Stoneleigh Elementary School S STEM Fair

Stoneleigh Elementary School’s STEM Fair- Science, Technology, Engineering, and Mathematics Fair

Tuesday, April 24, 2012

In order to be “green” this year, please print this second packet of information The 4th and 5th grader students will need to print the entire packet (pgs. 1- 17). Grades K-3 will print only pgs. 1-11.

Student Packet Office of Science, PreK-12 1 Parts of a Science, Technology, Engineering, and Mathematics Fair Project

Question Good science investigations begin with a question. This question often asks “what if,” “how,” or “what effect something will have.” The question should be one that can lead to an experiment, which will yield either quantitative or qualitative data. A question that is well written will often identify the independent variable in the experiment (see procedure section below).

Research Report The research report provides the opportunity to read several different expository selections about the general topic. Acquisition of information allows the student to make an informed hypothesis. This also helps the formulation of a procedure for testing the hypothesis.

Hypothesis A hypothesis is an attempted answer to the question being investigated. The hypothesis attempts to predict the outcome of the experiment and suggests a possible reason(s) for this outcome. The hypothesis should be based on research and/or prior knowledge/observations and is proven true or untrue by the investigation.

Materials Materials used in the experiment need to be listed in specific amounts and sizes. (Example – three five-gram weights) This allows other people to replicate (repeat) the experiment exactly to see if they get the same results. This process is called verification.

Procedure The procedure used in an experiment must be written in a clear, sequential manner in order to allow someone else to follow the same steps to replicate the experiment. Numbering the steps followed in the procedure is helpful to someone who is reading the procedure. In determining the procedure that will be used in the investigation, the factors that will affect the outcome of the experiment, called variables, must be identified and controlled. There are three types of variables that must be considered:

 Independent variable (manipulated variable) – the factor that will be intentionally changed during the experimental procedure in order to find out what effect it has on something else. An example of an independent variable is using different lengths of string to construct a pendulum in order to observe the effect the length of the string has on the swing of the pendulum.  Dependent variable (responding variable) – the factor that is observed and measured to see if it is affected by the change made in the independent variable. An example of a dependent variable is the number of swings the pendulum makes when the length of its string is changed.  Variables that are controlled – the factors in the experiment that must be kept exactly the same to make sure that they are not having any effect on the dependent variable. Variables that would need to be controlled in the pendulum experiment would be the mass of the pendulum, the type of string, and the release height of the pendulum.

Results The results of the experiment include the measurements taken and observations made as well as a written explanation of the outcome. Data that are observed or measured during the experiment should be recorded as the experiment is conducted. The best format to collect data is a data collection table. When constructing a data collection table, it should be remembered that repeated trials of the experiment must be conducted to obtain valid results. Data can then Student Packet Office of Science, PreK-12 2 be analyzed and graphed. A statistical analysis of the collected data to include the mean, median, mode, and range can be completed where appropriate. It is helpful to present the data in the form of a graph so that the data illustrated can easily be interpreted. The two most commonly used types of graphs for science experiments are detailed below.

Bar Graphs are used to display discrete data, or data that is distinct and separate from other information. Data shown on a bar graph often reflect measured or counted amounts. For example, the average number of drops of plain water versus the average number of drops of soapy water that will fit on a penny would best be shown on a bar graph. The bars drawn on a bar graph must all be the same width and are separated by spaces in between them.

Line graphs are used to display continuous data or data that goes on without a stop or break. Experiments that have dependent (responding) variables involving temperature, time, or distance will usually yield data that should be graphed as a line graph. Line graphs are useful to analyze relationships among collected data. In particular, line graphs can show trends in data – increasing, decreasing, or staying the same. The dissolving time of a solid in a range of different temperatures would be an example of data best displayed on a line graph.

The independent (manipulated) variable is usually represented on the horizontal (x) axis of a graph and dependent (responding) variable is represented on the vertical axis of a graph. The graph should also have:  Numbers in even intervals (1’s, 2’s, 5’s, 10’s, 100’s, etc.);  Labels for both the horizontal (x) and vertical (y) axes; and  A title that reflects the information that is being represented on the graph.

Written Explanation of Results The data chart and/or graph is followed by paragraph describing the results. The paragraph should  note highs and lows of data collected,  include the calculated mean, median, and mode as appropriate for the grade level,  describe trends in the data,  restate the number of trials completed  state any inferences and/or observations evidenced by the data

Conclusion A conclusion has four parts: 1. It should reflect back on the original hypothesis and state whether it was supported or not. 2. It should answer the original question that started the investigation and include results used as the basis for that conclusion. 3. It should include specific data from the investigation. 4. It should include inferences that can be made from the results of the experiment. 5. It should include any additional questions that could be investigated or information that could be researched in the future. In addition, any problems that were experienced during the experiment can be discussed.

Student Packet Office of Science, PreK-12 3 Student Packet Office of Science, PreK-12 4 Student Packet Office of Science, PreK-12 5 Student Packet Office of Science, PreK-12 6 Student Packet Office of Science, PreK-12 7

START Your project idea seems to fall EXPERIMENTAL into the category of Choose a topic that you OR OBSERVATIONAL EXPERIMENTAL project. would like to investigate or a question you would

like to have answered.

YES Are the hands-on

investigations something

Does your topic have that you can easily do more YES opportunities for hands-on Will your project be based than one time to gather investigations where the enough data to make a YES on a te stable question, variables are controlled by the conclusion? include a hypothesis, investigator? materials, procedure, variables, data displayed in NO charts or graphs, an NO explanation, and a conclusion? Before you go any farther, you Can you review data collected by other scientists to le arn NO may wish to think of a new more about your topic and top ic. Try to think of NO answer your question? Will it something that you’re have a hypothesis, interested in that will allow you observations, surveys, charts, to do research OR graphs and an explanation of investigations. the data? Can trends and

patterns be identified? Your project idea seems to fall YES into the category of OBSERVATIONAL project.

Student Packet Office of Science, PreK-12 8 STEM Fair Suggested Project Timeline

Step 1: (February 1- 21) Choose something that interests you or a project from the list. Complete the Summary and Approval Form and return it to your teacher by the due date he or she has given you.

Step 2: (February 21 – March 6) Do a research report on the subject you have chosen. This should be written neatly and placed in a folder. It should include a list of books and authors you have read to find the information. The research report must be done before you do your experiment. This will help you to form your hypothesis.

Steps 3 – 7 (March 6 - 20) These should be recorded in a logbook.

Step 3: PURPOSE: What do you want to find out? This should be in the form of a question. The answer to the question will be found by doing the experiment.

Step 4: HYPOTHESIS: What do you think will happen in your experiment? This is a prediction of the outcome based on what you learned in the research report.

Step 5: MATERIALS: What do you need to complete the experiment? This should be in the form of a list.

Step 6: PROCEDURE: What will you do, step-by-step, to complete the experiment? As you develop your list of steps to take, write them down first on a separate piece of paper. Number them in the order you will complete them. Then, write them in final form.

Step 7: If you are doing an experimental project, you will need to identify the independent variables in your experiment. (These are the things that you can change that will affect the results of your experiment.) You may choose only one independent variable. Identify the dependent variable in your experiment. (This is the thing that changes because of the independent variable you changed.) Identify the variables that need to stay the same throughout all of your trials. These are the controlled variables.

Student Packet Office of Science, PreK-12 9 Step 8: (March 20 – March 27) Conduct the experiment. Remember to do three or more trials. Record your results in the form of a chart. Keep good records. It is a good idea to record your progress using photographs.

Step 9: (March 27- April 3) RESULTS: What happened? Display your data in the form of a chart or graph.

Step 10: (April 3 – 10) WRITTEN RESULTS: Write an explanation of your chart or graph using the data. Be sure to mention any trends or unusual observations in your explanation.

Step 11: (April 10-17) CONCLUSION: What did you learn? The conclusion should be a paragraph that explains the results. The paragraph should begin by stating whether or not your hypothesis was correct or incorrect. The conclusion must be supported by details and/or data from the investigation. The conclusion paragraph should conclude with an idea for further investigation (i.e. If you could do another experiment to learn more about this subject, what would you like to do?).

Step 12: (April 17-23) Construct your backboard. Everything you have done in steps 2 – 10 will appear on the backboard. The backboard should be neat and colorful, with a catchy title. Remember, you may not bring anything to the STEM Fair except the backboard, your logbook, and your report. Be sure your name is clearly marked on the back of the backboard, and the front of your logbook and report.

Student Packet Office of Science, PreK-12 10 Sample Student Abstracts Below are samples of actual project summaries/abstracts from the 2004 Elementary Science, Engineering, and Technology Fair. The summary/abstract is used to determine whether or not the project qualifies for competition in the Elementary Science, Technology, Engineering, and Technology Fair based on the fair Rules and Regulations as they are described on pages and 9 and 10. The project summary/abstract is also used to determine the content area of the project for purposes of awards. The following sample project summaries/abstracts are reproduced without correction exactly as they were sent for registration.

Name: Christopher Grade: Fourth Name of Project: Food Batteries In my project I’m trying to see which food would make the best battery. My hypothesis is that the more acidic the fruit or vegetable the better the battery because the acid reacts with the metal wire or nail to create more energy. In my investigation I will test and record the pH value of an apple, banana, carrot, lemon, orange, and potato by squeezing juice onto pH paper. Then I will insert a galzanized (sic.) nail, and a copper wire into each fruit or vegetable. I will make sure that the copper wire and nail are always 1 (sic.) inch apart. I will hook the nail and wire to the alligator clips and connect the other end of the alligator clips to the multi- meter. Then, I will turn on the multi-meter, measure and record the electric voltage produced by each fruit or vegetable. This should let me know if acid affects the amount of electricity produced by each fruit or vegetable.

Name: Caelan Grade: Fourth Name of Project: Different Waters I wanted to find out how different waters effect (sic.) the way plants grow. My experiment was started with seeds from the same seed packet, same kind and amount of soil, and the same size pot. They were then placed in a window with southern exposure. I did this because I wanted them to grow at the same time and control as many variables as possible. After three weeks of growth I labeled (sic.) and began watering with 3 (sic.) kinds of water. I (sic.) tap, dishwater (Grey) and bay water (Brackish). Over the next 3 (sic.) weeks, I watered twice a week with 2 oz. of each kind of water. I also observed (sic.) them.

Student Packet Office of Science, PreK-12 11 Name: Kate Grade: Fifth Name of Project: Percolation Do different types of soils have different percolation rates? Percolation is that act of rain, in nature, seeping through the ground after rainfall. To recreate this I used a coffee maker. The materials used were: 3 cups of dirt, sand, and potting soil, a coffee maker, coffee filters, tap water, and a stopwatch. In the coffee maker I put 8 cups of cold tap water. I took out one of the cups of soil that I already put out and put it in the filter. Next I put that filter in the coffee maker. After that I hit start on the stopwatch and the coffee maker. When the main stream of water flows out then I hit stop on the stopwatch. I then record the time it took for the water to flow through. Thin (sic) I had to repeat the same steps 3 times for every type of soil.

Name: Hannah Grade: Fifth Name of Project: M & M Meltdown This project will investigate whether the color of an M&M has an effect on its melting rate. To determine this effect, first place a regular M&M on a paper plate. Then place the 100 watt bulb 12cm away from the M&M. Time in minutes and seconds how long the M&M takes to melt. Repeat the above steps three times for each M&M color. Finally, record results in a chart.

Student Packet Office of Science, PreK-12 12 Scoring Sheet Judge’s Signature Using the judging criteria, award 0-10 points in each category: 9-10-Excellent 7-8-Good 5-6-Satisfactory 3-4-Fair 1-2-Poor 0-Not Evident

Project Number Overall Appearance and Organization of the Backboard:  All parts of project are included, clearly labeled, and in sequential order. (Question, prediction, materials, procedure, results, conclusion)  Backboard is neat and attractive. Question:  Question led to an investigation or observations, not a report, demonstration or model.  A creative approach to problem solving was used to formulate the question. Prediction:  Prediction must state a possible outcome of the experiment or observation with an accompanying explanation.  A research paper is present showing research was done prior to predicting. Materials and Procedure - Written Procedure:  Materials and equipment are listed with specific amounts using metric or customary units. (experimental projects, only)  All steps to conduct the experiment or observations are described and in order. Materials and Procedure - Experimental Design:  Independent, dependent, and controlled variables are correctly identified and listed. (experimental projects only)  Repeated trials were completed (experimental projects) and adequate data were collected (all projects) to justify the conclusion.  Appropriate sample size was used to support a conclusion (as necessitated by project). Results - Graphic Representation:  Data are present in the form of a table with appropriate labels and title.  An appropriate type of graph is accurately constructed (scale, labels, and title) from the data on the data table. Results - Written Explanation:  Explanation analyzes and summarizes the data to note patterns and trends.  Explanation interprets the graph. Conclusion:  Conclusion answers original question being investigated.  A statement reflecting whether the prediction was supported or not is included.  Supporting data are referenced.  Additional questions to investigate are presented. Interview - Understanding:  Student is able to explain the investigation or observations in a way that demonstrates clear understanding. Interview – Application: Student is able to…  relate findings of project to a real-world problem or situation.  identify career connections.  generate ideas for future research. TOTAL SCORE

Student Packet Office of Science, PreK-12 13 Student Checklist of Judging Criteria

Students: When your STEM Fair Project is finished, use this checklist to make sure your project is complete and you have everything you need on your backboard. Projects will be judged and awarded up to 5 points in each of the bold categories. The point values are: 5-Excellent, 4-Good, 3-Satisfactory, 2-Fair, 1-Poor, 0-Not Evident

Read each bullet in the bold categories below. Check YES or NO for each bullet, based on your project. Then, go back and fix the areas on your project where you checked NO.

YES NO A. Appearance and Organization  Is my project arranged in a step-by-step order? ______ Are all the parts clearly labeled? (Problem, Hypothesis, etc.) ______ Do I have a title? ______ Is it neat and organized? ______ Is my name on my project? ______

B. Question/Problem Formulation  Did I state the problem? ______ Is it a testable question? ______

C. Prediction  Does my prediction state a possible outcome of the experiment and tell why I think it will happen that way? ______ Did I base my prediction on research? ______ Is my research paper neat and easy to read? ______

D. Procedure: Written Procedure  Did I list the materials and equipment I used with specific amounts, including units? ______ Did I list all steps of the procedure clearly? ______

Student Packet Office of Science, PreK-12 14 YES NO E. Materials and Procedure: Experimental Design  Did I test it three or more times (multiple trials) or use a large enough sample size (observational projects) to support the hypothesis? ______ Was I careful to control conditions so that something unexpected didn’t affect the results (dependent variables)? ______ Are the independent and dependent variables identified? ______

F. Data Collection and Representation  Does the data show that I did the experiment or observation carefully? ______ Is the data displayed in an appropriate way such as graphs, charts, drawings, photographs, etc? ______

G. Data: Written Explanation  Does my explanation summarize and analyze the data? ______ Does my explanation describe patterns and trends in the data? ______ Does my explanation interpret my graph? ______

H. Appropriate Conclusion  Does my conclusion reflect the data? ______ Does my conclusion talk about my Hypothesis? ______ Does my conclusion state whether or not my hypothesis was supported or not supported? ______

I. Understanding of Experiment  Can I clearly explain the procedure and results of this experiment to someone who does not know about it? ______

J. Application of Experiment  Can I suggest another experiment that I could do if I wanted to find out more about this topic? ______

Student Packet Office of Science, PreK-12 15 Teacher Resources Office of Science, PreK-12 16