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TABLE OF CONTENT
1. Does Acid Rain Affect the Rate of Photosynthesis of Aquatic
Plants?
2. Backdrafting In Homes
3. Water Pollution's Effect on Daphnia
4. Erosion on the Minnehaha Creek
5. Killing Mildew
6. Does Placing of Magnets Effect the Swing of a Pendulum?
7. Penny On The Ground
8. Passive Solar Energy
9. Does Vision Affect Taste
10. A comparison of Recent and Recorded Temperatures
11. The Effect of Earthworms In the Soil
Title: Does Acid Rain Affect the Rate of Photosynthesis of
Aquatic Plants?
Student Researcher: Andrew Hachiya
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Mrs. Cope
Statement of Purpose and Hypothesis:
The objective of my research project was to study the effect of
acid rain on aquatic plants. Specifically, experiments were
designed to determine how variations in the pH of an aquatic
environment might affect the rate of photosynthesis of Eloden
densa. For any given plant, there is an optimal pH for the
maximal rate of photosynthesis. My hypothesis was that varying
the pH towards a more acidic environment, as would occur with
acid rain, will adversely affects the rate of photosynthesis.
In my experiments, the rate of photosynthesis was quantified by
the amount of the end product oxygen produced and overall plant
growth during the observational period.
Methodology:
I filled each beaker with 1000 mL of spring water and titrated
each beaker to a certain pH. I put 17 grams of Elodea densa
under an inverted glass funnel which was attached to a
manometer setup. As the plants photosynthesized, the oxygen
released would go threw the manometer. That was my first test.
My second test was that I weighed the plants before and after
the experiment to determine the growth.
Analysis of the Data:
As the pH of the aquatic environments were experimentally
decreased, the amount of oxygen produced by Elodea densa, and
overall plant growth, was decreased. Qualitatively, it was
observed that decreasing the pH resulted in the loss of
chlorophyll and destruction of cell structure.
Summary and Conclusions:
My conclusion is that acid rain can adversely affect the rate
of photosynthesis in aquatic plants. This research project
would suggest that the decreased rate of photosynthesis by
Elodea densa in an acidic environment is caused by an
alteration of enzyme activity, less chlorophyll and loss of
plant cellular integrity.
Application
Acid rain does have the power to kill the plant life in a pond
or a small lake. Without the plants, we will not be able to
receive the oxygen that we need and the animals need also. So
lets stop burning as much fossil fuel as we are right now!
Title: Backdrafting In Homes
Student Researcher: Erin E. Duffy
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Cecelia Cope
1. Statement of Purpose and Hypothesis:
I wanted to know if most homes have sufficient replacement air
or do they experience backdrafting when the furnace and/or hot
water heater are running. I predicted that 15% of the homes I
test will have backdrafting. I feel that most homeowners have
sealed their homes so tightly in an effort to conserve energy
that replacement air is insufficient. If I find instances of
backdrafting, I will inform the homeowner of the situation
which may represent a health risk to the homeowner. With this
information, the homeowner may choose to change their home
environment.
II. Methodology:
The materiels I gathered for the test were matches, a candle,
flashlight, and the checklists. After obtaining permission to
test the home from the homeowner, I shut all windows, doors,
and fireplace dampers. Then I ran hot water until the water
heater came on and turned up the thermostat so the furnace came
on. After lighting the candle and blowing it out, I placed the
smoking candle near the hood of the draft diverter and observed
which direction the smoke drifted. After recording my results,
I turned on all additional exterior air exhausting equipment
and ran the test again.
III. Analysis of Data:
I found no homes that backdrafted which supported my
hypothesis.
IV. Summary and Conclusion::
I found no backdrafting in the homes I tested, but I did
observe many air leaks in these homes such as ill-fitting ducts
going through the rim joist and poorly sealed doors and
windows. I was unable to test any high energy efficient homes
and therefore I am unaware if they are at a greater risk for
backdrafting or not.
V. Application:
Not only did I learn the importance of replacement air, but in
the homes I tested, the homeowner learned of its importance and
became aware of the potential dangers.
Title: Water Pollution's Effect on Daphnia
Student Researcher: Billy Judd
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Mrs. Cope
Statement of Purpose and Hypothesis:
My topic is about water pollution and daphnia. I wanted to
find out what would happen if I put some daphnia in four
different kinds of polluted water. My first hypothesis stated
that the daphnia in the bowl of water polluted with the soap
would have the most dead daphnia in it. My second hypothesis
stated that my control would have the most survivors.
Methodology:
I tested my hypothesis in an experiment in which I put daphnia
in bowls of water that had a certain pollutants in it. Bowl 1
was polluted with soap. Bowl 2 was polluted with a high level
of dechlorination liquid. Bowl 3 had a mix of soap and
dechlorination liquid. Bowl 4 had the perfect amount of
dechlorination liquid in the water. The materials I used were:
microscope, light source, water, bowls, soap, dechlorination
liquid, slides, thermometer, measuring cup, yeast, and daphnia.
First, I filled the bowls with water and then put the daphnia
in. After this I feed them some yeast and then added the
polluting substance. I let it sit for a while and then I
examined a sample of water on a slide from each bowl under a
microscope and recorded what I saw.
Analysis of Data:
I looked at the data I had collected and most of the daphnia in
Bowl 1 did die. Very few in the control bowl had died. This
data supported both of my hypotheses.
Summary and Conclusion:
I found out that daphnia will die if the water they line in is
polluted with a soapy substance. My data says that soap and
other products such as dechlorinating liquid can kill organism
in water if used improperly. I accept both of my hypotheses.
Application:
My experiment shows what could happen if just a small amount of
pollution gets into the water. So no pollution should be taken
lightly because you never know what could happen.
Title: Erosion on the Minnehaha Creek
Student: Jo Fricton
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Mrs. Cope
I. Statement of Purpose and Hypothesis:
The Minnehaha weaves through the city as a quiet creek that
adds to the charm, beauty, and wildlife of the city. The creek
is a recreational park that allows fishing, tubing, canoeing,
and walks along the bank. The banks are eroding in many places
causing problems such as damage to yards, houses, and city
parks. Narrower and lost walkways along the parks prevent
bikes, running, and walking along the creek. In addition, a
significant amount of funds is required to correct the damage
every year caused by erosion. A recent television program
talked about erosion in the creek as a major problem for
Minneapolis Park Board.
For these reasons, I chose my project to find more ways to
prevent erosion along the creek and eliminate these problems.
The questions I would like to answer include whether erosion
control factors such as bank vegetation, trees, rocks, and
storm drains reduce the amount of erosion along the Minnehaha
Creek. This study may provide answers on how we can prevent
erosion along it's banks. I want to know if erosion, as
measured by the Erosion Index, is more where there is less
erosion control present along the Minnehaha Creek.
Specifically, the hypotheses to test include: 1) Erosion, as
measured by the Erosion Index, is more at narrow and deep bends
along the creek. 2) Erosion, as measured by the Erosion Index,
occurs at places with less vegetation. These are places where
there are no roots to hold the soil from being washed away by
the water runoff. 3) Erosion, as measured by the Erosion
Index, occurs where storm drains are not located along the
creek. These places have higher erosion due to runoff from the
rain making gullies and crevices. 4) Erosion, as measured by
the Erosion Index, occurs at places with less trees on the
banks.
This study will tell us whether these factors are important in
controlling erosion along the creek. If so, these factors can
be changed or implemented to provide a cost effective way of
preventing erosion.
II. Methodology:
This study design will be an observational study to quantify
the amount of erosion and erosion control factors that occur
along the Minnehaha Creek. I hopes to determine what factors
play a role in erosion. Two independent observers will walk
along a specific section of the creek to measure the amount of
erosion and erosion control factors using the Erosion Index. I
will obtain a map of about 10 blocks of the Minnehaha Creek
from the Old Mill Dam in Edina to the city of Minneapolis. On
the basis of on my preliminary observations, I feel this is a
representative sample of the Creek that includes many areas of
erosion and has had erosion control efforts completed to
prevent erosion. In addition, this area is heavily used by
pedestrians and is heavily populated with houses that may be
effected by the erosion. First, I had to develop an index to
score erosion and to score the presence of the erosion control
factors. I did this with the help of the City of Minneapolis
Park Board staff and specific references from my review of the
literature. Then I designed a form for the observers to score
the amount of erosion and erosion control factors as they walk
along the creek. We needed two observers on both sides of the
creek to make sure that the data collected was reliable. A
score will be placed on the form for each block and each side
of the creek inspected. Then I will add the scores up and
compare the sum with the number in the erosion index that
correlates to the bank and section. In addition, I will
compare both of the numbers in a statistical analysis. This
will include comparing the total of erosion control scores
between blocks that have low erosion scores with an equal
number of blocks that have high erosion scores.
III. Analysis of Data:
Three out of the 7 erosion control factors seem to correlate
with less erosion or have a negative correlation with erosion.
These are straight creek flow, shallow creek levels, and the
rocks on the banks.
IV. Summary and Conclusion:
I have learned that most of the control factors are not a sure
bet and that you cannot completely stop erosion. In addition,
even if someone had all the factors they could not completely
stop erosion. The best prevention is unfortunately not manmade
and includes a straight creek and shallow water. If someone is
trying to stop erosion and they do not live on a section of the
creek that is straight, I would recommend that rocks and trees
would work the best. Although the total correlation of all
factors is close to zero the p-value (probability) is .83 which
means that there is a big variance in the amount that erosion
control factors effect erosion.
In general, I found out that when there were less Erosion
Control Factors there was more erosion and when there was more
Erosion Control Factors there was less erosion.
Application
I can apply this information in two ways. First, I can educate
people on how to prevent erosion. Second, I can be more
careful on how I treat the creek myself.
Title: Killing Mildew
Student Researcher: John Mulligan
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Cecelia Cope
I. Statement of Purpose and Hypothesis:
I wanted to find out if non-toxic mildew cleaners worked as
well as toxic ones. Millions of tons of harmful cleaners are
poured down the drain each day. I wanted to see if there was a
natural alternative to all that pollution. My hypothesis
stated that the non-toxic solution (in this case it was Borax)
would work as well as the toxic ones (in this case it was Tilex
and Vanish) at cleaning mildew on the grout in-between tiles.
II. Methodology:
I wrote my purpose statement, read about mildew, and formed my
hypothesis. At first, I planned to grow mildew on tiles I had
glued on to pieces of plywood, but I couldn't grow any mildew.
So I used tiles in my shower that already had mildew. I
measured the amount of mildew in each area and then washed each
area with a different cleaner. I recorded my results,
conducted my analysis of data, and accepted or rejected my
hypothesis.
III. Analysis of Data:
The toxic ones mildew almost all came off while the non-toxic
one had far more mildew left.
IV. Summary and conclusion:
The non-toxic cleaner did not work nearly as well as the toxic
ones. Therefore, I rejected my hypothesis which stated that
the non-toxic cleaner (in this case it was Borax) would work as
well as the toxic ones (in this case it was Tilex and Vanish)
at cleaning mildew on the grout in-between tiles.
V. Application:
I found that not all products which are less harmful to the
environment work as well as the harmful ones.
Title: Does the Placing of Magnets Affect the Swing of a
Pendulum?
Student Researchers: Murphy Curran and Ben Johnson
School Address: Christ the King/St. Thomas the Apostle School
3210 W. 51 st
Minneapolis, MN 55410
Grade: Eighth
Teacher: Ms. Cope
1. Statement of purpose and hypothesis:
We wanted to know if a minor disturbance could change the
course of an object. This concept is known as the chaos theory.
We chose to test it by building a pendulum and testing how
magnetism could affect the swing of the pendulum. Our
hypothesis was that the magnets would add a disturbance, which
would cause a drastic change in the original pattern of the
pendulum swing.
2. Methodology:
We constructed an apparatus/pendulum to test the effect of
magnets on its swing. Materials used were: Lightweight string
or thread, a wooden dowel about 16 inches long and as thick as
a pencil, two wooden sheets 12 inches high, seven donut shaped
ceramic magnets, a sheet of wood about 16 inches long and wide
enough to support the 12 inch sheets, cm. ruler, polar
coordinate graph paper, and screws for apparatus. The
controlled variables were the starting point of the magnet
swing, string length, pendulum size, and apparatus. The
experimental variables were the magnets and placement of the
magnets. Our control trial was to swing the pendulum without
magnets to determine a normal pattern for a swinging pendulum.
Then we added six magnets in three pairs of two, placed at 15
cm., 13 cm., and 11 cm. from each pair and from the center of a
sheet of polar coordinate graph paper. Then we swung the
pendulum 20 times for five trials at each distance and recorded
and graphed the results.
3. Analysis of Data:
The introduction of magnets changed the predictable pattern of
the pendulum swing as shown in the control group of swings
which used no magnets.
4. Summary and Conclusion:
Based on our data, our hypothesis was accepted. The
introduction of the magnets did in fact cause a disturbance in
the starting state of the pendulum swing, thus causing a
drastic change in future states or swings. We didn't encounter
any limitations or shortcomings in our study.
5. Application:
One application of our findings would be inform people how
various things (pollution, humans, natural causes) impact
changes in there climate or weather conditions and how those
variable could be controlled.
Title: Penny on the Ground
Student: Nick Lambert
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Mrs. Cope
I. Statement of Purpose and Hypothesis:
In this experiment, I plan to see if age, sex or race has
anything to do with the value a person places on a coin on the
ground. My hypothesis was that children around the age of 11
or younger will place more value on a penny on the ground than
an adult. My assumption was that because adults have more
money than children so they'll not need spare change where
children might.
II. Methodology:
First, I researched whether or not any thing like this has ever
been done before. Then I dropped a coin in front of Edina 50
and watched to see if anybody would pick it up. No one did,
although 80 people walked by. Then I dropped one in front of
Pocket Change in the Southdale Mall. Only two people picked it
up out of 80. Both locations were in upper middle class
neighbor-hoods.
III. Analysis of Data:
While only two people picked up any coin, both were children,
which goes to prove my hypothesis true to some extent.
IV. Summary and Conclusion:
I accepted my hypothesis because the two people that picked up
the penny were both children. I thought that more people would
pick up the coin. I wonder what it would be like if I did this
experiment in the summer or in a different neighborhood, such
as a poorer neighborhood or a mixed income neighborhood. I
also wonder what would it be like if I used a dollar bill.
V. Application:
This experiment could use a larger and more diverse sampling
base, as it offers indicators of cultural attitudes and values.
Title: Passive Solar Energy
Student Researcher: Alecia Rose
School: Christ the King/St. Thomas the Apostle
3210 West 51st St.
Minneapolis, Minnesota 55410
Grade: 8
Teacher: Cece Cope
I. Statement of Purpose and Hypothesis:
I wanted to know if I could heat water in a solar collector
outdoors in the winter time in Minnesota. Solar energy can be
either passive or active. Solar energy can be used to heat
your home partially or fully with either passive or active
solar energy. I wanted to know to what degree the sun would
heat water in a solar collector on a full sun day, partly sunny
day, and cloudy day. My hypothesis stated that the water would
be heated to the highest degree on a full sun day.
II. Methodology:
First, I wrote my statement of purpose, conducted a review of
the literature about solar energy, and developed my hypothesis.
I then built a passive solar collector. I decided to try to
heat water on a full sun day, partly sunny day, and a cloudy
day. I did this for four weeks. The variables that I held
constant were the amount of water, the number of days I
conducted the experiment, temperature of the water, and time of
day I tested the water. I tested on five different days for
each test group; full sun days, partly sunny days, and cloudy
days. On each test day, I poured 100 mL of 9 degree Celsius
water into my collector. I kept the water in the collector for
three minutes on each collection day. Then I recorded the
temperature on my data collection sheet. I repeated this
process five times for full sun days, partly sunny days, and
cloudy days. Next, I conducted an analysis of my data.
Finally, I accepted or rejected my hypothesis and wrote my
summary and conclusion. Then I applied my findings to the
world outside my classroom.
III. Analysis of Data:
The full sun days heated the water to the highest temperature.
The partly sunny days heated the water to the next highest
temperature. The cloudy days heated the water to the least
highest temperature.
IV. Summary and Conclusion:
I accepted my hypothesis. I can heat water during the winter
in Minnesota on a full sun day and a partly cloudy day. The
water did not heat on the cloudy days. A backup heating system
would be needed in Minnesota during the cloudy days.
V. Application:
Solar energy can be used to help heat homes. By designing
homes and commercial buildings to take advantage of the sun's
position, fuel savings can be achieved. Also, solar energy is
safer for the environment.
Title: Does Vision Affect Taste
Student Researcher: Anna Veeneman
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7th
Teacher: Cecelia Cope
I. Statement of Purpose:
I wanted to know more about how vision affects taste. I wanted
to see if the color of a food affects a person's taste of that
food. My hypothesis stated that people's sense of taste may be
influenced by the color of the food.
II. Methodology:
I tested my hypothesis by doing an experiment with unflavored
mineral water and plain yogurt. The materials I used for the
unflavored mineral water experiment were: 6 paper cups, 6 oz.
of mineral water, 1 drop of green food coloring, 2 drops of red
food coloring, 1 drop of yellow food coloring, and an
eyedropper. For the plain yogurt experiment I used: 6 paper
cups, 1 plastic spoon, 6 oz. of plain yogurt, 3/4 tsp. of
sugar, 1 drop of blue food coloring, 1 drop of yellow food
coloring, 3 drops of red food coloring, and an eyedropper. I
added food coloring accurately to the unflavored mineral water
and plain yogurt. I used the same amount of mineral water and
plain yogurt for each subject. Each test subject conducted
his/her testing privately.
For the unflavored mineral water experiment, I arranged 3 cups
numbered 1, 2, and 3. Each cup had 2 oz. of unflavored mineral
water. I added 1 drop of green food coloring to cup #1. I
added 1 drop of red food coloring to cup #2. I added 1 drop of
red and yellow food coloring to cup #3. Then, one at a time, I
asked each test subject to taste and identify the mineral water
flavor in cups #1, #2, and #3. I recorded their comments.
For the plain yogurt experiment, I arranged 3 cups numbered 1,
2, and 3. Each cup had 2 oz. of plain yogurt and 1/4 tsp. of
sugar. I mixed 1 drop of red food coloring in cup #1. I mixed
1 drop of yellow food coloring to cup #2. I mixed 1 drop of
blue and 2 drops of red food coloring to cup #3. Then, one at
a time, I asked each test subject to taste and identify the
mineral water flavor in cups #1, #2, and #3. I recorded their
comments.
III. Analysis of Data:
I found that vision does affect taste. I observed that people
people's sense of taste are influenced by the color of food. I
observed that a test subject would look at the color of the
food and expect to taste the flavor associated with the color
of the unflavored water and yogurt. People ages 10-30 were the
most affected in that they indicated they tasted a flavor in
the blue yogurt. People ages 30-79 were more accurate in their
testings. Some denied any taste in the water or yogurt
initially, but then convinced themselves that a flavor related
to the added color was present.
IV. Summary and Conclusion:
Many people did not like the taste of what they were tasting.
Some people did not participate due to allergies. Some people
didn't like the look of the color water or yogurt and had a
negative attitude about tasting them. But some people did
taste a flavor in the unflavored water and yogurt because of
the added coloring. Therefore, I accepted my hypothesis which
stated that people's sense of taste may be influenced by the
color of the food.
V. Application:
Food producers could dye foods to help enhance their flavor and
enjoyment by more people.
Title: A Comparison of Recent and Recorded Temperatures
Student Researcher: Billy Keniston
School: Christ The King
Minneapolis, Minnesota
Grade: 7
Teacher: Ms. Cope
I. Statement of Purpose and Hypothesis:
I noticed that some recorded temperatures in the newspaper
were significantly higher or lower than the actual daily
temperatures. I wanted to measure and record temperatures for
a period of time and compare them with official temperatures
and the 30 year average. My hypothesis stated that the average
daily high and low temperatures will be significantly warmer
than the recorded normal average for the last thirty years as
recorded by the U. S. Weather Service.
II. Methodology:
After I decided on my hypothesis, I created a bibliography on
the history of temperature recording. I read for background
knowledge and decided on my plan. From November 19, 1994 to
December 15, 1994, I observed and recorded daily highs and lows
using a maximum-minimum thermometer in my backyard. After
recording the temperatures on daily log forms that I created, I
then recorded official daily high and lows along with the
thirty-year average temperature for each day. This information
came from the U.S. Weather Service in the Minneapolis Star and
Tribune newspaper. The information was then graphed for visual
analysis of significant changes. Then I applied my findings to
my hypothesis.
III. Analysis of Data:
Two different graphs were made using the Date as one axis and
the Temperature as the other. Three lines were plotted:
backyard high, official high, and thirty-year high on one
graph. Three lines were plotted: backyard low, official low,
and thirty-year low on the other graph. The graph results,
using a significant difference figure of 4 degrees showed an
overall warming trend. Overall average difference between
backyard highs and 30 year average highs was 5.5 degrees
higher. The average low difference was 3.5 degrees higher.
IV. Summary and Conclusion:
There has been a warming trend in winter temperatures in recent
years as measured in Minneapolis from November 19, 1994 to
December 15, 1994.
V. Application:
I can use this information and compare it with other
environmental trends such as pollution to see if they are
related.
Title: The Effect of Earthworms In the Soil.
Student Researcher: Anne Strong
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Ms. Cope
I. Statement of Purpose and Hypothesis:
I wanted to find out if herbs grow better with or without
earthworms. I thought that the earthworms would help the herbs
grow and make them healthy.
II. Methodology:
First, I got four pots and put soil in them. Then I put 18
redworms and 18 regular garden worms in two pots. The other
two pots did not have earthworms. I put one cup of dried
leaves, which the worms like to eat, in all the pots. I put 30
Basil seeds in two pots and 30 Chive seeds in the other two
pots. Basil and Chive are good winter herbs, that's why I
choose them. Next, I watered all the pots with eight oz. of
water. Then I put all four pots by a southside window. Every
other day, I would measure the height, width, number of stalks,
and number of leaves of the sprouts. Every three days I would
water all four pots with eight oz. of water. I started the
experiment in November and ended it in January. Some of my
variables held constant were room temperature, amount of
sunlight, amount of waters, the type of herb, the amount of
food(dried leaves), and the type of soil. The only thing that
was different was the soil with and without earthworms.
III. Analysis of Data:
I choose to put my data into a bar graph measuring the height
of Basil with and without worms, the width of Basil with and
without worms, the number of stalks with and without worms, and
the number of leaves on the sprouts with and without worms. I
did the same for the Chive graph. My graphs showed that, at
the beginning of the experiment, the herbs with worms were
doing better than the herbs without earthworms. At the end of
the experiment the herbs with worms started to die and the
herbs without worms were doing better. Maybe this happened
because I had to water the soil with worms and without worms
differently. The soil with worms stayed moist and was not
watered as much as the soil without worms which was dryer.
IV. Summary and Conclusion:
I found out the herbs without worms did better than the herbs
with worms. At the beginning of January the herbs with worms
started to die. My data did not support my hypothesis. I
thought I had enough time to do my experiment and get all the
materials I needed. I really enjoyed doing this experiment and
I would do it again and see if I get the same results.
V. Application:
I learned that you need a bigger space to grow the herbs. Some
other researchers did the same experiment and they found out
that earthworms helped the soil. One man had an acre of soil
and another man had a barrel of soil. I think you need a
bigger space to grow the herbs for earthworms to help.
© 1995 John I. Swang, Ph.D.