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IRIS 2007 is a stepping-stone to the Intel ISEF and IEYI. The judges therefore, select projects that are of a certain standard, and have global benchmarks. Your project should reflect that quality and be innovative, original and follow scientific methodology. Take the help of a guide - she/he could be a research scientist or a teacher.

If you have decided to participate in IRIS 2007, choose your topic and start early. This will enable you to organize your project in the correct format, with sufficient data and results of the experiment. Read the flow of activity mentioned below to carry out your research based project.

1. Select your topic

The first step, selecting a project idea, is the most important. This is the first question or dilemma a student faces when starting a science fair project, because it can make the difference between a good and an excellent project. Keep two important things in mind while selecting your topic:

• First, choose a topic that interests you - you’ll have a lot more fun (and probably learn more) if you start with a topic that interests you!
• Second, while you’re choosing a topic, check all the resources around you. This will help you in doing your project with ease. For eg. - If you are doing a project on Eucalyptus leaves, ensure that you have the Eucalyptus tree in the surrounding region where you live

2. Sourcing information on your project

After selecting your project topic, learn everything about it. Books on your topic are likely to be found in your local library or bookstore. You can use the many search engines available to find information or try our Science Links page with a vast amount of links to various science related sites on the Internet. The more exhaustive your background literature search, the better you will be able to proceed with your project.

3. Make a plan

Make a plan as to how you will conduct your experiment your plan should include the following:

• The purpose of your experiment
• The variable or the things that you are going to change during the experiment
• Also note the parameters which remain constant during the experiment
• Your hypothesis or what you think the outcome of the project will be
• A detailed procedure outlining how you will conduct the experiment. Include the type of experiment to be conducted

Make a timetable and allot sufficient time to all stages of your work. Stick to the timetable as far as possible so that you finish your project in time

4. Make a hypothesis

When you think you know what variables may be involved, think about ways to change one at a time. If you change more than one at a time, you will not know what variable is causing your observation. Sometimes variables are linked and work together to cause something. At first, try to choose variables that you think act independently of each other. At this point, you are ready to translate your questions into hypothesis. A hypothesis is a question, which has been reworded into a form that can be tested by an experiment. There is usually one hypothesis for each question you have. You must do at least one experiment to test each hypothesis. This is a very important step. If possible, ask a scientist to go over your hypothesis with you.

5. Design experiments to test your hypothesis

Design an experiment to test each hypothesis. Make a step-by-step list of what you will do to answer each question. This list is called an experimental procedure. For an experiment to give answers you can believe, it must have a “control”. A control is a neutral “reference point” for comparison that allows you to see what changing a variable does by comparing it to not changing anything. It is difficult to develop effective controls. Without a control you cannot be sure that changing the variable causes your observations. A series of experiments that include a control is called a “controlled experiment”.

Experiments are usually repeated to guarantee that what you observe is reproducible. It is also repeated to obtain an average result. Reproducibility is a crucial requirement. Without it you cannot trust your results. Think of possible errors and record them or correct them if possible. Your results should be predictable, i.e. the same results should be obtained when the experiment is repeated. It is useful to choose a statistical test that will validate your results. This will also ensure that your results are not due to mere chance but are scientific in nature.

6. Do the experiments and record data

During each experimental ‘run’, you measure how much the variable affected the system under study. Each change of variable produces a different response in the system. You measure this response or record data in a table for this purpose. This is considered “raw data” since it has not been processed or interpreted yet. When raw data gets processed mathematically, for example, it becomes results.

7. Record your observations

Observations can be written descriptions of what you noticed during an experiment or problems encountered. Keep careful notes of everything you do and everything that happens. Observations are valuable when drawing conclusions and useful for locating experimental errors.

But maintain a record of experimental details and data-log book. Do not rely on your memory.

8. Consult your guide

Discussion with your guide should be an ongoing activity. Your guide is very important in guiding you through your project till the end. He/ she will be able to give you all the required inputs to develop a research-based project. The guidance will ensure that you are working in the right direction and the methodology being used by you is correct.

9. Do your calculations

Use your raw data to calculate and arrive at conclusions. For example, you weighed a container. This weight is recorded in your raw data table as ‘wt. of container’. You then added some soil to the container and weighed it again. This would be entered as ‘wt. of container + soil’. In the calculation section, do the calculation to find out how much soil was used in this experimental run:

(wt. of container + soil) - (wt. of container) = wt. of soil used.

Each calculated answer is entered into a table in a ‘Results’ section using proper units.

10. Summarize results

Summarize what happened. This can be in the form of a table of processed numerical data or graphs. It could also be a written statement of what occurred during experiments. Studying tables and graphs, we can see trends that tell us how different variables cause our observations. Based on these trends, we can draw conclusions about the system under study. These conclusions help us confirm or deny our original hypothesis. Often, mathematical equations can be made from graphs. These equations allow us to predict how a change will affect the system without the need to do additional experiments. Apply appropriate statistics to analyse your data so that valid conclusions can be drawn.

11. Make your conclusions

Using the trends in your experimental data and your experimental observations, try to answer your original questions. Is your hypothesis correct? Now is the time to put together what happened and assess the experiments you did.

It is possible that your observations lead you to conclude something different from your starting hypothesis. Do not alter results to fit a theory. If your results do not support your hypothesis, it doesn’t matter. You still have done successful scientific research. The spirit of scientific inquiry requires an open mind.

12. Cost feasibility

If your project involves making a ‘device’ then put down the estimated cost of all the components required for that device. You must do a cost comparison with the existing products, if applicable. You should also state the source from which these components can be obtained.

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Ideally your project should have the following elements:

Project data book

The project data book should have accurate and detailed notes of your research.

Synopsis '

This is a summary of your idea and should include the purpose of the experiment, procedure used, data and conclusion.

Research paper

A research paper should be prepared and must be available along with the project data book with relevant written material. A research paper helps organize data as well as thoughts. A good paper includes the following sections:

• Title page - center the project title, and put your name, address, school, and grade at the bottom right.
• Table of Contents -include a page number for the beginning of each section.
• Introduction - the introduction sets the stage for your report. The introduction includes your hypothesis, an explanation of what prompted your research and what you hoped to achieve.
• Method -this section describes how you did the study. Describe in detail the methodology used to collect your data or make your observations. Your report should be detailed enough for someone to be able to repeat the experiment from the information in your paper. Include photographs or drawings of self-designed equipment. Also specify the material used in the study. The research work conducted by you may have taken more than a year. In such case, include this year’s work only.
• Discussion -this is the essence of your paper. The results and conclusions should flow smoothly and logically from your data. Be thorough. Allow your readers to see your train of thought, letting them know exactly what you did. Compare your results with theoretical values, published data and expected results. Include a discussion of possible errors. How did the data vary between repeated observations of a similar event? How were your results affected by uncontrolled events? What would you do differently if you were to repeat this project? What other experiments should be conducted?
• Conclusion -this section describes what the projects means. Briefly summarize your results. Be specific, do not generalize. Never introduce anything in the conclusion that has not been discussed.
• Acknowledgements -you should always credit those who assisted you, including individuals, business and educational or research institutions. Identify any financial support or material donations received, but do not put it on the display board.
• Reference list -your reference list should include any documentation that is not your own (i.e. books, journal articles).

Project set up & display

Since you want to attract and inform interested spectators and judges, make it easy for them to access your project and the results you have obtained.

• Display -Make the most of your space using clear and concise displays. The maximum size and shape of the display backboard is 30 inches (76 cm) deep, 48 inches (122 cm) wide, and 108 inches (274 cm) high (including the tables they stand on). These are maximum measurements, so your display may be smaller than the above sizes. Make sure the display reflects the current year’s work only.
• A good title -Your title is an extremely important attention-grabber. It should be simple and must accurately represent your research. It is recommended that you use an attention grabbing title and a scientific, detailed subtitle.
• Take photographs -Many projects involve elements that may not be safely exhibited at the fair, but are an important part of the project. You might want to take photographs of important parts/phases of your experiment to use in your display.
• Prepare a miniature of your project in case your prototype is too large to be transported or carried along.
• Be organized -make sure your display is logically presented and easy to read. A glance should enable anyone (particularly the judges) to locate the title, experiments, results, and conclusions quickly. When you arrange your display, imagine that you are seeing it for the first time.
• Eye-catching display -Make sure your display stands out. Use neat, colorful headings, charts and graphs to present your project. Home-built equipment, construction paper, and coloured markers are excellent for project displays. Pay special attention to the labeling of charts, diagrams, graphs, and tables. Each item must have a descriptive title.
• Correctly presented and well constructed -be sure to adhere to the size limitations and safety rules when preparing your display. All forms required for the project should be displayed. Make sure your display is sturdy, as it will need to remain intact for quite a while. Do not hesitate to ask for advice from adults if you need it.
• See Display Guidelines

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A synopsis gives the essence of the project in brief, Ideally a synopsis should not exceed 250 words. Judges and other viewers should have a fairly accurate idea of the project from reading the synopsis. The synopsis must focus on the current year’s research and give only minimal reference to previous work as applicable. Details, discussions and acknowledgements should not be included in the synopsis, but may be put in the longer research paper (if required) or given on the project exhibit board.

The following should be the elements in your synopsis:

a) Purpose of the experiment

An introductory statement of the reason for investigating the topic of the project

A statement of the problem and/or the hypothesis being studied

b) Procedures used

A summary of the key points and an overview of how the investigation was conducted.

• A synopsis does not give details about the materials used unless they greatly influenced the procedure or had to be developed to conduct the investigation
• A synopsis should only include procedures done by the student. Work done by a mentor (such as surgical procedures) or work done prior to student involvement must not be included

c) Data

This section should provide key results that lead directly to the conclusions you have drawn

• It should not give too many details about the results nor include tables or graphs

d) Conclusions

Conclusions from the investigation should be described briefly

• The summary paragraph should reflect on the process and possibly state some applications and extensions of the investigation

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The Screening Report should present an accurate idea of your project to the judges during the screening stage. It is a very important document and you need to fill it in completely, to indicate the what, why & how of the project.

It would include the following details: -

• Origin of the idea
• Objectives
• Place of research and time frame followed
• Type of work done
• Present status of the project leading to future research plans.
• Focus on the research methodology followed and the various resources utilized
• Important experimental results as quantitative values with proper units
• Key diagrams and graphs to support your research
• Financial aspects of the project including comparative costs with similar, available products and technology would help gauge the feasibility of the idea
• The Judges would also like to know your creative contribution and the unique aspects of the project

Carefully read through the sample synopsis, screening report and award winning projects at IRIS 2007 in the appendices at the end of the handbook. This will give you an idea on the content as well as the expected standard of quality at IRIS 2007.

Tips for Parents

• Give encouragement, support, and guidance
• Make sure your child feels it is his or her project. Make sure the work is primarily the work of the child
• Realize the main goal of a science fair project is to help your child use and strengthen the skills he or she has learned and develop higher-level skills. The main goal should not be the ribbon or prize
• Provide transportation to libraries, nature centers, or universities that can help your child find project information
• Locate Internet access, either at home or at a school or library
• Help your child design a project that is safe and properly supervised
• Help at your local school Science Fair. Contact your child’s teacher to volunteer
• Help your child plan a mutually agreed upon timeline to prevent a last minute project. It is suggested to allow at least 12 weeks conducting an experiment and preparing the presentation
• Do not worry or get upset if your child doesn’t win a prize at the science fair. The skills the child has gained are worth all effort
• Help your child begin to plan for next year
• Feel a sense of pride and accomplishment when the science fair is over. You and your child have earned it!

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Of the thousands of entries that we receive every year, many of them do not make it past the screening stage because they do not follow the scientific method, are not research projects, or are innovative ideas Typical examples of projects that are not selected are:

• Merely repeating an experiment in your science textbook. For e.g. generating oxygen from hydrogen peroxide solution, germination of seeds etc
• Writing an essay on a science topic. For e.g. uses of nuclear energy
• Making a wild hypothesis without personally doing any experiment or showing proof to support the concept. For e.g. a new data compression algorithm, method to separate oil from water, invisible garments, etc
• Making unsubstantiated claims that violate known laws and principles of science. For e.g. perpetual motion machines, generating energy out of nothing etc
• Toxicity studies and experiments that used to the death of animals, even mice
• Simple models explaining science/Technology principles e.g. model of a hydroelectic power station, models illustrating pollution control etc.

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Choosing a guide

You can take guidance from your teachers, research scientist or any qualified person who is capable of guiding your research project. The guide will have to certify that the work has been done under his/her supervision, that no laws have been violated and that necessary care has been taken while carrying out research on living organisms, human subjects, recombinant DNA, controlled substances, non-human vertebrate animals, human and animal tissues, pathogenic agents, etc.

Conducting research for the project

Students are allowed to conduct experiments at home, in school or in laboratories of research institutions, universities, and colleges or at other recognized research facilities. The data reflected in the report must not be more than 12 months old. However, the project could be an extension of earlier work done by the student. To aid the students who are selected for the National Fairs to conduct their research and testing, IRIS 2007 has tied up with leading institutions across the country for the use of their laboratory facilities.

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What are the display rules?

1. Allowed for display

• Dried plant materials if permanently sealed in acrylic or other similar material.
• Soil or waste samples if permanently sealed in acrylic or other similar material.
• Empty tanks that previously contained combustible liquids or gases.
• Personal photographs, accomplishments, acknowledgements, addresses other than the Finalist’s address, telephone, fax numbers, e-mail and web addresses are allowed only on the inside of research papers or data books.
• Any apparatus with un-shielded belts, pulleys, chains or moving parts with tension or pinch points may not be operated.
• Class II lasers:
• May be operated only by the finalist.
• Posted sign must read “Laser Radiation: Do not stare into beam”.
• Must have protective housing that prevents access to beam.
• Must be disconnected when not operating.
• Class III and IV lasers may not be operated.
• Large vacuum tubes or dangerous ray-generating devices must be properly shielded.
• Pressurized tanks that contain non-combustibles may be allowed if properly secured.
• Any apparatus producing temperatures that will cause physical burns must be adequately insulated.

2. Prohibited display items

• Living organisms.
• Taxidermy specimens or parts.
• Preserved vertebrate or invertebrate animals.
• Human/animal parts or body fluids (for example, blood, urine). (Exceptions: teeth, hair, nails, dried animal bones, histological dry mount sections and completely sealed wet mount tissue slides)
• Human/animal food.
• Laboratory/household chemicals including water. (Exceptions: water integral to an enclosed apparatus or water supplied by the Display and Safety Committee)
• Poisons, drugs, controlled substances, hazardous substances or devices (for example, firearms, weapons, ammunition, reloading devices)
• Dry ice or other sublimating solids.
• Sharp items (for example: syringes, needles, pipettes, knives)
• Flames or highly flammable display materials.
• Batteries with open top cells.
• Awards, medals, business cards, flags.
• Photographs or other visual presentations depicting vertebrate animals in surgical techniques, dissection, necropsies, other lab techniques, improper handling methods, improper housing conditions, etc.

3. Electrical power supply and usage specifications

• Finalists requiring 220-volt AC electrical circuits must provide a UL-listed 3-wire extension cord which is no more than nine feet in length and which is appropriate for the load and equipment.
• Electrical power is supplied to projects and therefore the maximum allowed for projects is 220 volt, AC single phase, 50 cycle. Maximum circuit amperage/wattage available is determined by the electrical circuit capacities of the exhibit hall and may be adjusted on site by the Display and Safety Committee.

4. Computer facilities for display

While access will be provided to a computer, if required for your project at the National Fair, you will need to bring your own laptop to the Intel ISEF, if selected.

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Human Subjects

• Research must be reviewed and approved by organizers before experimentation begins
• Both the student and the organizers must carefully evaluate psychological and physical risks
• Informed consent is strongly recommended for all the projects using human subjects and is required for all subjects when the risk is determined as more than minimal by the organizers

Recombinant DNA

• Non-exempt rDNA studies must be conducted in a registered research institution under the direct supervision of a qualified scientist
• Non-federally registered laboratory (including school laboratory) under direct supervision of a trained teacher or qualified scientist

Controlled substances

• Students must adhere to all federal and state regulations governing controlled substances
• Students under 21 may not purchase and/or handle smokeless powder for science projects

Non-human vertebrate

• Research must be reviewed and approved by the organizers before experimentation begins
• Alternatives to the use of vertebrate animals for research must be explored
• All animals must be legally acquired from reputed animal breeders
• Experiments involving laboratory animals cannot be conducted in a student’s home; the governing organizers for behavioral studies can make exceptions
• Proper animal care must be provided daily including weekends, holidays and vacations
• Experimental procedures that cause unnecessary pain or discomfort are prohibited
• Experiments designed to kill vertebrate animals are not permitted. Students may not perform euthanasia, except in emergency situations
• LD (50) or higher in any group or subgroup is not permitted
• Alcohol acid rain, insecticide, herbicide and heavy metal toxicity studies are prohibited

Human and animal tissue

• Human blood (and products) must be documented free of HIV and hepatitis viruses. And/or must be handled by acceptable containment procedures applicable to blood borne pathogens
• Students using their own blood do not need HIV or hepatitis certificates
• For the purpose of student research, all body fluids, including saliva and urine (but excluding hair), are not to be considered tissues

Pathogenic agents

• Micro-organisms collected, isolated, and /or cultured from any environment should be considered potentially pathogenic

If your project is related to any of the above topics, and has been short listed for participation at the National Fair, you would be required to submit relevant forms.

Details of the forms are available on the last page of the Handbook. To download the forms log onto the website: http://istdf.educationinindia.net.

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If you consider that your project is worth patenting, it can be done so by registering it with Patent Office in your state. IRIS 2007 Judges at the synopsis screening level will suggest whether your project is patent worthy. But IRIS 2006 does not own the responsibility to help the participant to patent his or her idea. We suggest that you can either contact the patent office in your state, or contact, The Department of Science and Technology, New Mehrauli Road, New Delhi - 16. Phone: 011 - 2696 7458.

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I. Creative Ability (Individual - 30, Team - 25)

1. Does the project show creative ability and originality in the questions asked?

• the approach to solving the problem?, the analysis of the data?, the interpretation of the data?
• the use of equipment?, the construction or design of new equipment?

2. Creative research should support an investigation and help answer a question in an original way.

3. A creative contribution promotes an efficient and reliable method for solving a problem. When evaluating projects, it is important to distinguish between gadgeteering and ingenuity.

II a. Scientific Thought (Individual - 30, Team - 25)

If an engineering project, the more appropriate questions are those found in IIb. Engineering Goals.

• Is the problem stated clearly and unambiguously?
• Was the problem sufficiently limited to allow plausible approach? Good scientists can identify important problems capable of solutions.
• Was there a procedural plan for obtaining a solution?
• Are the variables clearly recognized and defined?
• If controls were necessary, did the student recognize their need and were they correctly used?
• Are there adequate data to support the conclusions?
• Does the finalist or team recognize the data’s limitations?
• Does the finalist/team understand the project’s ties to related research?
• Does the finalist/team have an idea of what further research is warranted?
• Did the finalist/team cite scientific literature, or only popular literature (i.e., local newspapers, Reader’s Digest).

II b. Engineering Goals (Individual - 30, Team -25)

• Does the project have a clear objective?
• Is the objective relevant to the potential user’s needs?
• Is the solution workable? Acceptable to the potential user? Economically feasible?
• Could the solution be utilized successfully in design or construction of an end product?
• Is the solution a significant improvement over previous alternatives?
• Has the solution been tested for performance under the conditions of use?

III. Thoroughness (Individual - 15, Team - 12)

• Was the purpose carried out to completion within the scope of the original intent?
• How completely was the problem covered?
• Are the conclusions based on a single experiment or replication?
• How complete are the project notes?
• Is the finalist/team aware of other approaches or theories?
• How much time did the finalist or team spend on the project?
• Is the finalist/team familiar with scientific literature in the studied field?

IV. Skill (Individual - 15, Team - 12)

• Does the finalist/team have the required laboratory, computation, observational and design skills to obtain supporting data?
• Where was the project performed? (i.e., home, school laboratory, university laboratory) Did the student or team receive assistance from parents, teachers, scientists or engineers?
• Was the project completed under adult supervision, or did the student/team work largely alone?
• Where did the equipment come from? Was it built independently by the finalist or team? Was it obtained on loan? Was it part of a laboratory where the finalist or team worked?

V. Clarity (Individual - 10, Team - 10)

• How clearly does the finalist discuss his/her project and explain the purpose, procedure, and conclusions? Watch out for memorized speeches that reflect little understanding of principles.
• Does the written material reflect the finalist’s or team’s understanding of the research?
• Are the important phases of the project presented in an orderly manner?
• How clearly is the data presented?
• How clearly are the results presented?
• How well does the project display explain the project?
• Was the presentation done in a forthright manner, without tricks or gadgets?
• Did the finalist/team perform all the project work, or did someone help?

VI. Teamwork (Team Projects only- 16)

• Are the tasks and contributions of each team member clearly outlined?
• Was each team member fully involved with the project, and is each member familiar with all aspects?
• Does the final work reflect the coordinated efforts of all team members?

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