Science Research Program Guide - Secondary Programs Home ...

SCHOOL BOARD OF BREVARD COUNTY 

Educational Services Facility 

2700 Judge Fran Jamieson Way 

Viera, Florida 32940-6601 

SCHOOL BOARD MEMBERS 

Janice Kershaw, Chairman 

Amy Kneessy, Vice Chairman 

Larry Hughes 

Robert Jordan 

Dr. Barbara A. Murray 

SUPERINTENDENT 

Dr. Richard A. DiPatri 

DIVISION OF CURRICULUM AND INSTRUCTION 

ASSOCIATE SUPERINTENDENT 

Brenda Blackburn 

AREA SUPERINTENDENTS 

Dr. Thomas McIntyre 

Ms. Sandra Demmon 

Dr. Ronald Bobay

Acknowledgements 

Task Team for the Science Research Program Guide 2008 

Ginger Davis Office of Secondary Programs 

Jean Almeida Bayside High School 

Bill Hausmann Edgewood Jr/Sr High School 

Raul Montes Cocoa High School 

Ellen Muse Bayside High School 

Phil Rose Office of Secondary Programs 

Lisa Scott Satellite High School 

Guytri Still McNair Magnet School 

Special Thanks to the following for their contribution to this document 

Sandra Feddersen Cocoa Beach Jr/Sr High 

John Latherow Satellite High School 

Scott McCord Astronaut High School 

“The important thing in science is not so much to obtain new facts 

as to discover new ways of thinking about them.” 

-Sir William Bragg

Table of Contents 

Introduction-------------------------------------------------------------------------------1 

Responsibilities and Ethics -------------------------------------------------------------3 

Defining the Research Unit --------------------------------------------------------3 

Administrative Responsibilities ---------------------------------------------------3 

Research Teacher Responsibilities------------------------------------------------3 

Research Student Responsibilities ------------------------------------------------4 

Ethics and Science Research-------------------------------------------------------4 

Instructional Strategies -----------------------------------------------------------------5 

Preliminary Science Research Activities-----------------------------------------5 

Choosing an Area of Interest ------------------------------------------------------6 

Choosing a Specific Problem Within an Area of Interest ----------------------6 

Preparing and Planning the Science Project -------------------------------------7 

Research Plan Approval---------------------------------------------------------- 10 

Procuring Supplies, Equipment, and Facilities -------------------------------- 10 

Student Research Implementation ---------------------------------------------- 11 

Post-Research Analysis ---------------------------------------------------------- 12 

Final Preparation for Fair -------------------------------------------------------- 14 

Post Fair Activities---------------------------------------------------------------- 15 

Science Fairs ---------------------------------------------------------------------------- 16 

Listing of Schools by Fair-------------------------------------------------------- 16 

Science and Engineering Fair Dates -------------------------------------------- 16 

Brevard County Regional Fairs ------------------------------------------------- 17 

Florida State Science and Engineering Fair------------------------------------ 18 

International Science and Engineering Fair------------------------------------ 19 

Other Science Competitions ----------------------------------------------------- 20 

Science Fairs Alignment with National Standards ---------------------------- 22 

Frequently Asked Questions --------------------------------------------------------- 23 

Additional Resources ------------------------------------------------------------------ 27 

Science Fair Forms (Index)----------------------------------------------------------- 31 

Appendix (Index)………………………………………………………………. 76 

International Rules and Student Handbook………………………………….117

Introduction 

Student Research is designed for the motivated, creative, and inquisitive science student. The 

program was developed to provide interested students with an opportunity to acquire skills and 

concepts inherent in the science research experience. It is intended to teach students to be 

creative, careful, patient, and exacting in their methods of study and laboratory investigations. 

The students will experience science through original research. The students will practice 

scientific thinking and learn scientific processes, which may advance the student in their 

educational and career goals. 

Science research is related to real-world issues. It requires a thoughtful critique of all aspects of 

investigations as well as extensive opportunities in designing and executing investigations. The 

students should be able to discuss differences in scientific opinions as related to the nature of 

scientific evidence. Research students should be proficient in formulating testable hypotheses. 

Knowledge and understanding of this process is gained by experimenting. After completing an 

investigation, students should discuss methods or strategies that may improve future 

investigations. Science research is a complex social activity that provides an avenue for 

establishing and maintaining positive life long relationships among students, teachers and 

mentors. It also promotes insight and analytical skills needed in addressing matters of public 

concern. Scientific information helps us understand the likely causes of natural or technological 

events and estimate the possible effects of projected policies. Students should actively seek 

information by building connections, rather than just by absorbing facts. 

Using the process of science research, students ask carefully constructed questions about the 

natural world. Such scientific discourse becomes the main pathway to knowledge for scientists 

and students alike. A scientific research project can result from the direct observation of the 

natural world or knowledge gained from previous investigations. As students grow and mature, 

so does their ability to use inquiry-related process skills. The Science Research program 

promotes the “Nature of Science” and is well aligned with district, state, and national standards 

of scientific inquiry. Research skills addressed include: 

Observing Qualitative and Quantitative Data 

Classifying observed data 

Using measurement systems and dimensional analysis 

Designing experiments 

Hypothesizing 

Identifying, controlling, and manipulating variables 

Distinguishing between treatment and control variables 

Collecting and recording data 

Analyzing data 

Following safety procedures 

Using scientific tools 

Understanding the historical and social implication of science 

1

“….I have not failed. 

I’ve just found 

10,000 ways 

that won’t work.” 

2 

-Thomas Edison

Responsibilities and Ethics 

Defining the Research Unit 

� The research unit will consist of one (1) Research Teacher and 8-16 students. The research 

teacher will be a qualified teacher selected by the principal of the school. Qualifications 

should include expertise in science, data analysis, and experimental design. 

� Research units will consists of one regular class period per day AND an average of four 

additional after school hours per week OR an after school program with an average of four 

after school hours per week. A regularly scheduled class period is the preferred model and 

is considered a priority by the Superintendent. 

� Funds will be provided each year, per unit, for science research materials and supplies. A 

teacher supplement will be paid according to the adopted supplemental salary schedule. 

� An internal account may be established for science research to provide for fund-raising 

activities and ancillary expenses. 

Administrative Responsibilities 

The principal will: 

� evaluate each Research Unit at least once a year and ensure that the research teacher 

completes the obligations listed in the Research Teacher Responsibilities. 

� ensure that all funds allocated to the Research Unit are used to support the unit. 

� allocate the necessary time and space to support the Research Unit. 

Research Teacher Responsibilities 

The Research Teacher: 

� should approve the students who will participate in the Research Unit. 

� will spend a minimum average of four (4) hours per week (in addition to the regular school 

work day) planning, supervising and coordinating group or individual student research. 

� will support his/her students in entering district approved science activities. 

� will instruct the students in the science research process. 

� will instruct the students in the issues of scientific ethics. 

� will instruct the students on issues of safety. 

� will assume responsibility for each research project, its procedure and materials. 

� must have an open line of communication with student’s mentors, qualified scientists, 

and/or adult sponsors. 

� will initiate the ordering of materials. Expenditures will be approved by the principal or 

science department chair. 

� will supervise the completion and submission of all required forms and records. 

� is required to chaperone at the regional science and engineering fair. The research teacher 

may also be requested to chaperone at other related activities. 

� is responsible for assisting students in understanding all rules and regulations of the various 

activities in which they are involved. 

3

Research Student Responsibilities 

The research student: 

� will participate in the regional science and engineering fair. 

� will follow all appropriate safety guidelines. 

� must notify the research teacher of any research plan changes prior to implementation of 

said changes. 

� will notify the research teacher of all mentors, qualified scientists and/or adult sponsors 

involved in their research. 

� will submit all forms and paperwork prior to the assigned deadlines. 

� will abide by all school rules at science activities. 

� will conduct research in an ethical manner. 

Ethics and Science Research 

Science research requires that students be highly principled in their investigations and exhibit a 

high degree of integrity. Students should accept research failures and evidence that is counter 

to their own hypotheses. Scientific research can be compromised by dishonesty, bias and 

cheating. The science research student is responsible for maintaining the highest ethical 

standards throughout their scientific pursuits. 

Scientific ethics require that Research Teachers and Students: 

� be dedicated to the pursuit and promotion of beneficial scientific investigation, consistent 

with the mission of the Brevard Public Schools. 

� discuss, manage, evaluate, and report scientific data honestly, thoroughly, and without 

conflict of interest. 

� not plagiarize, fabricate or falsify any part of the research. 

� not intentionally withhold or use incomplete, misleading or biased information. 

� return all borrowed equipment and resources in a timely manner. 

� encourage constructive criticism of the research project. 

� ensure safe and humane treatment of human and animal subject. 

� safeguard resources entrusted to them. 

“ Character is so much easier 

to keep than recover.” 

-Thomas Payne 

4

Instructional Strategies 

Preliminary Science Research Activities 

Before science projects begin, the teacher should ensure that students understand certain 

essential concepts inherent in the science research process. 

Safety: All science teachers should review safety procedures and rules at the beginning of the 

course. The teacher should refer to the district's Safe Science (1998) document; a Student 

Safety Contract is included in this guidebook. The teacher should be aware of the teacher, 

student and administrative responsibilities (See Responsibility & Ethics Section). 

Examples of suggested activities: 

� Review safety rules 

� Design safety exercises 

� Locate safety equipment on a map of the research room 

Required Initial Paperwork: The following forms should be completed as soon as possible 

(refer to Forms section): 

� Parent Agreement Form ( Keep in Folder for school use) 

� Photo Release 

� Student Science Safety Contract 

� Responsibility and Ethics Forms 

� Internet Acceptable Use Policy Form (Keep in Folder for School Use) 

Basic Components of Science Research Program: The teacher should introduce and explain 

the basic components of the fair project.(Refer to Appendices B&C) 

� Research paper 

� Reprint file 

� Display board 

� Log/data book 

Observational Exercises: Students may need review and practice in making observations. 

Simple laboratory exercises should be used to develop these skills. (Refer to Appendix A) 

Examples of laboratory activities: 

� Observation of a Burning Candle 

� Cartesian Diver 

� Discrepant Events 

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Inquiry Laboratory Exercises: The purpose of inquiry labs is to help the student gain 

experience in the process of research. These labs will introduce and demonstrate such 

concepts as hypothesis formulation, dependent, intervening and independent variables, control 

and treatment groups, and data collection. A good source for inquiry labs is Invitations to 

Science Inquiry (Science Inquiry Enterprises) by Tik L. Liem (Refer to Appendix A) 

Examples of inquiry labs: 

� How does temperature affect an organism? 

� Classic black-box exercises 

Choosing an Area of Interest 

It is strongly recommended that students choose a topic in an area that interests them. The 

following activities are designed to assist students in deciding on a topic. 

� Brainstorming in cooperative groups 

� Creating lists of interests and hobbies 

� Scanning scientific periodicals (Science News, Nature, Science) watching newscasts and 

reading newspapers (real world problems) 

� Library visits 

� Guest speakers: Researchers from local colleges and universities, government agencies and 

industry are excellent resources. For example, graduate students can be utilized to model 

and explain the research process and excite the students.( Sources include Speaker Bureau 

Florida Tech., NASA Educational Office) 

� Review ISEF abstracts 

Choosing a Specific Problem Within an Area of Interest 

To create a successful science project you must have a goal or objective. The student should 

consider the following questions: 

� What will you observe? 

� What question do you want to answer by doing your project? 

� What is the nature of your data and how will it answer your question? 

Because of a limited time frame, the student must choose to investigate a very specific 

question. A project with a broad, diffused question becomes a science project that is too 

elaborate to accomplish within that time frame. Consider the following examples: 

1. The Effects of Acid Rain on Plants in East Central Florida. 

2. The Effects of the pH of Rainwater on the Growth Rate of Brassica rapa in a Plant 

Environmental Chamber 

The first research statement is a poor example, because the topic is too broad. Consider the 

following: 

� What plants are we talking about in this study? 

6

� Where is the study area? 

� This project would involve more work and require more information than the time allows 

during a school year. 

� Another problem is that the resources (skill, materials, and cost) are prohibitive. 

The second problem cited above is a good example. In this case, we have a problem that has 

been refined. The purpose is very specific and focused. This question is researchable because 

the design stipulates the variables that are controlled and manipulated. The student has clearly 

defined what kinds of data should be collected to answer the research question. 

Sources of specific research problem examples include: 

� Doctoral dissertations 

� Scientific journals 

� Bibliographies of relevant articles in scientific journals 

� ISEF abstracts 

The above examples are only intended to start the beginning researcher thinking. The best 

project ideas usually are derived from real world problems. 

It is suggested that the teacher have students answer the following questions: 

� Did you pick a topic that interests you? 

� Did you choose a very specific problem? 

� Is relevant information available? 

� Can you identify variables in your problem that can be manipulated? 

� Are the costs, skills, or equipment feasible? 

� Can this project be conducted safely? 

Preparing and Planning the Science Project 

Literature Review 

The student may underestimate the importance of this ongoing phase of the research process. 

The primary purpose of literature review is to develop a knowledge base sufficient to 

investigate the research question or problem. One obstacle that the student and teacher may 

encounter is learning the terminology specific to the field of interest. The student must first 

build a vocabulary of key terms in order to search for pertinent literature. The concepts 

inherent in these terms allow the student to gain an understanding of the literature. 

A thorough literature review will enable the research student to become acquainted with the 

research topic history including major findings, the names of the primary investigators, 

research design, accepted methodologies and statistical methods, and suggestions for future 

research. Such information will help the student to manage and direct his or her research more 

efficiently, preventing potential problems that could lead to discouragement or invalid 

conclusions. It is therefore strongly suggested that the teacher encourage students to allocate 

sufficient time for literature study during the entire course of the research project. 

7

Activities should include training in the use of Literature Resources such as: 

� The Internet 

� Data bases 

� Citation indexes 

� Scientific abstracts 

� Sourcebooks 

� Journal articles 

� Handbooks 

� Reference books 

Mentors 

Some projects may require equipment, facilities, supervision, and expertise potentially beyond 

the resources of the science research class. For example, a student doing cancer cell growth 

rates may require a specialized lab in order to conduct the research. 

In such cases, the teacher should help the student secure a mentor that meets the criteria 

according to the ISEF rules. Mentors can play a variety of roles in the student's research 

project. They can simply advise and guide or they can take a more active role by directly 

supervising the student's work. Mentors may be teachers, university professors, engineers, 

scientists or other professionals that are qualified experts in the field related to the student's 

specific research. 

Students should be encouraged to obtain a mentor whenever possible, as it offers significant 

advantages. The student often is allowed access to technologies and experiences that would 

otherwise be unavailable to a student without a mentor. The added expertise of a mentor will 

likely enhance the scientific validity and accuracy of the student's research project. Finally, the 

forging of such contacts may create a support system that will enhance the science research 

program in the future. 

Mentors can be contacted and recruited in a variety of ways such as email, letters, and 

telephone. Major sources include post-secondary institutions, professional organizations, state 

and federal agencies, private industry, and other science research teachers (Refer to the 

Additional Resources section of this document). 

Research Design 

The research design is the framework for the entire project. It must be based on a sound 

scientific method or strategy that will successfully test the hypothesis. This part of the project 

must therefore be very carefully crafted in order to answer the research question conclusively. 

Uncontrolled, extraneous or intervening variables may mask or confound the independent 

variable's influence on the dependent variable. Many valid research design strategies exist, 

each with their specific assumptions, objectives, and limitations. The most common major 

research design categories are true experimental, quasi-experimental, ex-post facto 

(retrospective), correlation studies, descriptive studies, and computer/mathematical modeling. 

8

In choosing a specific design, the student and teacher must consider several factors such as the 

research question, the breadth and depth of the study, the inferential range (scope), and the 

number and nature of the independent, dependent, intervening and extraneous variables. 

For example, suppose a student wishes to compare the achievement levels of ninth grade 

mathematics students receiving traditional instruction versus computer instruction. In a true 

experimental design, the students would need to be randomly selected and assigned to classes. 

Since this would most likely be impractical, this would not be a true experimental research 

design. The conclusion of the research cannot be inferred to the general population of ninth 

graders and certainly cannot be inferred to high school students in general. The conclusion of 

the research can only be applied to the specific subjects in the specific math classes involved in 

the project. Clearly, if the student wished to investigate this question relevant to all high school 

students (within one school), then the research design would need to be modified to include 

randomly selected samples of all high school students within that school. Otherwise, the 

student would need to narrow the scope, and thus the inferences, of the research to include only 

the subjects being investigated. 

Suggested activities include presenting student groups with simple research questions and 

allowing them to design research plans that would answer those questions. 

Writing a Specific Procedure 

Once the research design is constructed, a specific procedure needs to be created. A great deal 

of attention must be allocated to this phase of the research since it defines the rest of the 

research project. Additionally, a well-written procedure section will reveal potential safety 

issues such as disposal techniques that must be dealt with prior to research implementation. 

The procedure must be sufficiently detailed to allow replication by someone other than the 

principal investigator. 

Activities that provide the student with procedural writing experience is strongly suggested. 

For example, a simple experiment can be described to the class after which the students are 

given the task to write a procedure for implementing the experiment. The students then trade 

experimental procedures and proceed to implement the experiment, following each other's 

written procedures. After the experimental session, the class can discuss the strengths and 

weaknesses of the written procedures. 

The literature provides standard and accepted protocols, including established research 

procedures and methodologies. Such published protocols should be a primary citation source 

for the student's Research Plan. For example, the MEDLINE database may provide information 

on Animal Care. Information on locating the MEDLINE database is listed in the ISEF Rules 

and Guidelines manual. 

Statistics 

The data collected from the research project must be systematically treated and interpreted in 

order to determine if the hypothesis is supported or rejected. Inferential statistics provide the 

accepted methodology for this determination. There are several major types of statistical 

methods that are available, each with its specific assumptions, applications, inferential 

9

decision-making limitations, and hypothesis testing strengths and weaknesses. Some of the 

most common statistical methods are the t test, F test, chi-square test, ANOVA, correlation 

tests, and regression analyses. 

It is critical that the statistical test be determined before the research begins. In fact, the 

statistical methodology actually plays an important role in determining the research design 

of the project. If the data collected is treated with a statistical test that is incompatible with the 

research design, the results of the statistical test would be nonsensical, essentially invalidating 

the conclusions. Data treated with the correct statistical methodology could lead to a wellsupported 

conclusion and a significantly strengthened project. 

Several excellent statistical software programs are available. It is suggested that the teacher 

encourage the students to become proficient at running statistical tests with either simulated or 

published data. 

It is essential that students understand the specific objectives, assumptions and 

applications of commonly used statistical tests. 

Research Plan Approval 

Once the research design and specific procedure has been written, the Research Plan, Form 1, 

Form IA, and Form IB should be completed and submitted to the science research teacher for 

approval. Any project that involves human, vertebrate animals, potentially hazardous 

biological agents, or hazardous chemicals activities and devices (See form I, item 6) may 

not be implemented until the Fair Director has granted approval for the Research Plan. . 

A “risk” assessment (Form 3) must be completed before presenting plan to Fair Director 

(additional forms might include Form 2, Form 3, Form 4, Form 5A, Form 5B, Form 6A 

and Form 6B). 

Prior to the protocol submission, the teacher must ensure that the student has also completed all 

other pertinent forms (Refer to International Fair Rules) required for final project approval. 

Procuring Supplies, Equipment, and Facilities 

After the science projects have been officially approved, the teacher should now begin to order 

supplies and equipment. Additionally, the teacher may need to arrange off campus 

laboratory/field activities for specific students. Often, a mentor will be involved in such 

activities. 

Timing is critical in this phase of the research. Obviously, if a student needs to grow wheat 

plants for 10 weeks, ordering the seeds 10 weeks before the competition date makes no sense. 

Common supplies such as light bulbs, jars, and styrofoam may be purchased at local vendors 

by the teachers, parents, or students. 

10

Sometimes problems may be avoided by contacting the vendor by phone and making direct 

inquiries concerning material availability, cost and shipping. It is also suggested that the 

teacher periodically contact the vendor representative to monitor the progress of the orders. 

Purchase order requests must be completed and approved before submission to the bookkeeper 

for procurement. The procurement process can be more efficient when the science research 

teacher works closely with the school bookkeeper. 

The teacher should create a procurement schedule that takes into account unforeseen problems. 

For example, the vendor may fill your order incorrectly or ship faulty equipment. Shipping 

delays or severe weather may destroy live shipments. Backorders are common, especially if the 

ordered materials are in demand by other science programs. Exotic materials, such as special 

chemicals or specimens, may be difficult to locate and therefore may require more time to 

procure. The science research teacher should review a Material Safety Data Sheet for each 

substance before ordering. 

Student Research Implementation 

During this phase of the project, the students start their experimentation and/or other activities, 

generating research data. Science research is, by its very nature, a problem solving activity. 

Therefore, the science research teacher should work closely with his or her students to assist 

them in solving problems they encounter. This phase of the process can be one of the most 

interesting and challenging experiences for both the students and the teacher. The teacher may 

be engaged in a diverse range of instructional activities such as assisting in constructing a 

hydroponics apparatus or teaching computer data collection techniques. The teacher must be 

skilled at disseminating time and attention to his or her students based on prioritized criteria. 

This is a challenging skill that is best acquired through practice, but one which can have a very 

positive effect on the students’ science research experiences. 

Progress Evaluation 

A system should be established for evaluating student progress during the science research 

project. This could be accomplished in a number of ways including student/teacher 

conferencing, formal evaluations such as log/data book checks, oral presentations or periodic 

progress reports. For example, a weekly progress report could include a summary of progress, 

a description of problems encountered and possible solution strategies to those problems. Such 

reports not only keep the teacher informed about student progress, but may also keep the 

student focused on working out the details of their project. In addition to teacher evaluations, 

mentors could be invited to the school to work with students, individually or in groups, to 

evaluate progress and offer suggestions. (Refer to Appendix C) 

Research Paper 

A Research Paper is a recommended part of a science project. It entails the major components 

of the research project compiled as a single document. During this phase of the research, the 

student can be writing certain sections of the paper such as the Introduction, 

Procedure/Methodology, and Bibliography. (Refer to Appendix B) 

11

Reprint File 

A reprint file is a bound copy of a collection of printed materials students have read during the 

course of their research. A complete bibliography of these materials should be included in the 

Research Paper, following appropriate citation guidelines. 

Students should underline or highlight parts of the materials that are relevant to their project. It 

is from these readings that the student builds the knowledge base for the background of the 

Research Paper. 

Post-Research Analysis 

Data Presentation 

The purpose of the data section is: 

� To document, accurately and efficiently, lab-generated raw data. 

� To present data to the reader in a clear, concise, meaningful way so as to indicate possible 

trends, patterns, and the relationships among the variables of the experiment. 

Some of the most commonly used devices for data recording/presentation are as follows: 

Tables: Tables are excellent for fast, efficient data recording. However, to be useful, they must 

be constructed before the lab work. There is no single way to construct a table and styles vary 

with type of data to be recorded. However, tables are usually two-dimensional: 1) subject or 

object being measured and 2) attribute being measured. All Tables must have a TITLE that 

tells the reader exactly what the table contains. 

Figures/Diagrams: A picture is worth a thousand words, if it is accurate. All visual devices 

must be sufficiently detailed, well labeled, and drawn to an indicated scale (for example: 1cm = 

1 meter). Styles vary greatly, but the purpose is the same: to allow the reader to understand and 

to reproduce your experiment. 

Graphs: Graphs are the most powerful tools for conveying meaningful relationships of data 

variables. The most commonly used graphs are the pie graph, bar graph, phase and Venn 

diagrams, and the line graph. 

• The Pie Graph is usually used to show compositional/proportional relationships of subjects 

and variables. 

• The Bar Graph or histogram is often used for comparing differences. 

• The Phase Diagram is a type of graph used to focus on the conditions or variables 

correlated to a subject’s characteristics. The intersections of the x and y variables divides 

the resulting graph into areas or phases which correspond to specific characteristics. 

12

• The Venn Diagrams are diagrams using overlapping circles (or any shape) to show 

relationships among subjects. 

The Line Graph usually consists of an independent and dependent variable. The independent 

variable is usually plotted along the x-axis, the dependent variable along the y-axis. The 

independent variable is defined as a parameter, or measurable property, that is not affected by 

the dependent variable. The variance of the dependent variable, however, may be influenced by 

the independent variable. 

General Guidelines for Constructing Graphs 

� Label all axes by clearly defining the variables and their units of measurement. 

� Define the plotting symbols in a legend. 

� Generally, plot no more than four lines on the same graph. Use different types of lines 

(solid, dashed, alternating solid/dashed, etc…) Do not use different colors, since some 

people are color-blind and such graphs cannot be copied without destroying the 

distinguishing characteristics of the different lines. 

� In the title, note where the data that was used to plot the points can be found in the report. 

� The magnitude of the increments used to plot the quantities of the variables must be 

carefully chosen in order to convey an accurate picture of the possible relationships 

between the variables. This will result in a graph proportioned to focus on the important 

parts of the curve. 

� Show data breaks by drawing two vertical lines (the first one shorter than the second) on the 

axis and on the corresponding point on the curve. Increment magnitudes may be changed 

after the data break in order to better focus on the important parts of the curve. 

� Three-dimensional graphs may be used when the interdependency or correlations of three 

variables are to be investigated. Such graphs may entail one dependent and two 

independent variables or one independent and two dependent variables. 

Discussion 

This is by far the most important and time consuming section of the research paper in that it 

reflects and documents the student’s thinking process. The prose style must be organized to 

enable the reader to follow the logic and interpretation of the results of the experiment. The 

text must also acknowledge the tentativeness of the interpretations. Remember, being limited 

by our perceptions, we can never prove anything. The student should not use the word “prove” 

but instead should use “the evidence supports…” or “it appears to be…” All data and 

observations must be discussed using alternate explanations. Credibility will be lost if the 

reader discovers possible reasons for the results that were not considered by the research 

student. 

The tone must be objective rather than subjective, thus avoiding phrases such as “I feel…” or 

“In my opinion.” Use clear, concise, and efficient language mechanics. This section will make 

frequent references to tables, graphs, and observations in order to support the student’s 

interpretations and theories. Never introduce new data or observations not previously 

documented in the appropriate sections as this may suggest that you are selectively withholding 

information. The text may periodically be augmented by other written symbolism such as 

13

chemical reactions, mathematical models, molecular structures, and other technical symbols. 

Use references to published literature to support your statements. For example: “Electrons are 

organized into quantized energy orbits. (Smoot, 1988).” Or, “Smoot (1988) indicates that 

electrons are organized into quantized orbits.” No investigation answers all the questions, and 

in fact, new questions arise. These questions must be posed to the reader and often are used as 

reasons for continuing the study or moving in a different direction to solve the problem. 

Specific data, which does not fit the pattern, must be explained. Do not simply restate 

observations and data, rather, synthesize concepts, alternate hypotheses, principles, trends, and 

patterns, which the results may suggest. The writing style must flow, uninterrupted, from 

thought to thought, giving the reader the impression that the student’s thinking process was 

detailed and thorough, exhausting all possible explanations. 

Conclusion 

This is a brief section, which states the conclusions of the investigation. The statement may be 

expressed in full sentence format or by other symbolism such as mathematical models or 

chemical reactions. The conclusions are ordered from most important to least important. These 

conclusions must address the objectives of the investigation. Is the hypothesis supported or 

does it need to be modified or rejected? The objectives tend to be questions and so the 

conclusions are possible answers to those questions. 

All investigations generate additional questions. These should be presented to the reader and 

are the basis of continued research. Conclusion statements may also address the need for 

modifications in the procedure, equipment, or other aspects of the study. For example, 

modifications may be needed to reduce the potential for human error or to increase the number 

of significant digits in the results. In investigations with sufficient data, statistical statements 

are included in this section. If statistics are used they must be included in the calculation and 

data sections and they must be discussed in the discussion section. New data, observations or 

discussion should not be introduced in this section. 

Future Studies 

This section addresses how a project could be continued. What could be done to continue the 

investigation into areas that were generated as a result of experimentation.? 

Final Preparation for Fair 

Final check of all materials: It is important that the science research teacher review and 

evaluate the basic project components prior to fair. This includes log/data books, research 

paper, reprint file and display board. 

Oral Presentations: It is suggested that students practice and polish their presentations prior to 

the fair. You may have the students initially present to each other in small cooperative groups. 

From this experience, they may progress to class presentations with the student audience 

marking the same judging cards utilized at fair. Inviting parents, administrators, and local 

researchers to serve as “judges” may give students balanced feedback to their presentations as 

well as experience in presenting to unfamiliar spectators. You may want to have your students 

14

videotape and critique their presentations. An example of an “Oral Presentation Evaluation” 

rubric can be found in the Appendix C. 

Display Board: It is essential that the ISEF display dimensions and specific fair guidelines be 

followed. It is strongly recommended that the student begin working on the board well in 

advance of the fair. The board must be sturdy and neatly assembled; materials displayed should 

be arranged in sequential order with the exception of the abstract, which must be posted in the 

lower left outside corner. The board should be attractive and reflect the concern the student 

took in conducting the investigation.(Refer to Appendix C) 

Post Fair Activities 

Students should review the judging cards filled out by the fair judges; often the judges have 

taken the time to provide suggestions and recommendations for future research. You may want 

to take advantage of the excitement generated by the fair to have students brainstorm for next 

year’s project. Some students will be actively preparing and continuing research for 

participation in additional fairs. 

As the year progresses, you may want to give students the opportunity to design cooperative 

activities and competitions. Examples of activities include: 

• Thank you letters 

• Egg drop 

• Lego Robotics 

• Student produced “how to” video for next years science research students 

� Tower design and construction 

“Start by doing what’s 

necessary, 

then do what’s 

possible 

and suddenly you are 

doing the impossible.” 

-St. Francis of Assisi 

15

Listing of Schools by Fair 

Brevard Mainland Science & Engineering Fair 

Astronaut High School, Titusville 

Clearlake Middle School, Cocoa 

Cocoa High School, Cocoa 

Eau Gallie High School, Melbourne 

Jackson Middle School, Titusville 

Johnson Middle School, Melbourne 

Kennedy Middle School, Rockledge 

Madison Middle School, Titusville 

Rockledge Christian School, Rockledge 

Rockledge High School, Rockledge 

Space Coast Jr/Sr High School, Port St. John 

St. Teresa Catholic School, Titusville 

Sculptor Charter, Titusville 

Titusville High School, Titusville 

Viera High School, Viera 

Brevard Intracoastal Science & Engineering Fair 

Cocoa Beach Jr/Sr High School, Cocoa Beach 

DeLaura Middle School, Satellite Beach 

Divine Mercy Catholic School, Merritt Island 

Edgewood Jr/Sr High School, Merritt Island 

Holy Trinity Episcopal Academy, Melbourne 

Jefferson Middle School, Merritt Island 

McNair Magnet Middle School, Rockledge 

Merritt Island High School, Merritt Island 

Our Savior’s Catholic School, Cocoa Beach 

Satellite High School, Satellite Beach 

St. Mary’s Catholic School, Rockledge 

Brevard South Science & Engineering Fair 

Ascension Catholic School, Melbourne 

Bayside High School, Palm Bay 

Central Middle School, Melbourne 

Holy Name of Jesus Catholic School, Indialantic 

Hoover Middle School, Indialantic 

Melbourne Central Catholic, Melbourne 

Melbourne High School, Melbourne 

Our Lady of Lourdes Catholic, Melbourne 

Palm Bay High, Melbourne 

Southwest Middle School, Palm Bay 

St. Joseph Catholic School, Palm Bay 

Stone Middle School, Melbourne 

West Shore Jr/Sr High School, Melbourne 

Brevard County Regional Fairs 

16 

Science & Engineering Fair Dates 

Brevard South Science & Engineering Fair 

Setup Thursday, January 29, 2009 

Melbourne Square Mall, Melbourne 

Judging Friday-Saturday, January 30-31, 2009 

Melbourne Square Mall, Melbourne 

Awards Saturday, January 31, 2009 

Location – Bayside High School 

Auditorium 

Brevard Intracoastal Science & Engineering Fair 

Setup Thursday, February 5, 2009 

Merritt Square Mall, Merritt Island 

Judging Friday-Saturday, February 6-7, 2009 


Awards Saturday, February 7, 2009 

Cocoa Beach High Auditorium 

Brevard Mainland Science & Engineering Fair 

Setup Thursday, February 12, 2009 


Judging Friday-Saturday, February 13 -14, 2009 


Awards Saturday, February 14, 2009 

Merritt Island High Auditorium 

Florida State Science & Engineering Fair 

Setup Wednesday, April 15, 2009 

Lakeland Center, Lakeland 

Judging Thursday, April 16, 2009 


Awards Friday, April 17, 2009 


International Science & Engineering Fair 

Setup Sunday thru Tuesday, May 10-12, 2009 

Reno, Nevada 

Judging Wednesday, May 13, 2009 

Reno, Nevada 

Awards Thursday and Friday, May 14-15, 2009 

Reno, Nevada

Brevard County Regional Fairs 

Brevard County Schools annually host three Regional Science & Engineering Fairs. Brevard 

Mainland, Brevard Intracoastal and Brevard South are the three regionally centered fairs. All 

students in Grades 6-12, which attend middle, junior or senior high schools in Brevard County 

are invited to participate. School assignment to regional fairs may change annually in order to 

maintain a balance in the size of the fairs. Fair participation balance must be maintained and 

adjusted in order to meet fair affiliation guidelines. 

Independent teams of Science Fair judges are recruited from private industry, educational and 

governmental institutions and professional associations. 

Regional Fair Rules 

Brevard County Regional Science and Engineering Fairs use the International Science and 

Engineering Fair Rules and Guidelines (See International Science Fair Rules or 

www.societyforscience.org) 

The Florida Foundation of Future Scientist (FFFS) is the governing body for ISEF in Florida. 

Additional Regional Fair Rules and guidelines are updated yearly. Contact your Regional Fair 

Director for additional information. Or check the web site for forms (www.floridassef.net) 

Regional Fair Paperwork 

� Photo Release Form – Student/parent information, photo release permission, 

� Registration Form (State Registration Form) – Student and project information, photo 

release information. 

� Science Fair Change/Cancellation Form – Student information, cancellation of 

participation, change of participation (title, category, additional paperwork, etc.) 

� Protocol Forms - Student and project information. Adult Checklist Form 1, Form 1A, and 

Form 1B, additional forms depend on the nature of project. All forms are available in the 

International Science & Engineering Fair Rules & Guidelines section. 

� Abstract – Regional Fair Abstract Form is to be used for regional fair, State abstract for 

State and ISEF abstract for ISEF. 

Regional Fair Categories 

AS 100 Animal Sciences 

BE 200 Behavioral and Social 

BI 300 Biochemistry 

CH 400 Chemistry 

CO 500 Computers 

EA 600 Earth and Planetary Sciences 

EN 700 Engineering 

17 

EV 800 Environmental Sciences 

MA 900 Mathematics 

ME 1000 Medicine and Health 

MI 1100 Microbiology 

PH 1200 Physics & Astronomy 

PS 1300 Plant Sciences 

TM 1400 Team 

Junior Projects X51 through X99 for each category above (grades 6-8). 

Senior Projects X01 through X49 for each category above (grades 9-12)

Florida State Science and Engineering Fair 

The Florida Foundation of Future Scientist (FFFS) annually hosts the State Science & 

Engineering Fair. Each Brevard Regional Fair is allocated 26 bids for State Fair 

Competition. The 28 First Place Regional Winners are evaluated for state fair 

competition by independent judging teams. Since each fair is limited to 26 State Fair 

Bids, not all first place winners will be invited to participate at the state fair. 

State Fair Rules 

Florida State Science and Engineering Fair uses the International Science and 

Engineering Fair Rules and Guidelines (See International Science Fair Rules). 

The Florida Foundation of Future Scientist (FFFS) is the governing body for ISEF in 

Florida. Additional State Fair Rules and Guidelines are updated yearly. Contact your 

Regional Fair Director for additional information. 

State Fair Forms 

� Intent to Participate Card - 

� State Verification Form – Student/school/project information, declaration of section 

and category, project type and electricity requirement, monies required, travel and 

participation commitment. Forms are available at www.floridassef.net 

� Student Medical Release Form for Out-of-County or Overnight Travel – Student 

/Parent/School District agreement for out of county/overnight travel. Form must be 

notarized. 

� State Registration/Photo Release Form – Student and project information, photo 

release information. 

� Protocol Forms – Student and project information. Adult Checklist Form, Form 1, 

Form 1A and Form 1B, additional forms depend on the nature of project. All forms 

are available in the International Science & Engineering Fair Rules & Guidelines 

section. 

� State Fair Abstract –Use only the designated forms from the form section or the 

Forms are available at www.floridassef.net. 

State Fair Categories (May be changed) 

BE Behavioral and Social Sciences 

BI Biochemistry 

BO Botany 

CH Chemistry 

CO Computers 

ES Earth and Space Sciences 

EN Engineering 

Junior Section (grades 6-8) 

Senior Section (grades 9-12) 

18 

EV Environmental Sciences 

MA Mathematics 

ME Medicine and Health 

MI Microbiology 

PH Physics 

ZO Zoology 

TM Team

International Science and Engineering Fair 

Science Service annually hosts the International Science & Engineering Fair (ISEF). 

This competition is offered to Senior Section only (Grades 9-12). Each Brevard Regional 

Fair is allocated 2 bids for International Science & Engineering Fair Competition. The 

two best of show award winners are selected by independent judges and receive 

invitations to compete at ISEF. 

International Fair Paperwork 

� International Fair Verification Form – Student/school information, request for 

ISEF paperwork, notification of family members that will travel with student, 

notification of ISEF award winners meeting. 

� Student Medical Release Form for Out-of-County or Overnight Travel – Student 

/ Parent/School District agreement for out of county/overnight travel. Form must be 

notarized. 

� International Registration Form – Student biographical information, school 

information, declaration of category, project information. Forms are available at 

www.sciser.org. 

� Protocol Forms – Student and project information. Adult Checklist Form, Form 1, 

Form 1A and Form 1B, additional forms depend on the nature of project. All forms 

are available in the International Science & Engineering Fair Rules & Guidelines 

section. 

� International Fair Abstract – Specific abstract form in student ISEF packet. 

Sample abstract in forms section. Forms are available at 

www.societyforscience.org. 

International Fair Categories (Required subcategories listed on the website) : 

ANIMAL SCIENCES 

BEHAVIORAL & SOCIAL SCIENCES 

BIOCHEMISTRY 

CELLULAR AND MOLECULAR BIOLOGY 

CHEMISTRY 

COMPUTER SCIENCE 

EARTH & PLANETARY SCIENCE 

ENGINEERING: Materials & Bioengineering 

ENGINEERING: Electrical & Mechanical 

19 

ENERGY & TRANSPORTATION 

ENVIRONMENTAL MANAGEMENT 

ENVIRONMENTAL SCIENCES 

MATHEMATICAL SCIENCES 

MEDICINE & HEALTH SCIENCES 

MICROBIOLOGY 

PHYSICS AND ASTRONOMY 

PLANT SCIENCES

Other Science Competitions 

Craftsman/NSTA Young Inventors Awards Program 

National Science Teachers Association 

1840 Wilson Blvd 

Arlington, VA 22201-3000 

www.nsta.org/programs/craftsman/ 

Society for Science and People Middle School Challenge 

1719 N Street, NW 

Washington, DC 20036-2888 

Nominated from Regional Fair Competition (www.societyforscience.org) 

Florida State Science and Engineering Fairs 

http://www.floridassef.net// 

Florida Junior Academy of Science 

Pat L. Zalo, Coordinator 

2812 26 th Ave Drive W 

Brandenton, FL 34205-3707 

pzalo@yahoo.com 

zalop@fc.manatee.k12.fl.us 

Intel Science Talent Search 

Science Service 

1719 N Street NW 

Washington, DC 20036 

http://www.societyfor science.org/sts/ 

International Science and Engineering Fairs 

www.societyforscience.org 

Junior Engineering Technical Society, Inc. 

JETS, Inc. 

1420 King Street, Suite 405 

Alexandria, VA 22314-2794 

http://www.jets.org/ 

Odyssey of the Mind – Florida 

http://www.floridaodyssey.org/ 

20

Orlando Science Center 

� Science Challenge 

Nominated from Regional Fair Competition 

� Nelson Ying 

Orlando Science Center Science Challenge 

Science Olympiad 

www.soinc.org/ 

SECME, Inc 

c/o Georgia Institute of Technology 

151 6th Street, NW 

Atlanta, GA 30332-0270 

http://www.promorphus.com/secme/contactinfo.php 

Solar Car Sprint 

http://www.fsec.ucf.edu/ed/jss/rules.htm 

“ Prediction is very difficult, 

especially about the future.” 

21 

-Niels Bohr

Science Fairs Alignment with National Standards 

Since their publication in 1996 by the National Research Council (NRC), the National Science 

Education Standards (NSES) have been at the center of the science education reform movement. 

This reform movement supports states and local school districts in translating the NSES into 

improved science programs that clearly focus on what students should be able to do in science 

and what they should understand about scientific inquiry. 

By the 2007-08 school year, all states are expected to measure students' science knowledge at 

least once in elementary, middle, and high school under the federal No Child Left Behind Act of 

2001. In the current climate of high-stakes testing, teachers struggle to find the time to offer 

hands-on, inquiry-based learning while still covering the broad range of scientific content 

specified in the standards. Science fairs are an excellent opportunity for students to showcase 

their achievements while providing a vital assessment tool for teachers to inform teaching and 

learning. Just as important, fairs can help students develop the essential attitudes and values that 

are needed for meaningful work in science. 

When science fair projects are done the right way, the philosophy behind the science standards 

comes to light—science is something you do and think about, not simply facts dictated in a 

textbook. Below is a summary of the science fair process, aligning each step with the appropriate 

science standards. (National Science Education Standards; National Research Council—National 

Academy Press, 1996) 

1. Development of the research idea 

o Content Standard A: Science as inquiry (Abilities necessary to do scientific 

inquiry, Understandings about scientific inquiry) 

2. Development of the research process 



o Content Standard: Unifying concepts and processes in science 

3. Data collection and analysis 



o Content Standard E: Science and technology (Abilities of technological design, 

Understandings about science and technology) 

o Content Standard: Unifying concepts and processes in science 

4. Reaching a conclusion; discussing the implications of their research 

o Content Standard F: Science in personal and social perspectives(Personal 

health, Populations, resources, and environments, Natural hazards, Risks and 

benefits, Science and technology in society) 

o Content Standard G: History and nature of science (Science as a human 

endeavor, Nature of science, History of science) 

5. Written and verbal communication of results 



o Content Standard E: Science and technology (Abilities of technological design, 

Understandings about science and technology) 

o Content Standard G: History and nature of science (Science as a human 

endeavor, Nature of science, History of science) – 

22

Frequently Asked Questions 

What do the abbreviations “ISEF”, “SRC”, “IRB”, “IACUC”, “HIPA”, “BSL”, 

“HCAD”, “TTB”, “DEA”, “MSDS” “PHBA”, “IBC”, “ATCC” mean? 

• SRC, Scientific Review Committee reviews the forms and research plans for all 

student’s projects to ensure that all students have followed all applicable rules. 

• IRB, Institutional Review Board is a committee that according to federal 

regulations (45-CFR-46), must evaluate the potential physical and/or 

psychological risk of research involving human subjects. 

• ISEF, International Science & Engineering Fair, a division of Science Service, 

sciserv.org, in charge of managing and operating Intel ISEF … 

http://www.societyforscience.org/isef/about/rules_regulations.asp 

• IACUC, Institutional Animal Care and Use Committee… 

http://www.grants.nih.gov/grants/olaw/GuideBook.pdf 

• HIPA, Health Information Protection Act legislates rights of individuals and 

obligations of the "trustees" in the health system with respect to personal health 

information. The Act applies to personal health information in the health system 

in any form, including traditional paper records and electronic records. 

• The basic goal of the legislation is to protect privacy of personal health 

information, while at the 

• BSL, Biological Safety Level…see risk assessment page 23, ISEF Rules & 

Guidelines… CDC website.. 

http://www.cdc.gov/od/ohs/biosfty/bmbl4/bmbl4s3.htm 

• HCAD, Hazardous Chemicals, Activities or Devices 

• TTB, United States Alcohol and Tobacco Tax and Trade Bureau… 

• DEA, Drug Enforcement Agency… 

• MSDS, Material Safety Data Sheet…for several internet sites… page 27, ISEF 

Rules & Guidelines 

What paperwork is needed for a project that is continued from the previous year? 

Students will be judged only on the most recent year’s research. Documentation must 

include the prior year’s abstract and Research Plan (1A) including the response to #5 on 

Form 1A. See section on “Continuation of Projects” in International Science Fair 

Rules and Guidelines. (www.societyforscience.org) 

How is a category for a project selected? 

Category descriptions can be found in International Science Fair Rules. Projects that 

could fall in more than one category should be entered in the category of major 

emphasis. Note that not all International Fair Categories are available for Regional or 

State Fair 

23

How do I go about finding mentors for my students? 

Contact local institutions of higher learning, industry and professional organizations. 

Can students work with mice? 

The mice (vertebrates) should be obtained from licensed laboratory animal breeders and 

housed in clean, ventilated, comfortable environments. Experiments involving mice 

(small common laboratory animals) shall be performed in an institutional setting or 

school setting. See section on “Vertebrate Animals” in International Science Fair 

Rules and Guidelines. (www.societyforscience.org) 

Where can my students get their display board? 

Display boards can be purchased locally or ordered from companies such as Showboard. 

A variety of appropriate materials (plywood, cork board, foam, board, or Plexiglas ) can 

be used to construct display boards. Boards can also be handed down from former 

research students. Boards should be completed prior to Winter Vacation. Make sure the 

board complies to all board dimensions as outlined in “Intel ISEF Display and Safety 

Regulations” in International Science Fair Rules. Additional restrictions may apply to 

specific science competitions. 

Can students use their pets in their research? 

Non-invasive and behavioral studies involving pets and livestock may be done. See 

section on “Vertebrate Animals” in International Science Fair Rules and Guidelines. 

(www.societyforscience.org) 

What is an MSDS sheet? 

The Material Safety Data Sheet describes the pertinent attributes of a substance 

including chemical synonyms, chemical and physical characteristics, potential hazards 

and disposal techniques. Material Safety Data Sheets should be included with protocol 

for any hazardous chemical. Internet sites for MSDS searches and explanation of MSDS 

can be found in Safe Science (Brevard County School, 1998). 

When can a student begin experimentation of a project? 

Each student may enter one project which covers research done over a maximum of 12 

continuous months between January 2008 and May 2009. Traditionally students begin 

experimentation after June 1 st and after acquiring SRC approval (if needed). 

24

What kind of experiments should not be done at home? 

Experiments involving microbiological agents, DNA or common laboratory animals 

should not be done at home. Project experimentation is encouraged at institutional or 

school settings. 

What kind of pictures can be displayed on the display board? 

Many projects involve components that may not be safely exhibited at the fair, but are an 

important part of the project. A photograph of important parts/phases of your 

experiment should be used in your display. Regional and State guidelines may restrict the 

use of certain photographs on the display. See sections on “Display and Safety 

Regulations” in International Science Fair Rules and “Visual Display” in Student 

Handbook for Pre-college Science & Engineering Projects.(www.societyforscience.org) 

What special requirements are needed when working with “Potentially Hazardous 

Biological Agents”? 

Projects incorporating microorganisms, recombinant DNA (rDNA) technologies or 

human or animal fresh tissues, blood, or body fluids may involve working with potentially 

hazardous biological agents. Students are permitted to do research projects with PHBAs 

and they must acquire SRC approval before experimentation. When using PHBAs 

student researchers, designated supervisors and qualified scientists are required to 

follow standard microbiological practices as defined the International Science & 

Engineering Fair Guidelines and local SRC. Care, handling and disposal techniques of 

PHBAs must be included in the Research Plan. Research with BSL-1 may be performed 

under the supervision of an experienced Qualified Scientist or Designated Supervisor. 

Research with BSL-2 may only be performed only under the direct supervision of a 

Qualified Scientist in the area of study. Studies involving PHBAs are prohibited in a 

home environment, but specimens may be collected at home. See section on “Potentially 

Hazardous Biological Agents” in International Science Fair 

Rules.(www.societyforscience.org) 

What paperwork is needed when working with human subjects? 

An Institutional Review Board (IRB) and local SRC must review and approve all 

research involving human subjects before experimentation begins. Human Subjects 

Form (4) is required, additional forms 1C, 2, and 3 may be required. See section on 

“Human Subjects” in International Science Fair Rules.(www.societyforscience.org) 

What items will judges look for at fair competition? 

Judges evaluate and focus on 

1) what the student did in the current year 

2) overall knowledge of subject matter 

25

3) how well a student followed scientific methodologies 

4) the detail and accuracy of research in data/log book 

5) whether experimental procedures were used in the best possible way 

6) even though it is not a required item, judges will look at your research paper. 

Specific criteria can be found on the “Judging Form” (forms section). See section on 

“Judging” in Student Handbook for Pre-College Science & Engineering Projects. 

(www.societyforscience.org) 

“There is a necessary limit 

to our achievement, 

but none to our attempts.” 

-Phillip Brooks 

26

Additional Resources 

ABC News Technology and Science – http://www.abcnewsgo.com/technology 

American Coal Foundation –Energy Resources – http://www.acf-coal.org 

American Geological Institute – http://www.agiweb.org/ 

Animal Welfare Information Center - http://www.nal.usda.gov/awic/ 

Bill Nye the Science Guy – www.nyelabs.com 

Brevard School District Media Page 

http://secondarypgms.brevard.k12.fl.us/reynoldss/resources.htm 

Brevard Science Resources Page 

http://secondarypgms.brevard.k12.fl.us/sciencecurric.htm 

Brevard Zoo – http://www.brevardzoo.org 

CBS News, Science & Technology – 

http://www.cbsnews.com/sections/tech/main205.shtml 

Challenger Center for Science Education – http://www.challenger.org/ 

Classroom Connect – http://corporateclassroom.com 

Contemporary Physics Education Project – http://www.cpepweb.org/ 

Discovery School – http://www.discovery.com/ 

DragonflyTV – http://pbskids.org/dragonflytv/ 

Eisenhower National Clearinghouse – http://www.goenc.com/ 

The Electronic Zoo – http://netvet.wustl.edu/e-zoo.htm 

Environmental Protection Agency – http://www.epa.gov/ 

The Exploratorium – http://www.exploratorium.edu 

Explore Science – http://www.explorescience.com 

Extreme Science – http://extremescience.com/ 

27

Federal Agencies and Commissions: 

http://www.whitehouse.gov/government/independent-agencies.html 

Florida Dept. of Environmental Protection – 

http://www.dep.state.fl.us/mainpage/sitemap.htm. 

Florida Geological Survey – http://www.dep.state.fl.us/geology/ 

Florida Solar Energy Center – http://www.fsec.ucf.edu 

The Franklin Institute OnLine- http://slnz.fi.edu/ 

Get Smarter.org – http://www.getsmarter.org 

Heavens – Above – http://www.heavens-above.com/ 

Holt Rinehart and Winston – Science & Health – http://go.hrw.com/gopages/sc-ms.html 

Howard Hughes Medical Institute: http://www.hhmi.org/ 

International Rules for Precollegiate Research - http://www.sciserv.org/isef/ 

Jet Propulsion Laboratory – http://www.jpl.nasa.gov/ 

Johns Hopkins Center for Alternatives to Animal Testing - http://caat.jhsph.edu/ 

Office for Human Research Protections (OHRP) - 

http://www.hhs.gov/ohrp/irb/irb_guidebook.htm 

Mayo Clinic: http://www.mayoclinic.com/ 

MedlinePlus - http://medlineplus.gov/ 

Microbe Zoo – http://commtechlab.msu.edu/sites/dle-me/zoo/ 

MSDS Safety Sheets: 

Flinn Scientific, Inc http://www.flinnsci.com/ 

Howard Hughes Medical Institute: http://www.hhmi.org/about/labsafe/lcss.html 

Safety Emporium – Hyperglossary - http://www.ilpi.com/msds/ref/index.html 

National Human Genome Research Institute – http://www.genome.gov/ 

National Oceanic & Atmospheric Admin. – http://www.noaa.gov/ 

28

National Science Teachers Asociation – http://www.nsta.org 

NBC News, Tech/Science – http://www.msnbc.msn.com 

Neptune’s Web – http://pao.cnmoc.navy.mil/educate/neptune/neptune.htm 

New Scientist – http://www.newscientist.com/home.ns 

The Particle Adventure – http://particleadventure.org/particleadventure/index.html 

Principles and Guidelines for the Use of Animals in Precollege Education – 

http://dels.nas.edu/ilar_n/ilarhome/educators.shtml 

Regulations and Ethical Guidelines - http://ohsr.od.nih.gov/guidelines/45cfr46.html 

Science News – http://www.sciencenews.org 

Science Teachers Resource Center – http://chem.lapeer.org/ 

Science Online – http://www.sciencemag.org/ 

Science News for Kids – www.sciencenewsforkids.org/ 

Scientific American – http://www.sciam.com 

Sea Turtle Preservation Society – http://www.turtles.org 

Sea World/Discovery Cove Animal Resources – http://www.seaworld.org/ 

Smithsonian Institution, National History – 

http://www.si.edu/resource/faq/nmnh/start.htm 

Space Telescope Science Institute – http://www.stsci.edu/resources/ 

Star Date – http://www.stardate.org 

State of Florida Agencies, Cabinet Agencies, and other Governmental Entities. 

http://www.myflorida.com/myflorida/includes/directory.shtml 

St. Johns River Water Management District – http://sjr.state.fl.us/ 

Teachers’ Corner – http://www.theteacherscorner.net/ 

University of South Florida Research Online: http://www.research.usf.edu/ 

29

US Department of Health and Human Services – National Institute of Health – 

http://health.nih.gov/ 

Water Science for Schools – http://ga.water.usgs.gov/edu 

The Weather Channel – http://www.weather.com 

Whitehead Institute for Biomedical Research: http://www.wi.mit.edu/ 

The WHY files – http://whyfiles.org 

Woods Hole Oceanographic Institution – http://www.whoi.edu/ 

World Health Organization Biosafety Manual - 

http://www.who.int/csr/resources/publications/biosafety/WHO_CDS_CSR_LYO_2004_1 

1/en/index.html 

Document Resources 

The International Rules for Pre-college Science Research contains a listing of “Sources of 

Information” for the following areas of study, Human Subjects, Nonhuman Vertebrate 

Animals, Pathogenic Agents, Controlled Substances, Recombinant DNA (rDNA), and 

Human and Nonhuman Animal Tissue.(www.societyforscience.org 

Brevard County Schools. Safe Science. 1998. 

Students and Research: Practical Strategies for Science Classrooms and Competitions, 

Second Edition, Cothron, Giese and Rezba, Kendal/Hunt Publishing, 1993 

Procedures and Criteria for Field Trips 

Brevard County Public Schools 

January 1999 

30

Science Fair Forms 

ISEF Rule Changes, Modifications, Rules on the Web --------------------------------------------- 33 

Student Safety Contract --------------------------------------------------------------------------------- 34 

Science Fair Commitment Letter ---------------------------------------------------------------------- 35 

Science Fair Photo Release Form ---------------------------------------------------------------------- 36 

Responsibilities and Ethics Agreement --------------------------------------------------------------- 37 

Change/Cancellation Form ----------------------------------------------------------------------------- 38 

Student Medical Release Form for Out-of-County or Overnight Travel ------------------------- 39 

School Parent Agreement Form (2-pages) ----------------------------------------------------------- 40 

Off-Campus Field Trip/Activity Form ---------------------------------------------------------------- 42 

Student Network and Internet Acceptable Use and Safety Policy (2-pages) -------------------- 43 

Student Network and Internet Acceptable Use and Safety Agreement (2-pages)--------------- 45 

Project Clearance Card ---------------------------------------------------------------------------------- 47 

Judging Check List --------------------------------------------------------------------------------------- 48 

Final Judges’ Ranking Form Junior ------------------------------------------------------------------- 49 

Final Judges’ Ranking Form Senior ------------------------------------------------------------------- 50 

Abstract & Certification Instructions ------------------------------------------------------------------ 51 

Abstract Form Brevard Regional ----------------------------------------------------------------------- 52 

Regional Fair Form All Projects (2 pages) ----------------------------------------------------------- 53 

Regional Fair Form Continuation Projects ----------------------------------------------------------- 55 

Regional Fair Form Hazardous Substances and/or Devices --------------------------------------- 56 

Regional Fair Form Human Subjects (2 pages) ------------------------------------------------------ 57 

Regional Fair Form Potentially Hazardous Biological Agents (2 pages) ------------------------ 59 

Regional Fair Form Research Teachers (2 pages) --------------------------------------------------- 61 

Florida State Science Fair Overview ------------------------------------------------------------------ 63 

Florida State Fair Verification Form (2-pages)------------------------------------------------------- 64 

Florida State Fair Policies, Procedures and Guidelines --------------------------------------------- 66 

State Bid Acceptance Card ------------------------------------------------------------------------------ 67 

International Science and Engineering Fair Verification Form ----------------------------------- 68 

ISEF Bid Acceptance Card ------------------------------------------------------------------------------ 69 

Sample Florida State Registration Form Individual (2-pages) ------------------------------------ 70 

Sample Florida State TEAMS Form(3 pages)-------------------------------------------------------- 72 

Sample Abstract Form International Science Fair -------------------------------------------------- 75 

31

I venture to define science as a series of 

interconnected concepts and conceptual 

schemes arising from experiment and 

observation and fruitful of further 

experiments and observations.” 

James Bryant Conant ( 1893-1978) U.S. Chemist and Educator 

32

ISEF Rule Changes 

Modifications 

The following was compiled from page 4 of ISEF Guidelines for Science and Engineering Fairs 2009 

Brevard Public Schools 

Human Subjects 

• Ingestion, tasting, smelling, application of a substance or exposure to any potentially hazardous 

Rules materials on is the an example Web of an activity containing more than minimal risk for studies involving human 

subjects. See page 14. 

Vertebrate Animals 

• Certain studies involving behavioral observations of animals are exempt from prior SRC review. See 

page 17, #11. 

• Research conducted at a regulated research institution involving nutritional deficiency, ingestion, 

inoculation or exposure to unknown or potentially hazardous materials or drugs is permitted to proceed 

only to the point where the first sign of the deficiency or effect appear. See page 19, #4. 

Potentially Hazardous Biological Agents 

• Frozen tissue is to be treated the same as fresh tissue. 

• Form 3 is no longer required for studies involving certain microorganisms. See page 21, #12. 

Hazardous Chemicals, Activities or Devices 

• Clarification of rules regarding firearms and explosives. See page 26, #1. 

Form and Other Changes 

• The name of Form 6A has been expanded to include the term “Risk Assessment.” 

• “Science educator” replaces “science teacher” for membership on IRB’s and SRC’s. 

In addition to providing the rules of competition, these rules and guidelines for conducting 

research were developed to facilitate the following: 

• protect the rights and welfare of the student researcher and human subjects 

• protect the health and well-being of vertebrate animal subjects 

• follow federal regulations governing research 

• offer guidance to affiliated fairs 

• use safe laboratory practices 

• address environmental concerns 

"Rules on the Web" 

www.societyforscience.org/isef/primer/rules.asp 

The International Rules and Guidelines for Science Fairs is available on the Society for Science & the Public 

website in a number of formats to better aid all of those involved in the process: students, parents, teachers, 

mentors, fair directors and local, regional and state scientific review committees (SRC) and institutional review 

boards (IRB). 

• International Rules and Guidelines - The full text of the International Rules and the forms both in 

html and in a downloadable format. 

• The Intel ISEF Rules Wizard - This “wizard” asks a series of questions about your planned project 

and will provide a list of forms that you need to complete. 

• Common SRC Problems - This list was generated from the SRC reviews leading up to the Intel ISEF. 

Read these to get pointers on what NOT to do. 

33 

2008-2009

Student Science Safety Contract 

Student Name ____________________ Course/Period ___________ 

For the Student: 

A science laboratory is a safe place to work if you are alert and cautious. It is important that you 

understand and abide by the guidelines below: 

•Follow all written or verbal instructions given by the teacher. Ask for clarification if needed. 

•Follow procedures as explained and do not perform unauthorized experiments. Work at your 

assigned station unless instructed otherwise. 

•Do not handle equipment or chemicals without the teacher’s permission. 

•Use appropriate safety attire (goggles, face shields, aprons, and/or gloves). 

•Do not wear contact lenses when working with chemicals that may be present as fumes or aerosols. 

•Dress appropriately: Tie long hair back. Avoid open shoes, dangling jewelry, and floppy sleeves. 

•Use good housekeeping practices. 

•Report all accidents and possible hazards to the teacher. 

•Know the location and the use of classroom safety equipment. 

•Know the primary and secondary exit routes from the laboratory. 

•Act in a responsible manner at all times in a laboratory situation. 

I understand and agree to abide by the safety regulations described above. 

_____________________________ _________________ 

Student Signature Date 

For the Parent: 

Laboratory activities are integral to the science curriculum. Student safety is our highest priority, and is 

enhanced by awareness and caution. Please help us to assure a safe and positive learning experience 

for your child by completing the items below: 

•Does the student have any health problems, physical limitations, or allergies? ______ 

If yes, please specify: _____________________________________________ 

•Does the student wear contact lenses? _______ 

I have reviewed the above student guidelines for laboratory safety with my child. I will direct any 

questions I may have concerning laboratory activities to the science teacher. 

___________________________________ _____________ 

Parent/Guardian Signature Date 

34

Science Fair 

Commitment Letter 


35 

2008– 2009 

In addition to the regional competition, there are several opportunities for students to advance to other 

levels of competition. Due to very short turn around times, we ask that you consider the dates associated with 

these future competitions at this time. If you are invited but cannot participate, it is imperative to let the Regional 

Fair Director know immediately so that the invitation may be extended to another student. Please assist us by 

providing the requested information. This form needs to be completed and turned in just prior to the regional 

science fair. 

If invited, would you participate: 

(Please mark your calendar and check the appropriate box) 

Discovery Young Scientist Challenge (Selected Junior Projects) Yes No 

Location: Complete Entry Package 

Deadline: May 31, 2009 

Orlando Science Center (Selected Projects) Yes No 

Location: Orlando, Florida 

Date: March 14, 2009 

Florida State Science & Engineering Fair (State Bid) Yes No 

Location: Lakeland, Florida 

Date: April 15 – 18, 2009 

International Science & Engineering Fair(Senior Best of Show only) Yes No 

Location: Reno, Nevada 

Date: May 10– 16, 2009 

_______________________________ ____________________________ 

Student Name Printed Parent/Guardian Name Printed 

_______________________________ ____________________________ 

Student Signature Parent Signature

Science Fair Photo 

Release Information 

Student Information (Please Print): 


Last Name:___________________________ First Name:_______________________ 

School:_______________________ Grade:______ Birthdate:____________________ 

Parent Information (Please Print): 

Name(s)______________________________________________________________ 

Address:______________________________________________________________ 

City:________________________ Zip:__________ Telephone:__________________ 

n order to use a photograph of the student and/or her/his project at Science Fair in a 

publication of any kind, or to use your image on any type of film, permission must be 

granted in writing by you and your parent(s) or guardian(s). 

Permission is hereby granted for photographs or films of student and/or her/his 

project at Science Fair Competitions to be taken and publicized by vendors or the media 

and Brevard Public Schools at the discretion of the Science Fair Directors. 

Student signature:_________________________ 

Parent signature: ________________________________ Date:_______________ 

Permission is not granted for photographs 

Student signature:___________________________ 

Parent Signature: ____________________________ Date:___________________ 

36 

2008-2009

Brevard Regional Science Fairs 

Responsibilities and 

Ethics Agreement 

Student Name ____________________ School _______________________ 

Science research involves the responsibility to conduct research in an ethical manner. It is 

important that you understand and abide by the guidelines below. 

Research Student Responsibilities: 

• The research student will participate in the regional science and engineering fair. 

• The research student will follow all appropriate safety guidelines. 

• The research student must notify the research teacher of all research plan changes prior to 

implementation of the change. 

• The research student will notify their research teacher of all mentors, qualified scientists and/or adult 

sponsors involved in their research. 

• The research student will submit all forms and paperwork prior to the assigned deadlines. 

• The research student will abide by all school rules at science activities. 

• The research student will conduct research in an ethical manner. 

Research Ethics: 

• I dedicate myself to the pursuit and promotion of beneficial scientific investigation, consistent with the 

mission of the Brevard County Public Schools. 

• I will conduct, discuss, manage, judge and report science honestly, thoroughly, and without conflict of 

interest. 

• I will not plagiarize, fabricate or falsify any part of my research. 

• I will not intentionally withhold or use incomplete, misleading or biased information. 

• I will return all borrowed equipment and resources in a timely manner. 

• I will encourage constructive criticism of my research project and that of my fellow students. 

• I will ensure safety and humane treatment of human and animal subjects and will prevent abuse of 

research resources entrusted to me 

I understand and agree to abide by the ethics statements described above. I also agree to abide by ISEF 

rules which can be obtained from my Research Teacher or from the ISEF website: 

http://www.societyforscience.org 

____________________________________________ __________________ 

Student Signature Date 

As the above student’s research teacher and parent, I will 

encourage the student to adhere to the above guidelines. 

____________________________________________ __________________ 

Parent/Guardian Signature Date 

____________________________________________ __________________ 

Research Teacher Signature Date 

37 

2008-2009

Science Fair Cancellation Form 2008-2009 

Student Information (Please Print): 

Last name:______________________ First Name:______________________ 

School:_________________________ Grade: _________ 

Research Teacher: ___________________________ 

Please cancel the above student’s participation in the Regional Science Fair. 

Reason:__________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

Research Teacher’s Signature:________________________________________ 

Date: __________________________ 

Please change the above student’s status in the Regional Science Fair. 

Changes:_________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

Change in Protocol__________________________________________________ 

Research Teacher’s Signature: ________________________________________ 

Date: _________________________ 

38

39 


STUDENT MEDICAL RELEASE FORM FOR OUT-OF-COUNTY OR OVERNIGHT TRAVEL 

Name of Student (Please print) _______________________________________________________________________________ 

Address _________________________________________________________________________________________________________________________ 

Home Phone ___________________________________ Date of Birth ________________________ Place of Birth ___________________________________ 

Parent's Work Phone ______________________________________________ Other Emergency Phone _______________________________ 

School Year ____________ 

This agreement to travel and participate in activities or events sponsored by the Brevard County schools is entirely voluntary on our part and is made with the understanding 

that we have not violated any of the eligibility rules and regulations of State Association or the Brevard County Junior High/Middle School Activities Association. It is also 

agreed that we will abide by all the rules set down by the School Board of Brevard County, the State Association, and the school. 

The School Board of Brevard County, its school principals, and its teachers desire that students and parent(s) or guardian(s) of students have a thorough understanding of the 

implications involved in a student's participating in a voluntary extra-curricular activity. For this reason, it is required that each student in the Brevard County schools and 

his/her parent(s) or guardian(s) read, understand, and sign this agreement prior to the student's being allowed to participate in any out-of-county or overnight school trips. 

1. I/We, the undersigned, as parent(s) or guardian(s), give my/our consent for the student identified herein to participate in activities as a representative of his/her school. 

2. I/We will not hold the School Board of Brevard County, its officers, agents, employees, or anyone acting in its behalf, or the Florida High School Activities Association 

responsible or liable for injury occurring to the named student in the course of such activities or such travel, not due to its negligence. 

3. I/We understand that all school officials will complete required accident insurance forms, after which all claims under insurance policy, or policies, for injuries received 

while participating in school events, shall be processed by the student, his/her parent(s), or guardian(s) through the company agent handling the student's insurance policy and 

not through the school officials. 

4. I/We hereby accept financial responsibility for equipment or instruments lost by the student identified herein. 

5. I/We authorize the school to transport and to obtain, through a physician of its own choice, any emergency medical care that may become reasonably necessary for the 

student in the course of such activities or such travel. I/We also agree that the expenses for such transportation and treatment shall not be borne by the school district or its 

employees. 

6. I/We accept full responsibility and hereby grant permission for my/our son/daughter to travel on any school related trip by bus or car. This statement remains in effect until 

the end of this school year unless cancelled by me/us in writing to the school. 

______________________________________________________ ____________________________________________________________ 

Student's Signature Mother's or Guardian's Signature 

______________________________________________________ ____________________________________________________________ 

Date Father's or Guardian's Signature 

(OFFICIAL SEAL) 

State of Florida, County of _______________________. Sworn to and subscribed before me this _____day of ____________________, 20 ___ by 

_____________________________________________, who is personally known to me or who has produced_____________________________________as identification. 

____________________________________________________________ ____________________________________________________________ 

Signature of Notary Public Typed, Printed, or Stamped Name of Notary 

____________________________________________________________ ____________________________________________________________ 

My Commission Expires Notary Public Commission Number 

2/04

Brevard Public Schools Science Research Transportation and 

Medical Information Agreement 

I/We, the undersigned parent, parents, or guardian of _______________________ 

hereby grant permission for the participation in the science research activities with 

the following terms: 

I. That neither The School Board of Brevard County, Florida, nor its employees, as stated 

in the Florida Constitution, is liable for accidents, injuries, or illness occurring during the 

course of the science activities. I/We, the undersigned, agree to accept full financial 

responsibility for any accident, injury, or illness incurred during said science activities. 

II. I/We acknowledge that the student identified above is physically able to participate in the 

science activities, and has no past injuries or illness which would prevent him/her from 

participation. 

III. In case of accident, injury, or illness; I/We hereby give my/our consent for the student 

identified herein to be taken to a physician or to a hospital emergency room for treatment. 

Hospital Insurance Carrier/Policy #_________________________________________ 

IV. Sponsors of the science activities are official designees of The School Board of Brevard 

County, Florida, and students in said activities are subject to the supervision of any and 

all sponsors. I/We understand that all students are expected to conform to all rules of 

student conduct as outlined in School Board Policy (sections 44-45). The environment of 

the activities shall be considered an extension of the school, and breaches of student 

discipline (including the possession or use of tobacco, alcohol, or drugs), while dealt with 

immediately by the sponsors, will be reviewed by the school administrator for 

appropriate action. 

V. Parents will be notified in the event of any accident, illness, or breach of conduct which 

threatens to terminate the student’s participation in the activity. Should participation be 

terminated prematurely, the parent or guardian will be responsible for purchasing and 

arranging immediate transportation home. 

VI. The student ( ) is ( ) is not on medication. If the student is on medication, please 

complete the following: 

Medication Information and Frequency/Directions__________________________ 

__________________________________________________________________ 

Doctor prescribing ______________________________ Telephone ___________ 

Allergies___________________________________________________________ 

40

VII. I/We give/withhold my/our permission for the student identified above to participate in 

the following specific activities. (Please circle yes or no for each item). 

A. Travel to/from libraries, universities, or laboratory facilities. 

1. With an adult driver who has an insurance statement on file. YES 

NO 

2. With a student driver who has an insurance statement on file. YES NO 

3. On his/her own recognizance i.e., walk, bicycle, or drive. YES NO 

B. Travel to/from all science related field trips i.e., (a) local or regional science fairs, (b) 

regional student talent search, (c) state science fair, (d) state student talent search, (e) 

state science and humanities symposium, (f) International Science and Engineering 

Fair, (g) Westinghouse Student Talent Search. 


NO 



C. I/We approve release from school during the school day for research activities, i.e., 

(a) any activities listed in (A) or (B) above, (b) to store for materials, (c) to another 

school, (d) for field collecting, (e) home for materials. 


NO 



VIII. ___________________________________ ___________________________________ 

(Print or type parent’s name) (Print or type student’s name) 

___________________________________ ____________________________________ 

(Parent’s Signature) (Student’s Signature) 

_________________________________________________ Place notary seal here 

(Street address) 

______________________ ____________________ 

(City) (Zip code) 

______________________ 

(Telephone No.) 

Notary Signature ____________________________________ Date ________________ 

41

My commission expires ________________________________ 

Brevard Public Schools, 

Sponsor’s Application for Permission 

To Plan and Off-Campus Field Trip/Activity 

School Date 

To: , Principal 

From: , Teacher 

Request is made for 

42 

Group/Class 

To be given permission for the following field trip/activity: 

Instructional Objective: 

Number of students involved: 

Place: 

Dates: From To 

Drivers of private vehicles have been informed of liability and have 

completed Statement of Insurance on Private Vehicles on file: Yes No 

Chaperones: 

Accommodations(If required): 

It is understood the Parent Permission and Resposibility Statement (permission slips) will be 

obtained prior to starting the field trip/activity 

Approved: 

FOR MORE THAN 2 DAYS: 

Approved: 

Principal Date 

Area Superintendent Date 

Administrative Procedure/Policy 7540.03

STUDENT NETWORK AND INTERNET ACCEPTABLE USE AND SAFETY 

Students are encouraged to use the District's computers/network and Internet connection for educational purposes. 

Use of such resources is a privilege, not a right. Students must conduct themselves in a responsible, efficient, 

ethical, and legal manner. Unauthorized or inappropriate use, including any violation of these guidelines, may result 

in cancellation of the privilege, disciplinary action consistent with the Student Handbook, and/or civil or criminal 

liability. Prior to accessing the Internet at school, students must sign the Student Network and Internet Acceptable 

Use and Safety Agreement. Parent/Guardian permission is required for minors. 

Smooth operation of the District's Network relies upon users adhering to the following guidelines, outlined below, 

which are provided so that users are aware of their responsibilities. 

A. Students are responsible for their behavior and communication on the Internet. 

B. Students may only access the Internet by using their assigned Internet/E-mail account. Use of another 

person's account/address/password is prohibited. Students may not allow other users to utilize their 

accounts. 

C. Students may not intentionally seek information on, obtain copies of, or modify files, data or passwords 

belonging to other users, or misrepresent other users on the network. 

D. Students may not use the Internet to engage in "hacking" or other unlawful activities. 

E. Transmission of any material in violation of any State or Federal law or regulation, or District policy is 

prohibited. 

F. Any use of the Internet for commercial purposes, advertising, or political lobbying is prohibited. 

Administrative Procedure/Policy 7540.03 

G. Students are expected to abide by the following generally-accepted rules of network etiquette: 

1. Be polite, courteous, and respectful in your messages to others. Use language appropriate to school 

situations in any communications made through the District's computers/network. Do not use 

obscene, profane, vulgar, sexually explicit, defamatory, or abusive language in your messages. 

2. Never reveal names, addresses, phone numbers, or passwords of yourself or other students, family 

members, teachers, administrators, or other staff members while communicating on the Internet. 

3. Do not transmit pictures or other information that could be used to establish your identity without prior 

approval of a teacher. 

4. Never agree to get together with someone you "meet" on-line without prior parent/guardian approval. 

H. Use of Internet to access, process, distribute, display or print child pornography and other material that are 

obscene, objectionable, inappropriate and/or harmful to minors is prohibited. As such, the following material is 

prohibited: material that appeals to an obsessive interest in nudity, sex, and excretion; material that depicts, 

describes or represents in an obviously offensive way with respect to what is suitable for minors an actual or 

simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition 

of the genitals; and material that lacks serious literary, artistic, political or scientific value as to minors. 

Offensive messages and pictures, inappropriate text files, or files dangerous to the integrity of the District's 

computers/network (e.g., viruses) are also prohibited. 

I. Malicious use of the District's computers/network to develop programs that harass other users or infiltrate a 

computer or computer system and/or damage the software components of a computer or computing system is 

prohibited. Students may not use the District's computers/network in such a way that would disrupt their use by 

others. Students must avoid intentionally wasting limited resources. 

J. All communications and information accessible via the Internet should be assumed to be private property (i.e. 

copyrighted and/or trademarked). All copyright issues regarding software, information, and attributions of 

43

authorship must be respected. 

K. Downloading of information onto the District's hard drives is prohibited; all downloads must be to floppy 

disk. If a student transfers files from information services and electronic bulletin board services, the student 

must check the file with a virus-detection program before opening the file for use. Only public domain software 

may be downloaded. If a student transfers a file or software program that infects the Network with a virus and 

causes damage, the student/parent/guarding may be liable for any and all repair costs to make the Network 

once again fully operational. 

L. Privacy in communication over the Internet and the Network is not guaranteed. To ensure compliance with 

these guidelines, the District reserves the right to monitor, review, and inspect any directories, files and/or 

messages residing on or sent using the District's computers/network. Messages relating to or in support of 

illegal activities will be reported to the appropriate authorities. Administrative Procedure/Policy 7540.03 

M. Use of the Internet and any information procured from the Internet is at the student's own risk. The District 

is not responsible for any damage a user suffers, including loss of data resulting from delays, non-deliveries, 

mis-deliveries, or service interruptions. The District is not responsible for the accuracy or quality of 

information obtained through its services. 

N. Information (including text, graphic, audio, video, etc.) from Internet sources used in student papers, reports, 

and projects should be cited the same as references to printed materials. (Policy 2531) 

O. Disclosure, use and/or dissemination of personal identification information of minors via the Internet is 

prohibited, except as expressly authorized by the minor student's parent/guardian on the "Student Network and 

Internet Acceptable Use and Safety Agreement Form." 

P. Proprietary rights in the design of web sites hosted on the District's servers remains at all times with the 

District. 

Q. Chat rooms and other forms of direct electronic communications (i.e., Instant Message services) are 

prohibited. 

R. Non-District issued Internet/E-mail accounts are not permissible. 

S. If an Internet safety program is available, students are required to participate. 

H.R. 4577, P.L. 106-554, Children's Internet Protection Act of 2000 

47 U.S.C. 254(h), (1), Communications Act of 1934, as amended 

20 U.S.C. 6801 et seq., Part F, Elementary and Secondary Education Act of 1965, as amended 

18 U.S.C. 2256 

18 U.S.C. 1460 

18 U.S.C. 2246 

44 

Administrative Form/Policy 7540.03 F1 

STUDENT NETWORK AND INTERNET ACCEPTABLE USE AND SAFETY AGREEMENT 

To access e-mail and/or the Internet at school, students under the age of eighteen (18) must obtain parent permission 

and must sign and return this form. Students eighteen (18) and over may sign their own forms.

Use of the Internet is a privilege, not a right. The District's Internet connection is provided for educational 

purposes only. Unauthorized and inappropriate use will result in a cancellation of this privilege. 

The District has implemented technology protection which utilizes software and hardware measures to monitor, 

block and filter Internet access to visual displays that are obscene, child pornography or harmful to minors. The 

District also monitors online activity of students in an effort to restrict access to child pornography and other 

material that is obscene, objectionable, inappropriate and/or harmful to minors. Nevertheless, parents/guardians are 

advised that determined users may be able to gain access to information, communication and/or services on the 

Internet which the Department of Education has not authorized for educational purposes and/or which they and/or 

their parents/guardians may find inappropriate, offensive, objectionable or controversial. Parents/Guardians assume 

this risk by consenting to allow their students to participate in the use of the Internet. Student's accessing the 

Internetthrough the District’s computers assume personal responsibility and liability, both civil and criminal, for 

unauthorized or inappropriate use of the Internet. 

The District has the right to monitor, review and inspect any directories, files and/or messages residing on or sent 

using the District's computers/networks. Messages relating to or in support of illegal activities will be reported to 

the appropriate authorities. 

Please complete the following information: 

Student User's Full Name (please print): 

_____________________________________________________________________ 

School:___________________________________________Grade: __________________________ 

Parent/Guardian's Name: 

_________________________________________________________________________________ 

Parent/Guardian 

As the parent/guardian of this student, I have read the Student Network and Internet Acceptable Use and Safety 

Policy (7540.03) and Procedures (7540.03) and have discussed them with my child. I understand that student access 

to the Internet is designed for educational purposes and that the District has taken available precautions to restrict 

and/or control student access to material on the Internet that is obscene, objectionable, inappropriate and/or harmful 

to minors. However, I recognize that it is impossible for the District to restrict access to all objectionable and/or 

controversial materials that may be found on the Internet. I will not hold the District (or any of its employees, 

administrators or officers) responsible for materials my child may acquire or come in contact with while on the 

Internet. Additionally, I accept responsibility for communicating to my child guidance concerning his/her 

acceptable use of the Internet - i.e., setting and conveying standards for my daugther/son to follow when selecting, 

sharing and exploring information and resources on the Internet. I further understand that individuals and families 

may be liable for violations. 

To the extent that proprietary rights in the design of a web site hosted on the District's servers would vest in my 

child upon creation, I agree to assign those rights to the District. 

STUDENT NETWORK AND INTERNET ACCEPTABLE USE AND SAFETY AGREEMENT Cont’d 

Please circle each that applies: 

Υ N I give permission for my child to use and access the Internet at school. 

Y N I give permission for my child to be issued a district monitored e-mail account. 

Υ N I give permission for my child's image to be published online, provided only his/her first 

45

name is used. 

Υ N I give permission for the District to transmit "live" images of my child (as part of a group) 

over the Internet . 

Υ N I authorize and license the District to post my child's class work on the Internet without 

infringing upon any copyright my child may own with respect to such class work. I 

understand only my child's first name will accompany such class work. 

If an Internet safety program is available, students are required to participate. 

Please sign below; absence of any of the above selections automatically assumes approval. 

Parent/Guardian's Signature: ________________________________________ Date: 

_______________________ 

Student 

I have read and agree to abide by the Student Network and Internet Acceptable Use and Safety Policy and 

Procedures. I understand that any violation of the terms and conditions set forth in the Policy and 

Guidelines is inappropriate and may constitute a criminal offense. As a user of the District's 

computers/network and the Internet, I agree to communicate over the Internet and the Network in an 

appropriate manner, honoring all relevant laws, restrictions and guidelines. 

Student's Signature: ________________________________________________ Date: 

_______________________ 

Teachers and building principals are responsible for determining 

what is unauthorized or inappropriate use. The principal may deny, 

revoke or suspend access to the Network/Internet to individuals who 

violate the District's Student Network and Internet Acceptable Use 

and Safety Policy and related Procedure and take such other 

disciplinary action as is appropriate pursuant to the Student Code of 

Conduct. 

46

CLEARANCE CARD 

PROJECT NUMBER 

Preset up Protocol:______Required to report to SRC before setting up (bring this 

Form to be signed by fair director.) 

Size: ______Approved ______Disapproved 

(Maximums: Height 96”, Width 48”, Depth 30”) 

Abstract: ______Approved _____Disapproved 

One page (plain white paper only) on designated ISEF 

abstract form placed on the lower left hand corner of 

display board. Title on abstract must match title on 

display. 

Protocol: ______All original required SRC Forms. If used, Form 1C and 

Form 7 must be displayed vertically. 

Safety and Display: (See ISEF Rules for specific details) 

______Backboard and Title Board are stable and secure. 

______Notebooks, Papers, and Display Apparatus* (must not 

exceed maximum size dimensions) 

______Table cloth under board (in addition to the blue table 

covers provided) 

______ No glass, no unprotected light-bulbs 

Display Description: _________________________________________ 

_________________________________________________________ 

* all Display Apparatus must be approved. 

SEE DIRECTOR REGARDING ALL DISAPPROVALS 

CORRECTIONS MUST BE MADE PRIOR TO JUDGING 

47

JUDGING 

CHECKLIST 

Project Number____________________ 

Category______________________________ 

Title_________________________________________________________________________ 

Criteria Checklist: Superior Very 

Good 

Scientific Method 

Subject Knowledge 

Data/Data Presentation 

Data Treatment 

(Use of Statistics) 

Original Lab Data 

Project Data Book(Log) 

Conclusion 

Reprint File 

Project Display/ Backboard 

Final Paper 

Interview 

(Check where appropriate) 

48 

Good Needs 

Improvement 

Feedback to student regarding this project or a future project: 

Comments

Final Judges’ Ranking Card 

Brevard Regional Science & Engineering Fairs 

Junior Division ______________________ 

(Category) 

Rank Project # Abbreviated Title 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

Thank you for your valuable contribution of time and expertise at our Fair. As a part of your 

judging experience, please acknowledge the following: 

1. I have attended a judges’ briefing and read the judging guidelines that explained my 

responsibilities and duties. 

2. I have no personal or professional involvement with any of the students that I have 

judged. 

3. I have completed a “Judging Checklist” on each project and have included positive 

feedback for the student. 

4. My signature below reflects consensus opinion on the final ranking. 

Judges’ Signatures (please sign in blue ink ): 

________________________ ________________________ ________________________ 

________________________ ________________________ ________________________ 

49

Final Judges’ Ranking Card 

Brevard Regional Science & Engineering Fairs 

Senior Division ______________________ 

(Category) 

Rank Project # Abbreviated Title 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

Thank you for your valuable contribution of time and expertise at our Fair. As a part of your 

judging experience, please acknowledge the following: 

5. I have attended a judges’ briefing and read the judging guidelines that explained my 

responsibilities and duties. 

6. I have no personal or professional involvement with any of the students that I have 

judged. 

7. I have completed a “Judging Checklist” on each project and have included positive 

feedback for the student. 

8. My signature below reflects consensus opinion on the final ranking. 

Judges’ Signatures (please sign in blue ink ): 

________________________ ________________________ ________________________ 

________________________ ________________________ ________________________ 

50

ABSTRACT & CERTIFICATION INSTRUCTIONS 

After completing research/experimentation, students are required to write a 250 

word(maximum) one page abstract. This should be completed on the Official Abstract and 

Certification Form. 

� Prepare 10 signed official abstracts forms for the Mainland and Intracoastal Fairs and 15 

for the South Fair. 

� Abstracts must have: 

- A Project Title, which must match the title on the board 

- The participant’s first name 

- The Project Category /number. 

� Abstracts must be typed and should be single- spaced using 12 point type in black. 

� Abstracts may not exceed 250 words and must fit in the designated box. (it will be 

helpful to type the abstract in a word document and then copy and paste it into the box.) 

� Complete and give your abstracts to your research teacher to send to the Fair Director. 

� Abstract forms will be reviewed by the Scientific Review Committee and after approved 

will bbe stamped/embossed. 

The original, unaltered copy of the Official Stamped/Embossed Abstract MUST appear on 

the display board in a vertical position in the lower left corner. 

The term “ABSTRACT” may not be used as a title or reference for any information on a 

display or in materials at the project except as part of displaying the OFFICIAL 

ABSTRACT. 

Finalists may hand out multiple copies of their official abstracts with official stamp/emboss to 

judges at the regional fair. 

Note: 

The abstract should include: 

a. Purpose of the experiment 

b. Procedures used 

c. Data 

d. Conclusion 

It may also include any possible research applications. Only minimal reference to previous year’s 

work may be included. 

The abstract should not include: 

a. Acknowledgements (including names of research institutions and/or mentor) 

b. Work or procedures completed by mentor. 

51

Regional Fair Form Brevard Public Schools 

All Projects 2008-2009 

This form is should be completed by all participants seeking entry into a Brevard Regional Science & 

Engineering Fair. Refer to the 2008-2009 International Science & Engineering Fair Rules Book or 

website http://www.societyforscience.org/isef/document/index.asp to answer the following questions. 

This form must be completed in blue ink. Make sure to write legibly and keep a copy for yourself. 

NAME: ________________________________SCHOOL______________________________________ 

1. Read the descriptions of categories on page 5 of the International Science and Engineering Rules 

and Guidelines book. What category will you be entering this year and using the “Intel ISEF Rules 

Wizard”, which forms will you need to complete? 

2. What does ISEF stand for? What does SSEF stand for? 

3. Read the “Ethics Statement” on page 9 of the ISEF Rules and Guidelines book. Will you abide by 

this statement? 

4. You will need to cite the ISEF Rule and Guidelines book as a source for your research project. How 

will you cite this document? 

5. What is the maximum width of the project board (display) allowed at ISEF affiliated fairs? 

6. Pins, thumbtacks, push-pins, etc… can no longer be used to attach items to your display board 

(Regional and State Rule). How will you be attaching items to your display board? 

7. Who has to sign Form 1B prior to experimentation? 

8. An abstract is required of your research. What is the maximum length, what does it summarize, and 

who’s research must it describe? 

9. What is the SRC? 

10. What is the IRB? 

11. What are the roles of the Adult Sponsor? 

53

Regional Fair Form 

All Projects 

12. What are the qualifications of the “Qualified Scientist”? 

13. Which forms are required for all projects? 

14. What is the role of the designated supervisor? 

54 

Page 2 of 2. 

15. Where should your certified abstract form (certified during fair set-up) be displayed on you board? 

16. What kind of photographs cannot be displayed on your board? 

17. What are the requirements for a continuation project? 

18. Which forms must be dated prior to the start of experimentation? 


2008-2009 

19. When can literary research start? What does the term “project year” mean?

55 

Page 1 of 1 


Continuation Projects 2008-2009 

This form should be completed by all participants having projects involving a continuation project. Refer 

to the 2008-2009 International Science & Engineering Fair Rules Book or website 

http://www.societyforscience.org/isef/document/index.asp to answer the following questions. 


NAME: ________________________________SCHOOL______________________________________ 

1. What is a continuation project? 

2. What are two acceptable changes in research in order to continue research on a particular project? 

3. What are two unacceptable changes that can not be used to continue research on a particular 

project? 

4. What rules apply to your display in reference to a continuation project? 

5. What additional required forms must be completed to work on a continuation project?


Hazardous Chemicals, 

Activities or Devices 

56 

Page 1 of 1 

This form should be completed by all participants having projects involving hazardous substances and/or 

devices. Refer to the 2008-2009 International Science & Engineering Fair Rules Book or website 



NAME: ________________________________SCHOOL______________________________________ 

1. Who must directly supervise projects involving hazardous, chemicals and devices? 

2. On which form is the following found “To be completed by the Student Researcher in 

collaboration with Designated Supervisor/Qualified Scientist”, and what does this statement mean? 

3. What are “DEA-Controlled Substances”? 

4. What is the acronym for the US Alcohol and Tobacco Tax and Trade Bureau and what does this 

organization regulate? 

5. What does MSDS stand for? 


2008-2009 

6. What is meant by “Environmentally Responsible Chemistry”? What principles should be 

incorporated into your research plan?


Human Subjects 2008-2009 

57 

Page 1 of 2. 

This form should be completed by all participants having projects involving human subjects. Refer to the 

2008-2009 International Science & Engineering Fair Rules Book or website 



NAME: ________________________________SCHOOL______________________________________ 

1. Which listed bibliography source have you used from the ISEF Rules Book - at least one is required 

to be included in your final bibliography? 

2. What did you do in order to obtain the source indicated in question one? 

3. What information from the source indicated in question one did you find useful for your project? 

4. What additional form is required prior to experimentation, for projects involving human subjects? 

6. Whose “Parent/Guardian” signature is required in the lower right hand corner of Form 4? 

7. What is the definition of “minimal risk” as noted in the ISEF rules book?



8. What types of human research do not require informed consent under the age of 18? 

9. What is the IRB? 

10. What are some possible risk activities when dealing with human subjects? 

11. In addition to form 1C, what are the requirements for conducting human subject research at a 

federally registered research institution? 

58 


2008-2009 

Page 2 of 2.


Potentially Hazardous 

Biological Agents 

59 

Page 1 of 2. 

This form should be completed by all participants having projects involving pathogenic and potentially 

pathogenic agents. Refer to the 2008-2009 International Science & Engineering Fair Rules Book or 

website http://www.societyforscience.org/isef/document/index.asp to answer the following questions. 

This form must be completed in blue ink make sure to write legibly and keep a copy for yourself. 

NAME: ________________________________SCHOOL______________________________________ 

1. Which listed bibliography source have you used from the ISEF Rules Book - at least one is required 

to be included in your final bibliography? 

2. What did you do in order to obtain the source indicated in question one? 

3. What information from the source indicated in question one did you find useful for your project? 

4. What additional required forms must be completed to work with potentially hazardous biological 

agents? 

5. What are biological safety levels? 

6. Describe briefly Biological Containment Level 2? 


2008-2009


Potentially Hazardous 

Biological Agents 

7. What steps must be taken to determine risk assessment? 

60 

Page 2 of 2. 

8. In addition to form 1C, what are the requirements for conducting bacteriological research at a federally 

registered research institution? 

9. What is aseptic technique? 

10. What are acceptable disposal methods? 

11. What are the CDC and NIH? 

12. Fill in the blanks….. Studies intended to produce bacteria with antibiotic resistance are 

___________________________. Studies involving the _____________________ of human or 

animal waste, including sewage sludge, must be treated as a __________ study. 

13. Fill in the blanks….. A qualified scientist should possess an earned _______________________ 

degree in the biological or medical sciences as it relates to the student’s area of research. However, 

a master’s degree with equivalent _________________________ and or ____________________ in 

the student’s area of research is acceptable when ________________________ by a Scientific 

Review Committee. 


2008-2009


Research Teachers 2008-2009 

61 

Page 1 of 2. 

Please complete this form using the 2009 ISEF Rules book… If you do not have a copy you can find an online 

version at website http://www.societyforscience.org/isef/document/index.asp 

Research Teacher Name __________________________________________________ 

Telephone number and Time that you would like to be called to complete requirements: 

Telephone # ________________________________________ 

Time __________________________________________ 

1. What is the forms Wizard? 

2. What does ISEF stand for? What does SSEF stand for? 

3. Read the “Ethics Statement” on page 10 of the ISEF Rules and Guidelines book. What steps could you take to 

encourage yours students to abide by these statements? 

4. How can your students obtain the ISEF rules and guidelines? 

5. What is the maximum width of the project board (display) allowed at ISEF affiliated fairs? 

6. Pins, thumbtacks, push-pins, etc… can no longer be used to attach items to the research student’s display board 

(Regional and State Rule). What are some approved methods of attaching items to the student’s display 

board? 

7. Who has to sign Form 1B prior to experimentation? 

8. An abstract is required for any research. What is the maximum length of the abstract, what does is it 

summarize, and who’s research must it describe? 

9. What is the SRC? 

10. What is the IRB?


Research Teachers 

11. What are the roles of the Adult Sponsor? 

12. What are the qualifications of the “Qualified Scientist”? 

13. Which forms are required for all projects? 

14. What is the role of the designated supervisor? 

15. What areas of research require SRC approval before experimentation may begin? 

16. Where should your research student display their abstract on their board? 

17. What kind of photographs cannot be displayed on the student’s board? 

62 

Page 2 of 2. 

18. A continuation project can not be continued as an individual and an individual project can not be continued as 

a team. What are some other requirements for a continuation project? 

19. How are photographs and illustrations cited on a display board? 

20. When can literary research start? What does the term “project year” mean? 


2008-2009

State Science Fair Activity Overview 

Be sure all projects are carefully packed, labeled (minimum 5” X 7” label, must include: Name; 

school and pickup point) and ready for loading at the pickup point by 2:30pm on Monday, 

April 13, 2009. 

Drop Off/ Pick Up Point Contact Person 

Bayside High School Ellen Muse 

MONDAY Stone Middle School Rich Regan 

April 13, 2009 Satellite High Lisa Scott 

no later than Cocoa Beach Jr/Sr High Veronica Duys 

2:30pm McNair Magnet School Guytri Still 

Jackson Middle School Ruth Clifford 

Projects will be returned by Monday, April 20 th , 2009 to the same location and must be picked 

up within 2 school days. 

Approximate time Action 

7:00am Bus # 1 & 2 arrive at Viera 

7:30am Buses # 1 & 2 depart Viera 

Wednesday 

April 15, 2009 Arrival until 12:30 pm Registration and Set-Up 

7:00 – 9:00pm Opening Ceremonies, 

Students are to wear State 

Finalist T-shirt 

9:00am until 5:00pm Judging of projects, coat and 

Thursday tie for the gentlemen and 

April 16, 2009 dress or suit for the ladies 

7:30pm Student Mixer 

9:30 pm – 3:30 pm Field Trips 

Friday 

April 17, 2009 6:00 pm to 9:30 pm Awards Ceremony, coat and 

tie for the gentlemen and 

dress or suit for the ladies 

10:00 pm –11:00 pm Project Take Down 

Saturday 9:00 am Depart Lakeland 

April 18, 2009 

12:00noon approx. Buses return to School Board 

Offices, Viera 

Times are tentative and subject to change. Further information will be distributed as soon as available. 

63

STATE SCIENCE FAIR VERIFICATION FORM 

I do plan to attend the 54 th Annual Florida State Science and Engineering Fair to be held in 

Lakeland. Florida, on April 15 -18, 2009. 

Please Type or Print 

Name:_____________________________________________ Home Phone:_________________ 

(Last) (First) 

Home Address:__________________________________________________________________ 

(Street) (City) (Zip) 

School Name:__________________________________________________________________ 

Research Teacher: ______________________________________________________________ 

Name of Parent/Guardian: _________________________________________________________ 

Division Sex 

Grade in School: ______ Junior Senior M F 

Category Entered:__________________________________________________________________ 

Project Type: Floor Table Electricity Required: Yes No 

Note: There is a $70.00 charge for electrical hookup payable to FFFS 

My student will travel as a member of Brevard’s Official delegation: Yes No 

(Chaperones will only supervise members of the official delegation and students will not be added to the official party) 

We understand the State Science Fair Policies, Procedures and Guidelines: Yes No 

My student will bring to the state competition, all of the original forms to the state science fair. 

Yes No 

The research teacher has copies of all registration and entry materials (including my protocol): 

Yes No 

My parent/guardian and I have supplied the Medical and Special Information requested on the back 

of this form: Yes No 

We have attached a check for $145.00 payable to Brevard Schools Foundation/ Science Fairs 

Yes No 

I have attached a check for $70.00 payable to Florida Foundation for Future Scientists (electricity): 

Yes N/A 

____________________________ _______________________________________ 

Student Signature Parent /Guardian Signature 

__________________________________ 

Research Teacher Signature 

Due to Fair Director: 3 days after the regional fair 

February 4 (South) February 11 (Intracoastal) February 17 (Mainland) 

64

Medical & Special Information State Science Fair 

Student Name: _________________________________________________________________ 

Medical Information: ___________________________________________________________ 

Doctor’s Name & Phone: _________________________________________________________ 

Allergies: _____________________________________________________________________ 

Other pertinent information about this student: ________________________________________ 

Parent 

Name(s):_________________________________________________________________ 

Phone Number: (Home):_______________________ (Work):____________________________ 

Alternate Emergency Contact: _____________________________________________________ 

Phone Number: (Home): _______________________ (Work): __________________________ 

65

STATE SCIENCE FAIR POLICIES, PROCEDURES AND GUIDELINES 

1. Please complete and return the STATE Bid Acceptance Card 

2. The chaperone to student ratio will be 1:10 (or better). 

3. Designated areas will be established and announced where the students can contact the 

chaperones at all times throughout the Science Fair trip. 

4. In order for a student to leave the science fair group, chaperones must have a note signed by 

the parent stating that the parent will assume responsibility for the student. The note must 

include the date, time and destination. The student and parent must sign out with designated 

chaperones at the time of departure and sign in at return. The student will only be released 

to a parent/guardian. 

5. Parents are invited to take part in the State Science Fair experience (at their own expense). 

Please let your Fair Director know if you are interested. 

NOTES FOR PARTICIPANTS 

____ Submit checks and VERIFICATION FORM/ Medical Release to your Research Teacher. 

F February 4, 2009 (South) 

Fe February 11, 2009 (Intracoastal) 

F February 18, 2009 (Mainland) 

____ Monitors, televisions and other large items are difficult to transport, please substitute 

smaller items for state fair. 

____ Continue/improve project within current research and protocol. 

____ Pack your folders, notebooks, protocol, original data books, tools and supplies carefully. 

There is limited space on the bus. 

____ Pack, label, and deliver backboard for transportation to Ft. Myers (on time). 

____ Budget money for meals ( 3 lunches & 3 dinners) and spending money. 

____ Pack appropriate clothing as follows: 

Wednesday, April 15, 2009 - State t-shirt for opening ceremony*. 

Thursday, April 16, 2009 - Coat and tie for gentleman and dress or suit for ladies* 

- Neat casual clothing for field trips* 

Friday, April 17, 2009 - Coat and tie/dress for awards ceremony* 

Saturday, April 18, 2009 - Neat casual clothing for travel* 

*State name badges must be worn at all times. 

66

Student Name 

School 

Research Teacher 

STATE Bid Acceptance Card 

Congratulations on receiving a bid to the State Science & Engineering Fair in Lakeland, Florida, 

April 15-18, 2009. Please sign and return this card to your Fair Director in order to start the bid 

acceptance process. 

A mandatory meeting for parent(s) and researchers accepting a bid for the International Science 

& Engineering Fair meeting will be held on February 23, 2009, 6:00pm at the school board room 

at Viera. 

The following items are due to your Fair Director: -State Bid Acceptance Card 

-State Forms (listed in letter) 

3 days after the Regional Fair 

Researcher Student signature ______________________________________________________ 

Parent/ guardian name (printed) ____________________________________________________ 

Parent/Guardian signature ________________________________________________________ 

Phone number _______________________ e-mail address ______________________________ 

67 

FOR FURTHER INFORMATION: 

Mrs . Guytri Still 

School Telephone:321-633-3630x5436 

School Email:still.guytri@brevardschools.org

Please Print or Type: 

INTERNATIONAL SCIENCE AND ENGINEERING FAIR 

VERIFICATION FORM 

Name ____________________________________ Home Phone: _____________________ 

(Last) (First) 

Home Address:________________________________________________________________ 

(Street) (City) (zip) 

e-mail address:________________________________________________________________ 

School Name:_________________________________________________________________ 

Research Teacher: ____________________________________________________________ 

Name of 

Parent/Guardian(printed):______________________________________________________ 

_____I plan to attend the International Science and Engineering Fair and will travel with 

the official delegation. 

_____I have attached all required forms and paperwork. 

_____ My parent/guardian and I will attend the information meeting on February 23, 2009 

at 7:00pm. 

Please list family members that plan to travel to the International Science and Engineering Fair 

and include payment for their official registration: 

Name:___________________________________ Relationship:_____________________________ 

Name:___________________________________ Relationship:_____________________________ 

______Yes ______No _____N/A My family member(s) will also travel with the official delegation 

(at own expense – TBD) 

______ Yes ______No _____N/A I have included a check payable to Science Service to cover 

registration fee for family member(s). 

______________________________________ ________________________________________ 

Student Signature Parent/Guardian Signature 

68

Student Name 

School 

Research Teacher 

ISEF Bid Acceptance Card 

Congratulations on receiving a bid to the International Science & Engineering Fair in 

Reno, Nevada May 10-16, 2009. Please sign and return this card to your Fair Director 

in order to start the bid acceptance process. 

A mandatory meeting for parent(s) and researchers accepting a bid for the 

International Science & Engineering Fair meeting will be held on February 23, 2009 

7:00 p.m. at the school board room at Viera. 

The following items are due to your Fair Director: 

-ISEF Bid Acceptance Card 

-Two copies of research plan and forms 

3 days after the Regional Fair -Three ISEF completed abstracts 

- ISEF Registration paperwork 

Researcher Student signature __________________________________________________ 

Parent/ guardian name (printed) _________________________________________________ 

Parent/Guardian signature _____________________________________________________ 

Phone number _______________________ e-mail address ___________________________ 

69 

FOR FURTHER INFORMATION: 

Raul Montes 

School Telephone: 321-632-5300 

School Email: montes.raul@brevardschools.org

Individual Entrant Form (Page 1 of 2) 

Only original Entry Forms are accepted 

Step #1: Choose Section: double check to make sure you select the correct level of competition. 

Step #2: Project Information: double check to make sure you select the correct category. 

Project Category: 

Project Title: (must match ABSTRACT title) 

_______________________________________________________________________________________ 

_______________________________________________________________________________________ 

_______________________________________________________________________________________ 

Project Arrangement: COMPLETE ACCURATELY – table configuration CANNOT be changed on site. 

• Electricity ($70) payment must accompany this form. Personal checks, school checks, purchase orders, 

and money orders must be made payable to the University of Central Florida/FFFS/SSEF. Electricity 

for lighting purposes will not be allowed. 

Step #3: Personal Information 

Registrant’s Name: __________________________________________ Social Security #: _____ /___ /_____ 

First Name Middle Initial Last Name Sir Title (Jr., II, etc) 

Phonetic Spelling: __________________________________________ Gender: 

First Name Last Name 

Email address: ____________________________________________ 

Mailing Address: ________________________________________________________, FL______________ 

Number and Street City Zip+4 

Home Phone #: _____ - _____ - ________ Date of Birth: ____ /____ /____ Grade in School: ______ 

FCAT Scores: Reading - _________ Writing - __________ Math - ________ Science -__________ 

Ethnicity: 

S Senior Section (Grades 9-12) 

J Junior Section (Grades 6-8) 

BE Behavioral and Social Sciences 

BI Biochemistry 

BO Botany 

CH Chemistry 

CO Computers 

EA Earth and Planetary Science 

EN Engineering 

TN Table/No Electricity 

FN Floor/No Electricity 

Caucasian 

EV Environmental Science 

MA Mathematics 

ME Medicine and Health 

MI Microbiology 

PH Physics and Astronomy 

ZO Zoology 

TE Table/Electricity* 

FE Floor/Electricity* 

Hispanic 

Place Participant Label Here 

FFFS Office Use Only 

Please select method of payment for electricity ($70): 

Check Money Order Purchase Order 

Male Female 

African American American Indian/Alaskan Native Asian or Pacific Islander 

Other

Individual Entrant Form (Page 2 of 2) 

Step #4: School Information 

Regional Science and Engineering Fair: ______________________________________________________________ 

Full School Name: ________________________________________________________________________________ 

Mailing Address: ____________________________________________________________, FL ________________ 


Phone #: _____ - _____ - ________ County: _________________ Public: Non-Public: 

Teacher’s Name: ________________________________________________________________________________ 

Dr., Mr., Mrs., Ms., etc First Name Last Name 

Step #5: Signatures (must be originals and use blue ink for signatures) 

Certification: 

“I hereby state that this exhibit was prepared during the current school year OR is a continuing study and that it is my own 

work. I have read and agree to abide by the rules and regulations of the State Science and Engineering Fair of Florida.” 

__________________________________________________________________________________________ 

Student Registrant’s Original Signature Date 

“I hereby certify that this exhibit or continuing study was prepared during the current school year and that it has my consent 

as an approved Science and Engineering Fair Project. To the best of my knowledge, it is the student’s own work.” 

__________________________________________________________________________________________ 

Teacher’s Original Signature Date 

“I hereby certify that I have reviewed the questions on the RSEF/FFFS Regional Director’s Checklist and have ascertained 

that all materials are present as required. I further declare that the Regional Fair’s SRC/IRB has certified that this project 

meets all requirements and regulations of the International Science and Engineering Fair (ISEF) and the State Science and 

Engineering Fair (SSEF) of Florida.” 

__________________________________________________________________________________________ 

RSEF Director’s Original Signature Date 

Release: The following signatures are required for photographs, videotaping, and media interviews. 

“For value received and without further considerations, I hereby consent that all photographs and/or video tape images taken 

of me and/or recordings made of my voice and/or written extraction, in whole or in part, of such recordings at the State 

Science and Engineering Fair of Florida, by the Florida Foundation for Future Scientists (FFFS) or the University of Central 

Florida (UCF), may be used by FFFS and UCF and/or others with the consent of the FFFS and UCF for the purpose of 

illustration, advertising, or publication in any manner.” 

__________________________________________________________________________________________ 

Subject’s Signature Date 

__________________________________________________________________________________________ 

Parent’s/Guardi an’s Signature Date 

Has your Regional Fair selected you to attend the Intel International Science and Engineering Fair 

in Reno, Nevada, May 10-16 2009 ? ____________

Team Entry Form (Page 1 of 3) 

Only original Entry Forms are accepted 

Step #1: Choose Section 

Step #2: Project Information 


_______________________________________________________________________________________ 

_______________________________________________________________________________________ 

_______________________________________________________________________________________ 

Project Arrangement: COMPLETE ACCURATELY – table configuration CANNOT be changed on site. 

* Electricity ($70) payment must accompany this form. Personal checks, school checks, purchase orders, 

and money orders must be made payable to the University of Central Florida/FFFS/SSEF. Electricity 

for lighting purposes will not be honored. 

Step #3: Personal & School Information 

Team Leader Name: __________________________________________ Social Security #: _____ /___ /_____ 




Email address; __________________________________________________________ 




FCAT Scores: Reading - __________ Writing - ___________ Math - __________ Science ________ 

Ethnicity: 

S Senior Section (Grades 9-12) 

J Junior Section (Grades 6-8) 

Team Leader: 

TN Table/No Electricity 

FN Floor/No Electricity 

Caucasian 

TE Table/Electricity* 

FE Floor/Electricity* 

Place Participant Label Here 

FFFS Office Use Only 

Please select method of payment for electricity ($70): 

Check Money Order Purchase Order 

Male Female 


Hispanic 





Teacher’s Name: ________________________________________________________________________________ 


Other


Member #2 Name: __________________________________________ Social Security #: _____ /___ /_____ 




Email address _____________________________________________ 




FCAT Scores: Reading - __________ Writing - __________ Math - __________ Science - __________ 

Ethnicity: 

Member #2: 





Teacher’s Name: ________________________________________________________________________________ 


Member #3 Name: __________________________________________ Social Security #: _____ /___ /_____ 




Email address ________________________________________________ 




FCAT Scores: Reading - __________ Writing - ___________ Math - __________ 

Ethnicity: 

Member #3 

Caucasian 

Male Female 


Caucasian 

Hispanic 

Hispanic 





Teacher’s Name: ________________________________________________________________________________ 


Other 

Male Female 


Other


Step #4: Signatures (must be originals and use blue ink for signatures) 

Certification: 

“We hereby state that this exhibit was prepared during the current school year OR is a continuing study and that it is our own 

work. We have read and agree to abide by the rules and regulations of the State Science and Engineering Fair of Florida” 

__________________________________________________________________________________________ 

Team Leader’s Original Signature Date 

__________________________________________________________________________________________ 

Team Member #2’s Original Signature Date 

__________________________________________________________________________________________ 

Team Member #3’s Original Signature Date 

“I hereby certify that this exhibit or continuing study was prepared during the current school year and that it has my consent 

as an approved Science and Engineering Fair Project. To the best of my knowledge, it is the student’s own work.” 

__________________________________________________________________________________________ 

Teacher’s Original Signature Date 

“I hereby certify that I have reviewed the questions on the RSEF/FFFS Regional Director’s Checklist and have ascertained 

that all materials are present as required. I further declare that the Regional Fair’s IRB and SRC have certified that this 

project meets all requirements and regulations of the International Science and Engineering Fair (ISEF).” 

__________________________________________________________________________________________ 

RSEF Director’s Original Signature Date 

Release: The following signatures are required for photographs and videotaping. 

“For value received and without further considerations, I hereby consent that all photographs and/or video tape images taken 

of me and/or recordings made of my voice and/or written extraction, in whole or in part, of such recordings at the State 

Science and Engineering Fair of Florida, by the Florida Foundation for Future Scientists (FFFS) or the University of Central 

Florida (UCF), may be used by FFFS and UCF and/or others with the consent of the FFFS and UCF for the purpose of 

illustration, advertising, or publication in any manner.” 

__________________________________________________________________________________________ 

Team Leader’s Signature Date 

__________________________________________________________________________________________ 


__________________________________________________________________________________________ 

Member #2’s Signature Date 

__________________________________________________________________________________________ 


__________________________________________________________________________________________ 

Member #3’s Signature Date 

__________________________________________________________________________________________ 


Has your Regional Fair selected you to attend the Intel International Science and Engineering Fair 

in Reno, Nevada – May 10 – 16, 2009? _________________

Appendix 

Bernoulli’s Cans ------------------------------------------------------------------------- 76 

Cartesian Diver -------------------------------------------------------------------------- 78 

Handwriting Analysis-Identification of a Forgery----------------------------------- 79 

How Does Temperature Affect an Organism? --------------------------------------- 80 

Supplemental Discrepant Event Ideas------------------------------------------------- 81 

Writing Log Book Entries -------------------------------------------------------------- 82 

Writing a Research Paper--------------------------------------------------------------- 83 

Evaluating Resources ------------------------------------------------------------------- 85 

MLA Formatting and Style Guide----------------------------------------------------- 87 

APA Style Guide -----------------------------------------------------------------------105 

Sample Research Timeline ------------------------------------------------------------110 

Guidelines for Oral Presentations-----------------------------------------------------113 

Rubric for an Oral Presentation -------------------------------------------------------114 

Physical Display ------------------------------------------------------------------------115 

Display and Safety Checklist----------------------------------------------------------116 

Mortality Report Form………………………………………………………….117 

International Rules and Student Handbook

Lesson Title: Bernoulli’s Cans 

Sunshine State Standards: 

o (S.C.C. 2.3.3 &4) The student understands that unbalanced forces will cause 

changes in the speed or direction of an object's motion. 

o (S.C.B. 2.3.1,2&3) Students understands that energy is a property of many 

substances and is associated with mechanical motion. And that energy is 

transferred in many ways. 

Background In 1738, a Swiss mathematician Daniel Bernoulli studied the relationship 

between the pressure and velocity of a fluid. The Bernoulli Principle states that as the 

speed of a moving fluid increases, the pressure within the fluid decreases. 

Objective: The goal of this lesson is to help students understand - 

o how unbalanced forces work 

o how energy is transferred 

o how objects move when a net force is applied. 

Time: One- 55 Minute class period. 

Materials: (per 2 student group) 2 empty soft drink cans, 25 non-bendable straws, flat 

table top. 

Lesson/Procedures: 

Engage: 

o Demonstrate the action of forces by placing “weighted” bird on finger tip and 

ask students for explanations as to what is holding the bird up. 

o Add small additional weights to either wing and ask students to predict what 

would happen. 

o Discuss balanced, unbalanced and net forces and forces acting on an object 

to keep it floating. 

o Discuss what net forces allow an object to move. 

Explore: 

o Have students place 23 straws on the table parallel to each other, about 1 cm 

apart. 

o Then students place the cans upright on the rack of straws. The cans should 

be able to roll freely back and forth. 

o The cans should be approximately 5 cm apart. 

o Using the straw, blow air between the cans. 

o Students make guided observations 

76

Explain: 

o Discuss student observations of what happened. 

o Explore the movement of the fluid “air” causing the forces to become 

unbalanced. 

Elaborate: 

o Discuss the net force and what would happen if the cans were heavier. 

o Can a greater force blowing in between the cans move them? 

o What would happen if students blew directly on either can? 

o Show video clip from Newton’s Apple –Show#1010 on Air Pressure. 

Assessment/ Evaluation: 

o Students summarize and explain Bernoulli’s. 

o Students are able explain and demonstrate how forces change the energy 

exchange that causes movement. 

Extension/Summary 

o Bernoulli’s Principle applied to the two cans. As the velocity of the air between 

the two cans increases (being blown away), the pressure the air it applies to the 

inner sides of the cans decreases. That allows the air on the opposing sides of 

the cans to push the cans towards to the area of lower pressure. The cans were 

not “sucked” together. They were pushed together. 

o Visit www.brainpop.com and review segment on Forms of Energy. 

o Check out “Animated Demonstration of Bernoulli's Principle“ at: 

http://home.earthlink.net/~mmc1919/venturi.html 

77

The plan: 

o make your very own diver 

CARTESIAN DIVER 

Materials: 

o 2 liter soda bottle and its cap or some other 'squeezable' clear plastic bottle 

o small container such as a large water glass or bowl 

o glass or plastic medicine dropper (one that sinks in water) 

Procedures: 

o Take the empty soda bottle and fill it completely with water. 

o Fill the water glass /bowl with water 

o Place the medicine dropper in the glass 

o Put some water inside the dropper 

o You want to get the dropper to just barely float upright in the water. 

o Place the dropper in the soda bottle and screw on the cap tightly. 

o Don't allow much air to be between the top of the bottle and the cap. 

o Gently squeeze the bottle. 

o As you squeeze, the diver will dive (sink) to the bottom of the bottle. 

o When you stop squeezing, the diver floats back to the top. 

Buoyancy: 

The weight of an object pulls it down toward the Earth, but if the object is placed in a liquid, a 

force called buoyancy acts in the opposite direction. The buoyant force is equal to the weight of 

liquid that the object displaces, or pushes aside. 

When a well-made Cartesian Diver floats, only a small portion is above water. The part that is 

below water, along with its trapped air, displaces enough water to create a buoyant force exactly 

equal to the weight of the diver. 

The Cartesian Diver moves up and down due to changes in the balance of weight and buoyancy. 

Squeezing on the sides of the bottle pushes on the water inside but does not compress it. The 

water pushes on the air in the diver and that does get compressed. If pen lid or medicine dropper 

is clear, you should be able to see the water level changing inside. 

When the air trapped in the diver is compressed, its volume is reduced. The diver together with 

its trapped air then displaces less water. As a result, the upward buoyant force is reduced. When 

the decreasing buoyant force becomes less than the weight of the diver, the diver sinks. 

If you let go of the bottle, the original pressure in the water is restored. The trapped air in the 

diver expands to its original volume, displacing more water as it does so. The increased amount 

of water displaced by the diver and its trapped air makes the buoyant force greater. When the 

buoyant force is greater than the weight of the diver, the diver rises. At the surface, the diver 

floats high enough out of the water for the buoyant force to balance its weight exactly. 

78

WRITING LOG BOOK ENTRIES 

• Students must have a DAILY log. A DATA log is suggested and a PHOTO log could be used 

to display photographs. 

• Log books are legal documents. Errors should be neatly crossed out and no white-out used. 

• The log needs to be a permanent bound notebook to insure pages are not removed. 

• Entries must be in ink, factual and not fabricated. Students need to record entries as they 

happen. 

• A log book documents when experimentation begins. Each entry must be dated and they 

must show the day by day records while doing the project. 

• Entries should be a minimum of a half page. 

• Entries should be made even when a ‘mistake’ occurs or unexpected (hard-to explain) results 

occurred. 

• Students need to record what they are actually doing in detail. 

• Students should record how they go about finding their topic. 

• Phone calls should be documented. Who was called, the phone number (in case they have to 

call again!) A summary of the conversation and any suggestions that need to follow. 

• Internet sites should be documented. Students need to record ‘where’ they go, and what 

information was gathered from that cite. 

• Trips to the library should be documented: what kind of search was conducted, what was 

found, what was useful. 

• Articles read should be summarized and the source recorded. 

• Visits with mentors or experts need to be documented. What was discussed, and how it 

might affect the direction of the project. 

• Data Logs are used if the student has to record repeated daily or regular 

readings/measurements. 

• Students may want to draw diagrams of equipment or setups to show how things are 

arranged. 

82

Writing a Research Paper 

A research paper is a required part of a Science Project. This is in addition to the items 

that are placed on the backboard. It is the parts of the project compiled into one document and 

placed in a binder. 

Your scientific paper will contain at least 11 sections IN THIS ORDER: 

• Title Page 

• Abstract 

• Problem or Purpose 

• Hypothesis 

• Materials 

• Procedure 

83 

• Background 

• Results 

• Conclusions 

• Bibliography 

• Future Studies 

THE TITLE is the beginning. You have already picked a good title for your project. Use the 

same one for your paper. Center the title near the middle of the page. 

THE ABSTRACT is an overview. As strange as it might seem, the first part of your paper is the 

part you write last. Your abstract is one page. It contains clear, brief statements that summarize: 

(a) the problem or questions you are studying 

(b) the hypothesis 

(c) the action that you took in your investigation 

(d) the results of your experiments 

(e) your most important conclusions based on the results of YOUR work. 

THE PROBLEM or PURPOSE is the description of what you are attempting to solve with the 

project. 

THE HYPOTHESIS is a statement of an idea, based on research, that can be tested. It is what the 

investigator intends to support or disprove. It needs to be clearly and briefly stated (no more than 

2 complete sentences). The title, problem and hypothesis must be well correlated. 

THE PROCEDURE tells you what to do. It needs to be step by step (cookbook style) the 

experimental procedure gives all the details of how the experiment was conducted. It is so precise 

that someone could repeat your work without additional communication with you! Apparatus 

constructed should be photographed and discussed. Sketches and diagrams are very useful. 

Answer questions that apply to your project, such as: 

• What was measured and how? 

• For which variables were data collected? 

• How was your control experiment run? 

• What chemicals, plants, or animals were used? 

• How or where were your supplies mixed, made, or grown? 

• What equipment was used or built? 

If laboratory equipment is used, it should be described, its function discussed, and 

manufacturer and model number given.

If you work with bacteria, chemicals or other organisms you must address safe-handling 

procedure, disposal procedure and care of organisms. 

Safe handling procedures may be cited from a source that is documented in the 

bibliography. They do not have to be completely rewritten. 

THE BACKGROUND: The first part of the background tells the reader your understanding of the 

subject when you started the project. Next, you might want to tell how you became interested in 

your project, or describe any "common knowledge" or "old wives' tales" you want to prove or 

disprove. Tell about information that you found as you researched your subject, such as: 

historical and scientific background, similar experiments already done by other people, and any 

contradictions or unanswered questions you may have found. You need to remember to give credit 

to sources you used for information. References used or quoted must be cited within the text. The 

discussion of your project is the heart of your paper. It usually contains several subsections. 

THE RESULTS begin by presenting all of your observations and data, in both the as -collected 

and processed forms. Discuss how and why your data was processed. Explain anything you 

assumed to process the data. Tables, charts, and graphs are very helpful. All graphics should be 

placed in the paper near the paragraphs in which they are discussed. An area needing extra 

attention is the labeling of graphs, charts, diagrams, and tables. Each must have its own descriptive 

title. All columns, axes, and data must be labeled clearly and identified. 

Make comparisons with theoretical values, published data, commonly held beliefs and/or 

expected results. Your conclusions and implications should flow smoothly and logically from your 

data. Be thorough. Let your readers know exactly what you did. Let them follow your train of 

thought. How did the data vary between repeated observations of similar events? How were your 

results affected by uncontrolled events? What are sources of possible error and how large were 

these errors? What would you do differently if you were to repeat this project? What other 

experiments remain to be conducted? 

The results and conclusions from your experiments should appear smoothly and logically 

throughout this discussion of your data, your method, your comparisons, and your errors. 

THE CONCLUSION is a summary of your results. The conclusion restates briefly the findings in 

relationship to your hypothesis. No new topics or speculations are to be mentioned. Remember 

that these conclusions are based on your work and experiments, not drawn from news articles and 

textbooks. 

THE BIBLIOGRAPHY gives credit to all of the sources you have used. A bibliography or list of 

references recognizes the information taken from the work and writings of other people. There are 

standard forms of references. See guides. 

FUTURE STUDIES, How would you continue this project? What areas are possibilities for 

‘future studies’? 

84

Evaluating Resources 

Evaluating Sources: Overview 

The world is full of information to be found--however, not all of it is valid, useful, or accurate. 

Evaluating sources of information that you are considering using in your writing is an important 

step in any research activity. 

The quantity of information available is so staggering that we cannot know everything about a 

subject. For example, it's estimated that anyone attempting to research what's known about 

depression would have to read over 100,000 studies on the subject. And there's the problem of 

trying to decide which studies have produced reliable results. 

Similarly, for information on other topics, not only is there a huge quantity available but a very 

uneven level of quality. You don't want to rely on the news in the headlines of sensational tabloids 

near supermarket checkout counters, and it's just as hard to know how much to accept of what's in 

all the books, magazines, pamphlets, newspapers, journals, brochures, web sites, and various 

media reports that are available. People want to convince you to buy their products, agree with 

their opinions, rely on their data, vote for their candidate, consider their perspective, or accept 

them as experts. In short, you have to sift and make decisions all the time, and you want to make 

responsible choices that you won't regret. 

Evaluating sources is an important skill. It's been called an art as well as work--much of which is 

detective work. You have to decide where to look, what clues to search for, and what to accept. 

You may be overwhelmed with too much information or too little. The temptation is to accept 

whatever you find. But don't be tempted. Learning how to evaluate effectively is a skill you need 

both for your course papers and your life. 

When writing research papers, you will also be evaluating sources as you search for information. 

You will need to make decisions about what to search for, where to look, and once you've found 

material on your topic, if it is a valid or useful source for your writing. 

Evaluating Bibliographic Citations 

When searching for information in library catalogues and online article databases such as 

EbscoHost or Proquest Direct, you will first find a bibliographic citation entry. A bibliographic 

citation provides relevant information about the author and publication as well as short summary 

of the text. 

Before you read a source or spend time hunting for it, begin by looking at the following 

information in the citation to evaluate whether it's worth finding or reading. 

Consider the author, the title of the work, the summary, where it is, and the timliness of the entry. 

You may also want to look at the keywords to see what other categories the work falls into. 

Evaluate this information to see if it is relevant and valid for your research. 

Evaluation During Reading 

After you have asked yourself some questions about the source and determined that it's worth your 

time to find and read the source, you can evaluate the material in the source as you read through it. 

85

• Read the preface--what does the author want to accomplish? Browse through the table of 

contents and the index.This will give you an overview of the source. Is your topic covered 

in enough depth to be helpful? If you don't find your topic discussed, try searching for 

some synonyms in the index. 

• Check for a list of references or other citations that look as if they will lead you to related 

material that would be good sources. 

• Determine the intended audience. Are you the intended audience? Consider the tone, style, 

level of information, and assumptions the author makes about the reader. Are they 

appropriate for your needs? 

• Try to determine if the content of the source is fact, opinion, or propaganda. If you think 

the source is offering facts, are the sources for those facts clearly indicated? 

• Do you think there's enough evidence offered? Is the coverage comprehensive? (As you 

learn more and more about your topic, you will notice that this gets easier as you become 

more of an expert.) 

• Is the language objective or emotional? 

• Are there broad generalizations that overstate or oversimplify the matter? 

• Does the author use a good mix of primary and secondary sources for information? 

• If the source is opinion, does the author offer sound reasons for adopting that stance? 

(Consider again those questions about the author. Is this person reputable?) 

• Check for accuracy. 

• How timely is the source? Is the source 20 years out of date? Some information becomes 

dated when new research is available, but other older sources of information can be quite 

sound 50 or 100 years later. 

• Do some cross-checking. Can you find some of the same information given elsewhere? 

• How credible is the author? If the document is anonymous, what do you know about the 

organization? 

• Are there vague or sweeping generalizations that aren't backed up with evidence? 

• Are arguments very one-sided with no acknowledgement of other viewpoints? 

From: The Owl at Purdue: http://owl.english.purdue.edu/owl/resource/553/03/ 

86

General Format 

MLA Formatting and Style Guide 

MLA style specifies guidelines for formatting manuscripts and using the English language in writing. MLA 

style also provides writers with a system for referencing their sources through parenthetical citation in their 

essays and Works Cited pages. 

Writers who properly use MLA also build their credibility by demonstrating accountability to their source 

material. Most importantly, the use of MLA style can protect writers from accusations of plagiarism, which is 

the purposeful or accidental uncredited use of source material by other writers. 

If you are asked to use MLA format, be sure to consult the MLA Handbook for Writers of Research Papers 

(6th edition). Publishing scholars and graduate students should also consult the MLA Style Manual and 

Guide to Scholarly Publishing (2nd edition). The MLA Handbook is available in most writing labs and 

reference libraries; it is also widely available in bookstores, libraries, and at the MLA web site. See the 

Additional Resources section of this handout for a list of helpful books and sites about using MLA style. 

Paper Format 

The preparation of papers and manuscripts in MLA style is covered in chapter four of the MLA Handbook, 

and chapter four of the MLA Style Manual. Below are some basic guidelines for formatting a paper in MLA 

style. 

General Guidelines 

• Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper, 

• Double-space the text of your paper, and use a legible font like Times New Roman or 

Courier. 

• Leave only one space after periods or other punctuation marks (unless otherwise instructed 

by your instructor). 

• Set the margins of your document to 1 inch on all sides. Indent the first line of a paragraph 

one half-inch (five spaces or press tab once) from the left margin. 

• Create a header that numbers all pages consecutively in the upper right-hand corner, onehalf 

inch from the top and flush with the right margin. (Note: Your instructor may ask that 

you omit the number on your first page. Always follow their guidelines.) 

• Use either italics or underlining throughout your essay for the titles of longer works and, 

only when absolutely necessary, providing emphasis. 

• If you have any endnotes, include them on a separate page before your Works Cited page. 

Formatting the First Page of Your Paper 

• Do not make a title page for your paper unless specifically requested. 

• In the upper left-hand corner of the first page, list your name, your instructor's name, the 

course, and the date. Again, be sure to use double-spaced text. 

• Double space again and center the title. Don't underline your title or put it in quotation 

marks; write the title in Title Case, not in all capital letters. 

• Use quotation marks and underlining or italics when referring to other works in your title, 

just as you would in your text, e.g., 

o Fear and Loathing in Las Vegas as Morality Play 

87

o Human Weariness in "After Apple Picking" 

• Double space between the title and the first line of the text. 

• Create a header in the upper right-hand corner that includes your last name, followed by a 

space with a page number; number all pages consecutively with Arabic numerals (1, 2, 3, 

4, etc.), one-half inch from the top and flush with the right margin. (Note: Your instructor 

or other readers may ask that you omit last name/page number header on your first page. 

Always follow their guidelines.) 

In-Text Citations: The Basics 

Guidelines for referring to the works of others in your text using MLA style is covered in chapter six of the 

MLA Handbook and in chapter seven of the MLA Style Manual. Both books provide extensive examples, so 

it's a good idea to consult them if you want to become even more familiar with MLA guidelines or if you 

have a particular reference question. 

Basic In-Text Citation Rules 

In MLA style, referring to the works of others in your text is done by using what's known as parenthetical 

citation. Immediately following a quotation from a source or a paraphrase of a source's ideas, you place the 

authors name followed by a space and the relevant page number(s). 

Human beings have been described as "symbol-using animals" (Burke 

3). 

When a source has no known author, use a shortened title of the work instead of an author name. Place 

the title in quotation marks if it's a short work, or italicize or underline it if it's a longer work. 

Your in-text citation will correspond with an entry in your Works Cited page, which, for the Burke citation 

above, will look something like this: 

Burke, Kenneth. Language as Symbolic Action: Essays on Life, 

Literature, and Method. Berkeley: U of California P, 1966. 

We'll learn how to make a Works Cited page in a bit, but right now it's important to know that parenthetical 

citations and Works Cited pages allow readers to know which sources you consulted in writing your essay, 

so that they can either verify your interpretation of the sources or use them in their own scholarly work. 

Multiple Citations 

To cite multiple sources in the same parenthetical reference, separate the citations by a semi-colon: 

...as has been discussed elsewhere (Burke 3; Dewey 21). 

When Citation is not Needed 

Common sense and ethics should determine your need for documenting sources. You do not need to give 

sources for familiar proverbs, well-known quotations or common knowledge. Remember, this is a rhetorical 

choice, based on audience. If you're writing for an expert audience of a scholarly journal, they'll have 

different expectations of what constitutes common knowledge. 

In-Text Citations: Author-Page Style 

MLA format follows the author-page method of in-text citation. This means that the author's last name and 

the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a 

complete reference should appear on your Works Cited page. The author's name may appear either in the 

88

sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should 

always appear in the parentheses, not in the text of your sentence. For example: 

Wordsworth stated that Romantic poetry was marked by a 

"spontaneous overflow of powerful feelings" (263). 

Romantic poetry is characterized by the "spontaneous overflow of 

powerful feelings" (Wordsworth 263). 

Wordsworth extensively explored the role of emotion in the 

creative process (263). 

The citation, both (263) and (Wordsworth 263), tells readers that the information in the sentence can be 

located on page 263 of a work by an author named Wordsworth. If readers want more information about 

this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find 

the following information: 

Wordsworth, William. Lyrical Ballads. London: Oxford U.P., 1967. 

Author-Page Citation for Classic and Literary Works with Multiple Editions 

Page numbers are always required, but additional citation information can help literary scholars, who may 

have a different edition of a classic work like Marx and Engels's The Communist Manifesto. In such cases, 

give the page number of your edition (making sure the edition is listed in your Works Cited page, of course) 

follwed by a semicolon, and then the appropriate abbreviations for volume (vol.), book (bk.), part (pt.), 

chapter (ch.), section (sec.), paragraph (par.) as available. For example: 

Marx and Engels described human history as marked by class 

struggles (79; ch. 1). 

Anonymous Work/Author Unknown 

If the work you are citing to has no author, use an abbreviated version of the work's title. (For non-print 

sources, such as films, TV series, pictures, or other media, or electronic sources, include the name that 

begins the entry in the Works Cited page). For example: 

An anonymous Wordsworth critic once argued that his poems were 

too emotional ("Wordsworth Is a Loser" 100). 

Citing Authors with Same Last Names 

Sometimes more information is necessary to identify the source from which a quotation is taken. For 

instance, if two or more authors have the same last name, provide both authors' first initials (or even the 

authors' full name if different authors share initials) in your citation. For example: 

Although some medical ethicists claim that cloning will lead to 

designer children (R. Miller 12), others note that the advantages 

for medical research outweigh this consideration (A. Miller 46). 

89

Citing Multiple Works by the Same Author 

If you cite more than one work by a particular author, include a shortened title for the particular work from 

which you are quoting to distinguish it from the others. 

Lightenor has argued that computers are not useful tools for 

small children ("Too Soon" 38), though he has acknowledged 

elsewhere that early exposure to computer games does lead to 

better small motor skill development in a child's second and 

third year ("Hand-Eye Development" 17). 

Additionally, if the author's name is not mentioned in the sentence, you would format your citation with the 

author's name followed by a comma, follwed by a shortened title of the work, followed, when appropriate, 

by page numbers: 

Visual studies, because it is such a new discipline, may be "too 

easy" (Elkins, "Visual Studies" 63). 

Citing Indirect Sources 

Sometimes you may have to use an indirect source. An indirect source is a source cited in another source. 

For such indirect quotations, use "qtd. in" to indicate the source you actually consulted. For example: 

Ravitch argues that high schools are pressured to act as "social 

service centers, and they don't do that well" (qtd. in Weisman 

259). 

Note that, in most cases, a responsible researcher will attempt to find the original source, rather than citing 

an indirect source. 

Citing the Bible 

In your first parenthetical citation, you want to make clear which Bible you're using (and italicize or 

underline the title), as each version varies in its translation, followed by book (do not italicize or underline), 

chapter and verse. For example: 

Ezekiel saw "what seemed to be four living creatures," each with 

faces of a man, a lion, an ox, and an eagle (New Jerusalem Bible, 

Ezek. 1.5-10). 

All future references can then just cite book, chapter, and verse, since you've established which edition of 

the Bible you will be using. 

Works Cited Page: Basic Format 

According to MLA style, you must have a Works Cited page at the end of your research paper. Works Cited 

page preparation and formatting is covered in chapter 5 of the MLA Handbook, and chapter 6 of the MLA 

Style Manual. All entries in the Works Cited page must correspond to the works cited in your main text. 

90

Basic Rules 

• Begin your Works Cited page on a separate page at the end of your research paper. It 

should have the same one-inch margins and last name, page number header as the rest of 

your paper. 

• Label the page Works Cited (do not underline the words Works Cited or put them in 

quotation marks) and center the words Works Cited at the top of the page. 

• Double space all citations, but do not skip spaces between entries. 

• List page numbers of sources efficiently, when needed. If you refer to a journal article that 

appeared on pages 225 through 250, list the page numbers on your Works Cited page as 

225-50. 

• If you're citing an article or a publication that was originally issued in print form but that 

you retrieved from an online database, you should provide enough information so that the 

reader can locate the article either in its original print form or retrieve it from the online 

database (if they have access). 

Capitalization and Punctuation 

• Capitalize each word in the titles of articles, books, etc, but do not capitalize articles, short 

prepositions, or conjunctions unless one is the first word of the title or subtitle: Gone with 

the Wind, The Art of War, There Is Nothing Left to Lose 

• Use italics or underlining for titles of larger works (books, magazines) and quotation marks 

for titles of shorter works (poems, articles) 

Listing Author Names 

Entries are listed by author name (or, for entire edited collections, editor names). Author names are written 

last name first; middle names or middle initials follow the first name: 

Burke, Kenneth 

Levy, David M. 

Wallace, David Foster 

Do not list titles (Dr., Sir, Saint, etc.) or degrees (PhD, MA, DDS, etc.) with names. A book listing an author 

named "John Bigbrain, PhD" appears simply as "Bigbrain, John"; do, however, include suffixes like "Jr." or 

"II." Putting it all together, a work by Dr. Martin Luther King, Jr. would be cited as "King, Martin Luther, Jr.," 

with the suffix following the first or middle name and a comma. For additional information on handling 

names, consult section 3.8 of The MLA Handbook and sections 6.6.1 and 3.6 of the MLA Style Manual. 

More than One Work by an Author 

If you have cited more than one work by a particular author, order the entries alphabetically by title, and 

use three hyphens in place of the author's name for every entry after the first: 

Burke, Kenneth. A Rhetoric of Motives. 

---. A Grammar of Motives. 

When an author or collection editor appears both as the sole author of a text and as the first author of a 

group, list solo-author entries first: 

91

Heller, Steven, ed. The Education of an E-Designer. 

Heller, Steven and Karen Pomeroy. Design Literacy: Understanding Graphic 

Design. 

Work with No Known Author 

Alphabetize works with no known author by their title; use a shortened version of the title in the 

parenthetical citations in your paper. In this case, Boring Postcards USA has no known author: 

Baudrillard, Jean. Simulacra and Simulations. 

Boring Postcards USA. 

Burke, Kenneth. A Rhetoric of Motives. 

Works Cited Page: Books 

The MLA Style Manual provides extensive examples of print source citations in chapter six; the MLA 

Handbook for Writers of Research Papers provides extensive examples covering a wide variety of potential 

sources in chapter six. If your particular case is not covered here, use the basic forms to determine the 

correct format, consult one of the MLA books, visit the links in our additional resources section, or talk to 

your instructor. 

Books 

First or single author's name is written last name, first name. The basic form for a book citation is: 

Lastname, Firstname. Title of Book. Place of Publication: Publisher, 

Year of Publication. 

Book with One Author 

Gleick, James. Chaos: Making a New Science. New York: Penguin Books, 

1987. 

Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999. 

Book with More Than One Author 

First author name is written last name first; subsequent author names are written first name, last name. 

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer 

Tutoring. Boston: Allyn, 2000. 

If there are more than three authors, you may list only the first author followed by the phrase et al. (the 

abbreviation for the Latin phrase "and others"; no period after "et") in place of the other authors' names, or 

you may list all the authors in the order in which their names appear on the title page. 

92

Wysocki, Anne Francis, et al. Writing New Media: Theory and 

Applications for Expanding the Teaching of Composition. Logan, 

UT: Utah State UP, 2004. 

or 

Wysocki, Anne Francis, Johndan Johnson-Eilola, Cynthia L. Selfe, and 

Geoffrey Sirc. Writing New Media: Theory and Applications for 

Expanding the Teaching of Composition. Logan, UT: Utah State UP, 

2004. 

Two or More Books by the Same Author 

After the first listing of the author's name, use three hyphens and a period instead of the author's name. List 

books alphabetically by title. 

Palmer, William J. Dickens and New Historicism. New York: St. 

Martin's, 1997. 

---. The Films of the Eighties: A Social History. Carbondale: 

Southern Illinois UP, 1993. 

Book by a Corporate Author 

A corporate author may be a comission, a committee, or any group whose individual members are not 

identified on the title page: 

American Allergy Association. Allergies in Children. New York: 

Random, 1998. 

Book with No Author 

List and alphabetize by the title of the book. 

Encyclopedia of Indiana. New York: Somerset, 1993. 

For parenthetical citations of sources with no author named, use a shortened version of the title instead of 

an author's name. Use quotation marks and underlining as appropriate. For example, parenthetical 

citations of the source above would appear as follows: (Encyclopedia 235). 

Anthology or Collection 

List by editor or editors, follwed by a comma and "ed." or, for mulitple editors, "eds." 

Hill, Charles A. and Marguerite Helmers, eds. Defining Visual 

Rhetorics. Mahwah, NJ: Lawrence Erlbaum Associates, 2004. 

Peterson, Nancy J., ed. Toni Morrison: Critical and Theoretical 

Approaches. Baltimore: Johns Hopkins UP, 1997. 

93

A Part of a Book 

Book parts include an essay in an edited collection or anthology, or a chapter of a book. The basic form is: 

Lastname, First name. "Title of Essay." Title of Collection. Ed. 

Editor's Name(s). Place of Publication: Publisher, Year. Pages. 

Some actual examples: 

Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's 

Guide: Helping Writers One to One. Ed. Ben Rafoth. Portsmouth, 

NH: Heinemann, 2000. 24-34. 

Swanson, Gunnar. "Graphic Design Education as a Liberal Art: Design 

and Knowledge in the University and The 'Real World.'" The 

Education of a Graphic Designer. Ed. Steven Heller. New York: 

Allworth Press, 1998. 13-24. 

Cross-referencing: 

If you cite more than one essay from the same edited collection, you should cross-reference within your 

works cited list in order to avoid writing out the publishing information for each separate essay. To do so, 

include a separate entry for the entire collection listed by the editor's name. For individual essays from that 

collection, simply list the author's name, the title of the essay, the editor's last name, and the page 

numbers. For example: 

L'Eplattenier, Barbara. "Finding Ourselves in the Past: An Argument 

for Historical Work on WPAs." Rose and Weiser 131-40. 

Peeples, Tim. "'Seeing' the WPA With/Through Postmodern Mapping." 

Rose and Weiser 153-167. 

Rose, Shirley K, and Irwin Weiser, eds. The Writing Program 

Administrator as Researcher. Portsmouth, NH: Heinemann, 1999. 

A Multivolume Work 

When citing only one volume of a multivolume work, include the volume number after the work's title, or 

after the work's editor or translator. 

Quintilian. Institutio Oratoria. Trans. H. E. Butler. Vol. 2. 

Cambridge: Loeb-Harvard UP, 1980. 

When citing more than one volume of a multivolume work, cite the total number of volumes in the work. 

Quintilian. Institutio Oratoria. Trans. H. E. Butler. 4 vols. 

Cambridge: Loeb-Harvard UP, 1980. 

When citing multivolume works in your text, always include the volume number followed by a colon, then 

the page number(s): 

94

...as Quintilian wrote in Institutio Oratoria (1:14-17). 

An Introduction, a Preface, a Forward, or an Afterword 

When citing an introduction, a preface, a forward, or an afterword, write the name of the authors and then 

give the name of the part being cited, which should not be italicized, underlined or enclosed in quotation 

marks. 

Farrell, Thomas B. Introduction. Norms of Rhetorical Culture. By 

Farrell. New Haven: Yale UP, 1993. 1-13. 

If the writer of the piece is different from the author of the complete work, then write the full name of after 

the word "By." For example: 

Duncan, Hugh Dalziel. Introduction. Permanence and Change: An Anatomy 

of Purpose. By Kenneth Burke. 1935. 3rd ed. Berkeley: U of 

California P, 1984. xiii-xliv. 

Other Print/Book Sources 

Certain book sources are handled in a special way by MLA style. 

The Bible (specific editions) 

Give the name of the specific edition, any editor(s) associated with it, followed by the publication 

information 

The New Jerusalem Bible. Susan Jones, gen. ed. New York: 

Doubleday, 1985. 

Your parenthetical citation will include the name of the specific edition of the Bible, followed by an 

abbreviation of the book and chapter:verse(s), e.g., (The New Jerusalem Bible Gen. 1:2-6). 

A Government Publication 

Cite the author of the publication if the author is identified. Otherwise start with the name of the 

government, followed by the the agency and any subdivision. 

Works Cited: Periodicals 

MLA style is slightly different for popular periodicals, like newspapers, and scholarly journals, as you'll learn 

below. 

An Article in a Newspaper or Magazine 

Basic format: 

Author(s). "Title of Article." Title of Periodical Day Month Year: 

pages. 

When writing the date, list day before month; use a three-letter abbreviation of the month (e.g., Jan., Mar., 

Aug.). If there is more than one edition available for that date (as in an early and late edition of a 

newspaper), identify the edition following the date (e.g., 17 May 1987, late ed.). 

95

Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 

70-71. 

Trembacki, Paul. "Brees Hopes to Win Heisman for Team." Purdue 

Exponent 5 Dec. 2000: 20. 

An Article in a Scholarly Journal 

Author(s). "Title of Article." Title of Journal Volume.Issue (Year): 

pages. 

Actual example: 

Bagchi, Alaknanda. "Conflicting Nationalisms: The voice of the 

Subaltern in Mahasweta Devi's Bashai Tudu." Tulsa Studies in 

Women's Literature 15.1 (1996): 41-50. 

If the journal uses continuous pagination throughout a particular volume, only volume and year are needed, 

e.g. Modern Fiction Studies 40 (1998): 251-81. If each issue of the journal begins on page 1, however, you 

must also provide the issue number following the volume, e.g. Mosaic 19.3 (1986): 33-49. 

Journal with Continuous Pagination 

Allen, Emily. "Staging Identity: Frances Burney's Allegory of Genre." 

Eighteenth-Century Studies 31 (1998): 433-51. 

Journal with Non-Continuous Pagination 

Duvall, John N. "The (Super)Marketplace of Images: Television as 

Unmediated Mediation in DeLillo's White Noise." Arizona Quarterly 

50.3 (1994): 127-53. 

Works Cited: Electronic Sources 

The MLA Style Manual provides some examples of electronic source citations in chapter six; however, the 

MLA Handbook for Writers of Research Papers covers a wider variety of electronic sources in chapter six. 

If your particular source is not covered here, use the basic forms to determine the correct format, consult 

the MLA Handbook, or talk to your instructor. 

Some Tips on Handling Electronic Sources 

It is always a good idea to maintain personal copies of electronic information, when possible. It is good 

practice to print or save Web pages or, better, using a program like Adobe Acrobat, to keep your own 

copies for future reference. Most Web browsers will include URL/electronic address information when you 

print, which makes later reference easy. Also learn to use the Bookmark function in your Web browser. 

Special Warning for Researchers Writing/Publishing Electronically 

MLA style requires electronic addresses to be listed between carets (). This is a dangerous practice for 

anyone writing or publishing electronically, as carets are also used to set off HTML, XHTML, XML and 

other markup language tags (e.g., HTML's paragraph tag, ). When writing in electronic formats, be sure 

to properly encode your carets. 

96

Basic Style for Citations of Electronic Sources 

Here are some common features you should try and find before citing electronic sources in MLA style. 

Always include as much information as is available/applicable: 

• Author and/or editor names 

• Name of the database, or title of project, book, article 

• Any version numbers available 

• Date of version, revision, or posting 

• Publisher information 

• Date you accessed the material 

• Electronic address, printed between carets (). 

Web Sources 

Web sites (in MLA style, the "W" in Web is capitalized, and "Web site" or "Web sites" are written as two 

words) and pages are arguably the most popular form of electronic resource today. Below are a variety of 

Web sites and pages you might need to cite. 

An Entire Web Site 

Basic format: 

Name of Site. Date of Posting/Revision. Name of 

institution/organization affiliated with the site (sometimes 

found in copyright statements). Date you accessed the site. 

. 

It is necessary to list your date of access because web postings are often updated, and information 

available on one date may no longer be available later. Be sure to include the complete address for the 

site. Here are some examples: 

The Purdue OWL Family of Sites. 26 Aug. 2005. The Writing Lab and OWL 

at Purdue and Purdue University. 23 April 2006. 

. 

Felluga, Dino. Guide to Literary and Critical Theory. 28 Nov. 2003. 

Purdue University. 10 May 2006 

. 

Treat entire Weblogs or "blogs" just as you would a Web site. For single-author blogs, include the author 

name (or screen name or alias, as a last resort); blogs with many authors, or an anonymous author, should 

be listed by the title of the blog itself: 

Design Observer. 25 Apr. 2006. 10 May 2006. 

. 

Ratliff, Clancy. CultureCat: Rhetoric and Feminism. 7 May 2006. 11 

May 2006. . 

97

Long URLs 

URLs that won't fit on one line of your Works Cited list should be broken at slashes, when possible. 

Some Web sites have unusually long URLs that would be virtually impossible to retype; others use frames, 

so the URL appears the same for each page. To address this problem, either refer to a site's search URL, 

or provide the path to the resource from an entry page with an easier URL. Begin the path with the word 

Path followed by a colon, followed by the name of each link, separated by a semicolon. For example, the 

Amazon.com URL for customer privacy and security information is , so we'd need to simplify the citation: 

Amazon.com. "Privacy and Security." 22 May 2006. 

. Path: Help; Privacy & Security. 

A Page on a Web Site 

For an individual page on a Web site, list the author or alias if known, followed by the information covered 

above for entire Web sites. Make sure the URL points to the exact page you are referring to, or the entry or 

home page for a collection of pages you're referring to: 

"Caret." Wikipedia: The Free Encyclopedia. 28 April 2006. 10 May 

2006. . 

"How to Make Vegetarian Chili." eHow.com. 10 May 2006. 

. 

Stolley, Karl. "MLA Formatting and Style Guide." The OWL at Purdue. 

10 May 2006. Purdue University Writing Lab. 12 May 2006 

. 

An Image, Including a Painting, Sculpture, or Photograph 

For works housed outside of an online home, include the artist's name, the year the work was created, and 

the institution (e.g., a gallery or museum) that houses it (if applicable), follwed by the city where it is 

located. Include the complete information for the site where you found the image, including the date of 

access. In this first example, the image was found on the Web site belonging to the work's home museum: 

Goya, Francisco. The Family of Charles IV. 1800. Museo del Prado, 

Madrid. 22 May 2006 . 

In this next example, the owner of the online site for the image is different than the image's home museum: 

Klee, Paul. Twittering Machine. 1922. Museum of Modern Art, New York. 

The Artchive. "Klee: Twittering Machine." 22 May 2006 

. 

For other images, cite as you would any other Web page, but make sure you're crediting the original 

creator of the image. Here's an example from Webshots.com, an online photo-sharing site ("brandychloe" 

is a username): 

98

andychloe. Great Horned Owl Family. 22 May 2006 

. 

The above example links directly to the image; but we could also provide the user's profile URL, and give 

the path for reaching the image, e.g. 

brandychloe. Great Horned Owl Family. 22 May 2006 

. Path: Albums; 

birds; great horned owl family. 

Doing so helps others verify information about the images creator, where as linking directly to an image file, 

like a JPEG (.jpg) may make verification difficult or impossible. 

An Article in a Web Magazine 

Author(s). "Title of Article." Title of Online Publication Date of 

Publication. Date of Access . 

For example: 

Bernstein, Mark. "10 Tips on Writing The Living Web." A List Apart: 

For People Who Make Websites. No. 149 (16 Aug. 2002). 4 May 2006. 

. 

An Article in an Online Scholarly Journal 

Online scholarly journals are treated different from online magazines. First, you must include volume and 

issue information, when available. Also, some electronic journals and magazines provide paragraph or 

page numbers; again, include them if available. 

Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to 

the Biological and Toxin Weapons Convention." Emerging Infectious 

Diseases 6.6 (2000): 33 pars. 8 May 2006 

. 

An Article from an Electronic Subscription Service 

When citing material accessed via an electronic subscription service (e.g., a database or online collection 

your library subscribes to), cite the relevant publication information as you would for a periodical (author, 

article title, periodical title, and volume, date, and page number information) followed by the name of the 

database or subscription collection, the name of the library through which you accessed the content, 

including the library's city and state, plus date of access. If a URL is available for the home page of the 

service, include it. Do not include a URL to the article itself, because it is not openly accessible. For 

example: 

Grabe, Mark. "Voluntary Use of Online Lecture Notes: Correlates of 

Note Use and Note Use as an Alternative to Class Attendance." 

Computers and Education 44 (2005): 409-21. ScienceDirect. Purdue 

99

U Lib., West Lafayette, IN. 28 May 2006 

. 

E-mail or Other Personal Communication 

Author. "Title of the message (if any)" E-mail to person's name. Date 

of the message. 

This same format may be used for personal interviews or personal letters. These do not have titles, and the 

description should be appropriate. Instead of "Email to John Smith," you would have "Personal interview." 

E-mail to You 

Kunka, Andrew. "Re: Modernist Literature." E-mail to the author. 15 

Nov. 2000. 

MLA style capitalizes the E in E-mail, and separates E and mail with a hyphen. 

E-mail Communication Between Two Parties, Not Including the Author 

Neyhart, David. "Re: Online Tutoring." E-mail to Joe Barbato. 1 Dec. 

2000. 

A Listserv or E-mail Discussion List Posting 

Author. "Title of Posting." Online posting. Date when material was 

posted (for example: 18 Mar. 1998). Name of listserv. Date of 

access . 

If the listserv does not have an open archive, or an archive that is open to subscribers only (e.g., a 

password-protected list archive), give the URL for the membership or subscription page of the listserv. 

 

Discussion Board/Forum Posting 

If an author name is not available, use the username for the post. 

cleaner416. "Add Tags to Selected Text in a Textarea" Online 

posting. 8 Dec. 2004. Javascript Development. 3 Mar. 2006. 

. 

An Article or Publication in Print and Electronic Form 

If you're citing an article or a publication that was originally issued in print form but that you retrieved from 

an online database that your library subscribes to, you should provide enough information so that the 

reader can locate the article either in its original print form or retrieve it from the online database (if they 

have access). 

Provide the following information in your citation: 

100

• Author's name (if not available, use the article title as the first part of the citation) 

• Article Title 

• Periodical Name 

• Publication Date 

• Page Number/Range 

• Database Name 

• Service Name 

• Name of the library where or through which the service was accessed 

• Name of the town/city where service was accessed 

• Date of Access 

• URL of the service (but not the whole URL for the article, since those are usually very 

long and won't be easily re-used by someone trying to retrieve the information) 

The generic citation form would look like this: 

Author. "Title of Article." Periodical Name Volume Number (if 

necessary) Publication Date: page number-page number. Database 

name. Service name. Library Name, City, State. Date of access 

. 

Here's an example: 

Smith, Martin. "World Domination for Dummies." Journal of Despotry 

Feb. 2000: 66-72. Expanded Academic ASAP. Gale Group Databases. 

Purdue University Libraries, West Lafayette, IN. 19 February 2003 

. 

Article in a Database on CD-ROM 

"World War II." Encarta. CD-ROM. Seattle: Microsoft, 1999. 

Article From a Periodically Published CD-ROM 

Reed, William. "Whites and the Entertainment Industry." Tennessee 

Tribune 25 Dec. 1996: 28. Ethnic NewsWatch. CD-ROM. Data 

Technologies, Feb. 1997. 

Works Cited: Other Non-Print Sources 

Below you will find MLA style guidance for other non-print sources. 

A Personal Interview 

Listed by the name of the person you have interviewed. 

Purdue, Pete. Personal Interview. 1 Dec. 2000. 

101

A Lecture or Speech 

Include speaker name, title of the speech (if any) in quotes, details about the meeting or event where the 

speech was given, including its location and date of delivery. In lieu of a title, label the speech according to 

its type, e.g., Guest Lecture, Keynote Address, State of the Union Address. 

Stein, Bob. Keynote Address. Computers and Writing Conference. Union 

Club Hotel, Purdue University, West Lafayette, IN. 23 May 2003. 

Advertisement 

List the company, business, or organization; the publication, broadcast network, or Web address where the 

advertisement appeared: 

Lufthansa. Advertisement. Time 20 Nov. 2000: 151. 

Staples. Advertisement. CBS. 3 Dec. 2000. 

A Painting, Sculpture, or Photograph 

Include the artist's name, the year the work was created, and the institution (e.g., a gallery or museum) that 

houses it, follwed by the city where it is located. 


Madrid. 

If you're referring to a photographic reproduction, include the information as above, but also include the 

bibliographic information for the source in which the photograph appears, including a page or other 

reference number (plate, figure, etc.). For example: 


Madrid. Gardener's Art Through the Ages. 10th ed. By Richard G. 

Tansey and Fred S. Kleiner. Fort Worth: Harcourt Brace. 939. 

Broadcast Television or Radio Program 

Put the name of the episode in quotation marks, and the name of the series or single program underlined 

or in italics. Include the network, follwed by the station, city, and date of broadcast. 

"The Blessing Way." The X-Files. Fox. WXIA, Atlanta. 19 Jul. 1998. 

Recorded Television Shows 

Include information about original broadcast, plus medium of recording. When the title of the collection of 

recordings is different than the original series (e.g., the show Friends is in DVD release under the title 

Friends: The Complete Sixth Season), list the title that would be help researchers located the recording. 

"The One Where Chandler Can't Cry." Friends: The Complete Sixth 

Season. Writ. Andrew Reich and Ted Cohen. Dir. Kevin Bright. NBC. 

10 Feb. 2000. DVD. Warner Brothers, 2004. 

102

Sound Recordings 

Sound recordings list album title, label and year of release (for re-releases, it's good to offer either the 

original recording date, or original release date, when known). You only need to indicate the medium if you 

are not referring to a compact disc (CD), e.g., Audiocasette or LP (for long-playing record). See section 

about online music below. 

Entire Albums 

List by name of group or artist (individual artists are listed last name first). Label underlined or in italics, 

followed by label and year. 

Foo Fighters. In Your Honor. RCA, 2005. 

Waits, Tom. Blue Valentines. 1978. Elektra/Wea, 1990. 

Individual Songs 

Place the names of individual songs in quotation marks. 

Nirvana. "Smells Like Teen Spirit." Nevermind. Geffen, 1991. 

Spoken Word Albums 

Treat spoken-word albums the same as musical albums. 

Hedberg, Mitch. Strategic Grill Locations. Comedy Central, 2003. 

Films and Movies 

List films by their title, and include the name of the director, the film studio or distributor and its release 

year. If other information, like names of performers, is relevant to how the film is referred to in your paper, 

include that as well. 

Movies in Theaters 

The Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel 

Byrne, Chazz Palminteri, Stephen Baldwin, and Benecio del Toro. 

Polygram, 1995. 

If you refer to the film in terms of the role or contribution of a director, writer, or performer, begin the entry 

with that person's name, last name first, follwed by role. 

Lucas, George, dir. Star Wars Episode IV: A New Hope. 1977. Twentieth 

Century Fox, 1997. 

Recorded Movies 

Include format names; "Videocassette" for VHS or Betamax, DVD for Digital Video Disc. Also list original 

release year after director, performers, etc. 

Ed Wood. Dir. Tim Burton. Perf. Johnny Depp, Martin Landau, Sarah 

Jessica Parker, Patricia Arquette. 1994. DVD. Touchstone, 2004. 

103

__________________________________ 

This resource was written by Dave Neyhart and Erin E. Karper. 

Last full revision by Karl Stolley. 

Last edited by Karl Stolley on May 28th 2006 at 11:32AM 

http://owl.english.purdue.edu/owl/resource/557/01/ 

Summary: MLA (Modern Language Association) style is most commonly used to write papers 

and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA 

Handbook for Writers of Research Papers (6th ed.) and the MLA Style Manual and Guide to 

Scholarly Publishing (2nd ed.), offers examples for the general format of MLA research papers, 

in-text citations, endnotes/footnotes, and the Works Cited page. 

104

APA STYLE GUIDE -5th Edition 

from: http://www.lib.usm.edu/research/guides/apa.html 

APA requires a hanging indent for its citations. Also, PLEASE BE SURE TO DOUBLE SPACE 

CITATIONS. For space saving reasons, the citations below are single spaced. APA requires double 

spacing of citations. 

Books 

Typical book entry -- single author 

Arnheim, R. (1971). Art and visual perception. Berkeley: University of California Press. 

Publishing information - Spell out the publishing names of associations and university presses, but omit 

superfluous terms such as "Publishers," "Co.," or "Inc." If two or more locations are given, give the location 

listed first or the publisher's home office. When the publisher is a university and the name of the state (or 

province) is included in the university name, do not repeat the name of the state/province in the publisher 

location. When the author and publisher are identical, use the word "Author" as the name of the publisher. 

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). 

Washington, DC: Author. 

Multiple Authors 

When a work has up to (and including) six authors, cite all authors. When a work has more than six authors 

cite the first six followed by "et al." 

Festinger, L., Riecken, H., & Schachter, S. (1956). When prophecy fails. Minneapolis: University of 

Minnesota Press. 

Roeder, K., Howdeshell, J., Fulton, L., Lochhead, M., Craig, K., Peterson, R., et.al. (1967). Nerve 

cells and insect behavior. Cambridge, MA: Harvard University Press. 

Corporate authorship 

Institute of Financial Education. (1982). Managing personal funds. Chicago: Midwestern. 

No author identified 

Experimental psychology. (1938). New York: Holt. 

Citing items in an anthology/chapter in edited book 

Rubenstein, J.P. (1967). The effect of television violence on small children. In B.F. Kane (Ed.), 

Television and juvenile psychological development (pp. 112-134). New York: American 

Psychological Society. 

Reprinted or republished chapter 

Freud, S. (1961). The ego and the id. In J. Strachey (Ed. and Trans.), The standard edition of the 

complete psychological works of Sigmund Freud (Vol. 19, pp. 3-66). London: Hogarth Press. 

(Original work published 1923) 

Following the entry, enclose "Original work published" in parentheses, noting the original date. 

Chapter in a volume in a series 

Maccoby, E.E., & Martin, J. (1983). Socialization in the context of the family: Parent-child 

interaction. In P.H. Mussen (Series Ed.) & E.M. Hetherington (Vol. Ed.), Handbook of child 

psychology: Vol. 4. Socialization, personality, and social development (4th ed., pp. 1-101). New 

York: Wiley. 

105

Citing multivolume works 

Wilson, J. G., & Fraser, F. C. (Eds.). (1977-1978). Handbook of teratology (Vols. 1-4). New York: 

Plenum Press. 

In listing a multivolume work, the publication dates should be inclusive for all volumes. The 

volumes should be identified, in parentheses, immediately following the book title. Do not use a 

period between the title and the parenthetical information; close the entire title, including the 

volume information, with a period. 

Edited collections 

Higgins, J. (Ed.). (1988). Psychology. New York: Norton. or Grice, H. P., & Gregory, R. L. (Eds.). 

(1968). Early language development. New York: McGraw-Hill. 

Citing specific editions of a book 

Brockett, O. (1987). History of the theatre (5th ed.). Boston: Allyn and Bacon. 

Immediately after the book's title, note the edition information in parentheses (for example, "5th 

ed." or "rev. ed."). Do not use a period between the title and the parenthetical information. 

Translated works 

Proceedings 

Freud, S. (1970) An outline of psychoanalysis (J. Strachey, Trans.). New York: Norton. (Original 

work published 1940) 

The original publication date is the last portion of the entry and should be in parentheses with the 

note "Original work published" followed by the date. 

Deci, E.L., & Ryan, R.M. (1991). A motivational approach to self: Integrataion in personality. In R. 

Dienstbier (Ed.), Nebraska Symposium on Motivation: Vol. 38. Perspectives on motivation (pp. 

237-288). Lincoln: University of Nebraska Press. 

or 

Journals 

Cynx, J., Williams, H., & Nottebohm, F. (1992). Hemispheric diffences in avian song discrimation. 

Proceedings of the National Academy of Sciences, USA, 89, 1372-1375. 

Citing articles in journals with continuous pagination 

Passons, W. (1967). Predictive validities of the ACT, SAT, and high school grades for first 

semester GPA and freshman courses. Educational and Psychological Measurement, 27, 1143- 

1144. 

Citing articles in journals with non-continuous pagination 

Sawyer, J. (1966). Measurement and prediction, clinical and statistical. Psychological Bulletin,66 

(3), 178-200. 

Because pagination begins anew with each issue of this journal, it is necessary to include the issue 

number in parentheses after the volume number. Note that there is a comma between the issue 

number and the page numbers, but no comma between the italized volume number and the issue 

number. If the periodical does not use volume numbers, include "pp." before the page numbers so 

the reader will understand that the numbers refer to pagination. Use "p." if the source is a page or 

less long. 

Citing articles in monthly periodicals 

Chandler-Crisp, S. (1988, May) "Aerobic writing": a writing practice model. Writing Lab Newsletter, 

pp. 9-11. 

106

Citing articles in weekly periodicals 

Kauffmann, S. (1993, October 18). On films: class consciousness. The New Republic, p.30. 

Newspaper articles 

Monson, M. (1993, September 16). Urbana firm obstacle to office project. The Champaign-Urbana 

News-Gazette, pp. A1,A8. 

No author identified 

Clinton puts 'human face' on health-care plan. (1993, September 16). The New York Times, p. B1. 

Reprinted or republished articles 

Clark, G., & Zimmerman, E. (1988). Professional roles and activities as models for art education. In 

S. Dobbs (Ed.), Research readings for discipline-based art education. Reston, VA: NAEA. 

(Reprinted from Studies in Art Education, 19 (1986), 34-39.) 

Following the entry, enclose "Reprinted from" in parentheses, noting the original publication 

information. Close with a period. 

ERIC Documents (Report available from the Educational Resources Information Center) 

Dissertations 

Mead, J.V. (1992). Looking at old photographs: Investigating the teacher tales that novice teachers 

bring with them (Report No. NCRTL-RR-92-4). East Lansing, MI: National Center for Research on 

Teacher Learning. (ERIC Document Reproduction Service No. ED346082) 

Dissertation obtained from Dissertation Abstracts International (DAI) 

Bower, D.L. (1993). Employee assistant programs supervisory referrals: Characteristics of referring 

and non-referring supervisors. Dissertation Abstracts International, 54 (01), 534B. (UMI No. 

9315947) 

Dissertation obtained from the university: 

Other Media 

Ross, D. F. (1990). Unconscious transference and mistaken identity: When a witness misidentifies 

a familiar but innocent person from a lineup (Doctoral dissertation, Cornell University, 1990). 

Dissertation Abstracts International, 51, 417. 

Give the university and year of the dissertation as well as the volume and page numbers from the 

Dissertation Abstract International. 

Citing interviews 

Archer, N. (1993). [Interview with Helen Burns, author of Sense and Perception]. Journal of 

Sensory Studies, 21, 211-216. 

In this example, the interview lacks a title, so a description of the interview is given in brackets. If 

the interview has a title, include the title (without quotation marks) after the year, and then give a 

further description in brackets if necessary. 

Unpublished interviews do not need a reference page entry because they are what the Publication 

Manual of the APA calls "personal communications" and so "do not provide recoverable data." 

Here, the entry consists of the first initial and last name of the interviewee, the type of 

communication, and the date of the interview. 

(N. Archer, personal interview, October 11, 1993) 

Citing films or videotapes 

107

[Motion picture] replaces Film and Videotape as a bracketed descriptor. Weir, P.B. (Producer), & 

Harrison, B.F. (Director). (1992). Levels of consciousness [Motion picture]. Boston, MA: Filmways. 

Here, the main people responsible for the videotape are given, with their roles identified in 

parentheses after their names. After the title, the medium is identified (here, a motion picture). The 

distributor's name and location comprises the last part of the entry. 

Citing recordings 

Writer, A. (Date of copyright). Title of song [Recorded by artist if different from writer]. On Title of 

album [Medium of recording: CD, record, cassette, etc.]. Location: Label. (Recording date if 

different than copyright) McFerrin, Bobby (Vocalist). (1990). Medicine music [Cassette Recording]. 

Hollywood, CA: EMI-USA. 

Electronic Information 

The type of medium can be, but is not limited to the following: aggregated databases, online 

journals, Web sites or Web pages, newsgroups, Web- or e-mail based discussion groups or Web 

or e-mail based newsletters. Pagination in electronic references is unavailable in many cases, thus 

left out of the citation. The APA Manual has a short section demonstrating the format for electronic 

references on pp. 268-281. For other examples, visit http://www.apastyle.org/elecref.html 

Citing computer software 

Arend, Dominic N. (1993). Choices (Version 4.0) [Computer software]. Champaign, IL: U.S.Army 

Corps of Engineers Research Laboratory. (CERL Report No.CH7-22510) 

If an individual(s) has proprietary rights to the software, their name(s) are listed at the head of the 

entry, last names first, followed by a period. Otherwise, treat such references as un-authored. Do 

not italize the title. Specify in brackets that the source is computer software, program or language. 

List the location and the organization's name that produced the program. Add any other necessary 

information for identifying the program (in this example, the report number) in parentheses at the 

entry's conclusion. To reference a manual, follow the same as above but add "manual" as the 

source in the bracketed information. Do not add a period at the end of a citation if it ends in a web 

address. 

Full-Text Database (i.e., book, magazine, newspaper article or report) 

The second date which follows is the date the user retrieved the material. No period follows an 

Internet Web address. Schneiderman, R. A. (1997). Librarians can make sense of the Net. San 

Antonio Business Journal, 11, 58+. Retrieved January 27, 1999, from EBSCO Masterfile database. 

Article in an Internet-only journal 

Kawasaki, J. L., & Raven, M.R. (1995). Computer-administered surveys in extension. Journal of 

Extension, 33, 252-255. Retrieved June 2, 1999, from http://joe.org/joe/index.html 

Article in an Internet-only newsletter 

Waufton, K.K. (1999, April). Dealing with anthrax. Telehealth News, 3(2). Retrieved December 16, 

2000, from http://www.telehearlth.net/subscribe/newslettr_5b.html#1 

Internet technical or research reports 

University of California, San Francisco, Institute for Health and Aging. (1996, November). Chronic 

care in America: A 21st century challenge. Retrieved September 9, 2000, from the Robert Wood 

Foundation Web site: http://www.rwjf.org/library/chrcare 

Document created by private organization, no page numbers, no date 

Greater Hattiesburg Civic Awareness Group, Task Force on Sheltered Programs. (n.d.). Fundraising 

efforts. Retrieved November 10, 2001, from http://www.hattiesburgcag.org 

Sometimes authors are not identified, and there is no date showing for the document. Date website 

was accessed should be used and efforts should be made to identify the sponsoring 

author/organization of the website. If none is found, do not list an author. 

108

Document from university program or department 

McNeese, M.N. (2001). Using technology in educational settings. Retrieved October 13, 2001, from 

University of Southern Mississippi, Educational Leadership and Research Web site: http://wwwdept.usm.edu/~eda/ 

E-Mail, newsgroups, online forums, discussion groups and electronic mailing lists 

If archived 

Personal communications, which are not archived, should not included in reference lists and cited 

within the text only: Smith, Fred ("personal communication," January 21, 1999) 

Hammond, Tl (2000, November 20). YAHC: Handle Parameters, DOI Genres, etc. Message posted 

to Ref-Links electronic mailing list, archived at http://www.doi.org/mail-archive/reflink/msg00088.html 

http://www.lib.usm.edu/research/guides/apa.html 

Last modified: November 2003 

109

SAMPLE RESEARCH TIMELINE 

DATE WHAT’S DUE TEACHER INITIAL 

8-16-00 1. Parent Agreement ____ 

2. Photo Release ____ 

3. Internet Permission ____ 

8-20-00 Form 1a:Title ____ 

Purpose ____ 

Hypothesis ____ 

First draft of procedure ____ 

8-23-00 Materials List ____ 

a. source 

b. cost 

1 st Log Book Check ____ 

8-30-00 10 Bibliographies ____ 

10 Highlighted Articles ____ 

9-6-00 Letters to universities, companies, 

other resources for information ____ 

9-10-00 2 nd Log Book Check ____ 

9-22 & 23-00 First Oral Presentations ____ 

9-27-00 Procedures 

All Experimentation should have started ____ 

10-4-00 2 nd 10 Bibliographies ____ 

2 nd 10 Highlighted articles 

10-11-00 1 st Draft of Research Paper ____ 

10-18-00 3 rd Log Book Check ____ 

110

10-27 & 28-00 Project Update ____ 

10-29-00 Corrected Research Paper ____ 

11-8-00 Bibliography and Reprint File ____ 

11-15-00 4 th Log Book Check ____ 

11-17 & 18-00 Oral Presentations ____ 

11-22-00 Rough Abstract Due ____ 

11-29 & 30-00 Project Update ____ 

12-14 & 15-00 Final Problem ____ 

Final Hypothesis ____ 

Final Procedures ____ 

Final Bibliographies ____ 

Final Reprint File ____ 

Journal Check ____ 

1-4 to 14-01 Backboard Displays ____ 

1-15-01 Workday 

1-18-01 School Fair 

2-1-01 Final Data ____ 

Written Results ____ 

2-1-01 Mounting & Seminars ____ 

2-7-01 Oral Presentations ____ 

SCIENCE FAIR TIME 

111

The following is a suggested guide for an update. 

RESEARCH UPDATE – 1 ST 9 WEEK DEADLINES 

The 1 st 9 week of this school year ends ______. Please check the items and make sure 

they are turned in. 

_____ Parent Agreement Form (needs to be notarized) 

_____ Photo Release/Social Security Form 

_____ Log book with a minimum of 16 half page entries. 

_____ Reprint File with 20 highlighted articles, placed in plastic pages. 

_____ Bibliography showing sources for the 20 articles. 

_____ Research Plan (typed) consisting of: 

___ Title 

___ Purpose 

___ Hypothesis 

___ Rough Draft of Procedures 

_____ Materials List 

_____ Time line of when experimentation started etc. 

_____ Titles (Problem, Hypothesis etc.) cut and mounted 

_____ Oral Presentation of Project on ___________. 

_____ Have a box to store all your materials. 

_____ Have an additional binder for Research paper. 

112

Guidelines for Oral Presentations 

• Time limit will be 3 to 10 minutes. 

• Have your support materials ( journal , research paper and reprints) with you. 

• Suggested format: 

1. .Problem - state as written or in your own words. If you are doing a continued project, 

address your past year’s work and make sure you say specifically what you are doing this year. 

2. Purpose - thoroughly explain why this project is important. 

3. Hypothesis - state in your own words what you think will happen. 

4. Background information - assume the judge knows nothing about your project also refer to 

reprints and bibliography. 

5. Procedure – state the important parts of your procedure, including test equipment used. How 

the data was collected. Safety Precautions taken. 

6. Results – what information have you collected. How have you organized this information? 

How is it visually presented? 

7. Conclusion – what do your results show so far in answer to your hypothesis. 

Other helpful thoughts: 

DO NOT READ TO YOUR AUDIENCE. You may use two 3X5 index cards for your 1st 

oral. 

Relax.....talk slowly, watch out for ums,ahs, and excessive body movements. 

Make eye contact with your audience. 

113

Rubric for an Oral Presentation 

Name:_______________________________________ 

Preparation Gathers 

Information 

from varied 

sources; makes 

note cards to 

use as cues 

during 

presentation; 

creates 

attractive visual 

aids to illustrate 

Awesome Acceptable Minimal Unacceptable 

presentation 

Content Abundance of 

material clearly 

related to topic; 

points clearly 

made; varied 

use of materials 

Organization Information 

well organized 

and logically 

ordered; 

argument easy 

to follow; 

conclusion 

clear 

Speaking Skills Poised, 

enthusiastic, 

and confident 

during the 

presentation; 

uses complete 

sentences; 

enunciates 

clearly 

Gathers 

information 

from three or 

four sources; 

prepares notes 

and visual aids 

to use during 

presentation 

Adequate 

information 

about the topic; 

many good 

points made; 

some variation 

in use of 

materials 

Most 

information 

presented in 

logical order; 

argument 

generally clear 

and easy to 

follow 

Engaged during 

presentation; 

speaks mostly 

in complete 

sentences 

114 

Gathers 

information 

from one or two 

sources; writes 

presentation 

word-for-word 

as it will be 

given 

Some 

information not 

connected to 

the topic 

Ideas loosely 

connected; 

organization 

and flow 

choppy and 

somewhat 

difficult to 

follow 

Little or no 

expression; 

enunciation not 

always clear; 

speaks mostly 

in sentence 

fragments 

Gathers 

information 

from only one 

source; may not 

be able to 

complete task 

because of lack 

of preparation 

Information 

included has 

little connection 

to topic 

No apparent 

logical order of 

information in 

presentation 

Appears 

disinterested 

during 

presentations; 

hard to 

understand

PURPOSE 

HYPOTHESIS 

PROCEDURE 

OFFICIAL 

ABSTRACT 

RESEARCH 

PAPER 

PHYSICAL DISPLAY 

DATA OBSERVATIONS 

1. Graphs 

2. Charts 

3. Photos 

4. Diagrams 

115 

WRITTEN 

RESULTS 

CONCLUSION 

BIBLIOGRAPHY 

FUTURE 

STUDIES 

REPRINTS JOURNALS & 

ORIGINAL 

DATA LOG

Mark 

Discrepancies 

Here 

DISPLAY AND SAFETY CHECKLIST 

1. Size NO more that 122 cm wide, 274 cm high from the floor, and 76 cm deep. ____ 

___ 2. Abstract, 

Abstracts, Forms 1C and 7 ( if required) are to be attached or displayed ____ 

Forms 1C & 7 vertically at the project board. The ISEF Abstract is the only accepted form. 

___ 3. Life NO organisms, living or dead, including plants, animals, and microbes are to be 

displayed. This does not include the materials (wood and paper) of which the 

project is constructed. 

____ 

___ 4. Photographs and All photographs and graphic materials must be credited directly under the ____ 

graphic materials item. If all pictures were taken by one person then one citation may be given 

and displayed in a prominent place. Photographs depicting vertebrate animals 

(including humans) in other than normal conditions must be in a notebook to be 

presented only during certification and judging. All pictures of human subjects 

MUST be accompanied by a consent form which grants permission to use the 

pictures. 

___ 5. Soil/Waste NO soil or waste samples are allowed. Rocks and minerals that have no special 

hazardous chemicals may be displayed in a covered and secured case. 

____ 

___ 6. Chemicals/Water NO chemicals, including water. NO liquids unless they are a critical part of an 

operative apparatus. These must be removed after judging. 

____ 

___ 7. Parts NO human or animal parts, histological sections, or wet mounts. ____ 

___ 8. Food NO human or animal foods. ____ 

___ 9. Sharp Items NO sharp or sharp edged items (i.e. pins, thumbtacks, syringes, needles, 

pipettes). Check all edges and corners on the exhibit. 

____ 

___ 10. Controlled 

Substances 

NO poisons, drugs, controlled substances, hazardous substances or devices. ____ 

___ 11. Gases NO gases under pressure or super-cooled gases, including dry ice. ____ 

___ 12. Fire/Heat NO flames or highly flammable materials. NO temperatures above 75 C. ____ 

___ 13. Machinery NO unshielded belts, pulleys, chains, or moving parts that pose a hazard may 

be operated (display only). Confirm with section chief. 

____ 

___ 14. Lasers NO lasers (or other scientific instrumentation) which do not meet ISEF 

standards. (Class II, student-operated, sign, protective housing, and power 

disconnect) NO Class III and IV lasers may be operated. Lasers MUST have an 

undamaged, unaltered, readable, original label class. All lasers must be 

approved by a Display and Safety Chair Person. 

____ 

___ 15. Electricity NO unshielded high-voltage equipment, large vacuum tubes or ray-generating 

devices; NO batteries with open-top cells; NO bare wires or exposed knife 

switches except in DC circuits of 12 volts or less. NO car or motorcycle 

batteries. 

____ 

___ 16. Apparatus NO non-functional apparatus or chemical containers empty or otherwise may 

be displayed. 

____ 

___ 17. Distractions NO loud, disturbing, or distractive sounds will be produced by a project's 

equipment. NO bright or distractive lights. 

____ 

___ 18. Small Objects NO small objects that are not encased or attached to the project. ____ 

___ 19. Glass NO glass allowed except computer monitors, television screens, and shielded 

florescent lights. NO unsecured glass of any kind (I.e. lenses, glass containers, 

thermometers, gauges, etc.) NO picture frames unless they are acrylic. 

____ 

___ 20. Embellishments NO awards, medals, business cards, flags, acknowledgements may be 

displayed. Copy of the abstract is okay to hand out to judges. (No personal 

information) 

____ 

___ 21. Packing Materials All packing and personal items must be removed from the exhibit hall. (After 

you have been approved by Display and Safety there should be NOTHING left 

under your table or around your project. These will be removed. THERE 

WILL BE NO EXCEPTIONS.) 

____ 

Signature of Approval located on front side. NOT TO BE signed until discrepancies, if any, have been corrected. 

116 

INITIAL Here for Specific 

Approval or When 

Discrepancy is Corrected

2009 SSEF Mortality Report 

• This form is required for all research involving vertebrate animals. This form must be 

completed at the conclusion of research even if no deaths occurred. 

• In accordance with ISEF Rules no group or subgroup may exceed a 30% rate of 

mortality. 

• Rate (%) of mortality = # of deaths / # of test subjects used x 100 

• % Mortality must be calculated for each group, subgroup, and the total research 

population. 

Registrant’s Name: __________________________________________ 



______________________________________________________________________________ 

_ 

______________________________________________________________________________ 

_ 

Genus/Species Name: ________________ ______ Common Name: ____________________ 

Study Group Statistics: NUMBER Used NUMBER Deaths % 

Mortality 

Control Group: _________ __________ _________ 

Experimental Factor: (No Exposure or Treatment) 

54th Annual State Science and Engineering Fair of Florida 

April 15th – 17th, 2009 Lakeland, Fl 

Cause(s) of Death: _______________________________________________________________ 


Mortality 

Experimental Group #1 _________ __________ _________ 

Experimental Factor: ___________________________________________________________ 

Cause(s) of Death: 

____________________________________________________________ 


Mortality 


Experimental Factor: 

____________________________________________________________ 

Cause(s) of Death: ___________________________________________________________ 


Mortality 


Experimental Factor: ______________________________________________________________ 

Cause(s) of Death:_______________________________________________________________ 

TOTAL NUMBER USED: _______ TOTAL DEATHS: _______ TOTAL % MORTALITY: _______ 

117

International Rules for 

Precollege Science Research: 

Guidelines for 

Science and Engineering Fairs 

2008-2009 

A Publication of 

Society for Science & the Public 

1719 N Street, NW 


Tel: 202/785-2255; Fax: 202/785-1243 

email: sciedu@societyforscience.org 

specific rules questions: src@societyforscience.org 

Available online: http://www.societyforscience.org/isef/primer/rules.asp 

Downloadable at: www.societyforscience.org/isef/document/index.asp 

International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs / 2008-2009 Page 1

Table of Contents 

Acknowledgments ........................................................................................................................................................... 3 

ISEF SRC Members .......................................................................................................................................................... 3 

Changes & Modifications for 2008-2009 .......................................................................................................................... 4 

Intel ISEF Categories and Subcategories ......................................................................................................................... 5 

Display and Safety Regulations 

General Requirements ............................................................................................................................................... 6 

Maximum Size of Project ........................................................................................................................................... 6 

Items Required to be Visible at Project at the Intel ISEF ........................................................................................... 6 

Items Required to be at Project But Not Displayed at the Intel ISEF ........................................................................ 6 

Handouts and Official Abstract at the Intel ISEF ...................................................................................................... 6 

Items Not Allowed at Project or in Booth ................................................................................................................. 7 

Items Allowed at Project or in Booth BUT with the Restrictions Indicated .............................................................. 7 

Electrical Regulations at the Intel ISEF ..................................................................................................................... 8 

Other Intel ISEF Information and Requirements ....................................................................................................... 8 

Intel ISEF Ethics Statement .............................................................................................................................................. 9 

Intel ISEF Eligibility/Limitations ....................................................................................................................................... 9 

Intel ISEF Requirements ................................................................................................................................................... 9 

Continuation of Projects .................................................................................................................................................. 10 

Team Projects ................................................................................................................................................................... 10 

Roles and Responsibilities of Students and Adults 

1) The Student Researcher(s) .................................................................................................................................. 11 

2) The Adult Sponsor .............................................................................................................................................. 11 

3) The Qualified Scientist ......................................................................................................................................... 11 

4) The Designated Supervisor ................................................................................................................................. 11 

5) The Institutional Review Board (IRB) .................................................................................................................. 11 

6) The Affiliated Fair Scientific Review Committee (SRC) ........................................................................................ 12 

7) The ISEF Scientific Review Committee ................................................................................................................ 12 


Rules ......................................................................................................................................................................... 13 

Risk Assessment ....................................................................................................................................................... 14 

Informed Consent ..................................................................................................................................................... 15 

Review Process ......................................................................................................................................................... 15 

Sources of Information ............................................................................................................................................. 16 


Rules for ALL Studies Involving Vertebrate Animals ............................................................................................... 17 

Additional Rules for Projects Conducted in a Non-regulated Site............................................................................ 18 

Additional Rules for Projects Conducted in a Regulated Research Institution ........................................................ 18 



Rules for ALL Studies Involving Potentially Hazardous Biological Agents ............................................................. 21 

Additional Rules for Projects Involving Unknown Microorganisms ........................................................................ 22 

Additional Rules for Projects Involving Recombinant DNA (rDNA) Technologies ................................................. 22 

Additional Rules for Projects Involving Tissues and Body Fluids Including Blood and Blood Products ............... 22 

Risk Assessment ....................................................................................................................................................... 23 

Classification of Biological Agents Risk Groups and Levels of Biological Containment .......................................... 23 



Rules for ALL Studies Involving Hazardous Chemicals, Activities or Devices ........................................................ 25 

Additional Rules for Projects Involving DEA-controlled Substances, Prescription Drugs, 

Alcohol & Tobacco, Firearms & Explosives .................................................................................................... 25 

Risk Assessment for Hazardous Chemicals, Devices and Radiation ........................................................................ 26 


Forms 

Information on Required Abstract ............................................................................................................................ 28 

Forms ........................................................................................................................................................................ 29 

Student Handbook (insert) 

Page 2 International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs / 2008-2009

Acknowledgments 

Fair directors, teachers, scientists, parents, and adult volunteers inspire and encourage students to explore and 

investigate their world through hands-on research. Those of you who work with these young people are rarely 

recognized and never can be adequately thanked. Without you, precollege science and engineering projects and 

science and engineering fairs would not be possible. We applaud your commitment and appreciates your hard work. 

We sincerely hope that our efforts to enhance these Rules will serve you in working with students. 

Please address any general questions regarding the Intel ISEF to: 

Society for Science & the Public 

Science Education Programs 

1719 N Street, NW, Washington, DC 20036 

office: 202/785-2255, fax: 202/785-1243, sciedu@societyforscience.org 

For specific rules questions, please email: 

SRC@societyforscience.org 

The ISEF SRC members listed below will be using the above email address to respond to rules inquiries. 

Intel ISEF SRC 

Dr. Nancy Aiello, Chairperson (EST) 

home: 540-554-8748 

Dr. James Stevens (MST) 

office: 303-724-0424, home: 303-696-1504, cell: 303-921-1076, fax: 303-724-3005 

Mr. Henry Disston (EST) 

office: 215-895-5840, fax: 215-895-5842 

Mrs. Christine Miller (PST) 

home: 775-847-7129, cell: 775-722-3134 

Mrs. Evelyn Montalvo (EST) 

(English or Spanish inquiries) 

office: 787-834-2150, home: 787-833-0287, fax: 787-265-2500 

Dr. Paula Johnson (PST) 

office: 520-621-3483 

Dr. Patricia Bossert (EST) 

home: 631-757-5411 

Dr. Pepper Buckley (EST) 

office: 301-987-7278 

These Rules apply to the 

Intel International Science and Engineering Fair 2009 

Reno, Nevada, USA, May 10-16, 2009 

A Society for Science & the Public educational program 

1719 N Street, NW, Washington, DC 20036-2888 

Tel: 202/785-2255, Fax: 202/785-1243 

PERMISSION TO REPRINT WITH CREDIT GRANTED 

Available on our website at www.societyforscience.org/isef/ 


� Changes & Modifications for 2008-May 2009 � 


• Ingestion, tasting, smelling, application of a substance or exposure to any potentially hazardous materials is an 

example of an activity containing more than minimal risk for studies involving human subjects. See page 14. 


• Certain studies involving behavioral observations of animals are exempt from prior SRC review. 

See page 17, #11. 

• Research conducted at a regulated research institution involving nutritional deficiency, ingestion, inoculation or 

exposure to unknown or potentially hazardous materials or drugs is permitted to proceed only to the point 

where the first sign of the deficiency or effect appear. See page 19, #4. 


• Frozen tissue is to be treated the same as fresh tissue. 

• Form 3 is no longer required for studies involving certain microorganisms. See page 21, #12. 


• Clarification of rules regarding firearms and explosives. See page 26, #1. 

Form and Other Changes 

• The name of Form 6A has been expanded to include the term “Risk Assessment.” 

• “Science educator” replaces “science teacher” for membership on IRB’s and SRC’s. 

In addition to providing the rules of competition, these rules and guidelines for conducting 

research were developed to facilitate the following: 

• protect the rights and welfare of the student researcher and human subjects 

• protect the health and well-being of vertebrate animal subjects 

• follow federal regulations governing research 

• offer guidance to affiliated fairs 

• use safe laboratory practices 

• address environmental concerns 

� The Rules on the Web � 

www.societyforscience.org/isef/primer/rules.asp 

The International Rules and Guidelines for Science Fairs is available on the Society for Science & the Public 

website in a number of formats to better aid all of those involved in the process: students, parents, teachers, 

mentors, fair directors and local, regional and state scientific review committees (SRC) and institutional review 

boards (IRB). 

• International Rules and Guidelines - The full text of the International Rules and the forms both in html 

and in a downloadable format. 

• The Intel ISEF Rules Wizard - This “wizard” asks a series of questions about your planned project and will 

provide a list of forms that you need to complete. 

• Common SRC Problems - This list was generated from the SRC reviews leading up to the Intel ISEF. 

Read these to get pointers on what NOT to do. 


� Intel ISEF Categories and Subcategories � 

The categories have been established with the goal of better aligning judges and student projects for the judging at the Intel ISEF. 

Local, regional, state and country fairs may or may not choose to use these categories, dependent on the needs of their area. 

Please check with your affiliated fair(s) for the appropriate category listings at that level of competition. 

Please visit our website at www.societyforscience.org/isef/students/research_categories.asp for a full description and definition of 

the Intel ISEF categories: 

ANIMAL SCIENCES 

Development 

Ecology 

Animal Husbandry 

Pathology 

Physiology 

Populations Genetics 

Systematics 

Other 

BEHAVIORAL & SOCIAL SCIENCES 

Clinical & Developmental Psychology 

Cognitive Psychology 

Physiological Psychology 

Sociology 

Other 

BIOCHEMISTRY 

General Biochemistry 

Metabolism 

Structural Biochemistry 

Other 

CELLULAR AND MOLECULAR 

BIOLOGY 

Cellular Biology 

Cellular and Molecular Genetics 

Immunology 

Molecular Biology 

Other 

CHEMISTRY 

Analytical Chemistry 

General Chemistry 

Inorganic Chemistry 

Organic Chemistry 

Physical Chemistry 

Other 

COMPUTER SCIENCE 

Algorithms, Data Bases 

Artificial Intelligence 

Networking and Communications 

Computational Science, Computer 

Graphics 

Software Engineering., Programming 

Languages 

Computer System, Operating System 

Other 

EARTH & PLANETARY SCIENCE 

Climatology, Weather 

Geochemistry, Mineralogy 

Paleontology 

Geophysics 

Planetary Science 

Tectonics 

Other 

ENGINEERING: Electrical & Mechanical 

Electrical Eng., Computer Eng., Controls 

Mechanical Engineering, 

Robotics 

Thermodynamics, Solar 

Other 

ENGINEERING: Materials & Bioengineering 

Bioengineering 

Civil Engineering, Construction Eng. 

Chemical Engineering 

Industrial Engineering, Processing 

Material Science 

Other 

ENERGY & TRANSPORTATION 

Aerospace and Aeronautical Engineering, 

Aerodynamics 

Alternative Fuels 

Fossil Fuel Energy 

Vehicle Development 

Renewable Energies 

Other 

ENVIRONMENTAL MANAGEMENT 

Bioremediation 

Ecosystems Management 

Environmental Engineering 

Land Resource Management, Forestry 

Recycling, Waste Management 

Other 

ENVIRONMENTAL SCIENCES 

Air Pollution and Air Quality 

Soil Contamination and Soil Quality 

Water Pollution and Water Quality 

Other 

MATHEMATICAL SCIENCES 

Algebra 

Analysis 

Applied Mathematics 

Geometry 

Probability and Statistics 

Other 

MEDICINE & HEALTH SCIENCES 

Disease Diagnosis and Treatment 

Epidemiology 

Genetics 

Molecular Biology of Diseases 

Physiology and Pathophysiology 

Other 

MICROBIOLOGY 

Antibiotics, Antimicrobials 

Bacteriology 

Microbial Genetics 

Virology 

Other 

PHYSICS AND ASTRONOMY 

Atoms, Molecules, Solids 

Astronomy 

Biological Physics 

Instrumentation and Electronics 

Magnetics and Electromagnetics 

Nuclear and Particle Physics 

Optics, Lasers, Masers 

Theoretical Physics, Theoretical or 

Computational Astronomy 

Other 

PLANT SCIENCES 

Agriculture/Agronomy 

Development 

Ecology 

Genetics 

Photosynthesis 

Plant Physiology (Molecular, Cellular, 

Organismal) 

Plant Systematics, Evolution 

Other 


General Requirements 

� � � � � Intel ISEF Display and Safety Regulations �� 

Please address any questions regarding Intel ISEF Display and Safety Regulations to: 

John O. Cole, Display and Safety Committee Chair, E-mail: dejavu60@msn.com 

The Intel ISEF Display and Safety Committee is the final 

authority on display and safety issues for projects 

approved by the SRC to compete in the Intel ISEF. 

Occasionally, the Intel ISEF Display and Safety 

Committee may require students to make revisions in 

their display to conform to display and safety regulations. 

Maximum Size of Project 

Depth (front to back): 30 inches or 76 centimeters 

Width (side to side): 48 inches or 122 centimeters 

Height (floor to top): 108 inches or 274 centimeters 

At the Intel ISEF, fair-provided tables will not exceed a 

height of 36 inches (91 centimeters). 

Maximum project sizes include all project materials and 

supports. If a table is used, it becomes part of the project 

and must not itself exceed the allowed dimensions nor 

may the table plus any part of the project exceed the 

allowed dimensions. 

At the Intel ISEF, any project with a component that will 

be demonstrated by the Finalist must be demonstrated 

only within the confines of the Finalist’s booth. When not 

being demonstrated, the component plus the project must 

not exceed allowed dimensions. 

Position of Project 

Table or freestanding display must be parallel to, and 

positioned at, the back curtain of the booth. 

Curtained Back 

of Booth 

Required to be Visible and Vertically 

Displayed at the Intel ISEF 

• Original of official Abstract and Certification as 

approved and stamped/embossed by the Intel ISEF 

Scientific Review Committee 

• Completed Intel ISEF Project Set-up Approval Form 

SRC/DS2 (Received on-site at the Fair) 

• Regulated Research Institutional/Industrial Setting Form 

(1C) — if applicable 

• Continuation Projects Form (7) — if applicable 

• Photograph / image credits 

Required to be at the Project But Not 

Displayed at the Intel ISEF 

Forms including, but not limited to, Checklist for Adult 

Sponsor (1), Student Checklist (1A), Research Plan 

and Approval Form (1B) which are required for the 

project or for Scientific Review Committee approval do 

not have to be displayed as part of the project but must be 

available in the booth in case asked for by a judge or other 

Intel ISEF official. 

Human Subjects Form (4) (or equivalent form provided by 

a regulated research institution) for human subjects of the 

research, surveys, photographs, etc. (if applicable) are 

confidential information, must not be displayed, but must 

be available in the booth in case requested by a judge or 

other Intel ISEF official. Human Subjects Form (4) or an 

equivalent photograph release signed by the human subject 

is required for visual images of humans (other than the 

Finalist) displayed as part of the project. 

Handouts/Official Abstract and 

Certification at the Intel ISEF 

The Intel ISEF Scientific Review Committee defines the 

“official abstract and certification” as an UNALTERED 

original abstract and certification as stamped/embossed by 

the Intel ISEF Scientific Review Committee. If the 

Scientific Review Committee requires a Finalist to make 

changes to the abstract and certification submitted with 

registration papers, the revised version will be stamped/ 

embossed, will replace the earlier version, and will become 

the Finalist’s official abstract and certification. 

The only abstract allowed anywhere at a project is the 

official abstract. The term “abstract” may not be used as a 

title or reference for any information on a Finalist’s display 

or in a Finalist’s materials at the project except as part of 

displaying the official abstract. 


An original stamped/embossed official abstract and 

certification must appear on the display board or in a 

vertical position at the project. Handouts to judges and to 

the public must be limited to UNALTERED photocopies 

of the official abstract and certification. 

Not Allowed at Project or in Booth 

1. Living organisms, including plants 

2. Taxidermy specimens or parts 

3. Preserved vertebrate or invertebrate animals 

4. Human or animal food 

5. Human/animal parts or body fluids (for example, 

blood, urine) 

6. Plant materials (living, dead, or preserved) that are in 

their raw, unprocessed, or non-manufactured state 

(Exception: manufactured construction materials used 

in building the project or display) 

7. All chemicals including water (Exceptions: water 

integral to an enclosed apparatus or water supplied by 

the Display and Safety Committee) 

8. All hazardous substances or devices [for example, 

poisons, drugs, firearms, weapons, ammunition, 

reloading devices, and lasers (as indicated in item 5 in 

the section of these rules entitled “Allowed at Project 

or in Booth BUT with the Restrictions Indicated”)] 

9. Dry ice or other sublimating solids 

10. Sharp items (for example, syringes, needles, pipettes, 

knives) 

11. Flames or highly flammable materials 

12. Batteries with open-top cells 

13. Awards, medals, business cards, flags, logos, 

endorsements, and/or acknowledgments (graphic 

or written) unless the item(s) are an integral part of 

the project (Exception: Intel ISEF medal(s) may be 

worn at all times.) 

14. Photographs or other visual presentations depicting 

vertebrate animals in surgical techniques, dissections, 

necropsies, or other lab procedures 

15. Active Internet or e-mail connections as part of 

displaying or operating the project at the Intel ISEF 

16. Prior years’ written material or visual depictions on 

the vertical display board. [Exception: the project title 

displayed in the Finalist’s booth may mention years or 

which year the project is (for example, “Year Two of 

an Ongoing Study”)]. Continuation projects must have 

the Continuation Project Form (7) vertically displayed. 

17. Glass or glass objects unless deemed by the Display 

and Safety Committee to be an integral and necessary 

part of the project (Exception: glass that is an integral 

part of a commercial product such as a computer 

screen) 

18. Any apparatus deemed unsafe by the Scientific 

Review Committee, the Display and Safety Committee, 

or Society for Science & the Public (for example, large 

vacuum tubes or dangerous ray-generating devices, 

empty tanks that previously contained combustible 

liquids or gases, pressurized tanks, etc.) 

Allowed at Project or in Booth BUT with 

the Restrictions Indicated 

1. Soil, sand, rock, and/or waste samples if permanently 

encased in a slab of acrylic 

2. Postal addresses, World Wide Web and e-mail 

addresses, telephone and fax numbers of Finalist only 

3. Photographs and/or visual depictions if: 

a. They are not deemed offensive or inappropriate by the 

Scientific Review Committee, the Display and Safety 

Committee, or Society for Science & the Public. This 

includes, but is not limited to, visually offensive 

photographs or visual depictions of invertebrate or 

vertebrate animals, including humans. The decision by 

any one of the groups mentioned above is final. 

b. They have credit lines of origin (“Photograph taken by...” 

or “Image taken from...”). (If all photographs being 

displayed were taken by the Finalist or are from the same 

source, one credit line prominently and vertically 

displayed is sufficient.) 

c. They are from the Internet, magazines, newspapers, 

journals, etc., and credit lines are attached. (If all 

photographs/images are from the same source, one credit 

prominently and vertically displayed is sufficient.) 

d. They are photographs or visual depictions of the Finalist. 

e. They are photographs of human subjects for which 

signed consent forms are at the project or in the booth. 

(Human Subjects Form 4 or equivalent photograph release 

signed by the human subject must be included in the 

paperwork and must be properly checked on the Intel 

ISEF Official Abstract and Certification.) 

4. Any apparatus with unshielded belts, pulleys, chains, or 

moving parts with tension or pinch points if for display 

only and not operated 

5. Class II lasers if: 

a. The output energy is

6. Class III and IV lasers if for display only and not 

operated (See the description of Class III and Class IV 

lasers in the Radiation section of the Hazardous 

Chemicals, Activities, or Devices chapter of the 

International Rules for Pre-college Research.) 

7. Any apparatus producing temperatures that will cause 

physical burns if adequately insulated 

8. The only items that may be displayed on the front of 

the provided tables are the forms listed in the section of 

these rules entitled “Required to be Visible and 

Vertically Displayed at the Intel ISEF” 

Electrical Regulations at the Intel ISEF 

1. Finalists requiring 120 or 220 Volt A.C. electrical 

circuits must provide a UL-listed 3-wire extension 

cord which is appropriate for the load and equipment. 

2. Electrical power supplied to projects and, therefore, the 

maximums allowed for projects is 120 or 220 Volt, 

A.C., single phase, 60 cycle. Maximum circuit 

amperage/wattage available is determined by the 

electrical circuit capacities of the exhibit hall and may 

be adjusted on-site by the Display and Safety 

Committee. For all electrical regulations, “120 Volt 

A.C.” or “220 Volt A.C.” is intended to encompass 

the corresponding range of voltage as supplied by the 

facility in which the Intel ISEF is being held. 

3. All electrical work must conform to the National 

Electrical Code or exhibit hall regulations. The 

guidelines presented here are general ones, and other 

rules may apply to specific configurations. The on-site 

electrician may review electrical work on any project. 

4. All electrical connectors, wiring, switches, extension 

cords, fuses, etc. must be UL-listed and must be 

appropriate for the load and equipment. Connections 

must be soldered or made with UL-listed connectors. 

Wiring, switches, and metal parts must have adequate 

insulation and over-current safety devices (such as 

fuses) and must be inaccessible to anyone other than 

the Finalist. Exposed electrical equipment or metal that 

possibly may be energized must be shielded with a nonconducting 

material or with a grounded metal box to 

prevent accidental contact. 

5. Wiring not part of a commercially available UL-listed 

appliance or piece of equipment must have a clearly 

visible fuse or circuit breaker on the supply side of the 

power source and prior to any project equipment. 

6. There must be an accessible, clearly visible on/off 

switch or other means of disconnect from the 120 or 

220 Volt power source. 

Other Intel ISEF Information and 

Requirements 

1. Finalists must be present at their projects for the 

Display and Safety inspection. The inspection is a 

process that takes place between the Finalist and 

inspector; therefore, no other persons should be 

present representing the Finalist except for an 

interpreter if necessary. 

2. No changes, modifications, or additions to projects may 

be made after approval by the Display and Safety 

Committee and the Scientific Review Committee. 

3. Society for Science & the Public, the Scientific Review 

Committee, and/or the Display and Safety Committee 

reserve the right to remove any project for safety 

reasons or to protect the integrity of the Intel ISEF and 

its rules and regulations. 

4. A project data book and research paper are not 

required but are highly recommended. 

5. The only acceptable informed consent form for use at 

the Intel ISEF is the official Human Subjects Form (4) 

in the International Rules for Precollege Science 

Research or an equivalent form provided by a 

regulated research institution (see Form 1C) or, in the 

case of display of photographs only, an equivalent 

photograph release signed by the human subject. 

6. Finalists using audio-visual or multi-media presentations 

(for example, 35mm slides; videotapes; images, 

graphics, animations, etc., displayed on computer 

monitors; or other non-print presentation methods) 

must be prepared to show the entire presentation to the 

Display and Safety inspectors before the project is 

approved. 

7. If a project fails to qualify and is not removed by the 

Finalist, Society for Science & the Public will remove 

the project in the safest manner possible but is not 

responsible for damage to the project. 

8. Any disks, CDs, printed materials, etc. (including 

unofficial abstracts) designed to be distributed to 

judges or the public will be confiscated by the Display 

and Safety Committee and will be discarded 

immediately. 

9. Project sounds, lights, odors, or any other display items 

must not be distracting. 

10. No food or drinks, except small containers of bottled 

water for personal consumption, are allowed in the 

Exhibit Hall. 

7. Any lighting that generates considerable and excessive 

amounts of heat (high-intensity lamps, halogen lights, 

etc.) must be turned off when the Finalist is not 

present. 


� Ethics Statement 

Scientific fraud and misconduct are not condoned 

at any level of research or competition. Such 

practices include plagiarism, forgery, use or 

presentation of other researcher’s work as one’s 

own and fabrication of data. Fraudulent projects 

will fail to qualify for competition in affiliated fairs 

or the Intel ISEF. 

� Eligibility/Limitations 

1) Any student in grades 9-12 or equivalent is eligible, 

none of whom has reached age 21 on or before 

May 1 preceding the Intel ISEF. 

2) Each student may enter only one project which 

covers research done over a maximum of 12 

continuous months between January 2008 and May 

2009. 

3) Students may compete in only one ISEF Affiliated 

Fair, except when proceeding to a state/national fair 

affiliated with the Intel ISEF from an affiliated 

regional fair. 

4) Team projects may have a maximum of three 

members. 

5) Each ISEF-affiliated fair may send up to two 

Individual Project Finalists and one Team Project of 

two or three Finalists to the Intel ISEF. 

6) Projects that are demonstrations, ‘library’ research 

or informational projects, ‘explanation’ models or kit 

building are not appropriate for the Intel ISEF. 

7) A research project may be a part of a larger study 

done by professional scientists, but the project 

presented by the student may only be their portion of 

the complete study. 

� Requirements 

General 

1) All domestic and international students competing in 

an ISEF-affiliated fair must adhere to all of the rules 

as set forth in this document. 

2) All projects must adhere to the Ethics Statement 

above. 

3) Projects must adhere to local, state, country and U.S. 

Federal laws, regulations and permitting conditions. 

4) Introduction or disposal of non-native species, 

pathogens, toxic chemicals or foreign substances into 

the environment is prohibited. See 

www.anstaskforce.gov/documents/isef.pdf. 

� ALL PROJECTS � 

5) Intel ISEF exhibits must adhere to Intel ISEF display 

and safety requirements. 

6) It is the responsibility of the student and adult 

sponsor to check with their affiliated fair for any 

additional restrictions or requirements. 

Approval and Documentation 

7) Before experimentation begins, an Institutional Review 

Board (IRB) or Scientific Review Committee (SRC) 

must review and approve most projects involving 

human subjects, vertebrate animals, and potentially 

hazardous biological agents. See the appropriate 

sections of the Rules Book. 

8) Every student must complete Student Checklist 

(1A), a Research Plan and Approval Form (1B) 

and review the project with the Adult Sponsor as the 

Checklist for Adult Sponsor (1) is completed. 

9) A Qualified Scientist is required for all studies 

involving BSL-2 potentially hazardous biological 

agents, DEA-controlled substances, more than minimal 

risk in human subjects and for many vertebrate animal 

studies. 

10) After initial IRB/SRC approval (if required), any 

proposed changes in the Student Checklist (1A) and 

Research Plan must be re-approved before 

laboratory experimentation/data collection resumes. 

11) Projects which are continuations of previous year’s 

work and which require IRB/SRC approval must be 

reapproved prior to experimentation/data collection for 

the current year. 

12) Any continuing project must document that the 

additional research is new and different. (See 

Continuation Projects Form (7)) 

13) If work was conducted in a regulated research 

institution, industrial setting or any work site other than 

home, school or field at any time during the current 

ISEF project year, Regulated Research 

Institutional/Industrial Setting Form (1C) must be 

completed. 

14) After experimentation, each student or team must 

submit a (maximum) 250-word, one-page abstract 

which summarizes the current year’s work. The 

abstract must describe research conducted by the 

student, not by adult supervisors. 

15) A project data book and research paper are not 

required, but are recommended. (See Student 

Handbook; Regional fairs may have different 

requirements). 

16) All signed forms, certifications, and permits must be 

available for review by an SRC just before each fair a 

student enters. 


� Continuation of Projects � Team Projects 

1) As in the professional world, research projects may 

be done that build on work done in previous years. 

Students will be judged only on the most recent 

year’s research. The project year includes research 

conducted over a maximum of 12 continuous months 

from January 2008- May 2009. 

2) Any project based on the student’s prior research 

could be considered a continuation project. If the 

current year’s project could not have been done 

without what was learned from the past year’s 

research, then it is a continuation project for 

competition. These projects must document that the 

additional research is an expansion from prior work 

(e.g. testing a new variable or new line of 

investigation, etc.) Repetition of previous 

experimentation with the exact same methodology 

and research question or increasing sample size are 

examples of unacceptable continuations. 

3) Display boards must reflect the current year’s work 

only. The project title displayed in the Finalist’s booth 

may mention years (for example, “Year Two of an 

Ongoing Study”). Supporting data books (not 

research papers) from previous related research may 

be exhibited on the table properly labeled as such. 

4) Longitudinal studies are permitted as an acceptable 

continuation under the following conditions: 

a. The study is a multi-year study testing or 

documenting the same variables in which time is a 

critical variable. (Examples: Effect of high rain or 

drought on soil in a given basin, return of flora and 

fauna in a burned period over time.) 

b. Each consecutive year must demonstrate timebased 

change. 

c. The display board must be based on collective past 

conclusionary data and its comparison to the 

current year data set. No raw data from previous 

years may be displayed. 

NOTE: For competition in the Intel ISEF, documentation 

must include the Continuation Project Form (7), the 

prior year’s abstract and Student Checklist (1A) and 

Research Plan or equivalent documentation. Each page 

of the previous year’s forms must be clearly labeled in 

the upper right hand corner with the year (ex: 2007- 

2008). Retain all previous years’ paperwork in case an 

SRC requests documentation of experimentation 

conducted in other prior years. 

1) Team Projects compete in a separate “team” 

category against all other Team Projects. An ISEF 

Affiliated Fair has the option of sending a team 

project, in addition to two individual projects, to the 

Intel ISEF. ISEF-Affiliated Fairs are not required to 

have Team Projects, but are encouraged to do so. 

2) Teams may have up to three members. NOTE: 

Teams may not have more than three members at a 

local fair and then eliminate members to qualify for 

the Intel ISEF. 

3) Team membership cannot be changed during a given 

research year including converting from an individual 

project or vice versa, but may be altered in 

subsequent years. 

4) Each team should appoint a team leader to 

coordinate the work and act as spokesperson. 

However, each member of the team should be able 

to serve as spokesperson, be fully involved with the 

project, and be familiar with all aspects of the 

project. The final work should reflect the coordinated 

efforts of all team members and will be evaluated 

using similar rules and judging criteria as individual 

projects. 

5) Each team member must submit an Approval Form 

(1B). However, team members must jointly submit 

the Checklist for Adult Sponsor (1), one abstract, 

a Student Checklist (1A), a Research Plan and 

other required forms. 

6) Full names of all team members must appear on the 

abstract and forms. 


� Roles and Responsibilities of Students & Adults � 

1) The Student Researcher(s) 

The student researcher is responsible for all aspects of the 

research project including enlisting the aid of any needed 

supervisory adults (Adult Sponsor, Qualified Scientist, etc.), 

obtaining necessary approvals (SRC, IRB, etc.), following the 

Rules & Guidelines of the ISEF, and doing the experimentation, 

engineering, data analysis, etc. involved in the project. 

The student must be in grades 9-12 or equivalent and must not 

have reached age 21 on or before May 1 preceding the Intel ISEF. 

Students may compete as a team of up to 3 members. 

Scientific fraud and misconduct are not condoned at any level of 

research or competition. Such practices include plagiarism, 

forgery, use or presentation of other researcher’s work as one’s 

own and fabrication of data. Fraudulent projects will fail to 

qualify for competition in affiliated fairs or the Intel ISEF. 

2) The Adult Sponsor 

An Adult Sponsor may be a teacher, parent, university professor, 

or scientist in whose lab the student is working. This individual 

must have a solid background in science and should have close 

contact with the student during the course of the project. 

The Adult Sponsor is responsible for working with the student to 

evaluate any possible risks involved in order to ensure the health 

and safety of the student conducting the research and the 

humans or animals involved in the study. The Adult Sponsor 

must review the student’s Student Checklist (1A) and Research 

Plan to make sure that: a) experimentation is done within local, 

state, and federal laws and these International Rules; b) that 

forms are completed by other adults involved in approving or 

supervising any part of the experiment; and c) that criteria for the 

Qualified Scientist adhere to those set forth below. 

The Adult Sponsor must be familiar with the regulations that 

govern potentially dangerous research as they apply to a specific 

student project. These may include chemical and equipment 

usage, experimental techniques, research involving human or 

vertebrate animals, and cell cultures, microorganisms, or animal 

tissues. The issues must be discussed with the student when 

completing the Research Plan. Some experiments involve 

procedures or materials that are regulated by state and federal 

laws. If not thoroughly familiar with the regulations, the Adult 

Sponsor should help the student enlist the aid of a Qualified 

Scientist. 

The Adult Sponsor is responsible for ensuring the student’s 

research is eligible for entry in the Intel ISEF. 

3) The Qualified Scientist 

A Qualified Scientist should possess an earned doctoral/ 

professional degree in the biological or medical sciences as it 

relates to the student’s area of research. However, a master’s 

degree with equivalent experience and/or expertise in the 

student’s area of research is acceptable when approved by a 

Scientific Review Committee (SRC). The Qualified Scientist must 

be thoroughly familiar with the local, state, and federal 

regulations that govern the student’s area of research. 

The Qualified Scientist and the Adult Sponsor may be the same 

person, if that person is qualified as outlined above. A student 

may work with a Qualified Scientist in another city or state. In 

this case, the student must work locally with a Designated 

Supervisor (see below) who has been trained in the techniques 

the student will use. 

4) The Designated Supervisor 

The Designated Supervisor is an adult who is directly 

responsible for overseeing student experimentation. The 

Designated Supervisor need not have an advanced degree, but 

should be thoroughly familiar with the student’s project, and 

must be trained in the student’s area of research. The Adult 

Sponsor may act as the Designated Supervisor. 

If a student is experimenting with live vertebrates and the 

animals are in a situation where their behavior or habitat is 

influenced by humans, the Designated Supervisor must be 

knowledgeable about the humane care and handling of the 

animals. 

5) The Institutional Review Board (IRB) 

An Institutional Review Board (IRB) is a committee that, 

according to federal regulations (45-CFR-46), must evaluate the 

potential physical and/or psychological risk of research 

involving human subjects. All proposed human research must 

be reviewed and approved by an IRB before experimentation 

begins. This includes review of any surveys or questionnaires 

to be used in a project. 

Federal regulations require local community involvement, 

therefore an IRB should be established at the school level to 

evaluate human research projects. An IRB at the school or 

ISEF Affiliated Fair level must consist of a minimum of three 

members. 

An IRB must include: 

a) a science educator 

b) a school administrator (preferably, a principal or vice 

principal), 

c) and one of the following who is knowledgeable and 

capable of evaluating the physical and/or 

psychological risk involved in a given study: a medical 

doctor, physician’s assistant, registered nurse, a 

psychiatrist, psychologist, licensed social worker or 

licensed clinical professional counselor. 

Additional Expertise: If the IRB needs an expert as one of 

its members and one is not in the immediate area, then 

documented contact with an external expert is appropriate 

and encouraged. A copy of the correspondence (e.g. email, 

fax, etc.) should be attached to Form 4 and can be used as 

the signature of that expert. 

In order to eliminate conflict of interest, the Adult Sponsor, 

parents, the Qualified Scientist, and the Designated 

Supervisor who oversee a specific project must not serve on 

the IRB reviewing that project. Additional members are 

recommended to help avoid this conflict of interest and to 

increase the expertise of the committee. 


IRBs exist at federally regulated institutions (e.g., universities, 

medical centers, NIH, correctional facilities). Prisoner 

advocates must be included on the IRB when research subjects 

are at a correctional facility. The institutional IRB must initially 

review and approve all proposed research conducted at or 

sponsored by that institution. The Adult Sponsor and the local 

IRB are responsible for ensuring that the project is appropriate 

for a pre-college student and adheres to the ISEF rules. 

An IRB generally makes the final determination of risk. 

However, in reviewing projects just prior to a fair, if an SRC 

judges an IRB’s decision as inappropriate, thereby placing 

human subjects in jeopardy, the SRC may override the IRB’s 

decision and the project may fail to qualify for competition. 

6) The Affiliated Fair Scientific Review 

Committee 

A Scientific Review Committee (SRC) is a group of qualified 

individuals that is responsible for evaluation of student research, 

certifications, research plans and exhibits for compliance with the 

Rules and pertinent laws and regulations. Local SRCs may be 

formed to assist the ISEF Affiliated Fair SRC in reviewing and 

approving projects. The operation and composition of the local 

and ISEF-Affiliated Fair SRCs must fully comply with the 

International Rules. 

Any proposed research in the following areas must be reviewed 

and approved BEFORE experimentation: projects involving 

vertebrates and potentially hazardous biological agents. (Human 

studies reviewed and approved by a properly constituted IRB do 

not have to be reviewed by the SRC until the Fair competition.) 

ALL projects must be reviewed and approved by the SRC after 

experimentation and shortly before competition in an ISEFaffiliated 

Fair competition. (Projects requiring preapproval which 

were conducted at a regulated research institution (not home or 

high school, etc.) and which were reviewed and approved by the 

proper institutional board before experimentation must also be 

reviewed by the Fair SRC for rules compliance.) 

An SRC must consist of a minimum of three persons. The SRC 

must include: 

a) a biomedical scientist (Ph.D., M.D., D.V.M., D.D.S., or D.O.) 

b) a science educator 

c) at least one other member 

Additional Expertise: Many projects will require additional 

expertise to properly evaluate (for instance, extended 

knowledge of biosafety or of human risk groups.) If animal 

research is involved, at least one member must be familiar with 

proper animal care procedures. If the SRC needs an expert as 

one of its members and one is not in the immediate area, then 

documented contact with an external expert is appropriate and 

encouraged. 

In order to eliminate conflict of interest, the Adult Sponsor, 

parents, the Qualified Scientist, and the Designated Supervisor 

must not serve on the SRC reviewing that project. Additional 

members are recommended to help avoid this conflict of interest 

and to increase the expertise of the committee. 

A Scientific Review Committee (SRC) examines projects for the 

following: 

a) evidence of literature search 

b) evidence of proper supervision 

c) use of accepted and appropriate research techniques 

d) completed forms, signatures and dates showing maximum of one 

year duration of research and appropriate preapproval dates 

(when needed) 

e) evidence of search for alternatives to animal use 

f) humane treatment of animals 

g) compliance with rules and laws governing human, animal research 

and those involving potentially hazardous biological agents 

i) documentation of substantial expansion for continuation projects 

j) compliance with the ISEF ethics statement 

7) Other Review Committees 

Certain areas of research conducted in a regulated research 

institution require review and approval by federally mandated 

committees that have been established at that institution. These 

committees include: 

a) Institutional Animal Use and Care Committee (IACUC) 

b) Institutional Review Board (IRB) 

c) Institutional Biosafety Committee (IBC) 

d) Embryonic Stem Cell Research Oversight Committee 

(ESCRO) 

8) The ISEF Scientific Review Committee 

(ISEF SRC) 

A Scientific Review Committee exists at the Intel ISEF level. The 

ISEF SRC reviews the forms and the research plan for all projects 

to ensure that students have followed all applicable Rules. 

The ISEF SRC, like an ISEF Affiliated Fair SRC, is made up of a 

group of adults knowledgeable about research regulations. The 

ISEF SRC reviews the Checklist for Adult Sponsor (1), Abstract, 

Student Checklist (1A), Research Plan and Approval Form (1B) 

in addition to all other required forms for students who enter the 

Intel ISEF. They also identify problems local fairs may be having 

and work with fair directors and teachers to resolve them. 

A fair director or ISEF Affiliated Fair SRC member with any 

questions regarding the process, should contact the Society for 

Science & the Public or a member of the ISEF SRC. (See page 3.) 

The ISEF SRC is the final authority on projects that are qualified to 

compete in the Intel ISEF. In some cases, the ISEF SRC may have 

questions about particular projects. Usually, after students explain 

their procedures and research to the ISEF SRC, a simple corrective 

measure is prescribed (e.g., contacting the Designated Supervisor 

to confirm a detail, or rewriting an abstract for purposes of 

clarification). 

It is important that students retain all original signed forms. Do 

not send original forms to the Society for Science & the Public. 


When students conduct research with human subjects, the 

rights and welfare of those participating in the study must be 

protected. There are federal regulations protecting human 

subjects that require the prior review of human subjects 

research by an Institutional Review Board and, in most cases, 

the informed consent of research subjects. The following rules 

were developed to help student researchers adhere to the 

Federal regulations and to, therefore, protect the rights and 

welfare of both the research subjects and the student 

researcher. 

Rules 

1) All research projects involving human subjects, including 

any revisions, must be reviewed and approved by an 

Institutional Review Board (IRB) before the research 

begins. 

2) The use of human subjects in science projects is allowable 

under the conditions and rules in the following sections. 

Based upon the Code of Federal Regulations (45 CFR 46), 

the definition of a human subject is a living individual 

about whom a investigator conducting research obtains (1) 

data or samples through intervention or interaction with 

individual(s), or (2) identifiable private information. 

A) Examples of studies that are considered “human 

subjects research” and require IRB approval include: 

• Subjects participating in physical activities (e.g., 

physical exertion, ingestion of any substance, any 

medical procedure) 

• Psychological, educational and opinion studies (e.g., 

surveys, questionnaires, tests) 

• Studies in which the researcher is the subject of the 

research 

• Behavioral observations 

o that involve any interaction with the observed 

individual(s) or where the researcher has modified 

the environment (e.g., post a sign, place an 

object). 

o that occur in a non public or restricted access 

settings (e.g., day care setting, doctor’s office) 

o that involve the recording of personally 

identifiable information 

• Data/record review projects that include identifiable 

data (see #3) 

B) Examples of projects that are NOT considered human 

subjects research and do not require IRB pre-approval 

include: 

• Product testing of a student invention that does not 

pose a health hazard, personal data is not collected 

and feedback received is a direct reference to the 

product. It is recommended that Risk Assessment 

Form (3) be completed. 

• Data/record review studies (e.g., baseball statistics, 

crime statistics) in which the data are taken from preexisting 

data sets that are publicly available or 

published (see #3-c) 

� Human Subjects � 

• Behavioral observations of unrestricted, public settings 

(e.g., shopping mall, public park) in which all of the 

following apply: 

o The researcher has no interaction with the 

individuals being observed, 

o The researcher does not manipulate the 

environment in any way and 

o The researcher does not record any personally 

identifiable data. 

3) Projects involving pre-existing data sets or data obtained 

through record review fall into one of three categories (a, b, 

and c below) and must adhere to the regulations detailed 

below. Pre-existing data set/review projects are projects that 

do not involve any interaction with human subjects or the 

collection of any data from a human subject for the purpose 

of the student’s research project. These projects may 

involve the student analyzing data given to the student 

researcher in paper or electronic form. 

a) Projects in which the data are not de-identified/ 

anonymous (e.g., data set that includes patient name, 

birth date, phone number or other identifying variables; 

student gathers data from patient files that include 

identifiers) are considered human subjects projects. 

These projects require prior IRB review and preapproval 

and may require informed consent. Student 

researchers and adult mentors (Designated Supervisor 

or Qualified Scientist) should be familiar with and in 

compliance with all privacy and HIPAA laws. 

b) Projects in which the student receives the data in a deidentified/anonymous 

format will not require IRB preapproval, 

but must comply with BOTH conditions 

below: 

i) The professional providing the data must certify in 

writing that the data have been appropriately deidentified 

and are in compliance with all privacy and 

HIPAA laws. 

ii) During the final SRC review and approval process, 

the SRC must ensure that the data were appropriately 

de-identified by review of the written documentation 

provided by the supervising professional. 

c) Projects in which the records/data are publicly available 

(print, electronic or internet) do not require IRB review 

or approval. Examples of such projects include 

examination of sports teams or individual athlete 

statistics or crime statistics. 

4) When developing the Research Plan, student researchers 

must evaluate and minimize the physical and/or 

psychological risks to their human subjects. 

5) The documentation of written Informed Consent is required 

for most projects. Children/Minors participating in most 

research will require special consent procedures 

including assent of the child/minor and consent of the 

parent/guardian. Children/Minors are persons who have 

not attained the legal age for consent; in most jurisdictions 

the legal age is 18 and in some jurisdictions this may include 

all students still in secondary school. 


6) Research conducted by a pre-college student at federally 

regulated research institutions (e.g., universities, medical 

centers, NIH, correctional institutions, etc.) must be 

reviewed and approved by that institution’s IRB. A copy of 

the IRB approval for the entire project (which must include 

the research procedures/measures the student is using) or 

an official letter from the IRB attesting to this approval is 

required. A letter from the mentor is not sufficient 

documentation of IRB review and approval. 

7) A student may observe and collect data for analysis of 

medical procedures and medication administration only 

under the direct supervision of a qualified professional. 

The qualified professional must be named in the research 

protocol to be specifically approved by the IRB. Students 

are prohibited from administering medications and performing 

invasive medical procedures on human subjects. The 

IRB must confirm that the student is not violating the 

medical practice act of the particular state or nation in which 

he/she is conducting the research. 

8) Student researchers may NOT publish or display 

information in a report that identifies the human subjects 

directly or through identifiers linked to the subjects, 

(including photographs), without written consent. (Public 

Health Service Act, 42, USC 241 (d)). 

9) All standardized tests that are not in the public domain 

must be administered, scored and interpreted by a Qualified 

Scientist as required by the instrument publisher. Any and 

all use and distribution of the test must be in accordance 

with the publisher’s requirements including procurement of 

legal copies of the instrument. 

10) Studies that collect data via use of the internet (e.g., email, 

web based surveys) require special consideration from the 

IRB which should have at least one member with 

professional expertise in conducting human subjects 

research. The use of the internet and email for data 

collection will pose challenges in a) collecting anonymous 

data, b) obtaining informed consent and c) ensuring that 

participants are of the appropriate age to give informed 

consent. The research plan and Form 4 must explicitly 

address how these challenges were evaluated and 

addressed. 

It is permissible to develop a process of obtaining informed 

consent that is conducive to internet research. Researchers 

will want to provide information to potential participants 

about the purpose of the study and nature of their 

participation, potential risks, the voluntary nature of the 

study and the participant’s right to withdrawal from the 

study at any time. A sample informed consent statement for 

adult participants is available on the web at 

www.societyforscience.org/isef/document/index.asp. 

Recruiting and utilizing participants who are under the age 

of 18 for a research study conducted on the internet is 

permissible under the two following conditions. 

a. If the IRB has determined that informed consent is 

required, the parent/legal guardian must give consent 

through a traditional Form 4 and informed consent 

procedures. In this situation, parents/guardians review 

and sign a Form 4 before the minor participant 

completes the online or email survey. 

b. If the IRB determines that informed (parental) consent 

is not necessary for a study that poses very minimal 

risk, the student researcher can use an assent 

procedure similar to the sample consent form available 

on the web. The researcher should provide 

information to potential participants describing the 

nature of the study and what the participant will be 

asked to do, informing the participant of his/her right 

to withdrawal at any time and indicating that by 

typing I AGREE or checking a box on the survey and 

completing the survey, he/she has agreed to 

participate in the study. 

11) After initial IRB/SRC approval, a student with any 

proposed changes in the Student Checklist (1A) and 

Research Plan of the project must repeat the approval 

process before laboratory experimentation/data 

collection resumes. 

Risk Assessment 

Once a study population is chosen, the student researcher 

must consider any potential physical and/or psychological 

risks when developing the research plan. In evaluating risk, 

students and IRBs must use the following federal definition 

of minimal risk as a guide: No more than minimal risk exists 

when the probability and magnitude of harm or discomfort 

anticipated in the research are not greater (in and of 

themselves) than those ordinarily encountered in DAILY 

LIFE or during performance of routine physical or 

psychological examinations or tests. 

Risk Groups: The following risk groups require 

additional safeguards because they have been judged as 

vulnerable to coercion or undue influence: 

1) Any member of a group that is naturally at-risk (e.g., 

pregnant women, mentally disabled persons, 

economically or educationally disadvantaged persons, 

individuals with diseases such as cancer, asthma, 

diabetes, cardiac disorders, psychiatric disorders, 

dyslexia, AIDS, etc.) 

2) Special vulnerable groups that are covered by federal 

regulations (e.g. children/minors, prisoners, pregnant 

women). 

Risk Activities: The following are examples of activities 

that contain more than minimal risk: 

1) Physical 

a. Exercise other than ordinarily encountered in DAILY 

LIFE by that subject. 

b. Ingestion, tasting, smelling, application of a 

substance or exposure to any potentially hazardous 

materials. 

2) Psychological 

a. Any activity (e.g. survey, questionnaire, viewing of 

stimuli) or experimental condition that could potentially 

result in emotional stress. For example, answering 


questions related to personal experiences such as sexual, 

physical or child abuse, divorce and/or psychological 

well-being (e.g. depression, anxiety, suicide) must be 

considered more than minimal risk. Additionally, research 

activities that involve exposing subjects to stimuli or 

experimental conditions that could potentially result in 

emotional stress must also be considered more than 

minimal risk. Examples include violent or distressing video 

images, distressing written materials or activities that 

could potentially result in feelings of depression, anxiety, 

or low self-esteem in subjects. 

b. Any activity that could potentially result in negative 

consequences for the subject due to invasion of privacy or 

breech of confidentiality. Confidentiality involves taking 

careful measures to ensure that the research data and/or 

responses are not disclosed to the public or unauthorized 

individuals with identifiable information. When research 

activities involve collection of personal information (e.g. 

history of abuse, drug use, opinions, fingerprints) or 

health-related data (genetic material, blood, tissue) the 

researcher must consider risks related to invasion of 

privacy and possible breech of confidentiality. Ways to 

reduce these risks include collecting data anonymously or 

developing data collection procedures that make it 

impossible to link any identifying information (e.g. 

subject’s name) with his/her responses or data. 

Anonymity involves collecting research data in such a 

way that it is impossible to connect research data (e.g. 

responses, questionnaires) with the individual who 

provided the data. That is, personal identifiers (e.g. 

names, birthdates, social security numbers) are not 

collected or linked with the data. 

Informed Consent 

The process of obtaining informed consent provides 

information to the subject (and where applicable, parents or 

guardians) about the risks and benefits associated with 

participation in the research study and allows the subject (and 

where applicable, parents or guardians) to make an educated 

decision about whether or not to participate. Informed consent 

is an on-going process, not a single event that ends with a 

signature on a page. It must incorporate procedures that do 

not involve coercion or deception. 

Section A. Informed Consent Required 

Documentation of informed consent is required for the 

following as long as the study does not meet any of the criteria 

for a waiver as described in Section B.: 

1) When the IRB determines that a research study involves 

physical or psychological activities with more than 

minimal risk. 

2) When the IRB determines that the project could 

potentially result in emotional stress to a research 

subject. 

3) When the IRB determines that the research subjects 

belong to a risk group and the study does not meet any 

of the criteria below for a waiver. 

Section B. Informed Consent May Be Waived 

The IRB may waive the requirement for documentation of 

written informed consent if the research involves only 

minimal risk and anonymous data collection and if it is one 

of the following: 

a) Research involving normal educational practices 

b) Research on individual or group behavior or 

characteristics of individuals where the researcher does 

not manipulate the subjects’ behavior and the study 

does not involve more than minimal risk. 

c) Surveys and questionnaires that are determined by the 

IRB to involve perception, cognition, or game theory 

and do NOT involve gathering personal information, 

invasion of privacy or potential for emotional distress. If 

there is any uncertainty regarding the appropriateness 

of waiving informed consent, it is strongly recommended 

that informed consent be obtained. 

d) Studies involving physical activity where the IRB 

determines that no more than minimal risk exists and 

where the probability and magnitude of harm or 

discomfort anticipated in the research are not greater 

than those ordinarily encountered in DAILY LIFE or 

during performance of routine physical activities. 

If the documentation of informed consent is not required or 

obtained, all subjects must still give their consent/assent to 

participate in the study. Research subjects under 18 years of 

age or other individuals not able to give consent (e.g. mentally 

disabled) give their assent, whereas adults give their consent. 

The researcher must inform potential subjects about the 

purpose of the study and what they will be asked to do. The 

potential subjects must also be informed that their 

participation is voluntary and that they may withdraw from the 

study at any time. This information and the consent/assent 

can be either verbal or written. The procedure for obtaining 

consent/assent should be included in the research plan. 

If a research subject is under 18 years of age, it is 

recommended that informed consent be obtained. Both the 

parent/legal guardian and the school age research subject 

must sign Human Subjects Form (4). However, an IRB may 

decide that informed consent is not required because of the 

allowable exceptions listed above. When the IRB waives 

informed consent of research subjects under the age of 18 

for studies involving surveys or questionnaires, justification 

of this waiver must be stated on Human Subjects Form (4). 

Review Process 

1) A student interested in doing a human subjects research 

project must first review the rules, choose a study group 

and consider the risks of their proposed research. The 

student must work with their Adult Sponsor who can guide 

them to a Qualified Scientist, if necessary, to help in the 

development of their research plan. 


2) The student must complete the Student Checklist (1A), 

Research Plan, and Human Subjects Form (4) and submit 

this information along with a copy of any questionnaire, 

survey or instrument used to collect human data to the 

Institutional Review Board (IRB). Submission of the 

appropriate forms does not give the student permission to 

begin the research. The IRB must sign the Approval Form 

(1B) and Human Subjects Form (4), approving the project, 

before the research can begin. 

3) To complete the IRB review process, the IRB must 

designate the risk-status of the project and other 

requirements by checking the appropriate box(es) on 

Human Subjects Form (4). The IRB may require one or 

more of the following: 

a. Documentation of written Informed Consent on the 

Human Subjects Form (4). When the IRB waives 

informed consent of research subjects under the age of 

18 for studies involving surveys or questionnaires, 

justification of this waiver must be stated on Form 4. 

b. Qualified Scientist Form (2) – The IRB will require the 

project to be overseen by a Qualified Scientist when 

there is more than minimal risk involved. If the Qualified 

Scientist is unable to directly supervise the project, a 

trained Designated Supervisor will also be required. 

c. Changes to the Research Plan – If the IRB requires 

changes or modifications of the Research Plan, the 

student must incorporate those changes into the written 

Research Plan before the IRB approves the project. 

4) After the IRB has approved the project and all committee 

members have signed the Human Subjects Form (4), the 

student may begin recruiting and/or interacting with 

human subjects. 

5) After experimentation and shortly before fair competition, 

the SRC reviews and approves previously approved 

projects to make sure that students followed the approved 

Research Plan and the rules. 

6) 

The following forms are required: 

a. Checklist for Adult Sponsor (1) 

b. Student Checklist (1A) 

c. Research Plan 

d. Approval Form (1B) 

e. Human Subjects Form (4) 

f. Regulated Research Institution Form (1C) - if 

applicable 

g. Qualified Scientist Form (2) - if applicable 

Sources of Information 

1) Code of Federal Regulation (CFR), Title 45 (Public 

Welfare), Part 46-Protection of Human Subjects (45CFR46) 

http://ohsr.od.nih.gov/guidelines/45cfr46.html 

2) Dunn, C. M. and Chadwick, G. L., Protecting Study 

Volunteers in Research: A Manual for Investigative Sites 

(2002). Boston, MA: Thomson Centerwatch. ISBN 1- 

930624-36-0. 

Can be purchased from: 

http://www.amazon.com 

NIH tutorial also provides similar information: 

http://www.cancer.gov/clinicaltrials/learning/page3 

3) Penslar, R.L., Institutional Review Board (IRB) Guidebook, 

(1993). Washington, DC: ORRP-NIH 

http://www.hhs.gov/ohrp/irb/irb_guidebook.htm 

4) Belmont Report, April 18, 1979 

http://ohsr.od.nih.gov/guidelines/belmont.html 

5) Standards for Educational and Psychological Testing. 

(1999). Washington, DC: AERA, APA, NCME. 

To order call: (800) 628-4094. If outside US, 

call (717) 632-3535, Ext. 8087 

http://www.apa.org/science/standards.html 

6) American Psychological Association 

750 First Street, NE 


phone: 202-336-5500; 1-800-374-2721 

http://www.apa.org 

Information for students: 

http://www.apa.org/science/infostu.html 

Information regarding publications: 

http://www.apa.org/publications/ 

7) Educational and Psychological Testing 

Testing Office for the APA Science Directorate 

phone: 202-336-6000 

email: testing@apa.org 

http://www.apa.org/science/testing.html 

Many of the documents above are also available by 

contacting: 

Office for Human Research Protections 

Department of Health and Human Services 

The Tower Building 

1101 Wootton Parkway, Suite 200 

Rockville, MD 20852 

phone: 240-453-6900; toll free in U.S. 866-447-4777 

email: ohrp@osophs.dhhs.gov 


The following rules were developed to help pre-college student 

researchers adhere to the federal regulations governing 

professional scientists and to, therefore, protect the welfare of 

both animal subjects and the student researcher. When 

students conduct research with animal subjects, the health and 

well-being of the animal subjects must be considered. 

All projects involving vertebrate animals must adhere to the 

rules below AND to either Section A or Section B rules 

depending on the nature of the study and the research site. 

Rules for ALL Studies Involving 


1) The use of vertebrate animals in science projects is 

allowable under the conditions and rules in the following 

sections. Vertebrate animals, as covered by these rules, are 

defined as live, nonhuman vertebrate mammalian embryos 

or fetuses, tadpoles, bird and reptile eggs within three days 

(72 hours) of hatching, and all other nonhuman vertebrates 

(including fish) at hatching or birth. 

2) Alternatives to the use of vertebrate animals for research 

must be explored and discussed in the research plan. 

Alternatives include the following “3 R’s”: 

• Replace vertebrate animals with invertebrates, lower 

life forms, tissue/cell cultures or computer simulations 

• Reduce the number of animals without compromising 

statistical validity 

• Refine the experimental protocol to lessen pain or 

distress to the animals. 

3) Research projects which cause more than momentary pain 

or suffering to vertebrate animals or which are designed 

to kill vertebrate animals are prohibited. (Note: Humane 

euthanasia is permitted under certain conditions when the 

research is conducted at a regulated research institution. 

See Section B.) 

4) The following types of studies on vertebrate animals are 

prohibited: 

a. All induced toxicity studies involving a poison or 

toxin that could impair health or destroy life, including 

alcohol, acid rain, insecticide, herbicide, or heavy 

metals. 

b. Behavioral experiments involving operant 

conditioning with aversive stimuli, mother/infant 

separation or induced helplessness 

c. Studies of pain 

d. Predator/vertebrate prey experiments 

5) Because weight loss is one significant sign of stress, the 

maximum permissible weight loss or growth retardation 

(compared to controls) of any experimental or control 

animal is 15%. 

� Vertebrate Animals � 

6) If an experimental design requires food or water restriction, 

it must be appropriate to the species, but may not exceed 

18 hours. 

7) If there are unexpected deaths in either the experimental or 

control groups, the cause of the death must be 

investigated. If the experimental procedure is responsible 

for the deaths, the experiment must be immediately 

terminated. A death rate of 30% or greater in any group or 

subgroup is not permitted and the project will fail to qualify 

for competition. 

8) Students performing vertebrate animal research must 

follow local, state, country and U.S. federal regulations. 

9) Except for observational studies, a Qualified Scientist or 

Designated Supervisor must directly supervise all research 

involving vertebrate animals. 

10) A Scientific Review Committee (SRC) and/or an 

Institutional Animal Care and Use Committee (IACUC) 

must approve all research before experimentation begins. 

(An IACUC is the review and approval body at a regulated 

research institution for all animal studies.) The research 

plan for vertebrate animal studies must include the 

following: 

a. Justify why animals must be used, including the reasons 

for the choice of species and the number of animals to be 

used. Describe any alternatives to animal use that were 

considered, and the reasons these alternatives were 

unacceptable. Explain the potential impact or 

contribution this research may have on the broad fields 

of biology or medicine. 

b. Describe in detail, how the animals will be used. Include 

methods and procedures, such as experimental design 

and data analysis. Describe the procedures that will 

minimize the potential for discomfort, distress, pain and 

injury to the animals during the course of 

experimentation. Identify the species, strain, sex, age, 

weight, source and number of animals proposed for use. 

11) Studies involving behavioral observations of animals are 

exempt from prior SRC review if ALL of the following apply: 

• There is no interaction with the animals being 

observed, 

• There is no manipulation of the environment in any 

way and 

• All federal or state fish, game and wildlife laws and 

regulations are followed. 

12) Certain types of vertebrate animal studies may be 

conducted at home, school or other non-regulated 

research sites, whereas other studies must be conducted 

at a regulated research institution. See A. Non-regulated 

Research Site and B. Regulated Research Site below for 

rules and site descriptions. 


A. Additional Rules for Projects 

Conducted in a Non-regulated Site 

Vertebrate animal studies may be conducted at a non-regulated 

research site (home, school, farm, ranch, in the field, etc.). This 

includes: 

• Studies involving animals in their natural environment 

• Studies involving animals in zoological parks 

• Studies involving livestock that use standard agricultural 

practices. 

1) These projects must adhere to BOTH of the following 

guidelines: 

a. The research involves agricultural, behavioral, 

observational or supplemental nutritional studies on 

animals. 

AND 

b. The research involves only non-invasive and nonintrusive 

methods that do not negatively affect an 

animal’s health or well-being. 

(Note: All studies not meeting the above criteria must be 

conducted at a Regulated Research Institution. See 

Section B. below.) 

2) Animals must be treated kindly and cared for properly. 

Animals must be housed in a clean, ventilated, comfortable 

environment compatible with the standards and 

requirements appropriate for the species used. They must 

be given a continuous, clean (uncontaminated) water and 

food supply. Cages, pens and fish tanks must be cleaned 

frequently. Proper care must be provided at all times 

including weekends, holidays, and vacation periods. 

Animals must be observed daily to assess their health and 

well-being. A Designated Supervisor is required to oversee 

the daily husbandry of the animals. The following 

documents offer space requirements and additional 

husbandry information: 

• Federal Animal Welfare Regulation 

• Guide for the Care and Use of Laboratory Animals 

• Guide for the Care and Use of Agricultural Animals in 

Agricultural Research and Teaching (Ag-Guide) 

3) The Scientific Review Committee must determine when a 

veterinarian is required to certify that the research plan and 

animal husbandry are appropriate. This certification is 

required before experimentation and the prior SRC 

approval. It is highly recommended that a veterinarian be 

consulted in experiments that involve supplemental 

nutrition and/or activities that would not be ordinarily 

encountered in the animal’s daily life. 

4) If an unexpected illness or emergency occurs, the affected 

animals must have proper medical and nursing care that is 

directed by a veterinarian. A student researcher is expected 

to stop experimentation if there is significant weight loss or 

death in the experimental subjects. The experiment can 

only be resumed if the cause of illness or death is not 

related to the experimental procedures and if appropriate 

steps are taken to eliminate the causal factors. 

5) Animals may not be captured from or released into the 

wild without approval of authorized wildlife or other 

regulatory officials. Fish may be obtained from the wild 

only if the researcher releases the fish unharmed, has the 

proper license, and adheres to state and local fishing laws 

and regulations. 

6) The final disposition of the animals must be considered 

and explained on Vertebrate Animal Form (5A). 

Euthanasia for tissue removal and/or pathological analysis 

is not permitted for a project conducted in a non-regulated 

site. 

7) After initial SRC approval, a student with any proposed 

changes in the Student Checklist (1A) and Research Plan 

of the project must repeat the approval process before 

laboratory experimentation/data collection resumes. 

8) The following forms are required: 





e. Vertebrate Animal Form (5A) 

f. Qualified Scientist Form (2), if applicable 

B. Additional Rules for Projects 

Conducted in a Regulated Research 

Institution 

All studies not meeting the criteria in Section A. must be 

conducted in a regulated research institution. A regulated 

research institution is defined as a professional research/ 

teaching institution that is regularly inspected by the USDA 

and is licensed to use animals covered by the Animal Welfare 

Act. Also included are all federal laboratories such as National 

Institutes of Health, Veteran’s Affairs Medical Centers and the 

Centers For Disease Control. In addition, pharmaceutical and 

biotechnology companies that utilize research animals that are 

not covered by the Animal Welfare Act but have an operational 

Institutional Animal Care and Use Committee and program 

structured in compliance with U.S. federal laws are included in 

this definition. 

(NOTE: Some research that is permissible for professionals in 

research institutions is not appropriate for pre-college 

students.) 

1) The Institutional Animal Care and Use Committee (IACUC) 

must approve all student research projects before 

experimentation begins. Such research projects must be 

conducted under the responsibility of a principal 

investigator. The local SRC must also review the project to 

certify that the research project complies with ISEF Rules. 

This SRC review should occur before experimentation 

begins. 


2) Proper euthanasia at the end of experimentation for tissue 

removal and/or pathological analysis is permitted. Only the 

Qualified Scientist or an institutional representative may 

perform the euthanasia. All methods of euthanasia must 

adhere to current AVMA Guidelines. 

3) Research projects that cause more than momentary pain or 

suffering to vertebrate animals are prohibited. The following 

table relates the USDA Pain Categories and the permissibility 

of studies for science fair projects. 

USDA Pain 

Definition ISEF 

Categories 

Guidelines 

Category A Live animals will receive non-painful 

manipulation. Animals may be euthanized 

to obtain tissues, cells, etc. 

Permitted 

Category B Live animals will receive momentary pain 

or stressful stimulus without anesthesia, 

which results in a short-term response. 

Examples include but are not limited to: 

injections, field trapping/tagging, blood 

sampling and standard agricultural 

husbandry practices. 

Permitted 

Category C Live animals will have significant 

manipulations, surgery, etc., performed 

while anesthetized. The animals will be 

euthanized at the termination of the 

procedure without regaining consciousness. 

Category D Live animals will have manipulations 

performed while anesthetized and are 

allowed to recover and/or animals will 

develop discernable clinical signs 

indicating pain, distress, or significant 

physiological changes spontaneously or as 

a result of specific experimental 

procedures. Examples include, but are not 

limited to: Survival surgical procedures of 

any type and some studies which would 

include tumor development. ALL SUCH 

STUDIES MUST INCLUDE TREATMENT 

TO ALLEVIATE PAIN OR DISTRESS. 

Category E Live animals will experience 

significant/severe pain or distress, without 

benefit of anesthetics, tranquilizers or 

analgesics. 

4) Research in nutritional deficiency, ingestion, inoculation or 

exposure to unknown or potentially hazardous materials or 

drugs is permitted to proceed only to the point where the first 

sign of the deficiency or effect appear. Appropriate measures 

must then be taken to correct the deficiency or drug effect, if 

such action is feasible. If not, the animal(s) must be 

euthanized. 






e. Regulated Research Institution Form (1C) 

f. Vertebrate Animal Form (5B) 

g. Qualified Scientist Form (2) 

Permitted only 

with proper 

training and 

certification 

Limited Category 

D procedures are 

permitted with 

proper training 

and certification. 

The project must 

adhere to all ISEF 

rules. Most 

Category D 

projects would 

be deemed 

inappropriate 

for high school 

students. 

PROHIBITED 

Sources of Information for 

Animal Care and Use 

1) Guide for the Care and Use of Laboratory Animals, 

Institute of Laboratory Animal Research (ILAR), 

Commission on Life Sciences, National Research 

http://dels.nas.edu/ilar_n/ilarhome/reports.shtml 

2) Principles and Guidelines for the Use of Animals in 

Precollege Education (a free pamphlet from ILAR) 

Can be found online: 

http://dels.nas.edu/ilar_n/ilarhome/reports.shtml 

3) Guidelines for the Care and Use of Mammals in 

Neuroscience and Behavioral Research (2003), Institute 

for Laboratory Animal Research (ILAR). 

To order these ILAR publications contact: 

National Academies Press 

500 Fifth Street, NW 

Lockbox 285 


phone: 888-624-8373 or 202-334-3313 

fax: 202-334-2451; http://www.nap.edu 

4) Federal Animal Welfare Act (AWA) 

7 U.S.C. 2131-2157 

Subchapter A - Animal Welfare (Parts I, II, III) 

http://www.nal.usda.gov/awic/legislat/awicregs.htm 

Above document is available from: 

USDA/APHIS/AC 

4700 River Road, Unit 84 

Riverdale, MD 20737-1234 

email: ace@aphis.usda.gov 

Tel: (301) 734-7833 

Fax: (301) 734-4978 

http://awic.nal.usda.gov 

5) Guide for the Care and Use of Agricultural Animals in 

Agricultural Research and Teaching (Agri-Guide) 

Federation of Animal Science Societies (FASS) 

1111 N. Dunlap Avenue 

Savoy, IL 61874 

phone: (217) 356-3182 

email: fass@assochq.org 

http://www.fass.org 

6) Guidelines for the Use of Fish in Research (2004), 

American Fisheries Society. 

http://www.fisheries.org/afs/publicpolicy.html 

7) Euthanasia Guidelines 

AVMA Guidelines on Euthanasia (June 2007) 

American Veterinary Medical Association. 

http://www.avma.org/issues/animal_welfare/ 

euthanasia.pdf 


Sources of Information for Alternative Research 

and Animal Welfare 

1) The National Library of Medicine provides computer 

searches through MEDLINE: 

Reference & Customer Services 

National Library of Medicine 

8600 Rockville Pike 

Bethesda, MD 20894 

1-888-FIND-NLM or 1-888-346-3656 

(301) 594-5983; email: custserv@nlm.nih.gov 

http://www.nlm.nih.gov 

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi 

2) National Agriculture Library (NAL) provides reference 

service for materials that document a) Alternative 

Procedures to Animal Use and b) Animal Welfare. 

Animal Welfare Information Center 

National Agriculture Library 

10301 Baltimore Avenue, Room 410 

Beltsville, MD 20705-2351 

phone: (301) 504-6212, fax: (301) 504-7125 

email: awic@nal.usda.gov 

http://www.nal.usda.gov/awic 

3) Institute of Laboratory Animal Resources (ILAR) provides a 

variety of information on animal sources, housing and 

handling standards, and alternatives to animal use through 

annotated bibliographies published quarterly in ILAR 

Journal. 

ILAR 

The Keck Center of the National Academies 

500 Fifth Street, NW, Keck 687 


phone: (202) 334-2590, fax: 202-334-1687 

email: ILAR@nas.edu 

http://dels.nas.edu/ilar/ 

Quarterly bibliographies of Alternatives to the Use of Live 

Vertebrates in Biomedical Research and Testing may be 

obtained from: 

Specialized Information Services 

NLM/NIH 

2 Democracy Plaza, Suite 510 

6707 Democracy Blvd., MSC 5467 

Bethesda, MD 20892-5467 

Ph: 301-496-1131; Fax: 301-480-3537 

Toll Free: 1-888-FIND NLM or 1-888-346-3656 

Email: tehip@teh.nlm.nih.gov 

http://www.sis.nlm.nih.gov; 

http://toxnet.nlm.nih.gov/altbib.html 

5) John’s Hopkins Center for Alternatives to Animal Testing 

(CAAT) has worked with scientists since 1981 to find new 

methods to replace the use of laboratory animals in 

experiments, reduce the number of animals tested, and refine 

necessary tests to eliminate pain and distress. 

email: caat@jhsph.edu 

http://caat.jhsph.edu/ 


� Potentially Hazardous Biological Agents � 

(includes rules involving microrganisms, rDNA, and human and vertebrate animal tissues) 

Projects involving microorganisms (including bacteria, viruses, 7) Research determined to be a Biosafety Level 2 (BSL-2) 

viroids, prions, rickettsia, fungi, and parasites), recombinant 

MUST be conducted in a laboratory rated BSL-2 or above 

DNA (rDNA) technologies or human or animal fresh/frozen 

(commonly found in a regulated research institution). The 

tissues, blood, or body fluids may involve working with 

research must be reviewed and approved by the 

potentially hazardous biological agents. Students are permitted Institutional Biosafety Committee (IBC) or a letter obtained 

to do research projects with potentially hazardous biological 

from an institutional representative that the research does 

agents as long as every effort is made to ensure that they work 

not require review. The research must be supervised by a 

safely and that the projects meet the conditions and rules 

Qualified Scientist. The student researcher must receive 

described below. The following rules were developed to protect extensive training, demonstrate competency and be directly 

students and to help them adhere to federal and international 

supervised while conducting microbiological procedures. 

biosafety regulations and guidelines. 

8) Research determined to be biosafety levels 3 or 4 is 

When dealing with potentially hazardous biological agents it is prohibited for precollege students. 

the responsibility of the student and all of the adults involved in 9) Studies intended to produce or genetically engineer 

a research project to conduct and document a risk assessment bacteria with multiple antibiotic resistance are prohibited. 

to define the potential level of harm, injury or disease to plants, Extreme caution should be exercised when selecting out 

animals and humans that may occur when working with 

antibiotic resistant organisms. Studies using such 

biological agents. The risk assessment determines a final 

organisms require at least BSL-2 containment. 

biosafety level which then determines the laboratory facilities, 10) All potentially hazardous biological agents must be properly 

equipment, training, and supervision required for the research 

disposed of at the end of experimentation in accordance 

project to proceed. See page 23. 

with their biosafety level. Following are acceptable 

All projects involving microorganisms, recombinant DNA 

technologies and human or animal fresh/frozen tissues, blood or 

body fluids must adhere to the rules below AND, depending on 

the study, to the additional rules in Section A, B or C. 

Rules for ALL Studies Involving 

procedures for disposal of cultured materials: Autoclaving 

at 121 degrees Celsius for 20 minutes, use of 10% sodium 

hypochlorite, incineration, alkaline hydrolysis, and biosafety 

pick-up. 

11) Studies involving the culturing of human or animal waste, 

including sewage sludge, must be treated as a BSL-2 study. 

Potentially Hazardous Biological Agents 12) The following types of studies are exempt from prior SRC 

1) The use of potentially hazardous microorganisms (including 

bacteria, viruses, viroids, prions, rickettsia, fungi, and 

parasites), recombinant DNA (rDNA) technologies or human 

or animal fresh/frozen tissues, blood, or body fluids is 

allowable under the conditions and rules that follow. All of 

these areas of research may involve potentially hazardous 

biological agents and require special precautions. 

2) An appropriate review and approval committee (SRC, IBC, 

IACUC) must approve all research before experimentation 

begins. The initial risk assessment determined by the student 

researcher and adults supervising the project must be 

confirmed by the SRC. 

3) Experimentation involving culturing of potentially hazardous 

biological agents, even BSL-1 organisms, is prohibited in a 

home environment. However, specimens are allowed to be 

collected at home as long as they are immediately transported 

to a laboratory with the appropriate level of biosafety 

containment. 

4) Naturally-occuring plant pathogens may be studied (not 

cultured) at home, but may not be introduced into a home/ 

review 

A. No additional forms required: 

1) Studies involving baker’s yeast and brewer’s yeast, 

except when involved with rDNA studies 

2) Commercially-available coliform water test kits 

3) Studies involving Lactobacillus, Bacillus thurgensis, 

nitrogen-fixing, oil-eating bacteria and algae-eating 

bacteria introduced into their natural environment. (Not 

exempt if cultured in a petri dish environment that could 

potentially be contaminated). 

B. Require completed Risk Assessment Form 3: 

1) Studies involving protists, archae and similar 

microorganisms 

2) Research using manure for composting or other nonculturing 

experiments and fuel production. 

13) Any proposed changes in the Student Checklist (1A) and 

Research Plan by the student after initial SRC approval 

must have subsequent SRC or IBC review and approval 

before such changes are made and before experimentation 

resumes. 

garden environment. 


5) A risk assessment must be conducted by the student and 

adult supervisors prior to experimentation and a final 

biosafety level must be determined or confirmed by the SRC. 

See page 23. 

6) Research determined to be at Biosafety Level 1(BSL-1) may 

be conducted in a BSL-1 or higher laboratory. The research 

must be supervised by a Qualified Scientist or a trained 

Designated Supervisor. The student must be properly trained 

in standard microbiological practices. 

a. 

b. 

c. 

d. 

e. 

f. 

Checklist for Adult Sponsor (1), Student Checklist 

(1A), Research Plan, and Approval Form (1B) 

Regulated Research Institution Form (1C) - if appl. 

Qualified Scientist (2), if applicable 

Risk Assessment (3), if applicable 

PHBA Risk Assessment Form (6A) 

Human and Vertebrate Animal Tissue Form (6B) – for 

all studies involving tissues and body fluids. 


A. Additional Rules for Projects Involving Unknown 

Microorganisms 

Studies involving unknown microorganisms present a challenge 

because the presence, concentration and pathogenicity of 

possible agents are unknown. In science fair projects these 

studies typically involve the collection and culturing of 

microorganisms from the environment (e.g. soil, household 

surfaces, skin, etc.) 

1) Research with unknown microorganisms can be treated as a 

BSL-1 study under the following conditions: 

a) Organism is cultured in a plastic Petri dish (or other 

standard non-breakable container) and sealed. Other 

acceptable containment include petri film and doubled 

heavy-duty (2-ply) sealed bags. 

b) Experiment involves only procedures in which the Petri dish 

remains sealed throughout the experiment (i.e. counting 

presence of organisms or colonies). 

c) The sealed Petri dish is disposed of in the appropriate 

manner under the supervision of the Designated Supervisor. 

2) If a culture is opened for identification, sub-culturing or 

isolation, it must be treated as a BSL-2 study and involve BSL- 

2 laboratory procedures. 

B. Additional Rules for Projects Involving 

Recombinant DNA (rDNA) Technologies 

Studies involving rDNA technologies in which microorganisms 

have been genetically modified require close review to assess risk 

level assignment. There are a few rDNA studies that can be 

safely conducted in a BSL-1 high school laboratory with prior 

review by a knowledgeable SRC. 

1) All rDNA technology studies involving BSL-1 organisms and 

BSL-1 host vector systems may be conducted in a BSL-1 

laboratory under the supervision of a Qualified Scientist or 

trained Designated Supervisor and must be approved by the 

SRC prior to experimentation. Examples include cloning of 

DNA in E. coli K12, S. cerevesiae, and B. subtilis host-vector 

systems. 

2) Commercially available rDNA kits using BSL-1 organisms may 

be conducted in a BSL-1 laboratory under the supervision of a 

qualified scientist or trained designated supervisor and must 

be approved by the SRC prior to experimentation. 

3) A rDNA technology study that involves BSL-1 agents that 

may convert to BSL-2 agents during the course of 

experimentation must be conducted entirely in a BSL-2 facility. 

4) All rDNA technology studies involving BSL-2 organisms and/ 

or BSL-2 host vector systems must be conducted in a 

regulated research institution and approved by the IBC prior 

to experimentation. 

5) Propagation of recombinants containing DNA coding for 

oncogenes or other human, plant or animal toxins (including 

viruses) are prohibited. 

C. Additional Rules for Projects Involving Tissues & 

Body Fluids, including Blood and Blood Products 

Studies involving fresh/frozen tissue, blood or body fluids 

obtained from humans and/or vertebrate may contain 

microorganisms and have the potential of causing disease. 

Therefore, a proper risk assessment is required. 

1) If tissues are obtained from an animal that was sacrificed for a 

purpose other than the students’ project, it may be considered 

a tissue study. Documentation of the IACUC approval for the 

original animal study from which tissues are obtained is 

required. 

2) If the animal was euthanized solely for the student’s project, 

the study must be considered a vertebrate animal project and 

adhere to the vertebrate animal rules for studies conducted at a 

regulated research institution. (See vertebrate animal rules, pg 

17.) 

3) Biosafety level 1 studies involve the collection and examination 

of fresh/frozen tissue and/or body fluids, (not including blood 

or blood products, see rule 5) from a non-infectious source with 

little likelihood of microorganisms present. Biosafety level 1 

studies can be conducted in a BSL-1 laboratory and must be 

supervised by a Qualified Scientist or trained Designated 

Supervisor. 

4) Biosafety level 2 studies involve the collection and examination 

of fresh/frozen tissues or body fluids that may contain 

microorganisms belonging to BSL-1 or 2. These studies must 

be conducted in a regulated research institution under the 

supervision of a Qualified Scientist. 

5) All studies involving human or wild animal blood or blood 

products should be considered a Biosafety level 2 study and 

must be conducted in a BSL-2 laboratory under the supervision 

of a Qualified Scientist. All studies involving domestic animal 

blood may be considered a BSL-1 level study. All blood must 

be handled in accordance with standards and guidelines set 

forth in the OSHA, 29CFR, Subpart Z. Any tissue or 

instruments with the potential of containing bloodborne 

pathogens (eg. blood, blood products, tissues that release 

blood when compressed, blood contaminated instruments) 

must be properly disposed of after experimentation. 

6) Human breast milk of unknown origin, unless certified free of 

HIV and Hepatitis C and domestic unpasteurized animal milk are 

considered BSL-2. Pasteurized domestic animal milk may be 

considered BSL-1. 

7) Any study involving the collection and examination of body 

fluids which may contain biological agents belonging to BSL-3 

or 4 is prohibited for precollege students. 

8) Studies of human body fluids, where the sample can be 

identified with a specific person, must have IRB review and 

informed consent. Students using their own body fluids are 

exempt from this requirement. 

9) Studies involving human embryonic human stem cells must be 

conducted in a registered research institution and reviewed 

and approved by the ESCRO (Embryonic Stem Cell Research 

Oversight) Committee. 


10) The following types of tissue do not need to be treated as 

potentially hazardous biological agents: 

a. Plant tissue 

b. Established cell and tissue cultures (e.g., obtained from the 

American Type Culture Collection). The source and catalog 

number of the cultures should be identified in the Research Plan 

Risk assessment defines the potential level of harm, injury or 

disease to plants, animals and humans that may occur when 

working with biological agents. The end result of a risk 

assessment is the assignment of a final biosafety level which 

then determines the laboratory facilities, equipment, training, 

and supervision required for the research project to proceed. 

Risk assessment involves: 

• Assignment of the biological agent to a risk group 

o Studies involving a known microorganism should 

begin with an initial assignment of the microorganism 

to a biosafety level risk group based on information 

available through a literature search. 

o The study of unknown microorganisms and the use of 

fresh tissues should rely on the expertise of qualified 

adults supervising the project. 

• Determination of the level of biological containment 

available to the student researcher to conduct the 

Classification of Biological Agents Risk Groups 

Biological agents, plant or animal, are classified according to 

biosafety level risk groups. These classifications presume 

ordinary circumstances in the research laboratory, or growth 

of agents in small volumes for diagnostic and experimental 

purposes. 

BSL-1 risk group contains biological agents that pose low 

risk to personnel and the environment. These agents are 

highly unlikely to cause disease in healthy laboratory 

workers, animals or plants. The agents require Biosafety 

Level 1 containment. Examples of BSL-1 organisms are: 

Aspergillus niger, Escherichia coli strain K12, 

Agrobacterium tumifaciens, Micrococcus leuteus, 

Neurospora crassa, Pseudomonas fluorescens, Serratia 

marcescens. 

BSL-2 risk group contains biological agents that pose 

moderate risk to personnel and the environment. If 

exposure occurs in a laboratory situation, the risk of spread 

is limited and it rarely would cause infection that would lead 

to serious disease. Effective treatment and preventive 

measures are available in the event that an infection occurs. 

The agents require Biosafety Level 2 containment. 

Examples of BSL-2 organisms are: Mycobacterium, 

Streptococcus pneumonia, Salmonella choleraesuis. 

BSL-3 risk group contains biological agents that usually 

cause serious disease (human, animal or plant) or that can 

result in serious economic consequences. PROHIBITED 

BSL-4 risk group contains biological agents that usually 

produce very serious disease (human, animal or plant) that 

is often untreatable. PROHIBITED 

Risk Assessment 

(Use this information to complete PHBA Risk Assessment Form 6A) 

c. Meat or meat by-products obtained from food stores, 

restaurants, or packing houses 

d. Hair 

e. Teeth that have been sterilized to kill any blood borne pathogen 

that may be present. Chemical disinfection or autoclaving at 

121 degrees Celsius for 20 minutes is a recommended procedure. 

f. Fossilized tissue or archeological specimens 

g. Prepared fixed tissue 

experimentation. (Please see Levels of Biological 

Containment below for more details.) 

• Assessment of the experience and expertise of the adult(s) 

supervising the student. 

• Assignment of a final biosafety level for the study based 

on risk group of biological agent, level of biological 

containment available and the expertise of the Qualified 

Scientist or Designated Supervisor who will be supervising 

the project. 

If a study is conducted at a non regulated site (e.g. school), the 

final biosafety level must be confirmed by the SRC. If the 

research is conducted at a regulated site, the final biosafety level 

must be assigned by an Institutional Biosafety Committee (IBC) 

or equivalent approval body or a letter obtained from an 

institutional representative that the research does not require 

review. If no approval body exists at the regulated site, the SRC 

should review the project and assign a final biosafety level. 

Levels of Biological Containment 

There are four levels of biological containment (Biosafety 

Level 1 - 4). Each level has guidelines for laboratory facilities, 

safety equipment and laboratory practices and techniques. 

BSL-1 containment is normally found in water-testing 

laboratories, in high schools, and in colleges teaching 

introductory microbiology classes. Work is done on an open 

bench or in a fume hood. Standard microbiological practices 

are used when working in the laboratory. Decontamination 

can be achieved by treating with chemical disinfectants or by 

steam autoclaving. Lab coats are required and gloves 

recommended. The laboratory work is supervised by an 

individual with general training in microbiology or a related 

science. 

BSL-2 containment is designed to maximize safety when 

working with agents of moderate risk to humans and the 

environment. Access to the laboratory is restricted. 

Biological safety cabinets (Class 2, type A, BSC) must be 

available. An autoclave should be readily available for 

decontaminating waste materials. Lab coats, gloves and face 

protection are required. The laboratory work must be 

supervised by a competent scientist who understands the risk 

associated with working with the agents involved. 

BSL-3 containment is required for infectious agents that may 

cause serious or potentially lethal diseases as a result of 

exposure by inhalation. PROHIBITED 

BSL-4 containment is required for dangerous/exotic agents 

that pose high risk of life-threatening disease. PROHIBITED 



American Biological Safety Association: ABSA Risk Group 

Classification – list of organisms 

http://www.absa.org 

American Type Culture Collection 

(703) 365-2700; 1(800) 638-6597 (US, Canada, & PR) 

http://www.atcc.org 

Bergey’s Manual of Systematic Bacteriology website – 

follow the links for resources and microbial databases for a 

collection of international websites of microorganisms and 

cell cultures: http://www.bergeys.org 

Biosafety in Microbiological and Biomedical Laboratories 

(BMBL) - 4th Edition. Published by CDC-NIH, 

To order: Office of Health and Safety 

Centers for Disease Control and Prevention 

1600 Clifton Road, NE, Mailstop F05 

Atlanta, GA 30333 

http://www.cdc.gov/od/ohs/biosfty/biosfty.htm 

World Health Organization 

Laboratory Safety Manual-3 rd Edition 

http://www.who.int/csr/resources/publications/biosafety/ 

Biosafety7.pdf 

Available online in English, French, Spanish, & Portuguese. 

Provides practical guidance on biosafety techniques for use 

in laboratories at all levels. Includes risk assessment and 

safe use of recombinant DNA technology, and provides 

guidelines for the commissioning and certification of 

laboratories. 

Canada – Agency of Public Health – list of non-pathogenic 

organisms 

http://www.phac-aspc.gc.ca/ols-bsl/pathogen/ 

organism_e.html 

Microorganisms for Education Website – list of organisms 

http://www.science-projects.com/safemicrobes.htm 

NIH Guidelines for Research Involving Recombinant DNA 

Molecules. Published by National Institutes of Health. 

http://www4.od.nih.gov/oba/ 

OSHA – Occupational Health and Safety Administration 

http://www.osha.gov 

The Mad Scientist Network at Washington University 

School of Medicine: http://www.madsci.org 


� Hazardous Chemicals, Activities or Devices � 

(Includes DEA-controlled substances, prescription drugs, alcohol & tobacco, firearms and explosives, radiation, lasers, etc.) 

The following rules apply to research that involves the use of 

hazardous chemicals, devices and activities. The rules include 

substances and devices that are regulated by local, state, 

country, or international law, most often with restrictions of 

their use by minors such as DEA-controlled substances, 

prescription drugs, alcohol and tobacco and firearms and 

explosives. Hazardous activities are those that involve a level 

of risk above and beyond that encountered in the student’s 

everyday life. 

These rules are intended to protect the student researcher by 

ensuring that the proper supervision is provided and that all 

potential risks are considered so that the appropriate safety 

precautions are taken. Before beginning research involving 

hazardous chemicals, activities or devices, be sure to check 

with your school, local, or regional fair as more strict rules and 

guidelines may be in effect. 

Rules for ALL Projects Involving Hazardous 

Chemicals, Activities and Devices 

1) The use of hazardous chemicals and devices and 

involvement in hazardous activities require direct 

supervision by a Designated Supervisor, except those 

involving DEA-controlled substances which require 

supervision by a Qualified Scientist. 

2) The student researcher must conduct a risk assessment in 

collaboration with a Designated Supervisor or Qualified 

Scientist prior to experimentation. This risk assessment is 

documented on the Risk Assessment Form (3). 

3) Student researchers must acquire and use regulated 

substances in accordance with all local, state, U.S. federal 

and country laws. For further information or classification for 

these laws and regulations, please contact the regulatory 

agencies listed below. 

4) For all chemicals, devices or activities requiring a Federal 

and/or State Permit, the student/supervisor will be expected 

to have the permit prior to the onset of experimentation. A 

copy of the permit should be available for review by adults 

supervising the project and/or the Scientific Review 

Committee in their review prior to competition. 

5) The student researcher must design experiments to minimize 

the impact that an experiment has on the environment, for 

instance using minimal quantities of chemicals that must 

subsequently be disposed of in an environmentally safe 

manner in accordance with good laboratory practices. 






e. Regulated Research Institution Form (1C) - if 

applicable 

f. Qualified Scientist Form (2) - if applicable 

g. Risk Assessment Form (3) 

Additional Rules for Specific Regulated Substances 

There are additional rules for the following regulated 

substances: 

A. DEA-controlled Substances 

B. Prescription Drugs 

C. Alcohol & Tobacco 

D. Firearms and Explosives 

A. DEA-Controlled Substances 

The U.S. Drug Enforcement Administration (DEA) regulates a 

number of chemicals that can be diverted from their regular 

use to make illegal drugs. Other countries may have similar 

regulatory bodies; students outside of the U.S. should consult 

the drug regulatory agency in their country in addition to 

being aware of DEA regulations. DEA-controlled substances 

and their schedule number can be found at the DEA website 

listed in the Sources of Information at the end of the section. If 

a student is uncertain whether chemicals involved in a project 

are controlled by the DEA, he/she should consult the listing 

of DEA-controlled substances. 

1) All studies using DEA-controlled substances must be 

supervised by a Qualified Scientist who is licensed by the 

DEA (or other appropriate international regulatory body) 

for use of the controlled substance. 

2) All studies using DEA Schedule 1 substances must have 

the research protocol approved by DEA before research 

begins. Schedule 2, 3 and 4 substances do not require 

protocol approval by DEA. 

B. Prescription Drugs 

Prescription drugs are drugs regulated by federal or country 

laws and are available only through a pharmacy to protect 

against inappropriate or unsafe use. Therefore, special 

precautions must be taken in their use for a science project. 

1) Students are prohibited from administering prescription 

drugs to human subjects. (see p. 14) 

2) Administering any prescription drug to vertebrate animals 

must be done under all appropriate vertebrate animal rules 

and guidelines. (see p. 17) 

C. Alcohol and Tobacco 

The U.S. Alcohol and Tobacco Tax and Trade Bureau (TTB) 

regulates the production of alcohol and distribution of alcohol 

and tobacco products. Many such products have an age 

restriction for purchase, possession and consumption. 

Students outside of the U.S. must additionally adhere to their 

local and country laws and regulations. 

The Designated Supervisor is responsible for the acquisition, 

usage and appropriate disposal of the alcohol or tobacco used 

in the study. 

1) Production of ethyl alcohol is allowable in the home under 

the supervision of the parents and must meet the TTB 

home production regulations. 


2) Yeast fermentation studies in which minute quantities of 

ethyl alcohol are produced are permitted. 

3) Students are allowed to conduct science fair experiments 

involving the distillation of alcohol for fuel production. 

However, to do so, the work must be conducted at school 

and a TTB permit must be obtained by school authorities. 

Details regarding this process are available from the Alcohol 

and Tobacco Tax and Trade Bureau (TTB) website 

referenced in the Sources of Information section below. 

D. Firearms and Explosives 

The U.S. Bureau of Alcohol, Tobacco, Firearms and Explosives 

(ATF), along with state agencies, regulates the purchase and 

use of firearms and explosives. A firearm is defined as a small 

arms weapon from which a projectile is fired by gunpowder. An 

explosive is any chemical compound, mixture or device, the 

primary purpose of which is to function by explosion. 

Explosives include, but are not limited to, dynamite, black 

powder, pellet powder, detonators, and ignitors. 

The purchase of a firearm by a minor is generally unlawful. The 

use of a firearm, without proper state certification, is illegal. 

Students should check the training and certification 

requirements of individual states and countries. 

1) Projects involving firearms and explosives are allowable 

when conducted with the direct supervision of a 

Designated Supervisor and when in compliance with all 

federal, state and local laws. 

2) A fully assembled rocket motor, reload kit or propellant 

modules containing more than 62.5 grams of propellant are 

subject to the permitting, storage and other requirements of 

federal explosive laws and regulations. 

Note: A “potato gun” is not a firearm unless it is intended to 

be used as a weapon. A “potato” gun used in a science fair 

project should be treated as a hazardous device. 

Guidance for Risk Assessment 

Please find below guidance on conducting risk assessment 

when using the following: 

A. Hazardous Chemicals 

B. Hazardous Devices 

C. Radiation 

A. Hazardous Chemicals 

A proper risk assessment of chemicals should include review of 

factors such as the degree of toxicity, reactivity, flammability or 

corrosiveness. 

Toxicity – the tendency of a chemical to be hazardous to 

health when inhaled, swallowed, injected or in contact with 

the skin 

Reactivity - the tendency of a chemical to undergo chemical 

change 

Flammability – the tendency of a chemical to give off vapors 

which readily ignite when used under normal working 

conditions 

Corrosiveness – the tendency of a chemical, upon physical 

contact, to harm or destroy living tissues or physical 

equipment. 

When doing a risk assessment the type and amount of 

exposure to a chemical must be considered. For example, an 

individual’s allergic and genetic disposition may have an 

influence on the overall effect the chemical may have. The 

student researcher must refer to Material Safety Data Sheets 

(MSDS) to ensure that proper safety precautions are taken. 

Some MSDS sheets (e.g., Flinn) rank the degree of hazard 

associated with a chemical. This rating may assist students 

and adult sponsors in determining risk associated with the use 

of a chemical. 

A risk assessment must include proper disposal methods for 

the chemicals used in an experiment. The Flinn Catalog 

(referenced below) provides good information for the proper 

disposal of chemicals. If applicable, the student researcher must 

incorporate in the research plan disposal procedure required by 

federal and state guidelines. 

Environmentally Responsible Chemistry 

The mission of environmentally responsible (green) 

chemistry is to avoid the use or production of hazardous 

substances during chemical process. The principles of 

green chemistry are described on the EPA website in the 

Sources of Information section. Whenever possible the 

following principles should be incorporated into the 

research plan. 

• Prevent waste 

• Use safer chemicals and products 

• Design less hazardous chemical syntheses 

• Use renewable materials 

• Use catalysts 

• Use safer solvents and reaction conditions 

• Increase energy efficiency 

• Minimize the potential for accident 

B. Hazardous Devices 

A risk assessment for the use of hazardous devices must 

consider all potential risks for the student researcher using the 

device. While many household items (iron, saw, drill, etc.) can 

be hazardous if used improperly, the documentation of a risk 

assessment (Form 3) is required when a student researcher 

works with potentially dangerous laboratory equipment and 

other devices that require a moderate to high level of expertise 

to ensure their safe usage. 

Certain laboratory equipment may present a greater risk than 

other equipment. For example, hot plates and Bunsen burners 

may not require a documented risk assessment, whereas other 

devices such as high vacuum equipment, heated oil baths, 

NMR equipment, UV lights, lasers and high-temperature ovens 

require documentation of a risk assessment (Form 3.) 


C. Radiation 

A risk assessment must be conducted when a student uses 

non-ionizing radiation beyond that normally encountered in 

everyday life. Non-ionizing radiation includes the spectrum of 

ultraviolet (UV), visible light, infrared (IR), microwave (MW), 

radiofrequency (RF) and extremely low frequency (ELF). Lasers 

usually emit visible, ultraviolet or infrared radiation. Lasers are 

classified into four classes based upon their safety. 

Manufacturers are required to label Classes II – IV lasers. 

• Class I lasers are those found in CD players, laser 

printers, geological survey equipment and some 

laboratory equipment. There are no known risks 

associated with using a class 1 laser. 

• Class II lasers are found in laser pointers, aiming and 

range finding devices and pose a risk if the beam is 

directly viewed over a long period of time. 

• Class III lasers are found in higher powered laser 

pointers, printers and spectrometers. They are to be 

considered hazardous devices which can cause eye 

damage when the beam is directly viewed even for a 

short period of time. 

• Class IV lasers are high powered lasers used in 

surgery, research, and industrial settings. They are 

extremely hazardous and can cause eye and skin 

damage from both direct and indirect exposure. The 

beam is also a fire hazard. 

A risk assessment must be conducted when a student uses 

ionizing radiation beyond that normally encountered in 

everyday life. Projects involving radionuclides (radioisotopes) 

and X-rays must involve a careful examination of the risks 

associated with the study. Depending upon the level of 

exposure, radiation released from these sources can be a health 

hazard. Most research institutions have a Radiation Safety 

Office which oversees the use of ionizing radiation and ensures 

compliance with state and federal regulations. 


General Lab/Chemical Safety 

Safety in Academic Chemistry Laboratories, volumes 1 and 

2, 2003. Washington, DC: American Chemical Society. 

Order from (first copy free of charge): 

American Chemical Society 

Publications Support Services 

1155 16th Street, NW 


phone: (202) 872-4554 or 1-800-227-5558 

email: pss@acs.org, website: http://pubs.acs.org/ 

Safety in the Research Laboratory 

A free DVD from Howard Hughes Medical Institute that 

includes sections on working with cell cultures, 

radioactive materials and other laboratory materials. 

Other free safety DVD’s are also available: order from the 

website: 

http://catalog.hhmi.org/index.jsp 

Environmental Protection Agency (EPA) website for green 

chemistry: http://www.epa.gov/greenchemistry 

Material Safety and Data Sheets (MSDS) 

MSDS should be collected by your laboratory or available 

from the manufacturer. The internet also has a range of free 

resources: 

http://www.flinnsci.com - A directory of MSDS sheets from 

Flinn Scientific Inc. that includes a ranking of hazard level 

and disposal methods 

http://www.ilpi.com/msds/index.html - A listing of numerous 

sites that have free downloads of MSDS sheets 

DEA Controlled Substances 

Drug Enforcement Agency website: 

http://www.usdoj.gov/dea 

Controlled Substance Schedules – a list of controlled 

substances : http://www.deadiversion.usdoj.gov/ 

schedules/schedules.htm 

Alcohol, Tobacco Firearms and Explosives 

Alcohol and Tobacco Tax and Trade Bureau 

http://www.ttb.gov/ 

Bureau of Alcohol, Tobacco, Firearms and Explosives 

http://www.atf.gov 

Radiation 

Radiation Studies Information (CDC) 

http://www.cdc.gov/nceh/radiation/default.htm 

CDC Laboratory Safety Manuals 

http://www.cdc.gov/od/ohs/safety/SUPSAFE.PDF 

http://www.cdc.gov/od/ohs/safety/S2.pdf 

Occupational Safety and Health Administration Documents 

available from: 

OSHA Publications 

P.O. Box 37535 


phone: (202) 693-1888; fax: (202) 693-2498 

http://www.osha.gov 

PUB 8-1.7 - Guidelines for Laser Safety and Hazard Assessment 

STD 1-4.1 - OSHA Coverage of Ionizing Radiation Sources Not 

Covered by Atomic Energy Act of 1954 

U.S. Nuclear Regulatory Commission 

Material Safety and Inspection Branch 

One White Flint North 

11555 Rockville Pike 

Rockville, MD 20852-2738 

phone: (301) 415-8200; (800) 368-5642 

http://www.nrc.gov 


Information on Required Abstract & Certification for ALL Projects at the Intel ISEF 

* This form may not be relevant for your regional or state fair; please refer to instructions from your affiliated fair.* 

In ADDITION to the basic form requirements for ALL Projects and any other requirements due to specific areas of research, an 

Abstract & Certification is required at the conclusion of research. Details on this requirement follow. 

Completing the Abstract 

After finishing research and 

experimentation, you are required to write 

a (maximum) 250 word, one-page abstract. 

This should be written on the Official 

Abstract and Certification Form as 

provided by Society for Science & the 

Public. The abstract should include the 

following: 

a) purpose of the experiment 

b) procedure 

c) data 

d) conclusions 

It may also include any possible research 

applications. Only minimal reference to 

previous work may be included. An 

abstract must not include the following: 

a) acknowledgments (including 

naming the research institution and/ 

or mentor with which you were 

working), or self-promotions and 

external endorsements 

b) work or procedures done by the 

mentor 

Completing the Certification 

At the bottom of the Abstract & Certification 

form there are five questions. Please read 

each carefully, answer appropriately, and 

sign in the signature box to certify your 

answers. The Intel ISEF Scientific Research 

Committee will review and approve the 

abstract and answers to the questions. 

Revisions or questions will be resolved via 

an SRC appointment on site at the Intel ISEF. 

Please bring a copy of your Abstract & 

Certification to the fair. Only after final Intel 

ISEF SRC approval has been obtained via a 

stamped/embossed copy of this Abstract & 

Certification may a Finalist make copies to 

hand out to the judges and the public. 

Intel ISEF Sample Abstract & Certification 

Title 

Finalist’s Name 

School Name, City and State, Country 

Start Typing the Body of Your Abstract Here Beginning at the Left Margin 

Sample Intel ISEF Official Abstract & Certification 

Category 

Pick one only-mark 

an “X” in 

box at right 

Animal Sciences 

Behavioral and Social 

Science 

Biochemistry 

Cellular & Molecular 

Biology 

Chemistry 

Computer Science 

Earth Science 

Eng. Materials & 

Bioengineering 

Eng.: Electrical & 

Mechanical 

Energy & 

Transportation 

Environmental 

Sciences 

Environmental 

Management 

Mathematical Sciences 

Medicine and Health 

Microbiology 

Physics & Astronomy 

Plant Sciences 

1. As a part of this research project, the student directly handled, manipulated, or interacted with (check all 

that apply): human subjects 

potentially hazardous biological agents: 

vertebrate animals 

microorganisms rDNA tissue 

2. Student independently performed all procedures as outlined in this abstract. yes no 

3. Student worked or used equipment in a site other than school, field or home. yes no 

4. This project is a continuation of previous research . 

I/We hereby certify that the above statements are correct and the 

information provided in the Abstract is the result of one year’s 

research. I/We also attest that the above properly reflects my/our own 

work. 

Finalist or Team Leader Signature Date 

yes no 

5. My display board includes non-published photographs/visual depictions 

of humans (other than myself): 

yes no 

This embossed seal attests that this project is in compliance with all federal and state laws and 

regulations and that all appropriate reviews and approvals have been obtained including the 

final clearance by the Intel ISEF Scientific Review Committee. 

FOR INTEL 

ISEF OFFICIAL 

USE ONLY 

NOTE: Your abstract must be on the Intel International Science 

and Engineering Fair Abstract & Certification form and embossed/ 

stamped by the Intel ISEF Scientific Review Committee before it 

is displayed or handed out. No pasted or taped text will be 

permitted. No other format or version of your approved Abstract 

& Certification will be allowed for any purpose at the Intel ISEF. 


Checklist for Adult Sponsor (1) 

This completed form is required for ALL projects and 

must be completed before experimentation 

To be completed by the Adult Sponsor in collaboration with the student researcher: 

Student’s Name: 

Project Title: 

1) I have reviewed the ISEF Rules and Guidelines. 

2) I have reviewed the student’s completed Student Checklist (1A) and Research Plan. 

3) I have worked with the student and we have discussed the possible risks involved in the project. 

4) The project involves one or more of the following and requires prior approval by an SRC, IRB, IACUC or IBC: 

Humans 

Potentially Hazardous Biological Agents: 


Microorganisms rDNA Tissues 

5) Forms to be completed for ALL Projects: 

Adult Sponsor Checklist (1) 

Student Checklist (1A) 

Research Plan 

Approval Form (1B) 

Regulated Research Institutional/Industrial Setting Form (1C) (when applicable) 

Continuation Form (7) (when applicable) 

6) Additional forms required if the project includes the use of one or more of the following (check all that apply): 

Humans (Requires prior approval by an Institutional Review Board (IRB), see pp. 13-16 for full text of the rules) 

Human Subjects Form (4) 

Qualified Scientist Form (2) (if applicable and/or required by the IRB) 

Vertebrate Animals (Requires prior approval, see pp. 17-20 for full text of the rules) 

Vertebrate Animal Form (5A) - for projects conducted in a non-regulated research site (SRC prior approval required.) 

Vertebrate Animal Form (5B) - for projects conducted at a Regulated Research Institution. (Institutional Animal Care and 

Use Committee (IACUC) approval required prior experimentation.) 

Qualified Scientist Form (2) (Required for all vertebrate animal projects at a regulated research site or when applicable) 

Potentially Hazardous Biological Agents (Requires prior approval by SRC, IACUC or Institutional Biosafety Committee (IBC), see 

pp. 21-24 for full text of the rules.) 

Potentially Hazardous Biological Agents Risk Assessment Form (6A) 

Human and Vertebrate Animal Tissue Form (6B) - to be completed in addition to Form 6A when project involves the use of 

fresh or frozen tissue, primary cell cultures, blood, blood products and body fluids. 

Qualified Scientist Form (2) (when applicable) 

Risk Assessment Form (3) Required for projects involving protists, archae and similar microorganisms and for projects 

using manure for composting, fuel production or other non-culturing experiments (6A, 6B and 2 are not required) 

Hazardous Chemicals, Activities and Devices (No prior approval required, see pp.25-27 for full text of the rules.) 

Risk Assessment Form (3) 

Qualified Scientist Form (2) (required for projects involving DEA-controlled substances or when applicable) 

Adult Sponsor’s Printed Name Signature Date of Review 

(Must be prior to experimentation.) 

Phone Email 

International Rules 2008/2009 full text of the rules and copies of forms are available at www.societyforscience.org/isef Page 29

1) a. Student/Team Leader: Grade: 

Email: Phone: 

b. Team Member: c. Team Member: 

2) Title of Project: 

Student Checklist (1A) 

This form is required for ALL projects. 

3) School: School Phone: 

School Address: 

4) Adult Sponsor: Phone/Email: 

5) Is this a continuation from a previous year? 

If Yes: 

Yes No 

a) Attach the previous year’s Abstract Form 1A and Research Plan 

b) Explain how this project is new and different from previous years on Continuation Form (7) 

6) This year’s laboratory experiment/data collection will begin: (must be stated (mm/dd/yy) 

Projected Start Date: Projected End Date: 

(Projected dates are required for projects that require SRC/IRB prior review) 

ACTUAL Start Date: ACTUAL End Date: 

7) Where will you conduct your experimentation? (check all that apply) 

Research Institution School Field Home Other: _________________________ 

8) List name and address of all non-school work site(s): 

Name: 

Address: 

Phone: 

9) Complete a Research Plan as described on page 31 and attach to this form. 

10) An abstract is required for all projects after experimentation (see page 28). 


Research Plan 

REQUIRED for ALL Projects Before Experimentation 

A complete research plan must accompany Checklist for Student (1A) 

Provide a typed research plan and attach to Student Checklist (1A). 

The research plan for ALL projects is to include the following: 

A. Question being addressed 

B. Hypothesis/Problem/Engineering Goals 

C. Description in detail of method or procedures (The following are important and key items that should be included when formulating 

ANY AND ALL research plans.) 

• Procedures: Detail all procedures and experimental design to be used for data collection 

• Data Analysis: Describe the procedures you will use to analyze the data that answer research question or hypothesis 

D. Bibliography: List at least five (5) major references (e.g. science journal articles, books, internet sites) from your literature 

review. If you plan to use vertebrate animals, one of these references must be an animal care reference. 

o Choose one style and use it consistently to reference the literature used in the research plan 

o Guidelines can be found in the Student Handbook. 

These are guidelines and should be followed where applicable. *Refer to Items 1-4 below. 

1. Human subjects research (See instructions on p. 13 of the International Rules): 

• Detail all procedures, include what the participants are asked to do (see p. 13) 

• Describe Risk Assessment process and how risks will be minimized 

o Include strategies used to protect privacy and confidentiality 

• Describe Study Sample/Human Subjects 

o Number of human subjects and estimated demographics (may include information such as: age, male/female, cultural 

background breakdown, socio-economic status) 

o Recruitment procedures (where and how subjects are recruited) 

o Procedures for obtaining informed consent must include statement about informing potential human subjects about voluntary 

nature of participation and right to withdraw at any time 

• Include survey or questionnaires if used, and critically evaluate the risk 

o List and describe the measures (questionnaires, surveys) used and how you measure the variable of interest (behavioral 

observations, time, length). Attach the questionnaire/survey 

o Consider emotional stress and potential consequences 

• Describe any physical activities or procedures, if used, and critically evaluate the risks 

o Type, duration of exercise or physical activity 

o Ingestion method, amount, intervals, etc. 

2. Vertebrate animal research (See instructions on p.17 of the International Rules): 

• Briefly discuss POTENTIAL ALTERNATIVES and present a detailed justification for use of vertebrate animals 

• Explain potential impact or contribution this research may have 

• Detail all procedures to be used 

o Include methods used to minimize potential discomfort, distress, pain and injury to the animals during the course of 

experimentation 

o Detailed chemical concentrations and drug dosages 

• Detail animal numbers, species, strain, sex, age, etc. 

o Include justification of the numbers planned for the research 

• Describe housing and oversight of daily care 

• Discuss disposition of the animals at the termination of the study 

3. Potentially Hazardous Biological Agents (See instructions on p.21 of the International Rules): 

• Describe Biosafety Level Assessment process and resultant BSL determination 

• Give source of agent, source of specific cell line, etc. 

• Detail safety precautions 

• Discuss methods of disposal 

4. Hazardous Chemicals, Activities & Devices (See instructions on p.25 of the International Rules): 

• Describe Risk Assessment process and results 

• Detail chemical concentrations and drug dosages 

• Describe safety precautions and procedures to minimize risk 

• Discuss methods of disposal 


Approval Form (1B) 

A completed form is required for each student, including all team members. 

1) To Be Completed by Student and Parent 

a) Student Acknowledgment: 

• I understand the risks and possible dangers to me of the proposed research plan. 

• I have read the ISEF Rules and Guidelines and will adhere to all International Rules when conducting this research. 

• 

: 

I have read and will abide by the following Ethics statement 

Scientific fraud and misconduct are not condoned at any level of research or competition. Such practices include plagiarism, 

forgery, use or presentation of other researcher’s work as one’s own, and fabrication of data. Fraudulent projects will fail to 

qualify for competition in affiliated fairs or the ISEF. 

Student’s Printed Name Signature Date Acknowledged 

b) Parent/Guardian Approval: I have read and understand the risks and possible dangers involved in the Research Plan. I 

consent to my child participating in this research. 

Parent/Guardian’s Printed Name Signature Date of Approval 

2) To be completed by the Fair SRC 

(Required for projects requiring prior SRC/IRB APPROVAL. Sign 2a or 2b as appropriate.) 

a) Required for projects that need prior SRC/ 

IRB approval BEFORE experimentation 

(humans, vertebrates or potentially hazardous biological 

agents) 

The SRC/IRB has carefully studied this project’s Research 

Plan and all the required forms are included. My signature 

indicates approval of the Research Plan before the student 

begins experimentation. 

SRC/IRB Chair’s Printed Name 

Signature Date of Approval 


b) Required for research conducted at all 

Regulated Research Institutions with no 

prior fair SRC/IRB approval. 

This project was conducted at a regulated research 

institution (not home or high school, etc.), was reviewed 

and approved by the proper institutional board before 

experimentation and complies with the ISEF Rules. Attach 

(1C) and required institutional approvals (e.g. IACUC, 

IRB) 

SRC Chair’s Printed Name 


3) Final ISEF Affiliated Fair SRC Approval. (Required for ALL Projects) 

SRC Approval After Experimentation and Shortly Before Competition at Regional/State/National Fair 

I certify that this project adheres to the approved Research Plan and complies with all ISEF Rules. 

Regional SRC Chair’s Printed Name Signature Date of Approval 

State/National SRC Chair’s Printed Name 

(where applicable) 


OR 




Regulated Research Institutional/Industrial Setting Form (1C) 

This form must be completed after experimentation by the adult supervising the student research conducted 

in a regulated research institution, industrial setting or any work site other than home, school or field. 

Student’s Name 

Title of Project 

This form MUST be displayed with your project. 

To be completed by the Supervising Adult in the Setting (NOT the Student) after experimentation: 

(Please provide your responses on this form) 

The student conducted research at my work site: 

a) to use the equipment b) to perform experiment(s)/conduct research 

1) How did the student get the idea for her/his project? 

(e.g. Was the project assigned, picked from a list, an original student idea, etc.) 

2) Were you made aware of the ISEF rules before experimentation? Yes No 

3) Did the student work on the project as a part of a research group? Yes No 

If yes, how large was the group and what kind of research group was it (students, group of adult researchers, etc.) 

4) What specific procedures or equipment did the student actually use and how independently did the student work? 

Please list and describe. (Do not list procedures student only observed.) 

Student research projects dealing with human subjects, vertebrate animals or potentially hazardous 

biological agents require review and approval by an institutional regulatory board (IRB/IACUC/IBC). Copy 

of approval(s) must be attached, if applicable. 

Supervising Adult’s Printed Name Signature Title 

Institution Date Signed 

Address Email/ Phone 


Qualified Scientist Form (2) 

May be required for research involving human subjects, vertebrate animals, potentially hazardous biological 

agents, and DEA-controlled substances. Must be completed and signed before the start of student experimentation. 



To be completed by the Qualified Scientist: 

Scientist Name: 

Educational Background: Degree(s): 

Experience/Training as relates to the student’s area of research: 

Position: Institution: 

Address: Email/Phone: 

1) Have you reviewed the ISEF rules relevant to this project? 

2) Will any of the following be used? 

a) Human subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

b) Vertebrate animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

c) Potentially hazardous biological agents (microorganisms, rDNA and tissues, 

including blood and blood products) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

d) DEA-classed substances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

3) Will you directly supervise the student? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

a. If no, who will directly supervise and serve as the Designated Supervisor? 

b. Experience/Training of the Designated Supervisor: 

4) Describe the safety precautions and training necessary for this project: 

I certify that I have reviewed and approved the Research Plan 

prior to the start of the experimentation. If the student or 

Designated Supervisor is not trained in the necessary procedures, I 

will ensure her/his training. I will provide advice and supervision 

during the research. I have a working knowledge of the techniques to 

be used by the student in the Research Plan. I understand that a 

Designated Supervisor is required when the student is not 

conducting experimentation under my direct supervision. 

Qualified Scientist’s Printed Name 


yes no 

To be completed by the Qualified Scientist: To be completed by the Designated Supervisor 

when the Qualified Scientist cannot directly 

supervise. 

I certify that I have reviewed the Research Plan and have been 

trained in the techniques to be used by this student, and I will 

provide direct supervision. 

Designated Supervisor’s Printed Name 


Phone Email 

yes no 

yes no 

yes no 

yes no 

yes no 




Risk Assessment Form (3) 

Required for projects using hazardous chemicals, activities or devices. 

Must be completed before experimentation. 

To be completed by the Student Researcher in collaboration with Designated Supervisor/Qualified Scientist: 

(All questions must be answered; additional page(s) may be attached.) 

1. List/identify the hazardous chemicals, activities, devices or microorganisms that will be used. 

2. Identify and assess the risks involved. 

3. Describe the safety precautions and procedures that will be used to reduce the risks. 

4. Describe the disposal procedures that will be used (when applicable). 

5. List the source(s) of safety information. 

To be completed and signed by the Designated Supervisor (or Qualified Scientist, when applicable): 

I agree with the risk assessment and safety precautions and procedures described above. I certify that I have reviewed the Research 

Plan and will provide direct supervision. 

Designated Supervisor’s Printed Name Signature Date of Review 

(must be prior to experimentation.) 

Position & Institution Phone or email contact information 

Experience/Training as relates to the student’s area of research 


Human Subjects Form (4) 

Required for all research involving human subjects. IRB approval required before experimentation. 



To be completed by Student Researcher in collaboration with the Designated Supervisor/Qualified Scientist: 

(All questions must be answered; additional page may be attached.) 

1) Describe the purpose of this study and list all of the research procedures in which the subject will be involved. Include the duration 

of the subject’s involvement. Attach any survey or questionnaire. 

2) Describe and assess any potential risk or discomfort, and, if any, potential benefits (physical, psychological, social, legal or other) 

that may be reasonably expected by participating in this research. 

3) Describe the procedures that will be used to minimize risk, to obtain informed consent and/or assent, and to maintain confidentiality. 

For questions or concerns regarding this research, contact: _______________________ at _______________________________. 

Adult Sponsor Email/phone 

To be completed by Institutional Review Board (IRB) prior to experimentation: Determination of risk, including 

physical and psychological risks (See risk evaluation, p. 14.) MUST CHECK ONE OF THE BOXES 

Minimal risk where informed consent is recommended, but not required. Justification for waiver of informed consent for research with 

subjects under 18 years of age: 

Minimal risk where informed consent is REQUIRED. 

More than minimal risk where informed consent & a Qualified Scientist are REQUIRED 

IRB SIGNATURES (All three signatures are required; Adults supervising this project may not serve on the IRB reviewing 

this project; it is a conflict of interest.) 

1) Medical Professional: (MUST circle one) (a psychologist, psychiatrist, medical doctor, licensed social worker, physician’s asst., or registered nurse) 

Printed Name (including title) 

2) Science Educator: 


Printed Name 

3) School Administrator: 


Printed Name Signature Date of Approval 

To be completed by Human Subject: 

( prior to participation) 

yes no 

yes no 

yes no 

I have read and understand the conditions and risks above 

and I consent/assent to voluntarily participate in this 

research study. 

I realize I am free to withdraw my consent and to 

withdraw from this study at any time without negative 

consequences. 

I consent to the use of visual images (photos, videos, 

etc.) involving my participation in this research. 

To be completed by Parent/Guardian: 

Printed Name 

(Prior to participation and when 

participant is under 18 and 

informed consent is required) Printed Name 

yes no 

yes no 

yes no 

I have read and understand the conditions and risks above 

and consent to the participation of my child. 

I have reviewed a copy of any survey or questionnaire 

used in the research. 

I consent to the use of visual images (photos, videos, etc.) 

involving my child in this research. 

Signature Date Signature Date 


Required for all research involving vertebrate animals that is conducted in a Non-Regulated Research Site. 

(SRC approval required before experimentation.) 



To be completed by Student Researcher: 

1. Common name (or Genus, species) and number of animals used. 

2. Describe completely the housing and husbandry to be provided. Include the cage/pen size, number of animals per cage, 

environment, bedding, type of food, frequency of food and water, how often animal is observed, etc. 

3. What will happen to the animals after experimentation? 

Vertebrate Animal Form (5A) 

To be completed by Scientific Review Committee (SRC) BEFORE experimentation 

Level of Supervision Required for agricultural, behavioral or nutritional studies: 

Designated Supervisor REQUIRED. Please have applicable person sign below. 

Veterinarian and Designated Supervisor REQUIRED. Please have applicable persons sign below. 

Veterinarian, Designated Supervisor and Qualified Scientist REQUIRED. Please have applicable persons sign below and have the 

Qualified Scientist complete Form (2). 

The SRC has carefully reviewed this study and finds it is an appropriate study that may be conducted in a non-regulated research site. 

SRC Pre-Approval Signature: 

SRC Chair Printed Name Signature Date of Approval 

To be completed by Veterinarian: 

I certify that I have reviewed this research and animal 

husbandry with the student before the start of 

experimentation. 

I certify that I will provide veterinary medical and nursing 

care in case of illness or emergency. 

Printed Name Email/Phone 


To be completed by Designated Supervisor: 

I certify that I have reviewed this research and animal 

husbandry with the student before the start of 

experimentation and I accept primary responsibility for 

the care and handling of the animals in this project. 

I certify that I will directly supervise the experiment. 

Printed Name Email/Phone 



Required for all research involving vertebrate animals that is conducted at a Regulated Research Institution. 

(IACUC approval required before experimentation.) 



Title and Protocol Number of IACUC Approved Project 

To be completed by Qualified Scientist or Principal Investigator: 

1. Was this a student-generated idea or was it a subset of your work? 

2. Have you reviewed the ISEF Rules relevant to this project? 

3. What laboratory training, including dates, was provided to the student? 

4. Species of animals used: Number of animals used: 

5. USDA Pain Category designated for this study: 

Vertebrate Animal Form (5B) 

6. Describe, in detail, the role of the student in this project: procedures and equipment they were involved with, oversight 

provided and safety precautions employed. (Attach extra pages if necessary.) 

7. Attach a copy of the Regulated Research Institution IACUC Approval. A letter from the Qualified Scientist or 

Principal Investigator is not sufficient. 

Certification or Documentation of Student Researcher Training 

List Certificate Number or Attach Documentation Date(s) of Training 

Qualified Scientist/Principal Investigator Printed Name Signature Date 

IACUC Chair/Coordinator Printed Name Signature Date 


Potentially Hazardous Biological Agents Risk Assessment Form (6A) 

Required for research involving microorganisms, rDNA, fresh/frozen tissue, blood and body fluids. 

SRC/IACUC/IBC approval required before experimentation. 



To be completed by Student Researcher in collaboration with Qualified Scientist/Designated Supervisor: 

(All questions are applicable and must be answered; additional page(s) may be attached.) 

1) Identify potentially hazardous biological agents to be used in this experiment. Include the source, quantity and the biosafety level 

risk group of each microorganism. 

2) Describe the site of experimentation including the level of biological containment. 

3) Describe the method of disposal of all cultured materials and other potentially hazardous biological agents. 

4) Describe the procedures that will be used to minimize risk. (personal protective equip., hood type, etc.) 

5) What final biosafety level do you recommend for this project given the risk assessment you conducted? 

To be completed by Qualified Scientist or Designated Supervisor 

1) What training will the student receive for this project? 

2) Do you concur with the biosafety information and recommendation provided by the student researcher above? Yes No 

If no, please explain. 

QS/DS Printed Name Signature Date of Signature 

Experience/training of Designated Supervisor as it relates to the student’s area of research (if applicable) 

To be completed by SRC prior to experimentation: 

The SRC has carefully studied this project’s 

Research Plan and the risk level assessment above 

and approves this study as a BSL-1 study, which 

must be conducted at a BSL-1 or above laboratory. 

The SRC has carefully studied this project’s 

Research Plan and the risk level assessment 

above and approves this study as a BSL-2 study, 

which must be conducted at a BSL-2 or above 

laboratory. 



To be completed by SRC after experimentation 

with Institutional pre-approval: 

This project was reviewed and approved by the 

appropriate institutional board (e.g. IACUC, IBC) 

before experimentation at a BSL-1 or BSL-2 

laboratory and complies with the ISEF rules. The 

required institutional forms are attached. 

The institution does not require approval for this 

type of study. The student has received proper 

training. Attached is a letter from an institutional 

representative certifying the above. 




Human and Vertebrate Animal Tissue Form (6B) 

Required for projects using fresh/frozen tissue, primary cell cultures, blood, blood products and body fluids. 

If the research involves living organisms, please ensure that the proper human or animal forms are completed. 



All projects using any tissue listed above, must also complete Form 6A. 


1) What tissue(s), organ(s), or part(s) will be used? 

2) Where will the above tissue, organ, or part be obtained (identify each separately): 

3) If the tissue is obtained from a source within a research institution, please provide information regarding the vertebrate 

study from which the tissue was obtained. Attach a copy of the IACUC certification with the name of the research 

institution, the title of the study, the IACUC approval number and date of IACUC approval. 

To be completed by the Qualified Scientist or Designated Supervisor: 

I verify that the student will work solely with organs, tissues, cultures or cells that will be supplied to him/her by 

myself or qualified personnel from the laboratory; and that if vertebrate animals were euthanized they were 

euthanized for a purpose other than the student’s research. 

AND/OR 

I certify that the blood, blood products, tissues or body fluids in this project will be handled in accordance with 

the standards and guidance set forth in Occupational Safety and Health Act, 29CFR, Subpart Z, 1910.1030 - 

Blood Borne Pathogens. 

Printed Name Signature Date Signed 

Title Phone/Email 

Institution 




Continuation Projects Form (7) 

Required for projects that are a continuation in the same field of study as a previous project. 

This form must be accompanied by the previous year’s abstract, Form (1A) and Research Plan. 


List all components of the current project that make it new and different from previous research. Use an additional form for 

2005 and earlier projects. 

Components Current Research Project Previous Research Project 

1. Title 

2. Line of 

investigation/ 

central theme 

of research 

3. Objectives 

4. Variables 

studied 

5. Additional 

changes 

2007-2008: 

2006-2007: 

2007-2008: 

2006-2007: 

2007-2008: 

2006-2007: 

2007-2008: 

2006-2007: 

2007-2008: 

2006-2007: 

This form must be displayed at your project to help provide the judges a better 

understanding of your project and what research has been done in the current year. 

I hereby certify that the above information is correct and that the current year Abstract & Certification and project 

display board properly reflect work done only in the current year. 

Student’s Printed Name Signature Date of Signature 


Intel ISEF 2009 Student Handbook 

Science Research and the 

Process of Science 

Research is a process by which people discover or create 

new knowledge about the world in which they live. The 

ISEF and Affiliated Fairs are research (data) driven. 

Students design research projects that provide quantitative 

data through experimentation followed by analysis and 

application of that data. Projects that are demonstrations, 

‘library’ research or informational projects, ‘explanation’ 

models or kit building are not appropriate for research 

based science fairs. 

Questioning is probably the most important part of a 

scientific investigation and is often followed by an 

“if…then” statement. Students are encouraged to design 

‘controlled’ experiments, ones that allow them to set up a 

standard and then change only one variable at a time to see 

how that variable might affect the original condition tested 

as the standard. Thus, questioning usually leads to 

experiments or observations. 

Good scientists, both young and old, frequently use a 

process to study what they see in the world. This process 

has been referred as the ‘Scientific Method’ or more 

recently as the ‘Inquiry Cycle’. The following stages listed 

below will help you produce a good scientific experiment: 

1) Be curious, choose a limited subject, ask a question; 

identify or originate/define a problem. It is important 

that this question be a ‘testable’ question – one in 

which data is taken and used to find the answer. A 

testable question can further be identified as one in 

which one or more variables can be identified and 

tested to see the impact of that variable on the original 

set of conditions. The question should not merely be 

an ‘information’ question where the answer is 

obtainable through literature research. 

2) Review published materials related to your problem or 

question. This is called background research. 

3) Evaluate possible solutions and guess why you think 

it will happen (hypothesis). 

4) Experimental design (procedure). In designing the 

experiment, it is critical that only one variable – a 

condition that may effect the results of the experiment 

– is changed at a time. This makes the experiment a 

‘controlled’ experiment. 

5) Challenge and test your hypothesis through your 

procedure of experimentation (data collection) and 

analysis of your data. Use graphs to help see patterns 

in the data. 

6) Draw conclusions based on empirical evidence from 

the experiment. 

7) Prepare your report and exhibit. 

8) Review and discuss the findings with peer group/ 

professional scientists 

9) New question(s)may arise from your discussions. 

This sets the stage for another research project as new 

questions are raised from others and the process repeats 

itself. The hypothesis often changes during the course of 

the experiment. Supporting or not supporting your 

hypothesis is secondary to what is learned and discovered 

during the research. 

Non Inquiry Based Research 

Not all areas of study are best served by scientific method 

based research. Because engineers, inventors, 

mathematicians, theoretical physicists, and computer 

programmers have different objectives than those of other 

scientists, they follow a different process in their work. The 

process that they use to answer a question or solve a 

problem is different depending on their area of study. Each 

one uses their own criteria to arrive at a solution. 

Engineering Projects 

“Scientists try to understand how nature works; engineers 

create things that never were.” An engineering project 

should state the engineering goals, the development 

process and the evaluation of improvements. Engineering 

projects may include the following: 

1) Define a need or “How can I make this better?” 

2) Develop or establish design criteria (could be more 

than one) 

3) Do background research and search the literature to 

see what has already been done or what products 

already exist that fill a similar need. What make them 

good and what makes them weak? 

4) Prepare preliminary designs and a materials list. 

Consider costs, manufacturing and user requirements. 

5) Build and test a prototype of your best design. 

Consider reliability, repair and servicing. 

6) Retest and redesign as necessary. Product testing. 

7) Present results 

Computer Science Projects 

These often involve creating and writing new algorithms to 

solve a problem or improve on an existing algorithm. 

Simulations, models or ‘virtual reality’ are other areas on 

which to conduct research. 

Mathematics Projects 

These involve proofs, solving equations, etc. Math is the 

language of science and is used to explain existing 

phenomena or prove new concepts and ideas. 

Theoretical Projects 

These projects may involve a thought experiment, 

development of new theories and explanations, concept 

formation or designing a mathematical model. 

STUDENT HANDBOOK FOR PRECOLLEGE SCIENCE & ENGINEERING PROJECTS - 2008-2009 EDITION

Getting Started 

1) Pick your topic: This is perhaps the most difficult part. 

Get an idea of what you want to study or learn about. Ideas 

should come from things in your area of interest. A hobby 

might lead you to a good topic. What is going on in the 

world that you would like to know more about? Most 

importantly, pick a question or problem that is not too broad 

and that can be answered through scientific investigation. 

2) Research your topic: Go to the library or internet to learn 

more about your topic. Always ask Why or What if…. 

Look for unexplained or unexpected results. Also, talk to 

professionals in the field. 

3) Organize: Organize everything you have learned about 

your topic. At this point, you should narrow your thinking 

by focusing on a particular idea. 

4) Make a time table: Choose a topic that not only interests 

you, but can be done in the amount of time you have. 

Identify your ‘testable question’. Develop a time line to 

manage your time efficiently. You will need time to fill out 

the necessary forms and to review the research plan with 

your sponsor. Certain projects will require more time 

because they need prior Scientific Review Committee (SRC) 

or Institutional Review Board (IRB) approval. Allow plenty 

of time to experiment and collect data. You will also need 

time to write a paper and put together a display or ‘board’. 

5) Plan Your Experiment: Give careful thought to 

experimental design. Once you have a feasible project idea, 

write a research plan. This plan should explain how you will 

do your experiments and exactly what will be involved. 

Remember you must design your experiment so that it is a 

‘controlled’ experiment. This is one in which only one 

variable is changed at a time. The results are then compared 

to the ‘standard’ data you take originally before you change 

that one variable. Thus, you have designed an 

investigation with adequate control and limited variables to 

investigate a question. Also, in your experimental design, 

make sure you include sufficient numbers in both control ( if 

applicable) and experimental groups to be statistically valid. 

The experimental design should also include a list of 

materials. Once finished with the experimental design (called 

‘procedure’) all students are required to fill out the 

appropriate forms. 

6) Consult with Your Adult Sponsor and Get Approvals: You 

are required to discuss your research plan with an Adult 

Sponsor and obtain a signature of approval. In reviewing 

your research plan, you should determine if additional forms 

and prior approval are needed. 

7) Conduct Your Experiment: During experimentation, keep 

detailed notes of each and every experiment, measurement 

and observation in a log book. Do not rely on memory. 

Besides, judges love logbooks! Use data tables or charts to 

record your quantitative data. 

8) Analyze Your Results: When you complete your 

experiments, examine and organize your findings. Use 

appropriate graphs to make ‘pictures’ of your data. Identify 

patterns from the graphs. This will help you answer your 

STUDENT HANDBOOK FOR PRECOLLEGE SCIENCE & ENGINEERING PROJECTS - 2008-2009 EDITION 

testable question. Did your experiments give you the 

expected results? Why or why not? Was your experiment 

preformed with the exact same steps each time? Are there 

other explanations that you had not considered or 

observed? Were there experimental errors in your data 

taking, experimental design or observations? Remember, that 

understanding errors is a key skill scientists must develop. 

In addition, reporting that a suspected variable did not 

change the results can be valuable information. That is just 

as much a ‘discovery’ as if there was some change due to 

the variable. In addition, statistically analyze your data 

using the statistics that you can understand and explain 

their meaning. 

9) Draw Conclusions: Did the variable(s) tested cause a 

change when compared to the standard you are using? 

What patterns do you see from your graph analysis that 

exist between your variables? Which variables are 

important? Did you collect enough data? Do you need to 

conduct more experimentation? Keep an open mind – never 

alter results to fit a theory. If your results do not support 

your hypothesis, that’s ok and in some cases good! Try to 

explain why you obtained different results than your 

literature research predicted for you. Were there sources of 

error that may have caused these differences? If so, identify 

them. Even if the results do differ, you still have 

accomplished successful scientific research because you 

have taken a question and attempted to discover the answer 

through quantitative testing. This is the way knowledge is 

obtained in the world of science. Think of practical 

applications that can be made from this research. How 

could this project be used in the real world? Finally, explain 

how you would improve the experiment and what would you 

do differently. 

Elements of a Successful Project 

1) Project Data Book: 

A project data book is your most treasured piece of work. 

Accurate and detailed notes make a logical and winning 

project. Good notes show consistency and thoroughness 

to the judges and will help you when writing your research 

paper. Data tables are also helpful. They may be a little 

‘messy’ but be sure the quantitative data recorded is 

accurate and that units are included in the data tables. 

Make sure you date each entry. 

2) Research Paper: 

A research paper should be prepared and available along 

with the project data book and any necessary forms or 

relevant written materials. A research paper helps organize 

data as well as thoughts. A good paper includes the 

following sections. 

a) Title Page and Table of Contents: The title page and 

table of contents allows the reader to follow the 

organization of the paper quickly. 

b) Introduction: The introduction sets the scene for your 

report. The introduction includes the purpose, your 

hypothesis, problem or engineering goals, an

explanation of what prompted your research, and 

what you hoped to achieve. 

c) Materials and Methods: Describe in detail the 

methodology you used to collect data, make 

observations, design apparatus, etc. Your report 

should be detailed enough so that someone would 

be able to repeat the experiment from the information 

in you paper. Include detailed photographs or 

drawings of self-designed equipment. Only include 

this year’s work. 

d) Results: The results include data and analysis. 

This should include statistics, graphs, pages with 

your raw collected data, etc. 

e) Discussion: This is the essence of your paper. 

Compare your results with theoretical values, 

published data, commonly held beliefs, and/or 

expected results. Include a discussion of possible 

errors. How did the data vary between repeated 

observations of similar events? How were your 

results affected by uncontrolled events? What 

would you do differently if you repeated this 

project? What other experiments should be 

conducted? 

f) Conclusions: Briefly summarize your results. State 

your findings in relationships of one variable with 

the other. Support those statements with empirical 

data (one average compared to the other average, for 

example). Be specific, do not generalize. Never 

introduce anything in the conclusion that has not 

already been discussed. Also mention practical 

applications. 

g) Acknowledgments: You should always credit those 

who have assisted you, including individuals, 

businesses and educational or research institutions. 

h) References/Bibliography: Your reference list 

should include any documentation that is not your 

own (i.e. books, journal articles, websites, etc.). See 

an appropriate reference in your discipline for format 

or refer to the Instructions to Authors of the 

appropriate publication. 

Three common reference styles are: 

APA (American Psychological Association) Style : 

http://apastyle.apa.org/ 


This resource, revised according to the 5th edition of 

the APA manual, offers examples for the general format 

of APA research papers, in-text citations, endnotes/ 

footnotes, and the reference page. 

MLA (Modern Language Association) Format: 

http://www.mla.org/style 


This resource, updated to reflect the MLA Handbook for 

Writers of Research Papers (6th ed.) and the MLA Style 

Manual and Guide to Scholarly Publishing (2nd ed.), 

offers examples for the general format of MLA research 

papers, in-text citations, endnotes/footnotes, and the 

Works Cited page. 

Chicago Manual of Style 

http://www.chicagomanualofstyle.org/home.html 

The Chicago Manual of Style presents two basic documentation 

systems. The more concise author-date system has long been used 

by those in the physical, natural, and social sciences. In this 

system, sources are briefly cited in the text, usually in parentheses, 

by author’s last name and date of publication. The short citations 

are amplified in a list of references, where full bibliographic 

information is provided. 

3) Abstract: 

After finishing research and experimentation, you need to write 

an abstract. The abstract needs to be a maximum of 250 words 

on one page. An abstract should include the a) purpose of the 

experiment, b) procedures used, c) data, and conclusions. It also 

may include any possible research applications. Only minimal 

reference to previous work may be included. The abstract must 

focus on work done in the current year and should not include 

a) acknowledgments, or b) work or procedures done by the 

mentor. See below for an example of an appropriately written 

abstract. See page 28 of the International Rules for the proper 

formatting of an Official Intel ISEF Abstract and Certification. 

Please Note: The Official abstract form is only for those 

participating in ISEF and may not be required for many Affiliated 

or local fairs. 

Sample Abstract 

Effects of Marine Engine Exhaust Water on Algae 

Jones, Mary E. 

Hometown High School, Hometown, PA 

This project in its present form is the result of bioassay 

experimentation on the effects of two-cycle marine engine exhaust 

water on certain green algae. The initial idea was to determine the 

toxicity of outboard engine lubricant. Some success with lubricants 

eventually led to the formulation of “synthetic” exhaust water which, 

in turn, led to the use of actual two-cycle engine exhaust water as the 

test substance. 

Toxicity was determined by means of the standard bottle or 

“batch” bioassay technique. Scenedesmus quadricauda and 

Ankistrodesmus sp. were used as the test organisms. Toxicity was 

measured in terms of a decrease in the maximum standing crop. The 

effective concentration - 50% (EC50) for Scenedesmus quadricauda 

was found to be 3.75% exhaust water; for Ankistrodesmus sp. 3.1% 

exhaust water using the bottle technique. 

Anomalies in growth curves raised the suspicion that evaporation 

was affecting the results; therefore, a flow-through system was 

improvised utilizing the characteristics of a device called a 

Biomonitor. Use of a Biomonitor lessened the influence of evaporation, 

and the EC 50 was found to be 1.4% exhaust water using 

Ankistrodesmus sp. as the test organism. Mixed populations of 

various algae gave an EC 50 of 1.28% exhaust water. 

The contributions of this project are twofold. First, the toxicity 

of two-cycle marine engine exhaust was found to be considerably 

greater than reported in the literature (1.4% vs. 4.2%). Secondly, the 

benefits of a flow-through bioassay technique utilizing the 

Biomonitor was demonstrated. 

Patent and Copyright Information 

You may want to consider applying for a patent or copyright if you 

want to protect your work. You can contact the Office of Public 

Affairs, U.S. Patent Office, at 1-800-786-9199 for Patent information or 

the Library of Congress at 202-707-3000 for copyright information. 

STUDENT HANDBOOK FOR PRECOLLEGE SCIENCE & ENGINEERING PROJECTS - 2008-2009 EDITION

4) Visual Display: 

You want to attract and inform. Make it easy for interested 

spectators and judges to assess your study and the results 

you have obtained. You want to ‘catch the eye’ of the 

judges and convince them that the research is of sufficient 

quality to deserve closer scrutiny. Most displays or boards 

have three sections and are free standing. For the most 

part, the displays are put on a table. Most judges get a 

chance to look at the board before the interviews. Make the 

most of your space using clear and concise displays. You 

never get a second chance to make a first impression! 

Please be sure to reference the Display and Safety Rules on 

page 6 of the International Rules and Guidelines; this 

information is also available on the Society for Science & 

the Public website at www.societyforscience.org. 

Helpful hints for display: 

a) Current Year: Make sure the board reflects the current 

year’s work only. Prior year’s data books are permitted at 

your project. 

b) Good Title: Your title is an extremely important attentiongrabber. 

A good title should simply and accurately present 

your research and depict the nature of the project. The title 

should make the casual observer want to know more. 

c) Take Photographs: Many projects involve elements that 

may not be safely exhibited at the Fair, but are an important 

part of the project. You might want to take photographs of 

important parts/phases of your experiment to use in your 

display. Photograph or other visual images of human test 

subjects must have informed consent (Human Subject Form 

4. Please see page 7 of the International Rules). Credit 

must be given for all photographs. 

d) Be Organized: Make sure your display follows a 

sequence and is logically presented and easy to read. 

Reach out to the ‘skim-reader’. A glance should permit 

anyone (particularly the judges) to locate quickly the title, 

abstract, experiments, results and conclusions. When you 

arrange your display, imagine that you are seeing it for the 

first time. Highlight your results using key graphs that 

show the relationships of the two variables tested. Use the 

graphs to give a ‘picture’ of the data for your viewers. 

These graphs will provide an easier method of viewing the 

data rather that just seeing the recorded quantitative data. 

e) Eye-Catching: Make your display stand out. Use neat, 

colorful headings, charts and graphs to present your 

project. Pay special attention to the labeling or graphs, 

charts, diagrams, photographs, and tables to ensure that 

each has a title and appropriate label describing what is 

being demonstrated. Anyone should be able to understand 

the visuals without further explanation. 

f) Correctly Presented and Well-Constructed: Be sure to 

adhere to the size limitations and safety rules when 

preparing your display. Display all required forms for your 

project. Make sure your display is sturdy, as it will need to 

remain intact for quite a while. You must also consider the 

STUDENT HANDBOOK FOR PRECOLLEGE SCIENCE & ENGINEERING PROJECTS - 2008-2009 EDITION 

weight of the project for shipping. It can be very costly to 

ship a heavy board. Keep your materials light, but strong. 

Please Note: The judges are judging your research, not the 

display. So don’t spend an excessive amount of time or 

money on the board. You are being judged on the science 

not the show! 

5) Judging 

Judges evaluate and focus on 1) what the student did in the 

current year; 2) how well a student followed the scientific, 

engineering, computer programming or mathematical 

methodologies; 3) the detail and accuracy of research as 

documented in the data book; and 4) whether experimental 

procedures were used in the best possible way. 

Judges look for well thought-out research. They look at 

how significant your project is in it’s field; how thorough 

you were, and how much of the experiment thought and 

design is your own work. 

Initially, judges get their information from your board, 

abstract and research paper to learn what the project is 

about, but it is the Interview that will be the final 

determination of your work. Judges applaud those students 

who can speak freely and confidently about their work. 

They are not interested in memorized speeches or 

presentations – they simply want to talk with you about 

your research to see if you have a good grasp of your 

project from start to finish. It is important to start the 

interview off right. Greet the judges and introduce yourself. 

You want to make a good first impression. Appearance, 

good manners, appropriate attire, and enthusiasm for what 

you are doing will impress the judges. 

Judges often ask questions to test your insight into your 

projects such as: “How did you come up with this idea? 

“What was your role?”, “What didn’t you do?”, “What 

further plans do you have to continue research?” and 

“What are the practical applications of your project?” 

Remember that the judges need to see if you understand the 

basic principles of science behind your project or topic area. 

They want to determine if you have correctly measured and 

analyzed the data. They want to know if you can determine 

possible sources of error in your project and how you might 

apply your findings to the ‘real’ world. Finally, the judges 

seek to encourage you in your scientific efforts and your 

future goals/career in science. Relax, smile and enjoy your 

time to learn from them and accept their accolades for your 

fine work. 

Intel ISEF Judging Criteria (points) 

Individual Team 

Creative Ability 30 25 

Scientific Thought 

and Engineering Goals 

30 25 

Thoroughness 15 12 

Skill 15 12 

Clarity 10 10 

Teamwork --- 16


Educational Services Facility 



Janice Kershaw, Chairman 

Amy Kneessy, Vice Chairman 

Larry Hughes 

Robert Jordan 

Dr. Barbara A. Murray 

SUPERINTENDENT 


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It is the policy of the School Board of Brevard County to offer the opportunity to all students to participate in appropriate 

programs and activities without regard to race, color, gender, religion, national origin, disability, marital status, or age, except as 

otherwise provided by Federal law or by Florida state law. 


Superintendent 


A student having a grievance concerning discrimination may contact: 

Ms. Brenda Blackburn 

Associate Superintendent, 

Division of Curriculum 

and Instruction 

Equity Coordinator 

Dr. Walter Christy, Director 

Office of Secondary Programs 

School Board of Brevard County 



(321) 633-1000 

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ESE Program 

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Coordinator 

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the basis of race, color, religion, sex, national origin, participation and membership in professional or political organizations, 

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An employee or applicant having a grievance concerning employment may contact: 

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and Labor Relations 

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