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TABLE OF CONTENT
1. Electromagnetic Power and Electrical Energy
2. Marbles On the Move: Energy and Motion
3. Temperature and the Rate Water Will Freeze
4. the Rate of Evaporation of Different Liquids
5. The Effect of Air Pressure on the Bouncing of Basketballs
6. Which Melts Faster? Butter or Water
7. What Materials Make the Best Parachutes?
8. The Effect of Mineral content on the Freezing of Water
9. Duration of Balloon Inflation: Air of Helium
10. Does Wingspan Affect Paper Airplane Flight?
11. Can Two Objects of the Same Weight Fall At Different Rates?
12. The effect of size on Model Rocket Flight
13. Do Roots Have a Positive Tropism to Gravity?
TITLE: Electromagnet Power and Electrical Energy
STUDENT RESEARCHER: Angela Geraci
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project on
electromagnetism. I want to see if the number of paper clips
sticking to the magnet increases when more electrical energy is
powering the electromagnet. My hypothesis states that when more
electrical energy is added to the electromagnet the number of
paper clips sticking to the magnet will increase.
II. METHODOLOGY:
First, I wrote my statement of purpose and review of literature.
Then I wrote my hypothesis and materials list and made my data
collection form. I coiled a piece of copper wire around a nail
and taped the ends of the wire to the batteries. I put the
electromagnet near the paper clips and recorded how many it picked
up. I repeated this process four times, by adding another battery
each time. There were four batteries in all. Each time I added
another battery in the middle. Then I analyzed my data and wrote
my summary and conclusion and application. Finally, I turned in
my abstract to be published.
III. ANALYSIS OF DATA:
In trial one, I started out with one battery. The electromagnet
picked up two paperclips. I added another battery in trial 2 and
the electromagnet picked up three paperclips. When I added the
third and fourth batteries in trials three and four the
electromagnet picked up four paperclips. I observed the exact
same results when I repeated the experiment the second time. When
I repeated the experiment a third time the single battery picked
up 2 paperclips. Two and three batteries both picked up three
paperclips. When I added the fourth battery it picked up four
paperclips. The average of one battery was 2.0 paperclips. For
two batteries, the average was 3.0 paperclips. For three
batteries, the average was 3.7 paperclips. For four batteries,
the average was 4.0 paperclips.
IV. SUMMARY AND CONCLUSION:
The number of paper clips did increase when more electrical energy
was added to the magnet. Therefore, I accept my hypothesis which
stated that when more electrical energy is added to the
electromagnet the number of paperclips sticking to the magnet will
increase.
V. APPLICATION:
One way to apply my research is to tell construction workers that
they can increase the power of an electromagnet crane by
increaseing the electrical energy.
TITLE: Marbles on the Move
STUDENT RESEARCHER: April Needham
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: E. Marino, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a scientific research project to see if height has
an effect on the energy of a moving object. My hypothesis stated
that when a marble hits a cup, the cup will move farther when the
marble is rolled from a higher incline than from a lower one.
II. METHODOLOGY:
First, I wrote a statement of purpose, review of literature, and
developed a hypothesis. Then I made a data collection form.
Next, I taped 2 pencils together to make a ramp for the marble to
roll down. I made the ramp sit diagonally on three different
objects; a jewelry box (high), a science book (medium), and
another pencil (low). The cup sat 4 cm from the end of the ramp.
I rolled the marble down the pencils on the 3 different inclines
with the cup at the end. I recorded how far the cup moved when
the marble struck it. I repeated this process two more times and
recorded the data. Finally, I wrote my analysis of data, summary
and conclusion, and applied my findings to the real world.
III. ANALYSIS OF DATA:
>From the jewelry box, the cup moved 10 cm on trial one, 7 cm on
trial two, and 9 cm on trial three, for an average of 8.6 cm.
>From the dictionary, the cup moved 5 cm on trial one, 6 cm on
trial two, and 7 cm on trial three, for an average of 6 cm. From
the pencil, the cup moved 0.5 cm on each of trials one, two, and
three, for an average of 0.5 cm.
IV. SUMMARY AND CONCLUSIONS:
Since the jewelry box incline was the highest, and since the cup
moved farthest on the average from the jewelry box, I accepted my
hypothesis which stated that the cup would move farther when the
marble was rolled from the higher incline than from the lower
ones. The marble had more energy.
TITLE: What Will Freeze Water Faster?
STUDENT RESEARCHER: Danielle Avery
SCHOOL: South Hill Elementary School
Ithaca, New York
GRADE: 5
TEACHER: Iva Lesky
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out what would freeze water fast, a chest
freezer or a refrigerator freezer? I think that the chest
freezer will freeze water faster because it is bigger and colder.
II. METHODOLOGY:
I put 2 cm of water in two cups the same size. Then I put one in
the chest freezer and the other in the refrigerator freezer. I
checked the freezers every half hour to see which one was more
frozen.
III. ANALYSIS OF DATA:
Every half hour I checked the cups of water. The cup of water
that was in the chest freezer was frozen in one hour! The cup
that was in the refrigerator freezer was not frozen until after
two hours.
IV. SUMMARY AND CONCLUSION:
The cup of water put in the chest freezer did indeed freeze
faster. From now on when I want to freeze a liquid I will put it
in a chest freezer!
TITLE: The Rate of Evaporation of Different Liquids
STUDENT RESEARCHER: Beau Monnot
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to compare the rate of evaporation of different liquids.
My hypothesis stated that regular water will evaporate faster than
sugar water and carbonated water.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature, and
formulated a hypothesis. I then gathered 3 pie pans, sugar, a
spoon, carbonated water, pencil, and data collection form. Then I
put 20 ml. of water in a pie pan and stirred and dissolved 1/8
teaspoon of sugar in it. I also placed 20 ml. of carbonated water
in another a pie pan. I also placed 20 ml. of plain water in
another pie pan. I put all three on the counter and timed how
long it took each to evaporate. I recorded this on my data
collection form and repeated this process 2 more times. I then
analyzed my data, wrote a summary and conclusion, and applied my
findings to the world.
III. ANALYSIS OF DATA:
In my experiment, I observed that tap water evaporated in 29 hours
32 min. on trial 1, 29 hours 30 min. on trial 2, 29 hours 16 min.
on trial 3, for an average of 29 hours 26 min. Carbonated water
evaporated in 21 hours 40 min. on trial 1, 21 hours 39 min. on
trial 2, 21 hours 39 min. on trial 3, for an average of 21 hours
38 min. Sugar water evaorated in 18 hours 35 min. on trial 1, 18
hours 36 min. on trial 2, 18 hours 31 min. on trial 3, for an
average of 18 hours 34 min.
IV. SUMMARY AND CONCLUSION:
Due to the results of my experiment, I rejected my hypothesis
which stated that regular water will evaporate in less time than
carbonated water and sugar water. Sugar water and carbonated
water evaporated faster than regular water.
V. APPLICATION:
The outcome of my experiment will benefit the human race because
when you are sick you often use an evaporator to evaporate water
to clear up your sinuses. If you are in that situation, it will
benefit you knowing that sugar water evaporates faster therefore
promoting speedier sinus relief.
TITLE: The Effect Air of Pressure on the Bouncing of a Basketball
STUDENT RESEARCHER: Beau Monnot
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: E. Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
In my experiment, I wanted to see if air pressure had an effect on
the height a basketball will bounce. My hypothesis stated that
the greater the air pressure in a ball, the higher it will bounce.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature, and
formulated a hypothesis. Next, I gathered my materials and
inflated a ball to 9 lbs. of pressure. I then dropped the
basketball from a height of one meter next to an upright meter
stick and recorded how high it bounced after initial impact. I
repeated this procedure two times. I then deflated the ball to 7
lbs. of air pressure and repeated all of the above. Next, I did
the same with 5 lbs. of air pressure. I then recorded this on my
data collection form, analyzed my data, wrote a summary and
conclusion, and applied my findings.
III. ANALYSIS OF DATA:
In my experiment, I observed that when the ball had 9 lbs. of air
pressure it bounced 840 mm. on Trial 1, 845 mm. on Trial 2, and
843 mm. on Trial 3, for an average of 843 mm. When the ball had 7
lbs. of air pressure it bounced 902 mm. on Trial 1, 879 mm. on
Trial 2, 878 mm. on Trial 3, for an average of 886 mm. When the
ball had 5 lbs. of air pressure it bounced 822 mm. on Trial 1, 848
mm. on Trial 2, 893 mm. on Trial 3, for an average of 854 mm.
IV. SUMMARY AND CONCLUSION:
In my experiment with 9 lbs. of air pressure, the ball bounced an
average of 843 mm. With 7 lbs., the ball bounced on average of
886 mm. With 5 lbs. of air pressure, the ball bounced an average
of 854 mm. Therefore, I partially accept my hypothesis which
states that a basketball will bounce higher when more pressure is
applied. The ball with 7 lbs. bounced higher than the ball
containing 9 lbs. It also bounced higher than the ball containing
5 lbs of air pressure.
V. APPLICATION:
The outcome of this experiment may be useful in teaching
basketball lessons if students need to work on ball control. For
different games, such as four-square, it may be easier using a
higher or lower air pressure.
TITLE: Which Melts Faster? Butter or Water
STUDENT RESEARCHER: Jamie Dunnick
SCHOOL: South Hill Elementary School
Ithaca, New York
GRADE: 5
TEACHER: Iva Lesky
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I decided to find out which melts faster, butter or water. My
hypothesis stated that the water will melt first because water is
a more concentrated liquid.
II. METHODOLOGY
I heated half a stick of butter until it melted. Next, I measured
the same amount of water as the melted butter and put them each in
separate plastic containers lined with saran wrap. Both
containers were put in the freezer for 14 hours and 4 minutes. I
placed the frozen cubes, at the same time in a pot of boiling
water.
III. ANALYSIS OF DATA
The cubes were left in the freezer for 14 hours and 4 minutes.
The first cube to turn completely into a liquid was the cube of
ice. The butter took
2 minutes and 49 seconds to melt, but the ice only took 56
seconds.
IV. SUMMARY AND CONCLUSION
As I guessed, the water melted first. I think this happened
because water is a more concentrated liquid. When I first put the
cubes in the hot water the ice cube popped and split into 3
pieces. The ice may have had some air in it. I accept my
hypothesis which stated that the water will melt first.
TITLE: What Materials Make the Best Parachutes?
STUDENT RESEARCHER: Lindsay Flexer
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6th
TEACHER: E. Marino, M. Ed.
I. STATEMENT OF PURPOSE & HYPOTHESIS:
I would like to do a scientific research project to see if
materials like paper, saran wrap, aluminum foil, or cloth help to
keep a parachute in the air longer. My hypothesis states that a
parachute made of cloth will stay in the air longer than a
parachute made of paper, saran wrap, or aluminum foil.
II. METHODOLOGY:
First, I wrote my statement of purpose and review of literature.
Next, I developed my hypothesis. I then wrote my methodology,
list of materials, and data collection form. Then I began my
experiment. First, I took a piece of cloth six inches by six
inches. I punched a hole in each corner and tied a string through
each hole. I gathered all the strings at the bottom and tied them
to a metal washer. I followed this procedure with the paper,
saran wrap, and aluminum foil. I held each parachute one meter
from the ground and let them drop simultaneously to the ground. I
recorded which parachute stayed in the air the longest. I
repeated this procedure two more times. After my experiment I
wrote my analysis of data along with charts and graphs. Next, I
accepted or rejected my hypothesis. Then I wrote my summary and
conclusion and application. Next, I wrote my complete report and
abstract. Finally, I sent my abstract to a national journal for
publication and showed my findings to the real world.
III. ANALYSIS OF DATA:
I found in my experiment that the paper parachute stayed up in the
air the longest in two of three trials. The saran wrap parachute
fell to the ground first in two of the three trials. The aluminum
foil parachute fell to the ground third in two trials and the
cloth parachute fell to the ground second two times out of three
trials.
IV. SUMMARY AND CONCLUSION:
In this experiment, the paper parachute stayed in the air longer
than the parachute made of aluminum foil, cloth, or saran wrap.
Therefore, I reject my hypothesis which stated that the cloth
parachute would stay in the air the longest.
V. APPLICATION:
Whenever kids want to do an egg drop, they should use paper for
their parachutes.
TITLE: To Freeze or Not To Freeze
STUDENT AUTHOR: Katherine M. Smith
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: E. Marino M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know if salt water, sugar water, or tap water will
freeze faster. My hypothesis states that tap water will freeze
faster than salt or sugar water.
II. METHODOLOGY
First, I stated my purpose, reviewed the literature, then
developed my hypothesis. Next, I poured salt water, sugar water,
and tap water into 3 cups. I placed 1/4 cup of liquid in each.
Then I placed them in the freezer at 28 degrees Fahrenheit. I
checked them every 5 minutes. I recorded the time each took to
freeze and repeated this process two more times. Finally, I wrote
an analysis of data, a summary, conclusion, and an application.
III. ANALYSIS OF DATA
The salt water took 115 minutes to freeze in Trial 1, 120 minutes
in Trial 2, and 110 minutes in Trial 3. The average was 115
minutes. The sugar water took 85 minutes to freeze in Trial 1, 90
minutes in Trial 2, and 90 minutes in Trial 3. The average was 90
minutes. The water took 80 minutes to freeze in Trial 1, 80
minutes in Trial 2, and 70 minutes in Trial 3. The average was 80
minutes.
IV. SUMMARY AND CONCLUSION
The tap water froze fastest. Therefore I accept my hypothesis
that stated that tap water will freeze faster than the sugar water
or salt water.
V. APPLICATION
On a hot summer day, when you want to make a frozen pops you
should put less sugar in the water so that you won't have to wait
too long before they freeze.
Title: Balloons-Air or Helium
Student: Lauren Monroe
School: South Hill Elementary
Ithaca, New York
Grade: 5
Teacher: Iva Lesky
I. Statement of Purpose and Hypothesis
I wanted to find out which balloon, a helium filled or regular
air filled, would have air in it the longest. My hypothesis
stated that the balloon I blew up will stay filled longer than a
helium filled balloon because regular air molecules can not fit
through the little holes in the rubber skin of the balloon.
II. Methodology
I took a balloon filled with helium and a balloon I blew up and
put them in a corner. I took notes every day about what was going
on, like what the temperature was in the room, and the size of
each balloon. I made observations and took notes for one month
and wrote down my observations.
III. Analysis of Data
The balloon with helium started to shrink and get smaller after
5 days . The balloon that I blew up was still the same size at
this point. After 7 more days, there was hardly any gas in the
helium balloon, but there was still no air gone from the other
balloon. At the end of the month, all the air from the helium
balloon was gone, but the other balloon was still in its full
size.
IV. Summary and Conclusion
The balloon I blew up was still full when I finished the project.
The balloon filled with helium did not make it though the first 4
weeks. I accepted my hypothesis because the balloon I blew up
was still full at the end of my research.
TITLE: Does Wingspan Affect Paper Airplane Flight ?
STUDENT RESEARCHER: Patrick Ott
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out how wing span affects paper airplane flight.
My hypothesis states that the paper airplane with the largest
wingspan will fly the farthest.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature, and developed
a hypothesis. Next, I got three pieces of loose leaf paper and
folded them into airplanes that had different wingspans. I threw
the airplanes in the same method with the same amount of force and
recorded how far each went in meters. I repeated this two more
times and recorded the results on my data collection form.
Finally, I wrote my summary and conclusion and applied my
findings.
III. ANALYSIS OF DATA:
In my experiment, the paper airplane with a 6 cm wingspan flew
5.33 meters, 5.66 meters, and 5.50 meters for an average of 5.50
meters. The paper airplane with an 8 cm wingspan flew 7 meters,
7.33 meters, and 7 meters for an average of 7 meters. The paper
airplane with a 10 cm wingspan flew 5 meters, 5 meters, and 5.5
meters for an average of 5 meters.
IV. SUMMARY AND CONCLUSION:
In my experiment, the average flight distance for the paper
airplane with an 8 cm wingspan was 7 meters. Therefore, I reject
my hypothesis which stated that the paper airplane with the
largest wingspan would fly the farthest.
V. APPLICATION:
I could apply this finding to airplane flight distance races. Now
I know to make a medium sized wingspan.
Title: Can Two Objects of the Same Weight Fall at Different Rates
Student: Paul Sylvester
School: South Hill Elementary
Ithaca, New York
Grade: 5
Teacher: Iva Lesky
I. Statement of Purpose and Hypothesis
I wanted to find out if two different objects of the same weight
could fall at different rates. I'm going to use a box of "Jello"
and a package of Ramon Noodles. Both weighed 3 ounces, but
"Jello" box is smaller and more compact, and the package of
noodles is larger and the weight is distributed. My hypothesis
stated that both objects would fall a the same rate.
II. Methodology
I used a wooden board. I placed both objects on it. Then I
slowly pushed them off with a ruler. I put both objects in a
plastic bag so that aerodynamics wouldn't be involved. I recorded
which object fell at the fastest rate. I repeated the experiment
five times.
III. Analysis of Data
I tried this five times and there might of been a thousandths of a
second's difference, but it was too close to see with the human
eye.
IV. Summary and Conclusion
Both objects fell at the same rate. Therefore I accepted my
hypothesis which stated that both objects would fall at the same
rate.
TITLE: The Effect of Size on Model Rocket Flight
STUDENT RESEARCHER: Tim Grove
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to see if a larger model rocket powered by an "A" engine
would stay in the air longer than a small model rocket powered by
an "A" engine. My hypothesis stated that the smaller model rocket
powered by an "A" engine would stay in the air longer than the
larger model rocket powered by an "A" engine.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature, and developed
my hypothesis. Next, I gathered my materials. Then I prepared
the engines for flight. After I had connected the wires, I backed
up to a safe distance and launched the small rocket. Then I
recorded how long it took to reach the ground. I repeated this 2
more times. Next, I launched the large rocket and recorded how
long it took to reach the ground. I repeated this 2 more times
also. Next, I analyzed my data, rejected or accepted my
hypothesis, and applied my findings to the real world.
III. ANALYSIS OF DATA:
The small rocket stayed in the air the longest for all three
trials. In trial 1, the small rocket stayed in the air for 2
minutes 47 second, the larger rocket stayed in the air for 1
minute 7 seconds. In trial 2, the small rocket stayed in the air
for 3 minutes 3 seconds and the larger rocket stayed in the air
for 1 minute 47 seconds. In trial 3, the small rocket stayed in
the air for 4 minutes 1 second and the larger rocket stayed in the
air for 2 minutes 13 seconds. The small rocket stayed in the air
for an average of 3 minutes 17 seconds. The large rocket stayed
in the air for an average of 1 minute 56 seconds.
IV. SUMMARY AND CONCLUSION:
The small rocket stayed in the air the longest so I accepted my
hypothesis which stated that the smaller model rocket powered by
an "A" engine would stay in the air longer than a larger rocket
powered by an "A" engine.
V. APPLICATION:
Next time I fly a model rocket in competition, I will know to use
a more powerful engine for a larger rocket.
TITLE: Do Roots Have a Positive Tropism to Gravity?
STUDENT RESEARCHERS: Allison Walter
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project on the plant
tropism that is related to roots growing down into the ground
toward the pull of gravity. My hypothesis states that the roots
of the seeds will grow down toward the pull of gravity.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I wrote my review of
the literature. Next, I developed my hypothesis. Then I wrote my
methodology. Next, I made my list of materials. To test my
hypothesis, I used 8 damp paper towels, 20 bean seeds, 4 clear
plastic cups, and a Sharpie. First, I crumpled the eight damp
paper towels lightly and put two paper towels in each cup. Next,
I put five bean seeds in each cup and positioned them in the same
way, but each cup's seeds were pointed a different direction.
Then I labeled each cup A, B, C or, D and labeled what direction
the seeds were pointing with the Sharpie. Then I kept the seeds
moist and I recorded what direction the roots were growing. Next,
I wrote my analysis of data and made my charts and graphs. Then I
wrote my summary and conclusions and accepted or rejected my
hypothesis. Finally, I wrote my application and applied my
findings to the real world.
III. ANALYSIS OF DATA:
On the first day, the beans sprouted roots which came out in the
direction that I had pointed them. Then, on day two, the roots
began to turn downward. On the third day, the roots were all
going down except for two of the plants which had died.
IV. SUMMARY AND CONCLUSION:
The roots of the bean sprouts did eventually grow down toward the
pull of gravity. Therefore, I accepted my hypothesis which stated
that the plant roots would grow down toward the pull of gravity.
V. APPLICATION:
Now that I know that plant roots grow down, I can plant seeds
anyway I want. The roots will always grow down.
© 1994 John I. Swang, Ph.D.