RULES FOR ALL DISTRICT FAIRS
Students who are successful at District Science Day may be eligible to proceed to the Buckeye Science Fair which is a gateway to the Intel International Science Fair. As a result, all district fairs follow the Rules for the Intel International Science and Engineering Fair. Those rules can be found at https://student.societyforscience.org/international-rules-pre-college-science-research
The Ohio Academy of Science (OAS) is the governing body for District 8 Science Day. Their science day standards can be found at the State Science Day website of the OAS, http://www.ohiosci.org/
Students who are successful at District Science Day may be eligible to proceed to the Buckeye Science Fair which is a gateway to the Intel International Science Fair. As a result, all district fairs follow the Rules for the Intel International Science and Engineering Fair. Those rules can be found at https://student.societyforscience.org/international-rules-pre-college-science-research
The Ohio Academy of Science (OAS) is the governing body for District 8 Science Day. Their science day standards can be found at the State Science Day website of the OAS, http://www.ohiosci.org/
150 Reasons Why Every Student Should Do a Science Fair ProjectWritten and Compiled by Holly Lavender
Listed below are the content standards that are addressed when students participate in doing scientific research in the form of a Science Fair project. Note that the Science content standards listed describe scientific process, and make up nearly one third of the Ohio content standards for science. Each project also addresses additional content standards in science (including behavioral science), depending on the topic of the research. These are not listed as they vary from one project to another. This project involves a significant writing component. Content standards for high school writing are listed below. In addition, content standards for mathematics are addressed by this project. The student must choose an appropriate method of measurement, choose an appropriate number of trials and a method that avoids bias, analyze his/her data using appropriate conventions of data analysis, and describe their results in tables, graphs, in writing, and in an oral presentation. Science K-12 Content Standards (grades 8-10)S04. Science and Technology
A. Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life. (06-08) 02. Examine how choices regarding the use of technology are influenced by constraints caused by various unavoidable factors (e.g., geographic location, limited resources, social, political and economic considerations). (08) A. Explain the ways in which the processes of technological design respond to the needs of society. (09-10) 02. Identify a problem or need, propose designs and choose among alternative solutions for the problem. (09) 03. Explain why a design should be continually assessed and the ideas of the design should be tested, adapted and refined. (09) 03. Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. (10) B. Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics). (06-08) 03. Design and build a product or create a solution to a problem given more than two constraints (e.g., limits of cost and time for design and production, supply of materials and environmental effects). (08) 04. Evaluate the overall effectiveness of a product design or solution. (08) B. Explain that science and technology are interdependent; each drives the other. (09-10) 01. Describe means of comparing the benefits with the risks of technology and how science can inform public policy. (09) 01. Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems. (10) 02. Describe examples of scientific advances and emerging technologies and how they may impact society. (10) S05. Scientific Inquiry A. Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools. (06-08) 01. Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations. (08) 02. Describe the concepts of sample size and control and explain how these affect scientific investigations. (08) A. Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. (09-10) 01. Distinguish between observations and inferences given a scientific situation. (09) 01. Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g. OSHA, MSDS, eyewash, goggles and ventilation). (10) 02. Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, Material Safety Data Sheets [MSDS], eyewash, goggles and ventilation). (09) 02. Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. (10) 03. Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts. (09) 03. Use mathematical models to predict and analyze natural phenomena. (10) 04. Decide what degree of precision based on the data is adequate and round off the results of calculator operations to the proper number of significant figures to reasonably reflect those of the inputs. (09) 04. Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. (10) 05. Develop oral and written presentations using clear language, accurate data, appropriate graphs, tables, maps and available technology. (09) 05. Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected. (10) 06. Draw logical conclusions based on scientific knowledge and evidence from investigations. (09) B. Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions. (06-08) 03. Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams and symbols). (08) 04. Apply appropriate math skills to interpret quantitative data (e.g., mean, median and mode). (08) |
|