9th Grade Categories

The Intelligence & Behavior Category covers the study of the mind and its processes. This includes psychology, philosophy, linguistics, anthropology and neuroscience. Scientists in these fields study how human systems represent, process, and transform information.

This category provides the opportunity to explore the way people think, feel, act, and react. A successful project in this category will present an idea or concept about a specific intelligence and/or behavioral aspect.

A student presentation in the Intelligence & Behavior Category should delve into the intricate realms of the human mind and its complex processes. This multidisciplinary category encompasses diverse fields such as psychology, philosophy, linguistics, anthropology, and neuroscience. Here, students have the unique opportunity to investigate how our cognitive systems represent, process, and reshape information.

A compelling presentation within this category should aim to unravel the mysteries of human cognition, emotions, actions, and reactions. To succeed, students should craft their projects around a specific intelligence or behavioral aspect. Whether it's delving into the depths of consciousness, exploring the intricacies of language acquisition, dissecting cultural behaviors, or deciphering the neural underpinnings of decision-making, a well-prepared presentation should offer a profound insight into the fascinating world of human intelligence and behavior.

PROJECT SCOPE

This is one of the basic experimentation (scientific inquiry) categories. Most commonly a question is asked, a hypothesis is created, research is done, an investigation is performed, and a conclusion is reached. The Science and Engineering Practices are very apparent in any entry in this category.

PERTINENT INFORMATION AND DEFINITIONS:

This category provides the opportunity to explore the way people think, feel, act, and react. A successful project in this category will present an idea or concept about a specific intelligence and/or behavioral aspect, and then will attempt to prove that idea, and finally will present a conclusion.

The Living World category includes anything to do with living organisms. This includes microorganisms, plants, animals, and human beings as well as bioethics, medicine, molecular biology and biotechnology, etc. 

This category is for exploring all aspects of life and living things. A successful project in this category will usually be based on a question about a living thing (or about something that affects living things).

A student presentation in the Living World Category should embark on a journey through the realm of living organisms. This expansive category encompasses everything from microorganisms to plants, animals, and the intricacies of human biology. It also extends its branches into fields like bioethics, medicine, molecular biology, and biotechnology, providing a comprehensive view of the living world.

Within this category, students are encouraged to explore the myriad facets of life and living organisms. A successful project here typically revolves around a probing question related to a living entity or something that profoundly impacts living beings. Whether it's uncovering the mysteries of microbial ecosystems, delving into the wonders of plant growth, studying animal behavior, dissecting the intricacies of human physiology, or delving into the ethical dilemmas of biotechnology, a well-prepared presentation should offer a captivating glimpse into the fascinating tapestry of the living world and the profound questions that surround it.

PROJECT SCOPE

This is one of the basic experimentation (scientific inquiry) categories. Most commonly a question is asked, a hypothesis is created, research is done, an investigation is performed, and a conclusion is reached. The Science and Engineering Practices are very apparent in any entry in this category.

PERTINENT INFORMATION AND DEFINITIONS

This category is for exploring all aspects of life and living things. A successful project in this category will usually be based on a question about a living thing (or about something that affects living things), it will attempt to answer the question and, finally, will present a conclusion.

The Physical Universe category covers experimentation in the non-biological, non-behavioral area. Chemistry, physics, earth science, and space science all fit into this grouping. 

This category is for explorations of the physical aspect of the world around us. A successful project in this category will commonly ask a question of a non-biological nature.

A student presentation within the Physical Universe Category delves into the fascinating realm of non-biological and non-behavioral exploration. This category encompasses a wide spectrum of scientific disciplines, including chemistry, physics, earth science, and space science. Here, students have the opportunity to venture into the realms of matter, energy, the Earth, and the cosmos.

In the Physical Universe Category, the focus lies on unraveling the mysteries of the physical aspects of the world around us. A successful project in this category usually centers around a compelling question of a non-biological nature. Whether it's probing the fundamental laws of physics, investigating the composition and dynamics of our planet, or exploring the mysteries of the universe beyond, a well-prepared presentation should offer a captivating exploration of the non-living, physical phenomena that shape our world and the universe.

PROJECT SCOPE

This is one of the basic experimentation (scientific inquiry) categories. Most commonly a question is asked, a hypothesis is created, research is done, an investigation is performed, and a conclusion is reached. The Science and Engineering Practices are very apparent in any entry in this category.

PERTINENT INFORMATION AND DEFINITIONS

This category is for explorations of the physical aspect of the world around us. A successful project in this category will commonly ask a question of a non-biological nature, then using research and experimentation it will attempt to answer the question and, finally, will present a conclusion.

The Reverse Engineering and Invention  category involves the understanding of how things work together in either a creative or evaluative manner. Reverse engineering is to take something apart and analyze its workings, while Invention involves creating something new. Both aspects focus on a product that solves a specific problem or need.

This category focuses on the exploration of problem solving in the physical world. Invention and Reverse Engineering are two faces of the same subject. In both cases the project creator must learn or define how something works. The category is specifically focused on physical devices and products.

PROJECT SCOPE

The projects in this category must describe what problem is being solved. They must also show how the project’s device solves the problem, and try to identify ways to improve the solution. 

• A Reverse Engineering project will have enough complexity to allow the student to gain an understanding of how something works, in detail, without being overwhelming.

• An Invention project may be simpler than an equivalent Reverse Engineering project because the invention itself may be something simple that no one else has yet created.

PROJECT DISPLAY AND DESCRIPTION

A successful project display will include the following:

• A description of the use of the device, and the benefits associated.

• A complete ‘mock-up’, prototype, or construction of all or part of the device. If this is an invention this is the key physical portion of the project

• A disassembly of the completed device showing the components and/or subcomponents with a description of their purpose and how they work. If this is a reverse engineering project, this is the key physical portion, and these pieces are expected to be the centerpiece of the display. If an invention, this portion may consist of photographs, drawings, or textual descriptions of the components (and sub-components, if any) of the device.

• A description of the tools, methods, and sequences required in the construction or deconstruction.

• A definition of how to solve (or improve existing solutions to) the problem.

• Marketing material is often key in describing a product or device and its inclusion is appreciated and recognized.

The Robotics and Computation category includes robotics, computer science and mathematical analysis or ideas. This includes such applied sciences as engineering, programming, and mechanical design and such formal sciences as mathematics, logic, and statistics. Entrants in this category design, build, and operate mechanical and/or software constructions.

Computer science is the study of the principles and use of computers. Included in that is the design of software that performs tasks. Robotics often involves computer science but adds the design, and application of physical components that perform tasks. Entrants in this category design, build, and operate mechanical and/or software constructions.

PROJECT SCOPE

Projects in this category will create all or part of a functional program or automated device. 

When considering design elements, the focus is on the physical design (user interface) of the entry. Sensors and/or operator input must be appropriate and understandable for the planned purpose(s). Manipulators and/or displays should be used as needed to accomplish the desired tasks. Physical or interface construction also should be appropriate and elegant. 

Functionality is also a key part of this category. Operational methods of the software or robot should be complete and appropriate for the purpose. The design should allow for variables in the operating environment and error handling. Operation should be repeatable and consistent with the planned function.

Advanced entries will take alternate operations based on variations in operating parameters into consideration. They will also show an efficiency of design (whether software code or mechanical design). A formal test plan may be defined and implemented.

PROJECT DISPLAY AND DESCRIPTION

The project display should show the following:

• A working robot or sub-assembly or, if software, the working software should be presented.

• The function or purpose of the robot or software should be described.

• The description and clarification of any sub-components should be explained.

• A description of the methodology used to operate the robot or software may be included.

The following items are also often included in the display:

• A written document that defines the functional specification and testing plan for the entry.

• Documented code listing.