Science Fairs And Low Vision

Two of the schools I’ve attended required students in upper grade levels to complete projects and participate in the school science fair to demonstrate their understanding of the scientific method and how it can be used to acquire knowledge on a given topic and inspire further learning. Both of the schools I attended banned “traditional” science projects like the baking soda volcano and encouraged students to explore areas that they were interested in, and I ended up completing projects in areas such as animal behavior, geology, and social science; my social science project was later turned into one of my first blog posts and helped spark an interest in writing about accessibility.

While putting together a presentation for my first science fair, I quickly realized that I had trouble seeing my own project and that several tasks were more visually intense than I was expecting. I was excited to talk about my project, but I wasn’t sure if people could tell that I couldn’t read what I had written down or that I had trouble seeing everything around me. Over the years, I have learned several strategies for participating in science fairs with low vision and conducting science experiments, including tips from other visually impaired students I met in college as well as blind scientists/low vision scientists I have met through my website.

Here is a list of tips and strategies for participating in science fairs with low vision, informed by my own experience and areas of the Expanded Core Curriculum (ECC).

Choose a multi-sensory science project

Many of the best science fair projects for low vision students offer opportunities for collecting multi-sensory data, not just observing small visual details. A project about how different sound frequencies affect plant growth, a taste test comparing different items, a texture analysis of various soils after a rainstorm, or a smell-based investigation of how quickly different fruits ripen are all examples of projects that do not solely rely on vision for accessing information.

Sources for accessible science projects for low vision can include:

Bookshare and other accessible libraries often have entire books of science experiments. Skimming the table of contents for words like “texture,” “sound,” “smell,” or “temperature” is a quick filter; my project on the effects of acid rain came out of a book that had a chapter dedicated to experiments that involved changes in texture. I remember another friend and I found lots of project ideas in a book called “Last Minute Science Project Ideas” that was published by Scholastic
For students that have access to a teacher of students with visual impairments (TVI, TSVI, TBVI), this can be an excellent resource for brainstorming experiment ideas or getting suggestions for project ideas that can be completed independently or with assistance. They can also provide recommendations that align with the Expanded Core Curriculum (ECC), which is a fantastic resource for students with low vision.
Accessible Science is a microsite maintained by Perkins School for the Blind that has several accessible science project ideas for blind and low vision students, along with step-by-step instructions.
Science Buddies specializes in supporting students with science fair projects and has a searchable idea bank where projects can be filtered by interest area and difficulty level.

The most important advice I can offer for picking a science fair project topic is to choose something that is of genuine interest or that is exciting for the student. Science fair projects are all about curiosity and learning new things, and an exciting topic can be a great way to motivate students even when things aren’t going as planned or during boring project tasks.

Identify project components early on

When coming up with a hypothesis or planning a project, it can be helpful to think about project components like variables, data being collected, and potential questions before beginning a new project. This makes it easier to figure out what information will be needed in order to answer the research question(s) or areas of interest.

Before beginning an experiment, consider what variables are involved:

The independent variable is what gets changed on purpose. In a project about how temperature affects how fast sugar dissolves, the temperature is the independent variable.
The dependent variable is what gets measured. In that same project, the time it takes for the sugar to dissolve is the dependent variable.
Controlled variables are everything else that stays the same across every trial: the amount of sugar, the size of the container, the stirring speed. Keeping these consistent is what makes the results trustworthy; if the controlled variable list is very short, the experiment will need more planning.

Next, consider what type of data is being collected:

Quantitative data is numerical. Temperature in degrees, time in seconds, mass in grams, and pH readings are all quantitative. This type of data can be averaged, graphed on a number line, and compared with arithmetic.
Qualitative data describes qualities rather than quantities. Color, texture, smell, and taste are qualitative. This type of data is often recorded as categories or written descriptions.

Many science fair projects collect both types of data. A project on ripening fruit might measure the firmness of the fruit in grams of pressure (quantitative) and also record the smell on a scale from “no smell” to “very strong” (qualitative turned into a simple rating scale, which makes it easier to analyze).

Another helpful tip for planning science fair projects is to plan for multiple trials. Instead of conducting an experiment only once and treating the single result as the answer, plan to repeat the experiment at least three times (ideally at least five times) to calculate a meaningful average and ensure that controlled variables remain the same in each trial. Planning for multiple trials also made it easier to set realistic expectations for what I could handle in each trial, so that I didn’t strain my eyes or exhaust myself trying to run an unnecessarily complex experiment.

Setting up an accessible workstation

Most science fair experiments happen at the kitchen table, in a garage, or in a school classroom. Some adjustments that work well for low vision students can include:

High-contrast trays underneath the workspace, such as a black rimmed baking sheet for light-colored materials and a white tray for dark ones, make it much easier to track small items by sight or by touch. Use matte sheets (not shiny sheets) to minimize glare.
Slide-resistant shelf liner keeps beakers, cups, and measuring tools from drifting around the work surface.
Tactile labels made from puffy paint, bump dots, or hot glue gun dots on measuring cups, spice jars, and bottle caps eliminate the need to read tiny printed labels mid-experiment. A quick dot of hot glue can mark almost anything; this is a technique used by working blind scientists in research labs.
Talking kitchen scales, talking thermometers, and liquid level indicators for auditory measurements.
Accessible timer, clock, stopwatch, or alarm clock for timing experiments.
A CCTV or handheld electronic magnifier to zoom in on small labels, instructions, or color changes without bending over the table for long stretches.
Smartphone apps that magnify, identify colors, describe scenes, or read printed text out loud double as lab equipment and are already on many phones and tablets.

For more strategies, I recommend reading my post on describing science experiments for students with visual impairments linked below.

Accessible data collection strategies

Data collection for science fair projects can be as basic as using a dry-erase board on a slanted/vertical display or as high-tech as entering information in a spreadsheet in real time. I often write down notes in a Notes app or other text document, as I have trouble writing on paper due to dysgraphia, but I have also used dry-erase boards or iPad apps with a stylus to draw quick tallies or make other short notes.

With that in mind, I strongly suggest using a spreadsheet application like Microsoft Excel, Google Sheets, or Apple Numbers to document data from a project (also known as raw data), as the data can easily be reused to calculate statistics and build charts. Another option is to create a table in Word/Docs/Pages for documenting information, though science fair projects can be a great way to practice learning spreadsheet software.

I recommend setting up the document before starting an experiment, adding labeled column headers that make data entry fast and consistent.

Examples of columns to include in a spreadsheet for a science fair project could include:

Trial number
The independent variable value (e.g., temperature in degrees Celsius)
The dependent variable measurement (e.g., time in seconds)
Any notes about that trial (e.g., “bumped into cup and it spilled slightly”). This is especially helpful for documenting observations that may not otherwise be easy to remember.

Another way to document information is to record voice memos and short video clips with verbal narration to capture observations in the moment. Audio can be slowed down, replayed, and transcribed later. Narrating what is happening out loud while the experiment takes place can be useful when writing the discussion or results section.

Clean and organize data for science projects

When I was documenting data from a science project with another student, we noticed there were a few typos, missing values, inconsistent units, and the occasional result that looked nothing like the others, even though we thought we were being careful to record everything correctly. Here are some ways to handle data cleanup and organization:

Check for inconsistent units. If temperature was recorded in Celsius for some trials and Fahrenheit for others, or if time was recorded in seconds for some rows and minutes for others, the data cannot be compared directly. Before calculating any statistics, scan every column and make sure all values use the same unit. A quick formula in a spreadsheet can convert units automatically.
Decide what to do with outliers. First, check the notes column; was something different about that trial? If there is a documented reason (a spill, a distraction, a measurement error), the outlier can be removed and the trial re-run. If there is no documented reason, the outlier should stay in the data and be mentioned in the discussion section as something worth investigating further. Removing data points without a documented reason is a form of scientific misconduct; noting the outlier honestly and explaining what might have caused it is always the right move.
Handle missing values. If a trial produced no usable data, leave the cell blank rather than filling it with a zero. A zero is a real value that will affect calculations. A blank cell signals that the data is missing, which is a different situation entirely. Most spreadsheet programs handle blank cells correctly when calculating averages.

After cleaning the data, it’s time to calculate summary statistics! The vast majority of science projects require students to calculate the mean (average), median, mode, and range for data; this can be calculated in a spreadsheet program, with a calculator, or by hand. The mean is the most commonly reported statistic in science fair projects, but the median is often more useful when there are outliers. If the mean and median are very different from each other, that is worth mentioning in the results and discussion section.

Creating accessible charts and graphs for low vision

When I presented at a science fair in high school, I created a chart that conveyed information with color alone, and learned that three out of the five judges in my science fair category were colorblind. Even more amusing, I could not actually see the chart that I created very well because of the small font size, so I created the perfect example of an inaccessible chart. Here are my favorite tips for creating accessible charts and accessible graphs for low vision audiences:

Never rely on color alone to convey information. Pair color-coded information with text labels, patterns, or shapes. A real-world example: a stop sign is not only red, but it also has a unique octagonal shape and the word STOP printed on it. Preview the chart in grayscale to check whether the information still comes through without color.
Use textures and patterns alongside colors. Lines on a line graph can be solid, dashed, or dotted. Bars on a bar chart can be filled with diagonal stripes, dots, or crosshatching. This makes the chart readable in grayscale and for colorblind readers. That said, this can be challenging to distinguish for low vision users, so avoid relying on texture alone.
Check contrast. Gray text on a white background will not provide sufficient contrast for many people with low vision. Choose a high-contrast color scheme and avoid patterned or busy backgrounds for text to ensure that information can be read clearly.
Place labels next to data points, not inside them. For low vision readers using screen magnification, having to scroll back and forth between a data point and a separate legend can be tedious. Direct labels next to each line or bar are much easier to enlarge.
Avoid decorative or hard-to-read fonts and keep font sizes large enough to read without magnification if possible; I personally prefer sans-serif fonts for reading with low vision, like Arial or Helvetica. Sometimes, I create separate charts for my own reference that I can enlarge with a magnifier or pinch-to-zoom.
Give every chart a clear, descriptive title that tells the reader exactly what the chart is about before they look at the data.
Label both axes in plain language, including the units of measurement.

Another way to improve chart accessibility is to write alt text or image descriptions for charts, which are text-based descriptions of visual content that can provide context or clarification about what is in an image. This is especially important for digital documents, as alt text makes content accessible to assistive technologies like screen readers and braille displays. A simple image description for a science fair chart can be included on a trifold or as a handout and should include the following information:

The chart type and title (e.g., “Bar chart titled: Average Dissolving Time by Temperature”)
The total number of data points or groups shown
The values from highest to lowest, or a description of the trend
Any notable outliers or patterns

For science fair projects, it is also considered good practice to share a copy of the experiment data/table, so that someone can explore the original values and see what was written, as well as reproduce the experiment on their own.

Tactile graphs and sonification for science fair projects

For blind students or students that prefer to access information nonvisually, there are a few options for creating accessible charts and accessible graphs for science projects:

Tactile graphs can be made with swell-form paper run through a tactile graphics machine, or with a low-tech version using puffy paint or yarn glued to cardstock. A TVI or state services for the blind can often help access swell-form equipment.
Desmos is a free graphing tool that includes audio trace, which plays a tone that rises and falls with the graph line. This makes it possible to “hear” the shape of a data trend.
Tuva is a free data visualization platform designed for students that also supports sonification and works well with screen magnification.
TwoTone is an example of a data sonification platform that can be used to translate raw data into sound.
Quorum is an accessible programming language that can be used to create accessible charts with options for sonification and screen reader access.

Another way to build tactile graphs is to work with Legos or other physical objects to create a graph or representation of data. For example, one student I worked with created stacked Lego bar charts in addition to creating bar chart graphics for their science fair project. I recommend pairing these non-visual options with a visual chart/graph when possible, especially for dual media learners.

Creating a science fair project display

Many of the science fairs I have been to over the years require participants to create a trifold poster. I find it easier to plan the layout of my project with a digital trifold template that I created, which helps me figure out what information to include and how to resize text. Some general design tips for creating a science fair project display include:

Use easy-to-read sans-serif fonts at a minimum of 18 points for body text, with much larger sizes for headings.
Ensure that text is high contrast and easy to read. Avoid placing text on patterned backgrounds; use patterns or fun designs as a frame for text boxes or as a visual accent.
Leave plenty of whitespace between sections so it is clear where one section ends and another begins.
If possible, add numbers to the top of sections so visitors can refer to “section three” instead of pointing vaguely at the board to ask “what is over there?” or similar non-descriptive questions
Add QR codes that link to a high-resolution version of each figure, an audio-described tour of the project, or the full dataset for anyone who wants to explore more information. This is easier than writing out short links.

I also have used the digital trifold template as the foundation of an accessible digital project. In addition to many of the design elements listed above (with the exception of using real headings and adjusting font sizes accordingly), I set the background of a custom sized PowerPoint slide as the trifold template and add text boxes, images with alt text included, and other multimedia elements to my project, using Reading Order to arrange items so that screen readers can access the slide as well. Another option is to create hyperlinks with project headings (e.g. project instructions) that link to a presentation slide, and including a “home” button on each slide to return to the trifold.

Preparing for the science fair and project presentations

In addition to presenting at the science fair, I was required to write a report in Word about each component of my science fair project. This document had a lot of details, but I didn’t necessarily need to put all of the information on my trifold or read from the report on presentation day.

After I kept knocking over a trifold poster while trying to read it, I created a reference document with headings that I could read on my laptop, phone, and/or iPad in large print, so I could quickly answer questions about my project or refer to data. This document includes:

High-resolution copies of every chart and figure, with image descriptions included underneath.
A one-paragraph summary of the project or project introduction. It’s not necessary to read from this word-for-word, but writing down what to say in advance makes it easier to identify important details of the project and what others should know.
Anticipated judge questions and the answers, organized by topic. Again, not necessary to read this word-for-word, but it is helpful practice.
Notes about variables and the types of data collected.
All text on the trifold, organized with H1, H2, and/or H3 tags for easy reference.
Links to citations and/or credits.
A link to the full dataset, so judges who want to see the raw numbers can access them.

Here are some other small but impactful tips that can help make science fairs and presentation days run more efficiently:

Someone with low vision may not notice when someone approaches their table, especially if someone approaches the table silently. A friendly printed sign reading something like “Please say hello when arriving at this booth” or similar can be helpful.
A single earbud or a bone-conduction headphone makes it possible to use a screen reader or voice notes while still hearing the judges and other sounds clearly.
For light sensitivity, asking organizers in advance to place the booth away from strobing demonstrations or harsh window light can help with managing photophobia and/or photosensitivity. Avoid areas with a large amount of glare.
In venues with lots of overhead lighting and shiny floors (e.g., gym, cafeteria), consider requesting a mat or carpet to be positioned underneath the table to help with absorbing glare. Just make sure no one can trip over the carpet!

Learning from blind scientists and accessible science resources

Beyond the school science fair, there are multiple ways for blind students and students with low vision to get involved with science and learn from blind scientists. Many state units for visual impairment and consumer organizations offer accessible science camps and accessible science events for visually impaired students, as well as a mix of virtual events and in-person events that happen year-round. Here are some awesome resources for learning from blind scientists:

More science resources for low vision students on Veroniiiica

Published November 10, 2017. Updated March 2026

APA Citation

Lewis, V. (2017, November 10). Science Fairs and Low Vision. Veroniiiica. Retrieved August 23, 2026, from https://veroniiiica.com/science-fairs-and-low-vision/

Science Fairs and Low Vision

Choose a multi-sensory science project

Related links

Identify project components early on

Related links

Setting up an accessible workstation

Related links

Accessible data collection strategies

Related links

Clean and organize data for science projects

Related links

Creating accessible charts and graphs for low vision

Tactile graphs and sonification for science fair projects

Related links

Creating a science fair project display

Related links

Preparing for the science fair and project presentations

Related links

Learning from blind scientists and accessible science resources

More science resources for low vision students on Veroniiiica

APA Citation

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