1. Pasco County Science and Engineering Fair
Laura Hill
Karen Stewart
Carol Pigeon
Branden Anglin

2. Promoting Positive Attitudes Towards Scientific Thinking
Heightening student interest in science and allow for the exploration of personal interest areas
Promoting the cognitive and intellectual development of students
Providing students with authentic, hands-on experiences through scientific investigation
Engaging students in scientific investigation beyond the routine classroom
Bringing attention to scientific experiences in school
Fostering the development of students’ sense of personal capabilities and qualities

3. Promoting Positive Attitudes…
Providing the opportunity to recognize and commend scientific accomplishments
Heightening public interest for scientific teaching and learning including the scientific abilities of students
Instilling an appreciation for the relevance of science in daily life
Developing responsibility to serve above yourselves

4. Developing skills such as…
Following guidelines
Investigating
Conducting Research
Interviewing
Using scientific tools and techniques
Predicting and hypothesizing and inferring
Identifying variables
Observing
Analyzing Data
Preparing reports from research
Preparing displays
Speaking and networking with the public

5. Supports Common Core Standards such as…..
Reading, writing and research involved in student science fair projects are one way for students to achieve the rigor and critical thinking evident in the Common Core Standards
Cite specific textual evidence to support analysis of science and technical texts
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks
Integrate quantitative information expressed in words in a text including information expressed visually (graph, etc)
Write informative/explanatory texts, including..scientific procedures/experiments
Summarize numerical data sets in relation to their context

6. Utilizing the 8 Practices of Science & Engineering Essential for ALL students to Learn Defined as one Dimension in the Next Generation Science Standards Framework s K-12
Asking Questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

7. Developing 21st Century Skills…
Creativity and innovation
Critical thinking and problem solving
Communication and collaboration
Initiative and self-direction
Productivity and accountability
Information, communication, and technology Literacy

8. The Archimedes Initiative; www.archimedesinitiative.org
Free, online video archive
Students addressing their peers
Recorded at county, state science fairs and ISEF
17 themed videos of high school students information, insight, inspiration, and personal experiences
49 Project video series – individuals discuss research
19 Topic Video series - several students discuss the same topic

9. Using the Archimedes Initiative
Student Video Content provides practical How-To information
Videos of actual judging day builds confidence when interacting with judges
“Holding Court With Judges”
Videos help teachers and parents learn how to be more effective coaches and supporters
“Straight Talk for Parents and Teachers”
“Using the ‘Folks Factor’ Effectively”
Videos can be used to encourage participation
“What’s in it for me?”
Hear about the value of science fairs straight from students’ mouths – tool for FUND-RAISING

10. Multiple Hypotheses
The Method of Multiple Working Hypotheses (T.C.Chamberlain, 1897, reprinted 1931)
Idea: Scientists become attached to their explanations; these attachments influence the data collected and analyzed
Multiple hypotheses prevent focus on a single explanation
Elimination experiments narrow the possibilities, until only a few explanations are likely

11. Multiple Working Hypotheses
A method of research where one considers not just a single hypothesis but instead multiple hypotheses that might explain the phenomenon under study.
Many of these hypotheses will be contradictory, so that some, if not all, will prove to be false.

    

14. What are you students’ interests?
Ask a Question
Finding a Topic Idea
Imagine if someone offered you the answer to any question that’s ever perplexed you, however big or small. That’s exactly the opportunity science fairs give you – the freedom and power to explore almost any curiosity you’ve ever had, and to do it on your own. (Of course, your friends, teachers and parents are there to help. You might even decide to tag-team a project with a friend.)
The first major decision to make is yours:
What topic will you take on?
Where will you channel your passion?
Will you pick a topic dominating news headlines?
Or maybe you’ll choose something you’re totally clueless about, to truly challenge yourself.
The bottom line is that your future in science fairs is wide open.
What are you students’ interests?

15. Choosing the question…
What do you want to study or learn about?
What are your areas of interest? Hobbies?
What is going on in the world around you that you want to learn more about? (home? school? work place? community?)
What are the resources in your school and community?

16. Research your topic…
Literature Review: Use science journals/internet/library to learn more about your topic
Seek out adults, professionals that know about your topic
Look for unexplained or unexpected results
Ask why? What if?
Identify a “testable” question.
Can variable(s) be identified and tested against original set of conditions
Can the question/problem be completed in the amount of time allowed for the project?

17. Non Inquiry Based Research
Not all areas of study are best served by scientific method….BE AWARE
Engineering Projects – creating things that never were
Define a need…How can I make this better?
Develop or establish a design criteria
Background research /literature search – what has already been done and what makes it good and what makes it weak
Prepare preliminary designs and materials list. Include costs and user requirements
Build and test a prototype. Consider reliability, repair and servicing
Retest and redesign as necessary. Product testing
Computer Science Projects
Creating and/or writing new algorithms to solve a problem or improve existing one
Simulations, models or virtual reality are other areas
Mathematics Projects
Involves proofs, solving equations
Math is the language of science and used to explain existing phenomena or prove new concepts or ideas

18. Research PLAN Approval…
Define the question/problem
Teacher approval
Parent approval
What is the hypothesis and/or expected outcome(s)?
Plan your experimental procedures
Procedure – detail all procedures and experimental design to be used for data collection
Include all safety procedures
Must be a “controlled” experiment – one variable changed at a time
Include sufficient numbers to be statistically valid
Data Analysis – describe the procedures you will use to analyze the data/results that answer the research question(s)
Include list of materials
Bibliography –
list at least 5 major resources from your literature review
Include resources used to develop experimental design and/or safety procedures
FORMS

19. Document experimentation
Science Journal
Keep detailed notes of measurements and observations
Use data tables or charts to record quantitative data
Original writing
Identify key dates
Could be used to PROVE what you actually did

20. Validate your experiment
Research Log
Bibliography with 5 references- ISEF counts as 1 source
Transcripts of interviews of experts in field
Documentation of collected research
Research Plan
ISEF paperwork

21. Analyze Data Examine and organize your findings
Use data tables to collect your trial data
Make “pictures” (graphs)
Identify patterns
Statistically analyze your data and be able to explain their meaning

22. STUDENTS LEARN TO GRAPH DATA

23. Conclusions Did your results support your hypotheses?
What data did you analyze to determine support?
Did you get expected results? Why or why not?
Was there sufficient data collected?
Were there errors that may have caused differences? If so, what?
What are the practical applications of your research?
How could this project be used in the real world?
How would you improve the experiment and what would you do differently?
Are there any other explanations not originally considered?

24. Formal Presentation of Research
Abstract
250 words on one page
Purpose of the experiment
Procedures used
Data and conclusions
Research applications
Official Form –

25. Formal Presentation of Research
VISUAL DISPLAY
Good, scientific title
Photographs – must be appropriate and cited
Organized – follows a sequence
Eye-catching and NEAT
Correctly presented and well-constructed

26. Formal Presentation of Research
JUDGING INTERVIEW
The interview is the final determination of the student’s work
Is it thorough – well-thought out research
How much of thought and design is student’s own work
Will determine if data was collected and analyzed correctly
How did you come up with this idea?
What was your role? What didn’t you do?
What future plans do you have to continue research?
What are the practical applications of your project?

27. Final Presentation of Research
JUDGING INTERVIEW
Speak freely and confidently – KNOW your research
Greet the judge and introduce yourself – good first impression
Appearance, good manners, appropriate attire, and enthusiasm for what you are doing will impress
Relax, smile and enjoy your time
Judges will encourage you in your
scientific efforts and future goals
in science

28. Required FORMS for competition…
Checklist for Adult Sponsor (1) – pre-experiment
Adult Sponsor/teacher carefully reviews the entire Research Plan and signs prior to experimentation
Check for additional PROTOCOL FORMS that might be needed to do the experiment
Student Checklist (1A)
Student information, Continuation, Start and end dates, Where is experiment conducted?
Approval Form (1B) – Student and Parent approval
Understand Possible dangers
HAVE READ AND WILL FOLLOW THE RULES & GUIDELINES
Ethics statement
SRC/IRB Approval if REQUIRED BEFORE EXPERIMENTATION
Human Subjects, Vertebrates, Potentially Hazardous Biological Agents (PHBA’s)
Hazardous Chemicals, Activities, and Devices (SSEF RULE)
ATTACH Entire Research Plan –
Question/Hypothesis; procedures; Bibliography
ATTACH PROTOCOL FORMS if required

29. What delineates approved MOLD Projects?
Molds

30. Bread really molds
BSL-1
BSL-2
No BSL classification

31. Okay for Juniors?
Yes No

32. Slime mold to filter paper and feed
BSL-1
BSL-2
No BSL classification

33. Okay for Juniors?
Yes No

34. Slime mold to plate and not opened to feed
BSL-1
BSL-2
No BSL classification

35. Okay for Juniors?
Yes No

36. Slime mold to plate and re-open to feed
BSL-1
BSL-2
No BSL classification

37. Okay for Juniors?
Yes No