Judging Intermediate and Senior Division (7th - 12th grade students) Creative Ability - 30 points Does the project show creative ability and originality in:           the questions asked?           the approach of solving the problem?           the analysis of the data?           the interpretation of the data?           the use of equipment?           the construction or design of new equipment? An original idea for a project would show greater creativity than a suggested project from a textbook. Obviously, no project is creative and original in every aspect. Remember that standards for creativity and originality for high school students differ from those of professionals. Keep in mind some projects may contain elements that seem original. However, the material may have come from new curricula in textbooks or laboratory manuals unfamiliar to judges. How much help did the student receive. The approach to solving a problem may seem original, but may have come from a scientist's or engineer's suggestions. If a student received help on a project, any credit for creative ability and originality should reflect the student's own contributions. Creative research should support an investigation and help answer a question in an original way. The assembly of a kit would not be creative unless an unusual approach was taken. Collections would not be considered creative unless they supported an investigation or helped answer a question in an original way. A creative contribution promotes an efficient and reliable way to solve a problem. Judges should distinguish gadgeteering and genuine creativity. Scientific Thought/Engineering Goals - 30 points Is the problem stated clearly and unambiguously? Was the problem sufficiently limited to allow plausible attack? Good scientists can identify important problems capable of solutions. Neither working a difficult problem without getting anywhere nor solving an extremely simple problem is a substantial contribution. Was there a procedural plan for obtaining a solution? Are the variables clearly recognized and defined? If controls were necessary, did the student recognize their need and were they correctly used? Are there adequate data to support the conclusions? Does the student or team recognize the data's limitations? Does the student/team understand the project's ties to related research? Does the student/team have an idea of what further research is warranted? Did the student/team cite scientific literature, or only popular literature (i.e., local newspapers, magazines)? Engineering Goals Does the project have a clear objective? Is the objective relevant to the potential user's needs? the solution workable? Unusable solutions might seem interesting but are not practical. Acceptable to the potential user? Solutions that will be rejected or ignored are not valuable. Economically feasible? A solution so expensive it cannot be used is not valuable. Could the solution be utilized successfully in design or construction of some end product? Is the solution a significant improvement over previous alternatives? Has the solution been tested for performance under the conditions of use? (Testing might prove difficult, but should be considered). Thoroughness - 15 points Was the purpose carried out to completion within the scope of the original intent? How completely was the problem covered? Are the conclusions based on a single experiment or replication? How complete are the project notes? Is the student aware of other approaches or theories? How much time did the student spend on the project? Is the student familiar with scientific literature in the studied field? Skill - 15 points Does the student have the required laboratory, computation, observational and design skills to obtain supporting data? Where was the project done (i.e., home, school laboratory, university laboratory)? Did the student receive assistance from parents, teachers, scientists or engineers? Was the project done under adult supervision, or did the student work largely alone? Where did the equipment come from? Was it built independently by the student ? Was it obtained on loan? Was it part of a laboratory where the student worked? Clarity - 10 points How clearly can the student discuss the project and explain the project's purpose, procedure, and conclusions? Make allowances for nervousness. Watch out for memorized speeches that reflect little understanding of principles. Does the written material reflect the student's understanding of the research? (Take outside help into account.) Are the important phases of the project presented in an orderly manner? How clearly are the data presented? How clearly are the results presented? How well does the project display explain itself? Was the presentation done in a forthright manner, without cute tricks or gadgets? Did the student do all the exhibit work or did someone help? What can you do with your research after the Science Fair? Junior Division (6th grade students) Concept Formation - 25 points How did the student come up with the idea for the project? Is there any evidence of additional data to reinforce or develop the hypothesis? Does the project have a clear objective? Was the problem scope sufficiently limited to allow a plausible attack? Was the purpose carried out to completion within the scope of the original intent? How completely was the problem covered? Conduct of Experiment - 30 points Was there a procedural plan for obtaining a solution? If controls were necessary, did the student recognize their need and were they correctly used? How clearly are the data presented? Are the conclusions based on a single experiment or replication? Did the student acquire the necessary lab, computation, observation or design skills? Where did the equipment come from?—Did the student build it? Was it bought? Part of a kit? Did the student receive assistance from parents or some other source or did the student work largely alone? Validation of Hypothesis - 45 points Did the student interpret the data correctly? How clearly can the student discuss the project and explain the project's purpose, procedure and conclusions? Was the written material well prepared? Is the student familiar with scientific literature in the studied field? Are there adequate data to support the conclusions? Does the student recognize the data's limitations? Does the student understand the project's ties to related research? Does the student have an idea of what further research is warranted? Back to Getting Started

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