1.1 Elementary (grade 3 to 6)

1.2 Junior (grade 7 and 8)

1.3 Intermediate (grade 9 and 10)

1.4 Senior (grade 11, 12)

Group projects may be accepted with a maximum of two patricipants. Projects are to be registerd in the age level of the oldest partner in a group.

2.1 Biotechnology

a) A biotechnology project involves the application of knowledge of biological systems

to solve a problem, create a product or provide a service. Biotechnology projects

generally fall into one of four fields: crop development, animal science, genomics,

and microbials.

(a) Crop development projects focus on plants that are involved in agricultural,

horticultural or silvicultural (forestry) production. Projects in this area may

investigate problems of herbicide tolerance, spacing, cultivation, irrigation, effect

of soil variation, hybridization, etc.

(b) Animal science projects pertain to animals involved in agriculture and

aquaculture, those domesticated as pets, or for sport, as well as projects where

humans are participating in wild animals’ lives, perhaps through habitat

revitalization, population management, or harvesting. Possible topics include

enhancement of animal production, reproductive technologies, genetics and

transgenics, animal health, housing, training and interactions. Most animal

science projects will be of the study type. Experiments on vertebrates by preuniversity

students demand careful planning and pre-authorization and must

satisfy the YSF Canada rules that govern the use of animals.

(c) Genomics projects focus on deciphering and understanding the genetic

information content of an organism. Genomics differs from classical biological

research in its large scale, broad scope and intense reliance on data collection,

analysis and information technology (bioinformatics). Proteomics, the study of

proteins - their location, structure and function, is part of the wider study of

genomics.

(d) Microbial projects consider how microbials affect productivity in agriculture,

horticulture and forestry. Possible topics include plant growth-promoting

rhizobacteria, biological weed and fungal control, bio-fuel cells, etc.

b) Projects that focus on the acquisition of knowledge about how something lives are

categorized as Life Science, not Biotechnology. The distinction is similar to that

between Physical Science projects and Engineering projects; in both cases projects

in the latter division deal with an application of knowledge to solve a problem. Often

the discriminating factor is in the finalist’s conceptualization of the project. There will

be situations where the choice is not clear.

2.2 Earth and Environmental Sciences

a) An earth and environmental sciences project focuses on a topic relating to planetary

processes, the relationship of organisms to those processes, or the relationships

between or among organisms.

b) Projects in this division can include issues in any of the following scientific

disciplines: geology, mineralogy, physiography, oceanography, limnology,

climatology, seismology, geography, and ecology. Earth and environmental science

includes the study of pollution, its sources and its control. It can also involve studies

of biotic and/or abiotic factors in an environment, where such studies enhance our

understanding of biological relationships and abiotic cycles.

c) Studies dealing with resource management or sustainable development would

usually fall into this category. Examples of such studies might include

capture/recapture studies for estimation of population densities, determination of

bioproductivity in a specific ecosystem or niche, studies of plate tectonics and

examination of mineral cycles (e.g., salt mills in the oceans).

2.3 Engineering and Computing Sciences

a) An engineering or computing sciences project applies physical knowledge to solve a

problem or achieve a purpose, or deals with computing or an innovative software or

hardware design.

b) Although a complete engineering project will include an outline of the need, the

development of the innovation and some work on introducing the innovation to the

community, many projects focus on just the development phase.

c) Engineering projects normally focus on a new process, or a new product. A study of

Bernoulli’s principle would be Physical Science, while the application of such a

principle to improved aerodynamics and wing design would be engineering.

d) Computing science projects are applied science and technology projects that

concentrate primarily on the development of computer equipment or programs. They

focus on computers, their languages, their software, databases and their function.

Projects using computers to store and handle data are normally entered in the

division suggested by the nature of the data. However, if the project is more focused

on technique using the computer to accomplish this task and the data are of

secondary significance, the project should be entered in this division.

2.4 Health Sciences

a) A health sciences project examines some biomedical and/or clinical aspect of human

life or lifestyle and its translation into improved health for humans, or more effective

health services and products. Projects related to the health of specific populations,

societal and cultural dimensions of health, and environmental influences on health

are also included in this division.

b) Health sciences projects include those related to human aging, genetics, cancer

research, musculoskeletal health, arthritis, circulatory and respiratory health,

nutrition, neurosciences, mental health, psychology, metabolism, human

development, infection and immunology.

c) Projects involving animal research that have a direct application to humans are

included in this division.

2.5 Life Sciences

a) A life science project examines some aspect of the life or lifestyle of a non-human

organism.

b) Life science projects include botany and zoology, as well as psychology and

kinesiology of non-human organisms. Examining plant growth or animal behaviour

are examples of life science. Some phenomena, such as digestion, involve both life

science and physical science. The selection of division will spend on whether the

young scientist’s intent was to study the chemistry of the process, or the role of the

process in the life of the animal (eating, production of enzymes, handling of wastes,

etc.)

2.6 Physical and Mathematical Sciences

a) A physical and mathematical sciences project studies abiotic phenomenon to

understand the relation between identified factors, perhaps including a cause and

effect relationship, or the use of mathematical models or mathematics to solve

theoretical problems.

b) Physical science projects include fields such as physics, and chemistry and

astronomy. Comparison testing of products is included in this division.

c) Some projects entered as physical science may be more accurately entered as

engineering. For example, experimenting to find "Which materials best absorb oil?" is

physical science, though there is an implied application of the results. On the other

hand, for a project investigating, "Which materials best absorb oil from an oil spill?"

the emphasis is on an application and would normally be classified as engineering.

d) Mathematical science projects seek to demonstrate applications of mathematics (i.e.

the search for a mathematical model) or to solve a theoretical problem. For example,

in attempting to predict the shape of cacti, the use of mathematics would be central

to the project. The problem provides a context for the exploration of pattern and the

search for a mathematical model. Some areas of investigation in this category

include algorithms, operational research (applications of mathematical and

computing science to solve planning or operational problems), and statistics.

2.7 Interdisciplinary Projects

a) Many projects are interdisciplinary and therefore, seem to fit into more than one

division. The finalist(s) must choose only one of the divisions. This decision should

be based on the subject area in which the finalist is most knowledgeable and best

able to communicate their knowledge to the judge. Through the interview process,

judges look for both depth and breadth in all projects and are encouraged to consult

with other judges when a project incorporates another field outside their area of

expertise.

.

3.1 The judging of "scientific thought" requires special attention since a variety of different

types of projects exist. The most common types of science fair projects are experiments,

studies and innovations. Projects of each type are equally capable of winning top awards

at the fair, providing they meet the necessary criteria.

3.2 Experiment

a) This is traditionally the most common type of science fair project. A winning exhibit of

this type should involve an original scientific experiment to test a specific hypothesis

in which the young scientist recognizes and controls all significant competing

variables and demonstrates excellent collection, analysis, and presentation of data.

The judge should also realize that it is not regarded as essential that any significant

positive findings result from the project. It must be recognized that it is the design

rather than the results that are most important.

3.3 Innovation

a) A project of this type would involve the development and evaluation of new devices,

models, techniques or approaches in fields such as technology, engineering, or

computers (both software and hardware). A winning project should integrate several

technologies, inventions, or designs and construct an original innovative

technological system that will have commercial application and/or human benefit. It

must demonstrate how the innovation was designed or developed on the basis of a

sound understanding of the scientific, engineering, or technological principles

involved.

3.4 Study

a) This type of project involves the collection and analysis of data from other sources to

reveal evidence of a fact, situation, or pattern of scientific interest. This could include

a study of cause and effect relationships or theoretical investigations of scientific

data. A winning exhibit in this area must be able to demonstrate that the methods

used to obtain the original data involved sound scientific techniques and controls,

and demonstrate insightful analysis.