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THE E-DATABASE OF STUDENT RESEARCH is made possible through grants provided by the United States Department of Education, South Central Bell Telephone, American Petroleum Institute, Intertel Foundation, Springhouse Publishing Corporation, Graham Resources, Inc., Chevron Oil Company, Central Louisiana Electric Company, Louisiana State Department of Educaton, and National Science Foundation. Mandeville Middle School and the National Student Research Center thank these organizations for their generous support of education.
TABLE OF CONTENT
1. What Is The Effect Of Magnetism On The Growth Of Plants?
2. Plant Food, How Much?
3. Hovercraft Designs
4. The Best Way Of Removing Stains From Teeth
5. Can Hamsters Learn And Store Information?
6. The Effect Of Radiation On Seed Germination And Plant
Growth
7. Does Temperature Affect Electrical Conductivity?
8. Braking Distances of Cars On Different Road Surfaces
TITLE: What Is The Effect Of Magnetism On The Growth Of
Plants?
STUDENT RESEARCHER: Dana Blount
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I am going to do a scientific research project about the effect
of magnetism on plant growth. Magnetism is an invisible force
on iron objects and other magnets generated by magnets. Plant
growth includes the cycles that plants grow through during
their life. My first hypothesis states a magnetic field will
have no effect on how tall plants grow. My second hypothesis
states that the roots will begin to grow up toward a magnetic
field positioned above the plants.
II. METHODOLOGY:
First, I wrote my statement of purpose and did a review of
literature on magnets, electromagnets, geomagnetic fields,
plant growth, and tropisms. Then I developed my hypothesis.
Next, I developed the following methodology to test my
hypothesis: First, I gathered my materials, which included, 40
radish seeds, a ruler, potting soil, 2 flower pots of the same
size, string, magnets, calculator, pencil, and data collection
form. Then I soaked my radish seeds in water overnight. Next,
I put the same amount of soil in each of my 2 pots. Then I
suspended a magnet 6'' above one of my pots with a string.
Next, I planted 20 of my radish seeds in each pot 1cm. deep. I
made sure the 2 pots were far enough away from each other that
the control plant was not in the magnet's magnetic field. I
placed them both on a window sill so they would get the same
amount of light. I watered them every other day with 2 oz. of
water. I recorded the plants average height, color, and number
of leaves in each pot every day for 14 days on my data
collection form. My variables held constant were the amount of
soil in each pot, the size of the pots, the amount of light,
and the amount of water. My manipulated variable was the
magnetic field around my experimental plant. My responding
variables were the average height, color, and number of leaves
in each pot. Next, I analyzed my data using simple charts and
graphs. Then I wrote my summary and conclusion where I accepted
or rejected my hypothesis. Next, I applied my findings to
everyday life. Finally, I published my findings in The Student
Researcher.
III. ANALYSIS OF DATA:
After 14 days of growing my plants, I observed that both my
experimental and control plants had an average height of 5.58
cm. During the growing period, the experimental plant grew
faster and was taller, but they both were the same height on
day 14. The only other time they were the same height was on
day 4 with an average height of 2.54 cm. Throughout the entire
experimental period the control and experimental plants
remained green with 2 leaves.
IV. SUMMARY AND CONCLUSION:
After thoroughly analyzing my data, I discovered that the
control and experimental plants grew to the same average height
in 14 days. I also observed that the experimental plant grew
faster during the growing period, which may have been an effect
of the magnetic field. More research on this possible effect
of magnetic fields should be conducted. I discovered that the
control and experimental plants both remained green with 2
leaves. I therefore accept my hypothesis which stated that the
magnetic field would have no affect on the plant's growth.
V. APPLICATION:
I can apply my findings to everyday life by telling gardeners
that placing a plant in a magnetic field will not affect its
growth in the long run.
TITLE: Plant Food, How Much?
STUDENT RESEARCHER: Drew McLaughlin
SCHOOL: Mandeville Middle
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.ED.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a scientific research project to find out if the
recommended amount of fertilizer mixed with water is best for
plants. My hypothesis stated that plants watered with the
recommended amount of fertilizer in water will grow taller and
healthier than plants watered with plain tap water, water with
less than the recommended amount of fertilizer, or water with
more than the recommended amount.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature, and
developed my hypothesis. I then planted 12 beans in 12
separate cups filled with the same kind of soil. I grouped
the plants into 4 groups of 3. My control was the plants
watered with tap water. I mixed the recommended amount of
fertilizer in one gallon of water and use this to water 3 of
the plants. I then mixed more than the recommended amount
with water and watered 3 different plants with it. Next, I
mixed less than the recommended amount with water and watered 3
more plants. I checked the plants daily and recorded any
growth on my Data Collection Form. Each plant was watered
every other day and all were located in the same place and
therefore received the same amount of sunlight. After
observing my plants for two weeks, I then analyzed my data,
wrote a summary and conclusion, and applied what I have
learned to the real world.
III. ANALYSIS OF DATA:
At the end of week one, plants watered with tap water grew to
an average height of 16.25 cm and had an average of 1.3 leaves.
The color was good for all the plants. Also at the end of week
one, plants watered with half of the recommended amount of
fertilizer grew to an average height of 20.21 cm and had an
average of 2 leaves. The color was also good. At the end of
week one, plants watered with the recommended amount of
fertilizer had an average height of 25.21 cm and had an average
of 2 leaves. In week one, plants watered with twice the
recommended amount of fertilizer grew to an average height of
23.25 cm. There was an average of 2 leaves on each plant and
the color was good.
At the end of week two, plants watered with tap water had an
average height of 32.5 cm and the average amount of leaves was
4. The color remained good. Plants watered with half the
recommended amount of fertilizer grew to an average height of
40.0 cm at the end of week two. They had an average of 5
leaves and had good color. An average height of 42.5 cm was
reached at the end of week two by plants watered with the
recommended amount of fertilizer. Each plant had an average of
5 leaves and had good color. Plants watered with two times the
recommended amount of fertilizer had an average height of 40.0
cm when week two ended. There was an average of 5 leaves on
each plant and the color was good.
IV. SUMMARY AND CONCLUSION:
Plants watered with the recommended amount of fertilizer grew
the tallest. Plants watered with half the recommended amount
and with twice the amount were tied as the second tallest.
Plants watered with tap were the shortest. Based on these
results I therefore accept my hypothesis which stated that
plants watered with the recommended amount of fertilizer would
grow the tallest.
V. APPLICATION:
This project can help people know if the recommended amount of
fertilizer works the best.
TITLE: Hovercrafts
STUDENT RESEARCHERS: Casey Blanchette and Richard Kaufmann
SCHOOL: Mandeville Middle
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to do a scientific research project on hovercrafts. We
want to find out if the length of a tube or the shape of a
hovercraft will affect the height a hovercraft hovers. Our
first hypothesis states that the shorter the tube, the higher
the hovercraft will hover. Our second hypothesis states that
the circular shaped hovercraft will hover better than the
rectangular shaped craft.
II. METHODOLOGY:
First, we stated our purpose, did a review of literature, and
developed a hypothesis. Then we gathered our materials to
build the hovercraft. We traced a circle in the middle of the
circular plate using a paper tube. Then we cut out the circle
and snugly placed a paper tube 11 cm long in the hole. After
that we made a skirt by taping a 5 cm strip of grocery bag
around the sides of the plate. After we finished constructing
the hovercraft, we blew air into the paper tube using a 1500
watt hair dryer. We recorded the height between the hovercraft
skirt and the table. We repeated this five more times. Then
we changed the length of the paper tube to 28 cm and repeated
the entire procedure six times.
We then changed the shape of the hovercraft to a square with a
skirt and tested it six times with a short tube and six times
with a long tube, recording the distance between the skirt and
table. Finally, we analyzed the data, wrote a summary and
conclusion, and applied our findings to the real world outside
of the classroom.
III. ANALYSIS OF DATA:
On trials one, two, and three with the short tube and circular
plate, the hovercraft got off the ground .5 cm. On trial four,
it got off the ground .9 cm. On trial five, it got off the
ground 1 cm. On trial six, it got off the ground 1.2 cm
On trial one with the long tube and circular plate, the
hovercraft got off the ground .5 cm. On trials two and three,
it got off the ground 1 cm. On trial four, five, and six, it
got off the ground 0 cm.
On trials one and three with the long tube and square plate,
the hovercraft got off the ground 1 cm. On trial two, it got
off the ground .5 cm. n trial four, it got off the ground 1.3
cm. On trial five, it got off the ground 1.6 cm. On trial
six, it got off the ground 1 cm.
On trial one with the long tube and square plate, the
hovercraft got off the ground .25 cm. On trials two, three,
four, five, and six, it got off the ground 0 cm.
The average height using the short tube and circular plate was
.77 cm. The average height using the long tube and circular
plate was .42 cm. The average height using the short tube and
square plate was 1.07 cm. The average height using the long
tube and square plate was .04 cm.
IV. SUMMARY AND CONCLUSION:
The average height using the short tube for both the circular
and square design was .92 cm. The average height using the
long tube for both the circular and square design was .23 cm.
Therefore, we accepted our first hypothesis which stated that
the shorter the tube, the higher the hovercraft will hover.
The average height the circular hovercraft flew was .60 cm.
The average height the square hovercraft flew was .56 cm.
Therefore we accepted our second hypothesis which stated that
the circular shaped hover craft will hover better than the
square shaped. The square shaped hovercraft with the short
tube hovered the highest.
V. APPLICATION:
Now that we've completed this experiment, we can apply our
findings if we ever have to build a hovercraft again. We also
learned that the shorter distance moving air has to travel, the
more powerful the hovercraft is.
TITLE: Shine Time
STUDENT RESEARCHER: Lissa Stovall
SCHOOL ADDRESS: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Cherry Smith
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Most people want white, shiny, healthy teeth. We brush our
teeth everyday, but do not know what is in our toothpaste. I
want to investigate the substances in toothpastes. The gritty
texture in toothpaste is the abrasive used to polish and remove
stains. Some toothpastes also contain bleaching agents to
whiten teeth. I hypothesized that the pumice will work the
best to remove stains. It is a very harsh abrasive. It will
scrape the teeth with a harsher texture, therefore leading to
whiter teeth.
II. METHODOLOGY:
I stained ceramic tiles and brushed them with toothpastes and
mixtures containing different abrasives and bleaching agents to
see which substance would remove stains the best. I used the
following materials: 4 square plastic containers, 1 cup
of coffee, 1 cup of tea, 1 cup of cherry Kool-Aid, 1 cup of
Pepsi, Collgate Toothpaste with phosphates (a whitener), Dental
Care Toothpaste with baking soda (an abrasive), Booster
Toothpaste with peroxide (a bleaching agent), Pumice powder (an
abrasive), water and a toothbrush with soft bristles.
I took plastic containers and filled each with a different
staining substance: coffee, cherry Kool-Aid, tea, and Pepsi.
A ceramic tile was placed in each staining substance and
allowed to set for twenty-four hours. The tiles were removed
and allowed to dry. Each corner of each tile was brushed with
a different abrasive or bleaching agent. One spot was brushed
with water as a control substance. The same toothbrush was
used on each tile, and the same number of brush strokes.
III. ANALYSIS OF DATA:
Each stained tile was brushed with five different substances so
the substances were rated from one to five, with five being the
best rating. Then the ratings that each substance received were
added together to find the highest rating.
Overall rankings:
peroxide 19
phosphates 16
baking soda 11
pumice 8
water 7
I found that hydrogen peroxide was the best agent to whiten and
remove stains from the ceramic tiles. Phosphates were second
best and almost as good as hydrogen peroxide. The rating for
baking soda was slightly more than half the rating of hydrogen
peroxide. Pumice and water rated half as good as the hydrogen
peroxide and phosphate toothpastes.
V. SUMMARY AND CONCLUSION:
I did not accept my hypothesis. Pumice did not whiten the
best. It ranked fourth as a whitening agent. I concluded that
the bleaching agent, hydrogen peroxide, actually whitened my
tiles the best and should work best to whiten teeth.
V. APPLICATION:
This data and information may help you to decide which
toothpaste is right for you. If your teeth are stained, you
must find out why. Is the stain due to tobacco, tea, or
coffee? If so, you may be a candidate to use bleaching agents
if your teeth and gums are healthy. Is the stain due to
mineral deposits caused by damage to the teeth? In that case,
bleaching will not remove the stain.
No matter which toothpaste you use, the American Dental
Association recommends you spend 5-8 minutes a day brushing and
flossing your teeth. You also need to use a good toothbrush,
replace it every six months, and brush correctly.
TITLE: Can Hamsters Learn And Store Information?
STUDENT RESEARCHER: Michael Phillips
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 to find out if
my hamster has a memory and learning abilities. Learning is
the ability to take in information and memory is the storing of
this information. My hypothesis states that my hamster will be
able to learn and remember a pathway through a maze.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed the literature
on memory and learning, and wrote my hypothesis. Then I
developed a methodology to test my hypothesis.
My manipulated variable was the design of the paths through the
maze. My variable held constant was the maze, the hamster
treat at the end of the maze, and the time at which I did the
experiment. My responding variable was the path that the
hamster took and the time it took him to complete the maze.
I used wood to construct a maze with three choices in it. Then
I put a treat at the end of the maze, and let my hamster run
through it. I timed him and recorded the number of wrong turns
he took. I repeated this every day for ten days.
Next, I analyzed the data, wrote my summary and conclusion, and
applied my findings to the world outside of my classroom. I
then published them in a national journal.
III. ANALYSIS OF DATA:
On day one, my hamster made three wrong turns and completed the
maze in 57 seconds. On day two, my hamster made it through the
maze in 58 seconds, making 3 wrong turns. On day three, my
hamster made it through the maze in 49 seconds, making three
wrong turns. On day four, he made it through in 43 seconds,
taking two wrong turns. On day five, it took him 36 seconds,
making three wrong turns. On day six, he completed it in 35
seconds, taking two wrong turns. On day seven, it took him 26
seconds, making two wrong turns. On day eight, it took him 17
seconds, making one wrong turn. On day nine, he made no wrong
turns and completed the maze in 16 seconds. On day ten, he
completed the maze in 13 seconds and made no wrong turns.
IV. SUMMARY AND CONCLUSION:
In my research, I discovered that my hamster does have learning
abilities and a memory. His time to complete the maze and
number of wrong turns improved each day. He learned the path
through the maze in only nine days. Therefore, I accept my
hypothesis, which stated that he would be able to learn the
path through the maze.
V. APPLICATION:
I could apply my findings to the world outside of my classroom
by teaching my hamster other things, since I know now that he
has learning abilities and a memory.
TITLE: The Effect Of Radiation On Seed Germination And Plant
Growth
STUDENT RESEARCHER: Paul Brand
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to conduct a research project on the effect of
microwave radiation on seed germination and plant growth. A
microwave is an electromagnetic wave, usually having a
wavelength of 1 millimeter to 50 centimeters. Plant growth is
the new cell production and enlarging of plants. Germination
is the resumption of growth of a plant seed, spore, or bud
after dormancy. My first hypothesis states that the seeds
radiated for 10 seconds with microwaves will germinate faster
than the control seeds. My second hypothesis states that the
plants from the control seeds will grow taller than the plants
from the radiated seeds.
II. METHODOLOGY:
First, I wrote my statement of purpose and hypothesis. Then I
conducted a review of literature on plants, plant growth,
seeds, germination, radiation, EMS, gene, chromosome, and DNA.
Then I wrote my methodology.
The manipulated variable in my experiment was the radiation of
the seeds. The responding variables in my experiment was plant
growth and seed germination. The variables held constant in my
experiment were the number of seeds planted, the amount of
water given, growing conditions, and the kind of seeds.
First, I bought radish seeds and soaked them. I put 10 of them
in the microwave oven for 10 seconds. Then I planted them in
potting soil by the window. I watered them with 50 ml of water
every other day for 10 days. Then I analyzed my data and wrote
my summary and conclusion. I then applied my findings and
published my research in a journal.
III. ANALYSIS OF DATA:
On day 10, all 10 of the experimental seeds had germinated. On
day 10, only 9 of the control seeds had germinated. On day 10,
the average height for the experimental plants was 7.5 cm. On
day 10, the average height for the control plants was 8.1 cm.
On day 10, the average color of the experimental and control
plants was dark green. On day 10, the average health of the
experimental plants was very bad. On day 10, the average
health of the control plants was good. The experimental seeds
germinated first. The control plants grew taller than the
experimental plants. The average color of both of the groups
was the same, dark green. The health of the control plants was
better than that of the experimental plants.
IV. SUMMARY AND CONCLUSION:
In my research, I found out that plants grown from non-radiated
seeds had better health and grew taller than plants grown from
radiated seeds. I also found out that radiated seeds
germinated faster than the regular seeds. I accepted my first
hypothesis which stated that the seeds radiated with microwaves
for 10 seconds will germinate faster than the control seeds. I
accepted my second hypothesis which stated that the plants
grown from the control seeds will grow taller than the plants
from the radiated seeds.
V. APPLICATION:
I will apply my findings by telling people who have microwave
ovens to not grow plants by them because the plants will not be
as healthy and will not grow as tall.
TITLE: Does Temperature Affect Electrical Conductivity?
STUDENT RESEARCHER: Ricky Hill
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to do a scientific research project to see if
temperature affects electrical conductivity. Electrical
conduction is the transportation of electric charge through
matter. The temperature of an object is an index of that
object's thermal condition. My hypothesis states that
temperature will have an effect on electrical conductivity.
II. METHODOLOGY:
First, I wrote my statement of purpose and hypothesis. Then I
conducted a review of literature on electric conduction,
electrical resistance, temperature, ohms, electricity, electric
current, resistance, volts, and amperes. After that I
developed a methodology which enabled me to test my hypothesis.
Next, I gathered my materials and began my experiment.
My variables held constant in my experiment were the
conductors, the insulators, the ohm meter, and the temperature
probe. My manipulated variable in my experiment was the
temperature. My responding variable in my experiment was the
amount of ohms measured in each material used as a conductor.
The first thing I did was I set up the ohm meter. I made sure
that the ohm meter was correctly calibrated. I then took each
of the materials and measured their resistance to the flow of
electricity at room temperature. My materials were water, salt
water, a copper wire, an aluminum wire, a brick, wood, glass,
and a rubber hose. After that I heated all the materials to
one hundred degrees Celsius in my oven and measured their
resistance to the flow of electricity with the ohm meter. Then
I cooled all the materials to 12 degrees Celsius and measured
their resistance with the ohm meter. I made sure that all the
hot, room temperature, and cold temperatures were the same by
using the temperature probe. After that I recorded my data
onto my data collection sheet and typed it up on my computer.
Next, I conducted an analysis of my data and wrote a summary
and conclusion where I accepted or rejected my hypothesis.
Finally, I applied my findings to everyday life and published
my research project in a journal.
III. ANALYSIS OF DATA:
In my research project, I found out that at room temperature,
twenty two degrees Celsius, the regular water had a resistance
of three thousand ohms, the salt water had a resistance of six
hundred ohms, the copper wire had a resistance of two hundred
ohms, the aluminum wire had a resistance of zero ohms, and the
brass key had a resistance of zero ohms. All the insulators,
the brick, the wood, and the glass, had a resistance of
infinite ohms.
At twelve degrees Celsius, the water had a resistance of two
hundred thousand ohms, the salt water had a resistance of seven
hundred fifty ohms, the copper wire had a resistance of two
hundred ohms, the aluminum wire had a resistance of zero ohms,
and the brass key had a resistance of zero ohms, also. All the
insulators, the brick, the wood, and the glass, had a
resistance of infinite ohms.
At one hundred degrees Celsius, the water had a resistance of
one thousand three hundred ohms, the salt water had a
resistance of four hundred ohms, the copper wire stayed the
same at a resistance of two hundred ohms, and the brass key
stayed the same at a resistance of infinite ohms again, also.
All the insulators, the brick, the wood, and the glass, had a
resistance of infinite ohms.
IV. SUMMARY AND CONCLUSION:
In conclusion to my research project, I found out that the
temperatures I used in my experiment do not have an effect on
the conductors I tested; copper wire, aluminum wire, and brass
key. From my review of the literature, I know that extremely
cold temperatures can have a super-conducting effect on some
materials where resistance falls to near zero.
It also does not have an effect on the insulators I tested; the
brick, wood, and glass because insulators do not conduct
electricity since the atoms do not have any free electrons.
Even though the temperature did not have an effect on the
metals and the insulators, it did have a major effect on the
plain water and the salt water. I also found out that the
higher the temperature is, the more resistance to the flow of
electricity there is in the water and salt water. The lower
the temperature, the less resistance the plain water and the
salt water had. Therefore, I accept my hypothesis which stated
that temperature would have an effect on electrical
conductivity.
V. APPLICATION:
I can apply my findings to everyday life by telling people who
use metals or insulators for the conduction of electricity that
the normal range of temperature will not effect the electrical
conductivity in the material.
TITLE: Time To Take A Break
STUDENT RESEARCHER: Jamie Demo
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Mrs. Maryanne Smith, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I will be testing the braking distance of a car on three road
surfaces
traveling at the speed of 32. 18688 kilometers per hour [20
miles per hour]. My hypothesis states that the GRAVEL road
surface will have the greatest braking distance.
II. METHODOLOGY:
1. You need three vehicles, three road surfaces [GRAVEL,
CONCRETE, and, ASPHALT], thirty water balloons, a measuring
tape, and a licensed driver.
2. After gathering the materials, proceed to your first road
surface in your first vehicle.
3. Accelerate the vehicle to 32. 18688 kilometers per hour.
4. When the speed is reached drop a water balloon out the
window.
5. At the same time, the driver should apply immediate hard
pressure to the brakes.
6. When the vehicle comes to a complete stop, get out of the
car and measure the distance back to where the water balloon
was dropped.
7. You should do this three times on each road surface with
each vehicle to ensure accurate test results.
8. All results should be recorded.
III. ANALYSIS OF DATA:
The braking distance of the vehicle on the ASPHALT road surface
was between 6. 8326 and 7. 7978 meters. The braking distance
on the CONCRETE road surface was between 5. 8166 and 8. 6614
meters. The braking distance on the GRAVEL road surface was
between 9. 0621 and 12. 9286 meters.
IV. SUMMARY AND CONCLUSION:
At the completion of my test, I was able to verify that the
braking distance on a GRAVEL road surface would be the
greatest. Therefore, I accepted my hypothesis which stated
that the GRAVEL road surface will have the greatest braking
distance.
V. APPLICATION:
I could apply my findings to the real world outside of the
classroom in regards to driving safety. It would be better to
use CONCRETE roads instead of ASPHALT and GRAVEL roads because
cars stop quicker on CONCRETE roads.
THE E-DATABASE OF STUDENT RESEARCH is made possible through
grants provided by the United States Department of Education,
South Central Bell Telephone, American Petroleum Institute,
Intertel Foundation, Springhouse Publishing Corporation, Graham
Resources, Inc., Chevron Oil Company, Central Louisiana
Electric Company, Louisiana State Department of Educaton, and
National Science Foundation. Mandeville Middle School and the
National Student Research Center thank these organizations for
their generous support of education.
TABLE OF CONTENT
1. What Is The Effect Of Magnetism On The Growth Of Plants?
2. Plant Food, How Much?
3. Hovercraft Designs
4. The Best Way Of Removing Stains From Teeth
5. Can Hamsters Learn And Store Information?
6. The Effect Of Radiation On Seed Germination And Plant
Growth
7. Does Temperature Affect Electrical Conductivity?
8. Braking Distances of Cars On Different Road Surfaces
TITLE: What Is The Effect Of Magnetism On The Growth Of
Plants?
STUDENT RESEARCHER: Dana Blount
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I am going to do a scientific research project about the effect
of magnetism on plant growth. Magnetism is an invisible force
on iron objects and other magnets generated by magnets. Plant
growth includes the cycles that plants grow through during
their life. My first hypothesis states a magnetic field will
have no effect on how tall plants grow. My second hypothesis
states that the roots will begin to grow up toward a magnetic
field positioned above the plants.
II. METHODOLOGY:
First, I wrote my statement of purpose and did a review of
literature on magnets, electromagnets, geomagnetic fields,
plant growth, and tropisms. Then I developed my hypothesis.
Next, I developed the following methodology to test my
hypothesis: First, I gathered my materials, which included, 40
radish seeds, a ruler, potting soil, 2 flower pots of the same
size, string, magnets, calculator, pencil, and data collection
form. Then I soaked my radish seeds in water overnight. Next,
I put the same amount of soil in each of my 2 pots. Then I
suspended a magnet 6'' above one of my pots with a string.
Next, I planted 20 of my radish seeds in each pot 1cm. deep. I
made sure the 2 pots were far enough away from each other that
the control plant was not in the magnet's magnetic field. I
placed them both on a window sill so they would get the same
amount of light. I watered them every other day with 2 oz. of
water. I recorded the plants average height, color, and number
of leaves in each pot every day for 14 days on my data
collection form. My variables held constant were the amount of
soil in each pot, the size of the pots, the amount of light,
and the amount of water. My manipulated variable was the
magnetic field around my experimental plant. My responding
variables were the average height, color, and number of leaves
in each pot. Next, I analyzed my data using simple charts and
graphs. Then I wrote my summary and conclusion where I accepted
or rejected my hypothesis. Next, I applied my findings to
everyday life. Finally, I published my findings in The Student
Researcher.
III. ANALYSIS OF DATA:
After 14 days of growing my plants, I observed that both my
experimental and control plants had an average height of 5.58
cm. During the growing period, the experimental plant grew
faster and was taller, but they both were the same height on
day 14. The only other time they were the same height was on
day 4 with an average height of 2.54 cm. Throughout the entire
experimental period the control and experimental plants
remained green with 2 leaves.
IV. SUMMARY AND CONCLUSION:
After thoroughly analyzing my data, I discovered that the
control and experimental plants grew to the same average height
in 14 days. I also observed that the experimental plant grew
faster during the growing period, which may have been an effect
of the magnetic field. More research on this possible effect
of magnetic fields should be conducted. I discovered that the
control and experimental plants both remained green with 2
leaves. I therefore accept my hypothesis which stated that the
magnetic field would have no affect on the plant's growth.
V. APPLICATION:
I can apply my findings to everyday life by telling gardeners
that placing a plant in a magnetic field will not affect its
growth in the long run.
TITLE: Plant Food, How Much?
STUDENT RESEARCHER: Drew McLaughlin
SCHOOL: Mandeville Middle
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.ED.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a scientific research project to find out if the
recommended amount of fertilizer mixed with water is best for
plants. My hypothesis stated that plants watered with the
recommended amount of fertilizer in water will grow taller and
healthier than plants watered with plain tap water, water with
less than the recommended amount of fertilizer, or water with
more than the recommended amount.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature, and
developed my hypothesis. I then planted 12 beans in 12
separate cups filled with the same kind of soil. I grouped
the plants into 4 groups of 3. My control was the plants
watered with tap water. I mixed the recommended amount of
fertilizer in one gallon of water and use this to water 3 of
the plants. I then mixed more than the recommended amount
with water and watered 3 different plants with it. Next, I
mixed less than the recommended amount with water and watered 3
more plants. I checked the plants daily and recorded any
growth on my Data Collection Form. Each plant was watered
every other day and all were located in the same place and
therefore received the same amount of sunlight. After
observing my plants for two weeks, I then analyzed my data,
wrote a summary and conclusion, and applied what I have
learned to the real world.
III. ANALYSIS OF DATA:
At the end of week one, plants watered with tap water grew to
an average height of 16.25 cm and had an average of 1.3 leaves.
The color was good for all the plants. Also at the end of week
one, plants watered with half of the recommended amount of
fertilizer grew to an average height of 20.21 cm and had an
average of 2 leaves. The color was also good. At the end of
week one, plants watered with the recommended amount of
fertilizer had an average height of 25.21 cm and had an average
of 2 leaves. In week one, plants watered with twice the
recommended amount of fertilizer grew to an average height of
23.25 cm. There was an average of 2 leaves on each plant and
the color was good.
At the end of week two, plants watered with tap water had an
average height of 32.5 cm and the average amount of leaves was
4. The color remained good. Plants watered with half the
recommended amount of fertilizer grew to an average height of
40.0 cm at the end of week two. They had an average of 5
leaves and had good color. An average height of 42.5 cm was
reached at the end of week two by plants watered with the
recommended amount of fertilizer. Each plant had an average of
5 leaves and had good color. Plants watered with two times the
recommended amount of fertilizer had an average height of 40.0
cm when week two ended. There was an average of 5 leaves on
each plant and the color was good.
IV. SUMMARY AND CONCLUSION:
Plants watered with the recommended amount of fertilizer grew
the tallest. Plants watered with half the recommended amount
and with twice the amount were tied as the second tallest.
Plants watered with tap were the shortest. Based on these
results I therefore accept my hypothesis which stated that
plants watered with the recommended amount of fertilizer would
grow the tallest.
V. APPLICATION:
This project can help people know if the recommended amount of
fertilizer works the best.
TITLE: Hovercrafts
STUDENT RESEARCHERS: Casey Blanchette and Richard Kaufmann
SCHOOL: Mandeville Middle
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to do a scientific research project on hovercrafts. We
want to find out if the length of a tube or the shape of a
hovercraft will affect the height a hovercraft hovers. Our
first hypothesis states that the shorter the tube, the higher
the hovercraft will hover. Our second hypothesis states that
the circular shaped hovercraft will hover better than the
rectangular shaped craft.
II. METHODOLOGY:
First, we stated our purpose, did a review of literature, and
developed a hypothesis. Then we gathered our materials to
build the hovercraft. We traced a circle in the middle of the
circular plate using a paper tube. Then we cut out the circle
and snugly placed a paper tube 11 cm long in the hole. After
that we made a skirt by taping a 5 cm strip of grocery bag
around the sides of the plate. After we finished constructing
the hovercraft, we blew air into the paper tube using a 1500
watt hair dryer. We recorded the height between the hovercraft
skirt and the table. We repeated this five more times. Then
we changed the length of the paper tube to 28 cm and repeated
the entire procedure six times.
We then changed the shape of the hovercraft to a square with a
skirt and tested it six times with a short tube and six times
with a long tube, recording the distance between the skirt and
table. Finally, we analyzed the data, wrote a summary and
conclusion, and applied our findings to the real world outside
of the classroom.
III. ANALYSIS OF DATA:
On trials one, two, and three with the short tube and circular
plate, the hovercraft got off the ground .5 cm. On trial four,
it got off the ground .9 cm. On trial five, it got off the
ground 1 cm. On trial six, it got off the ground 1.2 cm
On trial one with the long tube and circular plate, the
hovercraft got off the ground .5 cm. On trials two and three,
it got off the ground 1 cm. On trial four, five, and six, it
got off the ground 0 cm.
On trials one and three with the long tube and square plate,
the hovercraft got off the ground 1 cm. On trial two, it got
off the ground .5 cm. n trial four, it got off the ground 1.3
cm. On trial five, it got off the ground 1.6 cm. On trial
six, it got off the ground 1 cm.
On trial one with the long tube and square plate, the
hovercraft got off the ground .25 cm. On trials two, three,
four, five, and six, it got off the ground 0 cm.
The average height using the short tube and circular plate was
.77 cm. The average height using the long tube and circular
plate was .42 cm. The average height using the short tube and
square plate was 1.07 cm. The average height using the long
tube and square plate was .04 cm.
IV. SUMMARY AND CONCLUSION:
The average height using the short tube for both the circular
and square design was .92 cm. The average height using the
long tube for both the circular and square design was .23 cm.
Therefore, we accepted our first hypothesis which stated that
the shorter the tube, the higher the hovercraft will hover.
The average height the circular hovercraft flew was .60 cm.
The average height the square hovercraft flew was .56 cm.
Therefore we accepted our second hypothesis which stated that
the circular shaped hover craft will hover better than the
square shaped. The square shaped hovercraft with the short
tube hovered the highest.
V. APPLICATION:
Now that we've completed this experiment, we can apply our
findings if we ever have to build a hovercraft again. We also
learned that the shorter distance moving air has to travel, the
more powerful the hovercraft is.
TITLE: Shine Time
STUDENT RESEARCHER: Lissa Stovall
SCHOOL ADDRESS: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Cherry Smith
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Most people want white, shiny, healthy teeth. We brush our
teeth everyday, but do not know what is in our toothpaste. I
want to investigate the substances in toothpastes. The gritty
texture in toothpaste is the abrasive used to polish and remove
stains. Some toothpastes also contain bleaching agents to
whiten teeth. I hypothesized that the pumice will work the
best to remove stains. It is a very harsh abrasive. It will
scrape the teeth with a harsher texture, therefore leading to
whiter teeth.
II. METHODOLOGY:
I stained ceramic tiles and brushed them with toothpastes and
mixtures containing different abrasives and bleaching agents to
see which substance would remove stains the best. I used the
following materials: 4 square plastic containers, 1 cup
of coffee, 1 cup of tea, 1 cup of cherry Kool-Aid, 1 cup of
Pepsi, Collgate Toothpaste with phosphates (a whitener), Dental
Care Toothpaste with baking soda (an abrasive), Booster
Toothpaste with peroxide (a bleaching agent), Pumice powder (an
abrasive), water and a toothbrush with soft bristles.
I took plastic containers and filled each with a different
staining substance: coffee, cherry Kool-Aid, tea, and Pepsi.
A ceramic tile was placed in each staining substance and
allowed to set for twenty-four hours. The tiles were removed
and allowed to dry. Each corner of each tile was brushed with
a different abrasive or bleaching agent. One spot was brushed
with water as a control substance. The same toothbrush was
used on each tile, and the same number of brush strokes.
III. ANALYSIS OF DATA:
Each stained tile was brushed with five different substances so
the substances were rated from one to five, with five being the
best rating. Then the ratings that each substance received were
added together to find the highest rating.
Overall rankings:
peroxide 19
phosphates 16
baking soda 11
pumice 8
water 7
I found that hydrogen peroxide was the best agent to whiten and
remove stains from the ceramic tiles. Phosphates were second
best and almost as good as hydrogen peroxide. The rating for
baking soda was slightly more than half the rating of hydrogen
peroxide. Pumice and water rated half as good as the hydrogen
peroxide and phosphate toothpastes.
V. SUMMARY AND CONCLUSION:
I did not accept my hypothesis. Pumice did not whiten the
best. It ranked fourth as a whitening agent. I concluded that
the bleaching agent, hydrogen peroxide, actually whitened my
tiles the best and should work best to whiten teeth.
V. APPLICATION:
This data and information may help you to decide which
toothpaste is right for you. If your teeth are stained, you
must find out why. Is the stain due to tobacco, tea, or
coffee? If so, you may be a candidate to use bleaching agents
if your teeth and gums are healthy. Is the stain due to
mineral deposits caused by damage to the teeth? In that case,
bleaching will not remove the stain.
No matter which toothpaste you use, the American Dental
Association recommends you spend 5-8 minutes a day brushing and
flossing your teeth. You also need to use a good toothbrush,
replace it every six months, and brush correctly.
TITLE: Can Hamsters Learn And Store Information?
STUDENT RESEARCHER: Michael Phillips
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 to find out if
my hamster has a memory and learning abilities. Learning is
the ability to take in information and memory is the storing of
this information. My hypothesis states that my hamster will be
able to learn and remember a pathway through a maze.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed the literature
on memory and learning, and wrote my hypothesis. Then I
developed a methodology to test my hypothesis.
My manipulated variable was the design of the paths through the
maze. My variable held constant was the maze, the hamster
treat at the end of the maze, and the time at which I did the
experiment. My responding variable was the path that the
hamster took and the time it took him to complete the maze.
I used wood to construct a maze with three choices in it. Then
I put a treat at the end of the maze, and let my hamster run
through it. I timed him and recorded the number of wrong turns
he took. I repeated this every day for ten days.
Next, I analyzed the data, wrote my summary and conclusion, and
applied my findings to the world outside of my classroom. I
then published them in a national journal.
III. ANALYSIS OF DATA:
On day one, my hamster made three wrong turns and completed the
maze in 57 seconds. On day two, my hamster made it through the
maze in 58 seconds, making 3 wrong turns. On day three, my
hamster made it through the maze in 49 seconds, making three
wrong turns. On day four, he made it through in 43 seconds,
taking two wrong turns. On day five, it took him 36 seconds,
making three wrong turns. On day six, he completed it in 35
seconds, taking two wrong turns. On day seven, it took him 26
seconds, making two wrong turns. On day eight, it took him 17
seconds, making one wrong turn. On day nine, he made no wrong
turns and completed the maze in 16 seconds. On day ten, he
completed the maze in 13 seconds and made no wrong turns.
IV. SUMMARY AND CONCLUSION:
In my research, I discovered that my hamster does have learning
abilities and a memory. His time to complete the maze and
number of wrong turns improved each day. He learned the path
through the maze in only nine days. Therefore, I accept my
hypothesis, which stated that he would be able to learn the
path through the maze.
V. APPLICATION:
I could apply my findings to the world outside of my classroom
by teaching my hamster other things, since I know now that he
has learning abilities and a memory.
TITLE: The Effect Of Radiation On Seed Germination And Plant
Growth
STUDENT RESEARCHER: Paul Brand
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to conduct a research project on the effect of
microwave radiation on seed germination and plant growth. A
microwave is an electromagnetic wave, usually having a
wavelength of 1 millimeter to 50 centimeters. Plant growth is
the new cell production and enlarging of plants. Germination
is the resumption of growth of a plant seed, spore, or bud
after dormancy. My first hypothesis states that the seeds
radiated for 10 seconds with microwaves will germinate faster
than the control seeds. My second hypothesis states that the
plants from the control seeds will grow taller than the plants
from the radiated seeds.
II. METHODOLOGY:
First, I wrote my statement of purpose and hypothesis. Then I
conducted a review of literature on plants, plant growth,
seeds, germination, radiation, EMS, gene, chromosome, and DNA.
Then I wrote my methodology.
The manipulated variable in my experiment was the radiation of
the seeds. The responding variables in my experiment was plant
growth and seed germination. The variables held constant in my
experiment were the number of seeds planted, the amount of
water given, growing conditions, and the kind of seeds.
First, I bought radish seeds and soaked them. I put 10 of them
in the microwave oven for 10 seconds. Then I planted them in
potting soil by the window. I watered them with 50 ml of water
every other day for 10 days. Then I analyzed my data and wrote
my summary and conclusion. I then applied my findings and
published my research in a journal.
III. ANALYSIS OF DATA:
On day 10, all 10 of the experimental seeds had germinated. On
day 10, only 9 of the control seeds had germinated. On day 10,
the average height for the experimental plants was 7.5 cm. On
day 10, the average height for the control plants was 8.1 cm.
On day 10, the average color of the experimental and control
plants was dark green. On day 10, the average health of the
experimental plants was very bad. On day 10, the average
health of the control plants was good. The experimental seeds
germinated first. The control plants grew taller than the
experimental plants. The average color of both of the groups
was the same, dark green. The health of the control plants was
better than that of the experimental plants.
IV. SUMMARY AND CONCLUSION:
In my research, I found out that plants grown from non-radiated
seeds had better health and grew taller than plants grown from
radiated seeds. I also found out that radiated seeds
germinated faster than the regular seeds. I accepted my first
hypothesis which stated that the seeds radiated with microwaves
for 10 seconds will germinate faster than the control seeds. I
accepted my second hypothesis which stated that the plants
grown from the control seeds will grow taller than the plants
from the radiated seeds.
V. APPLICATION:
I will apply my findings by telling people who have microwave
ovens to not grow plants by them because the plants will not be
as healthy and will not grow as tall.
TITLE: Does Temperature Affect Electrical Conductivity?
STUDENT RESEARCHER: Ricky Hill
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to do a scientific research project to see if
temperature affects electrical conductivity. Electrical
conduction is the transportation of electric charge through
matter. The temperature of an object is an index of that
object's thermal condition. My hypothesis states that
temperature will have an effect on electrical conductivity.
II. METHODOLOGY:
First, I wrote my statement of purpose and hypothesis. Then I
conducted a review of literature on electric conduction,
electrical resistance, temperature, ohms, electricity, electric
current, resistance, volts, and amperes. After that I
developed a methodology which enabled me to test my hypothesis.
Next, I gathered my materials and began my experiment.
My variables held constant in my experiment were the
conductors, the insulators, the ohm meter, and the temperature
probe. My manipulated variable in my experiment was the
temperature. My responding variable in my experiment was the
amount of ohms measured in each material used as a conductor.
The first thing I did was I set up the ohm meter. I made sure
that the ohm meter was correctly calibrated. I then took each
of the materials and measured their resistance to the flow of
electricity at room temperature. My materials were water, salt
water, a copper wire, an aluminum wire, a brick, wood, glass,
and a rubber hose. After that I heated all the materials to
one hundred degrees Celsius in my oven and measured their
resistance to the flow of electricity with the ohm meter. Then
I cooled all the materials to 12 degrees Celsius and measured
their resistance with the ohm meter. I made sure that all the
hot, room temperature, and cold temperatures were the same by
using the temperature probe. After that I recorded my data
onto my data collection sheet and typed it up on my computer.
Next, I conducted an analysis of my data and wrote a summary
and conclusion where I accepted or rejected my hypothesis.
Finally, I applied my findings to everyday life and published
my research project in a journal.
III. ANALYSIS OF DATA:
In my research project, I found out that at room temperature,
twenty two degrees Celsius, the regular water had a resistance
of three thousand ohms, the salt water had a resistance of six
hundred ohms, the copper wire had a resistance of two hundred
ohms, the aluminum wire had a resistance of zero ohms, and the
brass key had a resistance of zero ohms. All the insulators,
the brick, the wood, and the glass, had a resistance of
infinite ohms.
At twelve degrees Celsius, the water had a resistance of two
hundred thousand ohms, the salt water had a resistance of seven
hundred fifty ohms, the copper wire had a resistance of two
hundred ohms, the aluminum wire had a resistance of zero ohms,
and the brass key had a resistance of zero ohms, also. All the
insulators, the brick, the wood, and the glass, had a
resistance of infinite ohms.
At one hundred degrees Celsius, the water had a resistance of
one thousand three hundred ohms, the salt water had a
resistance of four hundred ohms, the copper wire stayed the
same at a resistance of two hundred ohms, and the brass key
stayed the same at a resistance of infinite ohms again, also.
All the insulators, the brick, the wood, and the glass, had a
resistance of infinite ohms.
IV. SUMMARY AND CONCLUSION:
In conclusion to my research project, I found out that the
temperatures I used in my experiment do not have an effect on
the conductors I tested; copper wire, aluminum wire, and brass
key. From my review of the literature, I know that extremely
cold temperatures can have a super-conducting effect on some
materials where resistance falls to near zero.
It also does not have an effect on the insulators I tested; the
brick, wood, and glass because insulators do not conduct
electricity since the atoms do not have any free electrons.
Even though the temperature did not have an effect on the
metals and the insulators, it did have a major effect on the
plain water and the salt water. I also found out that the
higher the temperature is, the more resistance to the flow of
electricity there is in the water and salt water. The lower
the temperature, the less resistance the plain water and the
salt water had. Therefore, I accept my hypothesis which stated
that temperature would have an effect on electrical
conductivity.
V. APPLICATION:
I can apply my findings to everyday life by telling people who
use metals or insulators for the conduction of electricity that
the normal range of temperature will not effect the electrical
conductivity in the material.
TITLE: Time To Take A Break
STUDENT RESEARCHER: Jamie Demo
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Mrs. Maryanne Smith, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I will be testing the braking distance of a car on three road
surfaces
traveling at the speed of 32. 18688 kilometers per hour [20
miles per hour]. My hypothesis states that the GRAVEL road
surface will have the greatest braking distance.
II. METHODOLOGY:
1. You need three vehicles, three road surfaces [GRAVEL,
CONCRETE, and, ASPHALT], thirty water balloons, a measuring
tape, and a licensed driver.
2. After gathering the materials, proceed to your first road
surface in your first vehicle.
3. Accelerate the vehicle to 32. 18688 kilometers per hour.
4. When the speed is reached drop a water balloon out the
window.
5. At the same time, the driver should apply immediate hard
pressure to the brakes.
6. When the vehicle comes to a complete stop, get out of the
car and measure the distance back to where the water balloon
was dropped.
7. You should do this three times on each road surface with
each vehicle to ensure accurate test results.
8. All results should be recorded.
III. ANALYSIS OF DATA:
The braking distance of the vehicle on the ASPHALT road surface
was between 6. 8326 and 7. 7978 meters. The braking distance
on the CONCRETE road surface was between 5. 8166 and 8. 6614
meters. The braking distance on the GRAVEL road surface was
between 9. 0621 and 12. 9286 meters.
IV. SUMMARY AND CONCLUSION:
At the completion of my test, I was able to verify that the
braking distance on a GRAVEL road surface would be the
greatest. Therefore, I accepted my hypothesis which stated
that the GRAVEL road surface will have the greatest braking
distance.
V. APPLICATION:
I could apply my findings to the real world outside of the
classroom in regards to driving safety. It would be better to
use CONCRETE roads instead of ASPHALT and GRAVEL roads because
cars stop quicker on CONCRETE roads.
© 1995 John I. Swang, Ph.D.