At many science fairs, projects are judged according to age category. Usually, this means that students will only be ranked against students within one grade level of their own. Rankings are determined within each age category. In addition, the criteria for an equivalent level of success at higher age categories are usually more stringent. For example, a project that wins a gold medal for a grade seven student might only merit an honourable mention for a grade 12 student (an example using arbitrary rankings). This would prevent senior students from winning all the awards in competition simply due to experience alone. Some possible criteria for defining exceptional projects at each age category are provided below.

Junior  Grades 7 and 8

• Significant variables have been identified and an attempt to control these variables has been made
• Appropriate methods of data presentation used (tables, graphs, figures)
• Replication, or an attempt at replication, present (understanding of the importance of replication)
• Explanation of significant sources of potential error
• Project based on some consideration of existing data, models, and theories (basically an acknowledgement that there was a basis for the idea; research not necessarily required)
• Consideration of methods for improvement
• Consideration of further research or design improvements
• Basic statistics present (average, standard deviation), where applicable
• Understanding of the meaning of the statistics used
• Large sample sizes are used, or demonstrates an understanding of why large sample sizes are important
• Consideration of relevance to humankind
• Consideration of practical applications
• Attempt to use relevant scientific terminology
• Practical and commercial applications considered in an innovation
• Recognition that problematic data problematizes the conclusion in a study

Intermediate  Grades 9 and 10

• Multiple variables identified and controlled
• Appropriate methods of data presentation used (tables, graphs, figures)
• Minimum of two replications, or understanding of the importance of replication if replication not possible.
• Explanation of significant sources of potential error
• Rudimentary consideration of existing data, models, and theories
• Consideration of methods for improvement
• Consideration of further research or design improvements
• Statistics present (average, standard deviation, error bars, etc.), where applicable
• Understanding of the meaning of the statistics used
• Large sample sizes are used
• Consideration of relevance to humankind
• Consideration of practical applications
• Use of scientific language appropriate to grade level
• Practical and commercial applications considered in an innovation
• At least two lines of data and evidence used in a study
• Basic critique of veracity of the original data used in a study
• A novel conclusion is derived from the existing data in a study

Senior  Grades 11 and 12

• Multiple variables identified and controlled
• Appropriate methods of data presentation used (tables, graphs, figures)
• Absolute minimum of three replications for any test or experiment
• Explanation of all sources of potential error
• Consideration of existing data, models, and theories
• Consideration of methods for improvement
• Consideration of further research or design improvements
• Advanced statistics present (average, standard deviation, error bars, correlation, least squares analysis), where applicable
• Understanding of the meaning of the statistics used
• Large sample sizes are used
• Consideration of relevance to humankind
• Consideration of practical applications
• Appropriate use of scientific language
• Multiple technologies incorporated in an innovation
• Practical and commercial applications considered in an innovation
• Multiple lines of data and evidence used in a study
• Critique of veracity of the original data used in a study
• A novel conclusion is derived from the existing data in a study

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