Student Name:
_______________________________________________
Middle School
2014-2015
Highlands County Schools
1
Internet Resources
District Science Specialist Site –
http://highmail.highlands.k12.fl.us/~hardestc/
Left-hand side of page – “Click here for Science Fair Resources”
Below is a list of links listed on this page.
Rules and Forms
Highlands County Middle School Science Fair Packet – Link
ISEF Rule Book - Link
ISEF Student Handbook - Link
ISEF Document Library - Link
Official FLORIDA Abstract Form - Link
Rules Wizard - Link
Overview of Forms and Dates - Link
State Science and Engineering Fair of Florida Page - Link
Project Sites
Science Buddies Topic Wizard - Link
Science Fair Project Resource Guide - Link
Science Buddies Project Ideas - Link
Discovery Science Fair Central - Link
Science Fair Project Resources - Link
Science Fair Project Ideas (grade level and area of science)- Link
Science Fair Project Ideas (topic and grade level) - Link
Science Fair Adventure - Link
Other Resources
Easy Bib - Link
Create a Graph - Link
2
Table of Contents
Content
Project Overview
 What is means to you
 Information for students
 What parents can do
 Topics to avoid
 Tips for a successful project
Science Fair: The Basics
 The Parts
The Next Steps
Research Paper
 Sample Abstract Form
 State Abstract Directions/Categories
Sample Research Paper
Research Paper Rubric
Creating a Display
 Tips/Photography/Charts
 ISEF Display Rules
Presentation Tips
County Science Fair Rubric
 Judging Reference Sheet
ISEF Forms
 Overview of Forms and Dates
 Sample ISEF Forms
Extras
 Sample Timeline
 Science Fair Display Checklist
 Bibliography Worksheet
 Background Research Worksheet
 Final Report Checklist
 Background Research Plan Worksheet
 Bibliography Worksheet
Page Number
4
9
15
17
23
37
39
43
44
47
55
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Project Overview
You have to do a science fair project. Just what does that involve? Well, here is a brief overview of
what that means to you.
Find a topic. Do some research into different types of science fair projects. There are many sites on the
internet you can use for resources. Choose 2 or 3 different experiments that interest you and are
practical. By that we mean: do you have access to the materials? Will you have time to complete the
experiment? Is it appropriate for a student of your age? How complex is it? Next, think about ways you
can modify the experiments.
Narrow down to a specific science experiment. The experiment you ultimately choose should be unique
to you. You want to test something that has never been done before. Do some research into your topic.
Remember, you need to have background information and 5 reliable sources of information cited in your
research paper (Wikipedia is not a reliable resource). Once completed, you will need to write-up your
question, hypothesis, material list, and very detailed procedure to give to your teacher.
Get approval. Keep in mind that each project needs to be approved by your teacher BEFORE you can
begin. There is also some paperwork you will need to have completed before starting.
ALL projects require some basic forms (ISEF Form 1, 1A, 1B, and 3); however, there are some projects
which will require additional forms, some of which need to have an additional qualified scientist sign-off
on too. For example, if you are testing on a vertebrate (humans are vertebrates) then you most likely will
need additional signatures and paperwork. If you are using ANY materials that could potentially be
considered hazardous, then you will probably also need additional signatures and documentation. Some
projects also require you to test in a laboratory setting. If a project involves growing bacteria in any way,
you MUST complete the experiment in a laboratory with a qualified scientist supervising. These are
factors you need to consider as you plan your experiment. Some projects will need to be presented to a
Safety Review Committee to be looked over before your teacher can approve your project which will
delay your starting date until mid-October. If you have any questions about additional requirements for
your project, ask your teacher before you get started.
Experiment. Once you have the go ahead from your teacher to begin, you can start your experiment at
any time. Make sure you have all the required materials and adequate time to do a thorough job. As you
are gathering data, remember each project should have a handwritten project data book where you are
recording all your observations. Don’t forget to leave yourself time to do the work that comes after the
experiment!!
After the experiment. Once you have completed multiple trials of your experiment, data will have to be
analyzed and graphed, conclusions made, abstract written, research papers put together, and display
boards created. Make sure you have left yourself time for all of this. There are general guidelines for each
of these in this packet, so be sure to read over them carefully.
Present. Each student will be scored on a presentation of their experiment either by their teacher or at
the school science fair. You will need to discuss what was learned from the information you gathered.
Make sure you can: explain the project and its procedures, discuss the results, understand the research
and how it relates to the results, and can explain the importance of this information. Remember,
communication is a big part of science!
4
INFORMATION FOR STUDENTS ABOUT
SCIENCE FAIR PROJECTS
A Successful Science Fair Project:
1. Represents your work, not that of an expert or your parents
2. Indicates an understanding of the science area chosen
3. Shows careful planning that would eliminate a “rush” project
4. Has a data book showing a complete record of all work—each day dated
5. Includes cited photographs, charts, pictures, graphs, etc. that might be necessary to explain your
work
6. Has accurate, valid and correct observations
7. Is original in approach and presentation
8. Is self-explanatory
9. Is attractive and organized
10. Does not have to cost much money
A Successful Science Fair Project is NOT:
1. Only a report
2. Necessarily a new discovery or an original piece of research
3. Constructing a plastic model from a hobby kit
4. An enlarged model or drawing
5. A week-end chore
6. One, two or even three posters
7. Something done by your parents or teacher
Steps in Making a Science Fair Project:
1. Choose a topic and discuss it with your teacher. Ask your teacher for help and suggestions
2. Once you have chosen your topic problem, find out as much about the topic as possible
3. Set up a work area somewhere around your house where you can work on your project. Make sure the
area is off limits to your pets and younger brothers and/or sisters
4. Work on your project a little each day, don’t wait until the last minute
5. Collect the materials needed for the project
6. Check with your teacher for suggestions and materials. He or she can save you time, excess work and
money
7. Construct your exhibit and make letters for your signs
8. Mount your pictures, graphs, charts, etc.
9. Present your science project at the fair
5
WHAT PARENTS CAN DO
HELPING YOUR CHILDREN WITH THEIR SCIENCE FAIR
PROJECTS
1.
2.
3.
4.
Mark Science Fair date on your family calendar.
Give encouragement, support and guidance (Be positive).
Make sure your child feels it is his or her project. Make sure the project is primarily the work of the child.
Realize that the main purpose of a science fair project is to help your child use and strengthen the basic
skills he or she has learned and to develop higher level skills.
5. Realize that your child will need help in understanding, acquiring and using the major science process skills
(researching, organizing, measuring, calculating, reporting, demonstrating, experimenting, collecting,
constructing, presenting).
6. Realize that your child may be using reading, writing, arithmetic and social skills for the first time in a
creative way to solve a problem.
7. Realize that the teacher works with a lot of students and this may make it difficult to give large amount of
individual attention to your child.
8. Realize that the teacher may need your help, contact the teacher and volunteer to help at the school’s
science fair.
9. Help your child design a safe project that is not hazardous in any way.
10.Help your child plan a mutually agreed upon schedule, to prevent a last minute project and a disrupted
household. A 4 to 8 week plan that uses a check-off sheet is best. The following steps (you may want to
add more) should be on your schedule:
a. Find a topic
b. Narrow down the topic to a specific scientific problem that is
appropriate to the child’s ability level
c. Research what is already known about the problem
d. Develop a hypotheses (What outcome do you expect?).
e. Develop a procedure/investigation to test the hypothesis (if
experimental).
f. Make observations and collect appropriate data.
g. Interpret the data and other observations.
h. State and display the results.
i. Draw appropriate conclusions.
j. Create the exhibit.
k. Write the research paper and the abstract.
l. Present the project.
11. Read through the Science Fair packet with your student for understanding and clarity
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Topic to Avoid
Why
Any topic that boils down to a simple preference or
taste comparison. For example, “Which tastes better:
Coke or Pepsi?”
Such experiments don’t involve the kinds of numerical
measurements wanted in a science fair project. They
are more of a survey than an experiment.
Most consumer product testing of the “Which is
best?” type. This includes comparisons of popcorn,
bubblegum, make-up, detergents, cleaning products,
and paper towels.
These projects only have scientific validity if the
Investigator fully understands the science behind why
the product works and applies that understanding to
the experiment. While many consumer products are
easy to use, the science behind them is often at the
level of a graduate student in college.
Any topic that requires people to recall things they
did in the past.
The data tends to be unreliable.
Effect of colored light on plants
Several people do this project at almost every science
fair. You can be more creative!
Effect of music or talking on plants.
Difficult to measure.
Effect of running, music, video games, or almost
anything on blood pressure.
The result is either obvious (the heart beats faster
when you run) or difficult to measure with proper
controls (the effect of music).
Effect of color on memory, emotion, mood, taste,
strength, etc.
Highly subjective and difficult to measure.
Any topic that requires measurement that will be
extremely difficult to make or repeat, given your
equipment.
Without measurement, you can’t do science.
Any topic that requires dangerous, hard to find,
expensive, or illegal materials.
We care about your safety and your parents’
pocketbook.
Graphology or handwriting analysis.
Questionable scientific validity.
Any project in violation of state law, federal, law,
state science fair rules, or ISEF rules.
In brief, you may not do projects that involves:
 Unacceptable risk (physical or psychological)
to a human subject
 Drugging, pain, or injury to a live vertebrate
 Use of illegal or prohibited materials
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Tips for a Successful Project
 Use passive (third person) voice, not “I”, “we”, “us”
 Do not copy and paste from the internet – use your own words.
 Use at least five (5) RELIABLE SOURCES for your research – Wikipedia is NOT considered
a reliable source.
 Collect data accurately and with detail – record it by hand in your Project Data Book
 Pick an appropriate sample size – to get full credit you must do at least 5 trials
 Always follow safety instructions
 Have a parent or adult present when needed
 Write down all in the information you collect – both research information and data –
remember all data is to be recorded by hand in your Project Data Book
 Make all graphs and data tables on a computer, or do them neatly by hand- be sure to
cite your source for these, even if it is you!
 Make sure your conclusion parallels your hypothesis
 Test more than one subject
 Do not wait until the last minute to start your project
 Document everything you do
 Have your teacher and parent(s) approve your experiment before you begin
What your final project will include:
1)
2)
3)
4)
Hand written Project Data Book
Typed Science Research paper
Display board – with official abstract posted on it and photo/graph/charts cited
Completed required forms
Forms to start out with for everyone:
ISEF Form 1, 1A, and 1B, and 3
Other forms may be required depending on project topic
Any project involving humans or other vertebrates, potentially hazardous materials and/or
conditions will require additional paperwork and documentation and possible review by the
Safety Review Committee in mid-October. See your teacher for more information if you
think your project will fall within these guidelines.
Remember, you MUST have approval from your teacher before starting. Final approval will
only be given once your question, hypothesis, material list, and detailed procedure have been
reviewed and you have all the required paperwork filled in correctly
8
Science Fair: The Basics
You do not have to find a cure for cancer to participate in science fair! Any experiment that is new to the
student would make a good science fair project. Keep in mind, however, that students earn points for
creativity, so avoid copying someone else's project directly. If you find a question you like, make it original -perhaps a new way of testing it or an innovative experimental design. Don't be afraid to try something unusual
because you think it may not work. The judges will still notice your ingenuity and scientific thought. (Points are
not taken away for a failed experiment!)
When designing an experiment, consider several things:




You must be able to perform a controlled experiment using the scientific method.
There is a different between experiments and demonstrations or models. You want to do an
experiment, not just build a model.
Make sure you have (or can get) all the equipment you will need to do your experiment. Sometimes
having access to unusual equipment – like a solar panel or a centrifuge- can lead to an interesting
project.
Make sure you have enough time to complete the experiment and you have considered the proper
time of year to do such an experiment. For example, if you want to study the productivity of vegetable
plants, do your experiment over the summer, not in December.
Conducting Your Experiment
All project work must be done at home under parental supervision or at an institutional site under the
direction of a qualified scientist. Students must do their own projects. (Parents should never do the project for
the child! Remember that each child will be judged on his or her knowledge of the subject.)
All experiments should follow a scientific method, the systematic method scientists use to conduct
experiments. The important thing is that students choose an experiment in which something can be
measured. The basics are:
1. Ask a Question. Choose a question that can be answered by observation and measurement.
2. Form a Hypothesis. A hypothesis is an educated guess about what will happen. A hypothesis is an
“If/Then” statement. Most of the time a hypothesis is written like this: "If _____[this is done] _____,
then _____[this]_____ will happen." A hypothesis should include what your independent and
dependent variables are. For example "If a plant receives fertilizer [having fertilizer is the independent
variable], then it will grow to be bigger than a plant that does not receive fertilizer [plant size is the
dependent variable]."
3. Conduct Your Experiment. Write out your procedures and follow them closely. Be sure to have
controls and only one variable at a time. Repeat the experiment to validate your results.
4. Present Your Results. Your results are the measurements and observations you made during
experimentation, often presented in a table or graph.
5. Discuss Your Results. Explain your results -- why did things happen the way they did?
6. Draw Conclusions. Answer your original question and state whether your hypothesis was correct. Does
this have applications to everyday life?
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The Parts
Question & Hypothesis
Once you know a little more about your topic, you can ask a question in the form of, "What would happen if I
changed this?" It should be a very specific question and you should only change one variable.
Your hypothesis is your prediction of what the answer will be. Remember, your hypotheses should be
something that is testable and measureable. A hypothesis is a prediction or simply an educated guess about
the solution to a problem. It is important to conduct research and consider prior knowledge before
formulating a hypothesis. You will test your hypothesis by performing an experiment. To form a hypothesis,
you should focus on the problem and make an “If - then” statement about the problem. A hypothesis is a
single statement about how two factors are related to each other. A well written hypothesis includes the
independent and dependent variables for the experiment. The independent variable is what you are changing
as you do the experiment and the dependent variable is what you are measuring.
For example:
“If the temperature in a room is changed, then mold will grow faster on white bread”
(What is changing)
(What is measured)
OR
“If the barometric pressure drops in a tropical depression, then a hurricane will form.”
(What is changing)
(What is measured)
Once the hypothesis is written, you need to write several facts from your research that explains why you
believe your hypothesis to be correct.
Controlled Experiment and Variables
A good question is just the beginning. The way you design your experiment to find the answer to your
question is at least as important as the question itself. You must design a Controlled Experiment, which
contains variables. A variable is anything that affects your topic and can or cannot be changed in your
experiment. There are three types of variables: independent, dependent, and constant variable. The
independent variable is the one thing you change in your experiment to figure out what impact it has on the
topic you are studying. A dependent variable is the change that happens in your experiment or what you are
measuring (your data). The constant variable is the variable that is not changed; they are all the things that are
kept the same for each trial. It is also necessary in a controlled experiment that the variables be measurable.
Determine what you will measure and what instrument(s) to use before starting your experiment.
An easy way to identify the variables in an experiment is to fill in the blanks of the following sentence,
“The ___________________ depends on ____________________.”
For example, in an experiment testing the effects of temperature on the growth of bread mold would be…..
“The growth of mold depends on the temperature of a room.”
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The growth of mold is the dependent variable and the temperature is the independent variable. You will be
changing the temperature of the room so the growth of the mold will be affected. A control would be a room
that is always at the same constant set temperature with no changes.
Types of variables:




Independent/Manipulated/Test Variable: This is the variable you will change in your experiment. For
example, if you wanted to know how fertilizer affects plant growth, the amount of fertilizer applied is
the only variable that you would change. A good experiment will test more than one amount of
fertilizer and compare the growth among all groups.
Dependent/Responding/Measured/Outcome Variable: This is the variable that changes as a result of
the changes in the manipulated variable. In our fertilizer example, the responding variable would be
the size of the plants.
Constant Variables: These are all the things that you will keep the same in your experiment. Constants
in our example would include: the origin of the seeds (they must all come from the same package and
should be randomly selected), the amounts of light and water each plant receives, the type of soil used
(same type, brand, etc.), the size of the pot, and the temperature.
Control: A control is a standard of comparison for checking or verifying the results of an experiment. In
an experiment, if you are testing the effect of something (manipulated or independent variable), then
you need a control to know what the results should have been had you not made the change. For
example if your independent variable is increasing the amount of light a plant get, then you would
need a control plant that receives a “normal” amount of light to see what changes occur. It shows what
happens when the independent variable is not applied. Not all projects will have a control group.
For example:
If the question was:
What amount of Miracle-Grow will make the Gerber Daises grow the tallest?
The hypothesis may be:
If 4 oz. of Miracle-Grow is added to a daisy every other day when it is watered, then it will grow taller than the
daisies that receive 2oz. or 6oz. of Miracle-Grow when watered.
The independent variable would be “Miracle-Grow is added to a daisy every other day” because the amount
of Miracle-Grow is what is being changed during the experiment.
The dependent variable would be “grow taller” because that is what is being measured to what is changed as
a result of the experiment.
The constant variable would be starting with the same height and type of daisies, having them in the same
type of soil, all the daises would get the same amount of sunlight/conditions, and be watered with the same
amount of water at the same time each day.
The control would be to grow a daisy, in the same conditions, that only receive water and not Miracle-Grow.
11
Materials and Procedures
Repetition and replication (you being able to redo the experiment as well as someone else) is a major part of
science. In order for this to happen, material lists and procedures have to be very exact and very detailed.
When you are compiling your material list, it is imperative you list ALL materials as well as EXACT SIZES OR
AMOUNTS! For example, if you are using liquids, tell us how much – 100ml or 16L. When listing materials
used, tell us exactly what you are using – sizes and numbers. It is recommended you use the METRIC SYSTEM.
Think of the material list just like a shopping list. If someone were to go to the store and only use your
material list, would they end up with exactly the same materials you used?
Data
Data is what is observed. Data is listed in the form of a table. The data is then used to make charts or graphs,
so you can clearly see the results from the data. The student will use the data table to construct the
appropriate type of graph to provide a pictorial representation of what happened during the experiment.
Remember, data cannot be ignored. Even if the data does not support your hypothesis – record it! You are
not penalized if your hypothesis is not supported by your data. Your grade will not suffer. It really just shows
you learned something!
Project Data Book:
A project data book is your most treasured piece of work. Accurate and detailed notes make a logical and winning
project. The student needs to record their data collected through measurements or observations in a clearly
labeled data table. YOUR ORIGINAL DATA TABLE SHOULD BE HAND WRITTEN. Good notes show consistency
and thoroughness to the judges and will help you when writing your research paper. Data tables are also helpful.
They may be a little ‘messy’ but be sure the quantitative data recorded is accurate and units are included in the
data tables. Make sure you date each entry.
Conclusion
The conclusion is the full explanation of what your project was and what it showed you. What is the answer to
your original question? What your hypothesis correct? A conclusion will answer your problem and your
hypothesis based on the data collected during your experiment. Be specific – include data from your
experiment. Show the reader you understand your project and the results you gained from it. You will explain
any problems and how you would correct them in the future. You will need to explain what you would do
differently if you did the experiment again. If your results are different then you expected you need to discuss
this. A conclusion should be a minimum of one paragraph – not one sentence!
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Abstract
Have you ever picked out a book and read about the book either the front or back inside flap? If you have,
then you know what a basic summary is. An abstract is a scientific summary of that your project is and what
you got out of it. Your science fair project abstract lets people determine if they want to read the entire
research paper. Consequently, at least ten times as many people will read your abstract as any other part of
your work. It is like an advertisement for what you have done. If you want judges and the public to be excited
about your science fair project, then write an exciting, engaging abstract!
Since the abstract is short (about 250 words), each section is usually only one or two sentences long.
Therefore every word is important to conveying your message. If a word is boring or vague, refer to a
thesaurus to find a better one! If a word is not adding something important, cut it! But, even with the
abstracts’ brief length; don’t be afraid to reinforce a key point by stating it more than one way or referring to
it in more than one section. There are 4 basic sections to an abstract: the purpose of the experiment, the
procedure, data, and conclusion. More specific details are located on page 21.
Bibliography
A Bibliography (also called a "Works Cited”) is a list of all books, encyclopedias, journal articles, web sites, and
other resources you used when researching your experiment. It will appear at the end of your research paper.
To get full credit, you must have a minimum of 5 reliable resources cited in your bibliography. Remember,
Wikipedia is not a reliable resource. Starting from when you first chose your topic until its completion, any
reliable resource you look to for information should be included in your bibliography. Depending on what
type of resources used and the format you choose, not all bibliographies all look the same, but there is some
basic information all bibliographies should have: author, title of your source, publication information, and
date. Three common reference styles are: MLA, APA, and Chicago style.
Example bibliography entries:
BOOKS
Author (last name, first name). Title of the book. City where the book is published: Publisher, Copyright date
Smith, J. D. A Study of Plant Life. New York: Johnson Printing Co. 1998.
SCIENTIFIC JOURNAL ARTICLE:
Author (last name, first name). “Title of Article.” Name of Journal, Date (day month year): page(s).
Foley, J. D. "Interfaces for Advanced Computing." Scientific American, 8 July 2000:127-135.
WEBSITES:
Author (last name, first name) “Title of article”. Title of Website or publication. Date of publication (or last
update). On-line. Date of access (when you went to the website). Website address.
Smith, Sally. "One Hit Wonders". Popular Mechanics. June 8, 1999. Online. August 4, 2000.
http://www.popularmechanics.com.
ENCYCLOPEDIAS:
“Article Title”. Title of reference book. Edition (if available), year published.
“Microscopes”. Encyclopedia Britanica. 1996
13
INTERVIEWS:
Person you interviewed (last name, first name). Type of interview. Date.
Aberwitz, Shelly. Personal Interview. 20 September 2002.
Preparing Your Exhibit
Time to get creative again! You have done the hard work – the experiment itself – now show off what you
have done! There are some required components which must be included on your display board, but how you
display them is up to you! Take your time while creating your display to make sure it represents your hard
work. A board that is put together haphazardly may imply an experiment that was done similarly. On page 17
there is a diagram of a sample display board. It is up to your teacher if your items have to be in the exact same
spots as the example, but make sure they all get on the board. The pages following the sample go over the
rules for what can or cannot be displayed. Read them!!! Also pay attention to the section about citing your
pictures/graphs/charts. It would be disappointing to lose points because you did not read the rules. Similar to
the abstract, the display board gives an outsider a glimpse into what you have accomplished. Make sure they
see all the hard work you put into the experiment.
Don’t forget to prepare yourself too! You will have to present your experiment. Topics you will need to
discuss are: explaining the project and its procedures, discussing the results, showing an understanding of the
research and how it relates to the results, and explaining the importance of your information. It sounds like a
lot, but you are the expert. You just did a whole project and put together an amazing display board. No one
knows more about this project than you. Take this time to shine!
The following are general expectations by grade level:
Projects should include:
1.
2.
3.
4.
5.
Project Data Book, a HAND WRITTEN record of data recorded
Research paper (including an abstract), a TYPED report
A copy of the official abstract form on your display board
A display of the experiment and the results, and
A brief (2- to 5-minute) oral presentation to and an interview by judges.
14
The Next Steps
Ok, so now you know what the parts of a science fair project are. What are the next steps?
1. Think about what topics/ideas interest you. You may need to look in books, surf the web, and look around to
spark your imagination. There are many books in your school library and web sites that have all sorts of project
ideas. They are good starting places. If you find some good ideas, write down where you got the information
from so you can find it again if need be. Remember, your project should not be just a replication of what
someone else has already done –it should be your own.
2. Do some background research. Once you have an idea of what you would like to do for your project, research
the topic. Find out some background information about the topic. Don’t just look in one source. Look in at least
5 sources and document where you have researched (you can use these resources in your bibliography!)
3. Now make a hypothesis. A hypothesis is not just a random guess- it is an educated rationale of what you think
will happen. (That is why step #2 - doing background research - is so important!) Remember when you write
your hypothesis it should be an if/then statement that includes your independent variable (what you are going
to change) and your dependent variable (what you are recording as data).
4. Get approval. Your teacher is the expert in this area. They have the background knowledge to know projects
that will be successful and those that will not. Your teacher will probably have you submit your hypothesis first
and from there have you turn in a more detailed material list and procedure. DO NOT START YOUR EXPERIMENT
UNTIL YOU HAVE FINAL APPROVAL FROM YOUR TEACHER. Depending on your project, this could take a while.
5. Paperwork. Even if your teacher accepts your material and procedures, you cannot get final approval to start
until the official ISEF paperwork is completed and reviewed for accuracy. ALL PROJECTS WILL HAVE SOME
PAPERWORK TO COMPLETE!!!! All projects are required to have the following forms completed before
experimentation can begin: ISEF Forms 1, 1A, 1B, and 3. Some projects require additional forms and review. This
should be a consideration when choosing a project. For example:
Microbial Experimentation
If your project contains this you
MUST obtain teacher approval,
complete a Qualified Scientist
Form, a Designated Supervisor
Form, and have SRC approval
before any testing can begin.
Other forms may have to be
completed after experimentation
is completed.
Non-Human Vertebrates
If your project contains this you
MUST obtain teacher approval,
complete a Qualified Scientist
Form, a Designated Supervisor
Form, and have SRC approval
before any testing can begin.
Other forms may have to be
completed after experimentation
is completed.
Human Subjects where there is
more than minimal risk involved
If your project contains this you
MUST obtain teacher approval,
complete a Qualified Scientist
Form, a Designated Supervisor
Form, Informed Consent Forms,
and have SRC approval before any
testing can begin. Other forms
may have to be completed after
experimentation is completed.
6. Experiment. Once your teacher gives you the final go-ahead, start doing your science fair project. Make sure
you have all the materials needed, are following the safety guidelines, and have allowed yourself enough time to
complete it. Do not wait until the last minute to do your project. You may not realize this, but it typically is very
easy for a judge to identify which projects were done in a hurry – either by the display or by the conversation
they have with the participants. As you are doing your experiment, don’t forget to keep a record of your data in
your DATA LOG BOOK. Remember this should be a handwritten account of your data and it will be on display
with your project at the science fair.
7. Research Paper. Put together your research paper after you have completed your experiment. There are
directions in this packet as to how to compile your research paper. Many of the items in your paper will also be
used in your display, so get the paper finished and then you can just print additional copies for your display.
8. Create your display. This the first thing people will see about your project. Make it eye-catching, explanatory,
and make sure it has the required components (guideline and rules are included in this packet).
15
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intentionally
left blank
16
Research Paper
Documentation of a scientific experiment is necessary whether you're a student researcher or a professional
scientist. All participants must submit a typed research paper for the judges to read. Produce your research
paper on a computer, it will look neater and make a better impression on the judges. Before you submit it, ask
someone else to proofread your paper. There is no minimum length requirement, although it would be
difficult to include all of the necessary parts in fewer than three or four pages. It should be in a report cover or
folder. Your research paper should be written using third person – NO “I”
Your research paper should contain:
 Title Page includes the title of your project, your name, and your grade.
 Abstract: This brief (250-word maximum) summary should include the (a) purpose of the experiment,
(b) procedures used, (c) data, and (d) conclusions. It should be on a separate page with the title of the
project at the top. (Do not put your name on this sheet.) See any scientific journal article for an
example of an abstract. This same abstract will be copied and pasted onto your official abstract form.
Be sure to follow the guidelines on the OFFICIAL ABSTRACT FORM – page 21
 Table of Contents
 Introduction (Background Research): (no more than one page) 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.
 Hypothesis: A hypothesis is a single statement about how two factors are related to each other. Your
hypothesis should be written to include your dependent and independent variables-----if
_________(independent variable)_________ is changed, then _______________ (dependent variable)
____ will happen. See “The Parts” page 10 for more detailed information.
 Variables, Constants, and Controls: (on same page as Hypothesis) define your variables, constants, and
controls for this project. Specifically list out your dependent and independent variables and controls.
See “The Parts” page 10-11 for more detailed information.
 Materials: List all materials and the amounts you used. Be sure to include exact amounts in your
material list. See “The Parts” page 12 for more information.
 Methods (Procedures): (approximately one page) Describe in great detail the methodology used to
collect your data or make your observations. Your methods should be detailed enough so that
someone would be able to repeat the experiment from the information in your paper. You may include
drawings or photographs. 5 trials are needed to receive full credit.
 Results (Data Collection): (approximately one page) Present your results thoroughly using graphs,
charts, tables, or a daily log to help the reader understand what you have discovered. All the data you
collect should also be HANDWRITTEN in your PROJECT DATA BOOK as your original data.
See “The Parts” on page 12 for more detailed information.
 Discussion: (approximately one page) The discussion, or interpretation of results, is the essence of your
paper. What could have caused these results? Compare your results with theoretical values, published
data, commonly held beliefs, and/or expected results. Include a discussion of possible errors. Other
questions you may want to consider:
o How did the data vary between repeated observations of similar events?
o How were your results affected by uncontrollable events?
o What would you do differently if you repeated this project?
o What other experiments should be conducted?
17

Conclusions: (approximately one page) Briefly summarize your results. What is the answer to your
question? Do your results prove or disprove your hypothesis? Be specific; do not generalize. Never
introduce anything in the conclusion that has not already been discussed. Conclusions may include
your opinions based on measurements. Your conclusion should be a minimum of one paragraph – not
one sentence! See “The Parts” on page 12 for more detailed information.

Bibliography – a minimum of 5 sources: (Sometimes called "Works Cited.") List all books,
encyclopedias, journal articles, web sites, etc., you used. Different disciplines often follow different
referencing formats; check an article from a scientific journal in your field if you want perfection, but
most importantly, be consistent! Wikipedia is not a reliable source. See “The Parts” page 13-14 for
more detailed information.
Three common reference styles are: MLA, APA, and Chicago style.
o A book reference might look like this:
Smith, J. D. (1989). A Study of Plant Life. New York: Johnson Printing Co.
o A scientific journal article reference might look like this:
Foley, J. D. (1987). "Interfaces for Advanced Computing." Scientific American, 257:127-135.
o A World Wide Web reference might look like this:
Author. (June 8, 1999). "Title of Page." Title of Site. Online. Available: http://www.etc. Accessed
August 4, 2000.

Official Abstract form - read the guidelines for the official abstract form which area attached to the
sample abstract form in this packet. This will be the same 250 word maximum abstract you included in
the beginning of your Research paper. You will need 2 copies of this form once it is filled in. One will
be included in your Research Paper, the other will be vertically displayed on your display board. When
choosing the category on the abstract, please refer to the “Intel ISEF Categories and Subcategories”
page in this packet.
Almost all scientists and engineers agree that an abstract should have the following pieces:
 Purpose of the experiment - This is where you describe the purpose for doing your science fair
project or invention. Identify the problem you solved or the hypothesis you investigated. Why
should anyone care about the work you did? You have to tell them why. Did you explain
something that should cause people to change the way they go about their daily business? If
you made an invention or developed a new procedure, how is it better, faster, or cheaper than
what is already out there? Motivate the reader to finish the abstract and read the entire paper
or display board.
 Procedures - What was your approach for investigating the problem? Don’t go into detail about
materials unless they were critical to your success. Do describe the most important variables if
you have room.
 Data - What answer did you obtain? Be specific and use numbers to describe your results. Do
not use vague terms like “most” or “some”.
 Conclusions -State what your science fair project or invention contributes to the area you
worked in. Did you meet your objectives? Was your hypothesis supported?
18
Things to avoid when writing your abstract:






Do not use the word “I” – keep your writing in the third person.
Avoid jargon or any technical terms that most readers won’t understand.
Avoid abbreviations or acronyms that are not commonly understood unless you describe what
they mean.
Abstracts do not have a bibliography or citations.
Abstracts do not contain tables or graphs.
If you are working with a scientist or mentor, your abstract should only include procedures
done by you, and you should not put acknowledgements to anyone in your abstract.
See “The Parts” page 13 for more information.
Final projects should include:
1.
2.
3.
4.
5.
Project Data Book, a HAND WRITTEN record of data recorded
Research paper (including an abstract), a TYPED report
A copy of the official abstract form on your display board
A display of the experiment and the results, and
A brief (2- to 5-minute) oral presentation to and an interview by judges.
19
Sample Abstract
20
COMPLETING THE ABSTRACT:
Abstracts are limited to a maximum 250 words and must fit within the predefined area. Please be sure to
consult the information from your affiliate fair for the proper formatting of the header information as fairs
differ in what is required (or not allowed).
The abstract should include the following:
a) purpose of the experiment
b) procedure
c) data
d) conclusions
It may also include any possible research applications. Only minimal reference to previous work may be
included. An abstract must 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
COMPLETING THE CERTIFICATION:
At the bottom of the Abstract & Certification form there are six questions. Read each carefully and answer
appropriately. The Affiliated Fair Scientific Research Committee will review and approve the abstract and
answers to the questions.
Please bring a copy of your Abstract & Certification to the fair and be sure to consult with your affiliated fair
regarding the rules of making copies to distribute.
TIPS ON WRITING A PROJECT ABSTRACT
A project abstract is a brief paragraph or two (limited to 250 words or 1,800 characters) highlighting and/or
summarizing the major points or most important ideas about your project. An abstract allows judges to quickly
determine the nature and scope of a project.
• Emphasize these aspects: purpose (hypothesis), methods (procedures used), data summary or analysis,
and conclusions.
• Focus only on the current year’s research.
• Omit details and discussions.
• Use the past tense when describing what was done. However, where appropriate use active verbs rather
than passive verbs.
• Use short sentences, but vary sentence structure.
• Use complete sentences. Don’t abbreviate by omitting articles or other small words in order to save space.
• Avoid jargon and use appropriate scientific language.
• Use concise syntax, correct spelling, grammar, and punctuation.
AVOID A REWRITE
• Focus on what you did, not on the work of your mentor or of the laboratory in which you did your work.
• Do NOT include acknowledgements, self-promotion or external endorsements. Don’t name the research
institution and/or mentor with which you were working and avoid mentioning awards or honors (including
achieving a patent) in the body of the abstract.
• Be sure to emphasize the current year’s research. A continuation project should only make a brief mention
of previous years’ research (no more than a sentence or two).
ISEF Document Link - https://student.societyforscience.org/forms
21
Intel ISEF Categories and Subcategories
The categories have been established with the goal of better aligning judges and student projects for the judging at the
Intel ISEF. Local, regional, state and country fairs may or may not choose to use these categories, dependent on the
needs of their area. Please check with your affiliated fair(s) for the appropriate category listings at that level of
competition.
Please visit our website at www.societyforscience.org/isef/students/project_categories for a full description and
definition of the Intel ISEF categories:
ANIMAL SCIENCES
EARTH & PLANETARY SCIENCE
MATHEMATICAL SCIENCES
Animal Husbandry
Climatology, Weather
Algebra
Development
Geochemistry, Mineralogy
Analysis
Ecology
Paleontology
Applied Mathematics
Pathology
Geophysics
Geometry
Physiology
Planetary Science
Probability and Statistics
Populations Genetics
Tectonics
Other
Systematics
Other
MEDICINE & HEALTH SCIENCES
Other
ENGINEERING: Electrical &
Disease Diagnosis and Treatment
BEHAVIORAL & SOCIAL SCIENCES
Mechanical
Epidemiology
Clinical & Developmental Psychology
Electrical Engineering, Computer
Genetics
Cognitive Psychology
Engineering, Controls
Molecular Biology of Diseases
Physiological Psychology
Mechanical Engineering,
Physiology and Pathophysiology
Sociology
Robotics
Other
Other
Thermodynamics, Solar
MICROBIOLOGY
BIOCHEMISTRY
Other
Antibiotics, Antimicrobials
General Biochemistry
ENGINEERING: Materials &
Bacteriology
Metabolism
Bioengineering
Microbial Genetics
Structural Biochemistry
Bioengineering
Virology
Other
Chemical Engineering
Other
CELLULAR & MOLECULAR BIOLOGY
Civil Engineering, Construction Eng. PHYSICS & ASTRONOMY
Cellular Biology
Industrial Engineering, Processing
Astronomy
Cellular and Molecular Genetics
Material Science
Atoms, Molecules, Solids
Immunology
Other
Biological Physics
Molecular Biology
ENERGY & TRANSPORTATION
Instrumentation and Electronics
Other
Aerospace and Aeronautical
Magnetics and Electromagnetics
CHEMISTRY
Engineering, Aerodynamics
Nuclear and Particle Physics
Analytical Chemistry
Alternative Fuels
Optics, Lasers, Masers
General Chemistry
Fossil Fuel Energy
Theoretical Physics, Theoretical or
Inorganic Chemistry
Vehicle Development
Computational Astronomy
Organic Chemistry
Renewable Energies
Other
Physical Chemistry
Other
PLANT SCIENCES
Other
ENVIRONMENTAL MANAGEMENT
Agriculture/Agronomy
COMPUTER SCIENCE
Bioremediation
Development
Algorithms, Data Bases
Ecosystems Management
Ecology
Artificial Intelligence
Environmental Engineering
Genetics
Networking and Communications
Land Resource Management,
Photosynthesis
Computational Science, Computer Graphics Forestry
Plant Physiology (Molecular,
Computer System, Operating System
Recycling, Waste Management
Cellular, Organismal)
Software Engineering., Programming
Other
Plant Systematics, Evolution
Languages
ENVIRONMENTAL SCIENCES
Other
Other
Air Pollution and Air Quality
Soil Contamination and Soil Quality
Water Pollution
ISEF Document Link - https://student.societyforscience.org/forms
22
Sample
Research
Paper
23
Sample Research Paper
What is the Effect of Thermal
Inversion on Air Pollution?
Venetta L. Bronson
Hill-Park Middle School
Grade 8
Sample page
24
Abstract
This brief (250-word maximum) summary should include the (a) purpose of the
experiment, (b) procedures used, (c) data, and (d) conclusions. It should be on a
separate page with the title of the project at the top. (Do not put your name on
this sheet.) See any scientific journal article for an example of an abstract. This
same abstract will be copied and pasted onto your official abstract form. Be sure
to follow the guidelines on the OFFICIAL ABSTRACT FORM – page 21
Almost all scientists and engineers agree that an abstract should have the
following pieces:
 Purpose of the experiment - This is where you describe the purpose for
doing your science fair project or invention. Identify the problem you
solved or the hypothesis you investigated. Why should anyone care
about the work you did? You have to tell them why. Did you explain
something that should cause people to change the way they go about
their daily business? If you made an invention or developed a new
procedure, how is it better, faster, or cheaper than what is already out
there? Motivate the reader to finish the abstract and read the entire
paper or display board.
 Procedures - What was your approach for investigating the problem?
Don’t go into detail about materials unless they were critical to your
success. Do describe the most important variables if you have room.
 Data - What answer did you obtain? Be specific and use numbers to
describe your results. Do not use vague terms like “most” or “some”.
 Conclusions -State what your science fair project or invention
contributes to the area you worked in. Did you meet your objectives?
Was your hypothesis supported?
Sample page
25
Table of Contents
Don’t fill in the page numbers
until you have finished
everything else in your report.
That way you’ll know you have
the correct numbers!
Introduction
Hypothesis
Variables and Controls
Materials
Procedures
Results
Discussion
Conclusion
Bibliography
Official Abstract Form
Sample page 1
Sample page 2
sample page 2
Sample page 3
Sample page 4
Sample page 5
Sample page 6
Sample page 7
Sample page 8
not in sample
Sample page
26
This section will discuss what you learned while
researching your topic BEFORE you started your
experiment. Remember you should have looked in at
least 5 different places for information – these places
will be cited in your bibliography
Background Information
Air and water are essential to life. Air pollution is caused when chemical substances are released
into the atmosphere that are not normally found there. Polluted air can cause or lead to lots of health
problems in people. It can also harm plants and animals.
This paragraph introduces the topic of
pollution and tells why it is important.
Smog, the dark haze in the air (smoke and fog) is the most common form of air pollution. It is a
major problem for many cities in the world. Polluted air is dirty air. It can make the air smell bad and can
make things dirty. It can rise up into the atmosphere and be carried away for many miles by the winds.
The atmosphere can be damaged by polluted air.
This paragraph gets more specific and
focuses on one type of pollution
Many activities of human beings pollute the air. People pollute the air by allowing chemicals,
poisonous gases, and tiny particles of dirt to get into the air.
This paragraph tells what causes this type
of pollution.
Sample page 1
27
Hypothesis
A hypothesis is a single statement about how two factors are related to each
other. Your hypothesis should be written to include your dependent and
independent variables-----if _________(independent variable) is changed, then
_______________ (dependent variable) ____ will happen. See “The Parts” page
10 for more detailed information.
Variables and Controls
Define your variables, constants, and controls for this project. Specifically list out
your dependent and independent variables and controls.
See “The Parts” page 10-11 for more detailed information.
Sample page 2
28
Materials
When you are compiling you material list, it is imperative you list ALL materials as
well as EXACT SIZES OR AMOUNTS! For example, if you are using liquids, tell us
how much – 100ml or 16L. When listing materials used, tell us exactly what you
are using – sizes and numbers. It is recommended that you use the METRIC
SYSTEM. Think of the material list just like a shopping list. If someone were to go
to the store and only use your material list, would they end up with exactly the
same materials you used?
Example:
500 ml de-ionized water
Stopwatch with 0.1 second accuracy
2 AA alkaline batteries
Instead of just listing:
 Water
 Clock
 Battery
You need to be very specific about what
type of items and amounts
Sample page 3
29
Procedures (or Methods)
(approximately one page) Describe in great detail the methodology used to collect
your data or make your observations. Your methods should be detailed enough so
that someone would be able to repeat the experiment from the information in
your paper. You may include drawings or photographs. 5 trials are needed to
receive full credit.
Sample page 4
30
Results (or Data Collection)
(approximately one page) Present your results thoroughly using graphs, charts,
tables, or a daily log to help the reader understand what you have discovered. All
the data you collect should also be HANDWRITTEN in your PROJECT DATA BOOK
as your original data.
Here is your chance to show what happened during your experiment. Once you
have completed you experiment and have finished collecting data, take your data
and make it easily understandable. You can use graphs, charts, or tables –
whichever is appropriate to show your results. It would be best to use a computer
to help generate your results- the end result tends to be neater. If you do not have
a computer, make your display neat and attractive. Use rulers to draw boxes or
axis. Color is good also as long as it does not take away from being able to read the
data
Title
Axis Label
Incremental
Axis Label
Sample page 5
31
Discussion
In the last section (Results), you SHOWED us the data. Now we want you to
DISCUSS your data in words.
(approximately one page) The discussion, or interpretation of results, is the
essence of your paper. What could have caused these results? Compare your
results with theoretical values, published data, commonly held beliefs, and/or
expected results. Include a discussion of possible errors. Other questions you may
want to consider:
 How did the data vary between repeated observations of similar
events?
 How were your results affected by uncontrollable events?
 What would you do differently if you repeated this project?
 What other experiments should be conducted?
Sample page 6
32
Conclusion
This paragraph gives a
quick summary of the
background research.
This process of warm air rising and cold air falling keeps the air moving and
helps carry pollution away from it source. A thermal inversion occurs when hot air
is above colder air. Hot air rises and cold air falls. If the cold air is nearer to the
ground, there will be no mixing of air. This “still” air has no wind to carry away the
pollution particles. A thermal inversion traps air near the ground.
My hypothesis proved incorrect. I predicted that the hot air smoke would not
rise out of the bottle. Instead, it would be trapped near the ground (stay in the
bottom of the bottle) and the cold air would rise. I also predicted that a thermal
inversion would have no effect on the air pollution at all.
Restates hypothesis and
Includes the actual data from the
experiment to tell what was learned.
tells whether it is correct
or not.
In doing my experiment, I observed that the cold air smoke stayed in the
bottom of the bottle for a long time before it disappeared. At no time did it rise to
the top. I was so sure that the hot air smoke would not rise; instead it would stay
in the bottom of the bottle. However, it seemed like once I dropped the match
into the bottle with the hot air smoke, I saw the smoke rise up to the top of the
bottle and then it quickly disappeared. I did this experiment six times. Each time I
got the same results. The only problem I remember was that sometimes the match
would go out before I could get it to the bottle. I think this happened because I
was scared of the fire. I was afraid I might get burned, but my mom said she
wouldn’t let that happen.
Repeated trials
Mentions problems that
occurred during the experiment.
I’d like to try this experiment with a watch instead of a timer. I could check
the amount of smoke in the bottles every minute to see if there was smoke in
them or not.
Discusses changes that could be made if
the experiment was done again.
Sample page 7
33
Bibliography
a minimum of 5 sources: (Sometimes called "Works Cited.") List all books,
encyclopedias, journal articles, web sites, etc., you used. Different disciplines often
follow different referencing formats; check an article from a scientific journal in
your field if you want perfection, but most importantly, be consistent! Wikipedia
is not a reliable source. See “The Parts” page 13-14 for more detailed
information.
Notice the sources are listed in alphabetical order by
author’s last name.
Bender, David and Leone, Bruno. The Environment Opposing View Points. San Diego: Greenhaven
Press Inc., 1996.
Brower, Michael and Leon, Warren. The Consumer’s Guide to Effective Environmental Choices. New
York: Three Rivers Press, 1999.
Chandler, Gary and Graham, Kevin. Protecting Our Air, Land and Water. New York: Henry Holt and
Company Inc., 1996.
There is no author name, so it is listed alphabetically
by title.
Current Controversies: Pollution. San Diego: Greenhaven Press Inc., 1994.
Ehrlich, Anne H. Betrayal of Science and Reason. Washington, D.C.: Island Press, 1996.
McCormick, John. Acid Rain. New York: Gloucester Press: 1991.
Morgan, Sally. The Ozone Hole. Danbury: Franklin Watts, 1996.
Copyright date
Redalia, Debra Dadd. Sustaining the Earth. New York: Hearst Books, 1994.
Rybolt, Thomas R. and Mebane, Robert C. Environmental Experiments About Air. New Jersey:
Enslow Publishers Inc., 1993.
Stille, Darlene R. Air Pollution. Chicago: Children’s Press, 1990.
Sample page 8
Book title is underline
34
End of
Sample
Research
Paper
35
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intentionally
left blank
36
2014 – 2015 Science Fair Research Paper
Area Assessed
Abstract
Table of
Contents
Introduction
and
Background
Research
Hypothesis
Variables
Materials
Grading Rubric
9
8
7
0
Abstract is a 250 word or
less summary of the
project including; the
purpose of the
experiment, procedures
used, data, and
conclusion.
Abstract is a 250 word or
less summary. Some of
the of the required
information is included,
only one topic is missing;
purpose of the
experiment, procedures
used, data, or conclusion.
Abstract is included, but
does not contain all the
required information.
Two or more pieces of
information is missing;
the purpose of the
experiment, procedures
used, data, and
conclusion
An abstract is not
included in the research
paper.
More than 250 words
are included. Abstract
does not include any of
the required
information
The table of contents
includes all the required
items listed with an
associating page number
where the information
can be found.
A table of contents is
included, but 1 topic and
page number is missing.
A table of contents is
included, but 2 or more
topics and page numbers
are missing.
No table of contents is
included.
No more than 1 page
giving a clear report
introduction. This page
includes the purpose,
hypothesis, problem or
goals, an explanation of
what initiated research
to be done, what were
you looking to achieve.
Does meet the page
limitation. An
introduction to the
report, but only one
piece information is
missing. Some
information is unclear.
Page limitation is not met.
The introduction is not
very clear. More than
two pieces of
information is missing.
No introduction is
included in the research
paper.
Written as an “If___,
then____” statement
including the
independent and
dependent variable. A
because statement is
also included.
Written as an “If___,
then___” statement, but
no because statement is
provided.
A hypothesis is provided,
but is not written as an
“If___, then___”
statement. No because
statement is provided.
No hypothesis is
included in the research
paper.
All variables are
included; IV, DV, CV. A
control variable may also
be included. Each
variable is correctly
identified.
All variables are included;
IV, DV, CV. Only 1
variable is not correctly
identified.
All variables are not
included; IV, DV, or CV.
2 or more variables are
not correctly identified.
No variables are
included in the research
paper.
A list of specific items
used in the experiment is
provided. The list is
written vertically and
includes; the exact
amounts used, metric
measurements used, and
any construction
information.
A list of items used in the
experiment is provided,
but is not specific. The list
contains items used, but
not the exact amount
with units of
measurement. The list is
written vertically. There is
also construction
information.
Items used are included,
but not written vertically.
There are amounts
included, but without the
unit of measure. There is
no construction
information include.
No materials are listed
for the project.
The materials list is
incomplete.
37
2014 – 2015 Science Fair Research Paper
Area Assessed
Procedures
Results
Discussion
Conclusion
Bibliography
Grading Rubric
9
8
7
0
A greatly detailed step by
step procedure is included.
There is indication that 5
trials were conducted. There
are indications that
observations were made
and recorded while
conducting each trial of the
experiment. There is also
indication that data was
recorded during each trial of
the experiment. This
experiment could be
replicated by someone.
A detailed step by step
procedure is included.
There is indication that 5
trials were conducted.
There is indication that
data was collected during
the experiment. There is
also indication that some
observations were made
during the experiment.
Experiment could be
replicated by someone.
A procedure is included.
There is indication that 3
trials were conducted.
There is indication that
some observations were
made and data was
collected.
This procedure could not
be replicated.
No procedure is
included.
It is hard to understand
what procedure was
conducted during this
experiment. No
observations were
recorded. No data was
collected.
Graphs, tables, or charts
are used to display data
collected. These visuals
are labeled correctly. A
clear explanation of the
results is included.
A graph, table, or chart is
included to represent the
data collected. The visuals
are labeled correctly. A
brief explanation of the
results is included.
No graphs, tables, or
charts are included. A
statement about the
collected data is included,
but is not clear.
No information related
to the results of the
experiment is included.
Meets page limitation. This
is a clear interpretation of
the results from the
experiment. Includes an
explanation of what caused
the results, how the results
relate to the background
research collected, what
results were expected, and
any possible errors. There is
also connection to the stated
hypothesis.
Meets page limitation.
Results are interpreted,
but information included
does not give a clear
explanation of what
caused the results. There
is no connection to the
background research
collected. There is a
connection to the stated
hypothesis.
Meets page limitation. A
discussion of results is
included but does not
make any connections to
why the results came
about. There is no
connection to background
research. No connection
to the stated hypothesis.
No discussion is
included in the research
paper.
Meets page limitation. This is
a clear summary of the
results obtained. The
question is restated. There
is a connection to the
hypothesis, proved or
disproved. An answer to the
question is provided based
upon results. There is a
clear understanding of the
project and results.
Meets page limitation. This is
a summary of the results
obtained. The question is
restated. There is a
connection to the hypothesis
stating if it was proved or
disproved. There is no
answer to the scientific
question. There appears to
be some understanding of
the projects and results
obtained.
This is less than one page,
only one to two paragraphs.
Information is included about
the project. No question is
restated. There is no
connection to the
hypothesis. An overall
answer to the scientific
question is not provided.
There appears to be little
understanding of the project
and results obtained.
There is no conclusion
provided in the
research paper.
The conclusion is
unclear. There appears
to be no understanding
of the project and
results obtained.
5 different sources are
listed. All sources have
additional information
provided as it applies;
dates, publishers, copy
write date, web address,
and page numbers.
5 different sources are
listed. There is partial
information provided for
3 to 4 of the sources. This
information includes
dates, publishers, copy
write date, web address,
and page numbers.
Sources are provided.
These sources are all one
type, (book, web) or there
are less than 3 sources
provided. Partial
information is provided;
dates, publishers, copy
write date, web address.
No bibliography page is
included.
Discussion is unclear.
Only the name of the
sources used is listed.
38
Tips for Creating Outstanding Displays
Be Neat
Avoid frayed or ripped edges of paper, glue globs, lots of cross outs or white outs etc.
Color and Texture
Typically, it is recommended not to use more than 3 colors. Too much color can be distracting. Instead
develop a color pallet that is eye pleasing.
Frame or Matte Your Work
Use construction paper or other colored materials to provide a background for your work you will be
displaying
A Short, Catchy, Related Title
Use your Language Arts skills here to find just the right title for your project. Draw
or cut out letters that clearly show your project title and arrange them on the side or at the top of your
backboard.
Writing Should be Neat and Legible
It is recommended that you type your work to be displayed. If you do, don’t use fonts which are too hard
to read and don’t use too many different fonts. Use spell check!! If you are handwriting your work, print
or use cursive, don’t mix the two. Be extra careful to write so that others can easily read your information.
Spelling Does Count
Take time to check over our work. Don’t overuse whiteout. Scratching out mistakes is not acceptable. If
you do recognize an error after finishing, place a single line through it and write the corrected word
above. However, too many of these types of marks will affect the overall appeal of your project.
Practice Your Layout
Don’t glue thing down until after you have placed display items in their spot and you can see how they
look together. Make sure they are evenly spaced and level. Once you have a layout that looks eye
pleasing, then glue down the items.
Don’t Glue on Object From Your Project
Don’t glue on food items such as M&M’s, popcorn, or Skittles. Food products attract bugs and so do their
wrappers.
Data
Use graphs to summarize your project data. Be sure to have your raw data in a folder on the table in
case someone wants to see exactly what you did. Be sure to include your project journal on the table
in front of your backboard.
Project Abstract
Use the OFFICIAL ABSTRACT FORM and follow the guidelines that accompany it. Write up an abstract or
project summary of your work on the required form. This should be a paragraph or two that
passersby can read to understand the general ideas you worked on for your project.
39
Photographs/Charts/Tables
Photographs that you have taken during your project are good addition, but remember any picture, chart,
or data table has to be cited to give credit to who created it. It’s ok if you end up citing yourself. Read
over the rules for using photographs/graphs/charts (page 41-42)
Models
If you have made a model for your project, it should be placed on the table in front of your backboard. It
should be clearly labeled so visitors will know what they are looking at and why.
Research Reports
Don’t attach the report to the display. It is placed in front of the display with the data log book.
Sample Science Fair Display Board
Name/School
information on
the back of this
flap
Title
Question
Hypothesis
Official Pictures,
Abstract Photos,
Drawing
Form
Science Fair boards need to be at least 36” x 48”
(up to a maximum size of 48” wide and 108” high from the floor and 30“ deep)
40
Photograph/Image Display Requirements
Display of photographs other than that of the finalist must have a photo release signed
by the subject, and if under 18 years of age, also by the guardian of the subject. Sample
consent text: “I consent to the use of visual images (photos, videos, etc.) involving my
participation/my child’s participation in this research.”
Any photograph/visual image/chart/table and/or graph is allowed if:
a. It is not deemed offensive or inappropriate (which includes images/photographs
showing invertebrate or vertebrate animals/humans in surgical, necrotizing or dissection
situations) by the Scientific Review Committee, the Display and Safety Committee, or
Society for Science & the Public. The decision made by any one of the groups mentioned
above is final.
b. It has a credit line of origin (“Photograph taken by...,”or “Image taken from...,” or
“Graph/Chart/Table taken from. . . .”). (If all images, etc. being displayed were taken or
created by the finalist or are from the same source, one credit line prominently and
vertically displayed on the backboard/poster or tabletop is sufficient.)
c. It is from the Internet, magazine, newspaper, journal, etc., and a credit line is
attached. (If all photographs, etc. are from the same source, one credit prominently and
vertically displayed is sufficient.)
d. It is a photograph or visual depiction of the finalist.
e. It is a photograph or visual depiction for which a signed consent form is at the project
or in the booth.
Note: Images used as backgrounds must also be credited.
All photos/visuals/charts/tables/graphs etc. need a credit line of origin, even if you
credit yourself
Find the complete set of Display Rules at ISEF Document Link https://student.societyforscience.org/international-rules-pre-college-science- 41
research
Intel ISEF Display and Safety Regulations
Please address any questions regarding Intel ISEF Display and Safety Regulations to:
Henry Hartman, Display and Safety Committee Chair, E-mail: [email protected]
Display and Safety Authority
The Intel ISEF Display and Safety Committee is the final authority on display and safety issues for projects approved by the SRC to
compete in the Intel ISEF. Occasionally, the Intel ISEF Display and Safety Committee may require students to make revisions to
conform to display and safety regulations. The Regulations that follow have been divided into two main categories to separate those
that deal specifically with display regulations and those that pertain to safety regulations.
Display Regulations
The following regulations must be adhered to when a finalist exhibits a project at Intel ISEF.
Display Content for Research Institution and/or
Continuation Projects
The project display summarizes the research project and must
focus on the student(s) work for this year’s study with only
minimal reference to previous research. Longitudinal studies
may present only conclusionary data from prior years.
[Exception: the project title of the display board may mention
years or which year the project is (for example, “Year Two of an
Ongoing Study”).] Only one display board/project is permitted.
Project boards may not be layered. Continuation projects must
have the Continuation Project Form (7) vertically displayed.
In addition, the project display must be limited to the work
conducted by the student(s) for the project. The mentor’s
research, even if it was a precursor to student experimentation
(e.g. animal research from which tissue was obtained for the
project) is not a part of the student research project and must
not be included in the display. Very minimal reference to work
done by a mentor or others may be included only for
background information or clarification of what the student’s
research covered and must clearly indicate that it was not part
of the student’s work.
Maximum Size of Project



Depth (front to back): 30 inches or 76 centimeters
Width (side to side): 48 inches or 122 centimeters
Height (floor to top): 108 inches or 274 centimeters
Please be aware when ordering posters that the
mechanism that supports the poster should conform to
the maximum size limitation stated above.
At the Intel ISEF, fair-provided tables will not exceed a height of
36 inches (91 centimeters). Maximum project sizes include all
project materials, supports, and demonstrations for public and
judges. If a table is used, it becomes part of the project and must
not itself exceed the allowed dimensions nor may the table plus
any part of the project exceed the allowed dimensions.
Nothing can be attached to the rear curtain for display, and any
framework supporting the display must be within the allowable
dimensions.
At the Intel ISEF, any project with a component that will be
demonstrated by the finalist must be demonstrated only
within the confines of the finalist’s booth. When not being
demonstrated, the component plus the project must not exceed
the maximum size dimensions for a project.
Position of Project
Table or freestanding display must be parallel to, and positioned
at, the back curtain of the booth.
Forms Required to be Visible and Vertically Displayed
The only items that may be displayed on the front of the tables
provided are the forms listed below.
All finalists must display vertically the following documents:
1) Original of official Abstract and Certification as approved
and stamped/embossed by the Intel ISEF Scientific Review
Committee.
2) Completed Intel ISEF Project Set-up Approval Form
SRC/DS2 (Received on-site at the Fair)
If either of the following documents is required, it must be
displayed vertically.
1) Regulated Research Institutional/Industrial Setting
Form(1C) — if applicable
2) Continuation Projects Form (7) — if applicable
The suggested placement of the Abstract and Certification, ISEF
Project Set-Up Approval Form SRC/DS2, Regulated Research
Institution/Industrial Setting Form (1C) – if applicable, and
Continuation Form (7) – if applicable is depicted on the diagram
above.
Find the complete set of Display Rules at ISEF Document Link https://student.societyforscience.org/forms
42
Tips for a Successful Presentation
 Be able to discuss your independent and dependent variables as well as your controls
and constants– make sure they are defined correctly and you understand their
importance in your experiment
 Do some background research about your topic BEFORE YOU START YOUR EXPERIMENT
so you can discuss with the judges what you learned about your topic that helped you
understand what is happening in your experiment
 Understand and be able to communicate how/why the information you learned from
your experiment is important
 When in doubt, refer to the ISEF official rule book online!
 Cite your photos and graphs/charts - per the new abstract form, if you have pictures,
you need to cite on your board who took the pictures. For example: “Pictures were
taken by Billy Bob Thompson.” Also, if you have any graph or chart, you will need to do
the same. For example: “Chart and Graphs created by Sally Sue Martin.” If you took the
pictures or you created the chart/graphs, then use your name!!!!
43
Judge Number: ________
Highlands County Schools -Criteria for Judging
Secondary Science Fair – 2014-2015
Student #: ______ Project title: ______________________________________________________________
1.
2.
3.
SCIENTIFIC PROCEDURES: 40 possible points
Clearly stated the problem being investigated (max 5)
Formulated a clear hypothesis (max 5)
Defined independent, dependent, and controls (max 5)
Detailed procedure included (max 5)
Completed at least 5 trials of the experiment (max 5)
Recorded observations and measurements (max 5)
Analyzed data accurately (max 5)
Drew a conclusion based on observation and data (max 5)
SUBTOTAL
__________
__________
__________
__________
__________
__________
__________
__________
__________
CLARITY: 5 possible points
Observer can easily understand what was done (max 5)
SUBTOTAL
DISPLAY: 10 possible points
Display is neat, attractive, with proper grammar and spelling (max 5)
Graphs and data tables are clearly labeled (max 5)
__________
__________
__________
SUBTOTAL
4.
5.
6.
__________
SUMMARY: 15 possible points
Includes 5 reliable research sources (max 5)
Original data journal (max 5)
Abstract (max. 5)
SUBTOTAL
COMPLEXITY/ORIGINALITY: 10 possible points
Complexity of project for age of student (max 5)
Originality of project for age of student (max 5)
SUBTOTAL
__________
__________
__________
__________
__________
__________
__________
UNDERSTANDING: 20 possible points
Student can explain the project and procedures (max 5)
Student can discuss results of experiment (max 5)
Student understands research and how it relates to results (max 5)
Student can explain the importance of this information (max 5)
SUBTOTAL
__________
__________
__________
__________
__________
TOTAL POINTS FOR PROJECT
________/100
Comments: _____________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________ 44
_______________________________________________________________________________________________
Revised 3/2014
Science Fair Reference Sheet for Judges
Hypothesis – The researcher’ testable idea/answer/prediction to their problem or purpose
Independent Variable – the variable being tested (what the student is manipulating)
Dependent variable – the variable being measured
Control Group – the group which does not receive the independent variable (not all projects
will have a control group)
Constants – the variables which stay the same throughout the project
Abstract – a summary of the entire project
Log Book – the researchers’ handwritten journal/notes of the project, including all data
collected
Research Paper – a detailed paper of the entire project; it should include a discussion section
and a bibliography
Thoughts to consider:
1) The student will be given the judges sheets. Please include what was good about the
project, ways to improve the project, and anything useful to help them at the next level
of competition. Students are allowed to fix errors, redo displays, etc. before proceeding
to the next round. Remember - most of our students are just starting to understand
how research is done; they are not graduate students.
2) The student’s knowledge of the project and the level of difficulty of the project are more
important than the appearance/artwork of the display board.
3) Possible things to ask the students:
a. “Tell me about your project.”
b. “What do the graphs represent?”
c. “Why is your research important?”
d. “If you did the project again, what would you do differently?”
e. “Did you run into any problems while doing your project and were you able to fix
them?”
f. “What are your variables?”
g. “Did this project raise other questions you would like to explore?”
45
Criteria for Science Fair Judging
1) There should be a QUESTION asked or a problem to be solved.
2) A logical HYPOTHESIS should have been developed for the study.
3) The PROCEDURES should include the following:
a. A list of MATERIALS (some boards with a lot of info will not include this, but look
in their research paper).
b. The testing conditions should include one INDEPENDENT VARIABLE and
everything else should be controlled or constant.
c. STEP-BY-STEP DRIECTIONS are detailed steps of the investigation (after reading
them, anyone should be able to replicate the experiment).
d. METRIC units should be used whenever feasible.
4) DATA can be displayed in a table. Drawings, photos, or a model can be used to explain
the investigation.
5) GRAPHS should be in the form of a Line, Bar, or Pie graph. (The type of graph should be
appropriate to the data.) It is recommended that tests be repeated 5 times, or have
large groups in the testing samples so that graphs can be summaries of the data.
6) A CONCLUSION should be made as to whether the results support the hypothesis.
Statements should include what was observed in the investigation and applications
which apply to real world situations. The data does not have to support the hypothesis;
the methodology and science learned is what is most important!
7) An ABSTRACT is required by all projects to summarize the full process. It is to be
displayed at ALL project boards and included in their research paper.
8) A LOG BOOK should be handwritten and include notes and data collected.
9) A RESEARCH PAPER should include all of the information which is presented on the
display board, as well as a discussion section, which sites information gathered from
research and how that research relates to their experiment. A BIBLIOGRAPHY should
also be present. Additional graphs and photographs are often included in the research
paper.
For a student to receive a FIRST PLACE, they MUST have an abstract, lab book, and a research
paper at their display on judging day.
The student must be present at their display to be judged unless otherwise noted. Use the
rubric to help guide you as to what to look for/ask about at each project. You do not have to
add up the scores of each section. Projects should be judged on the science, so multiple place
awards (ex: 2-3 - First place, 6 – Second place and 9- Third place) can be awarded depending
on the size of the category. Only students meeting a certain score will be considered to
advance to the next round of judging.
46
Overview of Forms and Dates
The Intel ISEF forms constitute written documentation of what will occur, or in some cases, has
already occurred, in a research project. They are designed to provide the information that is needed
to review the project to ensure compliance with the Intel ISEF rules and with laws and regulations
that apply to the project. The forms should be filled out and signed before any research takes place.
(Only Forms 1C, 7, and the abstract are done after the research.) The dates of the signatures reflect
when the approval or consent is given. Use MM/DD/YY format for all dates.
Checklist for Adult Sponsor (1) – ALL PROJECTS – BEFORE EXPERIMENTATION
The checklist is provided so that the adult sponsor can review what information (and therefore which
forms) must be provided. The date signed is the date that the sponsor first reviews the
project plan before the experiment begins.
Student Checklist (1A) – ALL PROJECTS– BEFORE EXPERIMENTATION
On this page, the student outlines what the project is about. Items that especially need to be clear
are the following:
#5 Any project conducted in a similar area of research as previous projects should be considered a
continuation. If the project is a continuation, explain on Form 7 as completely as possible how the
project will differ from previous experimentation because ONLY a new and different research project
is allowed. The current year project must demonstrate significant progress.
#6 Explain when the actual experimental procedure (not the background literature review) will
begin and end because ONLY a 12-month project that occurred within the last 18 months before this
Intel ISEF is allowed.
#7 Explain where the experimental research will be done: research institution, school, field, home.
Universities, research facilities, and industrial settings will require additional documentation on Form
1C to explain what was done at each facility. (Note: Pathogens may NOT be cultured at home.)
#9 Attach a research plan, as outlined in the Research Plan Instructions, which describes the project
in detail and answers all applicable questions.
Approval Form (1B) – ALL PROJECTS– BEFORE EXPERIMENTATION
These statements attest that each of these people (or committees) approves or consents to this
project. The dates should be signed as described below and are before experimentation unless
otherwise indicated:
a) Student
Date they attest that they understand the possible risks, that they
have read and will follow the rules, and that they will abide by the
ethics statement.
47
b) Parent/Guardian
Date they consent to their child doing this project.
c) SRC Approval BEFORE
Date that the committee reviews this project BEFORE the
experimentation. Projects that must be preapproved are
research in these areas: human subjects, vertebrate animals, and
PHBA's (potentially hazardous pathogenic agents) including
microorganisms, recombinant DNA, and human or animal tissue.
d) SRC Approval AFTER
This applies only to projects that needed preapproval by the SRC
but were done at a research institution and were preapproved by
that institution instead of the affiliated fair SRC. The date signed
indicates when the SRC approved this project after it was
completed. All documentation from the research institution showing
approval of the project must be attached.
e) Final SRC Approval
All projects must be reviewed by the SRC after the experimentation
is complete and shortly BEFORE competition in the affiliated fair.
The date signed shows the date that SRC gives final approval to
this project.
Risk Assessment Form (3)- ALL PROJECTS– BEFORE EXPERIMENTATION
Required for projects using hazardous chemicals, activities or devices, and some PHBA's including
protists, composting, coliform test kits, and decomposition of vertebrate organisms and must be
completed and signed by the DS or QS prior to student experimentation.
Regulated Research Institution (1C)
This form is completed by the supervising adult, explains what the student researcher actually did
and is signed after the project is completed. This form is only needed if the research was done at a
research institution (university lab, for example) or in an industrial setting, but is not completed for
work done at a high school.
Qualified Scientist (2)
On this page, the scientist explains what will be done to oversee this project. The qualified scientist
(QS) and, if needed, the designated supervisor (DS), will sign with the date that they approve this
project (before experimentation takes place).
48
Human Participant and Informed Consent (4)
This page, along with the research plan, is submitted by the student researcher to explain to the IRB
how the safety and well-being of the test subjects and the confidentiality of results will be ensured.
The IRB reviews the project, checks the risk level and determines if written documentation of
consent/permission is required. All questions must be answered and boxes checked. Each IRB
member signs with the date they approve this project. This review and the date signed must be
BEFORE any experimentation takes place.
When required by the IRB, a written informed consent/parental permission form is used to explain
very completely to the research subject and their parent/guardian exactly what will happen to the
subject in the project. (See Sample Informed Consent Form.) Questionnaires, sample tests, etc.
MUST be given to the IRB and to the parent/guardian. If the subject wishes to participate and when
required, the parent/guardian also agrees, they each sign the Informed Consent Form with the date
that they approve. (Before experimentation begins).
Vertebrate Animal Form (5A)
This form is filled out by the student researcher when the experiment is conducted in a NonRegulated Research Site such as home or school and describes the housing and care for the animals.
The SRC reviews this document and determines the level of supervision required for the study and
signs and dates BEFORE experimentation begins. The bottom of the form is filled out by the
veterinarian and/or designated supervisor and is signed and dated when they approve this project
with these housing conditions. (Before experimentation begins.)
If there was any weight loss or death of an animal during the experimentation, the cause must be
investigated and a letter from the Qualified Scientist, Designated Supervisor, or a veterinarian which
documents the situation and the results of the investigation must be attached.
Vertebrate Animal Form (5B)
This form is filled out by the Qualified Scientist when the research is conducted at a Regulated
Research Institution and describes the study. A copy of the IACUC approval (not a letter from the
Qualified Scientist or Principal Investigator) must be attached.
If there was any weight loss or death of an animal during the experimentation, the cause must be
investigated and a letter from the Qualified Scientist, Designated Supervisor, or a veterinarian which
documents the situation and the results of the investigation must be attached.
49
Potentially Hazardous Biological Agents (6A)
This form is filled out by the student researcher and is required for all research involving
microorganisms, rDNA and fresh/frozen tissue (including primary cell lines, human and other primate
established cell lines and tissue cultures), blood, blood products, and body fluids.
SRC/IACUC/IBC/RAC approval required BEFORE experimentation. The qualified scientist will sign and
date. The SRC will choose one or more statements that describe the approval process for the study
and will add the date that approval occurred.
Human & Vertebrate Animal Tissue (6B)
This form is filled out by the student researcher and explains the source of the tissue. The Qualified
Scientist or Designated Supervisor signs and dates to document the source and handling of this
tissue (before experimentation).
Continuation Projects Form (7)
If the current project is in a similar area of research as any previous project of the student or any
team member, it is considered a continuation. Explain as completely as possible how the project is
different from previous experimentation because ONLY a new and different research project is
allowed. The date signed is the date the student researcher is certifying that this information is
correct.
Abstract
The abstract is a summary of the study and is written after experimentation. Intel ISEF finalists must
use the on-line system. Regional and local fairs use the Adobe® Acrobat® file in the document
library.
50
ISEF Checklist for Adult Sponsor Form (1)
Visit the ISEF Document Library to view this form
https://student.societyforscience.org/forms
51
ISEF Student Checklist Form (1A)
Visit the ISEF Document Library to view this form
https://student.societyforscience.org/forms
52
ISEF Approval Form (1B)
Visit the ISEF Document Library to view this form
https://student.societyforscience.org/forms
53
ISEF Risk Assessment Form (3)
Visit the ISEF Document Library to view this form
https://student.societyforscience.org/forms
54
Name:___________________________
Date: ________________________
MY SCIENCE FAIR VISIT
As you walk through the science fair, look at each project carefully, reading all of the components on the
display board. Take time to look at students journals, too. Answer the following questions about what you
have seen.
1. What science fair project had the most interesting testable question? Explain why.
2. Which science fair project seemed to have the most complicated procedure? Explain why.
3. Which science fair project had the most surprising conclusion? Explain why.
4. Which science fair project would you like to repeat?
5. Reflect on your science fair project, considering all components to the scientific method. Is there
anything you would need to change about your project in order to make it more valid and reliable?
55
PROJECT TOPIC INFORMATION SHEET
Student:
Teacher:
Category:
Project Title (can be changed later):
Below please write a summary of the Science Fair experiment you plan on doing:
Materials & Supplies:
Procedure:
What is your hypothesis?
What do you predict will be your outcome?
How long will it take for you to complete the experiment part of your project from start to finish?
56
SAMPLE Science Fair Project 2014-15
Goals
Suggested Timeline/Due Dates
1. Generate Hypothesis
Review different ideas
Select a topic and several ideas
Try several experiments
Narrow your ideas to a single experiment
Determine your problem or purpose
Generate a detailed hypothesis
Problem/Hypothesis Due Date
_______________________
2. Design an Experiment
Detailed procedure written
Material list completed
Procedure/Material List Due Date
________________________
3. Perform the Experiment
Perform you experiment – gather data
Repeat your experiment – gather data
Try it again – gather data
Try it a third time – gather data
Take pictures as you experiment
Complete data tables
Complete graphs
________________________
4. Write Your Report
Rough draft of your written report
Proofread your report
Complete Final report
________________________
________________________
________________________
5. Present Your Findings
__________________________
Complete your display
Outline what you want to say in your oral report
Practice your oral report
Review information in order to answer questions from Judges
6. Turn in your Science Fair Project!!!
DUE DATE
___________________________
Science Fair
___________________________
57
Science Fair Display Checklist
After you have completed your display board, take time to complete this checklist yourself to
be sure you have everything included with your display. Then add or revise any areas you did
not check off as being complete. After you have made any changes, have your parent
complete the checklist as a final review of your work before turning it in at school.
Assessment
Self
Parent
1. Overall appearance is neat and attractive.
2. All the necessary parts are included (Question, Title,
Hypothesis, Official Abstract Form, Material List,
Procedures, Variables, Data, Conclusion).
3. My backboard has a short and catchy title.
4. All of the words on my backboard are spelled correctly.
5. I have used proper grammar and punctuation.
6. My procedures are written in my own words and in clear,
sequential order.
7. My procedure shows that I conducted repeated trials
(at least 5) and used an adequate sample size if necessary.
8. I have identified my dependent and independent variables,
constants, and control (when applicable).
9. All the necessary parts are included on my data table
(title, labels, and units) and it is neat and filled in with
appropriate data.
10. I have the correct type of graph that displays my data
from my data table and the graph includes all the
necessary parts (title, axes, increments, labels, and scale).
A key is present of necessary.
11. My conclusion includes that answer to the original question,
accuracy of my hypothesis, what I learned supported with
data, and any problems and real world applications.
12. My handwritten data log is ready to be displayed.
13. My research paper is typed and follows the guidelines.
58
Final Report Checklist
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Does your abstract include a short summary of the hypothesis,
materials and procedures, results, and conclusion?
Have you used proper capitalization and punctuation?
Have you checked for grammar and spelling?
Does your final report include the following key sections:
 Title page
 Abstract
 Table of Contents
 Background Research
 Hypothesis
 Variables, Constants, and Controls
 Materials
 Procedure (Method)
 Results
 Discussion
 Conclusion
 Bibliography
 Official Abstract Form
59
Background Worksheet
Included in your packet
See your teacher for an additional copy of this
60
Bibliography Worksheet
Included in your packet
See your teacher for an additional copy of this
61