Science Fair Projects
 

All students will be responsible for completing a science fair project this year. The due date for this project is November 18 and the Norwayne Science Fair is November 21, where all projects will be displayed and the winners will be announced.

Your child will need to decide on a project early enough to make sure they have enough time to complete their experiment, gather data, draw a conclusion, organize their information and complete their presentation board.  A Science Fair Project Approval Sheet was given to your child with his Science Fair Project packet and is due Sept. 30 and needs to be signed by you and me before he/she begins the project.

The science fair project should be something your child is interested in. For project ideas use the internet. Two sites devoted to helping students are www.sciencebuddies.org and Discovery Education’s Science Fair Central: (http://school.discoveryeducation.com/sciencefaircentral/)

Each of these sites provides ideas, guidelines, materials,presentation suggestions and other information essential to completing an awesome project. There are countless other sites devoted to science fair projects. Encourage your child to look around for a science fair project that they will WANT to do.

A Tri-Fold Display Board is required for the project and I encourage you to purchase one now while Michaels and other retailers have fully stocked shelves with all color options.

I have attached Wayne County’s science fair guidelines along with the criteria on how projects will be judged. Along with being a school requirement, this project is also 2 test grades.

 
 
Subject: Science Fair   
 
The Norwayne Science Fair is November 21. The same judging criteria will apply. 
Everyone has to participate in the school's competition and those projects will count as a class grade.

 

The displays may be no wider than 48 inches, no taller than 48 inches and no deeper than 30 inches. No living creatures will be displayed including animals, plants and microbes (bacteria, algae, fungi). No organisms, fungi, cultured growth, spoiled food or molds will be displayed. No human or animal parts, preserved animals, dry plant materials, soil, waste materials, food, or chemicals (including water) will be displayed. No sharp items, controlled substances, flames, tanks containing combustibles, exposed machinery, dangerous electrical equipment or personal information (name, address, phone number) will be displayed. Photographs and written documents should be the bulk of the display. Several official documents must be completed for each project if the students want to be able to go on to regional competition. 

 


 

Each middle school may enter four projects in the 6-8 division (and one in the grade 3-5 division if they have a 5th grade). These projects must be identified as being in the Biological, Earth, Physical or Technology subdivision. They should be individual projects. Winning projects will receive a ribbon and have their entry fee paid if they enter the Regional Competition in Wilmington. Official paperwork will be required of all projects going to Regional Competition.

 

 
Judging Criteria

1         

Problem – to what degree is the problem new and/or different for the student, and how well is it written?

            0 No problem statement

            1 Incomplete problem statement

            2 Complete problem statement

            3 Complete, well written problem statement and a new idea for the student

2         

Hypothesis – to what degree is this a testable prediction?

            0 No hypothesis

            1 Incomplete hypothesis

            2 Hypothesis present, but not completely testable

            3 Hypothesis well written and testable

3         

Experimental Design – how well is the plan developed to validate the hypothesis?

            0 Lacks overall plan to validate or confirm the hypothesis

            1 Partial plan to validate or confirm the hypothesis

            2 Sufficient plan to validate or confirm the hypothesis

            3 Exemplary plan to validate or confirm the hypothesis

4         

Experimental Procedure – to what degree does the sequential experimental process       connect the hypothesis, data, and results?

            0 Experimental procedures not listed

            1 Experimental procedures are incomplete and/or not listed step-by-step

            2 Experimental procedures are complete and listed in a step-by-step manner

            3 Experimental procedures are quantitatively and/or qualitatively listed step-by-step

5         

Variables and Controls – how well are the variables identified and controlled?

            0 No variables are identified or controlled

            1 Variables are identified but not controlled

            2 Variables are identified and some variables are controlled

            3 Variables are carefully identified and controlled

6         

Materials/Equipment – how were the items utilized in appropriate and/or new ways?

            0 No materials/equipment identified/used

            1 materials not appropriately identified and/or used safely

            2 Materials appropriately identified and used safely

            3 Materials carefully identified and used above expectations

7         

Data Collection – how appropriate are the method, number of trials, and quantity of data?

            0 No quantitative data collected

            1 Insufficient data collected

            2 Sufficient data collected

            3 Data collected above expectations

8         

Data Presentation – how well do the graphs, tables, logs, charts, etc, present the data?

            0 No presentation of the data

            1 Data partially and/or not clearly presented

            2 Data sufficiently and clearly presented

            3 Data presentation is above expectations

9         

Data Analysis – how well are the results interpreted? How well have the possible errors been analyzed?

            0 No interpretation of data

            1 Partial interpretation of data

            2 Correct and appropriate interpretation of data

            3 Comprehensive and significant interpretation of data with error analysis

10       

Outcomes – how well are the conclusions and/or products identified and interpreted?    How important are the findings?

            0 No conclusions and/or products identified

            1 Incomplete conclusions and/or products identified

            2 Apparent conclusions and/or products identified

            3 Inherent, significant conclusions and/or products clearly identified

11       

Applications – how well are the new relationships, ideas, and/or additional investigations identified and presented?

            0 No applications are identified

            1 Applications are vaguely identified

            2 Apparent applications are identified

            3 Significant, practical applications are identified

12       

Visual Display – how well is the project constructed and organized? Are spelling and sentence structure correct?

            0 Poor display / construction / grammar

            1 Fair display / construction / grammar

            2 Good display / construction / grammar

            3 Exemplary display / construction / grammar

13       

Oral presentation – how clear / well prepared is the presentation? How complete is the presenter’s knowledge and use of resources?

            0 Poor presentation, lack of knowledge, no use of resources

            1 Fair presentation, little knowledge / poor use of resources

            2 Good presentation, adequate knowledge / adequate use of resources

            3 Exemplary presentation, superior knowledge / superior use of resources

14       

Interview – how precisely are questions answered? How complete is the student’s understanding of the experimental work?

            0 Cannot answer questions adequately and precisely

            1 Partially answered questions

            2 Adequate, precise answers to most questions

            3 Exemplary, precise answers to all questions