SSA+S
Science Fair
Handbook
2016-2017
Due Date Timeline
Phase
Assignment
Topic Checklist
Purpose &
Variables
Phase 1:
Research Plan
Hypothesis
Bibliography
Materials,
Procedures, &
County Forms
Background
Research
Phase 2:
Experimentation
Phase 3:
Analysis &
Conclusion
Conducting the
Experiment
Results (Tables &
Graphs)
Conclusion &
Abstract
Final PowerPoint
& Log Book
SSA+S Science &
Engineering Fair
Sarasota County
STEM Summit
Assignment Description
The preliminary purpose statement with a completed checklist,
along with student and parent signature. This is submitted to the
teacher for approval of the topic.
Due Date
9/2/16
The specific question the student will be investigating in the
project.
Variables are the factors that will be changed during the experiment
(includes IV, DV, and CVs).
The hypothesis is a one-sentence statement that predicts the
outcome of the experiment based on findings from background
research.
The bibliography is the list of information sources in MLA format
(typically, at least 3-5 sources).
9/28/16
A detailed list of the materials that will be used to conduct the
experiment and the detailed steps (procedure) that will be
followed during experiment. Must be submitted with completed
county safety forms with appropriate signatures in order to gain
permission to experiment from Science teacher.
The purpose of the Background Research is to provide information
to help understand the scientific reasoning behind the hypothesis. It
should be completed in the format of an informative essay per
instructions from ELA and Science teachers. (Should be included
in working PowerPoint with Bibliography and other components).
This is the period of time that students are actually doing their
experiment and collecting data. Minimum of 3 trials. If students
are working with plants, they should have 3 plants for each variable
tested. If they are working with human participants, each person
represents a trial (students should aim to have 15-20 participants).
Must record data in log book.
A summary of the collected data of the experiment in data table(s)
and graph form.
The conclusion is an explanation of the results of the experiment
that explains support or lack of support for the hypothesis. The
abstract should be no more than 250 words that describe the entire
experiment.
The final PowerPoint includes all written elements of project
submitted as a digital presentation, in addition to a completed log
book.
The date of the SSA+S Science Fair. Only selected students attend.
The date of the Sarasota County STEM Summit. The top 18
students from our school attend.
2
10/12/16
From time
of approval
to next due
date
11/2/16
11/9/16
11/30/16
1/17/17
Table of Contents
Due Date Timeline .................................................................................................................... 2
Basic Science Fair Supplies Checklist ...................................................................................... 4
Before You Begin ..................................................................................................................... 4
Getting Started .......................................................................................................................... 4
Selecting a Topic............................................................................................................... 5
Websites to Get Inspiration From ..................................................................................... 6
Purpose Statement ..................................................................................................................... 8
Research Your Topic ................................................................................................................ 8
Tips for getting started on your background research .......................................................... 9
Bibliography ........................................................................................................................... 10
Variables ................................................................................................................................. 11
Hypothesis............................................................................................................................... 12
Materials ................................................................................................................................. 13
Procedures ............................................................................................................................... 13
Science Fair Forms ................................................................................................................. 14
Starting the Experiment .......................................................................................................... 15
Collecting Data ................................................................................................................... 15
Analyzing Data & Graphs ....................................................................................................... 16
Making Charts, Tables, and Graphs .................................................................................... 18
Conclusion .............................................................................................................................. 19
Abstract ................................................................................................................................... 20
Final Report (PowerPoint) ...................................................................................................... 21
Display Board ..................................................................................................................... 21
What you cannot have at the fair .................................................................................... 23
Glossary ................................................................................................................................ 255
3
Basic Science Fair Supplies Checklist




Before you begin
Composition Book (Log book)
Science Fair Handbook (Digital)
Pen
Access to Blackboard website
Needed for final project
 Project PowerPoint Presentation
 Completed Log Book
Before You Begin
You will need the log book for the entire experiment to keep track of your progress. This
helps review your work, maintain accuracy, and share your work openly with others. All of
your brainstorming and research will go into this log book in addition to your experiment
data. More information about the log books can be found in the Starting the Experiment
section on Page 15. Below are some important guidelines to follow in using your log book:
A good log book should:
 Be composition style with all pages intact
o Do not tear pages out! Also, no spiral notebooks!
 Only be used for your science fair project
o No other assignments or notes should be in it
 Date every entry
o Beginning phase: at least 1 entry per week
o Experiment phases: at least 2-5 entries per week
 Use pen for all entries
o DO NOT use correction fluid (White-out)
o Draw a single line through any mistakes to cross out your error.
 Be used to record everything, including successes, failures, and accidents
Getting Started
A science fair project is a way for students to inquire about the world and make
scientific observations through experiments designed by the students, or to solve a problem
using engineering methods.
Scientific Inquiry Method
1. Ask a question (purpose statement)
2. Research background information
3. State a hypothesis
4. Design experiment (materials &
procedures)
5. Test hypothesis multiple times by an
experiment
6. Analyze results & draw conclusions
7. Present results
Engineering Method
1. Define a problem or need
2. Research background information
3. Establish design statement or criteria for
success
4. Prepare preliminary designs
5. Build a prototype and test multiple times
6. Analyze results; verify, test, & redesign as
necessary
7. Present results
4
Selecting a Topic
When choosing a topic, find something that interests you. Remember that you will be
spending many weeks on your project, so you’ll want to choose something that you will not
find boring. Before submitting your Science Fair Purpose or Problem Statement, make sure
that you have completed the following checklist. If you answered YES to all the questions
below then you are ready to submit your idea to your teacher for approval.
1. Is the question open-ended (cannot be answered with just yes or no)?
2. Is the topic interesting enough to read about, and then work on for the next
couple of months?
Yes / No
Yes / No
3. Is this topic appropriate for your ability level (not too easy & not too hard)?
Yes / No
4. Can you find at least 3 sources of written information on the subject?
Yes / No
5. Can you measure changes to the important factors (variables) using a number
that represents quantity such as count, percentage, length, width, weight, time,
etc.? Or, are you measuring a variable that is simply present or not present? For
example,
 Lights ON in one trial, then lights OFF in another trial
 USE fertilizer in one trial, then DON’T USE fertilizer in another trial
6. Is your experiment safe to perform? Do you have parent approval?
7. Do you have all the materials and equipment you need for your project, or
will you be able to get them quickly and at a very low cost?
8. Do you have enough time to do your experiment more than once (at least
three trials) before the science fair project is due?
9. Is the question original or does it have an original aspect to it?
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Examples of Testable Problems
How does water purity affect surface tension?
Which seed-starting method causes seeds to sprout faster?
Which type of material makes the best insulator?
How do different foundations stand up to shaking caused by earthquakes?
How does the amount of fertilizer affect a plant’s number of leaves?
BE FRESH! Science teachers and judges always look for original ideas. Original projects
are those that take the textbooks one step further by exploring new ground and innovative
techniques.
5
Ways to be “original”:
 A new idea or scientific concept that hasn’t been tested before
 Come up with a new way to solve an old problem
 A new and better way to interpret the data
Websites to Get Inspiration From
http://www.sciencenewsforkids.org/
http://www.all-science-fair-projects.com/
http://www.eurekalert.org/
http://www.sciencebob.com/sciencefair/ideas.php
http://www.education.com/science-fair/middle-school/
Now that you have found a topic area of interest, use additional resources to find more
specific information on that topic:


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Magazines
Newspapers
Science textbooks
TV science
documentaries
Hobby books
Science fair projects
DIY books/site
The Internet
As you are finding topics that interest you, write them down in your log book along with
where you found the information. After you have done your initial research, it's time to
narrow down your topic to a single question that will be the focus of your experiment.
***Projects that involve human participants, vertebrate animals (animals with a
backbone) or animal tissue, pathogenic agents (mold, bacteria), DNA, or controlled or
hazardous substances, need special approval BEFORE you start experimentation.***
6
Projects requiring special approval
Usually do not require special approval:
(Check with your teacher first!)
REQUIRE special approval:
!
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!
!
!
!
!
!
!
!
Harsh chemicals
Surveys/Questionnaires
Taste/smell tests, anything put in the mouth or
on the body
Athletic ability
Mental ability (i.e., memory test)
Emotions
Anything involving your pet dog, cat, fish,
bird, snake, reptile, or other vertebrate animal,
including feeding and training
Heart rate
Blood pressure
Stress
Anything you or someone/thing else could
possibly get hurt doing (i.e., skating, cycling)

Observational studies where you do not
interact with the test subject or subjects’
environment
o i.e., observing people walking by or bird
watching, as long as you are not interacting
with them or their habitat in any way.
 The experimenter testing different types of
equipment as long as there is no risk of injury
to you.
 Statistical studies involving already
published data (i.e., on the internet)
 Invertebrate animals: worms, insects,
shrimp, snails, etc.
 Students are responsible for acquiring the appropriate qualified scientist signature (doctor, vet,
etc.) for projects that require special approval before they are able to be submitted to the teacher.
 All special projects will have to approved by our school’s Internal Review Board (IRB) before
getting approved to start experimentation.
 Please speak to your teacher if you have any questions before you go searching for signatures, or
if you need help finding professionals to sign your form.
Projects that have the potential (whether intentional or not) to put a vertebrate animal (including humans)
at risk of harm, whether physical or emotional will not be approved.
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Purpose Statement
This component of a science investigation explains, in one statement, why you are doing the
experiment. The purpose is the question that you are trying to answer through
experimentation.
A good purpose should:
 Be a one-sentence statement written as a specific question
 Be an open-ended question (not answered by yes or no)
 Be testable (must be answered through experimentation)
Example: How will the amount of fertilizer given to roses affect the height of the plant?
* This example is worded as an open-ended question that can be investigated by
experimentation.
Research Your Topic
Students should find out as much as they can about their topic. Students may use several
sources that include teachers, professionals, librarians, books, websites, encyclopedias,
magazines, newspapers, videos, etc. Students should take notes by writing down the most
important facts. Be sure to keep track of the information source as well as any important
facts that you come across.
After looking up the information, students will compose a brief research paper about their
topic. The research paper will follow the format of the informative essay as used in Language
Arts classes. Refer to the example given by your Science and Language Arts teachers in
class.
The research paper must meet the following requirements:
 Include an introductory paragraph and conclusion paragraph, along with the
appropriate number of body paragraphs
o 6th grade: Intro paragraph, 2 body paragraphs, conclusion paragraph (4
paragraphs total)
o 7th grade: Intro paragraph, 3 body paragraphs, conclusion paragraph (5
paragraphs total)
o 8th grade: Intro paragraph, 4 body paragraphs, conclusion paragraph (6
paragraphs total)
 Pre-writing framework completed first in collaboration with Language Arts teachers
 Final paper must be edited, typed, and submitted to both Language Arts and Science
teachers
 Include in-text citations (source information in parentheses at the end of each claim)
 Include Bibliography (works cited page), in MLA format
8
The research paper should answer the following:
 Basic background information on topic, including explanations of key words and
science concepts
 Support for, or the reasoning behind the hypothesis (using evidence from previous
experiments)
 Science behind topic and experiment
 Information about variables and procedure

Tips for getting started on your background research
Use keywords: brainstorm words that will help you narrow down your research and
record in your log book.
Example Problem Statement:
Possible Keywords:
How does the weight of paper affect the
amount of time a paper airplane will stay in
the air?
Paper airplane pattern, aerodynamics, lift,
thrust, gravity, drag, density, weight of paper
How will the amount of fertilizer given to
roses affect the height of the plant?
roses, fertilizers, photosynthesis, plant growth,
soil
Sources to help research:

http://infotrac.galegroup.com (ID: sarasota)
http://www.worldbookonline.com (ID: sarasota, Password: sarasota)
http://www.instagrok.com/
http://www.sparticl.org/
Use question words (why, how, who, what, when, where): Using the key words
generated in your brainstorming list, you can then create questions to help guide you in
looking up background information on your topic.
Question Word
Why
How
What
When
Where
Use your keywords to fill in the blanks
Why does ________ happen?
Why does ________ ________?
How does ________ happen?
How does ________ work?
How does ________ detect ________?
How does one measure ________?
What causes ________ to increase (or decrease)?
What is the composition of _________?
What are the properties and characteristics of ________?
What is the relation between _______ and ________?
When does ________ cause ________?
Where does ________ occur?
9
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Where to look for information:
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Printed Sources
Encyclopedia
Scientific Journals
Textbooks
Magazines
Newspapers
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Non-Printed Sources
Expert Interview
E-books
Internet
Video/TV
Online Journal/Magazine
Ask an expert on your topic – Interview people in that field of study, such as:
 Business owners
 Environmental scientists
 Meteorologists
 Librarians
 Doctors
 Teachers
 Mentors
 Zoologists
 Veterinarians
o Before your interview…
 Set up an appointment (phone, email, in person)
 Express your interest in their area of study (most love to share their knowledge)
 Do some initial research on your topic
 Have questions listed ahead of time that you want to ask
o
Be sure to include the following on your notes (in your log book)
 The name of the person being consulted and their position
 Phone number for further questions and email address
 Date of interview
Decide what background information is necessary to help you and the judges better
understand your topic. This information should be included in your background research.
This will help you to fully understand the various aspects of your project, in addition to
providing information on how to design your experiment.
Bibliography
Your Science teacher will go over the proper way to document your sources. A great source
to use in order to organize your sources is the Citation Machine webpage. The link is
provided in the box at the bottom of this section.
A good bibliography should:
 Be a minimum of three (3)* sources of information about your topic
o Ex: websites, books, encyclopedias, articles
*Advanced classes: see your teacher for specific requirements
 Be documented in MLA format
o All sources of information used in the paper must be included in the
bibliography! In-text citations should be used throughout the research
paper, each of which corresponds to a citation in the bibliography.
 Be in alphabetical order according to author’s last name
10
Citation websites:
http://www.easybib.com/
http://www.citationmachine.net/
http://www.bibme.org/
Bibliography Example:
Blanford, Millie. Teaching the Scientific Method. 1st ed. Nashville, TN: Incentive
Publications, 2004. Print.
Bonnstetter, Ron, and Bonnie J. Brunkhorst. Sciencesaurus: A Student Handbook.
Wilmington, MA: Great Source Education Group, Inc., 2002. Print.
Science Buddies. Science Fair Project Guide. Science Buddies, 2011. Web. 1 Aug. 2011.
<http://sciencebuddies.org/science-fair-projects/project_guide_index.shtml>.
Variables
Variables are the factors that change in any way during an experiment. There are 3 types of
variables:
 Independent Variable (IV): This is the one and only factor that YOU (the
experimenter) change in an experiment. The IV is also called the test variable or
manipulated variable. The IV is the thing that you are testing.
 Dependent Variable (DV): This is the one variable that you measure or observe to
obtain your results. The dependent variable is also called the outcome variable or the
responding variable because it typically changes as a result of the IV. The DV is the
thing you are measuring.
 Constant Variables (CVs): These are factors that do not change during the
experiment – there are several. Remember that the IV is the only factor that you
change!
Control Group: This is the one group that does not receive the independent variable.
Instead, you use this group as a comparison to see how much of a change has taken place in
your experiment.
11
Examples of Variables &
Control vs. Experimental Groups
Question
Independent
Variable
Dependent
Variables
How does the
weight of paper
affect how long
a paper airplane
will stay in the
air?
Papers of different
weights (cardstock,
construction paper,
and copier paper)
Time in the air
(measured in
seconds)
How does the
amount of
fertilizer affect a
rose’s height?
Amount of
fertilizer
(measured in
grams)
Growth of the
plant (height in
cm)
Constant
Variables
Experimental Groups vs.
Controlled Group
 Wind—make sure
there is none (go
indoors)
 Same fold design
 Same thrower
Experimental Groups:
 Plane A: Cardstock Paper
 Plane B: Construction
Paper
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


Experimental Groups:
 Plant A: Add 5 mL of
fertilizer
 Plant B: Add 10 mL of
fertilizer
Same plants
Same soil
Same size pot
Same amount of
water and light
 Make measurements of growth
at the same time
Control Group:
 Plane C: Standard Copier
Paper
Control Group:
 Plant C: Do NOT add
fertilizer
Hypothesis
A hypothesis is what you expect to happen in your experiment, based on research.
A good hypothesis should:
 Include the IV and DV
 Be supported by your background research
 Provide a possible answer to your purpose statement
 Be written in an “If…then…” statement (if possible)
 Not include phrases such as “I think”, “I believe”, or “I predict.
Example: A rose that is given 10 mL of fertilizer will grow taller in height than the roses
given 5 mL and no fertilizer.
* Written as an “If…then” statement:
Example: If a plant is given 10 mL of fertilizer, then it will grow taller in height than
the plants given 5 mL and no fertilizer.
If _____(IV) , then _____(DV).
* Written as a Null Hypothesis (when you don’t think there will be any difference between
the experimental group and the control group):
Example: If the roses are given 5 mL and 10 mL of fertilizer, then there will be no
difference in height from the rose given no fertilizer (control group).
12
Materials
A good materials list should:
 Be an exact shopping list of all supplies needed for the experiment
 Include how many (quantity) and how much (amount)
 Be as specific as possible (type, brand, scientific name, etc.)
 Include the unit (mL, g, cm, etc.) – USE METRIC UNITS ONLY
 Be a bulleted list (not paragraph form)
Correct Materials List:
Amount is
shown with the
unit of
measurement
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

500 mL of de-ionized water
Incorrect Materials List:
Water
(6) Rosa cinnamomea roses
Flowers
(2) 250 mL measuring cup with
metric units
Measuring cups
Quantity is shown as the
number in parentheses
Procedures
Procedures are your step-by-step instructions for completing your experiment. Directions
should be sequenced and clear so that anyone could set up the experiment (like a recipe).
Remember to use metric units for measurements.
A good procedures list should:
 Be a numbered list
 Start each sentence with a verb (an action statement)
 Include all materials (with units, type, amount, quantity, etc.)
 Use metric units (SI Units: mL, L, g, mg, cm, m, etc.)
 Include how to change the independent variable
 Include how to measure or observe the dependent variable
 Include how to set up the experimental groups and control group (including how to
label them)
 Have at least 3 trials (some projects require more trials)
 Not include personal pronouns (I, me, my, you, etc.)
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Example:
1. Place thermometer in freezer.
2. Label one plastic cup A.
3. Label the other plastic cup B.
4. Pour 250 mL of de-ionized water into cup A.
5. Pour 250 mL of de-ionized water into cup B.
6. Add 15 g of table salt to cup A, stir until the salt is dissolved.
7. Place both cups into freezer.
8. Remove thermometer and record the temperature.
9. Check the cups of water every two hours and record your observations in your
log book.
10. Insert a toothpick into the liquid of each cup. When the toothpick can no
longer be inserted into the water, record the length of time in the data table.
* Remember that some experiments require special approval prior to experimentation.
(Refer back to page 7 for more information). If you are conducting such an experiment, you
must wait to have your procedures approved before you can begin your experimentation. All
procedures must be approved by your science teacher and parents before you begin.
Science Fair Forms
After your procedure is completed, your teacher will help you complete the required forms
for your project. All projects require Student Checklist (1A) and Approval Form (1B) to be
completed and signed before you can begin your experimentation. Some projects may require
additional approval by a qualified scientist and the school’s internal review board (IRB). See
page 7 for a list of project types that typically require additional approval. See your teacher
if you have any questions.
Example of Forms Required for All Students:
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Starting the Experiment
Once you have set up your procedures, you are almost ready to begin your experiment. In
order for your results to be valid, you must keep accurate records of your experiment.
Remember, you MUST get approval from your teacher BEFORE starting your experiment.
A good experiment should:
 Be organized:
o Planning, Research, Observations, Data tables, Notes, Reflection, etc…
 Have a data table created BEFORE the experiment begins
 Include frequent detailed observations recorded in the log book
 Have pictures, sketches and/or drawings to show the process and progress
 Have a minimum of 3 subjects/groups in each trial
 Be repeated a minimum of 3 times (3 trials)
Collecting Data
Data tables are the best way to record data that includes numbers and/or
measurements. All measurements should be in SI (metric) units. Be sure to set up your data
table in your logbook before you begin your experimentation.
A good data table should:
 Be created in your log book, BEFORE you begin
 Should have a column for the date of the observation
 Include a column for your IV
 Include a column(s) for your DV
 Include a column(s) for additional observations or notes (if needed)
Title of
Data Table
IV makes
up the test
groups
Trial 1: Effect of Fertilizer on the Height in cm of Roses
All heights
recorded in cm
No
Fertilizer
5 mL
Fertilizer
10 mL
Fertilizer
0
0
0
9/1
Planted
Planted
Planted
0
2.5
2.5
9/8
No
growth
Sprouted
Sprouted
2.5
3.4
3
9/15
Sprouted
Bright
green
Brown &
wilted
3.5
5.7
0
9/22
Bright
green
Bright
green
Laying on
ground
4.5
8.2
0
9/29
Bright
green
Bright
green
Withering
away
DV data
collected
Hint: Often it is easier to have multiple data tables, depending on how the data is collected.
(e.g., 1 per test group or trial).
15
(DV)
column
labels &
interval
A good observation should:
 Be dated
 Written in ink
 Include both general and specific observations
o General observations can be like journal entries
 Description/drawing of what was done
 Description/drawing of what you observed with your 5 senses
 Description of anything that has changed
o Specific observations recorded in a data table
 Measurements
Displaying your data will allow the reader to determine if your results make sense. The
data that you record now will be the basis for your conclusions so capture everything in your
log book.
It is important that you repeat your experiment a minimum of three times. Ideally, you
will want to run your experiment 5-10 times, depending on your project. Most science
experiments are repeated hundreds of times before a conclusion is reached. If you are testing
on people (surveys, taste tests, etc.), each person in each test group represents a trial, but
there are more variations between people so you should aim for at least 10-20 people. The
reason that you must repeat your experiments is to ensure that your results did not arrive by
chance. The more you repeat your experiment, the more valid and reliable your results
will be.
Analyzing Data & Graphs
After you have collected your data and created data tables, it is important to create graphs
that will make it easier to analyze your data. Analyzing data means that you look for patterns
and relationships in your data that will help explain whether or not your hypothesis is
supported. You can create graphs using Microsoft Word, Excel, or PowerPoint, or you can
use the following “Create-A-Graph” website:
Free Graphing Website:
http://nces.ed.gov/nceskids/createAgraph/default.aspx
The three main types of graphs are pie charts, bar graphs, and line graphs. The following
table shows how to determine which graph you should use for your data.
Graph and Data Types:
IV
Nominal
Nominal
Interval
DV
Nominal
Interval, Ordinal
Interval
Graph type
Pie
Bar
Line
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*Nominal: This is data that is not related to numerical values, no category is valued higher
or lower than another.
Example: Participants, plants, binary responses (yes/no, present/not present)
*Ordinal: This is data that is ranked, so the numbers don’t have a numerical value.
Example: Likert scale, scale of ripeness, on a scale of 1 to 10…
*Interval: This is data that is on a numerical scale (numbers) where there are equal values
between numbers
Example: height, weight, distance, temperature, time
Bar graphs:
Use when comparing different groups (ex: Plant A, Plant B, Plant C)
Use when comparing differences between trials
Can do single bar, double-bar, or triple-bar graphs, depending on your data
If using Microsoft Excel or Work, go to insert “Column” or “Bar” graph
Line graphs:
Use when comparing how something changes over time (if time is one of your
variables, it should always be on the x-axis)
Use when looking at the relationship between 2 variables (ex: if one increases, the
other decreases) – this is referred to as a X-Y Plot (or X-Y Scatter Plot)
Can also do single line, 2 lines, or 3 lines, depending on your data
Pie Charts:
Use when you are using all nominal, or categorical data
The DV must represent pieces of a whole (ex: percentages adding up to 100%)
ALL graphs should include:
 A descriptive title (should mention both IV and DV)
 Labeled x-axis that includes the unit of measurement
 Labeled y-axis that includes the unit of measurement
 A proper scale on both axes: rounded numbers, appropriate high and low values
 The independent variable (IV) should go on the x-axis (for pie charts, the IV would
be the different colors or labels of sections)
 The dependent variable (DV) should go on the y-axis (for pie charts, the DV would
be the size and percentage of the sections)
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Making Charts, Tables, and Graphs
*All of the information is hypothetical
Type of Paper Airplane
Time in air (in seconds)
Trial 1 Trial 2 Trial 3 Avg
Plane A: Cardstock
2.6
3.2
2.0
2.6
Plane B: Construction
1.5
1.0
1.8
1.4
Plane C: Copier Paper (control)
3.4
3.8
3.5
3.6
Trial 1: Effect of Fertilizer on the Height of Roses
All heights recorded in cm
No Fertilizer
10 mL Fertilizer
2 Weeks
3 Weeks
4 Weeks
0
2.5
3.4
5.7
8.2
0
0
2.5
2.5
3.5
3
10
8
6
4
2
0
0 Weeks
1 Week
No Fertilizer
2 Weeks
5 mL Fertilizer
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3 Weeks
4.5
0
Trial 1: Effect of Fertilizer on the Height of Roses
Height in cm.
X-axis
label
(IV)
1 Week
0
5 mL Fertilizer
Y-axis
label
(DV)
0 Weeks
4 Weeks
10 mL Fertilizer
0
Title w/ IV
& DV
Unit of
Measure
Key
Grades
As
Bs
Cs
Ds
Fs
Students’ Grades
Number of Students
5
8
3
1
3
Percentage
25
40
15
5
15
Students' Grades- Class Distribution
Students' Grades
10
8
6
No. of 4
Grades
2
Grade
0
Avg. Hours Studied
10
8
5
1
0
F
15%
Students
A
25%
D
5%
C
15%
As Bs Cs Ds Fs
B
40%
A
B
C
D
F
Conclusion
The conclusion summarizes the results of your experiment and explains whether or not the
hypothesis was supported by the outcome of the experiment.
A good conclusion should:
 Re-state the original hypothesis
 State whether the hypothesis was supported or not supported
o The hypothesis is never proven right or wrong, it is only supported or not
supported by data.
 Summarize your results by including the actual data that support (or contradict) your
hypothesis
 State the relationship between the independent and dependent variable, if appropriate
 Provide reasoning as to why you think the experiment turned out the way it did using
information from your background research paper
 Reflect on the success and effectiveness of the experimental procedures
 Discuss what you should differently next time or future questions to investigate
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Example of a Conclusion:
The original hypothesis stated that the rose that was given 10 mL of fertilizer will
grow taller in height than the roses given 5 mL and no fertilizer. According to the data, the
hypothesis was not supported. The data showed that the rose with 5 mL of fertilizer grew the
tallest at 8.2 cm, while the rose with 10 mL of fertilizer died after the 3 rd week. This may
have occurred because 5 mL is closer to the recommended amount on the fertilizer label and
10 mL may have been too much. The experimental procedure was effective, but extreme
weather during the experiment may have affected the outcome.
If the results of your experiment did not support your hypothesis, don't change or
manipulate your results to fit your original hypothesis, simply explain why things did not go
as expected. Science fair judges will not deduct points from your project if your hypothesis
was not supported.
Abstract
An abstract is a one-page summary to include the purpose, hypothesis, procedure,
conclusion, and a bibliography. The abstract must be displayed on the board or at the table in
some fashion (e.g., framed print-out, in a report cover, etc.). This will give the reader an idea
and brief description of what your project is about. You can only write the abstract after you
have completed your entire project. Abstracts need to be well-written because judges will
typically read this first.
Abstract Example:
TITLE (ALL IN CAPITAL LETTERS)
Student Name
First paragraph includes the purpose and hypothesis.
Second paragraph includes the procedures, but not in step-by-step format.
Third paragraph is the conclusion and future research.
Bibliography (should be at least 3 sources, but State Science Fair requires 5 sources)
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Final Report (PowerPoint)
You will be creating a digital slide show (Power Point) presentation for your final report.
Your presentation should include all of the following components in the order listed below:
1. Title Page – Title, student name, and grade level.
2. Abstract
3. Purpose Statement
4. Hypothesis and Variables
5. Background Research
6. Materials
7. Procedures
8. Data: Observations/Tables/Graphs
9. Conclusion
10. Bibliography
11. Questions? (to remind you to take questions from the audience)
Students will be presenting their science fair projects via a Power Point presentation for the
class. The presentation grade is a test grade so it is important to practice what you are going
to say before your presentation. You will not be simply reading you presentation for the
class. You will also take questions from the class and your teacher at the end of your
presentation. Your presentation should last between 3-5 minutes.
Display Board
The top sixty
students from the
school (ten from each teacher) will
participate in our school’s science
fair. These students will print the
information from their
presentations and glue it on a
display board.
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Display Board
SSA+S Science Fair Participants Only!
Any variation of this example is fine as long as it follows a procedural sequence. Typically
you will have this set up on your display board:
Remember to make your display board stand out. You want to attract and inform the judges.
Have a good, catchy title. Pictures should also be included to help you explain what you did
and enhance your display. Abstracts do not have to be on the board, but must be visible in
front of the board (e.g., framed print-out, in a report cover, etc.) Above all, be creative!
 Only paper and pictures should be on the display board. There should be no other
attachments to the board, such as 3-D objects, vines, foam board backing, aluminum foil,
fabric, lights, etc. No headers that attach to the top of the board are allowed. You cannot
display actual materials used in the project (i.e., food, seeds, teeth, crystals, etc.).
Photographs and/or visual depictions may be displayed if:
 Photographs that you took: display “Photographs taken by (your name)”
o Note, pictures can only show the student researcher with parent permission.
Pictures of any other person are NOT ALLOWED.
 Photographs that are taken from other sources (i.e., internet, magazines, etc.) need to
display under each photo: “Photograph taken by (source)” or “Image taken from
(source).”
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What you cannot have at the fair
!
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!
!
!
!
!
!
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!
!
!
!
!
!
!
Living organisms, including plants
Soil, sand, rock, cement, and/or waste samples
Taxidermy specimens or parts
Preserved vertebrate or invertebrate animals
Human or animal food (e.g., candy, popcorn, gum, etc.)
Human/animal parts or body fluids (e.g., blood, urine, saliva)
Plant materials, living or dead (e.g., leaves, bark, moss, flowers, etc.)
All chemicals, including water
All hazardous substances or devices (e.g., poisons, controlled substances, firearms,
weapons, ammunition, etc.)
Items that may have contained or been in contact with hazardous chemicals
3-D printers
Dry ice or other sublimating solids
Sharp items (e.g., syringes, needles, pipettes, knives)
Glass containers or glass objects, or anything that can (and probably would) break
Flames or highly flammable materials
Batteries with open-top cells (e.g., car batteries) or wet cells
Awards, medals, business cards, or flags
Photographs of anyone other than the student researcher, which also requires parent
approval
Active Internet or email connections as part of displaying or operating the project
Scoring Rubrics
Judges use the scoring rubrics below when evaluating projects. All questions assessing the
project itself are scored using the Project Display Rubric. All questions requiring a student
response are scored using the Student Response Rubric.
0
1
2
3
4
Project Display Rubric
No evidence or incorrect
Student Response Rubric
Student has no understanding or is unable to
respond.
A weak attempt made/ many errors or
major flaws
Student has little knowledge or flawed
understanding.
Partial evidence/ some flaws or
omissions
Clear evidence/minor flaws or omissions
Clear evidence/no flaws
Student has some knowledge but lacks
complete understanding.
Student is able to articulate an adequate
understanding.
Student able to articulate a clear understanding.
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Sarasota County Judging Criteria
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Glossary
Abstract: A 250 word or less summary of the science fair project, written after the project is
completed.
Acknowledgements: A thank you to people who helped during the project.
Analyzing data: Looking for patterns and relationships in the data.
Background Research Paper: A summary of research on your topic.
Bibliography: Documentation of information sources used in the background paper.
Conclusion: Summarizes the results of the experiment and explains whether or not the
hypothesis was supported by the outcome of the experiment.
Control Group: The one group that the IV is not changed; used for comparison.
Controlled Experiment (fair test): Only one thing is changed so it can be compared to a
control group to make sure the results are reliable.
Controlled Variables: Factors that are kept constant or do not change during the
experiment.
Data: Observations and measurements made during the experiment.
Data Table: A chart used to collect and organize data during the experiment.
Dependent Variable (Responding Variable): The one variable that is measured or observed
to obtain the results.
Experimental Group: The groups in the experiment where the independent variable is
changed.
Fair Test: (see Controlled Experiment)
Final Report: A folder that contains the finalized copies of every component of the science
fair project (in the order discussed on page 23).
Future Studies: A discussion of how the experiment could be improved or modified in the
future, or new questions that arose during the experiment.
Graph: A visual representation of the data collected (line graph, bar graph, pie chart).
Hypothesis: A predictive statement about what will happen in the experiment (should be
based on research).
Independent Variable (Manipulated Variable): The one and only factor the experimenter
changes in the experiment.
Interval: Data that is on a numerical scale.
Middle School Safety Assessment Form: A one page form that the county requires to be
completed by each student before they conduct a science fair experiment to ensure all
projects follow the safety guidelines.
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Log Book: A composition notebook used by the experimenter to record every part of the
experiment, in addition to notes and reflections about the experiment.
Manipulated Variable (see Independent Variable)
Materials: A list of supplies needed to perform the experiment.
MLA (Modern Language Association): The format used when writing a paper and
documenting bibliographic sources.
Nominal: Data that is not related to a numerical value; no category is valued higher or lower
than another.
Null Hypothesis: The experimenter believes there will be no difference between the
experimental groups and the control group.
Observations: Using your 5 senses to describe in writing what is happening during the
experiment.
Ordinal: Data that is ranked, so the numbers do not have a numerical value.
Purpose: The question that you are trying to answer by experimentation.
Procedures: A list of step-by-step instructions for completing the experiment.
Qualified Scientist: A person who has received thorough training in specific area of science
(Doctor, Nurse, Psychologist, Veterinarian, Veterinarian Technician).
Quantity: The amount used, expressed as a number.
Research Plan: A summary of what the experimenter plans to do.
Responding Variable (see Dependent Variable)
Scientific Method: Process for experimentation that is used to answer questions and explore
observations.
Special Approval: Reviewing additional safety guidelines and if needed an additional safety
review and signature from a Qualified Scientist.
Subject: The individual or thing that the experiment is being conducted on.
Test group: The experimental or control group in an experiment.
Topic: An area to focus your science fair project on.
Trial: Performing the experiment once through on all test groups.
Unit of Measure: Type of unit used in the measurement (cm, m, km, mL, L, sec., minute,
hour, mg, g, kg, etc.).
Variables: The factors that change in any way during an experiment.
X-axis: The horizontal line on a graph where the independent variable is placed.
Y-axis: The vertical line on a graph where the dependent variable is placed.
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