Transcript Slide 1

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Education Outreach Program
Naval Air Warfare Center Aircraft Division
Patuxent River, Maryland
EXCELLENT SCIENCE FAIR
PROJECTS!
Heidi R. Moore
Naval Air Systems Command
putting the “I” back in Science Fair!
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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.
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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
Presenting Original
Ideas

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.
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Project
Objectives
Presenting Original
Ideas

“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”.
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Project
Objectives
Stating the Problem
Clearly

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!
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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.
Stating the Problem
Clearly
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Project
Objectives
Stating the Problem
Clearly
 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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
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.
Project
Objectives

Your hypothesis should make a claim
about how two factors related. Base
this claim on information you already
know.
Stating the Problem
Clearly

“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
Relating Background
Reading to the
Problem
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?
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Project
Objectives
Defining the Variables
and Using Controls

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”.
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Project
Objectives
Defining the Variables
and Using Controls

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.
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Project Skills
Being Knowledgeable
About Equipment
Used
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!
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
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.
Project Skills
Performing
Experiments with Little
or No Assistance
This is your experiment!
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
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.
Project Skills
Demonstrating the
Skills Required to do
all of the Work
Reported
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Data
Collection
Using a Journal to
Collect Data and
Research Information

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.
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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.
Data
Collection
Repeating the
Experiment to Verify
the Results


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.
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
A science fair project can NOT be
completed the night before it’s due!
Put together a project plan.

Data
Collection
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Spending and
Appropriate Amount of
Time to Complete the
Project

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!
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Data
Collection
Having Measureable
Results

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!
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Data
Interpretation
Using Tables, Graphs,
and Illustrations in
Interpreting Data

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.
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Data
Interpretation
Using Tables, Graphs,
and Illustrations in
Interpreting Data
 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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
Different types of graphs can be
used.
 Line graphs are used to
present patterns of change.
Data
Interpretation
Using Tables, Graphs,
and Illustrations in
Interpreting Data
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
Interpretation
Using Tables, Graphs,
and Illustrations in
Interpreting Data
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Data
Interpretation
Using Tables, Graphs,
and Illustrations in
Interpreting Data

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
Using Tables, Graphs,
and Illustrations in
Interpreting Data

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
Using Tables, Graphs,
and Illustrations in
Interpreting Data

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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
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.
Data
Interpretation
Using Research to
Interpret Data
Collected
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How do I get enough data?

How much is enough?
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Data
Interpretation
Collecting Enough
Data to Make a
Conclusion
Good questions!
 Try three or more variations
of your independent variable.
 Repeat the experiment on
each independent variable at
least three times
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
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.
Data
Interpretation
Using Only the Data
Collected to Make a
Conclusion
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Data
Interpretation
Unexpected Results

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.
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Project
Presentation
Having a Complete
and Comprehensive
Report

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.
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Project
Presentation
Having a Complete
and Comprehensive
Report

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.
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Project
Presentation
Having a Complete
and Comprehensive
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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Project
Presentation
Presenting an
Attractive and
Interesting Display

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.
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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.
Project
Presentation
Presenting an
Attractive and
Interesting Display
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Project
Presentation
Presenting an
Attractive and
Interesting Display
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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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Project
Presentation
Presenting an
Attractive and
Interesting Display
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Be sure to DOUBLE check
the rules for your local inschool 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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Project
Presentation
Presenting an
Attractive and
Interesting Display

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
Answering Questions
Accurately

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, reread 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.
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School,
County,
Regional and
International
Science Fairs
What’s out there?

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.
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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!
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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.
Adult Roles
Who can help you?
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St. Mary’s
County
Science Fair
Board
Information

Website is located at
http://www.sm-sef.org.
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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.
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St. Mary’s
County
Science Fair
Categories

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
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
St. Mary’s
County
Science Fair
Exhibitor’s Information
– Exihibitor’s
Handbook
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_progr
ams/science/scifair.shtml
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The handbook contains
information on the conduct of
the fair, dates & times for setup and judging, etc.
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St. Mary’s
County
Science Fair
Exhibitor’s Information
– Judging Criteria

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).
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St. Mary’s
County
Science Fair

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
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St. Mary’s
County
Science Fair
Exhibitor’s Information

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.
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St. Mary’s
County
Science Fair
Exhibitor’s Information
– Forms and
Checklists

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).
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St. Mary’s
County
Science Fair
Exhibitor’s Information
- Rules

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.
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St. Mary’s
County
Science Fair
Exhibitor’s Information
- Rules

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.
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St. Mary’s
County
Science Fair
Exhibitor’s Information
- Photography

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.
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St. Mary’s
County
Science Fair
 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.
What Happens at the
Fair?




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.
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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.