• WATER SAMPLES: TESTS FOR POLLUTANTS, MINERALS, EFFECTS ON ORGANISMS

• EXAMPLES OF STRUCTURAL DIFFERENCES IN EYES OF BIRDS, MAMMALS, ETC.

• MODEL OF CARBON ATOM, IMPORTANCE TO LIFE STRUCTURES

• FOSSILS
  

• STUDY OF ORAL HYGIENE

• BUILD A HUMAN EAR MODEL

• THE WATER CYCLE AND ITS EFFECT ON ORGANISMS

• SOLAR GREENHOUSE WITH EXPLANATION OF HEAT FLOW/STORAGE /RADIATION

• GROWTH OF MOLDS ON DIFFERENT ORGANIC MATERIALS

• THE EFFECT OF LIGHT INTENSITY ON PLANT GROWTH

• BACTERIA GROWTH IN PETRI DISHES FROM HANDS, HAIR, ETC. (Handle with care)

• COMPARISON OF LEARNING IN GERBILS AND HAMSTERS

• MODEL OF A HUMAN LUNG WITH EXPLANATION

• EVOLUTION OF THE HORSE: WITH MODELS AND POSTERS

• STRUCTURAL DIFFERENCES IN FLOWERS

• BIRDS: THEIR NESTS AND EGGS

• PRIMATES
  

• WATER POLLUTION AND ITS EFFECT ON WILDLIFE

• DNA
  

• EFFECT OF CIGARETTE SMOKE ON HUMAN LUNGS

• TERRARIUM - A BALANCED ECOSYSTEM

• BLOOD CELLS AND CIRCULATION

• EVOLUTION
  

• TREES OF THIS AREA, WITH PHOTOGRAPHS, BARK SAMPLES, COMPARISONS

• PARAKEETS
  

• LIZARDS WITH 3-D MODEL W/POSTERS

• RABBITS
  

• OBSERVING BIRDS AT FEEDING STATIONS AROUND THE HOME

• STUDY OF A HEART ATTACK

• USE OF NATURAL DYES

• EFFECT OF GRAVITY ON PLANT GROWTH AND RESPONSE

• CELL DIIVISION

• HOW SALT WORKS AS A PRESERVATIVE

• SOCIAL INSECTS

• PLANT BUD DEVELOPMENT

• STUDY OF DISEASES

• OXYGEN  CYCLE  

• HOW  BREAD RISES

• ECHO  LOCATION

• WORKING  MODEL OF AN ARM

• I AM WHAT I EAT

• EFFECT OF CONTINENTAL DRIFT ON EVOLUTION /DEVELOPMENT  OF ORGANISMS

• STRUCTURE AND ABNORMALITIES OF HEMOGLOBIN

• PARASITES
  

• PLANT  SUCCESSION

• EMBRYO  DEVELOPMENT

• RADIO  TELEMETRY

• BIOMES
  

• INSECT  LIFE CYCLES

• TRANSPIRATION
  

• THE EFFECT OF COLORED LIGHT ON DAPHNIA

• THE EFFECT OF DIFFERENT TEMPERATURES ON PLANT GROWTH

• MODEL OF THE HUMAN BRAIN WITH “WHAT DOES WHAT?”

• ACID  RAIN

• WHALES AND THEIR LIFE CYCLES

• EFFECT OF YEAST AMOUNT ON THE MAKING OF BREAD

• NOISE POLLUTION AND ITS EFFECT ON LIVING THINGS

• LASERS AND THEIR USE IN MEDICINE

• TESTING THE SOIL IN YOUR YARD

• SKELETON OF AN ANIMAL THAT WAS FOUND (CLEANED AND LABELED)

• SAMPLES OF DIFFERENT TISSUES FROM AN ANIMAL’S BODY

• ANIMAL BEHAVIOR

• METABOLISM  (HOW WE GET ENERGY FROM FOOD)

• DISSECTION OF THE SQUID AND ITS INTERNAL ANATOMY

• SEWAGE TREATMENT PLANTS AND HOW THEY WORK

• BIOLOGICAL MONITORING

• HONEYBEES
  

• DENDROCHRONOLOGY
  

• VEGETATIVE PLANT PROPAGATION

• METABOLISM
  

• COMPOSTING
  

• CHOLESTEROL

• PET NUTRITION

• FOOD ADDITIVES

• IMPORTANCE OF THE OZONE LAYER TO LIFE

• DEER OF NORTH AMERICA

OVERVIEW --  The intent of the
BMS Science Fair is for each 7TH grade student to use the scientific method in
planning, conducting, and presenting a project relating to LIFE
SCIENCE.  This project is NOT to be just a “report”.  This
project needs to reflect the culmination of research activities,
experimentation, and record keeping performed by the student.  (Adult
assistance is appropriate as long as it is in a minor supportive role.)


You need to choose an area in LIFE SCIENCE that you find of interest and would
like to learn more about.  Get your teacher’s approval for your
project topic.  Then use your curiosity, knowledge, and
resourcefulness to develop and to present a finished project of which you can
be proud.


PROJECT
GUIDELINES:

1. Each student will be required to prepare
and to set up a science project.

2. Students may work together on a project.  (However,
no more than two persons per project)  It is important that each
student do his/her share of the work involved.  Therefore, careful
selection of a partner is essential.  We generally would expect the
work of two people to be more extensive than that of a single person project.

3. Projects in which animals are used must be
carefully controlled.  No project in which any form of cruelty, even
the withholding of food or water, will be accepted under any circumstances.

4.  
PROJECT:

A. May be on any LIFE SCIENCE topic.

B. Kits by themselves are not
acceptable.  They may, however, be used as part of an overall display
of a visual aid or example.

C. Matches, canned heat, alcohol lamps or open
flames may not be used as part of an exhibit.  In addition no
dangerous chemicals may be used.

D. Any moving or rotating parts such as gears,
levers, pulleys, and belts must be suitably enclosed or protected by guards.

E. The use of acids and caustics may be
permitted if they are properly marked and protected.

F. Those projects requiring electrical power
should be provided with an appropriate extension cord at least 10 feet
long.  Please label the cord clearly with your name so that it may be
returned.  

5. PROJECT PREPARATION AND DISPLAY:

A. Select the topic.  If you cannot
come up with one of your own, see your teacher for suggestions.  Use
the library, the internet, and other reference materials for research.

B. Be sure to do a Bibliography each time that
you use information from books.  Be sure to give credit to other
persons who help you in any way.  (There is nothing wrong with
getting help as long as you do the work.  For example, you may listen
to advice or instructions on how something is done and then do it yourself.)

C. Start far enough in advance so that you have
time for plants/seeds to grow, ordered supplies to arrive, or failures to be
corrected or redone.

D. Be sure that you have a clearly stated
topic, purpose, or problem.  You must select a testable question or problem
for your project.

E. Keep accurate records.  This is
especially important if your project fails to work out as you thought it
would.  Such projects are an important part of research and are
perfectly acceptable for a science fair.  Be sure to hypothesize as
to why you think the project did not work.

F. Avoid a project that is too
complicated.  However, you must clearly show  your
knowledge of the scientific method. A demonstration of a basic scientific
principle can be used to support your research, especially if it is well
prepared and displayed.

G. Make your display eye-catching by including
posters, photographs, and displays/models.  Keep the wording simple
and easy to read, and always be sure that you have no spelling
errors.  Do your lettering carefully and use a ruler to draw
lines.  Be sure that your poster explains the project.

H. Each project should be accompanied by a
brief abstract of the project.  This should contain information about
construction, experimentation, time spent, and a conclusion.  Display
a log of data collected and graph if possible.

JUDGING CRITERIA



JUDGES WILL JUDGE ONLY WHAT IS EXHIBITED, NOT WHAT MIGHT HAVE BEEN LEFT OUT,
ADDED, OR IMPROVED.  JUDGES WILL ASSUME THAT EACH PARTICIPANT HAS
BEEN HONEST IN DECLARING THE AMOUNT AND TYPE OF HELP RECEIVED.  ALL
PROJECTS WILL BE JUDGED ON FACE VALUE.

GENERALLY, PROJECTS
WILL BE
EVALUATED IN
FIVE AREAS:

A. CREATIVE ABILITY:
  Originality, imagination, use of ordinary materials (preferred),
care, precision, skill of construction, evidence of durability.

B. SCIENTIFIC THOUGHT:  Is
there a planned system?  Are classifications and observations
accurate?  Does experimentation verify a law or show cause and
effect?  Is there evidence that findings were treated with accuracy
and that conclusions were limited to data?

C. THOROUGHNESS AND SKILL: Does the project
carry out its purpose?  Does it work?  Is there graphic
representation including labels and graphs?  Does it show care in
preparing, mounting, and labeling the exhibit?  

D. CLARITY AND DRAMATIC VALUE:
Will the average person understand what is being displayed?  Is it
neat with clear labels and guide marks?  Is the required summary neat
and precise?  Are others attracted to look closer?  Is it
complete?

E. GENERAL IMPRESSION:
  The overall impression of the project when looked upon as a whole,
all areas considered at one time is
important.  (Note:  Spelling errors and sloppy work will
deduct from your score.  Obvious professional help will be taken into
account by the judges  -  You can get help but do the
project yourself!!)

• Team 7B Schoolnotes Page Check for Team updates and information.