School: Kang Chiao International School-Linkou campus(JH)
    New Taipei City, N/A, Taiwan

6 students, ages 12,13,14 worked together to complete this CyberFair project on March 13, 2025. They have participated in CyberFair in the following year(s): 2024,2023,2022,2021,2020

Classes and Teachers: Janet Gong,Tammy Cheng,Chun Chi Chang,WU TSAI-EN,HSING RUI-LING,HSIEH YUNG-CHENG,CHEN CHUANG-YI,TSAI YU-TUNG,TSENG HSIN-ERH

E-Mail contact:

Our School's Web Site: http://web.kcislk.ntpc.edu.tw/en/

1. Description of Our Community

For our International Cyber Fair project, we have chosen to research the traditional 'Sulfuric Fire Fishing' culture in Jinshan, New Taipei City, Taiwan. This unique fishing method, which has a long history, involves burning carbide to attract fish. As an island nation, Taiwan has a deep connection to the ocean, and Sulfuric Fire Fishing represents a rich cultural tradition passed down through generations. Over time, this distinctive technique—blending chemistry and fishing—has evolved, yet it now faces the risk of disappearing in modern society. To gain deeper insight, we interviewed fishermen in Jinshan District, collecting firsthand accounts from practitioners of this craft. By studying Sulfuric Fire Fishing, we aim to understand its historical significance and raise awareness about the importance of preserving this valuable tradition.

2. Summary of Our Project

Our journey began when we saw a striking photograph in National Geographic—sparks flying through the night sky like fireworks. The image left us in awe and sparked our curiosity about fire fishing, a unique cultural tradition found only in Taiwan. Intrigued, we decided to learn more about this fascinating technique. Before our visit, we arranged an interview with the staff at Jinshan Mine Harbor through phone calls and other preparations. On the day of the interview, we made our way to the local Fire Fishing Studio, eager to meet the fire captain and gain firsthand insight into this centuries-old practice.

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:more than 50%

B. Number of workstations with Internet access in the classroom:more than 6

C. Connection speed used in the classroom:not sure

D. Number of years our classroom has been connected to the Internet:4-6

4. Problems We Had To Overcome

During this process, we encountered various challenges. The biggest difficulty in our project was arranging an interview on-site. To observe the fishing process, we needed to travel to Jinshan and participate in their experiential activities. However, Sulfuric Fire Fishing is seasonal, making scheduling even more urgent. Despite discussions in our chat group, it was difficult to agree on a time. Eventually, we decided to use our once-a-week class session to finalize the details.

Since the fishing experience would take place during the last session of the day, we would have to depart immediately and return late at night. Additionally, transportation was not arranged in advance, so we couldn’t ensure that everyone would get home safely. In the end, we decided to visit on another day instead, as the last-minute plan was too difficult to manage. Fortunately, we were still able to interview the fire captain at a later time, even though we missed the opportunity to witness the crew fishing firsthand.

5. Our Project Sound Bite

We chose to focus on this unique fishing method because of our curiosity and desire to explore this fascinating technique. When we first saw a photo of Sulfuric Fire Fishing, it looked as if sparks were lighting up the starry sky before falling into the water. We were amazed by this special tradition, yet we had never heard of it before.

Our goal is to help preserve and pass down this remarkable practice for future generations. In today’s busy world, people often overlook traditional skills while focusing on less meaningful tasks. We hope that by sharing this fishing method, we can help the world recognize Taiwan’s rich cultural heritage and appreciate the beauty of this unique craft.

6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?

In our after-school club, we participated in the Sulfuric Fire Fishing project, dedicating our spare time to researching and preparing for the competition. During these sessions, we compiled and studied historical and technical information about Sulfuric Fire Fishing to deepen our understanding of this unique tradition. Additionally, we visited a Sulfuric Fire Fishing site and interviewed the fire fishing boat captain, Mr. Jian, to gain a more comprehensive insight into the technology behind this fishing method.

This project taught us valuable skills, such as effective research techniques and how to communicate confidently with interviewees. We also improved our ability to collaborate with classmates, exchange suggestions, and refine our writing skills to meet the competition’s requirements.

In my view, the CyberFair Project is an excellent learning opportunity. It encourages students to gain real-world experience rather than relying solely on textbook knowledge. Overall, through this project, we developed a deeper appreciation for the cultural value of Sulfuric Fire Fishing, as well as the importance of teamwork and independent learning.

1) What information tools & technologies did you used to complete your CyberFair project?

To complete our CyberFair Project, we utilized a variety of personal information tools and technologies, including iPad Air 5, Lenovo 500e Chromebook Gen 3, iPad Pro 4, MacBook Air M2 (256GB), and MacBook Pro M1 (256GB). Additionally, we used mobile phones (iPhone 10, iPhone 15 Pro) for recording and photography.

These personal devices played a crucial role in editing text, conducting online research, and creating digital artwork. The most important aspect of our project—interviews—was recorded using mobile phones, allowing us to produce detailed and accurate verbatim transcripts.

Furthermore, we relied on internet resources found through search engines to gather background information on Sulfuric Fire Fishing, helping us better understand its history and significance.

2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.

As a team studying Sulfuric Fire Fishing, we took on the role of ambassadors by arranging interviews and field visits to gain a deeper understanding of this traditional fishing technique's history and current status. Our efforts included a face-to-face interview with the owner of a Sulfuric Fire Fishing business and an on-site visit to observe the fishing process firsthand.

During our interviews, we carefully prepared our questions and effectively recorded the responses. We inquired about the operational details of Sulfuric Fire Fishing technology, the challenges of transforming fisheries into tourism, and the owner's experiences in promoting this traditional practice. The interviewee provided clear and detailed answers, offering valuable insights that enriched our project. Speaking with an expert gave our research greater depth and authenticity.

Additionally, our visit to the Sulfuric Fire Fishing site was an unforgettable experience. Before this, none of our team members had witnessed the technique in action. The visit was essential to our research and provided a hands-on learning opportunity. Guided by an enthusiastic tour guide, we learned about the equipment used, the operation process, and the historical significance of this fishing method. The guide also explained how fire is used to attract fish and emphasized the importance of Sulfuric Fire Fishing in preserving Taiwan’s traditional fishing culture.

This experience far exceeded our expectations. Through both interviews and field visits, we gained a comprehensive understanding of Sulfuric Fire Fishing, its cultural significance, and the challenges it faces in modern society. By sharing our findings, we help raise awareness about this valuable tradition, fulfilling our role as spokespersons for this unique cultural heritage.

3) What has been the impact of your project on your community?

Our project focuses on Taiwan’s traditional fishing technique, Jinshan Sulfuric Fire Fishing. To raise awareness, we created posters and displayed them in a prominent area of our school, allowing students and teachers to learn more about this unique cultural tradition. As part of our initiative, we stood by our posters and actively introduced Jinshan Sulfuric Fire Fishing to those who stopped by, engaging in discussions with both students and teachers. Additionally, we designed an interactive section where visitors could write their thoughts on sticky notes and attach them to the poster, sharing their reflections on this traditional fishing method.

This project provided a valuable opportunity to educate others about Taiwan’s cultural heritage while also receiving feedback from our school community. By sharing our knowledge, we helped more people appreciate and understand Jinshan Sulfuric Fire Fishing, ensuring that this traditional skill continues to be recognized and valued.

4) How did your project involve other members of your community as helpers and volunteers?

Our project greatly benefited from the support of local fishermen, particularly the captains we interviewed. Since there is limited information available online about Sulfuric Fire Fishing, speaking directly with industry professionals was essential to gaining deeper insights.

Through these interviews, we learned firsthand about the fishing industry and the challenges of preserving this traditional technique. Additionally, with the help of the staff, we were given the rare opportunity to board a fishing boat, explore the vessel, and observe the fishing port up close.

Because Sulfuric Fire Fishing is an ancient and traditional skill, opportunities to experience it firsthand are rare. Interviewing a captain provided us with invaluable knowledge that we would not have been able to find elsewhere. Their willingness to share their expertise allowed us to better understand and document this unique cultural practice, strengthening our project and its impact.

5) Discoveries, Lessons and Surprises (Optional)

Throughout this project, we encountered many surprises and new experiences. At first, we didn’t know what to expect—everything felt like a completely new adventure. We were unsure when or how we would uncover information about Sulfuric Fire Fishing, but as we progressed, we learned many valuable lessons.

One of the most important discoveries was understanding the tools used in this fishing technique and the number of people still practicing this traditional skill. These insights helped us appreciate the significance of Sulfuric Fire Fishing in Taiwan’s cultural heritage. Additionally, we were surprised to discover temples and historical sites near the fishing area. This unexpected aspect of our trip added another layer of cultural understanding and made the experience even more enriching.

Overall, this journey has been filled with learning, exploration, and unexpected discoveries, allowing us to gain deeper insight into a unique tradition that many people might not be aware of.