motivation: WHY WE ARE HERE TODAY INTRODUCTIONS WELCOME TO AUBURN UNIVERSITY! WHAT PROMPTED TODAY’S EVENT? 1. A Task: Revamp AU’s Regional Science and Engineering Fair 2. A Program: Science Investigations 3. An Article: “The Science Fair: A New Look at an Old Tradition” 4. A Need: Guidance and Support for Teachers WHY I HAVE INVITED YOU HERE TODAY? To familiarize you with the process of science fair
logistics: from your school to intel ISEF Local Fair* Regional Fair State Fair Intel ISEF 6-12 9-12
Public, private, & home schools Grades 6 - 12 eligible 5 regionals in Alabama State fair hosted by UAH logistics: ALABAMA FAIRS Local Fair Regional Fair State Fair Intel ISEF 6-12 9-12
Service Region = 19 AL counties ~60-80 projects (many are teams) ~100 students 5 - 7 counties represented 2 senior division winners advance directly to Intel ISEF ~25% of projects advance to state logistics: GEARSEF REGIONAL
Did YOU ever do a Science Fair Project? Today’s science fair projects... Engage students in the scientific research process: Develop a testable question Find a way to test the question: Materials Methods/Procedure Collect data Interpret the results Communicate the findings: Display Board Verbal Communication Research Paper logistics: WHAT IS SCIENCE FAIR?
PROJECT DISPLAY BOARD INTERVIEW WITH JUDGES SCIENCE DATA BOOK OR JOURNAL RESEARCH PAPER (OPTIONAL) logistics: WHAT ARE COMPONENTS OF A PROJECT?
logistics: Divisions JUNIOR DIVISION GRADES 6 - 8 Explore a topic of their own choosing Develop a question and hypothesis Design a fair test Collect data in a data table Choose an appropriate graph type to display information Develop a cohesive conclusion: Does data support or void the hypothesis? Are there sources of error in experimentation? Are there other questions the student could explore after testing? Communicate the results of the study with an effective display board SENIOR DIVISION GRADES 9 - 12 Explore an original and unique topic of their own choosing Conduct background research on the topic Develop a question and hypothesis Design a fair test Collect data in a data table Choose an appropriate graph type to display information Develop a cohesive conclusion: Does data support or void the hypothesis? Are there sources of error in experimentation? Are there other questions the student could explore after testing? Communicate the results of the study with an effective display board Communicate the results of the study with a well-developed research paper (recommended)
logistics: Categories CATEGORIES: GRADES 6 - 8 Animal and Plant Sciences Behavioral and Social Sciences Physical Science Engineering and Energy Medicine and Health Sciences CATEGORIES: (GRADES 9 - 12) Animal and Plant Sciences Behavioral and Social Sciences Cellular, Molecular, and Microbiology Chemistry and Biochemistry Engineering, Computer Science, and Math Energy and Transportation Environmental Sciences Medicine and Health Sciences Physics and Astronomy
logistics: Fair Day Judging INTERVIEW CRITERIA Creative Ability - 30 points With regard to questions, investigation, data, and approach Scientific Thought - 30 points With regard to design, variables/controls, and conclusions Thoroughness - 15 points With regard to coverage, replication, awareness of area research, and completeness of notes Skill - 15 points With regard to the students skills and ability to have independently completed the project Clarity - 10 points With regard to discussion/written work and the display
successful projects: WHAT DO THEY LOOK LIKE? SUCCESSFUL PROJECTS: Are creative Creative questions are the core of a good project Creative project design or procedures Creative approach to a problem or question Employ Scientific Thought All possible variables are addressed through scientific testing and/or background research Controls are well developed and executed correctly Conclusions are supported by scientific evidence and background research The project has been designed and carried out using acceptable research practices Are Thorough Thorough background research provides a foundational understanding of a subject area Adequate numbers of replications to ensure that the results are not random (min. 3) Thoroughness in note-taking and research paper (if applicable) Require Age-Appropriate Skill Skillfully planned and executed project at the appropriate level Independently led projects at the appropriate level for that student Are Clearly Communicated Clearly displayed results Clearly and concisely written summaries, abstracts, research papers Clearly able to speak about their project
successful projects: BUILD THE SKILLS SKILLS NEEDED FOR SUCCESSFUL PROJECTS: Background Research Skills Background Information Scientific authority Real inquiry skills Setting up a correct Experimental Design Communication Skills Oral Communication Written Communication Correct Scientific Language
implementation: BUILD RESEARCH SKILLS STUDENTS SHOULD BE ABLE TO... 1. Research information related to a subject or topic. 2. Determine if the information source is reliable. 3. Read non-fiction articles for: Meaning of the main article Meaning of any graphs, data tables, pictures, etc. List evidence that supports the claim(s) made in the article Develop questions at the end of the article
implementation: BUILD RESEARCH SKILLS IN THE CLASSROOM... (IN PREPARATION FOR SCIENCE FAIR) Have students do mini-research projects in which they: 1. Search for information online 2. Determine if the information source is reliable Have students practice reading non-fiction articles by: 1. Writing short answer responses about the article 2. Hosting whole-class discussions about the article 3. Writing summaries of the article
implementation: BUILD INQUIRY SKILLS STUDENTS SHOULD BE ABLE TO... 1. Develop their own questions 2. Form their own hypothesis 3. Develop an experimental design setup (materials & procedures) Record data into a data table Interpretation and presentation of data (through graphs etc.)
implementation: BUILD INQUIRY SKILLS IN THE CLASSROOM... Have students practice the experimental design process Develop the question, hypothesis, etc.
implementation: BUILD COMMUNICATION SKILLS STUDENTS SHOULD BE ABLE TO... 1. Speak with scientific authority about their project topic 2. Use appropriate scientific language when applicable 3. Write technically about their project including: 4. An abstract 5. A conclusion 6. A research paper
implementation: BUILD COMMUNICATION SKILLS IN THE CLASSROOM... 1. Encourage students to continually summarize and question during all labs: 2. Verbally (to the teacher, peers, whole class) 3. Written 4. Have students do mini-research projects in which they: Present results to the class (powerpoint, posters, prezi, etc.) Teach Technical Writing
implementation: PAPERWORK INSTITUTIONAL REVIEW BOARD (IRB) What is an IRB? An Institutional Review Board (IRB) is a committee that, according to federal regulations (45-CFR-46), must evaluate the potential physical and/or psychological risk of research involving humans. All proposed human research must be reviewed and approved by an IRB before experimentation begins. This includes review of any surveys or questionnaires to be used in a project. Who is on the local IRB? An IRB must consist of a minimum of three members and: a. an educator b. a school administrator c. include an individual who is knowledgeable about and capable of evaluating the physical and/or psychological risk involved in a given study.
implementation: PAPERWORK SCIENTIFIC REVIEW COMMITTEE (SRC) What is an SRC? A Scientific Review Committee (SRC) is a group of qualified individuals that is responsible for evaluation of student research, certifications, research plans and exhibits for compliance with the rules and applicable laws and regulations at each level of science fair competition. Who is on the local SRC? Most proposed research projects involving vertebrate animals and/or potentially hazardous biological agents must be reviewed and approved BEFORE experimentation.An SRC must include three persons and: a. a biomedical scientist b. an educator c. one additional member