The National Student Research Center
E-Journal of Student Research: Multi-Disciplinary
Volume 6, Number 2, January, 1998
The National Student Research Center
is dedicated to promoting student research and the use of the
scientific method in all subject areas across the curriculum,
especially science and math.
For more information contact:
- John I. Swang, Ph.D.
- Founder/Director
- National Student Research Center
- 2024 Livingston Street
- Mandeville, Louisiana 70448
- U.S.A.
- E-Mail: nsrcmms@communique.net
- http://youth.net/nsrc/nsrc.html
TABLE OF CONTENTS
Science:
- Caffeine Influence On A Mouse
When Exercising
- Which Metal Will Conduct Heat
The Fastest?
- Does Color Affect Temperature?
- Are Orgones Real?
- Can A Magnet Erase A Cassette
Tape, Floppy Disk, And A Compact Disk?
- Fecal Coliform in Stephenson
Brook
- The Effects of Nitrogen, Potassium
and Phosphorus on the Early Growth of Sunflowers
- The Effect of Earthworms on
the Growth of Radish Plants
Consumerism:
- Which Detergent Removes Stains
From 100% Cloth the Best?
- What Brand of Popcorn Leaves
the Least Kernels Unpopped?
SCIENCE SECTION
Title: Caffeine Influence On A Mouse When Exercising
Student Researchers: Maillet Celine and Chagneau Lucie
School address: Lycee Notre-Dame
Rue principale
49310 La Salle de Vihiers
FRANCE
Grade: Lower 6th Form
Teacher: Thomas J. C. Richard
I. Statement of Purpose and Hypothesis:
We studied physiology as it applies to athletic activity. We
want to carry out some experiments on mice to find out how
caffeine acted upon behavior.
Our hypothesis states that mice given caffeine would be more
stimulated than mice not given caffeine.
II. Methodology:
In order to test our hypothesis, we used a control mouse and an
experimental mouse. We put the control mouse, which did not
receive any caffeine, in an exercise wheel for five minutes. We
counted the number of revolutions that the mouse made and we
observed its behavior. Then we put the experimental mouse, which
had been given caffeine for fifteen minutes, in the exercise
wheel and counted the number of revolutions it completed in five
minutes. We also observed its different behaviors.
We repeated our experiment four times. We then compared the
physiologies of the two mice.
III. Analysis of Data:
In the first trial, the control mouse completed forty revolutions
on the exercise wheel. In the second trial, it completed 45
revolutions. In the third trial, it completed 40 revolutions.
In the fourth trial, it completed 30 revolutions.
In the first trial, the experimental mouse receiving the caffeine
completed 130 revolutions on the exercise wheel. In the second
trial, it completed 110 revolutions. In the third trial, it
completed 130. In the fourth trial, it completed 95 revolutions.
The control mouse spent almost 13% of its time running. The
experimental mouse spent over 65% of its time running.
IV. Summary and Conclusion:
After observing the athletic activity, we noticed that the
experimental mouse made more revolutions than the control one.
In fact, the it made three times as many revolutions as the
control mouse. These results were expected since the caffeine is
an exciting substance. During the athletic activity, we observed
that the behavior of two mice was different. In fact, the
control mouse was quieter than the experimental mouse which was
very restless. These results were expected for the same reason
mentioned above. Our hypothesis is then backed up as the
experimental mouse which received the caffeine completed
more revolutions and was more stimulated than the control mouse.
V. Application:
These experiments allowed us to observe in mice the nervousness
that certain people can have when under the influence of
caffeine. We can inform people that by abusing this substance,
they can become addicted and very nervous and excitable.
TITLE: Which Metal Will Conduct Heat The Fastest?
STUDENT RESEARCHERS: Chris Chugden and Brant Linde
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project on the
conduction of heat in different metals. Our hypothesis states
that copper wire will conduct heat faster than stainless steal
wire and aluminum wire.
II. METHODOLOGY:
First, we identified our topic. Then we developed a statement of
purpose. Next, we conducted a review of the literature about
copper, stainless steel, aluminum, heat conduction, and thermal
energy. Finally, we stated our hypothesis.
Then we developed a methodology to test our hypothesis. Then we
gathered our materials and began our experiment. We put a candle
on the table. Then we took a wax ball 1 centimeter in diameter
and pushed it onto one end of a copper wire that was 10
centimeters long. We placed the other side of the wire directly
over a candle. The wire was supported by two clothes pins.
Next, we lit the candle. Then we timed how fast the copper wire
would conduct heat from the candle to the wax ball. While timing
the speed of the wire's conduction with a stopwatch, we observed
the wax ball until it completely melted off the copper wire. We
repeated this two more times with the copper wire. Then we did
the same thing three times with aluminum wire and stainless steal
wire.
We recorded all of our data in a systematic way on a data
collection sheet. Next, we conducted our analysis of data. Then
we wrote our summary and conclusion where we rejected/accepted
our hypothesis. Finally, we applied our findings too the world
outside the classroom.
The manipulated variable was the type of metal wire. The
controlled variables were 1) the length of the wire, 2) the size
of the wax ball, and 3) the diameter or gauge of the wire. The
responding variable was how fast the metal wire conducted heat
from the end over the flame to the end with the wax ball on it.
Our materials included 1) 3 copper wires, 2) 3 stainless steel
wires, 3) 3 aluminum wires, 4) 9 wax balls, 5) 1 candle, 6) 2
clothes pins, and 7) 1 box of matches.
III. ANALYSIS OF DATA:
On the first trial, aluminum conducted heat at a rate of 10
centimeters per 9 seconds. On the second trial, aluminum
conducted heat at a rate of 10 centimeters per 7.9 seconds. On
the final trial, aluminum conducted heat at a rate of 10
centimeters per 9.3 seconds. Aluminum conducted heat at an
average rate of 10 centimeters per 8.733 seconds.
Copper, on the first trial, conducted heat at a rate of 10
centimeters per 5.6 seconds. Copper, on the second trial,
conducted heat at a rate of 10 centimeters per 3.8 seconds. On
the last trial, copper conducted heat at a rate of 10 centimeters
per 5 seconds. On average, copper conducted heat at a rate of 10
centimeters per 4.8 seconds. It was the metal that conducted
heat the fastest.
Stainless steel, on the first trial, conducted heat at a rate of
10 centimeters per 9.44 second. Stainless steel, on the second
trial, conducted heat at a rate of 10 centimeters per 6.30
seconds. Finally, on stainless steel's last trial, it conducted
heat at a rate of 10 centimeters per 15.95 seconds.
The Time It Took In Seconds For The 10 cm Metal Wires To
Conduct Heat From The Candle's Flame To The Wax Ball
Metal Wires | Trial 1 | Trial 2 | Trial 3 | Average |
Aluminum |9.0 sec |7.9 sec | 9.3 sec | 8.733 sec |
Copper |5.6 sec |3.8 sec | 5.0 sec | 4.8 sec |
Stainless Steel |9.44 sec |6.30 sec |15.95 sec |10.5633 sec |
IV. SUMMARY AND CONCLUSION:
On average, copper's speed of conductivity was 10 centimeters per
4.8 seconds. It was the metal that conducted heat the fastest.
Therefore, we accept our hypothesis which stated that copper wire
will conduct heat faster than stainless steal and aluminum wire.
V. APPLICATION:
Now we know that copper is the best conductor of heat. We could
apply this finding to the world outside the classroom by using
copper tubing instead of aluminum tubing in air conditioners.
This will increase the efficiency of the air conditioner as it
transfers heat from the inside to the outside of the room.
TITLE: Does Color Affect Temperature?
STUDENT RESEARCHERS: Amber French and Alex Manuel
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project on the effect
of color on temperature. Our hypothesis states that a jar
covered with black colored paper will have the highest
temperature.
II. METHODOLOGY:
First, we decided on our topic. Next, we wrote our statement of
purpose. Then we gathered information of the subtopics we came
up with. Our subtopics were: thermal energy, light, color,
photon, electromagnetic spectrum, heat, calorie, temperature,
thermometer, and British Thermal Unit. Next, our hypothesis was
formed.
After that, we began our experiment. It was performed this way:
the first step was to find a light source of 60 watts. The next
step was to buy our six different sheets of colored paper (red,
yellow, green, blue, black, and white). We brought them home.
Starting with the lightest color (white), we put the piece of
paper around a baby food jar and taped it. We then put a
thermometer in the jar. We did this by poking a hole in the lid
of a baby food jar and screwing the thermometer through it so
that the bulb of the thermometer was half way into the bottle.
We then screwed the lid on. After that we fit the thermometer in
making sure it wasn't touching any part of the jar. We placed
the jar with the thermometer 15 cm. away from the light source.
The light bulb was turned on and left on for five minutes. We
then took the thermometer out and observed the temperature
reading. The temperature was recorded on a data collection
sheet. We repeated this procedure three times for each color of
paper.
When we finished that we took the information on the data
collection sheet and analyzed it. Then we wrote our summary and
conclusion. Finally, we accepted/rejected our hypothesis and
applied our findings to the world outside the classroom.
III. ANALYSIS OF DATA:
In our experiment, we found that red paper wrapped around a jar
and placed 15 cm away from a 60 watt light source had the highest
temperature with an average of 54.6° C. Black came in next with
an average temperature of 54.5° C. Blue had the average
temperature that came next, 54.1° C. Green, white, and yellow
were last with average temperatures of 53.9° C, 53.6° C, and
53.5° C.
The Temperatures (C) of the Jars Covered With
Different Colored Paper
Trial 1 Trial 2 Trial 3 Average
C White | 53.6° | 53.6° | 53.6° | 53.6° |
O Yellow | 53.6° | 53.5° | 53.4° | 53.5° |
L Green | 53.8° | 53.9° | 53.9° | 53.9° |
O Blue | 54.1° | 54.1° | 54.1° | 54.1° |
R Red | 54.6° | 54.6° | 54.6° | 54.6° |
S Black | 54.6° | 54.4° | 54.4° | 54.5° |
IV. SUMMARY AND CONCLUSION:
The information in our charts shows that the darker colors had
the higher temperatures, red having the over all highest.
Therefore, we reject our hypothesis which stated that the jar
covered with black colored paper will have the highest
temperature. The lighter colors (white, yellow, and green) had
an average temperature of 53.7° C. The darker colors (black,
red, and blue) had an average temperature of 54.4° C.
V. APPLICATION:
This information can be used by anyone who is buying a car and
needs to know what color of car to buy in order to keep their car
cool or warm. Also, we can apply our findings by using the
information to buy different colors of clothing for different
seasons. Lighter colors should be worn in summer to keep you
cool and darker colors should be worn in winter to keep you warm.
TITLE: Are Orgones Real?
STUDENT RESEARCHERS: Chris Chugden and James Rees
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project on orgonomy.
We want to know if orgones, as hypothesized by Whilhelm Reich,
really exist. Our hypothesis states that orgone energy will
prevent mold growth on bread.
II. METHODOLOGY:
First, we found a topic. Next, we developed a statement of
purpose. Then we wrote a review of literature about Wilhelm
Reich, Orgone Energy, orgone accumulators, pseudoscience, and
bread mold. Next, we developed a hypothesis.
Then we developed a methodology to test our hypothesis. Next, we
gathered our materials and conducted our experiment. We
constructed an orgone accumulator out of aluminum, paper, and a
shoe box. We alternately layered six pieces of paper and six
sheets of aluminum foil on all of the sides, top, and bottom of
the shoe box. Then we got another shoe box to use as a control
in the experiment.
Then we moistened two slices of bread, rubbed them on the
ground, and put each of them in a sealed Ziploc plastic bag. We
put one piece of bread in the orgone accumulator and one piece in
the control shoe box. We waited a period of seven days to get
our results. Each day we observed the bread for mold growth. We
measured the growth of the mold by how many spores the bread had
on it and how large the colonies of spores grew.
We recorded our data on a data collection sheet. From this we
made charts and graphs showing our results. Then we wrote a
summary and conclusion. In our conclusion, we rejected or
accepted our hypothesis. Finally, we applied our findings to
the world outside the classroom.
The variables that were controlled were the kind and size of the
bread slices, the sealed Ziploc plastic bag, the amount of water
on the bread, the contaminated bread slices, and the time periods
for observation. The manipulated variable was the orgone
accumulator. The responding variable was the absence or presence
of mold on the bread.
Our list of materials included six sheets of aluminum foil, six
sheets of paper, two shoe boxes, two slices of bread (no
preservatives), and two Ziploc plastic bags.
III. ANALYSIS OF DATA:
On day 1, the slice of bread in orgone accumulator I had 0 spores
on it. This continued until day 4 when the slice of bread grew
one mold colony 2 mm in diameter. On day five, the bread had two
3 mm. On day six, there were no changes observed. On day 7, the
final day, the bread in the orgone accumulator had twenty-four
spore colonies that varied from 1 mm to 3 mm in diameter. The
average size of the spore colonies was 2.75 mm.
From day 1 to day 3, no mold grew on the bread in the control
shoe box I. On day 4, three spores 3 mm in diameter had grown on
the control bread slice. On day 5, four spores grew that were 6
mm in diameter. On day 6, there were no changes on the bread.
On the final day, day 7, the bread had grown a total of twenty
spores that varied from 1 to 6 mm. The average size of the spore
colonies were 5.25 mm.
From day 1 to day 4, no mold had grown on the bread in orgone
accumulator II, but on day 5, one colony, 5 mm in diameter, had
grown. On day 6, two colonies 5 mm in diameter had grown. On
day 7, three colonies of spores had grown which were 5 mm in
diameter.
From day 1 to day 3, no mold had grown on the bread in control
II. On day 4, four spore colonies had grown on the bread. They
were 10 mm in diameter. On day 5, the same results occurred. On
day 6, six spore colonies, 20 mm in diameter, grew. On the final
day, day 7, the bread had grown a total of eight spore colonies,
20 mm in diameter.
The Number Of Colonies Of Spores Grown On Bread
|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |Day 7 |
| | | | | | | |
Orgone |0 |0 |0 |1 |3 |4 |27 |
Accumulators| | | | | | | |
| | | | | | | |
Controls |0 |0 |0 |7 |8 |10 |28 |
The Average Diameter Of The Colonies Of Spores On Bread
|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |Day 7 |
| | | | | | | |
Orgone |0 |0 |0 |1 mm |4 mm |4 mm |4 mm |
Accumulators| | | | | | | |
| | | | | | | |
Controls |0 |0 |0 |7 mm |8 mm |13 mm |13 mm |
IV. SUMMARY AND CONCLUSION:
The bread in both orgone accumulators had a total of 27 spore
colonies. Both controls had a total of 28 spore colonies. The
average size of the spore colonies in the orgone accumulators was
4 mm. The average size of the spore colonies in the controls was
13 mm.
The bread in the Orgone Accumulators had less mold growth than
the control bread. Therefore, we accept our hypothesis which
stated that orgone energy will prevent mold growth on bread.
If the accumulators were producing orgones, then it would seem
that they some ability to reduce bread mold growth. Further
research in this area needs to be done. This study should be
replicated many times and the findings compiled of the studies
compiled.
V. APPLICATION:
Now we know that orgone energy has an effect upon bread mold
growth. We could suggest that people place their bread in a
bread box designed to be an Orgone Accumulator.
Title: Can A Magnet Erase A Cassette Tape, Floppy Disk, And A
Compact Disk?
Student Researcher: Eric Korgel
School Address: Cedar Hollow School
4900 S. Engleman Rd.
Grand Island, NE 68803
Grade: Seventh
Teacher: Barbara Moran
I. Purpose and Hypothesis
I wanted to do this experiment to find out if a magnet could erase
a compact disk, cassette tape, and my floppy disks in case a
magnet would ever cross upon them. My hypothesis states that the
magnet could erase my compact disks, floppy disks, and my cassette
tapes.
II. Methodology
To preform my experiment I used a cow magnet, an old cassette
tape, an old compact disk, and an old floppy disk. For my
procedure I first layed out all of my materials. Second, I took
my cow magnet and put it right onto the compact disk for 2
minutes. Then I did the same procedure for the floppy disk and
the cassette tape. Next, I tried to see if my materials were
erased or not. My findings amazed me. Finally, I recorded all of
my data on my data collection sheet.
III. Analysis of Data
After I looked over all of my data, I found that the compact disk
still played considerably well. But on the other hand, the
cassette tape and the floppy disk both were erased. Surprisingly
the compact disk worked and the cassette tape and floppy disk were
erased.
IV. Summary and Conclusion
I rejected my hypothesis that stated that the magnet would erase
all 3 things. After I did the experiment, I found that the
compact disk was not erase. And the cassette tape and floppy disk
were both erased.
V. Application
My findings could be useful in the "real world" in case anybody
wanted to know if a cassette tape, compact disk, or a floppy disk
could be erased if put close to a magnet or a strong magnetic
force. This information could save someone a lot of time,
trouble, and money.
TITLE: Fecal Coliform in Stephenson Brook
STUDENT RESEARCHERS: Nick Carino, Marlene Carneiro, Gerard
Henderson and Amy Maltese
SCHOOL ADDRESS: Isaac E. Young Middle School
270 Centre Ave.
New Rochelle, NY 10805
GRADE: 8
TEACHER: Mr. Patrick M. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Fecal Coliform is an indicator bacteria. By measuring the amount
of fecal coliform it tells how much other pathogenic bacteria is
likely to be in the water. Diseases such as typhoid fever,
hepatitis, gastroent virus, dysentery, and ear infections can be
caused by water highly contaminated by fecal coliform. Fecal
coliform is found in the feces of warm blooded animals and can
enter Stephenson Brook though runoff. Our hypothesis stated
that when it rained, fecal coliform levels would by high because
of runoff containing feces. On dry days, the hypothesis stated
that levels would be low.
II. METHODOLGY:
The materials for the fecal coliform test included forceps,
matches, alcohol, absorbent pads, a syringe, a petri dish, a
sterile filter, a Millipore filtration system, and a 10 ml.
pipette. Before taking the test, all materials were sterilized.
First, forceps were used to place a filter paper on the bottom
half of the filtration system. Then sample water was poured
into the filtration system. Next, the filter paper was placed
into a pertri dish and left in a water bath for 24 hours. When
the time was up, the number of fecal coliform was counted,
multiplied by 20 and recorded as colonies per 100 ml.
III. ANALYSIS OF DATA:
The result for fecal coliform testing on 3-20-97 measured 1,640
per 100 ml. On 3-24-97 it measured 560 per 100 ml. The result
for 3-26-97 was 8,500 per 100 ml. On 4-01-97, it was 990 per 100
ml., and on 4-03-97, it was l,380 per 100 ml. The average amount
of fecal coliform for all the tests taken was 2,325 per 100 ml.
This is within the New York state regulations which runs anywhere
between 2,000 to 5,000 per 100 ml.
IV. SUMMARY AND CONCLUSION:
At the IEY Middle School, fecal coliform tests were taken to
measure the amount of fecal coliform in the waters of Stephenson
Brook. Fecal coliform is found in the feces of warm blooded
animals and can contaminate water. The hypothesis was that when
it rained, fecal coliform levels would be high, and on dry days,
levels would be low. On 3-26-97, the day of the highest reading,
it most likely rained or snowed, but there is no proof of this.
V. APPLICATION:
Because fecal coliform causes diseases, levels should stay low.
A way of keeping levels low in Stephenson Brook is to keep feces
out of the storm drain. An example for this is to use a pooper
scooper after curbing your dog.
Title: The Effects of Nitrogen, Potassium and Phosphorus on the
Early Growth of Sunflowers
Student Researcher: John Levene
School Address: Fox Lane Middle School
Bedford, NY 10506
Grade: 6
Teacher: Dr. Sears
1. Statement of Purpose and Hypothesis:
I wanted to learn about the effects of nitrogen (N), phosphorus
(P) and potassium (K) on plant growth. Plants cannot live
without these primary nutrients. Plants also require small
amounts of other minerals called micronutrients. My experiment
looked at the effect of the primary nutrients on sunflowers
during their first 2 weeks of growth.
II. Methodology:
I prepared 10 stock solutions from a plant mineral requirement
set originally bought from the Carolina Biological Supply
Company. I used these stock solutions to make 3 feeding
solutions which were identical to each other except that each
lacked one of the primary nutrients (N, P, or K). I also
prepared a complete fertilizer from the stock solutions which
contained all of the necessary nutrients. In addition, a control
solution of deionized water which lacked all nutrients was used.
All solutions were made using deionized water which was free of
all minerals.
I soaked 180 Burpee Sunflower seeds for 30 hours in deionized
water. I then planted each seed in 27 cubic cm of Pearlite, a
mineral-free medium, in individual cells of a seed tray. To
prevent contamination from the overflow of water or nutrients, I
placed strips of wood between the seed cells and the bottom tray.
After planting the seeds on the first night (Day 1), all plants
received 10 ml of deionized water. On Day 2, all plants received
5 ml of their given solution. One solution was missing nitrogen
(N-), one was missing phosphorus (P-), another was missing
potassium (K-), one contained all three nutrients, and one was
just deionized water. In total, there were 5 solutions. This
schedule continued, alternating 10 ml of deionized water one
night with 5 ml of a given solution the next. Beginning on day
7, plants were grown under constant fluorescent light and plant
height was measured daily before watering or feeding. The
experimental variables were the absence of one of the three
primary nutrients: nitrogen, potassium or phosphorus. The
responding variable was the plant height in each condition.
III. Analysis of Data:
Plant growth was first seen on day 6, but the sprouts were too
small to be measured. On day 6, 4 plants had sprouted in the
control group, 5 plants had sprouted in the P- group, and 10
plants had sprouted in each of the K-, N-, and complete nutrient
groups. Beginning on day 7, plant height was measured each night
before feeding or watering. The absence of all nutrients (the
control group) produced the least growth of sunflowers. In the
experimental groups, the removal of K from the nutrient solutions
had the greatest effect on reducing plant height, the removal of
P had the second greatest effect, and the removal of N had the
least effect on sunflower growth. Plants in the N- group
appeared to grow taller than the plants fed with the complete
nutrient solution. To try to understand this result, I looked at
the number of seeds which had germinated in each group. More
plants germinated and grew in the N- group than in the group fed
with the complete nutrient solution. Furthermore, when I looked
at the average height of germinated seeds, I clearly saw that the
complete group had more height than the N- group, but less seeds
had germinated.
IV. Summary and Conclusion:
My results showed that the removal of potassium had the greatest
effect on reducing the early growth of sunflowers and that it may
be the most important of the 3 primary nutrients for growth at
this stage. This result was surprising because nitrogen is
considered to be the most important nutrient to look for when
choosing a fertilizer. Nitrogen is necessary for above-ground
growth, phosphorus is important for seedling development and root
growth, and potassium helps plants make starch and protein.
However, my experiment was limited to a two-week time period only
and results at later stages may be different.
V. Application:
The results of my experiments provide information only about the
early growth of sunflowers. However, the approach that I used to
understand which primary nutrients have the greatest effect on
growth could be used to design fertilizers to increase the growth
of any plant under different conditions.
Title: The Effect of Earthworms on the Growth of Radish Plants
Student Researcher: Jessica Feldman
School Address: Edgemont JuniorlSenior High School
White Oak Lane
Scarsdale. New York 10583
Grade: 7
Teacher: Mrs. Russo
I. Statement of Purpose and Hypothesis:
Do earthworms, which provide fertilization and aeration, really
help to increase the overall health of a plant? If so, does the
number of worms have an effect on this? I wanted to find out the
answers to these two questions and therefore they became the basis
for my experiment. My hypothesis states that the radish plant
with the greatest number of earthworms in the soil will grow to be
the tallest and, overall, be the healthiest plant.
II. Methodology:
To test my hypothes I used the following materials: BURPEE Cherry
Bomb radish seeds, planting soil of the same type. 12 medium size
planting pots, a light source, water, and 32 earthworms of similar
size. First, I planted the radish seeds in each of the 12 medium
size pots, all filled with the same amount of soil. The amount
and type of the soil and the size of the pots were 2 of the
controlled variables in my experiment. Another of the controlled
variables was the amount of sunlight and water each plant
received. After the seeds had germinated, I set up 3 samples of 4
pots each. The manipulated variable was the number of earthworms
in soil the plant grows in. The first plant in each sample served
as a control, with no worms in its soil. In the second, I put 1
earthworm. I placed 3 in the soil of the third plant. Lastly, 5
earthworms were placed in the fourth plant of every sample. The
size of these worms also was a controlled variable. Every day. I
observed the appearance and height of each of the 12 radish
plants. Therefore. the height of each became the responding
variable.
III. ANALYSIS OF DATA:
I found that my data was very hard to analyze, for the individual
samples and averaged results were scattered. The results of the
controls in each sample were far off. In sample 1, the plant had
a height of 6.7 cm and wasn't very healthy. The control in sample
2 ended up being 6.4 cm tall and unhealthy as well. In the third
sample, the control reached 9.2 cm and was actually pretty
healthy, having many leaves and a very thick stem.
The tallest that any plant grew to be was 9.9 cm and was a plant
with 1 earthworm in its soil. That plant also turned out to be
the overall healthiest plant in terms of appearance in sample 3
and in the others, too. As I compared this information to that of
the other 2 plants which had 1 worm, I saw no similarities. In
sample 1, the plant with 1 earthworm was actually the shortest at
6.3 cm and the most unhealthy plant. In sample 2, the plant with
the same number of worms, 1, was tallest in that replication of
the experiment, at 8.6 cm, which still really isn't at all close
to the great height of 9.9 cm. Also, that plant was not very
healthy for it had on it many yellow leaves. I decided to reject
the data from the plant in sample 1 because it was so much
different than the other two and would make the average
inaccurate. As you can see so far, my data was pretty scattered
because the results of the plants with the same number of worms in
their soil should have been at least fairly close.
The final results of the plants in samples 1, 2, and 3 which had 3
earth worms were closer together. In sample 1, that plant had a
height of 7.4 cm, which was quite close to the height of the plant
in sample 3, at 7.7 cm. In sample 2, the plant died when it
reached a height of 3.8 cm, so I disregarded these results.
Despite the fact that 1 plant with 3 worms died, the other 2
appeared to be relatively healthy except that they were very
flimsy.
The 3 plants that had 5 earthworms in their soil had heights which
were totally different from each other. One was 8.7 cm tall,
another was 7.7 cm, and the last was 6.6 cm. Everyone of them had
tiny discolored leaves and were EXTREMELY flimsy. Two of them
eventually 'flopped over' onto the soil!
To get more accurate data, I averaged the heights of the plants,
with the exceptions of those I disregarded that had the same
number of worms. The averaged results weren't as scattered
though, because of the fewer heights that were "off" and
inaccurate I had already rejected. The average height of the
controls turned out to be 7.4 cm. The average height of the
plants which had 1 earthworm in their soil was 9.3 cm. The average
height of the plants with 3 earthworms ended up being 7.6 cm.
Lastly, the averaged heights of the plants that had 5 earthworms
was 7.7 cm. I see a pattern in these results, which goes up, then
down, and up again, which doesn't seem logical.
I noticed that, as the number of earthworms put into the soil of a
plants increased, so did the flimsiness of the plant. No plant
ever produced a radish. Another observation I made about the
appearance of the 12 plants was that the greater number of
earthworms in the pot was associated with more worm droppings
which was very logical and made much sense. In general though. my
data was very hard to analyze.
IV. Summary and Conclusion:
My experiment showed that 1 is the ideal number of worms for the
type of environment I used, which was a plant in a medium size
pot. 3 and 5 worms also help to increase the height of a radish
plant, but not nearly as much. I found that a plant is overall
healthier with a small amount of earthworms in a medium size
planting pot. As I said, the flimsiness of the plants increased
with a greater number of worms. I conclude this is because the
earthworms, especially if there were 5, were in such a confined
area that they destroyed the root systems, causing the radish
plant to become flimsy as well as unhealthy because of lack of
nutrition (the roots are the part of a plant that take in water
and nutrients). There actually were not many other "faults" or
shortcomings in my experiment. I believe my results were fairly
accurate. Even so, I reject my hypothesis because the plant with
the greatest number of earthworms did not grow to be the tallest
or the overall healthiest. The radish plant with 1 earthworms in
its soil did.
V. Application:
The results of my experiment can be applied to gardening, farming,
and the depletion of nutrients in soil. Most of the time, there
are not enough nutrients or natural fertilizers in soil.
Earthworms help to replenish these lost nutrients and provide a
fertilizer (organic of course} and aeration, which all help to
increase the health of a plant. Just be sure to add earthworms to
the soil your plants are growing in. The amount you put in should
be limited because too many may destroy the root systems and kill
the plants or at least decrease the overall health by a great
deal.
CONSUMERISM SECTION
TITLE: Which Detergent Removes Stains From 100% Cloth the Best?
STUDENT RESEARCHERS: Whitney Stoppel And Amber French
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project on the effect
of different detergents on stains on 100% cotton cloth. Our
hypothesis states that Era Plus will remove stains from 100%
cotton cloth better than Tide, Cheer, and All.
II. METHODOLOGY:
First, we chose our topic. Next, we wrote our statement of
purpose. Then we wrote a review of literature about soaps,
detergent, cotton cloth, the clothing industry, and stains. Then
we developed a hypothesis.
Then we wrote a methodology to test our hypothesis. Next, we
conducted our research. First, we gathered our materials. We
cut out the middle of a butter container lid (11 1/2 centimeters
in diameter) and laid it on 12 white cotton dish towel that were
21 cm by 16 cm, one at a time. We put five milligrams (one
teaspoon) of grape juice inside the hole on each towel. We let
the towels sit and dry over night.
In the morning, we prepared the washer, following the directions
on the detergents' containers. Then we put one towel in the
washer. The washer had one of the four detergents in it. The
washing machine washed the towel in warm water for twelve minutes
and rinsed the towel in cold water. Then it spun it semi-dry on
the Ultra Clean cycle. We then took it out of the washer and let
it hang dry overnight. We did this procedure three times with
each of the four detergents.
Next, we took one of the towels from each of the four different
detergents. We laid them in random order in a horizontal line.
Then we numbered them one through four. We made two more Lines
in the same way. Next, we gave 12 people a survey and ashed them
to rank the color of the stain for each towel in one Line. The
judges did not know which detergent the stains were washed in.
They did the same thing for the other two Lines.
Next, we recorded our information on our data collection sheet.
On our data collection sheet, we put the judges' ranking
horizontally with the detergents above them. We totaled the
rankings at the bottom. The higher the number, the lighter the
stain. Then we analyzed our data on charts and graphs. Next, we
wrote our summary and conclusion where we accepted/rejected our
hypothesis our hypothesis. Finally, we applied our findings to
the world outside the classroom.
The control variables for this experiment were; the washer, the
washing cycle, the type of dish towel, and the same amount of
detergent. Our manipulated variable was the types of detergent.
Our responding variable was degree to which the detergent removed
the stain.
Our materials were: plain white dish towels, Tide, Era Plus,
Cheer, All, grape juice, a washer, a parent, measuring utensils,
and a data collection sheet.
III. ANALYSIS OF DATA:
We have found that most people thought that the stain washed in
Tide was the lightest. On Line A, Tide got seven votes for the
lightest stain. On Line B, there was one vote for Tide as the
lightest. On Line C, Tide got seven votes for the lightest
stain. This totals up to 15 first place votes. The average
ranking was 2.88.
Era Plus had four votes for the lightest stain on Line A. It got
three votes for the lightest stain on Line B. On Line C, it got
two votes for the lightest stain. This totals up to 10 first
place votes. The average ranking was 2.36.
On Line A, All got one vote for the lightest stain. It got four
votes for the lightest stain on Line B. All got two votes for
being the lightest on Line C. This totals up to seven first
place votes. The average ranking was 1.80.
Cheer got zero votes for being the lightest on Line A. Cheer got
four votes for being the lightest on Line B. On Line C, it got
zero votes for being the lightest. This totals up to four first
place votes. The average rank was 2.63.
Average Rankings of Detergents
| ERA + | CHEER | ALL | TIDE |
Line A
Average: | 2.58 | 2.67 | 1.83 | 2.91 |
Line B
Average | 2.58 | 2.33 | 1.75 | 2.66 |
Line C
Average | 1.92 | 2.91 | 1.83 | 3.08 |
Overall
Average | 2.36 | 2.63 | 1.80 | 2.88 |
IV. SUMMARY AND CONCLUSION:
Tide had the best overall average ranking with 2.88. The judges
felt it got the grape juice stain out of the cotton cloth towels
the best.
We have found that when washing 100% cotton cloth with a stain,
it would be best to use Tide. Therefore we reject our hypothesis
which stated that Era Plus will remove stains from 100% cotton
cloth better than Tide, Cheer, and All.
V. APPLICATION:
We can apply our findings to the world outside the classroom by
telling others to use Tide to remove stains from 100% cotton
cloth. We know our mothers will appreciate this information.
TITLE: What Brand of Popcorn Leaves the Least Kernels Unpopped?
STUDENT RESEARCHER: Rabiah McCaskey
SCHOOL ADDRESS: Hillside Middle School
1941 Alamo
Kalamazoo, MI 49007
GRADE: 7
TEACHER: Barbara A. Minar
I. Purpose and Hypothesis:
I wanted to find out which brand of popcorn leaves the least
kernels unpopped. If I compare different popcorn brands, then I
thought that the Magic Pop popcorn would leave the least kernels
unpopped, followed by Meijer brand, and then Jolly Time.
II. Methodology:
I used the following materials: pot, stove, clock, vegetable oil,
and bowl. My methodology included the following steps: 1) I
placed a cooking pot on a stove burner at high power. 2) I poured
a teaspoon of vegetable oil into the pot. 3) I used 500 kernels
of each brand of popcorn. 4) I cooked each brand for 5-10
minutes. 5) I cooked each popcorn brand while shaking the pot
every 30 seconds. 6) After all the brands were cooked, I poured
them into a bowl and counted the seeds that were not cooked. 6)
I recorded the amount of uncooked popcorn kernels for each brand
of popcorn.
III. Analysis of Data:
Meijer brand popcorn left 200 kernels unpopped. Magic Pop popcorn
left 15 kernels unpopped. Jolly Time popcorn left 14 kernels
unpopped.
IV. Summary nd Conclusion:
The Meijer brand popcorn had a lot of unpopped kernels. Jolly
Time had the least popcorn kernels unpopped. I accepted my
hypothesis which predicted that Magic Pop popcorn would leave the
least kernels unpopped.
V. Application:
The results of this experiment would be helpful for owners of a
movie theater that need lots of popcorn. If they used Jolly Time
brand, it would leave less kernels unpopped and the owners would
have more popcorn for their happy customers.
© 1998 John I. Swang, Ph.D.