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The purpose of the following template is to assist you in writing your accessibility statement. Please note that you are responsible for ensuring that your site's statement meets the requirements of the local law in your area or region. *Note: This page currently has several sections. Once you complete editing the Accessibility Statement below, you need to delete this section. To learn more about this, check out our article “ Accessibility: Adding an Accessibility Statement to Your Site ”. Accessibility Statement This statement was last updated on [enter relevant date] . We at [enter organization / business name] are working to make our site [enter site name and address] accessible to people with disabilities. WHAT WEB ACCESSIBILITY IS An accessible site allows visitors with disabilities to browse the site with the same or a similar level of ease and enjoyment as other visitors. This can be achieved with the capabilities of the system on which the site is operating, and through assistive technologies. ACCESSIBILITY ADJUSTMENTS ON THIS SITE We have adapted this site in accordance with WCAG [2.0 / 2.1 / 2.2 - select relevant option] guidelines, and have made the site accessible to the level of [A / AA / AAA - select relevant option] . This site's contents have been adapted to work with assistive technologies, such as screen readers and keyboard use. As part of this effort, we have also [remove irrelevant information] : Used the Accessibility Wizard to find and fix potential accessibility issues Set the language of the site Set the content order of the site’s pages Defined clear heading structures on all of the site’s pages Added alternative text to images Implemented color combinations that meet the required color contrast Reduced the use of motion on the site Ensured all videos, audio, and files on the site are accessible DECLARATION OF PARTIAL COMPLIANCE WITH THE STANDARD DUE TO THIRD-PARTY CONTENT [ONLY ADD IF RELEVANT] The accessibility of certain pages on the site depend on contents that do not belong to the organization, and instead belong to [enter relevant third-party name] . The following pages are affected by this: [list the URLs of the pages] . We therefore declare partial compliance with the standard for these pages. ACCESSIBILITY ARRANGEMENTS IN THE ORGANIZATION [ONLY ADD IF RELEVANT] [Enter a description of the accessibility arrangements in the physical offices / branches of your site's organization or business. The description can include all current accessibility arrangements - starting from the beginning of the service (e.g., the parking lot and / or public transportation stations) to the end (such as the service desk, restaurant table, classroom etc.). It is also required to specify any additional accessibility arrangements, such as disabled services and their location, and accessibility accessories (e.g. in audio inductions and elevators) available for use] REQUESTS, ISSUES, AND SUGGESTIONS If you find an accessibility issue on the site, or if you require further assistance, you are welcome to contact us through the organization's accessibility coordinator: [Name of the accessibility coordinator] [Telephone number of the accessibility coordinator] [Email address of the accessibility coordinator] [Enter any additional contact details if relevant / available]

[Not used] History of the Greater San Diego Science Fair (an excerpt of a "Report on the Greater San Diego Science Fair" written by Paul A. Terry, Executive Director, Greater San Diego Science Fair, 1962) A group of San Diego scientists and educators met in the spring of 1954 to discuss the possibility of having a Science Fair in San Diego. Representatives of The San Diego Union shared the enthusiasm of this group for the benefits of such a fair. The purpose of the Fair is to encourage the scientific and technical interests of young people. The Fair stimulates students to actively apply their scientific talents. Community recognition and the opportunity for exposure to scientists and scientific installations are provided in order to encourage talented youths to enter scientific careers. The San Diego Union agreed to act as a sponsor and to provide for sending of the two sweepstakes winners to the National Science Fair each year. Incident to sponsorship of the Fair, The San Diego Union entered into a promotional agreement with the National Science Fair, Washington, D.C. Accordingly, the Greater San Diego Science Fair affiliated with the National Science Fair of Science Service. The affiliating agreement provided for an executive secretary and general chairman, and the basic administration of the Fair. The first Greater San Diego Science Fair was held in 1955 at the Institute of Aeronautical Sciences on Harbor Boulevard. Space considerations limited the Fair to 53 exhibits, which were selected from a total of 100 science projects. The possibility of entering an exhibit in the Fair was, as it is now, extended to any student in grades 7 through 12 in a public, private or parochial school in San Diego County. Entrants from grades 7 through 9 compose the junior division, and entrants from grades 10 through 12 compose the senior division. Explore Learn More The San Diego Union agreed to act as a sponsor and to provide for sending of the two sweepstakes winners to the National Science Fair each year. Incident to sponsorship of the Fair, The San Diego Union entered into a promotional agreement with the National Science Fair, Washington, D.C. Accordingly, the Greater San Diego Science Fair affiliated with the National Science Fair of Science Service. The affiliating agreement provided for an executive secretary and general chairman, and the basic administration of the Fair. Learn More Title Goes Here. By 1956, interest in the Fair had grown to such proportions that it was decided to move the Fair to the Conference Building at Balboa Park. That year 194 projects were selected from some 750 projects viewed at 15 local and school fairs. Ten industrial, educational and military facilities offered guided tours and briefings to the students... These tours and briefings contribute to the concrete knowledge of the student, as well as providing him with an opportunity to meet scientists at work... In 1957, the Science Fair was again held in the Conference Building. The Fair had grown to 238 exhibits, which were selected from 1,200 projects... The 1959 Fair had grown to 250 exhibits, which created such a parking problem near the Conference Building that the Fair was moved in 1960 to the Federal Building in Balboa Park, where it has remained." By 1961, the Greater San Diego Science "Fair was not only as large as the National Science Fair, but of comparable quality... The boy and girl sweepstakes winners placed first and fourth at the National Science Fair-International held that year in Kansas City... Also in 1961, professional societies provided awards and "the Screening Committee was now becoming active." 324 entrants "were selected from approximately 3,000 exhibits screened at many local and school fairs." Explore

Information GSDSEF / ISEF Rules and Regulations The GSDSEF is an affiliated fair of the International Science and Engineering Fair (ISEF) and its parent organization, the Society for Science. Per the Society's Affiliated Fair Guidelines , this includes the requirement that the GSDSEF will "operate under the ISEF Rules and Guidelines and ensure that students and teachers are aware of these requirements as they begin research projects." All students who develop a project for the GSDSEF must read and comply with all Rules and Regulations in this document. Parents, teachers, and adult supervisors must also read and understand these rules and regulations. Below is an eligibility and participation overview, as well as the GSDSEF ETHICS STATEMENT , ISEF RULES , and ADDITIONAL GSDSEF RULES . WHO MAY ENTER THE GSDSEF Any 6th through 12th grade student attending a public, private, parochial, or home school in San Diego or Imperial Counties may enter a project into the Greater San Diego Science and Engineering Fair (GSDSEF). Team projects of not more than two students are permitted, and there is no requirement for participation in or qualification from a school or school district science fair. DIVISIONS Junior -- students in grades 6 through 8 (both students, for team projects) Senior -- students in grades 9 through 12 (both students, for team projects) Click here for details about how to participate in the GSDSEF . To summarize, students must: identify a teacher to oversee their project (an adult sponsor , as defined in the ISEF rules for Roles and Responsibilities of Students and Adults), and ask them to create an account for your project on the projects.gsdsef.org website (for team projects, both students must have an account created for them); complete a Review process by the GSDSEF SRC (Scientific Review Committee), where their project is reviewed for safety and other compliance with GSDSEF and ISEF rules; complete a Screening process to be accepted into the Fair, by uploading a digital overview of their completed project which is then reviewed by the SRC for quality; complete a Registration process to finalize their participation in the Fair, including uploading a final digital version of their project on the gsdsef.zfairs.com website; and participate in all required Fair Week activities, including setting up their project, attending judging sessions, and removing their project (attendance at the Awards Ceremony is also strongly encouraged). ETHICS STATEMENT FOR GSDSEF PARTICIPATION The GSDSEF follows the Ethics Statement of the International Science and Engineering Fair (ISEF). Student researchers, as well as adults who have a role in their projects , are expected to maintain the highest ethical standards. These include, but are not limited to: Integrity. Honesty, objectivity, and avoidance of conflicts of interest are expected at every stage of the research. The project should reflect independent research done by the student(s), and represent only one year’s work. Legality. Compliance with all federal, country, state, and local law is essential. All projects must be approved by a Scientific Review Committee (SRC), and when necessary must also be approved by an Institutional Review Board (IRB), Institutional Animal Care and Use Committee (IACUC), and/or Institutional Biosafety Committee (IBC). Respect for Confidentiality and Intellectual Property. Confidential communications, as well as patents, copyrights, and other forms of intellectual property must be honored. Unpublished data, methods, or results may not be used without permission, and credit must be given to all contributions of research. Stewardship of the Environment. It is the responsibility of the researcher(s) and the adults involved to protect the environment and its organisms from harm. All projects involve some amount of risk. Everyone is expected to recognize the hazards, assess the risks, minimize them, and prepare for emergencies. Animal Care. Proper care and respect must be given to vertebrate animals. The guiding principles for the use of animals in research includes the following “Four R’s”: Replace, Reduce, Refine, Respect. Human Participant Protection. The highest priority is the health and well-being of the student researcher(s) and human participants. Potentially Hazardous Biological Agents (PHBAs ). It is the responsibility of the students and adults involved in the project to conduct and document a risk assessment, and to safely handle and dispose of organisms and materials. Scientific fraud and misconduct are not condoned at any level of research or competition. This includes plagiarism, forgery, use or representation of other researcher’s work as one’s own, and fabrication of data. Fraudulent projects will fail to qualify for competition in affiliated fairs and ISEF. The Society for Science reserves the right to revoke recognition of a project subsequently found to be fraudulent. GENERAL REQUIREMENTS BY ISEF These requirements are not limited to the following list. For COMPLETE requirements, please refer to the ISEF Rules and Guidelines . All students must adhere to local, state, and US Federal laws, regulations, and permitting conditions. Note: The GSDSEF may have additional restrictions or requirements beyond those of ISEF ( see below ). All projects must adhere to the GSDSEF rules, guidelines, and requirements in order to qualify for ISEF. It is the responsibility of the student and the Adult Sponsor/Teacher/Advisor to evaluate the study to determine if the research will require forms and/or review and approval PRIOR to experimentation . As necessary, SRC, IRB, IACUC, IBC approvals must be received and documented before experimentation begins. The use of non-animal research methods and alternatives to animal research are strongly encouraged and must be explored before conducting a vertebrate animal project. Introduction or disposal of non-native, genetically-altered, and/or invasive species (e.g. insects, plants, invertebrates, vertebrates), pathogens, toxic chemicals or foreign substances into the environment is prohibited. Please reference local, state, and national regulations. All students must follow the Ethics Statement and ISEF Rules and Guidelines in order to compete at the affiliated fair (GSDSEF), California Science and Engineering Fair (CSEF) and the International Science and Engineering Fair (ISEF). Projects may include no more than 12 months of contiguous research and may not include research in the prior year. For example, for the 2026 ISEF competition, research cannot be from before January of 2025. A research project may be a part of a larger study performed by professional scientists, but the project presented by the student must only be only their own portion of the complete study. GSDSEF PROJECT SAFETY RULES AND GUIDELINES – in Addition to ISEF The Greater San Diego Science and Engineering Fair (GSDSEF) adheres to and complies with the Safety Rules and Guidelines of the International Science and Engineering Fair (ISEF). Refer to the ISEF Rules and Guidelines for questions regarding general safety and specifically Vertebrate Animals, Research Involving Humans, Biohazards, and other Hazards. Research involving Vertebrate Animals and Humans have additional rules, regulations, and guidelines which must be complied with. In addition to the ISEF Rules and Guidelines, GSDSEF: reserves the right to decline any project it deems unsafe prohibits projects involving tobacco; tobacco products; smokeless powder; black powder; explosives; and the manufacture or production of rocket fuel and/or alcohol/other intoxicants or gasohol prohibits students from loading or reloading any ammunition requires any project in which anything is burned to complete a Hazards Form For questions about GSDSEF Rules, please contact Steve Rodecker, steve.rodecker@gsdsef.org

Physics & Astronomy Physics is the science of matter and energy and of interactions between the two. Astronomy is the study of anything in the universe beyond the Earth. Subcategories: Atomic, Molecular, and Optical Physics Astronomy and Cosmology Biological Physics Condensed Matter and Materials Mechanics Nuclear and Particle Physics Theoretical, Computational, and Quantum Physics Other/Multiple Atomic, Molecular, and Optical Physics: The study of atoms, simple molecules, electrons, light, and their interactions. Projects studying non-solid-state lasers and masers also belong in this subcategory. Astronomy and Cosmology: The study of space, the universe as a whole, including its origins and evolution, the physical properties of objects in space and computational astronomy. Biological Physics: The study of the physics of biological processes and systems. Condensed Matter and Materials: The study of the properties of solids and liquids. Topics such as superconductivity, semi-conductors, complex fluids, and thin films are studied. Mechanics: Classical physics and mechanics, including the macroscopic study of forces, vibrations and flows; on solid, liquid and gaseous materials. Projects studying aerodynamics or hydrodynamics also belong in this subcategory. Nuclear and Particle Physics: The study of the physical properties of the atomic nucleus and of fundamental particles and the forces of their interaction. Projects developing particle detectors also belong in this subcategory. Theoretical, Computational, and Quantum Physics: The study of nature, phenomena and the laws of physics employing mathematical or computational methods rather than experimental processes. Other/Multiple: Studies in Physics and/or Astronomy that do not fit in the above subcategories or which may involve multiple subcategories. Next Project Category Previous Project Category

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Earth & Environmental Science a) Earth Sciences Studies of the environment and its effect on organisms/systems, including investigations of biological processes such as growth and life span, as well as studies of Earth systems and their evolution. Subcategories : Atmospheric Science Climate Science Geosciences Water Science Other/Multiple Atmospheric Science: The study of the Earth’s atmosphere, its processes, the effects other systems have on the atmosphere, and the effects of the atmosphere on these other systems as well as meteorological investigations. Further investigation in this field relates to atmospheric chemistry, atmospheric physics, atmospheric changes (both long and short-term) that define average climates and their change over time, and upper layers of the atmosphere, where dissociation and ionization are important. Climate Science: Studies of Earth’s climate, particularly evidential study of climate change over a period of time. This field studies long-term trends in average meteorological conditions and changes in these averaged conditions from season to season, year to year, decade to decade. Geosciences: Studies of Earth’s land processes, including mineralogy, plate tectonics, volcanism, and sedimentology. Water Science: Studies of Earth’s water systems, including water resources, movement, distribution, and water quality. This field includes the occurrence, movement, abundance, distribution, and quality of subsurface waters and related geologic aspects of surface waters. Furthermore, it projects may also address water from the moment of precipitation until it evaporates into the atmosphere or is discharged into the ocean; for example, river systems and the impacts of flooding. Other/Multiple: Studies in Earth Sciences that do not fit in the above subcategories or which may involve multiple subcategories. b) Environmental Sciences: Management and Engineering Studies that engineer or develop processes and infrastructure to solve environmental problems in the supply of water, the disposal of waste, or the control of pollution. Subcategories : Bioremediation Environmental Effects on Ecosystems Land Reclamation Pollution Control Recycling and Waste Management Water Resources Management Other/Multiple Bioremediation: The use of biological agents, such as bacteria or plants, to remove or neutralize contaminants. This includes phytoremediation, constructed wetlands for wastewater treatment, biodegradation, etc. Environmental Effects on Ecosystems: Studies of the impact of environmental changes (natural or as a result of human interaction) on ecosystems, including empirical pollution studies. Land Reclamation: Studies that apply engineering principles and design techniques to restore land from wetlands, seas, lakes, deserts or mines, through drainage or irrigation to a more productive use or its previous undisturbed state. This subcategory also includes studies involving the restoration of land that is damaged by natural phenomena, such as erosion, or impaired by industrial and urban processes. Pollution Control: Studies that use engineering principles and design to prevent or control air, water and solid waste pollution. Recycling and Waste Management: Studies involving the extraction and reuse of useful substances from discarded items, garbage, or waste. The process of managing, and disposing of, wastes and hazardous substances through methodologies such as landfills, sewage treatment, composting, waste reduction, etc. Water Resources Management: Studies that apply engineering principles and design to the planning, developing, distributing and managing the optimum use of water resources. Studies in this subcategory might include applied surface and groundwater hydrology, forecasting and control of quantity and quality of water or simulation and modeling of water resource systems. Other/Multiple: Studies in Environmental Sciences: Management and Engineering that do not fit in the above subcategories or which may involve multiple subcategories. Next Project Category Previous Project Category

Information How to Participate Overview of GSDSEF Participation Steps (last updated 7/12/2026) For an exact timeline with deadlines, see the 2026-2027 GSDSEF Schedule . The window to turn in SRC information (Steps 1-8 below) is August 1 - December 7, 2026 . The earlier you get approved through SRC, the earlier you can start… For details, log into your student account (step #3 below) and click on the appropriate pages in the left hand column. A video is available to explain the GSDSEF Student Account and SRC Process What Where Window for Completion 1. Read GSDSEF/ISEF Rules and Ethics Statements GSDSEF, ISEF Rules and the Ethics Statement August 1 - December 7 2. Decide on a Project What makes a good STEM Fair project August 1 - December 7 3. Teacher creates an account (unless previously created) . THEN, Student creates an account (unless previously created), or logs in to their existing account (see the explainer video !) Teacher registration page (or, Teacher login page if they already have an account) Student registration page (or, Student login page if you already have an account) August 1 - December 7 4. Fill in SRC (Scientific Review Committee) information Tab 1 - Project Setup Tab 2 - Project Details August 1 - December 7 5. Determine whether your project needs additional safety (ISEF) Forms Tab 3 - Forms Helper August 1 - December 7 6. Submit Scientific/Safety Review Committee (SRC) online form and any necessary ISEF forms/approvals Tab 4 - SRC Safety Form and any necessary ISEF Forms Upload August 1 - December 7 7. Student, Parent, and Teacher fill in and sign Information and Consent Tab 5 - Consent and Policies August 1 - December 7 8. Submit your Project information for SRC approval. ALL projects must go through SRC Review AND BE APPROVED BEFORE STARTING. You will receive an email indicating SRC Safety Approval, or else items that you must revise and then resubmit before this deadline. August 1 - December 7 9. After completing your project -- undergo Quality Screening of your Digital Presentation. Download the Digital Presentation Template, complete, and upload. Tab 6 - Digital Presentation Upload. You will receive an email indicating Quality Screening Approval, or else items that you must revise and then resubmit before this deadline. January-February 2027 (See Schedule for exact dates) 10. After Quality Screening Approval - Copy & paste information into the Abstract. Tab 7 - Abstract January-February 2027 (See Schedule for exact dates) 11. Payment - Review all previous information. Credit cards or school Purchase Orders only. Tab 8 - Payment January-February 2027 (See Schedule for exact dates) 12. zFairs account set up for you. Upload PDF versions of a) your final Digital Presentation (from step 9 above) and b) your Digital Notebook, for Judge’s Preview. zFairs- Students whose projects have completed all steps above on time will receive an email from zFairs with login information and instructions. February 2027 (See Schedule for exact dates)

The 75th California Science and Engineering Fair The 75th California Science and Engineering Fair (CSEF) was held on Saturday and Sunday, April 11-12, 2026, at California Lutheran University in Thousand Oaks, CA. Click here for the GSDSEF press release about the 40 CSEF awards earned by GSDSEF students, including several of the top prizes.

Teachers Teacher Resources The following are a few resources for teachers and parents to help their students/children produce a successful science or engineering fair project. SECTION A: Rules and Guidelines SECTION B: Certification and Special Forms SECTION C: Science Fair Resources, Instructional Resources and Materials for Teachers, and GSDSEF Workshop Materials SECTION D: Links to Online Teaching Resources and Digital Libraries * Additional resources may be found on the Student Resources page. Section A: Rules and Guidelines GSDSEF Rules and Guidelines GSDSEF Categories and Descriptions ISEF Rule Book 2025-2026 .pdf Download PDF • 3.07MB Engineering_project_guidelines .pdf Download PDF • 210KB Computer_science_project_guidelines .pdf Download PDF • 328KB Math_project_guidelines .pdf Download PDF • 213KB projects_to_avoid .pdf Download PDF • 60KB ISEF Roles and Responsibilities of Students and Adults ISEF - Reasons Projects Don’t Qualify for ISEF Ethics Statement Section B: Certification and Special Forms Please find all the necessary ISEF forms on your teacher account . Section C: Science Fair Resources for Teachers How Science and Engineering Fair Projects Relate to the Next Generation Science Standards and Common Core Standards: 3_dimensions_ngss_sep-science_fair .pdf Download PDF • 174KB Project Board Example and connections to NGSS .pdf Download PDF • 136KB NGSS_SE_cross_cutting_poster .pdf Download PDF • 188KB PBL-NGSS-CCSS-science_fair .pdf Download PDF • 861KB How to Do a Science Fair Project - Teaching the Scientific Method and Engineering Design: Science Buddies Teaching Resources Science Buddies - Science Fair Project Guide Science Fair - Engineering Project Guide How to Do A Science Fair Project Video Series from JPL/NASA GSDSEF WORKSHOPS and TEACHER-CREATED Instructional Resources and Materials Please go to GSDSEF YouTube page for workshop videos! RESOURCES, PRESENTATIONS, INSTRUCTIONAL MATERIALS - science_fair_topic_sheet_revised .pdf Download PDF • 151KB science_fair_journal_ullyott .pdf Download PDF • 183KB science_fair_project_ideas_2016 .pdf Download PDF • 93KB bvm_science_fair_dates_2017-_7th_grade_timeline .pdf Download PDF • 146KB matt_bessler_gsdsef_presentation .pptx Download PPTX • 380KB michelle_mardahl-_gsdsef_workshop_presentation .pptx Download PPTX • 1.35MB gina_sacaluso-cara_gsdsef_presentation .pptx Download PPTX • 9.67MB Additional Instructional Materials and Resource Guides: Sample Student Notebook .pdf Download PDF • 559KB How To Do a Project _ Flowchart .pdf Download PDF • 951KB Science_fair_guide_holt_rinehart_winston .pdf Download PDF • 161KB gsef-student-guide-how-to-do-a-science-fair-project .pdf Download PDF • 1.30MB How to Do a Science Fair Project - for Teachers, Students, and Parents (InformED Australia) American Psychological Association - Conducting Psychological Research for Science Fairs: A Teacher's Guide and Resource Manual Research at Home Resources by Society for Science & the Public (ISEF) Section D: Links to Teaching Resources and Digital Libraries Thoughtco Teaching Resources - In-depth articles and teacher resources that give you and your students the answers and information. Science Resources by Thoughtco Computer Science Resources by Thoughtco Math Resources by Thoughtco Teaching Engineering Tinkering, Simple Machines, Simple Electronics, Engineering, and Coding - Activities and Resources Understanding Science and How it really Works – Teaching Resources Teaching Resources - UC Berkeley SAGE: Science and Arts Gateway Education - Teaching and Learning Resources from University of Cornell JPL/NASA Teacher Resource Edutopia – Ten Websites for Science Teachers PBS LEARNING The National Digital Library Science News for Students Science Daily – Your source for latest research EurekAlert! The Global Source for Science News Smithsonian - Science/Nature Science Now UC Riverside Chemical Engineering Fun for Kids Sciencing Try Engineering A Kid's Guide to Artificial Intelligence and Machine Learning

Science and Engineering Project Categories Project Categories Animal Sciences Behavioral & Social Sciences Biochemistry Biomedical/Health Sciences & Bioengineering Cellular & Molecular Biology Chemistry Computational Biology & Bioinformatics Computer Science & Systems Software Earth & Environmental Science Engineering: Electrical, Mechanical & Robotics Engineering: Energy, Materials, & Transport Mathematics Microbiology Physics & Astronomy Plant Sciences Product Testing (Junior Division Only)

Animal Sciences This category includes all aspects of animals and animal life, animal life cycles, and animal interactions with one another or with their environment. Examples of investigations included in this category would involve the study of the structure, physiology, development, and classification of animals, animal ecology, animal husbandry, entomology, ichthyology, ornithology, and herpetology, as well as the study of animals at the cellular and molecular level which would include cytology, histology, and cellular physiology. Subcategories: Animal Behavior Cellular Studies Development Ecology Genetics Nutrition and Growth Physiology Systematics and Evolution Other/Multiple Subcategories Animal Behavior : The study of animal activities which includes investigating animal interactions within and between species or an animal’s response to environmental factors. Examples are animal communication, learning, and intelligence, rhythmic functions, sensory preferences, pheromones, and environmental effects on behaviors, both naturally and experimentally induced. Cellular Studies: The study of animal cells involving the use of microscopy to study cell structure and studies investigating activity within cells such as enzyme pathways, cellular biochemistry, and synthesis pathways for DNA, RNA, and protein. Development: The study of an organism from the time of fertilization through birth or hatching and into later life. This includes cellular and molecular aspects of fertilization, development, regeneration, and environmental effects on development. Ecology: The study of interactions and behavioral relationships among animals, and animals and plants, with their environment and with one another. Genetics: The study of genes, genetic variation, and heredity in living organisms. These projects include studies of heredity, dealing with resemblances and differences of related organisms resulting from the interaction of their genes and the environment. Studies may include projects relating to gene expression, gene regulation, genomics, and model organisms. Nutrition and Growth: The study of natural, artificial, or maternal nutrients on animal growth, development, and reproduction including the use and effects of biological and chemical control agents to control reproduction and population numbers. Physiology: The study of one of the 11 animal systems. This includes structural and functional studies, system mechanics, and the effect of environmental factors or natural variations on the structure or function of a system. Similar studies conducted specifically at the cellular level should select the cellular studies subcategory. Systematics and Evolution: The study of animal classification and phylogenetic methods including the evolutionary relationships between species and populations. This includes morphological, biochemical, genetic, and modeled systems to describe the relationship of animals to one another. Other/Multiple: Studies in Animal Science that do not fit in the above subcategories or which may involve multiple subcategories. Next Project Category Previous Project Category