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Baylor College of Medicine Academy at Ryan
STEM Research Handbook
In it to Love it
2017-2018
Welcome to Baylor College of Medicine Academy at Ryan! Here at BCMAR, we are
committed to doing whatever it takes to achieve dynamic advancements in science,
technology, mathematics, engineering, and math. Every year, students submit research
proposals to investigate their own scientific inquiries and/or engineering innovations. Now
it is your turn to complete a research project (a science or engineering investigation) to
contribute to the world around us! Let’s begin…
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Name: _____________________________________________________________________
TABLE OF CONTENTS
Page # Title
3 It Takes A Village: A Letter to Parents and Guardians
4 Important Dates and Deadlines
5 STEM Research Ice Breaker
6 Project Categories
7 Graphic Organizer
8 Research Proposal
9 Research: Introduction
10 Research: Annotated Bibliography
11 Research: Procedure/Methods
12 Research: Results
13 Research: Discussion
14 Research: Conclusion
15 Research: Abstract
16 Research: Bibliography
17 Poster Display Layout and Poster Label
18 - 21 Grading Scale and Rubrics
22 Consent Form Guide
23 Resources
24 - 26 Science Fair Rules and Guidelines
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27 Checklist
IT TAKES A VILLAGE
Dear Parents/Guardians:
As a health science school, we take science seriously. All BCMA at Ryan students do an independent science
or engineering investigation, write a manuscript (a research report on their investigation) and present their
manuscript in the format of a poster. The projects will be graded and all posters will be part of our BCMAR
(Science Fair) Science Symposium, which will be January 19th, 2018, 4:30 pm – 5:00 pm. Winning projects will
move onto district and for seventh and eighth graders, they will move on to the Science and Engineering Fair
of Houston (SEFH). Every year we are very proud of our students. In previous years, we’ve had over 15
students place in district and multiple teams that won awards at SEFH and went on to State.
The STEM research handbook contains important information and is electronically available on the BCMA at
Ryan Science Fair website. BCMA at Ryan and HISD follow SEFH guidelines. Please go through it carefully with
your student(s) and see their health science teachers for questions.
Students will begin identifying research questions in their health science classes. We highly encourage you to
engage at home with them in order to ensure optimal levels of success on their projects. Please note: Most of
the student’s research will be done outside of the classroom.
Students will need to register for an account on Scienteer.com in order to actively track research progress at
https://www.scienteer.com/register/baylorcollegeofmedicineacademyatryan. The student will need your
email address to register. Please help your student get registered by helping them fill in the form in the above
link, then please look in your email for a message asking to verify consent and verify.
Some class time will be available during the fall for students to work on their independent research
components. It will be the student’s responsibility to prepare and finalize the independent research project,
work outside of school on their investigation (data collection and observations), and be productive during class
time designated for research. Please find the deadlines below and please note some of them may be subject
to change by your health science teacher. Research projects are due December 4th/5th. Students are required
to submit a manuscript (the poster in paper format), a poster and a notebook. Pay closest attention to the
manuscript and notebook rubrics and all else will fall into place.
Saturday advisory from 8 am – 10 am at BCM with experts occur on: 10/21, 11/4, 12/2, AND at BCMA at Ryan
on the following days: 10/14, 10/28, 11/11, 11/18 (students will be notified of changes in advance).
Thank you for doing all you can to make this research process a positive and productive experience.
S.T.E.M. Specialist
Beatriz Perez-Sweeney, PhD
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Health Science Teachers:
Mr. Aguilar: [email protected] Ms. Brown: [email protected]
Mr. Rasti: [email protected] Ms. Torres: [email protected]
Mr. Wertz: [email protected] Dr. Williams: [email protected]
IMPORTANT DATES AND DEADLINES
Research Component Tentative Due Date Teacher Due Date (to be filled in by the student)
Research Proposal (Question, Hypothesis, Background information supporting the hypothesis, Statement of why the project is interesting, and the Procedure/methods that will be used) INCLUDING a draft annotated bibliography showing information that supports the hypothesis.
October 2nd B Day October 3rd A Day
Annotated Bibliography (showing information that will be included in the introduction)
November 2nd A Day November 3rd B Day
Results in table/graph format, Summary of the results, Abstract Draft
November 27th A Day November 28th B Day
(after Thanksgiving Break)
November 27th November 28th
(after Thanksgiving Break)
Manuscript (Paper) December 4th B Day December 5th A Day
December 4th December 5th
Oral Presentation and Poster
December 11th A Day December 12th B Day
BCMAR Science Symposium
January 19th (4:30 pm – 6:00 pm)
District Fair TBA by Houston ISD
Science and Engineering Fair of Houston (SEFH)
February 23rd and 24th
Please note that dates are subject to change per your respective Health Science Teacher.
Tentative due dates will be as followed unless noted otherwise by the teacher. Time
management is the key to producing a quality STEM research project. We strongly recommend
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that all or most of the data be collected during the month of October. Please contact your
teacher in advance to discuss conflicts with due dates or questions about upcoming deadlines!
STEM Research Ice Breaker
List three inventions that you think are important to society:
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
List the name of two scientists you know and their scientific advancement:
1. _______________________________________________
2. _______________________________________________
Now, find other students in the class who agree with each “I” statement below. You cannot repeat names
(unless the class size is less than 20). The first person to fill their list with signatures wins. Good luck!
1. _______________________________________________ I can list the steps of the scientific method
2. _______________________________________________ I have cited an article in MLA format
3. _______________________________________________ I have worn a lab coat and goggles
4. _______________________________________________ I listed 1 of the same inventions
5. _______________________________________________ I listed 1 of the same scientist
6. _______________________________________________ My favorite subject is science
7. _______________________________________________ I have used a beaker or graduated cylinder
8. _______________________________________________ I am very organized
9. _______________________________________________ I will become a doctor one day
10. _______________________________________________ I enjoy learning new things
11. _______________________________________________ I support the “A” (art) in S.T.E.A.M
12. _______________________________________________ I have visited a science museum
13. _______________________________________________ I can name 5 elements on the periodic table
14. _______________________________________________ I know how many grams are in a kilogram
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15. _______________________________________________ My favorite subject is math
16. _______________________________________________ I work well with other people
17. _______________________________________________ I will work in the STEM field one day
18. _______________________________________________ I can list the three R’s (environmental science)
19. _______________________________________________ I am open to new ideas and topics
20. _______________________________________________ I will complete this research project (on time)
PROJECT CATEGORIES
Now that we have begun to think like scientist, it is time to organize our thoughts. Below is a list of categories
that your research project will fall into. Read the brief descriptions and then use the graphic organizer to
select your top category of interest. The categories from SEFH are as followed:
▪ Aerospace Engineering (the study and designing and testing of aircrafts and related systems)
▪ Animal Sciences (animals, animal life, life cycles, and animal interactions within their environment)
▪ Behavioral & Social Sciences (the study of the thought processes and behavior of humans and animals)
▪ Biochemistry (the study of the chemical processes occurring in living organisms)
▪ Biomedical and Health Sciences (focuses on issues of human health and disease)
▪ Cellular and Molecular Biology (studies the structure, function, pathways, and formation of cells)
▪ Chemical Engineering (using chemistry, biology, and physics to solve problems in man-made products)
▪ Chemistry (the science of the composition, structure, properties, and reactions of matter)
▪ Civil Engineering (includes the design, construction, and maintenance of the “built” environment)
▪ Computational Biology and Bioinformatics (studies focused on the discipline and techniques of
computer science and math as they relate to biological systems using modeling and simulations)
▪ Earth & Space Sciences (the study of sciences related to planets, solar systems, and the universe)
▪ Electrical Engineering (includes electronics, digital computers, power engineering, and radiofrequency)
▪ Energy & Transportation (includes alternative fuels, fossil fuel energy, and vehicle development)
▪ Environmental Engineering (creating processes and infrastructure to solve environmental problems)
▪ Materials & Bioengineering (the study of the characteristics and uses of various materials with
improvements to their design which may add to their advanced engineering performance)
▪ Mathematics (studies using algebra, analysis, or probability)
▪ Mechanical Engineering (involves the generation/application of heat and use of machines and tools)
▪ Microbiology (the study of micro-organisms, including bacteria, viruses, and antibiotic substances)
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▪ Physics & Astronomy (studies related to the science of matter and energy and of interactions between
the two; astronomy is study of anything in the universe beyond the Earth)
▪ Plant Sciences (studies of plants and how they live, structure, development, and classification)
▪ Robotics and Intelligent Machines (studies on how the use of machine intelligence can potentially
reduce the reliance on human intervention)
GRAPHIC ORGANIZER
Which two categories are you most interested in? What are two possible items from each category that you
would like to learn more about and possibly investigate? Write those items in the form of a question.
Category 1: _______________________________________________________________________________
Investigation Questions:
My Top 5 Research
Categories
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• ____________________________________________________________________________________
• ____________________________________________________________________________________
Category 2: ________________________________________________________________________________
Investigation Questions:
• ____________________________________________________________________________________
• ____________________________________________________________________________________
RESEARCH PROPOSAL
Name:
Class Period:
If Team, Members of your team (maximum 3 members):
Question:
Hypothesis:
Annotated bibliography (also called citations or references) of other research/observations that you
read about which supports your hypothesis (see page 10 for additional details).
A quote of the information that you think is useful to your project
A paraphrase of the quote Citation
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Note: You may use a weblink for the citation in your proposal, but in your annotated bibliography and
manuscript, it must be the full citation in MLA format:
Materials you need and the steps you will take to test your hypothesis (Procedures). You may use the
backside:
RESEARCH: INTRODUCTION What is an introduction?
The introduction leads the reader from a general subject area to a particular topic of inquiry. It establishes the
scope, context, and significance of the research being conducted by summarizing current understanding and
background information about the topic, stating the purpose of the work (why is it important, for example),
the questions or problems you are addressing and the hypothesis. The introduction must include related
research completed by others and the hypothesis must be supported by such research.
---------------------------------------------------------------------------------
Brain Storm of Key Points to Include
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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RESEARCH: ANNOTATED BIBLIOGRAPHY
The bibliography is also called citations. As you continue read about your topic, stop when you find information that
you think is useful and quote it, then summarize the information in the central column and write the citation in the right
column. Use MLA format for the right column. You may use easybib (http://www.easybib.com/). If you use more than
one box for a citation, then record that citation next to each box you use. Use complete sentences and correct grammar.
You may hand write or type the answers. You may download an electronic version at
(http://www.houstonisd.org/Page/139497) You must have at least five annotated citations in your manuscript.
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RESEARCH: PROCEDURE/METHODS
What is a procedure?
The methods section describes actions to be taken to investigate a research problem and the
rationale for the application of specific procedures or techniques used to identify, select,
A quote of the information that you think is useful to your project
A paraphrase of the quote Citation
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process, and analyze information applied to understanding the problem, thereby, allowing the
reader to critically evaluate a study’s overall validity and reliability. The methodology section of
a research paper answers two main questions: How was the data collected or generated? And,
how was it analyzed? The writing should be direct and precise and always written in the past
tense. The International System of Units (SI) must be used with measurements.
---------------------------------------------------------------------------------
Key Points to Include
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
RESEARCH: RESULTS
What are results?
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The results section is where you report the findings of your study based upon the methodology
[or methodologies] you applied to gather information. The results section should state the
findings of the research arranged in a logical sequence without bias or interpretation. A section
describing results [a.k.a., "findings"] is particularly necessary if your paper includes data
generated from your own research.
-----------------------------------------------------------------------------------------------------------------------------
Key Points to Include
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
RESEARCH: DISCUSSION
What is the purpose of a discussion?
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The purpose of the discussion is to interpret and describe the significance of your findings in
light of what was already known about the research problem being investigated, and to
explain any new understanding or insights about the problem after you've taken the findings
into consideration. The discussion will always connect to the introduction by way of the
research questions or hypotheses you posed and the literature you reviewed, but it does not
simply repeat or rearrange the introduction; the discussion should always explain how your
study has moved the reader's understanding of the research problem forward from where you
left them at the end of the introduction and states whether your results supported your
hypothesis.
-----------------------------------------------------------------------------------------------------------------------------
Key Points to Include
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
RESEARCH: CONCLUSION
What are the components of a good conclusion?
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The conclusion is intended to help the reader understand why your research should matter to
them after they have finished reading the paper. A conclusion is not merely a summary of the
main topics covered or a re-statement of your research problem, but a synthesis of key points
and, if applicable, where you recommend new areas for future research. For most manuscripts,
one well-developed paragraph is sufficient for a conclusion, although in some cases, a two or
three paragraph conclusion may be required.
-----------------------------------------------------------------------------------------------------------------------------
Key Points to Include
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
RESEARCH: ABSTRACT
What is the purpose of an abstract?
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An abstract summarizes, usually in one paragraph, the major aspects of the entire paper in a
prescribed sequence that includes: 1) the overall purpose of the study and the research
problem(s) or question you investigated; 2) the basic design of the study; 3) major findings or
trends found as a result of your analysis; and, 4) a brief summary of your interpretations and
conclusions. The abstract needs to be 250 words or less
-----------------------------------------------------------------------------------------------------------------------------
Key Points to Include
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
RESEARCH: BIBLIOGRAPHY
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The bibliography is also called citations. This only list the resources that you used to get
information for your introduction, procedures/methods and discussion and conclusion. Do your
best to follow MLA format (See SEFH Guidelines. You may use easybib
(http://www.easybib.com/) to help you. You should only use reliable resources from scientific
magazines or organizations.
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POSTER DISPLAY LAYOUT
A representation of a poster is below. Use the same headings and layout for your poster. You may also use
the link to a Word Document that allows you to fill in the sections. See also SEFH Guidelines (pp. 24 – 26) for
additional specifications on size and what is allowed to be displayed.
--------------------Cut Here----------------------
POSTER LABEL
Poster Number
Team or Individual?
Fold Here Fold Here
Teacher Name
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Period
Independent Research Rubric: Poster
Student’s Name: Grade:
Project Category: Date:
Project Title:
Teacher’s Name: Score: /_60
Poster: The visual display board is meant to attract attention, provide information and should
challenge onlookers to want to know more about the project. Neatness, completeness, and
clarity are very important. The visual display should present the information in the
manuscript, present the project logically and serve as a prop to illustrate work done.
Ex
cell
ent
Pre
sen
t Nee
ds
Work
bu
t
Att
em
pt
Mad
e
Abse
nt
1. Omitted names from poster and placed poster number, teacher name and class period on the
poster
4 3 2 1 0
2. Introduction: Displayed a question or problem that could be answered through
experimentation and/or engineering and background information
4 3 2 1 0
3. Introduction: Displayed a hypothesis identifying all relevant variables
(independent/dependent) and background information for explaining why the hypothesis was
formed
4 3 2 1 0
4. Procedure: Displayed materials used 4 3 2 1 0
5. Procedure: Displayed steps taken for testing the hypothesis, including relevant variables and
controls.
4 3 2 1 0
6. Results: The number of trials for each experiment are evident in the data table and SI is used
when measurements are displayed
4 3 2 1 0
7. Results: Displayed proper experimental analysis (relevant tables and graph types) and
summary
4 3 2 1 0
8. Discussion and Conclusion: Displayed conclusion that is consistent with data obtained 4 3 2 1 0
9. Discussion and Conclusion: Displayed conclusion that relates back to the hypothesis and
relates back to what others have found in similar projects
4 3 2 1 0
10. Appropriate poster labels (title, introduction, procedures, results, discussion, conclusion) 4 3 2 1 0
11. Neat, well organized, and visually appealing 4 3 2 1 0
12. Text on poster is legible (font size/color) 4 3 2 1 0
13. Visual aids on poster 4 3 2 1 0
14. Acknowledgments and at least 5 citations present 4 3 2 1 0
15. Poster and project demonstrates high level of creativity/originality 4 3 2 1 0
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Opportunities for Improvement:
Independent Research Rubric: Oral Presentation
Student’s Name: Grade:
Project Category: Date:
Project Title:
Teacher’s Name: Score: /_40
Oral Presentation: The purpose of an oral presentation is to demonstrate content knowledge
of the independent research conducted. The presentation should describe each part of the project
— from how the idea originated, through the literature search, the formation of the question or
problem, the hypothesis, experimental design, results, analysis, conclusions, and future
applications — it is important to relay this information to the listener(s).
Exce
llen
t
Go
od N
eeds
Work
Att
empt
Mad
e A
bse
nt
NONVERBAL SKILLS
1. Student makes eye contact and relies little on resources 4 3 2 1 0
2. Movements is fluid and helps the audience visualize or enhances articulation 4 3 2 1 0
3. Visual aids are well prepared, informative, effective, and not distracting 4 3 2 1 0
VERBAL SKILLS
4. The presentation is coherent and clear and student demonstrates content knowledge 4 3 2 1 0
5. Student uses a clear voice, precise pronunciation of terms, and audience can hear 4 3 2 1 0
6. Student demonstrates a strong positive feeling about the topic throughout the entire presentation
4 3 2 1 0
CONTENT
7. Presentation is within the time allotted (5 minutes) 4 3 2 1 0
8. The presentation is coherent and clear 4 3 2 1 0
9. The presentation includes an introduction (with the question or purpose and hypothesis), short summary of the methods/procedures, results and conclusion
4 3 2 1 0
ORGANIZATION
10. Presentation is within the time allotted (5 minutes) 4 3 2 1 0
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Independent Research Rubric: Manuscript
Student’s Name: Grade:
Project Category: Date:
Project Title:
Teacher’s Name: Score: /_60
Manuscript: Provides readers with a comprehensive look at the project. A good manuscript
includes the title, abstract, introduction, hypothesis, materials and experimental
methods/procedures, data and results, discussion, conclusion, bibliography/citation and
acknowledgements.
Exce
llen
t
Go
od
Nee
ds
Wo
rk
Att
empt
Mad
e
Ab
sent
1. Cover page is included with all group members, title, date, teacher, grade level 4 3 2 1 0
2. Abstract: A 250 word or less summary of the project including the purpose of the experiment
and or question investigated, hypothesis, procedure summary, results, and conclusion
4 3 2 1 0
3. Introduction: Included the purpose, hypothesis, problem or question, project goals, and
an explanation of why the research was done
4 3 2 1 0
4. Introduction: Wrote hypothesis as an “If , then ” statement including the independent and dependent variable and is testable
4 3 2 1 0
5. Introduction: Included because-type statement that explains why the prediction was made
and references previous related studies (work done by others) that led you to make your
hypothesis (background information)
4 3 2 1 0
6. Procedures: Correctly identified all relevant variables (independent, dependent and control) 4 3 2 1 0
7. Procedures: Provided a list of specific items used in the experiment 4 3 2 1 0
8. Procedures: Provided a greatly detailed step by step description for how investigation was
completed (including trials completed)
4 3 2 1 0
9. Results: Included clear tables and/or graphs of the data. Included a summary of the tables and graphs that is consistent with the data obtained. Provided sufficient number of trials
4 3 2 1 0
10. Discussion and Conclusion: Provided an answer to the question based upon results and
included whether or not the hypothesis was supported
4 3 2 1 0
11. Discussion and Conclusion: Included an explanation of what caused the results, how the
results relate to similar work done by others, and either any possible errors or next steps
4 3 2 1 0
12. Discussion and Conclusion: Explanation and conclusion was consistent with the results 4 3 2 1 0
Opportunities for Improvement:
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13. Provided correct formatting (Typed, 12 Pt. Times New Roman font, double spaced, 1 inch
margins) an headings are used (Introduction, Procedures, Results, Discussion and Conclusions)
and acknowledgements
4 3 2 1 0
14. Limited grammar and spelling errors (1 or fewer errors is excellent…7 or fewer is attempt made
or better)
4 3 2 1 0
15. Bibliography has all sources cited correctly using MLA format 4 3 2 1 0
Opportunities for Improvement:
Independent Research Rubric: The Laboratory Notebook
Student’s Name: Grade:
Project Category: Date:
Project Title:
Teacher’s Name: Score: /_40
Laboratory Notebook: The scientific laboratory notebook is a bound or spiral book with pages
that are not removable. The validity of documentation partly depends upon insuring the work has
not been tampered with or pages removed. One of the most important aspects of doing a science
or engineering project is documentation. Every experiment should be reproducible and the entries
in the notes should be sufficient for someone else to reproduce the experiment.
Exce
llen
t
G
oo
d Nee
ds
Wo
rk
Att
empt
Mad
e
Abse
nt
ORGANIZATION
1. Table of contents is located in the front of the notebook (first two pages) 4 3 2 1 0
2. Pages are numbered correctly in the top right corner after the table of contents 4 3 2 1 0
3. Each section or page is titled correctly (research question, methods, data, conclusion) 4 3 2 1 0
CONTENT
4. The purpose is clearly stated 4 3 2 1 0
5. The procedures are clearly written for each trial and dates are written down when observations
or data are collected or when trials are executed
4 3 2 1 0
6. Appropriate mathematical formulas/calculations, SI when measurements are taken and materials
used are included
4 3 2 1 0
ILLUSTRATION & DIAGRAMS
7. Computer print-outs, photographs are taped/pasted into lab notebook 4 3 2 1 0
8. All graphs and tables are labeled correctly 4 3 2 1 0
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9. All entries are entered in ink with single line drawn over errors 4 3 2 1 0
NOTEBOOK
10. A composition notebook is used (bound) with no pages removed 4 3 2 1 0
Opportunities for Improvement:
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CONSENT FORM GUIDES *http://www.sefhouston.org/rules-guidelines*
ALL PROJECTS REQUIRE PRIOR APPROVAL OF THE ADULT SPONSOR/ FORM (#1), STUDENT CHECKLIST (1A), RESEARCH PLAN AND APPROVAL FORM
(#1B) AT THE LOCAL SCHOOL LEVEL. Continuation projects will need the continuation projects form (#7).
Does your project have to do with VERTEBRATE ANIMALS, HUMAN SUBJECTS (including surveys), HAZARDOUS CHEMICALS ACTIVITIES OR DEVICES, or POTENTIALLY HAZARDOUS
BIOLOGICAL AGENTS? If so, we need to get some more consent forms. Please see the quick chart below to ensure that your receive and submit any forms in addition to Forms 1,
1A, 1B.
Form
#1
Form
#1A
Form
#1B
SEFH
Approval
District
Approv
al
Form
#1C
Form
#2
Form
#3
(SRC)
Form
#4
(IRB)
Form #5A
or 5B
(SRC)
Form #6A
or 6B
(SRC)
Form
#7
Any Project
ANY Continuation Project
Project with Vertebrate Animals
Project with Human Subjects
Project with Hazardous Chemicals
Project with Hazardous Activities
Project with Hazardous Devices
Potentially hazardous Biological Agents
*Any relevant consent and additional approval forms apart from Forms 1, 1A and 1B will be sent home after the project is provisionally approved. In these cases, final approval
is contingent on additional consent and approval forms. ALL these forms are located at the Science Fair Rules and Guidelines*
Form #1-Adult Sponsor Form, Form #1A-Student Checklist, Form #1B-Research Plan and Approval Form, Form #1C-Regulated Research Institution Form, Form #2-Qualified
Scientist Form, Form #3-Risk Assessment Form, Form #4-Human Participants Form, Form #5A or 5B-Vertebrate Animal Form, Form #6A-Hazardous Risk Assessment Form, Form
#6B-Human and Vertebrate Animal Tissue Form, Form #7-Continuation Project For
RESOURCES Science Fair Resources
https://student.societyforscience.org/intel-isef (main site for the INTEL ISEF)
http://www.showboard.com (good source for SEFH display boards)
http://www.madsci.org (good source for common questions about SEF)
http://hunstem.uhd.edu/PROJECTS.html (provides links to many resources)
http://www.nsta.org/
http://www.ipl.org/youth/projectguide
http://www.madsci.org/libs/areas/reagents.html
http://www.educationplanet.com/sciencefair.html
http://sciencepage.org/scifair.htm
https://www.googlesciencefair.com/en/?l=1
http://sciencefairproject.virtualave.net
http://istf.ucf.edu
http://www.drexel.edu/dvsf/
Project Ideas
http://sciencefairproject.virtualave.net/
http://www.cmste.uregina.ca/scifair.html
http://www.sciencebob.com/lab/sciencefair/resources.html
http://dir.yahoo.com/Science/Education/K_12/Fairs_and_Competitions/Projects_and_Ideas/
Others
http://www.sciencedaily.com
http://www.enn.com
http://www.newscientist.com
http://www.eskimo.com/~billb/amasci.html
http://www.ontariosciencecentre.ca/kids/cool_stuff/fairlinks.asp
http://homeworkspot.com/sciencefair/
http://www.chem4kids.com
A good source for display project boards plus Science Fair Materials and Workshop Materials for Grades K-12 can
be found at www.showboard.com or call showboard at 1-800-323-9189. The following is a valuable source for SEF-
related project based learning materials and information sources http://hunstem.uhd.edu/PROJECTS.html.
ISEF has a comprehensive searchable index of ISEF project abstracts from 2003-present. The direct URL to this is
http://www.societyforscience.org/isef/absonline.
26
SEFH SCIENCE FAIR GUIDELINES (Excerpt) 9. SCIENCE FAIR RULES AND GUIDELINES
A. DISPLAY RULES AND SAFETY REGULATIONS SIZE: Project space limitations are: 76cm (30in) deep; 122cm (48in) wide; 274cm (108in) high including table; tables are
76cm high. Heavy displays should be floor mounted when possible. Floor mounted projects are limited to the same space
limitations and cannot be placed in front of a project table. No exceptions. Unless otherwise requested on the entry form,
all projects will be assigned a project display table
1. A student may enter only one exhibit. The student must be a full-time student in good standing at a SEFH affiliated school.
2. Completed project entry and approval forms must be on file with the Fair Office on or prior to the deadline date for entry,
including the project entry fee. Copies of these forms should also be available in a labeled folder at the display.
3. The exhibit must be set up in the category indicated on the entry form and at the assigned location.
4. The exhibit must pass inspection by both the SRC and Rules & Safety Committee on Thursday evening at the Fair. Exhibits
not passing both inspections must be removed from the exhibit area on Thursday evening prior to closing time.
5. The entry exhibit must be the work of the student or team entering the Fair.
6. Repetition of a previous year's research project is not permitted. However, a student may exhibit new research on a continuing
problem providing the research demonstrates significant progress over the previous year. If the project is a continuing one, a
Roman numeral should appear at the end of the title which indicates the years it has been entered in the Fair (e.g.-A Study of
Houston Cockroaches - III) and the Continuation Projects Form (7) must be completed. Display
board must indicate work for the current year.
7. Exhibit titles are limited to 6 words or less, and a maximum of 50 letters/characters.
8. The name of the student, teacher, or district must not be a visible part of the display.
9. Except for move-in and unpacking, the exhibitor is responsible for the set-up of his/her own exhibit.
10. No radios, TVs, tape players, or other sound transmitting devices may be played unless the sound is transmitted via
headphones or the devices are used as part of the display/project presentation. Laser pointers are not allowed.
11. Students for individual and team projects must be at their project during all judging periods. At least two team members of
team projects must be present during judging. All projects will be judged within the scheduled judging times.
12. Disruptive students will be disqualified from the Fair.13. Students are encouraged to provide judges with copies of a one page
abstract or summary of their project; however, the material cannot identify the student, teacher, school or district.14.
Project laboratory notebooks for all related research should be available at the display for review by judges.
15. Projects will not have access to 110V power outlets.
Unacceptable for Display
1. living organisms, including plants
2. microbial cultures or fungi (live or dead)
3. glass or glass objects unless they are critical to the display.
4. taxidermy specimens or parts
5. preserved vertebrate or invertebrate animals or their parts
6. waste, rock, sand or soil samples - even if encased in acrylic
7. chemicals
8. human/animal parts or body fluids
9. human or animal food
10. sharp items (i.e., syringes, needles, pipettes).
11. poisons, drugs, controlled substances, weapons, ammunitions
12. dry ice or other sublimating solids.
13. flames or highly flammable display materials
14. gases of any type
15. batteries with open top cells
16. items which identify the student, teacher or school
17. offensive audio/visual displays
18. operation of a class III or IV laser
19. any equipment or devices which may be hazardous to the public
including laser pointers
20. liquids (including water, mercury or alcohol thermometers)
21. previous student/project awards
22. empty tanks that once contained combustibles unless purged
23. photographs or other visual presentations depicting vertebrate
animals in other-than-normal conditions
24. active Internet or e-mail connections as part of the display or
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demonstration of the project.
Acceptable For Display Only-(But Not Operated)
1. projects with unshielded belts, pulleys, chains, and moving parts
with tension or pinch points
2. class III and IV lasers
3. devices which emit loud noises
4. devices which require more than 125V
5. soil, sand, rock and/or waste samples if permanently encased in
acrylic or a similar inert material
Acceptable for Display & 0peration With Restrictions
1. Photographs and/or visual depictions if: a. Credit lines of their origins: “Photograph taken by…” or “Image taken from …” are
attached. (If all photographs being displayed were taken by the Finalist, one credit lien prominently displayed indicating that the
Finalist took all photographs is sufficient.)
b. They are from the Internet, magazines, newspapers, journals, etc., and credit lines are attached.
c. They are photographs of the student.
d. They are photographs of human subjects for which signed consent forms are available at the project.
e. They are not deemed offensive by the Scientific Review Committee or the Rules and Safety Committee.
2. Class II lasers
a. Must be student-operated
b. Posted sign must read "Laser Radiation: do not stare into beam"
c. Must have protective housing that prevents access to beam
d. Must be disconnected when not operating.
3. Large vacuum tubes or dangerous ray-generating devices must be shielded properly; mechanical devices with moving parts
must have adequate safeguards
4. Any apparatus producing temperatures that will cause physical burns must be adequately insulated.
5. The only power sources allowed are exhibiter furnished batteries of 12V or less.
6. All electrical connectors, wiring, etc. must be UL listed and appropriate
B. CITING REFERENCES
Students may use Easybib and choose the MLA format (http://www.easybib.com/).
Citations are required and expected to be accurate. A simple URL by itself is not considered a citation.
Students may also use (http://www.nlm.nih.gov/bsd/uniform_requirements.html) below. Find the one
resembling most the source you have to cite and use the example’s format to construct your reference.
Books:
Individual author(s)
Murray PR, Rosenthal KS, Kobayashi GS, Pfaller MA. Medical microbiology. 4th ed. St. Louis: Mosby;2002.
Editor(s) as author(s)
Gilstrap LC 3rd, Cunningham FG, VanDorsten JP, editors. Operative obstetrics. 2nd ed. New York:
McGraw-Hill; 2002.
Organization(s) as author
Royal Adelaide Hospital; University of Adelaide, Department of Clinical Nursing. Compendium of
nursing research and practice development, 1999-2000. Adelaide (Australia): Adelaide University; 2001.
Chapter in a book
Meltzer PS, Kallioniemi A, Trent JM. Chromosome alterations in human solid tumors. In: Vogelstein B,Kinzler
KW, editors. The genetic basis of human cancer. New York: McGraw-Hill; 2002. p. 93-113.
Journals/Magazines:
Standard article
Halpern SD, Ubel PA, Caplan AL. Solid-organ transplantation in HIV-infected patients. N Engl J Med.2002 Jul 25;
347:284-7.
No author given
21st century heart solution may have a sting in the tail. British Med J. 2002;325:184.
Organization as author
Diabetes Prevention Program Research Group. Hypertension, insulin, and proinsulin in participants with impaired
glucose tolerance. Hypertension. 2002;40:679-86.
Article in a Journal supplement
28
Glauser TA. Integrating clinical trial data into clinical practice. Neurology. 2002;58(12 Suppl 7):S6-12.
Scientific or technical report
Yen GG (Oklahoma State University, School of Electrical and Computer Engineering, Stillwater, OK).Health
monitoring on vibration signatures. Final report. Arlington (VA): Air Force Office of Scientific Research (US), Air
Force Research Laboratory; 2002 Feb. Report No.: AFRLSRBLTR020123. Contract
No.: F496209810049.
Other Published Material:
Newspaper article
Tynan T. Medical improvements lower homicide rate: study sees drop in assault rate. The Washington Post. 2002
Aug 12; Sect. A:2 (col. 4).
Dictionary and similar references
Dorland’s illustrated medical dictionary. 29th ed. Philadelphia: W.B. Saunders; 2000. Filamin; p. 675.
Computer file
Renal system [computer program]. MS-DOS version. Edwardsville, KS: Medi-Sim; 1988.42
Classical material
The Winter’s Tale: act 5 scene 1, lines 13-16. The complete works of William Shakespeare. London:
Rex, 1973.
Electronic Material:
CD-RomUI
Anderson SC, Poulsen KB. Anderson’s electronic atlas of hematology [CD-ROM]. Philadelphia:
Lippincott Williams & Wilkins; 2002.
Journal article on the internet
Jacobsen JW, Mulick JA, Schwartz AA. A history of facilitate communications: Science, pseudoscience,and
antiscience: Science working group on facilitated communication. Am Psychol 1995;. 50: 750-65. Retrieved January
25, 1996, from the World Wide Web: http://www.apa.org/journals/jacobson.html
Homepage/Web site
Cancer-Pain.org [homepage on the Internet]. New York: Association of Cancer Online
Resources, Inc.; c2000-01 [updated 2002 May 16; cited 2002 Jul 9]. Available from:
http://www.cancer-pain.org.
Database on the Internet
MeSH Browser [database on the Internet]. Bethesda (MD): National Library of Medicine (US); 2002-[cited 2003
June 10]. Meta-analysis; unique ID: D015201; [about 3 p.] Available from:
http://www.nlm.nih.gov/mesh/MBrow
29
Checklist of the Manuscript Components
1. Abstract A condensed description of the project including the results.
o 1-2 sentences summarizing the introduction- What is your project on and why is it interesting or important?
o 1-2 sentences summarizing the methods or procedures- How did you do it?
o 2 sentences summarizing the results and conclusions- What did you find out?
2. Introduction (Project Objectives and Project Design) o Background- What is known about the topic, question or hypothesis you are
addressing. o The problem or the question o The hypothesis o Research and/or observations that support the hypothesis o The purpose- Why is this research important?
3. The Procedure/Methods (Project Execution and Design) o Materials- Including equipment and chemical information. o Steps taken to test the hypothesis or address a problem. o Variables and controls may be listed here again if needed.
4. Data and Results (Project Execution) o Graphs and/or Tables o Summarize the graphs and/or tables o Graphs and tables with titles labeled o Graph axis properly labeled
5. Discussion and Conclusion o How do the results answer the question you had? Do the results support or
refute the hypothesis? o How do the results compare to what is already known.
6. References (Project Design) o Four references. These can be on a separate piece of paper if there is not enough
room on the posterboard. 7. Acknowledgements
o Remember to thank individuals that helped you. These can be on a separate
piece of paper if there is not enough room on the posterboard.
