Welcome to the Massachusetts Junior Academy of Sciences (MJAS) web site. The Junior Academy was created to foster an interest in science for middle and high school students in Massachusetts.

Left to right:
Front row: Mandana Sassanfar, Maia Ten Brink, Pichloo, Mary Lou Hedberg
Second row:  Camille Weinberg, Olivia Schwob
Top row: Matt Dzaugis, Jonathan Toohill, Israel Kositsky, Kelly Miao and Genesis Lung

MJAS members with Jim McCarthy, President-elect of AAAS, at the inaugural talk

Peter Faletra, President-elect, National Association of Academies of Science, Mandana Sassanfar, and Ed Brogie, past president of the NAAS, from the Nebraska
Academy of Science.

MJAS Delegates Travel to AJAS meeting in Chicago

The MJAS held its yearly symposium on October 25th at MIT. All the students had wonderful presentations and put in lots of hard work! Congratulations to the winners! Ten students were selected as Massachusetts' student delegates for the 2009 AJAS convention in Chicago.

The top winners received full funding from the MAS for their trip.

Session 1:
1st Place - Maia ten Brink
2nd Place - Matthew Dzaugis

Session 2:
1st Place - Camille Weinberg
2nd Place - Israel-Marc Kositsky

If you would like to contribute to this fund, contact us at This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Spring Highlights

HOW TO GUIDE to Science Fairs

School is starting and now is the time to think about your science fair projects! Here is a step-by-step guide to get you started. Once you get organized, it it time for your winning idea. Check out these websites below and it also helps to talk to your science teacher. Good luck and happy experimenting!

Crystal Clear Science Projects
Science Buddies
Science Fair Central

Dr. Mandana Sassanfar and MAS join forces!

Dr. Sassanfar, a MAS board member, will act as Director of the MJAS through 2010. Learn more about Dr. Sassanfar in her recent interview conducted by Michael Bertrand, Director of Education.

Dr. Sassanfar, when you were growing up, was science an important part of the school curriculum? Were there differences in educational expectations for young boys and girls?

I was educated in the French school system. There was really no difference in the education of boys and girls although they were separated until the 4th grade, after which the classes were mixed. Science was important in the French educational system. We began studying biology in the 4th grade and biology was particularly strong in grades 9 through 12. We started studying physics and chemistry in the 10th grade all the way trough 12th grade which provided continuity. Mathematics was taught beginning in the first grade.

What inspired you to study science and eventually choose it as a career? Were there mentors in your life?

I loved math and chemistry as a kid! To me, those subjects were more objective than say, history which can be interpreted in different ways depending on your opinion. This is unique to science and math. I guess I liked the certainty of what I was studying. Before university, I did not have any particular mentor in math or science but as far back as I can remember, I always really appreciated having a good teacher, more than having a nice teacher-my favorite teachers in 11 and 12th grades were my physics and chemistry teachers (both topics are taught by the same teacher in France). I just had a really strong affinity for those subjects. At the university of Paris I did have a great physical chemistry teacher and a great organic chemistry teacher, both of whom happened to be women; In the French system, there is no shortage of women in the teaching profession. My Physical Chemistry teacher at the university of Paris was amazing. P.Chem is rarely anyone's favorite class but she made things so clear and so interesting that everyone in the class (about 200 of us) enjoyed the subject. She was quite small in stature but commended tremendous respect and never had to raise her voice in class. I think the best teachers are those who can present challenging material and make it accessible and interesting to all.

Moving up to today, can you comment on the state of science education in the United States in general, and Massachusetts in particular?

I think that one problem in sciences in the American public school system is the fact that there is so little of it. For example, students could graduate from high school without ever having taken chemistry or physics. And there is no continuity. What you learn one semester is not necessarily followed up on in the next semester.
I think that student should begin science education earlier and the material should be more challenging. Kids are smart and can not only handle learning math and science earlier, but they can move into learning more complex ideas earlier on. Chemistry and physics should be introduced sooner and for more than just one semester. Organic chemistry should be taught in high schools so that students can see its relevance in biology. Another problem is that teaching to the test [a common practice in which material covered in a class is organized and designed to maximize testing success] is restrictive because it limits what you can teach and learn and prevents more in-depth learning. There is too much emphasis on content and little time for inquiry based learning which is often more exciting yet more time consuming. It teaches kids important skills like problem solving which seems to be lacking in most high school graduates.
In Massachusetts there is great disparity [in performance scores] between school districts which is mostly dependent on socioeconomic status which often correlates with parental expectations. Teachers can sometime become mentors and role models but that requires really dedicated and committed teachers and a lot of time, and the current class sizes in public schools makes it difficult for teachers to establish this type of relationship.

The science education picture here is not gloomy however, as Massachusetts schools in general have maintained relatively respectable scores in science. What do you see as our strengths?

We may be doing better than many states. But Massachusetts is known in the country and worldwide for many of its first rate (private) colleges and universities, as well as its many biotech companies but certainly not for its public schools. Why is there such disparity? We have some ways to go and the key is to encourage interactions between the public schools and institutions of higher education and biotech companies. In public schools we should be moving towards more hands-on activities in cutting edge science. To reach this goal it is essential for science teachers to form partnerships with universities and biotech companies where they and their students can get exposed to the excitement of science and research. The MAS could play an important role in helping foster those partnerships and promote networking.

What are the benefits of competing in science fairs?

There are enormous benefits to science fairs both tangible and none. It teaches students the process of scientific discovery with its trials and tribulations. It shows them how to ask questions and how to find solutions and how to trouble shoot. Another great consequence of doing a science fair project is the uncertainty and surprises that often occur when doing scientific research. It's these unexpected learning moments that really bring excitement into science. Kids learn not to give up and reformulate their original hypothesis and plunge forward and persevere.
Taking part in a science fair gives students intellectual skills and discipline which will be very useful whether or not they end up going into science. It also bring kids with similar interests together and that's always very positive.

Can participation give a student an advantage in competing for college and university admission?

It definitely gives students an edge. It demonstrates passion, perseverance and natural curiosity. Anytime a student has an opportunity to show their passion, this can only enhance their college portfolio. Your chances to get into schools like MIT, Harvard and Stanford, goes up significantly when you win a science competition.

How can personal involvement with state academies of science, such as the Massachusetts Academy of Sciences benefit individuals and the state?

It promotes networking opportunities which is extremely important. It also provides the opportunity to contribute to various facets of science and science education in the state, both intellectually and financially. It can also provide a forum for scientific discussion and scientific education and can help promote partnerships between science professionals and the general public.

What advice would you give a high school student, or someone even younger, that is interested in science and may even be considering it as a career?

Start making connections at the school level. Find a mentor for advice and support. Join a science club. If there are none in your school, start one. Surf the internet to find out more about a particular scientific subject. The more you know the more interesting it gets. Contact real scientists. Find others who share the same interests and discuss ideas. Use your imagination, creativity and curiosity to start a research project. A good research project does not need fancy equipment, just good and simple ideas. It is the thought process that counts.

What's so great about science?

It's intellectually challenging, objective, concrete, logical. There is no nonsense in science. You have to provide experimental proof to back up what you say, and it's fun too!.

Mission Statement

The mission of MJAS is to stimulate and encourage an interest in science among Massachusetts' K-12 students.

The following objectives serve to meet that mission:

1. To promote greater participation in science activities among the youth of Massachusetts.
2. To improve the quality of achievement in science by encouraging students to participate in research and develop original ideas.
3. To develop an understanding of the scientific community through close association with leaders in the sciences.
4. To improve science club activities through regional and national meetings.
5. To foster critical thinking, logical reasoning, and a facility with the scientific method.
6. To encourage and mentor students in pursuit of science education and career.