| What encourages mold to grow? This is a | | | | and a mold sample. Students will need to measure |
| question that students can answer in their very | | | | the size of the mold starter and record this in |
| own science fair project. If this is the first year a | | | | their project journals. They will then need to |
| student has completed this type of project then | | | | document the humidity level, temperature and |
| it is very helpful to review complete projects to | | | | light exposure factors that are influencing the |
| get an idea of what is expected from them. | | | | growth of the control mold. |
| Find a Focus for the Project | | | | The test experiments will involve the same set |
| The first step in developing a mold science fair | | | | up as the control experiment. In fact the test |
| project is to find a focus. The focus is going to | | | | experiments need to mirror the control in every |
| be one element of the selected topic to examine. | | | | way except for the internal temperature of the |
| In the case of mold growth science fair projects | | | | testing environment. This is what will be |
| students can examine possible growth factors | | | | manipulated in each experiment group. |
| such as surface composition, food sources, heat | | | | Collect Data |
| and humidity. Light exposure and chemical | | | | For the control experiment students will need to |
| elements can also be used as a mold project | | | | collect several pieces of data. They will need to |
| focus. | | | | record the temperature of the control test |
| Develop a Hypothesis | | | | environment, the humidity level and they will also |
| The second step is to use the focus to develop a | | | | need to record how much light the mold is |
| hypothesis. The hypothesis is going to make a | | | | exposed to. Students will also need to record |
| prediction about a cause and effect relationship. In | | | | information about the type and size of mold used |
| this situation the dependent variable, which is | | | | to start the experiment. Finally, students will need |
| measured, is going to be the rate of growth for | | | | to record the growth of the mold in daily |
| the mold sample. The cause variable, also referred | | | | increments. |
| to as the independent variable, is going to be the | | | | The test experiments will need to record slightly |
| focus element, such as heat, humidity or light | | | | less information. Students will only need to record |
| exposure. | | | | the temperature for each experiment and the |
| For this sample project the hypothesis is going to | | | | daily growth rates of their experimental molds. All |
| be: mold grows faster in warmer environments. | | | | of this information will need to be organized in a |
| Create an Experiment | | | | table. |
| The design of an experiment is not a simple | | | | Analyze the Data |
| process, particularly for mold growth projects. | | | | The analysis of the data will be fairly straight |
| Students will need to develop a testing | | | | forward. Students will just need to compare the |
| environment that allows them to isolate a single | | | | average daily growth rates for each experiment |
| factor to manipulate, such as heat. To rule out | | | | and compare them to the control and to each |
| the possibility of other factors influencing the | | | | other. If the hypothesis is correct then the |
| growth rate of the mold a control experiment will | | | | student will notice that as the temperature is |
| also need to be developed. | | | | increased the rate of growth for the mold will also |
| The control experiment will be set up in a closed | | | | increase. |
| environment. It will utilize a sterile Petri dish, agar | | | | |