Judging

Judges evaluate and focus on
1) what the student did in the current year;
2) how well a student followed scientific methodologies;
3) the detail and accuracy of research as documented in the data book; and
4) whether experimental procedures were used in the best possible way.

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Judges look for well thought-out research. They look at how significant your project is in its field; how thorough you were, and how much of the experiment thought and design is your own work.

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Initially, judges get their information from your board, abstract and research paper to learn what the project is about, but it is the Interview that will be the final determination of your work. Judges applaud those students who can speak freely and confidently about their work. They are not interested in memorized speeches or presentations – they simply want to talk with you about your research to see if you have a good grasp of your project from start to finish. It is important to start the interview off right. Greet the judges and introduce yourself. You want to make a good first impression. Appearance, good manners, appropriate attire, and enthusiasm for what you are doing will impress the judges.

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Judges often ask questions to test your insight into your projects such as: “How did you come up with this idea? “What was your role?”, “What didn’t you do?”, “What further plans do you have to continue research?” and “What are the practical applications of your project?” Remember that the judges need to see if you understand the basic principles of science behind your project or topic area. They want to determine if you have correctly measured and analyzed the data. They want to know if you can determine possible sources of error in your project and how you might apply your findings to the ‘real’ world. Finally, the judges seek to encourage you in your scientific efforts and your future goals/career in science. Relax, smile and enjoy your time to learn from them and accept their accolades for your fine work.

Judging Criteria (points)

1. Creative Ability and Skill

   • 15 pts Project is innovative and original                                                  

   • 5 pts The method is efficient and reliable.

     When evaluating, distinguish between gadgetry and ingenuity.

   • 16 pts The researcher(s) demonstrate independent work on all aspects of the project.   Assistance by teachers, parents, supervisors, etc. was limited.

2. Scientific Thought

   • 10 pts The problem is stated clearly and is sufficiently limited.

   • 10 pts Variables are recognized and controls are adequate and used correctly.

   • 10 pts Conclusions are supported by the data and an understanding of the data’s
     limitations is demonstrated.

   • 10 pts A clear idea of further research and related research is demonstrated. The
     researcher(s) understand other approaches to the problem or other research.
     Scientific literature is cited.

3. Thoroughness

   • 14 pts Completeness of the project and notes. Sufficient time and effort was invested in the project.

4. Clarity

   • 4 pts The researchers discussed the project clearly. The written material reflected
     their understanding of the research.

   • 6 pts The project was displayed clearly.

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Explanation of the judging criteria can be found in the Judging Criteria document.

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Demonstration Projects: Junior Level Students

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Demonstration projects follow these guidelines:

  1) Projects may be individual or team effort. Teams of no more than three students are allowed.

  2) Projects of demonstration type include working models and demonstrations that can be used to clearly articulate a scientific concept.

  3) Poster Presentation: Visual display size will follow the same dimensions as research projects. While the student may not have a research project in the strict sense, the display should still be appealing and informative. The guidelines outlined above will be helpful. The poster should support your understanding of the scientific principle or concept you investigated, but the judges will also be interested in how easily you can converse with them about your project. You may also consider displaying your science journal for the judges.

  4) Poster Components should include the following elements:

      a. Title

      b. Introduction

What is the scientific objective?

What scientific principle is embodied by the demonstration?

What is the scientific significance of the demonstration? What are its current or potential applications in a specific discipline(s) or the applied sciences?

How does the scientific principle demonstrated contribute to scientific research?

Description of relevant historical background of the demonstration, if applicable, would also be appropriate.

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      c. Methods/Materials

Description of materials and methods necessary to perform the demonstration

Safety issues are noted within the description

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      d. Results

Include data (qualitative and quantitative) and relevant graphs or tables to clarify the results.

Video or photographs of the demonstration can be provided if they are useful and aid in telling the story of the demonstration. No chemical or biological agents are allowed at the fair. All projects will be screened by the SRC for safety.

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      e. Conclusions

Summarize results and restate the significance of this demonstration.

      f. References

APA format is required. Resources can be found in the research section of this document.

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  5) Judging Criteria

Judging criteria for demonstrations parallels that of the research projects. Judges are looking at how well students demonstrate understanding of the science they are presenting. This can be accomplishing in part through your poster, but the judges will be asking questions and listening for students’ ability to verbally articulate understanding of the scientific concepts presented.

Judging Criteria (points)

1. Scientific Literacy

• 10 pts The concept or principles being demonstrated were clearly stated. Scientific objective was identified.

• 15 pts The written material indicated knowledge of the science embodied

by the concepts/principles reflected in the demonstration.

• 10 pts Description of the scientific relevance from a historical perspective

or the impact on the world today or application for the future was conveyed.

•  5 pts A description or outline of procedure(s) or description of model was included.

•  5 pts A summary of results and/or statement of the significance of the model or

demonstration is included.

 

   2. Demonstration Performance

• 20 pts The demonstrator(s) orally conveyed their understanding of the

content/principles inherent in the project.

• 10 pts Information was communicated both clearly and confidently.

• 15 pts Information was accurate and thorough.

• 10 pts If demonstration involved more than one individual, members of the group shared roles.Student(s) was able to talk about the model or demonstration in their own words.