Oral Presentation

On this page
  1. 1) Introduction
  2. 2) Acknowledgments
  3. 3) Purpose, Hypothesis, Need
  4. 4) Background Information
  5. 5) Procedure/Design Process
  6. 6) Results (Data and Conclusion)
  7. 7) Discussion
  8. 8) Any Questions
  9. 9) Other Suggestions

In presenting the investigation to the judges at a science exposition, the following approaches have proven successful for many students. Time should be limited to 15 minutes in total: 10-12 minutes for presentation, leaving 3-5 minutes for questions and discussion. PLEASE, PUT AWAY ALL CELL PHONE!

1) Introduction

  • Students state name(s), age, school and town.

2) Acknowledgments

  • Give credit to those who have given guidance, materials, and/or use of facilities.
  • Discuss any work done in the past pertaining to this project.

3) Purpose, Hypothesis, Need

  • State exactly what the investigation is attempting to discover or the need it addresses.
  • Make a prediction about the outcome.
  • What is the student’s interest in this project? Give the reason for choosing it.

4) Background Information

  • Background explanation for the project (to familiarize the judges), scope of the study, and so forth.
  • This should include a summary of the Background Research.

5) Procedure/Design Process

  • Summarize the experimental procedure and/or design process.
  • Use visual aids: charts, pictures, graphs, and so forth. Point to the display, but students should stand to the side when presenting.
  • Explain how any apparatus was used. Let judges know if the apparatus was student-constructed. Students should tell the judges what they did. If not, credit should be given to those who helped the student. For an experiment, judges are more interested in the results and conclusions than in the apparatus. Students with design projects should explain the design process.
  • Discuss ways experimental error such as use of appropriate instrumentation and measurements, large enough sample size was avoided and/or having controls when possible.

6) Results (Data and Conclusion)

  • Explain both the controls and the experimental variables or prototype(s).
  • Remember to use proper units of measure with the data.
  • Point to tables, figures when referring to them.
  • Analyze and discuss statistical aspects of experimental errors such as averages, ranges, and/or other statistical analogies.
  • State in a concise and logical order the conclusions that can validly draw from the experimentation that has been done and the data and/or observations obtained.

7) Discussion

  • Discuss how the project could or will be continued, if applicable.
  • Be sure to explain what new knowledge has been gained and how it leads to further questions.
  • Discuss how this work, positively or negatively, relates to what others have done.

8) Any Questions

  • When a student has finished, ask the judges if there are any questions they would like to ask.
  • When asked a question, think before answering. Answer slowly! If unsure of an answer, it is appropriate to say, ‘‘I’m not sure but I think …”
  • If judges ask a student a question that is not related to the project and the student does not know the answer, then they may say, ‘‘I really haven’t been concerned with this in my project, but it might be interesting to look into it.’’
  • Thank the judges for any suggestions they may have for improving the research.

9) Other Suggestions

  • Speak slowly!
  • Be forward but polite, dynamic, and above all interested in the research done.
  • Students should remember that they are salespeople. Therefore, students should endeavor to explain their work carefully to the judges. The judges are interested in this work - which is why they judge..
  • The presentation should not exceed 10-12 minutes. An additional 3-5 minutes for questions should follow.