MSE
SCIENCE FAIR
HANDBOOK
2012 – 2013
THIS BOOKLET BELONGS TO: _________________________________
PARENT’S NAME: ___________________________________________
Yes, I have read this booklet with my child.
PARENT’S SIGNATURE: __________________________DATE:________
THIS BOOKLET IS TO BE KEPT IN STUDENT’S BINDER AS A REFERENCE
Introducing Science Projects
Dear Parents:
Your child will have the chance to solve his or her own science mystery by doing a science
project, a mandatory assignment for your child's class.
Since your child has the chance to pick his or her own science project question, from the
physics of making music to the biology of tide pool animals, he or she will have the chance to
experience the joy of discovery.
When starting a science project, a student chooses a question he or she would like to answer.
Then, he or she does targeted library and Web research to gain the background information
needed to formulate a hypothesis and design an experimental procedure. After writing a report
to summarize this background research, the student performs the experiment, draws
conclusions and communicates the results to teachers and classmates.
Through time management and project planning, your child will take on the responsibility of
completing a project over at least a ten-week period. Your child will discover his or her creativity
by brainstorming science project questions and figuring out how to display the process and
results. A science project, through its challenge to ask questions and discover, is truly a realworld experience in innovation, similar to what scientists do in their careers.
We will provide your child with sufficient support to succeed, so that he or she develops
enthusiasm for scientific discovery. First, your child will accomplish each step of the project by
doing homework assignments.
We will review the assignments at key checkpoints along the way, so that you won't face
helping your child do a project the last night before the fair. Second, we have included a basic
guide (enclosed) of how to help without getting over-involved.
To get started, read through this packet: Student Science Project Schedule and Guide to
Science Projects.
You will have the opportunity to approve the project your student selects by signing a Science
Project Proposal Form, one of the early assignments on the attached schedule.
If you have any questions, please email me at [email protected]
Sincerely,
Metin Caliskan
Science Fair Coordinator
www.sciencebuddies.org
Even though we show the scientific method as a series of steps, keep in mind that new
information or thinking might cause a scientist to back up and repeat steps at any point
during the process. A process like the scientific method that involves such backing up
and repeating is called an iterative process.
Throughout the process of doing your science fair project, you should keep a journal
containing all of your important ideas and information. This journal is called a laboratory
notebook.
Please visit http://sciencebuddies.org/science‐fair‐projects/project_scientific_method.shtml for the links.
www.sciencebuddies.org
Finding an Idea for Your Science Fair Project
One of the most important considerations in picking a topic for your science fair project
is to find a subject that you consider interesting. You'll be spending a lot of time on it, so
you don't want your science fair project to be about something that is boring.
We know that finding a topic is the hardest part of a science fair project, and sometimes
you just need a little help focusing on what sorts of topics would be of interest to you. To
help you find a science fair project idea that can hold your interest, Science Buddies has
developed the Topic Selection Wizard. By answering a series of questions about
everyday interests and activities, you will help us identify an area of science that is best
for you.
Your Science Fair Project Question
The question that you select for your science fair project is the cornerstone of your
work. The research and experiment you will be conducting all revolve around finding an
answer to the question you are posing. It is important to select a question that is going
to be interesting to work on for at least a month or two and a question that is specific
enough to allow you to find the answer with a simple experiment. A scientific question
usually starts with: How, What, When, Who, Which, Why, or Where.
Examples
These are examples of good science fair project questions:
• When is the best time to plant soy beans?
• Which material is the best insulator?
• How does arch curvature affect load carrying strength?
• How do different foundations stand up to earthquakes?
• What sugars do yeast use?
Some science fair projects that involve human subjects, vertebrate animals (animals
with a backbone) or animal tissue, pathogenic agents, DNA, or controlled or hazardous
substances, need SRC (Scientific Review Committee) approval from your science fair
BEFORE you start experimentation. Now is the time to start thinking about getting
approval if necessary for your science project.
For more details, please visit http://sciencebuddies.org/science‐fair‐projects/project_question.shtml
These are examples of bad science fair project topics that you should avoid:
www.sciencebuddies.org
Science Fair Project Question Checklist
If you don't have good answers for the questions below, then you probably should look for a
better science fair project question to answer.
Here are some things to consider as you finalize your question:
For more details, please visit http://sciencebuddies.org/science‐fair‐projects/project_question.shtml
www.sciencebuddies.org
Variables in Your Science Fair Project
Scientists use an experiment to search for cause and effect relationships in nature. In
other words, they design an experiment so that changes to one item cause something
else to vary in a predictable way.
These changing quantities are called variables. A variable is any factor, trait, or
condition that can exist in differing amounts or types. An experiment usually has three
kinds of variables: independent, dependent, and controlled.
The independent variable is the one that is changed by the scientist. To insure a fair
test, a good experiment has only one independent variable. As the scientist changes the
independent variable, he or she observes what happens.
The scientist focuses his or her observations on the dependent variable to see how it
responds to the change made to the independent variable. The new value of the
dependent variable is caused by and depends on the value of the independent variable.
For example, if you open a faucet (the independent variable), the quantity of water
flowing (dependent variable) changes in response--you observe that the water flow
increases. The number of dependent variables in an experiment varies, but there is
often more than one.
Experiments also have controlled variables. Controlled variables are quantities that a
scientist wants to remain constant, and he must observe them as carefully as the
dependent variables. For example, if we want to measure how much water flow
increases when we open a faucet, it is important to make sure that the water pressure
(the controlled variable) is held constant. That's because both the water pressure and
the opening of a faucet have an impact on how much water flows. If we change both of
them at the same time, we can't be sure how much of the change in water flow is
because of the faucet opening and how much because of the water pressure. In other
words, it would not be a fair test. Most experiments have more than one controlled
variable. Some people refer to controlled variables as "constant variables."
In a good experiment, the scientist must be able to measure the values for each
variable. Weight or mass is an example of a variable that is very easy to measure.
However, imagine trying to do an experiment where one of the variables is love. There
is no such thing as a "love-meter." You might have a belief that someone is in love, but
you cannot really be sure, and you would probably have friends that don't agree with
you. So, love is not measurable in a scientific sense; therefore, it would be a poor
variable to use in an experiment.
For more details, please visit: http://sciencebuddies.org/science‐fair‐projects/project_variables.shtml
Examples of Variables
For more details, please visit: http://sciencebuddies.org/science‐fair‐projects/project_variables.shtml
www.sciencebuddies.org
Hypothesis
After having thoroughly researched your question, you should have some educated guess
about how things work. This educated guess about the answer to your question is called the
hypothesis.
The hypothesis must be worded so that it can be tested in your experiment. Do this by
expressing the hypothesis using your independent variable (the variable you change during
your experiment) and your dependent variable (the variable you observe-changes in the
dependent variable depend on changes in the independent variable). In fact, many
hypotheses are stated exactly like this: "If a particular independent variable is changed,
then there is also a change in a certain dependent variable."
Example Hypotheses
• "If I open the faucet [faucet opening size is the independent variable], then it will
increase the flow of water [flow of water is the dependent variable].
• "Raising the temperature of a cup of water [temperature is the independent
variable] will increase the amount of sugar that dissolves [the amount of sugar is the
dependent variable]."
• "If a plant receives fertilizer [having fertilizer is the independent variable], then it
will grow to be bigger than a plant that does not receive fertilizer [plant size is the
dependent variable]."
• "If I put fenders on a bicycle [having fenders is the independent variable], then
they will keep the rider dry when riding through puddles [the dependent variable is how
much water splashes on the rider]."
Note: When you write your own hypothesis you can leave out the part in the above
examples that is in brackets [ ].
Notice that in each of the examples it will be easy to measure the independent variables.
This is another important characteristic of a good hypothesis. If we can readily measure the
variables in the hypothesis, then we say that the hypothesis is testable.
Not every question can be answered by the scientific method. The hypothesis is the key. If
you can state your question as a testable hypothesis, then you can use the scientific method
to obtain an answer.
Advanced Topic -- Cause & Effect or Correlation?
In some experiments it is not possible to demonstrate that a change in the independent
variable causes a change in the dependent variable. Instead one may only be able to show
that the independent variable is related to the dependent variable. This relationship is called
a correlation. One of the most common reasons to see a correlation is that "intervening
variables are also involved which may give rise to the appearance of a possibly direct causeand-effect relationship, but which upon further investigation turn out to be more directly
caused by some other factor" (Wikipedia, 2006).
For more information, please visit: http://sciencebuddies.org/science‐fair‐projects/project_hypothesis.shtml
www.sciencebuddies.org
Advanced Topic -- Is it OK to Disprove Your Hypothesis?
Is all science accomplished using this same method that is taught in schools and
emphasized at science fairs? Should you worry if you end up disproving your hypothesis?
Actually, the answers are no it's not, and no don't worry if you disprove your hypothesis.
Learn more in this essay written by a veteran Science Buddies Adviser, Dr. Bruce Weaver.
For more information, please visit: http://sciencebuddies.org/science‐fair‐projects/project_hypothesis.shtml
www.sciencebuddies.org
Experimental Procedure
Now that you have come up with a hypothesis, you need to develop an experimental procedure for
testing whether it is true or false.
The first step of designing your experimental procedure involves planning how you will change your
independent variable and how you will measure the impact that this change has on the dependent
variable. To guarantee a fair test when you are conducting your experiment, you need to make sure
that the only thing you change is the independent variable. And, all the controlled variables must
remain constant. Only then can you be sure that the change you make to the independent variable
actually caused the changes you observe in the dependent variables.
Scientists run experiments more than once to verify that results are consistent. In other words, you
must verify that you obtain essentially the same results every time you repeat the experiment with
the same value for your independent variable. This insures that the answer to your question is not just
an accident. Each time that you perform your experiment is called a run or a trial. So, your
experimental procedure should also specify how many trials you intend to run. Most teachers want you
to repeat your experiment a minimum of three times. Repeating your experiment more than
three times is even better, and doing so may even be required to measure very small changes in
some experiments.
In some experiments, you can run the trials all at once. For example, if you are growing plants, you
can put three identical plants (or seeds) in three separate pots and that would count as three trials.
In experiments that involve testing or surveying different groups of people, you will not need to repeat
the experiment multiple times. However, in order to insure that your results are reliable, you need to
test or survey enough people to make sure that your results are reliable. How many participants are
enough, what is the ideal sample size? See the Science Buddies resource, How Many Survey
Participants Do I Need?, to find out.
Every good experiment also compares different groups of trials with each other. Such a comparison
helps insure that the changes you see when you change the independent variable are in fact caused
by the independent variable. There are two types of trial groups: experimental groups and control
groups.
The experimental group consists of the trials where you change the independent variable. For
example, if your question asks whether fertilizer makes a plant grow bigger, then the experimental
group consists of all trials in which the plants receive fertilizer.
In many experiments it is important to perform a trial with the independent variable at a special
setting for comparison with the other trials. This trial is referred to as a control group. The control
group consists of all those trials where you leave the independent variable in its natural state. In our
example, it would be important to run some trials in which the plants get no fertilizer at all. These
trials with no fertilizer provide a basis for comparison, and would insure that any changes you see
when you add fertilizer are in fact caused by the fertilizer and not something else.
However, not every experiment is like our fertilizer example. In another kind of experiment, many
groups of trials are performed at different values of the independent variable. For example, if your
question asks whether an electric motor turns faster if you increase the voltage, you might do an
experimental group of three trials at 1.5 volts, another group of three trials at 2.0 volts, three trials at
2.5 volts, and so on. In such an experiment you are comparing the experimental groups to each other,
rather than comparing them to a single control group. You must evaluate whether your experiment is
more like the fertilizer example, which requires a special control group, or more like the motor
example that does not.
Whether or not your experiment has a control group, remember that every experiment has a number
of controlled variables. Controlled variables are those variables that we don't want to change while we
conduct our experiment, and they must be the same in every trial and every group of trials. In our
fertilizer example, we would want to make sure that every trial received the same amount of water,
light, and warmth. Even though an experiment measuring the effect of voltage on the motor's speed
of rotation may not have a control group, it still has controlled variables: the same motor is used for
every trial and the load on the motor (the work it does) is kept the same.
A little advance preparation can ensure that your experiment will run smoothly and that you will not
encounter any unexpected surprises at the last minute. You will little advance preparation can ensure
that your experiment will run smoothly and that you will not encounter any unexpected surprises at
the last minute. You will need to prepare a detailed experimental procedure for your experiment so
you can ensure consistency from beginning to end. Think about it as writing a recipe for your
experiment. This also makes it much easier for someone else to test your experiment if they are
interested in seeing how you got your results.
Experimental Procedure Checklist
For more details, please visit: http://sciencebuddies.org/science‐fair‐projects/project_experimental_procedure.shtml
www.sciencebuddies.org
Materials List
What type of supplies and equipment will you need to complete your science fair project? By making a complete list
ahead of time, you can make sure that you have everything on hand when you need it. Some items may take time
to obtain, so making a materials list in advance represents good planning!
Make the materials list as specific as possible, and be sure you can get everything you need before you start your
science fair project. Visit our Supplies & Materials page for tips on places to purchase some of the harder to find
items that you may have on your list.
A Good Materials List Is Very Specific
500 ml of de-ionized water
Stopwatch with 0.1 sec accuracy
AA alkaline battery
Sample:
A Bad Materials List
Water
Clock
Battery
Here is a sample materials list and experimental procedure:
Materials List
CD player & a CD (low drain device)
Three identical flashlights (medium drain device)
Camera flash (high drain device)
AA size Duracell and Energizer batteries
AA size of a "heavy-duty" (non-alkaline) battery (I used Panasonic)
Voltmeter & a AA battery holder
Kitchen timer
Experimental Procedure
1.
Number each battery so you can tell them apart.
2.
Measure each battery's voltage by using the voltmeter.
3.
Put the same battery into one of the devices and turn it on.
4.
Let the device run for thirty minutes before measuring its voltage again. (Record the voltage in a table
every time it is measured.)
5.
Repeat #4 until the battery is at 0.9 volts or until the device stops.
6.
Do steps 1–5 again, three trials for each brand of battery in each experimental group.
7.
For the camera flash push the flash button every 30 seconds and measure the voltage every 5 minutes.
8.
For the flashlights rotate each battery brand so each one has a turn in each flashlight.
9.
For the CD player repeat the same song at the same volume throughout the tests.
Materials List Checklist
What Makes a Good Materials List?
Have you listed all necessary materials?
Have you described the materials in sufficient detail?
For a Good Materials List, You Should
Answer "Yes" to Every Question
Yes / No
Yes / No
www.sciencebuddies.org
Conducting a Science Experiment
Preparations
With your detailed experimental procedure in hand, you are almost ready to
start your science experiment. But before you begin there are still a few more
things to do:
Know what to do. Read and understand your experimental
procedure. Are all of the necessary steps written down? Do you have
any questions about how to do any of the steps?
Get a laboratory notebook for taking notes and collecting data (see
Data Table below).
Be prepared. Collect and organize all materials, supplies and equipment you will need to do
the experiment. Do you have all of the materials you need? Are they handy and within reach
of your workspace?
Think ahead about safety! Are there any safety precautions you should take? Will you need
adult supervision? Will you need to wear gloves or protective eye gear? Do you have long hair
that needs to be pulled back out of your face? Will you need to be near a fire extinguisher?
Data Table
Prepare a data table in your laboratory notebook to help you collect your data. A data table will
ensure that you are consistent in recording your data and will make it easier to analyze your results
once you have finished your experiment.
Sample Data Table
Faucet Opening
Trial
(the Independent Variable)
#1
1/4 open
#2
1/4 open
#3
1/4 open
#4
1/2 open
#5
1/2 open
#6
1/2 open
#7
3/4 open
#8
3/4 open
#9
3/4 open
#10
Fully open
#11
Fully open
#12
Fully open
Water Flow
(the Dependent Variable)
[Write your data in this column as you make
measurements during your experiment.]
Note: Some experiments will require additional columns for two or more dependent variables.
During the Experiment
It is very important to take very detailed notes as you conduct your experiments. In addition to your
data, record your observations as you perform the experiment. Write down any problems that occur,
anything you do that is different than planned, ideas that come to mind, or interesting occurrences. Be
on the lookout for the unexpected. Your observations will be useful when you analyze your data and
draw conclusions.
We suggest that you keep a laboratory notebook so that all your information is kept in one place (don't
use loose-leaf notebooks, you want to make sure all your information stays together). The data that
you record now will be the basis for your science fair project final report and your conclusions so
capture everything in your laboratory notebook, including successes, failures, and accidents.
If possible, take pictures of your experiment along the way, these will later help you explain what
you did and enhance your display for the science fair.
Remember to use numerical measurements as much as possible. If your experiment also has
qualitative data (not numerical), then take a photo or draw a picture of what happens.
Be as exact as possible about the way you conduct your experiment, especially in following your
experimental procedure, taking your measurements, and note taking. Failures and mistakes are part
of the learning process, so don't get discouraged if things do not go as planned the first time. You
should have built enough time in your schedule to allow you to repeat your test a couple of times.
In fact, it's a good idea to do a quick preliminary run of your experiment. Show your preliminary
data to your mentor or teacher, and make revisions to your experimental procedure if necessary.
Often there are glitches in the procedure that are not obvious until you actually perform your
experiment--this is normal. If you need to make changes in the procedure (which often happens),
write down exactly the changes you made.
Stay organized and be safe! Keep your workspace clean and organized as you conduct your
experiment. Keep your supplies within reach. Use protective gear and adult supervision as needed.
Keep any chemicals away from pets and younger brothers or sisters.
Checklist for Conducting a Science Experiment
What Makes a Good Science Experiment?
Did you take detailed notes about your observations and record
them in your laboratory notebook?
Did you collect your data using a data table?
Were you consistent, careful, and accurate when you made your
measurements?
Were you careful to insure that your controlled variables
remained constant so as not to affect your results?
If you ran into any unexpected problems, did you adjust your
experimental procedure accordingly?
If you are doing an engineering or programming project, have
you involved some of your targeted users in the testing of your
prototype?
For a Good Science Experiment, You
Should Answer "Yes" to Every Question
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
www.sciencebuddies.org
Science Fair Project Abstract
An abstract is an abbreviated version of your science fair project final report. For most science fairs it is limited to
a maximum of 250 words (check the rules for your competition). The science fair project abstract appears at the
beginning of the report as well as on your display board.
Almost all scientists and engineers agree that an abstract should have the following five pieces:
Introduction. This is where you describe the purpose for doing your science fair project or invention.
Why should anyone care about the work you did? You have to tell them why. Did you explain something
that should cause people to change the way they go about their daily business? If you made an invention
or developed a new procedure how is it better, faster, or cheaper than what is already out there?
Motivate the reader to finish the abstract and read the entire paper or display board.
Problem Statement. Identify the problem you solved or the hypothesis you investigated.
Procedures. What was your approach for investigating the problem? Don't go into detail about materials
unless they were critical to your success. Do describe the most important variables if you have room.
Results. What answer did you obtain? Be specific and use numbers to describe your results. Do not use
vague terms like "most" or "some."
Conclusions. State what your science fair project or invention contributes to the area you worked in. Did
you meet your objectives? For an engineering project state whether you met your design criteria.
Things to Avoid
Avoid jargon or any technical terms that most readers won't understand.
Avoid abbreviations or acronyms that are not commonly understood unless you describe what they mean.
Abstracts do not have a bibliography or citations.
Abstracts do not contain tables or graphs.
For most science fairs, the abstract must focus on the previous 12 months' research (or less), and give
only minimal reference to any earlier work.
If you are working with a scientist or mentor, your abstract should only include procedures done by you,
and you should not put acknowledgements to anyone in your abstract.
Science Fair Project Abstract Checklist
What Makes for a Good Science Fair Project Abstract?
Does your science fair project abstract include:
Introduction
Problem Statement
Procedures
Results
Conclusions
Did you review the list of "Things to Avoid" in a science fair
project abstract?
Did you write the abstract so that the reader is motivated to learn
more about your science fair project?
For a Good Science Fair Project Abstract,
You Should Answer "Yes" to Every Question
Yes / No
Yes / No
Yes / No
PARTS OF A RESEARCH PAPER & POWERPOINT PRESENTATIONS
Each student is required to submit a research paper for their research project.
After their project is approved, Students will prepare a PowerPoint presentation in
computer classes and they will decorate their poster boards.
The following parts should be in the research paper and each part should be on a
separate sheet of paper.
1. TITLE PAGE Topic, your name, school’s name, grade, sponsor, city, state, and
zip code)
2. TABLE OF CONTENTS
3. ABSTRACT
After finishing research and experimentation, you need to write a (maximum) 250word, one-page abstract. An abstract should include a (a) introduction, (b) purpose
of the experiment, (c) procedures used, (d) data, and (e) conclusions. It also may
include any possible research applications. Only minimal reference to previous
work may be included. The abstract must focus on work done since the last fair
and should not include: a) acknowledgements, or b) work or procedures done by
the mentor.
4. ACKNOWLEDGEMENTS
5. INTRODUCTION (Explain your topic. What is it about?)
6. PURPOSE (The purpose of a statement of what you intend to do. What is your
goal? What idea are you trying to test?)
7. PROBLEM (What is the scientific question you are trying to answer?)
8. HYPOTHESIS (Explain how you think your project demonstrate your purpose.
Make a prediction regarding the outcome of your experiment. State the results you
are predicting in measurable terms.)
9. VARIABLES (Independent, dependent, constants, and control group. Be clear
about the variables (elements of the experiment that change to test your
hypothesis) versus your controls (elements of the experiment that do not change).
10. MATERIALS (List all materials and equipment that were used. Your list of
materials should include all of the ingredients of the procedure recipe.)
11. PROCEDURE (In steps not in paragraphs), if possible, with pictures. Give a
detailed explanation of how you will conduct the experiment to test your
hypothesis. Be very specific about how you will measure results to prove or
disprove your hypothesis. You should include a regular timetable for measuring
results or observing the projects (for example, every hour, every day, and every
week). Your procedure should be like a recipe – Another person should be able to
perform your experiment following your procedure. Test this with a friend or
parent to be sure you have not forgotten anything.)
12. PICTURES
13. DATA TABLES (All of your data in tables)
14. GRAPHS!
15. ANALYSIS (Explain your observations, data and results. This is a summary of
what your data has shown you. List the main points that you have learned. Why did
the results occur? What did your experiment prove? Was your hypothesis correct?
Did your experiment prove or disprove your hypothesis? This should be explained
thoroughly.)
16. CONCLUSION (Answer your problem/purpose statement. What does it all add
up to? What is the value of your project? )
17. APPLICATIONS & FURTHER RESEARCH (What is the application of your
project in daily life/economy? What further study do you recommend given the
results of your experiment? What would be the next question to ask? If you
repeated this project, what would you change?)
18. REFERENCES List the books, magazines, or other communications you used
to research your topic.
Write in complete sentences. Add titles, units and labels where necessary.
DISPLAY BOARD
Your science fair display represents all the work that you have done. It should consist of a
backboard, the project report, and anything that represents your project, such as models made,
items studied, photographs, surveys, and the like. It must tell the story of the project in such a
way that it attracts and holds the interest of the viewer. It has to be thorough, but not too
crowded, so keep it simple. The allowable size and shape of the display backboard can vary, so
you will have to check the rules for your science fair. Most exhibits are allowed to be 48 inches
(122 cm) wide, 30 inches (76 cm) deep, and 108 inches (274 cm) high (including the table it
stands on). These are maximum measurements, so your display may be smaller than this. A
three-sided backboard is usually the best way to display your work. Sturdy cardboard or other
heavy material is easier to work with and is less likely to be damaged during transportation to
the fair. Some office supply stores sell inexpensive premade backboards such as Hobby Lobby,
Office Depot. Purchased backboards generally come in three colors, black, blue, and white. You
may use one of these colors. The title and other headings should be neat and large enough to
be read at a distance of about 3 feet (1 m). A short title is often eye-catching. Self-sticking
letters, of various sizes and colors, for the title and headings can be purchased at office supply
stores and stuck to the backboard. You can cut your own letters out of construction paper or
stencil the letters for all the titles directly onto the backboard. You can also use a word
processor to print the title and other headings.
Some teachers have set rules about the position of the information on the backboard.
The following headings are examples: Problem, Hypothesis, Experiment (materials and
procedure), Data, Results, Conclusion. The project title should go at the top of the center panel,
and the remaining material needs to be placed neatly in some order.
You want a display that the judges will remember positively. So before you glue everything
down, lay the board on a flat surface and arrange the materials a few different ways. This will
help you decide on the most suitable and attractive presentation.
THE PRESENTATION
1. The presentation along with the backboard is very important within the scientific
community. Using the backboard as your prop, you will present your project in an
objective and scientific perspective. The following topics should be addressed
while presenting.
2. INTRODUCTION: Give the project title, your name, grade, school, and science
teacher. Explain the topic to be discussed and why you became interested in this
topic.
3. ACKNOWLEDGMENTS: Thank the people who helped you and those whom
you contacted for interviews or research information.
4. PURPOSE AND HYPOTHESIS: State clearly the purpose and hypothesis. A
short explanation of the reasoning behind the hypothesis is appropriate.
5. BACKGROUND INFORMATION: The background section is like a short
review of literature. Give some of the information from the review but just enough
to familiarize the audience.
6. PROCEDURE: A detailed and complete explanation of how you completed the
experiment. Use the step by step method just as you wrote for the paper. Start with
the first step and proceed including explanations of designs and techniques used
while experimenting.
7. RESULTS: Use the charts and graphs on the backboard to explain the results
and numbers that were produced from the experiment.
8. CONCLUSION: State clearly the conclusion, whether the hypothesis was
accepted or rejected. Admit any deficiencies or errors that may have occurred
during the experiment and may affect the conclusion. All scientists respect the fact
that all experiments have some deficiencies.
9. FUTURE PLANS: Discuss any possible future investigations that can be done to
continue with your project.
10. QUESTIONS: At the end, ask if anyone has questions for you. Take your time
and think about the answer, then answer slowly. If you do not know the answer,
admit it! Offer to look for the answer and then ask for more questions. It is better
to admit to not knowing, than to be wrong! If questions are not related to your
topic, try to clarify the question. If the question is still unrelated, then redirect the
conversation back to your topic.
11. THANK THE AUDIENCE AND JUDGES FOR LISTENING!
HELPFUL HINTS:
• Use note cards and the backboard to make sure that you hit all points.
• Do NOT read the backboard or note cards.
• Speak slowly and face the audience.
• Be dynamic and enthusiastic.
• Practice! Practice! Practice in front of parents, friends, teachers, mirrors, etc.