putting the “I” back in Science Fair!

1. 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. Moore Naval Air Systems Command

2. 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.

3. 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?

4. 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. Project Objectives Presenting Original Ideas

5. “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”. Project Objectives Presenting Original Ideas

6. 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! Project Objectives Stating the Problem Clearly

7. 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. Project Objectives Stating the Problem Clearly

8. 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. Project Objectives Stating the Problem Clearly

9. 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. Project Objectives Stating the Problem Clearly

10. 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? Project Objectives Relating Background Reading to the Problem

11. 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”. Project Objectives Defining the Variables and Using Controls

12. 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. Project Objectives Defining the Variables and Using Controls

13. 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! Project Skills Being Knowledgeable About Equipment Used

14. 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. Project Skills Performing Experiments with Little or No Assistance

15. 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

16. 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. Data Collection Using a Journal to Collect Data and Research Information

17. 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. Data Collection Repeating the Experiment to Verify the Results

18. 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! Data Collection Spending and Appropriate Amount of Time to Complete the Project

19. 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! Data Collection Having Measureable Results

20. 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. Data Interpretation Using Tables, Graphs, and Illustrations in Interpreting Data

21. 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. Data Interpretation Using Tables, Graphs, and Illustrations in Interpreting Data

22. 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. Data Interpretation Using Tables, Graphs, and Illustrations in Interpreting Data

23. Data Interpretation Using Tables, Graphs, and Illustrations in Interpreting Data

24. A pictograph could also be used to represent the data collected. The pictographs uses symbols to represent the quantities of an object. Data Interpretation Using Tables, Graphs, and Illustrations in Interpreting Data

25. 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. Data Interpretation Using Tables, Graphs, and Illustrations in Interpreting Data

26. 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. Data Interpretation Using Tables, Graphs, and Illustrations in Interpreting Data

27. 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

28. 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 times Data Interpretation Collecting Enough Data to Make a Conclusion

29. 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

30. 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. Data Interpretation Unexpected Results

31. 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. Project Presentation Having a Complete and Comprehensive Report

32. 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. Project Presentation Having a Complete and Comprehensive Report

33. 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 Project Presentation Having a Complete and Comprehensive Report

34. 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. Project Presentation Presenting an Attractive and Interesting Display

35. 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

36. Your display may also include your lab notebook, copy of your report and a small display of some of the components of your experiment. Project Presentation Presenting an Attractive and Interesting Display

37. 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. Project Presentation Presenting an Attractive and Interesting Display

38. 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. Project Presentation Presenting an Attractive and Interesting Display

39. 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. Summarizing What was Learned Answering Questions Accurately

40. 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! School, County, Regional and International Science Fairs What’s out there?

41. 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?

42. 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.  St. Mary’s County Science Fair Board Information

43. 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 St. Mary’s County Science Fair Categories

44. 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. St. Mary’s County Science Fair Exhibitor’s Information – Exihibitor’s Handbook

45. 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). St. Mary’s County Science Fair Exhibitor’s Information – Judging Criteria

46. 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. St. Mary’s County Science Fair Exhibitor’s Information

47. 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. St. Mary’s County Science Fair Exhibitor’s Information

48. 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). St. Mary’s County Science Fair Exhibitor’s Information – Forms and Checklists

49. 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. St. Mary’s County Science Fair Exhibitor’s Information - Rules

50. 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. St. Mary’s County Science Fair Exhibitor’s Information - Rules