Discovery is Fun!
Science Fair 2012
Online Information Packet
Science Fair Day: May 29th, 2012
Contents
2 Timeline & Check-off List
3 How to Choose a Topic
Designing the Experiment
Research, Hypothesis, Materials
4 Procedure, Make a Fair Experiment
5 How to Conduct the Experiment
Analyze Results, Conclusion
6 Recommendations, Report & Display
6
7
8
10
12
13
15
16
Rules for Display
Judging Criteria
List of topics – Grades 3, 4, 5
List of topics – Grades 1 & 2
Experiment Proposal Sheet
Young Inventors & Engineers
Inventor/Engineer Proposal Sheet
Tips & Suggestions
Crescent Heights Language Arts and Social Justice Magnet School
Welcome to the Crescent Heights Science Fair 2012!
Students in grades K-3 will conduct an experiment using the scientific method.
Students in grades 4 & 5 may choose from three options:
1) Conduct an experiment using the scientific method
2) Young Inventor Program (create an invention)
3) Young Engineer Program (explain & show how something works)
Below is a timeline that shows the process for conducting an experiment.
Inventors & Engineers: Ask your teacher for the Young Inventors & Engineers Program
sheets if you are interested. Work with your teacher on a timeline for your project.
Project Timeline & Check-off List
Week 1: Choose & Design Your Project
_____ Choose Your Project (see pages 8-9 for ideas)
Research & Design Your Experiment
_____ Research: Learn about your topic
_____ Hypothesis: Educated guess about what will happen
_____ Materials: What you’ll need
_____ Procedure: List the steps
_____ Creating a Fair Experiment (Independent Variable, etc.)
_____ Submit Project Form for Teacher Approval
Week 2 until May 22: Experiment!
______ Conduct Your Experiment
______ Collect and Organize Data (information)
______ Explain What the Data Mean (interpret). Make Tables & Graphs
______ Write A) a Summary About What You Learned & B) Your Conclusion.
______ Make Recommendations for Future Experiments.
Final Week: Create Your Presentation
______ Complete your Display Board / Model
______ Write Outline of 2 – 3 Minute Oral Explanation
______ Bring Your Project to School (Display Board / Model)
2
How to Create a Science Fair Project
Use the scientific method to create a great experiment!
1. Choose a topic that interests you (the Question).
Select a topic (investigation) where you:
 Write the topic as a question.
 What idea are you trying to discover? Focus on cause and effect!
 Example: “Does the color of light affect the growth of pea plants?”
 Need to create an experiment to answer the question.
 You need to test an idea. Do not simply report on a subject (e.g. no volcanoes!).
 Stay away from Internet experiments that already tell you the answers!
 Stay away from experimental kits (using a kit will disqualify your project).
 Need a concrete measuring tool (ruler, stopwatch, etc.) to measure results.
You need to observe changes that you can measure.
Good Example: How light affects height of a plant.
Bad Example: Which light is “better” for a plant. (how do you measure “better”?)
 Check out our list of topic ideas! See pages 8 – 9.
2. Design the experiment using the scientific method.
A. Clearly State Your Question (see above).
B. Research your topic (to help make the test; not to know the results).
 Research will help you predict the results of your experiment.
 Learn vocabulary and understand more about the experiment.
 Write down information about each source for the bibliography.
C. Hypothesis: (Optional) predict the results of the experiment (an educated guess)
 Your hypothesis should relate to the experimental question.
Example: “White light will make the plant grow faster (because green light…)”
 For full points, explain why you made that prediction (research? experience?).
 If you do not include a hypothesis, you will need to explain why.
D. Materials: list all of the supplies, equipment, and ingredients that you need.
 Tell how many and how much you are using of each material.
3
E. Procedure: Write step-by-step instructions on how to do your experiment.
 Your procedure should be clear so someone else can repeat the experiment.
 Make sure your steps keep all conditions the same except for one (see “Variable”)
 Be sure to number each step. Do not leave ANYTHING out!
 Example:
1) Measure the height of 3 identical plants and record data.
2) Place one plant near red light, one in green, and one in white.
3) Water each plant with 250 mL of water every 2 days.
4) Turn on lights for 12 hours a day and then off for 12 hours.
5) Record height of each plant every 7 days
F. Create a Fair Experiment! Define the Independent Variable (etc.)
Let’s say you are testing your prediction that “white light makes plants grow taller.”
You only change the color of light: one plant gets white light and the other gets green.
Important: What else might make a plant grow faster?
Identify those conditions and control them so that they stay the same!
Example: If we are testing to see which color of light makes the plant grow taller,
then we must control the other conditions: Same type of plant, same soil, same
amount of water, same amount of exposure to light, you measure the height of each
at (almost) the same time, etc. If you changed more than one of these conditions,
how would you know which one gave you the results? Only change ONE condition!
Optional: Use the advanced terms: “Independent Variable”, “Dependent”, “Controlled”
 What I changed (Independent variable): the condition you change on purpose
(e.g. each plant gets a different color of light)
 What I measured (Dependent): changes because it is responding to the
independent variable. (e.g. height of plant is affected by different light)
 What I kept the same (Controlled): everything else in your experiment must be
kept the same. e.g. plant type, plants’ age, soil, watering, exposure, measuring, etc.
 Repeated Trials and Large Samplings:
To make the experiment fair, repeat the procedure if you can. Verify that
your measurements are accurate and you’re following each step correctly.
You need a “large sampling” if testing human responses (like 20-30 people).
3. Submit your Experiment Proposal to your teacher (last page)
4
4. Conduct your experiment!
Collect and Organize Data (write down your observations)
 Follow the step-by-step directions in your procedure.
 Keep careful records of what happens during your experiment
by recording everything as though it was a journal.
 Remember to date each entry (for experiments that take weeks).
 Make sure to use safety precautions and adult supervision if needed.
5. When the experiment is complete, analyze the results.
 Results: Look at your observations and measurements; this is your “data”.
What did you find out from your data? Do you see a clear cause & effect?
 Bring your measurement data together in a table and graphs so you can
better understand and explain what happened in your experiment.
 Computers are great for this! If drawing by hand, use a ruler!
graph title
Examples:
Time
Red light
Green light
White light
12 cm
12.2 cm
12 cm
Week 1
12.6 cm
12.5 cm
12.9 cm
Week 2
13.1 cm
12.8 cm
13.7 cm
Week 3
13.6 cm
13.2 cm
14.8 cm
Start
 When making a graph:
Effects of Light on Plant Growth
15
Red
14
light
13
Green
light
12
Height (cm)
Pea Plant Growth (Height)
0
0
1
2
Time (weeks)
what you measured
a) include a title that explains the graph.
b) each axis has a scale (numbers line up with grid lines).
3
White
light
legend
scale
axis scale label
c) Give each scale a label (include units of measure in parenthesis).
Remember that what you measured goes down the left side of the table.
d) include a legend that explains what the line or bar colors mean.
6. Write a Conclusion (based on results)
The conclusion tells whether your hypothesis was supported or not.
Why do you think your experiment turned out the way it did (compare research & results)?
Make sure you have enough data to support your conclusion (e.g. large survey, repeat trials).
5
7. Recommendations (for future experiments)
How would you change your experiment to make it better (or test a different element)?
From what you learned, would you suggest any recommendations for further research?
Write these comments in your report and summarize them for your Display Board.
8. Publish Your Results: Create a Report & Presentation!
 Create a Report of your experiment (attach this to your Display Board)
 Describe your experiment, using the Scientific Method format (steps 1-7).
 Show results of repeated trials. Write a Summary about what you learned!
 Include your research notes and a bibliography.
 Complete your Display Board / Model
Here is a suggestion for the layout of a 3-panel (folding) display board:
Question:
Title of Experiment
Independent
Variable
Hypothesis:
Materials:
Graph or Chart
Name:
Grade Teacher
Date:
Report
 Design of
Experiment
showing Sci.
Method
 Research
 Bibliography
Optional:
“Dependent”
“Controlled”
(please type)
Results
Procedure:
1) Number
each step!
What I learned
Table of Data
(explain your data)
Repeated Trials!
photos or drawings
Conclusion:
Supported your
hypothesis?
Recommend. for
future experiments
Make sure that most lettering can be seen from a distance of 3 feet. Be neat!
 Find More Suggestions and Hints on the Crescent Heights Website!
 Write an Outline of a 2 – 3 Minute Oral Explanation
Be ready to explain your experiment to our Science Fair judges!
Rules for Presentation Display
1. Exhibit size: W48" x D30" x H108" (Maximum), Maximum weight: 80 lbs.
6
2. Student name on project is on the top right or left corner (on front)
3. UL approved cords with grounded plug, all connections soldered, all wire is insulated
4. The following items are not allowed to be brought to school:
A. living organisms (e.g., animals, microbes)
F. laboratory chemicals
B. microbial cultures and fungi, live or dead,
including unknown specimens
G. poisons, drugs, controlled substances,
hazardous substances or devices
C. human/animal parts or body fluids
H. dry ice or sublimating solids
D. sharp items (needles, etc.)
I. batteries with open top cells
E. highly flammable display materials
J. empty tanks that previously contained
combustible liquids or gases
Evaluation Criteria for Judging
Your project will be scored using the following rubric:
(Award 0-3 points for each section listed below)
____ Display title is large and reflects the question.
____ Question/Problem is clear as to what is to be found out.
____ Hypothesis (Optional: If not included, must provide reason) Predicts
results of experiment; explains prediction (educated guess!).
____ Materials list is specific and complete.
____ Procedure is step-by-step and could be followed by someone else.
____ Fair Experiment: identifies Independent Variable (“What I changed”).
Also: “What I Measured” and “What I Kept the Same” (+ repeat trials)
____ Creative Experiment: effectively designed to find answer to question.
____ Results summarize the data presented (interprets data).
____ Data is presented in a clear table.
____ Data is presented in a clear graph.
____ Conclusion based on the results; hypothesis supported? Enough data?
____ Recommendations for Future Experiments
____ Report attached to Display. Describes experiment (using Sci. Method)
____ Report shows repeated trials & Research Notes on topic with bibliography
____ Summarizes what was learned from doing the experiment.
____ Spelling, punctuation and grammar are correct.
____ Display board is attractive, with bright colors and neat writing/typing.
Most work on the display (and model) should be done by the student!
____ Oral Explanation: Student was able to discuss project freely, not read
directly from board, and could adequately answer a question.
7
A List of Questions, Topics, and Ideas:
1) Which brand of paper towel will absorb the most liquid?
(e.g. test 4 brands cut to the same size; test different liquids, measure amount not absorbed)
2) Do different types of bread (or French fries) grow mold at the same rate?
(e.g. for breads, test wheat, rye, sourdough, and bread without preservatives)
3) How does the design of a paper airplane affect its flight? (e.g. produce maximum distance)
4) What is the best way to filter muddy water?
(e.g. experiment with different porous materials that let water through)
5) What materials act as the best thermal insulators?
(e.g. keep ice from melting or keep heated drinks hot)
6) Do people have the same sensitivity to smell? (e.g. place people at one end of the room and
have one person open a scent [e.g. lemon, vinegar, pop corn] at the opposite end of the
room; people write what they smell & what time they smelled it) Possibly investigate:
a) same time for different scents? b) difference if the test subject was male or female?
7) Does storage temperature of corn kernels affect popcorn popping? (e.g. store kernels in
freezer, refrigerator, at room temperature and location that is heated. Make sure each group
has the same amount of kernels. Count unpopped kernels. Explain results.)
8) Does food cooked in the microwave cool at the same rate as food cooked in the oven or
stovetop? (e.g. heat foods to same temperature and use thermometer to measure temperature
at set times. Explain results)
9) What can change a magnet's power of attraction?
(e.g. What if the magnet is rusted? Covered by paper, metal, etc.? )
10) Which brand of popcorn pops the most kernels?
(e.g. Test 3 to 4 brands)
11) What places can you store fruit to speed up ripening?
(e.g. test tomatoes & bananas in different places like inside bags, in sunlight, etc.)
12) Do plants grow better in artificial or natural light?
(e.g. exposure time must be identical for both. Test different types of artificial lighting!)
13) Make ice cubes starting with different temperatures of water; does the starting temperature
of water affect how long it takes to freeze?
8
14) How does stress affect heart rate when people play video games?
(e.g. measure the neck pulse of people as they play video games)
15) What is the best method for cleaning an oil spill (on the ground or in water)?
(e.g. What material or technique will remove the most oil?)
16) Which gender can remember more objects set on a tray?
(e.g. you’ll need a LARGE survey of boys & girls, as well as men & women)
17) What are the effects of different types of fertilizer (artificial & natural) on plant growth?
18) What are the boiling points/freezing points of different liquid substances?
19) How do factors affect the bounce of a rubber ball (e.g. ball size, air pressure in ball)
20) How do the characteristics of a surface affect the speed of an object rolling across it?
21) What factor most affects water evaporation? (e.g. heat? surface area? amount of water?)
22) How does the shape of an object affect whether it can float in water or not?
(e.g. Divide a clay block into equal parts…then experiment with different shapes)
23) Compare how different types of milk go bad (become sour).
(e.g. whole dairy milk vs. non-fat milk vs soy milk vs. rice milk)
24) What are the effects of watering nearly identical plants with different liquids?
(e.g. coffee, soda, salt water)
25) What uses more energy: 100 watt incandescent bulb vs LED bulb (rated at 100 w) vs.
fluorescent bulb (rated at 100 w)? (hint: use bulbs labeled as emitting the same lumens)
26) How quickly does water rise up different materials (e.g. through absorbency)
27) Would the same kind of seeds always produce the same exact plants?
(e.g. You’ll need a lot of time and many plants)
28) How does water erode earth? (e.g. sprinkling like rain vs. consistent stream)
29) How does the size, shape, or mass of objects affect their maximum speed?
30) If you place a pile of magnets under the middle of a track, how many are needed to stop an
iron or steel ball from rolling down the track? What if you change the angle of the ramp and
the number of magnets? Or the size of the ball and the number of magnets?
Internet Sites: A list of websites is available on the Crescent Heights School website.
These sites provide ideas. Avoid experiments that explain everything and spoil the discovery!
9
A List of Questions, Topics, and Ideas:
Kindergarten - 2nd grade
Examples of scientifically oriented questions
Key point: Science is to answer “How” not “Why”
- How long does it take for mold to grow?
- organic bread, regular bread, fruit (variable: objects)
- How do mold grow best? - outside, inside, in the fridge?
(variable: locations)
- How many shapes can water be? (variable: temperature)
- How fast does water evaporate? (variable: locations)
- Is floating always the same? (variable: water, oil, sea water)
- What materials will float in water? (variable: objects)
- What makes the best bubbles? (variable: brands of soap)
- Do we have the same temperature within a season? (variable: time)
- How many seeds do apples have? (variable: kinds of apples)
- How are popcorn seeds stored best? (variable: location)
- How fast can different members of the land snail family move?
(variable: objects)
- Where does a seed grow best? soil, wet paper, (variable: location)
- How does light affect plants? (variable: amount of light)
- How do plants grow better- in the sunlight or artificial light?
(variable: kind of light)
- In what concentration of salt water can root grow?
(variable: amount of salt)
- What materials dissolve in water? Salt, sugar, flour, rice
(variable: objects)
10
- How fast do different materials dissolve in water? (variable: objects)
- What happens when two or more colors are combined?
(variable: objects)
- What is the effect(s) of watering plants with different
concentration of detergent?
- What is the effect(s) of watering a plant with different liquids,
such as coffee, soda, sugar water...
(variable: objects)
- Which paper is most absorbent? (variable: objects)
- How fast does water climb? Use paper, aluminum foil, card board
(variable: objects)
- Which paper is most absorbent? (variable: objects)
- How fast does water climb? Use paper, aluminum foil, card board
(variable: objects)
- How can we build the best string telephones? (variable: objects)
- How different can rocks be? (variable: objects)
- How does water affect the land? Use sand or soil
(variable: amount of water)
- Would the same kind of seeds always produce the
same exact plants? (variable: same kind of seeds)
- How many ways can an object be moved? (variable: ways)
- How does the size of an object affect the speed it can reach? (variable: objects)
- How do we control a top? (variable: speed? angle?)
- How does the shape of a paper plane affect its flight?
(variable: folding)
- How does the quality of the ground affect the speed?
(variable: surface)
- How does a roller coaster work best? (variable: angles)
11
Experiment Proposal for Science Fair 2012
Student Name:
Question:
Hypothesis (state cause & effect):
What I changed (Independent variable):
What I measured (Dependent):
What I kept the same (Controlled):
Materials:
My procedure (first 6 steps):
1)
2)
3)
4)
5)
6)
How I will measure changes and record data:
 observation notes
 drawings
 measurements using a
 photographs
 video
 Other:
 4th and 5th graders 
Ask your teacher for the Young Inventors and Young Engineers Program
sheets if you are interested!
Young Inventors Program 2012
Guidelines and Rules
Entering an invention to be evaluated for the Young Inventors Fair:
1. The invention must be the work of a single inventor who is in 4th or 5th grade.
2. Adult assistance should be kept to a minimum – such as in the case of safety.
3. The invention must be the original work of the student. Early in the invention process,
student inventors are expected to check the Google Patent website, available online at
www.google.com/patents to confirm the originality of their invention idea.
An entry may be either a completely new idea or item, or an improvement on a
previously existing invention. Explain how the invention is superior to competing products.
The invention should solve a problem. Clearly state the invention’s purpose / objective.
Prove that this invention is innovative – not just adding gadgets. Is it cost-effective?
4. Specify who will use the product. Persuade us that the product is relevant to potential
users’ needs and why they will pay the price for it (is it affordable?).
Suggestion: conduct a survey of users to find out what features they want.
5. Students must produce either a functioning prototype or a model of the invention.
6. An invention logbook must be used to tell the story of the invention; it documents the
process from beginning ideas to finished prototype or model. It is kept like a diary
with dated entries.
7. Students will provide documentation that an adult observed the testing of the invention.
On the Day of the Young Inventors Fair (May 29):
1. Students will plan an oral presentation, ready to explain and discuss their invention.
2. Students are required to display their invention logbook at the Fair.
3. For safety reasons, exposed flames are not allowed. Live animals are not allowed.
See Science Fair packet (Rules for Presentation Display) for other prohibited items.
4. Invention displays include a student-made display board to describe the invention. It
is the student inventor’s responsibility to bring all that is needed (materials and
human resources) to set up their invention display.
5. Written information on display boards should include:
a) the invention’s name or title
d) a description of how the invention works
b) a statement of purpose: how the invention
can improve life now or in the future
e) prove it is innovative, not just gadgetry
c) a diagram of the design (or pictures)
13
f) who is the user; why they will buy this
product (why is it superior to competitors)?
7. All information on display boards (written or pictures) should be permanently affixed
to the board (no pins or tacks). Lettering for titles should be visible from 3 feet away.
Evaluation Criteria for Judging Young Inventors
Your project will be scored using the following rubric:
____ Invention is the original work of a single inventor.
____ Adult assistance has been kept to a minimum.
____ Invention is a significant improvement and/or is superior to competing products.
____ The invention solves a problem. The inventor clearly states the invention’s
purpose / objective and gives evidence that this invention is innovative – not
just adding gadgets. Evidence shows that the product is cost-effective.
____ The inventor has specified who will use the product, that it is relevant to their
needs, and has given reasons why users will purchase the product.
____ The inventor has provided a functioning prototype or a model of the invention.
____ The inventor has provided an invention logbook detailing the development process.
____ The inventor has provided documented adult observation of testing the invention.
____ Display: presents information mentioned in the Guidelines and Rules.
____ Oral presentation: Inventor was ready to explain and discuss their invention.
Young Engineers Program 2012
Guidelines and Rules (4th & 5th grade)
The guidelines for Young Engineers is similar to the Young Inventors Program, except
that Engineers are building working models of existing inventions. Engineers will make a
logbook of the creation process, including what materials were used to construct the
model. There is no need to specify the purpose, users, cost efficiency, or superiority to
competitors. Engineers will need to test their model; judges should be able to make the
model function. Engineers will create a Display Board with diagrams of the model and
instructions for using it. They need to be ready with an oral presentation.
Ideas for Engineering Models:
1) Build a model of an electric motor to show how a motor works.
2) Build a model to explain how a “maglev” bullet train works.
(e.g. an object that moves on rails using magnetic repulsion)
3) Build a model to show how a roller coaster with at least one loop works
(demonstrate centripetal force).
14
Student Name:
Complete ONLY ONE of the following proposals (Inventor OR the Engineer project).
Young Inventor Project Proposal
Begin your Invention Log Book as soon as possible!!
The problem I am solving is
My invention solves the problem by
My invention is a significant improvement (or is superior to existing
products) because
Materials / Equipment needed to make prototype:
I will make sure the solution is cost-effective by researching
Young Engineer Project Proposal
Begin your Engineer Log Book as soon as possible!!
I will create a working model of
I will need the following materials and equipment:
15
Suggestions & Tips for Your Science Fair Display
Make Your Project A Winner!
First and foremost, you should have fun doing your science fair project
as well as learning about the world around you. If you don’t enjoy your
project, it will be difficult to make a winner out of it. What you need to
do are the following:
1. Pick Something You're Interested In. What are you curious about? Have you ever
wondered about something? You will have more fun with your experiment if you are
already interested in it. Don’t pick a project just because it looks easy. Judges will
appreciate your research and how you show off your knowledge.
2. Give yourself enough time. Don't wait until the last minute to start your project.
Certain experiments take longer than others. If your experiment involves plant
growth, give yourself at least a month. Other experiments may only take a few hours,
but you will need to repeat the experiment a few times to make sure you have good
data. What if something goes wrong and you have to start all over? Give yourself
about a week to work on the display and your report. Getting your parent to help you
the night before will lose you points if judges see that you got too much help.
3. Do the Work Yourself – Speaking of getting help…do the work yourself. Other
people can certainly share resources with you, advise you about how to set up the
experiment, and even show you how to complete some tests. But when the judges are
standing there, quizzing you, YOU have to know those answers. The best way to learn
them is to have done the work yourself.
4. It’s OK if Your Hypothesis Is Incorrect. The whole purpose of an experimental
science fair project is to see IF a certain hypothesis is correct, not to prove that you
were right. When you state your hypothesis you are saying, "I think this will happen,
based on my research." But there are many factors that can cause a hypothesis to be
incorrect, and sometimes, some of the most important discoveries are made because
a hypothesis was wrong. It's more important to understand what DID happen in your
experiment that to have had a hypothesis proven.
5. Keep Accurate Records From Beginning to End – Record your measurements
right from the beginning. If you complete your experiment and then try to remember
what happened, you will forget details. Get yourself a set of 3x5 cards or a spiral
notebook and keep accurate notes from the very first day.
6. Prepare An Attractive, Informative Display - A neat display makes it easy for
the judges and visitors to examine your project and the results you achieved. Do not
cram too much information into small spaces, which makes your display look cluttered
and confusing. You’ll need graphs or pie charts as a means of displaying your data in a
16
form that is quickly understood. Your display should not be flimsy and prone to
collapsing or falling over.
More Great Suggestions…
#1 Spelling Counts!
You have worked too hard and come too far to let the spelling slide! Make sure you
get it right! If your project is in the final running, this could eliminate you, so make
sure to spell every word correctly.
#2 Effect vs. Affect
Confusing "affect" with "effect" is a common mistake in a lot of science fair projects.
Unfortunately, mistaking the proper form of the word is most noticeable when it is
used in the title of your project. The rule that applies in most cases is as follows: If
you are using the word as a verb, then "affect" is the correct spelling. If you are
using the word as a noun, then "effect" is the correct spelling.
#3 Avoid Unreadable Fonts
It's okay to express a little creativity in your graphics and fonts, but don't overuse
fancy unreadable fonts in your project. It makes it hard for the judges to read and
they don't have a lot of time to spend on your project. Make your fonts crisp, clear,
and easy to read.
#4 Avoid "Title Wrap-Around"
There are 3 panels to just about every science fair board; the left, right, and center.
When designing your project, try to make sure that the title of your project stays
within the center panel and doesn't extend into the left and right panels. This is
called "wrap-around" and can be visually distracting to the viewer.
#5 "Sticky Situations"- Lay It Out First!
Make sure to lay out all of the pieces you are going to glue on the board before you
glue them. This is so important! Once those pieces are glued... you are stuck! It's also
a good idea to experiment with a variety of different layouts before deciding which is
best. Get some help from adults. What looks good to you might not look as good to
others. Get opinions from friends, family members, aunts, uncles, even your dog,
Fideaux. It is also a good idea to put your best "eye-catching stuff" in the center
panel. Did you hear that? Put your best stuff in the center! Whatever you decide,
make sure all the pieces fit on the board before gluing or you will be in sticky
situation and well, you'll be stuck!
#6 Tape vs. Glue
I have absolutely no scientific reasoning for this but, use glue instead of tape. I can
only rely on my past experience with this so listen carefully. Tape just looks bad. I
17
have no idea why, but every project that I have seen that uses tape just does not
look as good as it can be. This judgment holds true for all types of tape. Masking
tape, scotch tape, electrical tape, duct tape, tape on the corners, tape on the edges,
tape in front, tape behind...all looks bad. Trust me. Don't use it! "Yeah, but you can't
see the tape behind". It looks bad. Trust me. If you need to use tape on the models
you are designing, then by all means... DO. Just use it sparingly and exercise good
judgment.A final word about glue. When using glue, it is important to use the right
amount. You don't want your glue to drip or "ooze" from under the pages. Elmer's glue
sticks seem to work the best. They keep the pages you glue from wrinkling, don't
result in drippage, and for the most part, secures the pages fairly well.
#7 Picture It!
The old saying, "pictures are worth a thousand words" speaks volumes in science fair
projects. Pictures look great! No question about it. If you want your project to shine,
use pictures wherever possible. They catch the attention of the viewer, help you to
fill up your board space, and demonstrate to the judges exactly what you did.When
using pictures, it is important to plan ahead. Have a good camera and let an adult help
you "frame" your pictures accurately. Also, if you are doing an experiment that
involves several days (called a longitudinal study), be sure to allow time to get your
pictures developed. If you elect to use pictures (and I hope you do), lighting and
focusing are very important or they can diminish the impact of your project. In other
words, do your pictures justice and DO THEM WELL! Also, refer to the other secrets
on this list when laying out your pictures on the board.
#8 Construct Without "Construction"
Following the same lack of scientific evidence as Secret #6, using construction paper
to wallpaper your board just doesn't look good and isn't a good idea. Fancy
backgrounds on web pages are distracting to the visitor especially if there is content
that needs to be read. Think of your project as a web page. You want the judge to be
able to read what you did without getting sunburn from the blast of colors you have
used to wallpaper your board. For this reason, stick with the basic board colors that
have been given to you. Black and white science boards work best. You can still use
lots of color without sacrificing the "whitespace" that you have been given (see the
next secret for a full explanation of "whitespace").
#9 Avoid "Whitespace"
"Whitespace" is the amount of space on your board that is unused after your project
is done. This is another reason to lay out all of your pieces before gluing because if
you find that you don't have enough "stuff" to put on your board, you still have time
to add pieces or enlarge the pieces that you have. Whitespace is one sure way to bore
the viewer. If there is a lot of whitespace on your board it can possibly mean two
18
things. One, your pieces are so small that it cannot be read unless using a magnifying
glass, or two, you just don't have enough "stuff".
#10 Border To Avoid Boredom
Placing a piece of colored construction paper behind your 8 1/2" x 11" piece of paper
will make a nice border helping the pieces stand out. Now, I know you are thinking,
"Yeah, but you said construct without construction" and you would be right. But here,
the difference is that you are using construction paper to accentuate your pieces
rather than wallpapering your project board with construction paper. The borders
created by doing this measure no more than a couple of centimeters and make your
project look good. The colors you choose are up to you. All colors look good for the
most part, but if you want to take it step further, using color themes (discussed in
next section) make projects look even better. The same rule holds true for web
designing as well. Go figure.
#11 Color Themes
So, what exactly are color themes? Color themes are two or more contrasting colors
used throughout a project that compliment each other adding to the overall aesthetic
value of the project. What? Look at this way... if you are a female student, you most
likely choose colors to wear that kinda sorta match, right? Boys, well, they just throw
on anything to look cool, so they will have to work a little harder at understanding
this. Colors look good because they contrast each other. You wouldn't think of
wearing a bright orange shirt with pair of navy plaid pants because the colors clash
with each other. Take a look at some of your parent's grade school pictures and you
will see exactly what I mean. The 1960's and 70's were notorious for color
mismatches. Black, white, and grays pretty much contrast any color and are safe to
use as your additional colors. The point is to try to do this as best as you can in
designing your project. Coloring your board a burnt orange, then using blue paper with
pink titles is like wearing plaid pants with an orange shirt. It just doesn't match!
#12 Type It!
We are now in the year 2006 and just about everyone has access to a computer and
word processor. If you plan ahead and I know you are because you are reading this
right now, then plan to type every piece of your project. With the exception of
drawings and sketches you should be typing everything! This includes graphs, which
can be done through a spreadsheet program. You don't want the judges huddling
together with magnifying glasses to see the work you have done because they will
have just about as much patience as those board members.
#13 Get It Straight!
I have always been known as a straight shooter, so...can I be straight with you? When
gluing your pieces on your board, make every effort to make them straight. Now, if
your plan is to glue them at different angles, then fine. That variation can work well
19
and there are many projects where offsetting angles are the intent. But, there are
also many projects where the titles and pieces are intended to be straight and they
are crooked! I will simply tell you that if your intention is to make them straight, then
GET IT STRAIGHT!
#14 Catchy Titles
This is a minor thing, but still worth mentioning. Try to find a catchy title. "A
Phosphate Worse Than Death" capitalized on the expression, "A Fate Worse Than
Death" and was quite catchy. "The Truth About Paper Towels" is also interesting. Try
to avoid titles that are too long, which can be used in the problem statement instead.
Make your title clear and to the point and if at all possible, make them "catchy".
Remember, the title can be in the form of a statement or a question.
#15 Don't Re-invent The Wheel...
No, what I mean is that you don't have to necessarily find something that has never
been done before. You may elect to take a topic you've seen in fairs and do it a
different way. Use the resource links to generate ideas. Once you find something you
like, do it differently or do it better. If you try to do this the night before it's due,
you will not be successful. So, the key is to work hard on the topic that you choose
and remember that it is not so important to re-invent the wheel.
#16 Use standard bibliography citation rules for your research:
Book: Black, Susan. Bears, Bears, Bears. New York: Broadway Press, 1987.
Encyclopedia: “Polar Bears.” Animal Lover Encyclopedia, 1986, Vol. 12, p. 216-217.
Magazine: Travers, Ruth. “The Incredible Polar Bear.” Animal World, May 1987, p.5-8.
Internet:
Clinton, Bill. “The Benefits of Net Day.” Speeches of the President. 12 Dec. 1996. Online.
http://www.whitehouse.gov.
20