Looking for an award-winning science fair project? Look no further! Topic ideas are unlimited. Success has more to do with how you present those great ideas. In this blog, I’ll discuss the importance of choosing something that you’re personally interested in and embedding your passion into your project.
The “Wow” Award
Years ago, I was asked to judge a science fair. I developed a scoring rubric based on categories such as clarity, organization, strength of experiment results, and working knowledge of the presenter (e.g. could they answer my questions). None of the projects could compete with the amazing compressed-air-powered hoverboard! It grabbed everyone’s attention as it cruised around the gym! But when I looked at clarity, organization, and the overall presentation, the hoverboard project was lacking. This student hadn’t really paid attention to the details of creating a good science fair project. He might have benefitted from the advice of famous inventor Thomas Edison, "genius is one percent inspiration, ninety-nine percent perspiration." That is, a good idea requires a lot of hardwork and perseverance. This most especially includes clear communication.
Yes, hoverboards are cool. But science is more than flashy results. There is a method to follow that makes those results valid and reliable. So for the hoverboard project, I invented the “wow” award to acknowledge the effort that went into creating it. I then proceeded to find the real winner of the competition. My choice was no surprise. Everyone agreed that this project best represented the spirit of the science fair. What was the topic? Using a lemon as a battery.
Presentation > Topic
I’ll admit, the lemon battery is not the most unique or innovative science fair project idea. But if I put myself in the shoes of a middle school learner, I discover that the world around me is a lot more interesting than it is when I wear my adult shoes. There’s so many mundane things that I take for granted in my adult life that would be new and exciting to a (pre)teen. Dinosaurs are a great example. When we first learn about them growing up, they get the “wow” award every time. As we age, most of us lose that initial excitement. Lists of favorite dinosaurs become lists of groceries. And the most exciting science we partake in is trying to identify what new ingredient has been added to our food (hey, would that be a good project idea?). The point is, I soon realized that judging a science fair project based on how unique the topic is seems, well, unfair. Instead the “wow” should come from the passion of the presenter–how well they conveyed the science they studied and how deep their learning went.
The lemon-battery project I witnessed was beautiful. It featured hand-drawn, color sketches accompanying accurate science explanations. The presenter had a real-life demonstration that observers could test out. The presenter was also able to discuss the power of the lemon as well as the circuitry and science of her design through her own experimentation. Every detail showed her passion for the art and science of discovery learning. It wasn’t an immediate attention grabber, but once you visited her booth you didn’t want to leave. It was so inspiring!
Why Science Fairs Matter
In a 4-year study funded by the National Science Foundation (NSF), researchers surveyed thousands of middle school science teachers to find out why they do science fairs (Levy, 2019). The results showed four general themes:
- Give students an experience doing real science
- Give an opportunity for more advanced students to go deeper
- Create an event to bring the school community together
- Give an experience taking a project from inception to final product
Makes sense. This has likely not changed in decades. What has changed is the shift away from the scientific method to scientific practices in everyday classroom learning. “The Next Generation Science Standards [NGSS] encourage schools to avoid teaching the scientific method. Instead, they recommend describing science as a set of practices and using examples from different fields and methods to demonstrate the true breadth of scientific inquiry” (Taylor, 2023). As such, NGSS names 8 science and engineering practices (SEPs) that describe the work of everyday scientists such as “asking questions and defining problems” or “analyzing and interpreting data.” What it boils down to is giving science-fair experiences to students on a daily basis. Sounds amazing! Does that mean no more science fairs? Of course not!
If you’re reading this blog, then you’re participating in a science fair. So even if classrooms are shifting to discovery learning, this doesn’t undermine the importance of the fair. In fact, I would argue that the science fair would become an even greater showcase for a budding student scientist. Frankly, you never outgrow the need to share your research with the scientific community. If, indeed, you are more used to inquiry-based learning (Hogan, 2019), then I would expect the fair to be much more exciting than ever before. This is your chance to show off your most interesting work! And there are science educators out there that have done the nitty gritty work on how to incorporate NGSS into science fair participation (Welsh, 2020).
Get Creative!
Ever heard the phrase “a catch 22” or “between a rock and hard place” used before? When I think about sharing with you the best or most unique science fair project, those phrases pop into my head. Why? Because let’s suppose I do know the best, most unique, most innovative project possible. The moment I write it into this blog, anyone who reads it will now know the idea and can use it. Now it’s not unique. The only other option is to keep it a secret which doesn’t benefit anyone either. With science fairs happening in every which way, all across the world, your best bet is to stop searching for the best, most unique, most innovative project and instead just do something you’re super interested in.
With that in mind, I’d like to also dispel a tiny myth about creativity. Something doesn’t need to be brand new to be considered creative. In fact, leading expert on creativity Sir Ken Robinson says, “creativity is a process of having original ideas that have value.” Let’s unpack that. First, creativity is a process much like the STEM and SHAPE learning I wrote about in a previous blog. “Call it whatever you like, but as long as you’re doing purposeful work with others, to solve problems that don’t have nice and tidy solutions, by means of engineering, research, and experimentation, towards a greater good, you are doing the type of learning that everyone agrees is most valuable to your future” (Krill, 2024). Second, creativity has value. In other words, use the guidance of your teacher and classmates to ensure your project fits the requirements of the science fair. Focus on clarity, organization, and beauty to make your project glow with value. Lastly, original ideas come from all of that inquiry-style learning you’ve been practicing as a DIY learner in and out of the classroom.
Consider the lemon battery project. Asking “Can a lemon power a lightbulb?” has been asked before. We know this. But how about these questions:
- What other fruit can power a lightbulb? Which fruit makes the light the brightest?
- How long can a lemon keep the light glowing?
- Is a lemon stronger than a AAA or AA battery?
- Does the size of the lemon influence its output?
- Can a lemon power other things? Can you charge your phone with a lemon?
Or if the lemon is all you can think of, then make lemonade! Ask questions like these:
- What is the perfect ratio of lemon juice to sugar to water for the tastiest lemonade?
- Do other sweeteners make for better tasting lemonade?
- Do different brands or types of water change the overall taste of the lemonade?
- Is lemonade better at different temperatures?
- Is there a difference in taste if the ice cubes are also made from lemonade?
All of these new questions stem from a familiar project idea. I asked a veteran teacher which projects stood out for him this year. He said using a potato to create electricity, the mentos challenge, the best bubbly bath salts, the longest lasting mints, an egg floating in saltwater, and the slime stretch! I also included several sites dedicated to science fair topic ideas in my reference list. Choose a few that interest you, then try generating your own list of new questions. Customize, personalize, and find that spark of creativity!
The Final Touch
Hopefully you’ve found a personalized project topic that you love. Hopefully you understand the importance of the overall presentation. Your final step is to practice! Remember the presentation is both what you display and how you engage your audience. The project itself is what people will see. You, however, are the scientist, the creator, and the conveyor of passion! According to a 2020 study of science fair competitions, “...when teachers provided students with the opportunity to practice their presentations… students showed gains in their understanding of the science and engineering practices” (Neubert, 2020). So, whether or not there’s time provided in school to practice, you should definitely make time to do it on your own. Ask your parents, friends, and other people in your network to listen and provide you feedback. Make sure you give them the science fair directions, rules, and/or requirements ahead of time so they can provide thoughtful advice that is related to the critical details that matter. Best case scenario, you show up on the day of the science fair with nothing left to chance. You’re excited about your topic, you’ve optimized your display, and you’ve rehearsed your presentation. Your confidence, passion, and knowledge will “wow” your audience!
References:
CRScience. (2021). Science Fair Resources.
https://crscience.org/educators/sciencefair/
Hemenstine, Anne Marie. (2020, Jan 13). Middle School Science Fair Projects. Thought Co.
https://www.thoughtco.com/middle-school-science-fair-projects-609077
Hogan, Melissa. (2019, August 15). Creating A Next-Generation Inquiry-Based Classroom. Illuminate Education.
https://www.illuminateed.com/blog/2019/08/creating-a-next-generation-inquiry-based-classroom/
Krill, Daniel (2024, December 26). Essential STEM Skills For Middle Schoolers: Where & How To Learn Them. Rise Crimson Education. https://rise.crimsoneducation.org/articles/essential-stem-skills-for-middle-schoolers-where-how-to-learn-them?96d5b9e8_page=4
Levy, Abigail. (2019, May 12). STEM for all 2019: [Video] Science Fairs Under The ‘Scope. https://stemforall2019.videohall.com/presentations/1356.html
Metzger, C. (2019). Science Fair Was One Of The Highlights Of My Middle School Life: Using Science Fair To Develop NGSS Practices. ResearchGate. https://www.researchgate.net/publication/338287972_Science_Fair_Was_One_of_the_Highlights_of_My_Middle_School_Life_Using_Science_Fair_to_Develop_NGSS_Practices
Neurbert, Joshua. (2020, January 8). Science Fair Educational Impacts: New Findings For A New Decade. Institute of Competition Sciences.
https://www.competitionsciences.org/2020/01/08/science-fair-educational-impacts-new-findings-for-a-new-decade/
STEMMomma. (2024, June 23). Winning Science Fair Projects. STEMium.
https://stemium.com/winning-science-fair-projects/
Taylor, Anneke. (2023, March 22). The Scientific Method: Do We Need A New Framework? Alan Alda Center for Communicating Science.
https://www.aldacenter.org/thelink/posts/Scientific_Method_Outdated
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