GUIDE TO COMPLETING YOUR SCIENCE FAIR · PDF fileGUIDE TO COMPLETING YOUR SCIENCE FAIR...

Science Fair Foundation of British Columbia | Churmy Fan, Clara Westwell-Roper

SCIENCE FAIR

FOUNDATION

OF BC

ALUMNI

MENTORSHIP

PROGRAMME

GUIDE TO COMPLETING YOUR

SCIENCE FAIR PROJECT

2 | Page Science Fair Foundation BC Alumni Mentorship Programme 24 November 2010

revised September 2016

Table of Contents

I. Introduction to the guide ................................................................................................................ 3

II. Type of Project ................................................................................................................................ 3

A. Experiment ............................................................................................................................... 3

B. Innovation ................................................................................................................................ 3

C. Study ........................................................................................................................................ 4

III. The Process ..................................................................................................................................... 4

A. Research your topic .................................................................................................................. 4

B. Organize and theorize ............................................................................................................... 4

C. Make a timetable ...................................................................................................................... 5

D. Plan your experiment, study or innovation................................................................................ 5

E. Consult your teacher/supervisor/mentor .................................................................................. 5

F. Conduct your experiments, study, innovation ........................................................................... 5

G. Examine your results ................................................................................................................. 6

H. Draw conclusions ...................................................................................................................... 6

IV. Written materials ............................................................................................................................ 6

A. Abstract .................................................................................................................................... 6

B. Project Data Book ..................................................................................................................... 7

C. Research Paper ......................................................................................................................... 7

1. Title page............................................................................................................................ 7

2. Table of contents ................................................................................................................ 7

3. Introduction ....................................................................................................................... 7

4. Hypothesis.......................................................................................................................... 7

5. Experiment ......................................................................................................................... 8

6. Results ................................................................................................................................ 8

7. Discussion ........................................................................................................................ 11

8. Conclusion ........................................................................................................................ 11

9. Acknowledgements .......................................................................................................... 11

10. References ....................................................................................................................... 11

V. Display .......................................................................................................................................... 12

VI. References .................................................................................................................................... 12

VII. Appendix ...........BC 2016 K-9 Science Curriculum Correlation........................................................ 16



I. Introduction to the guide

So! You are doing a science fair project. How do you feel? Enthusiastic? Fearful?

Adventurous? For some of you, it is an assignment given by a very keen teacher;

for some of you, it is the pursuit of an idea that you have been passionate

about since you were two; and for others, it was a kitchen disaster, turned

into a scientific problem. Whatever the case, you are now full of questions

and ideas. This booklet will help guide you through your project and calm

your nerves!

II. Type of Project

The project that you choose will fall into one of a number of scientific

categories and may be an experiment, innovation, or study.

A. Experiment

An investigation undertaken to test a specific hypothesis using

experiments. Experimental variables, if identified, are controlled to

some extent.

An outstanding experiment devises and carries out original

experimental research which attempts to control or investigate most

significant variables. This would include statistical analysis in the

treatment of data.

For example: Can Windex kill cancer cells?

B. Innovation

The development and evaluation of innovative devices, models, techniques or

approaches in technology, engineering, or computers (hardware or software).

An outstanding innovation integrates several technologies, inventions or designs and

constructs an innovative technological system that will have human and/or

commercial benefit.

For example: The invincible rubber car – it will never crash!



C. Study

A collection and analysis of data to reveal evidence of a fact or

situation of scientific interest. It could include a study of cause and

effect relationships or theoretical investigations of scientific data.

An outstanding study synthesizes information from a variety of

significant sources which may illustrate cause and effect or original

solutions to current problems through synthesis. It identifies

significant variables with an in-depth statistical analysis of data.

For example: The mysteries of the Bermuda Triangle revealed! Ship

disappearances correspond to giant jellyfish migratory routes.

The originality of your project is extremely important as well. An outstanding project is highly

original or has a novel approach to an existing question. The project should show resourcefulness,

creativity in design and the use of equipment and/or construction of project.

III. The Process

A. Research your topic

Read books from the library; observe related events; gather

existing information; look for unexplained or unexpected

results. Talk to professionals; write to companies; and obtain or

construct needed equipment. Academics and professionals are

not scary! You need to get past your inhibitions and email or

call these people. You may be surprised by how approachable

they are.

There are many websites that provide you with hundreds of

science fair project ideas. These are more like fun “template"projects such as potato batteries and bottle rockets. While a

website can give you a general list of project ideas, do not

limit yourself. You want your project to be unique and you

need to actually care about it! Think about your interests and

hobbies! What do you do outside of school? There have been

great projects in the past about different hockey stick designs

and more effective running shoe sole for walking in the snow!

B. Organize and theorize

Organize your research. Narrow down your hypothesis by focusing on a particular idea.

You can start with a broader topic then narrow it down. Just remember, you have a very

limited timeline to find an answer to your question, so don’t try to find the Answer to Life,

the Universe, and Everything.



For example, we can build on the rubber car idea. There

are many factors that can be used to judge whether a

car is safe, such as how well the car holds its shape and,

more importantly how much damage the driver and

passengers suffer in the event of an impact. I now have

the choice of measuring all of these factors to judge the

safety of my rubber car, or I can focus on one factor

which I think is the most important - how well are the

passengers protected? Even now, there are many

variables to test. I can make models to simulate the

head and brain of an average person and see how

impact affects brain structure, or I can make models to

simulate the skeletal integrity of an average person.

C. Make a timetable

Choose a topic that can be done in the amount of time you have. Identify important dates

including school deadlines and science fair registration dates. You should also involve your

mentor in this process as well. Your mentor may have more experience in predicting how

long each part of your experiment will take. Also, by working out a timetable together, you

can get a better idea of what your mentor’s schedule is like and when they have the most

time to help you. Your mentors are all very busy people so having this timetable will help

them work out their schedules as well. Remember to leave plenty of time to collect and

analyze data. They are equally important in producing an excellent project. Lastly, leave

time to write a paper and put together a display. A good way to start on your timetable is to

work backwards from your due dates.

D. Plan your experiment, study or innovation

Write a research plan to explain how you will

do your experiment.

E. Consult your

teacher/supervisor/mentor

Discuss your work with an adult supervisor on

an ongoing basis.

F. Conduct your experiments, study,

innovation

Keep detailed notes of every experiment,

measurement, and observation in a data book.

Change only one variable at a time when

experimenting. Include control experiments in

which none of the variables are changed. Include sufficient numbers of test subjects in both control and experimental groups.



For many students, obtaining access to equipment beyond what is offered in their schools is

a big challenge. For the most part, equipments found in your home kitchen and garage is

sufficient. In fact, it is almost preferred that you construct your own equipment as this

shows that you understand the whole process of what you are measuring and how the

measurement is done. If you use more high-tech equipment, the process of measurement is

hidden. All you have to do is put in a sample, and the machine will spit out a number.

Judges at science fairs often encounter a situation where they see a very well-made poster

with flawless data analysis, but when asked, the student does not understand what values

were actually measured and what that meant. This would lead the judge to think that the

student doesn’t completely understand his/her project.

On the other hand, some projects just can’t be

completed with home-made equipment. In this case,

students need to gain access to professional equipment,

most likely at a university. Many students are afraid to

approach professionals and professors. To students,

these people seem like a whole different species of

animal. Actually, most of them are very friendly and

approachable. One student obtained access to a

viscometer in a university lab. When I asked him how he

approached the professor, he replied: “I simply phoned

them and they are extremely nice so they agreed :D ”

(the smiley face was part of the original text)

G. Examine your results

When you complete your experiments, examine and organize your findings. Did your

experiment give you the expected results? Was your experiment performed with the exact

same steps each time? Are there other causes that you had not considered or observed?

Were there errors in your observations? If possible, analyze your data statistically.

H. Draw conclusions

Which variables are important? Did you collect enough data? Do you need to conduct more

experimentation?

IV. Written materials

A critical part of any scientific project is to record your results and conclusions properly. This

section outlines the important steps for you and your project.

A. Abstract

An abstract is written once your research and experimentation are complete. It should

include some background information, a statement of the problem/purpose of the



experiment, general procedures and results, and your conclusions. For most RegionalScience Fairs, your abstract must be between 200 and 500 words. Check locally for

requirements of your regional fair. Abstracts are distributed to the judges to familiarize

them with the project. The abstract is evaluated as part of the project.

B. Project Data Book

A project data book should contain accurate and detailed notes to demonstrate consistency

and thoroughness to the judges and to assist you with your research paper.

C. Research Paper

A good research paper is like a storybook. It should introduce the reader to the characters

and the setting - the topic of your project and background information, then progress to the

adventures and challenges that the characters face - the experiment, and finally how the

characters overcome the challenges – the results and conclusion. At the end of your research paper and poster, it’s very crucial for you to thank your mentors and other people who helped you complete your project!

1. Title page

Centre the project title and put your name, address, school and grade at the bottom

right.

2. Table of contents

Include a page number for the beginning of each section.

3. Introduction

Includes your hypothesis, an explanation of what prompted your research and what

you hoped to achieve.

4. Hypothesis

The hypothesis is one of the most important parts of your project. It is your proposed

explanation for a scientific question based on facts that you have gathered from

literature. Your hypothesis will set the “theme” of your project. How you design your

experiment and collect data, are all related to how you form your hypothesis.

Example: Dishcloth vs. Sponge. Is it better to use a dishcloth or a sponge to do the

dishes?

Hypothesis A: My hypothesis is that it is better to use a dishcloth to do the dishes.

Hypothesis B: Since bacteria tends to multiply in moist and protected places and

sponges have many holes to protect the bacteria from being washed away, my

hypothesis is that it is better to use a dishcloth than a sponge to do the dishes.

In this example, Hypothesis B is better than Hypothesis A even though they predicted

the same thing. On top of the prediction, Hypothesis B stated the variable, bacteria,

that will be tested to determine what “better” means.



5. Experiment

Describe in detail the methodology used to collect your data or make your

observations. Include enough information for someone to repeat the experiment.

Include detailed photographs or drawings.

Clearly state your variables and controls. This is something that many students

overlook in their projects. The variable (often called the independent variable) isone element or detail that you are manipulating and changing to test for your

hypothesis. The dependent variable is the element that is affected.

For example, in the Dishcloth vs. Sponge project,

the independent variable is the materials used to

wash dishes: sponge and dishcloth. It is NOT the

amount of bacteria because you are not

manipulating this variable in your study; you are

merely observing how this dependent variable (the amount of bacteria) is affected.

The purpose of a control(s) or controlled variable(s) is to make sure that the

observations you make from your experiments are the result of changing your

independent variable, and ONLY that variable. The controls stay the same.

Using the same example, if we just compare the amount of bacteria in a dishcloth and

sponge, we will not get a valid result because a dishcloth has a larger surface area

than a sponge and a sponge is thicker than a dishcloth, which can greatly impact your

results. Keeping in mind that you are testing for a difference between the materials

only, a control that you can do would be cutting the sponge so that it is the same

thickness and area of a dishcloth, and then compare the amount of bacteria in those

two materials. You can also cut the two materials so that they are the same weight,

and then compare their bacterial content.

6. Results

Your results should include raw data that have not been altered, as well as analyzed

data. In your data analysis, it is crucial to include statistics. Without statistics, you

cannot say for sure whether the differences you observed were significant

differences or were simply out of luck.

For example, my raw data would include the size and thickness of each piece of

dishcloth and sponge, the temperature of the room when I conducted my experiment,

how long I soaked my materials in dirty water, and how much bacteria was found in

each piece of material. For my data analysis, I can average out the amount of bacteria

in all of my cloth samples and compare that to the average from sponge samples. If,

say, the amount of bacteria in sponges was higher than in cloths, I can use standard

deviation to determine whether the difference is significant or not.



Case 1. Amount of bacteria

Sample cloth sponge

a 2.0 4.0

b 2.0 7.0

c 3.0 6.0

d 6.0 5.0

e 5.0 7.0

f 8.0 10.0

Average 4.3 6.5

STDEV 2.4 2.1

Case 2. Amount of bacteria

Sample cloth sponge

a 4.0 6.0

b 5.0 7.0

c 5.0 6.0

d 4.0 6.0

e 5.0 7.0

f 3.0 7.0

Average 4.3 6.5

STDEV 0.8 0.5

Notice how the average amount of bacteria found in cloth is the same in case 1, likewise

for sponge. However, the standard deviation in case 1 is much bigger than in case 2.

Visually, you can see that the error bars overlap in Case 1 but do not in Case 2. Thus the

data that we have for case 1 is less reliable than in case 2. In case 2, we can say that the

difference in bacterial content between cloth and sponge is SIGNIFICANTLY different.

How do we calculate for standard deviation? Here’s the shortcut using Microsoft Excel…



1 2

3 4

5 6



7. Discussion

Thoroughly discuss exactly what you did in your project. Your results should be

compared with theoretical values, published data, commonly held beliefs and/or

expected results. Did you results support or disprove your hypothesis? A discussion

of possible errors should be included as well as how the data varied between

repeated observations, how your results were affected by uncontrolled events, what

you would do differently if you repeated the project, and what other experiments

should be conducted.

Also! Research up on similar experiments that have been published online, in books,

in journals, etc. Compare your results and discuss if they are similar, different, and

why. If you can’t get access to certain articles, you can ask your mentor or a regional

science fair coordinator for help.

Remember, if your hypothesis is disproved, it’s not the end of the world! Many

exciting discoveries are based on disproved hypotheses.

For example: Which would make ice cubes faster? Hot water, or cold water?

Instinctively, your hypothesis would be that cold water freezes faster than hot water,

that is, if you haven’t heard of the Mpemba effect. This phenomenon is the

observation that hot water freezes faster than cold water. It was not discovered by a

famous physicist or chemist. The phenomenon was discovered by a Tanzanian

highschool student named Erasto B. Mpemba. Mpemba was making ice cream in

cooking class but fell behind on schedule. So instead of freezing his ice cream after it’s

been chilled, he froze it while it’s still hot and it froze before everyone else’s!

8. Conclusion

The conclusion is not just a summary of your results; it is the answer to your question.

It is what you have shed sweat and tears, and possibly blood, for over the past few

months. So, write it wisely. You are tremendously proud of what you have written!

So display it to your audience clearly and to-the-point. You don’t want to hide your

genius discoveries behind run-on sentences and poetic verses. You want to very

simply tell your audience: “This is what I found and it tells me that my hypothesis is

true/false. From this I learned that …”

In your conclusion, you should also mention whether your data was reliable. If you

did the same experiment again, would you come up with the same results?

9. Acknowledgements

Accredit individuals, businesses and educational or research institutions who assisted

you. Identify financial support or in-kind donations.

10. References

List any documentation that is not your own (ie books, journals articles, websites). See next pages.



V. Display

Your display is the first impression that the audience (the public and judges) has of your project. It

is important to have a poster that is easy to read and has a logical flow. Conventionally, the

audience will read your poster from left to right, thus this is the most logical way to present your

poster.

Remember, your poster display is NOT your research paper. Avoid putting too much text on it,

rely more on diagrams and graphs to communicate your message. Use larger fonts to make life

easier for your audience.

VI. References

Include literature and websites that you read, whether or not you directly quoted them. You can

have two sections for references: Sources Cited for those that are directly referenced to in your

poster and report, and Sources Consulted for other references. Sources that are directly

referenced in your text should have the name of the author and date immediately after the text

as well as an entry in the Sources Cited section.



For example: “Scientists at the Giant Jelly Research Station detected massive migration movements

around the Bermuda region on December 6, 1986, which corresponds to the date when the ship

disappeared. (Smith, J., 1999)”

Generally, we use the APA (American Psychological Association) format for citations. The reason??? I’m not

too sure! The format of citations may be different depending on the discipline. The point is to give proper

credit for sources where you borrowed ideas from. Don’t hesitate to give credit! You will not be penalized

for doing too much research into your topic! If you are not sure whether you sort-of, maybe, perhaps

borrowed an experiment design from a magazine, or used a picture online and modified it to put on your

poster, cite it!

Different kinds of sources will require different citation format. Below are citation formats for books,

encyclopedias and dictionaries, magazine and newspaper articles, and websites. (Format and examples

taken from Science Buddies (2010)). For up-to-date styles for other resources (Facebook,YouTube, e-books, online encyclopedias, etc.) go to http://blog.apastyle.org/apastyle/.

A. Books

1. Format

Author's last name, first initial. (Publication date). Book title. Additional information. City of

publication: Publishing company.

2. Examples

Allen, T. (1974). Vanishing wildlife of North America. Washington, D.C.: National Geographic Society.

Boorstin, D. (1992). The creators: A history of the heroes of the imagination. New York: Random House.

Nicol, A. M., & Pexman, P. M. (1999). Presenting your findings: A practical guide for creating tables.

Washington, DC: American Psychological Association.

Searles, B., & Last, M. (1979). A reader's guide to science fiction. New York: Facts on File, Inc.

Toomer, J. (1988). Cane. Ed. Darwin T. Turner. New York: Norton.

B. Encyclopedias and reference books

1. Format

Author's last name, first initial. (Date). Title of Article. Title of Encyclopedia (Volume,

pages). City of publication: Publishing company.

2. Examples

Bergmann, P. G. (1993). Relativity. In The new encyclopedia britannica (Vol. 26, pp. 501-508). Chicago:

Encyclopedia Britannica.

Merriam-Webster's collegiate dictionary (10th ed.). (1993). Springfield, MA: Merriam-Webster.

Pettingill, O. S., Jr. (1980). Falcon and Falconry. World book encyclopedia. (pp. 150-155). Chicago: World

Book.

http://blog.apastyle.org/apastyle/



Tobias, R. (1991). Thurber, James. Encyclopedia americana. (p. 600). New York: Scholastic Library

Publishing.

C. Magazine and newspaper articles

1. Format

Author's last name, first initial. (Publication date). Article title. Periodical title, volume

number (issue number if available), inclusive pages.

2. Examples

Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative

and Physiological Psychology, 55, 893-896.

Henry, W. A., III. (1990, April 9). Making the grade in today's schools. Time, 135, 28-31.

Kalette, D. (1986, July 21). California town counts town to big quake. USA Today, 9, p. A1.

Kanfer, S. (1986, July 21). Heard any good books lately? Time, 113, 71-72.

Trillin, C. (1993, February 15). Culture shopping. New Yorker, pp. 48-51.

D. Websites

1. Format

Author's name. (Date of publication). Title of work. Retrieved month day, year, from

full URL.

2. Examples

Devitt, T. (2001, August 2). Lightning injures four at music festival. The Why? Files. Retrieved January 23,

2002, from http://whyfiles.org/137lightning/index.html

Dove, R. (1998). Lady freedom among us. The Electronic Text Center. Retrieved June 19, 1998, from

Alderman Library, University of Virginia website: http://etext.lib.virginia.edu/subjects/afam.html

Note: If a document is contained within a large and complex website (such as that for a

university or a government agency), identify the host organization and the relevant program or

department before giving the URL for the document itself. Precede the URL with a colon.

Fredrickson, B. L. (2000, March 7). Cultivating positive emotions to optimize health and well-being.

Prevention & Treatment, 3, Article 0001a. Retrieved November 20, 2000, from

http://journals.apa.org/prevention/volume3/pre0030001a.html

GVU's 8th WWW user survey. (n.d.). Retrieved August 8, 2000, from

http://www.cc.gatech.edu/gvu/usersurveys/survey1997-10/

Health Canada. (2002, February). The safety of genetically modified food crops. Retrieved March 22,

2005, from

http://www.hc-sc.gc.ca/english/protection/biologics_genetics/gen_mod_foods/genmodebk.html



Hilts, P. J. (1999, February 16). In forecasting their emotions, most people flunk out. New York Times.

Retrieved November 21, 2000, from http://www.nytimes.com

If you like, you can separate references into:

• Text that you quoted or directly made reference to in your text – call this Sources Cited.

• Text that you consulted for background information but did not directly refer to in your

text – call this Sources Consulted.

• Images that you copied and used in your research paper and poster, or images that you

took and then edited before using in your research paper and poster – call this Images

Cited.

Below are references for this handbook.

Author's name. (Date of publication). Title of work. Retrieved month day, year, from full URL.

VII. References

A. Sources

Science Fair Foundation BC. (2016). For Students. Retrieved November 8, 2016, from

http://www.sciencefairs.ca/resources/(consulted)

Science Buddies. (2016). Writing a Bibliography: APA Format. Retrieved November 8, 2016, from

http://www.sciencebuddies.org/science-fair-projects/project_apa_format_examples.shtml (cited)

B. Other useful websites

Mentorship: http://www.sciencefairs.ca/resources/

SMARTS: http://smarts.youthscience.ca/sites/default/files/frontpage/SMARTS_Guide-E.pdf

Let’s Talk Science: http://www.letstalkscience.ca/

Ethics: http://www.youthscience.ca/node/835

http://www.sciencefairs.ca/resources/

Video advice for project preparation and judging:https://www.youtube.com/user/YOUTHSCIENCECANADA/videos

Previous Canada-Wide Science Fair projects:https://secure.youthscience.ca/virtualcwsf/

http://smarts.youthscience.ca/sites/default/files/frontpage/SMARTS_Guide-E.pdf

http://www.youthscience.ca/node/835




Correlation to B.C. Science K-9 Curriculum (2016) This section, for educators and parents, contains a correlation to the 2016 BC Science Curriculum for grades K-9. It highlights the Curricular Competencies that are met by doing Science Fair Projects in the classroom, school, district or Regional Science Fair. The competencies are listed on the left and the page numbers and section titles from this guide are on the right.

LEARNING STANDARDS

Curricular CompetenciesPage # and Section Title

Questioning and PredictingStudents are expected to be able to do the following:

K-2 o Demonstrate curiosity and a sense of wonder about the world p. 3, Introduction

3-4 o Demonstrate curiosity about the natural world p. 3, Introduction

5-9 o Demonstrate a sustained curiosity about a scientific topic orproblem of personal interest

p. 3, Introduction;Types of Project

K-4 o Observe objects and events in familiar contexts p. 4, The Process

5-6 o Make observations in familiar or unfamiliar contexts p. 4, The Process

7-9 o Make observations aimed at identifying their own questions aboutthe natural world

p. 4, The Process

K-2 o Ask simple questions about familiar objects and events p. 4, The Process

3-4 o Identify questions about familiar objects and events that can beinvestigated scientifically

p. 4, The Process;p. 6, Written Materials

5-8 o Identify questions to answer or problems to solve through scientificinquiry


9 o Make observations aimed at identifying their own questions,including increasingly complex ones, about the natural world


1-2 o Make simple predictions about known objects and events p. 4, The Process

3-4 o Make predictions based on prior knowledge p. 4, The Process

5-8 o Make predictions about the findings of their inquiry p. 4, The Process;p. 6, Written Materials

7-8 o Formulate alternative "If... then..." hypotheses based on theirquestions


9 o Formulate multiple hypotheses and predict multiple outcomes p. 4, The Process;p. 6, Written Materials

VII. Appendix

16| Page

Science Fair Foundation BC 2016 1| BC 2016 K-9 Science Curriculum Correlation

Planning and conducting

Students are expected to be able to do the following:

K o Make exploratory observations using their senses;o Make simple measurements using non-standard units

1-2 o Make and record observations;o Make and record simple measurements using informal or non-

standard methods


3-4 o Suggest ways to plan and conduct an inquiry to find answers to

their questionsp. 4, The Process;p. 6, Written Materials

3-6 o Consider ethical responsibilities when deciding how to conduct an

experiment p. 3, Introduction

4 o Make observations about living and non-living things in the local

environment p. 4, The Process

5-6

o With support, plan appropriate investigations to answer theirquestions or solve problems they have identified;

o Decide which variable should be changed and measured for a fairtest


7-8

o Collaboratively plan a range of investigation types, including fieldwork and experiments, to answer their questions or solve problemsthey have identified;

o Measure and control variables (dependent & independent) in fairtests

p. 3, Introduction;p. 4, The Process;p. 6, Written Materials

9 o Collaboratively and individually plan, select, and use appropriate

investigation methods, including field work and lab experiments, tocollect reliable data (qualitative & quantitative)


K o Safely manipulate materials p. 4, The Process

1-2 o Safely manipulate materials to test ideas and predictions p. 4, The Process

3-4

o Safely use appropriate tools to make observations andmeasurements, using formal measurements and digital technologyas appropriate;

o Collect simple data


5-6 o Observe, measure, and record data, using appropriate tools,

including digital technologies;o Choose appropriate data to collect to answer their question


7-8 o Observe, measure, and record data (qualitative & quantitative),

using equipment, including digital technologies, with accuracy andprecision


7-9 o Use appropriate SI units and perform simple unit conversions p. 4, The Process;p. 6, Written Materials

2| BC 2016 K-9 Science Curriculum Correlation Science Fair Foundation BC 2016

9 o Select and use appropriate equipment, including digital

technologies, to systematically and accurately collect and recorddata


7-9 o Ensure that safety and ethical guidelines are followed in theirinvestigations

p. 4, The Process;p. 6, Written Materialsp. 15, References

9 o Assess risks and address ethical, cultural and/or environmentalissues associated with their proposed methods and those of others

p. 4, The Process;p. 6, Written Materialsp. 15, References

Processing and analyzing data and information Students are expected to be able to do the following:

K-9 o Experience and interpret the local environment;o Apply First Peoples’ perspectives and knowledge, other ways of

knowing, and local knowledge as sources of information

K o Represent observations and ideas by drawing charts and simplepictographs


1-4 o Sort and classify data and information using drawings, pictographsand provided tables


3-4 o Use tables, simple bar graphs or other formats to represent dataand show simple patterns and trends


5-6 o Construct and use a variety of methods, including tables, graphs,

and digital technologies as appropriate, to represent patterns orrelationships in data


7-8 o Construct and use a range of methods to represent patterns or

relationships in data, including tables, graphs, key, scale models,and digital technologies as appropriate


9 o Construct, analyze and interpret graphs (including interpolation andextrapolation), models and/or diagrams


1-4 o Identify simple patterns and connections

5-6 o Identify patterns and connections in data p. 4, The Process;p. 6, Written Materials

7-8 o Seek patterns and connections in data from their owninvestigations and secondary sources


9 o Seek and analyze patterns, trends, and connections in data,

including describing relationships between variables and identifyinginconsistencies


K o Discuss observations


1-2 o Compare observations with predictions through discussionp. 4, The Process;p. 6, Written Materials

3-4 o Compare results with predictions, suggesting possible reasons forfindings


5-6

o Compare data with predictions and develop explanations forresults;

o Demonstrate an openness to new ideas and a consideration ofalternatives


7-8 o Use scientific understandings to identify relationships and drawconclusions


9 o Use knowledge of scientific concepts to draw conclusions that areconsistent with evidence


Evaluating

Students are expected to be able to do the following:1-2 o Compare observations with those of others

3-4 o Make simple inferences based on their results and prior knowledge;o Reflect on whether an investigation was a fair test


5-6 o Evaluate whether their investigations were fair tests; identify

possible sources of error;o Suggest improvements to their investigation methods


7-8

o Reflect on their investigation methods, including the adequacy ofcontrols on variables (dependent and independent) and the qualityof the data collected;

o Identify possible sources of error and suggest improvements totheir investigation methods


9

o Evaluate their methods and experimental conditions, includingidentifying sources of error or uncertainty, confounding variables,and possible alternative explanations and conclusions;

o Describe specific ways to improve their investigation methods andthe quality of the data


3-4 o Demonstrate an understanding and appreciation of evidence p. 4, The Process;p. 6, Written Materials

5-6 o Identify some of the assumptions and given information in

secondary sources;o Demonstrate an understanding and appreciation of evidence


7-8

o Demonstrate an awareness of assumptions and bias in their ownwork and secondary sources;

o Demonstrate an understanding and appreciation of evidence(qualitative & quantitative)



7-9 o Exercise a healthy, informed skepticism and use scientific

knowledge and findings to form their own investigations toevaluate claims in secondary sources


9

o Demonstrate an awareness of assumptions, question informationgiven, and identify bias in their own work and secondary sources;

o Critically analyze the validity of information in secondary sourcesand evaluate the approaches used to solve problems


1-2 o Consider some environmental consequences of their actions

3-4 o Identify some simple environmental implications of their andothers' actions

5-6 o Identify some of the social, ethical, and environmental implicationsof the findings from their own and others' investigations

p. 6, Written Materials;p. 15, References

7-9 o Consider social, ethical, and environmental implications of thefindings from their own and others' investigations

p. 6, Written Materials;p. 15, References

9

o Evaluate the validity and limitations of a model or analogy inrelation to the phenomenon modeled; Consider the changes inknowledge over time as tools and technologies have developed;

o Connect scientific explorations to careers in science


Applying and Innovating


K-2 o Take part in caring for self, family, classroom and school throughpersonal approaches

3-4 o Take part in caring for self, family, classroom, school andneighbourhood through personal approaches

5-6 o Contribute to care for self, others and community through personalor collaborative approaches

7-9 o Contribute to care for self, others, community and world throughpersonal or collaborative approaches

3-8 o Co-operatively design projectsp. 3, Introduction;p. 4, The Process;p. 6, Written Materials

K-9 o Transfer and apply learning to new situations p. 4, The Process;p. 6, Written Materials

K-9 o Generate and introduce new or refined ideas when problem solvingp. 3, Introduction;p. 4, The Process;p. 6, Written Materials

9 o Contribute to finding solutions to problems at a local and/or global

level through inquiry;oConsider the role of scientists in innovation



Communication


K o Share observations and ideas orally

K-2 o Express and reflect on personal experiences of place

3-4 o Express and reflect on personal or shared experiences of place

5-6 o Express and reflect on personal or shared or others’ experiences ofplace

7-8 o Express and reflect on a variety of experiences and perspectives ofplace

9 o Express and reflect on a variety of experiences, perspectives andworldviews through place

1-2 o Communicate observations and ideas using oral or writtenlanguage, drawing, or role play

p. 6, Written Materials;p. 12, Display

3-4 o Represent and communicate ideas and findings in a variety of ways

such as diagrams and simple reports, using digital technologies asappropriate

p. 6, Written Materialsp. 12, Display

5-6 o Communicate ideas, explanations and processes in a variety ofways


7-8 o Communicate ideas, findings, and solutions to problems using

scientific language, representations, and digital technologies asappropriate


9

o Formulate physical or mental theoretical models to describe aphenomenon;

o Communicate scientific ideas, information, and perhaps asuggested course of action, for a specific purpose and audienceconstructing evidence-based arguments and using appropriatescientific language, conventions, and representations

p. 4, The Process;p. 12, Display


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