Baylor College of Medicine Academy at Ryan

STEM Research Handbook

In it to Love it

2017-2018

Welcome to Baylor College of Medicine Academy at Ryan! Here at BCMAR, we are committed to doing whatever it takes to achieve dynamic advancements in science, technology, mathematics, engineering, and math. Every year, students submit research proposals to investigate their own scientific inquiries and/or engineering innovations. Now it is your turn to complete a research project (a science or engineering investigation) to contribute to the world around us! Let’s begin…

Name: _____________________________________________________________________

TABLE OF CONTENTS

Page #

Title

3

It Takes A Village: A Letter to Parents and Guardians

4

Important Dates and Deadlines

5

STEM Research Ice Breaker

6

Project Categories

7

Graphic Organizer

8

Research Proposal

9

Research: Introduction

10

Research: Annotated Bibliography

11

Research: Procedure/Methods

12

Research: Results

13

Research: Discussion

14

Research: Conclusion

15

Research: Abstract

16

Research: Bibliography

17

Poster Display Layout and Poster Label

18 - 21

Grading Scale and Rubrics

22

Consent Form Guide

23

Resources

24 - 26

Science Fair Rules and Guidelines

27

Checklist

IT TAKES A VILLAGE

Dear Parents/Guardians:

As a health science school, we take science seriously. All BCMA at Ryan students do an independent science or engineering investigation, write a manuscript (a research report on their investigation) and present their manuscript in the format of a poster. The projects will be graded and all posters will be part of our BCMAR (Science Fair) Science Symposium, which will be January 19th, 2018, 4:30 pm – 5:00 pm. Winning projects will move onto district and for seventh and eighth graders, they will move on to the Science and Engineering Fair of Houston (SEFH). Every year we are very proud of our students. In previous years, we’ve had over 15 students place in district and multiple teams that won awards at SEFH and went on to State.

The STEM research handbook contains important information and is electronically available on the BCMA at Ryan Science Fair website. BCMA at Ryan and HISD follow SEFH guidelines. Please go through it carefully with your student(s) and see their health science teachers for questions.

Students will begin identifying research questions in their health science classes. We highly encourage you to engage at home with them in order to ensure optimal levels of success on their projects. Please note: Most of the student’s research will be done outside of the classroom.

Students will need to register for an account on Scienteer.com in order to actively track research progress at https://www.scienteer.com/register/baylorcollegeofmedicineacademyatryan. The student will need your email address to register. Please help your student get registered by helping them fill in the form in the above link, then please look in your email for a message asking to verify consent and verify.

Some class time will be available during the fall for students to work on their independent research components. It will be the student’s responsibility to prepare and finalize the independent research project, work outside of school on their investigation (data collection and observations), and be productive during class time designated for research. Please find the deadlines below and please note some of them may be subject to change by your health science teacher. Research projects are due December 4th/5th. Students are required to submit a manuscript (the poster in paper format), a poster and a notebook. Pay closest attention to the manuscript and notebook rubrics and all else will fall into place.

Saturday advisory from 8 am – 10 am at BCM with experts occur on: 10/21, 11/4, 12/2, AND at BCMA at Ryan on the following days: 10/14, 10/28, 11/11, 11/18 (students will be notified of changes in advance).

Thank you for doing all you can to make this research process a positive and productive experience.

S.T.E.M. Specialist

Beatriz Perez-Sweeney, PhD

perezswe@bcm.edu

Health Science Teachers:

Mr. Aguilar: luke.aguilar@houstonisd.orgMs. Brown: briana.brown@houstonisd.org

Mr. Rasti: jonathan.rasti@houstonisd.orgMs. Torres: rtorre11@houstonisd.org

Mr. Wertz: mwertz@houstonisd.orgDr. Williams: twilli71@houstonisd.org

IMPORTANT DATES AND DEADLINES

Research Component

Tentative Due Date

Teacher Due Date

(to be filled in by the student)

Research Proposal (Question, Hypothesis, Background information supporting the hypothesis, Statement of why the project is interesting, and the Procedure/methods that will be used) INCLUDING a draft annotated bibliography showing information that supports the hypothesis.

October 2nd B Day

October 3rd A Day

Annotated Bibliography (showing information that will be included in the introduction)

November 2nd A Day

November 3rd B Day

Results in table/graph format, Summary of the results, Abstract Draft

November 27th A Day

November 28th B Day

(after Thanksgiving Break)

November 27th

November 28th

(after Thanksgiving Break)

Manuscript (Paper)

December 4th B Day

December 5th A Day

December 4th

December 5th

Oral Presentation and Poster

December 11th A Day

December 12th B Day

BCMAR Science Symposium

January 19th

(4:30 pm – 6:00 pm)

District Fair

TBA by Houston ISD

Science and Engineering Fair of Houston (SEFH)

February 23rd and 24th

Please note that dates are subject to change per your respective Health Science Teacher. Tentative due dates will be as followed unless noted otherwise by the teacher. Time management is the key to producing a quality STEM research project. We strongly recommend that all or most of the data be collected during the month of October. Please contact your teacher in advance to discuss conflicts with due dates or questions about upcoming deadlines!

STEM Research Ice Breaker

List three inventions that you think are important to society:

1. _______________________________________________

2. _______________________________________________

3. _______________________________________________

List the name of two scientists you know and their scientific advancement:

1. _______________________________________________

2. _______________________________________________

Now, find other students in the class who agree with each “I” statement below. You cannot repeat names (unless the class size is less than 20). The first person to fill their list with signatures wins. Good luck!

1. _______________________________________________ I can list the steps of the scientific method

2. _______________________________________________ I have cited an article in MLA format

3. _______________________________________________ I have worn a lab coat and goggles

4. _______________________________________________ I listed 1 of the same inventions

5. _______________________________________________ I listed 1 of the same scientist

6. _______________________________________________ My favorite subject is science

7. _______________________________________________ I have used a beaker or graduated cylinder

8. _______________________________________________ I am very organized

9. _______________________________________________ I will become a doctor one day

10. _______________________________________________ I enjoy learning new things

11. _______________________________________________ I support the “A” (art) in S.T.E.A.M

12. _______________________________________________ I have visited a science museum

13. _______________________________________________ I can name 5 elements on the periodic table

14. _______________________________________________ I know how many grams are in a kilogram

15. _______________________________________________ My favorite subject is math

16. _______________________________________________ I work well with other people

17. _______________________________________________ I will work in the STEM field one day

18. _______________________________________________ I can list the three R’s (environmental science)

19. _______________________________________________ I am open to new ideas and topics

20. _______________________________________________ I will complete this research project (on time)

PROJECT CATEGORIES

Now that we have begun to think like scientist, it is time to organize our thoughts. Below is a list of categories that your research project will fall into. Read the brief descriptions and then use the graphic organizer to select your top category of interest. The categories from SEFH are as followed:

1 | Page

· Aerospace Engineering (the study and designing and testing of aircrafts and related systems)

· Animal Sciences (animals, animal life, life cycles, and animal interactions within their environment)

· Behavioral & Social Sciences (the study of the thought processes and behavior of humans and animals)

· Biochemistry (the study of the chemical processes occurring in living organisms)

· Biomedical and Health Sciences (focuses on issues of human health and disease)

· Cellular and Molecular Biology (studies the structure, function, pathways, and formation of cells)

· Chemical Engineering (using chemistry, biology, and physics to solve problems in man-made products)

· Chemistry (the science of the composition, structure, properties, and reactions of matter)

· Civil Engineering (includes the design, construction, and maintenance of the “built” environment)

· Computational Biology and Bioinformatics (studies focused on the discipline and techniques of computer science and math as they relate to biological systems using modeling and simulations)

· Earth & Space Sciences (the study of sciences related to planets, solar systems, and the universe)

· Electrical Engineering (includes electronics, digital computers, power engineering, and radiofrequency)

· Energy & Transportation (includes alternative fuels, fossil fuel energy, and vehicle development)

· Environmental Engineering (creating processes and infrastructure to solve environmental problems)

· Materials & Bioengineering (the study of the characteristics and uses of various materials with improvements to their design which may add to their advanced engineering performance)

· Mathematics (studies using algebra, analysis, or probability)

· Mechanical Engineering (involves the generation/application of heat and use of machines and tools)

· Microbiology (the study of micro-organisms, including bacteria, viruses, and antibiotic substances)

· Physics & Astronomy (studies related to the science of matter and energy and of interactions between the two; astronomy is study of anything in the universe beyond the Earth)

· Plant Sciences (studies of plants and how they live, structure, development, and classification)

· Robotics and Intelligent Machines (studies on how the use of machine intelligence can potentially reduce the reliance on human intervention)

GRAPHIC ORGANIZER

My Top 5 Research Categories

Which two categories are you most interested in? What are two possible items from each category that you would like to learn more about and possibly investigate? Write those items in the form of a question.

Category 1: _______________________________________________________________________________

Investigation Questions:

· ____________________________________________________________________________________

· ____________________________________________________________________________________

Category 2: ________________________________________________________________________________

Investigation Questions:

· ____________________________________________________________________________________

· ____________________________________________________________________________________

RESEARCH PROPOSAL

Name:

Class Period:

If Team, Members of your team (maximum 3 members):

Question:

Hypothesis:

Annotated bibliography (also called citations or references) of other research/observations that you read about which supports your hypothesis (see page 10 for additional details).

A quote of the information that you think is useful to your project

A paraphrase of the quote

Citation

Note: You may use a weblink for the citation in your proposal, but in your annotated bibliography and manuscript, it must be the full citation in MLA format:

Materials you need and the steps you will take to test your hypothesis (Procedures). You may use the backside:

RESEARCH: INTRODUCTION

What is an introduction?

The introduction leads the reader from a general subject area to a particular topic of inquiry. It establishes the scope, context, and significance of the research being conducted by summarizing current understanding and background information about the topic, stating the purpose of the work (why is it important, for example), the questions or problems you are addressing and the hypothesis. The introduction must include related research completed by others and the hypothesis must be supported by such research.

---------------------------------------------------------------------------------

Brain Storm of Key Points to Include

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

RESEARCH: ANNOTATED BIBLIOGRAPHY

The bibliography is also called citations. As you continue read about your topic, stop when you find information that you think is useful and quote it, then summarize the information in the central column and write the citation in the right column. Use MLA format for the right column. You may use easybib (http://www.easybib.com/). If you use more than one box for a citation, then record that citation next to each box you use. Use complete sentences and correct grammar. You may hand write or type the answers. You may download an electronic version at (http://www.houstonisd.org/Page/139497) You must have at least five annotated citations in your manuscript.

A quote of the information that you think is useful to your project

A paraphrase of the quote

Citation

RESEARCH: PROCEDURE/METHODS

What is a procedure?

The methods section describes actions to be taken to investigate a research problem and the rationale for the application of specific procedures or techniques used to identify, select, process, and analyze information applied to understanding the problem, thereby, allowing the reader to critically evaluate a study’s overall validity and reliability. The methodology section of a research paper answers two main questions: How was the data collected or generated? And, how was it analyzed? The writing should be direct and precise and always written in the past tense. The International System of Units (SI) must be used with measurements.

---------------------------------------------------------------------------------

Key Points to Include

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

RESEARCH: RESULTS

What are results?

The results section is where you report the findings of your study based upon the methodology [or methodologies] you applied to gather information. The results section should state the findings of the research arranged in a logical sequence without bias or interpretation. A section describing results [a.k.a., "findings"] is particularly necessary if your paper includes data generated from your own research.

-----------------------------------------------------------------------------------------------------------------------------

Key Points to Include

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

RESEARCH: DISCUSSION

What is the purpose of a discussion?

The purpose of the discussion is to interpret and describe the significance of your findings in light of what was already known about the research problem being investigated, and to explain any new understanding or insights about the problem after you've taken the findings into consideration. The discussion will always connect to the introduction by way of the research questions or hypotheses you posed and the literature you reviewed, but it does not simply repeat or rearrange the introduction; the discussion should always explain how your study has moved the reader's understanding of the research problem forward from where you left them at the end of the introduction and states whether your results supported your hypothesis.

-----------------------------------------------------------------------------------------------------------------------------

Key Points to Include

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

RESEARCH: CONCLUSION

What are the components of a good conclusion?

The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper. A conclusion is not merely a summary of the main topics covered or a re-statement of your research problem, but a synthesis of key points and, if applicable, where you recommend new areas for future research. For most manuscripts, one well-developed paragraph is sufficient for a conclusion, although in some cases, a two or three paragraph conclusion may be required.

-----------------------------------------------------------------------------------------------------------------------------

Key Points to Include

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

RESEARCH: ABSTRACT

What is the purpose of an abstract?

An abstract summarizes, usually in one paragraph, the major aspects of the entire paper in a prescribed sequence that includes: 1) the overall purpose of the study and the research problem(s) or question you investigated; 2) the basic design of the study; 3) major findings or trends found as a result of your analysis; and, 4) a brief summary of your interpretations and conclusions. The abstract needs to be 250 words or less

-----------------------------------------------------------------------------------------------------------------------------

Key Points to Include

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

RESEARCH: BIBLIOGRAPHY

The bibliography is also called citations. This only list the resources that you used to get information for your introduction, procedures/methods and discussion and conclusion. Do your best to follow MLA format (See SEFH Guidelines. You may use easybib (http://www.easybib.com/) to help you. You should only use reliable resources from scientific magazines or organizations.

POSTER DISPLAY LAYOUT

A representation of a poster is below. Use the same headings and layout for your poster. You may also use the link to a Word Document that allows you to fill in the sections. See also SEFH Guidelines (pp. 24 – 26) for additional specifications on size and what is allowed to be displayed.

--------------------Cut Here----------------------

POSTER LABEL

Poster Number

Team or Individual?

Fold Here

Fold Here

Teacher Name

Period

Independent Research Rubric: Poster

Student’s Name:

Grade:

Project Category:

Date:

Project Title:

Teacher’s Name:

Score:

/_60

Poster: The visual display board is meant to attract attention, provide information and should

challenge onlookers to want to know more about the project. Neatness, completeness, and clarity are very important. The visual display should present the information in the manuscript, present the project logically and serve as a prop to illustrate work done.

Excellent

Present

Needs Work

but Attempt Made

Absent

1. Omitted names from poster and placed poster number, teacher name and class period on the poster

4

3

2

1

0

2. Introduction: Displayed a question or problem that could be answered through experimentation and/or engineering and background information

4

3

2

1

0

3. Introduction: Displayed a hypothesis identifying all relevant variables (independent/dependent) and background information for explaining why the hypothesis was formed

4

3

2

1

0

4. Procedure: Displayed materials used

4

3

2

1

0

5. Procedure: Displayed steps taken for testing the hypothesis, including relevant variables and controls.

4

3

2

1

0

6. Results: The number of trials for each experiment are evident in the data table and SI is used when measurements are displayed

4

3

2

1

0

7. Results: Displayed proper experimental analysis (relevant tables and graph types) and summary

4

3

2

1

0

8. Discussion and Conclusion: Displayed conclusion that is consistent with data obtained

4

3

2

1

0

9. Discussion and Conclusion: Displayed conclusion that relates back to the hypothesis and relates back to what others have found in similar projects

4

3

2

1

0

10. Appropriate poster labels (title, introduction, procedures, results, discussion, conclusion)

4

3

2

1

0

11. Neat, well organized, and visually appealing

4

3

2

1

0

12. Text on poster is legible (font size/color)

4

3

2

1

0

13. Visual aids on poster

4

3

2

1

0

14. Acknowledgments and at least 5 citations present

4

3

2

1

0

15. Poster and project demonstrates high level of creativity/originality

4

3

2

1

0

Opportunities for Improvement:

Independent Research Rubric: Oral Presentation

Student’s Name:

Grade:

Project Category:

Date:

Project Title:

Teacher’s Name:

Score:

/_40

Oral Presentation: The purpose of an oral presentation is to demonstrate content knowledge

of the independent research conducted. The presentation should describe each part of the project — from how the idea originated, through the literature search, the formation of the question or problem, the hypothesis, experimental design, results, analysis, conclusions, and future applications — it is important to relay this information to the listener(s).

Excellent

Good

Needs Work

Attempt Made

Absent

NONVERBAL SKILLS

1. Student makes eye contact and relies little on resources

4

3

2

1

0

2. Movements is fluid and helps the audience visualize or enhances articulation

4

3

2

1

0

3. Visual aids are well prepared, informative, effective, and not distracting

4

3

2

1

0

VERBAL SKILLS

4. The presentation is coherent and clear and student demonstrates content knowledge

4

3

2

1

0

5. Student uses a clear voice, precise pronunciation of terms, and audience can hear

4

3

2

1

0

6. Student demonstrates a strong positive feeling about the topic throughout the entire

presentation

4

3

2

1

0

CONTENT

7. Presentation is within the time allotted (5 minutes)

4

3

2

1

0

8. The presentation is coherent and clear

4

3

2

1

0

9. The presentation includes an introduction (with the question or purpose and hypothesis),

short summary of the methods/procedures, results and conclusion

4

3

2

1

0

ORGANIZATION

10. Presentation is within the time allotted (5 minutes)

4

3

2

1

0

Opportunities for Improvement:

Independent Research Rubric: Manuscript

Student’s Name:

Grade:

Project Category:

Date:

Project Title:

Teacher’s Name:

Score:

/_60

Manuscript: Provides readers with a comprehensive look at the project. A good manuscript includes the title, abstract, introduction, hypothesis, materials and experimental methods/procedures, data and results, discussion, conclusion, bibliography/citation and acknowledgements.

Excellent

Good

Needs Work

Attempt Made

Absent

1. Cover page is included with all group members, title, date, teacher, grade level

4

3

2

1

0

2. Abstract: A 250 word or less summary of the project including the purpose of the experiment and or question investigated, hypothesis, procedure summary, results, and conclusion

4

3

2

1

0

3. Introduction: Included the purpose, hypothesis, problem or question, project goals, and an explanation of why the research was done

4

3

2

1

0

4. Introduction: Wrote hypothesis as an “If, then” statement including the independent and dependent variable and is testable

4

3

2

1

0

5. Introduction: Included because-type statement that explains why the prediction was made and references previous related studies (work done by others) that led you to make your hypothesis (background information)

4

3

2

1

0

6. Procedures: Correctly identified all relevant variables (independent, dependent and control)

4

3

2

1

0

7. Procedures: Provided a list of specific items used in the experiment

4

3

2

1

0

8. Procedures: Provided a greatly detailed step by step description for how investigation was completed (including trials completed)

4

3

2

1

0

9. Results: Included clear tables and/or graphs of the data. Included a summary of the tables and graphs that is consistent with the data obtained. Provided sufficient number of trials

4

3

2

1

0

10. Discussion and Conclusion: Provided an answer to the question based upon results and included whether or not the hypothesis was supported

4

3

2

1

0

11. Discussion and Conclusion: Included an explanation of what caused the results, how the results relate to similar work done by others, and either any possible errors or next steps

4

3

2

1

0

12. Discussion and Conclusion: Explanation and conclusion was consistent with the results

4

3

2

1

0

13. Provided correct formatting (Typed, 12 Pt. Times New Roman font, double spaced, 1 inch margins) an headings are used (Introduction, Procedures, Results, Discussion and Conclusions) and acknowledgements

4

3

2

1

0

14. Limited grammar and spelling errors (1 or fewer errors is excellent…7 or fewer is attempt made or better)

4

3

2

1

0

15. Bibliography has all sources cited correctly using MLA format

4

3

2

1

0

Opportunities for Improvement:

Independent Research Rubric: The Laboratory Notebook

Student’s Name:

Grade:

Project Category:

Date:

Project Title:

Teacher’s Name:

Score:

/_40

Laboratory Notebook: The scientific laboratory notebook is a bound or spiral book with pages

that are not removable. The validity of documentation partly depends upon insuring the work has not been tampered with or pages removed. One of the most important aspects of doing a science or engineering project is documentation. Every experiment should be reproducible and the entries in the notes should be sufficient for someone else to reproduce the experiment.

Excellent

Good

Needs Work

Attempt Made

Absent

ORGANIZATION

1. Table of contents is located in the front of the notebook (first two pages)

4

3

2

1

0

2. Pages are numbered correctly in the top right corner after the table of contents

4

3

2

1

0

3. Each section or page is titled correctly (research question, methods, data, conclusion)

4

3

2

1

0

CONTENT

4. The purpose is clearly stated

4

3

2

1

0

5. The procedures are clearly written for each trial and dates are written down when observations or data are collected or when trials are executed

4

3

2

1

0

6. Appropriate mathematical formulas/calculations, SI when measurements are taken and materials used are included

4

3

2

1

0

ILLUSTRATION & DIAGRAMS

7. Computer print-outs, photographs are taped/pasted into lab notebook

4

3

2

1

0

8. All graphs and tables are labeled correctly

4

3

2

1

0

9. All entries are entered in ink with single line drawn over errors

4

3

2

1

0

NOTEBOOK

10. A composition notebook is used (bound) with no pages removed

4

3

2

1

0

Opportunities for Improvement:

CONSENT FORM GUIDES

*http://www.sefhouston.org/rules-guidelines*

ALL PROJECTS REQUIRE PRIOR APPROVAL OF THE ADULT SPONSOR/ FORM (#1), STUDENT CHECKLIST (1A), RESEARCH PLAN AND APPROVAL FORM (#1B) AT THE LOCAL SCHOOL LEVEL. Continuation projects will need the continuation projects form (#7).

Does your project have to do with VERTEBRATE ANIMALS, HUMAN SUBJECTS (including surveys), HAZARDOUS CHEMICALS ACTIVITIES OR DEVICES, or POTENTIALLY HAZARDOUS BIOLOGICAL AGENTS? If so, we need to get some more consent forms. Please see the quick chart below to ensure that your receive and submit any forms in addition to Forms 1, 1A, 1B.

 

Form #1

Form #1A

Form #1B

SEFH Approval

District

Approval

Form #1C

Form #2

Form #3 (SRC)

Form #4 (IRB)

Form #5A

or 5B (SRC)

Form #6A

or 6B (SRC)

Form #7

Any Project

 

 

 

 

 

 

 

 

 

ANY Continuation Project

 

 

 

 

 

 

 

 

Project with Vertebrate Animals

 

 

 

 

 

Project with Human Subjects

 

 

 

 

 

 

 

Project with Hazardous Chemicals

 

 

 

 

 

Project with Hazardous Activities

 

 

 

 

 

Project with Hazardous Devices

 

 

 

 

 

Potentially hazardous Biological Agents

 

 

 

 

 

*Any relevant consent and additional approval forms apart from Forms 1, 1A and 1B will be sent home after the project is provisionally approved. In these cases, final approval is contingent on additional consent and approval forms. ALL these forms are located at the Science Fair Rules and Guidelines*

Form #1-Adult Sponsor Form, Form #1A-Student Checklist, Form #1B-Research Plan and Approval Form, Form #1C-Regulated Research Institution Form, Form #2-Qualified Scientist Form, Form #3-Risk Assessment Form, Form #4-Human Participants Form, Form #5A or 5B-Vertebrate Animal Form, Form #6A-Hazardous Risk Assessment Form, Form #6B-Human and Vertebrate Animal Tissue Form, Form #7-Continuation Project For

RESOURCES

Science Fair Resources

https://student.societyforscience.org/intel-isef (main site for the INTEL ISEF)

http://www.showboard.com (good source for SEFH display boards)

http://www.madsci.org (good source for common questions about SEF)

http://hunstem.uhd.edu/PROJECTS.html (provides links to many resources)

http://www.nsta.org/

http://www.ipl.org/youth/projectguide

http://www.madsci.org/libs/areas/reagents.html

http://www.educationplanet.com/sciencefair.html

http://sciencepage.org/scifair.htm

https://www.googlesciencefair.com/en/?l=1

http://sciencefairproject.virtualave.net

http://istf.ucf.edu

http://www.drexel.edu/dvsf/

Project Ideas

http://sciencefairproject.virtualave.net/

http://www.cmste.uregina.ca/scifair.html

http://www.sciencebob.com/lab/sciencefair/resources.html

http://dir.yahoo.com/Science/Education/K_12/Fairs_and_Competitions/Projects_and_Ideas/

Others

http://www.sciencedaily.com

http://www.enn.com

http://www.newscientist.com

http://www.eskimo.com/~billb/amasci.html

http://www.ontariosciencecentre.ca/kids/cool_stuff/fairlinks.asp

http://homeworkspot.com/sciencefair/

http://www.chem4kids.com

A good source for display project boards plus Science Fair Materials and Workshop Materials for Grades K-12 can be found at www.showboard.com or call showboard at 1-800-323-9189. The following is a valuable source for SEF-related project based learning materials and information sources http://hunstem.uhd.edu/PROJECTS.html.

ISEF has a comprehensive searchable index of ISEF project abstracts from 2003-present. The direct URL to this is http://www.societyforscience.org/isef/absonline.

SEFH SCIENCE FAIR GUIDELINES (Excerpt)

9. SCIENCE FAIR RULES AND GUIDELINES

A. DISPLAY RULES AND SAFETY REGULATIONS

SIZE: Project space limitations are: 76cm (30in) deep; 122cm (48in) wide; 274cm (108in) high including table; tables are 76cm high. Heavy displays should be floor mounted when possible. Floor mounted projects are limited to the same space limitations and cannot be placed in front of a project table. No exceptions. Unless otherwise requested on the entry form, all projects will be assigned a project display table

1. A student may enter only one exhibit. The student must be a full-time student in good standing at a SEFH affiliated school.

2. Completed project entry and approval forms must be on file with the Fair Office on or prior to the deadline date for entry, including the project entry fee. Copies of these forms should also be available in a labeled folder at the display.

3. The exhibit must be set up in the category indicated on the entry form and at the assigned location.

4. The exhibit must pass inspection by both the SRC and Rules & Safety Committee on Thursday evening at the Fair. Exhibits not passing both inspections must be removed from the exhibit area on Thursday evening prior to closing time.

5. The entry exhibit must be the work of the student or team entering the Fair.

6. Repetition of a previous year's research project is not permitted. However, a student may exhibit new research on a continuing problem providing the research demonstrates significant progress over the previous year. If the project is a continuing one, a Roman numeral should appear at the end of the title which indicates the years it has been entered in the Fair (e.g.-A Study of Houston Cockroaches - III) and the Continuation Projects Form (7) must be completed. Display

board must indicate work for the current year.

7. Exhibit titles are limited to 6 words or less, and a maximum of 50 letters/characters.

8. The name of the student, teacher, or district must not be a visible part of the display.

9. Except for move-in and unpacking, the exhibitor is responsible for the set-up of his/her own exhibit.

10. No radios, TVs, tape players, or other sound transmitting devices may be played unless the sound is transmitted via headphones or the devices are used as part of the display/project presentation. Laser pointers are not allowed.

11. Students for individual and team projects must be at their project during all judging periods. At least two team members of team projects must be present during judging. All projects will be judged within the scheduled judging times.

12. Disruptive students will be disqualified from the Fair.13. Students are encouraged to provide judges with copies of a one page abstract or summary of their project; however, the material cannot identify the student, teacher, school or district.14.

Project laboratory notebooks for all related research should be available at the display for review by judges.

15. Projects will not have access to 110V power outlets.

Unacceptable for Display

1. living organisms, including plants

2. microbial cultures or fungi (live or dead)

3. glass or glass objects unless they are critical to the display.

4. taxidermy specimens or parts

5. preserved vertebrate or invertebrate animals or their parts

6. waste, rock, sand or soil samples - even if encased in acrylic

7. chemicals

8. human/animal parts or body fluids

9. human or animal food

10. sharp items (i.e., syringes, needles, pipettes).

11. poisons, drugs, controlled substances, weapons, ammunitions

12. dry ice or other sublimating solids.

13. flames or highly flammable display materials

14. gases of any type

15. batteries with open top cells

16. items which identify the student, teacher or school

17. offensive audio/visual displays

18. operation of a class III or IV laser

19. any equipment or devices which may be hazardous to the public

including laser pointers

20. liquids (including water, mercury or alcohol thermometers)

21. previous student/project awards

22. empty tanks that once contained combustibles unless purged

23. photographs or other visual presentations depicting vertebrate

animals in other-than-normal conditions

24. active Internet or e-mail connections as part of the display or

demonstration of the project.

Acceptable For Display Only-(But Not Operated)

1. projects with unshielded belts, pulleys, chains, and moving parts

with tension or pinch points

2. class III and IV lasers

3. devices which emit loud noises

4. devices which require more than 125V

5. soil, sand, rock and/or waste samples if permanently encased in

acrylic or a similar inert material

Acceptable for Display & 0peration With Restrictions

1. Photographs and/or visual depictions if: a. Credit lines of their origins: “Photograph taken by…” or “Image taken from …” are attached. (If all photographs being displayed were taken by the Finalist, one credit lien prominently displayed indicating that the Finalist took all photographs is sufficient.)

b. They are from the Internet, magazines, newspapers, journals, etc., and credit lines are attached.

c. They are photographs of the student.

d. They are photographs of human subjects for which signed consent forms are available at the project.

e. They are not deemed offensive by the Scientific Review Committee or the Rules and Safety Committee.

2. Class II lasers

a. Must be student-operated

b. Posted sign must read "Laser Radiation: do not stare into beam"

c. Must have protective housing that prevents access to beam

d. Must be disconnected when not operating.

3. Large vacuum tubes or dangerous ray-generating devices must be shielded properly; mechanical devices with moving parts must have adequate safeguards

4. Any apparatus producing temperatures that will cause physical burns must be adequately insulated.

5. The only power sources allowed are exhibiter furnished batteries of 12V or less.

6. All electrical connectors, wiring, etc. must be UL listed and appropriate

B. CITING REFERENCES

Students may use Easybib and choose the MLA format (http://www.easybib.com/).

Citations are required and expected to be accurate. A simple URL by itself is not considered a citation.

Students may also use (http://www.nlm.nih.gov/bsd/uniform_requirements.html) below. Find the one resembling most the source you have to cite and use the example’s format to construct your reference.

Books:

Individual author(s)

Murray PR, Rosenthal KS, Kobayashi GS, Pfaller MA. Medical microbiology. 4th ed. St. Louis: Mosby;2002.

Editor(s) as author(s)

Gilstrap LC 3rd, Cunningham FG, VanDorsten JP, editors. Operative obstetrics. 2nd ed. New York:

McGraw-Hill; 2002.

Organization(s) as author

Royal Adelaide Hospital; University of Adelaide, Department of Clinical Nursing. Compendium of

nursing research and practice development, 1999-2000. Adelaide (Australia): Adelaide University; 2001.

Chapter in a book

Meltzer PS, Kallioniemi A, Trent JM. Chromosome alterations in human solid tumors. In: Vogelstein B,Kinzler KW, editors. The genetic basis of human cancer. New York: McGraw-Hill; 2002. p. 93-113.

Journals/Magazines:

Standard article

Halpern SD, Ubel PA, Caplan AL. Solid-organ transplantation in HIV-infected patients. N Engl J Med.2002 Jul 25; 347:284-7.

No author given

21st century heart solution may have a sting in the tail. British Med J. 2002;325:184.

Organization as author

Diabetes Prevention Program Research Group. Hypertension, insulin, and proinsulin in participants with impaired glucose tolerance. Hypertension. 2002;40:679-86.

Article in a Journal supplement

Glauser TA. Integrating clinical trial data into clinical practice. Neurology. 2002;58(12 Suppl 7):S6-12.

Scientific or technical report

Yen GG (Oklahoma State University, School of Electrical and Computer Engineering, Stillwater, OK).Health monitoring on vibration signatures. Final report. Arlington (VA): Air Force Office of Scientific Research (US), Air Force Research Laboratory; 2002 Feb. Report No.: AFRLSRBLTR020123. Contract

No.: F496209810049.

Other Published Material:

Newspaper article

Tynan T. Medical improvements lower homicide rate: study sees drop in assault rate. The Washington Post. 2002 Aug 12; Sect. A:2 (col. 4).

Dictionary and similar references

Dorland’s illustrated medical dictionary. 29th ed. Philadelphia: W.B. Saunders; 2000. Filamin; p. 675.

Computer file

Renal system [computer program]. MS-DOS version. Edwardsville, KS: Medi-Sim; 1988.42

Classical material

The Winter’s Tale: act 5 scene 1, lines 13-16. The complete works of William Shakespeare. London:

Rex, 1973.

Electronic Material:

CD-RomUI

Anderson SC, Poulsen KB. Anderson’s electronic atlas of hematology [CD-ROM]. Philadelphia:

Lippincott Williams & Wilkins; 2002.

Journal article on the internet

Jacobsen JW, Mulick JA, Schwartz AA. A history of facilitate communications: Science, pseudoscience,and antiscience: Science working group on facilitated communication. Am Psychol 1995;. 50: 750-65. Retrieved January 25, 1996, from the World Wide Web: http://www.apa.org/journals/jacobson.html

Homepage/Web site

Cancer-Pain.org [homepage on the Internet]. New York: Association of Cancer Online

Resources, Inc.; c2000-01 [updated 2002 May 16; cited 2002 Jul 9]. Available from:

http://www.cancer-pain.org.

Database on the Internet

MeSH Browser [database on the Internet]. Bethesda (MD): National Library of Medicine (US); 2002-[cited 2003 June 10]. Meta-analysis; unique ID: D015201; [about 3 p.] Available from:

http://www.nlm.nih.gov/mesh/MBrow

24

Checklist of the Manuscript Components

1. Abstract

A condensed description of the project including the results.

· 1-2 sentences summarizing the introduction- What is your project on and why is it interesting or important?

· 1-2 sentences summarizing the methods or procedures- How did you do it?

· 2 sentences summarizing the results and conclusions- What did you find out?

2. Introduction (Project Objectives and Project Design)

· Background- What is known about the topic, question or hypothesis you are addressing.

· The problem or the question

· The hypothesis

· Research and/or observations that support the hypothesis

· The purpose- Why is this research important?

3. The Procedure/Methods (Project Execution and Design)

· Materials- Including equipment and chemical information.

· Steps taken to test the hypothesis or address a problem.

· Variables and controls may be listed here again if needed.

4. Data and Results (Project Execution)

· Graphs and/or Tables

· Summarize the graphs and/or tables

· Graphs and tables with titles labeled

· Graph axis properly labeled

5. Discussion and Conclusion

· How do the results answer the question you had? Do the results support or refute the hypothesis?

· How do the results compare to what is already known.

6. References (Project Design)

· Four references. These can be on a separate piece of paper if there is not enough room on the posterboard.

7. Acknowledgements

· Remember to thank individuals that helped you. These can be on a separate piece of paper if there is not enough room on the posterboard.