NamPower National Science Fair

NamPower National Science Fair
Science Fair Guide
2016
By
Mrs Angelique Philander: Senior Programme Officer
National Commission on Research, Science and Technology
Private Bag 13253, Windhoek , NAMIBIA
Telephone: +264 – 61 – 431 7023/7000
Fax: +264 – 61 – 229 928
Email: [email protected]
Compiled: 17 September 2013
Updated: 14 October 2016
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National Science Fair Guide
Table of Contents
1. INTRODUCTION ..................................................................................................................................................... 1
2. ENTERIN G A SCIENCE FAIR.................................................................................................................................. 1
A. ELIGIBILITY/ LIMITATIONS ...................................................................................................................................................... 1

B. CONTINUATION OF PROJECTS................................................................................................................................................. 2
3. TYPES OF PROJECTS.............................................................................................................................................. 2
A. STUDY................................................................................................................................................................................... 2
B. I NVESTIGATION...................................................................................................................................................................... 3
C. MODELS/ I NNOVATION/ TECHNOLOGY .................................................................................................................................. 5
4. STEPS TO A GOOD SCIENTIFIC PROJECT........................................................................................................... 5
STEP 1: CHOOSING A TOPIC ..................................................................................................................................................... 5

STEP 2: PROJECT DESCRIPTION................................................................................................................................................. 6
STEP 3: GATHER BACKGROUND INFORMATION ......................................................................................................................... 7
STEP 4: COLLECT DATA ............................................................................................................................................................ 7
STEP 5: RECORD YOUR RESULTS IN TABLES................................................................................................................................ 8
STEP 6: DISCUSS RESULTS........................................................................................................................................................ 8
STEP 7: CONCLUSION.............................................................................................................................................................. 8
STEP 8: EVALUATE THE WHOLE PROJECT................................................................................................................................... 8
STEP 9: W RITE A REPORT USING THE FOLLOWING HEADINGS..................................................................................................... 9
STEP 10: SHOWING YOUR WORK................................................................................................................................................ 9
5. YOUR PROJECT SHOULD HAVE THE FOLLOWING: .......................................................................................13
A. PROJECT DISPLAY BOARD.....................................................................................................................................................13

B. PROJECT DATA FILE/ JOURNAL / LOGBOOK ...........................................................................................................................13
C. PROJECT FILE WITH ABSTRACT..............................................................................................................................................14
AN ABSTRACT .....................................................................................................................................................................15
6. REFERECIN G/ BIBLIOGRAPHY ....................................................................................................................... 196
7. PLANNING A SURVEY ...................................................................................................................................... 198
8. INTERVIEW ........................................................................................................................................................ 199
9. USEFUL POINTS TO REMEMBER ................................................................................................................... 199
10. PAREN TS AND TEACHERS..................................................................................................................................20
11. ETHICS AND PLAGIARISM...............................................................................................................................................21
A. ETHIC STATEMENT ...............................................................................................................................................................21

B. PLAGIARISM........................................................................................................................................................................21
C. MAKE SURE YOUR PROJECT IS SAFE AND ETHICAL ...................................................................................................................22
D. ETHICS I NFRINGEMENTS.......................................................................................................................................................22
12. ADMINISTRATIVE CONSIDERATIONS .............................................................................................................23
13. JUDGING ...............................................................................................................................................................24
PART A: VALUE OF PROJECT ...................................................................................................................................................24
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PART B: W RITTEN COMMUNICATION OF PROJECT ...................................................................................................................24
PART C: O RAL COMMUNICATION ...........................................................................................................................................24
PART D: RELEVANCE ..............................................................................................................................................................25
14. ADJUDICATION ....................................................................................................................................................25
15. PRIZE GIVING CEREMONY.................................................................................................................................26
16. PRIZES....................................................................................................................................................................26
ANNEX 1: ORGANISIN G AND PLANNING A SCIENCE FAIR (CHECKLIST) .....................................................................28
ANNEX 2: CATEGORY LIST....................................................................................................................................................32
ANNEX 3: JUDGING SHEET – STUDIES ...............................................................................................................................33
ANNEX 4: JUDGING SHEET – INVESTIGATIONS ...............................................................................................................37
ANNEX 5: JUDGING SHEET – MODELS/ INNOVATION/ TECHNOLOGY ......................................................................41
ANNEX 6: JUDGES GUIDE.....................................................................................................................................................45
A. JUDGING SCHEDULE.......................................................................................................................................................... 455

B. JUDGES BRIEFING ............................................................................................................................................................. 466
C. JUDGING CONFIDENTIALILITY............................................................................................................................................. 477
D. CONFLICT OF I NTEREST ..................................................................................................................................................... 477
E. JUDGING PROCEDURE....................................................................................................................................................... 477
F. JUDGING CRITERIA............................................................................................................................................................ 499
G. JUDGING GUIDELINE......................................................................................................................................................... 499
H. DETERMINING THE CATEGORY AWARDS ...............................................................................................................................52
I. DETERMINING THE CATEGORY W INNER ................................................................................................................................53
J. DETERMINING THE O VERALL WINNERS .................................................................................................................................53
K. MOST I MPROVED SCHOOL FOR PRIMARY AND SECONDARY ...................................................................................................53
L. DETERMINING BEST SCHOOL FOR PRIMARY AND SECONDARY ............................................................................................. 534
CONFLICT OF I NTEREST AGREEMENT ............................................................................................................................................ 555
CONFIDENTIALITY AGREEMENT .................................................................................................................................................... 555
ANNEX 7: QUALITY ASSURANCE GUIDE ........................................................................................................................ 566
A. JUDGING CONFIDENTIALITY............................................................................................................................................... 566

B. COFLICT OF I NTEREST........................................................................................................................................................ 566
C. DETERMINING THE CATEGORY AWARDS ............................................................................................................................ 566
D. DETERMINING THE CATEGORY W INNER ............................................................................................................................. 588
E. DETERMINING THE O VERALL WINNERS .............................................................................................................................. 588
F. MOST I MPROVED SCHOOL FOR PRIMARY AND SECONDARY ...................................................................................................58
G. DETERMINING BEST SCHOOL FOR PRIMARY AND SECONDARY ............................................................................................. 589
ANNEX 8: REGISTRATION: TEACHERS ...............................................................................................................................61
ANNEX 9: REGISTRATION: PROJECTS ................................................................................................................................62
ANNEX 10: REGISTRATION: ACCOMMODATION AN D MEALS .................................................................................... 644
ANNEX 11: OFFICIAL ABSTRACT ...........................................................................................................................................65
ANNEX 12: PROJECT APPROVAL FORM ..............................................................................................................................66
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ANNEX 13: PLAGIARISM FORM ............................................................................................................................................70
ANNEX 14: BINDING AGREEMEN T FORM...........................................................................................................................71
ANNEX 15: RESEARCH PLAN ..................................................................................................................................................73
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1. Introduction
Namibia’s National Science Fair is an annual event where the best Science Fair projects for all
the Regions compete against each other. This event normally takes place during August or
September.
The aim of the National Science Fair is to:
 To stimulate interest in young people in science, math, and engineering;
 To provide educational experience through participation in scientific research;
 To give public recognition to learners for the work that they have done;
 To encourage inquisitive students to explore their environment in a systematic, logical

manner; and
 To stimulate students interest in science and technology while simultaneously promoting

the development of the life skills of communication, decision making, evaluation of
alternative solutions, and critical thinking.
2. Entering a Science Fair
A. Eligibility/ Limitations
A student must be selected by a Regional Science Fair and be in Grades 1–12.
Each student may enter only one project.
Each Regional Science Fair may send 20 gold medal projects to the National Science Fair:
 10 Primary School projects, and
 10 Secondary School projects.
Secondary Schools may only enter individual projects, with only one student allowed per project.
Primary Schools may enter team projects. Team projects may have a maximum of two members.
Teams may not have more than 2 members at a Primary School Science Fair and then eliminate
members at regional and national competition.
There is a broad range of categories in which students can complete science fair projects. A list
of the categories and subcategories can be found in this booklet (Annex 2).
Interested learners and teachers should contact their nearest Regional Science Fair Coordinator
for more information.
Ensure that entry forms are fully completed; that the information is clearly readable and you
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have entered your project in the correct category.
Any project done must fall under one of the Expo Categories.
NB. Not all gold medal winners at regional level will be selected to participate at the
National Science Fair.
Any project done must fall under one of the Science Fair Categories (Annex 2).
B. Continuation of Projects
As in the professional world, research projects may be done that build on work done in previous
years. A valid continuation project is a sound scientific endeavour. Students will be judged only
on the most recent year’s research. The project year includes research conducted over a
maximum of 9 continuous months from January – September.
Any project based on the student’s prior research could be considered a continuation project. If
the current year’s project could not have been done without what was learned from the past
year’s research, then it is a continuation project for competition. These projects must document
that the additional research is an expansion from prior work (e.g. testing a new variable or new
line of investigation, etc.). Repetition of previous experimentation with the exact same
methodology and research question or increasing sample size is examples of unacceptable
continuations.
Display boards and the abstract must reflect the current year’s work only. The project title
displayed in the finalist’s booth may mention years (for example, “Year Two of an On-going
Study”). Supporting data books from previous related research may be exhibited on the table
properly labelled as such.
3. Types of Projects
A. Study
Definition: A collection of data that gives evidence of a fact (or facts) or a situation of scientific
interest. It could include a study of cause and effect.
This is the easiest type of project since it involves mainly reading and writing. Information for
this type of project can be gained from several written sources, via books, internet, magazines
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and newspapers, speaking to people knowledgeable about the topic and can be enhanced by the
use of photographers, charts, drawings and models.
The skills involved in this category are the selection of appropriate sources, the ability to extract
relevant information from these sources and to synthesis this information into a pleasing
presentation. There must be evidence that the pupil has gained knowledge from his/her study.
Pupils need to be knowledgeable about their chosen topic and be able to answer questions related
to it and see the relevance of what they have worked on in the Namibian context.
The projects which are grouped as Studies are only allowed for the Primary School learners from
Grade 1 to 5.
B. Investigation
Definition: An undertaking to test a hypothesis using experiments, data and scientific methods.
The participant is actively involved in solving a problem.
A scientific project is an investigation in which you try to solve a problem or answer a question
that you have identified. When you do an investigation, you follow a method that allows you to
test an idea or solve a problem and come to a clear conclusion. Projects for the National Science
Fair must have original work done by participant e.g.
 survey of more than a 100 questionnaires,
 experimental work with a lot of testing.
This is the pinnacle of the exhibition as it includes many scientific skills mentioned in all syllabi.
An investigation must be original and where possible topical. In an investigation, the student is
actively involved in solving the problem. It thus follows that topics in this category are often
formatted as questions:
“Why do kites fly?” – rather than Kites. “Does the size of molecules affect the rate at which they
diffuse?” - rather than molecular diffusion.
Here we expect to see the inclusion of innovative ways of finding out more about their chosen
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topic through interviews, questionnaires, experiments, observations, field work and that this has
been carried out consistently over a period of time. We are looking at how they went about this,
adaptations to the original project design to overcome problems, clear understanding of the
results obtained and good scientific interpretations of these and finally a conclusion relating back
to their aim – essentially did they achieve what they set out to do and if not, why not?
An Investigation is dependent on the acquisition of scientific skills. Below find a brief

explanation of some of these skills needed for a good investigation:
a) Questioning or identifying the problem

This is the ability of identifying a problem (often from observations made) and
formulating it into a question.
b) Hypothesizing or predicting
This really is making several intelligent guesses as to what the possible answers could
be to the questions formulated.
c) Testing
The need to try and find out if the hypothesis (predictions) is right or wrong. You need to prove
this through doing experiments, calculations, interviews, etc. You often have to design one or
more experiments to do this. This is initially done on paper (in your logbook) and then it is done
practically. In designing an experiment, it is very important to identify all the variables and to
control these wherever possible. Very often, testing a prediction is done by a series of careful
observations. Observation is the ability to use all senses (sight, sound, smell and taste) to
observe phenomena whether they are physical, biological or social and to record them simply
and concisely.
d) Record the results
This is a clear statement of the results obtained whether by experimentation or observation.
Results of experiments and of surveys are often recorded by tables, histograms, pie charts or
graphs. It is important to show mathematical calculations as well in your recordings.
e) Conclusion
Here it is important to be objective and draw conclusions from the results recorded, which can
then be used to support the hypothesis or not.
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The projects which are grouped as Investigations are allowed for both Primary & Secondary
School learners from Grade 1 to 12. It is compulsory for pupils from Grade 6 to 12 to do an
investigation.
C. Models/ Innovation/ Technology
Definition: A working model that demonstrates a scientific principle and from which the learner
acquired technical skills or which was used in experimentation to obtain data for an
investigation.
This type of project should display some technical knowledge. Acquired skills will also be part
of the final assessment. It is important that exhibitors ensure that their models work for the
duration of the Science Fair. The emphasis is less on the display board and more on the model
made its purpose, how it was made, adaptations to solve problems encountered and a clear
understanding of the science underlying the model. Commercially available kits and models are
unsuitable for display as a science project, unless they are used for some other purpose in the
Fair.
Background knowledge is required: for example, if a pupil has entered a model of a crane, then
an understanding of pulleys and levers would be expected.
The projects which are grouped as Models are allowed for both Primary & Secondary School
learners from Grade 1 to 12.
4. Steps to a Good Scientific Project
STEP 1: Choosing a topic

The topic for your project should be something that you are interested in and that you want to
learn more about. You may think of a good topic straight away just by looking at the list of the
National Science Fair categories, or you may need to look for ideas for your topic. You can get
ideas for projects from:
 Newspaper and magazine articles;
 The Internet;
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 Television programmes; and
 Practical problems from your community.
Your idea for a project should be an original one. This means that it should be your own idea
and not somebody else's. Do not repeat an experiment from the school syllabus or choose a
problem to which people already know the answer. For example "Determining the specific heat
capacity on iron" is not an original topic for your Science Fair project. The method to follow is
well known from school textbooks and you can easily look up the answer.
The best Science Fair projects are not always complicated, but they are imaginative and well
carried out.
A good project is often:
 a clever solution to a problem; or
 a new idea for a piece of apparatus; or
 a study or survey that no-one has done before.
Be original, but DO NOT choose a project that:

 could be dangerous to yourself or others;
 needs any experiments on insects, live animals or
humans; or
 involves collecting plants or animals that are
protected by Nature Conservation laws.
State your topic as a question or aim and then formulate your hypothesis (what you think the
answer is going to be).
Students must submit their project idea to their teacher, before starting a project, for approval.
Ethics needs to be considered at this point.
STEP 2: Do a research plan

Every student should type a research plan which you should submit to your
teacher/mentor/qualified scientist at the beginning of your project.
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Aim for an original and creative project! This plan shows how you intend to do your project
so it is written in the future tense. The length of your research plan should be between 2-4
pages.
Research plan for ALL projects must include the following:

A. Question or Problem being addressed
B. Hypothesis or Engineering Goal (Engineering projects only)
C. Description in detail of method or procedures engineering project areas that will answer the
question you asked or solved the problem:
The following are important and key items that should be included when formulating ANY
AND ALL research plans:
 Procedures (Method)
 Variables: independent, dependent and controlled/fixed
 Data Analysis: how you will analyse the data
D. Bibliography: List the three (3) most important references (e.g. science journal articles, books
and internet sites) that you used to get information about your topic and that you will refer to in
your introduction/part A above.
STEP 3: Gather background information

Gather information about the topic. What do you need to know to answer the question? What do
you think the answer will be? Form your hypothesis.
Use books and Internet sites for your research. A summary of your research must be included in
your introduction. Remember to record your references/bibliography.
STEP 4: Collect data

 Do experiments to test your hypothesis;
 Interview people interested in your topic;
 Do surveys or send out questionnaires - a minimum of 100 people if applicable, make a
working model to illustrate the solving of your problem. Use what is at hand, an e.g. use
material from home;
 Keep handwritten notes in a project data book (e.g. file, diary or scrap book);
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 A project data book is your most important piece of work;
 Accurate and detailed notes make a logical and winning project;
 Good notes show consistency and thoroughness to the judges;
 Record data in the data book and then transfer to tables when writing your report; and
 Make sure you date every entry.
DO NOT USE BRANDED PRODUCTS IN YOUR EXPERIMENT RATHER IDENTIFY

USING LETTERS OR NUMBERS. YOUR PROJECT WILL BE DISQUALIFIED IF YOU
INCLUDE BRANDING.
STEP 5: Record your results in tables

 Generate graphs from your tables;
 Add photos; and
 File a blank copy of your questionnaire/survey in your data book.
STEP 6: Discuss results

 Interpret the data or make comparison;
 Look at trends and patterns; and
 Note limitation and errors in your discussion.
STEP 7: Conclusion
State whether your results support or do not support your hypothesis. Your conclusion(s) must
be based on your findings and must be linked to your hypothesis/aim/engineering goals.
FOR THE NATIONAL SCIENCE FAIR: Challenge and test your hypothesis again and make
sure that you collect more data between the Regional and the National Science Fair to support
your hypothesis. Test your prototype and redesign, rebuild and retest your new prototype.
STEP 8: Evaluate the whole project

 Review
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 Revise
 Redo
Teachers can use the project as part of class work. When assessing the projects at school level,
teachers can assist students in upgrading their projects so that they can participate in a Regional
and National Science Fair.
STEP 9: Compile a Project File using the following Headings

1) Choosing a title for the project: Title simple and must be descriptive;
2) State problem/aim and hypothesis;
3) Introduction, including information collected and description of project;
4) Method (numbered, logical, concise, third person includes variables);
5) Results (record of data in tables and graphs);
6) Analysis/discussion and interpretation of results (including errors and modifications);
7) Conclusion/s;
8) Bibliography/References (with a list of books, magazine articles or internet sites where
you acquired important information);
9) Acknowledgements (this is a list of the people who helped you and the help each one
gave. For example, someone might have lent you a piece of equipment, taken
photographs for your poster or given you some important advice); and
10) Abstract (limited to 250 words).
STEP 10: Showing your work

Your presentation must include the following:
 Presentation for your display board must be printed onto A4 (landscape/ portrait)
 Your presentation must be presented logically and must be eye-catching
 Project data book/ Journal/ Log book
 Project File with Abstract
 Surveys, Questionnaires (if applicable)
 Working model on table (if applicable)
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Display boards will be provided.
Below in sub-section I and II is a suggested lay-out for the display boards.
I. Display Board Dimensions

The National Science Fair will provide the display boards. It is compulsory to use the display
boards provided at the National Science Fair.
Each exhibit at the National Science Fair is given a space of:
 maximum 1.5m table length, and
 a display board.
If the project is an Engineering project, a physical model of prototypes that fit onto the table will
be allowed. The maximum dimensions are 50 x 50 cm. Please note that no part of the project
may be put onto the floor.
Dimensions:
Display Boards for the National Science Fair will be standard with the following dimensions:
 Middle length = 150cm
 Left Side length = 50cm
 Right Side length = 50cm
 Height = 100cm
 Table length = 150cm
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50cm 150cm 50cm
Logos and Judges

Stickers
7.5cm 7.5cm
100cm
74.5cm
150cm
Please Remember: There are space restrictions as given in illustration above.
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II. Suggested layout for Display Board (a summary of your project)
Left Side:
 Introduction/ Purpose or Problem
 Background information
 Hypothesis / Aim
Middle:
 Large title (Font size 150) (Title should be the same as submitted on entry to Regional
and National Science Fair), and
 Name and grade and photo of participant underneath the title
 Method, including variables
 Results - include tables and graphs (this includes observations and calculations)
Right Side:
 Discussion/ Analysis and Interpretation of results
 Conclusion
 Bibliography and Acknowledgements
 Photos (if applicable)
Your poster is the most important part of your project. Your poster should be easy to read and
understand. It should explain what you did, how you did it and what you found out. Make your
poster eye-catching and interesting. You want visitors at the Science Fair to stop and read about
what you did. Summarised information must be laid out in a logical order. Anyone who wants
more information can read your report. (Your report is very important).
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III. An example of the layout for a display board (Headings)
Introduction/ Project Title Photo Discussion/

Purpose/ Name & Grade Analysis and
Problem Interpretation
of Results
Background Materials and Methods
Information Conclusion
Bibliography
Aim/ Results:
Hypothesis Data, Calculations, Tables, Acknowledgement
Graphs, Observations
Photos (if
applicable)
5. Your Project should have the following:
A. Project Display Board

See page 9-12.
B. Project Data Book
 This is a record of ALL your work - no matter how untidy it is!

 Everything should be dated;
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 File all emails;
 File notes from interviews;
 File all designs and plans;
 File copies of articles/webpages you have read - either in alphabetical order or in; order
of importance to the project; and
 File all survey questionnaires.
C. Project File with Abstract, Signed research plan, signed

plagiarism form and a concsent
 Neat file - contents page with headings below, dividers, logical arrangement;
 At the front of the file – signed research plan, abstract, signed plagiarism form and
consent letter from a qualified scientist for human subjects and animals ;
 Introduction (Why and includes background research);
 Aim (To find out/to determine etc.);
 Hypothesis/ Engineering Goals (Statement that you are going to test which includes
independent and dependent variables);
 Procedure/ Method (How the project was carried out in the 3 rd person and includes fixed
variables);
 Results (What happened - tables & graphs);
 Analysis of Results (Results/findings/graphs explained in words, more extensive in report
than on poster)
 Discussion, errors and modifications (Patterns and trends are noted and explained,
anomalies/ unusual results are discussed, limitations noted and clarified );
 Conclusions (Refer directly to aim/hypothesis or engineering goals incorporates results;
states whether supports engineering goals or hypothesis);
 References (Which books and webpages you consulted and these must be referenced
correctly, the first reference must be the one where you got your project idea from); and
 Acknowledgements (People you talked to and who helped you and state what help they
gave you).
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An Abstract
What is an abstract?
The purpose of an abstract is to serve as a link between the title of a scientific project (research
study) which may be a brief paragraph or two (limited to 250 words). The abstract is a useful
summary of the project that provides justification for the research. The abstract allows the reader
to conclude whether your project write-up is worth reading. Your abstract appears at the
beginning of your project file as well as on your display after acknowledgements.
How to Write an Abstract

The abstract should include the following headings:
a) Purpose of the Project/Experiment

 An introductory statement of the reason for investigating the topic of the project; and
 A statement of the problem or hypothesis being studied.
b) Procedure/Method Used
 A summarisation of the key points and an overview of how the investigation was
conducted;
 An abstract does not give details about the materials used unless it greatly influenced the
procedure or had to be developed to do the investigation; and
 An abstract should only include procedures done by the student. Work done by a mentor
(such as surgical procedures) or work done prior to student involvement must not be
included.
c) Observation/Data/Results
 This section should provide key results that lead directly to the conclusions you have
drawn; and
 It should not give too many details about the results but must include the most important
data generated in the investigations.
d) Conclusion(s)
 Conclusions from the investigation should be described briefly;
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 The summary paragraph should reflect on the process and possibly state some
applications and extensions of the investigation; and
 An abstract does not include a bibliography or references or acknowledgement.
6. Referencing/ Bibliography
Referencing means that you give credit to the various sources you have used when writing your
assignment/report. A reference list should include any documentation that is not your own. All
sources should be arranged alphabetically according to the surname of the first author.
The references should be written in the following order:
Author’s surname and initials, year of publication, title (underlined or italics), edition, place of
publication, publisher. This is the Harvard style of referencing. Other referencing styles are also
acceptable.
A. Books:
e.g. Kritzinger, A.A.C and Fourie, C.M.W 1996 Basic Principles of Financial Management,
Cape Town, Juta
B. Journals:
Journals should be written in the following order: author’s surname and initials, year of
publication of the journal, title of article, title of journal, volume, pages.
e.g. Manning, T. 1996 “Three steps to the future”, Human Resources Management, 12(8), 8-9
C. Chapters in books:
e.g. Smith, R.J. Comparative themes in higher education, in “Trends in High Education”
edited by J.N. Green. London: Benton
D. Newspaper Articles
The reference should be written in the following order: year, newspaper, date and month,
page.
e.g. 1908. Business Day. 25 June: 7
E. Internet referencing:
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www pages: e.g. Unknown (1995) Sentient microfilaments: A tempest in a tubule (online).
Available:http://somecomputer.printer.edu/pub/harnard/bixley
Date accessed:
F. Theses and Dissertations

e.g. Smith, R.H. 1998 Critical Theory and University Transformation. DPhil thesis, Rhodes
University, Grahamstown
G. Info on Referencing and Photos

For more information on Harvard Style referencing and referencing of visual material
(images/photos) please visit the following websites:
http://rmit.libuides.com/content.php?pid=220068&sid=1827557
http://www2.lib.uct.ac.za/infolit/bibharvard.htm
7. Planning a survey
Surveys may only be part of your background research and not the whole project. Before you
start you need to ask yourself these questions relevant Science Fair information is added in
brackets:
 What are the objectives of the survey (is it to find out opinions as part of background
research or is it to obtain scientific data which would be part of the results of the
investigation?)?
 Are there other sources of data I could consult before carrying out a survey (literature
search)?
 How will I ensure that those who have a stake in the outcome of the survey support it
(well-written permission letter)?
 How will I develop the list of people/organisations to be surveyed and how reliable is the
contact information (important part of research plan)?
 How should I design my sample (group of people taking the survey) to minimize cost and
maximise the accuracy and flexibility of the results?

As you develop the questionnaire you need to know:

 What information is required to meet the needs of my project (part of aim and
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hypothesis)?
 What is the best way to word questions so that I will get unbiased responses
(procedures/method)?
 How will I design the survey questionnaire to ensure the questions are clearly understood
and answered properly (procedures/method)?
 What is the most reliable and cost-effective method of delivering the survey
(procedures/method)?
 How should I pre-test the survey questionnaire (in the pilot study)?
 When should I use the results of the pre-test?

When dealing with the respondents you need to answer:

 How will the confidentiality of the responses be protected (all questionnaires are filled in
anonymously)?
 Who will respondents contact when they have questions (you, the investigator)?
 How long do respondents have to respond (shorter deadlines work better)?
 What will I do if they don’t respond (accept this as it’s their choice to complete the
questionnaire)?
 What is an acceptable response rate? What will I do if my response rate is unacceptably
low (for an initial study for Expo a minimum of 100 completed survey questionnaires is
needed so if you get too few send out more survey questionnaires)?
Before you analyse and present the information, you need to know:
 How will I assess whether or not the responses are biased and how will I correct my data
for bias if it exists (double blind questions)?
 What is the best way to present the data so that my audience grasp the importance of my
findings (tables and graphs)?
 How will I demonstrate that the results are statistically valid, accurate and reliable (all
fixed variables must be controlled and there needs to be a sufficiently large sample size
for the study to be reliable)?
 What techniques will be used to impute, estimate and weight the responses to give
accurate, fully representative results (statistical analysis)?
 What techniques will I use to analyse the data (analysis and discussion)?
18
8. Interview
All participants will be interviewed as part of the judging process.
Please take note of the following points:

 Introduce yourself by name;
 Know your topic;
 Be enthusiastic;
 Speak clearly with confidence;
 Use appropriate language;
 Listen to the judges' questions;
 Don't read off notes or recite a prepared speech, answer the questions;
 Make sure your answers are to the point; and
 Be aware of time constraints.
9. Useful Points to Remember
 Bring your own drawing pins, staples, Prestik, Velcro, masking tape or whatever else you
need to put up your display;
 Bring your own extension cord if you have a model or apparatus that needs 220 volt
electricity to work;
 Do not include any live animals, insects, spiders and fish in your display. Photos and
video clips may be shown instead;
 Do not include any animal or human body parts in your display. (Refer to page 23 and
make sure your project is ethical);
 Burning of any substances or use of open flames as part of your exhibit is prohibited;
 Do not leave valuable items on your display. The organisers will endeavour to make sure
that things are safe at the National Science Fair, but will not be responsible for any
losses;
 No chewing gum during interviews; and
 Switch off cell phone during interviews.
19
10. Parents and Teachers
The National Science Fair supplies a forum for students to display their scientific knowledge and
skills. Parents and teachers can act as mentors to the students, but must not display their own
scientific knowledge and skills. Judges will disqualify any project that was not done entirely by
the student(s).
The role of the teacher is that of a mentor. The National Science Fair depends on teachers to
distribute information about the National Science Fair to students. Simply through their
encouragement and support, enthusiastic teachers can inspire their students to great
achievements.
A teacher can guide students through the stages of a scientific project and ensure their scientific
approach.
Summary of the scientific method:

 STEP 1 Students must submit their research plan to their teacher, before starting a
project, for approval. Ethics needs to be considered at this point.
 STEP 2 Choose a topic or question.
 STEP 3 Gather information about the topic. What do you need to know to answer the
question?
 STEP 4 What do you think the answer will be? Form your hypothesis/state your
engineering goals.
 STEP 5 Test your hypothesis/test your prototype/evaluate your prototype and redesign if
necessary.
 STEP 6 Draw conclusions based on the results of the testing.
Teachers can use the project as part of class work. When assessing the projects at school level,
teachers must assist learners in upgrading their projects so that they can participate in their
Regional Science Fair.
Individual projects are encouraged, but no more than 2 learners (Primary phase only) are
allowed to work together on a project.
Teachers need to enter their learners' projects for the Regional Science Fair.
20
11. Ethics and Plagiarism
A. Ethic Statement
Scientific fraud and misconduct are not condoned at any level of research or competition. Such
practices include plagiarism, forgery, use of presentation of other researcher's work as one's own
and fabrication of data. Fraudulent projects will fail to qualify for competition in the National
Science Fair.
B. Plagiarism
What is plagiarism?
It can be defined as follows:
To use another person's words or ideas and to pretend that they are your own. The following are
considered as plagiarism:
 To steal or borrow another person's work;
 To pay another person to write your assignment;
 To copy directly from a source without referencing the original source;
 To use another person's ideas and build on them without giving credit to the original
ideas;
 To paraphrase another person's work word-for-word; and
 To present false data (fabricated, altered or borrowed without permission).
The worst form of plagiarism is to do it intentionally:

 to pretend that another person's work is your own;
 to buy a piece of written work from somebody (e.g. from the internet); or
 to pay somebody to write your assignment for you; or
 to write something word-for-word from a source without acknowledging that source (or
to "cut and paste" from the Internet).
21
Plagiarism can also occur unintentionally: when you rewrite another person's ideas or words in
your own words, or use small sections of another person's writings without acknowledging it as a
source.
Fraudulent projects will be disqualified at the National Science Fair. It is compulsory that
every participant has a signed copy of the plagiarism form in their file.
C. Make sure your project is safe and ethical

Ethics is concerned with what is right or wrong, good or bad, fair or unfair, responsible or
irresponsible. Research on micro-organisms, human or animal subjects including surveys, need a
form signed by a supervising scientist or teacher giving approval for the project to be done. Any
surveys (questionnaires) need another form giving consent or permission by parents or schools.
Both forms need to be filed in the project file in the appendix.
Before you start a project, it's important to know the rules - especially if you're thinking of using
animals, human subjects, hazardous equipment or materials, recombinant DNA or other
biotechnological materials. (By the way, "animals" include pets and livestock and humans
include family members and students in your class or school.). It's heart breaking to have your
project disqualified at the National Science Fair because you broke the rules - or maybe even the
law!
Any research or experiment on potentially hazardous biological agents, animal or human

subjects must be done under the supervision of a qualified scientist/laboratory. A signed letter
from the qualified scientist or/and laboratory will be required before participating at the National
Science Fair.
D. Ethics Infringements
Students are encouraged to check their ethical infringements before exhibiting their projects at
any the National Science Fair. Please note that the following are not allowed at the National
Science Fair:
 Living organisms including animals, fish, insects and plants;
 Agar plates and other growth mediums for microbiology studies;
 Human or animal parts including tissues and body fluids (for example blood, urine,
22
hooves, skins etc.);
 Dangerous chemicals: Poisons, drugs, medications, controlled substances, hazardous
substances and devices (for example firearms, weapons, ammunition, reloading devices,
knives and any other sharp instruments);
 Flammable substances;
 Photographs or other visual presentation depicting humans or vertebrate animals in
surgical techniques, dissections, necropsies or other lab procedures or who belittle people
in any way or show animals being harmed in any way;
 Brand names or any other branded products;
 Food substances that are not in completely sealed containers (plastic wrap is not
acceptable as it can easily be removed);
 Water except if in sealed apparatus; and
 Any apparatus deemed unsafe by the National Science Fair organisers.
NB: Photographs will be sufficient for judging
In order to rectify the problem you need to take note of the suggestion below:
 Remove all living organisms and take them to a member of the ethics committee or venue
committee;
 Remove all human or animal parts and take them to a member of the ethics committee or
venue committee;
 Remove all dangerous chemicals and take them to a member of the ethics committee or
venue committee;
 Remove photos or presentations that belittle people or animals from your poster and file.
NB: you may not cover them up;
 No brand names to be visible. Please make sure all branding is covered label with e.g.
Product A, B or Product 1, 2 etc.;
 Food must be sealed into containers and then shown to the ethics committee ; and
 Water must be removed or enclosed into sealed apparatus.
12. Administrative Considerations
 All titles must reflect the essence of your project. No fancy words, slogans or rhyming,
please! The judges must know what the project is about by reading the title.
23
 Every project must have an abstract form (A4) on the bottom right hand corner of the
project board.
 Entries should be in the correct categories. The description of twenty words required
when entering is crucial for us to categorise the entry correctly. NO category changes
will be allowed as from the start of the week before the National Science Fair.
 All electrical appliances must be safe and compliant.
 No project may be wider than the space allocated.
 While we will supply electrical plug points, we cannot guarantee power supply. Make
sure you can present your project WITHOUT electricity, should there be problems with
electricity. Please bring your own lead/electrical cord (if you need it for your project).
 Laptops get stolen, so please keep yours with you the whole time. We will not accept
any responsibility for your aids.
13. Judging
Judging is based on the following criteria:
Part A: Value of project

 Originality of the project. The student is able to think and act independently. Refers to
reading, originality of approach, use of resources, depths of planning and execution of
investigation; and
 Scientific method. Command of the scientific method, scope/range of investigation,
results, analysis, conclusions.
Part B: Written communication of project
Written communication of research (Display Board, Project File, Project Data File/ Journal/
Logbook)
Part C: Oral communication

The interview with the judges is aimed at establishing the exhibitor's understanding of the topic,
24
the originality and thoroughness of their methods and experimentation.
Most of what an exhibitor has done should be on display or should be discussed during the
interview. A standard set of judges' criteria are used at the National Science Fair. Please
make sure that you study the judges' criteria before you participate at the National Science
Fair. (Refer to judging sheet)
PLEASE NOTE THAT AT THE NATIONAL SCIENCE FAIR, THE CHIEF JUDGES'
DECISION IS FINAL AND NEITHER DISCUSSION NOR CORRESPONDENCE WILL BE
ENTERED INTO.
Part D: Relevance
The judges will assess whether the project relates to the priorities of the country,
14. Adjudication
 All the participants must wear school uniforms;

 Participants’ etiquette: No eating and drinking while being judged. All cell phones off/on
silent, please;
 Each learner must make sure that their project has a category number as well as a project
number before the judging starts;
 Each project will be judged by at least 2 adjudicators (simultaneously or separately);
 Each adjudicator will attach a round coloured sticker to the exhibition board. If not, the
participants should ask for the stickers;
 If the project has not been visited by at least 3 adjudicators (simultaneously or separately)
by 17h30, please report it at the info desk;
 Any problems with adjudication should be reported not later than 18h30 at the info desk
by the teacher. (Red forms). No complaints will be dealt with after 18h30;
 You must always be present at your project during judging. If you are not present, you
will not be judged. Should you go to the rest rooms, please ensure that you leave a note at
your project!
 Participants may only leave the hall after their category has been judged and an
announcement made in this regard. Please do not leave beforehand, as judges might want
to revisit your project to confirm their assessment; and
25
 No persons, other than participants, officials and special guests will be allowed in the hall
during adjudication. Persons without a sticker will be requested to leave the hall.
15. Prize Giving Ceremony
All the participants must wear school uniforms to the Prize Giving Ceremony.
16. Prizes
Prizes for projects will be awarded as follows:
Medals
All projects are allegeable for a medal and will receive it as follows:
 Gold medal – 80 - 100%
 Silver medal – 70 - 79%
 Bronze medal – 60 - 69%
 No Medal awarded – Below 60%
Category winners
 one per category per phase
Overall winners
 one winner as best Primary phase project
 one winner as best Secondary phase project
Best School
 one winner as best Primary phase
 one winner as best Secondary phase
26
Best Region
 one winner as best Region
27
Annex 1: Organising and Planning a Science Fair
(Checklist)
The following schedule shows you the sequence of planning/ things to organize for a Science
Fair. If a teacher/parent/science enthusiasts, etc. follows the following guide to preparing a
science fair it will be a success.
Please Note:
It is a syllabus requirement that all learners from grades 5 to 10 do projects as part of their
continuous assessment mark. This syllabus requirement should be linked to the Science Fair.
Form an organising committee
 All science and mathematics teachers are required to be members. Select a Chairperson (
and General Manager);
 Secure funding for the event by organising special events;
 Encourage learners to participate; and
 Invite some knowledgeable person or various experts to speak to the learners.
Management team
 General Manager – Chief co-ordinator selects the team and allocates tasks to team
members – Chairperson at all meetings. All the team members listed below report to her/
him;
 Publicity and program organiser ( opening/ closing ceremonies);
 Funding and finance controller;
 Entries co-ordinator;
 Judges co-ordinator: recruitment / allocation of projects to be judged by each judge/
selects; head judge for each category who leads team discussion on the allocation of
marks. Selects Quality Control Team;
 Refreshments co-ordinator;
28-A1
National Science Fair Guide Annex 1-Org & Plan Checklist
 Floor manager ( tables arrangement/ floor plan/ power/ water and problems/ );
 Results co-ordinator ;
 Results collator; and
 Allocation of prizes committee.
Preliminary Planning
 Get dates of the various science fairs.(Regional/ National);
 Based on the above set a date for the internal School Science Fair. (these marks to be
used for continuous assessment marks);
 Have set days for co-ordination meetings;
 Draw up a programme for the year – this should be done in the 3rd trimester for the next
year;
 Provide guidelines to all learners on how to do projects and assist them by giving
examples on each topic in the syllabus;
 Plan mentorship programmes;
 Secure venues;
 Plan transport requirements; and
 Plan the School Science Fair.
Science Fair Planning- Logistics/procedures
1. Get suitable location for the number of projects;

2. Publicise event and provide all information;
 Make posters;
 Invite press, NBC etc.;
 Write an article which must be freely available;
 Take photographs;
 Invite other schools from the cluster group;
 Keep a record of all the results;
29-A1
 Send results to press / NBC;
3. Tables for projects;
4. Chairs;
5. Table cloths;
6. Display boards with all details – e.g. Title of project; Name(s) and grade(s) of learners;
7. Category numbers for the projects;
8. Receive entries;
9. Accommodation / arrangements for guests and judges;
10. Meals;
11. List of projects in the various categories;
12. Electrical points;
13. Public announcements facility;
14. Information centre and people to run it;
15. Floor manager; and
16. Toilets cleaned– toilet paper, toilet monitors.
Judges
1. Training of judges – keep a list;

2. Invitation forms to judges- follow up and reminders;
3. Judging criteria forms (see examples);
4. Select judges for each category;
5. Briefing of judges;
6 Judges meeting room. Identification badge indicating that the person is a judge;
7. Clipboard for judges and writing material;
8. Stickers indicating that judging done;
9. Judging tables for each category;
10. Judge convenors for each category;
11. Chief Judge and 2 Deputy Chief Judges;
12. Quality Assurance Group;
30-A1
13. Refreshments/ meals for judges;
14. Thank you cards for judges;
15. Judges comments cards;
16. Collating of results (computer if there are a large number of projects.); and
17. Judges select medal winners, category winners - controlled by quality assurance group.
Prize Giving
1. Venue
2. Decorations
3. Table for trophies, certificates, medals
4. Have a master of ceremonies
5. Participants in school uniform
6. Entertainment
7. Program
 Opening prayer
 Music /choir for national anthem
 Guest speaker, and dignitary for handing out certificates medals, trophies etc.
 Special announcements -
 Thanks and acknowledgements
31-A1
Annex 2: Category List
There are eleven (11) Categories for the National Science Fair. Below is a table indicating
these Categories:
Category
Category (including sub-categories contained within category)
Numbers
An Animal Science (Development, Ecology, Animal Husbandry, Pathology, Physiology, Cytology,
Histology, Population Genetics, Systematics, Entomology, Ichthyology, Ornithology, Herpetology,
etc.)
Ch Chemistry (General Chemistry, Analytical Chemistry, Inorganic Chemistry, Organic Chemistry,
Physical Chemistry, etc.)
EA Engineering and Architecture (Bioengineering, Civil Engineering, Construction Engineering,
Chemical Engineering, Industrial Engineering, Electrical Engineering, Electronics, Mechanical
Engineering, Aeronautical Engineering, Computer Engineering, Robotics, Thermodynamics, Solar,
Processing, Metallurgical Engineering and Mining, Industrial Technology, Film and Video
Technology, Nanotechnology, Microtechnology, Sound Technology, Space Technology, Building
Science, Waste Treatment Technology, Material Science and Technology, Housing, Settlement
Studies)
EE Energy and Electricity (Alternative Energy, Fossil Fuel Energy, Renewable Energy, Non-
Renewable Energy, Efficiency and Energy Conservation, Electric current, Electric power,
Electrification, Electrodes, Electronics, Electrical conductors, Electrical conv erters, etc.)
Ev Environmental Science (Ecology, Earth Science, Geography, Geology, Marine Science,
Recycled Material, Tourism and Eco-Tourism, Water and water related projects, etc.)
Fo Food Science and Food Technology ( Food Chemistry and Biochemistry, Food Microbiology
and Biotechnology, Flavour Chemistry, Food Processing and Engineering, Enology (Winemaking),
Brewing Science, Dairy Processing, Seafood Science, Value-Added Foods, etc.)
Hu Human, Medical and Health Sciences (Human Anatomy, Physiology, Drugs, Social and
Psychological Science, Primary Health Care, Prevention, Hygiene, Disease Diagnosis and
Treatment Epidemiology, Genetics, Molecular Biology of Diseases, Physiology and
Pathophysiology, etc.)
IT Information and Communication Technology (Digital Technology, Cybernetics, Algorithms,
Data Bases, Artificial Intelligence, Networking and Communications, Computational Science,
Computer Graphics, Software Engineering, Programming Languages, Computer Systems, Operating
Systems, etc.)
MS Mathematics and Statistics (Algebra, Analysis, Applied Mathematics, Geometry, Probability
and Statistics, etc.)
Ph Physical Science, Astronomy and Space Science ( Atoms, Molecules, Solids, Astronomy,
Biological Physics, Instrumentation and Electronics, Magnetics and Electromagnetics, Nuclear and
Particle Physics, Optics, Lasers, Masers, Theoretical Physics, Theoretical or Computational
Astronomy, etc.)
Pl Plant Science (Agriculture/Agronomy, Development, Ecology, Plant Genetics, Photosynthesis,
Plant Physiology (Molecular, Cellular, Organismal) Plant Systematics, Evolution, etc.)
32-A2
National Science Fair Guide Annex 2-Categories
Annex 3: Judging Sheet – STUDIES
(Grades 1 to 5)
Definition: A collection of data that gives evidence of a fact (or facts) or a situation of
scientific interest. It could include a study of cause and effect
Category Name:……………………………..……… Category Number:…………………..

Project No:………………………….
Participant’s Name: (1)……………………………………………..…………………………….

(2)…………………………………………………………………………..
Grade of Learner (highest if there are different Grades in group):…………………………………
Project Title:……………………………………………………………………………………….
School:……………………………………………… Region:……………………………...
Judges
Name:……………………………………………….. Signature:………………...…………
Summary sheet
Part
Section Part 1 Part 2 Part 3 Part 4 Part 5 Part 6 Part 7 Part 8 Part 9 Total
10
Calculate this Total
Appropriate Analysis
Scientific Value of
Scientific Interest
Knowledge and
Judges: Do not
Understanding
Visual Impact
Skills Learnt
of Material
Interviews
Relevance
Log Book
Material
Sources
Mark /15 /15 /10 /10 /5 /5 /15 /5 /5 /15 /100
33-A3
National Science Fair Guide Annex 3-Studies
Mark
Criteria Further explanation
allocations
1. Scientific Value of Material Level 1: Poor selection of material very common knowledge Level 1
Assess the extent to which it: and of very little use [1 - 5]
 demonstrates or illustrating scientific principles Level 2: Material of reasonable value [6 - 10] Level 2
and knowledge so as to inform and interest others
to acquire and/or apply this knowledge; and
Level 3: Very good scientific value – Original in the Level 3
 is useful as an enrichment of a topic in the syllabus. combination of knowledge presented to provide scientific
knowledge which can be applied to solve problems [11 - 15]
2. Appropriate analysis of studied material - Appropri ate analysis and correlation of information.
logical and creative presentation of selected Good and creative integration of a variety of resources
material so as to: and logical presentation of the material.
 improve the understanding and appreciation of the Level 1: Below the grade of the learner [1 - 5] Level 1
subject presented in the project; and
 be used to solve or understand a problem that is Level 2: Good for the grade of the learner [ 6 - 10] Level 2
commonly encountered.
(The variety of material studied and how creatively it
Level 3: At a level above the grade of the learner [11 - 15] Level 3
is analysed, selected and correlated)
3. Scientific interest and depth of the study Level 1: Depth limited and of very little scientific interest [ 1 Level 1
including presentation of data or information that -3]
enhances the value of the information
Level 2: Good depth of study and scientifically interesting [4 Level 2
-7]
Level 3: Very good depth of study very interesting and Level 3
creative use of interesting data to reinforce the value of the
project [8 - 10]
4. Knowledge and Understanding Level 1: Very little understanding and limited knowledge of Level 1
the subject presented to verify the hypothesis [1 - 3]
Level 2: Adequate understanding and knowledge of the Level 2
subject [4 -7]
Level 3: Very good knowledge of the subject. Can answer Level 3
questions revealing a very good understanding. Demonstrates
enthusiasm for the subject and skilful use of data e.g. graphs,
pi-charts and tables that enhances the understanding of the
subject [8-10]
5. Sources and variety of sources used and applied Level 1: Very few resources consulted [1 - 2] Level 1
Level 2: Good Endeavour to look for sources and sources Level 2

utilized well [3 - 4]
Level 3: Wide variety of sources sincere effort made to Level 3
consult different sources and how the sources were utilized
in the project [5]
6. Visual impact Level 1: Little dramatic impact- spelling mistakes poor Level 1
language use. Photocopies of material. Information taken
directly from the Internet [1 - 2]
Level 2: Good impact- no spelling mistakes good language Level 2
[3-4]
34-A3
Level 3: Dramatic impact- logical pleasant layout. Language Level 3
good, no spelling mistakes. Data well presented [5 ]
7. Interview ability and enthusiasm in presenting Level 1: The learner is unsure of the material or the process Level 1
the project of the project – has difficulty in answering the questions
about the project [1 - 5]
Level 2: The learner can summarise the project adequately – Level 2
can answer the majority of the questions [6 - 10]
Level 3: The learner presents the information well- can Level 3
answer all. The questions clearly and logically – has a clear
idea of How to do further investigations [11- 15]
8. Skills learnt: Level 1: Skills level below the grade level of the learner [ 1 - Level 1
 Presentation skills; 2]
 Reading skills; Level 2: Skills and knowledge at grade level [ 3 -4] Level 2
 Writing skills;
 data presentation; Level 3: Skills and knowledge above the grade level [5] Level 3
 finding resources; and
 comprehension.
9. Relevance Level 1: Has little relevance to the country, syllabus or to Level 1
problem solving [1 - 2]
Level 2: Relevant in terms of benefit to the country, Level 2
understanding of the syllabus [ 3- 4]
Level 3: Very relevant to the country, to solving of problems Level 3
or contributing to make the syllabi relevant [5]
10. Log book/ Written Material This relates to the diary/ journal and accumulation of
background material
Level 1: No log book kept for a short period less than a Level 1
month [0 – 5]
Level 2: Log book less than 2- 3 months- adequate material [ Level 2
6 - 10]
Level 3: Log book kept longer than 3 months - almost daily Level 3
entries. Log book contains relevant information [11 - 15]
INTERVIEW NOTES: please complete in detail
COMMENTS: please complete this section in detail.

1. Do you think this project is of a standard to be selected to participate in an International Science Fair in 2015? Yes/No Motivati on.
If you answered Yes above please complete this section: What improvements would you recommend for this project? Please specif y.
35-A3
If you answered Yes above please complete this section: Who could mentor this finalist if selected for an International Science Fair in 2015?
Please print the name and email address of this person.
2. For ALL projects: Please write comments on the following for your panel discussion and for use by the International Selection
Panel.
Poster
Project data book/rough work
Scientific report
General
36-A3
Annex 4: Judging Sheet – INVESTIGATIONS
(Compulsory Grades 6- 12)
(Optional Grades 1 – 5)
Definition: An undertaking to test a hypothesis using experiments, data and scientific

methods. The participant is actively involved in solving a problem.


(2)…………………………………………………………………………..
Project Title:……………………………………………………………………………………….
School:……………………………………………… Region:……………………………...
Judges
Name:……………………………………………….. Signature:………………...…………
Summary sheet
Part
Section Part 1 Part 2 Part 3 Part 4 Part 5 Part 6 Part 7 Part 8 Part 9 Total
10
Scientific Principles
Judges: Do not
Skills Learnt
Experiments
Knowledge
Interviews
Relevance
Log Book
Scientific
Sources
Impact
Data
Mark /10 /10 /15 /15 /5 /5 /15 /5 /5 /15 /100
37-A4
National Science Fair Guide Annex 4-Investigations
Mark
allocations
1. Application of scientific principles and The project should have a hypothesis and the
scientific thought processes and logic used to evaluate the
hypothesis should be clearly evident.
A judge must assess: Level 1: Little scientific thought - [1 - 3] Level 1
 the extent to which a project is structured
using well selected experimentation and Level 2: Good Scientific thought - [4 - 7] Level 2
collection of valid data to enable one to
come to a valid conclusion;
Level 3: Very good scientific thought - [8 - 10] Level 3
 the extent to which Scientific thought and
Original in applying knowledge to solve the
principles are based and applied using
problem
valid scientific methods;
 the logic of the interpretation based the
evidence produced or data collected in
relation to the conclusion of validity or
otherwise of the hypothesis; and
 the inclusion and relevance and accuracy
of mathematical calculation and statistical
evidence to support the conclusion.
2. Level of innovative thinking and /or the The higher the grade level of the participants
unique way in which scientific knowledge is the more scientific principles that should be
integrated and applied in solving a integrated into solving the problem or
problem verifying the hypothesis i.e. the level of
integration of knowledge
Knowledge should be very well applied.
Level 1: Below grade of the learner [1 - 3] Level 1
Level 2: Good for the grade of the learner [4 - 7] Level 2
Level 3: At a level above the grade of the learner Level 3

[8 - 10]
3. Experimentati on and improvisation Level 1: Very little experimentation verify hypothesis Level 1
[1 - 7]
Level 2: Adequate experimentation [8 - 12] Level 2
Level 3: Good experimentation with a high degree of Level 3

improvisation [13 - 15]
4. Presentation of data and mathematical Level 1: Very little. Data presented to verify the Level 1
calculation hypothesis [1 - 7]
Level 2: Adequate data presented to prove or disprove Level 2

the hypothesis [8 -12]
Level 3: Very good collection of data and data Level 3

presented clearly e.g. graphically, pi-charts etc. so that
it can be quickly assessed by a judge. [13-15]
* S ignificant Calculations done showing
mathematical ability!!!!!!!
38-A4
5. Sources and variety of sources used and Level 1: Very few resources consulted [1 - 2] Level 1
applied
Level 2: Good Endeavour to look for sources and Level 2
sources utilized well [ 3 - 4]
Level 3: Wide variety of sources sincere effort made Level 3

to consult different sources and how the sources
were utilized in the project [5]
6. Visual impact Level 1: Little dramatic impact - spelling mistakes Level 1
poor language used. Photocopies material taken from
Internet references [1 - 2]
Level 2. Good impact- no spelling mistakes good Level 2
language [ 3 -4]
Level 3: Dramatic impact- logical pleasant layout. Level 3

Language: no spelling mistakes. Data well presented.
[5]
7. Interview ability and enthusiasm in Level 1: The learner is unsure of the material or the Level 1
presenting the project process of the project - has difficulty in answering the
questions about the project. [1 - 5]
Level 2: The learner can summarise the project Level 2
adequately – can answer the majority of the questions
[6 - 10]
Level 3: The learner presents the information well - Level 3
can answer all the questions clearly and logically – has
a clear idea of how to do further investigations [ 11-
15]
8. Skills learnt: Level 1: Skills level below the grade level of the Level 1
learner [ 1 - 2]
 Presentation skills;
 Writing skills; Level 2: Skills and knowledge at grade level [3 -4] Level 2
 data presentation;
 experimentation; and Level 3: Skills and knowledge above the grade level Level 3
[5]
 calculation skills.
9. Relevance Level 1: Has little relevance to the country, syllabus or Level 1
to problem solving [1 - 2]
Level 2: Relevant in terms of benefit to the country, Level 2

understanding of the syllabus [ 3- 4]
Level 3: Very relevant to the country, solving of Level 3

problems or contributing to make the syllabi relevant
[5]
10. Log book/ Written Material This relates to the diary/ journal and accumulation
of background material
Level 1: No log book- kept for a short period less than Level 1
a month [ 0 – 5]
Level 2: Log book less than 2- 3 months- adequate Level 2

material [6 - 10]
Level 3: Log book kept longer than 3 months- almost Level 3

daily entries. Log book contains relevant information
[11 - 15]
39-A4

1. Do you think this project is of a standard to be selected to participate in an International Science Fair in
2015? Yes/No Motivation.
If you answered Yes above please complete this section: What improvements would you recommend for this
project? Please specify.
If you answered Yes above please complete this section: Who could mentor this finalist if selected for an
International Science Fair in 2015? Please print the name and email address of this person.
2. For ALL projects: Please write comments on the following for your panel discussion and for use by the
International Selection Panel.
Poster
Scientific report
General
40-A4
Annex 5: Judging Sheet – MODELS/ INNOVATION/
TECHNOLOGY
Definition: A working model that demonstrates a scientific principle and from which the
learner acquired technical skills or which was used in experimentation to obtain data for an
investigation


(2)…………………………………………………………………………..
Project Title:……………………………………………………………………………………….
School:……………………………………………… Region:……………………………...
Judges
Name:……………………………………………….. Signature:………………...…………
Summary sheet
Part Part Part Part Part Part Part Part
Part 4 Part 8 Total
1 2 3 5 6 7 9 10
Scientific Knowledge

Demonstrate its Unique
Scientific Principles
Experiments to obtain
Construction Skills
Data from the Unit or

Testing of the Unit to
Judges: Do not
Section
Skills Learnt
Interviews
Relevance
Log Book
Properties
Sources
Impact
Mark /10 /15 /15 /20 /5 /5 /10 /5 /5 /10 /100
41-A5
National Science Fair Guide Annex 5-Model/Innov/Techn
Mark
allocations
1. Application of scientific principles and The construction should clearly indicate the
scientific thought scientific principles on which it is based and
A judge must assess: point out the relevant innovative features. In the
case where it is used for an investigation the
 The extent to which construction processes and logic used to evaluate the
demonstrates a scientific principle or its
hypothesis should be clearly evident.
effective use to obtain experimental
data for which the investigation is done; Level 1: No scientific principle used in the Level 1
construction [ 1 - 3]
 The extent to which scientific thought
and principles are based and applied in Level 2: It is well constructed. The scientific Level 2
the construction; principle is demonstrated but there is no innovative
 The extent to which the construction was feature [4 - 7 ]
scientifically tested; and Level 3: Model is well constructed and includes Level 3
 In the case where experimentation is the scientific features and it incorporates an
done, the assessment should include the innovative feature.
relevance and accuracy of mathematical Or in the case of a working model used to obtain
calculation and statistical evidence to experimental data its design and function is
support the conclusion. effective. [8 -10]
2. Scientific Knowledge The higher the grade level of the participants the
Asses the level of innovative thinking higher the level of scientific knowledge that must
and/or the unique way in which scientific be demonstrated processes involved in the
knowledge is applied or integrated in construction or application of the model. The
solving a problem or to obtain data for the knowledge should include integrated solutions in
effectiveness of the unit or for the problem solving or verifying the hypothesis i.e.
information to verify the hypothesis of an the level of integration and application of
investigation. knowledge should be very well applied.
Level 1: No innovative approach or any Level 1
demonstration of application of knowledge [1 - 7 ]
Level 2: Knowledge reasonably applied but not in Level 2
any particularly innovative way [ 8 - 12]
Level 3: Scientific knowledge applied or Level 3
integrated in an innovative way [13 - 15]
3. Construction skills Level 1: Very little experimentation verify Level 1
The assessment should include the hypothesis [1 - 7 ]
determining of the effectiveness of the Level 2: Adequate experimentation [8 - 12] Level 2
model for application for which it has been
constructed.
Level 3: Good experimentation with a high degree Level 3
of improvisation [13 - 15]
4. Presentation of experimental or testing Level 1: Very little. Data presented to verify the Level 1
data. In the case of an investigation hypothesis or the effectiveness of the model [1 - 8]
mathematical calculation statistical
Level 2: Adequate data presented to prove or Level 2
analysis must be included
disprove the hypothesis or demonstrate the
effectiveness of the model [9 -15]
Level 3: Very good collection of data and data Level 3
presented clearly e.g. graphically, pi-charts etc. so
that it can be quickly assessed by a judge [16-20]
(Significant Calculations and or mathematical
ability should be displayed)
42-A5
5. Sources and variety of sources used Level 1: Very few resources consulted [1 - 2] Level 1
and applied Level 2: Good Endeavour to look for sources and Level 2
sources utilized well [3 - 4]
Level 3: Wide variety of sources sincere effort Level 3
made to consult different sources and how the
sources were utilized in the project [5]
6. Visual impact Level 1: Little dramatic impact- Spelling mistakes Level 1
poor language use. Photocopies of material.
Information taken directly from the Internet [1 - 2]
Level 2: Good impact- no spelling mistakes good Level 2
language [ 3-4]
Level 3: Dramatic impact- logical pleasant layout. Level 3
Language good no spelling mistakes. Data well
presented [5]
7. Interview ability and enthusiasm in Level 1: The learner is unsure of the material or Level 1
presenting the project the process of the project – has difficulty in
answering the questions about the project [1 - 3]
Level 2: The learner can summarise the project Level 2
adequately – can answer the majority of the
questions [4 - 7]
Level 3: The learner presents the information well- Level 3
can answer all. The questions clearly and logically
– has a clear idea of How to do further
investigations [8- 10]
8 Skills learnt: Level 1: Skills level below the grade level of the Level 1
 Presentation skills learner [ 1 - 2]
 Writing skills Level 2: Skills and knowledge at grade level [ 3 - Level 2
4]
 data presentation skills
 experimentation skills Level 3: Skills and knowledge above the grade Level 3
level [5]
 interpretive skills.
 calculation skills.
 Improvisation skills
9. Relevance Level 1: Has little relevance to the country, Level 1
syllabus or to problem solving [1 - 2]
Level 2: Relevant in terms of benefit to the Level 2
country, understanding of the syllabus [ 3- 4]
Level 3: Very relevant to the country, to solving of Level 3
problems or contributing to make the syllabi
relevant [5]
10. Log book/ Written Material This relates to the diary/ journal and
accumulation of background material
Level 1: No log book kept for a short period less Level 1
than a month [0 – 5]
Level 2: Log book less than 2- 3 months- adequate Level 2
material [ 4 - 7]
Level 3: Log book kept longer than 3 months - Level 3
almost daily entries.
Log book contains relevant information [8 - 10]
43-A5

1. Do you think this project is of a standard to be selected to participate in an International Science Fair in
2015? Yes/No Motivation.
If you answered Yes above please complete this section: What improvements would you recommend for this
project? Please specify.
If you answered Yes above pleas e complete this section: Who could mentor this finalist if selected for an
International Science Fair in 2015? Please print the name and email address of this person.
2. For ALL projects: Please write comments on the following for your panel discussion and for use by the
International Selection Panel.
Poster
Scientific report
General
44-A5
Annex 6: Judges Guide
A. Judging Schedule
Day 1: Tuesday
09:00 – 18:00 Registration of Projects
16:00 – 18:00 Judges Briefing
18:00 – 19:00 Dinner
Day 2: Wednesday
06:30 – 07:15 Breakfast at different venues
07:30 Arrival of Guests
08:00 – 08:30 Opening Ceremony
08:45 – 13:00 Judging without learners present
13:00 – 14:00 Lunch
14:00 – 18:00 Judging with learners present
18:00 – 19:00 Dinner
Day 3: Thursday
06:30 – 07:15 Breakfast at different venues
08:00 – 10:00 Judging with learners present
10:00 – 13:00 Final Judging and public viewing (with learners present)
13:00 – 14:00 Lunch
15:00 – 16:00 Dismantling of projects
19:00 – 21:00 Prize-Giving Ceremony
45-A6
National Science Fair Guide Annex 6-Judges Guide
B. Judges Briefing
Judges will consist of the following groups:

Primary Schools
 1x Head Judge
 2x Assistant Head Judges
 1x Category Lead Judge (one for each Category)
 Category Judges
Secondary Schools
 1x Head Judge
 Category Judges
The Head Judge must have an initial briefing with all of the judges before the judging process
starts. The following should be done during the initial briefing:
 Head Judge, 2 Assistant Head Judges and all Category Lead Judges should be introduced
to the judges;
 A roll call of the judges should be done;
 Projects should be assigned to judges and the projects of any no-show judges should be
reassigned to another judge;
 Each judge should go through the list of assigned projects to check if there are any
conflicts of interest and must declare it in order for the project(s) to be reassigned;
 Each judge must understand and sign the form of conflict of interest;
 Each judge must understand and sign the form of confidentiality;
 Each judge should check the content of their clipboard/ file;
 The judging forms, procedures, criteria and guidelines should be reviewed, especially
with new judges;
 It should be made clear to the judges that they must not do the calculations on the form
because this will be done by the Quality Assurance Committee in the spirit of fairness;
46-A6
and
 All judges who interview a learner must initial on the form provided at each project and
put a sticker on the project to indicate that the project was judged.
During the first caucus the Head Judge should make sure that the judges understand that they are
to interview all of the learners whose projects they judged earlier in the morning.
C. Judging Confidentialility
All results are CONFIDENTIAL until announced at the Awards Ceremony.
Judges must:
 Be discreet when discussing projects or making critical comments on the premises.
 Keep confidential any privileged information or ideas that were conveyed as part of the
judging process and do not disclose such information or ideas to third parties.
 Not inform learners of the scores they have received.
D. Conflict of Interest
For each Category, a Lead Category Judge will be appointed. This Lead Judge will be
responsible for all judging assignments within that Category.
This include ensuring that all projects are judged by 3 judges, ensuring that there is no conflict of
interest with judging such as judging your school’s projects, judging your own child’s project or
that of his/her classmates or judging a child from a family that you know, etc.
Each judge will receive a clipboard with a list of projects and judging forms. If there is any
conflict of interest, such as being asked to judge your school’s projects, judge your own child’s
project or that of his/her classmates or asked to judge a child from a family that you know, please
raise this with your Category Lead Judge and asked for a different assignment. Failure to do so
will lead to your scores for this project and all other projects you’ve judged being
disregarded, thus resulting in you being disqualified as a judge with immediate effect
E. Judging Procedure
Awards are based on the recognition of excellence in the conception and realization of a science
or engineering project. Awards encourage the learner to make further efforts in the study of
science and engineering.
47-A6
The Head Judge and the 2 Assistant Head Judges will be responsible for the coordination of all
judging activities for Primary and Secondary Schools respectively.
For each Category, a Category Lead Judge will be appointed. This Lead Judge will be
responsible for all judging assignments within that Category. This includes ensuring that all
projects are judged by 3 judges, and ensuring that there is no conflict of interest with judging.
Each judge will receive a clipboard with a list of projects and judging forms.
Each project must be evaluated by 3 judges and judges must spend at least ± 10 – 15 minutes on
a project.
The judging is based on the following steps:
1) Initial Judging
The projects are judged in the absence of the learners. Each project will receive a numerical
score from each judge which will be recorded on the judging form. Judges should not tally the
scores on the judging forms.
2) First Caucus: Preliminary Scoring

Judges within each category meet in caucus to discuss the merits of individual projects. Judges
should freely discuss both the merits and shortcomings of the projects in their category.
3) Interviewing the Exhibitors

Judges will interview the learners whose projects they judged. The interview is perhaps the most
educational aspect of the National Science Fair experience. The interview provides a means for
the judge to evaluate the exhibit more accurately and should also serve to stimulate the learner's
thinking, to suggest means of improving the work and working habits, to point out errors, and to
provide feedback to the learner from the judge, who is most likely a specialist in a given field.
Science education within the country can only benefit from this practice, thus the judges should
be encouraging and supportive to the learners.
48-A6
4) Handing in of Judging forms
Judges should turn in the judging forms, without calculating the scores, at the end of the
interviews, to the Chairperson of the Quality Assurance Committee. Judges should remain on the
premises until the Quality Assurance Committee has checked the forms for completeness.
Once the final judging has been done, all judges except the Head judge and the 2 Assistant
Head judges are free to leave.
Be discreet when discussing projects or making critical comments on the premises. Judges
should leave all documentation and notes regarding judging in the judging room. These items
will be collected and destroyed at the conclusion of judging. Keep confidential any privileged
information or ideas that were conveyed as part of the judging process and do not disclose such
information or ideas to third parties. Judges may not inform learners of the scores they have
received. All results are CONFIDENTIAL until announced at the Awards Ceremony.
F. Judging Criteria
Five judging criteria are used to rank the projects within each category. Each project will receive
a numerical score from each judge. The five criteria are listed below. Each criterion stands on its
own merits for rating and is judged independently of the others.
a) Creative Ability;
b) Scientific Thought or Engineering Goal;
c) Thoroughness;
d) Skill; and
e) Clarity.
Judges rate the exhibit on the basis of the five criteria. Scores are recorded on the Judging Forms
provided.
G. Judging Guideline
While judges may deviate from the guidelines provided, all awards must be selected based on
reasonable criteria for scientific merit. All scores must be submitted according to a 100-point
scale. The following are suggested guidelines for point distribution:
49-A6
I. Creative Ability
1) Does the project show creative ability and originality in:
a) the approach to problem-solving?
b) analysis of the data?
c) interpretation of the data?
d) use of equipment, if applicable?
e) construction or design of new equipment, if applicable?
2) Does the research support an investigation and help answer a question in an original and/or
innovative way?
3) Does the project promote an efficient and reliable method for solving a problem?
II. Scientific Thought or Engineering Goals
1) Scientific Thought
(For engineering projects, see B.II. Engineering Goals.)
1) Is the problem stated clearly and unambiguously?
2) Is the problem sufficiently limited to allow a plausible study?
3) Is there a procedural plan for obtaining a solution?
4) Are the variables clearly recognized and defined?
5) If controls are necessary, did the learner/team recognize this, and were they applied
correctly?
6) Is there adequate data to support the conclusions?
7) Does the learner/team recognize the limitation of the data?
8) Does the learner/team have an idea of what might be important for further research?
9) Did the learner/team cite scientific literature (vs. only popular literature, e.g., local
newspapers, magazines)?
2) Engineering Goals
(For science projects, see B.I. Scientific Thought.)
1) Does the project have a clear objective?
2) Is the objective relevant to the needs of the potential user?
50-A6
3) Is the solution: workable? Acceptable to the potential user? Economically feasible?
4) Could the solution be utilized successfully in design and/or construction of an end product?
5) Is the solution a significant improvement over current state-of-the-art or applications?
6) Has the solution been tested for performance under conditions of use?
7) Their independent contributions to the work?
III. Thoroughness
1) Was the project carried to completion within the original scope?
2) How completely was the problem addressed?
3) Are the conclusions based on a single experiment or replication?
4) How complete are the project notes?
5) Is the learner/team aware of other approaches or theories?
6) How much time did the learner/team spend on the project?
7) Is the learner/team familiar with scientific literature in the relevant field?
IV. Skill
1) Does the Finalist/Team have the required laboratory, computation, observational, and design
skills to obtain the supporting data?
2) Where was the project performed (e.g., home, school laboratory, university laboratory)?
3) Did the student or team receive assistance from parents, teachers, scientists, or engineers?
4) Was the project completed under adult supervision, or did the learner/team work largely
alone?
5) Where did the equipment come from?
6) Was it built independently by the learner/team?
7) If the work was performed in a “mentor-rich” environment, does the learner/team exhibit
evidence of their independent contributions to the work?
V. Clarity
1) How clearly does the learner/team discuss his/her/their project and explain the purpose,
procedure and conclusions? Watch out for “canned” speeches that reflect little understanding
51-A6
of principles.
2) Does the written material reflect the learner’s/team’s understanding of the research?
3) Are the important phases of the project presented in an orderly manner?
4) How clearly are the data presented?
5) How clearly are the results presented?
6) How well does the physical display explain the project?
H. Determining the Category Awards

Two Category Judges will judge each Project in the different Categories.
Each judge must hand in his or her completed judging forms to the Category Lead Judge.
After all of the projects in the category have been judged by two judges, the Category Lead
Judge must hand the forms to the Chairperson of the Quality Assurance Committee.
The Quality Assurance Committee will look at the scores given by all the judges for a given
project and the average of the three scores will be calculated as the final score for the project.
If there are discrepancies, such as one or more score(s) is (are) more than 10% higher or lower
than the closest score of the other two judges for that project, then the committee will ask one
Assistant Head Judge for that phase to judge the project. Once the Assistant Head Judge
completed and handed in his/her judging form, the Quality Assurance Committee will look at the
scores again. The three judging forms with the closest scores will then be taken and the average
of these scores will be calculated.
However if there is still a discrepancy, such as the three closest scores still being more than 10%
different, than the second Assistant Head Judge will be asked to judge the project. Once the
second Assistant Head Judge completed and handed in his/her judging form, the Quality
Assurance Committee will look at the scores again. The three judging forms with the closest
scores will then be taken and the average of these scores will be calculated.
different, than the Head Judge will be asked to judge the project. Once the Head Judge
This would be the final score for that project.
52-A6
Projects are than awarded as follows:
Gold medals: 80 – 100%
Silver medals: 70 – 79%
Bronze Medals: 60 – 69%
All projects that are given a final mark within this range will received the relevant medal
regardless of the number of the same type of medal for that Category, e.g. there can be more than
one gold medals awarded within a Category provided all the said projects were judged to be
above 80%.
I. Determining the Category Winner

The Quality Assurance Committee will look at the final scores of all projects within a category
and will award the project with the highest final score as the Category winner, provided that the
project received a gold medal. Hence all Category winners must also be gold medal winners.
Should there be a tie, the Head Judge and two Assistant Head Judges will be asked to judge the
projects. The Quality Assurance Committee will than use the average of these scores from the
Head Judge and two Assistant Head Judges to determine the Category winner.
J. Determining the Overall winners

The Head Judge and the 2 Assistant Head Judges will go through all the projects of the category
winners of their phase (Primary or Secondary phase) in order to determine the overall winners.
Judges decision is final.
K. Determining Best School for Primary and Secondary

The Quality Assurance Committee will determine the best school for Primary and Secondary as
follows:
 A maximum of three projects per school can be considered.
 Only the three best projects per school will be considered.
 These top three projects will be awarded points that will be added to determine the best
school for each phase.
 Points will be awarded as follows:
o Gold Medal 5 Points
o Silver Medal 3 points
53-A6
o Bronze Medal 1 Point
 Additional Points:
o Category Winners 5 points
o Overall Phase Winner 5 points
Thus, a school can get a maximum of 35 points:

o 15 (3 gold medals); +
o 15 (3 category winners); +
o 5 (overall phase winner).
L. Determining Best Region

The Quality Assurance Committee will determine the Region as follows:
 A maximum of five projects per phase (5 Primary and 5 Secondary) can be considered.
 Only the five best projects per phase (5 Primary and 5 Secondary) will be considered.
 These top ten projects (five per phase) will be awarded points that will be added to
determine the best Region.
Thus, a Region can get a maximum of 110 points:

o 10 (2 overall phase winner).
54-A6
Conflict of Interest Agreement
As a judge of the NamPower National Science Fair I understand that I am entrusted with a duty
to judge all projects fair and just, without any personal bias.
I will declare any conflict of interest before or during judging projects. Conflict of interest is
amongst others:
 Judging projects of relatives;
 Judging projects of friends;
 Judging projects of learners from your current school; and
 Judging projects of learners that are in the same class as your child.
I am aware that should it arise that I have judged a project that fall within the above mentioned
restrictions, I will be disqualified as a judge and all my scores will be disregarded.
_________________ _______________
NAME PRINTED DATE
_________________
SIGNATURE
Confidentiality Agreement
As a judge of the NamPower National Science Fair I understand that I am entrusted with
information of a confidential nature. The Following information is confidential and cannot be
revealed to or discussed with anyone other than the relevant committee/ person assigned to deal
with it:
 Score sheets
 Scores
 Names of winners, etc.
I am aware that I have access to information that is strictly confidential and that I will handle and
retain information in a secure manner, free from view of others, at all times, while in my
possession.
_________________ _______________
NAME PRINTED DATE
_________________
SIGNATURE
55-A6
Annex 7: Quality Assurance Guide
A. Judging Confidentiality
All results are CONFIDENTIAL until announced at the Awards Ceremony.
Judges must:
 Be discreet when discussing projects or making critical comments on the premises.
 Keep confidential any privileged information or ideas that were conveyed as part of the
judging process and do not disclose such information or ideas to third parties.
 Not inform learners of the scores they have received.
B. Coflict of Interest
For each Category, a Lead Category Judge will be appointed. This Lead Judge will be
responsible for all judging assignments within that Category.
This include ensuring that all projects are judged by 2 judges, ensuring that there is no conflict of
interest with judging such as judging your school’s projects, judging your own child’s project or
that of his/her classmates or judging a child from a family that you know, etc.
Each judge will receive a clipboard with a list of projects and judging forms. If there is any
conflict of interest, such as being asked to judge your school’s projects, judge your own child’s
project or that of his/her classmates or asked to judge a child from a family that you know, please
raise this with your Category Lead Judge and asked for a different assignment. Failure to do so
will lead to your scores for this project and all other projects you’ve judged being
disregarded, thus resulting in you being disqualified as a judge with immediate effect
C. Determining the Category Awards

56-A7
National Science Fair Guide Annex 7-QA Guide
Judges will consist of the following groups:
Primary Schools
 1x Head Judge
 Category Judges
Secondary Schools
 1x Head Judge
 Category Judges
Two Category Judges will judge each Project in the different Categories.
Each judge must hand in his or her completed judging forms to the Category Lead Judge.
After all of the projects in the category have been judged by two judges, the Category Lead
Judge must hand the forms to the Chairperson of the Quality Assurance Committee.
The Quality Assurance Committee will look at the scores given by all the judges for a given
project and the average of the three scores will be calculated as the final score for the project.
If there are discrepancies, such as one or more score(s) is (are) more than 10% higher or lower
than the closest score of the other two judges for that project, then the committee will ask one
Assistant Head Judge for that phase to judge the project. Once the Assistant Head Judge
different, than the second Assistant Head Judge will be asked to judge the project. Once the
second Assistant Head Judge completed and handed in his/her judging form, the Quality
Assurance Committee will look at the scores again. The three judging forms with the closest
scores will then be taken and the average of these scores will be calculated.
different, than the Head Judge will be asked to judge the project. Once the Head Judge
57-A7
This would be the final score for that project.
Projects are than awarded as follows:

Gold medals: 80 – 100%
Silver medals: 70 – 79%
Bronze Medals: 60 – 69%
All projects that are given a final mark within this range will received the relevant medal
regardless of the number of the same type of medal for that Category, e.g. there can be more than
one gold medals awarded within a Category provided all the said projects were judged to be
above 80%.
D. Determining the Category Winner

The Quality Assurance Committee will look at the final scores of all projects within a category
and will award the project with the highest final score as the Category winner, provided that the
project received a gold medal. Should there be a tie, the Head Judge and two Assistant Head
Judges will be asked to judge the projects. The Quality Assurance Committee will than use the
average of these scores from the Head Judge and two Assistant Head Judges to determine the
Category winner.
E. Determining the Overall winners

The Head Judge and the 2 Assistant Head Judges will go through all the projects of the category
winners of their phase (Primary or Secondary phase) in order to determine the overall winners.
Judges decision is final.
F. Determining Best School for Primary and Secondary

The Quality Assurance Committee will determine the best school for Primary and Secondary as
follows:
 A maximum of three projects per school can be considered.
 Only the three best projects per school will be considered.
 These top three projects will be awarded points that will be added to determine the best
58-A7
school for each phase.
Thus, a school can get a maximum of 35 points:

o 5 (overall phase winner).
G. Determining Best Region

The Quality Assurance Committee will determine the Region as follows:
 A maximum of five projects per phase (5 Primary and 5 Secondary) can be considered.
 Only the five best projects per phase (5 Primary and 5 Secondary) will be considered.
 These top ten projects (five per phase) will be awarded points that will be added to
determine the best Region.
Thus, a Region can get a maximum of 110 points:

59-A7
o 10 (2 overall phase winner).
60-A7
Annex 8: Registration: Teachers
Region:………………………………………………………………
Regional Coordinator:……………………………………….. Signature:……………………………… Date:………………………

Role:
Prim (P)/ Sec (S)

Supervising Judging
Regional Group: Categories:
Female (F)
Male (M)/
Level:
Coordinator, Institution/ Prim Boys, (An, Ch,
Surname Name Tel/ Cell Email address
Supervisory School Prim Girls, EA, EE, Ev,
Teacher, Sec Boys, Fo, Hu, IT,
Judge, Driver Sec Girls MS, Ph, Pl)
1 Regional
Coordinator
2 Supervisory
Teacher 1
3 Supervisory
Teacher 2
4 Judge 1
5 Judge 2
6 Driver
T-Shirts for Teachers and Driver (Max = 6)

T-Shirt Sizes S M L XL XXL
Number of T-Shirts per Size
61-A8
National Science Fair Guide Annex 8-Reg: Teachers
Annex 9: Registration: Projects
Region:…………………………….. Regional Coordinator:………………………….. Signature:………………… Date:………………..
Learner 1 Learner 2 School Project
T-Shirt
Study/
Grade
Size:
Surname Name Surname Name School Invest/ Project Name Category
Model (S, M, L,
XL)
Primary Schools
01
02
03
04
05
06
07
08
09
10
62-A9
National Science Fair Guide Annex 9-Reg: Projects
Region:……………………………. Regional Coordinator:……………………….. Signature:…………………… Date:………………..
Learner 1 School Project
Study/ T-Shirt Size:
Grade
Surname Name School Invest/ Project Name Category (S, M, L,
Model XL)
Secondary Schools
01
02
03
04
05
06
07
08
09
10
63-A9
National Science Fair Guide Annex 9-Reg: Projects
Annex 10: Registration: Accommodation and Meals
The number of Teachers and Learners that will attend the National Science Fair needs to be indicated for each of the days, in order for
accommodation and meals to be arranged. It is important to indicate which meal on the day of arrival.
Region:………………………………………………………………
Regional Coordinator:………………………………………..
Arrival & Set-up
Signature:……………………………… Date:………………………
Departure Day,
NSF Day 1:
NSF Day 2:
NSF Day3:
Sept 2016
Sept 2016
Sept 2016
Sept 2016
Sept 2015
Day,
Teachers
Primary
Boys
Teachers
Girls
Teachers
Secondary
Boys
Teachers
Girls
Accom: Total
Meals Breakf Lunch Dinn Breakf Lunch Dinn Breakf Lunch Dinn Breakf Lunch Dinn Breakf
Meals: Total
64-A10
National Science Fair Guide Annex 10-Accom & Meals
Annex 11: Official Abstract
Region
Learner’s Name
School
Grade
Project Name
Category
Purpose of project/ experiment
Method used
Data/ results
Conclusion
(Max 250 words)
65-A11
National Science Fair Guide Annex 11: Abstract
Annex 12: Project Approval Form
Project Number
Learner’s Name
Category
Instructions
Set up your project accroding to the National Science Fair booklet rules. A member of the
Project Approval Committee will approve your project. Once approved: sign this Form, get this
Form staped at the Front Desk. Finally place Form in plastic pocket at the frony of your table.
Inspection by Project Approval Committee (Please tick √ and write

instructions if necessary)
SECTION 1: WRITTEN INFORMATION

Item Approved Not Approved/ Instruction
Not available
1.1 Project title same as in programme
1.2 Presentation done on National Science
Fair display board
1.3 Poster meets A4 rule
1.4 Acknowledgement for all photographs
given: “Photos tajen by participant or urls
given below each photo
1.5 No regional information at National
Science Fair including: Judging sheets,
certificates, no school mark
sheet/certificate, etc.
Files/ folders/ books (3)
1.6 Project file is on table
1.7 Project data book. Log book is on
table
66
1.8 The project file on table contain the
following in this order:
 Abstract displayed on table
 Research plan signed by teacher
 Plagiarism Form
 Binding Agreement
 Permission letter for surveys/
scientist supervision (if applicable)
SECTION 2: SAFETY
Item Approved Not Approved/ Instruction
Not available
2.1 Electric items compy with the safety
rules (wiring, no overload, all unplugged)
2.2 No models on floor
SECTION 3: ETHICAL VIOLATIONS

Remove the following immediately No Violation Action needed (if
Violation there is a violation)
3.1 Brand names or branded products e.g.
Coca Cola, Facebook, etc
3.2 Living organisms including animals,
plants, fungi, bacteria
3.3 Human or animal parts e.g. hair, nails,
foetuses, organs
3.4 Agar plates or other growth mediums
3.5 Dangerous chemicals e.g. medicines,
drugs, acids, paints
3.6 Flammable substances e.g. pertol. Oil,
paraffin
67
3.7 Wood (unless treated)
3.8 Hazardous substances or devices e,g,
weapons, knives, bombs
3.9 Inappropriate photographs e.g. photos
of perations, nudity
3.10. Unsealed water or food (musy be in
a transparent container and additionally
sealed with tape)

Approval
A. PROJECT APPROVED: No further action is necessary.
If the project is APPROVED with no problems, tick here: _______________
Approved by: Name (print): __________________________ Signature: _____________
B. PROJECT NOT APPROVED: Further action is necessary.

Issued by: Name (print): _____________________________ Signature: _____________
Brief description of Violation: _____________________________________________________

______________________________________________________________________________
Forbidden item(s): _____________________________________________________________
Removed by:Name (print): __________________________ Signature: ____________
C. FINAL PROJECT APPROVAL AFTER CORRECTION OF VIOLATION
Approved by: Name (print): __________________________ Signature: _____________
68
D. FINAL SIGNATURE(S) (Sign, get Stamp & then place in plastic pocket on table,
throughout National Science Fair)
I/we understand that the initial Project Approval check has been completed but additional
reviews may occur during judging. I/we undertake to obey the structions of the Project Approval
Committee, for example, forbidden items will not be returned to the project after final
approval.
Participant signature: __________________________ Date: _____________
Participant signature: __________________________ Date: _____________
69
Annex 13: Plagiarism Form
PLAGIARISM DECLARATION
1. I know plagiarism is wrong. Plagiarism is to use another's work and pretend it is one's own.
2. Each contribution to my/our project from the work(s) of other people has been
acknowledged and sources of information have been referenced.
3. This project is my/our own work.
4. I/we have not allowed, and will not allow, anyone to copy my/our work with the
intention of passing it off as his or her or their own work.
Name/s: (PLEASE PRINT)
____________________________________________________________
___________________________________________________________
Signature/s:
___________________________________________________________
___________________________________________________________
Region: ____________________________________________________
Date: ________________________
THIS DOCUMENT MUST BE SIGNED BY ALL PARTICIPANTS AND PLACED AT

THE FRONT OF THE FILE AND WILL BE CHECKED DURING PREJUDGING AT
THE NATIONAL SCIENCE FAIR 2015.
IF YOU DO NOT HAVE A PLAGARISM FORM, THE NATIONAL SCIENCE FAIR HAS
THE RIGHT TO WITHDRAW YOUR PARTICIPATION AT THE NATIONAL SCIENCE
FAIR!!!
70
Annex 14: Binding Agreement Form
AGREEMENT ENTERED INTO BETWEEN NATIONAL SCIENCE FAIR

AND
THE FINALIST SELECTED TO REPRES ENT THEIR REGION IN
THE 2016 NATIONAL SCIENCE FAIR (NSF)
CLAUSE 1
A finalist, representing his/ her region, becomes de facto a member of National Science Fair under the leadership of the National
Science Fair Director.
AGREEMENT
1. As a selected finalist at the National Science Fair (NSF) competition I agree that all communication will only be between
the designated National Science Fair officials and me.
2. I adhere to the National Science Fair Code of Conduct, which is available at .http://www.ncrst.na
3. I hereby enter into a binding agreement with the National Science Fair for the duration of two years following the
National Science Fair competition, whereby the National Science Fair, NamPower, sponsors of the National Science Fair,
organizations and businesses sponsoring special awards at NSF has the authority to use my project and photographs of
myself for publicity purposes. This includes written materials and social media. I will make myself available
and cooperate when contacted, interviewed, photographed and video taped by the media before, during and
after the NSF. This binding agreement is valid until 31 S eptember 2018.
4. No form of media coverage e.g. television, radio, magazines, newspapers, scientific journals, including school media
releases etc. will be allowed without the written permission of the National Science Fair director.
5. Should permission be granted for the above, it is compulsory that the National Science Fair logo and in some cases the
sponsor’s logo is clearly visible. The name the NamPower National Science Fair must be promoted in all media coverage
in any form of presentation.
6. Attendance is mandatory at all NSF events – judging, public day, entertainment and prize giving ceremonies. If I am not
present at any of these events, the National Science Fair and sponsors have the right to withdraw their medals, prizes and
selection for international participation. No teacher, participant or parent may receive any form of acknowledgement on
my behalf and no medal or prize will be handed out later.
7. I am expected to be in my own room, allocated by the National Science Fair, no later than 23:00 for the duration of NSF
(please note that the delegation leader may require you to be in your room earlier).
8. If I am not present at my project during judging, then I will not be judged. This is also applicable to public viewing and
special judging/international selection.
9. The Chief Judge’s decision is final and no discussion or correspondence will be entered into concerning the NSF results.
10. If I am selected or wish to enter any other form of science related activities/competitions nationally and internationally,
permission must be granted by the National Science Fair Director before entering into any negotiations, as there are
certain protocols and conditions that apply.
11. As part of your commitment to the National Science Fair it is compulsory that you assist in some form with the
organisation of your regional expo and workshops for the next two years.
CLAUSE 2
If you delete or change any part of this document you will not be eligible to participate in the National Science Fair.
TERMS
As the parent/guardian of the participating minor, I certify that I have read, understood and endorse the above agreement on
behalf of the finalist, and I accept the following terms as legally binding:
1. Should I remove the participant from the care of the regional delegation leader without permission, or intervene in any
way whatsoever during the National Science Fair event, such a participant then terminates all ties with the National
Science Fair
71
2. I accept that I shall thereafter become liable for all expenses incurred by the National Science Fair relating to my
child’s/ ward’s participation in the National Science Fair.
In the event of a breach of any of the terms of this agreement, all monies owing to the National Science Fair must be paid within
fourteen (14) days upon receipt of a written letter of demand.
Signed at ______________________on __________________________day of __________________________

2016.
Finalist Name: _____________________________________ Signature:___________________________
Parent/Guardian name: ______________________________ Signature:___________________________
72
Annex 15: RESEARCH PLAN FOR PROJECTS 2016
NAME: ______________________________________________________________________
INITIAL PROJECT TOPIC:____________________________________________________
INITIAL NATIONAL SCIENCE FAIR CATEGORY: ______________________________
Delete this and all instructions in textboxes once you have completed your research plan.
• This plan shows how you intend to do your project so it is written in the future tense i.e.
before you actually do your project.
• When typing up your research plan, keep all the headings and subheadings given below.
• You need to be sure that your project is ethical – for more information on ethics consult the
National Science Fair Booklet 2016.
• The length of your research plan should be between 2 - 4 pages long.
Question or Problem being addressed:

 Write an introductory statement which gives the focus question you asked or states the
problem being addressed and explains the purpose of investigating the topic.
 You should briefly refer to your background reading/literature search here.
Engineering Goals (for engineering projects) or Hypothesis (for all other projects):
 Engineering goals are a description of the device or design that you plan to make, that the
judges can compare to what you actually eventually made, to see how well you addressed the
problem that you identified.
 Hypothesis stated correctly according to the scientific method and including both
independent and dependent variables.
73
Variables listed or requirements listed that the design needs:
 For scientific method projects list variables: list independent, dependent and at least 3
controlled/fixed variables
 For engineering projects list the requirements that the design needs: try this link for more
information http://www.sciencebuddies.org/engineering-design-process/engineering-design-
requirements.shtml
Procedures (method):
 Detailed description of the method or procedures that will answer the question you asked or
test the hypothesis or solve the problem.
 Do not include: work done by a mentor (such as surgical procedures), acknowledgements,
work done by a university lab or work done prior to your involvement in your project.
 Do not give details about the materials used.
Data Analysis:
 Describe the procedures you will use to analyze the data that answers the research question
or hypothesis (scientific method projects).
 In the case of an engineering project, describe the procedures you will use to analyze the data
in a way that demonstrates that you have successfully met the engineering goals.
Bibliography:
 List the five most important references (e.g. science journal articles, books, internet sites)
that you used to get information about your topic and that you will refer to in your
introduction above.
 Check this site to ensure that you reference your sources correctly:
http://www.exposcience.co.za/index.php/referencing-bibliography.html
OR
Click on Reference in the toolbar in “Word”. Click Insert Citation and choose your source eg
Teacher’s/mentor’s comment:
Teacher’s/mentor’s signature and date:
74

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NamPower National Science Fair

Science Fair Guide

Mrs Angelique Philander: Senior Programme Officer

National Commission on Research, Science and Technology

Private Bag 13253, Windhoek , NAMIBIA

Telephone: +264 – 61 – 431 7023/7000

Fax: +264 – 61 – 229 928

Compiled: 17 September 2013

Updated: 14 October 2016

2. ENTERIN G A SCIENCE FAIR.................................................................................................................................. 1

A. ELIGIBILITY/ LIMITATIONS ...................................................................................................................................................... 1

4. STEPS TO A GOOD SCIENTIFIC PROJECT........................................................................................................... 5

STEP 1: CHOOSING A TOPIC ..................................................................................................................................................... 5

5. YOUR PROJECT SHOULD HAVE THE FOLLOWING: .......................................................................................13

A. PROJECT DISPLAY BOARD.....................................................................................................................................................13

6. REFERECIN G/ BIBLIOGRAPHY ....................................................................................................................... 196

7. PLANNING A SURVEY ...................................................................................................................................... 198

8. INTERVIEW ........................................................................................................................................................ 199

9. USEFUL POINTS TO REMEMBER ................................................................................................................... 199

10. PAREN TS AND TEACHERS..................................................................................................................................20

11. ETHICS AND PLAGIARISM...............................................................................................................................................21

A. ETHIC STATEMENT ...............................................................................................................................................................21

12. ADMINISTRATIVE CONSIDERATIONS .............................................................................................................23

13. JUDGING ...............................................................................................................................................................24

PART A: VALUE OF PROJECT ...................................................................................................................................................24

14. ADJUDICATION ....................................................................................................................................................25

15. PRIZE GIVING CEREMONY.................................................................................................................................26

ANNEX 1: ORGANISIN G AND PLANNING A SCIENCE FAIR (CHECKLIST) .....................................................................28

ANNEX 2: CATEGORY LIST....................................................................................................................................................32

ANNEX 3: JUDGING SHEET – STUDIES ...............................................................................................................................33

ANNEX 4: JUDGING SHEET – INVESTIGATIONS ...............................................................................................................37

ANNEX 5: JUDGING SHEET – MODELS/ INNOVATION/ TECHNOLOGY ......................................................................41

ANNEX 6: JUDGES GUIDE.....................................................................................................................................................45

A. JUDGING SCHEDULE.......................................................................................................................................................... 455

ANNEX 7: QUALITY ASSURANCE GUIDE ........................................................................................................................ 566

A. JUDGING CONFIDENTIALITY............................................................................................................................................... 566

ANNEX 8: REGISTRATION: TEACHERS ...............................................................................................................................61

ANNEX 9: REGISTRATION: PROJECTS ................................................................................................................................62

ANNEX 10: REGISTRATION: ACCOMMODATION AN D MEALS .................................................................................... 644

ANNEX 11: OFFICIAL ABSTRACT ...........................................................................................................................................65

ANNEX 12: PROJECT APPROVAL FORM ..............................................................................................................................66

ANNEX 14: BINDING AGREEMEN T FORM...........................................................................................................................71

ANNEX 15: RESEARCH PLAN ..................................................................................................................................................73

 To provide educational experience through participation in scientific research;

 To encourage inquisitive students to explore their environment in a systematic, logical

 To stimulate students interest in science and technology while simultaneously promoting

2. Entering a Science Fair

An Investigation is dependent on the acquisition of scientific skills. Below find a brief

a) Questioning or identifying the problem

C. Models/ Innovation/ Technology

4. Steps to a Good Scientific Project

STEP 1: Choosing a topic

Be original, but DO NOT choose a project that:

STEP 2: Do a research plan

Research plan for ALL projects must include the following:

STEP 3: Gather background information

STEP 4: Collect data

DO NOT USE BRANDED PRODUCTS IN YOUR EXPERIMENT RATHER IDENTIFY

STEP 5: Record your results in tables

STEP 6: Discuss results