Science-Fair-Resource-Package-2014-3

Manitoba First Nations Science Fair Information and Resource Package Date of Fair: March 11 & 12, 2014 Location: University of Manitoba, Winnipeg Deadline for School Entry: January 14, 2014 Deadline for Project Registrations: February 24, 2014 Welcome aboard! This resource package is provided to all First Nations Schools with encouragement to participate in the tenth annual Manitoba First Nations Science Fair It provides valuable information which can guide the development of science fair projects in the classroom as an integral part of the curriculum It also provides details regarding time lines, format, and criteria for the fair Also within this package are extensive lists of project ideas and many websites containing more yet Maximum Number of Projects Allowed: – 12 Projects per School For more information about the MFNSF please feel free to contact the individuals below Rudy Subedar, Program Manager: 594 – 1290 Ext 2070 rudys@mfnerc.com Or Sharon Sutherland, Admin Assistant: 594 – 1290 Ext 2066 sharons@mfnerc.com SPECIAL NOTE TO SCIENCE TEACHER Notwithstanding any other directions or advice, which may be given regarding the development of science fair projects with students, please note: Students without a lot of previous experience developing their own studies and experiments, who have not had repeated experience in experiment design, CANNOT on their own produce quality science fair projects in the short term Given the above, it is an expectation that the project is a joint effort between the teacher and the student, and as such The responsibility for completion is a shared one Because we see science fair as part of the teaching and development process, the teacher must feel free to involve himself / herself to whatever extent is necessary to ensure the student completes a quality project utilizing Math, Language Arts, and Scientific Thinking skills at or above his grade level Regardless of the extent of teacher involvement in design and decision-making, at the end of the process, we can still end up with a student who has done the learning and can present the project to judges and the public * THE TEACHER IS ADVISED, THEREFORE TO PROVIDE FOR YOUR STUDENTS’ FIRST (AND POSSIBLY SECOND TIME AROUND), AS DETAILED PROJECT OUTLINES AS STUDENTS NEED TO CHOOSE FROM ADDITIONALLY, YOU ARE ADVISED TO SELECT PROJECTS, WHICH USE SIMPLE EXPERIMENTS TO TEST ITEMS ACCESSIBLE IN THE STUDENTS’ IMMEDIATE ENVIRONMENTS AND REAL WORLD ONCE YOU HAVE STUDENTS WHO HAVE BEEN THROUGH THAT PROCESS, IT IS IMPORTANT TO BEGIN DEVELOPING ORIGINAL STUDIES, JOINTLY ENVISIONED AND DESIGNED BY THE TEACHER AND STUDENT AFTER THAT LEVEL, STUDENTS WILL BE ABLE TO BEGIN INIATING THEIR OWN IDEAS FOR PROJECTS FOCUSING ON PROBLEMS IN THEIR ENVIRONMENTS AT THAT POINT YOUR ROLE BECOMES “MENTORSHIP” IN SCIENTIFIC THINKING, AS YOU HELP THEM DEVELOP THE METHODOLOGY, CARRY OUT THE RESEARCH, EXPERIMENTS, AND DEVELOP WRITE-UP AND PRESENTATION PART A: WHY THIS EVENT Rationale The MFNSF program is intended to: Increase the awareness of, interest in, and attention to science in First Nations Schools Improve the amount and quality of science being experienced by First Nations students Demonstrate that: science is fun; science is all around us in everyday things; science includes all the other subjects; science can be understood by everyone Support the “networking” of our schools in the area of science, so that teachers and students can share ideas, and learn from each other work through dialogue and the review of each other’s work Encourage participation in science fairs by First Nations Schools – at the local, provincial, and national levels – and provide the opportunity for all First Nations schools to so Lead to greater interest in, and commitment to developing competitive science fair programs in First Nations Schools, for the purpose of competing effectively with the province and country as a whole, thereby affording our students the many opportunities, which stem from such Provide an opportunity for teachers to build the skill set necessary to be able to develop and implement authentic, more engaging curriculum for students through the use of project based learning Develop teachers’ understanding of, and ability to use curriculum integration, and project based learning to develop more engaging curriculum based in students own environments – thereby increasing student engagement, and accelerating student achievement Philosophy and Goals of the MFNERC Science Fair  The annual Manitoba First Nations Science Fair is a non-competitive, celebration of science done by our students and teachers  All projects are recognized with one of three awards  The opportunity to share and view work completed by other schools, students and teachers will enhance the idea and skill base of each of us, leading to growth in the area of science education and increases in the science fair performance levels of all participants in ensuing years  This fair will function as a catalyst to encourage greater participation by more schools in future years During the year between fairs, teachers can build on what was achieved in the previous cycle, when planning for and implementing the program for the next year They can so by: a) Further reflection on what they experienced at the previous MFNSF b) Discussions and joint planning with colleagues c) Reading, research, and further professional development d) Accessing consultation, help, and mentorship from the MFNERC science specialists e) Developing more advanced projects by building upon and expanding the same projects completed the previous year BENEFITS OF SCIENCE FAIR PARTICIPATION BENEFITS TO THE STUDENT SCIENCE FAIR PARTICIPATIONOFFERS THE STUDENT THE OPPORTUNITY TO: - PURSUE AREAS OF SPECIAL INTREST - DEVELOP NEW AREAS OF INTREST - DEVELOP HIGHER THAN NORMAL LEVELS OF KNOWLEDGE AND SKILL IN SCIENCE, MATHEMATICS, AND LANGUAGE ARTS - EXPLORE POTENTIAL CAREER FIELDS - GAIN RECOGNITION AND SENSE OF BELONGING - EXPERIENCE THE CONCEPT THAT THE REAL WORLD OFFERS GREAT REWARDS FOR ACEDEMIC AND SCIENTIFIC EXCELLENCE - DEVELOP RAPPORT WITH A PEER GROUP OF ACADEMIC, SCIENTIFIC, AND TECHNOLOGICAL INTRESTS - DEVELOP CONTACTS WITH ROLE MODELS IN TECHNOLOGICAL FIELDS - POSSIBLY TRAVEL AND MAKE NEW FRIENDS BENEFITS TO THE SCHOOL * SCIENCE FAIRS PROVIDES THE SCHOOL WITH THE OPPORTUNITY TO: - PROVIDE A FORUM FOR THE DISPLAY OF ACADEMIC AND SCIENTIFIC EXCELLENCE - PROMOTE AND REINFORCE INTREST IN SCIENCE AND TECHNOLOGY - PROVIDE CHANCES FOR STUDENTS TO MEET AND INTERACT WITH THOSE FROM OTHER SCHOOLS WHILE ENGAGING IN AN ACADEMIC ENTERPRISE - PLAY A LEADERSHIP ROLE IN THE ACCELERATION OF SCIENCE EDUCATION - INCREASES PUBLIC RELATIONS AND RAPPORT BENEFITS TO THE TEACHER *LEADING STUDENTS IN SCIENCE FAIR PREPARATION AND PARTICIPATION PROVIDES THE TEACHER WITH: - OPPORTUNITY TO USE A PROJECT APPROACH, WHICH FACILITATES INTEGRATION OF OUTCOMES FROM ALL CORE AREAS - OPPORTUNITY TO LEAD STUDENTS TO ACADEMIC LEVELS WELL BEYOND GRADE LEVEL - OPPORTUNITY TO LEAD STUDENTS IN AN INTEGRATED ACTIVITY WHICH DEVELOPS BOTH COOPERATION AND COMPETITION - OPPORTUNITY TO EXPERIENCE THE JOY OF TEACHING IN AN ENVIRONMENT OF HIGHLY MOTIVATED STUDENTS - OPPORTUNITY TO EXPAND YOUR REPERTOIRE OF SKILLS BY ENGAGING IN AN INCREASINGLY MORE OPEN ENDED AND INTEGRATED ENVIRONMENT - OPPORTUNITY TO SHOWCASE STUDENT ACHIEVEMENT AND GAIN JOB FULFILLMENT AND RECOGNITION PART B: ORGANIZATION Format of the Fair Each school may enter a maximum of 12 projects Each project may be completed by, an individual or a pair of students Projects will be classified in four levels: Gr 4-6; 7-8 1; 9-10; 11-12 At each level, projects are divided into three categories: Life; Physical; and General Science All projects / exhibitors will be engaged in the full judging process (Judging form and criteria are enclosed as part of this package) Teachers bringing students to the fair will be asked to participate in the judging process This is to provide everyone with the opportunity to develop a greater understanding of a quality science project This will in turn enhance the overall level of projects completed in ensuing years PART C: PROJECT DESIGN ** It is very important that you, the teacher, study this section until a full and clear understanding of the fundamentals of project design is gained While it is fully acceptable for students to take “canned” projects from books or web sites and repeat them when they are starting out, it is imperative that they, and you, reach a point where original projects are generated within your classroom It is only then that the full benefit of using Project Based Learning and a full grasp of the central skills of the science curriculum are realized This section provides Descriptions and Examples of Sample Projects LEVELS OF PROJECTS Innovation Experimentation Investigation or Study Modeling Research and Display Levels of Projects In the above classification, the higher the number the more difficult the level of science is assumed when projects are judged An explanation of the difference between these types, and examples of each, follow Level - Research and Display The student researches a topic, organizes the information and presents it using text, pictures, diagrams, and oral presentation, and possibly simple models to show what things ‘look like’ Level - Modeling The student does all the things listed in the above description, but in addition constructs an accurate, more complicated model to demonstrate ‘how something works’ The model in this case is of much greater significance in enhancing the understanding of the concepts being studied Level 3- Study / Investigation The student conducts a study to gather his or her own data about the topic, technology, or phenomenon being studied This data is used to draw conclusions about some aspect of the topic, and add to the body of knowledge available The type of data collected can vary greatly from project to project It depends only on what is appropriate for the question being answered Level - Experimentation In this project the student is employing all the skills used in an investigation plus more In an experimentation project the student is running a controlled test using treatment and control groups Variables are manipulated by the experimenter, and other variables Measured for resulting change Level - Innovation / Invention In this project the student seeks to develop an improvement to some existing system or technology, or to add to the available body of scientific knowledge by conducting original experiments using novel methods Some Examples The following “Example Sets” demonstrate how the same topic can be studied to different depths as we move up through the different levels of project As you read through these, note how each level actually includes all the types of work involved in the earlier levels as part of the project In other words, these “levels” represent a “Progression” in scientific thinking and scientific work Each level by necessity includes the types of thinking and activities required at the preceding levels, PLUS SOMETHING MORE Example Set A: The Greenhouse Level The Greenhouse - Research and Display Collect information on growing plants Collect information on greenhouses and how they work Write a research paper on greenhouses Obtain, or build a simple model to show what a greenhouse looks like with plants growing in it Prepare a display board to share the information and pictures collected Include the model(s) in your display Level The Greenhouse - Modeling Collect information on what plants need to grow Research one or a few particular plant(s) in greater detail if you wish Research the design and construction of a greenhouse in detail Diagram and explain each part of the greenhouse and its function Build a detailed model of the greenhouse showing its parts Explain their functions (The model can be a working prototype) Prepare a display of your work Level The Greenhouse - Investigation Research greenhouses Write the important information discovered Come up with a question of your own not answered in the research (Example: How fast is the heat collected during the day lost during the night? Or In what temperature range, outside can the greenhouse continue to be effective for growing plants?) Build a small greenhouse or go to an existing one and get permission to make and record observations for your study Collect data over time Analyze the data and use it to attempt to answer your question Level The Greenhouse - Experimentation Conduct research Record information discovered From the knowledge gained, or which you previously had, ask a question about greenhouses or some aspect of their operation for which you not already have the answer The question should be about the relationship between two things It should imply a possible cause effect relationship For example, How does the color (or type) of plastic used affect the temperature inside a greenhouse? Set up a test where you have the two (or whatever number of) different conditions Collect data over time Compare the data from the different conditions and use it to answer your question * The most important element in designing experimental projects is the identification and control of all, important variables The second most important is accurate and careful measurement and 10 http://www.isd77.k12.mn.us/resources/cf/S ciProjIntro.html http://sciencefairproject.virtualave.net/ http://www.scifair.org/ http://www.halcyon.com/sciclub/kidproj1.h tml http://mathforum.org/teachers/mathproject html http://www.isd77.k12.mn.us/resources/cf/st eps.html http://www.stemnet.nf.ca/sciencefairs/ http://members.aol.com/ScienzFair/ideas.ht m terribly time-consuming EXPERIMENTAL SCIENCE PROJECTS: An Introductory Level Guide Experimental Science Projects: An Introductory Level Guide To quickly jump to a section below click on: Back to the Cyber Fair Home Page Science Fair Project On The Web Step-by-step guide for completing a science fair project includes hundreds of project ideas and science fair topics Great Science Fair Project Ideas Elementary Projects Intermediate Projects The Ultimate Science Fair Resource Ideas, Information, Help, Links The Complete Handbook of Science Fair Projects this book has many ideas for projects and tells you how to design, Science Club - Kids Science Projects Bill Beaty's Science Club offers simple projects, medium difficulty projects, and advanced projects for children to try out Find links to related sites Turning demonstrations into science fair Math Forum: Math Ideas for Science Fair Projects Math Ideas for Science Fair Projects Collections of Suggestions The Data Library - Pat Daley Data-sharing projects, spreadsheets, and other sources of data on the Web CyberFair - Project Steps Use these nine steps to get a head start on the science project Find project ideas and learn how to write the accompanying paper Steps to Prepare a Science Fair Project School Science Fairs Posts display projects for primary, elementary, intermediate, and seniors school students Includes links to related resources Keep posted for new help functions for science fair projects(see menu at left) ScienzFair Project Ideas Award-winning resource for students 15 features an extensive categorical index of science project ideas These are not science fair projects, but fun ideas and athome activities to get young minds http://homeworkspot.com/sciencefair/ Science Fair Projects, Science Fair Project Center - HomeworkSpot.com Ideas by Subject Middle School Science Resources High School Science Resources More to Explore Middle School Science | High School Science http://physics1.usc.edu/~gould/ScienceFair This Library page is an attempt to provide a s/ single comprehensive list of every science fair accessible through the World Wide Web, whether of global or local scope http://www.usc.edu/CSSF/Resources/Gettin California State Science Fair: Getting gStarted.html Started with Your Project for students in identifying the types of projects, as opposed to their subjects, which make good science fair projects http://jada.mech.nwu.edu/~peshkin/scifair/ Science Fair Projects: lists of ideas Help with Science Fair Projects There are a lot of books and websites that give details of projects http://www.halcyon.com/sciclub/cgiScience Fair Idea Exchange pvt/scifair/guestbook.html SCIENCE FAIR IDEA EXCHANGE Got an old and unused (but cool) idea for a science fair project? Why not ADD it here? Let someone else go wild with it! LOOKING for a science fair idea? Check out the archive below! Many of the science fair projects compare different brands or types of products http://www.bcplonline.org/kidspage/scienc BCPL Kid's Pages Science Fair Projects efair.html Science Fair Idea Exchange Archived list of formerly used science fair projects ScienzFair Project Ideas Ideas you http://www.sciencepage.org/scifair.htm The Science Page: SCIENCE FAIR PROJECTS and SCIENCE FAIRS SCIENCE FAIR PROJECTS and SCIENCE FAIRS from the Science Page E-mail me with suggestions for new sites or to indicate links that have changed Science Project Gif used on this page was made by 16 Michael Fisher, Stanley Intermediate School http://www.chipublib.org/008subject/009sc Science Fair: Sources for Project Ideas, the itech/scifideas.html Chicago Public Library SOURCES FOR PROJECT IDEAS Knowledge of the rules for science competitions is essential to help you decide on the type of project to and what ideas would be good for each type http://www.popweaver.com/scifair.htm Science Fair Projects you like science? Do you like experimenting with stuff? You can use these experiments in your next school Science Fair http://www.sciencehunt.com Bunsen Bob's Science Hunt Science Fair Ideas http://www.csee.usf.edu/~rundus/madpages Madlinks /scifair.html How to a Science Fair, and project ideas http://www.terimore.com/ Science Fair Projects and Ideas by Terimore Institute, Inc Science fair projects and ideas for students pre-school thru 9th grade Our science fair projects are designed to give students the guidelines they need to complete the science fair project http://www.sciencemadesimple.com/project Elementary science projects & experiments s.html for kids Science Projects For Children Science Help For Parents Science Made Simple This Site is ICRA and SafeSurf For All Ages! Children learn science the easy, hands-on way with Science Made Simple These fun science projects & great experiments use common items http://www.apogeerockets.com/education/s Science fair projects with model rockets cience_fair_projects.asp Links to other sites that have information about science fair projects that can be accomplished using model rockets http://www.exploratorium.edu/science_expl Exploratorium Exhibit - Science Explorer orer/ Have fun and get messy exploring bubble bombs and periscopes Find out how to make a roto-copter and a flipstick can get more Science Explorer activities and support our museum at the same time PART F: MORE PROJECT IDEAS 17 Science Fair Project Ideas … In no particular order ====================================================== These sample project outlines are intended to provide you with some ideas that may be used as templates to design a broad range of projects in different fields A student may also elect to carry out one of these projects exactly as written and, (s)he will have a very good project, provided it is well done and the student knows the material at the conclusion of it Mold How factors such as light, air circulation, moisture and temperature affect the rate of growth of mold? - Grow bread mold in different conditions (in the fridge, at room temperature, near a heater; in the dark and exposed to light; with moisture and in dry conditions; open to air and in sealed bags - Investigate each variable listed in a separate “experiment” being careful to control all conditions - Conduct a second round of experiments using combined variables from the results of the first round of experiments - From the results find the best means of inhibiting the growth of mold Apply this to the preservation of food - While doing the above complete a research paper on molds to accompany your display and to expand your knowledge in the field Bacteria What are bacteria? Where are they found? What factors affect their growth? - Research bacteria to find out how they are grown and observed - Prepare plates of gelatin or obtain prepared plates of nutrient agar - Take swabs from around the school (places such as the floor, desk tops, door knobs, and sink taps are good sources) and grow cultures of them Observe and count the number of bacteria colonies found - Run further sets of labs to investigate the effectiveness of a product (or products) that you select – such as hand soaps of antibacterial cleansers in the prevention of bacteria growth - While these labs are ongoing, continue to develop and complete a reasonably extensive research paper on bacteria to form part of your display and extend your knowledge so that you can discuss the topic intelligently with judges * These experiments need to be done with the help of, and under the supervision of the teacher This ensures safe handling and disposal of cultures, and allows the student to learn necessary safety protocols as part of the project Germination What factors affect the rate of seed germination? - The germination of seeds can be observed by filling a clear plastic cup with moist paper towel, placing seeds to be observed down the sides so they are between the plastic and paper towel, and then observing daily The length of 18 - time to germinate (sprout) and the length and quality of shoots or roots after a given time can be recorded This set up can be used to observe the effects of variations in moisture, light, temperature, and stimulants/nutrients on seed germination Beans and corn make two very good representative seeds for these experiments A corn is a monocot and a bean is a dicot seed They are also large and easy to observe This can also be done with whatever seeds are typical crops of the area The results of this can then be applied to making recommendations for local growers A research paper on seed germination should accompany this display as well Microwave radiation and seed germination - - The experimental method above could be used to investigate the effects of exposure to microwave radiation on speed of germination Before placing seeds in the containers for germination they can be separated into groups and each sample exposed to microwaves (in an oven on low power) for a different number of seconds One group of course would get no radiation as a control group Once treated all seeds would be put to germinate and observed for several days The objective of this project would be to investigate the possibility of stimulating seeds to germinate faster than normal This would be of benefit to the farming community if it could be proven successful The research paper to accompany this project would include the science of electromagnetic radiation and its role in plant growth, as well as facts on germination Wavelength Vs Growth Under what colour light plants grow best? - Start a number of plants of the same variety Choose something reasonably fast growing and easy to grow such as beans or radishes - Place some plants under red cellophane, some under blue, some under yellow, some under green, and some under clear The colour of the cellophane indicates the colour (wavelength) of light, which it allows to pass through - Monitor the growth of the plants over a few weeks and graph your results - Conclude which colour of light is most needed by plants to conduct photosynthesis - The accompanying research paper for this project should include the visible light spectrum, electromagnetic radiation, photosynthesis, respiration, and plant growth A Natural Herbicide Do spruce needles and pine needles contain chemicals with herbicidal qualities? - Have you ever noticed that under evergreen trees there is always an abundance of dead needles and an absence of plant weeds or grass 19 - Hypothesize that the needles of these trees release chemicals, which inhibit the growth of competing plants Obtain large quantities of green needles This can be done, by cutting a number of branches off an evergreen tree Remove the needles and place them in a large pot with water Heat the mixture to accelerate any leaching of chemical out of the needles Boil the mixture for several hours Add water as necessary Plant trays of grass seeds Allow them to sprout Treat one tray with a common commercial herbicide of your choice; treat another with your homemade herbicide; and water the third with plain water only Observe the trays daily and compare the amount of growth in each Conclude whether or not evergreen trees contain chemicals that prevent the growth of other plants Apply this information to the idea of developing more environmentally friendly herbicides Comparing Detergents - Set up an experiment to compare the effectiveness of different brands of detergents - Apply some foreign material to different pieces from the same fabric - Hand-wash each in a different detergent for an equal amount of time - Allow them to dry - Compare the amount of soiling left on each sample - * As an extension to this, test a home made cleaner along with the commercial ones Compare your homemade solution with the store bought ones - Make sure you identify and control ALL important variables so you a “Fair Test” Repeat your test more than once to make your results more reliable Comparing Facial Soaps - This would be done as above except, instead of detergents you are testing hand soaps - They could be used to clean something like ink off pieces of glass - Again, it is important to control all important variables to ensure a fair test, and to repeat the test more than once - * Extend the level of this project by researching how soap is made, making your own, and testing your own formula(e) along with the commercial ones You may then try to identify the important factors in soap manufacturing to create the most effective soap Perfect Popping - Determine which available brand of popcorn produces the most popped kernels - This can be done by simply popping an equal amount of each brand and counting the number of un-popped kernels - Repeat the test a number of times to ensure reliable results - Make sure all important variables are controlled 10 The Strongest Glue 20 - Test a number of available glues for strength by setting up a fair test Glue pairs of wood pieces together using different glues Set up an apparatus to hold (clamp) one piece steady and break the other piece away using weights or a spring scale Measure the force needed break the bond This will indicate the relative strength of the glue Collect amber from spruce trees Heat it to make it liquid This is a traditional bonding agent (glue) and sealant used in things like Birch Bark canoes Use the amber as a glue and measure its strength compared to the commercial glues tested Research the properties of amber and examine it’s advantages as a glue or sealant * Controlling important variables in this project is very important * Safety in designing the apparatus and carrying out the breaking test is important and needs to be done with adult help 11 What’s in a Pond? Looking at Microscopic Aquatic Life - Grow hay infusions in jars: Fill a number of jars with pure water (melted snow – white snow – works well); Add dead grass from the ditch, leaving the straw half in and half out of the water - Allow to sit for five days - Begin examining droplets from each jar under the microscope daily Protozoa will appear by the end of the first week - Diagram each type of organism you find every week for six weeks - While you are doing this, research protozoa in the library and try to identify the species you are finding - After you have grown a number of cultures, set up experiments to measure the effects of different environmental conditions such as increased acidity (By adding varying numbers of drops of vinegar to test tubes of culture), on the survival of protozoa - Some variables which can be tested, are acidity, alkalinity, fertilizer run off, road salt, and temperature - Apply this knowledge to commenting intelligently on the effects of various pollutants on the aquatic life 12 Erosion - Look at the effectiveness of leaving stubble on fields in the prevention of soil erosion by: - Preparing several trays with equal amounts and types of soil; - Implanting something such as toothpicks in varying densities and patterns to simulate stubble on some trays; - Leaving one or two trays bare as controls - Use a fan to blow air over each sample This can best be done if a cardboard tube is made and used as a wind tunnel - Measure and compare the soil lost from the control samples with that of the varying patterns and densities of stubble - * This can also be done with water erosion by running the same amount of water across each tray after placing them at equal angles 21 13 The Strength of shapes - Make different 3-D shapes out of the same material and measure the amount of weight it takes to crush each one - Repeat each test several times with different models of each shape - Average the results - Apply the results to recommendations regarding construction of buildings bridges etc 14 The Shape of Dams - How would varying the shape of a hydro dam affect its strength and the collection of sediment in the fore bay? - Make several model dams of varying curvatures (beginning from zero curvature, or ‘flat face) using the same material (Clay would be ideal for this) You would need to make two identical models of each dam - Water proof one of each by painting on several layers of white glue (Several layers of alkyd or enamel paint would also work) - Compare the strength of the different shapes by piling weight on each and recording the amount it takes to break it - Compare the erosion around each and the buildup of sediment in the fore bay by placing each of the water proofed models on a stream table, running a set amount of water over it, and observing the results - Apply the results to recommendations for the designing of strong and efficient dams 15 Which Tooth Paste Protects Teeth the best - Paint a number of raw eggs daily with different brands of toothpaste for two weeks Use three to four eggs for each brand Keep one set unpainted - After two weeks Place each egg in a cup of vinegar in the morning - Observe each every five minutes through the day Record how long it takes each eggshell to grow soft, and how long to dissolve completely - Use the results as a comparison of the relative strength of the various brands of toothpaste in protecting teeth against decay The above 15 sample ideas are suitable for intermediate and junior high students Each one lends itself to experiment along with supporting and/or complimentary research The “models” for project outlines illustrated above can be used to investigate any other topics your students express an interest in For example a student with an interest in Flight might make model (paper) airplanes using different types of paper and compare their flights; or he may make different designs using the same materials and compare their maneuverability and length of flight The key points to consider when students choose topics are: - Does the topic lend itself to “first hand” study? Is the material to be studied available so the student can physically handle or observe it? 22 - Can you and/or your student identify variables, which can be manipulated and measured? For younger students it is better to focus on projects in which students: - Build a model to show how an apparatus, system, machine, organ / organ system, or natural phenomenon works; - Learns a process and demonstrates how to make a product, and what its uses are - Builds an apparatus to demonstrate a science concept, and uses it to explain the process to others The uses or impacts of the process in the real world can then also be researched and displayed  This summary is intended only as a jumping off point Use the suggestions above only to pattern your thinking as to how to develop experimental projects to examine your environment or test and develop technologies The possibilities are literally endless  Above ALL, use this as an opportunity to actively develop your students’ abilities to Read, Write, Use Mathematics, Speak, Design, Illustrate, Create, Innovate, and Think Logically and Scientifically MFNSF Judging Standards The forms on the next four pages include the Judging Forms used to evaluate and score projects at the MFNSF In order to maximize the use of these documents in the teaching process and to maximize your student’s benefit from science fair participation: Make sure you, the teacher, have a full and clear understanding of each criterion Share copies of the forms with students as early in the process as possible as you and they develop their projects Actively teach the meaning of each criterion to students through demonstration, review of completed projects or parts of projects, and through group discussion Work with students to review their own projects and presentations and that of their classmates, provide feedback, and work to improve their work over several regular intervals, over the course of project completion REGISTRATION FOR THE 2014 MFNSF To Register your school for participation in the 2014 MFNSF, please remove the Back Page of this document, complete it and return to the contact person shown ASAP 23 24 Manitoba First Nations Science Fair Judging Rubric - Grade to Projects Judging Group Project Number Title Student Names _ This Judging Rubric is based on the student’s ability to show and understanding of the scientific method both orally and visually The understanding is based on the demonstrated understanding and correct use of six scientific method terminology: Purpose, Hypothesis, Materials, Procedure, Results and Conclusion Rubric scoring (4) Above expectation (2) Some understanding with help (3) Acceptable understanding (1) Needs additional work Oral Presentation : Using the Scientific Method Terminology Explains all topics easily, shows understanding of conclusion pt Explains at least topics easily, shows understanding pt Explains most topics with help from the board pt Tries to answer questions asked by the judge pt Oral Presentation : Speaking Quality Student is enthusiastic about the project and readily tells about it pt Student is pleasant and shares information pt Student with prompting tells about the project, pt Student answers some questions about the project pt Project Knowledge: Understanding and Research Knowledge Student readily talks with many details of the experimentation pt Student shows understanding of the project pt Student knows what the project is, giving minimal explanation pt Student can answer questions when prompted pt 25 Display : Showing application of Scientific Method in a well-organized, visually appealing display Board shows data in clear tables, charts, or pictures with headings pt Board is neat and attractive, limited table, chart or pictures pt Board has headings, using information stated pt Board has headings and limited information pt Written Reports Shows written evidence of research, experimentation and analysis: Has both Log book and Research Report completed pt Has both but not much detail pt Has one written report either log book or Report pt Has report which is minimal or nonexistent pt TOTAL SCORE _ /20 points Two positive comments: One positive suggestion: 26 Manitoba First Nations Science Fair Judging Form – Grades – 12: Junior; Intermediate; Senior Project Number: Level: Category: Project Title: Judge's Name Scientific Thought - 45 points Score The hypothesis was stated clearly and reflected the background readings There was an effective plan for obtaining a solution or answer to a question The project carried out its purpose to completion within the scope of the original plan The project shows an understanding of existing knowledge, use of adequate scientific vocabulary and demonstrates an understanding of terms gleaned from reliable sources of information The experimental design demonstrated understanding of the scientific method The student(s) has/have an idea of what further research is indicated by the project There is adequate data to support the conclusions The experimental errors inherent in measurements made and in the materials used were recognized (The variability inherent in living material is often not recognized by students.) The experiment was repeated several times to establish validity of results and/or statistically validated The variables are clearly defined and recognized If controls were necessary, there was recognition of their need and they were correctly used Total Total Possible 5 5 5 5 45 Originality - points Original problem Original approach/procedures Original use of equipment Original construction/design of equipment Total 1 Visual Display-15 points -The display is neat and carefully done -Is the lettering legible and well done? 27 3 -Is the grammar and spelling appropriate? Is the lay out self explanatory? Is the content clearly and logically presented? 3 Total 15 Dramatic Value (10 marks) Is the display visually balanced and uncluttered? Does this display capture attention? Total Written Report - 10 points (2 points maximum per item) Information content/substance Proper use of grammar skills and correct spelling Proper use of scientific words and terms Use of a “scientific method” of recording Bibliography and Citations 10 2 2 Total 10 Project log ( points) Project log –daily record of work clearly shown Total Oral Presentation (10 points) points maximum per item The student(s) show Understanding of the process of the experiment Ability to explain questions Can answer questions clearly and logically Evidence of background reading in the area Is aware of project extensions 2 2 Total 10 Total score 100 Comments MANITOBA FIRST NATIONS SCENCE FAIR ~ March 11 & 12, 2014 28 ADVANCE SCHOOL REGISTRATION FORM TO ENTER YOUR SCHOOL IN THE 2014 MFNSF, Please complete this form and return to the MFNERC by Fax no later than January 14, 2013 Once this form is received you will receive a spreadsheet to complete detailed information on EACH project being entered and return by e-mail The completed spreadsheet will then have to be submitted in February to complete the registration process for your school SCHOOLINFORMATION NAME OF SCHOOL: _ NAME OF FIRST NATION: _ CONTACT TEACHER: _ CONTACT PHONE #: CONTACT E-MAIL: PROJECT INFORMATION Number of Projects your school intends to bring to the fair (Max 12): Number of Students your school intends to bring to the fair (Max 24): _ Is your school having a school science fair? _ If Yes, Please provide Date of your fair: Please Return Completed Form by fax, no later than January 14, 2013, To: Fax Number: 204 942 2490 Attention: Sharon Sutherland MFNERC Integrated Programs 29