JUDGING CRITERIA Allan Blacksheep, Senior Education Specialist, Department of Diné Education The Navajo Nation

1. SCIENTIFIC INVESTIGATION The study was well thought out and the student showed initiative in thought and design. The purpose for doing the study was well defined. The scientific literature (background information was examined). A logical hypothesis was developed for this study. The data collected relate to the hypothesis and supports conclusion. The conclusion follows logically. The data log provides evidence of student work and commitment throughout.

Types of Questions??? Is the topic or problem an appropriate subject for scientific investigation? Is the problem stated clearly? Is it sufficiently narrow? Is the method of investigation appropriate to the problem? Have variables been eliminated, controls been made and results been double checked? Does the data collected justify the conclusion made?

2. THOROUGHNESS The student collected all data available. The student identified all the controls. The sample sizes and population sources were carefully chosen. The variables of each experiment were clearly defined. Replications and duplications were utilized. The student anticipated the problems encountered. The student related the work to that reported in the literature. The data were collected in quantitative units. Several experiments were done; not just one. The study was completed or brought to a logical stopping place. The data were thoroughly analyzed.

Types of Questions??? Is the project the result of careful planning? Does the project indicate a thorough understanding of the chosen topic? Is all information accurate? Does the notebook sufficiently document the student’s work? Has sufficient data been collected? Does the display represent a complete story?

3.SKILL The experimental protocols were handled with skill. The experiments were designed with care and anticipation. Data measurements were done precisely. The study was skillfully designed and was not too complicated. Technical problems were overcome and not merely avoided. A detailed notebook and log were kept. This study was the student’s and excessive help was not utilized.

Types of Questions??? Does the project reflect the student’s own work? Is the project sturdy and well constructed? Is all equipment used within the student’s level of understanding or expertise? Does the project meet safety requirements?

4. CREATIVE ABILITY/ORIGINALITY There was a question asked and the answer was not originally known. The approach to answering the question was creative. The creativity of the study was within the creative ability of the student. Data is originally presented. The student utilized the scientific method in experimentation rather than only descriptions and observations. The display is creative.

Types of questions??? Does the student demonstrate curiousity? Does the project or display demonstrate ingenuity in the design and development of the project? Has the student shown creativity in the design of the display?

5. CLARITY/ NEATNESS The student is able to explain what was done. The student clearly understands the research. The student understands the meaning of the results obtained. The student understands where this research can lead in the future. The student understand how this study can be improved. It is clear to the student whether the data support or fail to support the hypothesis.

Types of Questions??? Is the project self-explanatory? Can the average person understand it? Are all lettering, signs, and diagrams neat and accurate? Are lettering, signs and diagrams appropriately used or do they clutter or confuse? Are visual aids an asset to understanding the project or do they clutter or confuse?

HELPFUL WEBSITES www.azsef.org www.sciencefairproject.virtualave.net www.school.discoveryeducation.com www.sciencefair-projects.org www.sciencebuddies.org Allan Blacksheep, Senior Education Specialist, allanblacksheep@nndode.org (928) 871-6774