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THE SCIENCE FAIR AND THE JUDGING PROCESS
Introduction
A Science Fair is an organized display of the scientific work of pre-university students so that they may be evaluated and made available for public viewing. The basic objectives vary with the level of the fair. For example, a school science fair usually stresses participation, rather than competition while at the national level, judging is much more intensive.
Science Fairs are more than competitions. They provide a unique opportunity to increase public awareness of science and provide a learning opportunity for the participants. The opportunity to display their creative scientific activity encourages student involvement beyond the confines of the classroom and curriculum. The young person comes into direct contact with the scientific and industrial community within the project development. In addition, the judging official is very important in making the whole experience one that is positive and enriching since he or she can contribute directly to the students’ learning experience.
From the local school science fair, the best projects are encouraged to enter the Regional Science Fair competing against other schools for awards donated by the local industry and scientific associations. Here the competition is keen but a strong emphasis is placed on learning more about science through local facilities and resource personnel and through dialogue between the students. The Canada-Wide Science Fair started in 1961 and provides scholarships, trips and awards donated by national corporations, associations and the Youth Science Foundation.
Philosophy of Judging
A judging interview could be a traumatic event for young first time exhibitors. Most students enjoy the chance to talk about their work with someone both knowledgeable and sympathetic. The judge does represent scientific authority and could influence the future scientific activity of the student. Be encouraging, positive, constructive in criticism, and make suggestions about future research possibilities.
All students should be treated fairly in the amount of time given to them for interviews and the judge should always keep in mind that the judging is on a relative, rather than an absolute basis. The project is being judged with others in the same category and division.
We are judging the quality of work done in planning and carrying out a project in pure or applied science, and how well the student understands the project and subject areas. Marks are assigned to projects involving laboratory, field or theoretical investigation, or construction that demonstrates a creative approach or original thought. Part of what needs to be assessed is where the exhibitor obtained the idea and how much outside help was received.
We hope to keep the judging relatively uncomplicated while also ensuring that all entries are assessed relative to other entries at the same level.
There are 4 levels under which Scientific Thought (45 points) is judged. The 45 points is the maximum value and can be attained only at level 4 in any type of presentation; an experiment, study, or innovation. The level and type of exhibit should be clearly marked on the exhibitor’s identification tag before judging begins.
This means that an engineering project, for example, that is a Level 1 experiment could only attain a maximum of 15 points for scientific thought.
Enclosed are sample score sheets to be used for judging and also, some background information to help you when you are assigning numbers to the various aspects of evaluating displays.
Also included is some information regarding the values of each level and some general information regarding the criteria for each level and type of experiment. This flip side of the judging form is a Summary Sheet with the values for each level.
JUDGING OVERVIEW
Judges
The judges for the Mainline-Cariboo Regional Science Fair 2004 are comprised of professionals and educators in Science and Science-related areas. They have been drawn from various levels of government agencies, educational institutions, and private enterprises. Wherever possible, a judge’s expertise or area of specialty will be considered in assigning projects to be evaluated. Each project is to be evaluated by at least three judges.
Judging Criteria
Marks will be awarded as follows:
Scientific Thought / 45 pointsCreative Ability / 25 points
Skill / 10 points
Dramatic Value / 10 points
Written Summary / 10 points
TOTAL: / 100 points
· Scientific Thought (45 points)
The largest portion of a science fair project is that of scientific thought. It considers the TYPE of project and the LEVEL of project (see attached).
The three TYPES of projects are:
1. Experiment: An investigation undertaken to test a specific hypothesis using experimental procedure. Variables, if identified, are controlled to some extent.
2. Study: A collection and analysis of data to reveal evidence of a fact, situation, or pattern of scientific interest. It could include a study of cause and effect relationships, or theoretical investigations of scientific data. Variables, if identified, are by their nature not feasible to control, but an effort to make meaningful correlations is encouraged.
3. Innovation: A project involving the development and evaluation of innovative devices, models, techniques, or approaches in fields such as technology, engineering or computers (both hardware and software).
The four LEVELS of project refer to:
1. the level of difficulty
2. the depth of the study
3. the complexity of the project
4. the degree of completeness, or the thoroughness of analysis
The levels proceed from (1) lowest to (4) highest.
The judges should be examining the many components of scientific thought in:
1. written work
2. oral presentation
3. displays
In general, the components are:
1. clearly stated problem and purpose
2. an effective plan
3. adherence to the plan (related to the purpose)
4. recognition and use of controls
5. recognition and definition of variables
6. suitable techniques
7. adequate observations
8. efficient data collection
9. attention to and awareness of mistakes, errors, judgment and non-factual information
10. recognition of discoveries made
11. relations (concepts, theories, practical)
12. reliability of the process
13. analysis of the data
14. suitable information gathering
15. future direction (intended or not) for the project
16. adequate related vocabulary
17. suitable terminology
· Creative Ability (25 points)
This section of the evaluation has to do with that essential “spark”, “new twist” or “idea” that eludes many people. The section has been divided into two areas:
1. Originality: This is the “spark” or “idea” aspect of the project. A project might be original in concept, approach, or even analysis.
2. Creativity: Whenever an exhibitor had an opportunity to make a choice, what degree of creativity was used? (eg. investigative method, interpretation, presentation, equipment)
· Skill (10 points)
There are certain skills involved in developing any project, regardless of the type or level of the project. The degree to which specific skills apply to any one project may vary, however, the following provide a guideline:
1. How well were the following skills used in the project: research, resources, experimental, computer, calculations, references to known data, observations, graphs, charts, table, theories, scientific notation, information gathering, others (depending on the project)?
2. How significant was “outside help” in the project and its presentation?
3. How well was available equipment, tools, resources and materials used?
4. How much attention was paid to detail in overall presentation, workmanship, neatness, etc.?
· Dramatic Value (10 points)
This part of the evaluation deals with the presentation of the information. There are several aspects involved in the presentation:
1. The overall display should be attractive, interesting, forthright, clear, organized and complete.
2. Reports, models and data should be organized, purposeful, easy to view, inviting, exciting and effective.
3. The exhibitor should be able to present the project in a comprehensive and enthusiastic manner. This includes demonstration, reference to data, books, research materials, models and the display in general.
· Written Summary (10 points)
This is a one-page, typed, single-spaced report (see attached) which includes:
1. purpose or hypothesis
2. procedure
3. results or conclusions
Due to the limited space of the report, graphs, diagrams, data and other support and related materials should be either displayed as part of the presentation, or be available for reference in a workbook or other similar document.
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