+ putting the “I” back in Science Fair! Education Outreach Program Naval Air Warfare Center Aircraft Division Patuxent River, Maryland EXCELLENT SCIENCE

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putting the “I” back in Science Fair!

Education Outreach Program

Naval Air Warfare Center Aircraft Division

Patuxent River, Maryland

EXCELLENT SCIENCE FAIR PROJECTS!

Heidi R. MooreNaval Air Systems Command

+Who am I? My educational background is ….

B.S. Aerospace Engineering, Rutgers University M.S. Aerospace Engineering, George Washington

University GCEN, Helicopter Engineering, University of

Maryland

I have worked for the Navy for 18 years. My current job title is “Rotary Wing Loads & Dynamics Technical Specialist”

I am the Associate Editor for Crash Safety for The Journal of the American Helicopter Society.

I am a member of the American Helicopter Society, Crash Safety Committee and the Structures and Materials Committee and also a member of the SAE Seat Committee.

+Outline Project Objectives

Project Skills

Data Collection

Data Interpretation

Project Presentation

Summarizing What was Learned

School, County, Regional and International Fairs

Adult Roles and Responsibilities

Forms

What Happens at the Science Fair?

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Project Objectives

First and foremost, never copy someone else’s work! When you find a topic that is of interest

to you, research topics of interest and work that others have completed.

You can always find a way to continue their work, put a “twist” on their assumptions, change the variables, update the techniques, etc.

Come up with an new idea of your own. Look at things in your daily life and ask

questions. Think of what you can do to discover

the science behind how something works.

Once you know how it works, look at the characteristics that you can change and try to predict how changing them affects how it how it will work.

Presenting Original Ideas

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Project Objectives

“Product Testing” is o.k., just be sure to make it meaningful and measurable. The best results are those

that are “objective” not “subjective”.

Objective means that the results are based on measured data.

Subjective means that the results are based or influenced by opinions, not measured data or “facts”.

Presenting Original Ideas

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Project Objectives

The problem is the scientific question to be solved.

Should be expressed as an “open ended” question that can be answered with a statement, not just a “yes” or “no” answer. “How does light affect the

growth of bread mold on white bread?” – CORRECT!

“Does light affect the growth of bread mold on white bread?” – INCORRECT!

Stating the Problem Clearly

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Project Objectives

Be sure to put limits on the problem.

Note that the previous question is about one life process of molds – reproduction.

It is also about one type of mold – bread mold.

It looks at only one type of bread – white bread.

To make it more specific, you might also state the type of light – refrigerator bulb, sunlight through kitchen window, pure sunlight outdoors.

To find the answer to the question “How does light affect molds?” you would have to look at different life processes and different molds.


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Project Objectives

Be sure to choose a problem that can be solved experimentally.

The question, “What is mold” can be answered by finding the definition of the word “mold” in the dictionary.

The question, “At room temperature, what is the growth rate of bread mold?” can be answered by experimentation.


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Project Objectives

The hypothesis is an idea about the solution to the problem.

The hypothesis is a single statement and is they key to your project.

All of your project experimentation is performed to test your hypothesis.

Your hypothesis should make a claim about how two factors related. Base this claim on information you already know.

“I believe that bread mold does not need light for reproduction on white bread.” This is because organisms with

chlorophyll need light to survive and molds do not have cholorophyll.

In my kitchen, I found bread mold growing on a loaf of bread inside a dark bread box.


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Project Objectives

Research is easy!

Be sure to do research on all of aspects that relate to your problem. Look at all of the angles!

Find out how bread companies decide what expiration date to put on their bread.

How long after the expiration date can you expect mold to grow in a typical house?

Does the packaging of the bread add to or detract from mold growth?

Do any of the bread ingredients contribute to mold growth?

Relating Background Reading to the Problem

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Project Objectives

The things that have an affect on the outcome of the experiment are the variables.

There are three kinds of variables that you need to identify in your experiments. Independent Dependent Controlled

The “independent variable” is the variable that you purposefully change.

The “dependent variable” is the variable that is being observed, which changes in response to the independent variable.

The variables that are not changed are called “controlled variables”.

Defining the Variables and Using Controls

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Project Objectives

In our problem concerning the effect of light on the reproduction of bread mold, The independent variable for the

experiment is light. The dependent variable is bread

mold reproduction.

The control is a test in which the independent variable is kept constant in order to measure changes in the dependent variable.

In our example, the control group must receive light throughout the experiment.

Since we are questioning whether or not light is needed to grow mold, we will put bread in dark places and try to grow mold, but we must identify whether or not being exposed to light makes any difference to mold growth.

Defining the Variables and Using Controls

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Project Skills

Knowledge about the equipment being used is VERY important. For safety! For credibility in your project.

Read all instructions!

Have an adult help you or supervise your use of any powered equipment.

Use equipment only in the appropriate environment -- workshop, laboratory, etc.

Be sure to wear protective eyewear, steel toed shoes or other safety equipment to insure that injuries are prevented.

When in doubt, ask an adult for assistance!

Being Knowledgeable About Equipment Used

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Project Skills

This is your experiment!

That being said, you should perform as much of the experiment “hands on” as is reasonable. i.e., if two people are needed to

hold either end of a rope, it’s okay to have help.

It’s okay to have help pouring chemicals or operating machinery.

On the flip side, if you are unable to conduct any of the experiment by yourself, either because of the complexity or for safety reasons, you should rethink your hypothesis.

Performing Experiments with Little or No Assistance

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Project Skills

If the skills needed are “simple”, it will be obvious to your teachers and the judges at the fair that you were able to do the work.

If the skills needed are too simple for your grade level, (e.g., coloring pictures in the lines for a 7th grader), you may want to add some advanced techniques to show that the work is being conducted at your age level.

A good way to show that you already knew or learned the skills to perform the steps outlined in your experiment is by having someone take photos of you while you are working on the experiment.

Taking videos is also a great way to show you were able to conduct the experiment.

Demonstrating the Skills Required to do all of the Work Reported

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Data Collection

All GOOD scientists and engineers keep notes to themselves about their work.

All GREAT scientists and engineers keep notes detailed enough that others can understand their work.

All GENIUS scientists and engineers keep notes that are good enough that others can repeat and appreciate their work and can continue their research. A chronological journal is the

BEST way to do this. RECORD EVERYTHING – all of your brainstorming, research, procedures, data collection, interpretation of results and your conclusions.

Using a Journal to Collect Data and Research Information

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Data Collection

Conducting the experiment multiple times is necessary to show that your results are repeatable and not just a “fluke”.

Repeat experiments are also needed so that “scatter” the data can be observed. Many mechanical processes can be

repeated with little variation from test to test.

Tests observing natural processes (e.g. weather patterns, growth of molds, decay of foods, etc.) will exhibit some statistical variation.

The most important thing is to set up your experiment so that there is as little variation in your results as possible. This will help you more easily draw

conclusions about the data you collect. Some outliers are expected, but there is

usually a identifiable explanation or assumptions you can make for why that data is different.

Repeating the Experiment to Verify the Results

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Data Collection

A science fair project can NOT be completed the night before it’s due!

Put together a project plan. Make a listing of all of the tasks,

supplies you need to buy and the due dates.

Leave enough time to complete your observations. You cannot decompose compost in a

weekend. Plants will not grow much in a week. Be sure to leave time to complete

multiple trials or to repeat the experiment if your original procedure doesn’t work the way you wanted.

When you are “inventing” your own procedure, it NEVER works right the first time!

Spending and Appropriate Amount of Time to Complete the Project

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Data Collection

Having measurable results is extremely important!

The results can be “qualitative” but should also have “quantitative” data to support the hypothesis

“Qualitative” data is observational data that is not numeric in nature.

“Quantitative” data is numeric in nature.

Scientists LOVE using numbers to represent their findings! You should too!

Having Measureable Results

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Data Interpretation

Before you can state the results of your experiment, you must first organize all of the data you collected during experimentation.

Numbers or “raw data” have little meaning unless you organize and label them.

Use a table to record the data collected.

Using Tables, Graphs, and Illustrations in Interpreting Data

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Data Interpretation

Use a graph to analyze the data. Graphs will show trends

over time or relations between performance under different conditions.

Data should be presented for each change in the independent variable.


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Data Interpretation

Different types of graphs can be used. Line graphs are used to

present patterns of change.

Other types of graphs may also be useful.

Try and think of other ways to show what happened during the experiment.


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Data InterpretationUsing Tables, Graphs, and Illustrations in Interpreting Data

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Data Interpretation

A pictograph could also be used to represent the data collected. The pictographs uses symbols to represent the quantities of an object.


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Data Interpretation

In any case, the tables, graphs and illustrations MUST be designed to show the affects your independent variable had on the dependent variable.

They must also show how the results of the tests compared to the results of using the controlled variable.

Showing the data of many experiments on a single plot is very useful. Use different line colors, line styles or symbols to indicate the different independent variables.


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Data Interpretation

A picture is worth a thousand words!

Pay close attention to interesting results during your experiment and take photos to show what has occurred. If the results are difficult to describe in words, a photo can help show your teachers or the judges what you observed.


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Data Interpretation

If you are studying a process that occurs in nature or a mechanical phenomena that has already been studied, you can use research to help interpret the data you have collected. Should the bread mold have

grown in the dark? Is bleach generally used as a

disinfectant? Do artificial sweeteners cause the

same damage to tooth enamel as sugar?

If there is no exact data available, use the research to make assumptions (extrapolations) about whether your collected data is reasonable.

Using Research to Interpret Data Collected

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Data Interpretation

How do I get enough data?

How much is enough?

Good questions! Try three or more variations

of your independent variable. Repeat the experiment on

each independent variable at least three timesCollecting Enough

Data to Make a Conclusion

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Data Interpretation

ALL of the data collected and ONLY the data collected should be used to make your conclusions.

If you feel that some of the data collected is questionable or the data appears to be “weird” in some way, repeat the experiment.

NEVER make up data points or report false data.

Using Only the Data Collected to Make a Conclusion

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Data Interpretation

What do you do if the results are not what you expected?

First, if there is time, repeat the experiment to make sure everything was done properly.

If there isn’t time, or if you get the same results again, DON’T PANIC!

Often a scientist’s hypothesis is not supported by the results.

You must report the truth in your conclusion. Simply state that your research

supported your hypothesis, but your results did not.

Think about your procedure and what external conditions may have affected your results.

Unexpected Results

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Your report is the written record of your entire project from start to finish.

The report must be clear and detailed enough for the reader to know exactly – What you did. Why you did it. What the results were. Whether or not the

experimental results supported your hypothesis.

Where you obtained your research information.

Having a Complete and Comprehensive Report

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Much of your report will be copied from your journal or lab notebook – another good reason to keep one!

By recording everything in your journal as your project progresses, all you need to do to prepare the report is to organize and neatly copy the contents. Be sure to organize the information

in your report logically, NOT chronologically. It is more interesting and useful to the reader if it is organized in logical sections.

NEATLY label all tables, graphs and diagrams.

Double check for spelling and other errors. NEVER hand in a report with spelling errors.


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Check with your teacher on the required contents of your report.

At a minimum, you will likely be required to have: Title page Abstract Introduction Experiment and Procedure Results and Discussion Conclusions References Acknowledgements


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The display is your chance to show off all of the work you have done.

It must tell the story of the project in such a way that it attracts and holds the interest of the viewer.

It has to be thorough, but not too crowded. Try to keep the layout simple.

You want a display that the judges will remember positively. The amount of time and effort you put into your display will be very noticeable.

Presenting an Attractive and Interesting Display

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Your display board should include Abstract Problem Hypothesis Procedure and Materials Data Results Conclusion Credits for any photos taken

Do NOT include Any live materials (plants, etc.) Any chemicals. Anything breakable such as

glass.


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Project PresentationPresenting an Attractive and Interesting Display

Your display may also include your lab notebook, copy of your report and a small display of some of the components of your experiment.

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Be sure to DOUBLE check the rules for your local in-school science fair, the St. Mary’s County Science Fair and the Prince George’s Regional Fair to get the information on the allowable size of your display.

The allowable size will vary on the venue and will be dependent on the grade level at which you are competing. The higher the grade level,

the more room that is allowed.


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Be aware that ANY violation of the rules for the Science Fair may be a cause for items to be removed from your display board, objects to be removed from your display area or for your projected to be removed entirely from the judging.


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Summarizing What was Learned

By the time that you finish writing your report and making your display, you should be more than comfortable with the research, the experiment, the data collected and your interpretation of the data to speak comfortably and accurately about your project.

If you are not comfortable with some of the terms or any part of the presented information, re-read what you have done. The more comfortable you are, the easier it will be to recall important information when you are asked to explain your project.

Answering Questions Accurately

+School, County, Regional and International Science Fairs

A science fair project is not something you do just for your teacher!

There are local, county wide and regional fairs in all 50 states.

A great project and presentation at the school level can get your project entered at the St. Mary’s County Fair where there are lots of prizes, including CASH, scholarships, medals and certificates to be won.

Winners at the County level can proceed onto the Prince George’s Regional Fair where the prizes are even BIGGER!

Winners from the County Fair at the High School level can proceed to the INTEL International Science Fair where prizes can reach in the THOUSANDS of dollars!

What’s out there?

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Adult RolesWho can help you?

Depending upon the content of your project and the materials you are working with, you will need different types of supervision on your project.

Adults can –

Provide information on technologies.

Provide guidance to help select a project topic.

Review the student’s research plan to ensure student safety.

Correspond and/or meet with student to answer questions.

Provide help with practice of presentation skills.

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St. Mary’s County Science Fair Board

Website is located at http://www.sm-sef.org.

The website includes general information about the fair, fair rules, forms and other pertinent information.

Fair is tentatively planned to be held at Great Mills High School Jan 30-31, 2009. The actual date will depend of the availability of the spaces at Great Mills and the entry dates for the Prince Georges Regional Fair.

Information

http://www.sm-sef.org/

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St. Mary’s County Science Fair

Categories match those for the INTEL International Science Fair. Animal Sciences Behavioral & Social Science Biochemistry Cellular & Molecular Bilogy Chemistry Computer Science Earth & Planetary Science Electrical & Mechanical Engineering Materials Engineering Energy & Transportation Environmental Management Environmental Sciences Mathematical Sciences Medicine & Health Sciences Microbiology Physics & Astronomy Plant Sciences

Categories

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Middle School Exhibitor’s Handbook is available on St. Mary’s County Science Fair Board website and the St. Mary’s County Public Schools website

http://www.smcps.k12.md.us/offices/dci/instructional_programs/science/scifair.shtml

The handbook contains information on the conduct of the fair, dates & times for set-up and judging, etc.

Exhibitor’s Information – Exihibitor’s Handbook




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The handbook also contains information on how the projects are judged. Creative ability. Scientific thought and

engineering goals. Thoroughness. Clarity. Skill and neatness. Teamwork (for team projects

only).

Exhibitor’s Information – Judging Criteria

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All exhibits must adhere to Middle School Science Fair Rules and the ISEF rules.

A full text of the International Science and Engineering Fair rules are available at www.sciserv/org/isef.

Each exhibitor must display a project notebook, and the display of a research paper is strongly recommended.

All signed forms, certifications, and permits must be available for review at each fair as the exhibitor enters. It is recommended that these be kept in a notebook or folder.

Exhibitor’s Information

http://www.sciserv/org/isef

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Size: Any exhibit exceeding these dimensions will be disqualified. Please measure in advance of registration. Junior Division (grades 6-8)

- Exhibit size is limited to 61 cm deep (24 inches), front to back: and 95 cm wide (36 inches), side to side; and 274 cm high (108 inches) floor to top.

Exhibitor’s Information

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Checklist for Middle School Science Fair Projects, Research Plan (Form 1-MS), and Safety/Approval (Form 2-MS) are required for all middle school Science Fair projects.

In addition, any projects that involve human subjects must include the Middle School Human Subjects Form (Form 4-MS).

Exhibitor’s Information – Forms and Checklists

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Anything, which could be hazardous to public display, is PROHIBITED from display. The intent of this rule is to protect the public and other students and not to hinder the student’s ability to present the project to the judges.

A complete list of prohibited items can be found in the exhibitor’s handbook.

A complete list of safety items can also be found in the handbook.

Exhibitor’s Information - Rules

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Each research exhibit will be examined to ensure that it conforms to the Rules for display size, quarantine, safety, animal research, human subjects, and recombinant DNA.

Exhibits not conforming will be disqualified, and the exhibit must be removed.

The exhibitor may make no changes, modifications or additions to exhibits after approval by the Display and Safety Committee or the Scientific Review Committee.

Exhibitor’s Information - Rules

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Photographs and/or visual depictions are allowed if: Credit lines of their origins are

attached. If all photographs being displayed were taken by the finalist, one credit line prominently displayed indicating that the finalist took the pictures is sufficient.

They are from the Internet, magazines, newspapers, etc. and credit lines are attached.

They are photographs of the finalist of the finalist’s family.

They are photographs of human subjects for which signed consent forms are at the project.

They are not deemed offensive by the Scientific Review Committee, Display and Safety Committee or the Area Science Fair Committee.

Exhibitor’s Information - Photography

*** SAMPLE ***

*** SAMPLE ***

*** SAMPLE ***

*** SAMPLE ***

*** SAMPLE ***

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Set-up is the night before.

Note: Parents are NOT allowed to enter the exhibit hall to help you set up. Older students and helpers will be present.

At this time the Science Fair Board will examine exhibits for violations of rules and ensure paperwork is complete.

Judging without exhibitor’s present occurs in early morning.

Exhibitor’s are invited in for continued judging. Note: Parents are NOT allowed in during

judging.

Lunch is provided for exhibitors.

Judging ends and parents and the the public are invited in to view the exhibits.

Grand Award ceremony takes place.

What Happens at the Fair?

+ Good Luck!This presentation is brought to you by the Education Outreach Office at the Naval Air Warfare Center Aircraft Division, Patuxent River, Maryland. Call the office at (301) 342-2281 for further information on other engineers in the classroom outreach initiatives.

Documents

+ putting the “I” back in Science Fair! Education Outreach Program Naval Air Warfare Center Aircraft Division Patuxent River, Maryland EXCELLENT SCIENCE