Conley School 2010/2011 Science Fair Guide - Conley Elementary ...

Conley School 2010/2011 Science Fair Guide
Yellow Jacket Scientists the Science Fair is March 7 th !!!
Welcome to the Science Fair! We hope this Science Fair packet will make the project easier, more fun,
and educational for students, parents, and teachers. A timeline and the rules are found in this packet.
All students in grades 3-5 must complete an INDIVIDUAL Science Fair project as part of their
grade. Students in K-2 will complete a classroom science project with their teachers. Additional copies of
these requirements can be obtained from the Conley website.
Each participating student must complete a BLUE proposal form. The Science Fair
Proposal is due to the classroom teacher by Monday, January 10. Teachers will review, sign and return
acceptable proposals that meet all the criteria. You may be asked to revise and resubmit your proposal
after conferencing with your teacher. If things aren’t working out and you decide to change topics, you
must resubmit the blue proposal form and have it re-approved. For safety’s sake, no projects can be
accepted without a blue proposal signed by both a teacher and a parent.
**Save the BLUE proposal sheet because it must be attached to
the backside of your Science Fair backboard!**
TIP: Make a Science Fair Project folder to keep all your “stuff” in.
Projects are due in the classroom by 8:30 A.M. on Monday, March 7th (unless your
classroom teacher requires an earlier date for review and grading!) Check with your child’s teacher to
see if an earlier date applies. No projects will be accepted after 8:30 a.m. Pre-qualifying
takes place during the week of March 7, 2011 in each classroom.
Projects are to be completed at home. Parents are encouraged to discuss project ideas,
experimental design and project presentation with their children. However, within the child’s ability, all
work on the project must be that of the student. Remember, this is not a competition! We have enough
ribbons for every student if they fulfill the requirements. Students are encouraged to use many resources.
The actual manipulation of the project, the handwriting in the logbook, and the arrangement of the
backboard is to be completed solely by the student. Parental aid should be noted in the logbook.
Materials bought for projects should be minimal, everyday objects are encouraged. No kits, please!
Projects must not include the use of ANY animals.
Judging Criteria
All projects will be judged on specific criteria from the categories, as outlined on the:
“Guidelines For Scientific Method Projects”
Good luck and good science to all! Please keep and post these rules!

GUIDELINES FOR SCIENTIFIC METHOD PROJECTS
1. SCIENTIFIC METHOD: (ALL must be visible on the backboard; 10 out of 10) #1: /10
1. Purpose: Is a MEASURABLE question asked?
2. Is a hypothesis (statement that can be tested) formed to answer the purpose?
3. Are BOTH variables (manipulated/changed, and responding/measured) identified?
4. Are the controls (what was kept the same for each trial) identified?
5. Does the procedure used test the hypothesis in a MEASURABLE manner?
6. Did the student replicate (repeat) the experimental procedure at least three times?
7. Are all the materials listed?
8. Have the observations been analyzed (totaled or averaged) and displayed with a graph,
and are the variables (what was changed, then what was measured) labeled on the graph?
9. Has a conclusion been drawn based on the observations?
Does it include research to explain WHY this happened?
10. Have all steps of the experiment been recorded in a LOGBOOK?
2. DISPLAY AND WRITTEN WORK: (4 out of 5 required) #2: /5
1. Are the steps of the scientific method presented in a logical sequence on the backboard?
2. Is written material clear, neatly written, and large/dark enough to be read from a distance?
Does it show attention to grammar and spelling appropriate for student's age?
3. Is the proposal, with teacher and parent signatures, on the back/side of the backboard?
4. Are the references/acknowledgements noted on the backboard?
5. Does the logbook include:
a. All the steps of the scientific method?
b. Information gathered through surveys, observations, research, or interviews?
c. A chart that shows the data collected and the experiment repeated
at least three times, with results either totaled or averaged?
3. ORAL PRESENTATION: (4 out of 5 required) #3: /5
1. Can the student adequately explain the project using the observations as a guide?
2. Can the student verbalize what was learned from the project?
Can s/he explain WHY they got the results and conclusion that they got?
3. Can the student answer specific questions about the project?
4. Did the student plan and carry out the project (with appropriate parental guidance)?
5. Did the student produce the backboard display (with appropriate parental guidance)?
4. APPEARANCE AND CREATIVITY: (4 out of 5 required) #4: /5
1. Is the display visually appealing? Is it fun and interesting to look at?
2. Is the student's work presented neatly and with pride and attention to detail?
3. Is the project presented on a self-standing poster or backboard?
4. Has the student addressed the question in a creative and original way?
5. Besides the graph, have observations been displayed with charts, diagrams, or pictures?
JUDGE'S COMMENTS

*** 2010/2011 CONLEY SCIENCE FAIR TIMELINE ***
Week of 12/13:
Science Fair Packets to students.
1/10 Tues: Proposals due to teacher.
3/7 Mon: Science Fair projects due in classrooms by 8:30 am (your classroom teachers
may require an earlier due date!)
3/7 (Mon) – 3/9 (Wed): Pre-qualifying of project
3/10 Thr: Science Fair Judging of individual projects (9:00 – 2:30)
TBA (May):
Elementary Science Expo at Challenger Learning Center

*** The Scientific LOGBOOK ***
As soon as you decide on a science project, you need to begin a logbook. The logbook is a
written record of EVERYTHING you do during your experiment. You will use the “log book”
attached. You will write in it every day you work on your project. It becomes your science
diary. Make sure your logbook includes:
1. Your TOPIC: choose a topic that interests you and is MEASURABLE! Look through your Science
textbook, magazines, newspapers, or search the Internet for project ideas, OR talk to your parents,
teachers, friends, scientists . . . Note in your logbook how/why you chose this topic. Gather
RESEARCH information from other sources and record it in your logbook.
2. Your PURPOSE: the scientific question you want to measure, and your HYPOTHESIS (statement
that can be tested). Make sure you explain WHY you think that your hypothesis will occur.
3. INDEPENDENT (manipulated) VARIABLE: the thing you will change in your experiment.
4. DEPENDENT (responding) VARIABLE: the thing you will measure in your experiment.
5. CONSTANTS: all the things that must stay the same during your experiment
6. PROCEDURES: the step-by-step plans for your experiment.
7. MATERIALS: a list of the tools/equipment/things you will need to do your experiment.
8. OBSERVATIONS: keep a log of what you did and saw and measured each day, including a chart
to record your data, or measurements. Be sure to REPLICATE (repeat) your experiment at least 3
times.
9. GRAPH: make a graph to illustrate the data you collected, clearly labeling the manipulated and the
responding variables. Make sure you graph the totals (3 rd grade) or averages (4th and 5 th ), NOT the
individual trials!
10. CONCLUSION: Analyze your observations and decide whether your hypothesis was correct. Your
data must support your CONCLUSION. Be sure to answer the question asked in the purpose. Explain
what happened and why you think it happened that way. Discuss ways you could make the experiment
better. It is OK if your hypothesis was incorrect. Proving your hypothesis right OR wrong is the object
of the scientific method. Use research to explain WHY this happened.
11. ACKNOWLEDGEMENTS and REFERENCES: list the names of all books, articles, films, and
other materials you used, and all the people who helped you!

*** Project Ideas ***
3 rd grade projects that support benchmarks:
Scientific Methods for Experimenting: pg. XXVI
Do different types of seeds germinate at different rates?
In which type of soil do grass seeds grow best?
What type of liquid helps grass seeds grow best?
Does the amount of light affect the growth of mold?
On which surface does mold grow best?
Which type of food produces the most growth in a mealworm population?
How much water do different types of cut flowers absorb?
How does the weight of the ball on a wind gauge affect the wind speed measurement?
What effects do different amounts of carbon dioxide have on our environment?
How much water can soil hold?
Which natural event causes the most erosion, wind or rain?
Which material is affected the most by erosion: sand, mud, or rocks?
What are the effects of rain on the water level of lakes?
What are the effects of pumping water from water wells on lakes?
Which type of soil particle settles first or last in water?
How does the shape of a piece of foil affect its buoyancy?
What type of liquid (i.e. oil, honey, vegetable oil) will settle first in water?
Which solution will clean a tarnished penny best: water and vinegar, baking soda and water, or hydrogen
peroxide and water?
Does a pendulum move faster or slower with more weight?
How does the length of a pendulum affect the length of its swing?
Does the length of a pendulum affect how fast it moves?
Does the height of a catapult affect the distance an object is thrown?
How does the height of a ramp affect the speed of an object?
How does the steepness of a ramp affect the amount of force needed to pull an object up the ramp?
Which type of paper airplane flies the farthest or longest?
How does the length of time use to create an electrical charge affect the strength of static electricity? (Use
a balloon, your head, and pieces of construction paper.)
Do freshwater ice and saltwater ice melt the same way?
Which type of plastic cup transmits sound better on a flat surface?
How does pitch affect the strength of sound vibrations?
Which musical instrument produces the greatest sound vibration?
How does energy affect the distance a toy car travels?
Does the distance from a constellation affect the pattern seen?
How can a planet’s distance from the Sun affect its surface temperature?
Which type of water transport system works best?
How does the speed of a meteorite affect the crater it makes?

*** Project Ideas ***
4 th grade projects that support benchmarks:
Scientific Methods for Experimenting: pg. XXVI in Science Textbook
How does the angle of the Sun’s light affects temperature on Earth?
What type of insulation material would help hold the heat in a cup longer? pg. xxvi
How does distance change earthquake effects?
Will plants grow better if their leaves are shaded or in sun?
Will plants grow better in a crowded or non-crowded environment?
Do mealworms prefer damp or dry places?
What affects how rain erodes soil?
How does friction affect motion?
How is motion affected by mass?
Will radish seeds grow better in a less or more salty environment?
5 th grade projects that support benchmarks:
Scientific Methods for Experimenting: pg. XXVI in Science Textbook
Does size affect your lung capacity?
How does the amount of sunlight reaching Earth vary at different places?
Does the direction seeds are planted affect the direction the root grows?
How does salt affect hatching brine shrimp?
How does temperature affect the growth of crystals?
How does temperature affect how long a reaction takes?
What affects the motion of a pendulum?
How can energy change its form?
What can electricity flow through the best?
Helpful websites:
1) http://www.ipl.org/div/projectguide/
2) www.ScienceBuddies.org
3) http://school.discoveryeducation.com/sciencefaircentral/scifairstudio/ideas.html
4) www.all-science-fair-projects.com/elementary-science-fair-projects.html
5) www.homeworkspot.com/elementary/science/
6) http://www.sciencenetlinks.com/matrix.php

Name: ___________________________________ Teacher: _________________________ Due: _____________________
*** List 3 Science Fair Project IDEAS ***
I. Purpose (the MEASURABLE question I MIGHT ask):
_________________________________________________________________________
_________________________________________________________________________
II. Hypothesis (the STATEMENT that can be tested):
_________________________________________________________________________
_________________________________________________________________________
III. Independent (manipulated) variable (the thing I will change):
_________________________________________________________________________
_________________________________________________________________________
IV. Dependent (responding) variable (the thing I will measure):
_________________________________________________________________________
_________________________________________________________________________
OR:
I. Purpose (the MEASURABLE question I MIGHT ask):
_________________________________________________________________________
_________________________________________________________________________
II. Hypothesis (the STATEMENT that can be tested):
_________________________________________________________________________
_________________________________________________________________________
III. Independent (manipulated) variable (the thing I will change):
_________________________________________________________________________
_________________________________________________________________________
IV. Dependent (responding) variable (the thing I will measure):
_________________________________________________________________________
_________________________________________________________________________
OR:
I. Purpose (the MEASURABLE question I MIGHT ask):
_________________________________________________________________________
_________________________________________________________________________
II. Hypothesis (the STATEMENT that can be tested
_________________________________________________________________________
_________________________________________________________________________
III. Independent (manipulated) variable (the thing I will change):
_________________________________________________________________________
_________________________________________________________________________
IV. Dependent (responding) variable (the thing I will measure):
_________________________________________________________________________
_________________________________________________________________________

My Conley Science Fair Proposal
I, ____________________________, propose the following experiment for my Science Fair Project:
I. Purpose (the MEASURABLE question I MIGHT ask):
_______________________________________________________________
_______________________________________________________________
II. Hypothesis (the STATEMENT that can be tested):
_______________________________________________________________
_______________________________________________________________
III. Independent (manipulated) variable (the thing I will change):
_______________________________________________________________
_______________________________________________________________
IV. Dependent (responding) variable (the thing I will measure):
_______________________________________________________________
_______________________________________________________________
V. Constants (the things I will keep the same):
1. __________________________ 6. _________________________
2. __________________________ 7. _________________________
3. __________________________ 8. _________________________
4. __________________________ 9. _________________________
5. __________________________ 10. _________________________
VI. Procedures (the steps I will take to test my hypothesis: continue on separate sheet if necessary):
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
6. ______________________________________________________
7. ______________________________________________________
8. ______________________________________________________
9. ______________________________________________________
10. _____________________________________________________
I shall support my student’s effort in doing this Science Fair project!
_____________________ __________
___________________
Parent Signature Date Teacher Signature
This proposal is due to my classroom teacher on: ______________