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STEM Fair Handbook

2025
General Information...................................................................................................................2
Date and Location................................................................................................................................................2
Themes.................................................................................................................................................................2
Project Deadlines........................................................................................................................2
Project Components & Due Dates....................................................................................................................... 2
Project Approval......................................................................................................................... 3
Safety Guidelines................................................................................................................................................. 3
Project Selection.................................................................................................................................................. 3
Project Guidelines...................................................................................................................... 3
Project Safety....................................................................................................................................................... 3
Project Display.....................................................................................................................................................3
Types of Projects..................................................................................................................................................4
Components of an Experimental Project.....................................................................................4
Topic.................................................................................................................................................................... 4
Purpose................................................................................................................................................................ 4
Research...............................................................................................................................................................4
Hypothesis........................................................................................................................................................... 5
Variables.............................................................................................................................................................. 5
Procedure............................................................................................................................................................. 5
Data...................................................................................................................................................................... 5
Graphs..................................................................................................................................................................5
Conclusions..........................................................................................................................................................5
Logbook...........................................................................................................................................................5
Display................................................................................................................................................................. 6
Scoring and Awards.................................................................................................................... 7
Awards................................................................................................................................................................. 7
Judging.................................................................................................................................................................7
Scoring Rubric..................................................................................................................................................... 7
Judging Criteria for Experimental Projects........................................................................................................ 8
Safety Guidelines Form.............................................................................................................. 9
 General Information

Date and Location

The annual CJCP STEM fair will be held on: Friday, June 6th

Themes
There are three main core ideas we investigate in middle school science: Physical Science, Earth & Space
Science, and Life Science. Each of these core ideas is addressed in different ways each year. The theme of each
STEM Fair project should align with one of the topics listed below. Note:
Physical Science Life Science Earth and Space Science

Structure and Properties of Matter Structure, Function and Space Systems

Information Processing
Chemical Reactions History of Earth
Matter and Energy in Organisms
Forces and Interactions and Ecosystems Earth’s Systems

Energy Interdependent Relationships in Weather and Climate

Ecosystems
Waves and Electromagnetic Human Impacts
Radiation Growth, Development and
Reproduction of Organisms

Natural Selection and Adaptations

Additional information and more details about each of these core ideas can be found HERE.

Project Deadlines
Project Components & Due Dates
Middle school students either have science in the fall (Marking Periods 1 & 2) or in the spring (Marking Periods
3 & 4). Regardless of the semester students are taking science, they will all display their projects on June 6th.
Below are the due dates for each component of the project.
Project Component Fall Semester Spring Semester
Due Dates Due Dates

Submission of Safety Guidelines Form Monday, November 11 Monday, March 24

Project Selection and Purpose Statement Monday, November 18 Friday, March 28

Research and works cited Monday, November 25 Friday, April 4

Hypothesis, Variables, and Procedures Monday, December 9 Wednesday, April 9

Data and Graphs Friday, January 10 Friday, May 16

Conclusions Friday, January 17 Friday, May 23

Display Friday, January 24 Friday, May 30

 Project Approval

Safety Guidelines
Teachers must review the Safety Guidelines with each student. After reviewing the form, students must sign
the form to indicate that they understand the guidelines.

Project Selection
In addition to the Safety Guidelines form, teachers are required to submit information on a shared Google
Spreadsheet. The information collected in the spreadsheet will include the project category, name of project, a
brief description of the project, and the names of the students working on the project. Students must work in
groups of 4 or 5. All group members must be from the same class. There are no exceptions to this rule.

Students may NOT begin working on their projects until they are approved.

NOTE: Deadlines will be strictly enforced. Project changes after the deadline will not be accepted.

Project Guidelines

Project Safety
Students must follow the safety guidelines set forth in the STEM Fair Safety Guidelines Form. Please refer
carefully to this document. If you are unsure regarding a student’s project, please consult with a school
administrator to make sure it meets all safety guidelines.

Project Display
Students are required to create a display board highlighting the important components of their project.
Students and teachers should adhere to the following about display boards:
1. Display must be a tri-fold poster board.
2. Maximum space allowed for each display is the length of the project board while standing.
3. The required components to have present at the STEM Fair are:
a. Display tri-fold poster
b. Logbook
c. Prototype/3D model/Digital Demonstration
d. All models/prototypes must fit within the space between the sides of the display board.

However, the following are NOT ALLOWED at the project/display:

● Living organisms (except plants) ● 3-D printers
● Cement or waste samples ● Dry ice or other sublimating solids
● Taxidermy specimens or parts ● Sharp items
● Preserved vertebrate or invertebrate ● Flames or highly flammable materials
animals ● Batteries with open-top cells or wet cells
● Human or animal food ● Glass or glass objects
● Chemicals, hazardous substances or ● Any apparatus deemed unsafe by the
devices school administrators
● Items that may have contained or been
in contact with hazardous chemicals
 4. Students may use a CJCP chromebook on the day of judging. This technology may show a slideshow,
pictures, videos of experiments, sound effects, etc.
5. Photographs on the display board must be of the researcher ONLY. The researcher must have
parent/guardian permission to have their photograph on the display board. A list of students with
permission for photographs will be provided to each teacher by the STEM Fair Coordinator. If a student
does not currently have permission, a permission slip will be available upon request to be sent home
specifically for this project ONLY.
6. Students will remain with their display during the judging to answer questions. During judging, all
electronics (except those used for the project/display) should not be in use.
7. Two labels with student name(s), project title, and project number will be provided by the STEM Fair
Coordinator. One label should be placed at the top center of the backside of the display board. The other
label should be placed on the center of the front cover of the logbook.
8. The STEM Fair Coordinator with the collaboration of the school’s administration, reserves the right to
reject projects they deem inappropriate or unsafe and remove items, not in compliance.

Types of Projects
There are two project options for completing a STEM Fair project. An experimental project answers a
TESTABLE QUESTION. An engineering project SOLVES A PROBLEM. Both types of projects should follow the
scientific method.

Components of an Experimental Project

Topic
Good science projects are based on topics. These topics should be grade-appropriate so that students can
investigate on their own. An effective way for students to start developing topics is by asking themselves
questions that can be answered through measurable experimentation.
● Brainstorm for topic ideas as a class. Don't discard any ideas for now. List topics or questions just the
way that the students suggest them.
● Discuss the qualities that make a topic good or poor. Can the topic be answered by doing a test? What
variable would change? What would be measured? Having a testable question based on the topic is
essential in investigating an experimental project.
● Use a bulletin board to motivate students to select their science project topics. As students turn in a
written copy of their ideas, write their topic titles and names on a strip of construction paper and
display them on the board. Caption the board "Our Science Project Topics." The ideas displayed on the
board may spark ideas in other students.
● Have students list all the science projects that they have seen or done in the past. Encourage them to
come up with a new "twist" on an old idea and not to do a project for which they know the outcome -
regardless of whether they have seen or done it before. They should be learning something new.

Purpose
This component of a science investigation explains in one statement why you are doing the experiment. The
purpose can best be stated in the form of a question or a cause and effect statement.

Research
Background research is helpful to better understand your experiment or design. Areas of research can include
key vocabulary, history of the topic, and student questions. Sources for research include books, magazines,
experts, internet articles, textbooks, and encyclopedias. Research should be recorded and sources should be
cited in the bibliography.
Hypothesis
The hypothesis is a statement that explains what you think might happen based on the general understanding
of the topic. It is not a wild guess.

Variables
A variable is any factor that can be controlled, changed, or measured in an experiment. The student should
include an independent variable, a dependent variable, and all controlled, or constant, variables.

Procedure
The procedure includes a quantitative list of the materials used in the investigation, a numbered step-by-step
description of the investigative method used, and the identification of the experimental variable, the control,
and factors that are held constant. If the experiment does not have a control it should be noted in the
procedure. The student should understand what a control is and why it was not appropriate for his/her project.

Data
Data refers to the measurable information gathered in an investigation. These may include:
● Handwritten Scientific Journal/Logbook
Scientists record in a logbook. This is a required part of every project. It should contain all the
information from the beginning to the end of the scientific process.
● Drawings
● Measurements (metric)
● Photographs
● Tables, graphs

The following items should be thoroughly explained and emphasized:

● Precision in recording data
● Consistent use of uniform intervals of time
● Specific labeling of groups, specimens, subjects, etc.
● An adequate number of trials (3 or more depending on the problem)
● Averaging of data where appropriate
● Use of photographs
● Appropriate graphs

Graphs
Graphs are an organized way to display the data collected during an investigation. They enable the student to
see the relationship between the variable and the results.

Conclusions
Consider the analysis of the data as it relates to the "purpose" or question when forming the conclusion. The
conclusion may include a statement of support or non- support for the hypothesis, a review of the effectiveness
of the experimental procedure, and real-word applications.

Logbook
Scientists record in a logbook and it is a required part of every project. It should contain all the information
from the beginning to the end of the scientific process. Students will submit each individual part of the logbook
on Google classroom. The compilation of all STEM Fair assignments forms the completed logbook.
Display
This is a suggestion for the placement of information on the display board. The exact location for each
component is at the discretion of the teacher and student. The display, however, should be easy to follow, like
reading a book. Arrange information so that it is easy to read and flows in natural order, left to right, top to
bottom.
 Scoring and Awards

Awards
Awards will be based upon the scores provided by the judges. There will be two winners per grade level, first
place, and second place. In addition to the 1st and 2nd place awards, students may also receive special award
recognition.

Judging
Judges will review each project. Scores from the judges will be averaged together to arrive at the total score. Of
the possible 100 points, 25 points are determined by an interview. If a student is not present during the
judging, he/she will receive a zero for the interview portion of the rubric. Once a project has been reviewed by
all judges, scores will be tallied. Judging sheets and students’ scores will not be released.

Scoring Rubric
Judges use the scoring rubrics below when evaluating projects. All questions assessing the project itself are
scored using the Project Display Rubric. All questions requiring a student response are scored using the
Student Response Rubric.

Score Project Display Rubric Student Response Rubric

0 No evidence or evidence is incorrect Student response demonstrates no

understanding OR the student is unable to
respond to the question OR the section is
missing.

1 A weak attempt is made. There are many Student response demonstrates little
errors and major flaws. knowledge or flawed understanding.

2 Partial evidence is provided. There are some Student response demonstrates some
major and minor flaws or omissions. knowledge but lacks complete understanding.

3 Some evidence is missing. Some flaws or Student response demonstrates good

omissions are present but are minor. knowledge but lacks a complete understanding.

4 Clear evidence is provided with minimal flaws Student response demonstrates a sufficient
or omissions. Any flaws or omissions are level of understanding.
minor.

5 Clear evidence is provided with no flaws or Student response demonstrates a

omissions. complete/exceptional level of understanding.
Judging Criteria for Experimental Projects
Criteria are evaluated using the 5-point scoring rubric on the previous page.

I. Purpose/Hypothesis (10 pts)

___ clear and focused purpose with a creative approach used to answer the question.
___ contributes to field of study and is testable using scientific methods
II. Design and Methodology (15 pts)
___ procedure is clear, including specific directions and metric units
___ well designed plan and data collection methods with complete material list
___ variables and controls are defined, appropriate and complete
III. Execution: Data Collection, Analysis and Interpretation (30 pts)
___ clear statement that shows support of the hypothesis
___ systematic data collection
___ sufficient data collected to support interpretation and conclusions
(evidence of at least three trials and an overall average of those trials)
___ data displayed graphically and correctly labeled
___ data analysis done quantitatively, precisely & related directly to the hypothesis
___ results are reproducible
___ appropriate application of mathematical and statistical methods
IV. Creativity (10 pts)
___ project demonstrates significant creativity in one or more of the above criteria
___ project demonstrates imagination and inventiveness that offer different perspectives to new
possibilities or new alternatives
V. Presentation (35 pts)
A. Poster (10 pts)
___ logical organization of material with supporting documentation displayed
___ clarity of graphics and legends
B. Interview (25 pts)
___ clear, concise, thoughtful responses to questions
___ understanding of basic science relevant to the project
___ understanding interpretation and limitations of results and conclusions
___ degree of independence in conducting the project
___ recognition of potential impact in science, society and/or economics and quality of ideas for
further research
 Safety Guidelines Form

Before starting your science project, take some time to think about possible safety issues associated with your
project. Projects should be the work of students and be monitored by a parent/guardian.
● Teachers must carefully monitor any experiments that are performed as part of a project.
● Teachers are responsible for ensuring that proper safeguards are in place for any hazards that may exist.

Is it safe for other people or animals that are involved?

All projects involving humans as subjects must involve minimal risk*.
Unacceptable risks include
● the ingestion of any substance or physical contact with any potentially hazardous materials,
● any unnecessary physical, psychological, or emotional stress; or
● invasion of privacy.
Even if you are simply surveying other students, you should review your questions in advance and decide if the
questions meet this test. If you're not sure, don't hesitate to ask a teacher, parent, or mentor to help you decide.

Live animals (in particular vertebrate animals-those with a backbone) should be housed, cared for, and
observed in a safe and humane manner. No harm must come to the animal/vertebrate.

Your teacher will then evaluate your project based on the following questions:
● Where will the experiment be performed?
● What safety gear will be used?
● Who will be supervising the experiment?
● Are you knowledgeable about or do you have training in the procedures being used?

*Minimal Risk: No more than minimal risk exists when the probability and magnitude of harm or discomfort
anticipated in the research are not greater (in and of themselves) than those ordinarily encountered in everyday
life or during the performance of routine physical or psychological examinations or tests.

More than minimal risk exists when the possibility of physical or psychological harm or harm related to
breach of confidentiality or invasion of privacy is greater than what is typically encountered in everyday life.

If you are unclear on the risk level, please visit the following site:
https://student.societyforscience.org/intel-sts-human-participants-risk-assesment

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Student Name (PRINT) Student Signature

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Parent/Guardian Name (PRINT) Parent/Guardian Signature