Our Grade 7 and 8 students posed these and a myriad of other questions at the recent science fair held on the evening of February 26. This annual event challenges students to design and conduct their own experiments or studies. It can be a daunting and intimidating exercise for some because, no matter what the investigation, students must make sense of their results.

Sometimes the unexpected happens like, for example, Liam’s published results that a bleach and water solution actually increases the life of freshly cut flowers instead of killing them. He was genuinely surprised by the result and—like any good scientist—had to explain his observation. Therein lies the purpose and fun of science fairs; they call on students to think about the physical and natural worlds contextually. They also cause students to reflect on their own work. Was the experiment replicable? Were variables controlled? Was only one independent variable manipulated at a time? Did the investigation result in new questions being generated? How could the experiment be improved?

It is in these spaces that students learn that science is as much a creative process as it is a discipline of study; that real research scientists don’t have all the answers to all the questions; and that unanticipated results can inspire students to continue down a path of extended inquiry. Ella’s investigation on learning styles, for example, was interesting enough for her to consider pursuing the topic in greater detail as her Grade 9 Masterworks Project. It doesn’t matter, of course, if she decides to pursue this particular topic. What does matter is that Ella’s Grade 8 science fair work has generated an interest in something she might not have been interested in otherwise. That’s what makes the event worthwhile.

Thank you especially to Will Husby and Sarah Haggerty who generously donated their time and acted as official judges. Their continued interest in our students and the school is greatly appreciated.

Cheers,

Michael Simmonds, Head of School