The Science Fair from the Judges’ Viewpoint

Science, Forms, Science, Documentation, Science!

It’s All about the Science!

Categories and JudgingRemember that the judges are matched to

the categoryChose on basis of their expertiseA good project may be overlooked if the

judges don’t understand it or feel they are not qualified to jusge the project

https://student.societyforscience.org/intel-isef-categories-and-subcategories

Find the Correct CategorySenior level projects may be overlooked if

they are in the wrong categoryDetermine the best fit for the project- go by

the science of the project not the titleSome categories other than the ones we

combined will overlapUse the subcategories at the website below

to find where your students’ projects belonghttps://student.societyforscience.org/intel-

isef-categories-and-subcategories

Who are the judges?Professionals in their fields

At GNOSEF, judges have at least a BS in the field or a closely related field that they are judging. Those without a BS have at least 5 years experience

Many judges have MS or PhDAt ISEF, judges have an MD or PhD or a MS or

BS with at least 6 years experienceVolunteersAct to mentor and encourage as well as judge

Judging Criteriahttps://student.societyforscience.org/judging-

criteria-intel-isefStudent should decide which type of project

they are doing- research or engineeringUse the criteria in writing the research plan,

making the poster and preparing for the interview

Judging CriteriaIt is about the science or engineeringEmphasis on two areas

CreativityInterview

Judges will ask questions to determine exactly what part of the project was done if the research was done in a lab setting or exactly what the student did if it research done at home- remind your students that the judges are interested in the work and not trying to trip them up

Judging CriteriaI. Research Problem- 10 ptsII. Design and Methodology- 15 ptsIII. Execution- 20 pts

Data Collection, Analysis and Interpretation-Science

Construction and Testing- Engineering

IV. Creativity- 20 ptsV. Presentation- 35 pts

1. Poster (10 pts)2. Interview (25 pts)

Science vs. Engineering ProjectsScience EngineeringI.  Research Question (10 pts)  ___ clear and focused purpose  ___ identifies contribution to field of study  ___ testable using scientific methods

II.  Design and Methodology (15 pts)  ___ well designed plan and data collection

methods  ___ variables and controls defined, appropriate

and complete  III.  Execution:   Data Collection, Analysis

and Interpretation(20 pts)  ___ systematic data collection and analysis  ___ reproducibility of results  ___ appropriate application of mathematical and

statistical methods  ___ sufficient data collected to support

interpretation and  conclusions

I. Research Problem  (10 pts)  ___ description of a practical need or problem

to be solved  ___ definition of criteria for proposed solution  ___ explanation of constraints II.  Design and Methodology (15 pts)  ___ exploration of alternatives to answer need

or problem  ___ identification of a solution  ___ development of a prototype/model III.  Execution:  Construction and Testing(20

pts)  ___ prototype demonstrates intended design  ___ prototype has been tested in multiple

conditions/trials ___ prototype demonstrates engineering skill

and completeness

Science and EngineeringIV.  Creativity (20 pts)  ___ project demonstrates significant creativity in one or more of the above criteria V.    Presentation  (35 pts)   a. Poster  10 pts)   ___ logical organization of material   ___ clarity of graphics and legends   ___ supporting documentation displayed    b. Interview (25 pts)   ___ clear, concise, thoughtful responses to questions   ___ understanding of basic science relevant to project   ___ understanding interpretation and limitations of results and conclusions   ___degree of independence in conducting project   ___ recognition of potential impact in science, society and/or economics   ___ quality of ideas for further research   ___ for team projects, contributions to and understanding of project by all members

Research PlanClear statement of problem or hypothesis is

best starting placeOverall plan of what is need to test

hypothesis or solve the problem- a roadmap Not a detailed protocol but enough detail so

that the reader can understand the planMay contain branch points where the

research can take different directions based on results

Statement of how results will be evaluated

Research PlanPoor-

Gather the equipmentMeasure 15 ml of bufferAdd 0.15 g of agarose …….

Good Separate the DNA fragments using agarose

gel electrophoresis with SYBR ( Invitrogen #S33111) in the gel

Research PlanUsed to fill out forms

A good research plan will include the chemical, biologics, devices, subjects, etc that will help the students fill out the forms

Forms are useful to the judges and should be filled out properly

Keeps the student research organizedOutlines any budget or equipment needsShows what the student planned and what

procedures are done by the student

Research PlanOnly include what the student actually

participates inApplies to projects done both inside

institutional settings and those done at school or at home.

If student is evaluating data someone else obtained, clearly state that in the research plan

Research NotebookDetailed protocolsControlsData- date when collectedPackage inserts/MSDS/SDSPrintouts of analysisHelps judges see exactly what the student did May be bound or loose leaf/hole-punchedISEF judges review this carefully

CreativityWhere did the idea come fromWhere was work done- if in a lab, how did the

student come to work thereWas this a part of a larger projectWhat did the student actually doCreative is not the same as sophisticatedWhere the work is done is not as important

as the student’s creativity and grasp of the science

Forms and RulesForms that are not obtained or not properly

completed can result in disqualificationRules may be confusing but help is availableScientific misconduct is a real problem- be

sure your students understand what plagiarism is

If student works with others or if the work is in the process of publication or is being patented, this should be stated

Only work done in the time period indicated can be presented

AbstractFirst thing the judges see- first impressions countShould be written after the project is completeInclude

One or two sentences describing the hypothesis or the problem

One to three sentences on the design of the experiment/data collection or the plan and completion of prototype or model

Three to four sentences on the results of testing or experimentation

One to two sentences explaining what was learned or if model/prototype worked. Include why the results are important

PosterPoster is important as it tells the judges the

‘story’ of the project- less is moreUse graphs, tables and pictures when

possibleDon’t put too much text and avoid tables of

raw data- raw data should be in the research notebook

Include statistics when appropriate but be sure the student knows what they mean and how they were obtained

PosterA good poster draws the judges to the projectShould only include work done by the studentDoes not need to be professionally printed,

but should be neat and well laid outCheck spelling and grammarTwo tier boards are difficult to read and that

may mean the judges don’t get the full

InterviewStudent should have a short 5-7 minute

presentation of his/her project using the poster- not all judges will want to hear the entire presentation

Student should also have a 1- 2 ½ minute presentation that focuses on the results – some judges prefer this

Student should be prepared to answer questions about the project

This is when judges evaluate the project to be sure the student did the work and understands the project

Important Documents

International Rules and Guidelines 2016

https://student.societyforscience.org/international-rules-pre-college-science-research