Decade of Equality of Opportunities for Women and Men

Year of Strengthening National Sovereignty

Year of the Bicentennial of the Congress of the Republic of Pe-

ANNEX E BA-
SPECIFIC SESSIONS
32ND NATIONAL SCHOOL FAIR
OF SCIENCE AND TECHNOLOGY 'EU-
REKA 2022

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 Decade of Equality of Opportunities for Women and Men
Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-

1. JUSTIFICATION

In Latin America, the Regional Office of Science and Technology of the Organization
of the United Nations Educational, Scientific and Cultural Organization (UNESCO), with
headquarters in Montevideo published in 1971 the 'Guide for the Implementation of Activities'
Extracurricular Scientifics", which is a base document for the organization of Fe-
School riots.

In Peru, the National Council of Science, Technology and Technological Innovation

(CONCYTEC) and the Ministry of Education convened in June 1986 the First
National School Fair of Science and Technology (I FENCYT). Until the year 2002, the
CONCYTEC and MINEDU, through their decentralized instances, organized
the call at the national level in three phases: 1. Educational Center, 2. Units of
Educational Supervision and 3. Departmental Education Directives.

The National School Fair of Science and Technology is a national competition of

inquiry projects and/or technological solutions in the field of science and technology
as well as qualitative scientific inquiry related to Social Sciences,
Personal Development and Citizenship and Civic Education in which students participate
primary and secondary levels of the EBR of public educational institutions
(publicly managed directly and publicly managed through agreements) and private
from the country of various models of educational services. These projects are guided
by a mentor teacher, using scientific methods and technological procedures
because, taking into account the inquiry approach and scientific and technological literacy
logic; the approach of active citizenship and the transversal approaches of the Curriculum
National Basic Education Curriculum (CNEB).

2. OBJECTIVES

2.1. General Objective

Promote the development of scientific and technological competencies in students.

before the public and private educational institutions of the country at the primary and secondary levels
Daria of the EBR, based on the guidelines of the CNEB with emphasis on the
inquiry approach and scientific and technological literacy and the approaches of
Personal development and active citizenship.

2.2. Specific Objectives

a) Promote the ongoing practice of inquiry and the development of technology

to promote vocations in science and technology among students
tests of the public and private educational institutions at the primary and secondary levels of the
EBR, highlighting its importance in the development of local communities and
from the country, providing the relevant educational support.

b) To promote in students and teachers of primary and secondary levels

I would give the EBR complex thinking through the use of strategies in-
dagation and construction of technological solutions from the approaches of In-
drainage and scientific and technological literacy; as well as, the inquiry into
socially relevant problems from the approaches of personal development
and active citizenship to obtain appropriate responses, practical solutions
that they face challenging situations in their environment using and developing
fostering their skills.

c) Promote integration among the participants and other members of the co-

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 Decade of Equality of Opportunities for Women and Men
Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-
educational community, involving the population, local governments and

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 Decade of Equality of Opportunities for Women and Men
Year of Strengthening National Sovereignty
“Año del Bicentenario del Congreso de la República del Pe-

regional, public and private IIEEs actively and increasingly involved in activities
that contribute to the development of students' skills.

d) Promote among the students of primary and secondary levels

EBR the development of a scientific culture, citizenship, innovation, and a spirit
creative.

3. SCOPE

Ministry of Education.
The Regional Education Directions or the entity that serves its purpose.
The Local Educational Management Units.
Regular Basic Education Educational Institutions, public and private.

4. PARTICIPANTS

EBR students at the primary level (fifth and sixth grade) and secondary
of the public and private IIEE in the country, whose data will be recorded in the Fi-
registration fee (See Appendix E1).
Teachers of primary and secondary education classrooms in the curriculum areas of
Personal Social, Science and Technology, Mathematics, Social Sciences, and Development
Hello Personal, Citizenship and Civic education who guide in person or remotely
to the students in the execution of their projects, considering the availability
decisions issued by the State and the epidemiological conditions of the environment
the educational institution (IE), as well as the modality of the educational service that the IE provides at the moment
from the publication of the bases.

5. CATEGORIES AND AREAS OF PARTICIPATION

Category "A": Students in fifth and sixth grade of Primary Education.

Category 'B': Students from first to fifth grade of Secondary Education.

5.1. CATEGORY A

To participate in EUREKA 2022, primary school students

students (fifth and sixth grade) must take into account the provisions indicated in the
Ministerial Resolution No. 186-2022-MINEDU as well as the National Curriculum of the
Basic Education approved by Ministerial Resolution No. 281-2016- MINE-
DU, modified by Ministerial Resolution No. 159-2017-MINEDU and the Program Cu-
Curriculum of Early Education, the Curricular Program of Primary Education and the
Curricular Framework for Secondary Education, approved by Ministerial Resolution No.
649-2016-MINEDU.

For your presentation at EUREKA 2022, the contents of the projects must keep
give relationship with the age and education level of the students who have to
developed, therefore it is recommended that:

Students must start from the search for the answer to a pre-
question that allows them to inquire, propose answers or explanations to the fact or
phenomenon of interest to them, which are also capable of describing how and with
What do they think to find the answers or explanations to the question that
proposed, that they be able to collect evidence that serves to support
your response or explanation to the initial question and that also communicate about
clearly their findings.

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Year of Strengthening National Sovereignty
"Year of the Bicentennial of the Congress of the Republic of Pe-"

Students must put their skills into practice, using various

those materials and tools to create and build new objects that res-
they depend on their needs, or on the solution to the question or problem that arises
they raised.
In the case of technology, students can also develop
a technological solution, a device that solves a problem or need
that are of interest to them. To this end, they select a problem or ne-
they design, develop the technological solution and evaluate its performance
to.
Both for the case of the scientific inquiry project and for the technological solution
technological, the development of the entire process is scheduled in a timeline of
tasks and activities, the same ones that, as they are completed, are with-
marked in a notebook of experiences or record also called bitá-
inquiry file, where everything is described in detail, by dates
process.

5.2. CATEGORY B

To participate in the contest, secondary education students

they can present a project in the following areas:

5.2.1. Scientific Inquiry Area: Scientific inquiry project, responds

investigates through scientific methods to build co-
knowledge" and "Explain the physical world based on knowledge about the
living beings, matter and energy, biodiversity, Earth and universe, established
in the CNEB.

The scientific inquiry project must respond to investigative questions.

uses tests (data, evidence) of the studied phenomena. In
The work related to the Explain competency must be constructed/used.
models that serve to describe, predict, explain and intervene on the faith
phenomena (natural/technological) according to what is known about them and
using available tests that can be transferred to other contexts
arguing its implications for people, society, and the environment.

a) Experimental scientific inquiry: the project involves the determination of

the variables (independent, dependent, and intervening), the formulation
from the question and hypothesis, the design to test the hypothesis, the
data generation from different groups or under different conditions, the
data analysis or information that seeks relationships between them and
validate or refute hypotheses and establish conclusions. It also seeks
evaluate the process and the results of inquiry and communicate it.
b) Descriptive scientific inquiry: the project involves the description or re-
to obtain information about an event, system or natural phenomenon through the ob-
systematic observation and scientific information as presented in
a situation of space and time given, for example: project of mo-
monitoring of turtles during the breeding season, the behavior of
a species in nature, among others.

5.2.2. Area of Alternative Technological Solution: The projects in this line

They start from the identification of a technological problem by establishing a...
Alternative technological solution and its requirements that must be met.
For this purpose, they apply techniques based on scientific knowledge or
local practices that involve the design and construction of tech solutions
technologies, testing their operation in response to the situation
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Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Peru

identified problem or need, for example, related to health,

food or others. Responds to the competency 'Designs and builds solutions
technological actions to solve problems in their environment.

5.2.3. Qualitative Inquiry Area: Qualitative inquiry project that

respond to the approach of Personal Development and Active Citizenship in the areas
curricular subjects of Social Sciences and Personal Development and, Citizenship and Civics
approx.

For the purposes of these bases, the ways in which the in- can be presented
qualitative dagation are:

a) Inquiry based on a historical problem

It starts with the formulation of a question that poses a historical problem.

on which a position must be assumed, based on
consult, analyze, and contrast various primary and/or secondary sources.

Primary sources include any material that

provides information directly derived from the historical fact or process
that raises the question being investigated (periodical publications, do-
documents, caricatures and art, various records, among others) or according to corres-
pond, information collected by the student directly from the pro-
protagonists (interviews, surveys, observation sheets, among others).

The use of secondary sources involves consulting published texts as well

for the purposes of dissemination as well as for academic purposes; pages may be included
trusted websites and peer-reviewed or indexed academic journals. Such
texts can be of a general nature (for the contextualization of the problem
and specific (to support his stance on the question posed by the
historical problem).

The inquiry based on a historical problem concludes by formulating conclusions.

sessions that respond to the historical question, and includes the reflection on the
currently socially relevant problem from which that question arose.

b) Inquiry based on an environmental and/or territorial problem

Part of the formulation of an environmental and/or territorial problem, the analysis of

the multidimensionality of its causes and consequences and the role of the act-
social networks involved; as well as the understanding of the problem at different
scales.

To do this, it uses various sources of information and cartographic tools.

Within the sources of information, statistics can be used.
month of specialized institutions in the inquiry problem, legislate-
environmental and territorial action at different scales (local, national, global)
graphic information, interviews with the social actors involved in the problem
but, among others. Within the cartographic tools, it is possible to use
sketches, plans, maps, satellite images from Google Maps or Google
Earth, and other available geographic information systems.

This investigation proposes actions to address an environmental issue.

and/or territorial, starting from taking a critical stance. It contributes to the satisfaction of
action

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 Decade of Equality of opportunities for women and men
Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-

from individual needs as the community, with a perspective of

sustainable development. Its proposal of actions in response to the environmental issue
The territorial y/o must be based on various sources of information and
cartographic tools.

c) Inquiry based on an economic problem

Part of a situation that presents a problem of personal economic life.

normal, familiar, from the community or country, to understand it, one must identify it
the roles of the various economic agents that intervene in the system
economic and financial around the situation and analyze the interactions in-
among them, as well as understanding the role of the State in these interrelations.

To do this, use sources of information that allow you to investigate about the pro-
issues and the treatment of key concepts related to understanding
of the functioning of the economic and financial system.

Propose alternative solutions, based on taking a critical stance on

the management of economic resources. The proposal of these alternatives
you are supposed to plan the use of your economic resources in a sustainable manner
able, depending on their needs and possibilities. Therefore, it must be exposed
its advantages and disadvantages of these alternatives, based on recognizing their
limitations and strengths based on criteria.

It also involves understanding production and consumption systems, thus

how to exercise your rights and duties as an informed consumer.

d) Inquiry based on public issues

This investigation responds to the formulation of a socially relevant problem.

from the fields: social, cultural, ethical, environmental, political, among others
For this purpose, they use various sources (primary and secondary) of information.
reliable sources related to the public issue or socially relevant problem
what is being investigated.

Use information gathering instruments such as: interviews, surveys,

focus groups, observation techniques, etc. He analyzes and interprets them to
to reach conclusions that respond to the problem posed; it is important
that includes a reflection and recommendations from their citizen role
it goes (to).

6. PHASES AND STAGES

6.1. Preparatory phase

The director of the DRE, or the person acting in their stead, sends by official letter to
the DEFID of MINEDU, the relationship and contact details of the specialist responding
sand of EUREKA 2022 of each UGEL. The specialists designated are
is responsible for organizing, disseminating, pedagogically guiding, and calling the par-
student participation in person or remotely according to
with the provisions in the bases of the Educational Contests 2022.

The director of the public or private educational institution schedules the participation of the students.
students in EUREKA 2022, in the Annual Work Plan (PAT), in the first
stage of the Fair; so that it is an institutional activity and can be
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Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-

incorporate into the curricular planning carried out by the teachers, planned
to develop competencies in the different areas.

6.2. Stages

STAGES CATEGORIES CLASSIFICATION

The top three projects with the highest score from the cate-
FIRST STAGE A Category A proceed to the next stage.

IE
The three highest-scoring projects of each
It can be developed area move to the next stage.
B
in person25

A In this stage, the participation of category 'A' comes to an end.

The two highest-scoring projects of each

SECOND STAGE area move to the third stage.

UGEL In the case of the regions of Callao, Lambayeque, Ma-

God's law, Moquegua, Pasco and Tumbes will pass to the
It can be developed. B third stage the three first projects with the highest score
in person26 take from each area since they are regions that have
with fewer provinces in relation to the rest
of the country and with the aim of promoting greater participation
passion of students from those regions.

THIRD STAGE

DRE Only the project that receives the highest score from each
B the competition area moves to the final stage.
It will be developed from
virtual form

The classified students participate in the Fair

Virtual, "National Science Week (Peru with Science-
FOURTH STAGE CIA and Eureka 2022) organized by CONYTEC, where
the first three are selected as winners
NATIONAL B projects that score the highest in each area
It will be developed from of this final stage.
virtual form At this stage, the students present their projects.
before the members of the Qualifying Jury through
from a virtual environment.

25 If the conditions of the health context require it, this stage may be developed virtually.
26 If the conditions of the health context require it, this stage may be carried out virtually.

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 Decade of Equality of Opportunities for Women and Men
Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-

7. SCHEDULE AND REGISTRATION

STAGES OF EXECUTION: EUREKA

STAGE I DATES
The day after they were approved
Development of the contest
bases until August 31, 2022

Registration date in the SICE for the UGEL stage Until August 31, 2022.

UGEL STAGE
Development of the contest From September 5 to September 19, 2022

Registration date in the SICE for the DRE stage Until September 23, 2022
DRE STAGE
Development of the contest From September 30 to 21 of
October
Until October 28, 2022
Registration date in the SICE for the national stage
NATIONAL STAGE
Development of the contest From November 7 to 11, 2022

Publication of final results 14 de noviembre

Note: Registrations will not be accepted after the date established for each of the stages.

8. REQUIREMENTS

Projects can be represented by a maximum of two (02) students and

one (01) advisor teacher in all stages of EUREKA 2022, and they must accompany
to fill out the following documents and forms:

a) A (01) project report and the experience or field notebook, both

in digital format.
b) Code of Ethics, this digital form is considered a Juridical Declaration.
it implies the acceptance of the rules of participation and evaluation, established-
contained in the EUREKA 2022 bases. Annex E2
c) Project Summary Submission Form; in this form, it
You must copy the link of the presentation video, which is required for the
DRE stages and National. Annex E3
d) Sworn Statement of the advising teacher. Annex E11
e) Commitment letter from the father or mother or guardian. Annex E12
f) Authorization for the video recording and photographs of minors.
Annex E13, which is required for the DRE and National stages.

NOTE: Documents and forms must be stored in PDF format, in the

following web platforms: Dropbox, Onedrive and/or Google Drive in a single file or
in a folder whose shared link will be registered in the Contests System
colares – SICE ([Link] during the registration process.

9. CHARACTERISTICS OF PROJECTS

[Link] A

Students in category 'A' can submit projects that can

to be carried out in the field or in the laboratory, where principles are applied or demonstrated

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Year of the Strengthening of National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-

scientific and technological processes aimed at the development of competencies,

capacities and performances of the Science and Technology area related to inquiry,
understand and apply essential knowledge of living beings, matter and energy
value, biodiversity, Earth and universe to solve situations related to health and
environmental conservation; and with the technological application of scientific principles
in the production of technological solutions that can be goods and services for
solve problematic situations with the natural resources of their community or
quality.

Likewise, the students can present projects in which they investigate or

explore various local and global social issues based on various sources
information tests, with this aims to deepen and further develop the ability
from the students to analyze various facts, processes or issues in diver-
the scales, ranging from their most everyday space to a level of region, country
or the world.

The presented topics must be the result of projects carried out by the men and women.
students in the classroom and not of an 'extra' or ad hoc situation, and with the use of the
indagación científica escolar, para demostrar los principios y procesos propios de la
science and technological production in everyday life events.

It is important to mention that, for the execution of the project development, it must respect
the preventive and control measures issued by the government within the framework of
the Health Emergency declared in the country due to the presence of
COVID-19.

[Link] B

9.2.1. CHARACTERISTICS OF THE SCIENTIFIC INQUIRY PROJECT

Inquiry projects must describe or explain phenomena, using cone-

scientific foundations, for example, those indicated in the performance of the compe-
"Investigate using scientific methods to build knowledge" and "Explain -
the physical world based on knowledge about living beings, matter and
"energy, biodiversity, Earth and universe" that among others, are addressed curricularly-
in the curricular area of Science and Technology, according to the Ministerial Resolution
material N° 649-2016-MINEDU; furthermore, this project allows for the possibility that the
students can be motivated by personal curiosity and undertake a
investigation different from what is developed in the classroom.

A. From experimental scientific inquiry

Experimental scientific inquiry allows for the resolution or explanation of phenomena.

Understand:

A brief description of a situation that addresses or relates to a he-

the natural phenomenon that demands explanation and is sought to be investigated.
The formulation of the inquiry question.
The formulation of the hypothesis.
The objectives of the inquiry.
The search for scientific information is based on the fact or phenomenon,
the inquiry question and its background.
The design of strategies to contrast the hypothesis: the procedure; select-
selection of materials, instruments, and tools; as well as the control and aspects-
that intervening variables and security measures.
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 Decade of Equality of Opportunities for Women and Men
Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-

The collection and recording of data when carrying out your strategy design.
Understand the acquisition and organization of data, the necessary calculations
rivers and the preparation of graphs.
The analysis of obtained data and information.
The comparison of the obtained data: against each other, contrast them with the hypothesis
This is scientific information and to draw conclusions.
Evaluation of the process and results of scientific inquiry. Its-
try based on scientific knowledge, the conclusions, proceed-
thoughts, measurements, calculation, control of intervening variables, adjustments made
They allowed us to demonstrate the hypothesis and achieve the goal.
The preparation and communication of the report.

B. From descriptive scientific inquiry

In the case of descriptive inquiry, there is the selection or determination of a

fact, situation or event and is described based on observations of the phenomenon
less just as it is presented.

Understand:
Preliminary observations.
The problem and objectives of scientific inquiry (what is meant to be described).
The search for scientific information related to the fact or phenomenon of-
preserved, and its background studies.
The observation design in relation to the objective, the procedure; selection
of materials, instruments and tools, and safety measures.
Data collection.
Data and information analysis. Drawing conclusions
The evaluation of the process and results of the inquiry. To support about the
scientific knowledge base, conclusions, procedures, adjustments
carried out and if they allowed to answer the question.
The preparation and communication of the report.

It is necessary to mention that, for the execution of the project development, it must...
they must respect the preventive and control measures issued by the government in
the framework of the Health Emergency declared in the country as a consequence of the
COVID-19 pandemic.

9.2.2. CHARACTERISTICS OF ALTERNATIVE SOLUTION PROJECTS

TECHNOLOGICAL

The technological solution alternative project is aimed at the construction of ob-

projects, processes, or technological systems of an original or adapted nature based on
in scientific knowledge, technological advancements, and various local practices to provide
solution to problems in the context related to social needs, focusing on
play creativity and perseverance.

Understand:
The description of the technological problem, its underlying causes, and proposal
from the alternative technological solution based on scientific knowledge and
local practices.
The establishment of the requirements that the alternative solution must meet
technological creation and the available resources.
The design of the project for an alternative technological solution in a graphic way.
the schematic, representing the parts, stages and their function. Selection of

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Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-

instruments, tools, resources, and materials considering their impact on

environmental and security. Anticipates costs and execution time.
The implementation and validation of the technology solution project alternative
gica: construction of the technological solution project executing the design
foreseen. Verification of the functioning of each part or stage of the solution and
making adjustments or changes according to the requirements (analysis of the tests
operating principles in light of scientific foundations). The evaluation and
communication of the functioning and impacts of the alternative solution
technological: verification of the operation of the technological solution according to
the requirements, explanation of the construction and the adjustments made on
the base of scientific knowledge or local practices, and determination of the im-
pact in the environment.

The preparation and communication of the report.

The projects for alternative technological solutions must be of an original nature.
or one of an adaptation to the environment where the problem or need has been identified.
sidada (for example: the use of local materials to retain heat in
the housing). These projects must correspond to the aspects related
energy and power, control and automation, biotechnology, agriculture,
construction or environmental technology.

It is important to mention that, for the execution of the project development, it is necessary to
preventive and control measures issued by the government will be enforced in the
framework of the Health Emergency declared in the country as a consequence of the
COVID-19 pandemic.

9.2.3. CHARACTERISTICS OF THE QUALITATIVE INQUIRY PROJECT

The themes should stem from the student's curiosity, the choice of the topic to in-
Investigating and the whole process must be guided by the teacher. The topic must link-
with the competencies of the curricular areas of Social Sciences and Development
Personal, Citizen and Civic according to the Secondary Education Curriculum Program
"or of free choice that addresses a socially relevant problem."

The inquiry project is an opportunity for students to

the school environment, delve deeper into a topic or aspect that has sparked your
curiosity. Many times, that interest can be the start of interesting pro-
inquiry projects, which can capture concerns that will be significant
captive for the development of competencies in social sciences and citizen-
today. Participatory-citizen projects are not considered.
Students must propose a socio-environmental or territorial problem or
economic or that links both in an original and attractive way and that the res-
allows them to better understand a relevant aspect of our past or
of our current reality and take a critical stance (exercise of citizenship-
active) in relation to the problem. Therefore, they must be able to justify
for the importance of your project and explain what your reflection and contribution to the cone-
establishment of a specific issue related to your locality, region, or country.
In the process, students must be guided by a teacher of the
specialty, and register the process. The inquiry can be conducted, according to
with the thematic choice and access to various sources (secondary and pri-
marias).
The results of the inquiry in Social Sciences or Personal Development,
Citizenship and Civics must demonstrate the development of the competence (combines-
capabilities) of the corresponding curricular area. For example, if it is
an inquiry linked to the competence 'Build interpretations'
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Year of the Strengthening of National Sovereignty
Year of the Bicentennial of the Congress of the Republic of the Pe-

Historical" should show the combination of capabilities: "Interprets critically-

clearly diverse sources
actions on historical processes and if it were an investigation linked to the com-
competence 'Live and participate democratically in the Search for the Common Good'
It should be evident the mobilization of capacities: "Interact with to-
builds norms and takes on agreements and laws
["flictos constructively","deliberates on public issues","participates in"]
actions that promote the common good.

It is important to mention that, for the execution of the project development, the following is respected
the preventive and control measures issued by the government as part of the
Health emergency declared in the country as a consequence of the COVID-19 pandemic.
19.

10. PROHIBITIONS

10.1. According to Article 19 of Law No. 30407, Law on Protection and Welfare
Animal, prohibited:

All experiments, research, and teaching with animals can only have
place in higher education institutions and public specialized centers
private entities that have animal welfare ethics committees only
when the results of these activities cannot be obtained through
other methods that do not include animals and guarantee the greatest protection
against physical pain.

Likewise, the following types of studies in vertebrate animals are prohibited.

Students cannot design or be involved in these types of...
studios:

Study of toxicity induced by known toxic substances that can cause

pain, distress or death, including those who use alcohol, acid rain,
insecticide, herbicide, heavy metals, etc.

10.2. It is prohibited to publish or present information that directly identifies the

human subjects participating or through identifiers linked to the subjects
tos, including photographs without written consent.
10.3. All research involving potential microorganisms is prohibited.
dangerous mind (including bacteria, viruses, fungi, and parasites), fresh tissue with-
ice cream, blood or bodily fluids obtained from humans and/or
animals may involve potentially dangerous biological agents because
It should be carried out only in a regulated research institution and under supervision.
session of a qualified scientist.
10.4. It is prohibited to experiment with poisons, drugs, equipment, and dangerous substances.
(firearms and of any type, ammunition, bullets, gunpowder, explosives).
10.5. The execution of activities that may cause fires is prohibited.
that endanger people and/or facilities such as: the use of substances-
flammable materials (fuels or others), chemical experiments with hazardous substances
groceries or the startup of internal combustion engines.
10.6. It is prohibited to use batteries and accumulators with open cells or other devices.
you are dangerous.
10.7. It is prohibited for inquiry projects to involve management, consu-
mo, distribution or application of any substance or food in humans.
10.8. It is prohibited to plagiarize partially or totally from other inquiry projects or alternatives.
Technological solution initiative. Copyright must be respected.

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Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-

11. PRESENTATION OF THE REPORT

11.1. CATEGORY A
In category A, it should be taken into account that the complexity of the report depends
of the cognitive maturity of the participants at the fair and with the guidance of their
Teachers. Girls and boys should not be forced to submit written reports.
conventionally. On the contrary, multiple opportunities must be promoted.
to promote the communication and expression of girls and boys through di-
different languages: graphic, plastic, artistic, and oral.

For category A, the report must contain a description of the didactic proposal.
Tica. For this, the advising teacher can review the educational resource 'Guidelines'
for the teaching of the curricular area of Science and Technology. Guide for the teacher
of Primary Education" that contains suggestions on how to prepare for
the Science and Technology fair on pages 89-92, which can be downloaded at
the following link: [Link]

11.2. CATEGORY B

11.2.1. AREA OF SCIENTIFIC INQUIRY (EXPERIMENTAL / DESCRIPTIVE)

Each project must be accompanied by a report and the experience notebook.
field CIA in digital format.

The report must contain a maximum of 25 pages (including tables and/or graphs)
and it should be prepared using a word processor and/or spreadsheet in a spreadsheet.
A4 size (21 by 29.7 cm) and with Times New Roman font size 12 points. The
Pages must be numbered (bottom right of the page).

Format of the virtual report:

a) Cover page: It must contain the following information:

- Logos of MINEDU and CONCYTEC (Organizing institutions).
- Project Title.
- Full names and surnames of the project team, degree of
studies, phone and email; names and surnames of the teacher,
phone, email, and specialty; name of the IE, address, te-
telephone, fax, website and email.

b) Index: Consider the titles and subtitles if there are any and the page number
what they are in.

c) Summary: Written in a maximum of 200 words, single-spaced. It is a

brief representation of all the content of the report.

d) Introduction:
- Importance of the project in accordance with priorities and plans for
local, regional and national development.
- The scientific knowledge used in the inquiry project relates to
connected with the competition Explain the physical world based on knowledge
thoughts about living beings, matter and energy, biodiversity, Earth and uni-
verse.
- The search for scientific information related to the fact or phenomenon
studied, and its background.

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Year of the Bicentennial of the Congress of the Republic of Pe-

e) Problematicization:
- Inquiry question
- Hypothesis
- Inquiry Objectives
In the case of being a descriptive scientific inquiry project, no
A hypothesis is formulated. The hypothesis is only necessary in those cases
in which there is a question of experimental inquiry.

f) Design:
Procedure performed for data collection
Experimental: How the intervening variable will be modified, how
the dependent variable will be measured and how the variables will be controlled
intervening parties.
Descriptive: observation plan related to the objective: to have
Take into account the factors identified in the observed phenomenon.

Safety measures.
Materials, tools, instruments used.
Time taken.
Some scientific knowledge is cited on which it was based.
design (procedures, materials, instruments, etc.).

g) Data and information obtained:

Present the qualitative and/or quantitative data organized in tables or others;
the calculations made and the graphs with their respective title, as well as indicate
the adjustments made if any.

In the case of being a descriptive scientific inquiry project

vo:
Present the qualitative and/or quantitative data obtained from the observation,
organized in tables or others; the calculations made and the graphs with their res-
the respective title, as well as indicate any adjustments made if applicable.

h) Data and information analysis:

Present the results of the data comparison in an explanatory manner.
obtained from each other, contrasted with the hypothesis and scientific information.

In case it is a scientific inquiry project of a descriptive nature

vo:
Present the results of the comparison of the data in an explanatory form.
obtained between themselves and with the scientific information; in relation to the
objective(s) of inquiry.
Also present the conclusion(s).

i) Evaluation:
Brief support on the basis of scientific knowledge, of the conclusions
bones, procedures, measurements, calculation, control of intervening variables,
adjustments made and whether they allowed to demonstrate the hypothesis and achieve the objective.

In the case of being a descriptive scientific inquiry project

vo:
Brief support on the basis of scientific knowledge, the conclusions,
procedures, adjustments made and whether they achieved the objective.

j) Bibliographic references:

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Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-

Provide a list of all the references used in the project in or-

the alphabetical (in APA sixth edition format).

k) Annexes:
Present an annex of photos of the project's development showing the
student and if any other additional information is needed that helps to
the greatest understanding of the project. Each annex must have a title and number.
and must have been cited in the project development.

The experience or field notebook (project diary):

It contains evidence of the scientific inquiry process: record of ob-

observations, data collection, record of facts, of the processes, of the findings
goes, from the new inquiries, about the dates and locations of the inquiry,
from the essays and results, from the interviews, photos, etc.

11.2.2. AREA OF ALTERNATIVE TECHNOLOGICAL SOLUTION

Each project must be accompanied by a report and the experiment notebook.

experience or field in digital format.

The report must contain a maximum of 25 pages (including tables and/or graphs)
and it must be prepared using a word processor and/or spreadsheet in
A4 size paper (21 by 29.7 cm.) and with Times New Roman font size 12.
The pages must be numbered (bottom right of the page).

Format of the virtual report:

a) Cover: Must contain the following information:

Logos of the Ministry of Education and CONCYTEC (Organizational institutions
nizers).
Project Title.
Full names and surnames of the project team, degree of study
God, phone and email; names and surnames of the teacher, phone-
phone, email and specialty; name of the institution, address, phone number
phone, fax, website and email.

b) Index: Consider the titles and subtitles if there are any and the page number
in which they are located.

c) Summary: Written in a maximum of 200 words, single-spaced. It is a

brief representation of the entire content of the report.

d) Introduction:
Importance of the project in accordance with priorities and plans of
local, regional and national development.
Scientific and technological knowledge or local practices
empirical foundations) on which the technological solution is based or makes use of,
related to competition Explains the physical world based on co-
knowledge about living beings, matter and energy, biodiversity, Tie-
rra and universe.
The search for information related to the technological problem.

e) Determination of the technological solution alternative:

- Brief description of the technological problem and its causes.

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Year of the Bicentennial of the Congress of the Republic of Pe-

- Alternative technological solution.

- Requirements of the technological solution alternative.

f) Design of the built technological solution:

- Integral representation and of the parts of the technological solution and its
function in graphic or schematic form.
- Safety measures.
- Materials, tools, and instruments used. Costs.
- Time spent.

g) Implemented technological solution:

Present through photos the technological solution built or implemented.
according to the requirements and the planned design, as well as the materials used,
tools and instruments, the errors detected and adjustments made if
the would have been

h) Validation:
Description of how the operation of each part or stage was verified.
the technological solution during its implementation and the adjustments made if
there were in the materials, procedures, measurements, etc.

i) Evaluation:
Description of how the functioning of the technological solution was verified
already built in contrast with the requirements and the adjustments made if
there were based on scientific knowledge or local practices, and ex-
apply the impact on the environment and its improvement.

j) Bibliographic references:
Present a list of all the references used in the project in
alphabetical order (in APA sixth edition format).

l) Annexes:
Present an appendix of photos of the project development in which the appears.
student and if any additional information is needed that helps
The greater understanding of the project. Each annex must have a title, number-
and must have been cited in the development of the project.

The experience or field notebook (project diary):

Meanwhile, in the projects of technological alternative solutions, there is evidence of the

determination of the technological solution alternative, its graphical representation or
schematic, the results of the tests carried out during operation,
of the dates and locations, and the determination of the possible impacts, in the am-
environment and in society, both in its production process and in its use.

11.2.3. AREA OF QUALITATIVE INQUIRY:

Each project must be accompanied by a report and the experience notebook.

CIA or field in digital form.

The report must be a maximum of 25 pages long (including the

illustrations, maps, charts or diagrams.
The project must be written in a word processor and/or spreadsheet.
the work requires), and be presented on A4 size paper (21 by 29.7 cm.) and with
lyrics

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Year of the Bicentennial of the Congress of the Republic of Pe-

Times New Roman font size 12 points. The pages must be numbered.
(bottom right of the page).

Format of the virtual report

a) Cover: It must contain the following information:

-Logos of the Ministry of Education and CONCYTEC (Organizational institutions
zadoras).
Project Title.
Full names and surnames of the project team, level of education,
phone and email; first and last names of the teacher, phone, co-
email and specialty; name of the institution, address, phone, fax, page-
web and email.

b) Content:
-Index: Consider the titles and subtitles if there are any and the page number-
in what they are found.

-Summary: Written in a maximum of 200 words, single spaced. It is

a brief representation of the entire content of the report.
-Introduction: This section introduces the reader to the content found in
will bring in the text. Briefly present the following information:

Context in which the problem is presented: historical,

environmental/territorial, economic, social or other.
The inquiry problem: presents the problem that guides the work
of research.
Objectives: The proposed objectives in the inquiry are mentioned.
Review of sources: mention relevant sources of information and
reliable related to the inquiry problem.
Justification/relevance: explain the importance or relevance of the problem
of inquiry and the methodology used. The main emphasis is placed on
contribution of research.

Analysis and interpretation of the information: This is the central section in

in which the student presents their arguments based on various sources
from information based on the problem and the objectives set. Analyze the
various perspectives of the authors of the sources to support their
position. The theoretical review is brief and should focus on those theories or
concepts that are most relevant according to the central theme of
the research that has been carried out. It uses textual citations and for-
phrasing of the consulted authors, who must be cited. It is fundamental-
It is essential to strictly comply with this requirement to avoid plagiarism.

Methodology: explanation of the procedure followed in the process for

address an inquiry problem, what type of information sources are
they have consulted or used, how and why they have been selected; if the
they have "produced" themselves - interviews, surveys and others, detailing how
They did it and selected the sample. It is recommended to write it after.
having finished the body and the conclusions.

-Conclusions and/or recommendations: This is the closing section, in the

what presents a response to the inquiry question in a cohesive manner
interest. These can be presented numbered or as a continuous text.
italic.

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Year of the Bicentennial of the Congress of the Republic of Pe-

It is advisable to include at the end the problems that may have arisen in the
process and recommendations for potential interested parties in the investigation of
theme.
Bibliographic references: Include all references used in the
project in alphabetical order (APA format).

Appendix or annexes: If desired, materials that are deemed

pertinent points to illustrate or clarify the analysis and argument in greater detail
issues raised in development. They could be maps, graphs, tables, dia-
grams, cartoons, works of art or crafts, photographs, etc. Each one
of them must include an explanatory legend about their origin and a
reference.

Experience or field notebook (project diary):

It contains the detailed record of the inquiry process, this implies the pre-
presentation of bibliographic cards, collection of information from
the primary sources (the instruments used and some samples that evidence
they refer to the collection of information) or secondary (for example bibliographic records-
cases), that show that information has been gathered from a good
quantity and variety of sources. It can also include the list of libraries,
files and/or institutions visited during the project, or of the people who
they have provided valuable information for the analysis (interviewed specialists,
witnesses, etc.).

12. PROJECT PRESENTATION

12.1. For your presentation:

In the stages of Educational Institution and UGEL

Students in categories A and B in the educational institution stage

UGEL, the presentation of your projects is in person considering the
biosecurity measures established by the state in the context of the emergency
health care.
The project presentation can be done on a simple panel or poster type. The
The panel must be placed on a standard size table. The poster must be
of adhesive material or similar. The poster should not exceed a space of 2 m in width.
cho by 1.5 m tall. Likewise, various materials can be placed on the table.
the ones they will rely on for the presentation.
In both cases (panel or poster), they must display the title of the pro- on the front.
project as it has been registered. The contents of the panel or poster may be pre-
seated if the case arises in the original language.
The booth will have a space of 2 x 2 m.
The projects must be presented only by the enrolled student(s), without the
participation of the advisor teacher in the explanation.
The projects must be presented exclusively by either one of the two.
registered members of the group and can be presented in the native language by
part of the student(s). In case one of the members of the group
project registered on time or neither of them can attend for justified reasons
the (disease, not having parental authorization, etc.) can be replaced
two by another member(s) of the group, as long as there is prior communication
go to the corresponding instance before the 07 calendar days begin
three stages.
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Year of the Bicentennial of the Congress of the Republic of Pe-

Demonstrations of equipment operation cannot be carried out in another place.

more than at the stand, and must be limited to the assigned measurements, not allowing-
dos elements outside the regulated space.
The assembly and disassembly process of the stands will be guided and coordinated by
the Organizing Commission in those stages
The materials and demonstration equipment must be properly protected.
for the safety of the participants and the attending public.
Those projects that require substances whose emissions affect the sis-
respiratory theme, they will not be able to make the demonstrations.
The display or presentation of any object, procedure shall not be allowed.
substance, species, etc. that is prohibited.
A representative from the Organizing Committee of EUREKA 2022 supervises in
all the stages that the installation and presentation of the project have
characteristics described for the corresponding evaluation.

In the DRE/GRE and National stages

In the DRE and National stages, they present the exhibition of their projects through
of a filming carried out using technological resources and virtual tools
with a maximum duration of five (5) minutes (including the presentation).
At the beginning of the video, the name of the educational institution and the title must be mentioned.
of the project and the region or province of origin (credits).
The presentation of the project for the production of the video can be made in a
simple panel or poster type. The panel must be placed on a table of size
standard. The poster must be made of adhesive material or similar. The poster must not ex-
give up a space of 2 m wide by 1.5 m high. Likewise, on the table can
place the various materials that will support the presentation.
In both cases (panel or poster), they must display the title of the pro- on the front.
project as it has been registered. The contents of the panel or poster can be pre-
seated if applicable in the original language.
The projects must be presented only by the enrolled student(s), without the
participation of the advising teacher in the explanation.
The presentation can be given in the student's original language and in the
DRE and National stages the video must contain subtitles in Spanish or in its de-
the translation of the video should be in a written medium in PDF format.
The project videos may include demonstrations of operation of
teams or others that must be carried out in the same space as the student
make the presentation. Recording outside of this space is not allowed.
hello.
The creation of animations or supporting footage in the videos is not allowed.
presentation made by the students.
The videos are uploaded to open platforms such as Youtube, Vimeo, Dai-
lyMotion, Flickr, or another platform in maximum quality. The link to the video must be
copied in the Project Summary. Annex E3.
Videos that violate the protection of the are not accepted.
children, youth, women and the dignity of people, nor does it matter
rial that contains political apology, religious manifestations, racism, shows
sexual content and/or nudity, reproducing images of third parties without their
consent or violate the property rights of third parties.
The advising teacher must coordinate in advance with the student in order to
to avoid their direct intervention in the filming of the video. Likewise, they can intervene.
neither in the virtual coordinations with the student for the assembly of the panel or
poster.

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Year of the Bicentennial of the Congress of the Republic of Pe-

A representative of the Organizing Committee of EUREKA 2022 supervises in

all the stages that the video presentation has the characteristics of
written for the corresponding evaluation.

Any violation of these provisions by the participants is grounds for

for his retirement from the fair and, therefore, does not participate in it.

The student's exposure through in-person or through a video is present-

given at each of the first three stages of the fair, corresponding to the
fourth stage with a virtual presentation of the student before a jury.

Students must develop and present the projects following the guidelines.
frameworks established in the bases and avoid the application of penalties that hinder
judge their participation or withdrawal from the fair.

[Link] not allowed during the exhibition

Living organisms.
Taxidermy species or parts.
Vertebrate or invertebrate animals preserved or in a state of decomposition
In order to avoid the sacrifice of animals for demonstrative purposes, we
it prohibits the presentation of taxidermied animals, so the use is recommended
of photographs, illustrations or models.
Exhibition of non-human vertebrate animals that must be replaced.
for models or non-real specimens or to have support from photographs or videos
characteristics of the inquiry process.
Human/animal parts or body fluids (blood, urine). Exceptions: dien-
hair, nails, dry animal bones, dry slides of histological sections and
tissue sheets that are completely sealed.
Poisons, drugs, controlled substances, harmful substances and equipment (for example-
firearms, bladed weapons, ammunition, weapon reloading equipment.
Dry ice or another type of solid that sublimes (solids that turn into gas without
pass through the liquid phase)
Flammable liquids or highly flammable materials.
Batteries with open top cells.
Photographs or other visual presentations featuring vertebrate animals
under surgical techniques, dissections, necropsies, and other laboratory techniques.
Projects with excessive noise, lights, and smells that disturb the public and the
more participants.
Use costumes or outfits related to the project.
The exhibition or presentation of any object, procedure, will not be allowed.
substance, species, etc. that is prohibited.
Any violation of these provisions by the participants will be grounds for
he will leave for his retirement from the fair and, therefore, will not participate in it.

13. QUALIFYING JURORS

13.1. Qualifying Jurors

They are appointed by the Organizing Commission of each stage. The qualifying jury
is comprised of at least three members who in turn will elect their
president. The members of the Jury must not have a degree of kinship,
tion and/or affinity with the participants (students and/or advising teachers).

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Year of the Bicentennial of the Congress of the Republic of Pe-

The academic background of the members of the Jury must correspond to or be

regarding the areas of participation in each stage corresponding to the competition
of the XXXII National School Fair of Science and Technology EUREKA 2022.

In the case of having any project in the indigenous language, the Organized Commission-
coordinates to assign the jury members with expertise in that language.

Ties among the top three positions in each stage are not considered.
of the competition; for this reason, the members of the Judging Panel must re-
solver according to these Bases.

[Link] of the Qualifying Jury:

a. The Judging Panel receives from the Organizing Commissions in each

stage of the contest, the information of the projects, experience notebook or
field in digital format for its corresponding evaluation.
b. Select, following the evaluation criteria of numeral 14.1 and formulate-
evaluation rivers (Annexes E4, E5, E6, E7, E8, and E9) according to the corresponding category
corresponding to the three best projects at each of the stages.
c. It is responsible for the correct and impartial grading of projects, strictly
concordance with what is established in the Bases and the evaluation criteria.
d. Submit to the respective Organizing Committees the Evaluation Form.
Consolidated report of the Evaluation Jury (Annex E9).
e. The rulings of the Evaluation Jury are unappealable.

14. EVALUATION OF THE PROJECTS

14.1. Evaluation criteria

14.1.1. Category A

Projects must address concerns, problems, or needs accordingly.

with the age of the students who develop them. As the themes they provide
the school science projects must correspond to those that are
curricularly address, these projects must reflect what has been done in the classrooms.

Each project must include the pedagogical report, made by the teacher, about
the genesis and development of the presented project, along with the eventual notebook of
experiences and/or report on the development of the presented project, drawings and pro-
deductions made by the students.

When choosing the featured project for this category, consideration must be given to
count the following criteria that serve for the evaluation process:

[Link] for teaching proposals related to the area of Science

Technology and Social Personnel

The project showcases the learnings achieved in the curricular area of Science.
CIA and Environment and Social Personal must correspond to the Curriculum
National Basic Education approved by Ministerial Resolution
Decree N° 281-2016-MINEDU, modified by Ministerial Resolution N° 159-
2017 - MINEDU and the primary education curriculum program approved with
Ministerial Resolution No. 649-2016-MINEDU.
The project must evoke and/or reproduce the learnings developed in the
class, among all its members.
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"Year of the Bicentennial of the Congress of the Republic of Pe-"

The project demonstrates an interaction with the natural world through ob-
observations, explorations, and simple designs through inquiry
scientific.
Proposals were included in which all the boys and girls participated.
of the classroom with different dynamics (group proposals, individual ones, in pe-
small groups, or others).
They worked with various sources of information (oral and written testimonies and
surveys, photographic interviews, video, illustrations, dictionaries, in-
encyclopedias, among others).

[Link] presented in the project The Pedagogical Report

Reflects the planning of the task, its organization, and the different alternatives.
presented by the students.
Modifications that were necessary to make to the planned activities are reported.
understanding the evolution of the project: for example, interests of boys and girls,
new questions, contributions of materials, unexpected situations, etc.
It accounts for the successive stages that make up the development of the project.
Organization of the index, bibliography according to the topic and level.
Formal presentation.
Chosen language: clear, precise, and coherent.

c. The experiences or field notebook

Reflects the project carried out by the boys and girls: inquiries,
explorations, bibliographic search, etc.
Graphic records, photographs, etc. were incorporated.

d. Presentation and communication

The presentation is coherent and reveals the project made by the children.
the girls with their teachers (models, panels, photographs, videos, records
graphics created by the boys and girls, etc.
They communicated what was done through different verbal and non-verbal languages.
bales.
The selected communication strategy allows one to appreciate the journey
raised in the project.

14.1.2. Category B

Scientific inquiry

The assessment of scientific inquiry projects is carried out for each

Judging Panel. The grading corresponds to evaluation procedures.
donde la valoración de logros se realiza en forma cuantitativa y cualitativa. En lo
quantitative uses the centesimal scale as a reference.

The total score is obtained from the sum of the scores of the Evaluation Forms.
(Annex E6). The Evaluation Jury uses these Evaluation Formats having
count the following evaluation criteria:

Introduction
Problematisation
Design

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Data and information obtained

Data and information analysis
Evaluation
Bibliographic references
Appendices
Written documents (written report and notebook of experience or field)
Presentation and communication of the inquiry (exhibition).

Alternative technological solution

The evaluation of alternative technological solution projects is done effectively.

score for each Evaluating Judge. The grading corresponds to procedures of
evaluation where the assessment of achievements is carried out in a quantitative and qualitative manner
Yes. In the quantitative aspect, the centesimal scale is used as a reference.

The total score is obtained from the sum of the scores of the Evaluation Forms.
(Annex E7). The Qualifying Jury uses these Evaluation Formats taking into account
count the following evaluation criteria:

Introduction
Determination of the technological solution alternative
Design of the technological solution built
Implemented technological solution
Validation
Evaluation
Bibliographic references
Annexes
Written documents (written report and experience or field notebook)
Presentation and communication of the inquiry (exhibition)

Qualitative inquiry

The assessment of qualitative inquiry projects is made effective for each

Judging Panel. The grading corresponds to evaluation procedures
where the assessment of achievements is carried out in both quantitative and qualitative forms. In
Quantitative uses the centesimal scale as a reference.

The total score obtained is the result of the sum of the score from the Form.
Evaluation (Annex E8). The Judging Panel uses this format taking into account
the following criteria:

Research theme and problem,

Introduction
Methodology
Use of concepts from Social Sciences and Personal Development,
Citizenship and Civic Education

Knowledge and understanding of the topic of qualitative inquiry

Research
Analysis and interpretation of information
Conclusions
Evidence of the completed project
Formal aspects of the report
Presentation and communication of the inquiry (exhibition)

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Year of the Bicentennial of the Congress of the Republic of Pe-

15. PARTICIPANT REGISTRATION

Participant registration takes place starting from the second stage (UGEL) through
from SICE, on the MINEDU website: [Link]

The student can only participate in one category or area as applicable.

Likewise, the advising teacher can advise one or more students in
its different stages.
Registration is done in order to participate in the second stage of the competition.
(UGEL stage), so when the IE registers the winner or the winners of their
institution must declare the number of students who started
They generally participated in the IE stage; not only must they register their winners, but they must also
inform about the amount of involvement within your internal selection process
tion.

To do this, the organizing committee can log into the SICE with the same user and
SIAGIE password. Upon entering, you can download the instruction manual with the indications.
It is for the registration of the participants.

The document that supports the winning student or winning delegation is the
Directorate Resolution (in the case of the IE Stage, it is the virtual registration form)
that must be signed (virtually or electronically) by the responsible party, according to the following
picture:
STAGES CARGO RESPONSIBLE FOR:
Process and issue the File in a timely manner
IE Director of the IE Virtual Registration announcing the winners-
dores.
Process and issue the Resolution in a timely manner
Director of the
UGEL announcing the winners for
UGEL
category.
Process and issue the Resolution in a timely manner
Director of the
DRE announcing the winners for
DRE
category.

Exceptionally, the educational institutions located in border areas, VRAEM, or with a degree of
rurality 1, which are listed in the Public Education registries approved by the Resolution-
Ministerial Resolution No. 026-2020-MINEDU and that present connectivity issues to
internet, they can choose the option of in-person registration. In that case, the
the designated person from the IE can submit the documentation to the UGEL so that the
designated specialist to carry out the registration through SICE. That person enters
on the Registration Form and the corresponding annexes of each contest, of ma-
to be presented in person at the nearest UGEL office, at the respective hour.
attention river, until the registration closing day according to the established schedule
bleached.

If the project is submitted in an indigenous language, at the time of registration, the/

the advising teacher must register in the Summary Presentation Form
of the Project (Annex E3) the web link where the version is stored
translated into Spanish in a Word file, indicating the source language, the name-
of the project, the IE, UGEL and region to which it belongs, according to the guidelines
of the Organizing Committee.

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Year of the Bicentennial of the Congress of the Republic of Pe-

In the case of a participant with a disability, flexibility and adaptation are considered.
tion in the criteria according to their disability, in coordination with the Organizing Commission
Zadora and the judging panel.

16. ETHICAL AND DISCIPLINARY STANDARDS

16.1. The director of the IE, the advisor teacher, and the student must sign the For-
Registration form (Annex E1), which includes an ethical declaration (Annex E2), in
both the advising teacher and the student are responsible for not
there is fraud or plagiarism in the preparation of the project, assuming responsibility
main the advisor teacher.
16.2. The falsification of data and/or total or partial plagiarism of a project is not tolerated by
the Organizing Commission of EUREKA 2022 in none of its stages and leads to
the immediate cancellation of the participation of the committed delegation in such
acts.

17. INTELLECTUAL PROPERTY OR COPYRIGHT AND DISCLOSURE OF

AWARDED PROJECTS

The participants retain ownership of the copyright on the projects.

developed for EUREKA 2022. Likewise, through Annex E13, the parents
from the family authorize CONCYTEC and Minedu, to publish, edit, re-
produce, translate, communicate to the public, distribute, and make said pro- available
Projects in printed form, through electronic means (such as on CD-ROM and in databases
data, whether from our own or third parties), and through electronic pages, as many times as
necessary sidelines, exclusively for a period of five (05) years counted
from the date of publication of the regional award results, free of re-
galleys, on the condition that the names of the students are mentioned
by the authors of the respective projects.

18. COMPLEMENTARY PROVISIONS

18.1. The DRE, or the one that performs its functions, as well as the UGEL and IIEE are responsible for
ensure compliance with these bases.
18.2. The students and the advising teachers who participate in EUREKA
2022, they must accept the established rules, through the bases, instructions and
other provisions issued by the DEFID.
18.3. It is up to the participating IIEE in the national stage of EUREKA.
2022 will be the venue for the third stage of the National School Fair of Science.
CIA and EUREKA Technology 2023 in your Region. If so, they must include the activity.
in its Annual Work Plan and inform the management instance
corresponding decentralized education.
18.4. The IGED, from the first, second, and third stage, are responsible for ensuring the
compliance with these competition bases, as well as to establish the rules
complementary measures to address unforeseen cases.
18.5. Participation in the aforementioned contest implies acceptance of the rules of the pre-
sent summons.
18.6. The participating delegations in the fourth stage present at the time of their ins-
description of the Resolution of the Regional Education Directorate/Management that the
believe as winners of the third stage. Without this document, we will not proceed.
to its corresponding enrollment.
18.7. At the national stage, the Organizing Commission of EUREKA 2022 is responsible
to ensure compliance with these Bases and decide on all the...
unregulated aspects that may arise during the course of the

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shows as long as it does not incur expenses, otherwise the decisions will be
decisions made by the Senior Management of CONCYTEC.
18.8. At each stage of EUREKA 2022, the decision of the Qualifying Jury is final.
18.9. CONCYTEC, at the end of the development of the national stage, sends to the office of
Vice Ministry of Pedagogical Management the final report of the activity.
18.10. The content, objective, and structure of the projects and/or work presented in the
initial stage and recorded in the Educational Contest Registration Form
They cannot be subject to changes. Adjustments can be made to the videos of
presentation for the DRE stage and national without altering the nature of the pro-
project and/or work.

19. INFORMACIÓN DE CONTACTO

CONCYTEC
Correo Electrónico: ferias@[Link]

MINISTRY OF EDUCATION
Correo Electrónico: eureka@[Link]
For information about the contest, visit: http://
[Link]/science-technology-eureka/

20. ANNEXES

ANNEX E1: Registration Form (SICE).

ANEXO E2: Declaración de Ética
ANNEX E3: Project Summary Presentation Form.
ANNEX E4: Evaluation form for category A - Inquiry projects
scientific.
ANNEX E5: Evaluation form for category A-Design solution projects
technological networks.
ANNEX E6: Evaluation form - Scientific inquiry projects.
ANNEX E7: Evaluation form - Technological alternative solution projects
gica.
ANNEX E8: Evaluation form - Qualitative inquiry projects
ANNEX E9: Evaluation form - Consolidated of the judging panel.
ANNEX E10: Credential
ANNEX E11: Sworn statement of the advising teacher.
ANNEX E12: Commitment letter from the mother and/or father, guardian or legal representative
ANNEX E13: Authorization for the recording of video and photographs of minors
age.
ANNEX E14: Authorization to disseminate the projects.

Note: The duly signed physical annexes must be in custody of the

organizing committee of the IE and available in case the organizing committee na-
I requested it officially.

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ANNEX E1
REGISTRATION FORM (SICE)
Educational Institution Data
DRE UGEL
Name
Modular Code Management Type
Mode Phone
Address
Region Province
District

Contest data
Project Name
Position Score
Area
Web link of the documents
project terms of service
Spanish or Language
original
Pseudonym

Student Information
Type of document Document number
Last Name Maternal Surname
Name Sex
Age Level/Grade
Grade/Year Section
Landline phone Cell phone
Email

Advisor Teacher's Information

Document type Document number
Last name Maternal Last Name
Name Specialty
Landline phone Cell phone
Email

Data of the father, mother or Guardian

Type of document Document number
Last Name Apellido Materno
Name Kinship
Landline phone Cell phone
Email

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ANNEX E2
ETHICS DECLARATION

I declare that I am aware of all the information and general rules for registration.
participation and exposure at EUREKA 2022, I also declare that the project that is
presents corresponds to the inquiry or the technological solution carried out by the group that
I represent and it does not correspond to the project carried out by another person. In addition, the data
the contents in the project are not false but products of the inquiry or techno-solution
logic and it is not a copy of others that have been presented in previous editions of the Fair
National School of Science and Technology.

Index fingerprint
Teaching firm advisor law
ATTACHED

Registration form
action

One (1) project report in digital version

One (1) experience or field notebook in digital format

Affidavit of the advising teacher (E11)
Commitment letter from the father or mother of the family (E12)

Authorization for video recording and photography of minors (E13) in

the corresponding stages.

SIGNATURE AND SEAL OF THE DIRECTOR/A OF THE II EE

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ANNEX E3

PROJECT SUMMARY SUBMISSION FORM

Project Title:
THE VELOMOLEDOR
Name of the advisor teacher
Mariela Haydee SALDARRIAGA REYES

Through this research project, the following inquiry question was proposed.
How would we help the families of the San Buenaventura district?
Canta province, Lima region, to produce household processors that help-
They grind grains to improve their economic income?
While continuing to investigate how we could obtain an affordable grinder, given
that the inhabitants of the district of San Buenaventura - Canta - Lima perceive few
economic income, we determined that a bicycle could be part of this solu-
action, since the rear wheel contains the axles and chains that provide movement to
the pulleys, which generate the necessary force for obtaining flour through
include manual mills.
Creating a grain grinder this way, without the need for electrical energy, benefiting
our environment and the economy of families. Adding the benefit to health
of those who use this machine called the VELOMOLEDOR.
The applied experimental method occurred through phases.
1. Observation. The movement and the force were part of this research.
2. Formulation of hypotheses. It was raised based on an existing problem in
the towns of our country
3. Contrasting. This was done through tests, making the cone necessary.
knowledge about pulleys, work, forces.
4. Verification. The hypotheses were verified through the development of various proto-
types
Having as a result
The creation of a technological solution, to develop in a practical way and
economic corn flour, without the need for the use of electricity.
The velomoledor resulted from a constant change of designs where it was applied.
force and work.

Field notebook link

__________________________________

Fecha: Comas, 26 de agosto del 2022

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ANNEX E4
EVALUATION FORM FOR CATEGORY A - RESEARCH PROJECTS
Scientific Action

Rubric for evaluating inquiry projects for primary level (Students demonstrate their
performances orally, graphically, and/or in writing

Investigate the average

the methods
scientists for 4 3 2 1
build your
knowledge

Problematic The investigation begins with The investigation begins with The Inquiry The inquiry
situations a ask a question question part a question part a
to do investigable27y the investigable and propose possible question,
investigation hypotheses raised a hypothesis in which answers what but no
they describe the relationship they describe a fact or they express a point guard the
among the variables of phenomenon. from the viewpoint of the relationship with the
study. fact or phenomenon possible
studied. response
proposed.

Design Describe the actions and Describe the actions and Mention the Mentions them
strategies the procedures in procedures that actions what actions that
to do logical order that was used to collect he did it, but he didn't do it without a
investigation for collect information, but it can be arranged in logical order.
information difficulties for a sequence Mention
related to sorting them in a logic. Mention only a few
study variables. sequence logic. the materials and materials and
Explain how I use the Mention the instruments that instruments
materials materials and used in on what he/she used in his/her

instruments and sources instruments that he/she used investigation. inquiry.

of information in your inquiry and the
scientific that the sources of
they allow check scientific information
its hypotheses. what he employed.

A researchable question is one that allows for establishing the relationship between different factors or
27

phenomena and that allows for the design of a data collection methodology that can be answered
through experimental tests.

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Investigate median
the methods
scientists for 4 3 2 1
build your
knowledge

Generate and register - Present data presents data presents some presents data
transfer data and in- quantitative/qualitative qualitative/quantitative qualitative data or the qualitative ones
training it is the result of you as quantitative rela- quantitati- o
the actions and result of the mentioned ones that you who do not
application procedures actions and they keep they allow to give
two for procedures applies - scarce relationship a response
answer the question two to come up with the actions to the question
investigable in rela- response to the question- what was done to propose.
connection with the variables. it is investigable. answer the pre- It has difficult-
Use measurement units United States - ask. tades al em-
than conventional and measurement evidence a fight the
non-conventional, re- rational and not conven- scarce comprehens- units of
list the data and the nationals, registers the session of the united measure with-
represents in data only in tables. of the of conventional / no
organizers according to measurement convention-conventional.
its nature. nails y
The data is
non-conventional
what he/she
register
used.
without
a clear order
Register the data
ro.
in tables.

Analyze data and use it uses them Uses the data It has
information data organizers obtained data organizers for difficulties
to explain the to justify the possible to use
relationship of the data hypothesis proposed, response that the data that
collected based on using the proposed, referring y to presents
of the variables for scientific information only some justification the
to respond a the one who possesses. Elaborates its information possible
researchable question. conclusions with scientific. Elaborate response
Explain the meaning related to the question their conclusions raised.
from the obtained data based on the data in relation to the Elaborate
in relation to the obtained. question based on some
hypothesis using in some data conclusions
the knowledge obtained. in relation to
scientists. They develop their the question,
conclusions in but does not use
relation to the question the data
based on the data and obtained.
scientific information.

Evaluate and Communicate the Communicates the Communicates Communicates

communicates the results of his conclusions of his conclusions of his conclusions
process and inquiry and what investigation and what investigation and what it his

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learned learning learned using data learned using inquiry and

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Investigate median
the methods
scientists for 4 3 2 1
build its
knowledge

results of knowledge obtained and some obtained data and lo what

your inquiry: scientists, knowledge some learned
describing the scientists. They describe knowledge using
actions and the scientific achievements and difficulties. knowledge
procedures that they had in the out of meaning
followed. Describe the inquiry process. common.
achievements and difficulties
what they had in the
inquiry process
and suggest actions
adequate for
overcome them and/or improve
future inquiries.

For the rubric, in category 'A' in the inquiry area, the maximum score that
it would be 20 points, in relation to the scores indicated for each criterion
dog.

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ANNEX E5
EVALUATION FORM FOR CATEGORY A - DESIGN PROJECTS
TECHNOLOGICAL SOLUTIONS

Evaluation rubric for the projects of 'Design a solution...' for primary level
The students demonstrate their performances orally and graphically.
y/o writing)

Design and
build
solutions
technological 4 3 2 1
to solve
problems of
its environment

Determine a Describe the cause Describe the Present the Present the
alternative of the need for causes of the problem that problem
tech solution dad or define the need or wants to solve. what do you want
technological problem that define the pro- resolver.
wants to solve. problem that
Present antecedent
wants to resolve.
teeth relate Select
Presents antecedent two with the pro- a solution
teeth relate- Present antecedent problem or need technological.
two with the pro- relates to teeth dad.
problem or necessity two with the pro-
dad. problem or need Select one
dad. technology solution
Establish who gica.
will benefit Select one
with the solution technological solution
technological. gica.

Select one
technology solution
gica.

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Design the al- Establishes speci- Establishespe- Present a bo- Present a

alternative of specifications that of- certifications each pair's cetose sketch of
tech solution- will fulfill the must comply the step of the each part or
technological technological solution the tech solution- technological solution stage of the
gica. technological. gica. solution
Select the Select the technological.
resources and resources and mate- Explain the fun-
materials that rails that em- scientific foundations Present a
will employ. will flutter. I was either faked or learned-
plan and theme
thoughts of the so- poraliza las
Create a plan of Create a sketch technology solution Activities
each part or stage of each part or ca. what does
from the tech solution- stage of the so- ra.
technological. technology solution Present a plan
gica. and schedules them
Explain the activities that
foundations Explain the fun- will be carried out.
scientists or scientific foundations
knowledge fakes or I knew -
locales of the moments of the so-
tech solution technology solution
technological. approx.
Presents a pre-
supposed for Present a plan
fund the solu- and temporalize them
technological action. activities that
will be done.
Present a plan and
temporalize the
activities that
will be carried out.

Implement and Build the Build the Build the so- Build the
validate the al- solution tech solution technology solution tech solution
alternative of technological technological yes- ca. technological.
tech solution following your guiding your
technological plan. sketch. Put it to the test
technology solution
Put the test on Put to the test the gica based on
technological solution technological solution The specification
magical based on gica based on nes.
the specification the specification
nes. nes.

Show the adjustmentsShow the adjustments

tests conducted (in tests performed (in
the design, time the design, time
necessary and presu- necessary and pre-
position). supposed)

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Evaluate and co- Communicates the pa- Communicate the Communicates the Communicate
emunica elfun- those who followed steps that yes- steps that yes- the steps
performance y for the solu- they guided for guided for that follows
the impacts technological action that the solu- that the solution ron for
of its alternative- It will work. Explain technological action tecnológica that the so-
go for a solution what is the charac- it will work. will work. lucióntec-
tecnológica. more important characteristic Explain what is the technological
aunt of her solution most characteristic Explain and found it will work.
technological action. important of its mint in principle
Presents the me- technological solution pios, laws and theo- Present the
Joras that could gica. the function is final version
make to the solu- lie of her so- from the solu-
technological action. Explain and establish technological solution techno-
mint in princi- approx. logic.
Explain and establish pios, laws and theo-
mint in princ the function Present the ver-
pios, laws and theo- lie of its solu- final session of the
the function technological action. technological solution
lie of his solu- gica.
technological action. Present the ver-
final session of the
technology solution
gica.

Present the ver-

final session of the
technology solution
gica.

For the rubric, in category 'A' in the technology area, the maximum score
what would be obtained is 16 points, in relation to the scores indicated for
each criterion.

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ANNEX E6

EVALUATION FORM - SCIENTIFIC INQUIRY PROJECTS

Title of A. Experimental scientific inquiry

Project of
Inquiry
scientific B. Descriptive scientific inquiry

Rating Points
ASPECTS TO EVALUATE Weighting
(*) Assigned

Presents the importance of the project in

alignment with priorities and plans
local, regional and national.
They present a summary of the knowledge
scientific methods used in the pro-
inquiry project related to the
Introduction 4 3 12
competition Explain the physical world ba-
sado in knowledge about living beings
you, matter and energy, biodiversity,
Earth and universe.
Mention previous studies related
suffer with the problem or question of in-
dagation.
A - Raise the inquiry question and hi-
hypotheses and that contain the variables in re-
relation with the fact or selection phenomenon
I swim.
Problemization State the objective(s) of the inquiry. 4 3 12

B - Pose the inquiry question and that

they contain the factors that intervene in the
fact or observed phenomenon.
State the objective(s) of the inquiry.
A.- Present the procedure carried out
for obtaining data when contrasting
the hypothesis. How the cows were controlled
intervening variables.
Mention security measures in
relationship with the procedures and use
of materials or instruments.
Presents the materials, tools,
used instruments.
Mention the time taken.
Cite some scientific knowledge.
Design on which its design was based (proceed- 4 3 12
movements, materials
instruments, etc.).
B.- Present the procedure carried out
for the collection of data from the facts-
factors involved in the phenomenon of
served.
Mention security measures in
relationship with the procedures and use
of materials or instruments.
Presents the materials, tools,
instruments used.

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Title of the A. Experimental scientific inquiry

Project of
Inquiry
scientific: B. Descriptive scientific inquiry

Rating Points
ASPECTS TO EVALUATE Weighting
(*) Assigned

Mention the time taken.

Cite some scientific knowledge.
on which its design was based
thoughts, materials
instruments, etc.).
A. Present the qualitative and quantitative data
organized tables or others;
the calculations made and the graphs
with its respective title, as well as indi-
the adjustments made if the
Data report would have
obtained B.- Presents the qualitative and quantitative data 4 4 16
tatives obtained from the observe-
and are organized in tables or
others.
Presents the calculations made and the
graphs with their respective title, like this
how to indicate the adjustments made if
the would have been
A- Presents an explanation of the results
comparison of the data ob-
held between themselves, contrasted with the hi-
hypotheses and scientific information.
Mention if the hypothesis turned out to be valid
either debunked.
Present the conclusion(s) and they are
Data analysis based on the results of the inda-
and information navigation. 4 4 16
B.- Present an explanation of the
results of the comparison of the
data obtained among themselves and contrasted
with the scientific information, in rela-
action with the objective(s) of inquiry.
Present the conclusion(s) and they are
based on the results of the
investigation.
A.- It is based on knowledge.
scientists, the conclusions,
procedures,
measurements, calculation, control of variation
intervening parties, adjustments made.
Mention if they allowed him to demonstrate
Evaluation 4 3 12
the hypothesis and achieve the objective(s).

B.- Supports on the basis of knowledge-

scientific evidence, the conclusions, process-
dimensions, adjustments made and if per-
they managed to achieve the
objective.

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Title of the A. Experimental scientific inquiry

Project of
Investigation
scientific: B. Descriptive scientific inquiry

Rating Points
ASPECTS TO EVALUATE Weighting
(*) Assigned

Present a relationship and in alphabetical order

bético of all references (books,
Referencesbi- physical magazines or pages of inter- 4 1 4
bibliographic net) used in the inda project-
navigation.
They are cited in APA sixth edition format.
edition.
The presented poster is related to
Presentation and
the inquiry project. 4 2 8
communication Communicate the project's results
scientific of inquiry.
They show creativity and synthesis
Documentation
Virtual (report
virtual and cua- Presentation of the virtual report and cua-
4 2 8
expe- field experience or field (vir-
experience or of cam- according to the EUREKA guidelines
po) 2022.

TOTAL 100

(*)
DESCRIPTION
SCORES
4 Demonstrates a level higher than expected regarding the evaluation criterion.

It meets the expected level, that is, it satisfactorily complies with everything established.
3
in the evaluation criteria.
2 It is close to fulfilling what is established in the evaluation criterion.
1 Shows a minimum level regarding what is established in the evaluation criterion.

FIRM

NAMES AND SURNAMES OF THE JURY:

INSTITUTION
DNI:
DATE:

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ANNEX E7

EVALUATION FORM - ALTERNATIVE PROJECTS

TECHNOLOGICAL SOLUTION

Project Title:

Rating Points
ASPECTS TO EVALUATE Weighting
(*) Assigned

Presents the importance of the project in

compliance with local, regional priorities
and nationals.
- Present a summary of the knowledge
scientific and technological practices
local knowledge (empirical knowledge) in
Introduction which is based on or makes use of the tech solution- 4 3 12
technological, related to the competence
CIA Explain the physical world based on
knowledge about living beings, matter
and energy, biodiversity, Earth and universe
so.
Mention related previous studies
with the technological problem.
Provide a brief description of the problem.
Determination technological and its causes that generate it.
from the alternative Mention the alternative of solution 4 3 12
of solution technological action.
technological Presents the requirements of the alternative
goes from technological solution.
-It presents a comprehensive representation and of the
parts of the technological solution and their function
in graphic or schematic form.
Design of the-Mention security measures in relation to
techno-solution the procedures or use of tools,
4 4 16
logic builds materials or instruments.
yes Mention the materials, tools, and ins-
used instruments.
Present the estimated or actual costs.
Mention the time spent on designing and
build the technological solution.
Presents the technological solution through photos
Techno-solution built or implemented according to the re-
logic implementation requirements and the planned design. 4 3 12
tada Presents photos of how he/she used the materials,
tools and instruments.
-Briefly mention the detected errors and
adjustments made if any.
Validation Describe how the operation was verified 4 3 12
each part or stage of the technological solution

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Rating Points
ASPECTS TO EVALUATE Weighted average
(*) Assigned

during its implementation.

Mention the adjustments made if there were any in
the materials, procedures, measurements, etc.

Describe how the operation was verified

from the technological solution already built in
contrast with the requirements.
Evaluation Mention any adjustments made, if there were any. 4 3 12
based on scientific knowledge or
local practices.
-Explain the impact on the environment of its solution-
technological action and its improvement proposal.

Presents an alphabetical list of

Referencesbi- all the references used in the project 4 1 4
bibliographical to.
They are cited in APA sixth edition format.
-The panel/poster presented is related to
Presentation and
with the technological solution project.
communication
Communicate the possible effects of the use of the 4 2 8
of the alternative
technological solution in society or environment
of tech solution-
tal.
technological They show creativity and synthesis in the editing.

Documentation
Virtual (report
virtual and neck Presentation of the virtual report and notebook 4 3 12
the end of the expe- experience or field (virtual) according to the ba-
experience or of those of EUREKA 2022.
field)

TOTAL 100

(*)
DESCRIPCIÓN
SCORES
4 It shows a level higher than expected concerning the evaluation criteria.

3 Evidence the expected level, that is, satisfactorily meet everything established.
do
in the evaluation criteria
2 It is close to fulfilling what is established in the evaluation criteria.

1 It shows a minimum level with respect to what is established in the evaluation criterion.

SIGNATURE

NAMES AND SURNAMES OF THE JURY:

INSTITUTION
ID:

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FECHA:

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ANNEX E8

EVALUATION FORM - QUALITATIVE INQUIRY PROJECTS

Project Title:

Rating Points
ASPECTS TO EVALUATE (*) Weighting Assigned
The problem is formulated through a pre-
question. It must be precise, clear, and feasible to be
Theme and problem of dealt with effectively. 4 3 12
inquiry The question should pose a historical problem.
co, environmental/territorial, economic or from
of a public matter.
Presents the context, inquiry problem,
objectives, review of the sources (state of the
Introduction issue), justification and relevance of the 4 2 8
inquiry about the chosen topic according to its
age.
Explanation of the steps taken to address
a historical problem, environmental problem/
Methodology territorial or economic problem, or a public matter 4 4 16
Public, type of information sources consult
the or used, how and why they have been se-
lessons28
Use of pro- concepts They employ concepts from the Social Sciences.
footsteps of the Sciences and Personal Development, Citizenship and
Social and Civic in accordance with competencies 4 3 12
Personal Development from the established curricular areas in the
Citizenship and Civic Education Secondary Curriculum Program.
They demonstrate management and understanding of diver-
those sources on the chosen topic, when building
your arguments to respond to the problem-
Knowledge and comprehens-
has been raised.
session on the topic of inquiry 4 4 16
qualitative action They demonstrate knowledge of research
or publications on the topic.

The experience or field notebook reflects

Research a research process experienced by the student 4 1 4
before and a wide and varied becomes evident
amount of sources.

Analyze and interpret the information, to formu-

Analysis and interpretation to lay out their arguments based on various 4 3 12
of the information sources of information taking into account the
problem and the objectives proposed.

Conclusions The conclusions respond to the question of 4 1 4

investigation and the objectives set.

28
If they have 'produced' them themselves - interview, surveys or others, detail how they did it and selected them.
sample.

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Rating Points
ASPECTS TO BE EVALUATED Weighting
(*) Assigned
The report contains all the parts, and these
meet the requirements set out in the
bases.
Formal aspects of Create a clear, organized, and comprehensive list of 4 2 8
virtual report the consulted sources and references are
made according to the APA format and are
pertinent to the inquiry.
The presentation is fluid and presents the problem,
objectives, methodology used, some ha-
Presentation and communication Findings of the research and the conclusions.
investigation music 4 2 8
They demonstrate the ability to synthesize and present their
exhibition
arguments supported by the sources with-
sultadas.
TOTAL
100
Scores DESCRIPTION
4 It shows a level higher than expected in relation to the evaluation criteria.
Evidence the expected level that is to say it satisfactorily meets everything established in the criterion of
3
evaluation.
2 It is close to meeting the established evaluation criteria.
1 It shows a minimum level regarding what is established in the evaluation criterion.

FIRMA

NAMES AND SURNAMES OF THE JURY:

INSTITUTION
ID number:
DATE:

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ANNEX E9
EVALUATION FORM - CONSOLIDATED OF THE EVALUATING JURY

STAGE: [Link]. ( ) UGEL ( DRE ( NATIONAL )

DRE: ………………………. UGEL: ……………………….

DATE: ……………………….

SCORE
TITLE OF JURY
No. TOTAL
PROJECT [Link]
01 02 03

ETHICAL DECLARATION

I declare that I have knowledge of all the information and general rules for the evaluation.
from EUREKA 2022 and I also declare that I have no kinship or educational relationship with the
participants.

Jury No. 1 Jury No. 2 Jury No. 3

(Company) (Company) (Company)

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 Decade of Equality of Opportunities for Women and Men
Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-

ANNEX E10
(Only for the national stage)
CREDENTIAL

Photo of the Student

you (sealed)
The director of the Educational Institution..........................................................with
modular code ………………………of the ugels.....................................................who
subscribe declare low oath what:
………………………………………………..............................…………………………

He/She is a regular student of our institution in the...........................GRADE of secondary education,

with enrollment code No. ……………., ID ……………. who has as a teacher
advisor a:

………………………………………………………………………………………………….

Under the employment condition of …………………………. (indicating alongside it)

code modular of correspond)………………………and ID card
......................., in accordance with what is stated in numeral 6.7.1.
y 6.7.2.

This certificate is issued as a requirement for participation in the national stage.

from the XXXII National School Fair of Science and Technology 'EUREKA 2022'.

Director of the Educational Institution.

Signature and Seal

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 Decade of Equality of Opportunities for Women and Men
Year of Strengthening National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-

ANNEX E11
SWORN STATEMENT OF THE ADVISOR TEACHER

Yo, , identified with DNI ( ), CE (

), Others ( ) No. , with an address at District
Province Department ,
I declare under oath:

No police, criminal, or judicial records at the time of participating in the con-

course.

Not being involved in a disciplinary administrative process under investigation or having been sanctioned
I need to.

No registration of sanctions or temporary disqualifications, in the last three (03) years, or permanent.
tor, for the exercise of the teaching profession registered in the scale or in the National Registry.
National Sanctions Registry against Civil Servants - RNSSC - of SERVIR Not having been convicted
for non-compliance with child support or being registered in the Debtors Registry
delinquent comments (REDAM) or be subject to a criminal judicial process.

Not being registered in the Registry of persons convicted or prosecuted for the established offenses.
provided in Law No. 29988, Law that establishes extraordinary measures for the personnel who
provides services in public and private educational institutions involved in various crimes;
create the Registry of persons convicted or prosecuted for the crimes established in the Law
N° 29988 and modifies articles 36 and 38 of the Criminal Code.
In case of not complying with what is stipulated in the previous sections, the advising teacher will not receive

the Ministerial Resolution of congratulation.

Ciudad y Fecha:

First and Last Names:

Company: ……………………………………………………………………..

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 Decade of Equality of Opportunities for Women and Men
"Year of Strengthening National Sovereignty"
Year of the Bicentennial of the Congress of the Republic of Pe-
red

ANNEX E12:
LETTER OF COMMITMENT FROM THE MOTHER AND/OR FATHER, TUTOR OR LEGAL GUARDIAN

We, the undersigned, declare under oath that we are who(s)

let's exercise the homeland power o guardianshipof the student
who to the
the date is .............. years old, specifying at the same time that it is the will of
me
(our) son/daughtero ward, participate freely in the category of
……………………………………………….………of the XXXII National School Fair
Science and Technology - EUREKA 2022, which will take place from ...... to ....... of ........... 2022
in ………………………………….., representing a the Educational Institution
UGEL DRE/GRE, for which
I authorize (both) their participation.

Likewise, we declare that I have been orally explained or have fully read the
the basis of this contest and we understand its characteristics, and I will assume
I assume responsibility for the damages that my minor child (ward) may cause.
Tell about your participation in EUREKA 2022.

First and Last Names:

ID Number:

Address:

Footprint
Digital
Company

In the city of , of from 2022

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 Decade of Equality of Opportunities for Women and Men
Year of the Strengthening of National Sovereignty
Year of the Bicentennial of the Congress of the Republic of Pe-
to break

ANNEX E13

Authorization for Video Recording and Photography of Minors

OF AGE

Yo, ,
identified (a) with ID or passport No. , father/mother or guardian
guardian of the student , identified with
ID No. I give my consent to the Ministry of Education and to
CONCYTEC, for the use or reproduction of video material, photographs, or recordings
of the mentioned participant's voice, without time restriction and to the geographical location
where the referred material can be distributed.

This authorization is granted in order for the use of video material, photographs or
voice recordings of the participant are primarily used for educational purposes
for the promotion of educational programs provided by the Ministry of Education and
by CONCYTEC. Furthermore, I have been informed that the mentioned material will be collected
within the audiovisual coverage of the educational activities carried out by the Ministry
Department of Education and by CONCYTEC for the purposes indicated in this document.

I have received a copy of this authorization form.

Name of father/mother or legal guardian:

Signature of the mother and/or father of the family or of the legal guardian or attorney-in-fact:

Address:

Phone:

In the city of , of from 2022.

Legal Basis:

According to the provisions of Law No. 29733, Law on the Protection of Personal Data and in its Re-
Regulation of Law No. 29733, approved by Supreme Decree No. 003-2013-JUS.

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 Decade of Equality of Opportunities for Women and Men
Year of Strengthening National Sovereignty

ANNEX E14

AUTHORIZATION TO DISSEMINATE PROJECTS

Yo, ,

identified with ID Nº , father/mother or

tutor or guardian of the student,

identified with ID No. I grant my consent to the Ministry of

Education and CONCYTEC, for publication, editing, reproduction, translation, dissemination
from the projects developed to participate in the XXXII National Science and Technology Fair
Logic “Eureka” 2022, for a period of five (05) years counted from the date of publication.
presentation of the results of the regional award ceremony, without restriction of geographical location
it is free of royalties, on the condition that the names of the students are mentioned
as authors of the respective projects.

This authorization is granted for the purpose of publication, editing, reproduction, tra-
production, dissemination of the projects, they are primarily used for teaching purposes or
of the promotion of educational programs provided by the Ministry of Education and
CONCYTEC. I have also been informed that the projects will be compiled in the
educational activities carried out by the Ministry of Education and CONCYTEC.

I have received a copy of this authorization form.

Name of father/mother or legal guardian:

SIGNATURE OF THE PARENT OR LEGAL GUARDIAN OR REPRESENTATIVE:

Address:

Phone:

In the city of , of from 2022.

Note: This form is issued considering the provisions of the Legislative Decree
No. 822, Law on Copyright and its complementary provisions.