TITLE: The Effect of Electromagnetic Fields on Plant Growth
STUDENT RESEARCHER: Richard Kaufmann
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know more about the effect of electromagnetic
fields (EMF's) on plant growth. The abbreviation EMF stands
for electromagnetic fields. They are produced when
electricity flows through a wire. The fields are silent and
invisible. Humans are not biologically equipped to detect
them. They go unnoticed even though we're surrounded by EMF's
all the time. You can be exposed to EMF's anywhere electricity
flows such as through power lines, microwave ovens, electric
ranges, electric razors, hair dryers, television sets,
computers, air conditioners, and electric clocks. I chose this
because there is a great deal of controversy about whether
these fields are dangerous to living organisms. My hypothesis
states that electromagnetic fields will have an effect on plant
growth.
II. METHODOLOGY:
First, I wrote my statement of purpose, review of literature
about EMF's possible effect on plant growth, and hypothesis.
Second, I gathered my materials: electric radio/clock, radish
seeds, potting soil, and two identical pots. Then I planted 30
radish seeds in each of two pots. The seeds were planted to a
depth of one millimeter in the potting soil. I placed both
pots in front of a large, sunny picture window. Both pots
received the same amount of sunlight and water each day. The
pots were one meter apart.
I placed the experimental pot on an electric clock/radio and
left it there all through my research. It received a 200
milligauss electromagnetic field coming from the electric
clock/radio. The control pot received normal background EMF
radiation of less than .5 milligauss. The electromagnetic
fields surrounding each plant were measured each day with a
Gauss meter obtained from Central Louisiana Electric Company.
My methodology included several variables which I held
constant: type of seeds, sunlight, amount of water, size of
pots, kind and amount of soil, depth seeds were planted, and
growing temperature. The manipulated variable was the
electromagnetic field applied to experimental plant. The
responding variables included the growth of the plants, the
number of leaves on each plant, the color of the leaves, and
the health of the plants.
I collected the following data and recorded it on a data
collection sheet: date of seed germination, average height of
plants, average number of leaves per plant, color of plants and
general health of plants. I recorded the data for 14 on each
of the two trials. Then I accepted or rejected my hypothesis,
wrote my summary and conclusion, where I accepted or rejected
my hypothesis, and applied my findings to the world outside the
classroom. Finally I published my research in a printed
electronic journal of student research.
III. ANALYSIS OF DATA:
In trial one, all seeds had germinated in the experimental and
control pots after four days. On the fourth day, both the
control and experimental group of plants grew an average of one
and a half centimeters tall. On the fifth day, both groups of
plants grew to an average two and a half centimeters tall. On
the sixth day, the control plants were an average four
centimeters tall and the experimental plants were three and a
half centimeters tall. On the seventh day, the control plants
were six and a half centimeters tall and the experimental
plants were six centimeters tall. On the eighth day, the
control plants were seven centimeters tall and the experimental
plants were six and a half centimeters tall. On the ninth day,
the control plants were an average of eight centimeters tall
and the experimental plants were an average of seven and a half
centimeters tall. On the tenth day of the experiment, the
control plants were eight and a half centimeters tall and the
experimental plants were eight centimeters tall. The plants
stopped growing on the eleventh day. All plants in the control
and experimental pots had two leaves by the end of the ninth
day of the experiment. All plants had two leaves by the end of
the 14th day of the experiment. The color of all plants in the
control and experimental pots was green and their health was
good.
In trial two, all seeds had germinated in the experimental and
control pots after four days. On the fourth day, the control
plants grew to an average of two centimeters tall and
experimental group of plants grew an average of three
centimeters tall. On the fifth day, the control plants grew to
an average three centimeters tall and the experimental plants
grew to an average of four centimeters tall. On the sixth day,
the control plants were an average five centimeters tall and
the experimental plants were six centimeters tall. On the
seventh day, the control plants were six centimeters tall and
the experimental plants were six and a half centimeters tall.
On the eighth day, the control plants were seven centimeters
tall and the experimental plants were six and a half
centimeters tall. On the ninth day, the control plants were an
average of seven centimeters tall and the experimental plants
were an average of seven and a half centimeters tall. On the
tenth day of the experiment, the control plants were seven
centimeters tall and the experimental plants were eight
centimeters tall. The plants in both pots stopped growing on
the tenth day. All plants in the control and experimental pots
had two leaves by the end of the ninth day of the experiment.
All plants had two leaves by the end of the 14th day of the
experiment. All plants were green and were in good health
through out the second trial.
IV. SUMMARY AND CONCLUSION:
The only difference between the two trials was that in the
first trial the control plants which did not receive the strong
electromagnetic field grew to an average height of nine
centimeters while the experimental plants growing in the strong
electromagnetic filed grew to an average height of eight
centimeters. In the second trial, the control plants grew to
an average of seven centimeters and the experimental plants
grew to an average of eight centimeters.
I averaged my data for both trials. The control and
experimental plants both grew to an average height of eight
centimeters tall. The plants in the control and experimental
pots all germinated at about the same time in the first and
second trial. All the plants had two leaves, were green in
color, and in good health by the end of the experiment. I
therefore reject my hypothesis which stated that
electromagnetic fields will have an effect on plant growth. On
average, there was no difference between the growth in the
control and experimental plants.
V. APPLICATION:
I can tell gardeners that EMF's do not seem to effect plant
growth. The findings in this research should not be
generalized to animal and human growth or health. Therefore,
while EMF's may not affect plants growing in a garden, they
still may affect the gardener.
TITLE: The Effect of Moisture On Earthworms
STUDENT RESEARCHERS: Ernesto Campos, Monica Hernandez, Maria
Oconitrillo, David Barrantes, Rocio
Solano, Maurice Wager, Barbara Rodriquez,
Rosalyn Vargas, Esteban Deuoto, Roberta
Tederspiel, Juan Sanchez, Laura Calderon,
Joan Dobles
SCHOOL: Lincoln School
San Jose, Costa Rica
GRADE: 2
TEACHER: Elizabeth Taylor
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know how earthworms react to damp and dry
conditions. Our hypothesis stated that earthworms will like
the damp area.
II. METHODOLOGY:
First, we took a flat box and placed wet paper towels in half
of it. We placed dry paper towels in the other half. Then we
placed the earthworms in the middle of the box and observed
which side of the box, the dry or damp, the worms went to
during a three minute period. We recorded our observations.
III. ANALYSIS OF DATA:
Fifty-one earthworms went to the damp side of the box, seven
stayed in the middle, and five went to the dry side.
IV. SUMMARY AND CONCLUSION:
The majority of earthworms went to the damp side of the box.
Therefore we accepted our hypothesis which stated that
earthworms will like the damp area.
TITLE: How Music Affects Plant Growth
STUDENT RESEARCHER: Matt Cohen
SCHOOL:Lakeridge School
Mercer Island, WA
GRADE: 4
TEACHER: Tarry Lindquist
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I wanted to determine the effects of playing rock music,
classical music, and talk radio on plant growth. My hypothesis
stated that plants listening to rock music would grow best.
II. METHODOLOGY
I took twenty seeds and planted five in each of four pots.
They had the same amount of soil and I watered them the same
amount. They also got the same amount of light. One pot was
my control pot and did not hear any music. The three other
pots listened to rock, classical, or talk radio for one half
hour each day. I recorded my data for twenty days. The things
I recorded were when the seeds sprouted, how many sprouted, and
the height. I reviewed my data to see if it agreed with my
hypothesis and then wrote a summary and conclusion.
III. ANALYSIS OF DATA
All the pots started to sprout on day four. The tallest plants
were from the pots that heard no music and the plants that
listened to rock music. The plants in those pots were about
three inches tall. All living plants had four leaves by the
end of the experiment. After day seventeen, talk radio's two
plants died, classical music had three of its four plants die,
rock music had one of its four plants die while the control
group's plants were all healthy.
IV. SUMMARY AND CONCLUSION
I concluded that my control pot which did not listen to any
music grew the best. Therefore, I rejected my hypothesis
because the plants that listened to rock music grew only the
second best. My conclusion is that music and talk on the radio
negatively affects plant growth.
TITLE: The Effect of Light on Earthworms
STUDENT RESEARCHERS: Ernesto Campos, Monica Hernandez, Maria
Oconitrillo, David Barrantes, Rocio
Solano, Maurice Wager, Barbara Rodriquez,
Rosalyn Vargas, Esteban Deuoto, Roberta
Tederspiel, Juan Sanchez, Laura Calderon,
Joan Dobles
SCHOOL: Lincoln School
San Jose, Costa Rica
GRADE: 2
TEACHER: Elizabeth Taylor
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know how earthworms react to light and darkness.
Our hypothesis stated that the earthworms will like the dark
and stay there.
II. METHODOLOGY:
First, we took an open flat box and covered 1/2 of the top of
it to create a dark side. The other part of the box was left
open and light. Then we covered the bottom of the box with
paper towels. Next, we placed an earthworm in the middle of
the box. Then we observed which side of the box, the light or
dark, the worm went to during a three minute period. We
recorded our observations.
III. ANALYSIS OF DATA:
Twenty-six of our worms went to the dark side and twelve of
them went to the light side of the box.
IV. SUMMARY AND CONCLUSION:
The majority of our earthworms preferred the dark side.
Therefore we accepted our hypothesis which stated that the
earthworms will like the dark and stay there.
TITLE: An Effect of Gravity on Falling Objects
STUDENT RESEARCHER: Richard Kaufmann
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 4
TEACHER: John I. Swang, Ph.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know more about gravity's effect on falling objects.
I would like to know if a heavier object falls faster than a
lighter object or would both objects fall at the same speed?
My hypothesis states that a heavy object and a light object of
the same size and shape will hit the ground at the same time
when both are dropped from the same height at the same time.
II. METHODOLOGY:
First, I will write my statement of purpose, conduct a review
of the literature, and develop my hypothesis. I will then get
two cans of condensed milk that are the same size, but
different weights. One can will be full and heavy. The other
can will be empty and light. Both cans will be the same size
and shape. Then my dad will get up on a chair and drop both
cans at the same time from the same height. I will watch to
see which can hits the ground first. Then I will record my
observations on my data collection sheet. Next, I will conduct
an analysis of my data. Finally, I will accept or reject my
hypothesis and write my summary and conclusion.
III. ANALYSIS OF DATA:
My dad dropped the heavy and light cans from the same height at
the same time. I observed that both cans hit the ground at the
same time each time my dad dropped them.
IV. SUMMARY AND CONCLUSION:
Both cans hit the ground at the same time. Gravity is pulling
harder on the heavy can so that both cans are falling at the
same speed. Therefore, I accept my hypothesis which stated that
both cans will hit the ground at the same time.
V. APPLICATION:
If I drop a heavy bag of groceries and a light bag of groceries
at the same time while helping my mom unload the car, I will
know to get both of my feet out of the way cause the bags are
going to hit the ground at the same time.
TITLE: The Effect of Pollution on Plant Growth
STUDENT RESEARCHER: Eric Oldfield
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out how polluted water affects plant growth.
My hypothesis stated that every plant watered with polluted
water would die and only the plants watered with clean water
would live.
II. METHODOLOGY:
First, I wrote a statement of purpose, reviewed the literature,
and developed a hypothesis. I then wrote a methodology and
listed my materials. Next, I made a data collection form and
began my experiment. I put the same amount of potting soil in
six large plastic cups and planted one teaspoon of grass seeds
in each of them. Each cup also got the same amount of sunlight
and tap water for the first five days. After all the seeds
sprouted, I started polluting the experimental plants. The
first five cups of grass seeds were polluted with different
things: salt, vinegar (acid), petroleum, detergent
(phosphates), and fertilizer. The last one, my control, was
watered with clean water for the entire ten days of my
experiment. For five days more I polluted the grass and
recorded my data. I wrote an analysis of data and accepted or
rejected my hypothesis. Last, I wrote my summary and
conclusions and application.
III. ANALYSIS OF DATA:
The control plants grew throughout the entire experiment and
reached an average height of sixteen centimeters. The oil
polluted plants grew only slightly and showed signs of dying.
The grass polluted with fertilizer shriveled, but didn't die.
The salt polluted plants fell down and were just about dead at
the end of the study. The phosphate polluted plants wilted
badly and died. The vinegar polluted plants were the worst,
turning brown and dying very quickly.
IV. SUMMARY AND CONCLUSION:
Every pollutant affected the growth of the plants in a negative
way. Therefore, I accept my hypothesis which stated that only
the clean water plants would live.
V. APPLICATION:
I can apply the information I gathered by showing other people
how bad pollution can be to the environment and telling them to
help stop pollution.
TITLE: Combustion and Carbon Dioxide
STUDENT RESEARCHER: Gretchen Hines
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to know if combustion will take place in the
presence of carbon dioxide. My hypothesis stated that
combustion will not take place in an atmosphere filled with
carbon dioxide.
II. METHODOLOGY:
First, I wrote my statement of purpose. After reading about my
topic I summarized my reading. Next, I developed my
hypothesis. I wrote a list of materials and drew a data
collection form. I began my experiment: I took a glass jar and
put two tablespoons of vinegar and one tablespoon of
baking soda in it in order to produce an atmosphere of carbon
dioxide. Then when the fizzing stopped I lit a candle and
slowly lowered the candle into the glass with a pair of thongs.
I waited to see if the candle went out or continued to burn. I
then recorded my observations on my data collection form. My
hypothesis was then accepted or rejected. I wrote a summary
and conclusion and applied my findings to the real world.
III. ANALYSIS OF DATA:
In all three trials the candle went directly out when placed in
the carbon dioxide atmosphere inside the glass jar.
IV. SUMMARY AND CONCLUSION:
I learned that combustion will not take place in carbon
dioxide. Therefore, I accepted my hypothesis which stated that
combustion will not take place in the presence of carbon
dioxide.
V. APPLICATION:
Combustion will not take place in carbon dioxide. Knowing this
I could use carbon dioxide as a fire extinguisher.
TITLE: Does Temperature Affect Chemical Reactions
STUDENT AUTHOR: Jessica Warden
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to see how the temperature of water would affect the
chemical reaction of dissolving a tablet. My hypothesis stated
that hot water will increase the speed of a chemical reaction
and decrease the time it takes for a seltzer tablet to
dissolve.
II. METHODOLOGY:
First, I wrote my Statement of Purpose and Review of
Literature. I then formed my Hypothesis. Next, I took 3 Alka-
Seltzer tablets and 3 glasses. I filled the first glass with
cold water, the second with hot water, and the third with tap
water. Then I checked the temperature of the water of each
glass and recorded it. I dropped a tablet in each glass and
recorded how long it took to dissolve. I did this 3 times. I
analyzed my data and displayed it on a chart. I wrote my
Summary and Conclusion and then applied my findings to the real
world.
III. ANALYSIS OF DATA:
My results show that the average time for the Alka-Seltzer
tablet to dissolve in hot water was 29 sec.. The average time
for it to dissolve in cold water was 89 sec. The average time
for it to dissolve in tap water was 49 sec.. The seltzer
tablet dissolved in the hot water the fastest.
IV. SUMMARY AND CONCLUSION:
The hot water speeded up the chemical reaction the fastest.
Therefore, I accept my hypothesis which stated hot water will
increase the speed of a chemical reaction and decrease the time
it takes for a seltzer tablet to dissolve.
V. APPLICATION:
If people need to know what temperature of water to use when
dissolving something the fastest, I would tell them to use hot
water.
TITLE: How Jet Engines Work
STUDENT RESEARCHER: Justin Heffner
SCHOOL: Locust Grove Mennonite School
Smoketown, PA
GRADE: 4
TEACHER: Miss Weaver
I. Statement of Purpose and Hypothesis:
I want to know if balloons can illustrate the way a jet engine
works. I want to know how the force goes through the engine/
balloon to make the airplane go up. I want to know what shape
and size of engine/balloon produces the most force? My first
hypothesis states that a big sausage shaped balloon will travel
farther than a big round balloon because its shape is more
streamlined. My second hypothesis states that big balloons
will travel farther than small balloons because they have more
fuel or air in them.
II. Methodology:
I took two chairs and got a long piece of string and put the
string through the middle of the straw and tied both ends of
the string to the chairs. Next, I blew up the balloons and
taped the balloon to the straw and let it go. I measured the
distance the balloon went and recorded the distance. We
did the experiments 4 times for each balloon.
III. Analysis of Data:
I found out that a big sausage balloon goes the farthest. A
small sausage balloon goes the fastest, but the least farthest.
A small round balloon went the second farthest. A big round
balloon went third farthest. The big sausage balloon went an
average of 50 feet. The small sausage balloon went an average
of 32 feet. The big balloons went an average of 41 feet. The
small balloons went an average of 30 feet.
Balloons Average Distance
Travelled
Big Sausage Shaped Balloon 50 feet
Big Round Shaped Balloon 32 feet
Big Balloons 41 feet
Small Balloons 30 feet
IV. Summary and Conclusion:
The big sausage balloon went farther than the big round shaped
balloon. Therefore, I accepted my first hypothesis which
stated that a big sausage shaped balloon will travel farther
than a big round balloon because its shape is more streamlined.
The big balloons went farther than the small balloons.
Therefore, I accepted my second hypothesis which stated that
big balloons will travel farther small balloons because they
have more fuel or air in them.
TITLE: The Effect of Temperature on Air Pressure
STUDENT AUTHOR: Matthew Kuzio
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if temperature affects air pressure. My
first hypothesis stated that when I put a balloon on the top of
a bottle in hot water, the balloon will inflate because hot air
expands. My second hypothesis stated that when I put a balloon
on top of a bottle in ice water, the balloon will be sucked in
the bottle because cold air contracts.
II. METHODOLOGY:
First, I wrote my statement of purpose, my review of
literature, and developed my hypothesis. Next, I stretched a
balloon on the top of each bottle. Then I placed one bottle in
a pan of hot water and the other in pan of ice water. I
observed the balloons and recorded what happened. I repeated
this procedure twice. I analyzed my data, and wrote my summary
and conclusion. Finally, I applied my observations to real
life.
III. ANALYSIS OF DATA:
In both trials, the balloons in hot water expanded and the
balloons in cold water contracted. In trial two the balloon in
hot water popped off and the balloon in cold water was totally
sucked into the bottle.
IV. SUMMARY AND CONCLUSION:
Temperature does affect air pressure. The balloon in hot water
expanded and the balloon in cold water contracted. Therefore,
I accepted my hypothesis which stated that the balloon in hot
water would expand and the balloon in cold water would
contract.
V. APPLICATION:
One application of this is not to over inflate car or bike
tires. The rubbing of the tires on the pavement or street
makes tires hot. With the increase of heat, the air pressure
increases and the tires might burst.
TITLE: Do All Rocks Have Carbonates?
STUDENT RESEARCHER: Eric Oldfield
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
For my research report, I wanted to find out which of certain
rocks and minerals contain carbonates. My hypothesis stated
that most rocks and minerals would not contain carbonates.
II. METHODOLOGY:
For my experiment, I first developed a statement of purpose.
After I reviewed the literature, I wrote a hypothesis. I
gathered my materials and began my experiment. To find out if
all rocks and minerals had carbonates, I chipped off a piece of
each sample with the hammer and placed them in a bowl one at a
time. Using the eyedropper, I dropped some hydrochloric acid
on each one. The samples that bubbled contained carbonates. I
recorded and analyzed my data. Next, I accepted or rejected my
hypothesis and wrote a summary and conclusion.
III. ANALYSIS OF DATA:
Out of the 27 rocks and minerals that I tested, 20 of them did
not contain carbonates. The 7 that proved to be carbonates
included limestone, coquina, calcite, dolomite, concrete, the
fossil, and the seashell.
IV. SUMMARY AND CONCLUSION:
I found out that only 7 of the 27 rocks and minerals contained
carbonates. Therefore, I accept my hypothesis which stated
that most rocks would not contain carbonates.
V. APPLICATION:
With the information that I gathered from this report, I could
help a paleontologist looking for the fossils of a certain sea
animal find what he wants. He could just test the rocks in one
area the way I did. If they contained carbonates, then there
was probably an ocean there at one time, because carbonates
come from the remains of small sea life. If he knew that there
was an ocean there long ago, he'd be in the right place. If
not he'd know to look somewhere else.
© 1995 John I. Swang, Ph.D.