Science Fairs
Science fairs are potentially wonderful but too often the place where
we (United
States circa 2000) stumble badly in science education. Before getting
to darker matters I would like to relate an experience I had of the
positive
sort, my favorite science fair story of all time.
One
fine day I made my way into a middle school where I was to judge or
evaluate school science fair projects. The usual procedure is: One
shows up, fills out a form, gets a name tag, drinks some coffee, eats
some pastry or strawberries, gets a clipboard with student names and
project titles and evaluation sheets, and then one heads off to start
looking at projects.
At one point during the day I wound
up talking to a young woman about her astronomy project. She had
(through the help of her parents) come into a database of stars--their
locations and distances from earth--and she had also been handed a
piece of analysis software which allowed her to plot the number of
stars in different directions as a function of a single angle.
She could also specify that the stars to be counted in making a plot
must be within a fixed distance from the earth, a search distance
limit.
Imagine living at the center of a disk of stars of radius R, a galactic disc in fact. Let's
suppose that the stars are uniformly distributed throughout this disk.
In the plane of the disk, varying the angle of observation from 0 to
360 degrees, a plot of the number of stars as a function of angle would
be flat; there would be roughly the same number of stars in all
directions in the disc. This would be the case for any search distance
limit, but we can suppose it to be equal to R. This is the case where the
search-angle disc corresponds with the disc of the galaxy and from the
center things look the same in all directions, so the plot of number of
stars as a function of angle is flat.
Now if one were to make the plane of
the search angle perpendicular to the plane of the galactic disc (again
with search distance limit R)
then the plot of stars as a function of direction would have two big
spikes in it 180 degrees apart from one another for when the direction
angle corresponded with the plane of the galactic disc. If we look out
perpendicular to the disk we see only a few nearby stars. If we look
out into the plane of the galactic disk we see many stars.
Now suppose that this disc has a
certain thickness t (much less
than R). Instead of carrying
out the second search described above using a search distance limit R, use a distance limit t. That means that any stars farther
than t away are not used in
making the plot. Since the disk is considered to be uniformly filled
with stars, the plot will again be roughly flat. Make the search limit 2 x t and the plot will start to
show those two bumps again.
Suppose you were to do make this plot many times, starting out with
search limit R and
successively reducing this value for each new plot. The first few plots
will have the sharp double bump because the search limit will encompass
the disc-geometry of the galaxy. But when the search limit reaches t the plot will become flat. Which
means that the iterative technique of reducing the search limit until
the plot is flat is a means of determining t, the thickness of the galaxy.
This is what she had done.
And she came up with the idea on her own.
And she got the right answer.
To return to the darker side of science fairs, some observations. (I
have been a sciende fair judge or (better) mentor for more than ten
years.)
The majority of
projects I've seen have significant and related problems.
This is
almost invariably due to lack of teacher involvement and guidance.
This in turn is first and foremost due to the overtasked nature of the
teaching profession.
The second cause is the fact that teachers feel uncomfortable with
doing science.
Science Fair projects, the ones with problems, suffer from a variety of
syndromes.
If there is a chasm between science and so-called non-scientists then
this is what we'd expect: Science fair projects that superficially look like science but are missing
some key elements. This web page is essentially a personal essay in
which I try to sketch some of these syndromes and infer how to bridge
the chasm. Why bridging the chasm is a good idea I'll leave to
another essay.
To begin with, students are often asked to pretend to be scientists when they
do science
fair projects, when in fact they already are excellent scientists. This
artificial pretense substitutes for more natural inquiry, particularly
characterized by treating the scientific method as though it were a
formula for baking a cake. As a result the student performs steps
and checks off items on a to-do list instead of learning about
something interesting. It's a lot like asking a talented dancer to
pretend to be a robot who is badly programmed to dance poorly.
Two projects I've seen far too many times at science fairs:
- The Marketing Science Fair Project. Ask your friends to compare
brands of soda pop.
- The Checklist
Science Fair Project. Follow the steps, bake the cake, get the grade.
The saddest Science
Fair Project of all however is the one in which a student has no
supervision or
guidance and winds up stuck, bored, discouraged, and usually
embarrassed. Argh!!!
Here are some rules I advocate to help stamp out bad science fair
projects and experiences.
Rule #1: The person supervising the
science fair projects Must Also Do A Science Fair Project Themselves.
Rationale: Doing
a project gets one in the frame of mind of doing a project
and provides a real reference for the students to observe. This is part
of the author's larger thesis that science teachers must continue to
learn. To practice what I preach I have started a science fair project documented on
this page.
Rule #2: Teach/Learn the Scientific
Method as a set of guidelines (and not as a recipe).
Rationale: The scientific method is helpful when it guides one on how
to proceed. It is a hindrance when it is taught as a formulaic
checklist. Working as a class on an inquiry project before embarking on
individual science fair projects is a good way of seeing the scientific
method in action (and not as dogma or a means of getting a B+).
Rule #3: Work very hard to find a
project subject that satisfies these criteria:
- Subject raises questions that are interesting.
- Subject is simple enough to yield unambiguous results upon
inquiry.
- Subject does not involve people's opinions (social science).
- Subject has an open-ended aspect likely to lead to more questions.
- Subject is part of a larger picture in the sense of the student's
world-view.
- Inquiry will be possible in the alloted time.
Rationale: The objective is to create a small controlled environment
where a student can recreate the same results reliably many times. An
example of how to not do this is to carry out stress tests on one's
favorite type of candy. Candy is too complicated and like snowflakes
each candy bar is unique. There is very little chance of finding a
general candy bar deviatoric stress tensor that can be applied to other
candy bars. Kids love candy and I encourage them (except my daughter)
to eat as much as possible. But don't imagine that a science fair
project is a good opportunity to gain new insight into the physics of
carmel mixed with nuts and chocolate because the marshmallow filling
will mess up your data. Carmelized sugar on the other hand is simple
enough to use for learning about viscosity. Plus you get to make it,
not buy it. Now we're getting somewhere!
Rule #4: Make time for Phase Two, the
inquiry that happens after you learn something from the initial effort.
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