Getting Inspired

Most important: Think of a topic that interests you! The best projects are ALWAYS the ones that you feel passionate enough about to commit to doing thoroughly.

• What are pressing issues in the world right now? What is one small thing you could create or test to help with this issue?

• What cutting-edge science topics excite you? What is one piece of the puzzle that you could work on to advance this field?

• What are some things you've learned in class that you want to dive more deeply into? How could you extend a lab investigation or learning experience that you loved?

• What are some STEM careers that interest you? What could you do to "test drive" one of those careers this year with STEM research?

• What are you passionate about? What types of questions could you investigate around your passion? You could use this "From Passion to Project" organizer to walk you through selecting a passion-related topic.  

• Feeling stuck? One of my favorite places to start is by looking at what's "hot" in science right now using Science News (HS) or Science News for Students (MS). 

Pro tip: Choose 2-3 potential topics that interest you at this stage!

Then Check the Precollegiate Research Rules

Before you get settled on a topic, check the rules for precollegiate research! For safety and ethical reasons, there are limits on what you can do at this stage in your STEM career.

1. Start with the ISEF rules: ISEF Rulebook

2. Then read through Florida's SSEF rules (slightly stricter): SSEF Rules Supplement 

3. Last is our super-quick Seminole County RSEF rules (clarifies some things): RSEF Rules Supplement 

Was your topic out-of-bounds for precollegiate research? Think about how you could redesign to stay within the rules! For example, is there a model system you could test instead of the actual, dangerous one? 

IMPORTANT: If you are planning a team project, there is a MAXIMUM of THREE students per team.

Types of Mentors

Teacher: Your science fair teacher is your "adult sponsor" and must always approve of your project before you begin. He/she is your main point-of-contact for all questions on project design, project documentation (project paperwork), and entering the fair.

• Parent: Your parent/guardian must also always approve of your project. STEM research is all about the unknown! And that always carries an element of risk. Your parent/guardian must be comfortable with the risks of your project, the ethical expectations, and your project commitment.

• Professional mentors: Professionals in the field of your topic are amazing resources to help you design a quality project and possibly provide supervision and/or assistance in conducting your project.

So who signs where?

• Form 1 - Teacher signs

• Form 1B - Student and parent/guardian sign

• Form 3 - Depends! This should be signed by the person who will actually be there while you're doing the work (the "Designated Supervisor").

  • If you are doing the project at school, the teacher should sign.

  • If you are doing the project at home, the parent/guardian should sign.

  • If you are doing the project at a facility, the professional mentor supervising you should sign.

• Please note that Form 1A and the Research Plan do not require signatures.

Tips for reaching out to professional mentors

Tip #1 - Before reaching out to a professional in the field, show a draft of the email to your science fair teacher. Wait for their feedback before sending! Your teacher may want to send the email on your behalf, or they may ask you to CC them when you send it--whichever way, be sure to keep your science fair teacher in the loop.

Tip #2 - Before reaching out to a professional in the field, know what they do. Look at their faculty profile page on the university website (or equivalent for non-university professionals) and read through their research areas, recent publication titles, etc. Look up some of those titles and read through the abstract to see what it is all about. Bonus points if you read through 1-2 of their full articles first, though we all understand that many of these are inaccessible behind a paywall.

Tip #3 - You're much more likely to get a "yes" if you just ask them if you can run your project idea by them and get their expert advice on project design/considerations. If you don't CLEARLY state this is what you're asking for, many STEM professionals will assume you're looking for a large commitment from them (which they're often reluctant to agree to). If they say yes, then during that conversation they may offer more substantial support, but in most cases you should really start by just asking for project ADVICE.

Research Plan: the big, main thing 

• You MUST use the Seminole County Regional Science, Math, and Engineering Fair Research Plan Template found under Forms. After you complete the relevant sections, delete all highlighted text (these are just instructions).

• The Research Plan is the big, main thing in your project paperwork. Some things will end up being repeated on other forms, and that's okay, but those things (like safety precautions) still MUST be included in the Research Plan. A project cannot be reviewed without a Research Plan!
  
  

• HINT: You will likely need to revise the Research Plan after you've done the Risk Assessment. In the end, they should match. Sometimes you must include a section in the Research Plan that restates the safety precautions (repeated from Form 3). You must also include any relevant safety precautions as steps in your Research Plan Procedure.
  
  

• Remember, this is your PLAN, so it should be written in future tense!

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Resources for Special Project Types:

• Continuation Projects

• Human Participants 

• Vertebrate Animals

• Potentially Hazardous Biological Agents (bacterial, viruses, tissues)

• Hazardous Chemicals

• Hazardous Activities or Devices 

All projects MUST be preapproved before data collection begins. For most projects, this will just be your teacher. But if your project involves any of the following, you must get formal Pre-approval from our regional committee:

• Human participants

• Vertebrate animals

• Potentially hazardous biological agents

• Significant chemical hazards (NFPA 2+)

  • National Fire Protection Association, level 2 or more = materials with flashpoint above 100*F, but not exceeding 200*F

• Significant general hazards (being on/near water bodies/pools; soldering; rotating blades; drones; lasers; projectiles; etc.)

This review is focused on safety and ethical considerations. 99% of projects require at least one round of revisions before we can grant formal pre-approval. Please plan this into your timeline! 

25-26 Deadline to submit Research Plan and "before forms" for pre-approval review: 10/24/2025

Review typically occurs within two weeks of submission (but submitting right at the deadline results in a long queue; submit early for shorter wait times!). If revisions are requested, they are due within one week of the request date.

Please note that projects involving human participants require approval by 3-4 committee members (though once you get past the chair, additional revisions are VERY rare); PHBA projects require approval by 2 committee members including a professional microbiologist; and vertebrate animal projects require approval by 2 committee members. Please plan accordingly for your timeline!

Research Logbook

Your science fair teacher will most likely tell you what they expect to be in your Research Logbook. If they do, FOLLOW THEIR GUIDELINES!

Just in case you're doing this independently, here is a chapter from the STEM Student Research Handbook on Organizing a Laboratory Notebook. 

Data Analysis for Middle School Students 

• If your project had different groups within your independent variable, we are looking to see that you calculated averages instead of just showing the raw data. Then we would want to see you compare those averages and interpret what it means for the relationship between your independent variable and dependent variable.

• If your project didn't have groups, but instead was correlating something, we are looking to see you describe the trend--does it have an overall positive slope, an overall negative slope, or if a nonlinear shape then where would the maximum / minimum be? And again, we'd want you to interpret what that means for the relationship between your independent variable and dependent variable.

• NOTE: If you surveyed people, expect to do data analysis for EACH question that is part of your dependent variable.

Data Analysis for High School Students 

At this level, we are expecting to see appropriate use of research statistics. After calculating averages or plotting correlations, we are expecting to see inferential statistics such as t-test/ANOVA, chi-square test, or R2 values for correlations. We want to see that students are able to interpret what those statistics mean about , including what a p-value means if one is generated. 

• Statistics At-A-Glance (for high school students)

Graphing Norms 

• If your data can be represented in a graph, please create the graph (instead of just a data table).

• Typically when graphing, the independent variable is represented on the x-axis, and the dependent variable is on the y-axis.

  • If your experiment had more than one dependent variable (like having several survey questions), it's usually best to show each one as a separate graph.

• If your independent variable involved categories/groups that are NOT quantitative measurements, you would usually show your data with a bar graph. The bars would be the averages for each category/group. Make sure both axes are appropriately labeled!

• If your independent variable involved quantitative measurements, you would usually plot your points and overlay a trendline. Make sure both axes are appropriately labeled!

• Line graphs, where you plot the points and connect the dots, are rarely used in real research. They may be helpful, though, if you NEED to show change over time. Make sure both axes are appropriately labeled!

• If using color, please use color consistently. If the blue line means the cold temperature in one graph, don't switch it to represent something different in another graph.

• And really, truly, make sure both axes are appropriately labeled (with units)!!!

Abstract Overview  

An abstract is a one-paragraph summary of your research. It is the only place you need to include your results.

• A good abstract includes:

  • (1) why your project matters

  • (2) what you did

  • (3) what you found

  • (4) why your results matter for scientists or for the world

  • (5) written in past tense

Check out these ABSTRACT TIPS!

• Fill in the top boxes and check the box for the category you'll compete in (AP Research students competing in Arts & Humanities can leave this blank--I'll add it on manually later).

• Be sure to answer questions 1-7 in the bottom area (especially 5-7 because we wouldn't know to be able to fix it for you).

• The team leader signs the Abstract at the bottom.

• ALWAYS DATE YOUR ABSTRACT ACCURATELY! If you ever revise this, I want to make I sure I provide judges with the most updated version. 

Get the current year's Abstract From under Forms. 

What if you're not done collecting data when you have to submit your abstract?

If you're writing the abstract before your experiment is done, you can skip the results. But you MUST have results before the fair! You'll need to submit a final abstract (with results) as soon as it's available, and I will really try to make the final version (with results) available for the judges, but it just depends on how quickly you get it to me. Even if I have to wait until the morning of the fair, I still want a final abstract in case you make it to State! ALWAYS DATE YOUR ABSTRACT ACCURATELY, so I'll always know which is the most updated version.

Project Title

Go through all "before" forms, your Research Plan, and all new forms. Enter the title EXACTLY the same everywhere (copy and paste is your friend!).

IMPORTANT: If you have a cute project title, please also include a descriptive subtitle. For example, instead of just "Winter Blues" revise it to be "Winter Blues: The effects of temperature on pigment production in Kale leaves" or something clear enough so our Special Award judges will understand the general concept of your project.

All Projects Must Complete These "After" Forms to Apply to the Regional Fair

• • Online registration for the Regional Fair

  • If this is a team project, EACH student must complete this separately. (As a reminder, every team must designate ONE team leader, which is a question on the registration form).

  • If at all possible, please complete this before winter break. It helps us to recruit the right number of judges in each category.

  • A few key things to decide before you start this: (1) Which category you'll compete in and (2) your project "arrangement" (do you want a table to put your project board/poster on or no table (standing on the floor?). 

  • Abstract Form

    • • Remember to always date your Abstract accurately! Do NOT forward-date your Abstract. 

  • SCPS Release and Consent Form (aka permission slip to attend the fair)

Additional "After" Forms for Special Project Types

If you have a special project type, you will ALSO need to include the following with your "after forms":

• Human participants projects - must also include:

  • The earliest signed consent form you collected. Redact (black out) the signature but KEEP THE DATE SHOWING. Check Form 1A and make sure your "actual start date" is updated to the date this first one was signed.

  • A completed Verification of Informed Consent Form (VICF) signed by you and your science fair teacher and dated ACCURATELY

  • Vertebrate animals projects - must also include:

    • A completed Mortality Report. Even if none died (hopefully none died!), you would complete this to certify no deaths.
      
      

    • Continuation projects - must also include: 

      • Form 7 (hopefully you filled this in while planning your project, so just update it, sign, and date it)

      • The prior year's Abstracts and Research Plan

      • NOTE: If your project is in Year 3+, you must submit all relevant Abstracts and Research Plans, clearly labeled with years. You would also submit multiple Form 7s, each one comparing THIS YEAR's project to a prior year.   
        
        

• If you worked with a professional mentor or in a professional lab setting, the professional you worked with must complete and sign Form 1C. This is essentially a letter to our project reviewers and to your judges certifying what you did versus what they did.
  
  

TECH TIP: To get these forms to work, you MUST: (1) Download the form and save it to your computer folder first. (2) Open the file using [Adobe] Reader. (3) Type into it and save.

In summary, here is what you need to do to apply to Seminole County's Regional Fair:

• Make sure you have your school's nomination to apply to our county-level fair (we're "Regionals"). Your school may have had a school-level fair--you should check with your school's science fair contact if you weren't involved in it.

• Collect your "before forms," including your Research Plan, and your "after forms." Make sure the title is included and consistent throughout all files. Your science fair teacher will submit these to our special google folder by 1/7/2026.

• Register for the fair online using this link above or the link on the home page.

• If you are part of a team project, each student must do this step separately. If at all possible, please do the online registration before winter break, but officially it is also due by 1/7/2026.

25-26 Deadline to submit Research Plan, all forms, and online registration for the fair: 1/7/2026.

• After you apply, our committee will review your project, and you will be notified of the outcome:

  • Accepted to the fair - no revisions needed to project files

  • Revisions needed - would be due back one week after review day

  • Not accepted to the fair - this only happens if (1) the project was outside the ISEF/SSEF/RSEF rules, (2) the project did not have a complete Research Plan during review, or (3) revisions were not satisfactorily completed by the due date.

• Once accepted to the fair, you will be given many details regarding the event, such as setup and judging times, display (project board/poster) guidelines, and judging tips. Many of these are also included on the next two tabs!

REMINDER: Projects cannot be reviewed without a complete Research Plan!

Projects without a complete Research Plan will NOT be accepted to the Regional Fair.

QUICK REFERENCE GUIDE FOR PROJECT SUBMISSION DOCUMENTS

CREATING YOUR DISPLAY

The Seminole Country Science, Math, and Engineering Regional Fair is an in-person fair with a required physical project display (trifold board or poster). Please review the Display and Safety rules to determine size requirements and allowed vs non-allowed display components.

• Preview the Display and Safety Checklist that the reviewers will use to certify your project at this year's fair!

Reminders:

• NO electrical outlets at the fair.

• NO floor projects - all projects MUST be on the table top and be a maximum 66 inches in height (from the table, including the stand).

Best Practices for Effective Research Displays

The most effective strategy is an "images first" one: First, plan the images you'd need to explain your project (including graphs). Then, plan what words you'd need to add to make those images all make sense together, to tell the story of your research experience.

• Please note that ALL images (including graphs and data tables) must have appropriate citations on your board/poster. Each image must be cited individually!

• You're not allowed to show distressing images on the board/poster. Also, you're discouraged from showing pictures with other people (besides the student researcher(s)) on the board/poster. If you MUST, then you need a signed consent on hand at your table.

Besides the images, be intentional in quickly directing judges' eyes to what you want them to take-away about your project:

• Use large font (and fewer words)

• Make important things larger and more toward the center

• Use color consistently and gently - it should be pleasing to look at, and one color should mean the same thing throughout the display

• Make sure that the layout is arranged in the directions we read: top-to-bottom and left-to-right. Most STEM professionals are used to seeing research posters arranged in columns (so they'd read top-to-bottom in the leftmost column, then repeat for each column after that), but you're not limited to the three-column format. Just keep the flow logical!

Google Image searches can show lots of sample layouts. The poster/board should include, at minimum:

• Your project title and your name(s)

  • But NOT your mentor's name(s) and NOT the names of any professional settings where you worked

• Background information: why your project is important, what science concepts or problems were at the heart of your project, and some kind of statement of what the project's overall purpose was (engineering goal, research question, and/or hypothesis)

• Methodology: what you did

  • Some teachers require a Materials List on the board/poster. It doesn't hurt to include it, but we feel that it isn't necessary. So if space is limited, best practice is to NOT put this on the board/poster.

  • Please DO include some kind of visuals of your experiment setup or prototype design in-process to accompany the description. Pictures and/or diagrams really help judges to get a feel for your project in the quick judging times. Again, you must cite each image and/or diagram individually. 

  • While it's okay to include a computer program name or the name of a piece of equipment in describing your methodology, you should really avoid using brand names as much as possible.

    • OKAY: I ran the script in Python and...

    • OKAY: I used a Vernier probe to measure the pH of each liquid.

    • NOT OKAY: SanitizeMe resulted in less bacterial growth than SaniSpray. Instead, say the liquid kind resulted in less bacterial growth than the spray kind.

• Results: what you found

  • This should really be the highlight of the board/poster.

  • Visuals are very welcome here, too! But be sure to include key interpretations of those graphs (or tables, if graphs are not possible).

• Discussion: what your results mean for the world

  • This section should include the conclusions, applications, implications, and/or future directions.

• References: We do NOT require you to include your complete bibliography on the board/poster. But you should include sources that you referenced directly on the board/poster and if there 1-2 key sources that inspired your project.

  • Every image, graph, chart, etc. must be cited individually! 

Besides the Board/Poster

Remember, you also have the table space!

• You MUST display, vertically, your Abstract Form. Your category chaperone will have a copy for you if you need it.

  • If your project had a Form 1C or Form 7, those must be displayed vertically, too. Your category chaperone should have a copy if you need it.

  • Your Project Certification Card will also stay on your table throughout judging day for Display Judges and Category Judges to sign.

• You must bring your Research Log to include on the table as part of your display. You should also, technically, have a full copy of your project paperwork file. 

  • You are encouraged to add/expand this into a binder that includes any extra graphs that didn't fit on your board, key references (bonus if you've highlighted/annotated them) that were central to your project, and any other supplemental info you might benefit from having on hand during judging. As a pro-tip, use labeled tabs! I love smaller-sized post-its that hang just over the edge so I can label something I may want to quickly flip to later.

• For engineering design projects, you may be able to bring your prototype--you'd just have to check the Display & Safety rules. If you can't bring the actual prototype, you should definitely bring pictures and/or video clips showing it in action!

With each judge, expect to have an 8-10 minute conversation:

• 2-3 minutes for you to present the key points of your project (why you did what you did, what you did, what you found, and what your results mean for the world)

• 5-7 minutes for interview (the judge will ask questions for you to answer)

*REMEMBER: No project materials may be distributed to judges. 

The best tip is to plan and to practice!

• Resource: Planning Your Presentation

• Resource: Sample Judging Questions

It's great to plan in advance how you might answer some of the common questions. Just be careful to really listen to the judges' questions. Sometimes we can fall into the trap of answering a question we practiced, when that's not really what they asked. 

Showcase Your Understanding!

Most judges are going to want to see how well you understand the science principles (or math principles) that underlie your project. Research this in advance, practice talking about it, and definitely plan to link your project results to what is known about the topic!

But it's also important to acknowledge when you don't know something. If a judge asks a question and you don't know, the absolute BEST thing you could say is, "I don't know the answer to that question, but I suspect it's ________________________ because _________________________."

Last, let your enthusiasm shine through!

Our judges are most excited about your excitement for STEM. Plan and practice, yes, but also try to relax and enjoy it! Judging interviews should be a time when you learn, when you stretch your mind a little (or sometimes a lot!). And besides, it's a time when you get to chat with a STEM professional in a field you're interested in. Enjoy the chance to converse with them, and gobble up the feedback they give--it's often what helps our students compete so well at the higher levels like State and National/International!