Electronic Science Fair

Transcription

1 Electronic Science Fair For more information, please contact Rocky Mountain Regional Office

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3 P a g e 2 Electronic Science Fair Coordinator s Handbook Contents Christian Philosophy of Science General Science Fair Information Project Requirements Project/Category Topic Ideas Judging Rubric Judging Form ACSI Project Proposal Science Fair Student Participation Form/Consent form Chairperson s checklist Science Fair Tabulation Sheet Quick Reference Guide

4 P a g e 3 Christian Philosophy of Science Integrating the Bible with the school s science curriculum goes deeper than the use of scientific facts to illustrate spiritual truth, though such use is clearly scriptural. It also goes deeper than merely quoting Bible verses that refer to scientific subjects. It involves finding the scientific facts and principles that are taught in the Bible and incorporating them into the teaching where they are relevant to the subject at hand, thus consolidating truth gained from Bible study and from observations by men. All truth is God s truth. The Psalmist declares that God is the Creator and Sustainer of the world in which we live (89:11). Paul reminds us that this world is governed in an orderly way by specific laws and properties of matter and energy that God has established (Colossians 1:16-17). God created a world that was excellent in every way and charged us to be stewards of it all. Stewardship involves learning about its intricacies and glories, as well as using wisdom in the use and preservation of His gift. Sometimes, as we learn about issues in this world, it can be very overwhelming. There are so many problems- air pollution, water pollution, wildlife problems, disease, energy shortages and a myriad of other concerns. It is easy to feel overwhelmed and helpless. We will never solve all the problems. Rather than humans and their technology, it is only God who will be able to effect a permanent solution to humankind s problems in this fallen, sinful world. But we are His children, and we are to be about His business of redeeming and restoring a broken world. Helping our students to think critically and constructively from a Bible-based Christian worldview should be a major concern of ours. They should also see that higher order learning is not done in isolation, but across the curriculum and across the skill sets. For instance, our students should see that technology itself is generally amoral. How we use it, though, becomes morally significant. It is important for Christian school teachers to discover ways to constructively integrate technology into the educational process, as well as honing the skill of rhetoric. We need to be able to articulate not only what we believe, but why we believe and how we arrived at our beliefs. It is our hope and prayer as we offer up this fresh approach to the traditional Science Fair that we have crafted an engaging and purposeful activity that will enhance both the instruction preceding the Science Fair, as well as provide growth opportunities during the actual Fair.

5 P a g e 4 Does not wisdom call out The LORD brought me forth as the first of His works, Before His deeds of old, I was appointed from eternity. From the beginning, before the world began, When there were no oceans, I was given birth, When there were no springs abounding with water, Before the mountains were settled in place, Before He made the earth or its fields or any of the dust of world. Then I was the craftsman at His side. I was filled with delight day after day, Rejoicing always in His presence, Rejoicing in His whole world, And delighting in mankind. Proverbs 8 Through studying the creation, we can learn of the Creator. His beauty, order and lovingkindness are revealed in each atomic particle, each pulsing heart, and in each swirling galaxy. The Scientific Method is a process for investigating phenomena, acquiring new knowledge, or correcting and integrating previous knowledge and is a framework for students to approach this task of exploration with joy, curiosity and creativity. The purpose of a science project is not to follow a pre-designed recipe found in a library book or the internet and then create a complicated board with results. The purpose of the science fair is to learn how to think. Therefore the foundation for the Scientific Method is a question. What do I want to investigate about God s creation? The electronic science fair is designed to focus on this process, and to allow the student to record this investigation, present it electronically and share it both visually and verbally with interested peers, teachers, parents and experienced scientists. This new format allows for the integration of 21 st Century Skills (critical thinking and problem solving, communication, collaboration and creativity) through the engaging investigation of a self-selected topic, with a variety of presentation formats that allow for growth in technology skills as well.

6 P a g e 5 The Self-evaluation Checklist The following scorecard will help the student and advisors to make sure that all of the basics have been covered before submitting the final presentation. Scientific Method Presented a question that can be answered through experimentation Developed a hypothesis Developed a fair test to validate hypothesis, changing only one factor at a time Clear and thorough process for data observation and collection Ran sufficient trials (at least three) Accurate experimental technique Derived conclusions from appropriately organized data Related conclusions back to the hypothesis Scientific Knowledge accessed at least three grade-appropriate sources for background knowledge clearly identified and explained key scientific concepts relating to the experiment Used scientific principles and / or mathematical formulas correctly Presentation Neat, well-organized and visually appealing Correct mechanics demonstrating care and attention to details Include key components to provide a through picture of project (purpose/question, hypothesis, summary of research findings, material and procedure, data charts or graphs, results, conclusion) Creativity Investigated an original question or used an original approach or technique

7 P a g e 6 The Procedure While it is true that one of the goals of science to forge new frontiers and to gain fresh understanding of God and His created order, there are also established fundamentals that create reliability and a common understanding to help us communicate what we have learned. Here is a general list of expectations which should be evident in your project. Objectives To explore how science can be used as a tool to illuminate our understanding of God and how we should apply this understanding in our lives. To develop our inquiry skills in using the Scientific Method. To communicate this learning clearly and accurately with our peers, teachers, family members and broader Christian community. The Question: The research question should stem from observations you have made about this world, deepened by research. This is the force that drives the investigation. Research: Gather basic background information related to your question from the library, internet, and experts in the field. Make sure that your sources are both reliable and cited correctly. Hypothesis: This is an educated guess/answer to your question based upon your prior knowledge and completed research. Often it is written in an IF/THEN format. Plan: Once you have decided the What, you will have to design the How. This is where critical thinking comes into play. How will you control all of the variables, manipulating just one? You will also want to plan how you are going to present the information, and prepare the necessary technology for filming or recording events. It is important to have a logbook that includes materials, diagrams of experimental set-up, and step-by-step instructions. Another scientist should be able to duplicate your experiment following your notes, so be precise.

8 P a g e 7 Experiment: These are descriptive, qualitative observations made before, during and at the conclusion of the experiment. Noticing is important. Being aware of the details often allows us to detect God s character and consider how we live. There are two types of data that can be collected in an experiment, Qualitative (descriptive) observations and Quantitative (measurements and values) observations Record environmental factors, errors that occur, and any other information that could affect the results. The data should be organized in tables and graphs for clarity of presentation and analysis. Conclusions: This is the most important section. Analyze the data and observations and answer the original question. You should be able to verify or refute your original hypothesis. You should also reflect on why you think this is true, and how this information applies to real life. If you were to repeat this experiment, what would you do differently? What further research is suggested by your results that should be explored? Overall, what did you learn as a student, a scientist and a child of God through this process even beyond the accuracy of your hypothesis? The Product Once you have completed the experiment, you need to share the results with your peers, your teachers, and even the school community. You will be producing either a two-minute video or a twenty-slide presentation (PowerPoint, Keynote, or Prezi); you may also imbed video clips into your presentation. You should include the following: Abstract: A brief overview of your project The Question: Something that interests you about life that you have observed, noticed, or wondered about. Research: Summarize the research that you completed to support and answer your question. Hypothesis: A prediction that you can address in a single experiment. Experiment: Describe the materials and procedure that tests your hypothesis. Data: Report the results, both qualitative and quantitative data. Conclusions: Explain how your experiment supported or contradicted your original hypothesis. Show an understanding of what you observed during the experiment and how this deepened your knowledge of God and His creation. References: Cite any resources that you used in your research. Acknowledgements: Tell a little about yourself and detail any help and support that you received to complete your project.

9 P a g e 8 The Process Once the school projects are complete, there should be a classroom event, in which each student presents the electronic version of the project. There should be a question and answer time, in which the teacher or classmates ask several questions to the presenter. Classmates should be prepared ahead of time as to the sort of questions which positively develop scientific understanding. One option would be for them to write questions on 3x5 cards and submit them to the teacher. There should also be a school-wide event, with selected participants and a panel of judges. Once again, the judges ask clarifying questions, and the student is evaluated on clarity, knowledge, critical thinking and biblical integration. Three projects from each of the class groups, 6-8, 9-10, may be submitted to ACSI Rocky Mountain Region, christy_voelkel@acsi.org, by January 11, Both research and engineering projects will be accepted. The Senior High School Finals will be held at Arizona Christian University on February 8/9, for the top 16 projects. This will be an opportunity for further adjudication, hands-on science laboratories, and an overnight college visit, full of fun activites. There will be a ten dollar fee for each entrant; school fees will be waived the first trial year. Projects will be submitted to an electronic Dropbox, along with required paperwork. The first trial year will be limited to 100 submissions. There will be a consorted effort to have prizes donated by corporations. Of course, this sort of activity would lend itself to becoming an international event, able to include the many bilingual International member schools.

10 P a g e 9 Sample Problem-Solving Project/Category Ideas Life Science Animal Behavior ethology, learned or instinctive animal behavior, learning, animal biorhythms, etc. Physical Science Astronomy study of the composition, motions, and structure of the universe Physical Science Biochemistry molecular biology, molecular genetics, enzymes, photosynthesis, blood chemistry, protein chemistry, food chemistry, hormones, etc. Life Science Biology/Microbiology bacteriology, virology, proto-zoology, fungal and bacterial genetics, yeast, animal ecology, plant ecology, plant and animal life in an ecological area, etc. Life Science Botany agriculture, agronomy, horticulture, forestry, plant biorhythms, palynology, plant anatomy, plant taxonomy, plant physiology, plant pathology, plant genetics, hydroponics, algology, mycology, etc. Physical Science Chemistry physical chemistry, organic chemistry (other than biochemistry), inorganic chemistry, materials, plastics, fuels, pesticides, metallurgy, soil chemistry Physical Science Computer Science development of computer hardware, software engineering, internet networking and communications, graphics (including human interface), simulations/virtual reality or computational science (including data structures, encryption, coding, and information theory) Physical Science Crystallography chemistry (crystal composition), mathematics/computers (symmetry), and physics (lattice structure) Physical Science Earth/Space Sciences geology, geophysics, physical oceanography, meteorology, atmospheric physics, seismology, petroleum, geography, speleology, mineralogy, topography, optical astronomy, radio astronomy, astrophysics, etc. Life Science Ecology-Pollution study of the eutrophication of lakes: social sciences (human beings who caused the problem), chemistry (process of eutrophication), botany (growth of algae), engineering (water purification systems), medical sciences (health effects on human beings), microbiology

11 P a g e 10 (effects on microorganisms), zoology (fish population), and biology (study of relations between organisms and polluted environment) Physical Science Engineering/Electronics civil, mechanical, aeronautical, chemical, electrical, photographic, sound, automotive, marine, heating and refrigerating, transportation, environmental engineering, power transmission and generation, electronics, communications, architecture, bioengineering, lasers, computers, instrumentation, etc. Life Science Human Psychology/Social Sciences psychology, sociology, anthropology, archaeology, ethnology, linguistics, animal behavior (learned or instinctive), learning, perception, urban problems, reading problems, public opinion surveys, educational testing, etc. Physical Science Instruments the design and construction of a telescope, bubble chamber, laser, or other instrument would be properly placed in engineering if the design and construction were the primary purpose of the project. If a telescope was constructed, the telescope was used to gather the data, and an analysis of the data was presented, the project should be placed in earth/space sciences. Life Science Marine Science animal behavior (schooling of fish), botany (marine algae), zoology (sea urchins), or biology (plant and animal life of tide pools, estuaries, etc.) Physical Science Mathematics calculus, geometry, abstract algebra, number theory, statistics, complex analysis, probability, topology, logic, operations research, other topics in pure and applied mathematics Life Science Medical Sciences medicine, dentistry, pharmacology, veterinary medicine, pathology, ophthalmology, nutrition, sanitation, pediatrics, dermatology, allergology, speech and hearing, etc. Physical Science Meteorology study of the structure and composition of our atmosphere, weather and climate, and storms Physical Science Oceanography study of the structure and dynamics of the ocean Physical Science Physics solid state, optics, acoustics, particle, nuclear, atomic, plasma, superconductivity, fluid and gas dynamics, thermodynamics, semiconductors, magnetism, quantum mechanics, biophysics, etc. Physical Science Rockets chemistry (rocket fuels), earth/space science (use of a rocket as a vehicle for meteorological instruments), engineering (design of a rocket), physics (computing rocket trajectories), or medical sciences (effects of rocket acceleration on mice)

12 P a g e 11 Physical/Life Science Space-Related Projects many projects involving space do not go into earth/space sciences: botany (effects of zero gravity on plants), medical sciences (effects of gravity on) Science Fair Judging Sheet Project # CATEGORY Judge POINTS EARNED COMMENTS: Inquiry & Analysis Significance & complexity of topic (5) Focused topic (5) Thoroughness of study (5) Creativity & Innovation Originality of idea or approach (5) Techniques and ingenuity applied (5) Data collection/analysis (5) Information & Media Literacy Research informed processes (5) Contextual Learning

13 P a g e 12 Clarity of scientific concepts (5) Mathematical skills and metric system utilized (5) Vocabulary and language usage appropriate (5) Communication Consistent and clear organization (5) Abstract, hypothesis, data and conclusions thorough (5) Overall visual appeal and dramatic effect (5) Critical Thinking Informed decisions (5) Logical conclusions with adequate data (5) Limitations/variables identified (5) Biblical Worldview Revelation of God s character (5) Application as His children (5) Ethical Access of Information Correctly cited resources (10) Oral Presentation (if applicable) Demonstrates knowledge of the project using scientific terms (5) Explains the hypothesis and the problem (5) Accurately interprets the results of the experiment (5) Relates a biblical understanding/application to project (5) Recommended place: (Superior) (Excellent) (Good)

14 P a g e 13 Remember that these are general guidelines only, feel free to discuss and take into consideration Release Form DO NOT do experiments that pose health risks (physical or emotional) to humans, involve animals not in their natural environment, or involve the use of hazardous chemicals, animal tissues, or controlled substances. DO NOT use content owned by other people in your projects including trademarks, logos, company names, music, photographs, works of art, or images published on or in websites, television, movies, or other media. DO NOT include other people s personal data in your project. This means their name, age, or anything else that is not directly related to your research. No matter how wonderful your project, if you break the rules, it will not be scored. If you have questions, you may consult with an expert in your field to make sure your test follows accepted research standards. Teacher/Sponsor I have reviewed the student s research plan and proper safety standards and methods that will be used. I will assume reasonable responsibility for compliance to safety standards and requirements. Teacher/Sponsor Approval Signature Date Parent/Guardian I have reviewed the research plan, project areas, and substances/devices as indicated above. I approve of the experiment and the location(s) where the research will be conducted. I consent to my child participating in this research project, and posting the results on the internet. Parent / Guardian Approval Signature Date Student I will comply with safety standards and requirements while conducting the research for this project. I will do 90% or more of the work.

15 P a g e 14 Student Acknowledgement Date ACSI Electronic Science Fair Experimental Design Problem that will be investigated: Name Grade Date Research Sources: Experimental hypothesis: Description of experiment: Experimental control (what stays the same): Experimental variable (what is manipulated): Materials required: How will special materials and equipment be obtained? Planned experimental procedure (use back side if needed): How data be measured / recorded: Planned method of presentation (video / slide presentation): Tentative time frame:

16 P a g e 15 parent / guardian signature teacher / sponsor signature ACSI RUBRIC Superior Excellent Good Inadequate Inquiry and Analysis Skills Creativity and Innovation Skills Information and Media Literacy Skills Contextual Learning Skills Identifies a focused, and manageable topic that addresses potentially significant yet previously lessexplored aspects of the topic. Extends a novel or unique idea, question, format, or product to create new knowledge or knowledge that crosses boundaries. Communicates, organizes and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth. Clearly and completely discusses general scientific theory or concepts. Identifies a focused and doable topic that appropriately addresses relevant aspects of the topic. Develops a logical, consistent plan to solve the problem. Communicates, organizes and synthesizes information from sources. Intended purpose is achieved. Discusses most scientific concepts relevant to the experiment. Identifies a topic that while doable, is too narrowly focused and leaves out relevant aspects of the topic. Considers new directions or approaches without going beyond the guidelines of the assignment. Communicates and organizes information from sources. The information is not yet synthesized, so the intended purpose is not fully achieved. Briefly discusses relevant scientific concepts behind experiment. Identifies a topic that is far too general and wideranging as to be manageable and doable. Stays strictly within the guidelines of the assignment. Does not communicate either source or original material clearly. Minimal discussion of scientific theory/concepts. Not relevant. Communication Skills Organizational pattern is clearly and consistently observable and skillfully makes the content of Organizational pattern is clearly and consistently observable within the presentation. Organizational pattern is intermittently observable within the presentation. Organizational pattern is not observable within the presentation.

17 P a g e 16 the presentation cohesive. Critical Thinking Skills Biblical Worldview Skills Access and Use Information Ethically and Legally Conclusions and related outcomes are logical and reflect student s informed evaluation and ability to place evidence and perspectives in order. Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs and discussion has thoughtful depth and clarity. Student correctly uses all of the information use strategies and demonstrate a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Conclusion is logically tied to a range of information; related outcomes are identified. Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs. Student occasionally uses information use strategies correctly and demonstrates understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Conclusion is logically tied to information (because information is chosen to fit the desired conclusion). Student states both core beliefs and the origins of the core beliefs. Students occasionally uses information use strategies, but does not follow correct format and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Conclusion is inconsistently tied to some of the information discussed and oversimplified. Student does not consider core beliefs. Student does not use information use strategies. Excerpted from Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.

18 P a g e 17 Expected Student Outcomes Identify and create questions and hypotheses that can be answered through scientific investigations. Develop appropriate experimental procedures for student-generated questions. Analyze variables in scientific investigations to identify and manipulate dependent and independent variables, use of a control. Analyze evidence to explain observations, make inferences and predictions and develop the relationship between evidence and explanation. Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations. Use oral and written language to communicate findings, defend conclusions of scientific investigations and describe strengths and weaknesses of claims, arguments, and/or data. Relate how this aspect of God s creation reveals His invisible qualities- His eternal power and divine nature which are clearly seen from what He has made. (Romans 1:20) Note: In 2012 the ACSI Student Activity Coordinators conducted a survey of ACSI member schools on the Science Fair. This Electronic Science Fair is in response to that feedback, and will be conducted in the Rocky Mountain Region during the We continue to seek your input, questions and suggestions as we develop and sponsor Student Activities that truly enhance God-given abilities, gifts, and talents in the lives of our students, as well as support Christian educators to effectively prepare students for life. As part of this process, we are also developing educational tools for classroom use. A 1-3 grade classroom project has been suggested as well, and it is in the development process. I would like to thank the many ACSI teachers and administrators who have encouraged and advised me through this process. Their dedication and enthusiasm bodes well for future of Christian scientists and thinkers. Of particular note is Alicia Roberts, tech resource extraordinaire of Paradise Valley Christian Preparatory, Phoenix, Arizona, a school that is truly committed to supporting 21st century classrooms. Alicia is the one that gathered, constructed and formatted the valuable and even inspiring resources in the back of this handbook. She has offered to be available for tech support regarding online presentation and research tools. She would also be happy to host a training session on site at PVCP or via podcast. Please contact her at aroberts@pvcp.org Thank you, Christy Voelkel. M.Ed. Rocky Mountain Region

19 P a g e 18 Association of Christian Schools International 1607 N. Wilmot, Suite 104D, Tucson, AZ christy_voekel@acsi.org Phone: Fax Web 2.0 Research Tools These sites go beyond Google search. Use these search engines to search safe, focused, and secure educational sites. CLICK ON THE ICON TO GO TO SITE!!! Slideshare: How to Use Advanced Search Tools on Google Sweet Search Engine for Students instagrok Search Engine with Mind Map to store and explore information with detail

20 P a g e 19 refseek an excellent search tool to explore your question, research and hypothesis. EIA Energy an easy to use energy calculator with a search engine and interactive reference tools. Safe Search is a filtered site that allows you to get straight to your target. A good place to develop a good hypothesis. Science Bob is a great site to practice the scientific method and get ideas for your science project.

21 P a g e 20 Sample Science Fair Projects: FREE Web 2.0 Tools for Online Presentations Click on the images below Prezi.com Prezi is a cloud-based presentation software and storytelling tool for exploring and sharing ideas on a virtual canvas. Prezi enables users to zoom in and out of their presentation media. Prezi allows users to display and navigate through information within a 2.5D space.

22 P a g e 21 Flipsnack.com FlipSnack is an online flipping book software that allows you to convert PDF documents into Flash page flip digital publications. Present Me Present.me allows you to upload your powerpoint and include a video of yourself narrating the presentation, or simply add audio as you flip through your slides.

23 P a g e 22 Glogster Glogster EDU enables users to combine videos, music, sounds, pictures, text, data attachments, special effects, animations and links into a digital poster or "glog." The platform also includes drawing tools. You might enjoy MY BRAIN SHARK if you like using Powerpoint. My Brain Shark is very easy to use and upload sound to the slide show.

24 P a g e 23 For more information, please contact Christy Voelkel. M.Ed. Rocky Mountain Region Association of Christian Schools International 1607 N. Wilmot, Suite 104D, Tucson, AZ Phone: Fax