Anne Tide asked:

Finding good ideas when it comes to playing with the periodic table of elements and creating an interesting science project is very important because such ideas may motivate you in order to develop interesting theories by yourself. Every project is a genuine travel that is led by curiosity; this curiosity should result into positive effects on the student scientific research because even the simplest project is likely to be interesting if created in a provocative and challenging manner. The project may start with simple questions but it may also end up with interesting discoveries that will be demonstrated in a scientific manner by using the required methods. The simple questions can actually be developed in order to create a real experiment or even a procedure that is to be applied in order to demonstrate the final conclusions.

If the Science fair projects are good, they will not consume your money and time. They will not be transformed into daunting tasks either and you may be able to have some fun while creating these projects. But every projects is likely to require a well thought plan in order to work in the desired manner. Bright ideas are also expected to come from every student who is interested in demonstrating his projects by using the periodic table of elements. The project may become a frustrating task if you leave it for the last minute; you have to avoid this condition because time is required when it comes to creating a successful science project that involves various experiments. Therefore, every project should be made to happen according to scientific methods and the results are likely to be improved as well especially if you are interested in learning more about a certain chemistry experiment or knowledge.

There are various ways when it comes to improving the direct results of the Science fair projects; for instance, the project will direct every student who is involved towards prospects or specific results that are to be obtained through the specific theories and experiments. These experiments must be directed in order to become scientific ones because the undirected and uncontrolled experiment is not likely to lead to a scientific result that may be demonstrated according to the existing methods that are used in the chemistry field. The background research is another key element when trying to conduct a scientific experiment or project; the specific procedure will be developed in order to investigate the direct hypothesis that is the center of the entire project.

The student needs to learn how to collect and experiment the necessary data in order to conduct the entire experiment. After the necessary analyzing process, you will be able to derive the conclusion because this conclusion must be based on scientific research and experiment. The entire project should be displayed in a well thought manner in order for every person to understand its main course. The means that are used during the project are to be explained as well in order for the audience to have a clear picture of everything that has happened along the process.

You should not rely on the fact that every person is likely to be pretty familiar with the periodic table of elements because this knowledge can be missing. You will have to describe the entire process in a clear manner and you will have to develop the direct results in order to reach the necessary scientific conclusion. The basic process and its main levels are to be followed in order for the project to be a successful one that may convince the audience. The basic process should be reached in the right manner because this is the key element when it comes to providing the audience with a clear picture of the Science fair projects. The right order is to be obeyed in order for the student to make a clear presentation of his project; you have to stay away from constant improvising because this is not the right moment to demonstrate your imaginative skills that are not related to the project itself.

The display of a certain project is everything that really matters when judging the process; the judges are likely to pay attention to the way in which a particular project is being displayed in order to understand the inner mechanism that has helped the student in order to reach the final scientific conclusions. Memorized speeches and descriptions are to be avoided because they can frustrate the judges. Certain questions are also to be practiced in order for the student to correctly answer them when asked by the judges.

Stacy Andell asked:

What It Is

The JASON Project is headquartered in Ashburn, VA. Its mission is to inspire in students a life-long passion for learning in science, math, and technology through hands-on, real-world scientific discovery. It is named in the spirit of the Greek myth of Jason and the Argonauts.

For middle-grade students, JASON’s real-time, interdisciplinary science expeditions offer a unique opportunity to participate in real, standards-based, multidisciplinary research directed by leading scientists.

For educators, JASON provides the content and tools to effectively teach middle-grade science. The JASON Professional Development program offers accredited online professional development courses in science, math, and non-fiction literacy instruction as well as on-site workshops and coaching to help teachers become highly qualified and make the best use of JASON programs in the classroom. In addition to the award-winning JASON Science curricula, the JASON Professional Development offers educators a full array of online courses and onsite workshops to increase content knowledge. JASON Professional Development, supported by the National Science Teachers Association, enhances teachers’ content backgrounds and provides them with the tools to help students learn more effectively. JASON Professional Development offerings provide numerous classroom applications with demonstrations and hands-on learning activities.

JASON Math

Some of the many math expeditions led by the JASON project include the Mysteries of Each and Mars, From Shore to Sea, and Rainforests at the Crossroads. Each of these expeditions integrate mathematics concepts and skills with scientific themes. In addition the Math Adventures curriculum includes such activities as Geometry and Return to Titanic, and Proportional Reasoning and Disappearing Wetlands. These programs can be stand alone classroom projects or used to complement a corresponding JASON Expedition. Students will be introduced to real researchers and their work and have an opportunity to conduct similar engaging activities in the classroom and outdoors.

JASON is committed to giving educators exciting new ways to teach standards-based mathematics. As students use our hands-on approach to solving real scientific problems, the activities challenge them to learn important mathematics skills and concepts too.

JASON Science

Both JASON Expeditions and JASON Science Adventures provide teachers with a vehicle to implement new content and instructional practice in the classroom, and:

Make science real and relevant

Allow students to get to know and identify with real scientists

Introduce hands-on, technology-rich learning experiences

Help students ask better questions, and inspire an interest in science and a lifelong passion for learning

JASON’s award-winning supplementary curricula are designed by the world’s leading scientists and educators. The curricula provide rich learning experiences using a hands-on inquiry based approach that mirrors the work of real scientists. The flexible instructional design allows for cross-curricular integration or single-subject implementation across disciplines. Not only are JASON Curricula based on national model standards for science, math, social studies, language arts, and technology; but they are also correlated to each state’s standards for science. JASON is proven to enhance middle-grade student learning outcomes.

Participating Schools

Currently the JASON project includes:

26 Primary Interactive Network Sites (PINS) in the U.S., Bermuda, Mexico, and Panama

22 regional networks

Over 1 million students reached annually

12 Student Argonauts

4 Teacher Argonauts

6 host researchers

3 student hosts

3 guest researchers

Elva O’sullivan asked:

Early exposure to science is critical because science knowledge is cumulative. Learning science requires a solid foundation of knowledge that can be built upon through further study and exploration. Children should be introduced to science at home as early as possible. Don’t make the mistake of thinking that your child learns all the science they need to know at school. The truth is science education in school is limited and the subject is not usually a high priority for educators. As parents, it is important that we share our knowledge with our children. Every day activities such as growing plants, cooking and caring for animals involve science. Take a look around and you will see that science is everywhere. Parents can choose to engage in scientific activities with their children when they are not in school to build scientific comprehension, encourage scientific exploration and foster a love for science and the pursuit of knowledge.

There are aspects of science that are intellectually demanding, but often simple experiences produce insightful learning. To engage your children in science you need to introduce them to stimulating environments that provide opportunities for observing and discussing science. Zoos, nature centers, oceans, parks, yards and even kitchens are perfect educational environments. Children naturally learn through playful exploration. Educational DVDs, and toys provoke thought and develop skills. When children ask questions to satisfy their natural curiosity, it is an open opportunity to be seized by the parent.

For instance, if a child is fascinated by a light switch and wants to know how it turns the light on and off, inquire into the subject with your child. Find out why and how the switch works. Why does yeast make bread rise? How does a spider spin a web? Why do leaves fall? Why do the birds disappear in the winter?

Identify your child’s interests and encourage them. If a child develops an interest in rocks, study rocks, gems, mining and fossils and build on that curiosity moving on to fossil fuels, heat generation and environmental effects. You will find that one inquiry leads to another.

Fuel their natural curiosity. These activities should be challenging without being frustrating. Don’t force them to do things they are not interested in; rather, engage them in motivating activities that build desire for further exploration. Share your own science related interests and you will be amazed by the impact of genuine enthusiasm. Remember that discussion is a key component to developing scientific knowledge and uncovering additional areas of interest. Encourage your child to talk about their experiences, observations and interests. This discussion will help children to construct thoughts, to form concepts and to examine different relationships that are intermingled in their ideas.

Some simple activities that foster knowledge of and interest in science include: “Finding out how and why things work”, “Sharing ideas and knowledge”, “Making observations and writing or drawing those observations down”, “Making predictions and seeking answers”, “Starting collections -such as rocks or bugs- and observing similarities and differences”, “Figuring out what causes things to change”, “Having science parties with family and friends”, “Enrolling your child in classes or extra-curricular activities involving science”.

Your home, your environment and your surroundings are filled with opportunities to share science with your children. Through engaging their interests and encouraging their search for knowledge, you can ensure success in science!