January 5th, 2009 at 5:37 pm
Science fair judges have specific things in mind when they review projects. Sure, they like interesting pictures, colorful displays and seeing clever ideas, but they also look for other, more specific, technical features.
Let’s take a peak at some grading sheets from a few science fairs.
One school used a point system to rate the most important elements of the project.
The ratings are below. What can we learn from this example judging sheet?
1) Know the Scientific Method well.
2) Know how to explain your project using the scientific method WITHOUT reading off your display.
3) Be enthusiastic and enjoy your information. Smile.
4) Create a detailed report fleshing out all the information included on your display.
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Sample 1:
1. Shows knowledge of the Scientific Method:
4 pt. Explains all 6 topics easily, shows understanding of conclusion. 3 pt. Explains at least 5 topics easily, shows understanding. 2 pt. Explains most topics with help from the board. 1 pt. Tries to answer questions asked by the judge.
2. Shows use of the Scientific Method through the board:
4 pt. Presents steps of method clearly and completely with headings 3 pt. Presents each step of method clearly 2 pt. Has each step on the board. 1 pt. Has some steps on the board.
3. Shows enthusiasm and interest in the project:
4 pt. Student is excited about the project and eagerly tells about it. 3 pt. Student is pleasant and shares information. 2 pt. Student tells about the project, when asked. 1 pt. Student answers some questions about the project.
4. Speaks knowledgeably about the project:
4 pt. Student eagerly talks with many details of the experimentation. 3 pt. Student shows understanding of the project. 2 pt. Student knows what the project is, giving minimal explanation. 1 pt. Student can answer questions when prompted.
5. Presents scientific data in a well-organized, visually appealing display:
4 pt. Board shows data in clear tables, charts, or pictures with headings. 3 pt. Board is neat and attractive, limited table, chart or pictures. 2 pt. Board has headings, using information stated. 1 pt. Board has headings and limited information.
6. Shows written evidence of research, experimentation and analysis :
4 pt. Booklet has Cover, Table of Contents, Research/Interviews. Thank you page and/or bibliography and experimentation included. 3 pt. Booklet has Cover, Table of Contents and Research/Interviews. 2 pt. Booklet has Cover and Some Research/Interview Data. 1 pt. Booklet is minimal or nonexistent.
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Sample 2:
I. Scientific Thought A. Does project follow the scientific method? B. Is the problem clearly stated? C. Are the procedures appropriate and organized? D. Is the information collected accurate and complete?
II. Creative Ability A. How unique or original is the project idea? B. Is it significant or unusual for a child this age?
III. Understanding A. Does it explain what the student learned about the topic? B. Does the project represent real study and effort? C. Does the project show the child is familiar with the topic?
IV. Clarity A. Does the student clearly communicate the nature of the problem, how the problem was solved, and the conclusion? B. Are the problems, procedures, data, and conclusions presented clearly and in a logical order? C. Does the student clearly and accurately articulate in writing what was accomplished? D. Is the objective of the project likely to be understood by one not trained in the subject area?
V. Dramatic Value A. Is the display visually appealing? B. Is the proper emphasis given to important ideas? C. Are all the components of the project done well?
VI. Technical Skill A. Was the majority of the work done by the student? B Has the student acknowledged help received from others? C. Does the written material show attention to grammar and spelling? D. Is the project physically sound and durably constructed?
Chemistry and biology students at Atlanta Schools North Atlanta High School put their lab skills into action for a Court TV film crew on April 11. As part of the “Forensics in the Classroom,” program, students learned how to collect and analyze evidence of a crime scene. They weren’t flying blind. Instead, they had help from a range of criminal investigation experts, beginning with the head of their own science department, Dr. Cadence Spearman. In addition to Dr. Spearman, students interacted with Court TV host Rachelle Savoia, Police Lt. H. Cotton &ndash Tukes, forensic investigators from the Fulton County Police Department, and a criminal science instructor from Bauder College.
The staged crime took place in the school’s cafeteria and involved acts of vandalism and a cut gas line. Students worked through the crime scene, learning the proper procedures for collecting evidence. The evidence that they collected, including hair fibers, stomach contents, and blood makeup, was then analyzed in the school lab.
The exercise demonstrated a new standards - based forensics curriculum developed by Court TV, the American Academy of Forensic Sciences, and the National Science Teachers Association. The program combines standard high school lab techniques with a mystery solving element.
Students at North Atlanta High School participated in Unit Four of the “Forensics in the Classroom” Curriculum. Called “The Cafeteria Caper,” the crime they investigated involved a trashed high school cafeteria that might be linked to an underground club. The lab techniques required for the investigation included an enzyme test and the analysis of hair, blood, and DNA &ndash all within their own school laboratory.
To begin the exercise, students were given handouts that explained the background information of the crime that they would be investigating. They are also given several handouts explaining the nature of forensic investigation and how forensic techniques are used to solve crimes.
Students examine a range of evidence. Some of it comes from the crime scene itself, but students also have access to a mock website that details the practices of the underground club they are investigating. The website provides them with additional information for the physical evidence that they collected, helping them to match the evidence with suspects from the website.
The “Forensics in the Classroom” Curriculum provided detailed lab guides for conducting the necessary experiments. After they had reached their conclusions, they were instructed how to fill out Crime Lab Reports documenting their evidence.
The “Cafeteria Caper” addressed five of the national forensics curriculum standards. These included:
• Developing an understanding of the Cell (including enzyme function, organic molecules and indicators)
• Developing an understanding of the Molecular Basis of Heredity (including chromosomes, DNA and genetic inheritance
• Understanding and performing scientific inquiry
• Analyzing and synthesizing several pieces of data to draw a conclusion
• Developing an understanding of science and technology
The “Forensics in the Classroom” Curriculum consists of five units designed along the same lines as the “Cafeteria Caper.” With names such as “It’s Magic”, “The Celebration”, “The Car That Swims”, and “Renter’s Beware”, each unit promises a unique story line and a different set of laboratory techniques to be used. All five units are available for free from Court TV at .courttv.com.
Take a look at this video and figure out what you think happened.
a href=”.youtube.com/watch?v=i0-0Zevp47k”
target=”_blank”>.youtube.com/watch?v=i0-0Zevp47k
The ability to do this to someone comes from The NLP Convincer
Strategy. This simply
means that for most people they only require a few pieces of evidence
to be convinced
and when that happens, by Gawd,
style=”font-weight: bold; font-style: italic;”> they are
convinced.
In fact there is no doubt in their mind.
You can’t really blame the poor guy. The scammers just used his own
mind against him.
It’s the process that makes scamming smart people so easy. When the
smart people are
smug and condescending it makes if fun too.
Do you want to learn the NLP Convincer Strategy?
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Sincerely,
JK Ellis
Starting your class on the right foot each day is very important to both you and the students. There are certain expectations you will have, be they required materials (texts, folders, gym clothes), basic supplies (pencils/paper), or behaviors (on time, in seats, working on opening activities). You are going to want these expectations met every day.
We designed a simple set of 5 rules to start out every class. These are easy to remember and easy to keep track of. Several of our teachers use a variation of the 5 rules to start their classes, and you may feel free to adapt these to your class. These are the rules I use in English class:
Rule 1: Students must be in their seats when class begins. In some schools, classes begin (and are dismissed) by a bell. Some classes begin at a specific time. Still other classes are started by a particular signal from the teacher.
Rule 2: Students must have a writing instrument. Again, different teachers have different expectations, be it pencil or pen or whatever. For me, it doesn’t matter as long as it s dark enough to read. I only balk at silver, gold, white, or any other light or fluorescent color (hot pink or yellow for example).
Rule 3: Students must have their folder out on their desk. Each of our classes requires students to keep important papers, notes, and other course artifacts. Some teachers allow students to keep these, and others provide a location in the room for folders.
Rule 4: Students must have all required materials for class that day. To reduce the number of times students ask me about what they need for the day’s class, I will either write the materials list on the board or put it on the class announcements on our TV (watch for the article on creating a class cable TV network our upcoming March issue).
Rule 5: Students must be working on the class warm up activity. In English class, students write out Daily Oral Language (DOL) sentences, practicing proofreading skills. On the edge of each day’s entry are the numbers 1 through 5, making it easy to grade. All you have to do is circle the appropriate number.
Again, we give each student a daily grade of points (1-5). Some teachers have only four rules and one rule is worth 2 points. You can change up and set your own rules and create an easy to grade set of points to fit your own classroom.
After a few weeks of practice, the checking of daily points becomes a student job. One student from each group (the RECORDER) gets the weekly responsibility to check the students’ daily points and circle the proper number. The teacher is freed up for other activities, and you only need to spot check through the room. This way I can record the daily points only once every two weeks and they are already tallied up for me.
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