DCSS Homeschool K-8 Science Fair InformationMarch 22, 2013

Approximately 3:15 – 5:30 p.m.Dayton Christian Campus Library

Why participate in the DCSS Homeschool Science Fair? The key benefit of participating in the science fair is the opportunity for students to explore, discover, and

appreciate an aspect of God’s creation. Students experience the fun of the scientific process/method and the fulfillment of presenting their work. It is

hands-on, practical, and will help students learn how to make observations and use them to develop reasonable conclusions.

When approached as an opportunity to grow and glorify God, the learning process experienced in Science Fair participation can be a pleasure for students and parents alike. Keeping the process relaxed reduces a student’s anxiety and increases his/her interest in the project.

What is the scientific method? The scientific method is a way to ask and answer scientific questions by making observations and doing

experiments. The steps of the scientific method are to:

A. Ask a question B. Do background researchC. Construct a hypothesis D. Test your hypothesis by doing an experiment E. Analyze your data and draw a conclusion F. Communicate your results

It is important for your experiment to be a fair test. A "fair test" occurs when you change only one factor (variable) and keep all other conditions the same.

The above information was quoted from http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml (Please see this site for more detailed information about the scientific method.)

How is a project idea chosen? Identify the question to be answered

o Begin by identifying areas of interest in your student and develop questions for which he/she does not have the answers (even if YOU AS THE PARENT DO). Science Fair questions usually begin with: How, What, When, Who, Which, Why, or Where. For older, more experienced students, it is better to avoid questions which would have a “yes/no” answer. These questions can usually be developed to ask “how much…?” or “which one…?”

o Determine which of these questions can be answered by doing an experiment. (You may have to research to determine this.)

o Many of the best projects are relatively simple; simple projects are often better than complicated ones at helping the child understand the scientific process.

o For more information and ideas about choosing a topic and forming a question, see http://www.sciencebuddies.org/science-fair-projects/project_question.shtml

o Many websites and books at your local library can provide ideas. www.sciencebuddies.org

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www.all-science-fair-projects.com www.sciencefair-projects.org www.hometrainingtools.com/articles/science-fair-project-ideas.html

As the project is chosen, also consider the following:1. Equipment – Is all needed equipment for the experiment readily available?2. Materials - Are the materials needed for the experiment affordable?3. Safety - Is this a safe experiment? Is any safety equipment needed? Be sure to understand proper handling

AND disposal of chemicals and biological dangers (bacteria, fungus, etc.).4. Laws & Regulations - It is important to make sure that your experiment will not violate any laws, e.g. an

experiment on explosives could violate bomb-making laws. Or an experiment on rats could violate animal cruelty laws.

5. Resources Materials - Do I know (or can I learn) enough about this topic to help my child, or do we need to find a mentor with more experience to help us?

6. It is also important to make sure your experiment is ethical, especially when using human or animal subjects.

What “research” does my student need to do? For younger, less experienced students (K-Grade 4, approximately):

o Research does not need to be a major emphasis. o The research may amount to reading a book or two together and listing several key facts. o The amount of research needed to develop a detailed experimental plan will vary based on the

complexity of the experiment. o Be sure to have the student indicate at least the title and author of books that are used or names of

websites where information is retrieved. It is important even for young students to give credit where credit is due.

For older, more experienced students (Grades 5-8):o Research is important. o Information could come from a variety of sources, including previous science lessons, books, magazines,

or websites (make sure they are credible). o These sources should also provide the student with information which will help him/her to add details

to his/her plan for the experiment. o This information should be presented as a paper with a bibliography. The length will vary between two

and six pages (double spaced) based on the student’s age and experience and the complexity of the project. Emphasize having and understanding the right information over the length of the paper.

Keep in mind that it is OK to revise or change the project question as information is gathered during the research stage.

What is a hypothesis and how is one developed? The hypothesis is a prediction about the answer to the question. The student will need to develop a hypothesis for the project.

o For younger, less experienced students (K-Grade 4, approximately): It may be very simple and based more on guesswork than on research.

o For older, more experienced students (Grades 5-8): At this level, a reasonable hypothesis is the student’s prediction about the answer to the

question AND the reasons why he/she made that prediction. The hypothesis and reasons will be based on information he/she has learned before or during

the project.

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What is an experimental plan and what should it include? Once the student has developed a general idea of the question, hypothesis, and experiment, he/she needs a

detailed plan for the experiment. This plan is like a “recipe” for the experiment. You will need to help your student develop this plan, but it is important that the student understands the steps

of the experiment and how the experiment will answer the question. A common error to avoid: many times the student plans and completes an experiment which will NOT answer

his/her question, but instead answers a different question on a related topic. Make sure the experiment will answer the question; if it will not, either the question or the experiment need to be revised.

The experimental plan must be age appropriate. o Consider having your kindergartener or first grade student draw pictures to show how his/her

experiment is done. Doing only one or two trials for younger children is okay. o The older the student, the more detailed the experimental plan should be, and more trials should be

done. The experimental plan should include the following:

List of materials Include all items needed to complete the experiment.

List of the constants Constants are the factors that stay the same through each trial of the experiment. Constants ensure that only the factor in question (the variable) causes different

results between the trials. There should be many constants.

List of the variables Ideally there will only be one variable (often called the independent variable). This is the factor which will cause different results in different trials of the

experiment. Sometimes there are other variables which are beyond your control (often called

confounding variables). Try to limit these as much as possible and list those which cannot be eliminated.

Step-by-step plan Using a numbered list or bullet points, give a specific and detailed description of the steps that will be followed to complete the experiment. The reader should be able to repeat your experiment by reading your plan.

Be sure to include what will be measured and how it will be measured. Be sure to describe how the variable will be implemented in the various trials. It is

generally appropriate to include pictures or diagrams. The step-by-step plan should be available in writing; a simplified version should appear on the display board.

Data collection forms Think through how data will be recorded and prepare an appropriate form. Include a blank form with the experimental plan.

What’s next? Once your experimental plan is complete, do the experiment. Be sure to collect data and record observations. This can be done in a journal, by taking pictures or video, or by

completing an appropriate form. Data recording varies greatly from one project to another depending on the type of data and age of student.

What do I do after the experiment is complete?Updated 2010 3

Evaluate the data you collected. Organize these results into charts or graphs (if possible). Determine the answer to your question. Write a conclusion which includes: the answer to your question, reasons that support your answer, an

evaluation of the correctness of the hypothesis, and any changes you would make to improve the project if you were to do it again.

Note: The goal is NOT to have an accurate hypothesis, but rather to follow the scientific process thereby reaching conclusions that can be drawn from your data. Some of the best experiments end with the hypothesis being unsupported. Remember, we learn from unsupported hypotheses just as much as we learn from ones that are supported by the data.

What is a spiritual application? All DCSS Homeschool students must include a spiritual application in their projects. Scripture often illustrates spiritual truth through principles from nature (Prov 6:6-8; Matt 13). Find a spiritual truth which can be illustrated through your experiment. Explain the spiritual truth and where it is found in Scripture. Then, explain how some aspect of your experiment illustrates this principle. This often takes a form similar to a

parable. If God used this project to work in your heart, change you, or show you something special about Him, include

that as well.

Do I need an abstract? An abstract is a short (one page or less) summary of the project. Older students should have an abstract which

includes the question, the hypothesis, the experiment, and the conclusion all in a shortened format – details are not needed here. Younger students may include an abstract which consists of a few sentences or a short list, but may exclude it entirely.

What should I bring on the DCSS Homeschool Science Fair day? Notebook – Contains important papers

Abstract Question Research Hypothesis Experimental plan Data Charts/graphs Conclusion Spiritual application

Examples of experiment – Not necessary, but may be includedo No living organisms or chemicalso Table space is limited.o Electrical outlets are not available.

Display board – Can be purchased at many retail outlets or you may construct your own

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Project title (or question) clearly on top Brief statement of question, hypothesis, experimental steps, charts/graphs, conclusion, and

spiritual application Pictures of the experimental process may be included. Make it colorful, creative, and attractive. Your science fair display board does not need to be in any specific pattern, but should be able to be

read and followed in a logical manner as the student presents the project to the judges Name and grade on the bottom right corner, large enough to be easily read

Sample Board:

What do I do on the DCSS Homeschool Science Fair day? Be on time to set up your display board and project. Be prepared to explain your project and answer questions about it. Dress neatly and modestly. Speak clearly, and make eye contact with the judges. Use your display board to help explain your project to the

judges (but look at the judges when speaking). Smile, and present a confident demeanor. If you are asked something you do not know, be honest. You can offer a guess, but make sure you tell the judges it is JUST your best guess, and you don’t know for sure. This is a learning process. The more often you participate in science fair, the more you will learn and the better you will do.

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Project Title

Question

Hypothesis

Picture, etc.

Experimental Plan(Procedure)

Brief step by step

Data(Chart or Graph)

Data(Chart or Graph)

Conclusions

Spiritual Application

More data or pictures

Name & Grade

5

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