The National Student Research Center
E-Journal of Student Research: Science
Volume 4, Number 8, June, 1996
The National Student Research Center
is dedicated to promoting student research and the use of the
scientific method in all subject areas across the curriculum,
especially science and math.
For more information contact:
- John I. Swang, Ph.D.
- Founder/Director
- National Student Research Center
- 2024 Livingston Street
- Mandeville, Louisiana 70448
- U.S.A.
- E-Mail: nsrcmms@communique.net
- http://youth.net/nsrc/nsrc.html
TABLE OF CONTENTS
- Fecal Coliform At Stephenson Brook
- The Effect Of Color On The Amount
Of Thermal Radiation That An Object Absorbs
- Phosphates At Stephenson Brook
- What Soil Is Best For Growing Bean
Plants?
- Dissolved Oxygen Levels at Stephenson
Brook
- The Effect of Gravity On A Falling
Objects Of Different Weights
- Nitrate Levels At Stephenson Brook
- Which Liquid Evaporates The Fastest?
- Ammonia Levels at Stephenson Brook
TITLE: Fecal Coliform At Stephenson Brook
STUDENT RESEARCHERS: Vicky Campbell, Greg Guglielmo, Mike
Reiff, Khalid Rice
SCHOOL ADDRESS: Isaac E. Young School
270 Centre Ave.
New Rochelle, NY 10805
GRADE: 8
TEACHER: Patrick Liu
1. STATEMENT OF PURPOSE
Fecal coliform was tested at Stephenson Brook. Fecal coliform
is found in the feces of humans and other warm blooded animals.
It can enter waters from direct discharge of mammals, birds,
sewage, and runoff. Illegal and broken sewage pipes also
contribute to fecal coliform entering waters. Fecal coliform
is usually not a health hazard. It is likely that a more
harmful bacteria is also present near fecal coliform bacteria
which could be a threat to persons if swimming, boating, or
fishing. Stephenson Brook is important to the community
because it serves as local storm drain.
II. METHODOLOGY
Fecal coliform was tested using a flame, alcohol, forceps,
fecal coliform M-FC broth, pre-sterilized dish, sterile filter,
syringe, and a sterile aseptic system. Fecal coliform was
tested by taking the fecal coliform broth and pouring it into
the sterilized dish. The forceps were sanitized using the
flame and alcohol. The top of the aseptic system was unscrewed
and the sterile filter was placed on the aseptic system using
the sanitized forceps. Using a pipet, the sample water was
taken and placed into one of the holes on the top of the
aseptic system. The syringe was used to suction out the water.
Distilled water was pumped into the aseptic system to rinse the
rest of the bacteria onto the filter. This step was repeated
twice. The top of the aseptic system was unscrewed and the
filter was removed and placed into the sterilized dish. The
dish was placed in a watertight bag in a water bath for 24
hours at 44.5 degrees Celsius minus .2 or plus .2 degrees. The
bag was taken out of the water bath and was placed under a
microscope and was counted for colonies. The number of
colonies was taken and was multiplied by 20 if used 5 ml and 50
if used 2 ml. That would then be the total number of colonies
that was counted for.
III. ANALYSIS OF DATA
The results ranged from as low as 1,250 colonies per/100 ml to
10,200 colonies per/100 ml as a high. The monthly average was
5,448 colonies per/100 ml.
IV. SUMMARY AND CONCLUSION
The New York State DEC states that the standards are 2000
colonies per/100 ml for boating and fishing and 200 colonies
per/100 ml for swimming.
V. APPLICATION
Communities can help keep waters safe from bacteria by curbing
dogs more often, looking for illegal or broken pipes to stop
extra bacteria from entering the waters. If we do this, waters
will be cleaner.
TITLE: The Effect Of Color On The Amount Of Thermal Radiation
That An Object Absorbs
STUDENT RESEARCHER: Meredith Railey and Cara McManus
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project concerning
the effect that color has on the amount of thermal radiation an
object absorbs. Our hypothesis states that the color black
will absorb the most thermal radiation.
II. METHODOLOGY:
First, we chose a topic and wrote our statement of purpose.
Next, we wrote our review of literature on light, reflection,
heat, color, thermal radiation, temperature, Fahrenheit, and
Centigrade. Then we came up with a hypothesis based on our
review of literature and wrote our methodology. Next, we made
a list of materials. Then we constructed a data collection
form.
Next, we conducted our experiment by taking eight different
pieces of colored construction paper (red, green, orange,
yellow, black, pink, white, and blue). We made a pouch out of
the construction paper and put a thermometers inside each. We
made sure the bulb of the thermometer did not touch the paper.
We placed them under a one-hundred watt light bulb. We turned
the light on and let it sit thirty centimeters over the paper
for seven minutes. After the seven minutes were up, we
recorded the temperature measured on the thermometer onto our
data collection form. We did this twice for each piece of
paper.
Next, we combined our data from the two student researchers and
wrote our analysis of data. Then, we wrote our summary and
conclusion and applied our results to the world outside the
classroom. Finally, we wrote our abstract.
Our controlled variables were the same thermometer, same size
and brand of construction paper, the same size and watt light
bulb, and the same distance of the light-bulb from the paper.
Our manipulated variable was the different colored construction
paper. Our responding variable was the temperature that we
recorded off the thermometers.
III. ANALYSIS OF DATA:
In trial 1, the average temperature of the pink construction
paper was 27 degrees Centigrade. In trial 2, the average
temperature was 28 degrees. The total average temperature for
the pink construction paper was 27.5 degrees Centigrade.
In trial 1, the black construction paper had an average
temperature of 29 degrees Centigrade. In trial 2, the average
temperature was 29 degrees. The total average temperature for
the black construction paper was 29 degrees.
In trial 1, the red construction paper had an average
temperature of 27 degrees Centigrade. In trial 2, the average
temperature was 28 degrees. The total average temperature for
the red construction paper was 27.5 degrees Centigrade.
In trial 1, the green construction paper had an average
temperature of 28 degrees Centigrade. In trial 2, the average
temperature was 28 degrees. The total average temperature for
the green construction paper was 28 degrees Centigrade.
In trial 1, the orange construction paper had an average
temperature of 28 degrees Centigrade. In trial 2, the average
temperature was 28 degrees. The total average temperature for
the orange construction paper was 28 degrees Centigrade.
In trial 1, the yellow construction paper had an average
temperature of 27 degrees Centigrade. In trial 2, it was an
average temperature of 28 degrees Centigrade. The total
average temperature for the yellow construction paper was 27.5
degrees.
In trial 1, the blue construction paper had an average
temperature of 29 degrees Centigrade. In trial 2, the average
temperature was 28 degrees. The total average temperature for
the blue construction paper was 28.5 degrees Centigrade.
In trial 1, the white construction had an average temperature
of 27 degrees Centigrade. In trial 2, the white construction
paper had an average temperature of 27 degrees. The total
average temperature for the white construction paper was 27
degrees.
IV. SUMMARY AND CONCLUSION:
We found out that the color black absorbed the most heat with
an average temperature of twenty-nine degrees Centigrade. The
lighter colors reflected most of the radiation so they had
cooler temperatures. Therefore we accept our hypothesis which
states that the color black will absorb the most thermal
radiation.
V. APPLICATION:
We can apply our findings to the real world by telling the
public not to wear dark clothes during the summer as they
absorb more heat. Likewise, black and other dark colored cars
are much hotter during the warm summer months.
TITLE: Phosphates At Stephenson Brook
RESEARCHER(S): Deirdre Vise, Robbie Klopfer, Mark Wellington,
Danna Dibuono
SCHOOL ADDRESS: Isaac E. Young Middle School
270 Centre Ave.
New Rochelle, NY 10805
GRADE: 8th
TEACHER: Mr, Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Phosphates are plant nutrients. The importance of phosphates
is enormous because they feed plants and help them grow.
Phosphates can enter the water from farms, golf courses, etc.
where phosphate fertilizers are used. Too much phosphates in
the water is bad because it causes algae blooms. Then when it
dies the bacteria takes up the oxygen in the water. When this
happens all immobile animals die in this oxygen depleted water.
II. METHODOLOGY:
Phosphates were tested from Friday March 1st through Tuesday
March 26th. Testing was done twice a day, except for March 1st
and 4th. The LaMotte Low Range test kit was used to test
phosphate levels. The sample water was taken from Stephenson
Brook outlet. The LaMotte low range test kit procedure was
followed. The results were recorded in parts per million
(ppm).
III. ANALYSIS OF DATA:
The procedure found in the LaMotte Low Range test kit was
followed. All of the results came out to be zero ppm. We do
not know the reason that all our results came out to be zero
ppm. It could be that plants used up all the phosphates or
that there was never any phosphates at Stephenson Brook to
begin with.
IV. SUMMARY AND CONCLUSION:
The results all came out to be 0 ppm from the dates tested.
According to the New York state DEC standards Stephenson Brook
is healthy for the plants and animals. There were some things
that could have been done to improve this project. For
example, more time could have been taken since it takes 5 min.
for the chemicals to dissolve before continuing with the rest
of the test.
V. APPLICATION:
The results of our research can helpful to the public by
informing people about how much phosphates there are in the
water. The public should know that large amounts could be very
harmful to the aquatic environment.
Title: What Soil Is Best For Growing Bean Plants?
Student Researcher: Rachel Steel
School: Hillside Middle School
1941 Alamo
Kalamazoo, Michigan 49007
Grade: 7
Teacher: Barbara A. Minar
I. Statement of Purpose and Hypothesis:
In my experiment, I wanted to find out which of seven different
soil mixtures would produce the best conditions for growing
bean plants. My hypothesis stated that if I compared how much
bean plants grow in seven different soils, the best soil will
be peat.
II. Methodology:
I used the following materials in testing my hypothesis:
fourteen bean seeds, seven pots (yogurt cups), sand, peat, top
soil, water, ruler, tablespoon, and measuring cup
B. Procedures
1. Fill each of seven cups up to 1/2 inch from the top with:
only sand, only peat, only topsoil, sand and peat mixture, sand
and topsoil mixture, peat and topsoil mixture, and sand, peat,
and topsoil mixture.
2. Plant two seeds in each cup, one inch deep.
3. Place on a window sill during the day.
4. Give each one tbsp. of water every other day.
S. Measure the growth every other day.
III. Analysis of Data:
The seeds in the cups with only peat, only topsoil, only sand,
and the sand and topsoil mixture did not grow at all. The
seeds in the cup with the peat and topsoil mixture grew to a
height of 98 mm. The seeds in the peat and sand mixture grew
to a height of 45 mm. The seeds in the peat, sand, and topsoil
mixture grew to a height of 133 mm.
IV. Summary and Conclusion:
After twenty-five days, I found that the pot with peat,
topsoil, and sand all combined was the best soil, second was
topsoil and peat, third was sand and peat, and the rest were
all tied for fourth because they didn't grow at all. I
rejected my hypothesis because the seeds in the cup with only
peat did not grow.
A limitation to my study was that I had to grow the plants
inside because the outdoor temperatures were inconsistent.
Indoor temperature might not have been the best temperature for
bean plant growth. If someone were to repeat this experiment,
it would be a good idea to work out some kind of drainage
system for the plants.
V. Application:
According to my study, if someone were to plant a garden or a
crop of beans, the best soil mixture to use would be a mixture
of 1/3 sand, 1/3 peat, and 1/3 topsoil.
TITLE: Dissolved Oxygen Levels at Stephenson Brook
STUDENT RESEARCHER(S): Esther Lopez, Megan O'Malley, John
Torres
SCHOOL ADDRESS: Isaac E. Young Middle School
270 Centre Ave.
New Rochelle, N.Y. 10805
GRADE: 8
TEACHER: Patrick Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Dissolved oxygen was studied at Stephenson Brook, New Rochelle,
New York. Stephenson Brook was bought by John Stephenson in
the late 1800's. He bought Crystal Lake and drained it. He
later named the brook after himself. Now Stephenson Brook is
used as a sewer. It was important to study in order to find
out if fish and other animal were living in a safe environment.
II. METHODOLOGY:
A LaMotte testing kit was used to test dissolved oxygen at
Stephenson Brook, New Rochelle. The first step taken was to
fill the titration tube to 20 ml line with sample water and
cap. Afterwards the titrator was filled with sodium
thiosulfate solution. Then one drop was added at a time to the
sample and swirled until the color turned faint yellow. The
sample was then used to add 8 drops of starch solution. The
sample was then titrated until the blue color disappeared. To
get the result, the titrator scale was read in ppm. The
materials used to take the tests included a titrator tube, a
titrator, and a pipet. The chemicals used were sodium
thiosulfate solution, sulfamic acid powder, and alkali iodide
azide.
III. ANALYSIS OF DATA:
Two test were taken each day for the month of March. The
lowest level was 9.4 ppm. The highest level was 11.7 ppm. The
final average was 10.4 ppm.
IV. SUMMARY AND CONCLUSION:
Many different pollutants carried into Stephenson Brook can
affect the amount of dissolved oxygen in the water. Pollutants
such as fertilizers, sewage, and runoff can lower dissolved
oxygen levels. For example, fertilizers can lower D.O. levels
because when they get into the water by runoff, the nitrates
and phosphates in it help many plants grow. This is good for
some time, but when the plants die, bacteria needs large
amounts of oxygen to break down dead plants. This causes D.O.
levels to decrease. The levels of D.O. recorded for the month
of March were acceptable because, according to the New York
State DEC, D.O. levels should not be less then 3.0 ppm.
V. APPLICATION:
Many pollutants used by people, that go into the water can
affect how animals live. For example, sewage and fertilizers
lower D.O. levels. This can kill many fish and other animals
in the water. People should try not to put large amounts of
fertilizers on there lawns and clean up after their pets.
Another thing that should be done is that our sewage treatment
plant should be upgraded to a tertiary treatment plant.
TITLE: The Effect of Gravity On A Falling Objects Of Different
Weights
STUDENT RESEARCHER: Mike Pantaleo and Kyle Driscoll
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project on the effect
of gravity on falling objects of different weight. Our
hypothesis states that the full can of milk will drop to the
ground faster than the empty can of milk.
II. METHODOLOGY:
First, we wrote our statement of purpose and reviewed the
literature on gravity, weight, mass, acceleration, force,
matter, and Newton's Law Of Gravitation. Next, we wrote our
hypothesis, methodology, and our list of materials. We then
developed our data collection form. Next, we conducted our
experiment.
We took a full and empty can of milk which we dropped from the
same height at the same time. We used three heights: 69 cm.,
76 cm., 132 cm. We conducted 4 trials at each height. We
observed which can hit the ground first for each trial and
recorded that information on our data collection sheet. We
then analyzed our data. Finally, we wrote our summary and
conclusion, and application. Then we published our project in
the NSRC's Journal of Student Research.
Our controlled variables were shape of the cans, the moment at
which both cans were dropped, the weight of the empty and full
cans, and the heights from which the cans were dropped on each
trial. Our manipulated variable was the height at which the
cans were dropped and the weight of the cans. Our responding
variable was the amount of time each can took to hit the
ground.
III. ANALYSIS OF DATA:
After we combined our data, we found out that when you drop a
light and a heavy can from 69 cm. they both hit the ground at
the same time. We also found out that when you drop the cans
from 76 cm. they both hit the ground at the same time. Another
thing that we found out was that when the cans are dropped from
132 cm. they both hit the ground at the same time.
IV. SUMMARY AND CONCLUSION:
After we combined our data, we found out that if you drop a
light and a heavy can from any height they will both hit the
ground at the same time.
V. APPLICATION:
We can apply our findings by telling sky divers that they will
fall at the same time and that their weight dose not affect the
speed or velocity of fall. For example a fat person and a
skinny person will fall at the same rate until they open their
parachute assuming that air resistance is the same for both sky
divers.
TITLE: Nitrate Levels At Stephenson Brook
STUDENT RESEARCHERS: Khrystie Mcleod, Nerlande Volcy, Dominick
DiFabbio
SCHOOL ADDRESS: Isaac E. Young Middle School
270 Centre Ave.
New Rochelle, N.Y. 10805
GRADE: 8th
TEACHER: Mr. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Nitrate levels were tested at Stephenson Brook. Nitrates are
part of the ammonia and nitrate cycle. Nitrates are not
harmful. Nitrates act as a fertilizer for aquatic plants. The
problem with too many nitrates is that the plants will all grow
at the same time. When all the aquatic plants, like algae, die
bacteria begin to grow and use up the oxygen. Other animal
that live in the area that cannot move, die because of the lack
of dissolved oxygen. Nitrates come from feces, in humans, and
all other animal that live in the area around Stephenson Brook.
Nitrates enter the water through run-off and direct discharge
from feces.
II. METHODOLOGY:
The materials used were two test tubes, nitrate tablet #1 and
nitrate tablet #2, one color strip, and one color finder. The
procedure used was found in the nitrate-nitrogen test kit from
the LaMotte test company.
III. ANALYSIS OF DATA:
Nitrates were tested from March 1st to March 26, 1996.
Seventeen tests were taken. Two test were taken each day. The
results ranged from 2.2 ppm to 13.2 ppm (parts per million).
The average for the month of March was 6.5 ppm.
IV. SUMMARY AND CONCLUSION:
The D.E.C. states that their should be 10 ppm of nitrates at
Stephenson Brook. The average for the month of March was 6.5
ppm. The average for Stephenson Brook met the D.E.C. limit of
10 ppm.
V. APPLICATIONS:
Many problems with nitrates are caused by run-off, sewage, and
feces. Ways to help reduce nitrate levels include tertiary
treatment, and the prevention of run-off water and feces from
entering the water. Most sewage treatment plants do not have
tertiary treatment, because of the expense. If everyone
reduces their use of fertilizers, nitrate levels will decrease.
TITLE: Which Liquid Evaporates The Fastest?
STUDENT RESEARCHER: John Soens
SCHOOL ADDRESS: Hillside Middle School
1941 Alamo
Kalamazoo, MI. 49007
GRADE: 7
TEACHER: Barbara A. Minar
I. Statement of Purpose and Hypothesis:
I wanted to know which of six liquids would evaporate the
fastest: milk, gasoline, orange juice, water, alcohol, or Coca-
Cola. My hypothesis stated that water would evaporate the
fastest.
II. Methodology:
I used the following materials: six clear plastic and
containers 200 mL of pop, milk, orange juice, gasoline,
alcohol, and water.
I tested my hypothesis by placing each of the six liquids into
separate 300 mL plastic containers. I put 200 mL of each
liquid into the containers. I put them into a closed room at
sixty-five degrees Fahrenheit. I checked the volume of each
liquid every twelve hours
The control variables were: the amount of each liquid, the room
temperature, the liquid temperature, the placement of the
liquids, the type of the containers, the color of the
containers, and the shape of the containers. The manipulated
variable was the different types of liquid.
III. Analysis of Data:
My experiment showed that gasoline evaporated the fastest.
Alcohol evaporated the second fastest, orange juice the third
fastest, Coca-Cola the fourth fastest, water the fifth fastest,
and the last to evaporate was milk.
V. Summary and Conclusion:
Water was the next to last to completely evaporate. Therefore,
I rejected my hypothesis which stated that water would
evaporate the fastest.
VI. Application:
My project really doesn't apply to the world outside of my
classroom except that this research might help to tell people
not to pollute these certain things. If anyone else decided to
do this project, I would suggest that one pick a different
liquid then gasoline because I think that the gasoline
evaporation might have hindered the evaporation of the other
liquids.
TITLE: Ammonia Levels at Stephenson Brook
STUDENT RESEARCHERS: Kokil Chachra, Armando Moreno
SCHOOL ADDRESS: Isaac E. Young Middle School
270 Centre Ave.
New Rochelle, N.Y. 10805
GRADE: 8
TEACHER: Mr. Patrick Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Stephenson Brook was founded by John Stephenson. This was done
in the late 1800's. After his death, the brook was converted
into a storm drain. Ammonia levels were studied at Stephenson
Brook. Ammonia is a colorless gas used for cleaning products.
It also can come from feces or urine and decomposing materials.
It is a danger if too much ammonia gets in the water because
there will be too many nitrates at one time, therefore the
plants grow and all die at one time. Too much bacteria can
take up a lot of oxygen.
II. METHODOLOGY:
Testing was done at the mouth of the drain. Each day, two
tests were conducted during the month of March. The materials
that were in the LaMotte ammonia test kit were:
1. Two test tubes and caps
2. "Ammonia one" and "Ammonia two" tablets
3. Color ruler
To conduct this test, the test tubes were first rinsed.
Second, sample water was added to the tubes up to the 5 ml
line. Next, one "ammonia one" and one "ammonia two" tablets
were added to the test tube. The last step was to shake the
tube until the tablets dissolved and let the tube(s) settle for
five minutes. The color to the color ruler was then used to
measure the amount of ammonia. Then the results were
multiplied by 1.3 and recorded parts per million (ppm).
III. ANALYSIS OF DATA:
At the end of the testing, the results were averaged and
indicated that there were 0.277 ppm of ammonia in Stephenson
Brook. The lowest levels during the testing were 0 ppm on the
21st and 22nd of March. The highest levels were .78 ppm on the
11th and 26th of March.
IV. SUMMARY AND CONCLUSION:
According to the N.Y. state Department of Environmental
Conservation, ammonia levels should be lower than 2 ppm. In
conclusion, the ammonia levels are acceptable at Stephenson
Brook for March.
V. APPLICATION:
The results of the ammonia test were low. If they were high,
signs could be put up saying to reduce the amount of ammonia by
curbing your dog and throwing away their feces or urine in the
trash.
© 1996 John I. Swang, Ph.D.