AlGoreRhythm
Member
Hello everybody! I have been competing in science fairs for my entire educational career, even when optional. I am in 7th grade, and have come in first at school and gone on to the County Science Fair 4 years in a row. Last year I was one place away from making it to theState Science Fair. Anyway, this year's science fair project is called "Rubik's Revenge" named for the the original 4x4. It is testing weather the number of combinations to any nxnxn rubik's cube type twisty puzzle significantly increases difficulty. I compared concepts to algorithms to permutations, even did a poll here on speedsolving a couple months back. My conclusion was that after 4x4, where most necessary cubing concepts are learned (for the rest of the nxnxn puzzle series) nxnxn puzzles do not get much more difficult to learn. I used Chris Hardwick's Formula to find the number of permutations, and my data was more or less accurate.
The School Science Fair is in 2 days, and I really want to make a good impression on the judges so I can go on to County, then maybe State this year. However, I am a bit stumped as to how I will explain the wold of cubing to a non-cubing science fair judge in 10 minutes or less. Should I explain the reduction method? Or just say that I have a passion for puzzles, and that as I learned them, I realized it wasn't getting harder as each puzzle got larger.
If anybody on here has any advice, I would be open to it. Thanks!
The School Science Fair is in 2 days, and I really want to make a good impression on the judges so I can go on to County, then maybe State this year. However, I am a bit stumped as to how I will explain the wold of cubing to a non-cubing science fair judge in 10 minutes or less. Should I explain the reduction method? Or just say that I have a passion for puzzles, and that as I learned them, I realized it wasn't getting harder as each puzzle got larger.
If anybody on here has any advice, I would be open to it. Thanks!
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