| I have judged science fair projects for years, and seen | | | | time of each manufacturer's batteries. f. I calculated |
| some great projects and some terrible projects. As a | | | | the number of batteries required to supply one years' |
| certified Six Sigma Black Belt, I have a great respect | | | | use of the camera. g. I multiplied the cost of the |
| for the fundamentals of problem solving: Good problem | | | | batteries by the number of batteries to calulate the |
| statements, good experimental design, valid | | | | expected annual cost for each manufacturer. |
| measurement systems, and a healthy respect for the | | | | 7. Identification of the variables and the controls. Many |
| factors you may not have considered. | | | | experiments are improved by the use of a control. |
| Here are some tips to make your science fair project | | | | The normal variability of data in your control can give |
| the best it can be: | | | | you an understanding of the "noise level" inherent in |
| 1. Originality. You don't want to be the fourth student to | | | | your data. It also gives you a baseline along which to |
| present a demonstration of a tornado using two soda | | | | measure the trials' deviation, so you can assess the |
| bottles. There are classic projects that 80% of the | | | | importance of your variables. |
| students will choose because they are grabbing the | | | | 8. Clearly identified data. You should construct tables to |
| first web site or book idea that they find. In other | | | | hold the data from your trials. In most cases, you |
| words, they are lazy. Go elsewhere. Explore some | | | | should have your variables (X's) and outcome (Y's) |
| area in which you have a personal interest, be it food | | | | clealy listed so you can visually and mathematically |
| or gaming or pets or astronomy. The best projects | | | | show any correlation. |
| answer a question. They do not simply show a | | | | 9. Discussion of your measurement system and its |
| demonstration or educate the viewer, they utilize the | | | | reliability and repeatability. This is a key to Six Sigma |
| Scientific Method, and the outcome should be | | | | quality. Every project has a review of the |
| measurable. | | | | measurement system. Many experiments are |
| 2. Depth or specificity. A good project will attempt to | | | | affected more by the noise in the data than the actual |
| answer a very specific question, not a general one. An | | | | variables. This is a common omission among science |
| example of a nonspecific problem statement would be: | | | | fair projects. Discuss and understand the causes of |
| "What is the best brand of AA battery?". A more | | | | variability in your outcome, including things such as |
| specific statement would be: "Does the life cycle cost | | | | experiment order, time of day, ambient temperature, |
| of a Duracell AA battery exceed that of three other | | | | difference in batches or samples, and experimenter |
| store brand batteries when used in a Panasonic XX | | | | variability - viewing angle, insufficient precision on |
| Digital Camera?" What you are looking for is a very | | | | measurement tools, etc. It will show the judges that |
| specific definition of "Better" - in this case the money | | | | you understand that there are other things that can |
| paid for performance of a battery in a specific | | | | and will affect your data. |
| product. One way to develop this is to start with your | | | | 10. Analysis of the data as it relates to your hypothesis. |
| general statement and replace the fuzzy words like | | | | Once you have the data, you should try to visually |
| "better" with more details, by asking your self 4 or 5 | | | | graph the data and see if you have correlations or |
| questions around what you mean by "better". Does | | | | calculations that support your hypothesis. One |
| better just last longer, or is it related to the total cost of | | | | important thing to note is that if your experiment |
| batteries? How you define your problem will be critical | | | | disproves or does not prove your hypothesis, do not |
| in how your experiement is constructed, and how the | | | | think you have failed! It is very important to let the |
| judges will perceive your skills as a scientist. | | | | Scientific Method work, and let you learn by what your |
| 3. Real understanding of the principles involved. There | | | | experiment did not tell you. You can get excellent |
| is generally a fundamental scientific principle at work in | | | | scores on projects that fail to validate your hypothesis |
| a science fair project. Whether it's the period of a | | | | if you have a well designed and thorough experiment. |
| pendulum or a battery's ability to do work, the first | | | | 11. Conclusions of the experiment. Did you prove your |
| body of information you will learn will be the basic | | | | hypothesis? Whether you did or not, make sure it is |
| theory of your experiment. Spend time reading about | | | | clear whether you proved or did not prove your |
| the device and get a good understanding of the | | | | hypothesis. |
| principles and the scientific history behind it. In some | | | | 12. Candid discussion of what should/could be done |
| cases you may be reproducing an experiment that | | | | differently were it to be repeated. Be your own |
| made history! | | | | biggest critic. Ask teachers, parents and |
| 4. Clear problem statement or hypothesis. Along with | | | | upperclassmen to criticize the experiment. And if you |
| point 2 above, your problem statement should be very | | | | ask them to criticize the design before you do it, you |
| clear: "I intend to establish whether statement X is | | | | will have a much better project! |
| true.". An example may be: "I intend to establish | | | | 13. Key learnings from this experiment. What did you |
| whether Radio Shack Model xx Batteries have the | | | | learn? Not just about the subject matter, but about the |
| lowest life cycle cost among the batteries evaluated." | | | | process of scientific discovery? What would you like |
| 5. Explanation of the scientific background. From your | | | | to do next if you were asked to propose a follow-on |
| understanding of step 3 above, you should be able to | | | | project? |
| list some points to establish the science that produces | | | | 14. Written or graphic presentation. Many science fairs |
| the results you are trying to measure, and a discussion | | | | have specific presentation requirements. Make sure |
| of the variables you will be manipulating to complete | | | | you follow them clearly. But also make sure you have |
| the experiment. An example may be: a. A battery is a | | | | reviewed all of these areas so that you are clear on |
| chemical energy storage device used to produce | | | | the fundamentals of your science topic and the |
| electricity. b. AA batteries are rated at 1.5 volts. c. All | | | | process of experimentation. You may want to have |
| chemical batteries will become depleted as they do | | | | some backup information available for you to study or |
| work. d. Some AA batteries may last longer than | | | | refer to if permitted. |
| others. e. The cost of various batteries varies widely. | | | | 15. Verbal presentation. Many times you are asked to |
| 6. Clear communication of the experimental methods. | | | | present your findings. Do not read each word on each |
| You will need to document the procedure you will use | | | | slide or page or section out loud. Instead, point to the |
| to conduct the experiment. If you are conducting | | | | area and summarize what it is that the area |
| several trials with different variables, you will need to | | | | represents or is telling you. Make sure that your |
| summarize the nature of the changes in each trial. An | | | | presentation flows from section to section. Do not |
| example may be: a. I purchased five types of | | | | worry about your exact words. Be confident that you |
| batteries, 8 each. b. I randomly assigned matched pairs | | | | understand your experiment and its weaknesses and |
| of two batteries into four sets, for 20 total trials. c. I | | | | strengths. Ask for questions and show the judges that |
| developed a standard procedure for using the camera | | | | you know your stuff. |
| to consistently model the demands of everyday | | | | So now you are armed with some great tips on how |
| camera use. d. I ran each set of batteries through this | | | | to design, conduct and present an award winning |
| test, recording the time taken for the camera to shut | | | | science fair project. Get creative, be organized and |
| down from depleted batteries. e. I calculated the mean | | | | scientific, and have fun! |