2

General Information 3

Selecting a Project 4

Resources 4

Websites 4

Books 5

Science Fair Project ‘How To’ Guide 6

Judging Criteria 13

Sample Scoring Rubrics 14

Rules 17

Scientific Method 19

Sample Science Project Ideas 21

Visual Display 23

Oral Presentation 23

Project Summary 24

Registration Form 25

More Project Ideas 27

3

Dear Parent:

forms and other helpful items to assist in the science fair experience. A registration form is included

near the end of the handbook. Additional forms and handbooks are available at the Tacoma Nature

Your cooperation in helping your child adhere to deadlines will help us do a better job of coordinating

the fair. If you anticipate a problem with the dates and times specified in this handbook, please contact

us to explore alternatives. Tacoma Nature Center (253) 591-6439

Sincerely,

Snake Lake Science Fair Steering Committee

through the preparation and presentation of science projects.

and write a summary within the given time frame.

science fair.

increasingly technological society.

January 12, 2008 Parent/Student/Workshop 2:00pm – 4:00pm, Tacoma Nature Center

January 16, 2008 Parent/Student Workshop 6:00pm – 8:00pm, Tacoma Nature Center

January 22, 2008 Parent/Student Workshop 6:00pm – 8:00pm, Tacoma Nature Center

February 22, 2008 Project registration forms are due at the Tacoma Nature Center

February 26, 2008 Project summary/report is due at the Tacoma Nature Center.

February 29, 2008 Project check-in and set up: 5:00pm – 7:00pm, Tacoma Nature Center

March 1, 2008 Science Fair Judging: 9:00 am – noon, Tacoma Nature Center

Public viewing 1:30 pm – 3:00pm

Awards Ceremony 3:00pm – 3:20pm

4

Sometimes one of the hardest things about a science fair project is selecting a topic! Here are a few

things to keep in mind when you are selecting your topic:

If you still can’t think of something to do, check out some of the web sites listed below or the books

listed on the next page. Students are allowed to choose any topic that they would like as long as it

follows these rules:

demonstration projects; for example, no volcanoes.

different grades will be judged at the level of the oldest student.

student’s display.

Once you have selected a topic for your project, please complete the application form with your

family, and return it to the Tacoma Nature Center. Then you may begin working on your project.

All applications are due by February 3, 2007.

http://www.sciencebuddies.org/mentoring/science-fairs.shtml

www.accessexcellence.org/RC/scifair.html

http://www.school.discovery.com/science fair central/

http://www.all-science-fair-projects.com

http://www.scifair.org

5

Below is a list of books that can help you select a topic and frame your project. Some books are

subject specific and others are more grade specific. Most elementary school and public libraries in the

area have at least one science fair book. If you are unable to find any books at all to help you, contact

the Tacoma Nature Center to use their lending library. All of these books can be found at local

bookstores as well.

700 Science Experiments for Everyone, Doubleday, 1958,*

ISBN 0-385-05275-8

Great Science Fair Projects, Scientific America, Marc Rosner, 2000,

ISBN 0-471-35625-5

Science Fair Projects for Dummies, Maxine Levaren, Wiley Publishers, 2003,

ISBN 0-7645-5460-3

Sure to Win Science Fair Projects, Joe Rhatigan, Lark Books Publisher, 2002,

ISBN 1-57990-238-3

Hands-On Science, King Fisher Publisher, 2001,

ISBN 0-7534-5440-8

The Science of Life, Projects and Principles for Beginning Biologist,

Frank G. Bottone Jr., 2001, Chicago Review Press,

ISBN 1-55652-382-3

The Complete handbook of Science Fair Projects, Revised edition,

Julianne Blair Bochinski, 1996, Wiley and Sons Publishers,

ISBN 0-471-12378-1

Electron Herding 101, 50 Hands-on Science Experiments That Explore Electricity,

B.K. Hixson, 2002, Loose in the Lab, Inc. Publisher

Science in Seconds for Kids, Over 100 science experiments you can do in ten minutes,

Jean Potter, Wiley and sons publisher, 1995,

ISBN 0-471-04456-3

Mad Professor – Concoct Extremely Weird Science Projects,

Mark Frauenfelder, Chronicle Books, 2002, ISBN 0-8118-3554-5

Strategies for Winning Science Fair Projects, Joyce Henderson and

Heather Tomasello, Wiley and Sons, 2002,

ISBN 0-471-41957-5

6

All projects must follow each step of the grade level appropriate scientific method. See “What goes in

each section of my science fair project” for 6-12, 3-5, K-2 for details. The grades 6-12 section has a

step-by-step description of the scientific method and what students need to do for each part.

All projects will need to be displayed on a presentation board (suggested size 48”x 36”). These boards

can be purchased at an office supply store, or large pieces of cardboard also work well. Each grade

6-12 student’s presentation board should have seven sections and follow the format below. Younger

students have different requirements. See the following proper sections for details.

Section #1

Section #2

Section #3

Section #4

Section #5

Section #6

Section #7

(Side #1) (Middle Section) (Side #2)

their order and location must be as shown above.

associated with a formal school or homeschool group, the school or group name should be on the

back as well.

7

The first section of the scientific method is the Question / Problem Statement. It is the

question that you are trying to answer with your project, the reason for doing the

experiment.

This section only needs to be one sentence long, but it must be in the form of a question.

example, you would not want to be testing which type of bread will grow mold the

fastest and which type will grow mold the slowest. That would be doing two

experiments in one and could confuse your results.

The second section of the scientific method is the Prediction/Hypothesis. It is a guess

of what you think will happen when you do your experiment, and it should be written as

a cause and effect statement. You can include your labeled variables in your prediction.

You need to include why you think what you do.

This section only needs to be one sentence long, but it must be a cause and effect

statement.

clearly know whether your hypothesis is right or not. Your hypotheses can be two

sentences. The first is If…(manipulated variable), then…(responding variable) and the

second sentence is why you think what you do.

sourdough bread will grow mold the fastest and wheat bread will grow mold the

slowest, you will have a problem if one part comes true and the other doesn’t. When

you get to the last section of the scientific method, you will not know whether to accept

or reject your hypothesis.

8

The third section of the scientific method is the Resources. This is where you gather

background information on your topic and the materials that you are going to use. You

will then use this background information to gain a better understanding of the science

behind your project.

This section must have a list of resources from which you obtained the background

information on your project. It will look like a bibliography.

photosynthesis and possibly the exchange of gases. Make sure to list all resources that

you used for background knowledge. If you gained information from a person, you

must list that as an interview, citing the date and time of the conversation, as well as the

person’s expertise on your topic. For example, an exterminator would be a credible

person to interview regarding the behavior of insects.

The fourth section of the scientific method is the Variables. This is where you list the

things that will remain the same and the things that will be different during the

experiment.

This section must have three types of variables listed: 1) You must list the Controlled

Variables. This is what you will make sure to keep the same. For example, if you are

testing the effect of music on plant growth, your controlled variables would be the

amount of sunlight, water, and temperature of the plants. You will want to keep all of

these things the same so that the only difference between the plants is what you are

testing for. 2) You must also list the Manipulated Variable. This is what you are

changing to do the experiment. When testing the effect of music on plant growth, the

manipulated variable would be the type of music played to each plant. 3) You must

also list the Responding Variable. This is what you are measuring. It is the response to

the manipulated variable. In the plant experiment, the responding variable would be the

amount growth for each plant.

Controlled Variables - sunlight, water, temperature, location of plants, length of time

exposed to music

Manipulated Variable - type of music played to plants

Responding Variable - amount that each plant has grown

9

The fifth section of the scientific method is the Materials / Procedure. This is where

you outline exactly what you are going to be doing to see if your hypothesis is correct.

This section must include two parts: (1) a list of all materials needed to conduct your

experiment and (2) a step-by-step procedure that you will follow to conduct your

experiment. A list of all safety concerns surrounding this experiment should be

recorded in your journal.

could gather the materials from your list, follow your procedure, and get the same

results that you did. Also, there are always safety concerns when conducting

experiments. Make sure not to leave these out!

The sixth section of the scientific method is the Data / Analysis. This is the record of

what actually happened during the experiment. It is the results of the experiment.

This section must include three parts: (1) a graph or chart that displays your data, (2)

pictures or drawings of your experiment as it happened, and (3) a few paragraphs that

explain what happened during your experiment.

should paint a clear picture of exactly what happened. Also make sure that your

paragraphs have been proofread and do not contain any spelling or grammar errors.

This is the last section of the scientific method. The Conclusion is where you decide if

you will accept or reject your hypothesis, and explain what you have learned.

This section must include two parts: (1) a complete sentence claiming whether you

accept or reject your hypothesis and (2) a few paragraphs that explain what you have

learned, how other people can learn from your experiment, and how others can put your

results to work in real situations.

10

compare it to your Data / Analysis section. If what you thought was going to happen

really did happen, you should write: “I accept my hypothesis”, however, if what you

thought would happen did not really happen, you should write: “I reject my

hypothesis”.

don’t feel bad if you end up rejecting yours. Whether you accept or reject your

hypothesis will have absolutely no effect on the judging.

analytical thinking? Does it demonstrate scientific thinking? Is the student’s growth and

learning evident?

material neat and legible? Is there a title?

11

variable), then…(responding variable)” type statement or some type of cause and effect

statement.

(usually a minimum of five). Make a list of the steps that are going to be used to

complete your science fair project. Are there any safety concerns with this project?

1 variable kept the same (controlled)

1 variable changed (manipulated)

1 variable measured (responding)

charts or graphs to help you summarize your data.

rejected. Explain the reasons why you accept or reject your hypothesis and explain why

your experiment would be useful. Predict what might happen if your investigation

lasted longer.

students would only have the six sections above. Include a title. Include safety concerns in

your journal.

encourage all graphs and charts to be drawn by the students. If students are going to use a

computer, students in the third grade and above should do all their own computer

processing.

analytical thinking? Does it demonstrate scientific thinking? Is the student’s growth and

learning evident?

material neat and legible? Is there a title?

12

of materials.

journal. In your science journal, include your notes and data, drawings of your

experiment, charts and/or graphs and pictures.

from the experiment?

project presentation.

students would only complete the five sections above.

and charts to be drawn by the students. No excel charts or graphs should be used. Word

processing is OK if done by the student. We encourage the entire project to be hand written

by the student. Common words are spelled correctly, challenging words spelled

phonetically.

analytical thinking? Does it demonstrate scientific thinking? Is the student’s growth and

learning evident?

Class projects: K-2 class projects will be scored in the same four categories above except that 2-4

student’s can present. The class must follow the scientific process, create a science board, include a

class journal, and be present for the oral presentation. The oral score will be a combination score of

the presenters. Class project awards are separate from individual awards. Student’s presenting for a

class should not be competing in the individual category.

13

The judging panel, using the attached appropriate grade level “Science Fair Project Scoring Rubric”,

decisions based on the following:

Does it demonstrate scientific creativity?

growth and learning evident?

Certain aspects of science fair judging can be subjective. In an attempt to remove conflicts of interest,

parents and teachers will not be allowed to function as judges for any category in which their child or

one of their students is competing.

Prizes will be awarded by grade level. There will be first, second, and third place prizes awarded for

each grade level. There also will be several honorable mention ribbons awarded at each grade level.

All participants receive a Certificate of Participation.

Any student earning either a prize or an honorable mention ribbon will be encouraged to compete at

the South Sound Regional Science Fair, Saturday, March 24, 2007 at Pacific Lutheran University.

The deadline for registration in the regional fair is February 26. Registration forms available at the

Tacoma Nature Center.

In addition to the above awards, up to three Snake Lake Science Fair ‘Outstanding Winners’ will be

designated based on the judges scores from all categories. Announcement of these winners will be

made during the Awards Ceremony.

All projects must be the work of the student. However, parents may assist students with certain

aspects of the project. Parental assistance may include the following:

14

Exceeded standards

by expanding,

extending or showing

creativity and

originality through:

Includes the following components: Problem

investigated, hypothesis with reason, test using

measurement performed, a list of materials and

procedure, observations and measurements

were recorded, variables are clearly stated with

multiple trials, data was accurately collected

and analyzed using graphs and/or charts, a

conclusion was drawn based on observation and

data, hypothesis was clearly accepted or

rejected and why.

One or two components

are missing or

incomplete and/or data

was not analyzed or the

conclusion is incorrect.

Three or more

components are missing

and/or the conclusion is

not proven by the

investigation.

Exceeded standards

by expanding,

extending or showing

creativity and

originality through:

Display board is sturdy and neat, with an

attractive and colorful layout. It has a title,

states the problem being investigated, the

hypothesis with reason, lists procedures and

materials, variables are properly labeled with

multiple trials, includes a clearly labeled data

table or graph, has a conclusion and a clearly

stated summary that accepts or rejects the

hypothesis. Spelling and grammar are accurate.

One component is

missing or incomplete

and/or is difficult to

read because of errors

and careless work.

Two or more components

are missing and/or

placement of components

and careless work make it

difficult to read.

Exceeded standards

by expanding,

extending or showing

creativity and

originality through:

Uses appropriate speed, volume, and expression

and maintain eye contact. Thoroughly explains

the process, results, and significance of the

project.

One component is not

fully demonstrated.

Two or more components

are not fully

demonstrated.

Exceeded standards

by expanding,

extending or showing

creativity and

originality through:

Scientific notebook or journal includes

backgrounds research and information, explains

the hypothesis, procedures, and materials used,

and contains complete records of tests. It is

explained clearly, using proper spelling and

grammar. Include safety concerns.

One component is not

fully explained, and/or

some explanations are

unclear. Numerous

errors in spelling,

grammar, and

punctuation.

Two or more components

are missing and/or

explanations are unclear.

Errors in spelling,

grammar, and punctuation

make reading difficult.

15

Exceeded standards

by expanding,

extending or showing

creativity and

originality through:

Includes the following components: Question or

problem investigated, prediction or hypothesis

formed, test using measurement performed, a

list of materials, observations and

measurements were recorded, variables are

clearly stated with multiple trials, data was

accurately collected and analyzed using graphs

and or charts, multiple trials were run, a

conclusion was drawn, and your hypothesis was

clearly accepted or rejected and why.

One or two components

are missing or incomplete

and/or data was not

analyzed or the

conclusion is incorrect.

Three or more

components are missing

and/or the conclusion is

not proven by the

investigation.

Exceeded standards

by expanding,

extending or showing

creativity and

originality through:

Display board is sturdy and neat, with an

attractive and colorful layout. It has a title,

states the question or problem being

investigated, the prediction or hypothesis, lists

procedures and materials, the variables are

properly labeled with multiple trials, includes a

clearly labeled data table or graph, has a

conclusion and a clearly stated summary that

accepts or rejects the hypothesis. Spelling and

grammar are accurate.

One component is

missing or incomplete

and/or is difficult to read

because of errors and

careless work.

Two or more

components are missing

and/or placement of

components and

careless work make it

difficult to read.

Exceeded standards

by expanding,

extending or showing

creativity and

originality through:

Uses appropriate speed, volume, and expression

and maintain eye contact. Thoroughly explains

the process, results, and significance of the

project.

One component is not

fully demonstrated.

Two or more

components are not

fully demonstrated.

Exceeded standards

by expanding,

extending or showing

creativity and

originality through:

Scientific notebook or journal includes

backgrounds research and information, explains

the hypothesis, procedures, and materials used,

and contains complete records of tests. It is

explained clearly, using proper spelling and

grammar. Includes safety concerns.

One component is not

fully explained, and/or

some explanations are

unclear. Numerous errors

in spelling, grammar, and

punctuation.

Two or more

components are missing

and/or explanations are

unclear. Errors in

spelling, grammar, and

punctuation make

reading difficult.

16

Exceeded standards

by expanding,

extending or

showing creativity

and originality

through:

Includes the following components:

Question or problem investigated,

prediction formed, test the prediction using

measurement. Observations and

measurements were recorded with notes,

Decide if the prediction is true or false and

tell why. What did you learn from the

experiment?

One or two components

are missing or

incomplete.

Three or more

components are

missing.

Exceeded standards

by expanding,

extending or

showing creativity

and originality

through:

Display board is sturdy and neat, with an

attractive and colorful layout. It has a title,

it states the question, the prediction, and

has a clearly stated summary. Common

words spelled correctly, challenging words

spelled phonetically.

One component is

Two or more

components are

missing.

Exceeded standards

by expanding,

extending or

showing creativity

and originality

through:

Uses appropriate speed, volume, and

expression and maintain eye contact.

Thoroughly explains the process, results,

and significance of the project.

One component is not

fully demonstrated.

Two or more

components are not

fully demonstrated.

Exceeded standards

by expanding,

extending or

showing creativity

and originality

through:

Scientific notebook or journal includes

dates, explains the hypothesis, procedures,

and materials used, and contains complete

records of tests. It is explained clearly with

common words spelled correctly and

challenging words spelled phonetically.

One component is not

fully explained, and/or

some explanations are

unclear.

Two or more

components are

missing and/or

explanations are

unclear.

17

1. Students wishing to enter a project in the Snake Lake Science Fair should fill out the enclosed

registration form and return it to the Tacoma Nature Center by February 3, 2007.

2. Students must do their own projects. Each child will be judged on his or her knowledge of the

are encouraged to discuss the project with the student and provide assistance with research or

preparation of the exhibit. Students should be encouraged to do as much as possible on their own.

Students should do the manipulations and measurements in the experiments and should make

their own drawings and charts. For younger students, dictation of the project summary is

appropriate. Parents should advise their children about potential safety hazards.

3. Two students may work together as a team to complete a single project. However, if they are in

different grades, they will be judged at the level of the older student. Each student in the team

must fill out a registration form.

criteria established by the Animal Welfare Institute. If experiments are to be conducted on living

as bacteria, fungi, protozoa, and insects can reveal much basic biological information.

5. Vertebrate animals are not to be used in experiments for the science fair with the following

exceptions:

a. Observations of normal living patterns of wild animals in the free living state or in

zoological parks, gardens, or aquaria.

b. Observations of normal living patterns of pets, fish, and domestic animals. No living

vertebrate animal shall be displayed in exhibits.

c. Only observational type studies may be used in science fair projects involving chicken

embryos. If normal egg embryos are to be hatched, satisfactory humane considerations must

be made for disposal of chicks. If such arrangements cannot be made, then the chicken

embryos must be destroyed on the nineteenth day of incubation. No eggs capable of

hatching may be exhibited.

Experiments involving humans or any other animals shall conform with these regulations.

Normal physiological and behavioral studies may be carried out. Projects must be carefully

selected so that neither physiological nor psychological harm can result from the study.

Source: Animal Welfare Institute, P.O. Box 3650, Washington, DC 20007.

6. Experiments with bodily fluids are prohibited.

7. All projects(K-12) must include:

a. Project display

b. Oral presentation

c. Project summary/report-Typed or neatly written.

8. The exhibit showing the results of the experiment may consist of the project itself, the equipment

used, and/or pictures, drawings, charts, and diagrams. All exhibits must be durable and safe.

Movable parts must be firmly attached. The actual display must be no larger than 30” deep (front

to back) by 36” wide (side to side) and no higher that 5’.

9. No flames or dangerous materials will be allowed at the fair.

10. Electricity will not be available at the fair.

18

11. All exhibits must be removed by 4:30pm on the day of the fair. Exhibits not removed will

become the property of the Tacoma Nature Center to be used for display purposes or to be

discarded.

12. An identification number will be assigned to each project when it is checked in the night before

the fair.

13. Absolutely NO parents (even helpers) will be allowed in the project display area after 10:00am

the day of the fair.

14. Ribbon facsimiles will be placed on projects for the public viewing from 1:30pm – 3:00pm.

Actual ribbons and prizes will be presented at the Awards Ceremony at 3:00pm. Photographs of

‘Outstanding Winners’ will be taken immediately following the Awards Ceremony.

15. The decision of the judges is final. The criteria given on the Science Fair Judging Sheet are used

for all projects, and a computer program normalizes results before awards are assigned.

19

A scientific method is simply an orderly method for investigating a problem or observing a process. A

scientific method is an important part of the process of scientific investigation. While the results of an

investigation are important, it is impossible to tell if the results are accurate without knowing how the

investigation was done. Were the correct items tested? Were there controls? Was the experiment

repeated with the same results? All of these questions need to be answered to establish the correctness

of the measurements and the results.

All experiments must have two key parts:

example, if you wanted to know how temperature affects the life of batteries, the

temperature of the batteries being tested is the only variable you would change.

manipulated variable. If you were testing batteries in a flashlight, the responding variable

would be the length of time the flashlight would work with batteries that had been kept at

different temperatures.

same in your experiment. Controls in the battery for example would be the brand and size

of battery, the date on the package indicating shelf life, the kind of flashlight used, the

length of time each battery had been kept at each temperature, and anything else that might

affect the results.

change has occurred. In conducting an experiment, it is better to measure changes that involve

differences in time, distance, height, and so on - things you can measure in numbers.

Sometimes, you may want to “measure” things by just looking at them and observing change.

However, measurements in numbers are more satisfactory.

internet for ideas and information. You will find commonly done experiments, but you may

also get some ideas about new topics and how to set-up your own experiment. Your question

should be asked in such a way that it cannot be answered with a simple yes or no. For

example, “How does salt affect the freezing point of water?” is a better question than “Does

questions that are really demonstrations. Make sure that you cannot answer the question with

a simple yes or no. Also be sure that you will change something (have a manipulated variable)

and measure something when answering the question. If you cannot figure out what you will

be changing in doing the experiment, you probably have a demonstration question and not an

experiment question.

20

experiment. Forming a hypothesis will help you design your procedure, and the experiment

will prove or disprove your hypothesis. This step can be easier if you have visited the library

and found other experiments that are similar to the one you want to do.

a. Plan the details of your experiment.

b. Select the manipulated and responding variables.

c. Decide what things you must keep the same - these are your controls.

d. Determine what you will be measuring and what instrument you will use.

e. Select the materials to form the test equipment.

f. Plan how the test will be done: Which test will you do first? How many tests will you

do? What will be recorded? How many times will each test be repeated?

g. Assemble the equipment to be used in the experiment.

h. Prepare data sheets for recording measurements and for your comments. (A log book

may also be used for comments.) As you perform the tests, enter all measurements on

your prepared data sheets. Take careful notice of what happens at all times and write

down what you observe. It is important that you repeat each test several times. That way

you can be sure of your results.

charts, graphs, and tables to show what happened. Wherever possible, use numbers to show

your results. You may find that you will have to do more tests or perhaps make different

measurements if you notice something happening that you cannot explain in one of your

measurements. If one measurement is very different from all the others, check your

comments in your logbook to be sure that nothing unusual happened to that test. For example,

if you were testing the effect of temperature change on batteries and you dropped the

flashlight, your results from that test might not be accurate. Try to understand the problem so

that you can explain unusual results.

results and talking to other people about them. Think about what charts, tables, and your

comments mean. Note patterns and amounts. Try to explain how or what the results came out

as they did. What is the cause? Do the results agree with your hypothesis?

you count on happening again if someone else does a similar experiment? Again note patterns

and amounts in your conclusions. If possible, try to describe how your results might apply to

everyday experiences. For example, in the battery experiment, you might decide that it is

better to store extra batteries in the refrigerator or freezer. Or think about what might have

happened to the results if you had made a really big change in the manipulated variable.

21

Familiar experiments can be done with a new twist. Here is an example:

above, manipulate its direction. What effect does side lighting have on plant growth?

use has on total battery energy (if a battery will power a 2-watt bulb for 2 hours, will it

power a 4-watt bulb for 1 hour?)

obvious answer is: What effect does the scope of the hole in a parachute have on its falling

speed?

fish more likely to break your line when it is under water or when it jumps?)

While demonstrations and models can help you learn many important concepts, this science fair

requires students to do an experiment following a scientific method. Here are some examples of

questions that do not require an experiment. They can be answered by reading a book or making a

model. These are not appropriate choices for the Snake Lake Science Fair.

a demonstration.

22

The following examples are questions that can be answered by doing an experiment.

at a certain temperature

flashlight bulb

remains to be measured.

􀁻