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Part D: ORGANIZATION OF RESULTS AND CONCLUSIONS

When I complete my experiments, I should examine and organize my findings. Did my experiments give me the expected results? Why or why not? Was my experiment performed with the exact same steps each time? Are there other causes that I have not considered or observed? Were there errors in my observations? Remember that understanding errors and reporting that a suspected variable did not change the results can be valuable information. If possible, I should statistically analyze my data.

DATA ANALYSIS / RESULTS

• Describe any computations I plan to use on the data (e.g., sums, averages, percents, etc.)
• Arrange my data into a format which helps me to see any patterns or trends.
• Use bar graphs, line graphs, or pie graphs when reasonable.
• Plot the manipulated variable on the horizontal axis (x-axis) and the responding variable on the vertical axis (y-axis).

GRAPH EXAMPLE:

Click on this graph for a full size view

Which variables are important? Did I collect enough data? Do I need to conduct more experimentation? I should always keep an open mind - never alter results to fit a theory. If my results do not support my original hypothesis, I still have accomplished successful scientific research. An experiment is done to support or not support my hypothesis.

DOES MY CONCLUSION SUPPORT MY HYPOTHESIS?

• I will base my conclusions on the results of my investigation.
• I will explain how I arrived at my conclusion.
• I will compare my conclusion to see if it supports or does not support my hypothesis. If my conclusion does not support my hypothesis, I have not failed! I will try to explain why. Can I think of reasons why there was a difference and design a new experiment?
• As an option, I may discuss any new experiment that could be done to further investigate my topic.
  

Conclusion: My results (do or do not) support my hypothesis that ...

because ...

What is the importance of my conclusion(s) to me, my parents, and my community?

Part E: PREPARING A FORMAL REPORT

My report is a written summary to accurately give detailed facts, descriptions, and results of my experiment. A formal report is sometimes called a research paper. Using the information gathered in my logbook, the report shows my work in a neat and organized manner. The ability to share with others what I have learned is an important part of the scientific method.

THE REPORT COMPONENTS SHOULD APPEAR IN THE FOLLOWING ORDER:

• Title Page: Center my project title. Write my name, school, and grade in the lower right corner. Do not number this page.
• Table of Contents: Write this section after finishing the report. List the major sections that develop from the remaining components listed below.
• Abstract: In 250-words (maximum), summarize my research after writing the report. Include the purpose, the hypothesis, a brief summary of my procedure, and the conclusion. Typically, an abstract is made of three brief paragraphs; the 1st containing the purpose and hypothesis, the 2nd describing the experiment, and the 3rd explaining the results.
• Purpose: I will state the purpose of my experiment in approximately three sentences. This is an introduction that sets the scene for my project. It normally includes my hypothesis, and explain what prompted my research, and what I hope to achieve.
• Hypothesis: What I think the outcome of the experiment will be based on what I know.
• Background Information: In my own words, summarize the information I have collected on the subject.
• Materials and Experimental Procedure: I will explain my experiment, including all materials used, a step-by-step description of what I did, and how I gathered my data and observations. I should include any unexpected difficulties and drawings or even photographs of my work. My explanation should be detailed enough so that someone would be able to repeat my work just by reading this paper.
• Results: This discussion is the meat of my paper. I should take my readers through my train of thought, letting them know exactly what I did. I will compare my results with theoretical values, published data, commonly held beliefs, and/or expected results. I will include information from the comparisons, after the data is organized into charts, graphs, or tables, with a clear explanation of what all the numbers and notes mean. My results should include failures as well as successes. I should also include a discussion of possible errors. Did the data vary between repeated observations of similar events? How were my results affected by uncontrolled events? What would I do differently if I repeated this project? What other experiments could be conducted?
• Conclusion: My conclusion statements should relate back to the original question and hypothesis, and tell how the data supports or does not support my hypothesis. I should briefly summarize my results. Be specific and and do not generalize. I should never introduce anything in the conclusion that has not already been discussed.
• Bibliography: I will list the sources used for finding out about my topic (books, magazines, newspapers, people, etc.). List those items that contain materials that are not your own.
  

A BIBLIOGRAPHY ENTRY MAY LOOK LIKE THIS *

* These are typical bibliography entries, although many formal styles may be used. Consult your teacher or a science fair liaison if you have questions.

My paper cites at least _____ sources I used for background information.

Be sure to use more than just an encyclopedia or textbook.

• Acknowledgements: Here I will recognize all the people, businesses, and institutions who helped me in any way with this project. I will give their full names and tell what they did (e.g., advice, typing, guidance, donated materials, use of equipment, ride to the library, financial support, etc.).

Part F: PREPARING A DISPLAY

You want your display to attract and inform. You should make it easy for interested spectators and judges to assess your work and the results you have obtained.

Helpful Hints

1. A Good Title
   
   Your title is an extremely important attention-grabber. A good title should simply and accurately present your research. The title should make the casual observer want to know more.
   
2. Take Photographs
   
   Many projects involve items that may not be safely exhibited at the fair, but are an important part of your project. You might want to take photographs of important parts/phases of your experiment to use in your display. Photographs or other visual images of human test subjects must have informed consent.
   
3. Be Organized
   
   Make sure your display is logically presented and easy to follow and read. A quick glance should permit anyone (especially the judges) to locate quickly the title, experiment, results, and conclusions. When you arrange your display, imagine you are seeing it for the first time.
   
4. Eye-Catching
   
   Make your display stand out. Use neat, colorful headings, charts, and graphs, to present your project. Home-built equipment, construction paper, and colored markers are excellent for project displays. Pay special attention to the labeling of graphs, charts, diagrams, and tables. Each item should have a descriptive title. Anyone should be able to understand the visuals without further explanation.
   
5. Correctly Presented and Well Constructed
   
   Be sure to keep within the size limitations for your display and make sure it will stand up by itself. Most display boards have three sections, although this arrangement is not required. Display all required forms for your project. Be sure to meet all safety rules. See Rule for prohibited display items. It is suggested that actual equipment and items used in the experiment NOT be placed in the display to prevent loss or damage. Use pictures or photographs to show items. Equipment may be displayed at the student's risk of loss.
   
6. Noteworthy Items
   
   Although an attractive presentation is important, remember, the display is not the project. It is a display of the work that was conducted for the project. Judging is not based on the presence or absence of the experimental apparatus or samples. The first consideration of the display should be the safety of the observers, particularly small children. When in doubt, drawings and photographs should be substituted for the actual articles.
   See the RULES.

PREPARING THE DISPLAY BOARD

Prepare all parts before beginning assembly:

• Cut letters neatly, press out letters, or purchase letters for captions. Computer-manuscript or block printing may be used.
• Sketch drawings and graphs in pencil first and then retrace with a marker.
• Use overhead or opaque projector to enlarge drawings, if needed.
• Label photos, drawings and graphs properly.
• Place text and drawings on separate, plain white sheets first.
• Attach each white sheet to a colored paper mat or poster board and then mount each mat on the display board.
• Sequence parts in a logical order.

3-SIDED DISPLAY - LIMITS OF THE EXHIBIT DISPLAY AREA

• ALL projects must have a free-standing backboard.
• I may use my own creativity to make my display.
• This diagram however, gives me the limits of the dimensions.

The maximum size limits are 76 cm. (30 in.) front to back, 122 cm. (48 in.) side to side, and 274 cm. (108 in.) above the floor. The tables are 76 cm. high.

A LOGICAL DISPLAY ARRANGEMENT

Click on the image for a full size view.

HOW MY TEACHER MAY HELP!

• Depending on the student's ability, it is recommended that the teacher read and explain the guidebook. Guide the student in the project and be familiar with rules.
• Demonstrate the scientific method numerous times.
• Introduce and explain the vocabulary.
• Suggest reference materials and sources from libraries, magazines, trade journals, local hospital or medical places, local businesses, the agriculture department, etc.
• Suggest references for a topic early in the year, by asking me questions about things I am interested in.
• Act as the Adult Sponsor, if assigning and/or providing guidance for the project.
• Check my progress along the way by ...
  
• reviewing the science fair rules before starting the project.
• making sure necessary forms are completed, especially 1A and 1B.
• applying proper safety measures.
• demonstrating correct use of metric system and use more quantitative measurement than qualitative.
• Provide access to computers and programs to assist with the project.
• Allow 12 weeks for the development and completion of the project.
• Check for spelling errors on the display.

HOW MY PARENTS MAY HELP

Parents may give guidance and support by ...

• showing interest and giving encouragement.
• providing technical assistance when requested.
• checking grammar and mechanics.
• checking spelling and accuracy.
• providing space at home to work - assuming responsibility for safety.
• suggesting resources.
• acquiring materials
• transporting child to the library.
• acting as a sounding board for the student's ideas.

Parents may also help by realizing that ...

• the student must do the project him/herself.
• the project should be age appropriate.
• the project need not be expensive.
• the primary purpose of the project is that the student learns, understands and enjoys the experience.
• the secondary purpose is winning.