Gunpowder
Elementary School’s
Science, Technology,
Engineering, and
Mathematics Fair
(BCPS Letterhead)
Dear Parents:
Gunpowder Elementary School is planning a Science, Technology, Engineering, and
Mathematics Fair on April 18th, 2013 from 6:30-7:30 pm. All 4th and 5th grade students are
requested to submit an individual STEM fair project. We are asking you to support this valuable
learning experience. The following information is provided to assist you in helping in the
preparation of your child's STEM fair project.
Students are encouraged to do investigations that use scientific thought processes and
the scientific method. Students should develop a question based on a real-world problem or
current issue, a personal interest, or a question they may have. The question should be
answered only by doing an investigation that produces data, and not a report, demonstration, or
model. The question should not be able to be answered by doing a simple Internet search.
Attached is a sample of a scientific method outline with a suggested timeline that students can
use. Also attached are specifications for construction of the project backboard. A Judging
Criteria Checklist and sample judges’ interview questions are included so you and your child can
check the project to be sure it is complete and practice for the interview portion of judging.
Students producing award-winning projects will be eligible to enter the county-wide Elementary
Science, Technology, Engineering, and Mathematics Fair on May 17th-18th, 2013.
Parents are asked to allow students to assume as much responsibility for their project as
possible. You may provide support, offer advice when necessary, help with expenses for the
project, and provide any needed transportation. When your child writes the report to accompany
the project, you may offer to proofread the written report or make suggestions for
improvement. In addition, you should occasionally check on the progress of the project to
ensure that it is proceeding on schedule.
Student projects will be due at school no later than 3:00 p.m. on April 17th. Judging
will take place on April 18th from 4-5 pm. Since it is important that students are able to talk
about their project, students are required to be at school on April 18th from 4-5 pm to be
interviewed by the judges. Parent viewing of projects will take place on April 18th from 6:307:30 pm.
Thank you for contributing to the success of Gunpowder Elementary School’s Science,
Technology, Engineering, and Mathematics Fair.
Sincerely,
Gary Werner
STEM Fair Coordinator
Need Help With
the STEM Fair?
The following websites can help:
Picking an idea:
http://school.discoveryeducation.com/sciencefair
central/
STEM Fair project walkthrough:
http://www.bcps.org/offices/science/STEM/
Student Packet
Office of Science, PreK-12
3
Important
Info/dates for the
GES STEM Fair
Important Dates
• Packets go home: January 25th
• Project ideas and abstracts due: on or before
February 8th
• Projects due in school: April 17th
• Project judging: April 18th 4-5 pm. (Students must
be present to be interviewed by the judges)
• STEM Fair open house: April 18th 6:30-7:30 pm
Important Information
• 4th and 5th grade GT/DP (students being considered for
GT placement) Science students must participate
• All other 4th and 5th grade participation is optional,
however, the project will count as extra credit
• If you need a second packet, it is available on the school’s
website (http://gunpowderes.bcps.org)
• GT/DP students will complete a yellow packet along with
their project. This is due when the projects are due.
• Students must be present during judging on April 18th
from 4-5 pm. Students must be picked up by 5 pm.
Student Packet
Office of Science, PreK-12
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Science, Technology, Engineering, and
Mathematics Fair
Project Timeline
Step 1: On or before February 8th Choose something that interests you
that solves a problem or allows you to learn something new. Complete the
Summary and Approval Form and return it to your teacher by the due date
he or she has given you.
Step 2: February 16th – 23rd Do research on the subject you have
chosen. It should include a list of books, authors, or websites you have read
to find the information. The research must be done before you do your
experiment. This will help you to form your hypothesis. Your teacher will
give you more information about doing the research for your project.
Steps 3 – 7 February 24th – March 10th These should be recorded in a
logbook.
Step 3: QUESTION: What do you want to find out? This should be in the
form of a question. The answer to the question will be found by doing the
investigation.
Step 4: HYPOTHESIS: What do you think will happen in your
investigation? This is a prediction of the outcome based on what you learned
in the research report.
Step 5: MATERIALS: What do you need to complete the investigation?
This should be in the form of a list.
Step 6: PROCEDURE: What will you do, step-by-step, to complete the
investigation? As you develop your list of steps to take, write them down
first on a separate piece of paper. Number them in the order you will
complete them. Then, write them in final form.
Student Packet
Office of Science, PreK-12
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Step 7: If you are doing an experimental project, you will need to identify
the independent variables in your investigation. (These are the things that
you can change that will affect the results of your investigation.) You may
choose only one independent variable. Identify the dependent variable in
your investigation. (This is the thing that changes because of the
independent variable you changed.) Identify the variables that need to stay
the same throughout all of your trials. These are the controlled variables.
th
st
Step 8: March 11 – April 1 Conduct the investigation. Remember
to do three or more trials if you are doing a EXPERIMENTAL project, or
choose a large sample size if doing an OBSERVATIONAL project. Record
your results in the form of a chart. Keep good records. It is also a good
idea to record your progress using photographs.
Step 9: April 2nd – 6th RESULTS: What happened? Display your data in
the form of a chart and an appropriate graph.
Step 10: April 2nd – 6th WRITTEN RESULTS: Write an explanation of
your chart/graph using the data. Be sure to mention any trends or unusual
observations in your explanation.
Step 11: April 7th – 11th CONCLUSION: What did you learn? The
conclusion should be a paragraph that explains the results. The paragraph
should begin by stating whether or not your hypothesis was correct or
incorrect. The conclusion must be supported by details and/or data from
the investigation. The conclusion paragraph should conclude with an idea for
further investigation (i.e. If you could do another investigation to learn
more about this subject, what would you like to do?).
Step 12: April 12th – 16th Construct your backboard. Everything you have
done in steps 2 – 11 will appear on the backboard. The backboard should be
neat and colorful, with a catchy title. Remember, you may not bring
anything to the STEM Fair except the backboard, your logbook, and your
research report. Be sure your name is clearly marked on the back of the
backboard, and the front of your logbook and report.
Student Packet
Office of Science, PreK-12
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Step 13: April 17th Bring in completed backboard, logbook, and
research report to school.
Student Packet
Office of Science, PreK-12
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Parts of a Science, Technology, Engineering, and
Mathematics Fair Project
Question
Good science investigations begin with a question. This question often asks “what if,” “how,” or “what effect
something will have.” The question should be one that can lead to an investigation, which will yield either
quantitative or qualitative data. The question may test a material or way of doing things that solves a problem
or improves something. A question that is well written will often identify the independent variable in the
investigation (see procedure section below).
Research
The research provides the opportunity to read several different sources about the general topic. Acquisition
of information allows the student to make an informed hypothesis. This also helps the formulation of a
procedure for testing the hypothesis. Evidence of research must be apparent.
Hypothesis
A hypothesis is an attempted answer to the question being investigated. The hypothesis attempts to predict
the outcome of the experiment and suggests a possible reason(s) for this outcome. The hypothesis should be
based on research and prior knowledge/observations and is proven true or untrue by the investigation.
Materials
Materials used in the investigation need to be listed in specific amounts and sizes. (Example – three five-gram
weights) This allows other people to replicate (repeat) the investigation exactly to see if they get the same
results. This process is called verification.
Procedure
The procedure used in an investigation must be written in a clear, sequential manner in order to allow someone
else to follow the same steps to replicate the investigation. Numbering the steps followed in the procedure is
helpful to someone who is reading the procedure. In determining the procedure that will be used in the
investigation, the factors that will affect the outcome of the investigation, called variables, must be identified
and controlled. There are three types of variables that must be considered:
•
•
•
Independent variable (manipulated variable) – the factor that will be intentionally changed during the
procedure in order to find out what effect it has on something else. An example of an independent variable
is using different lengths of string to construct a pendulum in order to observe the effect the length of
the string has on the swing of the pendulum.
Dependent variable (responding variable) – the factor that is observed and measured to see if it is
affected by the change made in the independent variable. An example of a dependent variable is the
number of swings the pendulum makes when the length of its string is changed.
Variables that are controlled – the factors in the investigation that must be kept exactly the same to
make sure that they are not having any effect on the dependent variable. Variables that would need to be
controlled in the pendulum experiment would be the mass of the pendulum, the type of string, and the
release height of the pendulum.
Student Packet
Office of Science, PreK-12
8
Results
The results of the investigation include the measurements taken and observations made as well as a written
explanation of the outcome. Data that are observed or measured during the experiment should be recorded as
the investigation is conducted. The best format to collect data is a data collection table. When constructing a
data collection table, it should be remembered that repeated trials of the investigation must be conducted to
obtain valid results. Data can then be analyzed and graphed. A statistical analysis of the collected data to
include the mean, median, mode, and range can be completed where appropriate. It is helpful to present the
data in the form of a graph so that the data illustrated can easily be interpreted. The two most commonly
used types of graphs for science experiments are detailed below.
Bar Graphs are used to display discrete data, or data that is distinct and separate from other information.
Data shown on a bar graph often reflect measured or counted amounts. For example, the average number of
drops of plain water versus the average number of drops of soapy water that will fit on a penny would best be
shown on a bar graph. The bars drawn on a bar graph must all be the same width and are separated by spaces
in between them.
Line graphs are used to display continuous data or data that goes on without a stop or break. Investigations
that have dependent (responding) variables involving temperature, time, or distance will usually yield data that
should be graphed as a line graph. Line graphs are useful to analyze relationships among collected data. In
particular, line graphs can show trends in data – increasing, decreasing, or staying the same. The dissolving
time of a solid in a range of different temperatures would be an example of data best displayed on a line graph.
The independent (manipulated) variable is usually represented on the horizontal (x) axis of a graph and
dependent (responding) variable is represented on the vertical axis of a graph. The graph should also have:
• Numbers in even intervals (1’s, 2’s, 5’s, 10’s, 100’s, etc.);
• Labels for both the horizontal (x) and vertical (y) axes; and
• A title that reflects the information that is being represented on the graph.
Written Explanation of Results
The data chart and/or graph are followed by paragraph describing the results. The paragraph should
• note highs and lows of data collected,
• include the calculated mean, median, and mode as appropriate for the grade level,
• describe trends in the data,
• restate the number of trials completed
• state any inferences and/or observations evidenced by the data
Conclusion
A conclusion has five parts:
1. It should reflect back on the original hypothesis and state whether it was supported or not.
2. It should answer the original question that started the investigation and include results used as the basis
for that conclusion.
3. It should include specific data from the investigation.
4. It should include inferences that can be made from the results of the investigation.
5. It should include any additional questions that could be investigated or information that could be
researched in the future. In addition, any problems that were experienced during the investigation can be
discussed.
Student Packet
Office of Science, PreK-12
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Student Packet
10
Office of Science, PreK-12
STEM Fair Project Ideas
To develop your project idea, think about things that interest you or
that you like to do. Maybe you have an unanswered question about a science
unit in your class. Perhaps you have seen something in the news or weather
that you would like to know more about. Or, maybe you know of a problem
that needs to be solved or want to design a new way to complete a task.
Think about how you would complete the investigation and the materials you
would need. Try to choose a question that you can investigate with a minimum
of assistance from adults.
After brainstorming possible ideas, take some time to:
•
think about the project ideas
•
research possible ideas using available resources (such as the
library, Internet sites, etc. )
•
discuss it with any adults who may be assisting you
•
decide on a project.
If another student chooses to investigate a similar question, remember that
your approach will vary enough to make each project individual.
Be sure to discuss your proposed project idea with your teacher to make
sure that it adheres to the STEM Fair Rules and Regulations. If your project
idea does not adhere to the STEM Fair Rules and Regulations, your teacher
will ask you to modify your idea, or choose a different idea. Projects that do
not adhere to the STEM Fair Rules and Regulations will not be allowed to
participate in the County-wide BCPS STEM Fair.
This is your chance to become a scientist.
Who knows, you might make an important
discovery, like a love of science!
Student Packet
Office of Science, PreK-12
11
Sample STEM Fair Interview Questions
Overall Appearance
1.
2.
3.
4.
Who helped you with your project?
What was your favorite part of the science project process?
How did you decide how to organize your information on the display board?
How long did it take for you to complete the project?
Question
1. How did you decide on the question that you wanted to investigate?
2. Is this topic something that you’ve always been interested in finding out more
about?
3. Did your question allow you to complete an investigation to gather data?
Prediction
1. What did you predict the outcome of your investigation would be?
2. What resources did you use to gather information about your project before you
started your investigation?
3. When you finished gathering information from your resources, did you have to
adjust your hypothesis at all?
Materials/Procedures
Written Procedure
1. Have you listed the exact amount of each material used so that someone else
could complete your investigation? Did you use metric or customary units?
2. Have you listed the procedure in an organized, step-by-step order?
3. Why do you think it’s important to have the procedure listed in a step-by-step
order?
Student Packet
Office of Science, PreK-12
12
Materials/Procedures
Experimental Design
1. How many times did you repeat your investigation?
2. Why do you think it’s important to repeat an investigation more than once?
3. What was the independent variable in your investigation? What was the
dependent variable?
4. How were you able to control all the variables except the one you were
changing?
5. If you were to complete this investigation 3 more times, what would you think
would be the outcome of the investigation?
Results and Graphic Representation
1. How did you decide which kind of graph to use to display your data?
2. Could you have used a different type of graph to show the results of your
investigation?
3. Have you included and labeled all of the necessary parts of your graph?
4. Does the information on your graph accurately show the information you
collected?
Results: Written Explanation
1. How does your chart/graph show the results of your investigation trials?
2. Have you included information from all of the trials or did you graph the mean
of the sets of data?
3. Does the information in your written explanation reflect the results of your
investigation trials?
Conclusion
1. Did your investigation have the results that you predicted?
2. Does your conclusion state if your hypothesis was supported or not supported?
3. What did you learn as a result of completing the investigations for this STEM
fair project?
Student Packet
Office of Science, PreK-12
13
Interview: Understanding
1. If you had to do this STEM fair project again, what would you have done
differently?
2. What suggestions would you give to someone who was interested in completing
your investigation?
3. Was your hypothesis supported? Why do you think this is true?
4. What did you learn from this investigation that you didn’t already know?
Interview: Application
1. How would what you learned in this investigation be useful in solving a real
problem?
2. Can you think of an occupation that would benefit from the information that
you gained as a result of this investigation?
3. As you were completing your investigation, did you think of other questions that
you would like to find answers to in future investigations?
Student Packet
Office of Science, PreK-12
14
Scoring Sheet
Points
per
Item
Scoring criteria
Awarded
Score
Project Number:
Comments
Overall Appearance and Organization of the Backboard
• Are all parts of the project are included, and clearly labeled? Is the backboard neat
and attractive?
5
Question/Hypothesis:
• Does the question relate to a real-world problem or current issue, and lead to an
investigation or observations, not a report, demonstration, or model? Can the
question be answered through a simple Internet search?
• Does the prediction/hypothesis state a possible outcome of the experiment or
observation with an accompanying explanation based on research?
• Is evidence present showing research was done prior to predicting?
9
Materials and Procedure - Written Procedure:
• Are materials and equipment are listed with specific amounts using metric or
customary units? (experimental projects, only)
• Are all steps to conduct the experiment or observations described and in order?
6
Materials and Procedure - Experimental Design:
• Are the independent, dependent, and controlled variables correctly identified and
listed? (experimental and observational projects)
• Were repeated trials completed (experimental projects) and/or adequate data
collected (experimental and observational projects) to justify the conclusion?
• Does the investigation design test the appropriate variable?
9
Results - Graphic Representation and Written Explanation:
• Are data present in the form of a table with appropriate labels and title?
• Is an appropriate type of graph accurately constructed (scale, labels, and title) from
the data on the data table?
• Does the explanation analyze and summarize the data to note patterns and trends?
9
Conclusion:
•
•
•
•
Does the conclusion restate the original question being investigated?
Is a statement included reflecting whether the prediction was or was not supported?
Is supporting data referenced?
Are additional questions to investigate included?
12
Interview - Understanding:
•
•
•
•
What did you learn in your research that helped you in your investigation?
Can you describe what you did in this investigation? What were the procedures?
Based on your data, was your hypothesis supported? Explain.
What did you learn from this investigation/observation that you didn’t already
know?
• Did anything unexpected happen when you conducted your investigation? Any
problems that may have affected your results?
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Interview – Application:
• Why did you choose to do this investigation? What problem were you trying to
solve?
• Based on the results of your investigation, would you be able to solve your original
problem?
• If you needed to know this information for a job, what job/profession would it be?
• How is what you learned useful to others?
• Now that you have completed this investigation, what questions do you have? What
would you choose to learn next?
25
100
TOTAL SCORE
Judge’s Signature
Judge’s Comments:
Student Packet
Office of Science, PreK-12
15
Student Checklist of Judging Criteria
Students: When your STEM Fair Project is finished, use this checklist to
make sure your project is complete and you have everything you need on your
backboard. Projects will be judged and awarded points in each of the bold
categories. The point values are listed beside each category.
Read each bullet in the bold categories below. Check YES or NO for each
bullet, based on your project. Then, go back and fix the areas on your project
where you checked NO.
A. Appearance and Organization (5 points)
• Is my project arranged in a step-by-step order? Is my
backboard neat and attractive?
B. Question/Hypothesis (9 points)
• Does my question relate to a real-world problem or current
issue, and lead to an investigation or observations, not a
report, demonstration, or model?
• Does my hypothesis state a possible outcome of the
investigation or observation with an accompanying
explanation based on research?
• Did I include evidence that research was done prior to
making a prediction?
C. Materials and Procedure: Written Procedure (6 points)
• Did I list the materials and equipment I used with specific
amounts, including units?
• Did I list all steps of the procedure clearly?
D. Materials and Procedure: Experimental Design (9 points)
• Did I test it three or more times (multiple trials) or use a
large enough sample size (observational projects) to support
the hypothesis?
• Are the independent, dependent and controlled variables
identified?
• Did I test the variable described in the hypothesis?
Student Packet
Office of Science, PreK-12
YES
NO
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E. Data: Graphic Representation and Written Explanation (9
points)
• Did I record my data in a table with labels and a title?
• Did I display my data accurately in the correct type of
graph?
• Does my explanation analyze and summarize the data to note
patterns and trends?
F. Conclusion (12 points)
• Does my conclusion restate the question?
• Does my conclusion state whether or not my hypothesis was
supported or not supported?
• Did I include supporting data and note patterns and trends?
• Did I include additional questions that I would like to
investigate?
G. Interview – Understanding (25 points)
• Can I explain what I learned in my research that helped me
with my investigation?
• Can I describe how I did my investigation? What
procedures did I follow?
• Can I explain what I learned in the investigation that I did
not already know?
• Can I use my data to explain whether or not my hypothesis
was supported?
• Can I describe any problems or unusual data that happened
when I conducted my investigation? Did I have any problems
that may have affected my results?
H. Interview – Application (25 points)
• Can I explain why I chose to do this investigation? Can I
describe the problem I was trying to solve?
• Can I use my data to explain whether or not I would be able
to solve my problem or answer my question?
• Can I describe a job or profession that might need to use
what I learned in this investigation?
• Can I explain how what I learned might be useful to others?
• Can I describe any new questions I have now that I have
completed my investigation? Can I explain what
investigation I want to do next?
Student Packet
Office of Science, PreK-12
YES
NO
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Baltimore County Public Schools
Elementary Science, Technology, Engineering, and
Mathematics Fair
Project Guidelines and Regulations
Display and Safety
All Projects
A. Project display size is limited to 61 cm deep (24 inches); 95 cm wide (36 inches),
side to side; and 274 cm high (108 inches) floor to top.
B. Evidence of research, including a bibliography, should be displayed with the
project.
C. No materials or equipment used to conduct the experiment may be displayed
with or attached to the project board. You may attach pictures or drawings to
show the progress of the experiment.
Judging
All Projects
A. Each project will be checked by the Display and Safety Committee to ensure the
rules for display and safety were followed.
B. The project may not be changed after approval by the Display and Safety
Committee.
C. Students selected to represent their school at the
Elementary Science, Technology, Engineering, and
Mathematics Fair must be available during the
scheduled times for registration and judging.
D. Individual projects may be submitted for competition
at the Baltimore County Public Schools
Elementary Science, Technology, Engineering,
and Mathematics Fair.
Project Guidelines
Students may complete either an Experimental project or an Observational
project. Projects will be judged based on how well students have followed
the guidelines for the type of project completed. The guidelines and
regulations for both types of projects are described on the following page.
Student Packet
Office of Science PreK-12
18
Experimental Projects
Observational Projects
Observational Projects are based on a
question formed from prior observations and
includes a hypothesis; data collected by
scientists, observation, or surveys of people,
animals, or the environment displayed in the
form of a chart or graph; an explanation of
the data identifying patterns and trends; and
a conclusion that answers the question.
Experimental Projects
are based on a testable
question and includes a
hypothesis; materials;
procedure; independent,
dependent, and control
variables; data displayed
in the form of a chart or
graph; explanation of the
results; and a conclusion
that answers the question.
Project Approval
Students choosing to complete an
Experimental Project should follow the
guidelines below. Projects will be accepted
based on approval of the project abstract by
the Elementary Science, Technology,
Engineering, and Mathematics Fair Approval
Committee.
A. Acceptable examples of Experimental
Projects: Include any question that is
answered by doing an experiment or
investigation and includes the control of
independent, dependent, and controlled
variables.
B. Unacceptable examples of Experimental
Projects include any question that
involves:
•
•
•
•
the growth of microorganisms from our
environment such as washed/
unwashed hands, cutting boards, kitchen
sponges, etc. or any microorganisms
obtained from a commercial, research or
medical source. Growth of mold on food
is not acceptable. (safety concerns)
the use of vertebrate animals (including
humans) as test subjects (safety
concerns)
the use of controlled substances such as
drugs, alcohol, or dangerous chemicals
(safety concerns)
models or demonstrations such as
volcanoes or solar systems
Student Packet
Project Approval
Students choosing to complete an
Observational Project should follow the
guidelines below. Projects will be accepted
based on approval of the project abstract by
the Elementary Science, Technology,
Engineering, and Mathematics Fair Approval
Committee.
A. Acceptable examples of Observational
Projects:
• Questions concerning weather
patterns and cycles
• Questions concerning Astronomy
patterns and cycles
• Physical Science questions using
math concepts
• Environmental questions about
vertebrate animal movements or
behaviors (including humans)
• Pencil and Paper surveys or Opinion
surveys
• Perception questions, such as color
determination, presented without
treatment
B. Unacceptable examples of
Observational Projects:
•
Any project that involves
the giving or withholding of
food, water, exercise,
medication, or learning to
any vertebrate animal
(including humans) (safety
concerns)
• Narrative reports based on a collection of
facts not centered on a question
Office of Science PreK-12
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Baltimore County Public Schools
Elementary Science, Technology, Engineering, and Mathematics Fair
Summary and Approval Form
Student Name (as it should appear on the certificate):
School: __________________________ Grade: _________
Title of Project
( EXACTLY as it appears on the backboard ):
________________________________
Type of Project: (circle one)
Physical
Science
Chemical
Science
Student Packet
Life
Science
Earth/Space
Science
Technology
Office of Science PreK-12
Environmental
Science
Mathematics
20
Part II: Summary (Abstract)
On a separate sheet of paper, write a paragraph (maximum 150 words) that explains the problem/question you will
investigate and describes in detail the method or procedures you will use in your investigation. Attach it to this
completed Summary and Approval Form and return both to your teacher by _______________________.
Student Approval: I will follow the guidelines as described in the STEM Fair Rules and
Regulations for my STEM fair project.
_____
Student Signature
Date
Parent/Guardian Approval: I have read and understand the guidelines described in the
STEM Fair Rules and Regulations and will monitor my child’s project. I
consent to my child participating in this research and completing a STEM Fair
Project.
_____
Parent /Guardian Signature
Date
Teacher Approval: I have read and approved this student’s Summary (Abstract) and agree that
it meets the guidelines as described in the STEM Fair Rules and
Regulations.
_____
Teacher Signature
Student Packet
Date
Office of Science PreK-12
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