PHS Science Fair
Portsmouth High School
Science Fair Handbook
2017-2018
For students enrolled in:
 Grade 9: Principles of Earth, Space & Physics
(Honors)
 Grade 10: Pre-AP Chemistry
PHS Science Fair
Portsmouth High School
Science Fair
Dear Student,
Students enrolled in honors science courses in grades 9 and 10 (Principles of Earth, Space
and Physics (Honors) and Pre-AP Chemistry) are required to conduct initial work as
a summer requirement. You will NOT have to conduct your project during the
summer just do initial work which is outlined in this handbook (p. 4-7).
Some students may want to conduct projects that are more suitable for summer weather.
This is fine but you need approval before you begin your work. If this is the case, contact
me via email and I will discuss your project with you and give you the forms that are
required for you to complete. In fact, do not hesitate to contact me for any reason this
summer regarding science fair requirements.
The Science Fair Handbook will be posted on the high school website (PHS Home 
Departments  Science  PHS Science Department Homepage) so that you may
reference it should you have any questions.
The Science Fair will count as a CCA for each course. The successful completion of the
research paper is evidence of proficiency for the PHS Learning Expectation #1. The
successful completion of the visual display and presentation to judges is evidence of
proficiency for the PHS Learning Expectation #2.
The Science Fair will be held early January 2018. The top projects will be invited to
participate in the Rhode Island State Science and Engineering Fair.
Have a great summer!
Mrs. Kathleen M. Beebe, Chairperson, Science Department
[email protected]
PHS Science Fair
Table of Contents
What are the Parts of a Science Fair Project?............................................................................................... 4
Science Fair Time Line ................................................................................................................................... 4
Getting Started.............................................................................................................................................. 5
Step One: Selecting a Topic....................................................................................................................... 5
Step Two: Performing and Documenting Initial Work in your Log Book .................................................. 6
Initial Work Sample: .................................................................................................................................. 7
Additional Research Information .............................................................................................................. 8
The Application Forms and Research Plan.................................................................................................... 9
Forms Wizard ............................................................................................................................................ 9
How to Run and Document a Controlled Experiment ................................................................................ 12
The Research Paper .................................................................................................................................... 13
The Abstract ................................................................................................................................................ 15
Oral Presentation and Exhibition of Project ............................................................................................... 16
Appendix A: Rubrics & Checklists............................................................................................................... 18
Comprehensive Course Assessments Rubrics......................................................................................... 21
Science Fair Point Breakdown................................................................................................................. 28
Appendix B: Science Fair Categories and Subcategories ........................................................................... 29
Appendix C: Judging Criteria ....................................................................................................................... 32
PHS Science Fair
What are the Parts of a Science Fair Project?
A Science Fair project includes the following parts: Initial Work, Application and Research Plan, Log Book
Checks, Research Paper, Abstract, Tri-Fold Presentation Board and an Oral Presentation to Community
Judges. Each of these sections as well as a time line are listed in this handbook.
Science Fair Time Line
Your teacher will provide you the exact due dates:
Due
Initial Work
First full week of school
Includes
Log book properly set up,
sources, background
research
See Initial Work Checklist
in Appendix A
Application Forms and
Research Plan
Early October 2016
All necessary forms using
forms wizard. See
handbook p.8 for link
Fall Log Book Check
Late October 2016
Work that has been
accomplished since the
initial work
Winter Log Book Check
(optional – up to teacher)
November 2016
Work that has been
accomplished since the
initial work
Oral Presentation to
Judges*
January 2017
See Oral Presentation
Rubric in Appendix A
January 2017
See Visual Display Rubric
in Appendix A
Visual Display*
Abstract for students who
are chosen for the State
Science Fair
January 2017
See how to write an
Abstract in handbook p.15
Research Paper*
January 2017
See Research Paper
Rubric in Appendix A
* The grades for the sections in bold are Common Course Assessments (CCAs).
PHS Science Fair
Getting Started
In order to do well in the science fair, you must make the commitment to this type of
independent work. The grade for your science fair project will begin with the summer
work at the start of the school year. It will later include your experimental design, log
book checks, a research paper, and a display. The PHS science fair will take place in
January.
Step One: Selecting a Topic
The project can relate to any area of science and should be something you are
interested in. If you conducted a strong experiment last year and you have an idea
for a new direction for your project, it would be great to continue your research
this year. If science fair competition is totally new to you, look through science
books, on the Internet, or visit a museum to get an idea. The Portsmouth High
School library has a good collection of science fair books, which may help to get
you started. Modify the suggestions to create a unique project. As an alternative
you may choose an engineering design project.
Whatever you choose to investigate, the project MUST BE TESTABLE. You need
to be able to collect data over a period of time with many trials. Since the R.I. State
Science Fair has very rigorous rules and regulations
(http://www.rista.wildapricot.org/risef) over the use of vertebrate animals
(including human subjects), it is strongly suggested that you avoid using
vertebrates.
Choose something you are interested in and something you want to learn more
about. Talk to your teachers and/or parents for ideas. A hobby might lead to a
good topic. Here is an example: Suppose you like crickets. They are involved in
chirping. You would like to see what happens when you change temperatures on
them. Voila – a project – “What is the effect of temperature on the chirping pattern
in American field crickets?”
A list of the accepted science fair categories and their subcategories is provided in
Appendix B
See Appendix B for Science Fair Categories and Subcategories.
PHS Science Fair
Step Two: Performing and Documenting Initial Work in your Log Book
Your teacher will give you the date on which the following information must be
submitted. The following information must be kept in a composition notebook. This
will be the log book for your project. This science log book must be a bound,
composition style notebook and it will be used for all of your science fair work
throughout the first semester. Therefore, by the initial due date, you will hand in items
1-6 in your bound composition notebook. Make sure your name, class and teacher are
written on the log book. Your log book will be collected periodically and graded by
your teacher.
How to Set-up your Log Book
Use a separate page in your log book for each item. For the initial work, your log book
should include the following:
1. Title Page: Choose a topic and create a title that will introduce your project.
2. Problem: State the topic in terms of the problem that you are going to investigate.
3. Purpose and Hypothesis: The purpose is a description of what you will do. The
hypothesis is an educated explanation as to what you will think will happen. The
hypothesis follows the “If. . Then. . Because. . “Model. Make sure you offer a
rationale to support the hypothesis.
4. Background Research: After you select the topic, the research process begins.
Make sure you take notes from 5 valid sources. A variety of sources is highly
recommended. Use the Internet and your library to collect information from
scientific books and journals. Contact experts or companies that might be able to
supply information. Make sure you keep your information organized so that you
may include it in your bibliography. Sources must be fully and correctly
documented. (This section may be multiple pages)
5. Initial planning:
 Identify any independent and dependent variables and how you plan to
control them.
 Identify the appropriate tools, equipment, and materials you will need to
carry out your investigation.
 Discuss the approach (basic procedure) on how you are going to test your
hypothesis. Be sure your methods are repeatable.
 Recognize any potential sources of error that may influence your
investigation and consider how you will minimize the error.
 If you are adapting your experiment from an experiment that you have
researched or found elsewhere, this section should also include a
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description of the modifications that you have made to make this project
your unique investigation. (This section may be multiple pages)
6. Create a time log: You will write down the date, time and what work you did on
science fair once you begin your experiment. A separate log entry should be made
for every day you do any work on the science fair. See example section below for
proper format for log record format.
See Appendix A for the Initial Work Checklist for more specific information.
Example of Initial Work:
1. Title – clearly indicating the specific topic being studied
Example:
The Effect of Temperature on the Chirping Pattern of the American Field Cricket
2. Problem – a question that targets your study.
Example: What is the effect of temperature on the chirping pattern in American field
crickets?
3. Hypothesis – your educated guess or prediction of the answer to the problem
and your reason as to why you think this is true. Set it up in the following
format:
Example: If I expose American field crickets to increasing temperatures, then I expect
that they will chirp in a faster pattern, because cold-blooded animals tend to be more
active in warmer environments that in cool ones. (I have seen ants on the sidewalk at
home become very active on hot summer days.)
4. Preliminary Background Research – five general or specific background sources
with origins fully documented. We suggest at least 2 print sources, such as
scientific journals, specialty books, texts, symposium notes, etc.
 Wikipedia is a fine source to use to get some ideas from but will not
count as one of the five primary sources.
 Make sure to include these sources in your research paper – You may
end up including more sources in your final paper, these are the
minimum required sources.
5. Initial Planning – See previous page for what should be in initial planning
Possible layout for initial planning section:
 The independent variable(s) in this experiment is (are):
 The dependent variable(s) in this experiment is (are):
 The control variables for this experiment are:
 The materials needed for this experiment are:
 The general approach that will be used to perform this experiment is:
PHS Science Fair

(If applicable) Modifications to my experiment to make it a unique investigation
are:
6. Log Record – indicate the following for each entry: put with log book
a. Date
b. Time spent working
c. Activities you engaged in
d. Data that was collected (if applicable)
Additional Research Information
Interviewing an Expert
An interview with an expert is a great source and can be substituted for any one
of the sources. Be sure to tell the person’s name, title, and the date of the
interview. Include your actual notes taken during the interview. You may also
want to consider having such a person act as a mentor for you during the
development of your project.
Online Resources
http://www.risef.org
http://www.societyforscience.org/isef/students/wizard/index.asp
http://www.scifair.org/
http://school.discoveryeducation.com/sciencefaircentral/
http://www.all-science-fair-projects.com/
http://faculty.washington.edu/chudler/fair.html
http://physics.usc.edu/ScienceFairs/
http://scienceclub.org/proj/kidprojc.html
http://www.sciencebuddies.org/
A large collection of print resources are available in the PHS Library.
PHS Science Fair
The Application Forms and Research Plan
You are required to complete an application before you begin the actual research for your
project. This does not occur until the fall (usually October). The number of forms you are
required to complete depends on the nature of your science project. You will also need to
complete the Research Plan as part of this process.
See Appendix A for the Research Plan Checklist for more specific information.
A “rules wizard” has been designed as a first step to help you determine what forms
and approvals are necessary before beginning a science fair project intended for
competition at an ISEF-affiliated fair or the Intel International Science and Engineering
Fair. Your answers to a list of nine questions will return a list of forms and information
that most likely will pertain to your project. You will not have to complete these forms
until the fall. Below is the URL that directs you to the rules wizard:
Forms Wizard
http://apps.societyforscience.org/isef/students/wizard/index.asp
The following forms are required for ALL projects: (3 forms total)
 Checklist for Adult Sponsor (1)
This form is completed by ALL students prior to experimentation.
 Student Checklist / Research Plan (1A) Plan needs to be written…..
 Approval Form (1B)
The following forms are not required for ALL projects but depend on the nature of the
project instead:
 Regulated Research Institutional/Industrial Setting Form (1C)
This form must be completed after experimentation by the adult supervising the
student research conducted in a regulated research institution, industrial setting or
any work site other than home, school or field.
 Qualified Scientist Form (2)
This form may be required for research involving human subjects, vertebrate
animals, potentially hazardous biological agents, and DEA-controlled substances.
Must be completed and signed before the start of student experimentation.
 Risk Assessment Form (3)
This form is required for projects using hazardous chemicals, activities or devices.
It must be completed before experimentation.
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





Human Subjects Form (4)
This form is required for all research involving human subjects. It must be
completed before experimentation. It is attached below.
Vertebrate Animal Form (5A)
This form is required for all research involving vertebrate animals that is
conducted in a Non-Regulated Research Site. It must be completed before
experimentation.
Vertebrate Animal Form (5B)
This form is required for all research involving vertebrate animals that is conducted
at a Regulated Research Institution. It must be completed before experimentation.
Potentially Hazardous Biological Agents Risk Assessment Form (6A)
This form is required for research involving microorganisms, rDNA, fresh/frozen
tissue, blood and body fluids. It must be completed before experimentation.
Human and Vertebrate Animal Tissue Form (6B)
This form is required for projects using fresh/frozen tissue, primary cell cultures,
blood, blood products and body fluids. It must be completed before
experimentation.
Continuation Projects Form (7)
This is required for projects that are a continuation in the same field of study as a
previous project.
PHS Science Fair
PHS Science Fair
How to Run and Document a Controlled Experiment
To conduct a scientific investigation, care must be taken to follow experimental
procedures. You must design an experiment to test your hypothesis. Projects may be
scientific in nature or designed more for engineering purposes.
When planning your experiment, remember to keep everything the same except for the
single variable being tested. A variable is something that can be changed in the
experiment; it is what you are testing. Everything else must remain the same and only
that one variable or condition may be altered. A control group should be used when
conducting an investigation. This control group receives the same attention as the test
groups; however, it will not be influenced by the variable that the other groups are
testing.
Whatever you choose to investigate, the project MUST be testable. You need to be able
to collect data over a long period of time with many trials. You should be careful to
study subjects that are readily available in large numbers, cost effective, easy to
maintain, and have a trait that is measurable. If you are creating a device, you should
also plan to show many test trials in which specific, measurable data is gathered.
Plan and organize your experiment. Perform the experiment under controlled
conditions. Keep careful records in your science fair notebook that is used only for this
project. Consider taking photographs to be used in your research paper or as part of your
display.
During experimentation make sure you:
Record information each time you perform work on your investigation and consider the
following:
 Write down the date, time, and summary of your activity
 Make sure that your data includes accurate metric measurements.
 One page for each entry
 The log book will be the best means for sharing the data and information you
collect during the experiment. Data tables and graphs provide a good way to
share data easily in an easy to read and understand manner. Consider taking
photographs to be used in your research paper or as part of your display.
PHS Science Fair
The Research Paper
A research paper must be prepared and available along with the log book and any
necessary forms or relevant written materials. A research paper helps organize data as
well as thoughts. Your research paper should be typed using Times New Roman Font
Size 12, double-spaced. A research paper is more than just a lab report. A good
research paper includes the following sections.
a) Title Page and Table of Contents:
The title page should include the title of the project, your name, and the date of
the project. The title page and table of contents allows the reader to follow the
organization of the paper quickly.
b) Introduction:
The introduction sets the scene for your report. The introduction includes the
purpose, your hypothesis, problem or engineering goals, an explanation of what
prompted your research, and what you hoped to achieve. The introduction should
include your background research with proper citations, as well as why you chose this
project.
c) Materials and Methods:
Describe in detail the methodology you used to collect data, make observations,
design apparatus, etc. Your research paper should be detailed enough so that
someone would be able to repeat the experiment from the information in your
paper. Include detailed photographs or drawings of self-designed equipment.
Only include this year’s work.
d) Results:
The results include data and analysis. This section should include a brief written
summary of the key results and findings. Make sure to include statistics, graphs,
and tables with your raw collected data. Your measurements should include
units, and graphs should have labeled axes and titles.
e) Discussion:
This is the essence of your paper. Compare your results with theoretical values,
published data, commonly held beliefs, and/or expected results. Include a
discussion of possible errors. How did the data vary between repeated
observations of similar events? How were your results affected by uncontrolled
events? What would you do differently if you repeated this project? What other
experiments should be conducted?
f) Conclusions:
Briefly summarize your results. State your findings based on relationships of one
variable with the other. Support those statements with empirical data (one
average compared to the other average, for example). Be specific, do not
PHS Science Fair
generalize. Never introduce anything in the conclusion that has not already been
discussed. Also mention practical applications.
g) Acknowledgements:
You should always credit those who have assisted you, including individuals,
businesses and educational or research institutions. However, acknowledgments
listed on a project board are a violation of D & S Display rules and must be
removed.
h) References/Bibliography:
Your reference list should include any documentation that is not your own (i.e.
books, journal articles, websites, etc.). This must include, at minimum, the 5
required sources from your initial work or appropriate replacements. See an
appropriate reference in your discipline for format or refer to the Instructions to
Authors of the appropriate publication. The reference style you are to use is
MLA (Modern Language Association). Make sure to include your background
research in your paper.
Format:
http://www.mla.org/style
http://www.calvin.edu/library/knightcite/index.php
http://owl.english.purdue.edu/owl/resource/557/01/
These resources offer examples for the general format of MLA research papers,
in-text citations, endnotes/ footnotes, and the Works Cited page.
PHS Science Fair
The Abstract: For students chosen to go to the state
science fair
After finishing research and experimentation, you are required to write a (maximum)
250 word, one-page abstract. See the Abstract and Certification Form provided by Society
for Science & the Public as a model when writing your own abstract. The abstract does
not have to be written on this template. Rather, it should follow the guidelines
described therein. (http://www.societyforscience.org/Document.Doc?id=24)
The abstract must include the following:
a) purpose of the experiment
b) approach
c) data
d) conclusions
It may also include any possible research applications. Only minimal reference to
previous work may be included. An abstract does not include the following:
a) acknowledgments (including naming the research institution and/ or mentor with
which you were working), or self-promotions and external endorsements
b) work or procedures done by the mentor
Abstracts should be single-spaced using 12-point type, Times New Roman font
(unless you are using the online form) and may not exceed 250 words. Type the title;
your first name, middle initial and last name; and your school’s name, city and state.
Two lines may be used for the title. Teams must include all team member names.
Example: Effects of Marine Engine Exhaust Water on Algae
Mary E. Jones
Hometown High School, Hometown, Pennsylvania
The three most common reasons that a student is asked to rewrite the abstract are:
1) including acknowledgements (this includes naming the research institution
and/or mentor with which you were working)
2) describing research not completed by the student finalist and
3) describing research done in previous years. Please limit yourself to describing
research you have done in the current year
PHS Science Fair
Oral Presentation and Exhibition of Project
A brief, oral presentation will be made to several judges. This presentation should
speak to the research and experimentation that the student performed and link them
together. In addition to the oral presentation, a tri-fold backboard must be present
which depicts the overall theme of the project, including the research and
experimentation. Using a tri-fold backboard is a visual way to communicate to others,
so take your time and do a good job. Items that should appear on your backboard are
the title, photos and/or graphs, your purpose, hypothesis, procedure, results, and
conclusion. Use graphs, charts, and clear, bold lettering to highlight the display.
Your log book, and research paper must also be present.
See Appendix A for the Visual Display Rubric for more specific information.
This is an important part of your project so take the time to plan and practice the
presentation you will make to the judges. Plan in advance what you want to say but do
not memorize your presentation. Write key phrases or ideas on index cards and use
them as a reference if you need to, but do not rely heavily on them.
Here is an approach you may wish to use for making your oral presentation:
1. Greet the judges and introduce yourself.
2. Tell them how you became interested in the topic.
3. Give some background information about the topic.
4. State the purpose of your investigation.
5. Discuss your review of the pertinent literature.
6. Describe in a step-by-step manner the procedure you followed for conducting
your investigation. Point to sections of your display and refer to data tables,
graphs, and photographs. If you have equipment on display, allow the judges to
examine it.
7. Explain the results of the experiment and be sure to discuss controls and
variables.
8. Identify the conclusions that you could logically draw from the experiment.
9. Discuss any future plans you may have to continue research or experimentation
related to your topic. Describe any changes you would make to your
experimentation if you were to perform it again.
10. Ask the judges if they have any questions.
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11. Thank the judges for their time and any suggestions they may have offered to
improve your project.
The Oral Presentation of this project is essential to your grade. You MUST be
present the day of the science fair. A documented excuse must be presented to
your teacher if you will not be present. A doctor’s note or parent conference
may be required.
PHS Science Fair
Appendix A: Rubrics & Checklists
1. Initial Work Checklist
2. Research Plan Checklist
3. School Wide Rubrics for Comprehensive Course
Assessments (CCAs)
4. Abstract Rubric
5. Visual Display Rubric
6. Research Paper Rubric
7. Points Breakdown
PHS Science Fair
Initial Work Checklist
Student Name: _________________________
Yes
Not Yet
1) Includes an appropriate title:
____
____
2) Includes an appropriate problem in the form of a question:
____
____
3) Includes a hypothesis that addresses the problem in terms of the
independent and dependent variables that is supported by rationale:
____
____
4) Include background research with notes on 5 valid and varied sources:
____
____
5) Initial Work is formatted properly in the composition notebook:
____
____
Completeness of Initial Work
Validity of Topic and Approach
A score of “Not Yet” in any of the following categories means the project has not been approved and
must be modified or expanded upon before approval.
6) The topic is challenging and appropriate for high school science fair:
____
____
7) The approach (basic procedures) appear adequate to address the purpose: ____
____
8) The initial work shows evidence of appropriate scientific thought and good
scientific process in developing an experiment to address the purpose:
____
____
Comments from teacher: ________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Topic has been approved: ____
Topic has not yet been approved (resubmittal of initial work required): ____
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Research Plan/Forms Checklist
Student Name: _________________________
1) All required forms are submitted and complete:
Yes
Not Yet
____
____
____
____
____
____
____
____
____
____
____
____
The research plan:
2) Has a concise introduction that explains the rationale for the project,
includes a brief synopsis of background research and explains why this research
is important scientifically.
3) States a clear hypothesis, research questions and expected outcomes.
4) Describes in detail your research methods including:



A detailed procedure and experimental design including
properly identified variables.
Identifies any potential risk and safety precautions
Planned methods to be used to analyze the collected data
5) A properly formatted bibliography with at least five valid sources.
6) Additional requirements if applicable to your project. (Humans, vertebrates,
Hazardous agents)
Comments from teacher: ________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Experiment has been approved: ____
Experiment has not yet been approved (resubmittal of Research Plan and/or forms required): ____
PHS Science Fair
Comprehensive Course Assessments Rubrics
This school wide rubric will be used to rate proficiency on the research paper
Expectation 1:
Access and
critically
analyze
information
to answer
questions and
explore ideas
Exceeds Expectation
Meets Expectation
Nearly Meets Expectation
Does Not Meet
Expectation
The student clearly
demonstrates the ability to
find, select and use the most
appropriate information from a
variety of sources to answer
questions and explore ideas;
uses information to develop
new questions and ideas;
distinguishes between relevant
and irrelevant sources;
interprets, summarizes and
seamlessly integrates
information while avoiding
plagiarism.
The student
demonstrates the ability
to find, select and use
information from a
variety of sources to
answer questions and
explore ideas;
distinguishes between
relevant and irrelevant
sources; summarizes and
integrates information
while avoiding
plagiarism.
The student demonstrates
some ability to find, select
and use information from a
variety of sources to attempt
to answer questions and
explore ideas, but has
difficulty distinguishing
between relevant and
irrelevant sources; has
minimal understanding of
summarizing and integrating
information without
plagiarizing.
The student shows
limited or no ability
to find, select and
use information to
answer questions or
explore ideas,
distinguish between
sources, or
summarize and
integrate information
without plagiarizing.
This school wide rubric will be used to rate proficiency on the presentation to
judges and visual display
Expectation 2:
Utilize
effective
problem
solving
strategies
Exceeds Expectation
Meets Expectation
Nearly Meets Expectation
Does Not Meet
Expectation
The student thoroughly
identifies, describes and clarifies
components of the problem and
related issues; gathers,
organizes and analyzes
information from various
sources in order to find the
most effective path to a
solution; applies innovative
strategies to solve the problem
and provides an in-depth
analysis of the effectiveness of
the solution.
The student identifies,
describes, and clarifies critical
components of the problem
and related issues; gathers,
organizes and analyzes
information from various
sources in order to find the
appropriate path to a
solution; applies strategies to
solve the problem and
evaluates the effectiveness of
the solution.
The student identifies,
describes, and clarifies most
components of the problem
and related issues; attempts
to gather, organize and
analyze information from
various sources in order to
find the path to a solution,
attempts to apply a strategy
to solve the problem,
provides little evidence of
reflection.
The student shows
limited or no ability
to identify the
problem, or related
issues; gather,
organize or analyze
information, and is
unable to solve the
problem.
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Format
Purpose, Procedure,
Data, Conclusion
Introduction
Abstract Rubric
PHS 21st Century
Learning Expectations
Exceeds (4)
Meets (3)
Nearly Meets (2)
Does Not Meet (1)
Write
Proficiently(#3)
Abstract has a clear, concise
introduction that
summarizes the background
research, explains the topic,
hypothesis, and approach.
Abstract is extremely well
written.
Abstract has a concise
introduction that summarizes the
background research, explains
the topic, hypothesis, and
approach.
Abstract introduction attempts
to summarize the background
research, explain the topic,
hypothesis, and approach but is
unclear or incomplete in some
areas.
Abstract introduction is unclear
in more than one area.
Utilize effective
problem solving
strategies(#2)
The Purpose of the
experiment is clearly
understood. The Procedures
followed are well thought
out and appropriate. Data
and Conclusions are clear
and suitable.
The Purpose of the experiment
is understood. The Procedures
followed are thought out and
appropriate. Data and
Conclusions are suitable.
The Purpose of the experiment
is somewhat vague, and/ or the
Procedures followed are
unclear. Data and/ or
Conclusions could be clarified.
The Purpose is unclear or
missing. Procedure is
unsuitable or incorrectly
implemented. Data is missing
or misrepresented. Conclusions
are missing or invalid.
Communicate
effectively(#4)
Abstract is single spaced
using 12pt type, Times New
Roman Font. Name and
school name is correctly
formatted. It does not
include acknowledgements
or work done by a mentor or
from previous years. It does
not exceed 250 words.
The abstract may have a
formatting error.
The abstract may have more
than one formatting error.
The abstract has many
formatting errors.
Score: _____________________
PHS Science Fair
Completeness of
Backboard
Craftsmanship/
Design
Visual Appeal
Completeness
Of Display
Visual Display Rubric
PHS 21st Century
Learning Expectations
Exceeds (4)
Meets (3)
Nearly Meets (2)
Does Not Meet (1)
Communicate
Effectively(#4)
Backboard includes a log
book, research paper,
backboard and at least one
additional prop that
enhances the presentation
Backboard includes a log
book, research paper, and a
backboard.
Backboard is missing one
item.
Backboard is missing more
than one item.
Design Visual
Messages(#5)
Backboard is
exceptionally creative and
attractive, uses attractive
colors effectively to create
an easy to read
presentation.
Backboard is attractive, uses
colors effectively to create an
easy to read presentation.
Backboard is minimally
attractive or has aspects that
are difficult to read.
Backboard is unattractive
and has aspects that are
difficult to read.
Design Visual
Messages(#5)
Backboard is
exceptionally neat. Items
have clean straight edges,
are spaced appropriately,
and are readable.
Backboard is neat. Items have
clean straight edges, are
spaced appropriately, and are
readable.
Backboard is somewhat neat.
Backboard is not neat.
Communicate
Effectively(#4)
Backboard has a
prominent title and clear
labeled purpose,
hypothesis, procedure,
data (tables and graphs),
results and conclusion.
Backboard has title and
labeled purpose, hypothesis,
procedure, data (tables and
graphs), results and
conclusion.
One element is missing from
the backboard.
More than one element is
missing from the backboard.
Name: _______________________________________________________________________________________Score: ___________________
PHS Science Fair
Research Paper Rubric (4 pages)
PHS 21st Century
Learning Expectations
Exceeds (8)
Meets (6)
Nearly Meets (4)
Does Not Meet (2)
Communicate
effectively
Research paper is typed,
has a title page and a table
of contents. Research
paper is very well written.
Research paper is typed, has a
title page and a table of
contents.
Research paper is typed but
is missing either the title
page or the table of contents.
Research paper is incomplete
or missing more than one
section.
Communicate
effectively
Paper has an introduction
that summarizes the
background research,
explains the topic,
hypothesis, and approach.
Introduction clearly sets
the scene for the report.
Paper has an introduction that
summarizes the background
research, explains the topic,
hypothesis, and approach.
Paper introduction attempts
to summarize the background
research, explain the topic,
hypothesis, and approach but
is unclear or incomplete in
some areas.
Paper introduction is unclear
in more than one area or
missing.
Introduction
Format
/Science Inquiry Rubric
PHS Science Fair
Procedure, Data Collection
In addition to the criteria
for meeting the standard,
the student:
Conducting
Investigations
 uses initial data to
refine the experiment
 collects and records
data with appropriate
precision
 selects and shows skill
in safely and properly
using the appropriate
tools, equipment, and
materials to carry out a
procedure completely
 follows procedures for
collecting and recording
qualitative or quantitative
data
 selects and shows skill in
safely and properly using
the appropriate tools,
equipment, and materials to
carry out a procedure
 collects sufficient and
accurate data to study the
hypothesis
 makes qualitative
observations
 collects quantitative data
carefully with reasonable
precision
 validates results with
multiple trials. Uses
appropriate methods for
organizing, representing,
and manipulating data (e.g.
tables, charts, drawings, or
observations)
 tables and drawings are
neatly made and include
appropriate labels & titles
 includes appropriate units
 attempts to follow a
procedure for collecting
and recording qualitative
and quantitative data
 shows some skill using the
tools, equipment, and
materials needed to carry
 a weak attempt is made to
out the investigation but
follow a procedure for
needs assistance doing so
collecting and recording
 data is collected but is
qualitative and
insufficient to study the
quantitative data
hypothesis
 the student has much
difficulty using the tools,
 attempts to make
equipment, and materials
qualitative observations
to carry out the
 collects some quantitative
investigation
data

data and/or observations
 fails to validate results of
are missing or inaccurate
data collection
 attempts to organize,
represent, and manipulate
data through tables and/or
drawings but they are used
inappropriately or are
missing key information
Conclusions
Data Representation & Analysis
PHS Science Fair
Analyzing Data
Drawing
Independent
Conclusions
 in addition to the criteria
for meeting the standard,
the student:
 analyzes data, including
determining if data are
relevant, artifact (an error
introduced by the
equipment used),
irrelevant, or anomalous
(inconsistent)
 (describe whether the data
are good or bad. If not,
why not?)
 effectively analyzes data
via statistical or graphical
analyses
 data is comprehensively
and significantly
interpreted and analyzed
 analyzes and interprets
qualitative/ quantitative data
 describes the relationship
between the variables and
analyzes the trends / patterns (if
applicable)
 accurately represents the data
through graphs, which are
appropriately scaled, labeled,
and titled
 explains the resulting model
 explains the need for a followup stage of analysis (if
applicable)
 evaluates the validity of data
 discusses the experimental
errors and their possible effects
 data is comprehensively
interpreted and analyzed
“Meets” plus:
 makes an accurate claim based on
data
 supports claims with appropriate
data or other evidence
 indicates whether the findings
support or disprove the hypothesis
or prediction
 states whether the findings support
the hypothesis and what was
learned
 compares experimental data to
accepted values (if applicable)
 communicates an accurate
understanding of scientific
concepts underlying the lab
 applications to real life situations
are explained
 proposes further
investigations, or
constructs and analyzes
alternative explanations
 formulates possible
revisions based on the
analysis of data
 draws independent
conclusions from own data
and from other sources
 identifies how the
conclusions might apply to
new or different situations
(interrelationships)
 attempts to analyze and
interpret qualitative and
quantitative data
 Attempts to describe the
relationship between variables
 attempts to communicate
scientific information in a
graphical manner
 discusses experimental errors
but does not describe their
possible effects
 data is interpreted
 makes a reasonable claim
based on observations and
evidence
 supports claims with data or
other evidence
 attempts to communicate
whether the findings support
or disprove the hypothesis or
prediction
 attempts to communicate what
was learned but is missing
evidence to support reasoning
 attempts to apply the
investigation to real life
situations
 a weak attempt is made to
interpret the data
 does not describe the
relationships between
variables
 a weak attempt is made to
communicate scientific
information through graphs
 A weak attempt is made, if
done at all, to discuss
experimental errors
 data interpretation/analysis is
missing or misinterpreted
 inaccurate claims are made
and no evidence to support
the claims is present
 no reference to the
hypothesis is made
 little or no attempt is made to
communicate results from the
investigation
 communicates an inaccurate
understanding of science
concepts
 little or no attempt is made to
apply the investigation to real
life situations
Acknowledgements
and Bibliography
Scientific Thought
PHS Science Fair
Critically analyze
information
Communicate
Effectively
Paper has a thorough
discussion that shows train
of thought, compares
results to commonly
known results, discusses
possible errors and
includes changes if
performing experiment
again.
Paper has a discussion that
shows train of thought,
compares results to commonly
known results, discusses
possible errors and includes
changes if performing
experiment again.
Scientific thought is
attempted but some elements
are missing.
Paper shows little or no
evidence of scientific
thought.
The paper includes
thoughtful
acknowledgements and a
complete and
comprehensive
bibliography including a
wide variety of sources.
The paper includes
acknowledgements and a
complete bibliography
including a variety of sources.
The paper includes
acknowledgements and a
bibliography.
The paper is missing
acknowledgements. There is
no bibliography.
Score: _______________
PHS Science Fair
Science Fair Point Breakdown: Points may vary depending on course.
Points
Initial Work
20
Research Plan
(including form
submission)
20
Fall Log Book Check
10 (if applicable)
(October)
Winter Log Book Check
(December, optional by
teacher)
Oral Presentation to
Judges
(January 2017)
10 (if applicable)
20
Visual Display
(January 2017)
32
Research Paper
(January 2017)
80
Points Earned
PHS Science Fair
Appendix B: Science Fair Categories and Subcategories
ANIMAL SCIENCES
Study of animals and animal life, including the study
of the structure, physiology, development, and
classification of animals. Animal ecology, physiology,
animal husbandry, cytology, histology, entomology,
ichthyology, ornithology, herpetology, etc.
Subcategories:



General Biochemistry
Metabolism
Structural Biochemistry
CELLULAR AND MOLECULAR BIOLOGY
The study of the structure and formation of cells.
Subcategories:




Cellular Biology
Cellular and Molecular Genetics
Immunology
Molecular Biology



Development
Ecology
Animal Husbandry
CHEMISTRY

Pathology
The science of the composition, structure, properties,

Physiology
and reactions of matter, especially of atomic and

Population Genetics
molecular systems.

Systematics
BEHAVIORAL AND SOCIAL SCIENCES
The science or study of the thought processes and
Subcategories:





Analytical Chemistry
General Chemistry
Inorganic Chemistry
Organic Chemistry
Physical Chemistry
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
COMPUTER SCIENCE
The study of information processes, the structures
and procedures that represent processes, and their
implementation in information processing systems. It
includes systems analysis and design, application and
system software design, programming, and
datacenter operations.
Subcategories:
BIOCHEMISTRY
The study of the chemical substances and vital
processes occurring in living organisms, the processes
by which these substances enter into, or are formed
in, the organisms and react with each other and the
environment.
Subcategories:





Algorithms, Data Bases
Artificial Intelligence
Networking and Communications
Computational Science, Computer
Graphics
Software Engineering, Programming
Languages
Computer System, Operating System
PHS Science Fair
EARTH AND PLANETARY SCIENCE
ENERGY & TRANSPORTATION
The study of sciences related to the planet Earth
The study of renewable energy sources, energy
(Geology, minerology, physiography, oceanography,
efficiency, clean transport, and alternative fuels.
meteorology, climatology, seismology, geography,
Subcategories:
atmospheric sciences, etc.)

Subcategories:






Climatology, Weather
Geochemistry, Mineralogy
Historical Paleontology
Geophysics
Planetary Science
Tectonics




Aerospace and Aeronautical
Engineering, Aerodynamics
Alternative Fuels
Fossil Fuel Energy
Vehicle Development
Renewable Energies
ENVIRONMENTAL MANAGEMENT
The study of managing mans' interaction with the
ENGINEERING: Electrical and Mechanical
The application of scientific and mathematical
principles to practical ends such as the design,
manufacture, and operation of efficient and
economical structures, processes, and systems.
Subcategories:




Electrical Engineering, Computer
Engineering, Controls
Mechanical Engineering
Robotics
Thermodynamics, Solar
ENGINEERING: Materials and
environment.
Subcategories:





Bioremediation
Ecosystems Management
Environmental Engineering
Land Resource Management, Forestry
Recycling, Waste Management
ENVIRONMENTAL SCIENCES
The analysis of existing conditions of the environment.
Subcategories:



Air Pollution and Air Quality
Soil Contamination and Soil Quality
Water Pollution and Water Quality
Bioengineering
The application of scientific and mathematical
MATHEMATICAL SCIENCES
principles to practical ends such as the design,
The study of the measurement, properties, and
manufacture, and operation of efficient and
relationships of quantities and sets, using numbers and
economical machines and systems.
symbols. The deductive study of numbers, geometry,
Subcategories:
and various abstract constructs, or structures.


Mathematics is very broadly divided into foundations,



Bioengineering
Civil Engineering, Construction
Engineering
Chemical Engineering
Industrial Engineering, Processing
Material Science
algebra, analysis, geometry, and applied mathematics,
which includes theoretical computer science.
Subcategories:





Algebra
Analysis
Applied Mathematics
Geometry
Probability and Statistics
PHS Science Fair
MEDICINE & HEALTH SCIENCES
The science of diagnosing, treating, or preventing disease and other damage to the body or mind.
Subcategories:





Disease Diagnosis and Treatment
Epidemiology
Genetics
Molecular Biology of Diseases
Physiology and Pathophysiology
MICROBIOLOGY
The study of micro-organisms, including bacteria, viruses, prokaryotes, and simple eukaryotes and of antibiotic
substances.
Subcategories:




Antibiotics, Antimicrobials
Bacteriology
Microbial Genetics
Virology
PHYSICS AND ASTRONOMY
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:








Atoms, Molecules, Solids
Astronomy
Biological Physics
Instrumentation and Electronics
Magnetics and Electromagnetics
Nuclear and Particle Physics
Optics, Lasers, Masers
Theoretical Physics, Theoretical or Computational Astronomy
PLANT SCIENCES
Study of plant life. Ecology, agronomy, horticulture, forestry, plant taxonomy, physiology, pathology, plant genetics,
hydroponics, algae, etc.
Subcategories:







Agriculture/Agronomy
Development
Ecology
Genetics
Photosynthesis
Plant Physiology (Molecular, Cellular, Organismal)
Plant Systematics, Evolution
PHS Science Fair
Appendix C: Judging Criteria
PHS Science Fair