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Mr. McGowan |
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Science Fair Projects GETTING STARTED... So, you have chosen to do a science fair project and you don’t know
where to begin. Well, a science experiment is nothing more than a way to solve
a problem. These pages have been created to give you some ideas and resources,
show you how to start and take you through the scientific process. A successful science experiment has several parts: DETERMINE THE QUESTION-what is the
problem to be solved RESEARCH-a review of what has
already been done by other scientists and gathering of background information Hypothesis-determining
what you think the answer will be PROJECT PROPOSAL AND APPROVAL-all
of the above items and a list of all materials, detailed procedure, and
appropriate approval forms will be submitted for approval EXPERIMENT-performing the
experimental procedure and collecting data in the lab notebook RESULT ANALYSIS-analyzing the data
and forming conclusions PRESENTATION-a good visual and
verbal presentation is prepared to present your project to the class/judges. WARNING-Most of those books with titles like 175 SCIENCE
FAIR EXPERIMENTS YOU CAN DO IN YOUR KITCHEN don’t contain experiments at
all. The activities are demonstrations of known scientific principles and do
not involve manipulating independent variables to observe its effect on
dependent variables. These will not be allowed for your science fair
experiment. ASK YOUR SCIENCE TEACHER WHEN IN DOUBT. QUESTION A question may come from anywhere. For example, one student heard that
some people think there is evidence that listening to music by Mozart, improves
math skills. She decided to change this experiment a little because she didn’t
really like Mozart. She decided she wanted to test other types of music. Here is her question: How does listening to different types of music affect students’ math
performance? A good experimental question will usually be stated in this form: How
does_______ affect______? (The first blank holds the independent variable-the thing the experimenter manipulated.
In this case it is the kind of music. The second blank holds the dependent variable-the thing the
experimenter observes to see if there is any change. It is important to choose a problem that you can solve. For example,”
How does eating carrots everyday affect stomach cancer cells.” is not a project
you can do without a cancer laboratory and researchers to work with you. RESEARCH Scientists always need to know what other scientists have done before
them. They want to replicate previous experiments to see if they get the same
results. Some other scientist may suggest an even better way of doing the
experiment. You need to find out what information has already been discovered.
You are not an expert in your field of study, so you need to know what the
other scientists are publishing. HYPOTHESIS This is the part of the experiment where you make a guess as to what you
think will happen. This shouldn’t be a wild guess, but an educated one. This means you should use your research to find out
what others have observed before
you decide what you think will happen. The hypothesis should be written in the
“If, then” form: If the independent variable is manipulated this way, then the dependent variable will change
that way. Some projects may have
multiple hypotheses. The girl that wanted to test the effect of music on math performance used
her research about what others had observed and then wrote the following
hypothesis: If a student listens to music that
he likes while studying math, then his math test performance will improve by
20%. RESEARCH
PLAN Along
with your question and hypothesis, a research plan includes the following: Materials:
This is a complete shopping list
of what you need to complete your experiment. Write it as a list. 1. CD player 2. CDs-Mozart, rap, r&b 3. Timed multiplication tests 4.
3 Human subjects Procedure: This is a step-by-step
instruction for what you will do to test your problem. You need to address how
to handle all of your variables and controls. In this experiment, one
independent variable (type of music) and one dependent variable (test
performance) should be carefully controlled. For example, you probably wouldn’t
want to test the subjects when they are especially tired because this might
affect their test performance. You would not know if listening to the music
affected their test scores or their fatigue. The easiest way to realize the
variables that need to be controlled is to make a list of all of the things
that might affect the experiment. This student came up with the following list
of variables to control: Time of day General Health Intelligence/Math skills Age Comfort Difficulty of test Practice She addressed these variables in the following procedure: 1. After dinner on day 1, I will
give each subject in my experiment a test containing 50 multiplication
problems. They will have exactly 15 minutes to work the problems. Then, I will
collect the tests and determine the number of answers correct for each subject. This is the “Control experiment” to obtain
base-line data of non-manipulated results.
Experiments should have a “Control” to compare changes to. 2. On day 2, I will play a Mozart
CD for exactly 30 minutes during dinner. After dinner, they will take another
multiplication test that is exactly like the first test except with different
problems. 3. On days 3,4, 5, I will
repeat step 2 except I will play a different kind of music each day. 4. After the 5 day, I will
ask each subject which music he preferred and I will tabulate the scores for
each subject. Your procedure should also include
the procedure for analyzing your data after it is recorded. YOUR PROCEDURE MUST BE COMPLETE AND CLEAR ENOUGH THAT ANOTHER
PERSON COULD DO THE EXACT SAME EXPERIMENT YOU DO. YOU WILL NOT BE GIVEN SRC APPROVAL WITHOUT A
COMPLETE PROCEDURE. See the official
Research Plan description from the SRC. Scientific Review Committee Approval
All appropriate SRC approval forms must be completed in ink and
turned in to the teacher in order to get approval. No experiments will be allowed to be
performed that do not receive approval.
Projects that do not receive approval by the deadline will not be
allowed to be performed and students must change to the non-science fair
project option for the spring semester. <http://www.societyforscience.org/isef/about/rules_regulations.asp>
is the ISEF website that contains information and all of the downloadable forms
that you will use and all of the specific rules that apply to projects. See your teacher for final clarification. Result Analysis This is the section where you show and discuss your data. Usually students use tables, photos,
calculations and graphs to show the data.
It is extremely important for Senior Level projects to use mathematical
analysis in your analysis of the results.
This booklet contains a section on using the program Excel to
statistically analyze and show your data. In our example, the student calculated average scores and then compared
them to each other with percentages. A
section of the student’s discussion of the results was: The average score on the
multiplication test were 14% higher after listening to Mozart than the scores
with Rap or Rock and Roll music. Everyone’s scores were low with Rock and
Roll. There was no correlation between
favorite music and increased scores. CONCLUSION This is the hardest part of the project. Here you use your data and observations from the experiment to make
decisions and give reasons for the results. Your conclusions must match your
data and discuss the validity of the hypothesis. You should include evaluation
of the reliability of your results and practical applications. Part of the student’s conclusion was: All subjects improved their scores
from day 1 to 4. I believe this is because they got better with practice
instead of the music helping, but it doesn’t explain why all of the scores
dropped on day 5. Perhaps there is something about Rock and Roll that
actually decreases math performance or that the subjects were too tired of the
tests to do well. According to my results, there
does seem to be a connection between music and math scores, but not between
preferred music and math scores. Because of this, my hypothesis has not been
proven. For my next project, I will test
more people and I will test each kind of music more than one time. I will mix
up the order of the days that I play each kind of music so that practice won’t
make a difference. As you can see, the conclusion draws all its information from the data.
Also, included is statements about further research or studies that you may
want to do as a result of the information you learned. Here are some basic guidelines for writing your conclusions: 1. Answer your
experimental question based on your results. Does all music or just some music
affect math scores? If it does, how? 2. How reliable is
your conclusion? That is, how certain are you that your experiment is true all
of the time? Can you generalize from your data? 3. You should identify
any error of measurement you might have and tell how it may have affected the
results. An error of measurement is any mistake that might have happened in
calibration of your instruments, adding up your samples or marking surveys. 4. Did something
unforeseen occur that could have affected your results? This student played her
music at dinner and gave her math tests immediately after that. But what if
Uncle Larry dropped by and talked so loud they couldn’t hear the music? 5. The sample
size and the number of trials do make a difference. Here is the rule of thumb:
a large sample (100) is always better than a small chosen sample. And more
trials (5) are always better. Larger samples and more trials help you to verify
your results. 6. What else did you
learn that wasn’t part of your experimental question? This student learned that
besides, possibly affecting math scores, everyone in the room felt calmer after
listening to the Mozart. 7. What are the
practical applications and uses of your results? How can your project make a difference in
society, the environment, or scientific knowledge? 7. Ideas for further
experimentation will result from the things you learned. Here you should tell
what other questions you could investigate. Project Presentation The Abstract: An abstract is a short version of your research project. It
should be about 250 words, fit on one page, and contain no more than 5
paragraphs. 1. THE
PURPOSE- Why did you do your project? What was the question you
wanted to answer? What was the problem you tried to solve? 2. THE
HYPOTHESIS- This is a “best guess” explanation of what you think your
experiment will prove. 3. PROCEDURE- A. Research-
Briefly explain your research plan. How did you gain information
about your project? B. Experiment-
Mention the goal and outcome of any experiments. Did they prove or
disprove your hypothesis? 4. RESULTS-
What were the most important facts learned from the project? 5.
CONCLUSION- What do your results mean? Can you
compare the results to anything else you know? Do your results give you any
ideas for future research? The Project Display: The display is a
visual summary of your entire project.
Everything associated with your display must fit into the space
allocated for your project, which is 76 cm deep x 122 cm wide x 274 cm high if
floor mounted. Your display is your
“silent” salesperson for your project and will include graphics, pictures,
lettering, etc. Check the specific
display rules as you design and construct your display. The Lab Notebook: A bound lab
notebook written in ink should document the development and experimentation
done during your project. It is to be
available to your judges to look at and you to refer to during your project
presentation. See the specific lab
notebook guidelines in this booklet for more information. Research Binder: Senior level
projects are expected to have a binder of their research sources that they used
in the development and analysis of their project. This does not replace the shorter
bibliography that is to be displayed on your board. Verbal presentation: You must prepare
a 3-5 minute summary of your project to present to the class and judges. It very briefly outlines the first part of
the project and emphasizes the
results and conclusions. Afterwards, you
should expect to answer questions from the judges. The Laboratory Notebook The following guidelines are consistent with those of most major industrial laboratories and universities: 1. The notebook should be prebound-not a loose-leaf or spiral ring composition book. A cover of stiff cardboard, covered with a fabric or thin chemically treated paper is preferred. ONLY write in ink in the notebook. 2. The front cover of the notebook should contain a title, which describes the research, and the time period covered for the data recorded in the book. If more than one notebook is used, then this should be indicated by adding that it is Volume I, H, etc. 3. The first one or two pages should be reserved for a table of contents. All remaining pages should be numbered in ink, on the top outside corner of the page. The table of contents entries should be added as the project progresses. 4. If your handwriting is not easily read, then you should print. 5. The right-hand pages are for entries. Use the left for calculations, doodling, scratch paper, etc. 6. All right-hand pages should be dated when information is recorded. 7. Do not remove any pages. If a page needs to be deleted, a single diagonal line should be drawn across it. A brief sentence or two should explain why it is no loner being used. 8. If an error is made, do not erase or obliterate it in any way. Draw a line through the entry and write the correction as near to it as possible. NEVER write a number or word over another. 9. Photographs, computer printouts, etc. should be properly labeled and taped or glued to the right-hand pages. 10. All numbers must be recorded and labeled with the proper units. 11. When instruments are used, the name, model number, manufacturer, and setting should be recorded. 12. When chemicals are used, the name, formula, purity, and manufacturer of the chemical should be recorded. 13. A notebook is not supposed to be a work of art. It is a working document. It could possibly be stained, torn, etc. However, the entries should be legible, complete, neat, and logically presented. A perfectly written lab notebook is going to be suspected as false and written the day before the presentation. 14. This is a journal of your entire
science fair project and should include even your earliest thoughts on the
question, etc. IT IS NOT TO BE WRITTEN
THE DAY BEFORE THE PROJECT PRESENTATION.
THE TEACHER AND THE JUDGES CAN TELL! . PROJECT CATEGORIESCommon subject categories are used for the individual
project competition in all three divisions. The Fair is actually composed of
two fairs, both occurring simultaneously - each with Junior/Middle School
(grades 7&8), Ninth, and Senior divisions (grades 10-12). Listed below are
the categories that are included in the two fairs. Engineering/Physical Sciences Life
Sciences Chemistry Behavioral/Social
Sciences Computer Science Biochemistry/Microbiology Earth/Space Sciences Botany Energy & Transportation Environmental
Science Engineering Medicine/Health Mathematics Zoology Physics ENTERING THE
RIGHT CATEGORY
Every year, some students end up entering their projects in the
wrong category. Since SEFH judges are required to judge the content of each project based on
the category in which it is entered, these students are seriously penalized. Thus, we urge you to pay particular attention to the
category that you indicate on the entry form. Once SEFH receives the completed entry form, you will be required to remain in
the category that you entered. Listed below are the categories for individual project competition and a few
examples of the types of projects which might be appropriate for each category. Behavioral/Social Sciences Psychology, sociology, anthropology,
archeology, ethiology, ethnology, linguistics, animal behavior (learned or instinctive), learning, perception,
urban problems, gerontology, reading problems, public opinion surveys, and education testing, etc. Biochemistry/Microbiology: Molecular biology, molecular genetics,
enzymes, photosynthesis, blood chemistry, protein chemistry, food chemistry, hormones, bacteriology,
virology, protozoology, fungal and bacterial genetics, yeast, etc. Botany: Agriculture, agronomy, horticulture, forestry, plant
biorhythms, palynology, plant anatomy, plant taxonomy, plant pathology, plant genetics, hydroponics,
algology, mycology, etc. Chemistry: Physical chemistry, organic chemistry (other than
biochemistry), inorganic chemistry, materials, plastics, metallurgy, soil chemistry, etc. Computer Science: New developments in software or
hardware, information systems, computer systems organization, computer methodologies, and data (including structures,
encryption, coding and information theory), etc. Earth/Space Sciences: Geology, geophysics, physical
oceanography, meteorology, atmospheric physics, seismology, petroleum, geography, speleology, mineralogy, topography,
optical astronomy, radio astronomy, astrophysics, etc. Energy & Transportation: Aerospace, aeronautical engineering and
aerodynamics, alternative fuels, fossil fuel energy, green energy science & technology, vehicle development,
renewable energies, etc. Engineering: Civil, mechanical, aeronautical,
chemical, electrical, photographic, sound, automotive, marine, heating and refrigerating, transportation, environmental engineering,
etc. Power transmission and generation, electronics, communications,
architecture, bioengineering, lasers, etc. Environmental Science: Pollution (air, water, land), pollution
sources and their control, waste disposal, impact studies, environmental alteration (heat, light, irrigation, erosion,
etc.), ecology. Mathematics: Calculus, geometry, abstract algebra,
number theory, statistics, complex analysis, probability, topology, logic, operations research, and other topics in pure and
applied mathematics. Medicine/Health: Medicine, dentistry, pharmacology,
veterinary medicine, pathology, ophthalmology, nutrition, sanitation, pediatrics, dermatology, allergies, speech and
hearing, optometry, etc. Physics: Solid state, optics, acoustics, particle, nuclear,
atomic, plasma, superconductivity, fluid and gas dynamics, thermodynamics, semiconductors, magnetism, quantum mechanics,
biophysics, etc. Zoology: Animal genetics, ornithology, ichthyology, herpetology,
entomology, animal ecology, anatomy, paleontology, cellular physiology, animal biorhythms, animal husbandry,
cytology, histology, animal physiology, neurophysiology, invertebrate biology, etc. PROJECT
ABSTRACTS
Abstracts are of
important assistance to judges and others who view your project. You are encouraged to have extra copies
available to distribute to your judges.
Remember that it must not list your name, teacher, school, district or
anything else that might serve to identify you.
It should also be done neatly using proper grammar and punctuation. It should not contain more than 250 words. A sample abstract is shown below.
A
SOLUTION TO POLLUTION: ENERGY FROM WASTE MATERIALS Sewage sludge and solid
wastes are an unavoidable by product of modern society. High disposal costs for these waste
materials, coupled with a projected increase in waste production over the next
decade, form a serious problem. This experiment
was aimed at contributing to a partial solution of the waste disposal and
energy shortage enigma. For this experiment,
sewage sludge, wood and sludge/wood mixture were pyrolized in a batch reactor
to produce oil. The production rates of
oil were compared for the three materials.
The average production rates of oil from all materials were
excellent. The boiling range of the
wood-derived oil proved to be slightly better than that of the sludge-derived
oil, with the sludge/wood-derived oil being intermediate. Sludge, waste wood and
sludge/solid waste pyrolysis should be economically attractive, as the
feedstocks are both renewable and inexpensive.
Plant attractiveness is increased when the costs of alternate methods of
waste disposal are taken into account. In general an abstract should include the
following: (a)
purpose
of the experiment ·
An introductory statement of the reason for
investigating the topic of the project. ·
A statement of the problem and/or hypothesis
being studied. (b)
procedures
used ·
A summarization of the key points and an
overview of how the investigation was conducted. ·
An abstract does not give details about the
materials used unless it greatly influenced the procedure or had to be
developed to do the investigation. ·
An abstract should only include procedures
done by the student. Work done by a
mentor (such as surgical procedures) or work done prior to student involvement
should not be included. (c)
data This section should provide key results that lead
directly to the conclusions you have drawn. It should not give too many details about the
results nor include tables or graphs. (d)
conclusions ·
Conclusions from the investigation should be
described briefly. ·
The summary paragraph should reflect on the
process and possibly state some applications and extensions of the
investigation. The abstract should not include: a) acknowledgements
(including naming the research institution and/or mentor with which you were
working), or b) work
or procedures done by a mentor or a supervisor. c) the
official ISEF/SRC form until the State or ISEF competition level PROJECT DISPLAY
Prior to planning your display, be sure to carefully review the rules for
project displays. How you display your
material; the color scheme you use; your use of graphics, pictures, lettering,
etc. will all be important as you try to make your display serve as a
"silent" salesperson for your project. Where appropriate use the International
System of Units (SI). Try to make your display a creative visual summary of
your entire project. See display rule
section for comments regarding photographs.
Everything associated with your display must fit into the space
allocated for your project, which is 76cm deep x 122 cm wide x 274cm high if
floor mounted. If table mounted, the
height limit is still 274 cm, including the table that is about ____ cm
high. Most display boards are
constructed of cardboard or foam core.
Expensive equipment should only be displayed when it is necessary for
explaining project results. If desired,
videotapes or computer visualization of project action may be part of the
display.
This backboard example shows the type of
information and material normally included in a project display DISPLAY RULES AND
SAFETY REGULATIONS 1. A
student may enter only one exhibit. The student must be a full-time student in
good standing at a SEFH affiliated school. 2. Completed project entry and approval forms must be on
file with the Fair Office on or prior to the deadline date for entry, including
the project entry fee. Copies of these forms should also be
available in a labeled folder at the display. 3. The exhibit must be set up in the category indicated on
the entry form and at the assigned location. 4. The exhibit must pass inspection by both the SRC and
Rules & Safety Committee on Thursday evening at the Fair. Exhibits not
passing both inspections must be removed form the exhibit area on Thursday
evening prior to closing time. 5. The entry exhibit must be the work of the student or team
entering the Fair. 6. Repetition of a previous year's research project is not
permitted. However, a student may exhibit new research on a continuing problem providing the research demonstrates significant progress
over the previous year. If the project is a continuing one, a Roman
Numeral should appear at the end of the title which indicates the
years it has been entered in the Fair (e.g.-A Study of Houston Cockroaches -
III) and the Continuation Projects Form (7) must be completed. Display board
must indicate work for the current year. 7. Exhibit titles are limited to 6 words or less, and a
maximum of 50 letters/characters. 8. The name of the student, teacher, or district must not
be a visible part of the display. 9. Except for move-in and unpacking, the exhibitor is
responsible for the set-up of his/her own exhibit. 10. No radios, TVs, tape players, or other sound
transmitting devices may be played unless the sound is transmitted via
headphones or the devices are used as part of the display/project
presentation. Laser pointers are not allowed. 11. Students for individual and team projects must be at
their project during all judging periods. At least two team members of team
projects must be present during judging. All projects will be judged within the
scheduled judging times. 12. Disruptive students will be disqualified from the Fair. 13. Students are encouraged to provide judges with copies of
a one page abstract or summary of their project; however, the material cannot
identify the student, teacher, school or district. 14. Project laboratory notebooks for all related research
should be available at the display for review by judges. Unacceptable for Display 1. living organisms 2. microbial cultures or fungi (live or dead) 3. plants cannot be displayed in water or other solutions 4. taxidermy specimens or parts 5. preserved vertebrate or invertebrate animals or their
parts 6. waste, rock, sand or soil samples - unless encased in
acrylic 7. chemicals 8. human/animal parts (exceptions: teeth, hair, nails, dried
animal bones, histological sections, and sealed wet mount tissue) 9. human or animal food 10. sharp items (i.e., syringes, needles, pipettes). 11. poisons, drugs, controlled substances 12. dry ice or other sublimating solids. 13. flames or highly flammable display materials 14. gases of any type 15. batteries with open top cells 16. items which identify the student, teacher or school 17. offensive audio/visual displays 18. operation of a class III or IV laser 19. any equipment or devices which may be hazardous to the public including laser pointers 20. liquids (including water, mercury or alcohol
thermometers) 21. previous student/project awards 22. empty tanks that once contained combustibles unless
purged 23. photographs or other visual presentations depicting
vertebrate animals in other-than-normal conditions 24. active Internet or e-mail connections as part of the
display or demonstration of the project. Acceptable For Display Only-(But Not
Operated) 1. projects with unshielded belts, pulleys, chains, and
moving parts with tension or pinch points 2. class III and IV lasers 3. devices which emit loud noises 4. devices which require more than 125V Acceptable for Display & 0peration With
Restrictions 1. Photographs and/or visual depictions if: a. Credit lines of their origins: “Photograph taken by …” or “Image taken from …” are attached. (If all photographs being displayed were taken by the Finalist, one credit lien prominently displayed indicating that the Finalist took all photographs is sufficient.) b. They are from the Internet, magazines, newspapers, journals, etc., and credit lines are attached. c. They are photographs of the student and/or her/his
family. d. They are photographs of human subjects for which signed consent forms are available at the project. e. They are not deemed offensive by the Scientific Review Committee or the Rules and Safety Committee. 2. Class II lasers a. must be student-operated b. posted sign must read "Laser Radiation: do not
stare into beam" c. must have protective housing that prevents access to beam d. must be disconnected when not operating. 3. large vacuum tubes or dangerous ray-generating devices
must be shielded properly; mechanical devices with moving parts must have adequate safeguards 4. any apparatus producing temperatures that will cause
physical burns must be adequately insulated. 5. high-voltage (over 12V) equipment must be shielded with a grounded metal box or cage to prevent accidental contact 6. high-voltage (over 12V) wiring, switches, and metal parts
must have adequate insulation and overload safety factors, and must be
inaccessible to others 7. electric circuits for 110-volt ac must have a grounded
9-ft. (minimum) cord. The cord must have sufficient load-carrying capacity and be approved by underwriters laboratories. 220V is not allowed. 8. electrical connections in 110-volt circuits must be
soldered or made with approved connectors; connecting wires must be insulated 9. bare wire and exposed knife switches may be used only in circuits of 12 volts or less; otherwise, standard enclosed switches are required SIZE: Project space limitations are: 76cm
(30in) deep; 122cm (48in) wide; 274cm (108in) high including table; tables are
76cm high. Heavy displays should be floor mounted when possible. Floor mounted
projects are limited to the same space limitations and cannot be placed in
front of a project table. No exceptions. Unless otherwise requested on the
entry form, all projects will be assigned a project display table. FHS Science Fair Project Guidelines (adapted from Rules and Guidelines for the
45th SEFH) ·
If you
do an experimental project, be sure to maintain
a properly organized Laboratory Notebook, which includes everything you do
for your project on a day-by-day basis.
Where appropriate, use SI units. This notebook should be included as part of your
project display. The cover of the
book should not show your name, school or teacher, just the project title and
time period for the research. ·
As you
analyze your results, consult your Supervisor for additional assistance if you
do not totally understand something. If you learn a lot from your project, the
chances are, so will others - and that's what good research is all about. ·
After
you have completed your project, your next activity is to plan how you will
display the results of your project. You
should first go back and review all SEFH rules which pertain to displays. A good
project deserves a good display.
Your display should be neat, well organized, pleasing to look at, and
tell the entire story of your research: the project title, questions asked,
objectives, experimental procedures, results, and conclusions. A judge should be able to read everything
on your project board from a distance of 3 feet or 1 meter. Try to minimize the narrative portion and
maximize the use of attractive and meaningful charts, graphs, mathematical
expressions, models, photographs and tables.
Your display should “sell” your project to the judges without you being
present. ·
A
neatly prepared Project Abstract is to be prepared and handed out to judges at
the FHS Science Fair (a suggested format is included later in these
guidelines). Have multiple copies
available to distribute to them. ·
Enter your project in the proper subject
category. If a project, which is primarily chemistry,
is entered in the engineering category, it will be judged as an engineering
project. Similarly, a chemistry project,
which uses computers for data analysis, should not be entered in the computer
category. No category changes are
allowed. ·
Prior
to exhibiting your project review, in detail, the entire project. Make certain that you understand, and can
explain to others (especially judges), all the engineering and scientific
principles and variables associated with your project, the procedures followed,
the results, and your conclusions. Be
able to propose possible applications for your research and to suggest further
studies that might also be done. Understanding is important -- memorization
is not. ·
You
should be prepared to present an exciting 3 or 4 minute oral summation of your
project to persons with varying technical backgrounds and to answer a broad variety of questions which relate directly,
and in some instances indirectly, to your project. On the judging day, be
sure to dress and groom yourself in an appropriate manner and
present a positive image of yourself to the judges. Remember that most of your judges will be
professional scientists and engineers from the greater |
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