Experiment Title: What is the effect of microgravity on mold growth on white bread? Co-Principal Investigators : (listed in alphabetical order) Name: Noor Ajam Grade level: 6 th grade Name: Foyez Alauddin Grade level: 6 th grade Name: Alexander HarrisGrade level: 6 th grade Grade Level(s) of Submitting Student Team: 6 th grade Submitting School: New Explorations into Science, Technology & Mathematics Submitting School District: 01 Submitting Teacher Facilitator: Margaux Stevenson Collaborators: (listed in alphabetical order) Emma Alatzas, Ella Briman, Sarah Caba, Lucy Cantor, Elisa Carrillo, Samantha Chan, Sydney Cardieri, Hana Cruz, Benjamin Ebanks, Elana Field, Jack Geyer, Zander Grier, Meredith Griffin, Oscar Johnson, Liam Kronman, Jonathan Leybungrub, Jonathan Lim, Noah Mack, Macy McGrail, Haylie Parrilla, Tristan Pragnell, Elijah Shapiro, Ryo Shimosato, Jeron Wilkinson, Nora Youngelson. Grade level for all collaborators: 6 th grade.

OUR QUESTION: “WHAT IS THE EFFECT OF MICROGRAVITY ON MOLD GROWTH ON WHITE BREAD?” ●We wanted to do this experiment because we did not know much about mold growth, and were very interested in learning about a new topic in microgravity ●We used an FME type two tube to contain white bread and formalin, a fixative ●Our procedure was to leave the bread alone until D-2 days, when the formalin will be released ●We hoped to gain insight into the amount of mold dust in the air, as mold starts out as dust ●We planned to measure results through square inches and spore count Experiment Summary

Our question for this experiment was “What is the effect of microgravity on mold growth on white bread?” Knowledge going into experiment: ●Bread mold can be black, green, or blue ●Bread mold is formed by mold spores reproducing ●Spores are 3-40 microns in size ●Mold starts out as dust, floats in air until it finds food to land on/other spores to reproduce with ●Mold is fungi ●You need mold spores, food spores can thrive on, and a warm and moist environment ●Mold does not grow well in cold Insight will be gained into the amount of mold dust in the air, as mold starts out as dust The Question to be Addressed by the Experiment

We chose bread for our experiment because mold grows well on it The one initiation process for our experiment was to release formalin at D-2 days for both the space and ground setups; we will do this to prevent mold from growing when the micro-gravitational setup returns to a gravitational environment We planned to measure the results through square inches and spore count Experiment Design Using the Electron Microscope Loading elements

Photograph of ground setup under Electron Microscope Photograph of space setup under Compound Microscope Photograph of space setup under Electron Microscope Photograph of space setup under Electron Microscope Pictures

Looking at bread with BioBase director Latasha Wright at BioBase From left to right: teacher facilitator Margaux Stevenson, co-principal investigators Alexander Harris, Noor Ajam, and Foyez Alauddin Pictures (cont.)

● We used an electron microscope and compound microscope to analyze the breads ● Since both breads were both completely covered in mold, we deemed measurements unnecessary ● We have concluded that there is minimal to no difference between mold growth on white bread in a gravitational and micro-gravitational environment ● If we were to do anything differently, we would try to better control the temperatures of both samples in order to produce more reliable results Results and Data Analysis

Acknowledgements The Student Team would like to thank our teacher, Ms. Stevenson; NEST+m’s SSEP program administrator and NEST+m Assistant Principal Mr. Brendan Alfieri; and NEST+m science teacher Mr. Marvin Cardornigara. We would also like to thank the SSEP people, The Center for the Advancement of Science in Space, The New York State Space Grant Consortium (Cornell University), BioBase the NYC Department of Education, and the NEST+m PTA. Letter of Certification by the Teacher Facilitator November 4, 2013 I certify that the student team designed the experiment described herein and authored this proposal, and not a teacher, parent, or other adult. I recognize that the purpose of this letter is to ensure that there was no adult serving to lead experiment definition and design, or write the proposal, and thereby provide content and/or professional expertise beyond that expected of a student-designed and student-proposed experiment. I also understand that NCESSE recognizes that facilitation of thinking across the student team by the team’s Teacher Facilitator, and other teachers, parents, and local area researchers, is not only to be encouraged but is absolutely vital if students are to receive the necessary guidance on the process of scientific inquiry, experimental design, how to do background research in relevant science disciplines, and on writing the proposal. I also certify that the samples list and the special handling requests listed in this proposal are accurate and conform to the requirements for SSEP Mission 5 to ISS. I confirm that the team, after reviewing their procedure and budget for obtaining the samples for the experiment, is certain that they will be able to obtain the necessary samples for their experiment in time to meet the deadline for shipping the flight-ready FME to NanoRacks. If using human samples, the team is aware that these samples must be tested for prohibited viruses before the experiment can be selected for flight. Finally, the Teacher Facilitator certifies that the student team will have access to the proper facilities to prepare the Fluid Mixing Enclosure for flight and to analyze the samples after the flight. Margaux Stevenson Teacher Facilitator