries. Make sure that your hypothesis is written in a complete sentence. Hypothesis Gather Materials - list all the materials that you will need to complete your experiment. Materials

13 4. Design Your Experiment - Clearly write out the procedure you are going to follow. Remember that your experiment needs to follow the scientific process and that you need to have one variable that you are going to change. Variables - List the variables that you are going to keep the same and the one variable that you are going to change. You need to have at least one control (normal) variable and at least two to three other variables. Variables Variables to keep the same: Variable to change (Independent Variable): Write your procedure - Think through each step very carefully and list them in numbered order. Procedure

14 Attach extra paper if needed.

15 5. Conduct experiment when you do your experiment you need to collect data and make observations. You will complete these in your Experiment Log. After you have completed the experiment use your log to write down the data and observations below. In your log you will need to: 1. Collect Data - you will need to collect numerical data; that means you need to take measurements during the experiment. It can be temperature, distance, height, etc. You will analyze the data later to determine the results of your experiment. 2. Make Observations - as you conduct your experiment you will use your senses (sight, smell, touch, etc.) and write down any observations you make during the process. Data Observations

16 6. Determine the Results - Now it is time to review your data and observations to find out what happened. Think about the best way to show your data: bar graph, line graph, chart, etc. and then create a table or a graph using your data. Write out the results of each test in the experiment in paragraph form using complete sentences. Make sure that you include the numerical data (measurements) as well as any other important observations that you made. Results (graph or chart) Use this space, or a separate sheet in your notebook, to sketch 1 or more tables, charts, or graphs to analyze your data. Results (paragraph)

17 Results Cont. 8. Draw Conclusions - After you have determined the results it is time to decide the answer to your original question. Write your answer in a complete sentence using the question to begin your answer. You also need to tell whether your hypothesis was correct or incorrect. If it was incorrect explain why you think so. End this paragraph by saying how you could change or improve your experiment in the future. Conclusions Answer to your original question: You re your hypothesis correct or incorrect? If incorrect, why? If you were to complete this experiment again, what changes would you make? How would you improve this experiment?

18 9. Display board - Now that you have completed your experiment you will begin setting up your display board to communicate the results of your experiment to others. Remember, the board is graded on the information not how colorful or pretty it looks. Your display board must have ALL of the following components located in the same places. Other board guidelines: Font should be easy to read and at least a size of 16pt or greater. Photos should not include faces of students Information on the board can be typed or written neatly by hand. Display Board Hypothesis Question Results Key Words and Research Photos or Drawings Conclusion Procedure and Materials Graphs