OES
Science Fair
Parent/Teacher
Information
Packet
2014 Science Fair Timeline/Important Dates
February 7, 2014
Deadline to sign up for Science Fair
February 25, 2014 (NEW DATE!)
Science Fair Set Up
DEADLINE TO TURN IN PROJECT IS 3:30PM
February 26, 2014 (NEW DATE!)
Science Fair Judging
February 27, 2014 (NEW DATE!)
Science Fair Awards Ceremony
Science Fair Open House
March 7, 2014
Registration Deadline for Regional Science Fair
March 22, 2014
59th Northeast Indiana Regional Science & Engineering Fair
Science Fair Parent Hints & Info
1. Don’t panic!
2. Brainstorm with your student. Choose a project that asks a question. Don’t make a model of
something! To make sure it is a true experiment, ask a question to which you don’t know the
answer. Then form a hypothesis and test it. Included on the next page are a list of resources
available for your use when search for an experiment. Try to be creative! Judges like to see
unique projects.
3. Choose a simple project that your child understands. The student must do the project, but
parents may help as long as it remains the child’s work. The students will be judged on what
was done and how well they understand the project.
4. The display boards can be purchased in the office. The display should have all the
information about the project on it. And attractive board is definitely more impressive.
5. The things that cannot be used are listed below. If animals, liquids, food, etc are used, take
pictures and display them on the board. Remember, most of the following can be used in the
experiment, but the actual materials cannot be included in the display at the fair (only pictures).
If these items do come to school, your student WILL be disqualified. If in doubt, take
photos and leave it at home!
Items that CANNOT be included in student displays because they
could be hazardous to the public:
- Living creatures, including plants and microbes
- Organisms, fungi, cultured growths, spoiled food, or mold
- Chemicals
- Human or animal parts (except teeth, hair, nails, animal bones,
histological sections and wet-mount tissue slides… these are allowed)
- poisons, drugs, or controlled substances
- Flames or highly flammable materials
- projects with moving parts that have unprotected bolts & pulleys
- taxidermy specimens of parts
- soil or waste samples
- containers filled with ANY liquid
- Human or animal food
- sharp items (or items that may become sharp if broken)
- dry ice
-tanks that have contained combustible liquids or gases
- Class III and IV lasers
Criteria for Judging
The following questions and criteria will be used to judge the projects at the Ossian Elementary
Science Fair as well as the Northeast Indiana Regional Science and Engineering Fair. The next
page is the score sheet that will be used by the judges to judge all projects at all grade levels.
I. Creativity of Design and Interpretation
Does the project show creative ability and originality in:
• the question asked?
• the approach to solving the problem?
• the analysis of the data?
• the interpretation of the data?
• the use of equipment?
II. Scientific Method and Interpretation
• Is the problem stated clearly and unambiguously?
• Is the problem sufficiently limited so that it was possible to attack (test) it?
• Was there a procedural plan for obtaining a solution?
• Are the variables clearly recognized and defined?
• If controls were necessary, was there a recognition of their need, and were they correctly used?
• Are there adequate data to support the conclusions?
• Are the limitations of the data recognized?
• Does the student understand how the project ties in with related research?
• Does the student have an idea of what further research is indicated?
• Did the student cite scientific literature? (Did the student show that he/she researched?)
III. Completeness
• Does the exhibit tell a complete and concise story?
• Is the proper attention given to important items?
IV. Display and Oral Presentation
• Does the student have the skills requires to do all the work necessary to obtain the data which support the project?
Laboratory skills? Communication skills? Observational skills? Design skills?
• Where was the project done? Home? School Laboratory? University Laboratory? What assistance was received from parents,
teachers, scientists, engineers?
• Where did the equipment come from? Did the student build it? Was it obtained on loan? Was it purchased? Was it part of a
laboratory in which the student worked?
V. Clarity
• Are the labels large, neat and easy to read?
• Is the objective likely to be understood by one who is not technically trained in the particular field?
• How well can the student talk about the project?
Scientific Method Explanation
Scientific Method Step
Purpose
Hypothesis
Experiment
Analysis
Conclusion
Communicating the Results
Details & Explanation
Developing your investigative question
Ask a question about something that you observe: How,
What, When, Who, Which, Why or Where?
This question must be something that you can measure
(preferably with a number).
Making an educated guess about the answer to the investigative
question based on research
Often an if/then statement. For example, “If [the plant
gets more sunlight] , then [it will have more green
leaves] .
State the hypothesis in a way that can be easily measured
and make sure that it answers the investigative question.
Testing the hypothesis, collecting data, and making observations
The experiment tests whether the hypothesis is true or
false.
Only one variable should be changed during the testing
and there should be a control group.
Repeat the experiment several times to ensure accurate
results.
Organizing data from the research and experimentation and
looking for patterns
Collect the measurements or data from the experiments
and analyze them to see if the hypothesis is true or false.
It is perfectly okay for the hypothesis to be false!
Determining if the hypothesis is supported or disproved by the
experimental results.
After carefully reviewing the experiment data and
research, decide whether the hypothesis is true or false.
What data can you use to back up this statement?
Sharing the conclusion with others
Creating a display board and preparing an interview to be
shared on the day of the Science Fair
Science Experiments Safety Guidelines
Science is a lot of fun, and you’ll have the most fun if you avoid accidents. Some simple
precautions can go a long way to ensure the safe and successful completion of your project.
The major causes of laboratory accidents are carelessness, lack of attention, and
inappropriate behavior. Following the safety guidelines below will greatly reduce your chances
of having an accident. While you are working on a science experiment at home, even a minor
accident can cause serious injuries, so be careful!
Know the locations of the fire extinguisher, telephone, and first-aid kit in the event of an
emergency.
Always have an adult supervising the data collection phase of your science experiment.
Wear safety goggles and tie back loose hair and clothing when working with any
chemical, flame or heating device.
Wear an apron and gloves when using acids and bases.
Never smell or taste a chemical unless instructed to do so by the supervising adult.
Never use an electrical device with a frayed cord. Never use an electrical appliance with
wet hands or with water nearby.
Never eat any part of a plant used in an experiment.
Whenever possible, use plastic test tubes, beakers, and flasks. Check all glassware for
chips and cracks. Glass containers used for heating should be made of heat-resistant
glass.
Whenever possible, use a hot plate rather than an open flame or burner. Make sure to turn
off and unplug a heating device when you are through with it.
Do not use animals in experiments without first checking with a veterinarian.
Students and adults should wear ultraviolet safety goggles during operation of UV light.
Do not use cultures from any warm-blooded animal.
If you are planning on using X-rays, cathode ray tubes, or radioactive substances, you
must get information on federal guidelines for their use. Consult the Consumer Affairs
Office of the Center for Devices and Radiological Health, a division of the Department of
Health and Human Services.
Many states require registration of lasers. Check with the state board of education for tips
on how to register. Lasers are NOT ALLOWED to be at the OES Science Fair.
Discuss the safety of your materials with a teacher or scientist if you have questions.
Sample Investigative Questions
An Investigative Question is what you intend to find out during the course of your experiment.
Don’t throw out a topic (especially if you really like that topic) if a particular experiment is not
workable. Instead, think of a different testable question related to the same topic.
Examples:
How does sunlight affect the growth of a plant?
What effect does friction have on how far something travels?
Is an arched bridge stronger than a straight beam bridge?
Does the length of time a plant sits in sunlight affect its growth?
Forming a Strong Hypothesis
It is important to form a strong hypothesis that is easily turned into a repeatable experiment with
only one variable. The Scientific Method requires that you state a possible answer to the
investigative question before you begin. This possible answer is the hypothesis.
It is important to remember that the hypothesis does not have to be accurate at the end of the
experiment and analysis stages! You are either proving OR disproving your hypothesis. Both are
correct! Often, more is learned by finding out that your hypothesis is wrong.
Hypotheses are often written in the form of if/then statements but do not have to be. They do
have to answer your investigative question, though.
Examples:
If I expose a plant to sunlight for only one hour a day, then all leaves will turn brown.
Introducing out into the soil of a house plant will shorten its life span.
Raising the temperature of a cup of water will increase the amount of sugar it will
dissolve … OR… If I increase the temperature of a cup of water, then more sugar will
dissolve.
Important Science Fair Vocabulary
Investigative Question – what you intend to find out during your experiment
Hypothesis – possible answer to your investigative question, must be a statement; doesn’t have
to be correct but should be what you think the answer to the question is
Control Group – the group that is considered the ‘norm’; nothing is changed and becomes the
basis for comparison with the data taken from the experimental group
Experimental Group – the group that has something (one thing only!) changed as compared to
the control group
Variable – the thing that is changed in the experimental group
Independent Variable – a variable that can be changed by the researcher (the amount of light or
food given to a plant, the slope of a racetrack, the strength of magnet used, etc)
Dependent Variable – the results that you measure, this variable depends on the independent
variable; the dependent variable changes as you change the independent variable (the
height of the plant, the speed of a car down the track, the number of paperclips a magnet
picks up, etc)
Bibliography – a list of all of the resources used during the research portion of your project,
should be in APA format
Quantitative Data – quantitative data (quantity) has to do with numbers and quantities that you
can measure (ex: the height of a plant in centimeters, the speed of a car in seconds, etc);
these results can typically be easily graphed
Qualitative Data – taking qualitative data (quality) means that you will be describing your
observations with adjectives instead of numbers (the color and shape of a plant’s leaves,
how ‘sturdy’ a bridge looks, etc)
Sample Size – the number of subjects you test; your sample size much be large enough to allow
you to draw accurate conclusions from your data
Multiple Trials – perform each test in the experiment multiple times in order to draw accurate
conclusions
Procedural Plan for Action
Describe your experiment’s procedure.
What will be your control group?
What will be your experimental group?
What is your dependent variable?
What is your independent variable?
What kind of location or setting will you need for your experiment?
What kind of materials will you need for your experiment?
What costs do you expect?
Display Your Data
Data and observations taken during the experiment should be written in your journal so that they
can be compiled and displayed in an easily readable way. Here are some easy ways to display
quantitative data.
Bar Graphs
Use a bar graph if you want to compare different types of data. In the case of a bar graph, each
bar represents a group of data.
It is important to make it easy to identify each bar.
Every graph always needs a key so that people can easily
tell what each color or pattern represents.
Make each key the same so that graphs are easy to
compare.
Line Graphs
Use line graphs if you want to show how the dependent variable is affected by changes in the
independent variable or if you want to show how data change over time.
In a line graph, place the dependent variable on the vertical axis and the
independent variable on the horizontal axis.
Plot your data as carefully as possible then connect the points.
If you decide to record the results of more than one experiment on one line
graph, you may choose to use a different color of ink for each set of
points and the connecting line. Be sure to include a key!
Pie Charts
Showing percentages is easy to do with a pie chart. You can quickly see which group has the
biggest slice and therefore contains the most data.
The size of a group’s slice indicates the proportion of the whole that the
group represents.
A circle has 360°, so you would multiply by 0.30 by 360° to get the
number of degreses that
Setting Up a Dynamic Display
Everything must be done NEATLY (either typed or very neatly handwritten)!!
Use the checklist and examples below as a guide to setting up your display board:
Title of Your Project/Experiment
Headings (Question, Hypothesis, Research, Procedures and Materials, Experiment, Analysis,
Conclusion)
Include a label on the back of the board with
A. Student’s Name(s) [if in group, include all first and last names]
B. Student’s Grade and Classroom Teacher
The following must be typed or handwritten very neatly for your board:
(Investigative) Question
Hypothesis
Research
Procedures and Materials
Experiment Data
Analysis
Conclusion
If possible, include pictures and a short explanation of each photo
If possible, have graphs ready to put on your board (make sure they are properly labeled)
How to Record and Cite Your Resources
Record every tidbit of information that you use to learn more about your topic, investigative
question or hypothesis. Use a chart or list to record the title of the book, article or website, the
author, the date it was written and the pages that you used.
All that is required for display on the board is the title of your source, the author and page
number; however, you should include a complete bibliography with the project.
Example Citation:
If my Investigative Question is “How do different materials (fur, blubber, etc) affect how an
animal stays warm in cold weather?” I might research different animals adapted to live in cold
weather. The following quote was taken from the book, Polar Life, written by Kristin Cashore. It
was taken from page 8.
“Polar bears are well adapted to their cold environment. The polar bear’s white fur blends
in with the snow, so it can sneak up on prey. Dark sin converts light to heat, and fur and
blubber retain heat, which keeps it warm.”
If I chose to quote this on my board, I would follow the quote as follows:
“……which keeps it warm.” Polar Life, by Kristin Cashore (pg. 8)
On a bibliography or resources page, this should be cited in APA format:
Author’s last name, Author’s first name. (date of publication). Book title in italics. Publication
city, STATE: Publisher.
For the above example:
Cashore, Kristin. (2011). Polar life. Glenview, IL: Dorling Kindersley.
For more citing info, you can visit the following website:
http://www.libraries.psu.edu/psul/lls/students/apa_citation.html
Parent/Student Resources
Can't think of a project?
Here are some useful links with ideas for both students and parents. Many of these sites not
only include project ideas but also include information on how to plan and present your science
or engineering project.
Discovery Channel School http://school.discovery.com/sciencefaircentral/
A collection of project ideas, featured fair participants, resources and more!
Science Buddies
http://www.sciencebuddies.org/
Science Buddies is a non-profit organization focused on providing free science fair ideas,
answers, and tools for students in grades K-12.
Science News for Kids
http://www.sciencenewsforkids.org
Science Fair Project Ideas
http://www.education.com/science-fair
Offers science fair project ideas for all ages!
All Science Fair Projects
http://www.all-science-fair-projects.com
Offers science fair project ideas for any age!
TryScience.org
http://tryscience.org
Science is exciting and it's for everyone! That's why TryScience and over 400 science centers
worldwide invite you to investigate, discover and try science!
Water Resources
Are you thinking about doing a project involving water? Here are some helpful links to
websites that target water science in the classroom and community.
Basic Water Information and Terms: www.watercenter.org
Student Science Fair Water Projects: www.sciencefaircenter.com
The Northeast Indiana Regional Science and Engineering Fair website might also be a
useful website to look over. This can be found at: www.ipfw.edu/scifair
There are also many great books and other websites available! Please do not
hesitate to contact our Science Fair Coordinators (Jenny Sorgen,
[email protected] or Britney Iliff, [email protected])if you
are really struggling to find a suitable Science Fair Project.