Firstly, apologies for the short notice. The STEM Fair is right around the corner. This year the dates have been moved to February. Normally, this event is held in March or April so it's taken us all by surprise. Projects are due to WHES by the 18th of February. Below is all the information I have been given about the formats the projects need to utilize. While I'm very familiar with the scientific method and traditional science projects, learning about how to present an engineering project is new to me and I'd love to assist any students who choose to do a project of that kind.
The Scientific Process or Engineering Design Process
“Which Category do I Select?”
While
scientists study how nature works, engineers create new things, such as
products, websites, environments, and experiences. Because scientists and
engineers have different objectives, they follow different processes in their
work. Scientists perform experiments using the scientific process; whereas,
engineers follow the creativity-based engineering design process. Both
processes can be broken down into a series of steps, as seen in the diagram and
table below. Scientific Process Engineering Design Process
PROJECT REQUIREMENTS
You may
choose to do a project following the Scientific Process or by following the
Engineering Design Process. For either, follow the basic steps that are
provided in this information packet and document your work in a science
notebook. Keep a timeline of your work. This is your daily journal of events as
you study and learn about your project. Plan ahead. Don’t wait until the last
minute. Provide your notebook as part of your project display and use it as a
resource during your interviews. The notebook is a requirement on the judging
rubric.
Scientific Process:
1. Ask
and select a testable question. This is a question yet to be answered.
2. Learn
about the testable question. Do research at the library, online, or talk to a
professional. Record your research and data in your science notebook.
3.
Develop a hypothesis. Use what is learned from the research to predict and
answer the question. Use an “if…then” statement.
4.
Identify and state the variables. State each one clearly.
5.
Design an experiment. Carefully plan a test of the hypothesis. It must use
comparisons and measurements with the correct units.
6.
Collect data. Do the experiment! Take the measurements. Draw and label the
graphs and complete summary tables. Identify the units for each axis.
7. Draw
a conclusion. Compare the results of the data collection with the hypothesis.
Was the hypothesis supported? Can what happened be explained? What was learned?
Upon reflection, did your thoughts change? What would you change the next time?
8.
Construct a display.
9.
Practice your presentation. Do not just memorize it; be able to talk about your
project.. Practice in the mirror or with people who know nothing about the
project. Refer to your science notebook and explain the process, data, and
results to your teacher.
Design Process:
1.
Define the problem. After narrowing down your interests to one problem, explain
the problem.
2. Learn
about the problem. Do background research about the problem, gathering possible
solutions and existing solutions to similar problems.
3.
Specify requirements. Your problem’s solution must do or perform certain ways.
List these as performance items; how well will your solution work?
4.
Create alternate solutions. There has to be at least three ways to solve your
problem. You will choose one based on your capability, costs, time and
knowledge.
5. Build
a prototype. Choose a solution from Step 4, and build your model to show how
your solution solves your problem.
6. Test
and redesign as necessary. While building your prototype, or after you’ve
evaluated your prototype, change and retest to get a better result. Keep in
mind your requirements from Step 3; these should not change very much.
7.
Construct a display.
8. You
need to communicate your results.
9.
Practice your presentation. Do not just memorize it; be able to talk about your
project Practice in the mirror or with people who know nothing about the
project. Refer to your science notebook and explain the process, data, and
results to your teacher.
Scientific Process Criteria
This
criterion should be documented on the exhibit and in your notebook.
Scientific Process:
•
Title-this should be the same title as is included on the Project Application
Form and on the student’s display board • Testable question
•
Background research
• Hypothesis (use an “if...then” statement)
• State
the variables- Clearly identify the independent (manipulated) and the dependent
(responding) variables
• Design of the experiment
•
Procedures/Test Method to include measurements and comparisons
•
Communicate results (in table, chart, and/or graph form with corresponding
units)
•
Conclusion (supported or not supported)
Example of a Science Fair
Experiment: An
experiment should follow a scientific process of which the results are not
obvious. Variables should be used in the procedure/test methods. A rule to
follow: If the hypothesis is easily obtained from resources or classroom
science experiences, it usually is considered a demonstration.
The
following testable question is a typical example: “Does light increase the
reproduction of Paramecium?”
Title: Light and the Reproduction of
Paramecium
Testable Question: Does light increase the
reproduction of Paramecium?
Hypothesis: If light is increased, the
reproduction of Paramecium will increase.
Variables: Independent variable- amount of light Dependent variable- number of Paramecium Materials: Four culture
dishes, microscope with camera, slides, Slo solution, light, and eyedropper.
Experimental Design: How will the experiment be
done?
Procedure- Test Method: Steps used in the
experiment; list only what’s necessary, and use diagrams to cut words. Measurement:
the number of paramecia Comparison: growth at different light levels
Results: Daily data table with data
collection, photos, graph comparing the number of paramecia in the different
cultures. (You cannot bring in life organisms such as these).
Conclusion: This is a detailed discussion
of the student’s findings as it relates to the hypothesis; the student should
include inferences based on the results; the student should state whether the
hypothesis is supported or not supported and explain the reasons for the
statement. The student should not state that they hypothesis was proven or
correct. The student should use evidence from the experiment to support their
findings. Then reflect on what they learned. What might the next steps be? What
was learned on reflection of the data?
Scientific Process- Display Board Template
Fertilizer vs. Height Animal
Growth Rate
Complete
graphs have a TITLE, SCALE on each axis, and a LABEL and UNIT for each scale.
Bar graphs are used for categories;
i.e., type of fertilizer, type of trash, brand of product. Order does not matter.
Line graphs are used for continuous data; i.e., time, dates, amount of
substance used. Order does matter.
Engineering Design
Process Criteria
This criterion should be documented on the exhibit
and in your notebook.
Engineering Design
Process:
·
Title- this should be the same title as is included
on the Project Application Form and on the
student’s display board
·
Define the problem
·
Background research
·
Design statement/specify
requirements/materials/variables
·
Brainstorm, evaluate, and choose a solution
(preliminary designs)
·
Prototype description and its development
(redesign, test methods)
·
Test, data and results (tables/charts/graphs)
·
Conclusion/Communicate results (did the solution
meet the requirements?)
Example of an Engineering Design Project:
An engineering design project should solve a problem; the work should
create a solution for a specific need. Your project may include using the
scientific method while best solving the problem.
The following problem definition is a typical example:
“What is the best material to
put in a sandbag to block water, such as during a flood?”
Title: Stop the Water!
Define the Problem: What is the best material to put in a sandbag to block
water during a flashflood?
Background Research: What is typically used for sandbags (inside as
well at outside) and its effectiveness, other possible materials, absorption,
etc.
Requirements:
Sandbag must block/deflect water for an extended period
of time and be safe for the environment as well.
Solutions: From the research, possible materials are
discussed as well as how to test. First
discussion of variables could happen here.
Prototype Description: Discussion of the material(s) chosen, creation
steps and testing protocols.
Results: How did the material(s) hold up? What was discovered during testing? Did
other variables become apparent?
Conclusion/Communication: This is a detailed discussion of the
student’s findings as it relates to the problem; the
student
should include inferences based on the results; the student should state whether
the problem was solved,
was it
reliable and cost-effective. The student
should use evidence from the prototype testing to support their
findings.
Then reflect on what they learned. What might the next steps be? What was
learned on reflection of the data?
Engineering Design Process
- Display Board Template
Fertilizer vs. Height Animal Growth Rate
Complete
graphs have a TITLE, SCALE on each axis, and a LABEL and UNIT for each scale.
Bar graphs are used for categories; i.e., type of fertilizer, type of
trash, brand of product. Order does not
matter.
Line graphs are used for
continuous data; i.e., time, dates, amount of substance used. Order does matter.
**Your
child is not required to choose from this list if they have an idea for an
experiment.
1.
Do metals rust at different rates?
2.
Which type of water evaporates the quickest: salt,
tap, or fresh?
3.
Does the time of day affect body temperature?
4.
Which fruit contains the largest quantity of acid?
5.
Does color have an effect on a person’s choice of
foods?
6.
What effect does loud noise have on plant growth?
7.
Does magnetism affect plant growth?
8.
Which packaging method best reduces the growth of
mold or fungus?
9.
Does the wattage of a light have an effect on the
amount of heat the light produces?
10.
Which soap makes the most bubbles?
11.
Which foods do mealworms prefer?
12.
Does a bath take less water than a shower?
13.
Do bigger seeds produce bigger plants?
14.
Which material absorbs the most water?
15.
What color birdseed do birds prefer?
16.
Will bananas brown faster on the counter or in the
refrigerator?
17.
In what temperature do plants grow best?
18.
Which paper towel is strongest?
19.
Which brand of battery allows toys to run the
longest?
20.
Which boils faster: salt water or fresh water?
21.
Does an ice cube melt faster in air or water?
22.
Does sugar prolong the life of cut flowers?
23.
Will increasing the amount of air in a basketball
make it bounce higher?
24.
Does the color of light affect plant growth?
25.
Do plants grow bigger in soil or water?
26.
Which is a better insulator: wood or Styrofoam?
27.
Does the color of water affect its evaporation?
28.
Which type of cheese grows mold the fastest?
29.
Does warm water freeze faster than cold water?
30.
Do plants like music?
31.
What kind of juice cleans pennies the best?
32.
How much salt does it take to make an egg float?
Remember: Your child must choose a topic that enables them to answer a
question through their research.
1. Select a Topic
Remember a STEM Fair Project is a test you do to find an answer to a question, not just showing what you
know.
2. Gather Background Information
Gather information about your topic from books, the
Internet, and people. Keep notes about
where you got your information to include on your bibliography. You can use the
following websites:
Elmer’s Glue Has a Great set of ideas
for projects and resources
Good project ideas from Simple to
complex
Helpful Website Links for the Engineering Projects!
Helpful Website Links for Research!!
Some good
sources for displaying your references
Yeah,
Wikipedia may have problems, but it does a good job with citations:
Cornell
University has a pretty comprehensive listing of source citing:
But the one I
like the most is On-line Resources guide to citing sources:
3. Scientific Method
Purpose
Hypothesis
Material
Experiment and Procedures
Data and/or Recorded Observations
Results
Conclusion
4. Run Controlled Experiment and Record Data
Do the experiment and write down everything that
you can think of - you might need it later.
5. Graphs, Charts, Pictures, and/or Recorded
Observations
What happened?
Take pictures, put your results in graphs and charts, and/or keep a log
of your observations.
6. Construct an Exhibit or Display
Use the display board format that the teacher has
given you.
7. Write a Short Report
This report should explain your background
research. It should include a
bibliography stating where you gathered your information from. Include the title of the book and author.
8. Practice your Presentation
Ask a parent, grandparent, or other adult if you
can practice your presentation for them in order to be prepared to present to
your class. This will help you be calm
on the day of your big presentation.
9. Have Fun!!!
Learn Something New!!!
