Two in One - Astronomy and Space related projects are usually judged by Stardome Observatory as a separate category to Earth Science projects.
The Planet Earth and Beyond Strand is about the interconnecting systems and processes of the Earth, the other parts of the solar system, and the universe beyond. Students learn that Earth’s subsystems of geosphere (land), hydrosphere (water), atmosphere (air), and biosphere (life) are interdependent and that all are important. They come to appreciate that humans can affect this interdependence in both positive and negative ways.
Students also learn that Earth provides all the resources required to sustain life except energy from the Sun, and that, as humans, we act as guardians of these finite resources. This means knowing and understanding the numerous interactions of Earth’s four subsystems with the solar system. Students can then confront the issues facing our planet and make informed decisions about the protection and wise use of Earth’s resources.
Stream environment surveys go in this category.
The Physical World Strand provides explanations for a wide range of physical phenomena, including light, sound, heat, electricity, magnetism, waves, forces, and motion, united by the concept of energy, which is transformed from one form to another without loss. By studying physics, students gain an understanding of interactions between parts of the physical world and of the ways in which they can be represented. Knowing about physics enables people to understand a wide range of contemporary issues and challenges and potential technological solutions.
The Material World Strand involves the study of matter and the changes it undergoes. In their study of chemistry, students develop understandings of the composition and properties of matter, the changes it undergoes, and the energy involved. They use their understanding of the fundamental properties of chemistry to make sense of the world around them. They learn to interpret their observations by considering the properties and behaviour of atoms, molecules, and ions. They learn to communicate their understandings, using the symbols and conventions of chemistry. Using their knowledge of chemistry, they are better able to understand science-related challenges, such as environmental sustainability and the development of new materials, pharmaceuticals, and sources of energy.
Generally pH, oxidation, and acid testing on apples, teeth and the mouth go here, not Living World.
The Living World Strand is about living things and how they interact with each other and the environment. Students develop an understanding of the diversity of life and life processes, of where and how life has evolved, of evolution as the link between life processes and ecology, and of the impact of humans on all forms of life. As a result, they are able to make more informed decisions about significant biological issues. The emphasis is on the biology of New Zealand, including the sustainability of New Zealand’s unique fauna and flora and distinctive ecosystems.
Please refer to the downloads page for animal welfare and micro-organisms information.
Human Biology now includes projects involving humans in either a biology sense (eg. changing heartrate) or psychology sense (eg. perception). Note, a subject preference test is not, by itself, relevant to science. Preference tests can be used as part of a technology project, eg. baking the best cookies.
The three strands in technology are:
The Knowledge Strand - functional modelling, prototyping, materials
The Practice Strand - find solutions to identified needs and/or realise opportunities
The Nature of Technology Strand - engage in informed debate about contentious issues and increase their understanding of the complex moral and ethical aspects that surround technology and technological developments. Examine the fitness for purpose of earlier technological outcomes and make informed predictions about future technological directions at a societal and personal level.
Food Science New category from 2021, these projects involve the making and or tasting of food and food substitutes.
Research Only Category Sometimes a project comes through without any real world testing done by the student. A research only project will still seek to calculate new numbers from known data and interact (agree/disagree) with information on the topic from a diverse number of sources. This is not just a compilation of interesting facts. Limited to one per school.
Senior students get automatic entry to the Fair and are not part of the total entries per school limitation. The school still needs to register and make sure the students are entered.
Students in years 11–13 are able to specialise in one or more science disciplines, depending on the choices offered in their schools. The achievement objectives in the context strands provide for strand-based specialisations, but a wider range of programmes is possible; for example, schools may offer programmes in biochemistry, education for sustainability, agriculture, horticulture, human biology, or electronics.
Note: You may work on your own or with a partner. No more than two students can work on any project.
Senior students get automatic entry to the Fair and are not part of the total entries per school limitation. The school still needs to register and make sure the students are entered.
The three strands in technology are:
The Knowledge Strand - functional modelling, prototyping, materials
The Practice Strand - find solutions to identified needs and/or realise opportunities
The Nature of Technology Strand - engage in informed debate about contentious issues and increase their understanding of the complex moral and ethical aspects that surround technology and technological developments. Examine the fitness for purpose of earlier technological outcomes and make informed predictions about future technological directions at a societal and personal level.
Note: You may work on your own or with a partner. No more than two students can work on any project.
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“I do not know what I may appear to the world, but to myself I seem to have been only like a boy playing on the seashore, and diverting myself in now and then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me.”
“We choose to go to the Moon! We choose to go to the Moon in this decade and do the other things, not because they are easy, but because they are hard; because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one we intend to win, and the others, too.”
“I have found there is a wonderful harmony in the complementary truths of science and faith. The God of the Bible is also the God of the genome. God can be found in the cathedral or in the laboratory. By investigating God’s majestic and awesome creation, science can actually be a means of worship.”