science related research topics for high school students

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25+ Best Science Research Ideas for High School Students

If you’re an ambitious high school student looking for opportunities to build your college profile and learn new skills, consider undertaking a research project. You do not need to be sure about what you want to major in, but having a general idea aligned with your interests helps! Conducting research shows demonstrated interest in a subject, aids critical thinking and problem-solving, provides laboratory experience, and helps you gain analytical and communication skills. 

What makes a good research idea?

There are a few key components you need to keep in mind when thinking about a research topic:

What is your project trying to achieve? For your research to be relevant, it needs to identify a knowledge gap and be significant. Your research findings should add to existing literature and help future researchers.

It is important to state what will be included in your research explicitly.  Clearly defined boundaries help estimate a realistic timeline and allocate any necessary resources.  

The easiest way to be dedicated throughout your research project is by choosing a topic you are passionate about!  This will make sure you remain motivated throughout, and it will reflect in your work. Do not choose a topic for the sake of it — you will find the project difficult to complete and your disinterest will reflect in the quality of your work.

Feasibility:

You may have a grand idea for your research topic, but can you execute it? It’s important to consider any constraints you may have — time, money, etc. — and choose a topic that can be completed with your given resources.  If you are working independently, choose a topic that isn't resource-intensive. For example, research that requires you use advanced telescopes to examine cosmological patterns may not be feasible if you do not already have access to one. 

What do I do once I have a research idea?

Great job, you have found a topic that interests you, is relevant to the field, and is feasible in scope and resources! Next step, you need to find a mentor who can guide and advise you through the research process.  They could be a working researcher, a college professor, a graduate student, or a Ph.D. candidate.

If you’re looking for a mentor, we’d recommend applying to the Lumiere Research Scholar Program  which connects students with world-class researchers, offers one-on-one mentorship, and guides you through the research and writing process, even helping you get your paper published!

Chemistry research ideas for high school students:

Chemistry can be a great field to undertake independent research in — chemical reactions form the basis of life and can give you a deeper understanding of the world.  Moreover, chemistry is directly related to important issues that affect us, like climate change, drug discovery, nanotechnology, and more. Research in these domains can lead to life-changing benefits for society! 

Some topics you can research include:

1. Using green chemistry to achieve sustainability targets in the fields of energy, water remediation, agriculture, and sensing

2. Analyzing different energy storage options and comparing and contrasting different technologies' chemistries, performance, lifetime, cost, geographic and resource constraints, and more

3. Investigating how startups and the private sector’s newest technologies are critical to the transition to a green future and how products are commercialized from lab to market

4. Understanding how material nano-structure can create specific properties and take advantage of "structure-property" understanding to engineer new materials

5. Determining the role small molecules play in imaging, labeling, target identification, inhibiting native protein functions, and facilitating foreign ones, especially in new techniques used to understand disease pathways

6. Investigating how molecules are made in nature, such as the reactions performed by enzymes to make natural products

Suggested by Lumiere PhD mentors at Harvard University, University of California, Berkeley, Yale University, University of Cambridge, Technical University of Munich, Georgia Institute of Technology, Duke University, University of Leeds, Cornell University, and John Hopkins University

Biology research ideas for high school students:

Research in biology can contribute to humans’ understanding of living organisms, lead to medical breakthroughs and advancements in healthcare, contribute to cancer research and treatment, deepen our understanding of genetics, improve sustainability by helping develop biofuels and biodegradable materials, and more. 

7. Tumor progression and how cancer cells invade and interact with other cells

8. Cancer immunotherapy: the study of how cancer cells evade the immune system and how we can harness the immune system to battle cancer

9. Researching past and current technologies used in gene editing. Identify challenges and weigh the ethical and social implications of these technologies

10. Identifying technical challenges in mass vaccination campaigns. Review existing data from public health organizations and current scientific literature on new vaccine delivery technologies

11. Analyzing the effects of alcohol and drug addiction on the brain

12. Discovering different theories of learning and memory. You can design and use different  clinical studies here

Suggested by Lumiere Ph.D. mentors at Stanford University, UC Berkeley, Cornell University,  Duke University, and Yale University   

Physics research ideas for high school students:

Have space, quantum physics, nuclear science, and other such subjects always fascinated you? If so, a research project in physics is a great way to dig deeper and understand why different phenomena occur. Physics is a broad and interconnected discipline; research in the subject can cover topics like mechanical and electrical engineering, quantum computing, nuclear energy, astrophysical and cosmological phenomena, and computational technologies.

13. The features and limitations of augmented and virtual reality technologies, current industry standards of performance, and solutions to address challenges

14. Cosmological mysteries (like dark energy, inflation, and dark matter) and their hypothesized explanations

15. Physical processes that shape galaxies through cosmic time in the context of extragalactic astronomy and the current issues and frontiers in galaxy evolution

16. Radiation or radiation measurement in applications of nuclear physics (such as reactors, nuclear batteries, and sensors/detectors)

17. The electrical and thermodynamic properties of Boson particles, whose quantum nature is responsible for laser radiation

18. Mathematical derivation of the dynamics of particles from fundamental laws (such as special relativity, general relativity, and quantum mechanics)

19. The theoretical and experimental advances in quantum computing. Explore current high-impact research directions for quantum computing from a hardware or theoretical perspective

20. Nuclear fission or nuclear fusion energy as a possible solution to mitigate climate change

Suggested by Lumiere Ph.D. mentors at Northwestern University, Princeton University, Stanford University, Cornell University, University of Cambridge, Harvard University, University of California, Irvine, and University of Southampton.

Marine biology research ideas for high school students:

Contributing to research in marine biology can be extremely important given the diversity of marine ecosystems, the life they support, and their importance in combating climate change and preventing extreme weather events.  Understanding how oceans work directly relates to water pollution and the quality of seafood, contributes to coastal protection and carbon sequestration (the process of capturing and storing excess carbon dioxide), and helps educate the public on the importance of protecting marine habitats.

 If this interests you, here are some research topics to consider:

21. Examine how corals are responding to climate change, how the change in oceanic temperatures affects their reef-building capabilities, and the knock-on effects

22. Examine how marine conservation and tourism can go coexist. Suggest ways to ensure the sustainable development of coastal economies

23. Study how marine pollution impacts coastal areas, marine biodiversity, and communities’ livelihoods

24. Study how human activity (like pollution, fishing, and habitat destruction) has impacted marine genomes and how other anthropogenic factors have influenced adaptation and genetic diversity in marine organisms

25. Study the effect of plastic pollution on marine life and examine the benefits of adopting more eco-friendly and biodegradable packaging materials. Develop new methods to remove plastic from the ocean

26. Study carbon sequestration. Investigate how coastal ecosystems like mangroves, saltmarshes, seagrasses, etc. can help mitigate C02 emissions

27. Study the effect of plastic pollution on marine life and examine the benefits of adopting more eco-friendly and biodegradable packaging materials. Develop new methods to remove plastic from the ocean

If you’re serious about conducting independent research, you may want to consider the Lumiere Research Scholar Program , a selective online high school program for students founded by researchers at Harvard and Oxford. Last year, we had over 4000 students apply for 500 spots in the program! You can find the application form here . You can also reach out to us at [email protected] to know more, or to have a chat about possible collaborations!

Also check out the Lumiere Research Inclusion Foundation , a non-profit research program for talented, low-income students. Last year, we had 150 students on full need-based financial aid!

Kieran Lobo is a freelance writer from India, who currently teaches English in Spain.

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Opmerkingen

150+ Life Science Research Topics for High School Students: From Cells to Ecosystems

• Post author By admin
• September 26, 2023

Explore a wide range of life science research topics for high school students. Enhance your knowledge and skills with our comprehensive guide.

Ever wondered what makes our world tick? The answer lies in the magic of life science, and guess what? You’re about to dive headfirst into this enchanting world.

No need for complicated jargon or boring textbooks. We’re talking about cool stuff like animals, plants, genes, and mysteries waiting to be unraveled. Imagine being a real-life detective of the natural world!

So, what’s the deal? In this article, we’ve got a bunch of mind-blowing life science research topics designed just for you. They’re not like your usual school assignments. They’re more like a journey into the unknown, a chance to discover things no one else has.

Ready to have a blast and become a science superstar? Awesome, because we’re about to kickstart this amazing adventure together. Let’s roll! 

Table of Contents

Why Choose Life Science Research?

You might be wondering why on Earth you should consider diving into the world of life science research, right? Well, let’s unravel the mystery.

It’s Relevant

Life science research is all about the stuff that affects us every day. We’re talking about diseases, ecosystems, genetics – things you encounter in your life.

Problem-Solving Playground

Think of it as a puzzle-solving adventure. Life science research hones your critical thinking skills and turns you into a real-life Sherlock Holmes for all things natural.

Unleash Your Inner Scientist

Ever wanted to be a scientist in a lab coat, conducting experiments and making groundbreaking discoveries? Life science research gives you a taste of that action, letting you form hypotheses and conduct cool experiments.

Career Exploration

Not sure what you want to be when you grow up? Exploring life sciences might help you discover your passion. Whether it’s medicine, ecology, genetics, or something else entirely, the possibilities are endless.

You Can Make a Difference

Believe it or not, your research could contribute to the big book of scientific knowledge. Your discoveries might even change the world!

So, why choose life science research? Because it’s like a thrilling adventure where you’re both the explorer and the discoverer. It’s where your questions lead to answers, and your curiosity shapes the future. Ready to take that first step? Let’s go! 

Getting Started: Research Methodology

Getting started with life science research is like gearing up for a fantastic adventure. We’re talking about your very own treasure map, and it’s not as complicated as it might seem. Here’s your basic toolkit to kickstart your research journey:

1. The Scientific Method – Your Detective Kit

Think of this as your secret code for solving mysteries. You start with a question, make a guess (that’s your hypothesis), do some experiments, gather clues (data), and finally, you put it all together to uncover the truth. You’re basically a scientific detective!

2. Data Collection – Gathering Clues

Imagine you’re on a scavenger hunt, but instead of hunting for hidden items, you’re collecting information. This info comes from experiments, observations, or surveys – like puzzle pieces waiting to be put together.

3. Analysis – Piecing It Together

Now, it’s time to play detective again. You take those puzzle pieces (data) and use special tools to fit them together. It’s like solving a jigsaw puzzle, but the picture you reveal is a scientific discovery!

4. Drawing Conclusions – Telling Your Story

You’re not just a detective; you’re also a storyteller. After analyzing your clues, you get to share your findings with the world. It’s like revealing the thrilling ending of a mystery novel – except this time, it’s your discovery.

5. Replicability – Sharing the Adventure

In the world of science, it’s all about teamwork. You’ll document your journey so well that others can follow your steps and have the same adventure. It’s like sharing your treasure map with friends so they can find the same hidden gems.

So, think of research methodology as your trusty guide through the jungle of science. It’s your way of making sure your adventure is both exciting and trustworthy. Get ready, young explorers! Your scientific journey is about to take off, and it’s going to be a blast.

Life Science Research Topics for High School Students

Have a close look at life science research topics for high school students:-

Microbiology and Disease

• Investigating the Antibacterial Properties of Natural Substances.
• Analyzing the Impact of Hand Hygiene on Reducing the Spread of Diseases.
• The Role of Microbes in Decomposition Processes.
• A Comparative Study of Antibiotic Sensitivity in Bacterial Strains.
• Exploring the Microbiome of Different Ecosystems: Soil, Water, and Air.
• Investigating the Effects of Temperature on Microbial Growth.
• The Emergence and Spread of Antibiotic Resistance Genes.
• Microbes in Food: Fermentation and Preservation.
• Analyzing the Microbiome of Human Skin and Its Role in Health.
• Studying the Microbial Diversity in Extreme Environments: Hot Springs and Deep-Sea Vents.

Genetics and Heredity

• Mapping the Inheritance of Genetic Traits in Families.
• Investigating the Genetics of Taste Perception: Bitter Taste Receptors.
• A Study on the Genetic Basis of Rare Genetic Disorders.
• Genetic Variation in Plant Populations: A Local Species Study.
• The Impact of Genetic Mutations on Disease Susceptibility.
• Exploring the Use of CRISPR-Cas9 for Gene Editing in Model Organisms.
• The Genetics of Flower Color Variation in a Plant Species.
• A Comparative Study of Gene Expression in Different Tissues.
• Studying the Inheritance Patterns of Blood Types in Human Populations.
• Investigating the Genetics of Cancer Predisposition in Families.

Ecology and Environmental Studies

• Monitoring the Impact of Pollution on Local Water Bodies.
• Biodiversity Assessment in Urban Parks and Natural Reserves.
• Studying the Effects of Climate Change on Local Flora and Fauna.
• Soil Health Assessment in Agricultural and Natural Ecosystems.
• Investigating the Impact of Invasive Species on Native Biodiversity.
• Analyzing the Role of Wetlands in Flood Control and Water Purification.
• Ecosystem Services Assessment in Urban Environments.
• Urban Heat Island Effect: Mapping and Mitigation Strategies.
• The Impact of Deforestation on Local Bird Populations.
• Restoration of Native Plant Communities in Degraded Ecosystems.

Human Anatomy and Physiology

• The Effect of Different Diets on Gut Microbiota Composition.
• Investigating the Relationship Between Physical Activity and Heart Health.
• Brain Plasticity: How Learning and Experience Change the Brain.
• A Study on the Impact of Sleep Patterns on Cognitive Function.
• The Influence of Age on Muscle Strength and Endurance.
• Hormonal Changes During Puberty: A Comparative Study.
• The Role of Antioxidants in Cellular Aging.
• Investigating the Effects of Stress on Immune System Function.
• Analyzing the Physiology of Human Senses: Vision, Hearing, Taste, and Smell.
• The Role of Gut-Brain Communication in Mood and Mental Health.

Botany and Plant Science

• The Effect of Different Light Conditions on Plant Growth.
• Investigating the Role of Plant Hormones in Growth and Development.
• Studying the Impact of Soil pH on Plant Nutrient Uptake.
• The Relationship Between Mycorrhizal Fungi and Plant Health.
• Analyzing the Adaptations of Desert Plants to Water Scarcity.
• The Influence of Plant Root Exudates on Soil Microbes.
• Investigating the Role of Plant Volatile Compounds in Insect Attraction and Repulsion.
• The Effect of Different Fertilizers on Crop Yield and Soil Health.
• Plant-Microbe Interactions: Beneficial and Pathogenic Relationships.
• Exploring the Nutritional Content of Edible Wild Plants in a Local Area.

Zoology and Animal Behavior

• Investigating Social Hierarchies in Animal Groups: A Study on Dominance.
• The Effect of Environmental Enrichment on Zoo Animal Behavior.
• Studying the Impact of Noise Pollution on Bird Song Patterns.
• Migration Patterns of Local Bird Species: Tracking and Analysis.
• The Influence of Predation Risk on Prey Behavior.
• Investigating Animal Camouflage Strategies in Different Habitats.
• A Comparative Study of Parental Care in Amphibians and Reptiles.
• The Impact of Human Disturbance on Wildlife Behavior in Urban Parks.
• Analyzing the Feeding Behavior of Insectivorous Bats.
• Predator-Prey Coevolution: A Study on Adaptations in Predator and Prey Species.

Environmental Conservation

• Sustainable Agriculture Practices: Soil Health and Crop Yield.
• Ecological Restoration of a Local Wetland Ecosystem.
• Investigating Plastic Recycling Methods for Environmental Impact.
• The Role of Urban Green Spaces in Mitigating Heat Islands.
• Promoting Renewable Energy Sources in a Community: Challenges and Solutions.
• Analyzing the Impact of Conservation Policies on Endangered Species.
• Assessing the Effectiveness of Wildlife Corridors in Reducing Habitat Fragmentation.
• E-Waste Management: Recycling and Environmental Consequences.
• Sustainable Fisheries Management and the Preservation of Marine Ecosystems.
• Promoting Green Roof Adoption in Urban Areas: Benefits and Barriers.

Biotechnology and Genetic Engineering

• CRISPR-Cas9 Gene Editing: Applications in Disease Treatment.
• Investigating the Use of GMOs in Increasing Crop Resilience.
• Cloning as a Tool for Preserving Endangered Species.
• Gene Therapy: Advances and Ethical Considerations.
• Bioremediation Strategies: Cleaning Up Contaminated Sites.
• Analyzing the Potential of Genetically Modified Microbes for Environmental Cleanup.
• Investigating the Use of Biotechnology in Medicine: Vaccines and Therapeutics.
• The Impact of Genetic Engineering on the Pharmaceutical Industry.
• Genome Editing in Microorganisms: Applications in Industry and Medicine.
• Ethical Considerations in Biotechnology: Balancing Progress and Responsibility.

Health and Medicine

• The Effects of Various Diets on Blood Sugar Levels and Diabetes Risk.
• Mental Health Interventions for Adolescents: Efficacy and Accessibility.
• Investigating the Impact of Exercise on Cardiovascular Health in Different Age Groups.
• Analyzing the Microbiome-Gut-Brain Axis and Its Influence on Mental Health.
• The Role of Stress Management Techniques in Improving Overall Health.
• A Comparative Study of Herbal Remedies for Common Ailments.
• The Effects of Different Sleeping Patterns on Cognitive Function.
• Analyzing the Impact of Screen Time on Eye Health in Children.
• The Relationship Between Diet and Skin Health: Acne and Beyond.
• Investigating the Influence of Environmental Factors on Allergies and Asthma.

These research project ideas offer a wide range of opportunities for high school students to explore the fascinating world of life sciences and make meaningful contributions to scientific knowledge.

What are some good research topics for high school students?

Check out some good research topics for high school students:-

Science and Biology

• The Effects of Different Fertilizers on Plant Growth.
• Investigating the Impact of Pollution on Local Water Bodies.
• Analyzing the Efficiency of Various Sunscreens in UV Protection.
• The Role of Microorganisms in Food Spoilage.
• Investigating the Effect of Music on Human Concentration.
• The Influence of Temperature on the Rate of Chemical Reactions.
• A Study on the Behavior of Ants in Response to Different Food Types.
• Investigating the Relationship Between Sleep Patterns and Academic Performance.
• The Effect of Light Exposure on Circadian Rhythms.
• The Impact of Exercise on Heart Rate and Physical Fitness.

Environmental Science

• Analyzing the Impact of Deforestation on Local Climate.
• The Role of Wetlands in Water Purification and Flood Control.
• Investigating the Presence of Microplastics in Local Water Sources.
• Urban Heat Island Effect: Causes and Mitigation Strategies.
• The Effects of Different Soil Types on Plant Growth.
• Renewable Energy Sources: Feasibility and Implementation.
• Analyzing the Environmental Impact of Single-Use Plastics.
• Investigating the Effects of Climate Change on Local Bird Migration Patterns.
• Promoting Recycling and Waste Reduction in Schools.
• Biodiversity Assessment in a Local Ecosystem.

Social Sciences and Psychology

• Investigating the Impact of Bullying on Mental Health.
• Analyzing the Relationship Between Parental Involvement and Academic Success.
• A Study on the Effects of Peer Pressure on Decision-Making.
• The Role of Gender Stereotypes in Career Choices.
• Investigating the Impact of Video Games on Aggressive Behavior.
• The Effect of Music on Mood and Emotions.
• Analyzing the Factors Influencing Voting Behavior in Young Adults.
• The Influence of Advertising on Consumer Choices.
• A Study on the Effects of Stress on Cognitive Performance.
• The Influence of Social Media on Teenagers’ Self-Esteem.

Technology and Engineering

• Investigating the Efficiency of Different Insulation Materials.
• Designing and Testing a Wind-Powered Water Pump.
• Analyzing the Impact of Smartphone Usage on Productivity.
• The Development of a Simple Home Automation System.
• Investigating the Use of Drones in Environmental Monitoring.
• Building a Simple Electric Vehicle Model.
• A Study on Internet Security: Protecting Personal Data.
• Analyzing the Energy Consumption of Household Appliances.
• Designing an Eco-Friendly and Cost-Effective Home.
• Building a Solar-Powered Charger for Mobile Devices.

History and Social Studies

• A Study on the Contributions of a Local Historical Figure.
• Investigating the Causes and Consequences of a Historical Conflict.
• The Role of Women in a Specific Historical Period.
• Analyzing the Impact of Immigration on Local Communities.
• Investigating the Evolution of a Local Cultural Tradition.
• A Comparative Study of Political Systems in Different Countries.
• The Role of Propaganda in Shaping Public Opinion.
• Analyzing the Impact of Social Movements on Policy Change.
• Investigating the History and Cultural Significance of a Local Landmark.
• Analyzing the Impact of Historical Events on Contemporary Society.

These research topics provide a diverse range of opportunities for high school students to explore their interests, develop critical thinking skills, and contribute to their academic and scientific communities.

Students can select topics that align with their passions and curriculum requirements to make their research projects both engaging and meaningful.

What are the possible topics of life science?

Have a close look at the possible topics for life science:-

Microbiology

• Bacterial growth and antibiotic resistance.
• The role of viruses in diseases.
• Microbial diversity in different environments.
• Fermentation processes and their applications.

Genetics and Genomics

• Genetic inheritance patterns in humans and other organisms.
• The impact of genetic mutations on health.
• Genomic sequencing and personalized medicine.
• Gene editing technologies like CRISPR-Cas9.

Ecology and Environmental Science

• Biodiversity and conservation.
• Ecosystem dynamics and food webs.
• Climate change and its effects on ecosystems.
• Environmental pollution and its impact on wildlife.
• Photosynthesis and plant growth.
• Plant adaptations to different environments.
• Plant genetics and breeding for improved crops.
• The role of plants in carbon sequestration.
• Animal migration patterns and navigation.
• Predator-prey interactions in ecosystems.
• Social behavior in animal communities.
• Animal adaptations to extreme environments.

Physiology and Anatomy

• Human organ systems and their functions.
• Cellular processes like respiration and metabolism .
• Comparative anatomy of different species.
• Neurobiology and the workings of the human brain.

Evolutionary Biology

• The theory of evolution by natural selection.
• Fossil evidence of evolution.
• Comparative genomics and evolutionary relationships.
• Human evolution and our closest relatives.

Marine Biology

• Ocean ecosystems and marine biodiversity.
• Coral reef conservation and threats.
• Deep-sea exploration and the discovery of new species.
• The role of marine organisms in biotechnology.
• The immune system’s response to infections.
• Vaccination and herd immunity.
• Autoimmune diseases and allergies.
• Immunotherapy for cancer treatment.

Epidemiology

• Disease outbreaks and epidemiological investigations. 
• Public health interventions to control infectious diseases. 
• Tracking and modeling the spread of diseases. 
• Global health challenges and pandemics.
• Conservation strategies for endangered species. 
• Sustainable agriculture and forestry practices. 
• Habitat restoration and rebuilding efforts. 
• Conservation genetics and preserving genetic diversity.
• CRISPR technology and gene editing. 
• Biopharmaceuticals and the production of biofuels. 
• Genetically modified organisms (GMOs) in agriculture. 
• Bioremediation and environmental cleanup.

These topics within life science provide a rich and diverse array of opportunities for research, study, and exploration. 

Whether you’re interested in understanding the natural world, human health, or the environment, life science offers a wide range of fascinating avenues to explore.

What are the interesting research topics about science?

Certainly, science offers a wide range of interesting research topics across various disciplines. Here are some captivating research topics in science:

Artificial Intelligence and Machine Learning

• Developing advanced AI algorithms for medical diagnosis.
• Natural language processing and understanding for chatbots.
• Reinforcement learning in robotics and autonomous systems.
• Ethical considerations in AI development.

Space Exploration and Astronomy

• The search for exoplanets and habitable zones.
• Understanding dark matter and dark energy.
• Space colonization: Challenges and possibilities.
• The future of space telescopes and observatories.

Environmental Science and Climate Change

• Climate modeling and predictions.
• Impacts of climate change on ecosystems and biodiversity.
• Sustainable agriculture and food security in a changing climate.
• Innovative approaches to renewable energy production.

Nanotechnology

• Nanomedicine and its applications in disease treatment.
• Nanomaterials for clean water and pollution control.
• Nanoelectronics and the future of computing.
• Ethical and safety concerns in nanotechnology.
• Personalized medicine and genomics-based treatments.
• The role of epigenetics in health and disease.
• Human genetic diversity and its implications.

Earth and Geosciences

• Natural disaster prediction and mitigation strategies.
• Plate tectonics and the movement of continents.
• The geology of other planets in our solar system.
• Climate history and the study of ice cores.

Biomedical Research

• Stem cell therapy and regenerative medicine.
• Neurobiology and the quest to understand the brain.
• Vaccine development and immunotherapy for cancer.
• Genetic factors in aging and longevity.

Robotics and Automation

• Advances in humanoid and bio-inspired robotics.
• Applications of robotics in healthcare and surgery.
• Autonomous vehicles and their impact on transportation.
• Human-robot interaction and social robots.

Energy and Sustainable Technology

• Energy-efficient building materials and design.
• The potential of fusion energy as a clean power source.
• Battery technology for renewable energy storage.
• Smart grids and the future of energy distribution.

Particle Physics

• The search for the Higgs boson and beyond.
• The nature of dark matter and its properties.
• Particle accelerators and their role in high-energy physics.
• The Standard Model and its limitations.

Oceanography and Marine Sciences

• Ocean acidification and its effects on marine life.
• Coral reef conservation and restoration efforts.
• Studying the impact of climate change on ocean currents.

Archaeology and Anthropology

• Uncovering ancient civilizations through archaeology.
• Genetic studies to trace human migration and evolution.
• Anthropological research on cultural diversity and adaptation.
• Ethical considerations in the study of indigenous cultures.

These research topics span a wide spectrum of scientific disciplines, offering countless opportunities for exploration, discovery, and innovation in the ever-evolving world of science.

Depending on your interests, you can delve into any of these areas to contribute to our understanding of the natural world and its many complexities.

How do I choose a research topic for high school?

Absolutely, let’s make the process of choosing a research topic for high school more natural, simple, and engaging:

Follow Your Passions

Start by thinking about what really fires you up. What subjects or topics make you curious and excited? Whether it’s space, animals, or history, your interests are a great place to begin.

Zoom In on Your Interests

Now, let’s narrow it down a bit. If you’re into science, do you prefer biology, chemistry, or something else? If you’re leaning towards history, is there a particular time period that fascinates you?

Know Your Strengths

Think about what you’re good at in school. If you’re acing math, maybe a research topic related to mathematics could be your jam.

Real-World Relevance

Look around you. Are there any current issues or events that pique your interest? High school research is a chance to tackle real-world problems you care about.

Seek Advice

Chat with your teachers or mentors. They’re like your research spirit guides and can help you find exciting topics that match your skills and passions.

Use Available Resources

Consider what tools and resources you have access to. Maybe there’s a cool experiment you can do right at home.

Think Long-Term

Imagine where you see yourself in the future. Is there a subject that connects to your dream job or college major?

Reflect on Past Fun

Remember any school projects you actually enjoyed? These can be a goldmine for research inspiration.

Let Your Imagination Run Wild

Brainstorm like you’re dreaming up your favorite adventure. Write down all the questions you’d love to answer.

Share and Chat

Tell your friends, family, or mentors about your ideas and get them in on the excitement. They might have amazing suggestions!

Passion is the Key

Above all, pick a topic that makes your heart race with enthusiasm. If you’re truly passionate, your research journey will feel like an awesome quest, not a chore.

Choosing your high school research topic should be like picking the theme for your grand adventure.

When you’re motivated and captivated, you’ll make incredible discoveries along the way. Ready to embark on this research journey?

We have covered some of the best life science research topics for high school students. These life science research topics are quite simple and engaging for the students.

There are a lot of opportunities associated with these project ideas that can help you to explore a lot more about life science. 

So pick the project as per your interest. You can also take the help of your fellows and mentors. Through the work on these projects you would enjoy and explore new things. So let’s have a try on these project ideas.

• What is the importance of life science research for high school students? Life science research enhances critical thinking, problem-solving, and scientific inquiry skills, preparing students for future academic and career opportunities.
• How can I choose the right life science topic for my research project? Choose a topic that genuinely interests you and aligns with your goals. Consider seeking guidance from teachers or mentors.
• Are there any online resources for high school students interested in life science research? Yes, numerous online platforms offer educational resources and research opportunities for aspiring young scientists.
• Can I collaborate with a mentor or scientist for my research project? Collaboration with mentors or scientists can be highly beneficial and is encouraged in the field of life sciences.
• What are some potential career paths for those passionate about life sciences? Careers in medicine, ecology, genetics, microbiology, and environmental science are among the many options for those passionate about life sciences.
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Biology Research Projects for High School Students: 20 Ideas To Try This Summer

By János Perczel

Co-founder of Polygence, PhD from MIT

16 minute read

Biology and biomedical research are two of the most popular academic disciplines among high schoolers. If you’re someone who’s interested in those fields and you’re looking for research opportunities this summer, you’ve come to the right place! With the study of biology, not only can you gain a better understanding of the natural world, but your research can have practical applications in fields like medicine, agriculture, and environmental science. Whether you’re just starting out in your exploration of biology, have taken a biology class in school, or you’re looking to do some advanced research to submit to your state’s science fair , we have level-appropriate ideas for you!

With a variety of topics like cancer treatment, genetics, neurodegenerative diseases, and marine life, we’ve got you covered. Here is a curated list of 20 different research project ideas to get those creative juices flowing. If you’re hungry for more, head over to our comprehensive Project Ideas database here and browse over 2800 more ideas!  

Research YOUR fave areas of Biology and Medicine

Polygence pairs you with an expert mentor in to create a passion project around biology and medicine. Together, you work to create a high quality research project that is uniquely your own. We also offer options to explore multiple topics, or to showcase your final product!

Human Body Project Ideas

Rate of cognitive decline in different elevations.

Oxygen partial pressure decreases with altitude, challenging blood oxygenation which may affect brain function. If you’ve ever felt some altitude sickness, then this is exactly what’s happening. This is because the atmospheric pressure decreases at higher elevations, leading to a decrease in the partial pressures of the gasses in the air, including oxygen. And of course, oxygen is needed for us to function. What is the effect on brain health/ cognition in sudden increased elevation: say, climbing Mount Everest? Does chronic exposure to high elevations increase the likelihood of dementia? In this project, a meta-analysis of published works examining the effects of altitude on cognition would be conducted.

Idea by mentor Alyssa

Building a Blood Vessel

Use online graphics to illustrate how a blood vessel forms. Blood vessels are structures that carry blood and are responsible for transporting nutrients and oxygen throughout the body. There are three main types of blood vessels: arteries, veins, and capillaries. For this project, complete a literature search to understand what is known about blood vessel growth. Then, utilize this information to generate a graphic with no words to demonstrate how the vasculature (network of blood vessels) forms. The goal of this project is to explain science without using text and therefore make it more available to a larger community.

Idea by mentor Natalie

Examining the bacterial profile of various households

As of late, bacterial microbiomes have been a huge and interesting topic in the field of bacteriology as they play an important role in human health. Bacterial microbiomes are communities of bacteria that live on or outside organisms. They’re found in various parts of the human body, and help us to digest food and regulate our immune system. In this project, you will seek to understand how skin microbiomes can differ between different  individuals of different households. This project will require making different bacterial media that can be made at home selecting for various microorganisms. If you’re new to preparing bacterial media, check out this resource here!

Idea by mentor Hamilton

Regulation of Circadian Clocks

Sleep is known to be governed by two distinct processes: a circadian clock that aligns sleep and wakefulness to the solar day and the sleep homeostat that encodes for sleep debt as a compensatory mechanism against sleep loss. You’ve most likely heard about circadian rhythm and our body’s internal clock, and circadian regulation of sleep is a fundamental process that allows animals to anticipate sleepiness or wakefulness consistently every day. These mechanisms can be regulated in multiple ways: at the gene, protein, gene, and clock neuronal level. In this project, we will focus on 1) how to efficiently digest primary and review articles to compile and condense information, 2) investigate how circadian clocks are regulated at these different genetic levels, and 3) try to effectively summarize the information we've gathered. We can present this information in a variety of ways, and what the final product looks like is up to you.

Idea by mentor Oscar

The Biology of Aging

Aging is the number one risk factor for a variety of diseases including cancer, neurodegenerative disease, and loss of hearing/sight. We are only now beginning to truly understand the process of aging and have even started to uncover ways that we could stop, or potentially reverse, the effects of aging. What are the hallmarks/signs of aging? How do researchers study 'aging'? How does human lifespan and aging compare to the rest of the animal kingdom? Is it possible to stop or reverse the effects of aging? What advancements are being made related to this? We could explore these questions or brainstorm others you might have about the biology of aging.

Idea by mentor Emily

Animals, Plants, and Nature Project Ideas

How genetically engineered mosquitoes are reducing rates of vector-borne diseases such as zika.

Many countries are already releasing millions of genetically engineered mosquitoes into the wild every week. These mosquitoes have been modified to reduce their ability to transmit disease-causing pathogens like dengue fever, Zika, and malaria, and are sent into the wild to mate with disease-carrying mosquitoes. However, this is still controversial as some people are concerned about the unintended consequences on the environment. What could be the potential pros and cons for this? The project will mainly focus on doing meta analysis of articles and watching informative videos to understand how/why genetically engineered mosquitoes can be used to reduce rates of different diseases. Students will have the chance to use critical thinking and do in-depth research on genetic engineering techniques, how scientists determine breeding rates and number of insects released, and epidemiology of different bloodborne diseases.

Idea by mentor Vanessa

Efficacy of Marine Protected Areas

Marine protected areas (MPAs) are areas of ocean or coastal waters that are set aside for the conservation and sustainable use of marine resources. These areas are established by governments, NGOs, or other organizations, and they can take different forms, from fully protected "no-take" zones to areas with regulated fishing or other activities. Marine protected areas have the potential to guide sustainable resource management and protect biodiversity, but have a host of reasons for why they are not currently effective. Explore reasons for why MPAs may not be effective. Then develop a framework for mapping, modeling, and implementing an effective Marine Protected Area.

Bioinspiration: Do animals hold the answers?

Can the toxins produced by frogs help us fight antibiotic resistant bacteria strains? How can understanding how lizards and newts regrow their limbs help us improve wound treatment? Why do tilapia skins help with burns? Discover the role of animals in the development of modern medicine as well as its potential. Are there any ethical concerns with these developments and findings? If so, what are they and do they matter? Share your findings in a research proposal, article, or presentation.

Idea by mentor Cheyenne

How Climate Change Can Affect Future Distributions of Rare Species

Climate change, such as global warming and longer drought, can threaten the existence of some of the rarest plants on earth. It is important to understand how future suitable habitats will change for these rare species so that we can target our conservation efforts in specific areas. In this project, you will identify a rare species that you like (it can be animals, plants, or fungi!), and gather the data online on its current occurrences. Then you will learn how to perform species distribution modeling to map its current and future suitable habitat areas. To get you started on learning species distribution modeling, check out this Youtube resource here. The changes in the amount or location of future suitable habitats can significantly affect the destiny of a rare species. By doing this project, you will not only learn skills in data analyses but also become the best ambassador for this rare species that you love. 

Idea by mentor Yingtong

A Reef’s Best Frenemies

Coral reefs are in global decline. A primary cause of this is "coral bleaching" which results in the white reefs we often see in the news. Coral bleaching is actually the breakdown in the partnership between the coral animal and tiny, symbiotic algae that live within its cells. Corals and algae have a variety of thermal tolerances which are likely decided by genetic and environmental factors. However, despite how important this relationship is, it's currently very poorly understood. This project would review existing literature on the symbiotic partnernship and try to identify factors that predict bleaching and thermal resilience.

Idea by mentor Carly

Dive in to BioMed NOW!

Register to get paired with one of our expert mentors and to get started on exploring your passions today! You have agency in setting up your schedule for this research. Dive in now!

Diseases and Treatments Project Ideas

The understanding of a new and upcoming treatment: immunotherapy.

Immunotherapies have been growing in the past few years as alternative treatments for many types of cancer. These treatments work by boosting the patient's immune system to fight the disease, however it is not always effective. There are many types of immunotherapies with various nuances, but they all work to attack specific cells that are causing the disease. For this project, pick one of a few types of immunotherapy and deeply understand the mechanism of action and what is the current effectiveness against the cancer it treats.

Idea by mentor Hannah

Exploring The Cancer Genome Atlas data 

There has been an explosion of publicly available data for cancer. The Cancer Genome Atlas was a research program with the purpose of creating a comprehensive catalog of genomic and molecular information about different types of cancer, with the aim of improving our understanding of the disease and developing new treatments. The dataset has been used to identify new cancer subtypes, develop diagnostic tests, and discover potential targets for new cancer therapies. Explore the implications and impact of The Cancer Genome Atlas data, and why it’s become so important.

Idea by mentor Hersh

Systematic Review and Meta-Analysis of Physiological Benefits of Fasting-induced Autophagy

Autophagy, meaning "self-eating", is a cellular process where damaged or unwanted components are disposed. Autophagy has been linked to various diseased pathologies, including cancer and heart disease. Fasting or specific dietary lifestyles may induce levels of autophagy in the human body. In this project, we will perform and systematic review and meta-analysis of fasting or diet-induced autophagy and its benefits on the body. You will gain skills in 1) searching and reviewing primary literature, 2) computational skills for performing data analysis (R language), and 3) writing your scientific findings.

Idea by mentor Jose 

The Amyloid Hypothesis: Sifting through the controversy

For many years, scientists have thought that amyloid beta was the protein responsible for a patient developing Alzheimer's Disease symptoms. This "Amyloid Hypothesis" is now being questioned in light of current clinical data. Recently, drugs have been developed that reduce amyloid beta in patients. Surprisingly, the drugs worked in reducing amyloid beta, but it did not result in the slowing of disease pathology. Does this mean that the amyloid hypothesis is incorrect? Is amyloid beta less important in the progression of disease then what we once thought? This research project aims to explore the issues with the amyloid hypothesis and to assess where we stand in our understanding of amyloid beta's contribution to Alzheimer’s.

Idea by mentor Patrick

How do vaccines work?

During the COVID pandemic, vaccines have been all over the news! But how do they actually work? What’s the science behind them? Through this project, you will explore how vaccines work and the history of science behind vaccine development. While the final product of the projectwill be up to you, the ultimate goal of this project is for you to be a true public health advocate for vaccines and to be able to communicate why vaccines are so important in a way that the general public can understand.

Idea by mentor Helen

Sleep Disruption Profiles in Various Mouse Models of Alzheimer’s

Alzheimer's disease (AD) has been studied for decades but we are no closer to understanding the mechanisms of the disease. Because of the vast number of researchers studying AD, there are numerous models used to study the disease. All these models have different sleep profiles, phenotypes, disease onsets, sex differences etc. Therefore, in this project we will compile a document based on extensive literature review about the various models there are. We will focus on sleep profiles in these animals with an emphasis on male and female differences. This information is valuable because it is important to know which model is best to use to answer your scientific questions and there is a lot of criticism (by other scientists) that can be brought on by the model chosen so you need to be able to justify your choice. This project will also introduce you to the world of AD research and some of the gaps in knowledge in the field.

Idea by mentor Shenee

Rethinking The Treatment Of Neurodegenerative Diseases

Neurodegenerative diseases affect millions of people worldwide. They are conditions that affect the nervous system, particularly the brain and spinal cord, and examples include Alzheimer’s and Parkinson’s. While billions of dollars have been spent trying to find treatments for the disease, very few drugs and therapies have had a meaningful impact on slowing down disease progression. This is often because by the time someone is diagnosed with a disease, it has progressed too far for a treatment to have a substantial effect. Some recent approaches to treatment have turned to looking for early indications of the disease (termed "biomarkers") that can occur before the onset of symptoms. By diagnosing disease and beginning treatment before symptoms arise, these treatments could have a more profound effect in slowing down the progression of disease. Students could review the recent progress being made on identifying biomarkers for neurodegenerative diseases, and either write a paper or even record a podcast on their findings!

Idea by mentor David

Genetics Project Ideas

Height and genetics: nature or nurture.

How much do your genes determine your height? How much do nutrition and environmental factors play a role? What gene variants are implicated in height differences and what is the role of epigenetics? Epigenetics is the study of heritable changes in gene expression or cellular phenotype that occur without changes to the underlying DNA sequence. These changes can be influenced by diet and lifestyle. We will access and analyze an open dataset on twins to estimate the correlation between monozygotic twins (who have the exact same DNA) and height. You will learn to use R to open a dataset, analyze data with statistical methods such the student’s t-test, and display your data as graphs and charts. Finally, you will learn how to make a research presentation on height and genetics, describe the research methods, and present the data in a compelling and thorough way.

Idea by mentor Adeoluwa

The World of Personalized Medicine

Similar to our fingerprints, our genetic code is also unique to each individual person. Our genetic code is what determines our hair color, height, eye color, skin tone...just about everything! For those that develop diseases such as cancer, their genetic code found inside the malignant cells that comprise a tumor may also be unique to them or to certain groups of people with similar mutations (the drivers of disease). So why is it that we treat each person the same way even though the genetic drivers of that disease may be disparate? The world of Personalized Medicine is new and exciting and looks to circumvent this problem. Personalized Medicine (also known as precision medicine) uses the genetic code of a patients disease to guide treatment options that prove to be highly efficacious. Together, lets write a review on a disease of your choice that could benefit from Personalized Medicine based on current literature and research.

Idea by mentor Somer

General Biology Project Ideas

Teach a biology concept two ways: to your fellow students and to the general public.

One of the best ways to learn is to teach. Choose a biological concept that interests you and prepare a lesson and or demo on it. The format should be a video recording of yourself teaching (a la Khan Academy or a Zoom class), but the other details are up to you. Consider incorporating a demonstration (e.g. how can you use items from your kitchen to illustrate properties of mixtures?) or animation (e.g. to illustrate molecular motion). Also consider how you will check that your students understand the concept(s) and/or skill(s) you have taught them. Prepare and record two versions of your lesson: one intended for your peers and one for the general public. How will the versions differ to reflect these different audiences? You will learn what it's like to teach, gain a much greater understanding of your chosen concept(s)/skill(s), and learn how to communicate science to different audiences.

Idea by mentor Alexa

Once you’ve picked a project idea, check out some of our resources to help you progress with your project! Whether you’re stuck on how to cite sources , how to come up with a great thesis statement , or how to showcase your work once it’s finished , we’ve created blog posts to help you out. If you’re interested in doing one of the biology research projects with the help of an amazing mentor at Polygence, apply now ! If you would like some help with coming up with your own idea, book a complimentary consultation call with our admissions team here ! For more biology and science research information, check out our comprehensive list of research opportunities for high school students .

Feeling Inspired?

Interested in doing an exciting research project? Click below to get matched with one of our expert mentors!

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171+ Life Science Research Topics for High School Students

In the world of high school education, life science is a captivating subject that opens doors to the fascinating mysteries of living organisms and the intricate processes that govern them. For high school students, delving into life science research topics can be both intellectually stimulating and immensely rewarding. In this blog, we will embark on a journey through life science research topics for high school students. Whether you’re a student seeking inspiration for your next project or an educator looking to guide your students, this comprehensive guide has you covered.

What is Research in Life Science?

Table of Contents

Research in life science involves the systematic investigation of living organisms, their structures, functions, behaviors, and interactions with the environment. It seeks to answer questions about the biological world and often contributes to our understanding of health, ecology, genetics, and more. Life science research can take many forms, from laboratory experiments to field studies and data analysis.

Why is Life Science Research Important?

Before knowing life science research topics for high school students, you need to know their importance. Advancing Knowledge: Life science research helps us better understand the world around us. It contributes to our knowledge of biology, ecology, genetics, and other crucial fields.

• Improving Health: Research in life science leads to medical breakthroughs, the development of new treatments, and a deeper understanding of diseases.
• Conservation: It aids in the preservation of endangered species and the protection of ecosystems by studying biodiversity and ecological relationships.
• Innovation: Life science research drives innovation in various industries, from pharmaceuticals to agriculture.
• Education: Engaging in research enhances critical thinking and problem-solving skills, preparing students for future academic and professional pursuits.

How do I Choose a Life Science Research Topics for High School Students?

Selecting a research topic can be challenging, but here are some steps to help high school students choose a life science research topic that suits their interests and abilities:

Identify Your Interests

Start by thinking about what aspects of life science fascinate you the most. Are you interested in animals, plants, genetics, or ecology? Narrow down your interests.

Research Current Topics

Look for recent developments and trends in life science. Reading articles, books, and scientific journals can provide insights into emerging areas of research.

Consider Available Resources

Think about the resources available to you. Do you have access to a laboratory, equipment, or mentors who can guide you?

Define Your Research Question

Formulate a specific research question that you want to answer. It should be clear, concise, and achievable with your resources.

Brainstorm Ideas

Brainstorm a list of potential research topics based on your interests and research question. Don’t worry about the number at this stage; you can always narrow it down later.

Evaluate Feasibility

Assess the feasibility of each topic. Can you realistically conduct experiments or gather data on this subject? Consider the time and resources required.

Seek Guidance

Consult with teachers, mentors, or experts in the field for advice and feedback on your research topic ideas.

Choose Your Topic

After careful consideration, select the topic that aligns with your interests, resources, and research question.

Interesting Life Science Research Topics for High School Students

Let’s explore some life science research topics for high school students in different fields:

Genetics and Genomics

Discover genetics and genomics research topics for students:

1. The role of genetics in determining human intelligence.

2. Investigating the genetic basis of inherited diseases.

3. CRISPR-Cas9 gene editing: Applications and ethical considerations.

4. Genetic diversity in endangered species.

5. The impact of epigenetics on gene expression.

6. Genetic factors influencing susceptibility to COVID-19.

7. Studying genetic mutations in cancer development.

8. The genetics of taste perception: Why do people have different taste preferences?

9. Genetic engineering of crops for improved yield and resistance.

10. The potential of gene therapy in treating genetic disorders.

11. The genetics of longevity: Factors influencing human lifespan.

12. The use of DNA fingerprinting in forensic science.

13. Investigating the genetic basis of autism spectrum disorders.

14. Genetic variation in human populations: A global perspective.

15. The ethics of cloning and its implications for biodiversity.

Ecology and Environmental Science

Here are some life science research topics for high school students in ecology and environmental science:

1. Impact of climate change on migratory patterns of birds.

2. The role of keystone species in ecosystem stability.

3. Studying the effects of deforestation on local biodiversity.

4. Assessing the ecological impact of invasive species.

5. The importance of wetlands in water purification.

6. Investigating the relationship between urbanization and wildlife habitat loss.

7. The effects of pollution on aquatic ecosystems.

8. Restoring coral reefs: Strategies for conservation.

9. Analyzing the impact of agriculture on soil health.

10. Biodiversity hotspots: Conservation priorities around the world.

11. The role of microorganisms in nutrient cycling in soil.

12. The effects of ocean acidification on marine life.

13. The ecological significance of pollinators.

14. Investigating the behavior of apex predators in marine ecosystems.

15. The impact of wildfires on forest ecosystems.

Microbiology and Immunology

Let’s explore some research topics in microbiology and immunology:

1. Antibiotic resistance: Mechanisms and implications.

2. Investigating the role of gut microbiota in human health.

3. The use of probiotics in promoting digestive health.

4. Immune response to viral infections: A case study of COVID-19.

5. Microbial bioremediation: Cleaning up oil spills.

6. The role of vaccines in preventing infectious diseases.

7. Studying the diversity of microorganisms in extreme environments.

8. The microbiology of food spoilage.

9. Investigating the hygiene of common public surfaces.

10. The potential of phage therapy in treating bacterial infections.

11. Microorganisms in fermentation: From bread to beer.

12. The evolution of antibiotic-producing bacteria.

13. Studying the microbiome of aquatic ecosystems.

14. The use of CRISPR technology in modifying microbial genomes.

15. Microbial contamination of drinking water sources.

Botany and Plant Science

Here are some life science research topics for high school students in botany and plant science:

1. Investigating the effects of different types of light on plant growth.

2. The role of mycorrhizal fungi in plant nutrition.

3. Plant adaptations to arid environments: Succulents and xerophytes.

4. The impact of soil pH on plant health.

5. Studying the allelopathic effects of invasive plant species.

6. The use of plant extracts in traditional medicine.

7. Investigating the genetics of flower color in plants.

8. Plant responses to climate change: Phenology and flowering times.

9. The role of plants in phytoremediation of polluted soils.

10. Analyzing the anatomy of different types of leaves.

11. Plant propagation: Methods and techniques.

12. The benefits of urban gardening for biodiversity and food security.

13. The role of plants in carbon sequestration.

14. Investigating the effects of microplastics on plant growth.

15. Plant-microbe interactions: Symbiosis and disease.

Zoology and Animal Behavior

Discover zoology and animal behavior research topics for students: 

1. Investigating the mating behavior of a specific bird species.

2. The impact of noise pollution on urban wildlife.

3. Animal intelligence: Problem-solving in non-human species.

4. The behavior of social insects: Ants, bees, and termites

5. The effects of climate change on animal migration patterns.

6. Studying the biodiversity of freshwater ecosystems.

7. Investigating the dietary preferences of a specific predator.

8. Animal camouflage: Adaptations and survival strategies.

9. The role of play behavior in animal development.

10. Animal communication: Vocalizations and body language.

11. The impact of human activities on marine mammal populations.

12. Studying the nesting behavior of sea turtles.

13. Investigating the foraging behavior of a nocturnal predator.

14. Animal cognition: Memory and problem-solving in primates.

15. The role of scent marking in animal territoriality.

Anatomy and Physiology

Let’s explore some life science research topics for high school students in microbiology and immunology:

1. The effects of exercise on human cardiovascular health.

2. Investigating the biomechanics of animal locomotion.

3. The anatomy of the human brain: Structure and function.

4. Studying the respiratory system of a specific animal species.

5. The effects of different diets on human metabolism.

6. Muscle fatigue: Causes and recovery strategies.

7. Investigating the circulatory system of fish species.

8. The impact of sleep on human cognitive function.

9. Human senses: Vision, hearing, taste, and smell.

10. Studying the digestive system of herbivorous mammals.

11. The effects of temperature on enzyme activity.

12. Investigating the anatomy of a specific organ or tissue.

13. The role of hormones in regulating physiological processes.

14. The effects of aging on human musculoskeletal health.

15. Studying the nervous system of invertebrate animals.

Evolutionary Biology

Here are some evolutionary biology research topics for high school students:

1. Investigating the evolution of flight in birds.

2. Human evolution: Fossils and ancestral species.

3. The role of sexual selection in the evolution of elaborate traits.

4. Studying the co-evolution of parasites and their hosts.

5. The impact of environmental changes on species adaptations.

6. Investigating convergent evolution in different species.

7. Evolutionary history of a specific plant genus.

8. The role of genetic drift in small populations.

9. Studying the evolution of venomous animals.

10. The effects of island biogeography on species diversity.

11. Investigating the evolution of antibiotic resistance in bacteria.

12. The evolutionary origins of social behavior in animals.

13. Human genetic diversity: A global perspective.

14. Studying the evolution of coloration in reptiles.

15. The role of speciation in biodiversity.

Biotechnology and Bioengineering

Discover some life science research topics for high school students in biotechnology and bioengineering:

1. Investigating the use of bioluminescence in medical imaging.

2. The potential of 3D printing in tissue engineering.

3. Synthetic biology: Designing new organisms for specific tasks.

4. Studying the production of biofuels from algae.

5. The use of nanotechnology in drug delivery.

6. Investigating the development of artificial organs.

7. CRISPR technology and its applications in biotechnology.

8. The role of stem cells in regenerative medicine.

9. Studying the use of gene editing in agriculture.

10. Bioprospecting: Discovering new compounds from natural sources.

11. The potential of biodegradable plastics in reducing pollution.

12. Investigating the use of bioluminescent plants for sustainable lighting.

13. The production of enzymes by extremophiles for industrial processes.

14. Bioinformatics: Analyzing genetic data using computer algorithms.

15. Studying the use of biotechnology in forensic science.

Neuroscience and Psychology

Let’s explore some neuroscience and psychology research topics for students:

1. Investigating the effects of music on human brain activity.

2. The neurobiology of addiction: Understanding substance abuse.

3. Memory consolidation during sleep: A neuroscientific approach.

4. Studying the neural basis of decision-making in rodents.

5. The effects of meditation on mental health and brain function.

6. Investigating the neural mechanisms of pain perception.

7. Neuroplasticity: How the brain adapts to new experiences.

8. The role of neurotransmitters in mood disorders.

9. Studying the impact of early-life experiences on brain development.

10. The effects of social media on adolescent brain development.

11. Investigating the neurobiology of autism spectrum disorders.

12. The psychology of human-animal interactions.

13. Brain-computer interfaces Applications and ethical considerations.

14. Studying the effects of stress on cognitive function.

15. The role of genetics in personality traits.

Biochemistry and Molecular Biology

Here are some life science research topics for high school students in biochemistry and molecular biology:

1. Investigating enzyme kinetics and substrate specificity.

2. The role of proteins in cellular function and structure.

3. DNA replication: Mechanisms and errors.

4. Studying the metabolism of carbohydrates in organisms.

5. The effects of pH on enzyme activity.

6. Investigating the molecular basis of cancer.

7. Protein folding: Structure and misfolding diseases.

8. The role of lipids in cellular membranes.

9. Studying the regulation of gene expression in bacteria.

10. The biochemistry of photosynthesis in plants.

11. Investigating the molecular mechanisms of drug resistance.

12. The role of RNA in protein synthesis.

13. Cellular respiration: Glycolysis and the Krebs cycle.

14. Studying the molecular genetics of a specific disease.

15. The biochemistry of neurotransmitters and synaptic transmission.

Health and Medicine

Discover some health and medicine research topics for high school students:

1. Investigating the effectiveness of a specific herbal remedy.

2. The impact of lifestyle choices on heart health.

3. The role of nutrition in preventing chronic diseases.

4. Studying the effects of sleep deprivation on cognitive function.

5. Mental health disparities: Causes and solutions.

6. Investigating the prevalence of antibiotic misuse.

7. The effects of air pollution on respiratory health.

8. Studying the relationship between exercise and mental well-being.

9. The role of genetics in personalized medicine.

10. Investigating the psychosocial factors affecting patient compliance.

11. Healthcare access and disparities in underserved communities.

12. The effects of stress on the immune system.

13. Studying the impact of vaccination on public health.

14. The role of telemedicine in healthcare delivery.

15. Investigating the use of artificial intelligence in medical diagnosis.

Paleontology and Fossil Studies

Let’s explore some life science research topics for high school students in paleontology and fossil studies:

1. Fossil discoveries: Insights into ancient ecosystems.

2. The evolution of dinosaurs: Feathers and flight.

3. Investigating the fossil record of early humans.

4. Ancient marine life: Trilobites and ammonites.

5. The role of mass extinctions in shaping Earth’s history.

6. Studying the evolution of plant life through the fossil record.

7. Fossilized insects: Insights into prehistoric ecosystems.

8. The impact of asteroid impacts on Earth’s biodiversity.

9. Investigating the co-evolution of plants and pollinators.

10. The fossilization process: From organic to inorganic.

Life science research is a dynamic and vital field that offers numerous opportunities for high school students to explore and contribute to our understanding of the natural world. By choosing a research topic that aligns with their interests and resources, students can embark on a rewarding scientific journey. Whether it’s genetics, ecology, microbiology , or any other area of life science, there is a wealth of topics to explore and discover.

Remember that the process of conducting research is as valuable as the results themselves. It fosters critical thinking, problem-solving skills, and a deeper appreciation for the complexities of life on Earth. So, don’t hesitate to dive into the world of life science research topics for high school students!

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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64 Comments

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Special education

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Research title related to school of students

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Research title related to students

My field is research measurement and evaluation. Need dissertation topics in the field

Assalam o Alaikum I’m a student Bs educational Resarch and evaluation I’m confused to choose My thesis title please help me in choose the thesis title

Good idea I’m going to teach my colleagues

You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

Thanks a lot

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Thank you for the information.. I would like to request a topic based on school major in social studies

parental involvement and students academic performance

Science education topics?

plz tell me if you got some good topics, im here for finding research topic for masters degree

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Research Defense for students in senior high

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school

the topics are very good regarding research & education .

Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

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Am offering degree in education senior high School Accounting. I want a topic for my project work

l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.

Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.

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• Published: 02 December 2020

Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

• Locke Davenport Huyer   ORCID: orcid.org/0000-0003-1526-7122 1 , 2   na1 ,
• Neal I. Callaghan   ORCID: orcid.org/0000-0001-8214-3395 1 , 3   na1 ,
• Sara Dicks 4 ,
• Edward Scherer 4 ,
• Andrey I. Shukalyuk 1 ,
• Margaret Jou 4 &
• Dawn M. Kilkenny   ORCID: orcid.org/0000-0002-3899-9767 1 , 5  

npj Science of Learning volume  5 , Article number:  17 ( 2020 ) Cite this article

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The multi-disciplinary nature of science, technology, engineering, and math (STEM) careers often renders difficulty for high school students navigating from classroom knowledge to post-secondary pursuits. Discrepancies between the knowledge-based high school learning approach and the experiential approach of future studies leaves some students disillusioned by STEM. We present Discovery , a term-long inquiry-focused learning model delivered by STEM graduate students in collaboration with high school teachers, in the context of biomedical engineering. Entire classes of high school STEM students representing diverse cultural and socioeconomic backgrounds engaged in iterative, problem-based learning designed to emphasize critical thinking concomitantly within the secondary school and university environments. Assessment of grades and survey data suggested positive impact of this learning model on students’ STEM interests and engagement, notably in under-performing cohorts, as well as repeating cohorts that engage in the program on more than one occasion. Discovery presents a scalable platform that stimulates persistence in STEM learning, providing valuable learning opportunities and capturing cohorts of students that might otherwise be under-engaged in STEM.

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Introduction.

High school students with diverse STEM interests often struggle to understand the STEM experience outside the classroom 1 . The multi-disciplinary nature of many career fields can foster a challenge for students in their decision to enroll in appropriate high school courses while maintaining persistence in study, particularly when these courses are not mandatory 2 . Furthermore, this challenge is amplified by the known discrepancy between the knowledge-based learning approach common in high schools and the experiential, mastery-based approaches afforded by the subsequent undergraduate model 3 . In the latter, focused classes, interdisciplinary concepts, and laboratory experiences allow for the application of accumulated knowledge, practice in problem solving, and development of both general and technical skills 4 . Such immersive cooperative learning environments are difficult to establish in the secondary school setting and high school teachers often struggle to implement within their classroom 5 . As such, high school students may become disillusioned before graduation and never experience an enriched learning environment, despite their inherent interests in STEM 6 .

It cannot be argued that early introduction to varied math and science disciplines throughout high school is vital if students are to pursue STEM fields, especially within engineering 7 . However, the majority of literature focused on student interest and retention in STEM highlights outcomes in US high school learning environments, where the sciences are often subject-specific from the onset of enrollment 8 . In contrast, students in the Ontario (Canada) high school system are required to complete Level 1 and 2 core courses in science and math during Grades 9 and 10; these courses are offered as ‘applied’ or ‘academic’ versions and present broad topics of content 9 . It is not until Levels 3 and 4 (generally Grades 11 and 12, respectively) that STEM classes become subject-specific (i.e., Biology, Chemistry, and/or Physics) and are offered as “university”, “college”, or “mixed” versions, designed to best prepare students for their desired post-secondary pursuits 9 . Given that Levels 3 and 4 science courses are not mandatory for graduation, enrollment identifies an innate student interest in continued learning. Furthermore, engagement in these post-secondary preparatory courses is also dependent upon achieving successful grades in preceding courses, but as curriculum becomes more subject-specific, students often yield lower degrees of success in achieving course credit 2 . Therefore, it is imperative that learning supports are best focused on ensuring that those students with an innate interest are able to achieve success in learning.

When given opportunity and focused support, high school students are capable of successfully completing rigorous programs at STEM-focused schools 10 . Specialized STEM schools have existed in the US for over 100 years; generally, students are admitted after their sophomore year of high school experience (equivalent to Grade 10) based on standardized test scores, essays, portfolios, references, and/or interviews 11 . Common elements to this learning framework include a diverse array of advanced STEM courses, paired with opportunities to engage in and disseminate cutting-edge research 12 . Therein, said research experience is inherently based in the processes of critical thinking, problem solving, and collaboration. This learning framework supports translation of core curricular concepts to practice and is fundamental in allowing students to develop better understanding and appreciation of STEM career fields.

Despite the described positive attributes, many students do not have the ability or resources to engage within STEM-focused schools, particularly given that they are not prevalent across Canada, and other countries across the world. Consequently, many public institutions support the idea that post-secondary led engineering education programs are effective ways to expose high school students to engineering education and relevant career options, and also increase engineering awareness 13 . Although singular class field trips are used extensively to accomplish such programs, these may not allow immersive experiences for application of knowledge and practice of skills that are proven to impact long-term learning and influence career choices 14 , 15 . Longer-term immersive research experiences, such as after-school programs or summer camps, have shown successful at recruiting students into STEM degree programs and careers, where longevity of experience helps foster self-determination and interest-led, inquiry-based projects 4 , 16 , 17 , 18 , 19 .

Such activities convey the elements that are suggested to make a post-secondary led high school education programs successful: hands-on experience, self-motivated learning, real-life application, immediate feedback, and problem-based projects 20 , 21 . In combination with immersion in university teaching facilities, learning is authentic and relevant, similar to the STEM school-focused framework, and consequently representative of an experience found in actual STEM practice 22 . These outcomes may further be a consequence of student engagement and attitude: Brown et al. studied the relationships between STEM curriculum and student attitudes, and found the latter played a more important role in intention to persist in STEM when compared to self-efficacy 23 . This is interesting given that student self-efficacy has been identified to influence ‘motivation, persistence, and determination’ in overcoming challenges in a career pathway 24 . Taken together, this suggests that creation and delivery of modern, exciting curriculum that supports positive student attitudes is fundamental to engage and retain students in STEM programs.

Supported by the outcomes of identified effective learning strategies, University of Toronto (U of T) graduate trainees created a novel high school education program Discovery , to develop a comfortable yet stimulating environment of inquiry-focused iterative learning for senior high school students (Grades 11 & 12; Levels 3 & 4) at non-specialized schools. Built in strong collaboration with science teachers from George Harvey Collegiate Institute (Toronto District School Board), Discovery stimulates application of STEM concepts within a unique term-long applied curriculum delivered iteratively within both U of T undergraduate teaching facilities and collaborating high school classrooms 25 . Based on the volume of medically-themed news and entertainment that is communicated to the population at large, the rapidly-growing and diverse field of biomedical engineering (BME) were considered an ideal program context 26 . In its definition, BME necessitates cross-disciplinary STEM knowledge focused on the betterment of human health, wherein Discovery facilitates broadening student perspective through engaging inquiry-based projects. Importantly, Discovery allows all students within a class cohort to work together with their classroom teacher, stimulating continued development of a relevant learning community that is deemed essential for meaningful context and important for transforming student perspectives and understandings 27 , 28 . Multiple studies support the concept that relevant learning communities improve student attitudes towards learning, significantly increasing student motivation in STEM courses, and consequently improving the overall learning experience 29 . Learning communities, such as that provided by Discovery , also promote the formation of self-supporting groups, greater active involvement in class, and higher persistence rates for participating students 30 .

The objective of Discovery , through structure and dissemination, is to engage senior high school science students in challenging, inquiry-based practical BME activities as a mechanism to stimulate comprehension of STEM curriculum application to real-world concepts. Consequent focus is placed on critical thinking skill development through an atmosphere of perseverance in ambiguity, something not common in a secondary school knowledge-focused delivery but highly relevant in post-secondary STEM education strategies. Herein, we describe the observed impact of the differential project-based learning environment of Discovery on student performance and engagement. We identify the value of an inquiry-focused learning model that is tangible for students who struggle in a knowledge-focused delivery structure, where engagement in conceptual critical thinking in the relevant subject area stimulates student interest, attitudes, and resulting academic performance. Assessment of study outcomes suggests that when provided with a differential learning opportunity, student performance and interest in STEM increased. Consequently, Discovery provides an effective teaching and learning framework within a non-specialized school that motivates students, provides opportunity for critical thinking and problem-solving practice, and better prepares them for persistence in future STEM programs.

Program delivery

The outcomes of the current study result from execution of Discovery over five independent academic terms as a collaboration between Institute of Biomedical Engineering (graduate students, faculty, and support staff) and George Harvey Collegiate Institute (science teachers and administration) stakeholders. Each term, the program allowed senior secondary STEM students (Grades 11 and 12) opportunity to engage in a novel project-based learning environment. The program structure uses the problem-based engineering capstone framework as a tool of inquiry-focused learning objectives, motivated by a central BME global research topic, with research questions that are inter-related but specific to the curriculum of each STEM course subject (Fig. 1 ). Over each 12-week term, students worked in teams (3–4 students) within their class cohorts to execute projects with the guidance of U of T trainees ( Discovery instructors) and their own high school teacher(s). Student experimental work was conducted in U of T teaching facilities relevant to the research study of interest (i.e., Biology and Chemistry-based projects executed within Undergraduate Teaching Laboratories; Physics projects executed within Undergraduate Design Studios). Students were introduced to relevant techniques and safety procedures in advance of iterative experimentation. Importantly, this experience served as a course term project for students, who were assessed at several points throughout the program for performance in an inquiry-focused environment as well as within the regular classroom (Fig. 1 ). To instill the atmosphere of STEM, student teams delivered their outcomes in research poster format at a final symposium, sharing their results and recommendations with other post-secondary students, faculty, and community in an open environment.

The general program concept (blue background; top left ) highlights a global research topic examined through student dissemination of subject-specific research questions, yielding multifaceted student outcomes (orange background; top right ). Each program term (term workflow, yellow background; bottom panel ), students work on program deliverables in class (blue), iterate experimental outcomes within university facilities (orange), and are assessed accordingly at numerous deliverables in an inquiry-focused learning model.

Over the course of five terms there were 268 instances of tracked student participation, representing 170 individual students. Specifically, 94 students participated during only one term of programming, 57 students participated in two terms, 16 students participated in three terms, and 3 students participated in four terms. Multiple instances of participation represent students that enrol in more than one STEM class during their senior years of high school, or who participated in Grade 11 and subsequently Grade 12. Students were surveyed before and after each term to assess program effects on STEM interest and engagement. All grade-based assessments were performed by high school teachers for their respective STEM class cohorts using consistent grading rubrics and assignment structure. Here, we discuss the outcomes of student involvement in this experiential curriculum model.

Student performance and engagement

Student grades were assigned, collected, and anonymized by teachers for each Discovery deliverable (background essay, client meeting, proposal, progress report, poster, and final presentation). Teachers anonymized collective Discovery grades, the component deliverable grades thereof, final course grades, attendance in class and during programming, as well as incomplete classroom assignments, for comparative study purposes. Students performed significantly higher in their cumulative Discovery grade than in their cumulative classroom grade (final course grade less the Discovery contribution; p  < 0.0001). Nevertheless, there was a highly significant correlation ( p  < 0.0001) observed between the grade representing combined Discovery deliverables and the final course grade (Fig. 2a ). Further examination of the full dataset revealed two student cohorts of interest: the “Exceeds Expectations” (EE) subset (defined as those students who achieved ≥1 SD [18.0%] grade differential in Discovery over their final course grade; N  = 99 instances), and the “Multiple Term” (MT) subset (defined as those students who participated in Discovery more than once; 76 individual students that collectively accounted for 174 single terms of assessment out of the 268 total student-terms delivered) (Fig. 2b, c ). These subsets were not unrelated; 46 individual students who had multiple experiences (60.5% of total MTs) exhibited at least one occasion in achieving a ≥18.0% grade differential. As students participated in group work, there was concern that lower-performing students might negatively influence the Discovery grade of higher-performing students (or vice versa). However, students were observed to self-organize into groups where all individuals received similar final overall course grades (Fig. 2d ), thereby alleviating these concerns.

a Linear regression of student grades reveals a significant correlation ( p  = 0.0009) between Discovery performance and final course grade less the Discovery contribution to grade, as assessed by teachers. The dashed red line and intervals represent the theoretical 1:1 correlation between Discovery and course grades and standard deviation of the Discovery -course grade differential, respectively. b , c Identification of subgroups of interest, Exceeds Expectations (EE; N  = 99, orange ) who were ≥+1 SD in Discovery -course grade differential and Multi-Term (MT; N  = 174, teal ), of which N  = 65 students were present in both subgroups. d Students tended to self-assemble in working groups according to their final course performance; data presented as mean ± SEM. e For MT students participating at least 3 terms in Discovery , there was no significant correlation between course grade and time, while ( f ) there was a significant correlation between Discovery grade and cumulative terms in the program. Histograms of total absences per student in ( g ) Discovery and ( h ) class (binned by 4 days to be equivalent in time to a single Discovery absence).

The benefits experienced by MT students seemed progressive; MT students that participated in 3 or 4 terms ( N  = 16 and 3, respectively ) showed no significant increase by linear regression in their course grade over time ( p  = 0.15, Fig. 2e ), but did show a significant increase in their Discovery grades ( p  = 0.0011, Fig. 2f ). Finally, students demonstrated excellent Discovery attendance; at least 91% of participants attended all Discovery sessions in a given term (Fig. 2g ). In contrast, class attendance rates reveal a much wider distribution where 60.8% (163 out of 268 students) missed more than 4 classes (equivalent in learning time to one Discovery session) and 14.6% (39 out of 268 students) missed 16 or more classes (equivalent in learning time to an entire program of Discovery ) in a term (Fig. 2h ).

Discovery EE students (Fig. 3 ), roughly by definition, obtained lower course grades ( p  < 0.0001, Fig. 3a ) and higher final Discovery grades ( p  = 0.0004, Fig. 3b ) than non-EE students. This cohort of students exhibited program grades higher than classmates (Fig. 3c–h ); these differences were significant in every category with the exception of essays, where they outperformed to a significantly lesser degree ( p  = 0.097; Fig. 3c ). There was no statistically significant difference in EE vs. non-EE student classroom attendance ( p  = 0.85; Fig. 3i, j ). There were only four single day absences in Discovery within the EE subset; however, this difference was not statistically significant ( p  = 0.074).

The “Exceeds Expectations” (EE) subset of students (defined as those who received a combined Discovery grade ≥1 SD (18.0%) higher than their final course grade) performed ( a ) lower on their final course grade and ( b ) higher in the Discovery program as a whole when compared to their classmates. d – h EE students received significantly higher grades on each Discovery deliverable than their classmates, except for their ( c ) introductory essays and ( h ) final presentations. The EE subset also tended ( i ) to have a higher relative rate of attendance during Discovery sessions but no difference in ( j ) classroom attendance. N  = 99 EE students and 169 non-EE students (268 total). Grade data expressed as mean ± SEM.

Discovery MT students (Fig. 4 ), although not receiving significantly higher grades in class than students participating in the program only one time ( p  = 0.29, Fig. 4a ), were observed to obtain higher final Discovery grades than single-term students ( p  = 0.0067, Fig. 4b ). Although trends were less pronounced for individual MT student deliverables (Fig. 4c–h ), this student group performed significantly better on the progress report ( p  = 0.0021; Fig. 4f ). Trends of higher performance were observed for initial proposals and final presentations ( p  = 0.081 and 0.056, respectively; Fig. 4e, h ); all other deliverables were not significantly different between MT and non-MT students (Fig. 4c, d, g ). Attendance in Discovery ( p  = 0.22) was also not significantly different between MT and non-MT students, although MT students did miss significantly less class time ( p  = 0.010) (Fig. 4i, j ). Longitudinal assessment of individual deliverables for MT students that participated in three or more Discovery terms (Fig. 5 ) further highlights trend in improvement (Fig. 2f ). Greater performance over terms of participation was observed for essay ( p  = 0.0295, Fig. 5a ), client meeting ( p  = 0.0003, Fig. 5b ), proposal ( p  = 0.0004, Fig. 5c ), progress report ( p  = 0.16, Fig. 5d ), poster ( p  = 0.0005, Fig. 5e ), and presentation ( p  = 0.0295, Fig. 5f ) deliverable grades; these trends were all significant with the exception of the progress report ( p  = 0.16, Fig. 5d ) owing to strong performance in this deliverable in all terms.

The “multi-term” (MT) subset of students (defined as having attended more than one term of Discovery ) demonstrated favorable performance in Discovery , ( a ) showing no difference in course grade compared to single-term students, but ( b outperforming them in final Discovery grade. Independent of the number of times participating in Discovery , MT students did not score significantly differently on their ( c ) essay, ( d ) client meeting, or ( g ) poster. They tended to outperform their single-term classmates on the ( e ) proposal and ( h ) final presentation and scored significantly higher on their ( f ) progress report. MT students showed no statistical difference in ( i ) Discovery attendance but did show ( j ) higher rates of classroom attendance than single-term students. N  = 174 MT instances of student participation (76 individual students) and 94 single-term students. Grade data expressed as mean ± SEM.

Longitudinal assessment of a subset of MT student participants that participated in three ( N  = 16) or four ( N  = 3) terms presents a significant trend of improvement in their ( a ) essay, ( b ) client meeting, ( c ) proposal, ( e ) poster, and ( f ) presentation grade. d Progress report grades present a trend in improvement but demonstrate strong performance in all terms, limiting potential for student improvement. Grade data are presented as individual student performance; each student is represented by one color; data is fitted with a linear trendline (black).

Finally, the expansion of Discovery to a second school of lower LOI (i.e., nominally higher aggregate SES) allowed for the assessment of program impact in a new population over 2 terms of programming. A significant ( p  = 0.040) divergence in Discovery vs. course grade distribution from the theoretical 1:1 relationship was found in the new cohort (S 1 Appendix , Fig. S 1 ), in keeping with the pattern established in this study.

Teacher perceptions

Qualitative observation in the classroom by high school teachers emphasized the value students independently placed on program participation and deliverables. Throughout the term, students often prioritized Discovery group assignments over other tasks for their STEM courses, regardless of academic weight and/or due date. Comparing within this student population, teachers spoke of difficulties with late and incomplete assignments in the regular curriculum but found very few such instances with respect to Discovery -associated deliverables. Further, teachers speculated on the good behavior and focus of students in Discovery programming in contrast to attentiveness and behavior issues in their school classrooms. Multiple anecdotal examples were shared of renewed perception of student potential; students that exhibited poor academic performance in the classroom often engaged with high performance in this inquiry-focused atmosphere. Students appeared to take a sense of ownership, excitement, and pride in the setting of group projects oriented around scientific inquiry, discovery, and dissemination.

Student perceptions

Students were asked to consider and rank the academic difficulty (scale of 1–5, with 1 = not challenging and 5 = highly challenging) of the work they conducted within the Discovery learning model. Considering individual Discovery terms, at least 91% of students felt the curriculum to be sufficiently challenging with a 3/5 or higher ranking (Term 1: 87.5%, Term 2: 93.4%, Term 3: 85%, Term 4: 93.3%, Term 5: 100%), and a minimum of 58% of students indicating a 4/5 or higher ranking (Term 1: 58.3%, Term 2: 70.5%, Term 3: 67.5%, Term 4: 69.1%, Term 5: 86.4%) (Fig. 6a ).

a Histogram of relative frequency of perceived Discovery programming academic difficulty ranked from not challenging (1) to highly challenging (5) for each session demonstrated the consistently perceived high degree of difficulty for Discovery programming (total responses: 223). b Program participation increased student comfort (94.6%) with navigating lab work in a university or college setting (total responses: 220). c Considering participation in Discovery programming, students indicated their increased (72.4%) or decreased (10.1%) likelihood to pursue future experiences in STEM as a measure of program impact (total responses: 217). d Large majority of participating students (84.9%) indicated their interest for future participation in Discovery (total responses: 212). Students were given the opportunity to opt out of individual survey questions, partially completed surveys were included in totals.

The majority of students (94.6%) indicated they felt more comfortable with the idea of performing future work in a university STEM laboratory environment given exposure to university teaching facilities throughout the program (Fig. 6b ). Students were also queried whether they were (i) more likely, (ii) less likely, or (iii) not impacted by their experience in the pursuit of STEM in the future. The majority of participants (>82%) perceived impact on STEM interests, with 72.4% indicating they were more likely to pursue these interests in the future (Fig. 6c ). When surveyed at the end of term, 84.9% of students indicated they would participate in the program again (Fig. 6d ).

We have described an inquiry-based framework for implementing experiential STEM education in a BME setting. Using this model, we engaged 268 instances of student participation (170 individual students who participated 1–4 times) over five terms in project-based learning wherein students worked in peer-based teams under the mentorship of U of T trainees to design and execute the scientific method in answering a relevant research question. Collaboration between high school teachers and Discovery instructors allowed for high school student exposure to cutting-edge BME research topics, participation in facilitated inquiry, and acquisition of knowledge through scientific discovery. All assessments were conducted by high school teachers and constituted a fraction (10–15%) of the overall course grade, instilling academic value for participating students. As such, students exhibited excitement to learn as well as commitment to their studies in the program.

Through our observations and analysis, we suggest there is value in differential learning environments for students that struggle in a knowledge acquisition-focused classroom setting. In general, we observed a high level of academic performance in Discovery programming (Fig. 2a ), which was highlighted exceptionally in EE students who exhibited greater academic performance in Discovery deliverables compared to normal coursework (>18% grade improvement in relevant deliverables). We initially considered whether this was the result of strong students influencing weaker students; however, group organization within each course suggests this is not the case (Fig. 2d ). With the exception of one class in one term (24 participants assigned by their teacher), students were allowed to self-organize into working groups and they chose to work with other students of relatively similar academic performance (as indicated by course grade), a trend observed in other studies 31 , 32 . Remarkably, EE students not only excelled during Discovery when compared to their own performance in class, but this cohort also achieved significantly higher average grades in each of the deliverables throughout the program when compared to the remaining Discovery cohort (Fig. 3 ). This data demonstrates the value of an inquiry-based learning environment compared to knowledge-focused delivery in the classroom in allowing students to excel. We expect that part of this engagement was resultant of student excitement with a novel learning opportunity. It is however a well-supported concept that students who struggle in traditional settings tend to demonstrate improved interest and motivation in STEM when given opportunity to interact in a hands-on fashion, which supports our outcomes 4 , 33 . Furthermore, these outcomes clearly represent variable student learning styles, where some students benefit from a greater exchange of information, knowledge and skills in a cooperative learning environment 34 . The performance of the EE group may not be by itself surprising, as the identification of the subset by definition required high performers in Discovery who did not have exceptionally high course grades; in addition, the final Discovery grade is dependent on the component assignment grades. However, the discrepancies between EE and non-EE groups attendance suggests that students were engaged by Discovery in a way that they were not by regular classroom curriculum.

In addition to quantified engagement in Discovery observed in academic performance, we believe remarkable attendance rates are indicative of the value students place in the differential learning structure. Given the differences in number of Discovery days and implications of missing one day of regular class compared to this immersive program, we acknowledge it is challenging to directly compare attendance data and therefore approximate this comparison with consideration of learning time equivalence. When combined with other subjective data including student focus, requests to work on Discovery during class time, and lack of discipline/behavior issues, the attendance data importantly suggests that students were especially engaged by the Discovery model. Further, we believe the increased commute time to the university campus (students are responsible for independent transit to campus, a much longer endeavour than the normal school commute), early program start time, and students’ lack of familiarity with the location are non-trivial considerations when determining the propensity of students to participate enthusiastically in Discovery . We feel this suggests the students place value on this team-focused learning and find it to be more applicable and meaningful to their interests.

Given post-secondary admission requirements for STEM programs, it would be prudent to think that students participating in multiple STEM classes across terms are the ones with the most inherent interest in post-secondary STEM programs. The MT subset, representing students who participated in Discovery for more than one term, averaged significantly higher final Discovery grades. The increase in the final Discovery grade was observed to result from a general confluence of improved performance over multiple deliverables and a continuous effort to improve in a STEM curriculum. This was reflected in longitudinal tracking of Discovery performance, where we observed a significant trend of improved performance. Interestingly, the high number of MT students who were included in the EE group suggests that students who had a keen interest in science enrolled in more than one course and in general responded well to the inquiry-based teaching method of Discovery , where scientific method was put into action. It stands to reason that students interested in science will continue to take STEM courses and will respond favorably to opportunities to put classroom theory to practical application.

The true value of an inquiry-based program such as Discovery may not be based in inspiring students to perform at a higher standard in STEM within the high school setting, as skills in critical thinking do not necessarily translate to knowledge-based assessment. Notably, students found the programming equally challenging throughout each of the sequential sessions, perhaps somewhat surprising considering the increasing number of repeat attendees in successive sessions (Fig. 6a ). Regardless of sub-discipline, there was an emphasis of perceived value demonstrated through student surveys where we observed indicated interest in STEM and comfort with laboratory work environments, and desire to engage in future iterations given the opportunity. Although non-quantitative, we perceive this as an indicator of significant student engagement, even though some participants did not yield academic success in the program and found it highly challenging given its ambiguity.

Although we observed that students become more certain of their direction in STEM, further longitudinal study is warranted to make claim of this outcome. Additionally, at this point in our assessment we cannot effectively assess the practical outcomes of participation, understanding that the immediate effects observed are subject to a number of factors associated with performance in the high school learning environment. Future studies that track graduates from this program will be prudent, in conjunction with an ever-growing dataset of assessment as well as surveys designed to better elucidate underlying perceptions and attitudes, to continue to understand the expected benefits of this inquiry-focused and partnered approach. Altogether, a multifaceted assessment of our early outcomes suggests significant value of an immersive and iterative interaction with STEM as part of the high school experience. A well-defined divergence from knowledge-based learning, focused on engagement in critical thinking development framed in the cutting-edge of STEM, may be an important step to broadening student perspectives.

In this study, we describe the short-term effects of an inquiry-based STEM educational experience on a cohort of secondary students attending a non-specialized school, and suggest that the framework can be widely applied across virtually all subjects where inquiry-driven and mentored projects can be undertaken. Although we have demonstrated replication in a second cohort of nominally higher SES (S 1 Appendix , Supplementary Fig. 1 ), a larger collection period with more students will be necessary to conclusively determine impact independent of both SES and specific cohort effects. Teachers may also find this framework difficult to implement depending on resources and/or institutional investment and support, particularly if post-secondary collaboration is inaccessible. Offerings to a specific subject (e.g., physics) where experiments yielding empirical data are logistically or financially simpler to perform may be valid routes of adoption as opposed to the current study where all subject cohorts were included.

As we consider Discovery in a bigger picture context, expansion and implementation of this model is translatable. Execution of the scientific method is an important aspect of citizen science, as the concepts of critical thing become ever-more important in a landscape of changing technological landscapes. Giving students critical thinking and problem-solving skills in their primary and secondary education provides value in the context of any career path. Further, we feel that this model is scalable across disciplines, STEM or otherwise, as a means of building the tools of inquiry. We have observed here the value of differential inclusive student engagement and critical thinking through an inquiry-focused model for a subset of students, but further to this an engagement, interest, and excitement across the body of student participants. As we educate the leaders of tomorrow, we suggest that use of an inquiry-focused model such as Discovery could facilitate growth of a data-driven critical thinking framework.

In conclusion, we have presented a model of inquiry-based STEM education for secondary students that emphasizes inclusion, quantitative analysis, and critical thinking. Student grades suggest significant performance benefits, and engagement data suggests positive student attitude despite the perceived challenges of the program. We also note a particular performance benefit to students who repeatedly engage in the program. This framework may carry benefits in a wide variety of settings and disciplines for enhancing student engagement and performance, particularly in non-specialized school environments.

Study design and implementation

Participants in Discovery include all students enrolled in university-stream Grade 11 or 12 biology, chemistry, or physics at the participating school over five consecutive terms (cohort summary shown in Table 1 ). Although student participation in educational content was mandatory, student grades and survey responses (administered by high school teachers) were collected from only those students with parent or guardian consent. Teachers replaced each student name with a unique coded identifier to preserve anonymity but enable individual student tracking over multiple terms. All data collected were analyzed without any exclusions save for missing survey responses; no power analysis was performed prior to data collection.

Ethics statement

This study was approved by the University of Toronto Health Sciences Research Ethics Board (Protocol # 34825) and the Toronto District School Board External Research Review Committee (Protocol # 2017-2018-20). Written informed consent was collected from parents or guardians of participating students prior to the acquisition of student data (both post-hoc academic data and survey administration). Data were anonymized by high school teachers for maintenance of academic confidentiality of individual students prior to release to U of T researchers.

Educational program overview

Students enrolled in university-preparatory STEM classes at the participating school completed a term-long project under the guidance of graduate student instructors and undergraduate student mentors as a mandatory component of their respective course. Project curriculum developed collaboratively between graduate students and participating high school teachers was delivered within U of T Faculty of Applied Science & Engineering (FASE) teaching facilities. Participation allows high school students to garner a better understanding as to how undergraduate learning and career workflows in STEM vary from traditional high school classroom learning, meanwhile reinforcing the benefits of problem solving, perseverance, teamwork, and creative thinking competencies. Given that Discovery was a mandatory component of course curriculum, students participated as class cohorts and addressed questions specific to their course subject knowledge base but related to the defined global health research topic (Fig. 1 ). Assessment of program deliverables was collectively assigned to represent 10–15% of the final course grade for each subject at the discretion of the respective STEM teacher.

The Discovery program framework was developed, prior to initiation of student assessment, in collaboration with one high school selected from the local public school board over a 1.5 year period of time. This partner school consistently scores highly (top decile) in the school board’s Learning Opportunities Index (LOI). The LOI ranks each school based on measures of external challenges affecting its student population therefore schools with the greatest level of external challenge receive a higher ranking 35 . A high LOI ranking is inversely correlated with socioeconomic status (SES); therefore, participating students are identified as having a significant number of external challenges that may affect their academic success. The mandatory nature of program participation was established to reach highly capable students who may be reluctant to engage on their own initiative, as a means of enhancing the inclusivity and impact of the program. The selected school partner is located within a reasonable geographical radius of our campus (i.e., ~40 min transit time from school to campus). This is relevant as participating students are required to independently commute to campus for Discovery hands-on experiences.

Each program term of Discovery corresponds with a five-month high school term. Lead university trainee instructors (3–6 each term) engaged with high school teachers 1–2 months in advance of high school student engagement to discern a relevant overarching global healthcare theme. Each theme was selected with consideration of (a) topics that university faculty identify as cutting-edge biomedical research, (b) expertise that Discovery instructors provide, and (c) capacity to showcase the diversity of BME. Each theme was sub-divided into STEM subject-specific research questions aligning with provincial Ministry of Education curriculum concepts for university-preparatory Biology, Chemistry, and Physics 9 that students worked to address, both on-campus and in-class, during a term-long project. The Discovery framework therefore provides students a problem-based learning experience reflective of an engineering capstone design project, including a motivating scientific problem (i.e., global topic), subject-specific research question, and systematic determination of a professional recommendation addressing the needs of the presented problem.

Discovery instructors were volunteers recruited primarily from graduate and undergraduate BME programs in the FASE. Instructors were organized into subject-specific instructional teams based on laboratory skills, teaching experience, and research expertise. The lead instructors of each subject (the identified 1–2 trainees that built curriculum with high school teachers) were responsible to organize the remaining team members as mentors for specific student groups over the course of the program term (~1:8 mentor to student ratio).

All Discovery instructors were familiarized with program expectations and trained in relevant workspace safety, in addition to engagement at a teaching workshop delivered by the Faculty Advisor (a Teaching Stream faculty member) at the onset of term. This workshop was designed to provide practical information on teaching and was co-developed with high school teachers based on their extensive training and experience in fundamental teaching methods. In addition, group mentors received hands-on training and guidance from lead instructors regarding the specific activities outlined for their respective subject programming (an exemplary term of student programming is available in S 2 Appendix) .

Discovery instructors were responsible for introducing relevant STEM skills and mentoring high school students for the duration of their projects, with support and mentorship from the Faculty Mentor. Each instructor worked exclusively throughout the term with the student groups to which they had been assigned, ensuring consistent mentorship across all disciplinary components of the project. In addition to further supporting university trainees in on-campus mentorship, high school teachers were responsible for academic assessment of all student program deliverables (Fig. 1 ; the standardized grade distribution available in S 3 Appendix ). Importantly, trainees never engaged in deliverable assessment; for continuity of overall course assessment, this remained the responsibility of the relevant teacher for each student cohort.

Throughout each term, students engaged within the university facilities four times. The first three sessions included hands-on lab sessions while the fourth visit included a culminating symposium for students to present their scientific findings (Fig. 1 ). On average, there were 4–5 groups of students per subject (3–4 students per group; ~20 students/class). Discovery instructors worked exclusively with 1–2 groups each term in the capacity of mentor to monitor and guide student progress in all project deliverables.

After introducing the selected global research topic in class, teachers led students in completion of background research essays. Students subsequently engaged in a subject-relevant skill-building protocol during their first visit to university teaching laboratory facilities, allowing opportunity to understand analysis techniques and equipment relevant for their assessment projects. At completion of this session, student groups were presented with a subject-specific research question as well as the relevant laboratory inventory available for use during their projects. Armed with this information, student groups continued to work in their classroom setting to develop group-specific experimental plans. Teachers and Discovery instructors provided written and oral feedback, respectively , allowing students an opportunity to revise their plans in class prior to on-campus experimental execution.

Once at the relevant laboratory environment, student groups executed their protocols in an effort to collect experimental data. Data analysis was performed in the classroom and students learned by trial & error to optimize their protocols before returning to the university lab for a second opportunity of data collection. All methods and data were re-analyzed in class in order for students to create a scientific poster for the purpose of study/experience dissemination. During a final visit to campus, all groups presented their findings at a research symposium, allowing students to verbally defend their process, analyses, interpretations, and design recommendations to a diverse audience including peers, STEM teachers, undergraduate and graduate university students, postdoctoral fellows and U of T faculty.

Data collection

Teachers evaluated their students on the following associated deliverables: (i) global theme background research essay; (ii) experimental plan; (iii) progress report; (iv) final poster content and presentation; and (v) attendance. For research purposes, these grades were examined individually and also as a collective Discovery program grade for each student. For students consenting to participation in the research study, all Discovery grades were anonymized by the classroom teacher before being shared with study authors. Each student was assigned a code by the teacher for direct comparison of deliverable outcomes and survey responses. All instances of “Final course grade” represent the prorated course grade without the Discovery component, to prevent confounding of quantitative analyses.

Survey instruments were used to gain insight into student attitudes and perceptions of STEM and post-secondary study, as well as Discovery program experience and impact (S 4 Appendix ). High school teachers administered surveys in the classroom only to students supported by parental permission. Pre-program surveys were completed at minimum 1 week prior to program initiation each term and exit surveys were completed at maximum 2 weeks post- Discovery term completion. Surveys results were validated using a principal component analysis (S 1 Appendix , Supplementary Fig. 2 ).

Identification and comparison of population subsets

From initial analysis, we identified two student subpopulations of particular interest: students who performed ≥1 SD [18.0%] or greater in the collective Discovery components of the course compared to their final course grade (“EE”), and students who participated in Discovery more than once (“MT”). These groups were compared individually against the rest of the respective Discovery population (“non-EE” and “non-MT”, respectively ). Additionally, MT students who participated in three or four (the maximum observed) terms of Discovery were assessed for longitudinal changes to performance in their course and Discovery grades. Comparisons were made for all Discovery deliverables (introductory essay, client meeting, proposal, progress report, poster, and presentation), final Discovery grade, final course grade, Discovery attendance, and overall attendance.

Statistical analysis

Student course grades were analyzed in all instances without the Discovery contribution (calculated from all deliverable component grades and ranging from 10 to 15% of final course grade depending on class and year) to prevent correlation. Aggregate course grades and Discovery grades were first compared by paired t-test, matching each student’s course grade to their Discovery grade for the term. Student performance in Discovery ( N  = 268 instances of student participation, comprising 170 individual students that participated 1–4 times) was initially assessed in a linear regression of Discovery grade vs. final course grade. Trends in course and Discovery performance over time for students participating 3 or 4 terms ( N  = 16 and 3 individuals, respectively ) were also assessed by linear regression. For subpopulation analysis (EE and MT, N  = 99 instances from 81 individuals and 174 instances from 76 individuals, respectively ), each dataset was tested for normality using the D’Agostino and Pearson omnibus normality test. All subgroup comparisons vs. the remaining population were performed by Mann–Whitney U -test. Data are plotted as individual points with mean ± SEM overlaid (grades), or in histogram bins of 1 and 4 days, respectively , for Discovery and class attendance. Significance was set at α ≤ 0.05.

Reporting summary

Further information on research design is available in the Nature Research Reporting Summary linked to this article.

Data availability

The data that support the findings of this study are available upon reasonable request from the corresponding author DMK. These data are not publicly available due to privacy concerns of personal data according to the ethical research agreements supporting this study.

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Acknowledgements

This study has been possible due to the support of many University of Toronto trainee volunteers, including Genevieve Conant, Sherif Ramadan, Daniel Smieja, Rami Saab, Andrew Effat, Serena Mandla, Cindy Bui, Janice Wong, Dawn Bannerman, Allison Clement, Shouka Parvin Nejad, Nicolas Ivanov, Jose Cardenas, Huntley Chang, Romario Regeenes, Dr. Henrik Persson, Ali Mojdeh, Nhien Tran-Nguyen, Ileana Co, and Jonathan Rubianto. We further acknowledge the staff and administration of George Harvey Collegiate Institute and the Institute of Biomedical Engineering (IBME), as well as Benjamin Rocheleau and Madeleine Rocheleau for contributions to data collation. Discovery has grown with continued support of Dean Christopher Yip (Faculty of Applied Science and Engineering, U of T), and the financial support of the IBME and the National Science and Engineering Research Council (NSERC) PromoScience program (PROSC 515876-2017; IBME “Igniting Youth Curiosity in STEM” initiative co-directed by DMK and Dr. Penney Gilbert). LDH and NIC were supported by Vanier Canada graduate scholarships from the Canadian Institutes of Health Research and NSERC, respectively . DMK holds a Dean’s Emerging Innovation in Teaching Professorship in the Faculty of Engineering & Applied Science, U of T.

Author information

These authors contributed equally: Locke Davenport Huyer, Neal I. Callaghan.

Authors and Affiliations

Institute of Biomedical Engineering, University of Toronto, Toronto, ON, Canada

Locke Davenport Huyer, Neal I. Callaghan, Andrey I. Shukalyuk & Dawn M. Kilkenny

Chemical Engineering and Applied Chemistry, University of Toronto, Toronto, ON, Canada

Locke Davenport Huyer

Translational Biology and Engineering Program, Ted Rogers Centre for Heart Research, University of Toronto, Toronto, ON, Canada

Neal I. Callaghan

George Harvey Collegiate Institute, Toronto District School Board, Toronto, ON, Canada

Sara Dicks, Edward Scherer & Margaret Jou

Institute for Studies in Transdisciplinary Engineering Education & Practice, University of Toronto, Toronto, ON, Canada

Dawn M. Kilkenny

You can also search for this author in PubMed   Google Scholar

Contributions

LDH, NIC and DMK conceived the program structure, designed the study, and interpreted the data. LDH and NIC ideated programming, coordinated execution, and performed all data analysis. SD, ES, and MJ designed and assessed student deliverables, collected data, and anonymized data for assessment. SD assisted in data interpretation. AIS assisted in programming ideation and design. All authors provided feedback and approved the manuscript that was written by LDH, NIC and DMK.

Corresponding author

Correspondence to Dawn M. Kilkenny .

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Davenport Huyer, L., Callaghan, N.I., Dicks, S. et al. Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program. npj Sci. Learn. 5 , 17 (2020). https://doi.org/10.1038/s41539-020-00076-2

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DOI : https://doi.org/10.1038/s41539-020-00076-2

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80+ Science Research Paper Topics Ideas For Students

Essay writing or writing dissertation is an integral part of education at any level, middle school, high school, or college. Some of the most common essays are on science research topics, and they are also quite interesting. However, choosing research paper topics isn’t as straightforward as you’d like. You’ll need to carry out a survey on and draw inspiration from several scientific research topics before finally choosing one. Choosing science topics, especially if they are argumentative essay topics , to write about can be a frustrating task, especially when science is a pretty wide subject. If you need inspiration on interesting science topics, we’ll give you some science research paper ideas. But, first, let’s talk about how to choose the best science research paper topics – it makes things easier.

What Are Some Science Topics You Can Write About?

Interesting science research topics, ideas of science research topics for high school students, science research topics for college students, science research topics for middle school, scientific research question examples, science presentation ideas, cool science topics to research, ideas of scientific topics for research on nanotechnology, fascinating ideas for science research projects, interesting science topics for high school research papers, tips for choosing science research topics.

Being a very broad subject, students often find choosing a science topic for a research paper difficult. However, the secret is knowing what scientific research questions will make for a good paper, and what people will want to read. So, when choosing science topics for papers, here are tips you can follow to make the task easier.

• Choose cool science topics you’re interested in and that’ll interest your readers.
• Search online for research question examples science for ideas on what your paper should be about.
• Avoid choosing too-broad research topics for high school, to ensure your work is well detailed.
• Consider contemporary scientific research questions concerning recent happenings; they can be fun to write
• Read your notes and online academic papers for inspiration on good science research paper topics.
• Choose simple but highly informative research topics for high school students.
• Choose good science topics you have some knowledge of and can confidently talk about.
• Learn how to choose science topics for high school to make things easier.
• Be familiar with the dos and don’ts of choosing scientific research paper topics.
• Choose a scientific topic for research papers that has enough accessible information.

The Dos and Don’ts of Choosing Science Topics

Knowing the dos and don’ts of choosing a science title helps you select a good topic and ultimately write an outstanding paper. So, when searching for science topics for presentations,

• Do understand that there are different topics in science you can research on;
• Do read extensively for science research paper ideas; it helps you know what to write about;
• Don’t include words like “Research of” or “Study of” in your chosen science topics to research;
• Don’t choose high school science research paper topics with scanty or inaccessible information available;
• Do check online for interesting science research ideas on how to write your paper;
• Feel free to ask your instructor, colleagues, or seniors for scientific research ideas.

When searching for interesting science topics or social media research topics related to science to writing on, you will find different ones on different subjects, which can be confusing. You can follow the tips we listed for choosing science-related topics for a research paper. Meanwhile, here are some science paper topics you can use if none is forthcoming.

• Is there a move for the Covid-19 vaccine?
• What “flattening the curve” means
• Molecular evidence of humans interbreeding with Neanderthals
• Impact of cardio exercise on heart health
• The importance of exploring the solar system
• Can a comet strike the earth?
• The Hubble Space Telescope
• Top ten chemistry careers
• Acid rain effect aquatic plants’ growth
• Room color and human behavior
• How can plants grow in pots?
• Water’s surface tension weight capacity
• What does the paleo diet mean?
• Is Pluto still a planet?
• The future of commercial space flight
• Do you inherit fingerprint patterns?
• Ways in which handwashing prevents the spread of the Covid-19 virus
• Molecular biological research on rare genetic disorders impact on understanding cancer
• Do men pass on genetic abnormalities to their posterity as they age?
• How can men’s exercise affect the traits they pass on to their children?
• Is there really life on Mars; has there ever been?
• Ways of solving the problem of junk space
• The importance of Dark Matter
• Black holes
• Different ways to keep ice from defrosting
• Are pet hairs harmful to the human body?
• Some of the germs you’ve seen in your school
• The effect of music on your assimilation ability
• The types of food dogs prefer the best
• Good hygienic practices for keeping clean
• Foods that develop molds the fastest
• How different body parts aid the effective functioning of the system
• Do worms in the soil really affect plant growth and how?
• Can light brightness make plants grow well?
• What kinds of fertilizers work best, chemical or natural?
• Can mice (or any animal of your choice) learn?
• How can age affect the human reaction?
• Why does water boil faster when put in salt?
• Can food affect the heart, how?
• Can background noise interfere with learning and assimilation?
• Can Higgs Boson destroy the universe?
• Effects of sunspots on man
• Should humans live in space?
• The most important technological innovations in medicinal chemistry in recent years
• The danger of chemicals emitted from pharmaceutical companies
• The importance of big data and bioinformatics to chemical research
• The sugar chemistry behind making candy
• Biomacromolecules
• Trends in India’s medicinal chemistry research
• Nuclear fusion
• Reproduction in mammals
• How do fish mate?
• How useful are science museums in teaching science?
• Why do birds have beautiful feathers?
• The safety of offshore drilling
• The importance of climate change legislation
• Hydraulic fracking’s negative effects
• Uses of microelectronics
• Nanotechnology in medicine
• Nanotechnology for cancer treatment
• Can nanofibers repair brain injuries?
• Effect of nanomedicine on human lifespan
• Nanomaterial
• How nanotechnology helps in patient diagnosis
• How to reduce antibiotic use in agriculture
• The ethics of stem cell research
• The best leukemia treatment
• Gene therapy
• Causes of skin cancer
• Colonoscopy testing on colon cancer
• Why eliminating malaria is difficult
• The possibility of predicting the next pandemic
• Do childhood vaccines prevent diseases?
• How cells shield the body against diseases
• Should wild animals interact with humans?
• Are self-driving cars good?
• Regulating sugar use
• Different types of headaches
• Can migraine cause death?
• The ideal weight for living long

Feel free to choose from this scientific research topics list for your science research paper. There are many things to research where science is concerned, including stem research topics , among others. There is no shortage of scientific topics to research and choosing the best one gets easy when you know how to. If you’ve chosen a topic and you need help writing on them, you can contact our professional writing service. We have a team of experts who can write on any science topic and ensure you meet your deadline.

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31 Research Opportunities + Internships for High Schoolers in 2024

What’s covered:.

• Research Opportunities and Internships for High School Students
• How to Find Research Opportunities in High School
• How Will Doing Research Impact Your College Chances?

Research drives innovation across every field of study, from natural sciences to health to history. Pursuing curiosity can impact industries, drive policy, and help us to better understand the world around us. Without curiosity and research, our society would surely stagnate. 

Contrary to popular belief, however, you don’t have to be a seasoned professional to conduct meaningful research. There are plenty of opportunities for high school students to get a head start on their future careers and contribute to substantial change. Keep reading to learn about 30 great opportunities for students looking for early chances to conduct research! 

Research Opportunities and Internships for High School Students 

1. memorial sloan kettering human oncology and pathogenesis program.

Application Deadline: February 9

Location: New York, NY

Duration: Eight weeks (June 27 – August 22)

Memorial Sloan Kettering (MSK) is one of the most well-known cancer centers in the world. The Human Oncology and Pathogenesis Program (HOPP) at MSK hosts a Summer Student Program for students to conduct independent research projects while participating in extracurricular activities, training, and other opportunities.  

During the eight-week program, participants work with a mentor who will act as a supervisor to help them develop their research skills. Additionally, students have the opportunity to complete an independent research project that aligns with their mentor’s work. All participants will present their projects at a poster session at the end of the summer.

To participate, you must have completed at least 9th grade by June 2024, be at least 14 years old by June 27, have a 3.5 GPA in science subjects, and submit two letters of recommendation. This is a paid opportunity—participants will receive a stipend. 

2. Rockefeller University Summer Science Research Program  

Application Deadline: January 5 

Duration: Seven weeks (June 24 – August 8) 

The Rockefeller University Summer Science Research Program allows high school students to conduct real, innovative research over seven weeks through the renowned Rockefeller University, under the guidance of leading scientists. 

SSRP scholars will be able to design and conduct their own research project as part of a themed research track, which is modeled after a Rockefeller research topic and/or technique, with the help of scientist mentors from the Rockefeller community. Most of the research will be conducted in the RockEDU Laboratory—a 3,000-square-foot research space specifically dedicated to developing biomedical research skills.

Students must be at least 16 years old by the start of the program to participate.  

3. Lumiere Research Scholar Program

Application Deadline : Varies by cohort. Main summer deadlines are March 15, April 15, and May 15

Location:  Remote — you can participate in this program from anywhere in the world!

Duration: Options range from 12 weeks to 1 year

Founded by Harvard & Oxford researchers, the Lumiere Research Scholar Program is a rigorous research program tailored for high school students. The program pairs high-school students with PhD mentors to work 1-on-1 on an independent research project . At the end of the 12-week program, you’ll have written an independent research paper! You can choose research topics from subjects such as medicine, computer science, psychology, physics, economics, data science, business, engineering, biology, and international relations.

This program is designed to accommodate your schedule—you can participate in the summer, fall, winter, or spring, and the program is also conducted fully remotely. While you must be currently enrolled in high school and demonstrate high academic achievement (most students have an unweighted GPA of 3.3), no previous knowledge of your field of interest is required. The cost of the program ranges from $2,800 to $8,900, but financial aid is available.

Note that this is a selective program. Last year, over 4000 students applied for 500 spots in the program. You can find more details about the application here .

4. Research Science Institute (RSI)

Application Deadline: December 13 

Location: Cambridge, MA

Duration: Five weeks (June 23 – August 3) 

The prestigious RSI, which takes place at Massachusetts Institute of Technology (MIT) annually, brings together 100 of the world’s top high school students. The free program blends on-campus coursework with off-campus science and technology research. 

Participants complete individual research projects while receiving mentorship from experienced scientists and researchers, and present their findings through oral and written reports in a conference-style setting at the end of the program. 

5. NYU Tandon – Applied Research Innovations in Science and Engineering (ARISE)

Application Deadline: March 6

Duration: 10  weeks (June 3 – August 9)

Open to New York City high school students who will complete 10th or 11th grade in June 2024, the ARISE program provides access to college-level workshops and lab research across fields like bio, molecular, and chemical engineering, robotics, computer science, and AI.

Over the course of 10 weeks—four virtual and six in person—participants will receive guidance from graduate or postdoctoral students at the NYU Tandon School of Engineering. 

6. Simons Summer Research Program

Application Deadline: February 7

Location: Stony Brook, NY

Duration: Five weeks (July 1 – August 9) 

During Stony Brook ’s Simons Summer Research Program, high school students conduct hands-on research in areas like science, math, and engineering while working with faculty mentors. Simons Fellows have the opportunity to join real research teams and learn about laboratory equipment and techniques. They also attend weekly faculty research talks and participate in special workshops, tours, and events. 

At the closing poster symposium, students will receive a stipend for their participation. To apply, you must be at least 16 years old by the start of the program and currently be in your junior year. 

7. SPARK Summer Mentorship Program

Application Deadline: N/A

Location: Greater Seattle area

Duration: 8-10 weeks 

SPARK is a summer mentorship program that pairs high-achieving and highly motivated high schoolers with industry experts, university professors, and mentors to conduct research on customers and financial markets. The program is only open to U.S. citizens and permanent residents.  

8. MDI Biological Laboratory – Biomedical Bootcamp 2024

Application Deadline: March 18 

Location: Bar Harbor, ME

Duration: One week (July 15 – 19) 

In this bootcamp, students will receive a hands-on introduction to biomedical research at MDI Biological Laboratory. Participants will learn essential scientific skills such as experimental design and hypothesis testing, cutting-edge laboratory techniques, data analysis, bioinformatics, and scientific communication. 

During the program, scientists and bioentrepreneurs at the lab will help participants explore scientific ethics at large, as well as career paths in biomedicine, research, and entrepreneurship in Maine and beyond.

Participants must be at least 16 years old by the start of the program and must be entering their junior or senior year in September 2024, or graduating in June 2024. 

9. Boston University – Research in Science & Engineering (RISE) Internship  

Application Deadline: February 14  

Location: Boston, MA

Duration: Six weeks (June 30 – August 9)  

RISE is a six-week program for rising seniors with an interest in pursuing a major and/or career in STEM. There are a multitude of tracks available, in areas such as astronomy, biology, chemistry, computer science, environmental science, and neuroscience. In each track, students conduct research under the mentorship of Boston University faculty, postdoctoral fellows, or graduate students. They will also attend weekly workshops with their peers. 

10. The Wistar Institute – High School Program in Biomedical Research

Application Deadline: March 31 

Location: Philadelphia, PA

Duration: Four weeks (July 15 – August 8) 

A leading biomedical research organization, The Wistar Institute is an ideal setting for students to learn research skills. Participants will complete their own research project while being trained in a principal investigator’s laboratory. They’ll also attend seminars, receive mentorship, and deliver a final presentation about their work.

Students are expected to participate Monday through Thursday from 9:00 am to 4:00 pm. Absences of more than two consecutive days cannot be accommodated. Students will receive a stipend of $1,000 upon completion of the program, to compensate for commuting costs or other personal expenses accrued during the program. 

11. California Academy of Sciences – Careers in Science (CiS) Intern Program

Application Deadline: April 1, 2024

Location: San Francisco, CA

Duration: Multi-year, year-round participation (after school and on weekends)

This long term program gives San Francisco students from communities that are underrepresented in STEM the opportunity to learn about the world of science and sustainability. Students receive mentorship, develop career skills, and more—all while getting paid for their work. Students also attend workshops and conferences throughout the course of the program. 

12. NASA OSTEM Internship

Application Deadline: February 2

Location: Varies

Duration: Varies

NASA offers a variety of internships for high school students across its numerous campuses. Interns gain real-world work experience by working side by side with research scientists and engineers, which will strengthen their resume and help prepare them for their eventual careers. All participants must be at least 16 years old and enrolled in high school full time.

13. New-York Historical Society Student Historian Internship Program

Application Deadline: April 7

Duration: July 9 – August 15

Not all research is conducted in STEM subjects! Developed for students interested in history, the New-York Historical Society’s Student Historian Program gives participants the opportunity to conduct research on a history topic—2024’s theme is Our Composite Nation: Frederick Douglass’ America . During the program, participants will work with historian mentors, visit history archives around New York City, lead gallery tours, and develop their historical thinking, communication, and digital media skills.

Applicants must be entering grades 10, 11, or 12, and live in the New York City metro area. This opportunity is unpaid for most participants, but some interns with demonstrated financial need can potentially receive a stipend.

14. Adler Planetarium Summer High School Internship  

Application Deadline: March 1

Location: Chicago, IL

Duration: Six weeks (July 8 – August 14)

During this summer internship program, students will learn about the Adler Planetarium and the career opportunities within it and planetariums and museums in general, in areas ranging from Visitor Experience and Learning to Research. Students will also get the chance to see how research gets translated into a museum experience. 

15. Zuckerman Institute Brain Research Apprenticeships in New York at Columbia University (BRAINYAC)

Application Deadline: TBA for 2025 program

Duration: Eight weeks  

BRAINYAC participants receive the rare opportunity to work on research in a lab at Columbia University , one of the most prestigious institutions in the world, as high school students, which results in a stronger, more comprehensive understanding of how scientific discovery happens. They connect with real scientists, acquire essential research and laboratory skills, and learn about advances in neuroscience research. 

In order to apply, you must be in 10th or 11th grade and must be nominated by one of the program’s partners—S-PREP, Lang Youth Medical, Double Discovery Center, Columbia Secondary School, or BioBus.  

16. Brookfield Zoo King Conservation Science Scholars Program

Application Deadline: Rolling admission 

Location: Brookfield, IL

Duration: N/A

Interactive workshops, fun activities, research, and community-based projects are at the core of this exciting internship. It’s an excellent opportunity for students who love animals and also want to gain research skills in the domains of zoology, environmental science, and conservation. 

As a King Scholar, you’ll learn about different topics through Foundation Courses, such as Diversity Awareness and Introduction to Conservation, all while networking with others and preparing for college and an eventual career in a related field. After one year of participation, you’ll be invited to apply for scholarships and paid positions at the zoo. 

17. The Science Research Mentoring Program (SRMP) at the American Museum of Natural History  

Application Deadline: March 8

Duration: One year (August to June) 

The American Museum of Natural History is one of the most iconic and fascinating places in New York City. Its Science Research Mentoring Program is an amazing opportunity for NYC high school students to conduct a yearlong research project with Museum scientists. 

Students in SRMP get paid to learn how scientific research is conducted. Depending on their topic of study, students can learn a variety of different research skills, like working with DNA in the lab, analyzing data from space-based telescopes, reading scientific articles, and learning to code and analyze data in Python, R, and other programming languages. 

18. Anson L. Clark Scholars Program

Application Deadline:   February 15

Location: Lubbock, TX

Duration: Seven weeks (June 16 – August 1) 

Through the Anson L. Clark Scholar Program, an intensive seven-week summer research program for twelve highly qualified high school juniors and seniors, students will gain hands-on experience with practical research alongside experienced and knowledgeable faculty at Texas Tech University .

Students can choose to participate in research in one field from a broad variety of options, including cell and molecular biology, chemistry, computer science, economics, engineering, history, and more! 

To apply, students must complete an online application that includes short essays, high school transcripts, test scores (at least a PSAT if no others are available), three recommendations (at least two from teachers), and a list of the student’s top five activities.

19. UChicago Data Science Institute Summer Lab Program  

Application Deadline: January 16 

Duration: Eight weeks (June 10 – August 2)

The Data Science Institute Summer Lab Program is an immersive eight-week paid summer research program at the University of Chicago . During the program, high school and undergraduate students are paired with a data science mentor, whose expertise could be in computer science, data science, social science, climate and energy policy, public policy, materials science, biomedical research, or another related field.

Participants will hone their research methodology, research practice, and teamwork skills. No prior research experience is required to apply. All participants will receive access to applied data science research, which they will use to craft a research project. The project findings will be presented in a video that will be shown at an end-of-summer symposium.

20. UT Austin College of Natural Sciences High School Research Academy

Application Deadline: March 24

Location: Austin, TX

Duration: Five weeks (June 10 – July 17) 

Through UT Austin ’s HSRA, high school students participate in interdisciplinary research projects being conducted by active College of Natural Sciences laboratories in fields such as biochemistry, biology, environmental science, genetics, neuroscience, genome engineering, data analytics, ecology, and more. 

There is a scholarship fund for underserved groups, so some stipends and free tuition scholarships may be available to students with demonstrated financial need. 

21. Max Planck Florida Institute for Neuroscience – Summer Research Internship

Location: Jupiter, FL

Duration: Six weeks (June 17 – July 26) 

The MPFI Summer Research Internship offers rising juniors and seniors an immersive laboratory experience where they can learn from seasoned researchers. The program is designed specifically for students with an interest in brain structure, function and development, and the advanced imaging techniques and technologies used in neuroscience. 

Program participants will participate in research projects alongside MPFI scientists, prepare a written scientific abstract based on their research project, and deliver a short presentation at the end of the summer. Research tracks include neuroscience, scientific computer programming, and mechanical engineering as it relates to neuroscience.

Applicants must be entering their junior or senior years in a Palm Beach or Martin County high school, be residents of one of those two counties, and be at least 16 by the beginning of the internship. Interns will be paid at a rate of $12.50 per hour.

22. Lincoln Park Zoo Malott Family Zoo Intern Program

Application Deadline: March 11 

Duration: Seven weeks (June 24 – August 9) 

During this paid seven-week program, high school students learn how to educate others about animal and conservation sciences while crafting digital messages to engage audiences. The program culminates in a final project. Throughout the internship, students meet with researchers and the Animal Care staff to explore careers in the animal science and conservation fields. 

Applicants must be Chicago residents between the ages of 15-18, and must be entering grades 10-12 or their freshman year of college by the start of the internship.

23. The Scripps Research High School Internship Program  

Application Deadline: April 19

Location: La Jolla, CA

Duration: Seven weeks  

The Scripps Research Institute’s La Jolla, California headquarters is proud to offer a seven-week hands-on research experience for San Diego County high schoolers. The program is specially designed to expose students to careers in the biological and chemical sciences, to provide hands-on laboratory experience, and to motivate and prepare students for continuing education in STEM. 

Because Scripps is committed to increasing the number of students from underrepresented communities in STEM college programs, a special emphasis is placed on identifying and recruiting students who are from groups that are historically underrepresented in the sciences. All students will receive a $4,760 stipend.

24. QuarkNet Summer Research Program  

Application Deadline: January 31

Location: DuPage County, IL

Duration: Seven weeks (June 17 – August 2) 

High school sophomores, juniors, and seniors with a strong interest in STEM have a unique opportunity to work with scientists on research projects during this paid seven-week program at the prestigious Fermilab, located just outside of Chicago near Batavia, IL.

Interns are encouraged to indicate areas in which they have a particular interest, although research projects vary yearly based on the work ongoing at the lab. Broadly speaking, Fermilab’s focus is on particle physics.

Required application materials include a questionnaire, a letter of recommendation, and an essay. To apply, students must have U.S. citizenship or permanent resident status and must provide evidence of identity and eligibility to work in the United States. Participants will be paid at a rate of $17.20 per hour.

25. RISE Environmentor Internship

Location: Far Rockaway, NY

Duration: Six weeks (July 1 – August 15)

The Environmentor Internship offers a great opportunity for 9th through 11th graders who live or attend school near the Rockaway Peninsula to gain firsthand research experience. Participants are mentored by scientists from local universities and research institutions as they work on projects focused on the Rockaway shoreline. Past research topics have included sea turtle strandings, octopus behavior, mussel denitrification, and dolphin fin morphology.

Students will also take part in water safety courses, receive CPR training, and explore on-water activities like kayaking and surfing. Students receive up to a $1,200 stipend, as well as community service hours for their participation in the program.

26. Stanford Institutes of Medicine Summer Research Program (SIMR)

Application Deadline: February 24

Location: Stanford, CA

Duration: Eight weeks (June 10 – August 1)

Students in this summer program are given the chance to perform research on a medically oriented project and work side by side with Stanford University students, researchers, and faculty. Students can choose from eight areas of research, including topics like immunology, cancer biology, and bioinformatics, which are all designed to increase their interest in the biological sciences and provide a deeper understanding of how scientific research is conducted.

The program is open to current high school juniors and seniors. Students will receive a minimum $500 stipend for their participation in the program.

27. Secondary Student Training Program

Application Deadline: February 16

Location: Iowa City, IA

Duration: June 19 – July 26

High schoolers in grades 10 and 11 can take part in an immersive research experience, which will allow them to explore their interests, enhance their academic skills, and build relationships with their peers during this research-focused summer program.

Participants can choose from a multitude of research areas, ranging from biology to industrial and systems engineering to religious studies. The program culminates with students creating and presenting a poster of their findings. All participants will live on the University of Iowa ‘s campus for the duration of the program, and have access to all of the university’s libraries, study areas, and computer facilities.

Although this program is quite expensive, with a fee of $7,500, financial aid is available to cover up to 95% of the cost.

28. Young Scholars Summer STEMM Research Program

Location: Urbana, IL

Duration: Six weeks (June 20 – August 2)

This program, offered by the prestigious Grainger College of Engineering at University of Illinois at Urbana-Champaign (UIUC) , allows students to gain hands-on research experience in fields such as cancer immunology, AI, physics, quantum mechanics, and electrical engineering. They will also build valuable general life skills by participating in seminars on topics ranging from the college admission process to how to communicate scientifically.

The program is open to rising 10th through 12th graders from Illinois, Indiana, Kentucky, Michigan, Missouri, Iowa, and Wisconsin.

29. Summer Science Program (SSP)

Duration: Varies depending on location and field of focus

Students in the SSP get the chance to work in small teams on a real research project and gain firsthand experience taking and analyzing data. Research opportunities are offered in three fields—astrophysics, biochemistry, and genomics—and are held at a variety of institutions, including University of North Carolina at Chapel Hill , Georgetown University , Purdue University , and New Mexico State University .

The program is open to high school juniors, although a small number of exceptional sophomores have attended the program. You must be between 15-19 to participate, and have completed prerequisite coursework, which varies by field. Financial aid is available for this program.

30. The Jackson Laboratory Summer Student Program

Application Deadline: January 29

Location: Bar Harbor, ME, and Farmington, CT

Duration: 10 weeks (June 1 – August 10)

Students immerse themselves in genetics and genomics research while learning about laboratory discovery and scientific communication, as well as building professional skills. Over the course of the 10-week program, students work with a mentor to develop a research project, implement their plan, analyze their data, and report their results.

This prestigious program is competitive. Just 40 students are selected to participate annually. Participants receive a $6,500 stipend and have their room, board, and travel expenses covered.

31. Fred Hutch Summer High School Internship Program

Application Deadline: March 31

Location: Seattle, WA

Duration: Eight weeks (June 24 – August 16) 

This full-time, paid internship opportunity offers students a chance to immerse themselves in activities at the Fred Hutch Cancer Center, one of the top cancer research centers in the world. The program begins with two weeks of laboratory training and is followed by six weeks of mentored activities, research seminars, workshops focused on college and careers, and social activities.

The program is open to high schoolers entering their senior year with a strong interest in science and high academic achievement, and is specifically aimed at students from backgrounds underrepresented in biomedical science. Interns receive a stipend upon successful completion of the program.

How to Find Research Opportunities in High School 

Define your area of interest .

Before you start looking for opportunities, narrow your area of interest a bit, whether it’s cancer, engineering, computer science, neuroscience, or something else entirely. Also bear in mind that while there may be more STEM opportunities available for high school students, research isn’t limited to these fields—research is also a key component of the social sciences, humanities, and other non-STEM fields. 

While you should be somewhat specific about what you’re hoping to research, don’t narrow your scope so much that it’s impossible to find a valuable opportunity, especially since opportunities for high schoolers in general are more limited than they are for students who have completed at least some college.

Talk to People in Your Immediate Circle 

Teachers, neighbors, your family, parents of friends, friends of your parents—any of these people could know about a research opportunity for you, or at least know someone else who does. Throughout your life, you will find that networking is often the key to finding career opportunities. 

Leveraging your network can help you uncover unique opportunities crowdsourced by the people who know you best—the best opportunities aren’t always hosted by large universities or programs. 

Reach Out to Local Institutions and Laboratories 

In addition to networking with your immediate circle, reach out to local facilities, such as labs, hospitals, clinics, and universities that conduct research. Even if opportunities aren’t publicized, these institutions and laboratories may be willing to make room for you. Remember: when pitching your idea, don’t make it too niche—this will make it more difficult to find a fit and market your skills to labs. 

Cast a Wide Net 

Research opportunities are hard to secure, especially when you’re a young student, so you need to be persistent. You may need to write a hundred emails, but if you put in the effort and cast a wide net, you’ll vastly improve your chances of landing a great opportunity. 

Try not to be too picky, either. Of course, you shouldn’t just accept any offer , especially if it doesn’t appeal to you. But even if the opportunity doesn’t align perfectly with your skills and interests, it can still be a great chance to gain experience and make you a better candidate for future experiences.

How Will Doing Research Impact Your College Chances? 

How much participating in research enhances your college admissions profile depends on many factors, including the scope of the project, the prestige of the program or institution, your individual role and performance, the institution’s connections to or sponsorships by certain colleges, and even how much weight a college places on extracurricular activities in general. 

Generally speaking, there are four tiers of extracurricular activities that colleges think about when reviewing applicants’ activities. Selective, competitive, and prestigious activities are often found in the top tiers, Tier 1 and Tier 2. Tier 1 includes things such as being a highly recruited basketball player or an award-winning national science fair competitor. 

Tier 2 is similar, but is usually reserved for activities that are less exceptional than those in Tier 1. Tiers 3 and 4 are reserved for more common extracurricular achievements, such as holding school leadership positions or being a member of a debate team.

Research usually falls into Tier 2, and some particularly prestigious opportunities could even be Tier 1. That’s because it’s somewhat unusual for high school students to conduct research in professional and collegiate settings, so it’s more likely to impress colleges than other kinds of extracurricular activities.

Do you want to find out the impact research and other extracurricular activities might have on your chances of admission to top colleges and universities? Try using CollegeVine’s free chancing calculator ! 

Our tool evaluates your admissions profile, by accounting for factors like your grades,standardized test scores, and extracurriculars (including research!) to show you how you stack up against other applicants and how likely you are to get into hundreds of different colleges and universities. You’ll also receive tips on how to improve your profile and your odds—all for free.

Disclaimer: This post includes content sponsored by Lumiere Education.

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70 Best High School Science Fair Projects in Every Subject

Fire up the Bunsen burners!

The cool thing about high school science fair projects is that kids are old enough to tackle some pretty amazing concepts. Some science experiments for high school are just advanced versions of simpler projects they did when they were younger, with detailed calculations or fewer instructions. Other projects involve fire, chemicals, or other materials they couldn’t use before.

Note: Some of these projects were written as classroom labs but can be adapted to become science fair projects too. Just consider variables that you can change up, like materials or other parameters. That changes a classroom activity into a true scientific method experiment!

To make it easier to find the right high school science fair project idea for you, we’ve rated all the projects by difficulty and the materials needed:

Difficulty:

• Easy: Low or no-prep experiments you can do pretty much anytime
• Medium: These take a little more setup or a longer time to complete
• Advanced: Experiments like these take a fairly big commitment of time or effort
• Basic: Simple items you probably already have around the house
• Medium: Items that you might not already have but are easy to get your hands on
• Advanced: These require specialized or more expensive supplies to complete
• Biology and Life Sciences High School Science Fair Projects

Chemistry High School Science Fair Projects

Physics high school science fair projects, engineering high school stem fair projects, biology and life science high school science fair projects.

Explore the living world with these biology science project ideas, learning more about plants, animals, the environment, and much more.

Extract DNA from an onion

Difficulty: Medium / Materials: Medium

You don’t need a lot of supplies to perform this experiment, but it’s impressive nonetheless. Turn this into a science fair project by trying it with other fruits and vegetables too.

Re-create Mendel’s pea plant experiment

Gregor Mendel’s pea plant experiments were some of the first to explore inherited traits and genetics. Try your own cross-pollination experiments with fast-growing plants like peas or beans.

Make plants move with light

By this age, kids know that many plants move toward sunlight, a process known as phototropism. So high school science fair projects on this topic need to introduce variables into the process, like covering seedling parts with different materials to see the effects.

Test the 5-second rule

We’d all like to know the answer to this one: Is it really safe to eat food you’ve dropped on the floor? Design and conduct an experiment to find out (although we think we might already know the answer).

Find out if color affects taste

Just how interlinked are all our senses? Does the sight of food affect how it tastes? Find out with a fun food science fair project like this one!

See the effects of antibiotics on bacteria

Difficulty: Medium / Materials: Advanced

Bacteria can be divided into two groups: gram-positive and gram-negative. In this experiment, students first determine the two groups, then try the effects of various antibiotics on them. You can get a gram stain kit , bacillus cereus and rhodospirillum rubrum cultures, and antibiotic discs from Home Science Tools.

Learn more: Antibiotics Project at Home Science Tools

Witness the carbon cycle in action

Experiment with the effects of light on the carbon cycle. Make this science fair project even more interesting by adding some small aquatic animals like snails or fish into the mix.

Learn more: Carbon Cycle at Science Lessons That Rock

Look for cell mitosis in an onion

Cell mitosis (division) is actually easy to see in action when you look at onion root tips under a microscope. Students will be amazed to see science theory become science reality right before their eyes. Adapt this lab into a high school science fair project by applying the process to other organisms too.

Test the effects of disinfectants

Grow bacteria in a petri dish along with paper disks soaked in various antiseptics and disinfectants. You’ll be able to see which ones effectively inhibit bacteria growth.

Learn more: Effectiveness of Antiseptics and Disinfectants at Amy Brown Science

Pit hydroponics against soil

Growing vegetables without soil (hydroponics) is a popular trend, allowing people to garden just about anywhere.

More Life Sciences and Biology Science Fair Projects for High School

Use these questions and ideas to design your own experiment:

• Explore ways to prevent soil erosion.
• What are the most accurate methods of predicting various weather patterns?
• Try out various fertilization methods to find the best and safest way to increase crop yield.
• What’s the best way to prevent mold growth on food for long-term storage?
• Does exposure to smoke or other air pollutants affect plant growth?
• Compare the chemical and/or bacterial content of various water sources (bottled, tap, spring, well water, etc.).
• Explore ways to clean up after an oil spill on land or water.
• Conduct a wildlife field survey in a given area and compare it to results from previous surveys.
• Find a new use for plastic bottles or bags to keep them out of landfills.
• Devise a way to desalinate seawater and make it safe to drink.

Bunsen burners, beakers and test tubes, and the possibility of (controlled) explosions? No wonder chemistry is such a popular topic for high school science fair projects!

Break apart covalent bonds

Break the covalent bond of H 2 O into H and O with this simple experiment. You only need simple supplies for this one. Turn it into a science fair project by changing up the variables—does the temperature of the water matter? What happens if you try this with other liquids?

Learn more: Covalent Bonds at Teaching Without Chairs

Measure the calories in various foods

Are the calorie counts on your favorite snacks accurate? Build your own calorimeter and find out! This kit from Home Science Tools has all the supplies you’ll need.

Detect latent fingerprints

Forensic science is engrossing and can lead to important career opportunities too. Explore the chemistry needed to detect latent (invisible) fingerprints, just like they do for crime scenes!

Learn more: Fingerprints Project at Hub Pages

Use Alka-Seltzer to explore reaction rate

Difficulty: Easy / Materials: Easy

Tweak this basic concept to create a variety of high school chemistry science fair projects. Change the temperature, surface area, pressure, and more to see how reaction rates change.

Determine whether sports drinks provide more electrolytes than OJ

Are those pricey sports drinks really worth it? Try this experiment to find out. You’ll need some special equipment for this one; buy a complete kit at Home Science Tools .

Turn flames into a rainbow

You’ll need to get your hands on a few different chemicals for this experiment, but the wow factor will make it worth the effort! Make it a science project by seeing if different materials, air temperature, or other factors change the results.

Discover the size of a mole

The mole is a key concept in chemistry, so it’s important to ensure students really understand it. This experiment uses simple materials like salt and chalk to make an abstract concept more concrete. Make it a project by applying the same procedure to a variety of substances, or determining whether outside variables have an effect on the results.

Learn more: How Big Is a Mole? at Amy Brown Science

Cook up candy to learn mole and molecule calculations

This edible experiment lets students make their own peppermint hard candy while they calculate mass, moles, molecules, and formula weights. Tweak the formulas to create different types of candy and make this into a sweet science fair project!

Learn more: Candy Chemistry at Dunigan Science on TpT

Make soap to understand saponification

Take a closer look at an everyday item: soap! Use oils and other ingredients to make your own soap, learning about esters and saponification. Tinker with the formula to find one that fits a particular set of parameters.

Learn more: Saponification at Chemistry Solutions on TpT

Uncover the secrets of evaporation

Explore the factors that affect evaporation, then come up with ways to slow them down or speed them up for a simple science fair project.

Learn more: Evaporation at Science Projects

More Chemistry Science Fair Projects for High School

These questions and ideas can spark ideas for a unique experiment:

• Compare the properties of sugar and artificial sweeteners.
• Explore the impact of temperature, concentration, and seeding on crystal growth.
• Test various antacids on the market to find the most effective product.
• What is the optimum temperature for yeast production when baking bread from scratch?
• Compare the vitamin C content of various fruits and vegetables.
• How does temperature affect enzyme-catalyzed reactions?
• Investigate the effects of pH on an acid-base chemical reaction.
• Devise a new natural way to test pH levels (such as cabbage leaves).
• What’s the best way to slow down metal oxidation (the form of rust)?
• How do changes in ingredients and method affect the results of a baking recipe?

When you think of physics science projects for high school, the first thing that comes to mind is probably the classic build-a-bridge. But there are plenty of other ways for teens to get hands-on with physics concepts. Here are some to try.

Remove the air in a DIY vacuum chamber

You can use a vacuum chamber to do lots of cool high school science fair projects, but a ready-made one can be expensive. Try this project to make your own with basic supplies.

Learn more: Vacuum Chamber at Instructables

Put together a mini Tesla coil

Looking for a simple but showy high school science fair project? Build your own mini Tesla coil and wow the crowd!

Boil water in a paper cup

Logic tells us we shouldn’t set a paper cup over a heat source, right? Yet it’s actually possible to boil water in a paper cup without burning the cup up! Learn about heat transfer and thermal conductivity with this experiment. Go deeper by trying other liquids like honey to see what happens.

Build a better light bulb

Emulate Edison and build your own simple light bulb. You can turn this into a science fair project by experimenting with different types of materials for filaments.

Measure the speed of light—with your microwave

Grab an egg and head to your microwave for this surprisingly simple experiment. By measuring the distance between cooked portions of egg whites, you’ll be able to calculate the wavelength of the microwaves in your oven and, in turn, the speed of light.

Generate a Lichtenberg figure

See electricity in action when you generate and capture a Lichtenberg figure with polyethylene sheets, wood, or even acrylic and toner. Change the electrical intensity and materials to see what types of patterns you can create.

Learn more: Lichtenberg Figure at Science Notes

Explore the power of friction with sticky note pads

Difficulty: Medium / Materials: Basic

Ever try to pull a piece of paper out of the middle of a big stack? It’s harder than you think it would be! That’s due to the power of friction. In this experiment, students interleave the sheets of two sticky note pads, then measure how much weight it takes to pull them apart. The results are astonishing!

Build a cloud chamber to prove background radiation

Ready to dip your toe into particle physics? Learn about background radiation and build a cloud chamber to prove the existence of muons.

Measure the effect of temperature on resistance

This is a popular and classic science fair experiment in physics. You’ll need a few specialized supplies, but they’re pretty easy to find.

Learn more: Temperature and Resistance at Science Project

Launch the best bottle rocket

A basic bottle rocket is pretty easy to build, but it opens the door to lots of different science fair projects. Design a powerful launcher, alter the rocket so it flies higher or farther, or use only recycled materials for your flyer.

More Physics Science Fair Projects for High School

Design your own experiment in response to these questions and prompts.

• Determine the most efficient solar panel design and placement.
• What’s the best way to eliminate friction between two objects?
• Explore the best methods of insulating an object against heat loss.
• What effect does temperature have on batteries when stored for long periods of time?
• Test the effects of magnets or electromagnetic fields on plants or other living organisms.
• Determine the best angle and speed of a bat swing in baseball.
• What’s the best way to soundproof an area or reduce noise produced by an item?
• Explore methods for reducing air resistance in automotive design.
• Use the concepts of torque and rotation to perfect a golf swing.
• Compare the strength and durability of various building materials.

Many schools are changing up their science fairs to STEM fairs, to encourage students with an interest in engineering to participate. Many great engineering science fair projects start with a STEM challenge, like those shown here. Use these ideas to spark a full-blown project to build something new and amazing!

Solve a current environmental issue

A science fair project can also be an entry into the Slingshot Challenge . Students produce a 1-minute video with a solution to a current environmental problem (think: uniting creative waste reducers on social media or rehabilitating forests affected by fire) for the chance to receive up to $10,000 in funding.

Construct a model maglev train

Maglev trains may just be the future of mass transportation. Build a model at home, and explore ways to implement the technology on a wider basis.

Learn more: Maglev Model Train at Supermagnete

Design a more efficient wind turbine

Wind energy is renewable, making it a good solution for the fossil fuel problem. For a smart science fair project, experiment to find the most efficient wind turbine design for a given situation.

Re-create Da Vinci’s flying machine

Da Vinci sketched several models of “flying machines” and hoped to soar through the sky. Do some research into his models and try to reconstruct one of your own.

Learn more: Da Vinci Flying Machine at Student Savvy

Design a heart-rate monitor

Smartwatches are ubiquitous these days, so pretty much anyone can wear a heart-rate monitor on their wrist. But do they work any better than one you can build yourself? Get the specialized items you need like the Arduino LilyPad Board on Amazon.

Race 3D printed cars

3D printers are a marvel of the modern era, and budding engineers should definitely learn to use them. Use Tinkercad or a similar program to design and print race cars that can support a defined weight, then see which can roll the fastest! (No 3D printer in your STEM lab? Check the local library. Many of them have 3D printers available for patrons to use.)

Learn more: 3D Printed Cars at Instructables

Grow veggies in a hydroponic garden

Hydroponics is the gardening wave of the future, making it easy to grow plants anywhere with minimal soil required. For a science fair STEM engineering challenge, design and construct your own hydroponic garden capable of growing vegetables to feed a family. This model is just one possible option.

Learn more: Hydroponics at Instructables

Grab items with a mechanical claw

Delve into robotics with this engineering project. This kit includes all the materials you need, with complete video instructions. Once you’ve built the basic structure, tinker around with the design to improve its strength, accuracy, or other traits.

Learn more: Hydraulic Claw at KiwiCo

Construct a crystal radio

Return to the good old days and build a radio from scratch. This makes a cool science fair project if you experiment with different types of materials for the antenna. It takes some specialized equipment, but fortunately, Home Science Tools has an all-in-one kit for this project.

Learn more: Crystal Radio at Scitoys.com

Build a burglar alarm

The challenge? Set up a system to alert you when someone has broken into your house or classroom. This can take any form students can dream up, and you can customize this STEM high school science experiment for multiple skill levels. Keep it simple with an alarm that makes a sound that can be heard from a specified distance. Or kick it up a notch and require the alarm system to send a notification to a cell phone, like the project at the link.

Learn more: Intruder Alarm at Instructables

Walk across a plastic bottle bridge

Balsa wood bridges are OK, but this plastic bottle bridge is really impressive! In fact, students can build all sorts of structures using the concept detailed at the link. It’s the ultimate upcycled STEM challenge!

Learn more: TrussFab Structures at Instructables

Looking for more science content? Check out the Best Science Websites for Middle and High School .

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The Importance of Research Programs for High School Students

Episode #81. Host Jonathan Hughes talks with Professor of the Practice of Biomedical Engineering and Global Health Emeritus at Duke University and founder of the International Research Institute (IRI) Dr. Robert Malkin. They discuss his journey to teaching at Duke, his love of science, and his creation of the IRI. Dr. Malkin also speaks to the importance of research, how he helps high school students get involved in it, and how that supports the education of those students. If you enjoy the MEFA Podcast, please leave us a review.

Resources Mentioned in this Episode

Dr. Robert Malkin

International Research Institute

0:00 Introduction

2:20 Interview with Dr. Robert Malkin

Bob Malkin: [00:00:00] Now some people are doing research because universities are starting to look for it more. It's a confusing time now. Things are changing again. For a while standardized test scores were not being looked at by some universities. They were being looked at by other universities. That's still the situation today.

Some yes, some no. And so they're looking at other criteria. What other things do they look at? Of course your grades, what high school you went to, things like that. But those aren't strongly differentiating. I tell people I had a class once where every student in my class was the number one student in their class at their high school, I think.

It's not strongly differentiating. Grades in high school aren't strongly differentiating anymore. So we're looking for other things. One of them might be research. It demonstrates critical thinking, teamwork, the ability, especially if you publish the ability to express yourself.

Jonathan Hughes: Hi everyone. And welcome to [00:01:00] another episode of the MEFA Podcast.

My name is Jonathan Hughes, and that was our guest on the show today. Dr. Robert Malkin. He's an emeritus professor in biomedical engineering at Duke University, and the co-founder of the International Research Institute. And that's an organization that matches up students with research opportunities. And as you heard in that clip, they can then use that research to cite in their college applications and make themselves look good to any prospective colleges that they might be applying to.

So all of you aspiring scientists, and perhaps the generally curious among you, Take note. We're going to be talking about all of that. We're going to be talking about the love of science, and we're going to get to know Dr. Malkin himself and what led him to this work, and you will enjoy that conversation, trust me.

He seems to have lived many lives in his one already, so stay tuned for that. Oh, and just one notice. If you're watching the show, I [00:02:00] have to apologize for a bit of video funkiness at a few junctures here where my image is frozen, and you'll still hear me. speaking just a bit of trouble there, but only slightly, only at one or two points.

And of course, if you're listening to the show, you won't encounter any issues at all. So I'll be back afterwards with the wrap up. But for now, let's welcome our guest to the MEFA Podcast and let him introduce himself to you.

Bob Malkin: So thanks for having me today. My name is Bob Malkin. I'm a professor of the Practice of Biomedical Engineering and Global Health Emeritus at Duke University.

Been at Duke for about 20 years or so. And I'm also the academic director of the International Research Institute of North Carolina, IRI, which is an organization that helps high school students and early college students find research opportunities in U. S. laboratories across the country.

Jonathan Hughes: Did you always wanted to be a scientist? Were you always into science as a kid? And is that, what was [00:03:00] that pathway to becoming a scientist like?

Bob Malkin: Yeah, for me, it was a little bit of an indirect pathway. So when I was a boy, my daughter, my, my brother was an engineer. And he was a student at MIT. He was a chemical engineering student. He brought home a textbook.

He had to take one electrical engineering course as a chemical engineer. He brought home his textbook and I was 13 at the time. And he gave his textbook to me, and I was hooked. I wanted then, from then on, to be an electrical engineer. And I'd studied electrical engineering at the University of Michigan.

Also computer engineering. And went on to do a job was to doing designing heart lung machines and pacemakers. Which is the thing I was really captured by. But I ought to say I lost Some interest in the field. I moved to Switzerland, did exactly the same job designing heart and lung machines, base makers.

But I lost some interest in the field and felt like maybe I was lost my direction. So I moved to Thailand and started teaching English as a foreign language. [00:04:00] And then our project was to try to stop human trafficking. Human trafficking was a huge problem then. And it actually continues to be a problem today, actually.

And what I discovered on that experience was a very small amount of knowledge can make a huge difference in people's lives. And so that kind of got me inspired to find the combination of the engineering and the direct help for people. And that eventually led me to research because I found that actually there was not that much knowledge.

There's not that much direct knowledge focused on how to help people, especially. Or people are impoverished people. And that has eventually led through several other organizations, I started a few other non-profits, to IRI where we focus on just the research piece of the puzzle.

Jonathan Hughes: That is an amazing story. You went from Michigan studying electrical engineering to Switzerland?

Bob Malkin: I did. [00:05:00] I moved to Switzerland for some years.

Jonathan Hughes: And then Thailand. And now, how were you in at Duke? Where did that come along?

Bob Malkin: So that was, so I loved being in Thailand. I loved my work there. I had a contract. I could have continued. I probably would still be living there today. But a professor at Duke called me while I was in Thailand and said, look, you come and study with me. I'll pay your tuition, I'll give you a salary, you'll get a PhD, and I was like I can't turn that down. Free tuition, a salary, so I was actually making money going to school and a degree.

This was a well known professor who was going to help me, learn the field and learn to be a scientist. So I just couldn't turn that down. So I moved back to Durham to study at Duke. So I was a student at Duke a long time ago. Eventually did go on to get a Ph. D., then was a professor in New York and Tennessee, and eventually moved back to Duke as a professor in 2004.

Jonathan Hughes: This is a compliment. I'm having a hard time keeping this all in my head because you've lived such a [00:06:00] full life.

Bob Malkin: It's been a complicated life and I've loved it. It's been a great experience every step of the way, including being a scientist.

Jonathan Hughes: You, you do have an invention to your credit, right?

Bob Malkin: Absolutely. We have several. We have early in my career, we patented a lot of the work. So I've got some patents on pacemaker related devices. Later in my life, I discovered that patents don't necessarily make things more available to the general public. In the developing world, in the resource poor setting.

So we went to a lot more open source and trade secrets protections for our devices. The PrEP pouch, a couple million units of that has been distributed. We also have a device for cervical cancer. PrEP pouches for HIV AIDS prevention of transmission of HIV. And several other technologies.

Jonathan Hughes: So there's definitely, a through line going through this conversation, which is, you mentioned earlier, marrying that love of engineering, electrical engineering, science, [00:07:00] and philanthropy in a way or, helping the developing world. And so that leads you, of course, to IRI. So tell me how you created IRI, which is the International Research Institute.

Bob Malkin: Absolutely. I've been working with high school students my entire life as a professor. So 25 years, 20 years at Duke, I've always had high school students in the lab. However, they've always been from the Durham area, from local high schools. When the pandemic hit. That became impossible. There was a period where it was very confusing how Duke was going to handle classes, whether we're going to do remote classes, in person classes, who was going to be on campus, and high school students were a lower priority than getting faculty and undergraduates, for example, back on campus, graduate students.

And so we, originally I got together with another Dukie and we created IRI just to facilitate continuing the relationships we already [00:08:00] had with high school students. But, we discovered almost immediately, there were thousands of students all over the US and all over the world that never had access to great labs.

Never mind COVID, never mind, all the problems we were having just finding a way to have people on campus without, being separated by six feet at all times and things like that. They never had access. People in rural parts of the US, which aren't near big research universities. Or even folks in cities where those are very competitive spots and they just can't find a spot or a spot that's intellectually matched with what they can do.

And then that's not to say anything about people in other countries, many of which don't have major research universities. We've continued IRI as a completely remote opportunity for research for high school students and now expanding to young college students. We offer programs that range from just a few weeks to several years and we accommodate [00:09:00] students who are, family incomes, the yearly family income of $3,000 to yearly family incomes of $300,000.

So we cover a very wide range of people and a very wide range of intellectual interests. Now, 21 universities are involved in the consortium, so it's spread far beyond Duke, all American universities, U. S. universities. And we're offering hundreds of opportunities per year for students.

Jonathan Hughes: And so what form does this research take?

Bob Malkin: So that's a great question. A lot of people think about research as, somebody in a white coat, goggles, staring at a microscope, mixing stinky chemicals, stuff like that. And that's absolutely a valid view of research. That is one kind of research. But there's plenty of research that doesn't fit into that category.

Think about a neuroscientist who's looking at MRI images. Very often, he or she is not the one who takes the MRI images. There's a tech who runs the MRI machine. They're looking at computer files. Or somebody who does work based on surveys. A lot of [00:10:00] psychological research is asking people questions.

It has nothing to do with chemicals and a bench. So there's a lot of kinds of research that don't depend on coming to a lab, wearing the white coat, staring in on the microscope. We are a completely remote operation, so we only do those types of research. Of course, it's limiting. It's not every kind of research that you can do.

The other thing to think about is there's we run at least two or three different programs, and it mirrors the kind of programs that a lot of universities are running. We run what we call introductory programs. Those just cover the first couple of steps of research, that's how to form a question, and how to write a literature review.

In other words, what has been done in the field. But we also run longer programs, which run one, two, three, four years. Some of them are dealing with existing data. That would be the example of perhaps a researcher looking at somebody else's MRI database. And there's a lot of these open source databases now.[00:11:00]

Or somebody doing original research, where they write up the literature review, find a question, just like everybody else. But they go on to write the methods, get research approval. Gather the data and now analyze the data, write it up and eventually publish it. So there's a lots of different types of research that we cover and it covers a wide range of time commitments.

Jonathan Hughes: But you mentioned that you always had high school students in the lab. And that's what, in a way, ties you to us here at MEFA and that is this has part of the college application process, right? They're having research. And why would a high school student want to do this research? And how do they, how did those students in your lab at Duke actually, how did they get there?

Bob Malkin: Yeah, it's a great question. So let's start with the first one. Why? Ideally, the reason that you're doing research is because you as a high school student are passionate about the topic. You just love whatever it is that you're looking into, and you want to learn more. So the most [00:12:00] overriding factor, I would say, of all folks in labs is curiosity.

They love the area that they're looking at, and they're passionate about finding out more, and sharing that knowledge with others. So we hope that's why everybody is doing research. Now, some people are doing research because universities are starting to look for it more. It's a confusing time now.

Things are changing again. For a while, standardized test scores were not being looked at by some universities. They were being looked at by other universities. That's still the situation today. Some yes, some no. And so they're looking at other criteria. What other things do they look at?

Of course, your grades, what high school you went to, things like that. But those aren't strongly differentiating. Thank you. I tell people I had a class once where every student in my class was the number one student in their class at their high school at Duke. It's not strongly differentiating.

Grades in high school aren't strongly differentiating anymore. So we're looking for other things. One of them might be research. It demonstrates critical thinking, teamwork, [00:13:00] the ability, especially if you publish, the ability to express yourself. On a scientific topic. As long as I've been doing admissions at universities we've always been looking at essays because writing is just so critical and expression is just so critical for success.

Even for me, remember, I'm an engineering professor, I demand that my students be able to write And express themselves well, and being able to publish demonstrates that so that answer is the why why people, why high school students in particular might be looking for this, how is much more complicated.

Let me just quickly outline. I've got 7 steps. I do have a book coming out with this, and I also have a YouTube. Video on this topic at theIRI YouTube channel, but very briefly Let me just talk quickly through what the steps are and aren't and let me start with what they aren't The way you don't find a job is by emailing professors in the area with a long list of your super credentials That just doesn't [00:14:00] impact faculty.

I sometimes during the season when a lot of high school students are looking for positions I can get 20, 30 emails per day from people looking for positions in my lab. And that extends to 35 year old postdocs down to 16 year old high school students. So they're just not possible for a 16 year old high school student to have.

Accomplishments that can compare to a 35 year old who is a postdoc, already published, already maybe knows my methods, so could come in the lab and day one start doing experiments. There's just no way. The reason that I take high school students is because, and this is true for all of my colleagues we are passionate about education.

We want people to know about research. You want young minds, young people to know about research, too. How do we generate knowledge? Where does knowledge come from? What is a fact? How do we know something? So what brings Thank you for joining us. Us to a resume of the 20 or 30 we get that day [00:15:00] is the passion.

Number one, before you start writing emails, before you start generating lists of people to talk to, before you start talking to people, figure out what you're passionate about. What are you interested in? That's going to get you the lab job much more convincingly than five more AP courses or something like that.

My recommendation to high school students is write a list of 20 things you wish you knew about your field. If you can't develop a list of 20 things, not Googleable facts, not something that's on Wikipedia. These are things you don't know you wish you knew and you can't find them. If you can't generate 20 questions, it may not be a passion.

That might just be an interest of yours. If you can generate 20 questions, then you probably have identified a passion and you're ready to start looking for faculty. Drive your emails with that passion. Start out by expressing that passion. Perhaps you did a science fair project around it. Maybe you have a biology teacher you've talked to about it.

Perhaps you read an article from the lab on the topic. Somehow, [00:16:00] Express your passion. That might lead to an interview. That's the next step. There's a few steps in between, but the next step you're going for is an interview. At the interview, that's when those questions really matter. Faculty value good questions more than good answers.

So during your conversation with the faculty, use your questions. Ask those questions. I really have been wondering why. Then ask the question. They may not know the answer, but they'll be impressed that you asked the question. And then finally, the last stage, skipping a few again, is negotiating something that will work with your schedule.

High school students tend to be very busy. And labs sometimes, they only do experiments from 9 to 3 in the afternoon, or Nine to noon, or maybe only on weekends, or maybe only at midnight. It depends what the lab is and what they're doing. Just got to make sure you can meet the expectations of the laboratory.

So it's a process. In summary, it's a process. Drive the process with your passion. But be patient. It can easily take six months to [00:17:00] find an in person lab job.

Jonathan Hughes: It really does mirror, in a lot of ways, the college admissions process, right? They want to see passionate students, and they want to see they get a sense of the students from their activities, from their essays they, and they want to see a student who is, In charge of their own, story, in a sense.

Bob Malkin: Absolutely and that's not an accident. I was associate director of undergraduate studies and engineering for a while. So I did work with the admissions office on the same faculty in the morning. I had meetings in the admissions office. I'm the same faculty in the afternoon when I'm meeting with students in the lab.

So the fact that, faculty are looking for a particular thing. In their classroom in their lab. It's not that surprising.

Jonathan Hughes: So tell me about iri then since it's inception you mentioned you're growing to over 21 Universities who are part of the program. How many students? Have passed through have you got to that point yet where you've Graduated or, students have gone through the program and you know how well you're doing and [00:18:00] have an idea of the success of the program.

Bob Malkin: Absolutely. So we've had a couple hundred students come through the program. And we're growing very quickly. So we have, I think, another 50 spots open this year for students. So we have quite a few students coming through now. A lot of those are doing the introductory programs. Those are the shorter programs.

Very popular over the summer. Typically in the range of 8 to 12 weeks, although we offer a 4 week summer experience as well. But we absolutely have students who have made it all the way through the 4 year program. In fact, I just submitted a manuscript this morning from one of my high school students.

So we've had publications across the field on oncology, prosthetics diabetes indigenous populations vaccine hesitancy just a wide variety of students interests. And these publications are very well received in, international archived, impact factor rated journals. So high school students absolutely can do this, and [00:19:00] we've been very successful with our students.

Jonathan Hughes: Are there any stories of appreciation coming from students coming to you and thanking you for giving them this opportunity to do this work?

Bob Malkin: That's the secret of, that's the hidden secret, of being an educator. You love students. Nobody really does this. This job doesn't pay well, and it's a pain in the rear end, but love students.

So absolutely. I have students from 30 years ago that I'm still in touch with. And there's certainly have IRI students with. In fact, I'm meeting with a student in a few days. That published with me as a high school student five years ago or something like that now she's a college student so absolutely staying in touch with the students.

The other thing is for the students I tell the students this is important for you as well It's not just that I feel good that I can have a coffee with you three years later four years later You may decide to go to graduate school And if you do you're going to need letters of recommendation all the [00:20:00] same kinds of things that you needed to get into undergraduate You need them and maybe even need them more You Going to graduate school.

And so you want to stay in touch with the educators, both the high school, but also faculty from your university that you really appreciated that you really felt changed your life. They can help you throughout your career for the entire rest of your life. Just a small side note, IRI was started in part with a student that I had when she was 17 years old.

She's much, much older than that now. And she was one of the co-founders with me of IRI. So we had stayed in touch all of those years. 20 plus years and through her career as a professional and then eventually her career as an entrepreneur.

Jonathan Hughes: What we've been talking about, in some ways, making it easier for kids who are interested in this field to enter college programs and ultimately to become a scientist. Why is that important and do you see any sort of risk [00:21:00] that people are not going to be interested in entering those fields anytime?

Bob Malkin: So that's a two part question. And I'll add a third part. It is absolutely true. We get a lot of children who are the children of scientists themselves, engineers, bioengineers, biotech doctors, whatever.

And of course, they have a predilection to enter the field. We all do. We all tend to follow in the footsteps of our parents, brothers, sisters, whatever, as I mentioned earlier about myself and my brother. But that leaves a lot of people behind. A lot of first generation college going kids, their parents, art scientists, their parents are doing whatever it takes to make it happen.

And so this leaves a lot of folks behind. So it's really important that we create programs. That allow everyone access to the lab everyone to discover. Hey, this is really cool. I can do this. I can Develop I can discover I can find out I can research There are tons of great programs [00:22:00] lots and lots of great programs on campuses and off campuses and whatever But it's really important.

I think to create these programs with also a gentle on ramp So students can just get a taste, maybe a summer perhaps program, if they really like it, go for maybe a trimester or a semester, then go on for two, three years. And I find problems on both sides. That is to say, parents who just pushing their kids into a three year program to do a research in a lab, and then you talk to the kids, and they just have no interest in what's going on.

They're just doing it because somebody told them, and it's really a shame. They could be great at something else, and they're probably being turned off, actually, from science. And at the other side, students who don't have access or don't feel they have access to a lab, want to get into the field and can't figure out how to do it.

So we have problems at both ends and it is just essential that we make pathways, especially for those students whose parents perhaps did not go to college. That's a group that [00:23:00] really has a challenge finding great lab positions.

Jonathan Hughes: Any final words of advice for those students or for any students who might be interested in entering a science related field, maybe they're in high school?

Bob Malkin: Yeah, my number one piece of advice is try to find an in person lab job. Even though IRI is a completely remote program, your preference should be an in person lab job. And the two main reasons are you might find a mentor, mentors in general in life. But certainly in science are really important to your success Somebody who's been down the path can give you advice from the inside So developing that mentorship it could be graduate students It could be a faculty member a junior faculty member postdoc or maybe some undergraduates Developing that network.

It's not a skill that a lot of high school students seem to spend time on Developing a professional network, but it's not too early it's a really valuable skill and it can really help you Get into college, but [00:24:00] also succeed in college and succeed in your career in the long run So that would be my advice for everyone.

Jonathan Hughes: Dr. Robert Malkin. Thank you so much for being here I really enjoyed this conversation

Bob Malkin: Thank you. Thank you so much. Thank you for having me.

Jonathan Hughes: All right. Thank you so much to Dr. Bob Malkin for being on the show. I really love that talk. And folks, if you liked what you heard today on the show and you want to learn more from us on planning, saving, and paying for college and career readiness then you can follow the show and you can find us wherever you get your podcasts.

And remember, please. It really does help us to keep doing what we're doing and getting the show out in front of folks like you. Oh, and please tell your family and friends who might be looking for information on the topics we cover about our [00:25:00] show. I want to thank Shaun Connolly, our producer. I want to thank AJ Yee, Lisa Rooney, and Lauren Danz for their assistance in getting the show posted so that you can hear it.

I'll be back next week, but until then, my name is Jonathan Hughes, and this has been the MEFA Podcast. Thanks.

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60 Senior Project Ideas for High School Students – 2024

May 13, 2024

Many high school students look forward to the exciting moment of choosing a senior project. This makes sense since senior projects provide opportunities for students to direct what they’ve learned into something they care about, and to take their academic interests beyond the classroom. At the same time, deciding what to pursue can be nerve-wracking. After all the anticipation, when it finally comes time to decide on a project, students might ask themselves, now what ? If you find yourself in this dilemma, or if you could just use some further inspiration, continue reading for a list of 60 senior project ideas for high school students. Once you find a senior project idea that catches your eye, you can always put your own spin on it, or use it to inspire projects on topics outside this list.

What is a senior project?

Put simply, a senior project is a semester-long project you take on in your final year of high school. So, what counts as a senior project? This can vary widely. While different schools have different requirements (for example, some high schools expect students to focus specifically on internship experiences), the assignments tend to be pretty flexible. In the senior project ideas listed below, you will find suggestions ranging from assisting a science researcher, to interning at a local museum, to organizing an academic tutoring program, to helping with community voter registration. The final outputs for senior projects may also vary in form, from guidebooks, to plays, to research papers, and apps.

Considerations when choosing a senior project

Because a senior project is often seen as the culmination of your high school experience, you should choose a topic that reflects your passions and interests. At the same time, it’s an opportunity to develop new skills and challenge yourself as you prepare for your next steps after graduation. Whether you have plans to begin a 4-year university program, enroll in a 2-year degree program , take a gap year , or start a new job, a senior project can prepare you with experience that you wouldn’t receive in your high school classes in an ordinary semester.

Here are a few questions you can ask yourself when thinking of a senior project idea:

• What field or career do you wish to pursue? If you’re not sure, what are 2-3 fields that you could possibly see yourself pursuing at this point in your life?
• What world issues do you care most about? Climate change? LGBTQIA+ rights? Accessible healthcare? If thinking about a particular issue sparks a passion, this could be a great place to start.
• Based on your high school coursework experience, could you see yourself spending extra time on an artistic project? A science-based one? A research paper with a political theme?
• What do you enjoy doing in your free time? Volunteering with kids? Hiking and camping? Dancing? Cooking? Perhaps you can orient your senior project to something that you already know brings you joy.

60 senior project ideas

Below you can find 60 high school senior project ideas, divided into some general categories that might help you focus your search. As you read through, feel free to stick to these exact ideas or use them to inspire other ones.

Business – Senior Project Idea

• Write a printed or virtual guidebook to small local businesses in your area, including descriptions, photographs phone numbers and social media accounts.
• Help a local business with an advertising campaign, through local news outlets and social media.
• Develop a mentorship program to help those who are searching for jobs with resumes, interviews, and cover letters.
• Intern at a start-up based in your area.
• Write a research paper about models for sustainable businesses.
• Organize an after-school program that helps students learn financial literacy.

Community service

• Organize a ride service to bring elderly community members to and from doctor’s appointments, or to provide them with groceries and other needs.
• Volunteer at a local soup kitchen.
• Organize a food drive at your school.
• Create a social media campaign for a local animal shelter to raise awareness.
• Collaborate with a local charity or non-profit with a mission you believe in to organize a fundraiser.
• Collect school supplies and art supplies for families in need.

Creative writing – Senior Project Ideas

• Write and illustrate a children’s book.
• Create a handmade poetry book.
• Intern at a small local publisher or magazine.
• Work to translate a short story or poem to another language.
• Write a screenplay for a short film.
• Start a school literary magazine that accepts student submissions of poems, essays, and short stories. Organize a team so that the magazine can continue after you graduate.
• Organize a peer tutoring program at your school for students who need extra help with writing, languages, or math.
• Construct a free library box in your neighborhood so that more people have access to books.
• Volunteer at a local elementary school to help children with their homework after school.
• Work with a local senior center to teach a foreign language to residents.
• Develop a website or app for students to match with language partners for practicing conversation skills.
• Start a visual or performing arts class for children in your community.

Environmentalism- Senior Project Ideas

• Design and build a sustainable garden.
• Organize a community clean-up day, or a series of community clean-up days, at a local park or waterfront.
• Organize an Earth Day festival at your school. This could involve live music and performance, environmental art displays, local vegetarian food, and sustainable clothing swaps.
• Write a research paper on one thing that contributes to climate change, as well as potential solutions.
• Write a guidebook to local parks and hiking trails so that locals and visitors alike can appreciate these outdoor spots.
• Create a fashion line with all reused materials.
• Research historic sites in your neighborhood or town, and write a printed or online guidebook to these points of local history.
• Record a podcast on the history of one of your hobbies (fashion? sports?) Contact an expert on this history to ask if you can interview them on the podcast.
• Write a research paper on the history of a particular protest movement.
• Write and direct a short play with a contemporary take on a historical event that interests you.
• Create a documentary film on the history of your community (school, town, etc.), and organize a community screening.
• Intern at a local history museum.

Performing Arts – Senior Project Ideas

• Write and record an original song.
• Write, direct, and show a one-act play.
• Organize a community dance performance with student choreographers and performers, featuring a range of different styles.
• Volunteer to help with accessibility needs (theater access, live captioning, etc.) at a local theater.
• Organize a school comedy night or talent show that benefits a charity of your choice.
• Research the history of a film genre, and direct a short film that reflects this genre.
• Intern for a local political newspaper or magazine.
• Volunteer on the campaign of a local candidate.
• Create an online blog to write on a political issue you care about, or write a series of op-eds for a local newspaper.
• Write a research paper on a local problem (housing prices, green space, voting access) that discusses possible solutions to this problem.
• Create a Model UN or Mock Trial team at your school if one doesn’t already exist.
• Help teens and other community members register to vote.

Science and medicine – Senior Project Ideas

• Build a Rube Goldberg machine .
• Work in the lab of a STEM professor at a nearby university who works on a topic you’re interested in.
• Research a community health problem (drug safety, air/water quality, nutritional food access) and develop solutions with the help of local politicians and/or medical experts. Create a research paper, blog, or documentary film on your findings.
• Assist at a doctor’s office or hospital by helping to translate for patients who are non-native English speakers.
• Design an architectural structure (for example, a house or bridge) and build a 3D model.
• Organize a technology support group at your school to make technology more accessible and help with easy tech repairs.

Visual arts

• Design a mural for your school to highlight an aspect of the school culture or commemorate an important moment in its history.
• Intern at a local art museum and learn how to give a tour of its current exhibits.
• Organize the collaborative building of a sculpture at your school made of all reused or found objects.
• Offer to take wedding or senior photographs for those who might not be able to afford a professional photographer.
• Study a famous painter, and then create a series of paintings (or art of another medium) based on, or in response to, their works.
• Create a school-wide photography exhibition, with a theme of your choosing.

Senior Project Ideas – Final thoughts

We hope that this list has sparked inspiration for your high school senior project. Remember that while senior projects are important (and hopefully fun) opportunities to culminate your high school experience, you don’t need to do it all in one project! If you’re inspired by more than one of these project ideas, hold onto them for years to come or pursue them as summer internships .

If you’re interested in more project ideas for high school students, we recommend the following articles:

• 100 Examples of Community Service Projects
• 98 Passion Project Ideas
• 100 Best Clubs to Start in High School
• Persuasive Speech Topics
• High School Success

Sarah Mininsohn

With a BA from Wesleyan University and an MFA from the University of Illinois at Urbana-Champaign, Sarah is a writer, educator, and artist. She served as a graduate instructor at the University of Illinois, a tutor at St Peter’s School in Philadelphia, and an academic writing tutor and thesis mentor at Wesleyan’s Writing Workshop.

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Cdc museum disease detective camp.

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Learn more about the CDC Museum Disease Detective Camp

Fun fact: Attend CDC Museum Disease Detective Camp as a high school student. Then, apply to become a camp counselor the next year. After becoming a counselor, apply to become the camp intern the following year!

Impact: Since 2005, over 1,950 rising high school juniors and seniors have attended camp. Students come from across the world to be immersed in this one-week CDC experience. 900 more students participated in the CDC Museum Public Health Academy Online Summer Course .

CDC Disease Detective Camp gives high school juniors and seniors exposure to key aspects of CDC.

CDC Museum Camp featured on CNN

A group of teens learn how to become disease detectives at the CDC. Learn more about CDC's Camp . Source: CNN.

Science, Technology, Engineering, and Math (STEM)

Public Health in STEM Education is a program that aims to integrate public health concepts and practices into STEM (Science, Technology, Engineering, and Math) education.

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EMERGE returns, enabling high schoolers to explore biological materials

The grad-student-run science discovery program EMERGE that trained middle-school kids on electron microscopes in November returned this spring, this time in the recently opened DMSE Breakerspace.   Twenty-two high schoolers learned the principles of microscopy and materials science and then got hands-on experience with state-of-the-art microscopy equipment April 13 on the MIT campus.   “We saw a lot of cool things exploring the nano-micro world of biology, such as structural color from the wing of a butterfly and nacre layering on a seashell,” said organizer Carl Thrasher, a graduate student in the Department of Materials Science and Engineering (DMSE). The students were from the 11th grade bioengineering class in MITES Saturdays , a multi-year science and engineering exploration program run by MIT Introduction to Technology, Engineering, and Science, or MITES. Participants are high-achieving Massachusetts seventh through 12th graders from Boston, Cambridge, and Lawrence.   A team of grad student volunteers trained the high schoolers on how to use the instruments, including scanning electron microscopes (SEMs), powerful microscopes that scan material samples using a beam of electrons to form an image. Students used the machines to explore mystery samples of biological materials, producing readily understandable data—sharp images of specimens at various magnifications.   Next, the students were challenged to measure small features with a digital optical microscope, an instrument with considerably lower resolution, or the ability to distinguish fine details. The activity was designed to make clear how powerful electron microscopes are.   “We also got to see engineered E. coli that fluoresced, which we used to determine which of our samples were contaminated using a fluorimeter to compare.” A fluorometer is a device that detects and measures fluorescence—a phenomenon in which a substance absorbs light at one wavelength and emits it at a longer wavelength.   EMERGE, which stands for Electron Microscopy Elevating Representation and Growth in Education, hosted its pilot event in November at MIT.nano, where 18 MITES Saturdays students, all eighth-graders, learned to use SEMs to investigate specimens such as computer chips and pollen.    Thrasher and fellow DMSE grad student and EMERGE co-founder Tao Cai were happy to open the program to another group of students.   “Through this event, we strive to spark a passion for STEM while imbuing MITES students with knowledge and confidence, empowering the next generation of scientists,” Cai said. Cai recently won the Emerging Leader Award from MIT’s Institute Community & Equity Office for spearheading the development, funding, and implementation of EMERGE.   Thrasher said staging the event in the Breakerspace , DMSE’s materials exploration space for all MIT undergraduates, was a treat. The laboratory-slash-lounge opened in November.   “Working in the Breakerspace was really nice—everything is contained within a small area, so everything ran super smoothly,” he said. “The user-friendly instruments also helped the students see more samples.”   With more educational events likely this summer, Thrasher said volunteers are needed to help supervise and instruct students. “We’d love to have anyone who wants to help get involved,” he said.   Email Carl Thrasher ( [email protected] ) or Tao Cai ( [email protected] ) for more information.  

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Office hours with… logan wright.

Logan Wright

Logan Wright, who came to Yale last July, is an applied physicist with big ambitions. He wants to take the power of programming and algorithms to new levels and expand what’s possible with computing.

His long-term goals include creating what he calls “laser brains,” which can efficiently learn and perform neural-network-like calculations, and developing laser-wielding scibots that can tirelessly discover or design new things. He grew up in Saskatchewan, Canada, a great place, he says, if “you really enjoy having a lot of time on your hands.”

In the latest edition of “Office Hours,” a Q&A series that introduces new Yale faculty members to the broader community, Wright discusses his research and how it overlaps with his electric guitar playing, how science fiction influenced him, and what makes New Haven a great walking city.

How would you summarize your research?

Logan Wright: Topically, my research is a sort of weird feedback loop between the physics of complex systems and computer science. With the former category, I am mostly focused on photon physics — the physics and applications of lasers, nonlinear optical waves, entangled photons, all with as many degrees of freedom as possible. With the latter, I am mainly focused on machine learning and artificial intelligence, especially neural networks.

What was the first early science-related thing that sparked your curiosity?

Wright: I grew up in a community that was very literary; there were a lot of famous fiction writers, and I was kind of enamored by that. I read an enormous amount of science fiction as a kid, but eventually I realized that science fiction is not the most stable career path. So I’m doing the next best thing, which I consider to be very hard science fiction. It’s so hard that I have to prove that it is indeed actually doable. 

What brought you to Yale?

Wright: To be sure, Yale is a famous university that has many achievements and world-leading expertise, not least in my fields of interest — lasers, nonlinear and quantum optics, quantum information, cognitive science, control theory. 

But maybe above all, I’ve just had a fantastic impression of people at Yale. There is an exciting start-up energy, especially as Yale expands its engineering. The students are brilliant, driven, inspiring, and fun to be around. I remember reading that Yale students were among the happiest students at any U.S. university — I’m not sure how scientific this is, but anecdotally it seems plausible. I feel incredibly privileged to be able to collaborate with such fantastic young scientists, not to mention the supportive senior colleagues and staff I’ll get to work with in my department and beyond.

You also play electric guitar.

Wright: Yes — there’s a lot of overlap in what I do and music. Both are creative disciplines in their own way, and very much about exploring new ideas. I teach nonlinear optics and lasers, and the electric guitar often features into that, because a lot of the sounds that we hear in modern music — electronic music, or in distorted guitars and stuff like that — actually involve effects that distort the waveform in a similar way that laser waveforms are distorted by interacting with matter. So there are some nice connections there, and I always like that we could actually hear that in the music.

What’s the best non-work-related thing you've discovered since coming to Yale?

Wright: My partner and I really like that New Haven has a lot of diversity in terms of where you can walk to and what you can see in a very short distance. I really enjoy living in New Haven. I previously lived in places where you’d need a car. I lived in Palo Alto for a while, and it’s very frustrating that there’s no public transit; if you want to walk anywhere, it’s impossible because, number one, there are no sidewalks, and number two, everything requires six hours of walking. Here, it’s an old, small city. Any business I need to do, I can walk from here, to campus, to there… That’s been an upgrade in my lifestyle.

What is the best New Haven pizza?

Wright: I like that there is a diverse ecosystem, there is creativity and passion and depth. But I don’t know which pizza is the best. I’m open to collecting data though — especially if we can talk about research while doing it.

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