SCIENTIFIC METHOD USED FOR SCIENCE FAIR PROJECTS
Students should use the scientific method which involves the following parts:
A question, problem, or purpose (What is the effect of salt water on plants?) This can be a general statement.
A hypothesis which directly answers the question, problem, or purpose (10% salt water will cause the radish plants to die within 3 weeks.) This should be much more specific so that it can be accurately tested through the experiment.
An experiment: The experiment should directly address the question and the hypothesis. It wouldn’t make sense to make an experiment that tests sugar water on plants since it doesn’t address my hypothesis. A better experiment would be using 10 radish plants and having half of them get a 10% salt water solution and the other half getting pure water.
a. The experiment should have clearly listed materials (10 radish plants, water, camera, measuring tape, 10% salt water solution)
b. Procedures should be written out so that anyone could follow along and redo the experiment (Example: 1. Place all the plants in the window 2. Label 5 plants "water only" 3. Label the other 5 plants "salt water solution" 4. Water each plant 1 tablespoon of water or salt water each day 5. Record results etc.)
c. A good experiment has a variable – the item being tested. For example, the variable would be the amount of salt used during the experiment.
d. A control – this is what the variable is tested against. For example, the control would be the plants watered with pure water. At the end of the experiment, the plants with salt water would be compared to the plants with pure water.
Data and/or results
e. Depending on the experiment, data can be in the form of a chart, a graph, or simply a paragraph. If students have a graph or chart, they should also have a paragraph explaining it. Be sure the graph/chart is clear and understandable
Conclusion – Students must answer these questions:
f. Was your hypothesis correct or incorrect? Why?
g. What could you have done differently or better with your experiment?
h. What did you learn from this project?
i. What would you do in the future were you to do this project again?
Students can use this format and information to set up their display.
WHAT WILL THE STUDENTS BE JUDGED ON?
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Creative Ability |
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| Does the project show creative ability and originality in the question asked? | |
| Does the project show creative ability and originality in the approach to solving the problem? | |
| Does the project show creative ability and originality in the analysis of the data? | |
| Does the project show creative ability and originality in the use of equipment? | |
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Scientific Thought |
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| Is the problem stated clearly and unambiguously? | |
| Is the problem sufficiently
limited so that is was possible to attack it? One of the
characteristics of good scientists is the ability to identify problems that are capable of a solution. |
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| Was there a procedural plan for obtaining a solution? | |
| Are the variables clearly recognized and defined? | |
| If controls were necessary, were they recognized and correctly used? | |
| Is there adequate data to support the conclusions? | |
| Does the student understand how the project ties in with related research? | |
| Are the limitations of the data recognized? | |
| Does the student have an idea of what further research is indicated? | |
| Did the student cite scientific literature? | |
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Thoroughness |
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| Does the project carry out its purposes and stay within the original aims? | |
| How completely has the problem been covered in the project? | |
| Are the conclusions based on repeated experimentation? | |
| Is the student familiar with the scientific literature in the project’s field? | |
| Is the student aware of other approaches or theories concerning the project? | |
| Was an appropriate amount of time spent on the project? | |
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Skill |
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| Does the student have the
skills required to do the necessary work to get the data which supports the project? |
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| Did the student complete the project independently? | |
| Did the student find or build the equipment needed for the project? | |
| Does the student understand the parts of the scientific method? | |
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Clarity of Presentation |
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| How clearly is the student able to discuss the project? | |
| Is the student able to explain the project’s purpose, procedures, and conclusion? | |
| Has the student expressed himself/herself well in written material? | |
| Are the important phases of the project presented in an orderly manner? | |
| How clearly are the data/results presented? | |
| How well does the project display itself? Is it colorful, attractive, attention-getting? |