Date: Thursday, January 21, 2010

Committee Members: Mrs. Lewis, Mrs. Uhler, Mrs. Bruno,
Mrs. Uddo, Mrs. Lamy, Mrs. Paquette

Time: 7:30 A.M. - Students begin setting up projects.

8:30 A.M. - Judging will begin.

Ribbons will be awarded on Friday, January 22, 2010. There will be ten Superior Ratings and eight Honorable Mention. The students who receive Superior Ratings will be eligible to go to the Regional Science Fair in Hammond on Thursday, March 18, 2010.

The Bonne École Elementary Science Fair will be held on Thursday, January 21, 2010 . All entry forms must be received by Friday, December 11, 2009 . No electrical outlets will be provided. No glass, chemicals, open flames, plants, food or vertebrate animals can be used. The project restrictions are 30 inches deep, 48 inches wide and 108 inches high.

In our society we think of science as a question from a teacher or a subject that you have to take in school. Many express their displeasure with science because they are unable to relate science to everyday life. Such opinions mean missing the importance of science as a “thinking and doing” activity. This is where science fair projects begin to bridge the gap to productive and critical thinking skills.

Science Fair projects are meant to be an experimenting and learning activity, which can be related to the real world. Students should select a topic on a subject that interests them and is reality in the life of an elementary student. A project should include a planned and organized investigation. When students use the scientific method to investigate a question or topic they become better critical thinkers. This should be the main goal of parents and educators.

NOTE!!! ALL PROJECTS MUST BE TAKEN HOME ON Thursday, January 21, 2010 . We cannot be responsible for projects left in the gym. Photographs will be taken of ALL projects.

No electrical outlets will be provided. No glass, chemicals, open flames, plants, or vertebrate animals can be used. The project restrictions are 30 inches deep, 48 inches wide, and 108 inches high.

Science Fair projects are meant to be an experimenting and learning activity which can be related to the real world. Students should select a topic on a subject that interests them and is reality in the life of an elementary student. A project should include a planned and organized investigation. When students use scientific method to investigate a question or topic they become better critical thinkers. This is the main goal of Science Fair projects.

What exactly do you want to find out with your project?

The problem is the scientific question to be solved. It is best expressed as an "open-ended" question, which is a question that is answered with a statement, not just a yes or a no. For example, "How does light affect the reproduction of bread mold on white bread?"

Do limit your problem. In your project you want to get that "glass of water" from Lake Pontchartrain, not ALL OF THE WATER! Narrow down the question as much as possible. To find the answer to a question such as "How does light affect molds?" would require that you test different life processes and an extensive variety of molds.

Do choose a problem that can be solved experimentally. For example, the question "What is a mold?" can be answered by finding the definition of the word mold in the dictionary. But, "At room temperature, what is the growth rate of bread mold on white bread?" is a question that can be answered by experimentation.

To help you formulate an appropriate question you can fill in the following examples:

What is the effect of _____ on _____?
How does _____ affect _____?
Which/What _____(verb) _____?

Here is one example of a hypothesis for the earlier problem question:

"I believe that bread mold does not need light for reproduction on white bread."

Do write down your hypothesis before beginning the project experimentation.

Don't change your hypothesis even if experimentation proves it to be false.

This is the place where you write down all of the materials that you need for the experiment. It is best to brain storm here so that you will have everything you need to conduct the project. You should secure all materials BEFORE you begin the experiment. Many times the items that seem the easiest to find are the hardest to locate when you are beginning your project experiment.

Every step of the way, you will keep a journal in which to record the progress of the project. After the project has been completed, the journal will be very useful to you when you begin to construct your board.

Plan and write down your procedure and record all information as you do each step. Do not rely on your memory. This is a scientific procedure and you must take notes as you proceed so that you can report what actually happened. Also, accurate information is needed for the Results and Conclusion.

Before you can state the results of an experiment, you must first organize all the data collected during experimentation. Numbers, called "raw data," have little meaning unless you organize and label them. Data from each experiment needs to be written down in an orderly way in your journal. You should compile your information in charts, pictographs, graphs (bar, line, or pie), pictures, measurements, tapes, or anything else that would apply. In this step you will be giving FACTS NOT OPINIONS. Do not use the words more, less, seems, or better. Be specific and be sure to give all of the facts.

Photographs are another way to display data. Have someone take a photograph of you performing the experiment. Take photos of the procedure setup to use as part of the project display.

Unexpected Results
What do you do if your results are not what you expected? First of all - don't panic. A scientist's hypothesis often is not supported by his or her experiments. Report the truth in your conclusion. As before, state your hypothesis, but truthfully say that while your research backed up your hypothesis, your experiment results did not. Say what you expected and what actually happened. Report everything—if anything supported the hypothesis, identify it. Continue by giving what you think are the reasons that the results did not support your original ideas. Make your explanation scientific. For example, if you were moving during the experiment:

Do say: "There is a possibility that the lamp was not centered between the materials at all times. This would have resulted in the materials not receiving the same amount of light. This problem can be solved by securing the materials to the table so they are not accidentally moved during the experiment."

Don't say: "My little brother bumped into the box and moved it. I need to lock my door so my brother can't mess up my stuff."

If your results do not support your hypothesis:

DON'T change your hypothesis.

DON'T leave out experimental results that do not support your hypothesis.

DO give possible reasons for the difference between your hypothesis and the experimental results.

DO give ways that you can experiment further to find a solution.

If your results support your hypothesis:

You might say, for example, "As stated in my hypothesis, I believe that light is not necessary during the germination of bean seeds. My experimentation supports the idea that bean seeds will germinate without light. After seven days, the seeds tested were seen growing in full light and in no light. It is possible that some light reached the 'no light' containers that were placed in a dark closet. If I were to improve on this experiment, I would place the 'no light' containers in a light-proof box and/or wrap them in light-proof material, such as aluminum foil."

Examples:
How long does it take the heart to return to normal after exercise?
What is the most electricity you can make with a magnet and a coil?

Construction of a Kit or Model

Examples:
A model of a solar home
An ecology terrarium
Insulation materials and their uses

Demonstration of a Scientific Principle

Examples:
Measuring lung capacity

I will be entering the Science Fair on Thursday, January 21, 2010.

NAME_____________________________________

TEACHER__________________________________

GRADE_____________

Name of Project_____________________________

Parent Signature____________________________

THIS FORM MUST BE TURNED IN TO YOUR TEACHER NO LATER THAN DECEMBER 11, 2009 .

NOTE!!! ALL PROJECTS MUST BE TAKEN HOME ON Thursday, January 21, 2010 . We cannot be responsible for projects left in the gym. Photographs will be taken of ALL projects.

SCIENCE FAIR JUDGING FORM

PROJECT NUMBER________________________________

Creative Ability (20 points)……………………………………………..________________

What was the source of the idea or problem?

Does the investigation show originality of concept or approach, or is it a copy of known experiments? Collections can be considered as creative only when used to support an investigation or solution of a problem. No credit should be given for purchased or borrowed equipment that is not part of the work of the student and which serves only as a tool in the investigation.

Scientific Thought (20points)……………………….……………….._________________

To what extent is quality and depth evident? Has the student handled data properly, avoiding firm conclusions without having adequate evidence? Does research show the background of the problem, orderly analysis, experimental approach, collection & analysis of data, and the formation of logical conclusions?

Thoroughness (10 points) …………………………………..……….._________________

How completely has the problem been covered in the project? Consider the age and level of experience of the student.

Skill (10 points) …………………………………………………………_________________

Has the exhibitor used good judgment in the selection of scientific processes or equipment to solve the problem? Is there evidence of skill in the use of tools and methods of science?

Clarity (10 points) ………………………………………………………_________________

Will a person with an average knowledge of science be able to comprehend the purpose, goals, and general conclusions of the project? Does the display clearly explain the project?

Are guide marks, labels, and descriptions clearly presented and correctly spelled?

Are all important phases of the investigation presented in a brief and orderly fashion?

Dramatic (30 points) ………………………………………………… _________________

How attractive is the exhibit as compared to others in the same field? The exhibitor should be dynamic and graphic in the presentation of the problem. The layout and results should be attractive and presented in a forthright manner. The use of “gadgets or cute things” which do not explain the project should not influence the judging.

Total points for this project: __________ (100 total points possible)

RESEARCH PAPER

A well-developed research paper must accompany each social studies fair project. The research paper must include these items:

1. Title Page

Good titles usually are short, descriptive, and create pictures in the minds of the audience. A title should hint at the subject without telling the whole story like a riddle that sparks interest because it makes the listener think.

2. Table of Contents

All major elements in the paper should be listed with the appropriate page number.

3. Abstract

It is a brief (approximately 250 words) summary of the content, purpose, and reference sources used in the paper. The purpose of the report should be based on the questions you asked or the problem you identified. The following is an example of an abstract.

This project is about the internment of Japanese-American citizens during World

War II. The project will describe the historical background for popular sentiment against Japanese-Americans living on the west coast of the United States at the beginning of World War II. The project will show that the internment of these people was not an act of increase national security, but was apart of a greater effort to calm an alarmed American public frightened by the sudden attack on Pearl Harbor . Further, the project will show that the internment of these American citizens was inconsistent with constitutional principles.

Information for this project was secured from various sources, including books,

Periodicals, and government documents. Also included with the project will be taped interviews with legal experts and Japanese-Americans.

This project intends to demonstrate that even in times of national emergency, citizens must be careful to ensure constitutional rights.

4. Body of Paper

This part of the paper tells the story of the project. It should include information about the basic purpose of the report, relevant questions asked, and information gathered for the research. The length of the paper may vary depending on the type of project, but it should be of adequate length to appropriately cover the topic.

5. Conclusion

The general ideas the student discovered or learned from doing the project should be concisely described in this section.

6. Bibliography

All books, articles, and other sources, included interviews, which are used in the report, must be listed. The standard bibliographic or reference style to use is Modern Language Association. The format may be found on the Bonne Ecole Elementary Library site. http://www.bookladymel.com Each part of the research paper must be clearly labeled at the top of the appropriate page.

Research paper is not attached to the backboard.

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