The Montana Science Fair is an enriching educational opportunity for Montana’s middle and high school students. It is a major public education event at the University of Montana and has had a profound effect on Montana’s future scientists since 1955.
The Montana Science Fair is the culminating science fair event in Montana which attracts over 600 students from grades 6-12 from three regional fairs, Butte, Great Falls, and Billings Montana.
The science fair is judged by members of the Missoula Community and the University of Montana campus community. Cash prizes and scholarships are awarded to top student projects.
The top Montana high school finalist projects will be awarded to go to the Regeneron International Science Fair attended by over 3,000 students from over 72 nations.
The top middle school projects are promoted to the Thermo Fisher Scientific Junior Innovators Challenger.
The Online Public Showcase will begin April 4, 2023
68th ANNUAL
MONTANA SCIENCE FAIR
UNIVERSITY OF MONTANA, MISSOULA
SCHEDULE OF EVENTS
Sunday, April 2, 2023
4:00-6:00 pm Early Check-in begins in Adams Center, Main Foyer
Exhibit set-up will be on Monday morning ONLY.
Monday, April 3, 2023
8:00 am– 12:00 pm Exhibit Set-up in the Adams Center
Exhibit Set-up: Grades 6-8 - Adams Center Sports Arena (Lower Level)
Grades 9-12 - Adams Center Sports Arena (Lower Level)
Students MUST remain at exhibits until exhibits have been inspected by the Sign and Safety Committee.
1:00 –4:00pm Students to Return to Exhibits for Judging
Students MUST remain at exhibits at this time. No parents or teachers will be allowed on the exhibit floors.
1:00 –4:00 pm: Judging
6:30pm : Students return to Adams Center to pick up project and ribbons.
Awards will be mailed to students if students are not present at the awards ceremony.
Where to Eat on Campus:
UM Food Court - University Center, 2nd Floor
Pearl Boba Tea - University Center, 1st Floor
The Market - University Center, 1st Floor
Monte's Den - University Center, 2nd Floor
Explore UM Campus:
Gaming Den—University Center, 2nd Floor
Hike the M—see map for trailhead
Aboretum Tour—West side of University Center
Fun Activities in the Adams Center WAG
Printable CAMPUS MAP
Tuesday, April 4, 2022
10:00 am Awards Ceremony - Dennison Theater
Zoom presentation will also be available.
6th Grade Biological
Any of the branches of natural science dealing with the structure and behavior of living organisms
6th Grade Physical
The sciences concerned with the study of inanimate natural objects, including physics, chemistry, astronomy, and related subjects.
7th Grade Biological
Any of the branches of natural science dealing with the structure and behavior of living organisms
7th Grade Physical
The sciences concerned with the study of inanimate natural objects, including physics, chemistry, astronomy, and related subjects.
8th Grade Biological
Any of the branches of natural science dealing with the structure and behavior of living organisms
8th Grade Physical
The sciences concerned with the study of inanimate natural objects, including physics, chemistry, astronomy, and related subjects.
Animal Sciences
Study of animals and animal life, including their structure, function, life history, interactions, classification, and evolution.
Behavioral and Social Sciences
The science or study of the thought processes and behavior of humans and other animals in their interactions with the environment studied through observational and experimental methods.
Biochemistry
The study of chemical substances, interactions, and processes relevant to living organisms.
Cellular and Molecular Biology
The study of the structure and formation of cells.
Chemistry
The science of the composition, structure, properties, and reactions of matter.
Computer Science
The study of information processes, the structures and procedures that represent processes, and their implementation in information processing systems. It includes systems analysis and design, application and system software design, programming, and datacenter operations.
Earth and Planetary Science
The study of sciences related to the planet Earth (Geology, minerology, physiography, oceanography, meteorology, climatology, speleology, sesismology, geography, atmospheric sciences, etc.)
Energy and Transportation
The study of renewable energy sources, energy efficiency, clean transport, and alternative fuels.
Engineering: Electrical and Mechanical
The application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical structures, processes, and systems.
Engineering: Materials and Bioengineering
The application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical machines and systems.
Environmental Management
The application of engineering principals to solve practical problems of managing mans' interaction with the environment with the goal to maintain and improve the state of an environmental resource affected by human activities.
Environmental Sciences
The analysis of existing conditions of the environment.
Mathematical Sciences
The study of the measurement, properties, and relationships of quantities and sets, using numbers and symbols. The deductive study of numbers, geometry, and various abstract constructs, or structures.
Medicine and Health Sciences
The science of diagnosing, treating, or preventing disease and other damage to the body or mind.
Microbiology
The study of microorganisms, including bacteria, viruses, fungi, and pathogens.
Physics and Astronomy
Physics is the science of matter and energy and of interactions between the two. Astronomy is the study of anything in the universe beyond the Earth.
Plant Sciences
Study of plant life, including their structure and function, life history, growth, interactions with other plants and animals, classification, and evolution.
Typical Judging Criteria Used at the Montana Science Fair
I. Creative Ability................................................(Individual-25%)
Does the project show creative ability and originality in...
- the question asked?
- the approach to solving the problem?
- the analysis of the data?
- the interpretation of the data?
- the use of equipment?
- the construction or design of new equipment?
II. Scientific Thought/Engineering Goals............(Individual-20%)
Scientific Thought :
Is the problem stated clearly and unambiguously? Was the problem sufficiently limited so that it was possible to attack it? Was there a procedural plan for obtaining a solution? Are the variables clearly recognized and defined? If controls were necessary, was there a recognition of their need, and were they correctly used? Are there adequate data to support the conclusions? Are the limitations of the data recognized? Does the student understand how the project ties in with related research? Does the student have an idea of what further research is indicated? Did the student cite scientific literature, or cite only popular literature (local newspaper, Reader's Digest , etc.?)
Engineering Goals :
Does the project have a clear objective? Does this objective have relevance to the needs of the potential user? Is the solution workable, acceptable to the potential user, and economically feasible? Can the solution be successfully utilized in design or construction of some end product? Does the solution represent a significant improvement over previous alternatives? Has the solution been tested to see if it will perform under the conditions of use? (This may be difficult for many students, but it should at least be considered.)
III. Thoroughness....................................................(Individual-20%)
Does the project carry out its purpose to completion within the scope of the original aims? How completely has the problem been covered in the project? Are the conclusions based on a single experiment, or on replication? If it is the kind of project where notes were appropriate, how complete are they? Is the student aware of other approaches or theories concerning the project? How much time was spent on the project? Is the student familiar with the scientific literature in the field in which he/she was working? Note: citations are not considered to be an important consideration in engineering (as opposed to science) and so a student should not be penalized for a lack of citations.
IV. Skill....................................................................(Individual-15%)
Does the student have laboratory, computation, observational, and design skills required to do all the work necessary to obtain the data which support the project? Where was the project done? What assistance was received from parents, teachers, scientists or engineers? Was the project carried out under the supervision of an adult, or did the student work largely on his/her own? Where did the equipment come from? Was it built independently by a student? Was it obtained on loan? Was it part of a laboratory in which the student worked?
V. Clarity...............................................................(Individual-20%)
How clearly is the student able to discuss the project? Is he/she able to explain its purpose, procedure and conclusions in a clear and concise manner? Has the written material been expressed well by the student? Are the important phases of the project presented in an orderly manner? How clearly are the data and the results presented? How well does the project display explain itself? Is the presentation done in a forthright manner, without cute tricks or gadgets? Did the student/team perform all the project work, or did someone help?
VI. Teamwork.........................................................(Team Projects only-16)
Are the tasks and contributions of each team member clearly outlined? Was each team member fully involved with the project, and is each member familiar with all aspects? Does the final work reflect the coordinated efforts of all team members?