SSA National Schools Poster Competition

2022

Winners

Division

School (Teacher)

Students

Project Title

Click to Download

Year 3/4

Emanuel School
(Julia Tritsch)

Nathan Shammay,
Toby Stein,
Ryan Miller

What type of fabric dries the fastest

[Click here to view feedback for this poster]

Year 5/6

Emanuel School
(Julia Tritsch)

Claudia Hochroth,
Jessica Lopis,
Tal Wajsman

Does age influence gender stereotypes in sport?

[Click here to view feedback for this poster]

Year 5/6

Box Hill North Primary School
(Louise Olsen-Kettle)

Charlie Miller,
Ruby Potter,
Frankie Wines,
Rachel Olsen

Lolly Tagging

[Click here to view feedback for this poster]

Year 7/8

PLC Armidale
(Kate Fittler)

Stephanie Blake,
Elsie Wake

Typing speed across our school

[Click here to view feedback for this poster]

Year 9/10

St Mary Star of the Sea College
(Chris Berry)

Sienna De Battista,
Risha Kana

Mask Effectiveness

[Click here to view feedback for this poster]

Year 11/12

Tranby College
(Carla Booth)

Taima Kealley,
Jocelin Grosse

Is unemployment in Australia on the rise?

[Click here to view feedback for this poster]

Honourable mentions

Division

School (Teacher)

Students

Project Title

Click to Download

Year 3/4

Emanuel School
(Julia Tritsch)

Joa Israelstam,
Judah Olian,
Samuel Hart

Which School Object Houses the Most Bacteria?

[Click here to view feedback for this poster]

Year 3/4

Heathcote Public School
(Sarah Oste)

Tilda Junghans,
Maddie Neilson,
Mila Raketic

Online Games

[Click here to view feedback for this poster]

Year 3/4

Belair Public School
(Corie Everard)

Genevieve Lovett,
Lexi Milgate,
Shelby Caton,
Hayley Green

Apple Oxidation

[Click here to view feedback for this poster]

Year 3/4

Emanuel School
(Julia Tritsch)

Jacob Weinstein,
Harry Wine

What is the cheapest airline to fly on from Sydney to Melbourne and back?

[Click here to view feedback for this poster]

Year 5/6

St Pauls Primary
(Kim Simpson)

Jessica Cheung,
Eloise Collett

Does age affect the order of Smarties eaten?

[Click here to view feedback for this poster]

Year 5/6

Emanuel School
(Julia Tritsch)

Oscar Glikin,
Benjamin Pellow,
Joshua Marishel

What effect has the pandemic made on unemployment rates between 2019 and 2022?

[Click here to view feedback for this poster]

Year 5/6

St Pauls Primary
(Kim Simpson)

Stanley Cai,
Jack Huang

Does Gender or Grade Level Affect Seating Preference

[Click here to view feedback for this poster]

Year 7/8

Clancy Catholic College
(Thao Vu)

Bella Nobrega,
Zoe Norton,
Zoe Murillo

Childhood Fears

[Click here to view feedback for this poster]

Year 7/8

Hunter School of Performing Arts
(Toni Wotherspoon)

Ryan Keo,
Sofia Armstrong,
Nasya Hall

Moving houses

[Click here to view feedback for this poster]

Year 7/8

Clancy Catholic College
(Thao Vu)

Sarah Mourched,
Angelina Azzi,
Catherine Azzi

Music and the Seasons

[Click here to view feedback for this poster]

Year 7/8

Clancy Catholic College
(Thao Vu)

Domenic Di Pietro,
Sam Matosevic

Eye Colour

[Click here to view feedback for this poster]

Year 7/8

St Columba Anglican School
(Dan Zavone)

Arielle Reid,
Lucy King

THE GOLDEN RATIO IN FACES

[Click here to view feedback for this poster]

Year 7/8

Northern Beaches Christian School
(Yvette Semler)

Wilson Cates,
Lawson Wilson

How many bones have you broken?

[Click here to view feedback for this poster]

Year 9/10

St Mary Star of the Sea College
(Chris Berry)

Imogen Reh,
Breanna Thomas

Bacteria in classroom

[Click here to view feedback for this poster]

Year 9/10

Bomaderry High School
(Julie Mehic)

Daniel Whittaker,
Patrick Higgins

The relationship between phone and sleep.

[Click here to view feedback for this poster]

Year 9/10

Baldivis Secondary College
(Robin Rosario)

Isaac Downie,
Flynn Makking-Robinson,
Jeremy Smith

Average Score for best and worst car on drift boss

[Click here to view feedback for this poster]

Year 11/12

Tranby College
(Carla Booth)

Joel Harvey,
Riley Thomas

Effects of COVID-19 on unemployment rates

[Click here to view feedback for this poster]

Year 11/12

Tranby College
(Carla Booth)

Isabella Di Lallo,
Emily Okada

Does human activity contribute to the endangerment and extinction of wildlife?

[Click here to view feedback for this poster]

Elegant poster, topical research question. The results were well linked to the data. Great work connecting back to your hypothesis in your conclusion.
Some suggestions for improvement include:
Passion is important, and can command attention if done well, be mindful of the effect of inflammatory or overstated comments, e.g., reference to human's evergrowing selfish wants driven by self-centred ambitions and disregard for wildlife ... it is important to reflect on whether it is this or ignorance of our impact or other such things
clarify (in methods) why the focus is on the particular time period
a longer period (considerig humans have been around for much longer) may assist the contention being made, one may ask by how much human activity has 'become more prominent' since 1990 (which is the wording in the hypothesis). State in limitations if data isn't available.
when data are collected over time, a graph of the results over time (per run chart / line graph) may be useful to demonstrate trends, or see if there are unsual years etc; perhaps such could have been used instead of the boxplot and the latter replaced by the 5-number summary (already given) or median.
title of pie chart indicated 'Number of ...' but only reports %s due to each category
left-most bar chart seems to be representing the 4-way split of the 'over-exploitation' group (hunting, fishing, logging, gathering plants); however the sum of those is different from the 'over-exploitation' bar in the right-most graph; additionally it is unclear what the varied shades of green are representing (the legend notes near threatened, threatened, etc but it is unclear how to interpret the graph)...perhaps it is attempting to show the distribution (across the various causes) for each level, in which case perhaps a clustered bar chart or improved title would have assisted
perhaps some comment (if the case) of no species having become or near extinct due to "non-human causes" would assist. It's unclear if the Graphs cover all reasons or a select set.

[Click to close]

Year 11/12

Tranby College
(Carla Booth)

Nikisha Emms,
Madisyn Smogavec

How has human involvement impacted global temperature in the last decade?

[Click here to view feedback for this poster]

2021

Winners

Division	School (Teacher)	Students	Project Title
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Uki Nasu, Eddie Holroyd, Dominic Olsen, Jeffrey Wei	Does compost increase biodiversity? [Click here to view feedback for this poster]
			Great poster, interesting research question. The results were well linked to the data. The study is limited to 2 data points (a total count for all garden beds before and then after). Some improvements may have included: consider counts separately for each garden bed and consider the variation between the garden beds, or to only add compost to half of the garden beds and then consider the changes in bug counts in and between composted and un-composted beds. Graphs -- Consider how best to display data to most effectively and easily communicate key information. What does your eye do when viewing the graph? Reordering based on frequency would help. Some more details about your sampling approach would also assist – did you dig in exactly the same locations each time – would doing so possibly impact the second dig, or if you didn’t dig in the exact same location then how may that affect comparisons? How far down did you dig? Other details about the method would assist both the team (reflecting on method and impact) and the study. In future investigations you should consider including a limitations section where you note any problems that you faced and couldn’t overcome, e.g., the possibility of double counting the bugs (or include in your methods how you ensured you didn’t double-count). Be sure to check your work for spelling mistakes or errors. Great work answering your hypothesis in your conclusion. [Click to close]
Year 5/6	Scotch College (Andrew Wells)	Angus Noble, James Walawski, Zachary McManus	What is the most dominant car in Formula 1? [Click here to view feedback for this poster]
			Excellent poster. Nicely presented, researched and referenced. To improve the poster you could have added suggestions for future research, like for example studying the cars' fuel consumption, or the quality of the driver (perhaps how much the drivers get paid), or association of the results with type of circuit or weather conditions. Visually displaying data is important – it appears that this is the key contribution, since data were located from a single website. How that site was determined to be the most reliable was unclear. Ensure you support contentions. Ensure you connect your conclusions with your hypothesis – your hypothesis alluded to a question of whether Mercedes may have performed better on certain circuits, but this was not addressed. Your graph shows that Mercedes clearly had the most wins each year since 2014. While your discussion provides explanations of why Mercedes may be dominant (powerful engine, experienced drivers, zigzag shape) it would be interesting to note if you can find any link between these explanations and when Mercedes started having the most wins. For example when did Mercedes introduce the zigzag design? When did they start using a more powerful engine? Did Mercedes recruit some more experienced drivers? Did any of these things coincide with Mercedes having the most wins in a season? Similarly, you could consider if Mercedes happened to consistently win on the same track annually, and perhaps then consider factors that may have influenced such results. You could also have noted changes over time, such as Red Bull previously dominating (so a change in outcomes), and perhaps ‘dominant’ could be considered from the perspective not necessarily of winning but having a podium (top 3) finish – this may provide richer information, rather than just that Mercedes won the most. [Click to close]
Year 7/8	Comet Bay College (Michelle WOOD)	Susie Moon, Naomi Symonds, Sienna Mosqueda	Test your knowledge! Beer brands vs Prime ministers [Click here to view feedback for this poster]
			A nice idea to consider where people's minds seem to be more strongly focussed. Quite distinct from many other investigations. Very nice to see the clear and descriptive title of your visual display. Perhaps consider more contrasting colours or, use of patterns to assist those with impaired colour vision. Also, be mindful to not simply repeat information, per the graph and table. Side-by-side (or parallel) boxplots allow you to not simply plot the mean, but to plot the distribution of results (along with the median, and quartiles) – you may then assess not only the centre of the distribution but also how much variation there is within each age group and between them. You can consider visually how greatly the results overlap or not between groups. Careful of premise – the ability to name more beers than Presidents may be due to the former currently being part of people's lives (many beers presently available) and the latter requiring an investigation into history (there is only 1 current President) – additionally, there has only been 29 PMs, whilst more than 100 beer types. Sampling – there has been some good considerations made. It is unclear how the over 18 group is used as a control group, perhaps it was intended as a point of comparison (those of drinking age v those not), as later noted as reference – although again the wording around this "what an average adult should know" is questionable. Take care with wording "Another surprising find was that on average, the respondents named more prime ministers than beer brands which shows that our hypothesis wasn't entirely true." Perhaps split into multiple hypotheses and address each. Similarly, be careful of long sentences (e.g., second of Intro). It was unclear how the information was gathered – there is a note that some could have used web searches suggesting some form of survey (but not clear how it was administered, or the nature of the questions, etc). An interesting topic which will hopefully produce similarly interesting reflection and investigations in future. [Click to close]
Year 9/10	Lisarow High School (Amy Chen)	Shaun Davis, Angus Palmer, Keely Morris	Which Personal Care Product Contains the Highest of Microbeads? [Click here to view feedback for this poster]
			An interesting and well-presented investigation, outlining well all elements from the Aim through to Discussion and reflecting on limitations, validity and reliability. Good to see repeated trials – very important. Consistent with the results you obtained for each product, additional repetitions and consideration of the variation within each product would have provided further insight on both the products and perhaps your sampling approach. Some discussion around the necessity (whether needed or not) of micro-beads and the relative effectiveness of each product (given the numbers of micro-beads) would connect this study well with the important practical aspects (including functionality and environmental impacts). Suggested further research would also be valuable to include. Of course, important to have your work proofread by intended audiences, not only to pick up any possibly typos (a small one - 'dependant' instead of 'dependent') but also to understand what else may appeal or be considered. [Click to close]

Honourable mentions

Division	School (Teacher)	Students	Project Title
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Charlie Miller, Georgia Miller, Rachel Olsen	Would there be more bugs before the chickens came or less? [Click here to view feedback for this poster]
			Lovely project, an interesting question and nicely presented. Visual displays – consider how best to display data to most effectively and easily communicate key information. What does your eye do when viewing the graph? Reordering based on frequency would help. There are essentially only 2 data points (total count of bugs before and after) but it was nice to see a breakdown of bug types. Maybe a second graph would have added some useful information. Some more details about your sampling approach would also assist – whether you dug in exactly the same locations each time – or how doing so may possibly impact the second dig, or if you didn’t dig in the exact same location then how that may affect comparisons. How far down did you dig? Other details about the method would assist both the team (reflecting on method and impact) and the study. Your aim and hypothesis could have been worded a little more clearly to make it easier to answer in your conclusion. It is important to ensure that the results and conclusion address the aim – make sure your wording is consistent. Adding a sentence in your conclusion about whether the soil was healthier after the chickens came would help to clearly answer your hypothesis. Perhaps in your methods section you could add a sentence to explain how you will determine if the soil is healthier, is it the presence of more bugs in the soil? Maybe also some information of how adding the chickens might make the soil healthier, e.g., chickens tilling the soil or due to the addition of chicken manure. A note considering which bugs the chickens eat and how that may have impacted upon the number of bugs that were counted would also demonstrate deeper thought or consideration of how the results may have been impacted. In future investigations you should consider including a limitations section where you could note any problems that you faced, e.g., the possibility of double counting the bugs (or include in your methods how you ensured you didn’t double-count). It is important to proofread and have others do so to check for any errors (see wording of Aim for example) The above are some insight to hopefully assist you with continuing your great investigations! [Click to close]
Year 5/6	Scotch College (Andrew Wells)	Benjamin Bloch, Charlie Caslick	What is your favourite eating fish? [Click here to view feedback for this poster]
			This is a neat poster and a good idea. It was nice to see a comparison between the collected survey data and the published Australian data, this is a strength of your poster. Consider how your aim will best inspire interest from others – consider why you are doing something, not simply what you are doing. Why is it of importance? Connect with how the information may be useful. Sampling – consider perhaps why your results may differ from other information or expectations. Was the discrepancy only because the Australian survey only included fish? Since your research question was about fish, it might have been best to restrict the options in your survey to fish species only, or, to have modified the research question to allow for any seafood. It would be interesting to know whether the results varied between Grades, or were consistent across all, rather than just the combined result. Visual displays – consider how best to display, what does your eye do when viewing the graph? Why did you arrange them in that order? Reordering based on frequency would help. Good to note possible restrictions – important to consider how you may overcome some or all. Well done noting the limitations of your study and what you might do differently next time. As you state in your limitations your data is biased, you could have added girls and compared the preferences of girls and boys, for example. [Click to close]
Year 5/6	Scotch College (Andrew Wells)	Lachlan Gillett, Brodie Gillett, James Berean, Noah Hubble, Lucas Kwan	What is your favourite super hero power? [Click here to view feedback for this poster]
			A nicely presented and well-explained poster. It was nice to see some creative problem-solving (addressing the email issue). Visually displaying data where appropriate and communicating key information is important – given the %s for each category were similar, the use of a graph instead of the table may be debatable. Perhaps other analyses may assist. For example, were the results consistent across the different age groups – perhaps compare the results for those ‘10 and under’ with those ‘over 10 years’ and use a graph to compare the results and communicate additional information. One of the main purposes of statistics is to understand variation, so if you want to improve your poster you could, for example, see whether there were any difference between boys and girls or between different age groups. Given these 5 categories were similar, it would be of interest how different the 6th category was, such that you chose to draw the line at 5. A summary statement that all other categories represented less than x% may assist. This aspect leads to some questions about the methods. There was discussion about the struggles of varied websites, but the description of what was or wasn’t on the survey could have been more clearly described. It is important to proofread and have others (family, or friends) do so to check for any errors in wording (as was evident) or to understand how others may view your work (to ensure your submission is understandable and interesting to an audience who is unfamiliar with the context). [Click to close]
Year 7/8	Overnewton Anglican Community College (Peta Skinner)	Nathan De Gabrielle, Hudson Ferris, Archie Thompson	Does the sport you play affect the amount of sleep you get? [Click here to view feedback for this poster]
			Interesting topic and investigation Good to see inclusion of additional external information and consideration of limitations. The link between sport and sleep is difficult – for example, it would depend upon when the sport is played. Consider a Pareto Chart – ordering the horizontal axis based on frequency may assist with message. Clustered bar charts or mosaic plots would also assist in considering associations between sport and gender. Structure is important – Aims, Hypothesis, Methods, Results, Discussion (Limitations), Conclusions. More information about your methods would assist – including whether the survey allowed for any response or whether those in graphs were all listed on the survey. Rearranging the graphs and text may have improved aesthetic appeal [Click to close]
Year 7/8	Overnewton Anglican Community College (Ruth Arnold)	Claire Peacock & Nithara Anooj	How does sleep affect reaction time? [Click here to view feedback for this poster]
			Interesting topic – important to consider and use the results of the investigation to guide future decisions. Good to see bivariate analysis via scatterplot to consider whether a correlation exists, as well as a consideration of the distribution of the key variable. The analyses perhaps don't make best use of these visual displays – correlation (or other association or pattern) wasn't considered, and instead discussed specific values (including in the conclusion). Methods – it is unclear how reaction time was measured. There is reference to boys having the faster reaction time but neither graph reflects this analysis – perhaps using a colour for groupings of dots (one for boys, one for girls) in the scatterplot would assist The quality of the data (or limitations) should also be considered and noted – how well do people recall exactly how long they slept? Visually appealing graph and nice idea for investigation. So, should they be having more sleep? Consider how to draw practical and valuable conclusions that address the hypothesis. [Click to close]
Year 7/8	Hunter School of Performing Arts (Toni Wotherspoon)	Priya Bracken, Tara Stewart, Marli Herth	Around the World [Click here to view feedback for this poster]
			Nicely presented (aesthetics – use of colour, succinct text and visual display, layout) An interesting topic to investigate – considering why such would be of interest, and how the results may be used would also add to the investigation. For example this may have prompted additional demographics to consider and tests for associations (or comparisons) such as whether those who had visited larger numbers were associated with particular factors (larger family, travel due to holiday/work), etc. 31 countries is quite an outlier – was this a true value, possibly a data entry error or other? Some discussion of this was warranted. Good consideration of aspects that may introduce bias – ensure that your methods are adequately described so the reader may infer minimal bias Careful with your wording – conducting the results pre-covid couldn't have led to a larger number of countries visited in this cohort; however, if covid hadn't affected the past two years of travel then perhaps numbers would be higher at this time. [Click to close]
Year 7/8	Overnewton Anglican Community College (Ruth Arnold)	Alexander Choo, Lucas Taranto & Olivia Miller	How does 'lockdown' affect the sleep of Year 7 students? [Click here to view feedback for this poster]
			An interesting and contemporary topic with good hypothesis Presentation may be improved by considering location of graphs (to break up text) and size/style of fonts. Placing one histogram directly above the other, with both having the same (common) scale would assist with visually comparing. A side-by-side (or parallel) boxplot would also assist. Ensure you proof-read and have others review for feedback prior to submission There was a small difference on average (0.2 hours), particularly considering the questionable reliability or precision of reported numbers of hours of sleep (it isn't easy to know exactly). Contextualising a conclusion is valuable – consider how may these results be of broader benefit; perhaps it identifies an opportunity for a more productive and happier student (or worker) if they can get more sleep and still complete the same amount of work. Such could also be explored in a further investigation. [Click to close]
Year 7/8	Overnewton Anglican Community College (Ruth Arnold)	Caitlin Coles & Soham Singla	How does white light affect your sleep? [Click here to view feedback for this poster]
			An interesting investigation Questions and hypotheses should be decided before data are obtained A clustered bar chart or mosaic plot would be useful here rather than two separate pie charts. Not expected, but a chi-squared test would allow you to work out whether ‘difficulty falling asleep' and ‘viewed light before bed or not' were associated. Given you seem to have actually recorded the quantity of hours, you could also have compared this between the groups. Visual displays are important – consider how to best display data. Graph 1 would benefit from the results being ordered based on decreasing frequency from left to right. A further improvement again would be to use side-by-side boxplots to display all the data collected, not just the means of each group. Ensure your conclusion can be easily interpreted [Click to close]
Year 7/8	Comet Bay College (Michelle WOOD)	Ronan Pryer, Hayden Hibberd	Age vs screen time [Click here to view feedback for this poster]
			Interesting topic and hypothesis – good to see rationale for such stated, as well as a description of your methods and the general layout/sections, including assumptions and reflection on limitations. Side-by-side boxplots would have assisted – rather than simply plotting the mean screen time for each age. It is important to consider distributions of data – spread (or variation), outliers and mean/median The first two graphs attempt to consider distributions but is complex to decipher and not commented upon – key messages should be noted Careful with wording – the 14 year-olds had the highest average screen time, not quite as you worded and not particularly different to other age groups Reporting of hours is difficult and should be mentioned within limitations and/or methods to improve such (such as asking people in-advance to record the following weekend) should be considered and included Consider visual display – perhaps larger font or other improvement of layout to reduce the surrounding white space [Click to close]
Year 7/8	Hunter School of Performing Arts (Toni Wotherspoon)	Ginger Howland-Gilroy, Lily-Anne Hellier, Sophie Schofield	How many social media apps do you use? [Click here to view feedback for this poster]
			An interesting investigation that was addressed The symmetry of the layout was visually appealing but somewhat confusing re direction to read The range was perhaps one of the more interesting aspects – noting the variation in responses. Knowing whether this was related to other factors (such as demographics) would have increased the richness of information and possible analyses – were the higher numbers all (or more so) from a certain gender? Knowing which app was the most popular or other such aspects would have been interesting. Such additional information and analyses allows for a deeper or more practical use of the results and investigation. [Click to close]
Year 7/8	Central Coast Grammar School (Melanie Clift)	Rishit Gupta, Thomas Ginglo, Oliver Brooks, Charles Barnes	How much time do kids spend on screens? [Click here to view feedback for this poster]
			A topical investigation and nice to see a blend of visual displays and succinct and categorised text, along with some details about the survey. The following provides some points to consider for future investigations Pie charts can be eye-catching but there is a lot of work for the reader to understand the key messages (or distinguish angles, ultimately relying on a mix of the legend and the actual labelled percentages – consider Pareto charts instead, and be mindful of font size. People often do multiple things as part of screen time, it wasn't clear from your methods whether you had asked what they primarily do or whether they could advise of multiple reasons and times for each. Perhaps comparisons of age groups or other demographics would also add valuable information about usage – such bivariate analyses considering associations or patterns provide a richer level of information. Discussion about the reliability and precision of the reported hours would be important as part of limitations. Consider a best layout to support the flow of information – seemed that left and right sections were the reverse of expected. Ensure you proofread your work and have others review and give feedback before submitting. [Click to close]
Year 7/8	Geelong College (Middle School campus) (Ian Sheppard)	Hugo Chalmers, Ned Berryman	Berocca rocket [Click here to view feedback for this poster]
			Very engaging background and nice experimental study with some replication For any investigation, it is important that aims, background/context/rationale, hypotheses, methods, results, discussion (limitations), conclusion are presented. Grouping results by test number seem less important than considering the distribution of results for each catalyst (berocca / denture cleaner). Given the variation noted in the limited (3) replications, it raises questions about how the height was accurately measured, whether more replications could have been considered, and so forth – this would have allowed side-by-side boxplots to be considered. The graph and data at base of poster are repeats of one another Perhaps rather than measuring height (which is difficult beyond small heights), distance horizontally between starting and landing points could be measured by angling the rocket. [Click to close]
Year 9/10	Bethlehem College (Jennifer Price)	Anika Pierantonietti, Megna Rai	What substances reduce bacterial growth?
			Coming soon! [Click to close]
Year 9/10	Bethlehem College (Jennifer Price)	Angela Bian, Melissa Cunanan	What substances can influence the growth of bacteria?
			Coming soon! [Click to close]
Year 9/10	Bethlehem College (Jennifer Price)	Julia Sy, Aksaiyaa Thiyagarajan	Do different substances affect bacterial growth?
			Coming soon! [Click to close]
Year 11/12	St Ives High School (Iris Lee)	Iris Lee, Youjin Lee	How does pH affect the redness of fruits that contain anthocyanin pigments?
			not yet available feedback may be provided later [Click to close]

2020

Winners

Division

School (Teacher)

Students

Project Title

Click to Download

Year 3/4

Box Hill North Primary School
(Louise Olsen-Kettle)

Alexander Padgett,
Sam Wallis,
Uki Nasu

Comparing bird population between Box Hill Central and Bushy Creek Park

Year 5/6

Martins Creek Public School
(Janet Middleton)

Nyree,
Jarred,
Chloe,
Dusty,
Hayden

The Apple Wrapping Experiment

Year 7/8

North Sydney Girls High School
(Matthew Lau)

Bella Zhang,
Josephine Mao,
Casey Chen

Bubble Tea Popularity

Year 9/10

Bethlehem College
(Jennifer Price)

Elizabeth Praum,
Sharya Pokhrel

Do different substances affect bacterial growth?

Honourable mentions

Division	School (Teacher)	Students	Project Title
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Aanya Engineer, Elena Sync, Abilene Tsai	Do our chickens have a healthy weight and how fast do they grow?
Year 3/4	Holy Spirit Catholic Primary School (Julie Anne Bankowski)	Faith Graham, Aleia Polistina	Intrinsic vs Extrinsic Motivation
Year 3/4	Holy Spirit Catholic Primary School (Julie Anne Bankowski)	Samson Suy, Alessandro Ripepi, Aleia De Filippi	What is your favourite past time?
Year 3/4	Holy Spirit Catholic Primary School (Julie Anne Bankowski)	Isaac Teuma, Charlotte Gauci, Oliver Guan	Memory Game!
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Charlotte Miller, Rachel Olsen, Monty McGregor	Egg detectives
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Iris Hu, Sienna Siswojo, Hayley Warren	Year 3/4 Remote Learning Survey
Year 5/6	Holy Spirit Catholic Primary School (Julie Anne Bankowski)	Malina Murgic, Emilia Vicano, Mia Repovac, Emma Bucca	Scents of smell
Year 5/6	Anzac Park Public School (John Beattie)	Alexis, Joanna	Do heavier objects fall faster than lighter objects from a height?
Year 5/6	Anzac Park Public School (John Beattie)	Flinders, Matthew	Lactose Free vs Normal Dairy
Year 5/6	Holy Spirit Catholic Primary School (Julie Anne Bankowski)	Jasper Menezes-Baker, Isaac Barrett	Sound Frequencies
Year 5/6	Tighes Hill Public School (Kerrie Armstrong)	Addison Cambourn, Freya Hutt, Bella Hadley	Let's Get Physical
Year 7/8	Baldivis Secondary College (Coralee Westphal)	Ella Prescott, Bethany O'Gorman	How much time do teenagers spend on social media?
Year 7/8	North Sydney Girls High School (Matthew Lau)	Ashley Kang, Stephanie Wong Kee, Rebecca Stephen	Effects of COVID-19 on Students
Year 7/8	St Bedes Catholic College Chisholm (Nick Moroney)	Matilda Capararo, Flynn Cavanagh, Ruby Hughes, Selina Yap	Mental Health: Impact, strategies and stigma
Year 7/8	North Sydney Girls High School (Matthew Lau)	Phuong Anna Nhu Tran, Shreya Saravanan, Danielle Weng	Technology Usage Among Year 8 Girls
Year 9/10	Baldivis Secondary College (Magdeline Parlevliet)	Bevan Webster, Nick Cheeseman, Trent Anastasi	Perth vs The World: Weather
Year 9/10	St Mary Star of the Sea College (Chris Berry)	Paris Bamford, Lauren Rooke, Breana Tang	Hand Sanitiser Effectiveness
Year 9/10	Arthur Phillip High School (Eric Tran)	Anshkumar Patel, Granth Shah, Mubashir Ebrahimi, Santhosh Saththiiyvanthan	Home made food Or Restaurant During COVID

2019

Winners

Division	School (Teacher)	Students	Project Title	Click to Download
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Alisha Edwards, Mali Jones	How does the size of a solar trough change temperature of marshmallows?
Year 5/6	Lochinvar Public School (Libby Cantwell)	Douglas Manning, Jiah Whybrow, Kadence Brinkley, Madison Sowter	What type of organism represents the highest proportion of species on the playground?
Year 7/8	Comet Bay College (Michelle WOOD)	Joseph Tyrrell, Joseph Chapman, Aiden Thomas	Testing the placebo effect (with chocolate!)
Year 9/10	Arthur Phillip High School (Eric Tran)	Kevin Huynh, Lawson Shi, Jessy You, Leena Saini	Gaming Preferences
Year 11/12	Brindabella Christian School (Dianna Fitzsimons)	Jack Hilliar,William Marks	Wheat production	[not available]

Honourable mentions

Division	School (Teacher)	Students	Project Title	Click to Download
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Luca Aeschilimann, Swoish Sharma	Finding Out The Most Common Bird At Our School
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Liam Barling, Lachlan Cartledge	Does compost decompose faster in the light or dark?
Year 3/4	St Catherine of Siena (Sarah Clout)	Samuel Cassar, Micah Chang, Owen Mamo	Reaction Time
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Alexander Padgett, Tyler Wu	Do marshmallows cook faster with a taller parabola?
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Max Miller, Terence Chen, Lachlan Thraves	What changes in compost will help it decompose the fastest?
Year 5/6	St Pauls Primary (Kim Simpson)	Ella Moore, Adrienne Madia	Is there a connection between students lucky number and birthdate?
Year 5/6	St Pauls Primary (Kim Simpson)	Luca Mastrogiannis, Rudy Poselli	Eye can see this
Year 5/6	St Mel's Catholic Primary School (Mary Hill)	Pascale Lattouf	Favourite Planet
Year 5/6	Lochinvar Public School (Libby Cantwell)	Charli Jackson, Sarah Brazier, Jake Guest, Jack Williams	What proportion of plants on the playground attract bees?
Year 7/8	St Bede's Catholic College Chisholm (Brett Donohoe)	Caitlin Price, Ava Maeer, Lilly Palmer	How are your sleeping habits affected most?
Year 7/8	Geelong College (Middle School campus) (Ian Sheppard)	Jack Ellis, Max Russell	Best weight for an AFL midfielder	[not available]
Year 7/8	Clancy Catholic College (Gregory Georgiou)	Holly Bailey-Stubbings, Julia Jimmy	What Is This Colour To You
Year 7/8	Overnewton Anglican Community College (Paul Dodson)	James Marchione, Elsie Holland & William Cutajar	Does Physical Exercise affect 7N's ability to focus
Year 9/10	Arthur Phillip High School (Eric Tran)	Zachary Holt, Cory Beasley, Caleb Barrett	Homework Or Schoolwork? Which Is More Effective?
Year 9/10	Arthur Phillip High School (Eric Tran)	Khushi Kansal, Lina Hwang, Rachel Su	Do People Drink Milk Tea?
Year 9/10	South Sydney High School (Danna Kim)	Jessica Hausman, Abbey Brown	Crime Rates in NSW: Have they increased or decreased since 2010?

2018

Winners

Division	School (Teacher)	Students	Project Title
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Nora Edsall, Selina Young, Samara Young	Is the school environment stressful for chickens?
Year 5/6	Tighes Hill Public School (Kerrie Armstrong)	Chelsea Young, Emma Barker, Edie Isaacs, Mika Lofts	Water Works
Year 5/6	Jewells Primary School (Liane Barden)	Rebecca Hayes, Jade Harvey, Grace Doohan, Miriam Reimann, Zane Pedonese	Social Media Lies
Year 5/6	Jewells Primary School (Liane Barden)	Laura Trout, Levi Edwards, Jesse Brown	Game Time
Year 7/8	Brindabella Christian School (Dianna Fitzsimons)	William Smidt, Christopher Parnell	Hearing
Year 9/10	Brindabella Christian School (Dianna Fitzsimons)	Taneesha Griffths, Annick Theron	Land Price
Year 9/10	Brindabella Christian School (Dianna Fitzsimons)	Matthew Cooper, Pranav Pativada	Solar Installation
Year 11/12	Brindabella Christian School (Dianna Fitzsimons)	Molly Bolitho, Madison Lam	Pacific Islands and Sea level rise

Honourable mentions

Division	School (Teacher)	Students	Project Title	Click to Download
Year 3/4	Box Hill North Primary School (Louise Olsen-Kettle)	Archie McSheffrey, Jayden Lo	Are there more ants on a hot day or a cold day?
Year 5/6	Tighes Hill Public School (Kerrie Armstrong)	Nora, Ede, Ruby	Selective schools
Year 5/6	St John the Baptist Catholic School (Fran Kane)	Lian Sequeira, Polina Rudakova, Emily Rologas, Chelsea Barnes	What stops us from sleeping?
Year 5/6	St John the Baptist Catholic School (Fran Kane)	Will Richardson, Taj Oehm, Jack Blackman	Year 4 Sports
Year 5/6	Jewells Primary School (Liane Barden)	Fiona Leighton, Brenna Naylor, Madison Velkovski, Hannah Ramsay, Evie-Shy Evans	So Stereotypical
Year 5/6	St John the Baptist Catholic School (Fran Kane)	Tilly Garner, Ruby Wright, Sienna Scahill	Kindergarten Prefers
Year 5/6	Tighes Hill Public School (Kerrie Armstrong)	Dexter Bradley, Noah Gregory	When I Grow Up...
Year 7/8	Brindabella Christian School (Dianna Fitzsimons)	Patrick Reid, Dakota Atherton	Temperature and Humitity
Year 7/8	Hunter School of Performing Arts (Corinne Vingerhoed)	Charlotte Costello, Natasha Ninness	How many pieces of fruit do you eat a day?
Year 9/10	St Mary Star of the Sea College (Chris Berry)	Thura Sabbar, Josia George	Stroop Effect vs Age
Year 9/10	Brindabella Christian School (Dianna Fitzsimons)	Maxwell Etherington, Lachlan Kelly	Sleep
Year 9/10	Baldivis Secondary College (Magdeline Parlevliet)	Sophie Turner, Rhiann Hargreaves, Mia Ridley	Womens Collegiate Volleyball vs High School Volleyball Injury Rates
Year 9/10	Merewether High (Catherine Chalmers)	Ella De Grau, Amy Tan, Vihan Roy	How have the causes of death in Australia changed from 2000 to 2017
Year 11/12	Brindabella Christian School (Dianna Fitzsimons)	Emma Wishart, Victoria Garrard	Sea Surface Temperature	[not available]
Year 11/12	Brindabella Christian School (Dianna Fitzsimons)	Harrison Shaw, Stephen Fraser	Rainfall
Year 11/12	Brindabella Christian School (Dianna Fitzsimons)	Ruan Janse van Rensburg, Reilly Tulk	Cow's milk production
Year 11/12	Brindabella Christian School (Dianna Fitzsimons)	Tino Chakawodza,Danai Chanikira	Animated movies

2017

Winners

Division	School (Teacher)	Students	Project Title	Click to Download
Year 3/4	Dubbo South Public School (Lisa Lunn)	Ollie Druitt, Ethan Leece, Millie Sutcliffe	Does the material of a cup affect how quickly the water drops and rises in temperature inside the cup?
Year 3/4	Dubbo South Public School (Lisa Lunn)	Estelle Bloomfield, Owen Cuthill, Kate Pankhurst	Does temperature of a bouncy ball affect the bounciness of the ball?
Year 3/4	Dubbo South Public School (Lisa Lunn)	Latiah, Lacey, Sonny	What subjects do students in years 3 and 4 prefer at school?
Year 5/6	Tighes Hill Public School (Kerrie Armstrong)	Liana Atkins, Raquel Gorton, Eliza White	Reading Right!
Year 5/6	Tighes Hill Public School (Kerrie Armstrong)	Chelsea Young, Blade Kearney, Mika Lofts, Sam Willson, Ellen Murray, Edie Isaacs	Waste Watchers
Year 5/6	Dubbo South Public School (Lisa Lunn)	Joel Barker, Jessica Hall	Using eggs to see what drink would effect teeth rot.
Year 7/8	Mentone Girls' Grammar School (Maria Spaziani)	Helen Chan, Lavanya Wickramasinghe	Do Brands Change How the Taste of Foods are Perceived
Year 7/8	Muswellbrook High School (Jin-Kyung Jung)	Jadon Chetty, Olivia Kloot, Mason Hewitt, Ben Jones	Think Fast
Year 9/10	Mansfield State High School (Kylie Agnew)	Brianna Mears, Kayla Mears, Keaton Luck	Year 9 Weekly Computer Usage
Year 9/10	Brindabella Christian School (Dianna Fitzsimons)	Maxwell Etherington, Chloe Halpin	Technology and Recreational time
Year 11/12	Brindabella Christian School (Dianna Fitzsimons)	Tino Chakawodza, Hannah McGilvray	Smashability	[not available]

Honourable mentions

Division	School (Teacher)	Students	Project Title	Click to Download
Year 3/4	Dubbo South Public School (Lisa Lunn)	Zonash, Jemima, Freya	Do children concentrate better in the morning or afternoon?
Year 3/4	Dubbo South Public School (Lisa Lunn)	Tayla, Hannah, Callum	Does the temperature of a football, soccer ball and tennis ball affect how far it can be kicked?
Year 5/6	Marist College Canberra (Dianna Fitzsimons)	Aiden Fitzsimons, Jesse Fitzsimons	Perfect Paper Plane
Year 5/6	Dubbo South Public School (Lisa Lunn)	Ella Murray, Millie Wright, Georgia Cudmore	Sugar and concentration
Year 5/6	St Pauls Primary (Kim Simpson)	Yukiko Walker, Maggie Chan	Does Age affect Curiosity of Primary students	[not available]
Year 5/6	Tighes Hill Public School (Jess Bowman)	Cooper Rutherford, Kalani Grant, Imogen Peady, Asher Thomas	Video Game Ratings
Year 7/8	Baldivis Secondary College (Belinda Miller)	Thomas Ashley, Jacob Hatton, Owain Prescott	How Long Do People Have their Mobile Phones For
Year 7/8	All Saints Catholic College (Kylie Mackin)	Mikayla Jeans, Jasmine Nguyen, Ella Velekovic	How teenagers of NSW spend their money
Year 7/8	Overnewton Anglican Community College (Rachel Lam)	Samuel Romeo, Rajveer Singh, Mateja Stojanovski, Connor Glavan	Will there be an increase or decrease in rubbish if we place bins in non-eating areas?
Year 7/8	All Saints Catholic College (Kylie Mackin)	Mikaela Jenkins, Kaitlyn Spiteri, Madeleine Sperandio	Supermarket Discounts
Year 7/8	Loreto Kirribilli (Nicole Sabbadin)	Lydia Colla, Honor Veals, Chloe Salvatico, Greta Perrignon	How accurate are fitness products?
Year 9/10	Brindabella Christian School (Dianna Fitzsimons)	Bella Yannopoulos, Clare Drummond	Age Distribution of Cosmetic Procedures
Year 9/10	NEGS (Julie Faulkner)	Josie Orr, Kate Earle, Lucia Moffatt	National Energy Guarantee
Year 9/10	Brindabella Christian School (Dianna Fitzsimons)	Sophie Caroll, Lachlan Kelly	Snow depth and visitors
Year 9/10	Brindabella Christian School (Dianna Fitzsimons)	Jess VanderWalt	Does Reading Habits affect Performance
Year 11/12	Brindabella Christian School (Dianna Fitzsimons)	Harrison Shaw, Jessica Wainwright	How old is old

2016

Winners

Division	School (Teacher)	Students	Project Title
Year 3/4	St Joseph's Primary School Merewether (Alison Smith)	Molly Boyle, Angus McCluskey, Alex Fox	Brazil vs Canada - Natural Disaster Occurrences 2009-2014
Year 5/6	St John the Baptist Catholic School (Fran Kane)	Erin Scahill, Kathleen Farrell, Louise Smith, Emily Rologas, Fred Rutherford	Which primary year uses the most devices at St. John the Baptist?
Year 7/8	All Saints Catholic Boys College (Katrina Brubacher)	Justine Bui, Reeze Gomez, Ella Velickovic	How Has Transportation to School Changed Over the Years and How Have States Used It Differently
Year 7/8	Mansfield State High School (Kylie Agnew)	Maike Hager, Shisa Longchari, Jacinta Tseng	Hours of Sport Played by students in grade 8 to 11 each week
Year 7/8	Lakes Anglican Grammar School (Jenny Charker)	Emily Riches, Kaitlin Moore, Brandon Lao	POKEMON GO!
Year 9/10	Brindabella Christian School (Dianna Fitzsimons)	Soohoon Lee, Lachlan Shilling, Daniel Qin	Growth Development of Plants

Honourable mentions

Division	School (Teacher)	Students	Project Title
Year 3/4	St John the Baptist (Margaret McCartney)	Charlotte Fortune, Alex Kelly, Alana Wickham, Sophia Wills	Traditional Pastimes vs Technological Pastimes
Year 5/6	Turner School (Sam Hardwicke)	Sienna Bowman, Emma Tuttle, Guy Flynn, Oscar Duncan-Simpson	Bike Paths in Canberra
Year 5/6	St Joseph's Primary School Merewether (Alison Smith)	Lachlan Collins, Jack Breasley	OTTAWA vs SYDNEY: Who’s Temperature Is Rising Higher?
Year 5/6	Turner School (Sam Hardwicke)	Scarlet Hilli, Lukas Diaz, Rohan Borg	How do People get to Work/School?
Year 9/10	The Hutchins School (Peter Crofts)	Ethan Hine, Reuben Nettlefold, Malcolm Ward	Lambert Park Ecosystems Investigation
Year 9/10	Parade College, Bundoora (James Donald)	Daniel Blaker, Jordan Di Palma, Oliver Rhodes	Report on findings relating to the prediction of AFL game results
Year 9/10	St Aidan's Anglican Girls' School (Sylvia Hicks)	Ruby Harris, Bonnie Wegener	super antimicrobials save the day
			Test of feedback display. [Click to close]
Year 9/10	Baldivis Secondary College (Belinda Miller)	Bernise Roelofse, Berdine Roelofse	Declining Rainfall

2015

Winners

Division	School (Teacher)	Students	Project Title
Year 7/8	Mansfield State High School (Kylie Agnew)	Hiruni Dharmasena, Deana Benko	The Hours of Sleep Mystery - Year 7
Year 9/10	Mentone Girls' Grammar School (Elham Heidari Beni)	Natasha Fisher, Michelle Fisher	Cost effective wind turbines
Year 9/10	The Hutchins School (Peter Crofts)	Jack Gartlan, Samuel King, Harrison Wink	Lambert Park Ecosystem Investigation

Honourable mentions

Division	School (Teacher)	Students	Project Title
Year 7/8	All Saints Catholic Boys College (Katrina Brubacher)	Ruby John, Adrian Arena, Brandon Alves, Emily Hoang	Which Substance Best Preserves an Apple
Year 9/10	Lisarow High School (Ben Surwald)	Charlotte Salter, Alison Portelli, Jasmine Johstone	Gluten Content of Flour
Year 9/10	The Hutchins School (Peter Crofts)	Fergus Charles, Kenneth King, Sebastian Robinson, Liam Usoalii	Lambert Park: Under the Surface
Year 9/10	Mentone Girls' Grammar School (Elham Heidari Beni)	Sarah Avery, Elizabeth Earney	Producing energy with the least expense
Year 9/10	Lisarow High School (Ben Surwald)	Samantha Coutts-Bain, Olivia Young, Rhiannon Mobbs-Keegan	The Longevity of Plums
Year 11/12	HSPA (Cassandra Portelli)	Emogen Mahony, Chelsea Rothery	Aldi versus Woolworths
Year 11/12	HSPA (Cassandra Portelli)	Kristen Bintley, Charles Lowe, Shannon Groves, Jayden Castle	The Enthusiasm of students toward this poster project

2014

2014 Summary

85 students competed
32 posters were submitted
Over 40 people attended the poster display and awards ceremony on 5th December, 2014, at the University of Newcastle
View photos from the 2014 awards ceremony

DIVISION: Year 9/10

Winning Teams and Schools
Lisarow High School
"The Deterioration of Teeth in Liquids"

Aim: To determine the effects of different liquids on teeth deterioration.
Authors: Tyler Hayter, Taylor Cheetham, Chloe Hatcher and Brooke Khoury

Maitland Grossmann High School
"How to make 2 minute noodles in 3 minutes"

Aim: To test whether adding salt to water increases the boiling point.
Authors: Grace Forbes and Kayla Crow

Honourable Mentions

Maitland Grossmann High School
"Electric Bike Challenge"

Aim: To test what position on an electric bike will create the least drag.
Authors: Max Carter and Logan Dart

Maitland Grossmann High School
"Growth Rates of Foot Bacteria for Males and Females"

Aim: To determine which gender produces the greatest amount of foot bacteria.
Authors: Jade Bassett and Luke Green

Maitland Grossmann High School
"Does diet cola react the best with Mentos?"

Aim: To conduct the popular Coca-Cola and Mentos geyser experiment and measure the results to observe which type of Coca-Cola (diet, classic or zero) reacted most effectively.
Authors: Lara Murray, Amy Williams and Emma James

DIVISION: Year 11/12

Winning Team and School

Kotara High School
What are the representations of ethnicities in prime-time TV advertisements?"

Aim: To assess how well-represented various ethnicities are on TV compared with population figures.
Authors: Jacqueline Willing, Alena Payne and Ellen Frohlich
Honourable Mention

Hunter School for the Performing Arts
What can we de-juice?"

Aim: To determine the effect of glucose on test performance.
Authors: Tasman Fell, Isaac Ewald, Daisy Jarrett, Alex Riordan, Tahlia Quinn

SSA National Schools Poster Competition (NSPC)

WINNERS & HONOURABLE MENTIONS

Winners

Honourable mentions

Winners

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Winners

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Winners

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Winners

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Winners

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Winners

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Winners

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2014 Summary

Winning Teams and Schools

Honourable Mentions

Winning Team and School

Honourable Mention