In a Science Expansion 10 class at St. Michaels University School, students recently conducted experiments of their own design — a hands-on approach meant to give them a taste of real scientific inquiry. The course was created several years ago to offer students an opportunity to take a deeper dive into the scientific method and engage in exciting self-directed projects.
“For the first few weeks, we look at science as a process — methodology, types of data, and data analysis,” said senior biology teacher Simone Kuklinski, who is leading this term’s class. “After that, they’re left to design their own investigation, from hypothesis generation and experimental design to collecting, processing, and illustrating data. This is real science.”
Over two and a half weeks, students led their own projects, deciding what questions to ask and how to answer them. Some explored ideas that could directly impact their community — from testing the school’s cleaning products to researching insulation materials that might benefit unhoused people.
“It was very self-led, which is an important experience as we move into higher-level science courses,” said Grade 10 student Angelina Accad, perhaps a future AP Research student. “I really liked how hands-on it was — you could explore what you were interested in and apply what you learned in a real way.”
Student Projects
Angelina Accad
Stain Removal for Student Athletes
Angelina tested enzyme-based, bleach-based and homemade stain removers on basketball jerseys stained with grass, red shale, tea and sports drinks.
“I wanted to mix school and sport,” said Angelina, a multi-sport athlete in volleyball, basketball and track. “It helped me practise scientific methods while working on something relevant to my life as an athlete.”
Alex Khorkov
Soil pH Across Campus
Alex collected soil from different parts of the school grounds — under trees, on the hill, by the parking lot — to compare pH, nitrogen, phosphorus and potassium levels. His results will show how environment and location can affect soil quality.
Jeff Su
Testing Insulation for Accessibility
Jeff tested materials including cardboard, plastic and aluminum foil to determine which best retained heat over time when insulating a beaker of hot water.
“I thought cardboard would perform best because it’s thicker,” he said. “My results could help identify low-cost insulation options for people without housing.”
Fiona Davison
Testing Cleaning Products at SMUS
Fiona compared three cleaning products, including the one used in the school dining hall, by swabbing tables after the lunch and measuring microbial growth in petri dishes.
“I wanted to do something connected to the school,” she said. “I hope to share the results with our school’s custodial team.”
Michaela Yee
Measuring Antacid Effectiveness
Michaela tested four antacids — Tums, Gaviscon, Rolaids and Pepto Bismol — to see how each raised the pH of an acid solution mimicking stomach acid. She predicted Tums would be the most effective because of its calcium carbonate content.
Emma Zhang
pH and Conductivity
Emma tested solutions with pH levels from 4 to 9 and used a multimeter to measure voltage differences, looking for a relationship between acidity and conductivity.
Carl Sham
How Drinks Affect Tooth Enamel
Carl used clam shells — similar in composition to human teeth — to test how coffee, cola and juice affected tooth enamel.
“This class was less prescribed and controlled compared to our regular science classes and I like that the class allowed me to focus on something that interested me,” he said.
The term wraps up next week with each student set to create a final poster to present their findings — sharing their data, conclusions and what they learned about the scientific process.
Kuklinski said she hopes the projects inspire students to see how science can make a difference, whether it’s improving the school environment, contributing to the community or sparking ideas for future innovation.
