Island Pacific Academy Science Fair 2015-2016
We will be continuing the middle school science fair this year. Science fair is a long-term assignment beginning the first week of school in August and culminating with our school science fair on Thursday, January 14th 2016.
All students enrolled in the middle school at IPA are required to participate in our school science fair.
Your science fair project is part of your grade. Participation is mandatory for all students. You will be given time to work on science fair in class, as determined by your science teacher, but primarily this is an independent at-home project. Students may complete a project individually or in a group with a maximum of three students for research projects. This is the student’s opportunity to choose a topic that interests them and direct their learning about that subject. Your science teacher will help you with every step of this important project.
Project Type
Junior Research: A successful Junior Research project uses these scientific inquiry steps:
Make observations
Form a hypothesis and research question
Predict the outcome of your research
Design and execute experiment
Collect, record and analyze data in a required data book
Draw conclusions from your data to answer your question
Presents the findings of their research in a well organized display board
The Junior Research project will include a written report, a project data book, a visual display with presentation and required forms that will be kept at your exhibit during judging.
YOUR PROJECT’S TESTABLE QUESTION AND CATEGORY MUST BE APPROVED BY YOUR SCIENCE TEACHER NO LATER THAN THE WEEK OF SEPTEMBER 7 th 2015
1 Steps for a Successful Science Fair Project Your teacher will help you with each of these steps and a timeline of due dates will keep you on track!
Select a topic:
• Pick a topic that you are actually interested in. Ask the question: What do I want to find out? • Limit the scope and develop a question that is testable • Ensure that the project will answer the question and not just display your work. Good question: What causes a plant to grow? Bad question: Will a hurricane hit the coast of Florida in 2025?
Gather background information & research:
• List knowledge you already have about the topic to include why you choose it • Use a variety of sources and gather more information: Check with experts in the field of study, library, Internet • Ask the question: What have I learned about my topic?
Determine a hypothesis for your Junior Research project:
• Decide what you want to learn or test. • Construct a sentence that states: “This is what I think will happen” in a “If…then… because…” statement. • The hypothesis must be measureable.
2 • Hypothesis include purpose of experiment, what is measured, conditions, expected results Example: If I put a measure of water in the sun and the same measure of water in a shady place then the water will evaporate sooner in the sun than in a shady location because the heat from the sun will cause the water to evaporate into water vapor.
Consult with Teacher or Adult Supervisor:
• Discuss plans and share what you have learned • Get a signature of approval during the week of Sept 7th by submitting an index card with your top 3 ideas for your project after your preliminary research. During this week you will sit down with your science teacher to discuss your ideas and narrow it down to your project’s focus. • Determine and complete additional forms and prior approval, if needed • Continue communicating with your teacher or adult mentor/supervisor throughout the project
Conduct the experiment:
• Use instruments - tape measures, scales, thermometers, or any instrument appropriate for the experiment. • Identify the variables of the experiment: Independent, Dependent and at least 5 Control Variables. • Determine the length of experiment • Use trial and error; true scientists believe that errors are important • Incorporate replication. The results must be repeatable if they are to be trusted. • Observe carefully and pay attention to the entire experiment. You may miss something important with just glances. • Measure and record data accurately in your data book. Too much or too little will change results and make them inaccurate.
• Record ALL data in a required data book. This should be a written book (composition book is good) that will accompany your project at the judging. The data book should look as though you have been using it daily with notes and data that are not necessarily neat. Do NOT re-write your data book!
Analyze the collected data:
• Answer the question, “What happened?” • Include observations, graphs, and charts that help answer: “What steps were important in the experiment? What did I do that had the greatest effect on the experiment? Least effect? No effect? What facts, numbers, or information developed from the experiment?” • Review events or changes that happen when conducting the experiment, including the
3 errors. • Draw tentative conclusions
Draw Conclusion:
• Ask “What did I find out? Did the variable(s) tested cause a change when compared to the standards you used? Did you collect enough data? Do you need to conduct more experiments?” • Realize that results collected may not support the hypothesis. That’s okay! Explain why the results do not match what readings predicted; identify sources of error that may have caused differing results. Remember, you have successfully conducted scientific research because you have taken a question and worked to discover the answer through quantitative testing. • Review all your materials and write your research paper. Include a title page, table of contents, introduction, materials and methods for experiment, results, discussion, conclusion, references / bibliography • Remember to include how the experiment could be improved and how it might be done differently • Summarize your finding, new information, changes and what you learned
Prepare project display:
• Design a layout to display all parts of the project, include the question, the hypothesis, details of the experiment, results, conclusion and bibliography. Your teacher will go over the requirements of the Display Board. • Share your display plans, get feedback, modify and construct. • Display the information attractively and neatly; mount graphs, charts, photographs, etc.
Prepare for Judge Interviews:
• Practice, practice, practice. Ask your teacher, mentor, parents and friends to ask you questions about your project. Your teacher will give you class time to practice with your friends and get feedback. Find other opportunities to practice. • Work to get responses to such questions as: Did the results of your experiment confirm or deny your predictions? Are there any questions or issues that remain unanswered? Are there any changes that could have been made? Was the experiment important? Why or why not? How would you modify the experiment if you were to do it again?
4 Category Description List
Projects may be entered in one of the following categories from the ISEF Rules Book. For a full description and definition of the Intel ISEF categories and subcategories visit their website: https://student.societyforscience.org/intel-isef-categories-and-subcategories
Animal Sciences (ANIM) This category includes all aspects of animals and animal life, animal life cycles, and animal interactions with one another or with their environment. Examples of investigations included in this category would involve the study of the structure, physiology, development, and classification of animals, animal ecology, animal husbandry, entomology, ichthyology, ornithology, and herpetology, as well as the study of animals at the cellular and molecular level which would include cytology, histology, and cellular physiology. Subcategories: Animal Behavior, Cellular Studies, Development, Ecology, Genetics, Nutrition and Growth, Physiology, Systematic, Evolution
Behavioral and Social Sciences (BEHA) The science or study of the thought processes and behavior of humans and other animals in their interactions with the environment studied through observational and experimental methods. Subcategories: Clinical & Developmental Psychology, Cognitive Psychology, Physiological Psychology, Sociology, Social Psychology
Biochemistry (BCHM) The study of the chemical basis of processes occurring in living organisms, including the processes by which these substances enter into, or are formed in, the
5 organisms and react with each other and the environment. Subcategories: Analytical Biochemistry, General Biochemistry, Medicinal, Biochemistry, Structural Biochemistry
Biomedical and Health Sciences (BMED) This category focuses on studies specifically designed to address issues of human health and disease. It includes studies on the diagnosis, treatment, prevention or epidemiology of disease and other damage to the human body or mental systems. Includes studies of normal functioning and may investigate internal as well as external factors such as feedback mechanisms, stress or environmental impact on human health and disease. Subcategories: Disease Diagnosis, Disease Treatment, Drug Development and Testing, Epidemiology, Nutrition, Physiology, Pathology
Cellular and Molecular Biology (CELL) This is an interdisciplinary field that studies the structure, function, intracellular pathways, and formation of cells. Studies involve understanding life and cellular processes specifically at the molecular level. Subcategories: Cell Physiology, Genetics, Immunology, Molecular Biology, Neurobiology
Chemistry (CHEM) Studies exploring the science of the composition, structure, properties, and reactions of matter not involving biochemical systems. Subcategories: Analytical Chemistry, Computational Chemistry, Environmental Chemistry, Inorganic Chemistry, Materials Chemistry, Organic Chemistry, Physical Chemistry
Computational Biology and Bioinformatics (CBIO) Studies that primarily focus on the discipline and techniques of computer science and mathematics as they relate to biological systems. This includes the development and application of data-analytical and theoretical methods, mathematical modeling and computational simulation techniques to the study of biological, behavior, and social systems. Subcategories: Biomedical Engineering, Computational Biomodeling, Computational Evolutionary Biology, Computational Neuroscience, Computational, Pharmacology, Genomics
Earth and Environmental Sciences (EAEV) Studies of the environment and its effect on organisms/systems, including investigations of biological processes such as growth and life span, as well as
6 studies of Earth systems and their evolution. Subcategories: Atmospheric Science, Climate Science, Environmental Effects on, Ecosystems, Geosciences, Water Science
Embedded Systems (EBED) Studies involving electrical systems in which information is conveyed via signals and waveforms for purposes of enhancing communications, control and/or sensing. Subcategories: Circuits, Internet of Things, Microcontrollers, Networking and Data Communication, Optics, Sensors, Signal Processing
Energy: Chemical (EGCH) Studies involving biological and chemical processes of renewable energy sources, clean transport, and alternative fuels. Subcategories: Alternative Fuels, Computational Energy Science, Fossil Fuel Energy, Fuel Cells and Battery Development, Microbial Fuel Cells, Solar Power
Energy: Physical (EGPH) Studies of renewable energy structures/processes including energy production and efficiency. Subcategories: Hydro Power, Nuclear Power, Solar, Sustainable Design, Thermal Power, Wind
Engineering Mechanics (ENMC) Studies that focus on the science and engineering that involve movement or structure. The movement can be by the apparatus or the movement can affect the apparatus. Subcategories: Aerospace and Aeronautical Engineering, Civil Engineering, Computational Mechanics, Control Theory, Ground Vehicle Systems, Industrial Engineering-Processing, Mechanical Engineering, Naval Systems
Environmental Engineering (ENEV) Studies that engineer or develop processes and infrastructure to solve environmental problems in the supply of water, the disposal of waste, or the control of pollution. Subcategories: Bioremediation, Land Reclamation, Pollution Control, Recycling and Waste Management, Water Resources Management
Materials Science (MATS)
7 The study of the characteristics and uses of various materials with improvements to their design which may add to their advanced engineering performance. Subcategories: Biomaterials, Ceramic and Glasses, Composite Materials, Computation and Theory, Electronic, Optical, and Magnetic Materials, Nano Materials, Polymers
Mathematics (MATH) The study of the measurement, properties, and relationships of quantities and sets, using numbers and symbols. The deductive study of numbers, geometry, and various abstract constructs, or structures. Subcategories: Algebra, Analysis, Combinatorics/ Graph Theory/Game Theory, Geometry and Topology, Number Theory, Probability, Statistics
Microbiology (MCRO) The study of micro-organisms, including bacteria, viruses, fungi, prokaryotes, and simple eukaryotes as well as antimicrobial and antibiotic substances. Subcategories: Antimicrobial and Antibiotics, Applied Microbiology, Bacteriology, Environmental Microbiology, Microbial Genetics, Virology
Physics and Astronomy (PHYS) Physics is the science of matter and energy and of interactions between the two. Astronomy is the study of anything in the universe beyond the Earth. Subcategories: Atomic, Molecular/ Optical Physics, Astronomy/ Cosmology, Biological Physics, Computational Physics/ Astrophysics, Condensed Matter/ Materials, Instrumentation, Magnetics/ Electromagnetics/ Plasmas, Mechanics, Nuclear/ Particle Physics, Optics/ Lasers/ Masers, Quantum Computation , Theoretical Physics
Plant Sciences (PLNT) Studies of plants and how they live, including structure, physiology, development, and classification. Includes plant cultivation, development, ecology, genetics and plant breeding, pathology, physiology, systematics and evolution. Subcategories: Agronomy, Growth/ Development, Ecology, Genetics/Breeding, Pathology, Physiology , Systematics/ Evolution
Robotics and Intelligent Machines (ROBO) Studies in which the use of machine intelligence is paramount to reducing the reliance on human intervention. Subcategories: Biomechanics, Cognitive Systems, Control Theory, Robot Kinematics, Machine Learning
8 Systems Software (SOFT) The study or development of software, information processes or methodologies to demonstrate, analyze, or control a process/solution. Subcategories: Algorithms , Cybersecurity, Databases, Programming Languages, Operating Systems
IRB/SRC Review Junior research projects that involve the following require IRB/SRC approval prior to beginning any research.
• Human Subjects, including survey or experimentation
• Nonhuman vertebrates
• rDNA/Recombinant DNA
• Human and Animal Tissue
• Hazardous Chemicals, Activities or Devices
• Bacteria
• Pathogenic Agents
• Registered Research Institution (ex: University of Hawai’i)
• Industrial Setting (ex: a Chevron lab)
STUDENTS MUST DISCUSS THEIR PROJECT WITH THEIR TEACHER IF THEIR PROJECT INVOLVES ANY OF THE ABOVE TOPICS PRIOR TO EXPERIMENTATION
9 Written Report Requirements Your written report must be typewritten and double spaced. Margins can be no more than 1” and font size no larger than 12 point. You will be graded using multiple MYP Science Criterion. Your teacher will give the grading criterion to you later in the year.
There is no length requirement; however, the following must be complete:
Junior Research: Required pages (each bullet)
Title page: Name, Date, Class#, Title of Project
Table of contents
Purpose of experiment: What is your testable question?
Research: This should be many pages in length and be a culmination of all of
1 your extensive research.
Hypothesis: Your prediction on what will happen (based upon your research)
written in the “If…then…because…” format
Materials: A bulleted list of all the supplies and equipment you will use
Methods: Step-by-step explanation of your experiment written as a numbered list
which allows your experiment to be reproducible
Results: Organize results of your data book in table and graph form. Keep
careful written records of your results in a data book. Record the day and time you make observations. Be as specific as you can about the amount, size, and type of materials you use.
Conclusion: Summary of what you learned and the influence on our lives in our
1 communities and the world. Relate your topic/ research project to something in
1.1.1.1.1 our news that means something to you. Discuss if your hypothesis was correct or
1.1.1.1.2 not and the scientific reason. Discuss the methods and how to improve on your
1.1.1.1.3 experiment if you were to do it again. Discuss a future experiment that you could
10 1.1.1.1.4 do to extend what you found out from this experiment.
Works Cited: APA format (requirements covered below)
Research Source Guidelines Students are required to research a variety of sources for their project and list them in their APA formatted Works Cited page.
In their research, students are required to have a minimum of 5 sources sited and the sources must include:
One book
One magazine/journal
One website
When selecting sources be sure to use reputable ones. Due to the ease of manipulation and unreliability of Wikipedia, students are not allowed to use that website. Guidelines for writing your Works Cited in APA format will be discussed in class.
11 Visual Display Requirements Your visual display should be creative and eye-catching. People, including judges, are drawn to attractive visual displays. Your display should also pertain directly to your topic. Your display must sit on a table. It cannot sit on the floor. The dimensions of your display may not exceed 48” wide, 30” deep (standard display board size), and 72” high. These are maximum dimensions set by the Hawai’i State Science and Engineering Committee for the State Science Fair competition. For the IPA Science Fair competition a standard display board from an office supply store or Longs is perfect. Your name and the name of your school cannot be on the front of the board. However, your name should be on the back of the board so it can be returned to the correct student. Your goal is to make it easy for the viewer to understand your project. You want to attract and inform. Your board is the visual summary of your work, so be concise – you don’t need to include every single bit of information. Make it easy for people to look at your board and see what you did, and your results. If you want judges to get more details, you can tell them while they interview you and/or show your data book. Organization is important in arranging items on your board. Judges and the public should be able to take a quick glance at your board and locate the title, method, results, and conclusions. Try to use “white space” so the items on your board will stand out. Photographs are good in moderation, as well as tables and graphs of data. Make sure all pictures and graphics are clear and correctly labeled with a descriptive title.
ALL photographs and graphics (graphs, charts, tables from the internet or created by you) must be properly labeled with the name of the photographer, the website URL address where it was taken, and/ or permission for the use of the photo.
Graphs created by you must you’re your name and the program you used to create it (i.e., Excel, Google Forms, etc.)
Name brands (such as Tide, MiracleGro, etc.) must be blocked out when displaying via photograph or physically with the display board. Reference to these products should be done generically (for example, Product A, Product B, etc.)
12 Required Forms
Hawai’i Academy of Science requires that all forms be completed ON-LINE. Forms that require a signature will be printed from the online forum, signed and uploaded back onto the website. Your teacher will help to facilitate this.
These forms are available online at https://student.societyforscience.org/forms , as well.
If the “Before Starting Projects” forms are completed after research has begun, it is possible that your project will not qualify for competition at the Hawai’i Association of Independent Schools District or the Hawai’i State Science and Engineering Fairs.
REQUIRED FORMS AT A GLANCE
All forms can be found at: https://student.societyforscience.org/forms
Name of Form Due Before or After project is complete
Checklist for Adult Sponsor (1) Before
Student Checklist (1A) Before
Research Plan Attachment Before
Approval Form (1B) Before
13 Special Forms (if any/ see Before teacher)
Abstract Form After
Exhibit Entry Form (1 & 2) After
Judging Criteria
Overall, judges look for well thought-out projects. They look at how significant your project is in its field and how thorough you are at relating what you have learned. Judges also would like to know that you understand how you got your statistics and conclusions. Ask your teacher to make sure you understand what your numbers mean, and how you got them. Judges applaud students who can speak easily and confidently about their projects; memorized speeches or information will not impress the judges. If a judge happens to ask a question that you don’t know the answer to, don’t panic. Judges understand that you don’t everything about your topic. Let the judge know that you hadn’t thought of or researched that question but that you will look into it. Listen to what your judges ask and tell you about your topic. Most likely they are experts in your category and they can help you to understand your project more thoroughly.
Science Fair Project Timeline 2015-2016 The items in bold are due in class during the weeks listed. The other items and dates are a guide for you to pace yourself through your project so you don’t find yourself overwhelmed. WEEK OF: WHAT IS DUE: August 24th Begin thinking about what category and topic of project you want to 2015 complete.
14 Begin some research to determine how much information is available. Once you have a category and topic, get specific with exactly what aspect you are truly interested in studying. Narrow down your topic even further by framing it in the form of a question. September 7th Project Approved By Your Science Teacher Due 2015 Receive and begin completing forms required on-line before beginning project. Bring in your PROJECT QUESTION AND CATEGORY ON AN INDEX CARD TO REVIEW WITH YOUR TEACHER IN-CLASS. 2-3 EXAMPLES WOULD BE GREAT! September 21st All Required Forms (Before) Due on-line 2015 Begin extensive library research. DO NOT FORGET TO RECORD ALL OF YOUR SOURCES IN PROPER APA FORMAT! September 21st Begin to conduct your experiment and collect data. Keep careful, written 2015 records of your results in a DATA BOOK. Record the day and time you make observations. Be as specific as you can about the amount, size, and type of materials you use. October 12th Draft #1: Research and Works Cited due 2015 Your typed up research section (which should be many pages long) and Works Cited page are due. Make sure you’ve used at least three different sources (a book, a website, and a magazine/journal) and that all of your sources are reliable. November 16th Draft #2: Hypothesis, Materials, and Methods due 2015 Make sure your hypothesis is based upon the research you’ve done and is written in the “If…then…because…” format. Your materials must be a bulleted list of all the supplies and equipment you are using. The methods must be a numbered step-by-step procedure for your experiment. Remember: your methods should be so clear that, if someone were to read it, they would be able to repeat your experiment. Begin written report November 16th Organize the data in graph or chart form. Analyze your data by drawing 2015 conclusions based on the data. See your teacher with further questions.
December 7th Draft #3: Results and Conclusion due 2015 Organize your data into a table (chart) and graph. Analyze and interpret your data to answer the following: What is the answer to the purpose of your experiment? What trends, patterns, or relationships did you find? Was your hypothesis right? Why or why not? Do you think your data is valid? Why or why not? Do you think your methods are reliable? Why or why not? What changes would you make, if you were to repeat this experiment, in order to improve upon it? How does your experiment relate to the real world or something in the news today? This should be your best effort and we will peer evaluate the draft and your teacher will make suggestions to help you to attain the best grade possible.
15 December 7th Begin designing a mock-up of your display board. 2015 Ask a few friends and family members to critique your display board and adjust accordingly. Judges are drawn to displays that are attractive and eye- catching. Be creative! December 7th Begin preparing for judges’ interviews by asking friends, family members, 2015 teachers, etc. to ask you questions about your research. December 14th Construct your exhibit. Use the suggestions from your friends and family to 2015 make a real eye-catching and interesting display! Bring to class to work on it and get feedback from your friends and teacher! December Final Written Report Due 14th2015 Edit and improve your previous 3 drafts and turn in an outstanding final written report before Winter Break. Practice your oral presentation at home during Winter Break! January 4th Oral Presentations Due 2016 Share your oral presentation with your class to get feedback on how to improve your awesome presentation January 13th Set-up visual display for IPA Science Fair 3:00-4:00 pm 2016 Bring in your display board and forms to set-up after school in the designated Wednesday area January 14th IPA Science Fair Judging 8:30-12:00 2016 Present your projects at our 9th Annual IPA Science Fair! Thursday January 20th IPA Science Fair Awards During Middle School Town hall 2016 Wednesday th February 5 & HAIS District Science Fair 6th 2016 Set-up at Iolani School, Sullivan Center Friday 4:00-6:00pm Friday & Saturday Judging Saturday Time to be announced March 28th thru 58th Hawai’i State Science and Engineering Fair March 30th Hawai’i Convention Center 2016 Monday March 28th Set-up (IPA SPRING Tuesday March 29th Judging BREAK) Wednesday March 30th Awards (Times to be announced)
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