Elementary STEM Fair Project Guidelines and Regulations

Baltimore County Public Schools STEM Fair Handbook for PARENTS 2015-2016 Elementary STEM Fair Project Guidelines and Regulations Parent / Guardian ...
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Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

Elementary STEM Fair Project Guidelines and Regulations Parent / Guardian / Student Information

Display and Safety: All Projects A. Project display size is limited to the size of a standard backboard: 61 cm deep (24 inches); 95 cm wide (36 inches), side to side; and 274 cm high (108 inches) floor to top. Project backboards are not required at the Pot Spring ES STEM Fair. Project backboards are required for participation at the BCPS STEM Fair, to ensure fairness for all participants. B. Evidence that research has been completed may be presented in various formats (i.e. research paper, logbook, or report) and should include a bibliography. 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 PSES STEM Fair coordinators- Mrs. Wiegert & Mr. Noonan to be sure you have followed the rules for display and safety. B. You may not add to or change the project after approval by the PSES STEM Fair coordinators. C. If you are selected to represent PSES at the Elementary STEM (Science, Technology, Engineering, and Mathematics) Fair you must be available and present at the fair during the scheduled times for registration and judging. D. Individual or group (up to four students) projects may be submitted for competition at the Baltimore County Public Schools Elementary STEM (Science, Technology, Engineering, and Mathematics) Fair.

Project Guidelines: All Projects Your project will be either an Experimental Project or an Observational Project. It will be judged on how well you have followed the guidelines for the type of project you choose to complete. The guidelines and regulations for both types of projects are described in the following pages. 3rd – 5th grade Student STEM Fair Projects

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

Student Project Timeline See additional important dates & times on the PSES STEM Fair webpage!

K - 5th grade AT HOME project registration due TUESDAY, MARCH 1, 2016

STEP DUE DATE

TASK

EACH STEP should be recorded in a logbook as you complete them Friday, Feb. 26

QUESTION What do you want to find out? Choose a question/problem that interests you or a project/problem from the classroom list. This should be in the form of a question. The answer to the question will be found by doing the experiment.

1

Complete the Project Registration Form ONLINE and written abstract- return it to your science teacher or Mr. Noonan by March 1, 2016. When your question is approved, record it in a logbook.

4 2 3

Friday, March 4

Experiment Design: VARIABLES Identify the INDEPENDANT (manipulated) and the DEPENDANT (responding) Variables **Use the variables to help you narrow your research topic.

Friday, March 4

RESEARCH the Topic You Have Chosen It should include a list of books and authors or websites and URLs you have read to find the information. You should use a minimum of 3 sources to write your report. The research must be done before you do your experiment. This will help you to form your claim (hypothesis).

Friday, March 4

CLAIM (HYPOTHESIS) What do you think will happen in your experiment? This is a prediction of the outcome based on what you learned in the research report.

3rd – 5th grade Student STEM Fair Projects

Baltimore County Public Schools

4 5

Friday, March 11

STEM Fair Handbook for PARENTS 2015-2016

Experiment Design: MATERIALS and PROCEDURE What do you need to complete the experiment? This should be in the form of a list. What will you do, step-by-step, to complete the experiment? 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.

Friday, March 11

Experiment: Conduct the TEST Remember to do five or more trials. Record your results in the form of a chart. Keep good records. It is a good idea to record your progress using photographs.

Friday, March 11

Experiment: EVIDENCE and ANALYSIS What happened? Display your data in the form of a chart or graph. Write an explanation of your chart or graph interpreting the data. Include inferences made from the data.

6 7

Friday, March 11

SCIENTIFIC REASONING (CONCLUSION) What did you learn? The Reasoning paragraph should begin by stating whether or not your claim (hypothesis) was supported or not supported. The Reasoning must be supported by evidence (details and/or data) from the investigation. The Reasoning paragraph should conclude with an idea for further investigation (i.e. If you could do another experiment to learn more about this subject, what would you like to do?).

Tuesday, March 15 Construct the PROJECT DISPLAY BOARD Everything you have done in steps 1-6 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 report. Be sure your name is clearly marked on the back of the backboard and the front of your logbook.

4th - 5th grade AT HOME projects

3rd grade AT HOME projects

due NO LATER THAN TUESDAY, MARCH 15, 2016

due NO LATER THAN MONDAY, MARCH 21, 2016

**so that teachers can score the projects prior to the fair

3rd – 5th grade Student STEM Fair Projects

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

Understanding Your rd th 3 - 5 grade Child’s STEM Fair Project

3rd – 5th grade Student STEM Fair Projects

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

Observational Projects

Experimental Projects Experimental Projects are based on a testable question and include a claim (hypothesis); materials; procedure; independent (manipulated), dependent (responding), and controlled variables; evidence (data) displayed in the form of a chart or graph; explanation of the evidence (results); and a paragraph describing the reasoning (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 PSES STEM (Science, Technology, Engineering, and Mathematics) Fair Coordinators- Mrs. Wiegert & Mr. Noonan. ACCEPTABLE examples: Include any question that is answered by doing an experiment or investigation; and includes a independent (manipulated), a dependent (responding), and controlled variables. UNACCEPTABLE examples: 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)

• •



The use of firearms or dangerous projectiles. Models or demonstrations such as volcanoes or solar systems. Questions that can be answered with a simple Internet search.

3rd – 5th grade Student STEM Fair Projects

Observational Projects are based on a question formed from prior observations and include a claim (hypothesis); known independent (manipulated) and observed dependent (responding) variables; evidence (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 paragraph that describes reasoning (conclusion) that answers the question.

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 PSES STEM (Science, Technology, Engineering, and Mathematics) Fair Coordinators- Mrs. Wiegert & Mr. Noonan. ACCEPTABLE examples: • 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/Paper surveys or Opinion surveys. • Perception questions, such as color determination, presented without treatment. UNACCEPTABLE examples: • 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. Questions that can be answered with a simple Internet search.

START

EXPERIMENTAL or OBSERVATIONAL?

Choose a topic that you would like to investigate or a question you would like to have answered.

Does your topic have opportunities for hands-on investigations where the variables are controlled by the investigator?

YES

NO

NO Can you review data collected by other scientists to learn more about your topic and answer your question? Will it have a claim, observations, surveys, charts, graphs and an explanation of the data? Can trends and patterns be identified?

Are the hands-on investigations something that you can easily do more than one time to gather enough data to develop scientific reasoning?

NO

Before you go any farther, you may wish to think of a new topic. Try to think of something that you’re interested in that will allow you to do research OR investigations.

YES

Your project idea seems to fall into the category of EXPERIMENTAL project.

YES

YES

Will your project be based on a testable question, and include a claim, materials, procedure, variables, data displayed in charts or graphs, an explanation, and scientific reasoning?

NO

Your project idea seems to fall into the category of OBSERVATIONAL project.

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

Observational Projects Some students may choose to do a project that doesn’t fit the experimental model. Students often have questions about weather, space, or the environment. These students may complete observational projects instead of experimental projects. It is important that students understand that observational projects also begin with a question. These questions do not include the manipulation of variables in order to find an answer to their question. The questions in observational projects are answered by the collection or compilation of primary data either from sources such as books or Web sites, or by collection of evidence (data) acquired by observation of the environment. These projects are not reports that inform through the simple recitation of facts. The student asks a question, makes a hypothesis based on research, collects or compiles data, analyzes the data for patterns or trends that would support the claim, and forms a scientific reasoning based on the analysis of the data. Brainstorming ideas for these projects can be more difficult than brainstorming ideas for experimental projects. It is important that the question/problem be focused so that the student can find the data needed. General topics may include: Weather patterns Ocean currents Animal migration patterns Animal behaviors

Tracking objects in space

Increase or decline of plant or animal species Effect of pollution on specific area

Movement of seismic fault lines Movement of tectonic plates Accuracy of weather forecasts Progression of pollution from a source

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

SCIENTIFIC METHOD (Parts of a STEM 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 relevant to the student and have an authentic connection to a real-world problem. The question should be testable and appropriate for the student. It should lead to an experiment which will yield either quantitative or qualitative evidence (data). A question that is well written will often identify the manipulated (independent) variable in the experiment (see procedure section below). Students should use the identified variable in the question to guide the research.

Research The research provides the opportunity to read several different expository selections about the general topic. Acquisition of information allows the student to make an informed claim (hypothesis). This also helps the formulation of a procedure for testing the claim (hypothesis). Information may be found on the Internet or in non-fiction books. Students should identify the independent (manipulated) variable in order to narrow the research needed to make an informed scientific claim (hypothesis).

Scientific Claim (HYPOTHESIS) A scientific claim (hypothesis) is an attempted answer to the question being investigated. The claim (hypothesis) attempts to predict the outcome of the experiment and suggests a possible reason(s) for this outcome. The claim (hypothesis) should be based on research and/or prior knowledge/observations and is supported or not supported by the evidence collected from the investigation.

EXPERIMENT DESIGN: Materials Materials used in the experiment need to be listed in specific amounts and sizes. (Example – three five-gram weights) This allows other people to replicate (repeat) the experiment exactly to see if they get the same results. This process is called verification.

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

EXPERIMENT DESIGN: VARIABLES In determining the procedure that will be used in the investigation, the variables must be identified and controlled. Variables are the factors that will affect the outcome of the experiment. There are three types of variables that must be considered:

• INDEPENDANT variable (manipulated) – the factor that will be intentionally changed during the experimental procedure in order to find out what effect it has on something else. An example of a independent (manipulated) 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.

• DEPENDANT variable (responding) – the factor that is observed and measured to see if it is affected by the change made in the independent (manipulated) variable. An example of a dependent (responding) variable is the number of swings the pendulum makes when the length of its string is changed.

• CONTROLLED variables– the factors in the experiment that must be kept exactly the same to make sure that they are not having any effect on the dependent (responding) 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.

EXPERIMENT DESIGN: PROCEDURE

The procedure used in an experiment must be written in a clear, sequential manner in order to allow someone else to follow the same steps to replicate the experiment. Numbering the steps followed in the procedure is helpful to someone who is reading the procedure. The procedure should repeat the investigation a minimum of five times, or trials. This will provide the student with adequate evidence (data) for locating the measure of central tendency.

EXPERIMENT: TEST Follow the procedure carefully to conduct the experiment. • REMEMBER: someone else should be able to follow the same steps to replicate your experiment and get the same results. • Repeat the experiment a minimum of five times, or trials to obtain valid results.

3rd – 5th grade Student STEM Fair Projects

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

EXPERIMENT: Evidence Conducting the experiment or investigation produces evidence, which includes the measurements taken and observations made as well as a written explanation of the outcome. Evidence (data) that are observed or measured during the experiment should be recorded as the experiment is conducted. The best format to collect evidence (data) is a data collection chart. When constructing a data collection chart, it should be remembered that repeated trials (minimum of five) of the experiment must be conducted to obtain valid results. Data can then be analyzed and graphed. A statistical analysis of the collected data to include the median, or measure of central tendency, should be completed where appropriate. It is helpful to present the evidence (data) in the form of a graph so that the evidence (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 should all be the same width and are separated by spaces in between them. This is the most common type of graph used by fourth and fifth grade students to show relationships with data. Line graphs are used to display continuous data or data that goes on without a stop or break. Experiments that have responding (dependent) 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. Line graphs are used less frequently by fourth and fifth grade students, but may be used when appropriate.

The independent (manipulated) variable is usually represented on the horizontal (x) axis of a graph, and the 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. • A title that reflects the information that is being represented on the graph.

Students should make use of appropriate software to complete the graph. 3rd – 5th grade Student STEM Fair Projects

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

experiment: Analysis The data chart and/or graph are followed by a paragraph describing the results. The paragraph should: • note highs and lows of data collected • include the calculated median 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

Scientific Reasoning (CONCLUSION)

1. Should reflect back on the original claim (hypothesis) and state whether it was supported or not supported by evidence (data or observations). 2. Should answer the original question that started the investigation and include evidence used to support the reasoning (conclusion). 3. Should include specific evidence from the investigation. 4. Should include inferences that can be made from the evidence of the experiment. 5. 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 experiment can be discussed.

3rd – 5th grade Student STEM Fair Projects

Project display size is limited to the size of a standard backboard: 61 cm deep (24 inches); 95 cm wide (36 inches), side to side; and 274 cm high (108 inches) floor to top.

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

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 project display board. 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.

YES NO BACKBOARD: Appearance and Organization  Is my name on my project?  Do I have a title?  Is it neat and organized?  Is my project arranged in a step-by-step order?  Are all the parts clearly labeled? (Problem, Hypothesis, etc.)

Question  Did I state the problem?  Is it a testable question? Claim (hypothesis)  Does my claim state a possible outcome of the experiment and tell why I think it will happen that way?  Did I base my claim on research?  Have I consulted at least three resources? EXPERIMENT DESIGN: Materials and Procedure (written)  Did I list the materials and equipment I used with specific amounts, including units?

3rd – 5th grade Student STEM Fair Projects

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

 Did I list all steps of the procedure clearly? EXPERIMENT DESIGN: Variables and Procedure  Did I test it five or more times (multiple trials) or use a large enough sample size (observational projects) to support the claim?  Was I careful to control conditions so that something unexpected didn’t affect the results (dependent variables)?  Are the independent and dependent variables identified? EXPERIMENT: Evidence (collection and representation)  Does the data show that I did the experiment or observation carefully?  Is the data displayed in an appropriate way such as graphs, charts, drawings, photographs, etc? EXPERIMENT: Analysis (written explanation)  Does my explanation summarize and analyze the data?  Does my explanation describe patterns and trends in the data?  Does my explanation interpret my graph? Scientific Reasoning (conclusion)  Does my reasoning reflect the data?  Does my reasoning talk about my claim (hypothesis)?  Does my reasoning state whether or not my claim was supported or not supported by evidence? EXPERIMENT: Understanding  Can I clearly explain the procedure and results of this experiment to someone who does not know about it? EXPERIMENT: Application  Can I suggest another experiment that I could do if I wanted to find out more about this topic?

3rd – 5th grade Student STEM Fair Projects

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

Sample STEM Fair Interview Questions BACKBOARD: Overall Appearance 1. Who helped you with your project? 2. What was your favorite part of the science project process? 3. How did you decide how to organize your information on the display board? 4. 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? Claim (hypothesis) 1. What did you claim/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 claim/prediction at all? EXPERIMENT DESIGN: Materials/Procedures (written) 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? EXPERIMENT DESIGN: Variables/Procedures 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 three more times, what would you think would be the outcome of the investigation. 3rd – 5th grade Student STEM Fair Projects

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

EXPERIMENT: Evidence (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. Does the information on your graph accurately show the evidence you collected? EXPERIMENT: Analysis (written representation) 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 measure of central tendency? 3. Does the information in your written explanation reflect the results of your investigation trials? Scientific Reasoning (conclusion) 1. Did your investigation have the results that you claimed/predicted? 2. Does your reasoning state if your claim was supported or not supported? 3. What did you learn as a result of completing the investigations for this STEM Fair project? 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. Now that you have completed your investigation, what new questions do you have? What new investigation would you conduct based on your results? 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?

3rd – 5th grade Student STEM Fair Projects

Baltimore County Public Schools

STEM Fair Handbook for PARENTS 2015-2016

JUDGE’S Scoring SheeT Scoring criteria BACKBOARD: Overall Appearance and Organization  Are all parts of the project included and clearly labeled? Is the backboard neat and attractive? Question and Claim (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/claim 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? EXPERIMENT DESIGN: Materials and Procedure (written)  Are materials and equipment 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? EXPERIMENT DESIGN: Variables and Procedure  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? EXPERIMENT: Evidence (graphic representation) and Analysis (written explanation)  Are data present in the form of a table with appropriate labels and title?  Are the data from the table displayed using the correct graph?  Does the explanation analyze and summarize the data to note patterns and trends? Scientific Reasoning (conclusion)  Does the argument restate the original question being investigated?  Is a statement included reflecting whether the claim was or was not supported?  Are supporting data referenced?  Are additional questions to investigate included? 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 claim 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? 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?

TOTAL SCORE

Points per Item

Awarded Score

Project Number: Comments

5

9

6

9

9

12

25

25

100

3rd – 5th grade Student STEM Fair Projects

Judge’s Signature

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Judge’s Comments:

3rd – 5th grade Student STEM Fair Projects

STEM Fair Handbook for PARENTS 2015-2016