Please use the Presentation Guidelines for Science, Mathematics, Computer Science, and Engineering Presentations as a guideline to determine if a presentation meets the necessary requirements.

**- Selection and statement of the problem, experimental validity and value, scope of design.**

The ultimate aim of science research is to promote new knowledge and understanding of the world in which we live. From reading and observation one comes up with a basic concept. This idea permits formulation of a meaningful question or hypothesis to which an answer may be found through a suitably designed experiment.

a) Does the student exhibit sufficient background understanding of the principles and concepts involved in the topic?

b) Is there a significant basic thought in the project? Is it clearly stated?

c) Does it admit formulation of an age-appropriate meaningful question?

d) Is the scope of the problem sufficiently limited to permit a meaningful experiment?

e) Is there a single, formal hypothesis?

b) Is there a significant basic thought in the project? Is it clearly stated?

c) Does it admit formulation of an age-appropriate meaningful question?

d) Is the scope of the problem sufficiently limited to permit a meaningful experiment?

e) Is there a single, formal hypothesis?

EXPERIMENTAL METHODS

*- Choosing/developing techniques for valid analysis. Use of original materials or using old materials in an original way. Proper controls and sample size.*

This criterion refers to the details of a well-designed experimental procedure intended to answer the question posed. The project may require designing, building and using material hardware. The presenter must design and carry out his/her own experiment.

a) Is the project well designed for the problem at hand?

b) Is the experiment basically sound, with sufficient sample size and control of variables?

b) Is the experiment basically sound, with sufficient sample size and control of variables?

c) Did the experiment have both a control group and experimental group(s) that were clearly identified?

d) Was the experiment conducted in a safe and accepted manner?

e) Does the procedure follow a logical sequence?

f) Have any original or ingenious materials or methods been used?

g) Were results measurable/quantifiable and done in metric?

e) Does the procedure follow a logical sequence?

f) Have any original or ingenious materials or methods been used?

g) Were results measurable/quantifiable and done in metric?

**- Ability to draw valid conclusions. Full use of data and findings. Interpretations of weakness of design. Suggestions for further research. **

Book reports and research theories unsupported by practical data cannot achieve success in PJAS competitions because of this criterion. The student must have personally accumulated some actual data to analyze, even if the trend is negative or neutral to his hypothesis. The critical thing for a student to exhibit to judges is that he knows what the data MEANS.

a) Is the body of data sufficient to draw valid conclusions?

b) Do the conclusions refer back to the original question or hypothesis?

c) Is the student grouping the data properly to enable comparisons between groups?

d) Is the data fully used to draw conclusions?

e) Is he evaluating the significance of his own data properly?

f) Has the student thought about how his experiment could be improved if it were to be repeated? Is he aware of sources of error?

g) Is the student able to make suggestions for further researches related to his topic or perhaps see a practical application of his findings to the real world?

b) Do the conclusions refer back to the original question or hypothesis?

c) Is the student grouping the data properly to enable comparisons between groups?

d) Is the data fully used to draw conclusions?

e) Is he evaluating the significance of his own data properly?

f) Has the student thought about how his experiment could be improved if it were to be repeated? Is he aware of sources of error?

g) Is the student able to make suggestions for further researches related to his topic or perhaps see a practical application of his findings to the real world?

**- Ability to convey the information gained to others. To demonstrate new and improved ways of expressing and communicating scientific ideas.**

The presentation should, preferably, be in the form of a free talk employing good oral communication skills. The time restrictions in the rules necessitate planning and rehearsal. The critical question is “When the student is finished do you understand exactly what he did and why?”

a) Is the talk well-organized and flowing in a logical pattern?

b) Do the visuals enhance the audience's understanding?

c) Did the presenter speak clearly and refer to notecards rather than read from them?

d) Did the student demonstrate a clear grasp of the topic?

e) Is the student's competency with the principles such that he can answer questions with clarity, and elaborate where necessary to make a point?

e) Is the student's competency with the principles such that he can answer questions with clarity, and elaborate where necessary to make a point?

**- Consider the age level and project correlation when necessary. Also, your overall feeling of the problem and the quality of the student's work. **

This criterion is an overall subjective evaluation of the student's work considering age level, depth, complexity of the subject matter, as well as the student's success in achieving his purpose or objective.

SCORING RUBRIC

Exceeds Characteristics | 5 |

Meets ALL of the Characteristics | 4 |

Meets MOST of the Characteristics | 3 |

Meets FEW of the Characteristics | 2 |

Meets NONE of the Characteristics | 1 |

Revised September 2017

Mathematics presentations are expository in nature, not experimental. Appropriate projects should either be of a level beyond what the student is currently studying or on an enrichment topic.

a) Did the presentation have focus?

b) Considering the topic and time allowed, was the scope of the presentation suitable?

c) Did the student use appropriate mathematical vocabulary?

d) Did the student show depth of understanding of mathematical concepts and principles?

b) Considering the topic and time allowed, was the scope of the presentation suitable?

c) Did the student use appropriate mathematical vocabulary?

d) Did the student show depth of understanding of mathematical concepts and principles?

a) Did the presentation have specific and illustrative content?

b) Was the presentation free from mathematical errors?

c) Is there a practical application or any correlation or interaction with other disciplines?

d) Did the student use correct mathematical notation?

b) Was the presentation free from mathematical errors?

c) Is there a practical application or any correlation or interaction with other disciplines?

d) Did the student use correct mathematical notation?

a) Was there unity, coherence and inherent logic in the sequence of ideas?

b) Does the student show insight?

c) Does the student show sufficient examples or counter-examples?

d) Can the student make suggestions as to related topics needing further investigation?

b) Does the student show insight?

c) Does the student show sufficient examples or counter-examples?

d) Can the student make suggestions as to related topics needing further investigation?

The presentation should, preferably, be in the form of a free talk employing good oral communication skills. The time restrictions in the rules necessitate planning and rehearsal.

a) Is the talk well organized and flowing in a logical pattern?

b) Do the visual aids enhance the audience’s understanding?

b) Do the visual aids enhance the audience’s understanding?

c) Did the presenter speak clearly and refer to notecards rather than read from them?

d) Did the student demonstrate a clear grasp of the topic?

e) Is the student’s competency with the principles such that he can answer questions with clarity, and elaborate where necessary to make a point?

d) Did the student demonstrate a clear grasp of the topic?

e) Is the student’s competency with the principles such that he can answer questions with clarity, and elaborate where necessary to make a point?

This criterion is an overall subjective evaluation of the student’s work considering age level, depth, complexity of the subject matter, as well as the student’s success in achieving his purpose or objective.

SCORING RUBRIC

Exceeds Characteristics | 5 |

Meets ALL of the Characteristics | 4 |

Meets MOST of the Characteristics | 3 |

Meets FEW of the Characteristics | 2 |

Meets NONE of the Characteristics | 1 |

Revised September 2017

Computer Science Projects are usually expository in nature. Presentations usually do not involve the controlled experiment where the computer's role is merely to serve as a tool to analyse the data, draw graphs, and do statistical calculations do not belong in the computer science category.

Note

The PJAS Judging Committee believes that a small modification of a pre-existing program is not a suitable project to present in our competion. Pre-existing programs may be used, however, if they are a small part of the student's own work.

a) Is the objective of the project clearly stated?

b) Does the problem chosen have relevance or practical application in today’s world?

c) Did the student use appropriate computer vocabulary?

d) Did the student show depth of understanding of relevant programming concepts and principles?

e) Does the project entail creative thinking in approach techniques?

b) Does the problem chosen have relevance or practical application in today’s world?

c) Did the student use appropriate computer vocabulary?

d) Did the student show depth of understanding of relevant programming concepts and principles?

e) Does the project entail creative thinking in approach techniques?

a) Was there unity, coherence, and inherent logic in the sequence of the presentation?

b) Does the student follow accepted procedures, using either structured programming or object-oriented programming? Is the underlying logic sound?

c) Did the student explain the project design using a high level diagram?

d) Did the student include an explanation of difficult, unique and/or significant section(s) of the program?

b) Does the student follow accepted procedures, using either structured programming or object-oriented programming? Is the underlying logic sound?

c) Did the student explain the project design using a high level diagram?

d) Did the student include an explanation of difficult, unique and/or significant section(s) of the program?

a) Did the student show the results of his work? Was the objective obtained?

b) Does the student have a quality product?

c) Did the project include exceptional features and/or coding?

d) Does the presenter know of areas for further expansion or improvement of the project?

b) Does the student have a quality product?

c) Did the project include exceptional features and/or coding?

d) Does the presenter know of areas for further expansion or improvement of the project?

The presentation should, preferably, be in the form of a free talk employing good oral communication skills. The time restrictions in the rules necessitate planning and rehearsal.

a) Is the talk well organized and flowing in a logical pattern?

b) Do the visuals enhance the audience's understanding?

c) Did the presenter speak clearly and refer to notecards rather than read from them?

b) Do the visuals enhance the audience's understanding?

c) Did the presenter speak clearly and refer to notecards rather than read from them?

d) Did the student demonstrate a clear grasp of the topic?

d) Is the student's competency with the principles such that he can answer questions with clarity, and elaborate where necessary to make a point?

Note: It is acceptable for a student to show key parts of code line by line. However, the presentation should not consist of a student explaining his/her program line by line. A high-level method should be used instead.

This criterion is an overall subjective evaluation of the student's work considering age level, depth, complexity of the subject matter, as well as the student's success in achieving his purpose or objective.

SCORING RUBRIC

Exceeds Characteristics | 5 |

Meets ALL of the Characteristics | 4 |

Meets MOST of the Characteristics | 3 |

Meets FEW of the Characteristics | 2 |

Meets NONE of the Characteristics | 1 |

Revised September 2017

a) Did the presentation demonstrate a practical problem or need?

b) Was significant research presented leading to a proposed solution?

b) Was significant research presented leading to a proposed solution?

c) Were limitations and controls explained?

a) Is the proposed solution practical and viable?

b) Is the solution economically feasible?

c) Do the experimental methods follow a logical sequence?

d) Was a testable model developed?

e) Is there evidence of signficant repetition to support results and conclusions?

a) Did the model demonstrate engineering skill?

b) Did the model demonstrate creativity in design and construction?

c) Does the student have a quality product?

c) Did the presenter address areas of improvement and/or further developement?

PRESENTATION

The presentation should, preferably, be in the form of a free talk employing good oral communication skills. The time restrictions in the rules necessitate planning and rehearsal.

a) Is the presentation clear and easy to understand?

b) Do the visual aids enhance the audience's understanding?

c) Did the presenter speak clearly and refer to notecards rather than read from them?

d) Did the student demonstrate a clear grasp of the topic?

d) Is the student's competency with the principles such that he can answer questions with clarity and elaborate where necessary to make a point?

This criterion is an overall subjective evaluation of the student's wrok considering age level, depth, complexity of the subject matter, as well as the student's success in achieving his purpose or objective.

SCORING RUBRIC

Exceeds Characteristics | 5 |

Meets ALL of the Characteristics | 4 |

Meets MOST of the Characteristics | 3 |

Meets FEW of the Characteristics | 2 |

Meets NONE of the Characteristics | 1 |

Revused September 2017

- No 3-D objects are permitted. Nothing may be passed to the judges.
- Acceptable presentation media are visuals in pdf format.
- PJAS presentations are an educational activity. For this reason, presentation visuals must be clearly visible to all in the presentation room.

Revised September 2017