The Cape Town Regional Science Fair was held at the University of Cape Town over the course of three days. Cannons Creek proudly entered six Grade 9 projects, with every pupil performing exceptionally well. Overall we achieved four Bronze medals, and two Silver medals. Additionally, we also received two Junior best in category prizes. Well done to all our pupils! Thank you to Mrs Oliphant for her guidance and support.
On the first day, participants set up their projects and completed the project approval process. The second day was devoted to interviews with at least two judges, providing pupils with the opportunity to present their research and respond to questions. The final day was open to the public, allowing visitors to view the projects on display and concluded with the award ceremony.
Their dedication, curiosity, and innovative thinking are a true inspiration. We are proud of their achievements and excited to see how their ideas will continue to grow. With consistency, creativity, and determination, our young scientists are showing that together we can tackle real-world challenges and shape a better future.
Sadie-Mia Ronne: ‘Chat.GPT – Dumbing or Developing Critical Thinking?’ (Social Sciences) – BRONZE MEDAL
ChatGPT is being used more and more in education, raising questions about its effect on students’ critical thinking. This project examines whether reliance on AI strengthens or weakens the ability to analyse, evaluate, and solve problems independently by comparing Grade 8 and 9 students with individuals aged 40–50. While ChatGPT provides quick access to information and clear explanations, overuse may reduce opportunities for independent reasoning. The study emphasises the importance of using AI in a balanced way so that it supports, rather than replaces, critical thinking skills.
Hayden Stockenstroom: ‘Stroop Effect – A cognitive phenomenon’ (Physics, Astronomy & Space Sciences) – SILVER MEDAL & BEST IN CATEGORY – JNR
This project investigated the Stroop Effect, which occurs when automatic reading processes interfere with consciously identifying ink colors. The aim was to test whether adults would show faster reaction times than younger participants. Three age groups—primary schoolers, high schoolers, and adults—were tested under two conditions: a baseline task (naming the color of matching words) and a Stroop task (naming the color of mismatched words). Reaction times were measured and averaged by age and gender.
Safiya Rooknodien and Zoe Inegbese: ‘Vaping Amongst Teenagers’ (Social Sciences) – BRONZE MEDAL
This research explores the growing normalisation of vaping amongst teenagers, with a focus on how social media shapes their views and behaviours. Many young people see vaping as trendy or harmless, influenced by online content, peer pressure, and the appeal of flavours and marketing. Our project set out to understand why vaping feels so common in youth culture and why awareness of health risks does not always stop teens from engaging in it. The findings highlight how social identity and belonging play a role, as vaping is often linked with being “cool” or socially accepted. To address this issue, change is needed not only through education about health risks but also by tackling the social and psychological factors that make vaping attractive to teenagers. One of our future plans is to design a website to help teenagers quit vaping in a supportive way, offering resources and guidance to create a healthier and balanced lifestyle and reduce the impact of withdrawals.
Qaylah Omar: ‘Virtual Lab App to Bridge Science Gaps in South Africa’ (Computer Sciences and Software Development) SILVER MEDAL & BEST IN CATEGORY – JNR
In South Africa, many schools do not have fully equipped labs due to financial and safety reasons. This means that hands-on experimenting can not take place, which is essential when learning science. My project, The Learning Lab is s a gamified education app for Grade 7–9 students that tackles this issue.Fully aligned with the CAPS syllabus, it provides a virtual lab where learners can safely conduct experiments, while also offering interactive mini-games, flashcards, quizzes and rewards to make lessons engaging. The prototype, focused on Acids and Bases, shows how theory can be reinforced through play, visuals and hands-on digital experiments. With future plans like multilingual options, personalised features and an AI tutor, The Learning Lab aims to make science accessible, exciting and meaningful to help bridge the gap for schools without laboratories and inspire more learners to pursue STEM.
Veeshen Govender: ‘Automated delivery service to adults with disabilities’ (Engineering) – BRONZE MEDAL
The Automated Assistive Technology device is designed for some adults with disabilities that have a hard time getting things like groceries and medicine on their own. Regular delivery services help, but they still require interacting with people, which isn’t always convenient. This project is creating an automated delivery system that makes it easier for them to get what they need without relying on others. This system will be able to move across different types of terrain and drive itself in the future. Unlike other delivery robots, this one is designed specifically for people with disabilities, with features like independent suspension for a smoother ride and app-based steering so users can control it easily. Later versions will have sensors and automation to make deliveries safer and more efficient. This technology doesn’t just help individuals, it also supports caregivers and communities by making everyday tasks simpler.
Okuhle Mdingi: ‘Growth and Pigmentation Response of Orchids to Iodine and Sodium’ (Plant Sciences) – BRONZE MEDAL
Orchids, especially white orchids, are very beautiful but are also known for being a little fussy and difficult to grow. Because of this, they can be rare and quite expensive, especially if they are the wild types that grow naturally in certain places. This made me wonder: if there was a simpler way to grow them, would more people be able to enjoy having them? So the experiment aimed to test whether adding iodine or sodium to the water of white orchid plants would improve their growth or cause visible changes, such as leaf colour, compared to normal watering. It also explored whether iodine could trigger a colour change in the orchids by reacting with the starch naturally present in the plants.The hypothesis that iodine or sodium would improve orchid growth or change their color was proven wrong. The orchid watered with plain water grew best, while those treated with iodine or sodium grew less and showed no color change, making natural watering the most effective method.
“I am especially proud of my young scientists who entered their projects this year. The process was certainly challenging and at times stressful for them, but they showed resilience, determination, and an incredible ability to adapt. In the end, they pulled through brilliantly and all performed very well. Watching them grow through this experience was deeply rewarding, and I am inspired by their passion for science and innovation. With consistency and perseverance, I believe these young minds have the power to address many challenges and shape a brighter future.” – Mrs Oliphant (Head of Physical Sciences).
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