Sep 3, 2013 ... Science Fair, SECME, Fairchild Challenge Competitions ... in the South Florida
Science and Engineering. Fair: 1. The Poster Board Project,. 2. .... For typing in
on template form, use this website for Form 1A (Abstract).
How to Prepare a Science Project
A Guideline for Parents & Students
2013-2014 Nautilus Science Dept Nautilus Middle School Miami Beach, FL 33140
Students will have the option of participating in The Science Fair, SECME, or Fairchild Challenge Competitions. Recommended: Science Fair, SECME, Fairchild Challenge Competitions The three competitions of the Science Fair (SFRSEF) are:
The Poster Project The Research Paper The International Bridge Building Competition Science Fairhttp://science.dadeschools.net/scienceFair/default.html http://stem.dadeschools.net/Initiatives.html www.sciencefair-projects.org Included Partner competitions- http://stem.dadeschools.net SECME Competitionshttp://science.dadeschools.net/secme/default.html
The 2013 Fairchild Challenge http://www.fairchildgarden.org/education/TheFairchildChallenge/overview/ http://www.fairchildgarden.org/uploads/docs/Education/Challenge/2013/Booklet/ Challenges_at_a_Glance.pdf How to prepare a Science Fair Project 1. Select a Topic: Choose a topic you are interested in. Research on Internet and talk to teachers and parents. 2. Research: After choosing a topic, research through Internet, Libraries, science journals, and magazines. Contact experts and companies. 3. Purpose & Hypothesis: The purpose is a description of the problem & what you will do. The hypothesis is an educated explanation of what will happen. 4. Experiment: Plan and organize your experiment. List your materials and write out your procedure. Keep careful records of data in your science journal. 5. Research paper: This report will provide interested readers with comprehensive information about your topic and research. It includes data collected and a description of your experiment, data, and conclusions. Include your Abstract and cite your sources. 6. Exhibit: This is the visual display of your project. Use computerized graphs, charts, and tables, in clear legible lettering. 7. Judging: Plan how you will present your project visually and informatively.
Checklist _____Aug-Sept8
Week 1- 3
_____ Sept 3-30
Week 3- 6
_____ Oct 1-15
Week 7- 8
_____ Oct 20
Week 9
Identify your topic and your purpose. Use library & Internet to research your topic. Plan experiment and collect materials. Conduct your experiment, collect data, state results. Analyze results & data. Make your conclusions. Write research paper and abstract. Build display Build & Tweak display Practice presentations for judging. 2
How to Prepare a Science Display- Graphs and Charts There are three competitions in the South Florida Science and Engineering Fair: 1. The Poster Board Project, 2. The Research Paper, and 3. The International Bridge Building Your daily logs of observations provide data collected and information organized in visually pleasing, easy to understand charts. Line or bar graph should be appropriate for the data analysis. Refer to: Microsoft excel www.nces.ed.gov www.explorelearning.com
Collecting and Recording data for Science Fair Project Use a science journal for measurements and observations. o Always date your entries and observations. o Accurate measurements should be in metric terms. o Better to have too much information than too little Keep track of materials used, quantities, and cost Consider digital photographs & graphs in paper and display.
NAME should NOT be on the front of the displayPlace name on back with teacher’s name. No products will be shown. This is a poster display Science Fair Project.
Science Display Presentation
3
The Design Cycle MYP technology is based on a model of learning that incorporates knowledge, research, skills and design principles in problem-solving contexts, while at the same time maximizing the use of local and readily available resources. The design cycle is a key component of the MYP and strongly connects to real life situations. It is expected that students will use the process in all learning, including technology-related projects. The four elements of the design cycle illustrated below are: investigate, plan, create a product/solution, evaluate. When organizing and planning their work, students should follow all four elements of the design cycle. In the early stages a stronger emphasis is given to creating a product/solution, but as experience with the design cycle progresses, investigating, planning and evaluating will also be addressed.
The process is rarely a simple linear progression. It usually involves critical analysis and moving back and forth between the stages. nms/2012
4
Glossary of Terms Topic - Subject of interest to be explored. Background research- Learning about the topic through library sources, Internet, Science magazines, television (i.e. Discovery, Nat’l Geographic, NOVA, Science Channel, GIZMO at www.explorelearning.com, Ocean Conservancy) Problem - The specific problem to be investigated, state this in the form of a question. Purpose- State about what will be discovered during the experiment. Hypothesis - Educated guess predicting the outcome of experiment. Your experiment will either support of not support your hypothesis. Experiment1. Materials – complete list of all items used in experiment. 2. Procedure- Step by step, instructions describing experiment. Steps should be explained so the experiment can be duplicated. Manipulated/ Tested (Independent) Variable-Variable that causes change, starts the experiment, & first thing allowed to change Outcome (Dependent) Variable – Variable that may, or may not, be changed as a result of the experiment. It is the variable observed at the end of experiment Controls – Controls do not cause change during experiment, used for comparison, validating the experiment. Constants (are not controls) - factors and items in the investigation that remain the same in all trials.
The Design Cycle The four elements of the design cycle illustrated: 1. Investigate, 2. Plan, 3. Create a product/solution, 4. Evaluate. When students investigate they should: Decide what “it” should look like and what features “it” should have. Recognize the extent of technology used in their surroundings, and in the world. Research historical and cultural developments in technology. Analyze specific situations and needs. Analyze environmental and social impact of technology processes and products. Explore simple and complex technological objects and processes.
5
Consider attitudes and values relating to technological change. Consider the implications of the areas of interaction. When students plan they should: Develop 'brain-storming' skills. Determine how to make “it” happen. Research methods and techniques, using a variety of sources. Use ideas and information from a broad range of sources and cultures. Develop strategies for the management and feasibility of resources and time. Test a variety of techniques. Devise or interpret a design specification (materials, measurements, supplies). Review plans and proposals critically. Acknowledge all sources of information and ideas. When students create a product/solution they: Should use tools and techniques safely and efficiently Should follow their design specification (plan/recipe) Should adjust their work plan if necessary May develop models and prototypes May make products to detailed specifications and standards May work cooperatively Should adapt to new ideas, constructive criticism and suggestions Should follow a schedule. When students evaluate their project, display, and presentation, they should: Compare the product/solution to the original need Assess the aesthetic and practical qualities of the product/solution Suggest ways of improving the fit and quality of the product/solution Assess the efficiency of the process and suggest ways of improving it Reflect on their own involvement at every stage of the design process Recognize the possible cultural dimensions of the project Reflect on their overall performance and, where relevant, that of the group (what did I learn about how I work?).
It involves critical analysis, moving back and forth with stages. The process is rarely a simple linear progression. 6
nms/2012
Abstract
7
For typing in on template form, use this website for Form 1A (Abstract) http://science.dadeschools.net/scienceFair/generalRulesAndRegulationsRSEF.html 8
Resources for ideas and research A complete reference is required to be included with the science project displayAttached to the back and included in report. At least 5 sources need to be cited.
Science Fair Projects
www.sciencefair-projects.org
SECME Competition
http://science.dadeschools.net/secme/default.html
The 2012-2013 Fairchild Challenge
http://www.fairchildgarden.org/education/fairchildchallenge/middleschool Hundreds of Science Fair Projects For Students Free science fair project ideas, with full instructions and explanations. www.all-science-fair-projects.com Science Fair Projects www.sciencefair-projects.org Middle School Science Fair Project Ideas | Awesome www.science-ideas.com/middle-projects.htm Science Fair Projects Resources - Middle High School ... www.juliantrubin.com/aboutfairs.html Middle School Science Fair Projects chemistry.about.com/od/sciencefairprojects/a/scipromiddle.htm Neuroscience For Kids - science fairs Successful Science Fair Projects faculty.washington.edu/chudler/fair.html Science Fair Project Idea Water Topics Middle www.sciencefaircenter.com High School Science Fair Projects scienceprojects.fetching.us/high_school_science_project.htm Science Fair Project Ideas for Middle High School parentingteens.about.com/od/sciencefairprojectideas/a/projects27.htm Science Fair Projects www.sciencefair-projects.org/link-partners http://sciencebuddies.org/ Regional Science Projects http://science.dadeschools.net/scienceFair/default.html Kids Gardening- Resource of National Gardening Association http://www.kidsgardening.org/resource-directory 9
2013/2014 Schedule Science Fair Project in the following parts: 1ST Grading Period: = 17 grades total Steps
Dates Due
Assignment
#1
Week of 09/03/13
List of at least 5 problem statements or questions. What your project is about!! I will provide help to pick from your list. I MUST APPROVE YOUR EXPERIMENT! (2 GRADES) Parent’s signature on Form 1 1- Problem statement you are going to use. 2- Hypothesis (a- Rationale b- Correlation +, - or neutral) 3- Manipulated /Testing Variable (Independent) = The condition you are changing for the experiment. 4- Outcome / Responding Variable (Dependent) = what you are measuring (2 GRADES) 5- Controls: See How to Start a LAB or SF project Show me an excellent (rough draft) LAB REPORT /Research Plan. Add your ABSTRACT (official Abstract form) as #9 and References as #10. 1- Problem Statement 2- Hypothesis a. and b. if applicable 3- Procedures 4- Materials/Equipment used Table 5- Variables- a, b, and c. 6- Data Table 7- Graphing 8- Results, Conclusions, Applications: Even though some of your data may be incomplete at this time. 9- ABSTRACT (Max 250 word) forms-
1st Grading Period 2 GRADES #2
Week of 09/09/13
1st Grading Period 3 GRADES
#3
Week of 09/30/13
1st Grading Period 4 GRADES
http://science.dadeschools.net/scienceFair/generalRulesAndRegulationsRSEF.html
#4 1st Grading Period
Week of 10/14/13
8 GRADES
2
nd
Grading Period
Week of 10/28/13
10- 10- References (2 GRADES) Completed /Corrected LAB REPORT/Research Plan: = (2 GRADES) Is your corrected LAB Report in a Report Folder with a numbered Table of Contents. DISPLAY BOARD: (6 GRADES) SCHOOL SCIENCE FAIR Media Center Week of 10/28/1311/01/13 Parent Science Fair Open Night, TBA 10
