Understanding the scientific method and how to follow it is critical to building a good reputation in the technical community. In regards to science fairs, as a student progresses in grade levels the judges are going to demand more and more focus on using the scientific method.

Here is my seven step description of the scientific method.

1. Define the question 2. Gather information and resources 3. Form hypothesis 4. Perform experiment and collect data 5. Analyze data 6. Interpret data and draw conclusions that serve as a starting point for new hypotheses 7. Publish results

In science fair competitions, if you can show that you are following the scientific method, you are well on your way to impressing the judges.

Basically, start out by defining your question and topic. After that, form a hypothesis and perform your experiments. Step 6 is where you use that data to make any new hypotheses or theories about your science topic. If you want, you can take that new hypothesis you just developed and start again from step 3, then move your way back to 6. Follow this cycle as much as you want. The more focused your information and experiments the better.

Would you like an example to clarify how to use the scientific method?

Imagine you are doing your project on “Hot water” and we are going to follow the scientific method steps.

1. Define your question.

How about something silly, like “Will boiling water burn a person’s hand?”

2. Find lots of information about hot water and learn everything you can about it.

3. Now form a hypothesis based on your research. Our hypothesis is, “A person will not suffer any burns due to contact with boiling water.” Hopefully you are smart enough to know this isn’t true, but let’s pretend we aren’t just for the sake of the example.

4. Now we do perform our experiements. In real life we know we will burn ourselves with boiling water, and we should never touch it! But, suppose the experimenter has no idea. They run tests to see if contact with boiling water burns a person. BAD IDEA!

5. Now look at your data. Probably everyone in the experiments burned their skin during the tests. Looks like boiling water does cause burns! DUH!

6. Interpret the data. Hmm…our hypothesis was completely wrong. Our experiments showed that boiling water can cause burns.

7. Publish your results. I certainly hope you never make a project just like this, but here’s your chance to show the world what happens when you touch boiling water!

Keep in mind, don’t change your hypothesis because your final data did not agree with it. You don’t get more credit for having a correct hypothesis. You get credit for following the scientific method and coming to a correct conclusion based on your data.

Don’t forget to include possible reasons for experimental error.

If you follow these steps your project or experiment will make sense to anyone who views it and you have a good chance of succeeding!

Science fair judges have specific things in mind when they review projects. Sure, they like interesting pictures, colorful displays and seeing clever ideas, but they also look for other, more specific, technical features.

Let’s take a peak at some grading sheets from a few science fairs.

One school used a point system to rate the most important elements of the project.

The ratings are below. What can we learn from this example judging sheet?

1) Know the Scientific Method well.

2) Know how to explain your project using the scientific method WITHOUT reading off your display.

3) Be enthusiastic and enjoy your information. Smile.

4) Create a detailed report fleshing out all the information included on your display.

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Sample 1:

1. Shows knowledge of the Scientific Method:

4 pt. Explains all 6 topics easily, shows understanding of conclusion. 3 pt. Explains at least 5 topics easily, shows understanding. 2 pt. Explains most topics with help from the board. 1 pt. Tries to answer questions asked by the judge.

2. Shows use of the Scientific Method through the board:

4 pt. Presents steps of method clearly and completely with headings 3 pt. Presents each step of method clearly 2 pt. Has each step on the board. 1 pt. Has some steps on the board.

3. Shows enthusiasm and interest in the project:

4 pt. Student is excited about the project and eagerly tells about it. 3 pt. Student is pleasant and shares information. 2 pt. Student tells about the project, when asked. 1 pt. Student answers some questions about the project.

4. Speaks knowledgeably about the project:

4 pt. Student eagerly talks with many details of the experimentation. 3 pt. Student shows understanding of the project. 2 pt. Student knows what the project is, giving minimal explanation. 1 pt. Student can answer questions when prompted.

5. Presents scientific data in a well-organized, visually appealing display:

4 pt. Board shows data in clear tables, charts, or pictures with headings. 3 pt. Board is neat and attractive, limited table, chart or pictures. 2 pt. Board has headings, using information stated. 1 pt. Board has headings and limited information.

6. Shows written evidence of research, experimentation and analysis :

4 pt. Booklet has Cover, Table of Contents, Research/Interviews. Thank you page and/or bibliography and experimentation included. 3 pt. Booklet has Cover, Table of Contents and Research/Interviews. 2 pt. Booklet has Cover and Some Research/Interview Data. 1 pt. Booklet is minimal or nonexistent.

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Sample 2:

I. Scientific Thought A. Does project follow the scientific method? B. Is the problem clearly stated? C. Are the procedures appropriate and organized? D. Is the information collected accurate and complete?

II. Creative Ability A. How unique or original is the project idea? B. Is it significant or unusual for a child this age?

III. Understanding A. Does it explain what the student learned about the topic? B. Does the project represent real study and effort? C. Does the project show the child is familiar with the topic?

IV. Clarity A. Does the student clearly communicate the nature of the problem, how the problem was solved, and the conclusion? B. Are the problems, procedures, data, and conclusions presented clearly and in a logical order? C. Does the student clearly and accurately articulate in writing what was accomplished? D. Is the objective of the project likely to be understood by one not trained in the subject area?

V. Dramatic Value A. Is the display visually appealing? B. Is the proper emphasis given to important ideas? C. Are all the components of the project done well?

VI. Technical Skill A. Was the majority of the work done by the student? B Has the student acknowledged help received from others? C. Does the written material show attention to grammar and spelling? D. Is the project physically sound and durably constructed?