Science STEM Showcase

STEM Showcase Guide Introduction The STEM Showcase is a school-sponsored activity that supplements the regular curriculum of classroom instruction. The classroom teacher and school principal have the responsibility to regulate the content and presentation of all student projects to assure that they are consistent with the interests of the school community. The purpose of the STEM Showcase in Southwest Leadership Academy Charter School is to encourage students' interest in STEM, to develop their inquiry and investigation skills, and to enhance children's pride in completing research projects. Elementary and Middle School-level STEM Showcase: • • • Enable students to exhibit their projects and share ideas with other students and community members; Provide opportunities for students to receive feedback from professional scientists and community members; Provide students with exciting opportunities to work with STEM process skills and the scientific method on a topic of their own choosing that relates to the science curriculum as it connects to real life. What is a Science Project? A STEM project is a unique way for students to pose questions for which they must seek out answers and to satisfy their own curiosity about the world around them. A STEM Showcase project is an experiment, a research effort, a collection of scientific items, or display of scientific apparatus presented for viewing. It represents the efforts of a student's investigation into some area of interest and provides a way for the student to share the results of those investigations. Through the development of a science fair project, studen\ ts gain a first-hand appreciation of the work of scientists and the value of their discoveries. STEM Showcase Rules and Guidelines 1. Only individual projects are allowed. 2. Only two types of projects may be entered into the School’s Showcase, they are a scientific investigation or an invention. 3. Projects must fit in one of the 11 science fair project category criteria listed in this handbook. 4. No mold growth, or bacteria projects are allowed. 5. No use of vertebrate animals is allowed except for human observational projects. 6. No use of prescription drugs, harmful, or illegal substances are allowed. Grocery items (i.e., baking soda, vinegar, salt, lemon juice, etc.) are appropriate. 7. No Human subjects used to test (i.e., taste test, poking, pain reaction, sniffing, etc.) 8. Any projects that promote violence, weapons, or instill fear to the public, the exhibitor, or other exhibitors and the use of fire are PROHIBITED. 9. Project display boards must follow safety guidelines listed in this handbook. 10. Projects must be approved by the classroom teacher or a science fair committee. Project Selection and Approval All project ideas must be submitted to the classroom teacher on a Project Proposal form (see example on page 30). The proposal should contain a topic and problem statement for the project. Projects must follow the SLACS Showcase rules and guidelines outlined in this guide. Projects will be approved by the classroom teacher or the school's STEM Showcase Committee. Projects without prior approval, projects inconsistent with the prior approved proposal, or projects that have been substantially changed from what was previously approved will only be displayed at the teacher's discretion. Southwest Leadership Academy Charter School STEM Showcase STEM Showcase Categories Physical Science: Projects that study the nature and properties of nonliving matter, energy and/or force and motion. Behavioral Science: Projects that observe the behavior of invertebrate animals. The use of vertebrate animals is not allowed except for human observational projects (example: Do boys have a faster reaction time than girls?). Botany: Projects that use subjects such as plants (mosses, seed plants), agriculture, conservation, and forestry. NO LIVE PLANTS may be displayed. Experiments using mold or fungi are NOT allowed. Chemistry: Projects that examine chemical reactions, the chemistry of living things, photosynthesis, solubility, heat capacity, etc. No prescription drugs, dangerous or illegal substances should be used in the experiments. Earth and Space Science: These are projects investigating principles of geology (for example, weathering and erosion), geography, astronomy, meteorology, and related fields. Engineering: Projects can develop technological devices, which are useful to the global society within an engineering-related field, such as electricity, mechanical, chemical, aeronautical, and geological. Environmental Science: Projects that deal with global change, issues related to Earth, such as water, air, climate, waste and pollution, green living, human health, ecosystems and related fields. Medicine and Health: The project's emphasis will be on human health. (STUDIES ARE LIMITED TO OBSERVATIONAL PROJECTS ONLY.) Zoology: Projects that observe and record the growth or behavior of animals (INVERTEBRATES). VERTEBRATE STUDIES ARE LIMITED TO OBSERVATIONAL PROJECTS ONLY. Mathematics: Projects are developed that demonstrate any theory or principal of mathematics. Please Note: Inventions: projects that uses design and engineering processes to find a practical solution to a problem that addresses a need that exists for people in general or a person with a specific handicap. Failure to meet the category criteria and safety guidelines will be grounds for exclusion from the school STEM Showcase. Types of Projects 1. SCIENTIFIC INVESTIGATION: In this type of experimental project, you ask a question, construct a hypothesis, test your hypothesis using an experiment and draw conclusions from your experiment. It involves using the scientific method. It must follow an experimental design. A. Experiment: In this kind of investigation, your purpose is to change something (test or independent/manipulated variable) and record the outcome of this change (outcome or dependent/responding variable). EXAMPLE: Which material, aluminum foil or plastic wrap, will insulate cold water better? B. Experiment with a Control Group: This kind of investigation involves a more complex investigation that is designed to test the effects of a single condition or factor on a system. For example, you might have a group of plants as an experimental group and another group of the same type of plants as a control group. The test or independent variable in this experiment is the amount of chemical fertilizer added only to the experimental plant group. No fertilizer would be added to the control group. Both the control group and the experimental group would have the same constants (the normal conditions) such as amount of water and sunlight. The outcome or dependent variable is the difference observed in the growth of the plants. 2. INVENTION: In this type of project, you design and engineer a practical solution to a real problem. It is something that no one has ever thought of before. It cannot be purchased in a store or found in a book. Sometimes an invention is an improvement to an object that was already invented. You can think of a need that exists for people in general or a person with a specific handicap. Then think about a device that could make a difficult task easier or think of an inconvenience that could be made easier with a simple device. For example, if you do not like searching for the cellular phone or TV remote every day, consider developing a homing beacon for it. Invention guidelines begin on page 18. Scientific Investigation Project Guidelines • THE SCIENTIFIC METHOD: 1. Asking a question. 2. Forming a hypothesis. 3. Designing an experiment. a. Identifying variables b. Developing procedures c. Gathering materials and equipment 4. Collecting data. 5. Analyzing the data. 6. Forming a conclusion. Step 1 - Choose a Topic and Problem Statement · Begin by exploring a scientific concept in which you are interested. This can be something that was read about or were introduced in the classroom. Go to the library or internet to learn more about your . topic. Write a brief summary of the background information you gather for your science fair topic. · Keep a record of where the background information came from. This information will be listed in your bibliography in Step 12. 1 • • At this point, your brain will start asking "What if...." questions. One of these questions is what · you will use to design your experiment. It is called the "TESTABLE QUESTION". This will become your problem statement. Make sure that this has been approved by your teacher. Anything to do with your project should be recorded in your lab notebook. Step 2 - Form a Hypothesis Once you have a testable question, you have some decisions to make that should be recorded in . your lab notebook. • • • • How do you design the experiment to answer your question? What measurements do you need to take to record your results? Think about what might happen in your experiment. This is called a HYPOTHESIS. Write down what you think will happen BEFORE actually doing the experiment. Be specific. Step 3 - Experimental Design The experimental design is a plan to test your hypothesis. This is not a specific item on your display : board; but it is determined by what your hypothesis is, the variables (test or independent, outcome or. dependent, and control) and the materials that you need and the procedures that you will carry out. : Step 4 - Materials/Equipment · Now that you have planned your experiment, gather all the materials you will need to do the · experiment. As you begin the experiment, make detailed observations of what is happening. Take· 1 your measurements carefully. Keep written notes about what you do and how you do it. Display a list of materials used in column form with metric units identified. Make sure materials are available. Step 5 - Procedure 1 Write a detailed description of how to do your experiment. As you work through it, you may find that you have to change it. Make notes and change your procedure afterwards, to show the changes. Remember, any scientist should be able to take your procedure and repeat your experiment following your instructions. • It is easier to use a numbered list, like in a cookbook rather than write a paragraph. • Start each sentence with an action verb: mix, stir, get, measure, etc. • Include quantities or amounts that you will measure using metric units. Step 6 - Variables and Control Group • • • • Identify the test variable (independent/manipulated). This is the variable that you are changing on purpose in your experiment to observe what will happen. For example, the temperature of the water or the battery strength. Identify the outcome variable (dependent/responding variable), this is the one that reacts or changes in response to the test or independent/manipulated variable, i.e., amount of salt that dissolves or number of paper clips held by a magnet. Identify the constant variables in your experiment. These are the variables in your experiment that you do not change so that you can compare the effects from only one test . (independent/manipulated) variable. Constant variables are quantities that a scientist wants to remain the same or be held constant. Most experiments have more than one constant variable. Some people refer to controlled variables as "constant variables." Use a control group if applicable in your experiment. A control group is the group that does not receive the experimental variable. Both it and the experimental group have what is usually considered normal conditions, i.e., room temperature, normal amount of water, normal amount of sunlight (constants). A control group helps you to be sure that what YOU DO in your experiment is affecting the test results. Step 7 - Experiment • • Design a data table to keep track of your results. Carry out your experiment following your written procedures. • • • .. -· .. ·- - ··-- .,_ -- . -- - .. -- - ··- - Observe and record the results in a data table using metric units i.e., centimeters (cm); grams' (g); or degrees Celsius (°C). If qualitative observations are made, a numbered scale must be developed to quantify the observations. Use photographs whenever possible to record observations. (NO FACES IN PHOTOS). These can be shown on the display board. : Then, REPEAT THE EXPERIMENT at least two more times. Record your results as carefully as you did the first time. ALL scientists repeat their experiments; we INSIST you repeat yours as well. All experiments must have a minimum of three trials. : Step 8 - Results • • • • • • When you have all of your results, you need to design the way that you will report the data. Many students use graphs, charts and written summaries of what happened in the experiment. Determine averages or the mean when appropriate. Use photographs whenever possible to show changes (NO FACES IN PHOTOS). Display all your data in charts, graphs, and/or pictures even if it does not match what you thought was going to happen under the heading Data on your display board. Explain your results in words and display this narrative under the heading Results on the display board. Step 9 - Compare your results with your Hypothesis Look again at your HYPOTHESIS and at the results of your experiment. Think about what happened and why it happened that way. Determine if your hypothesis was supported or not supported. You will use your observations to help you write your Conclusion in the next step. . Step 10- Draw Conclusions Answer the following questions to summarize what you have learned from the experiment. • What was the purpose of the investigation? • Was your hypothesis supported by the data? (Indicate evidence and reasoning that supports· your conclusion. This is called Conclusion Evidence Reasoning (CER). • What were the major findings? What are possible reasons for the results? Step 11 - Applications Answer the following questions to complete the Application. • • How can you use the findings from this investigation in your day-to-day life? How can the investigation be improved? What new question(s) has your experiment lead you to ask that could be tested in a new investigation. : Step 12 - Abstract and Bibliography (Due with online registration and with submission packet). : The abstract is a complete summary of the investigation and must consist of three to five paragraphs . with a total of approximately 250 words that includes the following. • • • Describe your purpose and hypothesis. Briefly describe your procedure. Describe and explain your results and state if your hypothesis was supported or not by the results. Suggest a reason why it was or was not supported. Explain your conclusion and application(s). : It's important to cite your sources for a STEM project. Put your bibliography of at least 3 different sources on the same page. Here are some examples of how to cite books, online references, and conversations. Here is an example for a book or magazine - Hutchinson, S., Bruzzone, C., Jacoby, J., & Barker, V. (2017). Stem activity book: Science technology engineering math. Racehorse Publishing. 1. Here is an example for a Web site -- Helmenstine, Anne, About Chemistry Website, http://chemistry.about.com, Oct. 4, 2005. 2. Here is an example for a conversation -- Smith, John, Telephone Conversation, Mar.5, 2013. Complete Project Abstract/Bibliography form and submit to the teacher for final approval before working on the science fair board. STEM Showcase Investigation Project Abstract/ Bibliography Student's Name Project Title: Abstract Be sure to include the following in the abstract of a project: 1. The purpose of the project: Why did you choose to do this project or how did you get the idea to do it? 2. State briefly what you thought would happen. Also, describe how you conducted your project. 3. What happened? Tell the results of your experiment. 4. What was the conclusion? Was your hypothesis correct? 5. What are the applications of your project? How can the information you learned be used? 6. How could your project be improved if you were to repeat it? If you were to continue your project, what would you do? Bibliography There should be at least three (3) references. If the project concerns an animal, there should be one reference concerning the care of that type of animal. STEM Showcase Investigation Project Abstract I Bibliography SAMPLE Student's Name: Mike Tyson Project Title: Wrap It Up! Abstract The purpose of this project is to determine if increasing the number of wraps around an electromagnet will increase the magnet's strength. It is hypothesized that increasing the number of wraps around the nail will increase the strength of the electromagnet. Wire, a nail, a D battery, and a battery holder were the materials used to build an electromagnet. The wire was cut 90 cm long so that 10, 20, and 30 wraps could be wrapped around the nail. An electromagnet with 10 wraps was used to pick up paper clips three times. Then using the same steps, the electromagnet was built using 20 wraps of wire, tested three times, and then tested with 30 wraps. The number of paper clips collected was recorded in a data table for all the trials. Results showed that in all three trials, the average number of paper clips picked up the electromagnet increased as the number of wraps increased from 10 wraps to 20 wraps to 30 wraps. The hypothesis was correct. This experiment shows that the number of wraps of wire on an electromagnet affects its strength, so that in real life if a stronger electromagnet is needed to separate metal from nonmetal objects, its strength can increase by increasing the number of wraps. The project may have been improved and had better data if a new battery was used for each trial. Bibliography Brain, Marshall. How Electromagnets Work. 2000. URL: http://science.howstuffworks.com/electromaqnet.htm/printable ScienceSaurus: A Student Handbook. United States of America: Great Source Education Group. 2005. p. 306 Van Cleave, Janice. Help My Science Project is Due Tomorrow. Scholastic. 2002 Investigation Project EXHIBIT and SAFETY DISPLAY GUIDELINES 1. Keep the exhibit neat, uncluttered and to the point. 2. All posters, charts, etc. must be attached to the science fair board. 3. No part of an exhibit may be attached to walls or tables. 4. The science fair board must be self-supporting (FREE STANDING). 5. Be sure to make everything sturdy so it can be safely transported. Fasten everything well. 6. The science fair board displays your project. Use attractive lettering. 7. Use one-color printing to avoid confusion. 8. Spell correctly. Your name and school name should go on the back of the board. 9. Main points should be large and simple. Details must be clear and legible from three feet away. · 10.The abstract and bibliography must be placed on the board's lower left-hand corner (as you face the board). EXHIBIT SPACE: Maximum size is: Width: (side to side) 92 cm (36.in) Depth: (front to back) 76 cm (30 in.) Height: Table Exhibit 92 cm (36 in.) Elementary Safety Display Guidelines 1. Anything which could be hazardous to the public, the exhibitor, or other exhibitors are PROHIBITED. Nothing sharp or pointed. 2. Organisms: No invertebrate organisms live or dead or plants may be displayed, (Reminder: No vertebrates, fungi, mold, bacteria were allowed to be part of the experiment.) 3. No chemicals of any kind may be displayed. (No prescription drugs, dangerous and illegal substances were allowed as part of the experiment.) For example: • No acids, dilute or strong (i.e., vinegar, lemon juice) • No bases, dilute or strong (i.e., baking soda) • No salt solutions 4. No flammable substances may be displayed. An alternative solution to displaying any of the above items that were allowed as part of the project is to take photographs of the substances that were used or use a digital camera and create large pictures with a computer printer for display on your board. No identifiable humans or their parts may be displayed in photos. All projects will be inspected for adherence to STEM Showcase Safety Guidelines by the classroom teacher or the school STEM Showcase Committee. Failure to follow these guidelines will be grounds for exclusion from the school STEM Showcase. In addition, it will also affect the final project grade. STEM Showcase I Problem Statement + Board Set-up for an Investiga Title of the Project I I Procedures 11 Materials 411 -• I Variables Hypothesis o s i R e q u i r e d P t i o n o f t h e Results Charts, A b s t graphs , and or Conclusions r a c t & B i b l i o g r a p h y Applications Project Display with PowerPoint Option 2 • Students may utilize Microsoft's PowerPoint to create their project display. This method is best to assist with assembling the physical board display. Display should have all criteria represented in the rubric (see page 19). • Students can access their Office 365 - PowerPoint application via the Southwest Leadership Academy Charter Schools’ Google platform :!: PCW'l!rPclnt Prt-imt1Uon1 · S.:t¥Cd.., . C su,ch(4n •O! Click to add title Click to add sub1itlc ••+. Investigation Project Board Set-up in Spanish ' I ; : : :: : I i Hypothesis (H:ipotesis) ! ! I I conjetura educ:ada ba,sada en concelmlent.os prev•o o inves tigaciones . Tambien expllca : ? I lo que el estudiante va hacer v fo que I es peran obs etvar- corno re:.ultado, Se u:s an las p:alabr.as 4 'J f11v •1 ThenH. "S j hago es to... entonces pas a es to.1 I I ' resultados deE el<.perimento. Tamblen debe contene,un amillsls de J as raiones f:Sta s eccl6n es un parrafo que des cribe: 1 I I En es ta seccion,_ el es tudfa:nte tiene que referfrsc a la h�potesis de nuevo v e1ieplicar s i la hipotes ls trene valide:i o no b.asado eni to.s . Abstract (' Resumen) I : {Condusiones) Esto es to que el estudlante pl:ensa q:ue es. h-. : $Olucion del Problem.a o la Pregunta. Es una ! Conclusif on t l. El pro.p6sito del e:irp,ermmento Los pas o.s . que se us ·oron pair.a resolver el b I j l : : : Bibliography (Bibliografia) listas en: orden alfabetico de todos los Iib ros , revis tas, videos,. enctclopedlas:, d ocumt:!ntales , pasinas del Internet., et c ! : -· Southwest Leadership Academy Charter School STEM Showcase I 18 Problem Statement Title Show description