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Baylor College of Medicine Academy at Ryan

STEM Research Handbook

In it to Love it and Never Give Up

2018-2019

Welcome (or Welcome back) to Baylor College of Medicine Academy at Ryan! Here at

BCMAR, we are committed to doing whatever it takes to achieve dynamic advancements in

science, technology, mathematics, engineering, and math. Every year, students submit

research proposals to investigate their own scientific inquiries and/or engineering

innovations. Now it is your turn to complete a research project (a science or engineering

investigation) to contribute to the world around us! Let’s begin…

Name: _____________________________________________________________________

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TABLE OF CONTENTS

Page # Title

3 It Takes A Village: A Letter to Parents and Guardians

4 Important Dates and Deadlines

5 STEM Research Ice Breaker

6 Project Categories

7 Graphic Organizer

8 Research Proposal

9 Research: Introduction

10 Research: Annotated Bibliography

11 Research: Procedure/Methods

12 Research: Results

13 Research: Discussion

14 Research: Conclusion

15 Research: Abstract

16 Research: Bibliography, Acknowledgements, Notebook

17 Checklist

18 Poster Display Layout

19 Poster Label

20 - 22 Grading Scale and Rubrics

23 Consent Form Guide

24 Resources

25 - 27 Science Fair Rules and Guidelines

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IT TAKES A VILLAGE

Dear Parents/Guardians:

As a health science school, we take science seriously. All BCMA at Ryan students do an independent science

or engineering investigation, write a manuscript (a research report on their investigation) and present their

work in the format of a poster and oral presentation. The projects will be graded and all posters will be part of

our BCMAR STEAM Symposium, which will be December 20th, 2018, 4:30 pm – 6:00 pm. Teacher selected

projects based on grades and ingenuity will be entered into the BCMAR Science Fair competition and top

winning projects will move on to other competitions. Every year we are very proud of our students. In

previous years, we’ve had over 15 students place in district and multiple students place at the Science and

Engineering Fair of Houston (SEFH).

The STEM research handbook contains important information and is electronically available on the BCMA at

Ryan Science Fair website. BCMA at Ryan and HISD follow SEFH guidelines. Please go through it carefully with

your student(s) and see their health science teachers for questions.

Students will begin identifying research questions in their health science classes. We highly encourage you to

engage at home with them in order to ensure optimal levels of success on their projects. Please note: Most of

the student’s investigations will be done outside of the classroom.

Students will need to register for an account on Scienteer.com in order to actively track research progress at

https://www.scienteer.com/register/baylorcollegeofmedicineacademyatryan. The student will need your

email address to register. Please help your student get registered by helping them fill in the form in the above

link, then please look in your email for a message asking to verify consent and verify. Their registration is due

9.7.18.

Some class time will be available for writing. It will be the student’s responsibility to execute and finalize their

independent project outside of school, and be productive during class time. Please find the deadlines below

and please note some of them may be subject to change by your health science teacher, with the exception of

the manuscript due date. Students are required to submit a manuscript (the poster in paper format) with a

notebook and a poster with their presentation. Pay closest attention to the rubrics.

Time management is the key to producing a quality STEM research project. We strongly recommend that student investigative and engineering projects are limited to 2 weeks. If they do a great job, their project will be eligible to be entered into the BCMAR Science and Engineering Competition and they will have time to add to their project. Top winners from BCMAR will then compete outside of BCMAR. All posters, whether students compete or not, will be part of the BCMAR STEAM Symposium, where students share their work.

Saturday advisories with professionals for students that will be competing occurs from 8 am – 10 am at BCM

on: October 20, November 3, December 1, and January 26 (students will be notified of changes in advance).

Additional information with directions will be provided. Light breakfast is provided. Parents are encouraged

to stay with their students during this time.

Thank you for doing all you can to help your student(s) have a successful experience.

Your STEM Specialist and Health Science Teacher

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Health Science Teachers:

Mr. Aguilar: luke.aguilar@houstonisd.org Ms. Brown: briana.brown@houstonisd.org

Mr. Rasti: jonathan.rasti@houstonisd.org Ms. Torres: rtorre11@houstonisd.org

Mr. Wertz: mwertz@houstonisd.org Ms. Reed: kristan.reed@houstonisd.org

STEM Specialist

Beatriz Perez-Sweeney, PhD

perezswe@bcm.edu

IMPORTANT DATES AND DEADLINES

Research Component Due Date Announced (or adjusted) Due Date

(to be filled in by the student)

Proposal 9.4.18

Scienteer Registration 9.7.18

Manuscript (Paper) and Notebook 10.4.18 (A Day) 10.5.18 (B Day)

10.4.18 (A Day) 10.5.18 (B Day)

Oral Presentation and Poster

10.10.18 10.10.18

BCMAR Science Symposium

(4:30 pm – 6:00 pm) (4:30 pm – 6:00 pm)

District Fair TBA by Houston ISD

Science and Engineering Fair of Houston (SEFH)

TBA by SEFH

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STEM Research Ice Breaker (In class)

List three inventions that you think are important to society:

1. _______________________________________________

2. _______________________________________________

3. _______________________________________________

List the name of two scientists you know and their scientific advancement:

1. _______________________________________________

2. _______________________________________________

Now, find other students in the class who agree with each “I” statement below. You cannot repeat names

(unless the class size is less than 20). The first person to fill their list with signatures wins. Good luck!

1. _______________________________________________ I can list the steps of the scientific method

2. _______________________________________________ I have cited an article in MLA format

3. _______________________________________________ I have worn a lab coat and goggles

4. _______________________________________________ I listed 1 of the same inventions

5. _______________________________________________ I listed 1 of the same scientist

6. _______________________________________________ My favorite subject is science

7. _______________________________________________ I have used a beaker or graduated cylinder

8. _______________________________________________ I am very organized

9. _______________________________________________ I will become a doctor one day

10. _______________________________________________ I enjoy learning new things

11. _______________________________________________ I support the “A” (art) in S.T.E.A.M

12. _______________________________________________ I have visited a science museum

13. _______________________________________________ I can name 5 elements on the periodic table

14. _______________________________________________ I know how many grams are in a kilogram

15. _______________________________________________ My favorite subject is math

16. _______________________________________________ I work well with other people

17. _______________________________________________ I will work in the STEM field one day

18. _______________________________________________ I am open to new ideas and topics

19. _______________________________________________ I will complete this research project (on

time)

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PROJECT CATEGORIES

Now that we have begun to think like scientist, it is time to organize our thoughts. Below is a list of categories

that your research project will fall into. Read the brief descriptions and then use the graphic organizer to

select your top category of interest. The categories from SEFH are as followed:

▪ Aerospace Engineering (the study and designing and testing of aircrafts and related systems)

▪ Animal Sciences (animals, animal life, life cycles, and animal interactions within their environment)

▪ Behavioral & Social Sciences (the study of the thought processes and behavior of humans and animals)

▪ Biochemistry (the study of the chemical processes occurring in living organisms)

▪ Biomedical and Health Sciences (focuses on issues of human health and disease)

▪ Cellular and Molecular Biology (studies the structure, function, pathways, and formation of cells)

▪ Chemical Engineering (using chemistry, biology, and physics to solve problems in man-made products)

▪ Chemistry (the science of the composition, structure, properties, and reactions of matter)

▪ Civil Engineering (includes the design, construction, and maintenance of the “built” environment)

▪ Computational Biology and Bioinformatics (studies focused on the discipline and techniques of

computer science and math as they relate to biological systems using modeling and simulations)

▪ Earth & Space Sciences (the study of sciences related to planets, solar systems, and the universe)

▪ Electrical Engineering (includes electronics, digital computers, power engineering, and radiofrequency)

▪ Energy & Transportation (includes alternative fuels, fossil fuel energy, and vehicle development)

▪ Environmental Engineering (creating processes and infrastructure to solve environmental problems)

▪ Materials & Bioengineering (the study of the characteristics and uses of various materials with

improvements to their design which may add to their advanced engineering performance)

▪ Mathematics (studies using algebra, analysis, or probability)

▪ Mechanical Engineering (involves the generation/application of heat and use of machines and tools)

▪ Microbiology (the study of micro-organisms, including bacteria, viruses, and antibiotic substances)

▪ Physics & Astronomy (studies related to the science of matter and energy and of interactions between

the two; astronomy is study of anything in the universe beyond the Earth)

▪ Plant Sciences (studies of plants and how they live, structure, development, and classification)

▪ Robotics and Intelligent Machines (studies on how the use of machine intelligence can potentially

reduce the reliance on human intervention)

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GRAPHIC ORGANIZER (Use the project categories above and record your no more than 5 categories that interest you the most)

Which two categories (of the 5 you chose above) are you most interested in? What are two possible topics

from each category that you would like to learn more about and possibly investigate? Write those topics in

the form of a question.

Category 1: _______________________________________________________________________________

Investigation Questions:

• ____________________________________________________________________________________

• ____________________________________________________________________________________

Category 2: ________________________________________________________________________________

Investigation Questions:

• ____________________________________________________________________________________

• ____________________________________________________________________________________

My Top 5 Research Categories

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RESEARCH PROPOSAL

Name (first and last):

Research or Engineering Question (be specific):

Hypothesis (this is a prediction based on things you learned and read about; it is not a guess):

Annotated bibliography of the research that you read about which supports your hypothesis:

Materials and Procedures. Materials you need and the steps you will take to test your hypothesis and

how you will do your investigations. (You may use the backside of this page):

A quote from your readings that supports your hypothesis

A paraphrase of the quote Citation (this can be a website link)

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RESEARCH: INTRODUCTION What is an introduction?

The introduction leads the reader from a general subject area to a particular topic of inquiry. It establishes the

scope, context, and significance of the research being conducted by summarizing current understanding and

background information about the topic, stating the purpose of the work (why is it important, for example),

the questions or problems you are addressing and the hypothesis. Specifically, include the following:

o Background- What is known about the topic, question or hypothesis you are addressing. o The problem or the question o The hypothesis o Research and/or observations that support the hypothesis o The purpose- Why is this research important?

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Brain Storm of Key Points to Include

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RESEARCH: ANNOTATED BIBLIOGRAPHY

The bibliography is also called citations. As you continue read about your topic, stop when you find information that

you think is useful and quote it, then summarize the information in the central column and write the citation in the right

column. Use MLA format for the right column. You may use easybib (http://www.easybib.com/). If you use more than

one box for a citation, then record that citation next to each box you use. Use complete sentences and correct grammar.

You may hand write or type the answers. You may download an electronic version at

(http://www.houstonisd.org/Page/139497) You must have at least five annotated citations in your manuscript.

A quote of the information that you think is useful to your project

A paraphrase of the quote Citation (MLA format)

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RESEARCH: PROCEDURE/METHODS

What is a procedure?

The methods section describes the materials used and actions to be taken to investigate a

research problem and the rationale (the reason) for the application of specific procedures or

techniques used to identify, select, process, and analyze information applied to understanding

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the problem, thereby, allowing the reader to critically evaluate a study’s overall validity and

reliability. The methodology section of a research paper answers two main questions: How was

the data collected or generated? And, how was it analyzed? The writing should be direct and

precise and always written in the past tense. Specifically, include the following

o Materials- Including equipment and chemical information. o Steps taken to test the hypothesis or address a problem/question. o Variables and controls included in the investigation. o The International System of Units (SI) must be used with measurements.

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Key Points to Include

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RESEARCH: RESULTS

What are results?

The results section is where you report the findings of your study based upon the methodology

[or methodologies] you applied to gather information. The results section should state the

findings of the research arranged in a logical sequence without bias or interpretation.

Specifically include the following:

o Materials- Including equipment and chemical information. o Steps taken to test the hypothesis or address a problem/question. o Variables and controls for the investigation. o Scientific notation

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Key Points to Include

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RESEARCH: DISCUSSION

What is the purpose of a discussion?

The purpose of the discussion is to interpret and describe the significance of your findings in

light of what was already known about the research problem being investigated, and to

explain any new understanding or insights about the problem after you've taken the findings

into consideration. The discussion will always connect to the introduction by way of the

research questions or hypotheses you posed and the literature you reviewed. Specifically

include the following:

o How do the results answer the question you had? o Do the results support or refute the hypothesis? o How do the results compare to what is already known.

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Key Points to Include

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RESEARCH: CONCLUSION

What are the components of a good conclusion?

The conclusion is intended to help the reader understand why your research should matter to

them after they have finished reading the paper. A conclusion is a summary of the main

findings, why the findings matter and, if applicable, where you recommend new areas for

future research. For most manuscripts, one well-developed paragraph is sufficient for a

conclusion. Specifically include the following:

o Main findings o Why the findings matter o If applicable, recommend new areas for future research based on the findings (what might you

do next in relation to your project?).

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Key Points to Include

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RESEARCH: ABSTRACT

What is the purpose of an abstract?

An abstract summarizes, usually in one paragraph, the major aspects of the entire paper in a prescribed

sequence as follows:

1. 1-2 sentences summarizing the introduction- What is your project on and why is it interesting or important? What is your question and/or hypothesis?

2. 1-2 sentences summarizing the methods or procedures- How did you do it? 3. 2-3 sentences summarizing the results and conclusions- What did you find out? Why is it important?

The abstract needs to be 250 words or less

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Key Points to Include

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RESEARCH: BIBLIOGRAPHY

The bibliography is also called citations. This only list the resources that you used to get

information for your introduction, procedures/methods and discussion and conclusion. Do your

best to follow MLA format (See SEFH Guidelines. You may use easybib

(http://www.easybib.com/) to help you. You should only use reliable resources from scientific

magazines or organizations.

RESEARCH: ACKNOWLEDGEMENTS

Remember to keep track of those who helped you and thank them in your

manuscript. Gratitude is the best attitude!

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RESEARCH: NOTEBOOK

The scientific laboratory notebook is a bound or spiral book with pages that are not

removable (the validity of documentation partly depends upon ensuring the work has not been

tampered with or pages removed) and is a critical part of scientific and engineering

investigations. Every experiment, trial, observation should be recorded. The entries in the notes

should be sufficient for someone else to reproduce the experiment or trial.

Checklist of the Manuscript Components

1. Abstract A condensed description of the project including the results.

o 1-2 sentences summarizing the introduction- What is your project on and why is it interesting or important?

o 1-2 sentences summarizing the methods or procedures- How did you do it? o 2 sentences summarizing the results and conclusions- What did you find out?

2. Introduction (Project Objectives and Project Design) o Background- What is known about the topic, question or hypothesis you are addressing. o The problem or the question o The hypothesis o Research and/or observations that support the hypothesis o The purpose- Why is this research important?

3. The Procedure/Methods (Project Execution and Design) o Materials- Including equipment and chemical information. o Steps taken to test the hypothesis or address a problem/question. o Variables and controls for the investigation. o Scientific notation

4. Data and Results (Project Execution) o Graphs and/or Tables o Summarize in words the graphs and/or tables o Graphs and tables with titles labeled

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o Graph axis properly labeled 5. Discussion

o How do the results answer the question you had? Do the results support or refute the hypothesis?

o How do the results compare to what is already known. 6. Conclusion

o Main findings o Why the findings matter o If applicable, recommend new areas for future research based on the findings (what might you

do next in relation to your project?). 7. References/Citations

o Five references in MLA format (References include the title, author (when available), and date of the source, at the very least).

8. Acknowledgements o Include a thank you statement to those who thanked you.

POSTER DISPLAY LAYOUT

A representation of a poster is below. Use the same headings and layout for your poster. You may also use

the link to a power point that allows you to fill in the sections. See also SEFH Guidelines (pp. 24 – 26) for

additional specifications on size and what is allowed to be displayed.

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Poster Number

Circle One Team Individual

Project Category

Fold Here Fold Here Before Placing on Poster

Teacher Name

Period

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Independent Research Rubric: Poster and Oral Presentation

Student’s Name: Grade:

Project Category: Date:

Project Title:

Teacher’s Name: Score: /_60

Poster: The visual display board is meant to attract attention, provide information and should

challenge onlookers to want to know more about the project. Neatness, completeness, and

clarity are very important. The visual display should present the information in the

manuscript, present the project logically and serve as a prop to illustrate work done.

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1. Omitted names (including student name) from poster and placed poster label on the top right

corner

4 3 2 1 0

2. Displayed the Introduction, Procedures, Results, Discussion, Conclusion and Citations from

their manuscript and labeled each section appropriately

4 3 2 1 0

3. Neat, well organized, and visually appealing (text on poster is legible from a distance of (font

size/color and visuals are not distracting)

4 3 2 1 0

4. Visual aids like photos from the investigation, observations or data table, and graphs from

data analysis are displayed on poster as needed

4 3 2 1 0

5. Poster and project demonstrates high level of creativity/originality 4 3 2 1 0

Oral Presentation: The purpose of an oral presentation is to share your work and demonstrate

content knowledge of the independent research conducted. The presentation should describe

each part of the project listed in number 6 below-- It is important to relay this information to the

listener(s).

4 3 2 1 0

6. The presentation includes an introduction (with the question or purpose and hypothesis,

background information, why the student chose the project and how the student came upon

the idea), short summary of the methods/procedures, results and conclusion

4 3 2 1 0

7. Movement is fluid and helps the audience visualize or enhances articulation and student

demonstrates a strong positive feeling about the topic

4 3 2 1 0

8. The presentation is coherent and clear and student demonstrates content knowledge 4 3 2 1 0

9. Student uses a clear voice, precise pronunciation of terms, and audience can hear the student 4 3 2 1 0

10. Presentation is within the time allotted (5 minutes) 4 3 2 1 0

11. Student makes eye contact consistently 4 3 2 1 0

Opportunities for Improvement:

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Independent Research Rubric: Manuscript

Student’s Name: Grade:

Project Category: Date:

Project Title:

Teacher’s Name: Score: /_60

Manuscript: Provides readers with a comprehensive look at the project. A good

manuscript includes the title, abstract, introduction, hypothesis, materials and

experimental methods/procedures, data and results, discussion, conclusion,

bibliography/citation and acknowledgements.

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1. Cover page is included with all group members, title, date, teacher, grade level 4 3 2 1 0

2. Abstract: A 250 word or less summary of the project including the purpose and question

investigated, hypothesis, procedure, results, and conclusion

4 3 2 1 0

3. Introduction: Included the purpose, hypothesis, problem or question, project goals,

and an explanation of why the research was done

4 3 2 1 0

4. Introduction: Included because-type statement that explains why the

prediction/hypothesis was made and references previous related studies (work done by

others) that led you to make your hypothesis (background information)

4 3 2 1 0

5. Procedures: Provided all relevant variables (independent, dependent and control) 4 3 2 1 0

6. Procedures: Provided a list of specific items used in the experiment 4 3 2 1 0

7. Procedures: Provided a greatly detailed step by step description for how investigation was

completed (including trials completed)

4 3 2 1 0

8. Results: Included clear tables and/or graphs of the data. Included a summary of the tables and graphs that is consistent with the data obtained and provided sufficient number of trials

4 3 2 1 0

9. Discussion and Conclusion: Provided an answer to the question based upon results and

included whether or not the hypothesis was supported

4 3 2 1 0

10. Discussion and Conclusion: Included an explanation of what caused the results, how the

results relate to similar work done by others, and either any possible errors or next steps

4 3 2 1 0

11. Discussion and Conclusion: Explanation and conclusion was consistent with the results 4 3 2 1 0

12. Provided correct formatting (Typed, 12 Pt. Times New Roman font, double spaced, 1 inch

margins) with headings (Introduction, Procedures, Results, Discussion, Conclusions and

Acknowledgements)

4 3 2 1 0

13. Limited grammar and spelling errors (1 or fewer errors is excellent…7 or fewer is attempt

made or better)

4 3 2 1 0

14. Bibliography: All sources cited correctly using MLA format 4 3 2 1 0

15. Acknowledgements: Students thank those who helped (students: keep track of those who

help you so you don’t forget and show gratitude)

4 3 2 1 0

Opportunities for Improvement:

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Independent Research Rubric: The Laboratory Notebook

Student’s Name: Grade:

Project Category: Date:

Project Title:

Teacher’s Name: Score: /_40

Laboratory Notebook: The scientific laboratory notebook is a bound or spiral book with pages

that are not removable (the validity of documentation partly depends upon ensuring the work

has not been tampered with or pages removed) and is a critical part of scientific and

engineering investigations. Every experiment, trial, observation should be recorded. The

entries in the notes should be sufficient for someone else to reproduce the experiment or trial.

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ORGANIZATION

1. Table of contents is located in the front of the notebook (first two pages) 4 3 2 1 0

2. Pages are numbered correctly in the top right corner after the table of contents 4 3 2 1 0

3. Dates are written down when observations, trials or data are recorded and executed 4 3 2 1 0

CONTENT

4. The purpose and reason for each measurement, trial or observation recorded is clearly stated 4 3 2 1 0

5. The procedures are clearly written for each recording 4 3 2 1 0

6. Appropriate mathematical formulas/calculations, SI when measurements are taken and

materials used for each recording are referenced or included

4 3 2 1 0

ILLUSTRATION & DIAGRAMS

7. Computer print-outs, photographs are taped/pasted into lab notebook as needed. 4 3 2 1 0

8. All graphs and tables are labeled correctly 4 3 2 1 0

9. All entries are entered in ink with single line drawn over errors 4 3 2 1 0

NOTEBOOK

10. A composition notebook is used (bound) with no pages removed 4 3 2 1 0

Opportunities for Improvement:

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CONSENT FORM GUIDES: Students who do projects on animals, microbes, humans or hazardous materials are required to get approvals from Scienteer. Scienteer has the below forms in electronic format. *http://www.sefhouston.org/rules-guidelines*

ALL PROJECTS REQUIRE PRIOR APPROVAL OF THE ADULT SPONSOR/ FORM (#1), STUDENT CHECKLIST (1A), RESEARCH PLAN AND APPROVAL FORM

(#1B) AT THE LOCAL SCHOOL LEVEL. Continuation projects will need the continuation projects form (#7).

Does your project have to do with VERTEBRATE ANIMALS, HUMAN SUBJECTS (including surveys), HAZARDOUS CHEMICALS ACTIVITIES OR DEVICES, or POTENTIALLY HAZARDOUS

BIOLOGICAL AGENTS (microbes)? If so, we need to get some more consent forms. Please see the quick chart below to ensure that your receive and submit any forms in addition

to Forms 1, 1A, 1B. All forms are submitted through Scienteer.

Form

#1

Form

#1A

Form

#1B

Form

#1C

Form

#2

Form

#3

(SRC)

Form

#4

(IRB)

Form #5A

or 5B

(SRC)

Form #6A

or 6B

(SRC)

Form

#7

Any Project

ANY Continuation Project

Project with Vertebrate Animals

Project with Human Subjects

Project with Hazardous Chemicals

Project with Hazardous Activities

Project with Hazardous Devices

Potentially hazardous Biological Agents

*Any relevant consent and additional approval forms apart from Forms 1, 1A and 1B will be sent home after the project is provisionally approved. In these cases, final approval

is contingent on additional consent and approval forms. ALL these forms are located at the Science Fair Rules and Guidelines*

Form #1-Adult Sponsor Form, Form #1A-Student Checklist, Form #1B-Research Plan and Approval Form, Form #1C-Regulated Research Institution Form, Form #2-Qualified

Scientist Form, Form #3-Risk Assessment Form, Form #4-Human Participants Form, Form #5A or 5B-Vertebrate Animal Form, Form #6A-Hazardous Risk Assessment Form, Form

#6B-Human and Vertebrate Animal Tissue Form, Form #7-Continuation Project For

RESOURCES Science Fair Resources

https://student.societyforscience.org/intel-isef (main site for the INTEL ISEF)

http://www.showboard.com (good source for SEFH display boards)

http://www.madsci.org (good source for common questions about SEF)

http://hunstem.uhd.edu/PROJECTS.html (provides links to many resources)

http://www.nsta.org/

http://www.ipl.org/youth/projectguide

http://www.madsci.org/libs/areas/reagents.html

http://www.educationplanet.com/sciencefair.html

http://sciencepage.org/scifair.htm

https://www.googlesciencefair.com/en/?l=1

http://sciencefairproject.virtualave.net

http://istf.ucf.edu

http://www.drexel.edu/dvsf/

Project Ideas

http://sciencefairproject.virtualave.net/

http://www.cmste.uregina.ca/scifair.html

http://www.sciencebob.com/lab/sciencefair/resources.html

http://dir.yahoo.com/Science/Education/K_12/Fairs_and_Competitions/Projects_and_Ideas/

Others

http://www.sciencedaily.com

http://www.enn.com

http://www.newscientist.com

http://www.eskimo.com/~billb/amasci.html

http://www.ontariosciencecentre.ca/kids/cool_stuff/fairlinks.asp

http://homeworkspot.com/sciencefair/

http://www.chem4kids.com

A good source for display project boards plus Science Fair Materials and Workshop Materials for Grades K-12 can

be found at www.showboard.com or call showboard at 1-800-323-9189. The following is a valuable source for SEF-

related project based learning materials and information sources http://hunstem.uhd.edu/PROJECTS.html.

ISEF has a comprehensive searchable index of ISEF project abstracts from 2003-present. The direct URL to this is

http://www.societyforscience.org/isef/absonline.

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SEFH SCIENCE FAIR GUIDELINES (Excerpts from https://www.sefhouston.org/rules-guidelines)

9. SCIENCE FAIR RULES AND GUIDELINES

A. DISPLAY RULES AND SAFETY REGULATIONS SIZE: Project space limitations are: 76cm (30in) deep; 122cm (48in) wide; 274cm (108in) high including table; tables are

76cm high. Heavy displays should be floor mounted when possible. Floor mounted projects are limited to the same space

limitations and cannot be placed in front of a project table. No exceptions. Unless otherwise requested on the entry form,

all projects will be assigned a project display table

1. A student may enter only one exhibit. The student must be a full-time student in good standing at a SEFH affiliated school.

2. Completed project entry and approval forms must be on file with the Fair Office on or prior to the deadline date for entry,

including the project entry fee. Copies of these forms should also be available in a labeled folder at the display.

3. The exhibit must be set up in the category indicated on the entry form and at the assigned location.

4. The exhibit must pass inspection by both the SRC and Rules & Safety Committee on Thursday evening at the Fair. Exhibits

not passing both inspections must be removed from the exhibit area on Thursday evening prior to closing time.

5. The entry exhibit must be the work of the student or team entering the Fair.

6. Repetition of a previous year's research project is not permitted. However, a student may exhibit new research on a continuing

problem providing the research demonstrates significant progress over the previous year. If the project is a continuing one, a

Roman numeral should appear at the end of the title which indicates the years it has been entered in the Fair (e.g.-A Study of

Houston Cockroaches - III) and the Continuation Projects Form (7) must be completed. Display

board must indicate work for the current year.

7. Exhibit titles are limited to 6 words or less, and a maximum of 50 letters/characters.

8. The name of the student, teacher, or district must not be a visible part of the display.

9. Except for move-in and unpacking, the exhibitor is responsible for the set-up of his/her own exhibit.

10. No radios, TVs, tape players, or other sound transmitting devices may be played unless the sound is transmitted via

headphones or the devices are used as part of the display/project presentation. Laser pointers are not allowed.

11. Students for individual and team projects must be at their project during all judging periods. At least two team members of

team projects must be present during judging. All projects will be judged within the scheduled judging times.

12. Disruptive students will be disqualified from the Fair.13. Students are encouraged to provide judges with copies of a one page

abstract or summary of their project; however, the material cannot identify the student, teacher, school or district.14.

Project laboratory notebooks for all related research should be available at the display for review by judges.

15. Projects will not have access to 110V power outlets.

Unacceptable for Display

1. living organisms, including plants

2. microbial cultures or fungi (live or dead)

3. glass or glass objects unless they are critical to the display.

4. taxidermy specimens or parts

5. preserved vertebrate or invertebrate animals or their parts

6. waste, rock, sand or soil samples - even if encased in acrylic

7. chemicals

8. human/animal parts or body fluids

9. human or animal food

10. sharp items (i.e., syringes, needles, pipettes).

11. poisons, drugs, controlled substances, weapons, ammunitions

12. dry ice or other sublimating solids.

13. flames or highly flammable display materials

14. gases of any type

15. batteries with open top cells

16. items which identify the student, teacher or school

17. offensive audio/visual displays

18. operation of a class III or IV laser

19. any equipment or devices which may be hazardous to the public

including laser pointers

20. liquids (including water, mercury or alcohol thermometers)

21. previous student/project awards

22. empty tanks that once contained combustibles unless purged

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23. photographs or other visual presentations depicting vertebrate

animals in other-than-normal conditions

24. active Internet or e-mail connections as part of the display or

demonstration of the project.

Acceptable For Display Only-(But Not Operated)

1. projects with unshielded belts, pulleys, chains, and moving parts

with tension or pinch points

2. class III and IV lasers

3. devices which emit loud noises

4. devices which require more than 125V

5. soil, sand, rock and/or waste samples if permanently encased in

acrylic or a similar inert material

Acceptable for Display & 0peration With Restrictions

1. Photographs and/or visual depictions if: a. Credit lines of their origins: “Photograph taken by…” or “Image taken from …” are

attached. (If all photographs being displayed were taken by the Finalist, one credit lien prominently displayed indicating that the

Finalist took all photographs is sufficient.)

b. They are from the Internet, magazines, newspapers, journals, etc., and credit lines are attached.

c. They are photographs of the student.

d. They are photographs of human subjects for which signed consent forms are available at the project.

e. They are not deemed offensive by the Scientific Review Committee or the Rules and Safety Committee.

2. Class II lasers

a. Must be student-operated

b. Posted sign must read "Laser Radiation: do not stare into beam"

c. Must have protective housing that prevents access to beam

d. Must be disconnected when not operating.

3. Large vacuum tubes or dangerous ray-generating devices must be shielded properly; mechanical devices with moving parts

must have adequate safeguards

4. Any apparatus producing temperatures that will cause physical burns must be adequately insulated.

5. The only power sources allowed are exhibiter furnished batteries of 12V or less.

6. All electrical connectors, wiring, etc. must be UL listed and appropriate

B. CITING REFERENCES

Students may use Easybib and choose the MLA format (http://www.easybib.com/).

Citations are required and expected to be accurate. A simple URL by itself is not considered a citation.

Students may also use (http://www.nlm.nih.gov/bsd/uniform_requirements.html) below. Find the one

resembling most the source you have to cite and use the example’s format to construct your reference.

Books:

Individual author(s)

Murray PR, Rosenthal KS, Kobayashi GS, Pfaller MA. Medical microbiology. 4th ed. St. Louis: Mosby;2002.

Editor(s) as author(s)

Gilstrap LC 3rd, Cunningham FG, VanDorsten JP, editors. Operative obstetrics. 2nd ed. New York:

McGraw-Hill; 2002.

Organization(s) as author

Royal Adelaide Hospital; University of Adelaide, Department of Clinical Nursing. Compendium of

nursing research and practice development, 1999-2000. Adelaide (Australia): Adelaide University; 2001.

Chapter in a book

Meltzer PS, Kallioniemi A, Trent JM. Chromosome alterations in human solid tumors. In: Vogelstein B,Kinzler

KW, editors. The genetic basis of human cancer. New York: McGraw-Hill; 2002. p. 93-113.

Journals/Magazines:

Standard article

Halpern SD, Ubel PA, Caplan AL. Solid-organ transplantation in HIV-infected patients. N Engl J Med.2002 Jul 25;

347:284-7.

No author given

21st century heart solution may have a sting in the tail. British Med J. 2002;325:184.

Organization as author

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Diabetes Prevention Program Research Group. Hypertension, insulin, and proinsulin in participants with impaired

glucose tolerance. Hypertension. 2002;40:679-86.

Article in a Journal supplement

Glauser TA. Integrating clinical trial data into clinical practice. Neurology. 2002;58(12 Suppl 7):S6-12.

Scientific or technical report

Yen GG (Oklahoma State University, School of Electrical and Computer Engineering, Stillwater, OK).Health

monitoring on vibration signatures. Final report. Arlington (VA): Air Force Office of Scientific Research (US), Air

Force Research Laboratory; 2002 Feb. Report No.: AFRLSRBLTR020123. Contract

No.: F496209810049.

Other Published Material:

Newspaper article

Tynan T. Medical improvements lower homicide rate: study sees drop in assault rate. The Washington Post. 2002

Aug 12; Sect. A:2 (col. 4).

Dictionary and similar references

Dorland’s illustrated medical dictionary. 29th ed. Philadelphia: W.B. Saunders; 2000. Filamin; p. 675.

Computer file

Renal system [computer program]. MS-DOS version. Edwardsville, KS: Medi-Sim; 1988.42

Classical material

The Winter’s Tale: act 5 scene 1, lines 13-16. The complete works of William Shakespeare. London:

Rex, 1973.

Electronic Material:

CD-RomUI

Anderson SC, Poulsen KB. Anderson’s electronic atlas of hematology [CD-ROM]. Philadelphia:

Lippincott Williams & Wilkins; 2002.

Journal article on the internet

Jacobsen JW, Mulick JA, Schwartz AA. A history of facilitate communications: Science, pseudoscience,and

antiscience: Science working group on facilitated communication. Am Psychol 1995;. 50: 750-65. Retrieved January

25, 1996, from the World Wide Web: http://www.apa.org/journals/jacobson.html

Homepage/Web site

Cancer-Pain.org [homepage on the Internet]. New York: Association of Cancer Online

Resources, Inc.; c2000-01 [updated 2002 May 16; cited 2002 Jul 9]. Available from:

http://www.cancer-pain.org.

Database on the Internet

MeSH Browser [database on the Internet]. Bethesda (MD): National Library of Medicine (US); 2002-[cited 2003

June 10]. Meta-analysis; unique ID: D015201; [about 3 p.] Available from:

http://www.nlm.nih.gov/mesh/MBrow

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