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chemical reactions, mathematical models, molecular structures, and other technical symbols. Use references to published literature to support your statements. For example: “Electrons are organized into quantized energy orbits. (Smoot, 1988).” Or, “Smoot (1988) indicates that electrons are organized into quantized orbits.” No investigation answers all the questions, and in fact, new questions arise. These questions must be posed to the reader and often are used as reasons for continuing the study or moving in a different direction to solve the problem. Specific data, which does not fit the pattern, must be explained. Do not simply restate observations and data, rather, synthesize concepts, alternate hypotheses, principles, trends, and patterns, which the results may suggest. The writing style must flow, uninterrupted, from thought to thought, giving the reader the impression that the student’s thinking process was detailed and thorough, exhausting all possible explanations. Conclusion This is a brief section, which states the conclusions of the investigation. The statement may be expressed in full sentence format or by other symbolism such as mathematical models or chemical reactions. The conclusions are ordered from most important to least important. These conclusions must address the objectives of the investigation. Is the hypothesis supported or does it need to be modified or rejected? The objectives tend to be questions and so the conclusions are possible answers to those questions. All investigations generate additional questions. These should be presented to the reader and are the basis of continued research. Conclusion statements may also address the need for modifications in the procedure, equipment, or other aspects of the study. For example, modifications may be needed to reduce the potential for human error or to increase the number of significant digits in the results. In investigations with sufficient data, statistical statements are included in this section. If statistics are used they must be included in the calculation and data sections and they must be discussed in the discussion section. New data, observations or discussion should not be introduced in this section. Future Studies This section addresses how a project could be continued. What could be done to continue the investigation into areas that were generated as a result of experimentation.? Final Preparation for Fair Final check of all materials: It is important that the science research teacher review and evaluate the basic project components prior to fair. This includes log/data books, research paper, reprint file and display board. Oral Presentations: It is suggested that students practice and polish their presentations prior to the fair. You may have the students initially present to each other in small cooperative groups. From this experience, they may progress to class presentations with the student audience marking the same judging cards utilized at fair. Inviting parents, administrators, and local researchers to serve as “judges” may give students balanced feedback to their presentations as well as experience in presenting to unfamiliar spectators. You may want to have your students 14
videotape and critique their presentations. An example of an “Oral Presentation Evaluation” rubric can be found in the Appendix C. Display Board: It is essential that the ISEF display dimensions and specific fair guidelines be followed. It is strongly recommended that the student begin working on the board well in advance of the fair. The board must be sturdy and neatly assembled; materials displayed should be arranged in sequential order with the exception of the abstract, which must be posted in the lower left outside corner. The board should be attractive and reflect the concern the student took in conducting the investigation.(Refer to Appendix C) Post Fair Activities Students should review the judging cards filled out by the fair judges; often the judges have taken the time to provide suggestions and recommendations for future research. You may want to take advantage of the excitement generated by the fair to have students brainstorm for next year’s project. Some students will be actively preparing and continuing research for participation in additional fairs. As the year progresses, you may want to give students the opportunity to design cooperative activities and competitions. Examples of activities include: • Thank you letters • Egg drop • Lego Robotics • Student produced “how to” video for next years science research students � Tower design and construction “Start by doing what’s necessary, then do what’s possible and suddenly you are doing the impossible.” -St. Francis of Assisi 15
Page 2 and 3: SCHOOL BOARD OF BREVARD COUNTY Educ
Page 4 and 5: Table of Contents Introduction-----
Page 6 and 7: “….I have not failed. I’ve ju
Page 8 and 9: Research Student Responsibilities T
Page 10 and 11: Inquiry Laboratory Exercises: The p
Page 12 and 13: Activities should include training
Page 14 and 15: decision-making limitations, and hy
Page 16 and 17: Reprint File A reprint file is a bo
Page 20 and 21: Listing of Schools by Fair Brevard
Page 22 and 23: Florida State Science and Engineeri
Page 24 and 25: Other Science Competitions Craftsma
Page 26 and 27: Science Fairs Alignment with Nation
Page 28 and 29: How do I go about finding mentors f
Page 30 and 31: 3) how well a student followed scie
Page 32 and 33: Federal Agencies and Commissions: h
Page 34 and 35: US Department of Health and Human S
Page 36 and 37: I venture to define science as a se
Page 38 and 39: Student Science Safety Contract Stu
Page 40 and 41: Science Fair Photo Release Informat
Page 42 and 43: Science Fair Cancellation Form 2008
Page 44 and 45: Brevard Public Schools Science Rese
Page 46 and 47: My commission expires _____________
Page 48 and 49: authorship must be respected. K. Do
Page 50 and 51: name is used. Υ N I give permissio
Page 52 and 53: JUDGING CHECKLIST Project Number___
Page 54 and 55: Final Judges’ Ranking Card Brevar
Page 57 and 58: Regional Fair Form Brevard Public S
Page 59 and 60: 55 Page 1 of 1 Regional Fair Form B
Page 63 and 64: Regional Fair Form Potentially Haza
Page 67 and 68: State Science Fair Activity Overvie
Page 69 and 70:
Medical & Special Information State
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Student Name School Research Teache
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Student Name School Research Teache
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Individual Entrant Form (Page 2 of
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Team Entry Form (Page 2 of 3) Membe
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Appendix Bernoulli’s Cans -------
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Explain: o Discuss student observat
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WRITING LOG BOOK ENTRIES • Studen
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If you work with bacteria, chemical
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• Read the preface--what does the
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o Human Weariness in "After Apple P
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Citing Multiple Works by the Same A
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Heller, Steven, ed. The Education o
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A Part of a Book Book parts include
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Poniewozik, James. "TV Makes a Too-
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Long URLs URLs that won't fit on on
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U Lib., West Lafayette, IN. 28 May
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A Lecture or Speech Include speaker
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__________________________________
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Citing multivolume works Wilson, J.
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[Motion picture] replaces Film and
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SAMPLE RESEARCH TIMELINE DATE WHAT
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The following is a suggested guide
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Rubric for an Oral Presentation Nam
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Mark Discrepancies Here DISPLAY AND
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International Rules for Precollege
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Acknowledgments Fair directors, tea
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� Intel ISEF Categories and Subca
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An original stamped/embossed offici
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� Ethics Statement Scientific fra
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� Roles and Responsibilities of S
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When students conduct research with
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questions related to personal exper
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The following rules were developed
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2) Proper euthanasia at the end of
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� Potentially Hazardous Biologica
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10) The following types of tissue d
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� Hazardous Chemicals, Activities
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C. Radiation A risk assessment must
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Checklist for Adult Sponsor (1) Thi
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Research Plan REQUIRED for ALL Proj
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Regulated Research Institutional/In
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Student’s Name Title of Project R
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Required for all research involving
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Potentially Hazardous Biological Ag
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Student’s Name Continuation Proje
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Getting Started 1) Pick your topic:
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4) Visual Display: You want to attr
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