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TABLE OF CONTENT
1. The Effect of Different Amounts of Air on the Germination
of Seeds
2. Airplanes and Aerodynamics
3. Balls: The Relationship Between Inflation and Bounce
4. Are Bridges Built to Last
5. Dreams
6. Does the Moon Affect Human Behavior?
7. Can People Be Lead to Believe a Palm Reading?
8. The Effect of Pitch and Volume on a Candle Flame
9. Substances Adhering to Different Skin Surfaces
10. The Effect of Weight on the Ability to Excel in Sports
11. The Effect of Distance on Volume
Title: The Effects of Different Amounts of Air on the
Germination of Seeds
Student Researchers: Andrew Moraco and Jared Nash
School: Fox Lane Middle School
Bedford, New York
Grade: 8
Teacher: Dr. Sears
I. Problem
Which seeds grow more quickly with different amounts of air?
II. Hypothesis or Purpose
The purpose of our experiment was to figure out how well plants
will grow under different air conditions. We believed that the
plants would be able to germinate in any number of cc. of air,
except for a total vacuum, which we could not physically make.
III. Materials
1. 25 beans
2. 25 peas
3. 5 Earlenmyre flasks
4. Paper tow els
5. 5 clamps
6. Water
7. Bleach
8. Rubber stoppers
9. Syringe
10. Plastic tubing
IV. Methodology
First, we placed a paper towel, dampened with a solution of
1/10 bleach to 9/10 water, in each flask. Second, we placed 5
seeds of each type in the flasks. Third, we corked the flasks
and used a syringe to removed specific amounts of air. The
first flask contained the full amount of 250 CC of air that
could possibly be in a flask. The second flask contained 220
CC of air. The third flask contained 190 CC of air. The
fourth flask contained 160 CC of air. The fifth flask
contained 130 CC of air. Fourth, we recorded the amount of
germination of each plant each day.
V. Analysis of Data
We watched the seeds and observed that some seeds germinated
and some did not. We observed that the seeds grew in almost a
pattern. The seeds contained in flask with 250 CC of air had
the most germination. 220 CC of air had the second most number
of germinations and so on except for 190 CC, which had no
germinations, while 160 CC had one germination. We observed
that peas germinate less than beans in a sealed environment
with much less air than they are used to. The beans grew well
in all amounts of air, except in the 190 CC and 130 CC.
Another peculiar thing that happened in all the flasks that had
plants in there was the growth of fungus. This fungus attacked
the seeds, enveloped them, and probably killed the tiny
undeveloped plants. Another shortcomings of the study was not
being to measure the air on the following days, to see if the
flasks leaked.
VI. Conclusion
We concluded that the beans were much more durable than the
peas and would be able to grow in more harsh environment with
less air. Also we believe that unless seeds have at least
16/25 the air they have on earth they will not germinate. That
will differ from seed type to seed type as you saw in our
experiment.
VII. Application
We did this experiment because of a film we saw in science
class. This film talked about how humans would be migrating
and living on the Moon and even Mars in the next ten to twenty
years. This experiment was done to see if seeds would
germinate in other more hostile environments with less air, for
example the Moon.
Title: Airplanes and Aerodynamics
Student Researcher: Jason Alcorn
School Address: Fox Lane Middle School
Fox Lane Campus
Bedford, NY 10506
Grade: 7
Teacher: Dr. Sears
Purpose and Hypothesis:
I wanted to find out more about aerodynamics because I always
wondered how huge jets stay in the air. I also wondered what
is the best way to design an airplane. Using paper airplanes I
could find out the latter. My hypothesis was that a plane with
the longest wingspan, a cone nose, an M-shaped wing, or a
launch angle of 20 degrees would fly farthest.
Methodology:
The materials I used were: paper, scissors, a Nerf launcher and
arrows, tape measure, glue, wire, and tape.
The Planes: I planned four kinds of tests to test four
variables. I made three planes for each test and a control
plane. Therefore, I made 13 planes. The control plane had a
wingspan of 8.5" x 2.75", no nose, flat wings, and a 20 degree
launch. From the other 12 planes, 3 were used for each of the
four variables. From early trial flights, I learned that the
wings were not sturdy enough, so I put wire on all of the
planes in the actual test.
The Tests: When I tested the airplanes, I had four tests that
tested four different variables. In each test, I launched each
of the four planes ten times each. I attached the planes to
Nerf arrows and launched them on a Nerf arrow launcher. I used
a rubber band on the trigger of the launcher to try to have the
same force behind each launch.
The Variables: In each test, I had one independent variable:
the wingspan/area, the folded shape of the wing, the nose
shape, or the angle of the launch. I changed the variable
three times in each test. I thought that this would give me
more data to determine which was the best design. The
dependent variable in each test was the length of the flight.
My controlled variables were the force of the launch, the
weight of the planes, the absence of wind, the temperature, and
the place and height of launch. I also controlled all the
variables that I was not testing in each particular test.
Analysis of Data:
Much of my data surprised me. For example, in my hypothesis, I
stated that I thought the plane with the 11 in. X 2.75 in.
wingspan would fly the farthest. On the contrary, the plane
without wings flew the farthest on average. For the test to
determine the best shape of the wing, I had hypothesized that
the plane with M-shaped wings would fly farthest. Instead, it
was the plane with the U-shaped wings that did. The control
plane, without a nose, flew the farthest in the nose shape
test. The control plane, by far, flew the farthest in the
launch angle test.
Summary and Conclusion:
In summary, My hypothesis was rejected except for the angle of
the launch. Even though the plane without wings flew the
farthest in the wingspan/area test, it would not be a realistic
design for real airplanes or trick paper
airplanes. The plane without a nose flew farthest because it
had the least air resistance. I think each plane flew
different lengths because there was different air resistance
and each plane caught the air differently. My conclusion is
that a plane with U-shaped wings, no nose, and a 20 degree
launch would fly the best. The plane without wings and the
plane with
U-shaped wings contradict each other, so I chose the plane with
U-shaped wings because it flew farther on average.
Application:
The obvious application for this is using the data to design
paper planes, model planes, toy planes, or actual airplanes.
Another use for this is to use it to design cars. Some of the
tests, like wingspan, would be to no use, but air resistance
could be considered in the design. Third, this data could be
used to predict how air will travel around objects that are
different shapes; buildings or windmills or natural objects are
examples.
Title: Balls, Balls, Balls
Student Researchers: Katie Bannon and Kelly Ulrich
School Address: Fox Lane Middle School
Bedford, NY 10506
Grade: Sixth
Teacher: Dr. Sears
I. Statement of Purpose and Hypothesis:
We want to find out more about balls. Do balls for different
sports bounce longer if they are fully inflated, half way
inflated, or totally deflated? Our hypothesis stated that all
balls will bounce the longest amount of time when fully
inflated, and the shortest amount of time when totally
deflated.
II. Methodology:
To test our hypothesis, we took a basketball, a volleyball, a
football, and a soccer ball and totally deflated them by
sticking a needle from a pump into each one. With a measuring
tape, we measured a height of 5.4 feet and dropped each ball
five times from that point. We timed how long the balls took
to stop bouncing with a timer and then recorded the results.
Next, we pumped up the balls all the way with a pump. We
counted the number of pumps and then we dropped them and timed
them. Then we deflated the balls again all the way and only
pumped half the number of pumps that it took to pump up the
ball all the way. Finally, we found the average of the five
times we dropped the ball and we made the data chart and
graphs. The independent variable was how inflated the ball
was. The dependent variable was the average (in sec.) of how
long the ball took to stop bouncing. The variable held
constant was the same height from which we dropped the balls
each time. The average times were based on five trials at each
inflated amount.
III. Analysis of data:
Fully inflated balls bounce longer. An interesting outcome of
our experiment was that the deflated soccerball bounced
slightly longer than the half way deflated soccerball. This
could be due to the material of the ball or human error.
IV. Summary and Conclusion:
We found out that the fully inflated balls took longer to stop
bouncing then the half way inflated balls and the totally
deflated balls. With more air in the ball, the ball is in it's
full shape, not flat. That way, it can bounce easier.
V. Application:
We can apply this information to our lives in one way. Since we
are both serious athletes, we should know how we could win a
game easier. Katie is a good basketball player and Kelly is a
good volleyball player. If we would like to win the games that
we play, or get a better chance at winning, we would need to
know about inflated balls. If a soccer player wants to know
which kind of inflation is easier to handle, he would be better
off playing with a half way inflated ball. The player would be
able to calm the ball down and make it roll on the ground
again. However, a fully inflated ball would be easier to kick
and it would go farther.
Title: Are Bridges Built to Last?
Student Researcher: Ryan Lahey
School Address: Fox Lane Middle School
The Fox Lane Campus
Route 172
Bedford, New York 10506
Grade: 8
Teacher: Dr. Carolynn R. Sears
I. Statement of Purpose and Hypothesis:
I wanted to find out more about bridges and how they work:
which one would hold the most dead weight? My hypothesis
stated that the suspension bridge could hold the most dead
weight.
II. Methodology:
I constructed five bridges: a beam, reinforced beam, arch,
truss, and suspension. Then I constructed two stands for the
bridges. I used string, oak tag, tape, and glue for the
bridges and wood, nails and hooks for the stands. Then I
tested the bridges using gram weights, placing them one at a
time in the center of the bridge. When the bridge fell, I
recorded the weight and then tested the next bridge. The
independent variable is the bridge and the dependent variable
is the metric weights.
III. Analysis of Data:
The suspension bridge held up the most weight. It held 870
grams. The next strongest was the reinforced beam; it held up
330 grams. Then the truss which held 225 grams. The arch held
195 grams and the beam held 35 grams.
IV. Summary and Conclusion:
The suspension bridge held up the most dead weight. Therefore,
I accept my hypothesis. All bridges are not made out of the
same material, but mine were. A limitation I had was building
the bridges the same way they were really built. Is a
reinforced beam 500 layers or two layers of oak tag? In
reality, the material a bridge is constructed of may be as, or
more important, than the type of construction. I was not able
to test this. What is the correct model for steel or concrete?
V. Application:
In building a bridge, the amount of dead weight it can hold may
be one thing that you look at, but not a very important one. I
have learned from all my reading and research that dead weight
is not very important in bridge building. What is important
are live loads, weather conditions, winds, floods, and
vibration. For example, a suspension bridge may have come out
on top in my experiment, but no suspension bridge has ever been
built to carry a train because the cables cannot withstand all
the vibration. Therefore, my experiment has very limited
meaning and applications.
Title: Dreams
Student Researcher: Natalie Whelan
School: Fox Lane Middle School
Fox Lane Campus
Bedford, New York
Grade: 6-8
Teacher: Dr. Sears
I. Statement of Purpose and Hypothesis:
I wanted to find out more about dreams. Part I of my
hypothesis stated that males have more adventure type dreams
while females dream more about friends and family. Part II of
my hypothesis stated that people tend to have cycles of
remembering or not remembering their dreams.
II. Methodology:
My materials were a three-ring binder for organizing the dream
of my subjects and a piece of white poster board for the
display. I asked fifteen volunteers of various ages and of
both genders to give me a daily report of their dream(s) from
the night before. They told me one of three things: 1) That
they remembered their dream, and what it was about. 2) They
remembered having a dream, but forgot it when they awoke. 3)
That they had no recollection of dreaming. Using this
information, I graphed the results so that I would be able to
later look for general trends in the content of the dreams.
III. Analysis of Data:
Of all the dreams that I collected as part of this study, I
found that 26 of them were contributed by females and 21 by
males. Thirteen out of the 26 dreams contributed by females
involved friends or family. Ten out of the 21 males had dreams
about adventure. As for my second graph, I found that there
were no apparent cycles.
IV Summary and Conclusion:
I found that Part One of my hypothesis was supported by my
data, while Part Two of my hypothesis was not. If, in fact,
there are cycles, they are longer than a week and different for
each person. I know this isn't conclusive, but I had a limited
number of people to work with and a limited amount of time.
V. Application:
The speed of awakening seems to have an effect on how much a
dream is remembered. If the dreamer is wakened quickly by an
alarm clock, for instance, he or she will remember the dream
more vividly than if slowly waking up in a leisurely way. If
you are the type of person who claims not to have dreams, it
may be because the memory of dreams fade very quickly. Try
keeping a pad of paper and a pencil by your bed in the morning,
and record your dreams while they are fresh in your mind. If
the dreamer is awakened during or immediately after an R.E.M.
(rapid eye movement) episode (the phase of sleep in which most
dreams occur and are most vivid) the dream will be remembered
in detail, but even a few minutes later the dream will begin to
fade. The usual limit for remembering dreams is eight minutes
after R.E.M.
Title: Does the Moon Affect Human Behavior?
Student Researchers: Ariela Fisch and Kristina Davey
School address: Fox Lane Middle School
Bedford, New York 10506
Grade: 8
Teacher: Ms. Sears
1. Statement of Purpose and Hypothesis:
We wanted to find out if the moon has any effect on peoples'
behavior. Our hypothesis stated that the number of people with
unusual behaviors and/or complaints about physical problems,
without observable symptoms, would go up during a full moon
period.
2. Methodology:
We collected our data from four sources. The sources were
people in different professional positions, who recorded their
observations of their clientele. The professional sources were
a school nurse, two psychologists, and a nurse at a psychiatric
hospital. Our data consisted of signs of unusual human
behavior. We defined unusual behavior for each of the four
sources. For the psychologist, our definition was the number
of phone calls they received from patients. For the hospital,
our definition of unusual behavior was anyone who was admitted
into the hospital because of a mental disturbance. We asked
the school nurse to record the number of children who came to
her office pretending to be ill (without a fever) which is also
unusual behavior. We examined the records from March and
April. We then recorded the data on a chart and on a graph.
Then we compared the data to each phase of the moon to see if
the phase of the moon made a difference on the behavior of
human. We looked to see if the unusual behavior or health
complaints were greater during a full moon, or if the frequency
changed throughout the month.
3. Analysis of Data:
We looked at the significant moon phases; the first quarter,
full moon, last quarter, and new moon. On the two days of the
each month during which the quarter moon fell upon, we found
that there were a number of incidents in March and only six
incidents in April. During the full moon, there were eleven in
March and twelve in April. In both months, on the day of the
last quarter moon, there was a great deal of unusual behavior.
March had a total number of thirty incidents and April had
twenty-six incidents. During the day of the new moon, little
unusual behavior was recorded. These data show that the
activity in each month fluctuates greatly and possible
predictions of how many people react to the phases of the moon
would be unreliable.
4. Summary and Conclusion:
From the data we collected, the day of the last quarter moon
had the most unusual human behavior. The number of incidents
was reasonably close in the two months of March and April. We
rejected our hypothesis because we thought the day of the full
moon would have the most incidents. But, it turned out that it
was the last quarter moon had the high incidents of unusual
behavior and physical complaints. In our experiment, we found
out that we would need more time and data to actually reach a
reliable conclusion. It is possible that the seasons along
with the moon could affect the behavior of humans which is why
research from the entire year would be necessary.
Title: Can People Be Lead To Believe A Palm Reading?
Student Researcher: Christine Lee and Joanna Luppino
School: Fox Lane Middle School
Bedford, New York
Grade: 7
Teacher: Mrs. Sears
I. Statement of Purpose and Hypothesis:
We wanted to know how early people could be lead to believe in
palm reading. Palmistry claims it can explain a person's
personality and health by reading the lines of the palm. We
wanted to know if people would actually believe in fake
readings. Our hypothesis is that people would rate the
questions that they believed. We also hypothesized that the
people would not be surprised when we told them the reading was
fake.
II. Methodology:
First, we researched the history of palmistry and collected
information. Then we made a fake reading. We also devised a
rating system from 1-5, with a 1 being the least believed to a
5 being the most believed. The independent variables was the
fake palm reading. The dependent variable were the ratings of
each individual for each question. The controlled variables
were the way we read the palm and asked the questions. We
listened to the ratings and recorded our data.
III. Analysis of data:
We read the palms of each person and asked the questions one
time for every person and recorded the data.
IV. Summary and conclusion:
Most of the ratings on the accuracy of the readings were fairly
high. People believed the readings were accurate. After we
told the people that the readings were fake, their reactions
were relieved, questioning, and disappointed. We predicted
that the ratings would be high and that the reactions wouldn't
be that shocking to the people.
V. Application:
We can use this information in many different ways. We can see
how easily people can be fooled. Therefore, we know never to
trust frauds in the future, but just wait and see what is in
store for us in time. We can save money by not asking for the
past, present, and future readings that are most likely to be
fake and usually believed.
Title: The Effect of Pitch as Opposed to The Effect of Volume
on a Candle Flame
Student Researcher: Rebecca Viellen Kraemer
School: Fox Lane Middle School
Bedford, New York
Grade: 8
Teacher: Dr. Sears
Purpose:
While watching my brother's band, I glanced at the candle on
the table. It seemed to be moving with the sound of the bass
guitar and the drums. I wanted to find out why it moved. My
father thought it was because of the volume, but I thought it
was a result of pitch. I decided to experiment.
Procedure:
1. I cut out the bottom of a cup and attached it to a speaker
like a cone. I set the speaker next to lit candle. I put
graph paper behind the candle and recorded the height. I
plugged in the frequency generator and checked volume for data.
2. First, I tested different pitches. Next, I tested different
volumes, making sure to check what volume they were read as
with audiometer. I made sure the audiometer was the same
distance from the speaker each time.
Analysis:
The idea you read above produced no change in the candle flame.
I tried using my keyboard and synthesizer to produce about 40
different drum sounds and guitar sounds. All proved
unsuccessful.
Conclusion:
In conclusion, my data clearly did not support my hypothesis.
The change in the candle flame has not occurred because of
either the volume or the pitch of sound. Perhaps it was
created from the instruments themselves or the electronic
equipment producing the sounds. It could also occur from a
breeze or a draft.
Title: Substances Adhering to Different Skin Surfaces
Student Researcher: Annabelle H. Cazes
School Address: Fox Lane Middle School
Fox Lane Campus
Bedford, NY 10506
Grade: 6
Teacher: Dr. Carolynn R. Sears
I. Statement of Purpose and Hypothesis:
I wanted to find out more about how different substances
adhered to skin. Skin protects our bodies from the outside
surroundings, although it is selectively permeable. It absorbs
other substances, particularly those which are soluble in oils.
In my experiment, I used four basic skin surfaces on my body:
the palm of my hand, the upper part of my hand, the sole of my
foot, and the upper part of my foot. My hypothesis stated that
sugar and soil would adhere best to the palm of my hand and the
sole of my foot because the lines and crevices within them.
II. Methodology:
I gathered the following materials: twelve teaspoons of sugar,
and the same of soil, a measuring teaspoon, a stopwatch, and a
garden hose. My independent variables were the soil and sugar,
and the four different skin surfaces. The dependent variable
was the time for each substance to wash off from each skin
surface. First, I measured four teaspoons of one substance.
Then I placed one teaspoons of the substance on one of the four
skin surfaces being tested. Then I left it on my skin for one
minute. Then I washed it off while timing how long it took. I
repeated the same experiment on the three remaining skin
surfaces of my body with the same substance. After I finished
with one substance, I tried the other substance following the
same procedure as I did with the first substance.
III. Analysis of Data:
My data indicated that soil adhered best to the top part of my
hand, and the sole of my foot as well as the upper surface of
my foot. My data also indicated that sugar adhered best to the
top part of my hand. Sugar adheres more to the upper skin
surface of my hand, while soil adheres more to all of the other
skin surfaces tested, except for the palm of my hand.
IV. Summary and Conclusions:
The data collected in my research project indicated that soil
and sugar took the longest time to wash off on the top part of
my hand. In this experiment, I rejected my hypothesis because
I learned that the crevices in certain parts of my skin are not
always the cause of adherence.
V. Application:
By conducting my experiment, I learned a helpful method for
gaining more information. When buying skin care treatment
lotions, a person can find out how well it will adhere to their
skin by following my experiment.
Title: The Effect of Weight on the Ability to Excel in Sports
Student Researchers: Lyndsay Graubard and Natasha Golding
School: Fox Lane Middle School
Fox Lane Campus
Bedford, New York
Grade: 8
Teacher: Dr. Sears
I. Statement of Purpose and Hypothesis:
We wanted to know what effect an individual's weight has upon
performance in different sports. We know that weight has many
effects on athletes, but we wanted to know in what way. Can
four people of different weights perform the same and excel in
different sports? By researching this information, we will
identify the sports in which we can excel and should choose for
our future sports activities. Our hypothesis states that
weight does not have a significant effect on the ability to
excel in sports.
II. Methodology:
There were four people who tested six sports. For each sport,
each person would experiment by progressively adding five
pounds of weight. Therefore, each sport was tested five times,
with four competitors, with each of the five consecutively
higher weights. By averaging the five different results
together, we would arrive at an answer to our question. We did
the experiment over a period of days. Each person repeated the
experiment five times with each weight to arrive at an average.
III. Analysis of Data:
Each of the four people tested each of the six sports five
times and with five weights. We observed that none of the
sports are directly affected by weight For each individual, the
performance in each sport remained the same regardless of the
weight.
IV. Summary and Conclusion:
None of the six sports tested were affected by weight.
Differences may be due to health, fitness, and the fact that
some people are born with natural abilities for some sports,
and others are not. Just because some people do not have a
natural ability does not mean that they can not excel. We
think it means that they must work harder and longer in order
to have the same ability, health, and fitness as those born
with abilities, who don't have to work as hard.
V. Application:
We can apply this information in our lives in different ways.
First, this can help us choose sports that are good for us to
play in the future. By having this advantage, based on our
data, we can choose sports in which we can excel. It also helps
us to know that our weight is not affecting our ability to
excel, so weight alone should not discourage one from trying to
become fit and to perform well in sports.
Title: The Effect of Distance on Volume
Student Researcher: Rebecca Viellen Kraemer
School: Fox Lane Middle School
Bedford, New York
Grade: 8
Teacher: Dr. Sears
1. Statement of Purpose and Hypothesis:
I wanted to find the direct relationship between distance and
volume. My hypothesis stated that when the audiometer is taken
away from the source of a sound the volume will decrease.
2. Methodology:
First, I cut a hole in the bottom of the cup. I attached it to
the speaker to act as a cone. I set up the speaker at the
beginning of the meter stick. I proceeded to hook up the
frequency generator to the speaker. Next, I lined the board up
with the meter stick and taped it in place. I slid the speaker
over in front of the board so that I could elevate the
audiometer and still get a proper reading from directly in
front of the speaker. I lined up the audiometer with the 10 cm
markings, took measurements; then with the 11 cm marking, took
measurements, etc. When I reached 20 cm I went by tens until I
reached 100 cm making a grand total of 19 measurements.
Finally, I graphed my data. Realizing that they formed a
parabola, I noticed that I had not found the direct
relationship, which would have formed a straight line. I
proceeded to attempt to find the direct relationship by trying
1/distance, and 1/distance squared.
3. Analysis of Data:
The exact relationship has proven indefinable, as shown by my
graphs. My attempts with 1/distance and 1/distance squared
proved unsuccessful.
4. Summary and Conclusion:
In conclusion, as the audiometer was gradually taken away, the
sound did decrease. Although, when I tried to find the direct
relationship between the two variables I found that there was
no defined relationship.
5. Applications
I can apply this knowledge to further projects. I could try
again to define the relationship without using the cone, which
could be the reason for my data. I also will be able to learn
more about finding the relationship mathematically or with more
advanced equipment.
© 1995 John I. Swang, Ph.D.