Judging a science project involves judging whether the student has explored the problem with a scientific approach. A simple project done well should receive a higher score than a complicated, "significant" project done poorly. The score for all projects is divided into six sub-scores. Each subscore evaluates a different part of the overall scientific approach. Those scores will be determined by examining each part of the student's project and presentation.

1. Creative Ability (30 points)

   • Problem
     • Is this a new problem? If not, is it an original or unique approach to solve an old problem?
   • Hypothesis
     • Does the hypothesis suggest an original or unique solution to the problem?
   • Equipment
     • Is project equipment and project material utilized in an ingenious manner?
     • Is the equipment built from a kit, involve parts of a kit, or parts of a packaged project?
   • Project Design
     • Does the project design demonstrate the student's creative involvement?
     • Is the student aware of other ways to accomplish the same result?
     • Is it evident that the project required student to explore beyond the classroom?
   • Analysis / Conclusion
     • Has the student used an original or unique method of evaluating the data and drawing conclusions?
   • Display / Presentation
     • Does the project presentation or display demonstrate a creative or unusual approach?
   
   

2. Scientific Thought (30 points) - not used for Engineering Projects

   1. Problem
      • Is the problem stated clearly and unambiguously?
      • Was the problem sufficiently limited to allow a plausible approach?
   2. Background Research
      • Does the student understand the project's ties to related research?
      • Did the student cite scientific literature, or only popular literature?
      • Does the project show depth of study and effort?
   3. Hypothesis
      • Hypothesis is clearly stated and the project is clearly designed
   4. Project Design
      • 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?
      • Were the scientific procedures appropriate and well organized?
      • Were sampling techniques and data collection appropriate for the problem?
   5. Data/Analysis
      • Are there adequate data to support the conclusions?
      • Does the student recognize the data's limitations?
   6. Conclusion
      • Does the student have an idea of what further research is warranted?
      • Are the conclusions formulated logical, based on the data collected and relevant to the hypothesis?
      • Do the conclusions show evidence of understanding that unanswered questions remain?

3. Engineering Goals (30 points) - Engineering Projects Only

   1. Objective
      • Does the project have a clear objective?
   2. Relevance
      • Is the objective relevant to the potential user's needs?
   3. Design Process
      • Does the project follow the scientific method?
      • Are the conclusions logical and based on the data collected?
      • Were the testing procedures appropriate? Well organized?
      • Do the conclusions meet common sense criteria?
      • Do the stated conclusions show evidence of the student understanding that unanswered questions remain?
   4. Feasibility
      • Is the solution workable, acceptable to the potential user, and economically or ecologically feasible?
   5. Performance
      • Are the testing procedures appropriate and well organized?
      • Is the solution a significant improvement over previous alternatives?
      • Has the solution been tested for performance under the conditions of use?
   6. Marketability
      • Could the solution be utilized successfully in design or construction of an end product?
      • Has the process or product been tested? Is the concept ready for market?
   
   

4. Thoroughness (15 points)

   1. Background Research
      • Is it apparent the student spent considerable time on the project?
      • Is the student aware of other approaches or theories?
      • Is the student familiar with scientific literature in the studied field?
   2. Completeness
      • Is the study complete? Within the scope of the problem?
      • Does the project exhibit orderly recording? Is the collected data analyzed properly?
      • How complete are the project notes?
   3. Reproducibility
      • Does the student understand the necessity of repeated experimentation?
      • Were the experiments repeated to ensure that the results were consistent?
   
   

5. Clarity (15 points)

   1. Written Materials
      • Are the title, hypothesis, purpose, procedures and conclusions clearly outlined?
      • Is there a working logbook?
      • Was the logbook obviously used as a project tool?
      • Is the final report notebook well organized, accurate, easy to read?
      • How clearly is the data presented?
      • How clearly are the results presented?
      • Does the written material reflect the student's understanding of the research?
   2. Backboard
      • Are the title, hypothesis, purpose, procedures and conclusions clearly outlined?
      • Are the important phases of the project presented in an orderly manner?
      • How clearly is the data presented?
      • How clearly are the results presented?
      • How well does the project display explain the project?
   3. Presentation
      • How clearly does the finalist discuss the project and explain the purpose, procedure, and conclusions?
      • Can the student discuss the project without resorting to notes or prepared speeches?
      • Was the presentation done in a forthright manner, without tricks or gadgets?
      • Can the student make a complicated subject understandable to the layman (judge)?
   
   

6. Skill (10 points)

   1. Equipment
      • Were special skills needed for the conception, construction, or use of project components?
      • Were special test equipment methods and equipment conceived, designed or fabricated by the student?
      • Does the student have the required laboratory and / or technical skills to obtain supporting data?
      • Was the project completed under adult supervision, or did the student work largely alone?
   2. Procedures/Analysis
      • Were special mathematical, computational, or observational skills evident?
      • Were special skills needed for the conception or use of project components?
      • Were special skills needed for the care of living organisms, or treatment of subjects?
      • Do you feel that the project in front of you corresponds to the students capability as demonstrated to you?
   
   

Copyright © 2005 Northeast Florida Regional Science and Engineering Fair, Inc. All Rights Reserved.