WHY DO A SCIENCE FAIR PROJECT WITH YOUR STUDENTS??
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Transcript WHY DO A SCIENCE FAIR PROJECT WITH YOUR STUDENTS??
SCIENCE FAIRS
for the
CURIOUS
Steve Karrel
Bible Hill Jr. High, Truro, N.S.
SCIENCE FAIRS …..
Are a real pain in the …..
Take up too much valuable time
Are hard to organize
Are not part of the Curriculum
Cost too much money
Are too competitive
Are hated by students and parents
Make other staff members crazy
ARE NOT WORTH THE EFFORT
WHY DO A SCIENCE FAIR PROJECT WITH YOUR
STUDENTS??
An excellent way to meet many OUTCOMES
Develop many skills in a short time
Many positive outcomes for students
Develop a venue to showcase students’ work
Get families and public into the school
Good Public Relations
Develop a competition for academic endeavors
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Grade 9 Outcomes covered by a Science Fair
Project
208-1-rephrase questions in a testable form and clearly define the
practical problem
208-2 - identify questions to investigate arising from practical
problems issues
208-4- purpose alternative solutions to a given practical problem,
select one and develop a plan
209-2-estimate measurements
209-3 - use instruments effectively and accurately for collecting data
209-4 - organize data, using a format that is appropriate to the task or
experiment
209-5- select and integrate information from various print and
electronic sources or from several parts of the same source
210-2-compile and display data, by hand or computer, in a variety of
formats, including diagrams, flow charts, tables, bar graphs, line
graphs and scatter plots
210-3- identify strengths and weaknesses of different methods of
collecting and displaying data
210-6 - interpret patterns and trends in data, and infer and explain
relationships among the variables
210-7-identify, and suggest explanations for, discrepancies in data
210-8-apply given criteria for evaluating evidence and sources of
information
210-10-identify potential sources and determine the amount of error
in measurement
21 0-II-state a conclusion, based on experimental data, and explain
how evidence gathered supports or refutes an initial idea
21 0-16-identify new questions and problems that arise from what
was learned
211-2 - communicate questions, ideas, intentions, plans and results,
using lists, notes in point form, sentences, data tables, graphs,
drawings, oral language and other means
211-3-work co-operatively with team members to develop and carry
out a plan and troubleshoot problems as they arise
425 -show a continuing curiosity and interest in a broad scope of
science-related fields and topics
426 - confidently pursue further investigations and readings
427 - consider many career possibilities in science and technology
related fields
428 - consider observations from a variety of sources during
investigations and before drawing conclusions
430 - persist in seeking answers to difficult questions and solutions
to difficult problems
431 - work collaboratively in carrying out investigations as well as
generating and evaluating ideas
434 - show concern for safety in planning, carrying out, and
reviewing activities
Grade 8 Outcomes covered by a Science Fair Project
110-5- illustrate examples of conflicting evidence for similar
scientific questions
113-10-provide examples of problems that arise at home, in an
industrial setting, or in
208-1-rephrase questions in a testable form and clearly define
practical problems
208-2 - identify questions to investigate arising from practical
problems issues
208-5 - state a prediction and a hypothesis based on background
information a\or an observed pattern of events
208-6-design and experiment and identify major variables
209-1 - carry our procedures controlling the maj or variables
209-2-estimate measurements
209-3 - use instruments effectively and accurately for collecting data
209-4 - organize data, using a format that is appropriate to the task or
experiment
209-5- select and integrate information from various print and
electronic sources or from several parts of the same source
209-6 - use tools and apparatus safely
210-3- identify strengths and weaknesses of different methods of
collecting and displaying data
210-4-predict the value of a variable by interpolating and
extrapolating from graphical data
210-6 - interpret patterns and trends in data, and infer and explain
relationships among the variables
210-7-identify, and suggest explanations for, discrepancies in data
210-1 a-identify potential sources and determine the amount of error
in measurement
210-12 - identify and evaluate potential applications of findings
210-14- identify and correct practical problems in the way a prototype
or device functions
210-13 - test the design of a constructed device or system
21 0-16-identify new questions and problems that arise from what was
learned
211-2 - communicate questions, ideas, intentions, plans and results,
using lists, notes in point form, sentences, data tables, graphs,
drawings, oral language and other means
211-3-work co-operatively with team members to develop and carry
out a plan and troubleshoot problems as they arise
211-4- evaluate individual and group processes used in planning,
problem solving, decision making and completing a task.
425 -show a continuing curiosity and interest in a broad scope of
science-related fields and topics
426 - confidently pursue further investigations and readings
427 - consider many career possibilities in science and
technology related fields
428 - consider observations from a variety of sources during
investigations and before drawing conclusions
430 - persist in seeking answers to difficult questions and
solutions to difficult problems
431 - work collaboratively in carrying out investigations as well
as generating and evaluating ideas
434 - show concern for safety in planning, carrying out, and
reviewing activities
Grade 7 Outcomes covered by a Science Fair Project
109-1 - describe the role of collecting evidence, finding
relationships, and proposing explanations in the development of
scientific knowledge
109-7- identify different approaches taken to answer questions, solve
problems and make decisions
208-2 - identify questions to investigate arising from practical
problems issues
208-3 - define and delimit questions and problems to facilitate
investigation
208-5 - state a prediction and a hypothesis based on background
information a\or an observed pattern of events
208-6-design and experiment and identify major variables
208-9- select appropriate methods and tools for collecting data and
solving problems
209-1 - carry our procedures controlling the maj or variables
209-3 - use instruments effectively and accurately for collecting
data
209-4 - organize data, using a format that is appropriate to the task
or experiment
209-5- select and integrate information from various print and
electronic sources or from several parts of the same source
209-6 - use tools and apparatus safely
210-2-complie and display data, by hand or computer, in a variety
of formats, including diagrams, flow charts, tables, bar graphs, line
graphs and scatter plots
210-3- identify strengths and weaknesses of different methods of
collecting and displaying data
210-6 - interpret patterns and trends in data, and infer and explain
relationships among the variables
210-7 -identify, and suggest explanations for , discrepancies in
data
210-1 O-identify potential sources and determine the amount of
error in measurement
21 0-II-state a conclusion, based on experimental data, and explain
how evidence gathered supports or refutes an initial idea
210-12 - identify and evaluate potential applications of findings
210-13- test the design of a constructed device or system
21 0-16-identify new questions and problems that arise from what
was learned
211-2 - communicate questions, ideas, intentions, plans and
results, using lists, notes in point form, sentences, data tables,
graphs, drawings, oral language and other means
211-3-work co-operatively with team members to develop and carry out
a plan and troubleshoot problems as they arise
211-4- evaluate individual and group processes used in planning,
problem solving, decision making and completing a task.
425 -show a continuing curiosity and interest in a broad scope of
science-related fields and topics
426 - confidently pursue further investigations and readings
427 - consider many career possibilities in science and technology
related fields
428 - consider observations from a variety of sources during
investigations and before drawing conclusions
430 - persist in seeking answers to difficult questions and solutions to
difficult problems
431 - work collaboratively in carrying out investigations as well as
generating and evaluating ideas
434 - show concern for safety in planning, carrying out, and reviewing
activities
The Science Fair Project
SOME OF THE SKILLS USED AND/OR LEARNED:
Critical thinking
Decision making
Researching and choosing topics- narrowing a topic
Organizing thoughts
Designing an experiment- controlling variables
Data collection and Reporting data- using
spreadsheet
Measurement
Qualitative and quantitative analysis
Graphing
Drawing and stating conclusions
Typing
Computer skills (upload, download, import, printing,
saving to various places, scanning, spreadsheets, databases, etc.)
Skills Learned (cont’d)
Writing reports, research papers, abstracts,
bibliographies, etc.
Lab skills
Scientific Method
Building and decorating displays
Organizing and mounting display board materials
Photography / Filming / editing
Public speaking / oral presentations
Work independently or working in groups /
Meeting deadlines
Time management
co-operation
Three Basic Parts to the Project:
1. The Research Paper
2. The Experiment/Lab Report
3. The Presentation
1. The Research Paper
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Usually 3 to 5 typed pages
background information on the topic chosen.
plus any charts, graphs and pictures
Include a bibliography
2. The Experiment and Lab Report
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following the accepted format, report is written in 3rd person, past tense.
title
purpose
hypothesis
materials list
procedure
results
observations
conclusion(s)
sources of error
3. The Presentation
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The backboard is built of sturdy material and of such a size that display is easy to view/read
from 1 meter away. Decorated as to be aesthetically pleasing. Contains the essence of the
experiment (see #2 above). BACKBOARD MATERIAL AND HOW PAPER/PICTURES.
ETC. ARE ATTACHED MUST CONFORM TO NATIONAL STANDARDS FOR CWSF
School and regional backboards may be made of other materials depending on their
standards.
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www.ysf.ca/files/PDF/governance/policy/en/3.1.2.5_Project_Displays.pdf
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The display may also contain concrete materials used in the experiment. However, there
are stringent exceptions to be aware of so that disqualification's will be avoided.
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Oral presentation using lab report as framework
Presenting The Project
Presenting the Project-Give
Tips to Your Students
Stand up when a judge approaches you.
Introduce yourself & shake the judge’s hand
Present an abstract and allow time to read it.
Begin oral presentation
Use backboard as guide and point to
sections/charts etc. as you speak
When finished, offer to answer questions
Thank judge(s) for listening
More Tips for Your Students
Practice oral presentation using friends,
family and others who will listen
Invite listeners to critique the presentation
and to ask questions
Ask for suggestions for improvement
BACKBOARDS
• Maximums- 1.2m wide(open), 0.8m deep, 3.5 high from the
floor
• Display of lab report- purpose, hypothesis, etc.
• Include graphs, charts, pictures
• Large fonts
• Layout left to right
• Aesthetically pleasing
• Creative, eye catching, not too busy
Desktop Displays Are A GOOD IDEA
but…..
Tangibles and Other Things
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Many new skills- Curriculum outcomes met
Increased self-confidence
Sense of accomplishment
Feeling that I can do as well as others
Helps set goals for next year
New friends/contacts
The Really Good Stuff
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Prizes- cash, certificates, medals, trophies, etc.
Trips to other fairs
Canada Wide Science Fair
Intel International Science and
Technology Fair
THE BEST PRIZE
• Meet other kids who achieve-
• its OK to be smart
APPROXIMATE TIME FRAMES
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Research and choose topic-
2-3 days
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Basic research for essay-
4-5 days
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State purpose, hypothesis-
1 day
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Design experiment procedure-
2-3 days
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Type drafts of lab report sections
3-4 days
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Do actual experiment( at home)
varies- up to several weeks
Time Frames (cont’d)
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Final drafts
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Construct display ( some at home) 3-7 days
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Oral presentation
2-3 days
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TOTAL
17-24 IN SCHOOL DAYS
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I generally use 4-5 weeks of Science class time to do the project.
3-5 days
Due Dates for Science Fair Assignments
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Jan. 11-
Topic chosen and short write up passed in.
10 pts.
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Jan. 15-
Basic research done and rough copy passed in.
10 pts.
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Jan. 18-
Basic procedure outlined and passed in.
10 pts.
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Jan. 22-
Results chart designed, printed by computer and passed in.
10 pts.
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Jan. 25-
experiment started no later than today.
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Jan. 31-
experiment finished and results passed in.
(Except with special permission)
10 pts.
Due Dates for Science Fair Assignments
(Cont’d)
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Feb. 1-
Get backboard ready
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Feb. 5-
Final copy of research paper passed in.
5 pts.
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Feb. 9-
rough draft of lab report passed in.
10 pts.
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Feb. 14-
Final draft of Lab Report passed in.
5 pts.
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Feb. 20-
In-class presentations
Oral presentation-
10 pts.
Visual presentation (backboard)-
20 pts.
Things To Consider To Run A Science Fair
At Your School
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Introduce to administration, staff, students, parents.
Don’t send kids home with the assignment- do in class
Space- can all participate?, Other teachers’ space
Tables and chairs
Layout
- Order of projects
- Assigning a specific site to each project
- size of area available per project
Project site labels
Publicity
Judging forms
Judges
Judges’ assignments/ teams
A Fair at Your School (cont’d)
Recording results
Refreshments
Confidentiality
Standards- See www.ysf.ca/members/pdirectory4.aspx
PA system
Awards
Awards ceremony-plan well ahead. Get 2 of everything if
possible
Thank-you’s
Science Fair Organization Structure
Youth Science Canada- Nation Parent Organization
Canada Wide Science Fair- Held in different location each year
Regional Fairs ~ 102 in Canada
Local Fairs
School Fairs
www.ysf.ca/members/pdirectory4.aspx
Use Of Human Participants in Research
Use of Animals in Research
Use of Firearms, Hazardous Materials and
Equipment
Recombinant DNA and Biotechnology
Safety
4.1.1
The Regional Science Fair
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Be sure to fill out forms completely and with the proper number of copies
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Send money by one cheque in lump sum
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Be sure projects conform to standards
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Go through check list with your students prior to going
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Send letter home to parents with checklist too
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Travel arrangements
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Help students decide what improvements can be made and give them time to do
it. You may want to start this immediately after your school fair
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Team building
Regional Fair (cont’d)
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Supervision
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Class visits
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Presentations to judges
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Behavior
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Awards ceremony
Regional Science Fair-Truro
Day 1
•3-6 pm staff sets up fair- tables, individual
sites, electrical hook-ups registration area,
judges area, etc.
•6-8 pm project set-up and safety inspection
Day 2
• 7:30-9 am Student project set-up and safety
inspection
• 8:15-9 am Meeting with judges
• 9am –3pm judging
• 3pm – 8 pm public viewing
Day 3
• 9am- 3pm Specialty judging
• 10 am-7pm Public Viewing
• 7pm-8pm Awards ceremony
Going to the Canada Wide!!!!
CWSF
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8 days, all expenses except spending money
Judging 2 days- regular and special
Tours
Banquets
Activities
Opening and Closing Ceremonies
Fun, Fun, Fun
The Really Fun Stuff
Paintball
Laser Tag
Movies
Dances
Pizza parties
Staying with 500 other kids
Gifts From The Host Committee
River Cruise
Tours-Niagra Falls, Tyrell Museum, Banff
Make Lifelong Friends
Awards At CWSF
• Honourable Mention
• Medals and $$$$$ and trophies
• Scholarships
• Special Awards
Weizmann Institute Award Winner
The Story of William
• You don’t have to be the smartest kid in the
class
• You don’t have to live, eat and breathe
science
• You just need a great idea and be willing to
spend some time and effort
• Support from home and school helps!!!
Doing Science Fair at Your
School
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How Do I Start?
What Framework Can I Use?
How Can I Evaluate?
Do I Need To Re-Invent The Wheel?
Who Can I Call?
WHY DO A SCIENCE FAIR
PROJECT WITH YOUR
STUDENTS??
• Because, as Martha Stewart says…..
• It’s a GOOD THING!