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Engineering fair project
- 1. Engineering and Design Process 1.Define a need 2. Do background research 3. Establish design criteria 4. Prepare preliminary designs (blueprint) 5. Build and test a prototype 6. Test & redesign as necessary 7. Present results through a conclusion
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- 3. Log • The firstthing you need to do to begin an engineering fair project is to begin writing in a log. • It is a record of everything you think and do as you work on your engineering fair project.
- 4. Log • Projects withoutlogs will be disqualified. • The log IS the project. The show board is just a commercial for the project. • Research notes, measurements, observations, and test results should be included.
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- 6. Brainstorming Topics (Grades 3-5) Makea list of things you are interested in. Think of a problem you want to solve. How could you solve it? Can you think of 20 or more?
- 7. What can youdo to make a difference outside of these 4 walls? • http://safeshare.tv/w/UoUIdWPIUq
- 8. What makes goodneed? • Is it testable? • Can you build it by your self? • How are you going to collect data on your project?
- 9. Choose a questionfrom your list that fits the science fair question criteria and explain why you chose the question in your log.
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- 11. Purpose The purpose ofthe project should tell what you want to find out. The purpose of my project is to find out… It is really just restating the question.
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- 13. Research • Before youcan begin your project, you need to learn more about the topic. • You will write the information you learn in your science fair log. • You will use this information to make your hypothesis.
- 14. THERE IS NOTA RESEARCH PAPER THIS YEAR! • Your research paragraph needs to be well written and explain what you learned from your research!
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- 16. Criteria •What do youwant your project to do? •How are you going to measure success?
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- 18. This is yourblue print! You should attach a drawing to the back of your packet. You must also write what your prototype will look like. Remember the criteria: -Ariel View -Side View -Material List -3D -Easy to read! -Labels, labels, labels!!!
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- 20. Example of MaterialsList Materials • 2 – 16oz Office Depot clear plastic cups • 130ml tap water • 1 Thermometer • 16 oz of ice from cafeteria ice maker
- 21. Materials • This isa list of ALL the materials you need to perform your experiment. • You must also include how much. .
- 22. Materials HOW, WHEN, andWHERE will you get you materials? Explain in your log.
- 23. Step by StepDirections Lesson 9 Procedures!!!
- 24. Examples of Directions 1.Gather Materials 2. Fill cup to ½ way mark with ice. 3. Add 130 ml of tap water 4. Swirl cup for 1 minute. (hold by top edges of the cup) 5. Record water temperature. (Keep thermometer in water, look at eye level) 6. Add 2 more ice cubes. 7. Repeat steps 4 and 5
- 25. •These are likea recipe. •Anyone who reads them will be able to duplicate the investigation and get the same results. Step by Step Directions –
- 26. •Direction steps needto be numbered. •The test needs to be done 5 or more times so they will have sufficient data to make an accurate conclusion. •Step number one is always, “Gather materials.” Step by Step Directions –
- 27. When you writeyour directions there are a few things to remember: Write them clearly so someone else may follow them and get the same (or similar) results. Be very specific and to the point. Remember to indicate how many trials are necessary. For Example: “Repeat steps 2-5 four more times for a total of five trials” Make sure to indicate when data should be collected and what kind of data.
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- 29. DATA •Data refers tothe information gathered in the investigation •This is in the form of tables and charts. •You can also use photographs or drawings to show the information you gathered but pictures do not replace the data.
- 30. DATA •To collect yourdata you will follow your step by step directions exactly. •You will complete at least 5 trials and record the information in your log. •You will use the data to create a data chart.
- 31. DATA The more trialsyou do the more accurate the results of your experiment will be. The minimum for science fair is five trials. Scientists often repeat experiments thousands of times.
- 32. Distance a toycar will Roll in Meters
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- 35. Graph Use a bargraph or line graph to display data. This is the same information gathered and already recorded on your data chart.
- 36. Graph •A bar graph– shows comparative data •A line graph – shows data over time. (such as growing plants) •Horizontal Axis: The manipulated variable (what you changed on purpose) is displayed on the horizontal axis. •Vertical Axis: The responding variable (what happened as a result of what you changed) is displayed on the vertical axis.
- 37. Distance Toy CarTravels When Rolled Down Ramp Onto Various Surfaces Meters Trials Key
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- 39. CONCLUSION My hypothesis wassupported (or not supported) by the data. (Explain) I found out that… If I were to do this project again, I would change…because….. The way this is connected to the real world is…
- 40. CONCLUSION A problem Ihad or unusual event was…. Describe your data in detail. What does your data mean? Compare the results with you background information. Explain why the experiment is important.
- 41. Next Time Lesson 13 •You MUST complete this section! • Everyone can improve on something. What worked well? What didn’t work so well?
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- 43. This is whatwe don’t want!
- 44. DRAWINGS OR PHOTOGRAPHS –Photographs and drawings are an excellent idea.
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- 47. Displays • Must bedurable and self-supporting • No student or school name can be on the front of the display, or on/in the log/research paper. • Photos are great, but there should not be school shirts in photos. • Dead animals, plants, and food may NOT be part of display. • Projects involving human blood, mold or fungus are prohibited • Glass items and plastic “baggies” are not to be displayed • Straight pins, tacks, or staples are not to be used to secure materials onto display boards
- 48. Ineligible Projects • Projectsinvolving human blood, body parts including hair, teeth, nails, or pathogenic agents (bacteria, mold, viruses, fungi, parasites) are PROHIBITED! • Yeast is the exception and is approved. • Projects involving weapons (ANY type of gun, arrows, knives, darts, etc.) or explosives are PROHIBITED!
Editor's Notes
- #10 It is okay if a student chooses a new question as long as it fits the criteria. You may ask leading questions and make suggestions to help students choose an appropriate question. Remember – unless parents can and are willing to help with data collection you will be helping students to conduct the experiment and collect data at school. If the experiment matches other benchmarks in your grade BONUS!!
- #12 Model – use some student questions and write them as purposes. Example: Question: Will a cable-stayed bridge or a beam bridge support the most weight? Purpose: The purpose of my project is to find out if a cable-stayed bridge or a beam bridge will support the most weight. Encourage students to write a log entry about their project. They may start to explain what materials they think they might use, ideas for conducting the investigation, or any other thoughts about the project. Do not correct or change what they write at this point. This is purely student thinking and processing at this point. You will address the other steps at a later date. K-2 will do the one class project purpose. Student comments and ideas can be recorded in the log.
- #14 Your students can go on-line or into an encyclopedia, book, magazine, or other text or talk to an expert and learn something about the topic. This can be done as a reading or library skills lesson, in the computer lab as a lesson on finding online information, or whatever works best for your class. Have students read informational text related to their topic and jot notes in their logs. (This is like think notes in reading). They should try to find the answer to their questions, or information that leads them to an answer. They will conduct an investigation to prove or disprove what they have read or heard.
- #20 Use measurements that are appropriate in your grade level. It is okay for K-2 to use nonstandard measurement. 3-5 should only use measurements that the student understands. Look at the previous grade level’s benchmarks for measurement to find out what your students should know. Projects will not be disqualified if metric is not used. It is recommended that students who understand metric use it.
- #21 Discuss with students. Scientists use metric measurement and someday they might only use metric too. Notice – cups are measured using ounces because that is what is listed on the package. (It is NOT necessary to convert to metric.) If the student understands metric measurement it can be used to measure, notice the water is measured in milliliters.
- #22 Use measurements that are appropriate in your grade level. It is okay for K-2 to use nonstandard measurement. 3-5 should only use measurements that the student understands. Look at the previous grade level’s benchmarks for measurement to find out what your students should know.
- #24 Step by step directions makes a good writing connection. (Procedural writing) (National Geographic writing connection books also offer good model lessons) It’s Peanut Butter and Jelly Time! science/writing connection – can be used as a writing lesson Have your students work in groups to write a recipe for making a peanut butter and jelly sandwich. Follow the directions EXACTLY to make a sandwich. If any part of the directions are missing or incomplete, have your students revise them until they can be followed and a sandwich can be made. Students are very willing to revise when they have to have usable directions in order to get a sandwich. ****In case of peanut allergies make Fluff and jelly sandwiches. *****
- #26 Data collection for one student’s project can be done as a whole class. Each group’s data becomes 1 trial.
- #27 Data collection for one student’s project can be done as a whole class. Each group’s data becomes 1 trial.
- #28 Your students directions will be revised and ready to use before any data collection takes place.
- #29 This will be the most time consuming and sometimes messy part of science fair. In grades 3-5 you will spend several science periods collecting data. (See curriculum map). K-2 will have one class project. In grades 3-5 the data collection portion may be done at home IF parents are willing and able to help. Students should record data and bring data along with log entries about the data collection then create the data chart and graph at school. Look at the math standards from the previous grade. Only what has been previously taught is considered appropriate to use for science fair. Projects WILL NOT be disqualified if metric is not used. Students will follow directions and collect data. Explain that each group represents 1 trial. 5 groups = 5 trials. Whole class data can be quickly collected, making individual projects more manageable. Each group should write temp 1 and temp 2 on a sticky note. Collect sticky notes and graph on a bar graph and display. Graph : increased, decreased, stayed the same. Create data table with the data. The first several times you do this with children, you will need to model using the data to create a data table and graph. Some students will learn quickly and be able to do their charts and graphs on their own after data is collected. Others will need more support and you may model theirs whole class. While one student is writing up their data charts and graph, another can be preparing their materials and the rest of the class can be collecting data.
- #30 Look at the math standards from the previous grade. Only what has been previously taught is considered appropriate to use for science fair. Projects WILL NOT be disqualified if metric is not used. Students will follow directions and collect data. Explain that each group represents 1 trial. 5 groups = 5 trials. Whole class data can be quickly collected, making individual projects more manageable. Each group should write temp 1 and temp 2 on a sticky note. Collect sticky notes and graph on a bar graph and display. Graph : increased, decreased, stayed the same. Create data table with the data. The first several times you do this with children, you will need to model using the data to create a data table and graph. Some students will learn quickly and be able to do their charts and graphs on their own after data is collected. Others will need more support and you may model theirs whole class. While one student is writing up their data charts and graph, another can be preparing their materials and the rest of the class can be collecting data.
- #31 Be careful that your name or school name cannot be seen in the pictures. You can do a student’s data collection as a whole class and each group’s data becomes 1 trial. Data collection should be grade level appropriate according to math standards.
- #33 Example of a data chart. Teacher can model data collection. Use student projects and model, model, model! Again, several groups can do the experiment all at the same time and each group becomes one trial for the student who is doing the project. K-2 will only do one whole class data collection.
- #34 Explain the difference between quantitative and qualitative data. Qualitative has to do with observable qualities. (5 senses) What we can hear, see, feel, taste, smell. Quantitative is measurable and can be expressed numerically. Qualitative Data How can you collect qualitative data for: How Does drinking Coca Cola affect the color of teeth? You can use tooth color charts from the dentists office. A numerical value is given to each shade. How does laundry detergent affect stains? Example: Use a white T-shirt. Rub in grass until well stained. Cut into squares. Use a clean white square as “0”. Worst stain as “10”. Soak squares in different detergents. Rank by stain and number . Paint sample cards work well too.
- #35 Graphs should be grade level appropriate and understood by the student. Refer to the math standards from the previous school year. Use math resources if needed to reteach graphing. Model graphic using student’s data. Students must be able to explain their graphs to the science fair judges. In K-2 picture graphs or bar graphs with 1:1 correspondence are appropriate. In 3-5 student should be able to understand and explain their graphs.
- #36 Graphs should be grade level appropriate and understood by the student. In K-2 picture graphs or bar graphs with 1:1 correspondence are appropriate. In 3-5 student should be able to understand and explain their graphs.
- #37 Only use this if it is appropriate for your students.
- #38 We no longer average or find the mean in elementary school. This graph would not be appropriate for students who have not yet learned to create a triple bar graph. In primary it would be appropriate to add the results of each trial and create a two-bar bar graph to compare the data.
- #39 We no longer list results – results implies that we averaged the data and we do not. Finding the mean, or average is no longer part of our math standards. *If a student does understand and can explain finding a mean it is acceptable for that student to do so.
- #40 These are suggestions for writing conclusions. You and your students may add to this. Notice we no longer list results – results implies that we averaged the data and we do not. The conclusion is based on the hypothesis – so student should refer back to it. If the data did not support the hypothesis, this is where they will state that and give the corrected information
- #41 Statement of support or non-support of the original hypothesis. Revise hypothesis (if data did not support the original hypothesis).
- #43 How you do your science fair display for your school site based science fair is up to your school site. You may choose to use construction paper mini boards, typed up copies of what goes on the show board, hand written list of show board info, or whatever works for your school. The large cardboard display boards are only needed for the students who win for the school site and are going on to the district science fair. The information needs to flow, but parts do not necessarily need to be in these positions. (It’s okay if the directions go in the center and the pictures are in various places, etc…) Parents, art teachers, etc… may assist with the boards. Boards are not judged, what matters most is what the student has learned and can explain and what has been written and drawn in the log.
- #44 When someone does a science project for a student they are taking away the student’s opportunity to learn. And, if the student can not show a thorough understanding of the investigation the student will not win a science fair medal. We need to let the students do the work and the learning.
- #45 School names and students names should not be on showboard.
- #46 The title can be the question or a cute name for the project. Both work.
- #48 This information is on IDEAS in the Science Fair Handbook. There is a maximum size for boards. See Science Fair Handbook.
- #49 No rockets with engines, no catapults. This information is on IDEAS in the Science Fair Handbook.