HUNSTEM and the Science and Engineering Fair of Houston

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HUNSTEM and the Science and Engineering Fair of
Houston

• HUNSTEM Workshop

How can we help?
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Introduction

• Using the Internet to
• Plan
• Research and
• Prepare
• Science Fair Projects
• Using HUNSTEM to find Ideas and Resources
• The Pedagogy behind Science Fairs
• Selling your Science Fair

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Finding a Good Idea

• Science Fair projects need to be original,
  engaging, and challenging.

How do you find new winning ideas?
Here are a few tips from Science Discovery

• Choose a topic that is interesting to you.
• Understand exactly what is expected of you. Ask
  questions.
• Make time for research.
• Use many sources (books, encyclopedias,
  magazines, Internet, etc.).
• You may want to visit museums, zoos,
  universities, and science centers.
• Keep notes on where you found ideas and
  information.

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Doing the Ground Work

• Even though most formulations of the scientific
  method dont focus on it, one of the most
  important steps to any experiment is the
  assessment of current knowledge on the subject.

• And scientists dont limit themselves to a
  single resource or source of information. Look
  everywhere!

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Tips for Students from Energy Quest

• UNDERSTAND IT Its YOUR project, NOT your
  Folks'!
• Your project must show the judges that YOU
  understand and know how to use scientific theory,
  terms, techniques and methodologies properly.
• Judges look for students who know about the
  scientific principles and practices they used in
  their project.
• They want to see if you can interpret what you
  learned.
• It's important for judges to know that you have a
  depth of understanding of the basic science
  behind the project topic, that you comprehend the
  finer level of detail and that you're aware of
  any influence or effects the project has on
  related subject topics.
• If you don't know what a term or theory means
  find out or don't use it in your presentation.

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Tips for Students

• Keep your project at a level YOU can understand.
• Judges aren't expecting you to have access to
  university research laboratories or be a Ph.D.
  candidate for the topic area you've chosen.
• What is important is that the technical level of
  sophistication and complexity of your project
  reflect YOUR level of understanding - not someone
  else's.
• It's OK to receive help outside your school as
  long as you clearly say what is was and who
  helped you.
• IF YOU DON'T UNDERSTAND IT, DON'T DO IT because
  you won't be able to explain it! Chances are if
  it doesn't make sense to you, it won't make sense
  to the judge.

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Tips for Students

• One more thing know how all your equipment
  works, what it does and why it was used in your
  project. If you can't explain it to a judge, then
  you probably don't understand the science of
  what's going on.

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More Resources
HUNSTEM Technology Workshops
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Doing the Experiment

• Finding supplies
• How much should parents help?
• Tips for your kids
• Ask a Scientist
• At NSDL
• At HUNSTEM
• At the Mad Scientist Network

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More Resources
Resources for Students
Resources for Parents
Resources for Teachers
Informal Science Centers
Institutions of Higher Learning
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Preparing the Report

• Your science fair project report is one of the
  most important parts of your experiment.
• Writing is all about communicating ideas clearly.
  (tips from scifair.org)
• Avoid jargon
• Dont be cute
• Provide a complete report

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More from Scifair.org

• Title Page Must include your science fair
  project's title, your name and contact
  information (address and school), your grade and
  the name of your science teacher.
• Table of Contents Include the page numbers for
  the beginning of each section.
• Introduction The Introduction includes your
  clearly formulated and testable hypothesis, as
  well as explanation of your idea, how you got it
  and why you think the work is interesting. (If
  don't think your experiment is interesting, give
  up now. You have no hope of doing a good project!
  So look around until you find something that
  interests you!) Also include what you hoped to
  achieve when you started the project.
• Experiment Describe in detail the method you
  used to collect your data and organize your
  observations. Your report should be detailed
  enough for anyone to be able to repeat your
  experiment by just reading the paper, so keep
  this fact in mind when you write it. It's always
  a good idea to include detailed photographs or
  clearly-labeled drawings of any device you made
  to carry out your research.that it uses.

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Scifair.org

• Discussion This is where you explain the exact
  process by which you reached your conclusions.
  This section should flow logically so that the
  reader can easily follow your train of thought.
  Compare your data with the null hypothesis (that
  is, what would you have expected if the
  observations you made were completely unrelated
  to he effect you were expecting), or to your
  predicted results. What you would do differently
  if you were to do this project again?
• Conclusion Summarize your results. Make sure not
  to introduce anything that wasn't already
  mentioned in the previous parts of your paper.
• Acknowledgments In this section you should give
  credit to everyone who assisted you. This may
  include individuals, businesses and educational
  or research institutions. Identify any financial
  support or material donations you may have
  received.
• References This list should include any
  documentation that is not your own, such as books
  or articles, that you used. For the accepted
  format, see the rules for your particular science
  fair competition. If the rules don't specify a
  preference, then find a research journal that
  publishes articles in the area of your
  experiment, and copy the format

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Preparing the Presentation

• (Tips from Janice VanCleaves Science Fair
  Handbook)
• Project Objectives
• Present original ideas
• State the problem clearly
• Define the variables and use controls
• Relate background reading to the problem
• Project Skills
• Be knowledgeable about equipment used
• Perform the experiments with little or no
  assistance except as required for safety
• Demonstrate the skills required to do all the
  work necessary to obtain the data reported

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Think About the Presentation Ahead of Time

• Data Collection
• Use a journal to collect data and research
• Repeat the experiment to verify the results
• Spend an appropriate amount of time to complete
  the project
• Have measurable results
• Data Interpretation
• Use tables, graphs, and illustrations in
  interpreting data
• Use research to interpret data collected
• Collect enough data to make a conclusion
• Use only data collected to make a conclusion

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Be Creative and Original

• Project Presentation (Written Materials,
  Interviews, Displays)
• Have a complete and comprehensive report
• Be able to answer questions accurately
• Use your display during oral presentation
• Be able to justify conclusions on the basis of
  experimental data
• Summarize what was learned
• Present a display that shows creative ability and
  originality
• Present an attractive and interesting display

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Do's and Don'ts at the Fair

• Do bring activities, such as puzzles to work on
  or a book to read, to keep yourself occupied at
  your booth. There may be a lengthy wait before
  the first judge arrives, and even between judges.
• Do become acquainted with your neighboring
  presenters. Be friendly and courteous.
• Do ask neighboring presenters about their
  projects, and tell them about yours if they
  express interest. These conversations pass time
  and help relieve nervous tension that can build
  when you are waiting to be evaluated. You may
  also discover techniques for research that you
  can use for next year's project.
• Do have fun.
• Don't laugh or talk loud. This may affect the
  person nearby who is being judged.
• Don't forget that you are an ambassador for your
  school. This means that your attitude and
  behavior influence how people at the fair think
  about you and the other students at your school.
• (Also from Janice VanCleaves Science Fair
  Handbook)

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Why a Science Fair

• (From Science Fair Organizer at
  discoveryschool.com)
• Science fairs give students the opportunity to
  study a topic that interests them. Projects can
  be as varied as your students' interests, such as
  sports, music, art, rocketry, psychology, and
  computers. Through their projects, students will
  discover that science is found in every niche of
  the universe.
• Further, science projects allow students to
• Use the scientific method to develop an
  understanding of controls and variables.
• Take an open and creative approach to problem
  solving.
• Sharpen their writing skills.
• Gain skills in library use.
• Learn that a successful outcome is based not on
  personal opinion but on scientific fact.
• Develop time management skills.
• Develop public speaking skills as they present
  projects to classmates and judges.
• Compete in a science fair where students are
  recognized for academic achievement. The judging
  process also provides students with the
  invaluable experience of developing poise and
  thinking on their feet.

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The Pedagogy Behind Science Fairs

• Science Fairs are
• Learner Centered
• Knowledge Centered
• Assessment Centered
• (from chap. 6 of How People Learn from the
  National Research Council)

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TEKS

• 112.24. Science, Grade 8.
• (a)  Introduction.
• (1)  In Grade 8, the study of science includes
  planning and conducting field and laboratory
  investigations using scientific methods,
  analyzing data, critical-thinking, scientific
  problem-solving, and using tools such as
  telescopes to collect and analyze information.
  Students also use computers and information
  technology tools to support scientific
  investigations.
• (5)  Science is a way of learning about the
  natural world. Students should know how science
  has built a vast body of changing and increasing
  knowledge described by physical, mathematical,
  and conceptual models, and also should know that
  science may not answer all questions.
• (7)  Investigations are used to learn about the
  natural world. Students should understand that
  certain types of questions can be answered by
  investigations, and that methods, models, and
  conclusions built from these investigations
  change as new observations are made. Models of
  objects and events are tools for understanding
  the natural world and can show how systems work.
  They have limitations and based on new
  discoveries are constantly being modified to more
  closely reflect the natural world.

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TEKS

• 2)  Scientific processes. The student uses
  scientific inquiry methods during field and
  laboratory investigations. The student is
  expected to
• (A)  plan and implement investigative procedures
  including asking questions, formulating testable
  hypotheses, and selecting and using equipment and
  technology
• (B)  collect data by observing and measuring
• (C)  organize, analyze, evaluate, make
  inferences, and predict trends from direct and
  indirect evidence
• (D)  communicate valid conclusions and
• (E)  construct graphs, tables, maps, and charts
  using tools including computers to organize,
  examine, and evaluate data.

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TEKS

• (3)  Scientific processes. The student uses
  critical thinking and scientific problem solving
  to make informed decisions. The student is
  expected to
• (A)  analyze, review, and critique scientific
  explanations, including hypotheses and theories,
  as to their strengths and weaknesses using
  scientific evidence and information
• (B)  draw inferences based on data related to
  promotional materials for products and services
• (C)  represent the natural world using models and
  identify their limitations
• (D)  evaluate the impact of research on
  scientific thought, society, and the environment
  and
• (E)  connect Grade 8 science concepts with the
  history of science and contributions of
  scientists.

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TEKS

• (4)  Scientific processes. The student knows how
  to use a variety of tools and methods to conduct
  science inquiry. The student is expected to
• (A)  collect, record, and analyze information
  using tools including beakers, petri dishes,
  meter sticks, graduated cylinders, weather
  instruments, hot plates, dissecting equipment,
  test tubes, safety goggles, spring scales,
  balances, microscopes, telescopes, thermometers,
  calculators, field equipment, computers, computer
  probes, water test kits, and timing devices and
• (B)  extrapolate from collected information to
  make predictions.

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TEKS

• (5)  Scientific processes. The student knows that
  relationships exist between science and
  technology. The student is expected to
• (A)  identify a design problem and propose a
  solution
• (B)  design and test a model to solve the
  problem and
• (C)  evaluate the model and make recommendations
  for improving the model.

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Conclusions

• Science Fairs are Effective Teaching Tools
• There Are No Excuses (lots and lots of resources
  are available for Students, Parents and
  Teachers).
• Every School Should Have One
• HAVE FUN!