Science Project Handbook
FOR MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS
Newport News Public Schools Newport News, Virginia Revised 2003
TABLE OF CONTENTS Introduction …………………………………………………………………2 Goals and Rationales ………………………………………………………..2 Student Expectations for Science Projects ………………………………….3 Expectations for Individual or Team Projects……………………………..3-5 Expectations for a Class Project …………………………………………..5-6 Components and Order of Research Papers ………………………………….7 Science Project Competition Flow Chart ……………………………………8 Characteristics of a Successful Science Project ……………………………..9 Explanation of Terms ……………………………………..…………….10-12 Helpful Websites …………………………………………………..……….13 Reference Check Worksheet ……………………………………………….14 Quick Assessment of Experimental Design ………………………………..15 Guide to Data Tables and Graphs …………………………………………..16 Sample Literature Citations …………………………..…………………17-18 Bibliography Format……………………………………………………..19-21 Abstract Format……………………………………………………………..22 Suggested Criteria for Classroom Science Project Presentations …………..23 Presentation Requirements for City and Tidewater Science Fairs . …….24-29 Science Fair Categories …………………………..……………………..30-31 International Science and Engineering Fair Regulations …………………..32 Virginia Junior Academy of Science (VJAS) special requirements………..33
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INTRODUCTION In a science project, the scientific method is used to investigate a natural occurrence. The scientific method is not a fixed procedure but is a variety of activities that are used in various combinations and sequences. The method includes recognizing and defining a problem or question, observing, developing a hypothesis, experimenting, making measurements and collecting data, drawing conclusions and communicating the results. The practice of scientific skills occurs, first, in performing simple experiments and later, with more in-depth research in the form of a science project. In middle school, the focus of science instruction is on the development of process skills that are taught through the use of hands-on investigative activities. Students learn to predict, classify, observe, measure, record, and infer through learning experiences that encourage them to use the scientific method as a process for solving problems in the classroom and in everyday life. Developing in students the ability to make scientific inquiries continues in high school; therefore, in keeping with the growing capabilities of the students, science projects are expected to be more accomplished. GOALS AND RATIONALES A science project integrates virtually all of the skills and arts that are often taught separately. When brought to completion, the project is a culmination of reading, writing, spelling, grammar, math, statistics, ethics, logic, critical thinking, computer science, graphic arts, scientific methodology, self-learning of one or more technical or specialty fields, and public speaking and (if the project qualifies for formal competition) defense in front of expert judges. • A science project can be self-validating and exciting because it is not just practice. It involves real discovery of little known or even unknown information. • Since the scientific method is the basis of all scientific inquiry, the student should employ the scientific method in the science project. • In order to make the science project a satisfying and pleasant experience, the student should select a project in an area of his/her interest. • In order to develop self-esteem and communication skills and to gain recognition and rewards, the student should participate in science fairs and conferences. • In order to have a successful project, the student should seek appropriate parental support. 2
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STUDENT EXPECTATIONS FOR SCIENCE PROJECTS Depending upon ability and grade level, each student will complete an individual, team or class project as directed by the teacher following the ISEF criteria and present the project to an audience and/or enter it into a competition. Since 6th grade students may not compete in the Virginia Junior Academy of Science (VJAS) their projects will not require the use of the VJAS format. Seventh and Eighth grade students enrolled in identified TAG classes are required to prepare a paper using the VJAS format. At the high school level, all students enrolled in Honors science classes or Advanced Placement science classes must prepare a paper using the VJAS format. VJAS format differs from ISEF (See page 33 and VJAS website). All (7-12) students have the option of submitting research to VJAS and should be encouraged by their teacher to enter the VJAS competition and use the appropriate VJAS criteria from the onset of research.
EXPECTATIONS FOR INDIVIDUAL OR TEAM PROJECT 1. Individual Project: a. Long-term projects will show evidence of expanded experimental work. b. Each student will choose his/her own subject from any area of science, mathematics, or engineering (with prior teacher approval and using ISEF Guidelines). *Note differences between VJAS categories and ISEF categories on pages 30-31. c. Each student will conduct a review of the literature on his/her chosen subject. The teacher may choose to provide a few class periods for the students to use materials in the library. The sources should include at least 3 major references (science journals, books, Internet sites) d. The experimental method of science will be followed. Each student will develop his/her own experimental design and submit this design for teacher approval (and Scientific Review Committee or Institutional Review Board, when required). See page 15. 3
e. Each student will keep a logbook. f. Each student wishing to compete at VJAS will produce a written report that conforms to VJAS criteria. (Refer to page 33.) g. ALL students will write an abstract. Those competing in science fairs will include this abstract on the form required by the Tidewater Science Congress. (Refer to ISEF website) h. Depending upon teacher/school policy, each student may exhibit his/her project with the use of a backboard, overhead transparencies, 2” x 2” slides, or other suitable media. The format will be the same as specified under Class Project. i. Students invited to the All City Science Fair or the Tidewater Science Fair must complete a backboard. j. Each student will present his/her project to an audience and answer any questions about the project. In doing this, the student will:
Introduce himself/herself to the audience State clearly the title of the project Explain the problem and/or the hypothesis of the project Briefly explain the methods Show the results by pointing to figures, tables, logbook, pictures, etc. State the conclusion(s) State any problems that were encountered Explain what he/she might do in the future to continue his/her project Explain the practical application or importance of the project to mankind Ask the audience if there are any questions and if so, respond to them. Students should not be afraid to say, “I’m sorry, I don’t know the answer, but I think it is…” Thank the audience
*Teachers can be creative in finding times for presentations other than class time. This would be an ideal time to involve other teachers and parents in an after school event. The audience will be encouraged to provide feedback with regards to improving the project. A sample rubric is provided on page 23. 4
2.
Team Project:
a. Team projects may have a maximum of three members for ISEF fairs (school, city, Tidewater) and will usually compete in a separate “team” category against all other Team Projects in ISEF affiliated fairs. b. Team projects may have a maximum of three members for VJAS and compete in any of the various categories along with individual projects. c. Each team should appoint a team leader to coordinate the work and act as a spokesperson. However, each member of the team should be able to serve as spokesperson, be fully involved with the project, and be familiar with all aspects of the project. d. For the team project, required paperwork, one display, and the oral presentation will be prepared by the team. e. Team projects will be evaluated using the same rules and judging criteria as individual projects. f. Each team member must submit form 1B. However, team members must jointly submit the Checklist for Adult Sponsor (form 1), one abstract, a Team Research Plan (form 1A) and other required forms. EXPECTATIONS FOR A CLASS PROJECT If a class project is selected by the teacher as the appropriate format for science investigation, approval by both the lead science teacher and the Science Supervisor must be obtained prior to experimentation. Designated TAG classes, Honors, and AP classes will complete only Individual or Team projects. 1.
The class will be divided into several small groups of students. The teacher will determine the size of the groups. Each student group will work on one part of the class experiment.
2.
The subject of the class project will be in the appropriate grade level curriculum.
3.
Literature search on the subject of the project may be done during class time. Sources may include people from the community, films, tapes, filmstrips, and written materials on the students’ reading level(s). 5
4.
The scientific method will be followed. Each group will be required to keep a scientist’s logbook. The teacher will monitor the progress of each team and provide assistance when necessary.
5.
Each group will produce a written report that includes (See Explanation of Terms): Abstract Introduction Materials Procedures Results Discussion and Conclusions Bibliography NOTE: Though strongly recommended that the paper be typed with a word processor or typewriter, a student will not be penalized for a handwritten paper. All handwritten papers must use either blue or black ink.
6. Depending on the decision made by the teacher, each group may exhibit its part of the class project. The display may be a backboard, overhead transparencies, slides, or other suitable media. a. Backboard display:
✓Self-supporting and sturdy ✓No longer than 30 inches from front to back, 48 inches from side to side, and nine feet in height from floor to top. If the project is to be displayed on a table, the backboard height may not exceed 72 inches. ✓Depicts the scientific method with the appropriate information after each step ✓Eye-catching and neat
*
If photographs are used, credit lines of their origins should be included. Examples: “Photograph taken by…” or “Image taken from…” b. Overhead transparencies, slides, and other suitable media:
✓Depicts same information as backboard ✓Where possible show active student participation in the project
Each group will present its part of the class project to the rest of the class. Presentations may follow the same format as listed under Expectations for Individual or Team Project. 6
COMPONENTS AND ORDER OF RESEARCH PAPERS *Based on individual competition goals and teacher direction, choose the format criteria to be followed for your project ISEF Title Page Table of Contents Abstract Introduction Procedure Materials Results (Discussion of Results) Conclusion Acknowledgments Bibliography Required Forms: 1, 1A, Research Plan Attachment and 1B Students are strongly encouraged to visit the ISEF website to fill out and print required forms: www.sciserv.org/isef Only current year forms are allowed (year date at bottom of each page)
VJAS Abstract Introduction Methods and Materials Results Discussion Conclusion Literature Cited Acknowledgements Appendix
Twelve (12) allowable text pages
Total paper length may NOT exceed twenty (20) pages
Required Forms (see regulations) ** Students are strongly encouraged to visit the VJAS website: www.vacadsci.org 7
INSERT SCIENCE PROJECT COMPETITION FLOW CHART (Inspiration Software Diagram)
CHARACTERISTICS OF A SUCCESSFUL SCIENCE PROJECT •
Projects a problem that is solved through experimentation
•
Represents your work, not that of an expert or parents
•
Shows working knowledge of the area of science chosen
•
Shows careful planning that would eliminate a “rush” project
•
Shows that sufficient and correct safety measures have been taken throughout the experimentation and presentation; no unauthorized chemicals, equipment, materials, or methods have been used
•
Logbook shows a complete record of your work
•
Shows ingenuity in collecting materials while keeping the cost of materials to a bare minimum
•
Has a certain amount of originality with your own approach and ideas added to the solving of the problem
•
Apparatus is well-constructed and fits the needs of the experimentation
•
Controlled experimentation with only one quantity varied at a time
•
Accurate, valid, and correct observations
•
Conclusion is drawn from many tests of the experiment or the use of many subjects
•
Evaluation of your conclusion indicates strong points as well as weaknesses
•
Includes photographs, diagrams, tables, charts, figures (graphs), etc~, that might be necessary in explaining your work. It culminates as an original and attractive presentation of the information and includes a complete and appropriately documented write-up
•
Backboard, if used, should have a simple, well-stated title and neat lettering; will stand independently; and meets the size requirements such as height, depth, and width of the exhibit
•
Overhead transparencies if used, are accurate and clear and slides are appropriate and are of good photographic quality
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EXPLANATION OF TERMS Abstract: The purpose of an abstract is to allow the reader to judge whether it would serve his or her purposes to read the entire report. A good abstract is a concise summary of the purpose, methods, key results, and conclusions. It also may include any possible research applications. Only minimal reference to previous work may be included. The abstract should not exceed 250 words for ISEF and not exceed one page for VJAS. Acknowledgments: The author gives credit for specific assistance from scientists, instructors, parents, or other sources. Adult Sponsor: The classroom teacher. Appendix: A section, separate from the main body of the paper, which contains details and illustrations not required in the Results section; includes all raw data, additional tables and graphs, and diagrams. (Only applies to VJAS format.) Bibliography: An unnumbered alphabetical listing of all books, papers, journal articles, and communications cited in the paper; last section of the research paper. Follow the guidelines stated in this handbook. Constants: All factors in the experiment that the student attempts to keep the same. These conditions should be monitored so that they do not change. Control Group: The part of an experiment that serves as a standard of comparison. A control group is used to detect the effects of factors that should be kept constant, but may vary. The control may be a “no treatment” group or an “experimenter selected” group. All experiments should have a control group. Data: The student’s observations of everything that happens during the experimentation. Even errors or “disasters” are to be included. (Example: Plant #3 fell off the windowsill and broke on October 5.) Quantitative data based on multiple trials of the experiment must be recorded to provide adequate documentation. Raw data is often included in the report as an appendix. Dependent Variable (DV): The factor or condition in the experiment that changes as a result of the experimentation (sometimes called the responding variable). 10
Discussion/Conclusion: Purpose of study, the major findings, and support of hypothesis by the data restated. Focus should be on the interpretation of the results. Propose explanations for discrepancies. Make suggestions recommendations for further study and for procedural improvements. Include a clear and concise statement that answers the problem and/or accepts or rejects the hypothesis. Hypothesis: Through the student’s literature search he/she becomes educated enough to make a guess as to what the experiment will show. This is an educated guess about the relationship between the variables that can be tested (made prior to experimentation). Independent Variable (IV): The factor or condition in the experiment that the student intentionally changes (sometimes called the manipulative variable). Introduction: (ISEF) In paragraph form. It sets the scene for the report. Includes the hypothesis or engineering goals, an explanation of what prompted the research, and what you hoped to achieve (purpose). Introduction: (VJAS) The introduction includes a brief review of current and related literature with an explanation of the writer’s interest in the subject. Additionally, it should contain the problem, concise objectives, identification of variables, and the hypothesis. Levels of IV: The specific values (kinds, sizes, or amounts) of the independent variable that are tested in an experiment. Logbook: The student’s dated chronological record of his /her science project ideas, information, notes, equipment and materials, events, data, sketches, etc. This also provides both teacher and parents a way to monitor the progress of the science project. Materials: (ISEF only) A list of materials and equipment that were used. Methods and Materials: (VJAS only) This section is a description of the methods employed in the research and the equipment and supplies used. Listing is not acceptable. The types of materials used should be incorporated in the paragraphs of the methods. The description should provide sufficient detail to allow a reader to repeat the study. Standard techniques, appropriately referenced, may be referred to as such without providing details. A special description should be given of equipment which is unique to the experiment or which the student constructed for the project. A statement of the number of trials used, the number of organisms (sample size) used, and method of data collection should also be included. Measurements should be in metric units. 11
Problem: Specifically what the student is attempting to find out by doing his/her experiment. It should be posed in question form. The experiment will attempt to provide the answer to this question. Procedure: (ISEF only) A detailed explanation of how you will conduct the experiment to test your hypothesis. It should be like a recipe. Include a regular timetable for measuring results or observing. The description should provide sufficient detail to allow a reader to repeat the study. Metric units of measurement are to be used. Purpose: An explanation of the student’s interest in the problem and his/her reason(s) for selecting the problem. A real-life application should be made. Repeated Trials: The number of experimental repetitions, objects or organisms tested. At a minimum, there should be 3 repeated trials. (More trials may be necessary dependent upon the nature of the experiment.) Research/Literature Search: Learning about the topic by reading books, newspapers, magazines, scientific journals, scientific encyclopedias; by watching TV, films or filmstrips; by surfing the Internet; and by interviewing people who are knowledgeable regarding the topic. Information gathered by the student is written in his/her scientist’s logbook along with the bibliographic information. Results: The data collected in the experiment presented in the form of tables and graphs. All measurements should be in metric units. Data should be summarized in paragraph form from the information in the logbook in diagrams, graphs, tables, etc. Results of any statistical analysis (average) are also presented here. (VJAS criteria: Do not include raw data in this section; the raw data is placed in the appendix.) Table of Contents: Allows a reader to follow the organization of the paper quickly. (Does not apply to VJAS format.) Title Page: Cover page which includes: title, student name, teacher and date.(NOT included with VJAS entry) Topic: The general area of interest explored through the project investigation. In class experiments, this topic must be part of the science curriculum, for the subject area. Students carrying out individual projects may choose their topic from any area of science, mathematics, or engineering. *Note differences between ISEF and VJAS categories (pages 30-31). 12
HELPFUL WEBSITES (current as of 2003):
Science Fair Sites: Physics.usc.edu/~gould/ScienceFairs/ www.stemnet.nf.ca/~jbarron/scifair.html www.epa.gov www.ed.gov/pubs/parents/Science members.aol.com/ScienzFairs/ideas.htm www.awesomelibrary.org/science.html VJAS (Virginia Junior Academy of Science): www.vacadsci.org ISEF(International Science and Engineering Fair) www.sciserv.org
Rules for Searching the Net: 1. Use a key word or key words when searching 2. Use the word not when searching. Example: volcanoes, not Hawaii 3. Use quotation marks around key phrases. 4. Use Meta-Search to search the Search Engines. Examples: www.dogpile.com www.google.com www.mamma.com www.metacrawler.com
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REFERENCE TEMPLATE This sheet is provided to help you keep track of references and notes. Author(s):_____________________________________________________ Last,
First
Middle Initial
_____________________________________________________ Last,
First
Middle Initial
Title:_________________________________________________________ Name of Article (if applicable):____________________________________ Page Number(s):________________________________________________ Place of Publication:_____________________________________________ Name of Publishing Company:____________________________________ Date of Publication:_____________________________________________ Edition, or Volume Number:______________________________________ Month and Year of Publication:____________________________________ Web Address: __________________________________________________ Research Notes ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 14
QUICK ASSESSMENT OF EXPERIMENTAL DESIGN
Title: The Effect of the _______________________________ on the ___________________________________ (Independent Variable)
(Dependent Variable)
Hypothesis: If the __________________________________ is ______________________________________ (Independent Variable)
(Describe how it will be changed)
then the __________________________________ will ____________________________________ (Dependent Variable)
(Describe the effect)
Independent Variable (IV): IV: Levels of the IV: (Draw in one column for each level) Number of Trials: Dependent Variable (DV):
DV:
Constants (C):
C.
Information taken from: Cothron, Julia H.and et.al. Students and Research: Practical Strategies for Science Classrooms and Competitions. 2000. Kendall/Hunt Publishing Company: Dubuque, Iowa.
DATA TABLES AND GRAPHS Constructing Data Tables Data tables should: • be labeled as to table number (Example: Table 1. or Table 2.). • have a title that communicates the purpose of the experiment. • communicate the relationship between the independent and dependent variable. • communicate the order in which the independent variable was changed. • follow general guidelines with columns for IV, DV, and average. (Please see the example below.) **NOTE: The top row of the sample table is omitted in formal reports. Column for independent variable
Time paper towel submerged (sec)
Column for dependent variable Height liquid rose in Towel (mm) Trials 1 2 3 ect.
Column for derived quantity
Average height (mm)
Constructing Graphs Graphs communicate a pictorial form of the data collected in an experiment. Usually, a well-constructed graph communicates experimental findings better than a data table. Graphs should: • be labeled as to figure number (Example: Figure 1. or Figure 2.) • have a title that communicates the purpose of the experiment. • be labeled with the independent variable on the X or horizontal axis. • be labeled with the dependent variable on the Y or vertical axis. • Include the units of measurement for IV and DV in parentheses after appropriate labels. Bar Graph versus Line Graph • The appropriate type of graph depends on the type of data collected. • Discrete data are counted like the days of the week, gender, brand of battery, number of children, or color; BAR GRAPHS are appropriate for these kinds of data. • Continuous data are associated with measurements involving a standard scale with equal intervals. Examples include height of plants in centimeters and amount of fertilizer in grams. A line graph is a better way to show this type of data. Line graphs allow you to infer (by extrapolation) the value of points on a graph that were not actually measured. Steps for Creating a Bar or Line Graph 1. Draw and label axes. 2. Write data pairs. 3. Determine scales for axes. 4. Plot data pairs. 5. Summarize trends (line of best fit).
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SAMPLE LITERATURE CITATIONS A.
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Form 1.
The basic reference in author-date system consists of the last name of an author and the year of publication of the work, with no punctuation between them: (Smith 1978)
2.
A specific page, section, equation, or other division of the cited work follows the date, preceded by a comma: (Piaget 1989, 74) (Johnson 1979, sec. 24.5) (Pratt 1975, 121-25) (Fowler and Hoyle 1965, eq. [87])
3.
When the reference is to both volume and page of the author’s work, a colon will distinguish between the two: (Barnes 2001, 3:125) (Garcia 1992, 2:26, 35; 3:50-53)
4.
“Author” means the name under which the work is alphabetized in the literature cited and may thus refer to an editor or compiler or organization as well as an individual author or group of authors. Note that “ed.” or “comp.” is not given in the text reference.
5.
For works of multiple authorship use names for two or three authors: (Meredith and Lewis 1999)(Wynken, Blynkin, and Nodd 1998)
6.
In a reference to a work by two family members with the same last name, the name is repeated: (Weinberg and Weinberg 2001)
7.
When a book or pamphlet carries no individual author’s name, or group of authors’ names, on the title page and is published or sponsored by a corporation, government agency, association, or other named group, the name of that group usually serves as authors name in text references and in the reference list. Most of these present no problem and may be used in full: (International Rice Research Institute 1997)
B.
Placement 1. If possible, a reference should be placed just before a mark of punctuation: Before proceeding with a more detailed discussion of our methods of analysis, we will describe the system of scaling quantitative scores (Johnson 2002). 2. If this placement is impractical, the reference should be inserted at a logical place in the sentence: Various investigators (Jones and Carter 1999) have reported findings at variance with the foregoing. 3. When all or part of the citation is incorporated in the sentence, it is not enclosed in parentheses: Jones and Carter (1980) report findings at variance with the foregoing.
C.
Agreement of Citation and Reference:
It goes without saying that author-date citations in the text must agree exactly with the list of references. The author or the editor must rectify any discrepancies in the spelling of names or the dates of publication before the manuscript is sent to the typesetter.
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SAMPLE BIBLIGRAPHIC ENTRIES These sample bibliographic entries are examples of the proper format for all books, publications, and communications from which significant materials are cited in the paper. These entries will then be compiled into the Literature Cited section, which comprises the last component of the research paper. Do not include bibliographic entries in the Literature Cited section if that source was not cited in the body of the paper. Book with One Author Author’s last name, author’s first name (or initials). Year of publication. Title of Book. City of publication: Publishing Company. Example: Swertka, Albert. 1995. The World of Atoms and Quarks. New York: Twenty-first Century Books. Book with Two Authors 1st Author’s last name, author’s first name (or initials), and 2nd author’s first and last name. Year of publication. Title of Book. City of publication: Publishing Company. Example: Tunnel, Michael O., and George W. Chilcoat. The Children of Topaz. New York: Holiday House Publishing Company. Book with Three or More Authors 1st Author’s last name, author’s first name (or initials), et al. Year of publication. Title of Book. City of publication: Publishing Company. Example: Harris, James E., et al. 1980. An X-ray Atlas of the Royal Mummies. Chicago: University of Chicago Press. Book with One Editor (ed.) Translator (tr.) Complier (comp.) Editor’s last name, editor’s first name (or initials), ed. Year of Publication. Title of Book. City of Publication: Publishing Company. Example: Nelson, Michael, tr. 1992. The Presidency A to Z. Washington D.C.: Congressional Quarterly. 19
Book with Two Editors (eds.) Translators (trs.) Compliers (comps.) First editor’s last name, editor’s first name (or initials), and second editor’s first and last name, eds. Year of Publication. Title of Book. City of Publication: Publishing Company. Example: Greenberger, Martin, and James L. Mc Kenney, eds. 1974. The Early Settlement the Northern Europe. Pittsburgh: University of Pittsburgh Press. (When given a senior editor use example four) Encyclopedia Article with an Author Author’s last name, author’s first name. Year of publication. Title of Encyclopedia Article, Title of Encyclopedia, Vol.#:page #s. Example: Weishampel, David B. 1998. Dinosaur, World Book Encyclopedia, 5: 815-821. Encyclopedia Article with No Author Given Title of Encyclopedia Article. Year of Publication. Title of Encyclopedia, Vol.#: page #s. Example: Comets. The Gale Encyclopedia of Science, 3: 721-724. Journal Article Author’s last name, author’s first name. Year of publication. Title of journal article. Title of Journal: issue#: page #s. Example: Meltzer, Francoise. 1979. On Rimbaud’s “Voyelles.” Journal of Modern Philology: 76: 344-354. Magazine Article with an Author Author’s last name, author’s first name. Year of Publication. Title of Magazine Article. Title of Magazine, Month Published, page #s. Example: Wu, Corrina. 1998. No Hands Used. Science News, September: 54-58. Magazine Article with No Author Given Title of Magazine Article. Year of Publication. Title of Magazine, Month Published, page #s. Example: The Immoralities of Genetic Cloning. 1997. U.S. News, October, 34-39. 20
Newspaper Article Author’s last name, author’s first name. Year of Publication. Title of News Article. Title of Newspaper, Date Published, pages#s. Example: Wolfe, Walter R. 2002. Environmentalist Bill Finally Passed. The Daily Press, 17 September, A10. Interview Interviewee’s last name, interviewee’s first name. Year of Interview. Interview with interviewee’s occupation. Location of Interview. Date of Interview, Month of Interview. Example: Surry, J.R. 2002. Interview with Middle School Principal. Newport News, Virginia. 3 May. Electronic Encyclopedia/other Electronic Reference Sources Title of Reference Article. Year of Publication. Title of Encyclopedia, (Source, Version, Computer Type). City of Publication: Publishing Company. Example: Spain. 2001. The New Grolier Electronic Encyclopedia, (CD-ROM, v, 3.1, Macintosh). New York: Grolier Publishing. Internet Author given: Cheng, Michelle and Lisa Mon. 1998. The ABC’s of acid rain. http://qlink.queensu.ca/~’4lrm4/, July 15. No author given: Acid rain and cloud chemistry.1998.http://earth.agu.org/revgeophys/rasmus00/node 29.html (Lycos), July 15.
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ABSTRACT FORMAT After finishing research and experimentation, a student is required to write a (maximum) 250-word, one-page abstract. An abstract should include the (a) purpose of the experiment, (b) procedures used, (c) data, and (d) conclusions. It also may include any possible research applications. Only minimal reference to previous work may be included. The abstract should focus on work done since the last project and should not include: a) acknowledgements, or b) work procedures done by the mentor. The ISEF heading includes: Title Author(s) Home Address School Science Fair Division - Science Fair Category VJAS format does not require a heading. SAMPLE ISEF ABSTRACT Effects of Marine Engine Exhaust Water on Algae Jones, Mary E. 123 Main Street, Newport News, VA 23601 Hometown High School, Newport News, VA Senior Division - Environmental Science This project in its present form is the result of bioassay experimentation of the effects of two-cycle marine engine exhaust water on certain green algae. The initial idea was to determine the toxicity of outboard engine lubricant. Some success with lubricants eventually led to the formulation of “synthetic” exhaust water, which, in turn, led to the use of actual two-cycle engine exhaust water as the test substance. Toxicity was determined by means of the standard bottle or “batch” bioassay technique. Scenedesmus quadricauda and Ankistrodesmus sp. were used as the test organisms. Toxicity was measured in terms of a decrease in the maximum standing crop. The effective concentration - 50% (EC 50) for Scenedesmus quadricauda was found to be 3.75% exhaust water; for Ankistrodesmus sp. 3.1% exhaust water using the bottle technique. Anomalies in growth curves raised the suspicion that evaporation was affecting the results; therefore, a flow-through system was improvised utilizing the characteristics of a device called a Biomonitor. Use of a Biomonitor lessened the influence of evaporation, and the EC 50 was found to be 1.4% exhaust water using Ankistrodesmus sp. as the test organism. Mixed populations of various algae gave an EC 50 of 1.28% exhaust water. The contributions of this project are twofold. First, the toxicity of two-cycle marine engine exhaust was found to be considerably greater than reported in the literature (1.4% vs 4.2%). Secondly, the benefits of a flow-through bioassay technique utilizing the Biomonitor was demonstrated. 22
Student Name:________________________________
Date:_____________
SUGGESTED CRITERIA FOR CLASSROOM SCIENCE PROJECT PRESENTATIONS The student…
YES
Introduced himself/herself to audience? Stated clearly the title of the project? Explained the problem and hypothesis of the project? Briefly explained the procedure? Showed the results by pointing to figures, tables, logbook, pictures, etc.? Presented data /results clearly? Stated the conclusion? Stated any problems that were encountered? Explained what he/she might do in the future to continue his/her project? Explained the practical application or importance of the project to mankind? Cited scientific or popular literature? Asked the audience if there were any questions and if so, responded to them as completely as possible? Thanked the audience? Used creative ability and originality?
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NO
Comments
Student Name : _______________________________ Project #_________ CRITERIA FOR JUDGING SCIENCE PROJECTS 1. CREATIVE ABILITY Does the project show creative ability and originality in… Comments - the questions asked? - the approach to solve the problem? - the analysis of the data? - the interpretation of the data? - the use of equipment? - the construction or design of new equipment?
Total Points Awarded (Maximum 30 Points) _____________ 2. SCIENTIFIC THOUGHT
Comments
Is the problem stated clearly and unambiguously? Was the problem sufficiently limited to allow plausible approach? Was there a procedural plan for obtaining a solution? Are the variables clearly recognized and defined? If controls were necessary, did the student recognize their need and were they correctly used? Are there adequate data to support the conclusions? Does the student recognize the data’s limitations? Does the student understand the project’s ties to related research? Does the student have an idea of what further research is warranted? Did the student cite scientific literature, or only popular literature (i.e., local newspapers, Reader’s Digest)?
Total Points Awarded (Maximum 30 Points) _____________
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3. THOROUGHNESS
Comments
Was the purpose carried out to completion within the scope of the original intent? How completely was the problem covered? Are the conclusions based on a single experiment or replication? How complete are the project notes? Is the student aware of other approaches or theories? How much time did the finalist or team spend on the project? Is the student familiar with scientific literature in the studied field?
Total Points Awarded (Maximum 15 Points) _____________ 4. SKILL
Comments
Does the student have the required laboratory, observational and design skills to obtain supporting data? Where was the project performed? Did the student receive assistance from parents, teachers, scientists, or engineers? Was the project completed under adult supervision, or did the student work largely alone? Where did the equipment come from? Was it built independently? Was it obtained on a loan? Was it part of the laboratory?
Total Points Awarded (Maximum 15 Points) _____________ 5. CLARITY
Comments
How clearly does the student discuss his/her project and explain the purpose, procedure, and conclusions? Does the written material reflect the student’s understanding of the research? Are the important phases of the project presented in an orderly manner? How clearly is the data presented? How clearly are the results presented? How well does the project display explain the project? Was the presentation done in a forthright manner, without tricks or gadgets? Did the student perform all the work, or did someone help?
Total Points Awarded (Maximum 10 Points) ____________ TOTAL SCORE (Maximum 100 Points) _____________ 25
Student Name : _______________________________Project#__________ CRITERIA FOR JUDGING ENGINEERING PROJECTS 1. CREATIVE ABILITY Does the project show creative ability and originality in… Comments - the questions asked? - the approach to solve the problem? - the analysis of the data? - the interpretation of the data? - the use of equipment? - the construction or design of new equipment?
Total Points Awarded (Maximum 30 Points) _____________ 2. ENGINEERING GOALS
Comments
Does the project have a clear objective? Is the objective relevant to the potential user needs? Is the solution workable? Acceptable to the potential user? Economically feasible? Could the solution be utilized successfully in design or construction of an end product? Is the solution a significant improvement over previous alternatives? Has the solution been tested for performance under the conditions of use?
Total Points Awarded (Maximum 30 Points) _____________ 3. THOROUGHNESS
Comments
Was the purpose carried out to completion within the scope of the original intent? How completely was the problem covered? Are the conclusions based on a single experiment or replication? How complete are the project notes? Is the student aware of other approaches or theories? How much time did the finalist or team spend on the project? Is the student familiar with scientific literature in the studied field?
Total Points Awarded (Maximum 15 Points) _____________ 26
4. SKILL Comments Does the student have the required laboratory, observational and design skills to obtain supporting data? Where was the project performed? Did the student receive assistance from parents, teachers, scientists, or engineers? Was the project completed under adult supervision, or did the student work largely alone? Where did the equipment come from? Was it built independently? Was it obtained on a loan? Was it part of the laboratory?
Total Points Awarded (Maximum 15 Points) _____________ 5. CLARITY
Comments
How clearly does the student discuss his/her project and explain the purpose, procedure, and conclusions? Does the written material reflect the student’s understanding of the research? Are the important phases of the project presented in an orderly manner? How clearly is the data presented? How clearly are the results presented? How well does the project display explain the project? Was the presentation done in a forthright manner, without tricks or gadgets? Did the student perform all the work, or did someone help?
Total Points Awarded (Maximum 10 Points) _____________ TOTAL SCORE (Maximum 100 Points) _____________
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Student Name : _______________________________ Project # _______________ CRITERIA FOR JUDGING TEAM SCIENCE PROJECTS
1. CREATIVE ABILITY Does the project show creative ability and originality in… Comments - the questions asked? - the approach to solve the problem? - the analysis of the data? - the interpretation of the data? - the use of equipment? - the construction or design of new equipment?
Total Points Awarded (Maximum 25 Points) _____________ 2a. SCIENTIFIC THOUGHT*
Comments
Is the problem stated clearly and unambiguously? Was the problem sufficiently limited to allow plausible approach? Was there a procedural plan for obtaining a solution? Are the variables clearly recognized and defined? If controls were necessary, did the student recognize their need and were they correctly used? Are there adequate data to support the conclusions? Does the team recognize the data’s limitations? Does the team understand the project’s ties to related research? Does the team have an idea of what further research is warranted? Did the team cite scientific literature, or only popular literature (i.e., local newspapers, Reader’s Digest)?
Total Points Awarded (Maximum 25 Points) _____________ 2b. ENGINEERING GOALS*
Comments
Does the project have a clear objective? Is the objective relevant to the potential user needs? Is the solution workable? Acceptable to the potential user? Economically feasible? Could the solution be utilized successfully in design or construction of an end product? Is the solution a significant improvement over previous alternatives? Has the solution been tested for performance under the conditions of use?
Total Points Awarded (Maximum 25 Points) _____________ • NOTE: Either 2a OR 2b should be scored, not both. 28
3. THOROUGHNESS
Comments
Was the purpose carried out to completion within the scope of the original intent? How completely was the problem covered? Are the conclusions based on a single experiment or replication? How complete are the project notes? Is the team aware of other approaches or theories? How much time did the finalists or team spend on the project? Is the team familiar with scientific literature in the studied field?
Total Points Awarded (Maximum 12 Points) _____________ 4. SKILL Comments Does the team have the required laboratory, observational and design skills to obtain supporting data? Where was the project performed? Did the team receive assistance from parents, teachers, scientists, or engineers? Was the project completed under adult supervision, or did the student work largely alone? Where did the equipment come from? Was it built independently? Was it obtained on a loan? Was it part of the laboratory?
Total Points Awarded (Maximum 12 Points) _____________ 5. CLARITY Comments How clearly does the student discuss his/her project and explain the purpose, procedure, and conclusions? Does the written material reflect the student’s understanding of the research? Are the important phases of the project presented in an orderly manner? How clearly is the data presented? How clearly are the results presented? How well does the project display explain the project? Was the presentation done in a forthright manner, without tricks or gadgets? Did the team perform all the work, or did someone help?
Total Points Awarded (Maximum 10 Points) _____________ 6. TEAMWORK Comments Are the tasks and contributions of each member clearly outlined? Was each team member fully involved with the projects, and is each member familiar with all aspects? Does the final work reflect the coordinated efforts of all team members?
Total Points Awarded (Maximum 16 Points) _____________ TOTAL SCORE (Maximum 100 Points) _____________ 29
SCIENCE FAIR CATEGORIES 1. AGRICULTURAL AND ANIMAL SCIENCE - The study of domesticated animals and plants important to agriculture, horticulture, and veterinary medicine. (VJAS only) 2. ANIMAL BEHAVIOR (Ethnology) - The study of the description, observation, and experimentation on the behavior of animals. (VJAS only) 3. BEHAVIORAL AND SOCIAL SCIENCE Human and animal behavior, social and community relationships – psychology, sociology, anthropology, archaeology, ethnology, ethnology, linguistics, learning, perception, urban problems, reading problems, public opinion surveys, educational testing, etc. 4. BIOCHEMISTRY - Chemistry of life processes – molecular biology, molecular genetics, enzymes, photosynthesis, blood chemistry, protein chemistry, food chemistry, hormones, etc. 5. BOTANY - The study of plant life – agriculture, agronomy, horticulture, forestry, plant taxonomy, plant physiology, plant pathology, plant genetics, hydroponics, algae, etc. 6. CHEMISTRY - The study of nature and composition of matter and laws governing it – physical chemistry, organic chemistry (other than biochemistry), inorganic chemistry, materials, plastics, fuels, pesticides, metallurgy, soil chemistry, etc. 7. COMPUTER SCIENCE - Study and development of computer hardware, software engineering, Internet networking and communications, graphics (including human interface), simulations/virtual reality or computational science (including data structures, encryption, coding and information theory). 8. CONSUMER SCIENCE - The study of consumer products. (VJAS only) 9. EARTH AND SPACE SCIENCE - Geology, mineralogy, physiography, meteorology, oceanography, climatology, astronomy, speleology, seismology, and geography. 10. ENGINEERING – Technology; projects that directly apply scientific principles to manufacturing and practical uses – civil, mechanical, aeronautical, chemical, electrical, photographic, sound, automotive, marine, heating and refrigerating, transportation, environmental engineering, etc. 11. ENVIRONMENTAL SCIENCE - The study of pollution (air, water, and land) sources and their control; ecology. 12. GENETICS AND CELLULAR BIOLOGY - The study of the cellular and subcellular levels involving chemistry and biochemistry or any investigation concerned with aspects of inheritance. (VJAS only) 30
13. GERONTOLOGY Study of the aging process in living organisms. 14. MATHEMATICS Development of formal logical systems or various numerical and algebraic computations, and the application of these principles: calculus, geometry, abstract algebra, number theory, statistics, complex analysis, probability. 15. MATHEMATICS AND STATISTICS - The study of number systems and their interactions, and the analysis of data. (VJAS only) 16. MEDICINE AND HEALTH - Study of diseases and health of humans and animals – dentistry, pharmacology, pathology, ophthalmology, nutrition, sanitation, dermatology, allergies, speech and hearing, etc. 17. MICROBIOLOGY - Biology of microorganisms - bacteriology, virology, protozoology, fungi, bacterial genetics, yeast, etc. 18. PHYSICS – Theories, principles, and laws governing energy and the effect of energy on matter – solid state, optics, acoustics, particle, nuclear, atomic, plasma, superconductivity, fluid and gas dynamics, thermodynamics, semiconductors, magnetism, quantum mechanics, biophysics, etc. 19. PSYCHOLOGY - GENERAL - The study of the behavior of organisms, including humans, with the goals of understanding and predicting behavior. Included are all areas of psychology not included in other Psychology sections. (VJAS only) 20. PSYCHOLOGY - LEARNING AND PERCEPTION - The study of sensory processes, perception, principles of learning and memory, and related cognitive processes in both humans and animals. (VJAS only) 21. PSYCHOLOGY - SOCIAL - The study of how people interact with each other and how they are affected by their social environment. Included are studies of attitudes, social cognition, interpersonal relations, and group processes. (VJAS only) 22.ZOOLOGY - The study of animals – animal genetics, ornithology, ichthyology, herpetology, entomology, animal ecology, paleontology, cellular physiology, circadian rhythms, animal husbandry, cytology, histology, animal physiology, invertebrates neurophysiology, studies of invertebrates, etc. 23. TEAM PROJECTS – Study conducted by two or three students in any discipline.
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INTERNATIONAL SCIENCE AND ENGINEERING FAIR REGULATIONS All of our science projects must follow the International Science and Engineering Fair regulations because our science fairs lead to fairs that are affiliated with that organization. The Science Lead Teacher will give a copy of the current year’s ISEF forms to each science department member. Teachers are expected to follow these guidelines with their students for all research activities undertaken during the year. The following is a partial list of rules and is not meant to replace the full contents of the ISEF Guidelines. -
All students must meet with sponsor and complete Checklist for the Adult Sponsor/Safety Assessment Form before beginning experimentation.
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All students must complete Research Plan (1A) and Approval Form (1B).
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All studies involving nonhuman vertebrate animals, pathogenic agents, controlled substances, non-exempt recombinant DNA, certain tissue studies, and human subjects must have the appropriate forms filled out and presented to the IRB and/or SRC before beginning experimentation. The use of these forms, (1 C, 2, 3, 4A, 4B, 5, and 6), is specified in the ISEF_Guidelines.
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All studies involving nonhuman vertebrate animals, pathogenic agents, controlled substances, non-exempt recombinant DNA, certain tissue studies, and more than minimal risk in human subjects must have a Qualified Scientist.
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Any proposed changes in the Research Plan (1 A) after initial IRB and/or SRC approval must have subsequent IRB and/or SRC approval before experimentation begins/resumes.
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Adult sponsor, Parents, and Qualified Scientists cannot serve on IRB/SRC reviewing their student’s project.
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The use of hazardous chemicals and equipment, firearms, radioactive substances, and radiation require proper supervision by a Designated Supervisor.
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The use of photographs of persons requires Informed consent Form 4B.
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COMPONENTS AND ORDER OF VJAS REASEARCH PAPER Abstract Introduction Methods and Materials Results Discussion Conclusion Literature Cited Acknowledgements Appendix
Twelve (12) allowable text pages
Total paper length may NOT exceed twenty (20) pages
Required Forms (see regulations) * Students are strongly encouraged to visit the VJAS website: www.vacadsci.org Length:
SPECIFICS OF VJAS PAPER FORMAT
- abstract may NOT exceed one (1) standard page
- text is restricted to twelve (12) pages; this includes analysis of data and illustrations (additional data, charts/graphs and illustrations may be placed in the appendices) - total paper is restricted to twenty (20) pages Format:
- double-spaced on one side of 8 1/2” by 11” (21.3 cm by 27.5 cm) paper - no more than 12 characters/inch; no smaller than 12 pt. font size - print fonts Helvetica, Times, Courier, or Geneva will be accepted - margins shall not be less than 1” (2.5 cm) on all sides of all pages
Literature Citations: - all references should be properly cited within the paper/ NO citations should be used in the abstract Mechanics of the Paper: - paper should be concise - paper should be written in third person past tense EXCEPT Mathematics and Computer Science which may be written in first person present tense - proper sentence structure, grammar, and punctuation is expected - tables and figures should be appropriately labeled and neatly prepared in black ink, NO COLOR - No identification of student, sponsor, or school on any page except the Student Entry Form 33
