CHOOSING A PROJECT -- First understand the pros and cons of the two kinds of projects:
The Experimental Project -- A project that tests, measures and/or develops a set of data. Science fair judges tend to like experiments because they show higher levels of analysis and the scientific method. An experiment can answer a question or test a hypothesis. For answering a question, the student asks why, what, where, which, what for or how concerning some phenomenon of interest and then develops an experiment to answer that question. For testing a hypothesis, the student states a position on some relationship -- states that some specific conclusion will be proven from a series of tests -- and then runs an experiment to test that position. Examples of both questions and hypothesis derived from those questions are shown in the box. In each case the hypotheses give direction and significance to the initial question.
Question -- What is the boiling point of water?
Hypothesis -- the boiling point of water in our city is less than 212°F because we are at an elevation higher than sea level. |
Question -- What is the pH of fresh water?
Hypothesis -- The pH of water in the rivers of our city is more acidic than normal because of acid rain. |
Experiments should result in a clearly defined data set. The key words are "clearly defined" -- keep the data set simple, if possible with only one or two variables. Present your work in tables and graphs. Graphs are very important.
The Demonstration Project -- This is the project that shows some extensive research into some topic of interest. This is typically a research study -- a synthesis of available knowledge on a topic. Information is collected from libraries, books, the internet and/or knowledgeable individuals and is placed in a report or display. A demonstration project can be interesting but lacks the rigor of experimental design and the testing of ideas. To be successful, the demonstration project should show that the student has learned something new. It should have a clearly defined area of research and information from a variety of research sources. The information should be condensed into a few easily understood relationships. This is an opportunity for a student to develop and improve research skills.
CHOOSING A TOPIC -- To select a topic, use your own interests as well as help from your friends. First, make a list of things that interest you about science. List everything in "brainstorming" style; that is, write down every possibility without concern for the final selection. Second, discuss your list with friends and teachers. Ask for input from everyone. Third, focus on a short list of 2 or 3 real possibilities, and from this make your final selection.
EXPERIMENTS AND RESEARCH -- Once you have an idea, start your research or experimentation immediately. Many procrastinate and then are forced to do hurried studies and sloppy experiments at the last minute. If possible, leave time to run your experiment twice so that you can learn from mistakes.
PRESENTING YOUR WORK -- The best research or experiment is of little value if the work is not communicated effectively. Here are some key points to consider in making your presentation:
Keep it Simple -- Keep your display or presentation in an easy-to-understand format. Use clear labels and a simple, clear design that immediately focuses on key points.
Tell a Story -- People love stories; so put your presentation into story form. In other words, tell how you started, what you learned, what it meant to you. Give your project meaning. Give it significance. But remember it should be a short story -- keep it simple and direct.
Shorten Understanding Time -- Make a presentation that can be understood in a matter of seconds. Within one minute a viewer should be able to grasp all the significant details. After one minute he should be able to tell someone else what you did. Test your presentation on friends or acquaintances, and note how long it takes them to understand. After one minute quiz them on what they saw and understood and then change the display and adapt it so that people see what you want them to see. For testing, choose people with common sense who will be honest with you. Constructive criticism is your helper, and honest critics are your friends.
Make the Presentation Speak For Itself -- When others look at your project, you may not be there to answer questions and help your audience understand; so make a display that tells the whole story with a simple clear message. While preparing your display, use the Eye Test. Have someone look at your presentation and watch his eyes. What did they look at first? Second? Third? Was it what you wanted the person to see? Develop a design that draws your viewer into seeing what is important.
Pictures and Graphs -- Two simple rules: pictures speak volumes and experiments should have graphs. Choose pictures that create vivid images -- just the right number of pictures, not too many. Choose a graph that immediately conveys your results.
Eliminate the Unimportant -- So much of what you have done is important to you -- but maybe not to others. What is critical? What is essential to convey your ideas and results? Respect your viewer's time and interest.