Science and Engineering Fair Resource Guide

• Create a LABRAT account – all project progress will be monitored in this platform, including required documentation as it pertains to the ISEF rules and regulations. Instructions for this process can be found in the appendix of this document. A parent email is required to activate student accounts.
• Identify a problem, question, or hypothesis to investigate.
• Conduct background research and develop a References document.
• Design and carry out a procedure to collect data and record observations.
• Analyze the data and draw conclusions based on findings.
• Write an abstract summarizing your project (done after project completion)

Your teacher will share additional details, including topic selection guidelines, formatting requirements, project timelines, and grading rubrics.  The LABRAT platform will guide you through the workflow of completing required ISEF documents.

Choosing a Project

Teacher Approval

• Your project must be approved by your teacher before you begin any work.
• You may not change your experiment without prior approval from your teacher.

Special Project Requirements

• Projects involving animals, humans, hazardous chemicals/devices/activities, or potentially hazardous biological materials require additional paperwork and approval by a review committee (Guided in LABRAT)
• A detailed research plan (LABRAT) must be written for your teacher and the committee to review.
• If your project is not approved, you will need to submit a new research plan for a different project.
• All required paperwork must be completed and approved in LABRAT before beginning your experiment or project.

Project Relevance

• Choose a project that is meaningful or relevant to the world around us (e.g., water quality) and/or something that interests you personally.

Where to Find Ideas

• Science books and magazines
• Discover Magazine
• Your science textbook
• Internet sources
• Local or school library
• Observations from your everyday life

Experimentation vs. Demonstration

• A strong science project allows experimentation, not just demonstration.
  • Example of a demonstration: How Volcanoes Erupt (no variables or testing).
  • Example of an experiment: The Effect of Chemical Fertilizers on Bean Plants (tests different amounts of fertilizer and measures growth).

Engineering Projects

• An engineering project should follow the engineering design process, starting with a problem statement or design challenge and including a model or prototype to demonstrate the solution.

Every Project Has a Problem or a Question

The problem is what your project is trying to solve or discover.

• Science example: The purpose of this project is to determine if fertilizer affects plant growth.
• Engineering example: The purpose of this project is to design and model an efficient watering system for a greenhouse.

Hypothesis

A hypothesis is a proposed explanation or prediction of what you think will happen.

• Your experiment does not have to prove your hypothesis correct—Thomas Edison experimented nearly 2,000 times before finding the right material for the lightbulb!
• Hypotheses are often written as if-then statements:
  • If chemical fertilizer is added to bean plants, then the plants will grow taller.
• Engineering projects may not require a hypothesis but should include a clear design goal.

Keep Records

• Save everything: notes, pictures, sketches, data tables, drafts.
• If you are working on a computer, back up your files frequently.

Additional Resources

For more tips and information, visit the International Science and Engineering Fair (ISEF) website: https://www.societyforscience.org/isef/the-basics/

Background Research

Background research is an important step in developing your science or engineering fair project. It documents the first three steps of the scientific method:

1. State the purpose or problem
2. Gather information on the topic
3. Generate a testable hypothesis or design challenge

Scientists and engineers use background research to learn what has already been done and to explain why their project is important. Your research should include:

• Key information about the variables in your project
• A summary of prior research or design efforts related to your topic

You will use this research when writing your introduction, discussing your results, and drawing conclusions for your project report. (See page 10 for more information about the components of a lab report.)

How to Begin Your Research

1. Find Reliable Sources

A strong project starts with valid, trustworthy resources. Consider these four factors when deciding if a source is reliable:

• Authority – Is the author an expert? Is the organization reputable? For example, a professor with a Ph.D. or a source like the Environmental Protection Agency is credible because their work is peer-reviewed (checked by other experts before publishing).
• Accuracy – Is the information well-written and free of errors? Multiple spelling mistakes or poor grammar can indicate a lack of review.
• Currency – Is the information up to date? Aim for sources written within the last 5 years unless older materials are historically significant.
• Coverage – Does the resource directly relate to your topic? Don’t try to make unrelated sources fit. For example, if testing commercial fertilizers, focus on fertilizers—not organic compost.

2. Types of Resources

• Databases and encyclopedias: Your school library webpage offers excellent tools like Student Resources in Context, Academic OneFile, and Encyclopedia Britannica. Ask your librarian for login details if using them at home.
• Internet sources: Use caution. Reliable sites usually end with .gov or .edu. If unsure, ask your teacher or librarian.
• Books: Print or electronic—always check for reliability.
• Journals: Collections of peer-reviewed articles (e.g., Journal of the American Medical Association).
• Magazines: Often summarize scientific findings for a general audience (e.g., National Geographic).

3. Notetaking and Avoiding Plagiarism

As you research, take careful notes and keep only information that directly relates to your topic. Plagiarism—copying someone else’s work without credit—is not allowed. You must either:

• Quote directly (use quotation marks and give credit)
• Summarize or paraphrase (restate in your own words and cite the source)

Limit the number and length of direct quotes. Your work should mostly be in your own words.

Citing Your Research – APA Format

What is Citation? Citation means giving credit to the authors of the sources you use. It includes:

• A References page at the end of your paper
• Internal citations within your text that match the References page

Important Notes:

• Students in grades 6 and 7 are not required to include internal citations.
• Internal citations are enclosed in parentheses and come before the period.

Example:
If you use a journal article by Ann Smith published in 2019:

·       In-text citation: (Smith, 2019, p. 5)

·       On your References page:

·       Smith, Ann. The Science Fair is Awesome! Roanoke County Public Schools Publishing Company, 2019.

Formatting Guidelines for the References Page:

• Start on a separate page with the title References (centered).
• Use 1-inch margins and the same header as the rest of your paper.
• Italicize titles of books and magazines; use quotation marks for articles.
• List entries in alphabetical order by the first word.
• Use a hanging indent (first line at the margin, following lines indented).

Helpful Citation Resources

• Purdue OWL APA Citation Guide: https://owl.purdue.edu/owl/research_and_citation/resources.html
• UNC Library APA Guide: https://guides.lib.unc.edu/citing-information/apa-sample
• Engineering Documentation (IEEE Style): https://owl.purdue.edu/owl/research_and_citation/ieee_style/ieee_overview.html

Tips for Your Experiment

Key Components of a Good Experiment

• Control Group: Your project should include a control group so you can compare results. The control group does not receive the independent variable and serves as a baseline for comparison.
• Variables: Every experiment should include:
  • Independent Variable (Manipulated Variable): The factor you intentionally change to observe its effect.
    Example: Changing the amount of fertilizer given to plants.
  • Dependent Variable (Responding Variable): The factor that changes in response to the independent variable.
    Example: Measuring plant growth based on the fertilizer amount.
  • Control Group: A group that does not receive the independent variable.
    Example: Plants that receive no fertilizer.
  • Constants: All the factors kept the same across all groups to ensure a fair test.
    Example: Same plant species, pot size, soil type, amount of water, and sunlight.

A controlled experiment is one that includes all these components.

Repeated Trials

• Repeat your experiment multiple times to make sure your results are accurate and reliable.
  • For example, if testing how long it takes chocolate to melt, you should melt chocolate at least five different times and calculate the average melting time.
• The more trials you conduct, the more confidence you will have in your results.
• Talk with your teacher to determine how many trials are appropriate for your project.

Recording Your Data

• Photographs: Take clear photos of your experiment (but remember, you cannot include pictures of yourself on your display board).
• Logbook:
  • Write all observations and data in pen, not pencil.
  • Do not erase; if you make a mistake, draw a single line through it.
  • Date each entry.
  • Record detailed observations as your experiment progresses.
• Units and Measurements: Always use the metric system and include units with every number.
  • Example: Height = 14 cm

Presenting Your Results

• Organize your data into clear tables and graphs.
• Label everything—titles, axes, units, and keys when needed.
• Be honest: Never alter or “fudge” data. Judges can usually tell when results are unrealistic.
• Averages and Statistics: Average your repeated trials and, when appropriate, include other statistics to help explain your findings.
• Descriptions: Write a short explanation for each table or graph to help the reader understand what it shows.

Discussion and Conclusion

• Analyze your results: Explain what your data means. What patterns or trends do you notice?
• Make inferences: Use your data to support conclusions.
• Address your hypothesis: Clearly state whether your hypothesis was supported or not.
  • Remember, it’s okay if your hypothesis is not supported—unexpected results can still teach us something valuable!

 

Tips for Your Engineering Project

Follow the Engineering Design Process

• If your project involves designing, building, and testing, you should follow the Engineering Design Process rather than the scientific method.
• Not sure about the difference? Visit this helpful guide: Science Buddies – Engineering Design Process.

Embrace Iteration and Learning from Failure

• Failure is not a catastrophe in engineering. What matters is identifying the cause and proposing solutions for the next iteration.
• Engineering is an iterative process—you will test, evaluate, redesign, and repeat. Allow plenty of time for multiple iterations to improve your solution.

Document Everything

• Keep a detailed engineering journal or notebook. Document every idea, design, test, and change. This helps you learn from mistakes and improve with each step.
• Your final report must clearly describe your design and implementation so that someone else could replicate your work by following your instructions.

Sketches, Photos, and Visuals

• Sketch your design in detail before and during construction. Sketches help you think through your ideas and communicate them clearly.
• Take photos of your model-building process but remember: do not include pictures of yourself or other on your display board.

Helpful Resources

• Engineering Design Process Steps: https://www.sciencebuddies.org/science-fair-projects/engineering-design-process/engineering-design-process-steps
• Writing an Engineering Report: https://owl.purdue.edu/owl/subject_specific_writing/writing_in_engineering/writing_engineering_reports.html
• https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-research-paper-for-your-science-fair-project

The Logbook

The logbook is your progressive record of your science project. Every time you work on your project, you will record what you did and what you measured. When experimentation begins, you will write your procedure in detailed steps, along with any illustrations or sketches that help explain your work.

General Requirements

• Use a bound composition notebook (no loose pages).
• Write in ink only—no pencil.
• Number each page in the bottom right corner.
• If you make a mistake, do not erase or scribble. Simply draw a single line through the error so the original entry can still be read.
• Record all observations and data in the logbook.
• Date each entry.
• The logbook will be displayed at the science fair.

What Judges Will Look For

• Neatness: Writing is legible; mistakes are marked through only once.
• Tables and Graphs: Drawn with a ruler, labeled and titled, numbered with captions that include dates.
• Detailed Procedures: Step-by-step instructions that allow someone else to repeat your experiment; all modifications are noted, explained, and dated.
• Complete Materials List: Clearly written and thorough.
• Variables: Control, constants, and variables are described clearly.

Setting Up Your Logbook

1. Title Page: Include the project title (e.g., The Effect of...), start date, and end date. Do not include your name (logbooks are displayed at the fair).
2. Problem: State the question or reason for conducting the experiment.
3. Purpose: Explain the overall purpose of the project.
4. Hypothesis: Write your prediction in an if...then format.
5. Materials: List all materials in bullet or numbered list format.
6. Procedures: Write clear, numbered steps so the experiment can be exactly repeated.
7. Data Tables:
   • Title above the table.
   • Table number and caption below.
   • Clearly labeled columns and rows, including units.
8. Graphs:
   • Title above the graph.
   • Graph number and caption below.
   • Clearly labeled axes, including units.
9. Observations: Provide a detailed description of everything that happens during the experiment.

Note:  Always follow your teacher's specific directions.  This information is a general guideline based on best practices.

 

Components of Your Lab Report

A well-organized lab report communicates your research and results clearly. Below are the required sections and key guidelines:

1. Abstract (THIS MUST BE IN LABRAT and cannot be done until after your project is completed.)

• A single-paragraph summary of your project.
• Includes: purpose, hypothesis, procedure, results, and conclusion.
• Appears at the beginning of your report (after the title page, if you have one).
• Write the abstract last, after all other sections are complete.
• Keep it under 250 words and on one page.

Helpful Resources:

• How to Write a Science Fair Abstract
• Official ISEF Abstract Form

2. Introduction

• Summarize research conducted by others related to your topic.
• Focus on information connected to your variables.
• Include results of other studies and internal citations to give credit to your sources (grades 8–12).
• Use your notes from books, databases, websites, magazines, and journals.

3. Purpose

• A clear statement of why you are performing the experiment.
• Written in the introduction.
• Must identify the independent and dependent variables.

4. Hypothesis

• Your prediction is based on background research.
• Often written as an if…then statement.
• Included in the introduction.

5. Procedure

• A numbered list of detailed steps so anyone could replicate your experiment.
• Steps must include:
  • Variables, constants, and control groups
  • Formulas and calculations (if used)
• Write with clarity and thoroughness.

6. Results

• Present your data in organized tables and graphs.
• Include titles, labels, units, and keys as needed.
• Report trends or patterns but do not explain results in this section.
• Use metric units and average your trials.
• For high school projects, include:
  • A brief paragraph for each table or chart
  • Statistics in addition to averages

7. Discussion and Conclusion

• Analyze and interpret your results.
• Explain what the data shows and any patterns you see.
• State whether your hypothesis was supported or not (both are acceptable).
• Discuss errors, improvements, and future tests.
• High school projects should compare results to previous research and include citations.

8. References

• List only the sources you actually used.
• Minimum number of sources will be determined by your teacher.
• Follow correct formatting.

 Helpful Resource:

• How to Write a Science Fair Research Paper

 

Checklist for Your Lab Report

Formatting:

• 12-point Times New Roman or Arial font
• Double-spaced
• 1-inch margins on all sides

Grammar and Mechanics:

• Check for grammar and spelling errors
• Use past tense, no first person (I, we, us, me)
• No contractions
• Avoid abbreviations (write out words)
• Write numbers: spell out one through nine, use digits for 10 and above
• Avoid dashes (write “23 to 30 degrees,” not “23–30 degrees”)
• Include at least one citation per paragraph containing research
• Every internal citation must match a References entry

Content:

• Stay focused on science—avoid talking to the reader (“you”)
• Do not repeat the same facts
• Define all scientific terms
• Do not use Wikipedia, blogs, or unreliable websites; prefer .edu or .gov sites
• Never list sources you didn’t use

 Research Paper: Refer to the science buddies website: https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-research-paper-for-your-science-fair-project

Your exhibit board is the visual presentation of your project. Follow these guidelines to make it clear, organized, and professional:

Choosing Your Board

• Use a three-sided exhibit board (tri-fold).
• Boards can be purchased from:
  • Wal-Mart (available early in the school year)
  • Office supply stores (Staples, OfficeMax)
  • Amazon.com
  • Dollar General or Dollar Tree
• Ask your teacher about any size or color restrictions before purchasing.

Preparing Your Display

• Plan before you glue: Arrange all elements on the board first to check spacing and flow. Glue items only when you are satisfied with the layout.
• Neatness counts: Your board should be clean, well-organized, and grammatically correct.

What to Include

Your teacher may have specific requirements, but most boards will include:

• Project Title (The Effect of…)
• Problem/Purpose
• Hypothesis
• Materials
• Procedure
• Pictures (no faces of people)
• Graphs
• Data Tables
• Results
• Conclusion
• Other items to have available: Key references, Abstract, Logbook

Creating Your Content

• All elements (text, tables, graphs) should be generated on a computer. Handwritten materials are not recommended.
• Save your work often to avoid losing files.
• You are responsible for producing all parts of the display.

Additional Notes

• Your log book will be displayed in front of your board at the science fair.
• Do not bring living materials (plants, soil, or animals) to the fair.
• Your name cannot appear anywhere on the board.

More Resources

For additional tips and rules, visit the International Science and Engineering Fair (ISEF) site: https://www.societyforscience.org/isef/the-basics/

Meeting the Judge
(For students entering a school or county science fair)

You’ve completed your paper, your experiment, and your board. Done, right? Not yet! One of the most important parts of the science fair is meeting the judge.

Remember: you only get one chance to make a first impression.

• Dress professionally.
• Stand tall—do not lean on the table or board.
• Make eye contact with the judges.
• Stand slightly to the side so your board is visible, not directly in front of it. Use your board as a reference tool when speaking.
• No gum or food during your presentation.
• Speak clearly and confidently.
• Smile and be polite at all times.

The Presentation: Practice makes perfect!

Here’s a step-by-step outline:

1. Introduce yourself: “Hello, my name is…”
2. Give the title of your project.
3. Explain the purpose of your project.
4. Share your interest: Why did you choose this topic?
5. Describe your procedure (no need to list materials).
6. Explain your variables: Identify independent and dependent variables, constants, and controls.
7. Show your data tables and graphs (on your board) and interpret the results.
8. Explain your conclusions:
   • What did you learn?
   • Were there mistakes or challenges?
   • What could be improved?
9. Discuss future work: What would you try next if you had more time?
10. Answer questions:
    • Be honest. If you don’t know an answer, say: “I’m sorry, I don’t know the answer.”
11. Thank the judge for their time and attention.

What Judges Look For

Below are some sample rubrics and forms from the International Science and Engineering Fair (ISEF). These show what judges evaluate and can give insight into the kinds of questions they might ask.  Judges may ask other questions, so be prepared!

Judging Criteria for Science Projects

I.  Research Question (10 pts)

___ clear and focused purpose

___ identifies contribution to field of study

___ testable using scientific methods

II.  Design and Methodology (15 pts)

___ well designed plan and data collection methods

___ variables and controls defined, appropriate and complete

III.  Execution:   Data Collection, Analysis and Interpretation (20 pts)

___ systematic data collection and analysis

___ reproducibility of results

___ appropriate application of mathematical and statistical methods

___ sufficient data collected to support interpretation and conclusions

IV.  Creativity & Potential Impact (20 pts)

___ project demonstrates significant creativity in one or more of the above criteria

___ project has impact or potential impact in its field and/or in technology, economy, environment or society

V.    Presentation (35 pts)

a. Poster 10 pts)

___ logical organization of material

___ clarity of graphics and legends

___ supporting documentation displayed

b. Interview (25 pts)

___ clear, concise, thoughtful responses to questions

___ understanding of basic science relevant to project

___ understanding interpretation and limitations of results and conclusions

___ degree of independence in conducting project

___ recognition of potential impact in science, society and/or economics

___ quality of ideas for further research

___ for team projects, contributions to and understanding of project by all members

 

Judging Criteria for Engineering Projects

I. Research Problem (10 pts)

___ description of a practical need or problem to be solved

___ definition of criteria for proposed solution

___ explanation of constraints

II.  Design and Methodology (15 pts)

___ exploration of alternatives to answer need or problem

___ identification of a solution

___ development of a prototype/model

III.  Execution:  Construction and Testing (20 pts)

___ prototype demonstrates intended design

___ prototype has been tested in multiple conditions/trials
___ prototype demonstrates engineering skill and completeness

IV.  Creativity & Potential Impact (20 pts)

___ project demonstrates significant creativity in one or more of the above criteria

___ project has impact or potential impact in its field and/or in technology, economy, environment or society

V.    Presentation (35 pts)

a. Poster (10 pts)

___ logical organization of material

___ clarity of graphics and legends

___ supporting documentation displayed

b. Interview (25 pts)

___ clear, concise, thoughtful responses to questions

___ understanding of basic science relevant to project

___ understanding interpretation and limitations of results and conclusions

___ degree of independence in conducting project

___ recognition of potential impact in science, society and/or economics

___ quality of ideas for further research

___ for team projects, contributions to and understanding of project by all members

 

Definition of Student-Created Work

RCPS defines Student-Created Work, also referred to as Original Work, as a submitted product that reflects a student’s unique knowledge, skills, and ideas. It must represent the student’s individual effort and understanding, developed independently unless collaboration with others, technology, or any other resource is explicitly authorized by the instructor.

Key Characteristics of Student-Created Work

• Independent Thought: Original work should demonstrate the student’s personal insights and understanding
• Plagiarism Awareness: Students must avoid plagiarism by properly citing sources, including AI generated content, acknowledging ideas borrowed from others, and ensuring the final product is their original work
• Authorized Collaboration: Collaborative work is permitted within the explicit guidelines provided by the teacher

Guidance on AI-Generated Content

While content generated by AI tools may appear original, it is not considered the student's original work. When AI is used to generate ideas or content, students must not submit it as their own creation. Instead, students are encouraged to use AI tools to support their learning—such as by gathering information or refining writing—but they must always disclose their use of AI, just as they would cite any other source. This transparency ensures that AI enhances the learning process without compromising the integrity of student-created work.  Please see the RCPS AI policy for more information.

Violations of the Student-Created Work Policy

Level One: The majority of the work is original; however, the student has failed to document at least one phrase, sentence, or idea.  Escalation Process:

• Identify the undocumented content
• Notify the student of the issue
• Schedule a conference with parents, teacher, counselor, and student
• Implement grade reduction as appropriate
• Document the incident for future reference

Level Two: Significant portions of the work are clearly not the student’s own and lack documentation. Escalation Process:

• Identify the plagiarized content
• Notify the student of the issue
• Schedule a conference with parents, teacher, counselor, student, and administrator
• Assign a zero for the original assignment
• Provide an opportunity to re-submit the assignment for a maximum of half credit
• Document the incident for future reference

Level Three: Most or all of the work is clearly not the student’s own. Escalation Process:

• Identify the extent of plagiarism
• Notify the student of the issue
• Schedule a conference with parents, teacher, counselor, student, and administrator
• Assign a zero for the original assignment
• Provide an opportunity to re-submit the assignment for a maximum of half credit
• Consider additional administrative actions (detention, suspension, referral to school resource officer)
• Document the incident for future reference

Level Four: Student has violated the plagiarism policy on more than one occasion and/or in more than one course.  Escalation Process:

• Review the student's plagiarism history
• Notify the student of the repeated offense
• Schedule a conference with parents, teacher, counselor, student, and administrator
• Assign a zero for the assignment with no opportunity for re-submission
• Implement additional administrative actions (detention, suspension, referral to school resource officer)
• Document the incident and update the student's disciplinary record