Soup to Nuts
A How-To Guide
for a Science Fair
Project
Soup to Nuts
All You Need to Know About Creating a Science Fair Project
from Janice VanCleave's Guide to the Best Science Fair Projects, Janice VanCleave (John Wiley & Sons, Inc., 1997)
http://school.discoveryeducation.com/sciencefaircentral/scifairstudio/handbook/ &
Science Fair Project Guide
http://www.sciencebuddies.org/science-fair-projects/project_guide_index.shtml?From=tab
So you're going to do a science fair project. Great! As a participant in any science
fair, you'll get to show off your work and possibly receive achievement awards. But most
important, you'll also learn a lot about science by observing and sharing with other
science fair participants.
A science project is like a mystery in which you are the detective searching for answers.
Science projects let you practice and exhibit your detective skills. You not only get to
select which mystery to solve, but you can creatively design methods for uncovering
clues that will lead to the final revelation of who, what, when, where, how, and why.
Keep a Journal
Your journal should contain topic and project research. It should contain not only your
original ideas but also ideas you get from printed sources or from people. It should also
include descriptions of your exploratory and project experiments as well as diagrams,
graphs, and written observations of all your results.
Every entry should be as neat as possible and dated. A neat, orderly journal provides a
complete and accurate record of your project from start to finish, and it can be used to
write your project report. It is also proof of the time you spent searching out the
answers to the scientific mystery you undertook to solve. You will want to display the
journal with your completed project.
Your journal must be something more than just one sheet of paper. It should be
either neatly written or typed.
Scientific Method
The scientific method is one of many methods used by scientists to answer questions.
Following these steps will help you solve scientific questions and problems.
I. Question or Problem
Experiments are never done “just for fun.” There is always a reason they are done.
This is the first step.
The problem is the scientific question to be solved. It is best expressed as an "openended" question, which is a question that is answered with a statement, not just a yes or
a no. For example:
; Does temperature affect the growth of microorganisms?
; How effective are antibacterial cleaners?
; Is the water safe to drink?
Here are some ideas that are not acceptable for your science fair project:
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Which boils quicker, hot water or cold water?
Which freezes faster, hot water or cold water?
Any experiment dealing with mold.
Which mouth is dirtier, a human or dog; a cat or dog, etc.
Be creative as you select your problem. It needs to be something that interests you.
II. Research
Before an experiment is done, scientists do research. The research helps them know
what experiments have been done. They also learn the results of those experiments. It
helps a scientist develop a hypothesis and experiment.
III. Hypothesis
A hypothesis is your explanation or answer to your question or problem. A hypothesis is
often written as:
; "If _____[I do this] _____, then _____[this]_____ will happen."
Write your hypothesis in a way that you can easily measure. For example:
“As temperature increases, microorganism growth decreases.”
IV. Design an experiment
Now that you have your hypothesis, you need to do an experiment to test the
hypothesis. Here are some steps:
; Description of your experiment.
; A list of materials required to do your experiment.
; A step-by-step list of how to do your experiment (procedure). The procedure
must be clear enough for someone else to be able to do your experiment.
; Identify any possible safety problems. Safety is always
the most important consideration in designing any
experiment!
; Your experiment must identify the variable being tested. In the example
hypothesis, the variable is temperature.
; Have a control experiment. A control experiment tests the variable in a
different way. For example, if you decide that high temperature slows growth,
your control experiment would be to do the same experiment, except at a lower
temperature. (If microorganisms grow the same at a low temperature as they do
at a higher temperature, then you know that temperature has no effect on
microorganism growth. If microorganisms grow better at a lower temperature,
they you know temperature effects growth.)
; You always need to repeat your experiment at least two or three times.
; You must decide how you will record your results.
; Make sure that you can do your experiment.
You can use the following experiment checklist to assist you as you prepare.
What makes a good experimental procedure?
Does your material list contain all supplies
necessary to do your experiment?
Have you included a step-by-step procedure
list?
Have you identified the variable you are
testing?
What makes a good experimental procedure?
Have you identified your control experiment?
Have you arranged to repeat the experiment at
least once?
Can someone do the experiment using your
materials and procedure list?
If your procedure is good, you should
answer “yes” to each question.
If your procedure is good, you should
answer “yes” to each question.
V. Analysis
Once you have your data, you must decide what it means. This is why it is so important
to determine how you will record your results. Tables and graphs are usually the
easiest way to record and analyze data.
VI. Conclusion
After you have analyzed your data, you arrive at a conclusion. The easiest way to
record you conclusion is:
; My hypothesis is correct because … reason(s)
; My hypothesis was partially correct/incorrect because … reason(s)
VII. Report Your Results
The report is a written paper that includes the following information:
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Your question or problem.
Any research you have done.
Your hypothesis.
Your experiment (including a step-by-step procedure list).
Analysis of your data (include tables, graphs, charts, etc.).
Your conclusion.
If your results do not support your hypothesis:
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Don't change your hypothesis.
Don't leave out experimental results that do not support your hypothesis.
Do give possible reasons for the difference between your hypothesis and the
experimental results.
Do give ways that you can experiment further to find a solution.
If your results support your hypothesis:
You might say, for example, "As stated in my hypothesis, I believe that light is not
necessary during the germination of bean seeds. My experimentation supports the idea
that bean seeds will germinate without light. After seven days, the seeds tested were
seen growing in full light and in no light. It is possible that some light reached the 'no
light' containers that were placed in a dark closet. If I were to improve on this
experiment, I would place the 'no light' containers in a light-proof box and/or wrap
them in light-proof material, such as aluminum foil."
Remember, as you write your final report, the people who read your report are not
aware of what you have done. Remember the words of Albert Einstein: “If you can't
explain it simply, you don't understand it well enough.”
The Display
Your science fair display represents you and all the work that you have done. Your
display should represent your project. It must tell the story of the project in such a
way that it attracts and holds the interest of the viewer. It has to be thorough, but not
too crowded, so keep it simple.
A three-sided backboard is required. You may purchase a display board from Mr.
Hollingsworth as long as he has boards or purchase them from a store like WalMart.
Backboards come in different colors. Select one that will fit with your project. For
items placed on the backboard, select colors that stand out but don't distract the
viewer from the material being presented. For example, if everything is in fluorescent
colors, the bright colors, instead of your work, will be what catch the eye.
The title and other headings should be neat and large enough to be read at a distance of
about 3 feet. A short title is often eye-catching. You can purchase, at office supply
stores, self-sticking letters of various sizes and colors for the title and headings and
stick them to the backboard. You can cut your own letters out of construction paper or
stencil the letters for all the headings directly onto the backboard. You can also use a
word processor to print the title and other headings.
The following headings are examples:
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Problem
Hypothesis
Experiment (materials and procedure)
Data
Results
Conclusion
Next Time
The project title should go at the top of the center panel, and the remaining material
needs to be placed neatly in some order. The figure below gives you an idea of one way
of placing the material. The heading "Next Time," though not always required, may be
included if desired. It would follow the conclusion and contain a brief description of
plans for future development of the project. You could include this information in the
conclusion rather than under a separate heading.
You want a display that the judges will remember positively. So, before you glue
everything down, lay the board on a flat surface and arrange the materials a few
different ways. This will help you decide on the most suitable and attractive
presentation.
Example of a Good Display
Helpful Hints
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Place all typed material on a colored backing, such as construction paper. Leave a
border of 1/4 to 1/2 inch around the edges of each piece of typed material. Use a
paper cutter so that the edges will be straight.
Make the project title stand out by using larger letters for it and smaller letters
for the headings.
To arrange the letters on the backboard, first lay the letters out on the board
without attaching them. Then, use a yardstick (meter stick) and pencil to draw a
straight, light guideline where the bottom of each letter should line up. This will
help you keep the lettering straight. Before adhering everything, ask the opinion
of other students, teachers, or family members.
If you need electricity for your project, be sure the wiring meets all safety
standards.
Bring an emergency kit with extra letters, glue, tape, construction paper the color
of the backboard, stapler, scissors, pencils, pens, touch-up paint, markers, and so
forth. This kit should contain anything that you think you might need to make
last-minute repairs to the display.
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Before standing your backboard on the display table, cover the table with a
colored cloth. Choose a color that matches the color scheme of the backboard.
This will help to separate your project from other projects displayed on either
side.
Project Do's and Don'ts
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Do use computer-generated graphs.
Do display photos representing the procedure and the results.
Do use contrasting colors.
Do limit the number of colors used.
Do display models when applicable. If possible, make the models match the color
scheme of the backboard.
Do attach charts neatly. If there are many, place them on top of each other so
that the top chart can be lifted to reveal the ones below.
Do balance the arrangement of materials on the backboard. This means evenly
distributing the materials on the board so that they cover about the same amount
of space on each panel.
Do use rubber cement or double-sided tape to attach papers. White school glue
causes the paper to wrinkle.
Don't leave large empty spaces on the backboard.
Don't leave the table in front of the backboard empty. Display your models (if
any), report, copies of your abstract, and your journal here.
Don't hang electrical equipment on the backboard so that the electric cord runs
down the front of the backboard.
Don't make the title or headings hard to read by using uneven lettering, words
with letters of different colors, or disorganized placement of materials.
Don't handprint the letters on the backboard.
Don't attach folders that fall open on the backboard.
Don't make mistakes in spelling words or writing formulas.
Example of a Bad Display
The Display: Safety
Anything that is or could be hazardous to other students or the public is prohibited
and cannot be displayed. The following is a list of things unacceptable for display. Your
teacher has access to a complete list of safety rules from your local science-fair
officials. Your project topic should be approved by your teacher before you begin.
This prevents you from working on an unsafe project and from wasting time on a project
that would be disqualified. Models or photographs can be used instead of things that are
restricted from display.
Unacceptable for Display
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Live animals
Microbial cultures or fungi, living or dead
Animal or human parts, except for teeth, hair, nails, and dried animal bones
Liquids, including water
Chemicals and/or their empty containers, including caustics, acids, and household
cleaners
Open or concealed flames
Batteries with open-top cells
Combustible materials
Aerosol cans of household solvents
Controlled substances, poisons, or drugs
Any equipment or device that would be hazardous to the public
Sharp items, such as syringes, knives, and needles
Gases
Sample Award Winning Science Fair Project
from Science Fair Success Secrets by Bill Haduch
Where the idea came from
A talk with an eye doctor during career day at school.
Talk with your local eye doctor and she or he will tell you that the average person blinks more
than 10,000 times per day. Sweeping away dust particles in the big reason for all this eyelid
slamming, of course. But are there other reasons? Sometimes people seem to wink and blink
according to how they feel. Think of them batting their eyelashes at each other when they’re
falling in love or staring straight ahead when they’re scared. Is blinking at all connected with
people’s emotions – whether they’re happy or sad or scared or in love? Maybe it’s time to make
some popcorn and watch some movie clips and .. er, do an experiment, that is, and find out!
Actual Project Title - “In the Blink of an Eye”
Question - Do emotions affect how much a person blinks?
Hypothesis
A person’s blink rate will increase in response to a sad emotional stimulus.
Procedure
In this project, you use a camcorder to videotape the eyes of six volunteers as they
watch videos. The videos are four scenes that you pick from the movies – on scene
that’s funny, open that’s sad, one that’s scary, and one that’s romantic. You’ll also need one
scene that’s just blank. A blank tape will do. Each scene should be two minutes long. Have the
tape rewound to the scene you want to show. Don’t tell that volunteers what the experiment is
about. Make sure everything about the viewing environment is the same for each volunteer – the
seating, the lighting, the background noise. You’ll probably need a helper to switch the videos on
the viewing TV as you run the video camera. The helper should remain as low-key and
unnoticeable as possible. It’s a good idea to practice the routine with your helper a few times
before you start calling in the volunteers.
1) Seat the first volunteer and tell him or her to just sit back, relax, and
watch. Have your helper run the blank tape for two minutes. Videotape
the volunteer’s eyes during the scenes, just as you did with the blank tape.
2) Have the helper run the two-minute scenes from each of the four movie tapes
– happy, sad, scary, romantic. Videotape the volunteer’s eyes during the scenes,
just as you did with the blank tape.
3) Repeat Steps 1 and 2 for each of the remaining volunteers.
4) When you’re finished, the camcorder’s tape should give you a good record of
how many times each volunteer blinked during each of the scenes, including the
blank scene. Count the number of times each volunteer blinked during the blank
scene (this is your baseline blink rate [Mr. Hill’s note – this is your control
experiment]). Then count the blinks during the happy, said, scary, and romantic
scenes.
5) Graph and compare the results.
Conclusion
The hypothesis is correct. For each viewer, the sad scenes produced the most blinks.
(For some, it also produced teachers.) For half the subjects, the blink rate decreased
during the scary scenes. The funny and romantic scenes didn’t lead to any conclusions
about blinking.
What it means in the Real World
Moviemakers are always looking for ways to test whether their movies really grab
people. Watching blink rates during the sad scenes might be an easy way to do it. Police
might also be able to watch blink rates to check if a kids is really sad about cutting
through his neighbor’s yard – or just pretending to be sad.
Project Ideas
Biological Projects
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How do plants get nitrogen?
How does water move through a plant?
How do changes in the length of the day affect plan growth?
What is the effect of organic matter on the growth of plants?
What is the effect of temperature on the germination of seeds?
What is the effect of microwave radiation on the germination of seeds?
Does presoaking seeds affect the germination and growth of plants?
What is the effect of electric current on plants?
What is the effect of second hand smoke on plants?
Do vegetables grown in lead-contaminated solid contain lead?
Do hamsters (mice, gerbils) need vitamins?
Under what conditions to butterflies hatch faster?
How do earthworms affect the soil they live in?
Can flatworms (planaria) regrow heads or tails?
Whose mouth has the most bacteria, humans’ or dogs?
Which soap kills the most germs?
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Which kind of bread grows the most mold, white or wheat?
Can bacteria be found in canned baby formula?
Can Lysosome kill bacteria?
Do marine sponges kill bacteria?
Who remembers dreams more often, boys or girls?
Do girls or boys my age have better short-term memory?
How does listening to different kinds of music affect a person’s heart rate?
Do babies prefer certain colors?
Do certain colors affect people’s moods?
What are the effects of video games on a person’s heart rate?
How does music affect short-term memory?
Is brain dominance inherited?
How does eating different sweeteners affect a person’s weight?
How do different foods affect tooth decay?
How safe are soda cans?
Are homes cleaner eating-places than public places?
Are there really psychic powers?
Physical Projects
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How is electrical current affected by the type of conductor (temperature, filament)?
Can a potato generate electricity?
What is the effect of salt on the freezing point of water and other liquids?
Does temperature affect solubility?
Are some substances more soluble than others?
What is the effect of temperature on the solubility of a gas in a liquid?
How is light affected by passing through water?
Which gas is most dense?
What gas is produced when seltzer reacts with water?
Can I blow square bubbles?
What is an anti-bubble?
How can the oxidation of fruits be prevented?
What is the tensile strength of fibers exposed to water (salt, bleach, soil, flames)?
Can the thickness of ice at the center of a lake be determined by measuring the ice at
the shore?
What is the effect of inflation pressure on the distance a soccer ball can be kicked?
Which rocket fin design is the most aerodynamically stable?
Does wing shape affect velocity?
What is the best wing shape for an airplane?
What limits the speed of a boat (truck)?
How accurate are homemade weather-detecting devices?
How does baseball filler (cork, sawdust, rubber) affect the distance a ball travels?
Can I hit a baseball with an aluminum bat better than with a wooden one?
What kinds of structures hold the most weight?
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Which magnet is the strongest?
How do metals compare in density and buoyancy?
How does gravity affect weight?
Can a model train be run by a computer?
What is the relationship between the size of kernels and the size of popcorn popping?
How does temperature affect the rate of popcorn popping?
Which method pops popcorn faster, oil or air?
Environmental Projects
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How can pests be controlled naturally?
What can be learned from tree rings?
Do vegetables grown using pesticides differ in flavor from those grown organically?
Which fruits (vegetables) produce the best natural dyes?
Does noise pollution affect the growth of plants?
How does acid rain affect plants?
How does overcrowding affect plant growth?
How are lichens (mosses, ferns) affect by acid rain?
Do some plants absorb more carbon dioxide than others?
Are some plants more resistant to air pollution than others?
Paper or plastic bags – which are better for the environment?
Under which conditions will plastic bags biodegrade the best?
How much trash does the average household in my community create per week? How
does this compare with the national average?
What is the most common roadside litter in my community?
Which commercial water purifier works the best?
Can acid rain be detected in my community? If so, what can be done about it?
How does acid rain affect buildings (statues)?
Can fertilizer runoff be found in my community’s river? IF so, what can be done about
it?
How can a pollutant such as phosphate be removed from water?
What is the best way to soak up oil from oil spills?
Can salt be removed from seawater by freezing the water?
What introduced species of plants (or animals) can be found in my community? How do
they impact its native species?
Does noise pollution affect mental concentration?
Is it more cost-efficient to recycle glass, aluminum, paper, or plastic?
What does the greenhouse effect do to the surface temperature of the earth?
Websites
For a list of Science Fair website links, visit:
http://mrscienceut.net/ScienceFair.html