Environmental science is an interdisciplinary academic field that integrates physical, biological and information sciences (including ecology, biology, physics, chemistry, plant science, zoology, mineralogy, oceanography, limnology, soil science, geology and physical geography, and atmospheric science) to the study of the environment, and the solution of environmental problems.
Management & Pollution
Land Management : Land management can be defined as the process of managing the use and development (in both urban and suburban settings) of land resources in a sustainable way. Land resources are used for a variety of purposes which interact and may compete with one another; therefore, it is desirable to plan and manage all uses in an integrated manner.
Deforestation : Deforestation is the conversion of forested areas to non-forest land use such as arable land, pasture, urban use, logged area, or wasteland. Generally, the removal or destruction of significant areas of forest cover has resulted in a degraded environment with reduced biodiversity.
Ecosystem Management
Bioremediation : Biological remediation of environmental problems using plants. The use of biological agents, such as bacteria or plants, to remove or neutralize contaminants, as in polluted soil or water. Includes phytoremediation, constructed wetlands for wastewater treatment, biodegradation, etc.
Air Pollution/Quality : Air pollution is the degradation of air quality resulting from unwanted chemicals or other materials in the air. The condition of the air endangers the health, safety, or welfare of persons, interferes with normal enjoyment of life or property, endangers the health of animal life or causes damage to plant life or property.
Soil Pollution/Quality : Soil pollution is defined as the build-up in soils of persistent toxic compounds, chemicals, salts, radioactive materials, or disease causing agents, which have adverse effects on plant growth and animal health.
Water Pollution/Quality : The introduction of substances that make water impure compared with undisturbed water. Usually this comes from soil erosion, introduction of poisonous chemicals from industries and spills and introduction of domestic sewage or industrial and agricultural wastes.
Noise Polution/Quality : Noise pollution (or environmental noise in technical venues) is displeasing human or machine created sound that disrupts the environment. The dominant form of noise pollution is from transportation sources.
3R : Reduce-Recycle-Reuse : Waste prevention, or “source reduction,” means consuming and throwing away less. For example; purchasing durable, long-lasting goods, seeking products and packaging that are as free of toxics as possible; redesigning products to use less raw material in production, have a longer life, or be used again after its original use. Reusing items — by repairing them, donating them to charity and community groups, or selling them — also reduces waste. Reusing products, when possible, is even better than recycling because the item does not need to be reprocessed before it can be used again. Recycling turns materials that would otherwise become waste into valuable resources. In addition, it generates a host of environmental, financial, and social benefits. Materials like glass, metal, plastics, and paper are collected, separated and sent to facilities that can process them into new materials or products.
Waste Management
Health & Disease Prevention
Medicine
Immunology
Nutrition
Bacteriology
Virology
Judging
The IGO judges will consider the following factors when evaluating each project.
- Is the participant creative in presenting the project at the science fair?
- Does your research demonstrate creativity and authenticity?
- Is your research problem solved in an original way?
- Did you create or design your own set of unique equipment?
2. In your science fair project, did you use scientific methods and procedures?
- Was your research problem stated clearly?
- Did you do your initial research using scientific literature?
- Did you state your variables clearly?
- Did you make use of any controls?
- Are your conclusions backed up by your data?
- Are you aware of the limitations of your data and experiment? And, are these limitations included in your conclusion?
- Did you include any recommendations for additional research?
3. Did you complete your science project thoroughly?
- Have you thoroughly considered your science fair project and completed it in a systematic way with an easy-to-follow approach making use of scientific methods?
- Did you fully complete all sections in your research experiment?
- Have you created a project journal?
- Does your project journal include detailed notes taken throughout your experiment and investigation?
4. Was the quality of your technical skills exceptional?
- Did you use all of the necessary equipment to collect your data?
- Did you test your project at home, at school, or in a university laboratory?
- Where did you get your equipment from? Did you design it on your own? Is it something that you borrowed? Did you work in a professional laboratory?
- Did you build your project on your own or did you use external assistance? If someone else helped you, do not forget to give credits to them as this is important for the judges to see.
5. Are you certain that you have clarity with all of the specifics of your science project?
6. It will also be looked at how beneficial your project can be to the society.
Judging Criteria
| Research Question | Clear and focused purpose (3 points) Identifies contribution to the field of study (3 points) Testable using scientific methods (4 points) | 10 |
| Plan and Methods | – Is the experimental design well-explained and appropriate? – Are data collection methods thorough and suitable? | 10 |
| Variables | Variables are clearly defined (independent, controlled, dependent) which may have been worded as “What I changed,” “What I kept the same,” and “What I measured” | 5 |
| Background Research | – Awareness of other approaches or theories concerning the project – Familiarity with the scientific literature in the field – Solution different from existing solutions | 10 |
| Data Collection and Analysis | – Is data collection systematic and is the analysis methodologically sound? – Are results reproducible? | 10 |
| Interpretation | – Is there appropriate use of mathematical and statistical methods? – Is sufficient data collected to support interpretation and conclusions? | 10 |
| Creativity and Innovation | – Does the project demonstrate significant creativity and originality? – Does it offer a unique approach or new perspective on a scientific problem/topic? – Does it display innovative thinking or creative problem-solving skills? – Does the project have potential applications or implications for the real world or scientific community? | 15 |
| Materials | – Is the material organized logically? – Are the graphics and legends clear? – Is supporting documentation displayed effectively? | 5 |
| Oral Presentation | – Communicates the relevance or importance of the research/project – Clear, concise, thoughtful responses to questions – Understanding of basic science relevant to the project – Understanding interpretation and limitations of results and conclusions – Degree of independence in conducting the project – Recognition of potential impact in science, society, and/or economics – Quality of ideas for further research – For team projects, contributions to and understanding of the project by all members | 15 |
| Overall Impression | Does the participant demonstrate genuine interest and enthusiasm for their project? Does the participant exhibit a good understanding of the scientific principles involved in their project? Does the project reflect a significant investment of time and effort by the participant(s)? | 10 |