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1
Overview of Submission –
To create and carry out an original experiment, you should first formulate a clear research
question and/or hypothesis. You then should do background research on the topic before
refining your hypothesis and designing an experimental procedure and apparatus. Collect raw
data and observations while conducting your experiment. Make sure you leave enough time
to thoroughly think about and analyze your results. Why do you think you have the results
you do?
In the end your experiment will be evaluated on the following criteria:
 experimental design and process
 poster display
 oral presentation
Project Display – What should it look like on the day of the fair?i
Your project should be displayed in a neat, clear, visible, well-organized format. Use your
creativity to design the display, with the following important guidelines:
 Project displays must be free standing (not attached to walls, ceilings, etc.) and fit on a
double-size desk. This means the display surface area must be no larger than 148 cm
wide by 52 cm deep (but it may be smaller).
 If you have an unusual model or display that is larger than this, or require special
placement, hanging up, or electricity, please request this in writing on Form 3.
 Note: Projects requiring electricity should use batteries or other power sources, if
possible. If electrical power is needed, you must have prior approval by the Science
Coordinator. Please bring your own extension cord.
 Each project must be accompanied by a poster display that explains the exhibit (see
examples on the next page). This display board/backdrop should not exceed 100 cm
height x 148cm wide (two ~40cm wings and a ~70 cm back).
 The title of the project should be placed at the top of the center panel or
on the separate title board.
 Near the title, include an abstract of no more than 200 words that
summarizes your experiment. (An abstract should communicate the
basics of your experiment for someone who wants to know quickly
about your experiment – it’s what scientists read in professional journals
to decide if they want to read the whole article.)
 Research
Question
and/or
Hypothesis,
Background
Information/Research,
Materials/Apparatus,
Procedure,
Observations/Data/Results, Discussion, Conclusions, Further
Questions and any photos/drawings/graphs should all be displayed on
the Display Board. The formatting may differ between projects, but all
submissions should contain all of these components.
 References (bibliography or works cited) must be clearly displayed.
Failure to do so will be considered plagiarism; school policies on
plagiarism will apply.
 Lettering should be clear and large enough to be seen from a distance. Charts, graphs,
photos and drawings should be labeled.
 The name and section of all group members and the group’s number (given upon
registration) must be clearly displayed.
 The area in front of your poster display should be used for any part of the project that
needs to be displayed (such as plants, equipment, etc.). Do not display anything that
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2



could be hazardous; use photos or drawings instead. If you keep a journal during your
experiment where you record raw data and draft writing, you may display that here as
well.
DO NOT DISPLAY: dangerous chemicals; combustible solids, fluids, or gases; flames;
open containers of liquid; live animals; expensive or fragile items; or any hazardous
substance.
Do not consume food or drink for personal consumption while displaying your project.
This can disqualify you from the competition!
Students may use their own computer to supplement their project presentation, but at their
own risk – these should be removed when participants are not actively presenting their
project. ACS assumes no responsibility for personal computers used at this fair.
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3
Project Display Examplesii
Be creative! The format may vary depending on your project. These are suggestions only.
ABSTRACT
Overall summary of
your experiment.
PROJECT TITLE
Names
Grades/Sections
Project Number
PROCEDURE
Experiment or process:
What did I do?
RESEARCH
QUESTION
AND/OR
HYPOTHESIS
What do I want to
know?
What do I think?
MATERIALS/
APPARATUS
What did I use?
Drawings, photos, etc.
BACKGROUND
INFORMATION/
RESEARCH
OBSERVATIONS/ DATA / RESULTS
Where did I get
information?
What did I find out?
(tables, graphs)
DISCUSSION
How do your results
compare with what
you know from your
background research?
Why do you think you
got the results you
did?
What sources of error
were there?
CONCLUSION
Was your hypothesis
supported or not
supported or what is
the answer to your
research question?
NEW QUESTIONS
What do I want to
know next?
What reading did I
do?
The area in front of the display board may be used to display your journal, project, research paper,
demonstration, invention, apparatus or other items.
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Project presentation – What do I have to say about my project?
You will talk about your project in two ways. One will be the formal presentation for the
team of judges. Expectations for your formal presentation are as follows:
 ALL members of the group should be present and take part in the presentation during
judging. Missing team members will not earn the percentage bonus! (In the event of
an emergency, serious illness or academic conflict, contact your Project Supervisor in
advance.)
 You should prepare an oral presentation of 7 to 10 minutes in length. If your
presentation falls outside of this time range you will lose points. We will cut you off if
you talk for more than 15 minutes. (See Presentation rubric for details.)
 In the presentation, you need to summarize your research question or hypothesis, the
procedure you used for the investigation, the data you collected, the results of your
research and what you can conclude from this experiment. You may also mention
noteworthy information about the references you consulted, your materials,
modifications you made or challenges you experienced, if you would change
something if you did this experiment again, or what studies you think should follow
this experiment.
 The judges will ask you questions about your project. Practice answering questions
posed by someone who is not part of the project so that you are prepared and calm.
The other presentation will be the informal presentation of your project to your peers. On the
day of the science fair, many students will come to see and admire your hard work. They will
have a lot of questions for you, different from those of the judges, about your project and how
you carried it out.
You are required to be with your project at all times listed in the Science Fair schedule as
“project poster session”. However you will still be able to participate in most activities with
your advisory group on that day.
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ACS Science Fair Project Application: Form 1
This proposal is worth 5% of the overall evaluation of your Science Fair project.
Ask one of your current science teachers to act as your project supervisor for this project.
This application is due to your project supervisor by 15:30 Friday, November 12th, 2010 or
earlier if your project supervisor is not available on this day. Please consult your project
supervisor.
Names of students:
Sections:
_________________________________
___________
_________________________________
___________
_________________________________
___________
Research question and/or hypothesis:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Signature of participating students:
_________________________________
_________________________________
Signature of project supervisor:
_________________________________
Percentage earned of 5%: __________
_________________________________
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ACS Science Fair Project Application: Form 2
This proposal is worth 5% of the overall evaluation of your Science Fair project.
This application is due to your project supervisor by 15:30 Friday, December 17th, 2010 or
earlier if your project supervisor is not available on this day. Please consult your project
supervisor.
Names of students:
Sections:
_________________________________
___________
_________________________________
___________
_________________________________
___________
Refined research question and/or hypothesis:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Risk assessment: will you be using any biological, chemical, or physical materials that could
be dangerous?/The supervisor may decline a proposal/
___________________________________________________________________________
Materials: list specifically everything you will need to carry out this research.
___________________________________________________________________________
___________________________________________________________________________
Procedure: provide a detailed procedure in list form, for your experiment. Attach an
additional page if necessary.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Signature of participating students:
_________________________________
_________________________________
Signature of project supervisor:
_________________________________
Percentage earned of 5%: __________
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ACS Science Fair Project Application: Form 3
This proposal is worth 5% of the overall evaluation of your Science Fair project.
This application is due to your project supervisor by 15:30 Friday, February 4th, 2011 or earlier
if your project supervisor is not available on this day. Please consult your project supervisor.
Project Title: ………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
Names of students:
Sections:
_________________________________
___________
_________________________________
___________
_________________________________
___________
1. Refined procedure: Attach an additional page that provides a detailed and adjusted procedure for your
experiment, in list form.
2. Apparatus: Attach a printed photo of your apparatus with your student ID card visible in the bottom right-hand
corner of the photo. You can also provide sketches or diagrams in addition.
3. Possible references: Attach a list of 3 references you might consult when writing about your project. You should
include the web address or bibliography information, and can provide brief notes about the content if you wish.
4. Will you require access to an electrical outlet for display purposes? (circle one): YES / NO
5. Do you have any other display needs? (e.g, access to laboratory, water, etc.)
___________________________________________________________________________
___________________________________________________________________________
NOTE TO STUDENTS: You still have one week until you must have your project ready for display.
Before preparing the display, plan time to write the:
Introduction – background information, research question, and hypothesis
Materials and Apparatus
Procedure
Observations / Data / Results
Discussion
Conclusion
Further questions
Signature of participating students:
Signature of project supervisor:
________________________________
________________________________
Percentage earned of 5%: __________
_________________________________
NOTE TO SUPERVISOR:
Remove attached pages; add up total percentage earned
from Forms1 to 3 below with your name; submit to the
project coordinator/s
NAME: …………………………….
TOTAL PERCENTAGE: ____________/ out
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ACS Science Fair 2008
Project #: _____
Points: _______ of 37 weighted to 40 (grade 8)
_______ of 40 (grades 9-12)
Judging Rubric for Experiment
Score
Criteria
4
3
2
Student designed an experiment
with clear control and experimental
groups that effectively tested a
hypothesis.
-Summarizes results clearly.
-Includes at least one major point
from the experiment.
-Attempts to connect with
relevant research.
Student designed an experiment
with control and experimental
groups that adequately tested a
hypothesis.
-Includes one major point from the
experiment.
-Does not make connections to other
research.
Student designed an experiment with
control and experimental groups that were
related indirectly to the hypothesis.
Independent and dependent
variables are clearly defined and
measurable.
Independent and dependent variables are
present but not clearly defined and/or
measurable.
Abstract
(not required for
8th grade)
Overall grasp of
scientific method
Research
question or
Hypothesis
Hypothesis is stated with support
from background information.
If a question:
Stated as a question.
1
-Does not include any
relevant conclusions
from the experiment.
Student designed an
experiment that did not
effectively test a
hypothesis and had
inadequate control and
experimental groups.
Variables are not defined
and/or not measurable.
Hypothesis is stated with no support from
background information.
If a question:
Stated as a question.
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If a question:
Stated as a question.
9
All terms are defined.
Multiple sources are used and
referenced in a bibliography.
Concepts related to problem are
clearly explained.
Background
information
Information suggests possible
outcome that will become the
hypothesis.
Concepts, related to problem, are
clearly explained.
Concepts are explained but in limited
detail.
Information suggests possible
outcome that will become the
hypothesis.
One of the following is missing:
- All terms are defined.
- Multiple sources are used and
referenced in a bibliography.
One of the following is missing:
- All terms are defined.
- Multiple sources are used and referenced
in a bibliography.
Materials
Design is a well-constructed test of the stated hypothesis.
Lists specific sequence of steps and… explicitly or implicitly:
-Explains how independent variable is manipulated
-Explains how dependent variable is measured or described
-Provides for control of other variables
-Provides enough data to draw a conclusion
Procedure
Concepts are explained
but in limited detail.
Steps are in sufficient detail that another individual could duplicate the experiment.
Includes duplication of experiment
-
-
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All necessary
materials are
listed and in
sufficient
detail.
Design is
adequate to
test the
hypothesis
All necessary
materials are
listed but not
in sufficient
detail.
Design has
general
relevance to
the hypothesis
Incomplete
list of
materials.
Same as at left
but lacking
either:
Lists specific
sequence of
steps and...
Dupli
cation of
experiment or
Suffic
ient detail.
-Explains how
independent
variable is
manipulated
- Explains
how
dependent
variable is
measured
Lists specific
sequence of
steps but
does not...
-Explain
how
independent
variable is
manipulated
-Explain
how
dependent
variable is
measured
Design is not
relevant to
the
hypothesis
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Does not
provide for
one of the
following...
- Control of
other
variables
- Enough data
to draw a
conclusion
Data are adequate for the problem tested and are displayed in a table.
The data table is well designed to the task requirements.
Data are summarized succinctly and clearly without simply repeating the tables.
Proper units of measure are used.
Data are accurate and calculated correctly.
Data recorded effectively and efficiently.
Data are
adequate for
the problem
tested and
displayed in a
table.
Data are
adequate for
the problem
tested and
displayed in a
table.
The data table
is relevant to
the task
requirements.
Data table
incomplete or
contain
inconsistencie
s.
One of the
following is
inadequate or
missing...
- Proper units
of measure are
used.
- Data are
accurate and
calculated
correctly.
Data
Data recorded
effectively.
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-Provide for
control of
other
variables
-Provide
enough data
to draw a
conclusion
OR
Includes
inappropriat
e steps.
Only raw
data is listed
in a table.
OR
- Data is
inadequate
- Data are
inaccurate
- Data are
haphazardly
recorded
Two of the
following are
Data table
inadequate or missing.
missing...
- Proper units
of measure are
used.
- Data are
accurate and
calculated
correctly.
Data are
recorded in a
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manner that
threatens
reliability.
Appropriate graph used, or multiple graphs used as warranted.
- Data are plotted correctly.
- Graph is titled and labeled correctly.
- Graph is properly scaled.
- Variables on proper axes (independent on x-axis, dependent on y-axis.)
In rare cases in which data cannot be quantified, results are summarized clearly and visually.
Appropriate
graph used, or
multiple
graphs used as
warranted.
-Data are
plotted
correctly.
Graph is
missing one of
the
following...
-Graph is
titled and
labeled
correctly.
Results
-Graph is
properly
scaled.
-Variables on
proper axes
(independent
on x-axis,
dependent on
y-axis.)
In rare cases
in which data
cannot be
quantified,
results are
summarized,
visually but
not as clearly
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Appropriate
graph used.
Inappropriat
e graph used.
-Data are
plotted
correctly.
- Data are
missing or
plotted
incorrectly.
Graph is
missing two
of the
following...
-Graph is
titled and
labeled
correctly.
-Graph is
properly
scaled.
-Variables on
proper axes
(independent
on x-axis,
dependent on
y-axis.)
In rare cases
in which
data cannot
be
quantified,
results are in
no way
summarized.
In rare cases
in which data
cannot be
quantified,
results are
summarized,
but neither
clearly nor
visually.
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Student completely understands the topic and uses scientific terminology properly and effectively.
Summarizes the data and uses as support in answering the problem.
Relates background information to data and analysis.
Summarizes and evaluates the experimental procedure, including relevant sources of error.
Relates the study to general interest, other studies that have been or could be conducted.
as possible.
Student
demonstrates
solid
understanding
of the topic
and adequate
use of
scientific
terminology.
Summarizes
the data and
uses as
support in
answering the
problem.
Relates
background
information to
data and
analysis.
Discussio
n
Summarizes
and evaluates
the
experimental
procedure;
sources of
error may be
irrelevant or
incomplete.
Related to
general
interest and
other studies.
Discussio
n
Student completely understands the topic and uses scientific terminology properly and effectively.
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Student
demonstrates
Student
displays
insufficient
understanding
of the topic
and uses very
little scientific
terminology.
And/or is
missing one of
the below:
- Summarizes
and evaluates
the
experimental
procedure.
- Includes
Student
lacks
understandin
g of the topic
and
incorrectly
uses
scientific
terminology.
And/or is
missing two
of the
previously
mentioned
criteria.
any possible
sources of
error.
- Summarizes
the data and
uses as
support in
answering the
problem.
- Relates
background
information to
data and
analysis.
Student
displays
Student
lacks
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Summarizes the data and uses as support in answering the problem.
Relates background information to data and analysis.
Summarizes and evaluates the experimental procedure, including relevant sources of error.
Relates the study to general interest, other studies that have been or could be conducted.
solid
understanding
of the topic
and adequate
use of
scientific
terminology.
Summarizes
the data and
uses as
support in
answering the
problem.
Relates
background
information to
data and
analysis.
Summarizes
and evaluates
the
experimental
procedure;
sources of
error may be
irrelevant or
incomplete.
Related to
general
interest and
other studies.
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insufficient
understanding
of the topic
and uses very
little scientific
terminology.
And/or is
missing one of
the below:
- Summarizes
and evaluates
the
experimental
procedure.
- Includes
understandin
g of the topic
and
incorrectly
uses
scientific
terminology.
And/or is
missing two
of the
previously
mentioned
criteria.
any possible
sources of
error.
- Summarizes
the data and
uses as
support in
answering the
problem.
- Relates
background
information to
data and
analysis.
14
Accepts or rejects hypothesis or answers the problem.
States the causal relationship between the two variables.
Conclusion precisely stated, relates directly to support or non-support of the hypothesis.
Conclusio
n
New
Questions
Accepts or
rejects
hypothesis or
answers the
problem.
Accepts or
rejects
hypothesis or
answers the
problem.
Accepts or
rejects
hypothesis
or answers
the problem.
States the
causal
relationship
between the
two variables.
Conclusion
too general or
over- reaches
the data
analysis.
Conclusion
precise,
related to the
hypothesis.
Does not
clearly state
the causal
relationship
between the
two variables.
Inconclusive
, or
conclusion
not
warranted by
data
analysis.
Suggests
recommended
improvements
for this
experiment
and
possibilities
for further
study.
Suggests
recommended
improvements
for this
experiment or
possibilities
for further
study.
Does not
clearly state
the causal
relationship
between the
two
variables.
Doesn’t do
either.
Judging Rubric for Presentations
Please note students present (this affects their award):
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15
Please place a check in the appropriate box for each element below. Then, total up the points and write this above. If you wish to
provide specific comments or feedback for the participants, it may be noted below.
CATEGORY
2
1
0
All of these:
 Stood straight
 Looked relaxed and confident
 Made eye contact often with full audience
 Used purposeful movements
 No distracting habits.
Did any of these:
Did at least 3 of these:
 Slouched and/or
 Sometimes stood straight
Posture & Body
 Did not look at people during the
 Made eye contact rarely
Language
presentation
 Occasionally used purposeful movements
 Used few purposeful movements
 Distracting habits rarely
 Exhibited distracting habits
 Pauses are often used incorrectly or not at
 Pauses used effectively.
 Pauses are sometimes used effectively.
all.
 Speed appropriate.
 Speed is inconsistent.
Fluency
 Speed is sporadic.
 Rare use of filler words.
 Filler words are often used.
 Filler words used too often.
 Excellent intonation and use of transitions.  Average intonation and transitions.
 Basic use of intonation and transitions.
Use of fluid speech and inflection maintains the
Voice
Consistently uses a monotone voice.
interest of the audience
 Volume often too soft to be heard by all
 Volume loud enough to be heard a lot of
audience members.
 Presentation is consistently audible.
Volume & Delivery
the time.
 Most words pronounced correctly.
 Most words pronounced incorrectly or
 Most words pronounced incorrectly.
mumbled.
Presents information in a logical sequence
which audience can follow:
 question or hypothesis
Difficult to follow the presentation because
Cannot understand presentation because there
 the procedure used for the investigation
Organization
student jumps around. Is missing 1 or 2 from
is no sequence of information. Maybe missing
 the data you collected
the list at left.
2 or more from the list at left.
 the results of your research
 what you can conclude from this
experiment
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Content
Knowledge
Visuals
Citing
source/Support
Student demonstrates full knowledge (more
than required) with explanations and
elaboration.
Student often referred to poster and/or used
other visuals that enhanced understanding
of presentation.
Student is at ease with content, but fails to
elaborate.
Student rarely referred to poster and/or used
other visuals that to somewhat enhance
understanding of presentation.
Acknowledges background research or
compares results with scientific knowledge
base.
Delivery is in bursts; time interval is either
slightly too long (10 min +) or slightly too
short (less than 7 min)
Good use of drama and student meets
apportioned time interval.
(7-10 min + questions)
 Responses are concise and relate to
questions.
 Students obviously anticipated some
Questions
Missing one of these.
questions and prepared answers.
 Acknowledges what is outside the scope
of the question or when they do not
know the answer..
Responsibility for presentation equally
shared amongst members present.
Responsibility for presentation unequally
shared amongst members present.
 Generally clear segues between
Group Dynamic
presenters
 Somewhat clear segues between
presenters
 Very good demonstration of defined
roles
 Unclear demonstration of defined roles
(OR only 1 student)
Pacing
Student does not have grasp of information.
Student never referred to poster and/or had no other
visuals to enhance understanding or had other
visuals that were unrelated or distracting.
Doesn’t do this.
Delivery is either way too quick or too slow: time
interval is either way too long (12-15 min)1 or way
too short (less than 5 min).
Missing two or more of these.
One or members present contributed little to
preparation and presentation.
 Rare use of clear segues between presenters
 Little or no demonstration of defined roles
Comments:
1 Judges may stop the presentation at 15 minutes in order to be able to judge all projects in a reasonable amount of time.
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Judging Rubric for Posters / Display Board
3
2
1
0
All expected components (Abstract –
All components are present; layout is
crowded or untidy but can still be
followed in absence of presenter.
Some expected components are
present; layout may also be untidy
and confusing to follow in absence of
presenter.
Some expected
components are
present, but poorly
laid out and confusing
to follow in absence of
presenter.
Text is concise, free of spelling and
typing errors; background is
unobtrusive.
Text is relatively clear, mostly free of
spelling and typing errors,
background is unobtrusive.
Text is relatively clear, but some
spelling and typing errors;
background may be distracting.
Three or more references
(bibliography/works cited) are
clearly displayed, follow a
consistent format and come from a
variety of sources.
Display meets size requirements
(fits on two desks) and not more
than 1 meter high – excellent use of
space.
Three or more references
(bibliography/works cited) are
present; formatting may not be
consistent or sources are not varied.
One or two references
(bibliography/works cited) are
present.
Text hard to read due
to font size or color,
messy or may contain
multiple spelling and
typing errors;
distracting background
makes reading
difficult.
References
(bibliography/works
cited) are not present.
Display meets size requirements (fits
on two desks) and not more than 1
meter high – good use of space.
Display meets size requirements (fits
on two desks) and not more than 1
meter high – adequate use of space.
except grade 8, Research Question and/or
Hypothesis, Background
Information/Research,
Materials/Apparatus, Procedure,
Observations/Data/Results, Discussion,
Conclusions, New Questions) are
present, clearly laid out, and easy to
follow in absence of presenter.
Display
References
Text
Components and Layout Elements
Please place a check in the appropriate box for each element below. Then, total up the points and write this above. If you wish to provide specific
comments or feedback for the participants, it may be noted below.
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Display is either larger
than requirements, or
too small to effectively
use space.
18
Visual Aids
Photographs/figures/tables/graphs
are appropriate, improve
understanding and enhance visual
appeal.
Additional visual aids (if used)
enhance understanding.
Photographs/figures/tables/graphs are
related to the text. They may not
enhance visual appeal or
understanding, but neither do they
detract from it.
Photographs/figures/tables/graphs are
not always related to text, or are not
appropriate, or do not improve
understanding. Additional visual aids
(if used) detract from the overall
visual appeal.
Figures and tables are
done poorly; no other
visual aids are used.
Comments:
i
ii
Adaptations have been made from “science-o-rama!: Great Minds at Work, Information Guide, Grades K-5, Tuesday, February 1st, 2005, Los Alamitos Cafeteria”.
Adaptations have been made from “science-o-rama!: Great Minds at Work, Information Guide, Grades K-5, Tuesday, February 1st, 2005, Los Alamitos Cafeteria”.
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