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 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:
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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