Science Fair Fun - EPA

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United States Environmental Protection Agency

SC IENCE FAIR FUN

DESIGNING ENvIroNmENtal SCIENCE ProJECtS for StuDENtS GraDES 6-8

S C I E N C E FA I R F U N

Note for teachers: This booklet provides students in grades 6-8 with ideas and resources for developing environmental science fair projects about reducing, reusing, and recycling waste materials. Terms and topics in this booklet are addressed without in-depth definition or discussion, under the assumption that students have been exposed to these topics already through a classroom environmental science unit. However, this document does include a glossary (page 16) and a list of resources that provide more information (page 18). Words contained in the glossary appear in bold text throughout this document. Some experiments take more time to complete than others. Be sure to discuss your intended time frame when helping students decide on a project.

Note for Students: This booklet contains ideas and suggestions for projects on reducing, reusing, and recycling waste materials. You should discuss your project with your teacher and ask for help, if needed, in constructing a hypothesis, defining variables, and determining what kind of equipment is available to you. Definitions for important waste terms used in this booklet can be found in the glossary on page 16. Also, you should note that some experiments take longer than others to yield results, so be sure that you will have enough time to complete the experiment. In addition, your science fair may have specific rules about how to conduct your experiment or how you should display your results. Be sure you understand and follow those rules.

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Table of ConTenTs Getting Started .................................................. 1 think like a Scientist: the Scientific method ......... 2 Step By Step ....................................................... 3 What makes a Good Science fair Project? ............ 8 What the Judges look for ................................... 9 Sample Projects ................................................ 10 Wrapping up ................................................... 15 Glossary .......................................................... 16 resources ........................................................ 18

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GeTTinG sTarTed W h at I S E Pa? The U.S. Environmental Protection Agency (EPA) protects human health and the environment. Over 18,000 people work at EPA, and more than half of them are engineers, scientists and policy analysts. Many of them were first introduced to science through science fair projects!

Science is fun—especially when you create a science fair project focusing on the environment! Science fair projects help you learn about the world around you, and they can also teach you and others how to improve the environment. This booklet is a step-by-step guide to help you design an exciting science fair project that focuses on the 3Rs of waste management— reduce, reuse, and recycle. Use your science fair project to show how the 3Rs lead to resource conservation. Check out the sample projects in this booklet, which also contains a list of useful resources to help make your project a winner!

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Think like a sCienTisT: the Scientific method A good scientist learns about the world by using the scientific method. The scientific method tests a hypothesis, which is an educated guess based on observations. The six steps of the scientific method are outlined in the diagram to the right. All fields of science use the scientific method as a framework for making observations, gathering data, and drawing conclusions. You should use the scientific method to help design your project. The step-by-step instructions on the following pages incorporate the elements of the scientific method. The sample projects on pages 10 through 14 provide ideas that will help you use the scientific method. Be sure to find out whether your science fair is looking for true “experiments,” or whether other types of research (such as observation or interviewing) are also acceptable.

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G I v E Yo u r P ro JECt a tItlE Choose a title that describes what you are investigating. Make it catchy, yet descriptive.

S tat E t h E P u rPoSE of Your ProJECt Ask yourself: “What do I want to find out? Why am I designing this project?” Write a statement that answers these questions.

D E v E lo P a h YPothESIS Make a list of answers to the questions you have. This can be a list of statements describing how or why you think the subject of your experiment works. The hypothesis must be stated in a way that will allow it to be tested by an experiment.

D E S I G N a N E XPErImENt to t E S t Yo u r h YPothESIS Make a step-by-step list of what you will do to test the hypothesis. Define your variables, the conditions that you control or in which you can observe changes. The list is called an experimental method or procedure.

o B ta I N m at E rIalS aND EquIPmENt Make a list of items you need to perform the experiment. Try to use everyday, household items. If you need special equipment, ask your teacher for assistance. Local colleges or businesses might be able to loan materials to you.

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PErform thE EXPErImENt aND rECorD Data Conduct the experiment and record all measurements made, such as quantity, length, or time.

rECorD oBSErvat IoNS Record all your observations while conducting your experiment. Observations can be written descriptions of what you noticed during an experiment or the problems encountered. You can also photograph or make a video of your experiment to create a visual record of what you observe. Keep careful notes of everything you do and everything that happens. Observations are valuable when drawing conclusions and are useful for identifying experimental errors.

PErform CalCulat IoNS Perform any calculations that are necessary to turn the data from your experiment into numbers you can use to draw conclusions. These numbers may also help you make tables or graphs summarizing your data.

Summar IzE rESultS Look at your experimental data and observations to summarize what happened. This summary could be a table of numerical data, graphs, or a written statement of what occurred during your experiment.

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D r aW C o N C luSIoNS Use your results to determine whether your hypothesis is correct. Now is the time to review your experiment and determine what you learned.

D o C u m E N t Your fINDINGS I N a r E P o r t, DISPlaY, aND P r E S E N tat I o N Record your experiment and the results in a report, a display, and, if required, a presentation. Your report should thoroughly document your project from start to finish. If you can choose the report format, it should include a title; background or introduction and purpose; hypothesis; materials and methods; data and results; conclusions; acknowledgement of people who helped; and bibliography. You might want to prepare a poster or 3-sided display to give your audience an overview of your project. You can use charts, diagrams or illustrations to explain the information. Bring a computer with a slide show or video of your experiment and the results. Your display should include a descriptive title; photos, charts, or other visual aids to describe the project and the results; the hypothesis; and a project report near the display. Some science fairs require oral presentations. In preparing your presentation, ask yourself, “What is most interesting about my project, what will people want to know about, and how can I best communicate this information?” Use an outline or note cards to help you in your presentation. Be sure to check the rules for the presentation. You will probably need to introduce yourself and your topic, state what your investigation attempted to discover or prove, describe your procedure, results and conclusions, and acknowledge anyone who helped you. Practice your presentation before delivering it.

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What Makes a Good Science Fair Project? Use this checklist to help you walk through the steps to a good science fair project.

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Select†a†topic.

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Conduct†background†research†and†prepare†a† bibliography.

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Formulate†a†testable†hypothesis.

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Write†a†step-by-step†experimental†procedure.

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Develop†a†list†of†items†and†equipment†for†the† experiment.

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Prepare†a†project†schedule.

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Conduct†the†experiment,†make†observations,† collect†data,†and†document†everything.

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Prepare†visual†aids†(such†as†charts†and†graphs).

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Develop†a†report†outline.††

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Design†a†clear†display.††

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Ensure†that†there†are†no†typographical†errors†on†the† report†or†display.

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Prepare†for†the†judges.

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Practice†your†presentation.

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What the Judges look for Good science fair judges do more than simply select winners; they also encourage students to enjoy science. Judges are not trying to stump you; they want to reward students who worked hard, learned a lot, and did a great job. Below is a list of criteria that judges often use. If your project meets these criteria, you’re likely to do well!

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Does†the†idea†for†the†project†show†originality?

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Is†the†idea†clearly†expressed?

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Did†the†student†do†enough†background†research?

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Are†the†variables†clearly†defined?

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Did†the†student†complete†the†experiment?

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Did†the†student†repeat†the†experiment†to†confirm†the†results?

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Are†the†data†accurate†and†correctly†interpreted?

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Are†there†enough†data†to†support†the†conclusions?

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Is†the†experiment†clearly†documented?

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Is†the†report†complete?

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Does†the†display†effectively†describe†the†experiment†and†the† results?

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Is†the†display†attractive†and†interesting?

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Was†the†student†able†to†explain†the†experiment†and†results?

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Did†the†student†complete†the†project†with†little†or†no† assistance?

Have confidence in your work and yourself. Answer questions thoroughly and don’t be afraid to say you don’t know an answer. Remember—being a winner isn’t simply about getting an award. It’s about being proud of the time, work, and energy you put into your project.

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Goo D thINGS IN Small PaCkaGES Did you ever notice that many of the products you buy are packaged in boxes much bigger than the product itself ? Other products are wrapped in plastic, placed inside a box, and then sealed with cellophane. Excess packaging just means more waste to be disposed. Design a project that determines whether packaging waste can be reduced by encouraging people to change their buying habits. Create a hypothesis that asks whether the ratio of a product’s size to the size of that product’s packaging increases as the size of the product increases. Look at products that come in several sizes, such as laundry detergent or cereal. Measure the area of the packaging (for example, in square inches) and chart that against the weight or volume of the contents. Do small products have the same productsize to packaging-size ratio as large products? You may also want to ask whether small products have the same costto-volume ratio as large products.

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NEW vErSuS rECYClED Some people question whether products made from recycled materials can perform their jobs as well as products made from entirely new (“virgin”) materials. Plastics, paper products, aluminum cans, and some clothing are all commonly available with both new and recycled content. Choose a product, such as writing paper, and compare the performance of the virgin product to products made with recycled content. You may want to measure performance using criteria such as strength or durability.

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S P r E a D t h E WorD aBout r E C YC l I N G With the approval and cooperation of your school administrators, set up recycling bins and trash cans near the cafeteria doors or in other safe, convenient locations. For a period of time— perhaps a week— weigh the amount of recyclables and trash collected. Follow this with an outreach campaign for a waste-free lunch. Put up posters and hand out flyers with information on how students can contribute to improving the environment by reducing, reusing, and recycling materials typically thrown away after lunch. After the conclusion of the outreach campaign, set up the trash and recycling bins again. Weigh the contents of both bins to see whether the outreach campaign had any effect on the amount of trash and recyclables. Did the amounts increase or decrease? Do a survey to see what element of the outreach campaign affected the students’ habits.

ta k I N G C h a rGE Lots of everyday items require batteries: cell phones; portable CD, DVD, and music players; watches; cameras; and computers. Some batteries contain heavy metals that can harm the environment if not recycled or disposed of properly. Are there better alternatives to these batteries? Develop a hypothesis about the effectiveness versus environmental risk of different types of batteries, such as rechargeable alkaline, nickel cadmium (NiCd), and rechargeable nickel metal hydride (NiMH). How long do they last? How do their costs compare? What environmental risks do they pose?

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EffECt of CoNvENIENCE oN rECYClING ratES Although people may want to recycle, sometimes it is difficult. Conduct an experiment to see whether convenience affects recycling rates. Learn about the factors that increase or decrease recycling participation and design a way to test one of those factors. For example, with the approval and cooperation of your school administrators, place a recycling bin that accepts multiple types of materials (This type of recycling is often called co-mingled recycling.) next to a trash can. In another part of the school, set up the trash can next to separate bins for paper, aluminum, steel and other metals, and glass. See whether this affects how much is recycled. Conduct a survey to see whether students think separating recyclables into different bins is less convenient than co-mingling recyclable materials, and ask them whether it affects how much they recycle.

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CrEatING thE PErfECt ComPoSt Composting can be a good way for gardeners to reuse food scraps and yard trimmings while making their gardens healthier. In order to work properly, a compost pile needs the right balance of air, moisture, carbon, and nitrogen. Build several different compost piles containing different amounts of air, moisture, carbon, and nitrogen. For example, a carbon-rich pile would mostly contain dried leaves and wood chips. A nitrogen-rich pile would contain grass clippings and fruit and vegetable peels. Make sure that your compost pile has good air circulation and a balance of ingredients to control the experiment. Note that indoor composting takes two to five weeks to be ready, and outdoor composting takes at least two months. You will also need to allow time to grow plants

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in the compost piles in order to determine which type of compost is most effective. Once you’ve created your compost and measured the plant growth it produced, ask whether the composition of the compost affected plant growth. How?

E C o N o m I C S of rECYClING More than 4,000 communities across the country have adopted “pay-as-you-throw” (PAYT) programs where residents pay fees based on the amount of trash they throw away. This encourages residents to recycle more and throw away less. Conduct a PAYT experiment at your school. Measure the amount of waste thrown away in your cafeteria over a period of time (perhaps a week). Then, with the approval and cooperation of your school administrators, hand out the same amount of fake money to each student and charge them based on the amount of trash they throw away from their lunch. For example, throwing away a paper bag might cost a student $10, throwing away a plastic bag might cost $20, and throwing away an aluminum can might cost $50. Keep this up for a few days and see if the students begin to bring in lunches that are less wasteful (and therefore less costly). Keep track of the amount of waste discarded to see if the “fee” reduces the amount of waste thrown away each day. Vary the fee to see whether higher fees change the amount of waste discarded.

D E C o m P o S I t IoN of EvErYDaY G a r B aG E Find out how waste decomposes and the factors that affect decomposition. Read about landfills and composting and how their properties affect the decomposition process. Plan an experiment to see if biodegradable objects kept in the dark (as in a landfill or in compost) will decompose faster when exposed to air (composting) or when not exposed to air (landfilling). Form a hypothesis using an if/then statement, such as: if air affects how fast biodegradable objects

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decompose, then I will see a difference between objects exposed to air and objects not exposed to air. Test to see if your hypothesis is correct. First, gather two pieces of bread, two apple slices, two pieces of cardboard, and other pairs of biodegradable items. Record all the features of each item. Then get two shoeboxes and fill one with dirt. Place one of each pair of items in the dirt-filled box. Place the remaining items in individual sealable plastic bags so that no air can enter; put some dirt in each bag; and place the bags in the second box. Then place the boxes in a dark space where there is no light. Observe the rate of decomposition every two days for a month. Prove or disprove your hypothesis by noting which items decomposed faster. Think about how or why exposure to air might affect decomposition, and identify properties that affect decomposition of biodegradable materials.

Red u ce Reu se r ecycl e

WrappinG up A science project can be a great way to learn about your environment and teach others the benefits of the 3Rs of waste management— reduce, reuse, and recycle. At the end of your science fair, think back over your experience. What did you learn? How could you improve your project? Start planning for an even better science fair project next year!

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Glossary Bibliography. A list of books and articles used by someone when writing or researching a written work. Biodegradable. Materials that are decomposed by bacteria into their original organic components within a reasonably short period of time. Most organic materials (such as paper, grass clippings, food scraps), are biodegradable under the right conditions. Conclusion. A reasoned deduction or inference. Conservation. Preserving and renewing, when possible, human and natural resources. The use, protection, and improvement of natural resources according to principles that will ensure their highest economic or social benefits. Co-mingled materials. Recyclables (e.g., paper, aluminum, glass) that are collected mixed together, rather than separate from one another. Compost. A crumbly, earthy, sweet-smelling mixture of decomposing organic matter (such as grass clippings, leaves, food scraps) that is often used to improve the texture, water-retaining capacity, and aeration of soil. Data. Information, often in the form of facts or figures obtained from experiments or surveys, used to make calculations or draw conclusions. Decompose. To biologically break down into basic components, given the right conditions of air and moisture. Refers to organic materials such as food and other plant and animal matter. Environment. All the external factors influencing the life and activities of people, plants, and animals. Hypothesis. A statement that proposes an explanation to a phenomenon or event and that can be tested by an experiment. Landfill. Disposal sites for non-hazardous wastes spread in layers, compacted to the smallest practical volume, and covered by soil or similar material at the end of each operating day.

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Observation. Viewing or noting a fact or occurrence for scientific or other purpose. Pay-as-you-throw (PAYT). Systems under which residents pay for municipal waste management and disposal services by weight or volume collected, rather than general taxes or a fixed fee. Policy analyst. A person who analyzes alternative courses of action or procedure, using quantitative or qualitative methods, to determine which will achieve a given set of goals. Recyclable. Material that still has useful physical or chemical properties after serving its original purpose and can be reused or remanufactured to make new products. Plastic, paper, glass, steel and aluminum cans, and used oil are examples of recyclable materials. Trash (Solid waste). Items that are discarded because they no longer work and are uneconomical or impossible to reuse, repair, or recycle. Resource. Natural substances that are a source of wealth and support life, such as minerals, fossil fuels, timber, or water. Variables. The things that affect an experiment. The independent variable is the variable you purposely change. The dependent variable changes in response to the independent variable. The controlled variable remains constant. Virgin materials. Previously unprocessed materials. A tree that is cut down and shredded to make paper is an example of virgin material. Waste materials. See Trash.

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To Order Hard Copy Publications or the CD By Mail: By Fax: By E-Mail: By Phone:

U.S. EPA/NSCEP P.O. Box 42419 Cincinnati, Ohio 45242-0419 Send your order by fax, 24 hours a day, 7 days a week, (301) 604-3408 Send an email to [email protected] Call 1-800-490-9198. (Speak to an operator Monday through Friday, 7:30 AM - 5:30 PM, ET.) Leave an order 24 hours a day.

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United States Environmental Protection Agency

United States Environmental Protection Agency 5305P Washington, DC 20460 Official Business Penalty for Private Use $300 EPA530-K-10-002 September 2010 www.epa.gov

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Science Fair Fun - EPA

United States Environmental Protection Agency SC IENCE FAIR FUN DESIGNING ENvIroNmENtal SCIENCE ProJECtS for StuDENtS GraDES 6-8 S C I E N C E FA ...

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