The competition is open to secondary school students residing in Kenya. A team comprises of two students from the same school.

Think of a Science-based idea that can be developed into a project, and work on it. The judges want to see your original research, not reams of words taken from some book or downloaded from the web.

By all means use whatever help you can, but put your own individual stamp on whatever you do. The first person you should talk to is your science or technology teacher. He or she will be happy to assist you in any way possible, offering guidance and advice as needed.

Remember that universities, institutes of technology, relevant organisations, non governmental organisations (NGOs), libraries and the Internet may prove useful as you research your project; but please always make contact with institutions or organizations through your teacher.

Get an idea of what you want to study. Ideas might come from hobbies, or perhaps problems you see that need solutions. Due to limited time and resources, you may want to study only one or two specific subjects.

Visit your local library or use the Internet to learn everything you can on your topic. Observe related events. Gather existing information. Look for unexplained or unexpected results. Visit a university or institute of technology. Talk to professionals in the field. Consult your teacher and parents. Write or email companies for specific information. Obtain or construct needed equipment.

Organise everything you have learned about your topic. At this point you should narrow your hypothesis by focusing on a particular idea. Your library research should help you.

Choose a topic that not only interests you, but also can be done in the amount of time you have available. Leave time to fill out necessary forms to participate in Young Scientists Kenya. Certain projects require more time than others; allow plenty of time to experiment and collect data. Simple experiments do not always go as you might expect the first time, or even the second time. Also, leave time to write your report and put together an exhibit.

Now, before you go any further, there are a few simple questions you must ask yourself:

Once you are satisfied that you can really get to grips with your project, you will be able to enter the Planning Stage. Remember, only a few scientific discoveries are the result of chance or luck; the majority are the result of many hours of dedicated thought and experimentation.

The rule here is read, read and then read some more! This will give you real insight into your topic. Background material can be obtained from books and journals and by using the Internet.

Decisions need to be made about the experiments you will conduct, how you will design your apparatus, and, if applicable, how you will collect your data.

Record each and every measurement, experiment or observation. At this stage, your project may fail completely. If so, it is still important to record and report the failure. Remember, a null result is still a scientific finding and an important guide to other scientists. Record all your observations and findings.

After you have completed all of your research, you need to examine and organise your results. Try to focus on how your results relate to your original topic and its objectives. Good results merit good presentation.

You are now ready to develop a theory to explain your findings. Keep an open mind on the results you get and the conclusions you reach.

You are now in a position to make recommendations and perhaps contribute through them to scientific knowledge.

It is time to ask yourself the following questions:

Research is the process by which people create new knowledge about the world in which they live, in order to answer a question or solve a problem. When choosing your topic, give careful thought to how your research might enhance the world and its inhabitants.

Questioning is probably the most important part of scientific creativity and is often followed by an “if…then…” statement. Questioning usually leads to observations or experiments.

Good scientists, both young and old, use a process to study what they see in the world. By following the six stages listed below, you should be able to produce a superior scientific project.

As a scientist, you should learn to be skeptical about all research results, especially your own.

A good experiment may or may not answer the questions asked – but almost always leads to fresh questions that require new experiments or observations.

The final hypothesis is often developed after running a number of preliminary experiments, analysing a body of results, and reaching a tentative conclusion

Data can be collected using four broad methods:

Documents can be used as the basis for an entire study or simply to set an issue in historical context. Personal documents, used judiciously, can be useful in providing information. Try to ensure that the documents you reference are the most current available. Photographs and maps may also be used.

Observation is one of the primary methods of collecting data, but care must always be taken to ensure that data are observed in an unbiased way. The observer’s senses may not be able to record everything. Also, if the observers are watching people, animals or other organisms that may change their behaviour because they are being observed, the results may be invalid.

Questionnaires, interviews and schedules are some of the techniques used in conducting survey work. If you are conducting a survey, consider the following carefully:

Tests, measurements and experiments should be used only if they are relevant to your research and if you are capable of doing and understanding them yourself. Particular attention should be given to the design of experiments, the requirement for controls, sufficient replication and repeat experiments where appropriate.

Ensure that any testing or experimentation you undertake is not dangerous: That is, be sure it will not put you or others at risk of injury or disease.

What techniques can you use to analyse data?

There are three main procedures you might use:

“Summarising” data is just what it sounds like. It is a way of reducing the bulk of data to a more manageable size, as well as a means of seeing the emergence of certain patterns. In summarising, you can put data into groups or classes. You can also measure typical values, such as the mean, mode and median. Some data, of course, will not be accurately described by these statistics. Such situations require a summary technique to measure movement away from the average, called deviation from the mean.

We can compare data in the following ways: Firstly, we could compare the similarities and differences among the data. Secondly, we could use statistical techniques to compare the data. These techniques are widely used to compare variables.

When you have made your comparisons and conclusions, you need to know if they are really significant. Significance tests are used to make sure that results from comparing one data set with another are not the result of chance.

Remember to use a representative sample.

A random sample means that every member of a population has an equal chance of being chosen (e.g; pulling numbers from a hat).

A systematic sample takes every nth member from a population. Stratified sampling uses the idea of groups or classes within the population being analysed.

Any group that shares similar characteristics and has boundaries may be termed a population. (Therefore, it is perfectly acceptable to refer to plant populations.)

Quota sampling means that if you want to interview, for example, 200 people about shopping, you could go to a particular part of town where you would be likely to meet shoppers. You may have pre-set guidelines, such as age group and numbers of men and women. However, this is not a statistically random sample.

When sampling a population, you may also need to use a control group. If, for example, you were testing the effects of a particular experience on a group of people, you would need a control group of the very same type of people, who have everything in common except the particular experience.

Case studies, which look at a small number of individuals and a particular context in depth, may be useful in helping to understand how a particular process works. Such case studies can help inspire a better way to formulate a hypothesis for testing with a large sample.

The judges have identified the most common weaknesses that affect projects at the initial entry stage. A project with any of these weaknesses may not qualify for inclusion in the Young Scientists Kenya exhibitions

Some studies are little more than a description of what is already known about the topic. Researching the existing body of knowledge is only the first stage of any scientific study.

Frequently, projects state a particular method for data collection that simply cannot collect the data required. Suppose the aim of the project was to find out which washing powder was most effective; then certain chemical experiments should be undertaken. However, all too often students say that they will distribute questionnaires to gather this information, but what in fact they are collecting are attitudes and opinions about the most effective washing powder, rather than scientifically reliable data.

A study which aims to find out all about the ozone layer is not a realistic scientific study, as no one could be expected to uncover everything about the ozone layer. Scientific research requires you to be very specific about what you wish to find out, and setting measurable objectives is the only way to present scientific investigation. For example, a project that looks at the effects on wildlife in a particular area as a result of disturbance created by industrial activity would have to focus on a very specific issue, as this topic is so broad. Much thought should be given to focus and scope when developing your project.

The specific question raised in a project must be one that has not been posed and recorded by any previous scientist. However, this is not to say that 20 projects on the topic of, for example, radon gas or water pollution could not be original, as they will all deal in different ways with various aspects of the topics.

A topic must be able to be scientifically proven or disproved by research methods available to second level students. A project on whether or not Jupiter is inhabited by living creatures, for example, is not a suitable topic.

Often proposals are submitted that are not scientific projects, but essentially literature reviews. These proposals are information collection exercises and not scientific studies.

Projects which put the students themselves, animals, or others at risk of physical injury or disease will not be accepted for the exhibition.

Projects which put the students themselves, animals, or others at risk psychologically or emotionally will not be accepted for the exhibition.

Sometimes students propose a project that is weak because the period over which the project is being carried out is too short. Judges need to be convinced that the student/team has enough time to complete the project for the event.

It is expected that all or the majority of the work for a project will be conducted in school, the home or an outside environment. Understandably, some projects may involve visiting distant locations. Students may seek advice or information about their project from sources beyond their school, such as on the Internet or from government organisations, universities, institutes of technology or other experts. However, it is recommended that the majority of students’ work be conducted under the supervision of their relevant teachers, with appropriate levels of involvement by parents, guardians or other responsible adults. When experimental/research work is conducted by the students themselves, or on their behalf, in a laboratory that is external to their school (e.g. in a local university, a hospital or an industry), that work should be clearly identified and acknowledged within the project report book and presentation. In addition, it is a requirement that a cover letter from the external facility is included in the project report book that describes the extent of the assistance provided and the work done by the students within that facility or undertaken on behalf of the students.

If your project includes products or processes that possess or contain new functional or technical aspects, you might consider applying for a patent. Please note that it is unwise to make any public disclosure of an invention or to put it into use publicly – at an exhibition, for example – before an application for a patent has been made, as such action may prejudice the obtaining of a valid patent.

The judges will collect your report book for a closer look at your project.

The report book may not be returned to you until the end of the event. However, be assured that each report book will be studied carefully by the assigned judges in the judging rooms. Also please note that not all assigned judges will sign your report book. In some cases, only the first judge to complete a review will sign your book, but this does not indicate in any way that your project is weak.

When you arrive at the conference centre, please make sure that you write your stand number on the front of your report book, as this will ensure that your book is returned to the correct stand.

Your report book should include no more than 50 pages of text (word processed where possible) including appendices and references:

Title page: This contains the name of your project, the name of your school, and the names of participating students.

Comments page: Put a page into your report book which may be signed by a judge. Again please note that not all assigned judges will necessarily sign your report book.

Contents page: This includes the sections and page numbers of the report.

Summary/Abstract: This is a very important part of your project. Ideally it should be about two pages long and include a short summary of your project. Someone reading this summary should understand what you were setting out to achieve and what your main results and conclusions are.

Introduction: This should set the scene for your report. Why did you undertake the project, and what did you hope to achieve? In this section you should also refer to experiments, surveys and questionnaires, describing the part they played in your project. Make sure you refer to previous research in your subject area.

Experimental methods: This section should describe the experiments you carried out. Keep in mind the value of diagrams and illustrations.

Results: You should include a good sample of your measurements and all of your important results in this section. You can include the bulk of your readings and measurements in appendices.

Conclusions and recommendations: You should comment on the results of your work in this unit. Be clear and concise. How does your work compare with existing theories? How accurate is the data you got from your study? What are the strong and weak points of your methods? How might your work be extended and improved? Does your project contribute to scientific knowledge and research?

Acknowledgements: At the end of your report, acknowledge any help you received during the project; for example, from teachers, companies, institutions or parents.

Appendices: Include additional information, reports and any relevant letters or correspondence.

References: List any books, articles, web pages and other reference sources that helped you in your project.

All entrants must keep a diary of their projects. You should not trust yourself to remember facts and details. Record everything in your diary and use it as an information store for writing your report. You can even write personal comments about how your project is going and what your progress is like. If relevant, record the prevailing atmospheric conditions (e.g., temperature, rain or sunshine, etc.). Remember to record all of the names of books you have looked up and all the people or institutions you have contacted. If you are working as a team, remember to appoint a leader. The leader should archive all relevant information and appoint a team member to keep the diary.

Your display should be only a summary of your project. Do not try to display your entire project. Cover just the main points and highlights. Plan your display well in advance. Use a map or plan to help you make the best use of your space. Work out the dimensions of everything you want to include. How your project is displayed on your stand will be taken into consideration by the judges when reaching their decision.

The visual display of your project should have the following characteristics:

A good title: Your title is an extremely important attention-grabber. A good title should simply and accurately reflect your research and the aims of your project. The title should make the casual observer want to know more – however, as previously mentioned, it is best to avoid “catchy” titles as they do not tend to impress the judges.

Photographs: Many projects involve elements that may not be safely exhibited at the event, but that are nonetheless important to the research/findings. You might want to take photographs of important parts/phases of your experiment to use in your display. Photographs or other visual images of human test subjects may be used only if you have obtained informed consent.

Good organisation: Make sure your display is logically presented and easy to read. A glance should permit anyone (particularly the judges) to quickly locate the title, experiments, results and conclusions. When you arrange your display, imagine that you are seeing it for the first time.

Eye-catching design: Make your display stand out. Use neat, colourful headings, charts and graphs to present your project. Home-built equipment, construction paper and coloured markers are excellent for project displays. Pay special attention to the labeling of graphs, charts, diagrams and tables. Each item must have a descriptive title. Anyone should be able to understand the visuals without further explanation. Make sure the text is large enough to be read easily.

Components that are well-constructed and correctly presented: Be sure to adhere to the size limitations and safety considerations when preparing your display. Display all required forms for your project. Make sure your display is sturdy, as it will need to remain intact for quite a while. Do not hesitate to ask for advice from adults if you need it.

Please note: It is very important to check your spelling!

Be aware of the following rules and statements pertaining to plagiarism and ethics.

Plagiarism is using others’ ideas and words without clearly acknowledging the source of that information. To avoid plagiarism, you must give credit to sources whenever you use:

These guidelines apply irrespective of the source of the information.

Plagiarism of any kind will result in immediate disqualification from the competition, save in the absolute discretion of Young Scientists Kenya and the judges.

Scientific and technological investigations and applications must be undertaken with integrity through the use of rigorous methods.

Participating students must ensure that any involvement of people as participants in their research is always fully justified. Participants have a duty to protect the well-being, dignity and privacy of individuals. The welfare of any animals that are subject to investigation must always be respected, and likewise any experimentation carried out in the natural environment must avoid adverse impacts.

You must register first at the main entrance of the KICC, where you will receive an exhibition pass. After registration, security will allow you to bring projects into the centre. Security will not allow anyone to gain entrance without an exhibition ID pass.

Your project will be part of the exhibition until the event closes. Projects may not be removed before this time.

You must be at your stand during judging times and have at least one representative of your team/school present when the event is open to the general public.

Young Scientists Kenya cannot take responsibility for any items that may be lost, stolen or misplaced during the event.

The judges will look for creative ability, scientific thought and approach to the work, thoroughness, skill, clarity and teamwork.

Tips from the Judges

When it comes to being successful at Young Scientists Kenya, there really is no substitute for hard work. That said, we want to give you as much help as we can along the way. The following advice and tips from our panel of judges might make your job a little easier!

Judges look for research that is well thought out. They consider how significant your project is in its field, as well as how thorough you were. Did you leave something out? Did you start with four experiments and finish only three?

Judges applaud students who can speak freely and confidently about their work. They are not interested in memorised speeches – they simply want to talk with you about your research to see if you have a good grasp of your project from start to finish. Besides asking the obvious questions, judges often ask questions to test your insight into your project, such as ‘What was your role?’; ‘What didn’t you do?’; and ‘What would be your next step?’ Remember: A little enthusiasm goes a long way!