The National Student Research Center

E-Journal of Student Research: Science

Volume 4, Number 9, July, 1996

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

1. Salinity Levels at Stephenson Brook
2. In Which Type of Light Do Plants Grow Best?
3. Ammonia And pH At Stephenson Brook
4. Which Substance Makes Ice Melts The Fastest?
5. Dissolved Oxygen and Temperature At Stephenson Brook
6. Preventing Apple Oxidation
7. Phosphate Levels At Stephenson Brook
8. Does The Temperature Of Water Affect The Buoyancy Of An Object Floating In It?
9. Fecal Coliform Testing at Stephenson Brook

TITLE:  Salinity Levels at Stephenson Brook

STUDENT RESEARCHERS:  Liju Thomas, Jaime Gundelach, Ivonne
                      Torres
SCHOOL ADDRESS:  Isaac E. Young Middle School  
                 270 Centre Avenue  
                 New Rochelle, New York  10805
GRADE:  8
TEACHER:  Mr. Liu


I.  STATEMENT OF PURPOSE AND HYPOTHESIS:

There has been no water testing at Stephenson Brook located in 
New Rochelle, New York.  It is interesting to find the water 
quality of the storm drain serving the city.  Salinity is the 
amount of dissolved salt in the water.  Precipitation can 
affect salinity levels.  For example, if it is raining all the 
fresh water will go into the salt water and will make the 
salinity levels decrease.  Also, in the winter, when it is 
snowing and there is road salt on the streets, it could be 
pushed into the sewer and then into the brook.  This could make 
salinity levels increase, which could affect the animals in the 
outlet.

II.  METHODOLOGY

Samples of water were taken from Stephenson Brook during the 
month of March.  Salinity tests were taken on a daily basis.  
They were analyzed according to the procedure that follows: The 
demineralized bottle was used to fill the titration tubes to 
the 10 ml line.  Once the 0 - 1.0 titration tube had been 
filled, the 0.5 ml of the sample water was dispensed into the 
titration tube by depressing the plunger until the tip was at 
the 0.5 ml mark.  The remaining water was then discarded.  
Three drops of salinity indicator reagent A were added.  The 
cap was then replaced and the solution was shaken until it 
turned yellow.  The 0 - 20 titrator was filled with salinity 
titration reagent B.  The titrator was then inserted into the 
hole of the cap.  While the sample was gently swirled, the 
plunger was slowly depressed until the color turned from a 
yellow to a pinkish brown.  The results were finally read and 
recorded where the plunger and the scale met.  This was the 
salinity level in ppt.  Because the titration tube was emptied 
before the color change occurred, the titrator was refilled and 
the original amount (20 ppt) was added to find the results.

III.  ANALYSIS OF DATA:

The lowest level recorded for the month of March for salinity 
was 2.0 ppt on March 22nd and 26th.  The highest level of 
salinity in the month of March was 2.5 ppt on March 6th, 7th, 
11th, 12th, 13th, 18th 19th, 21st and the 25th.  The average 
for the month was 2.5 ppt.

IV.  SUMMARY AND CONCLUSION

The results of the titration showed how the salinity level will 
change because of several factors.  Some factors are 
precipitation, temperature, humidity, and water currents.  
Salinity levels were considered low at this time at Stephenson 
Brook.  Rain was a probable cause of the decrease of salinity.  
Another connection to salinity is the storm drain and Echo Bay.  
The storm drain carries fresh water into the salty Echo Bay.  
The levels were low because the salt water was not mixed well 
with the fresh water.

V.  APPLICATION

Salinity is not a pollutant.  Therefore it doesn't harmfully 
affect the environment directly.

There are other factors that can cause levels to rise or fall.  
For example, the road salt that is spread on the roads is swept 
into the brook when it rains in the winter.  This makes the 
salinity levels increase.  Rain that falls directly into brook 
can cause the salinity to drop.




Title:  In Which Type of Light Do Plants Grow Best?
 
Student Researcher:  Ryan A. Breisach
School Address:  Hillside Middle School
                 1941 Alamo
                 Kalamazoo, Michigan 49007
Grade:  7
Teacher:  Barbara A. Minar


1.  Statement of Purpose and Hypothesis 

I wanted to know which type of artificial light would help 
plants grow best.  My hypothesis stated that if I put one plant 
in incandescent light and one in fluorescent light, then the 
one in fluorescent light would grow the best.

II.  Methodology: 

To test my hypothesis, I needed two philodendrons the same 
size, two four inch clay pots, sixty milliliters of water every 
three days for each plant, one metric ruler, one incandescent 
desk lamp, one fluorescent lamp, one twenty watt incandescent 
bulb, one twenty watt fluorescent bulb, two electrical outlets, 
top soil, and two twenty-one degree Celsius rooms.  First, I 
bought two philodendrons that were the same size.  They needed 
to be in the same type of top soil in a four inch clay pot.  I 
put them in two separate rooms whose temperatures were twenty-
one degrees Celsius.  Next, I put a fluorescent light with a 
twenty watt bulb twenty centimeters away from one plant.  Next, 
I put a desk lamp with a twenty watt incandescent bulb twenty 
centimeters away from the other plant in the other room.  I 
gave each plant sixty milliliters of water when I planted them 
and then every three days.  I measured the plants from the soil 
up in millimeters.  Then I turned the lamps on and closed the 
doors.  I measured the plants every seven days in millimeters 
and recorded the measurements in my journal.

III.  Analysis of Data: 

The plant in incandescent light shrank to a height of 175 mm, 
shrinking ten millimeters in total height from the beginning of 
the experiment.  It grew to a total width of 345 mm, growing a 
total of ninety-five millimeters from the beginning.  

The plant in fluorescent light shrank to a final height of 180 
mm, shrinking five millimeters from the beginning.  It grew to 
a final width of 360 mm, growing ninety-five millimeters from 
the beginning.

IV.  Summary and Conclusion 

My findings led me to reject my hypothesis.  My results were 
inconclusive, both of the plants grew ninety-five millimeters 
in width and the plant in incandescent light shrank ten 
millimeters in height and the plant in fluorescent light shrank 
five millimeters in height.  There was only a five millimeter 
difference in the height lost.  There was no difference in the 
growth in width.  The type of light does not make a significant 
difference in the growth of the plants.  

I had a few limitations while I was conducting my experiment.  
I only had two rooms so I could only experiment on two plants.  
I could only carry on my experiment for a month.  I could not 
tell if the plants were exactly the same when I got them (ie; 
maturity, size, etc.).

V.  Application: 

The findings of this experiment can be applied to every day 
life.  People who either have poor natural light for growing 
plants indoors or people who grow plants indoors could use the 
results of this experiment to determine which type of 
artificial light to use.  People could use either incandescent 
light or fluorescent light to grow their plants without it 
really mattering.




TITLE:  Ammonia And pH At Stephenson Brook 

STUDENT RESEARCHERS:  Michael Rossetti, Bianca Rodriguez, Jenny
                      Guevara, Amato Pennella
SCHOOL ADDRESS:  Isaac E. Young Middle School
                 270 Center Ave.
                 New Rochelle, NY  10805
GRADE:  8
TEACHER:  Mr. Liu


I.  STATEMENT OF PURPOSE:

Ammonia and pH was studied at Stephenson Brook.  Ammonia is a 
colorless pungent gas known as NH3 or NH4.  The acceptable 
range is under 2.0 ppm.  pH is the concentration of hydrogen 
ions.  The acceptable range is from 6.5 to 9.5.

II.  METHODOLOGY:

The materials used for the ammonia test were two test tubes, 
ammonia tablets #1 and #2, and a coloruler.  The materials for 
pH test were two test tubes, a wide range indicator, and two 
color charts.  The procedure for testing ammonia was: First, 
fill the test tube to the five ml line with the sample water.  
Second, add the number one and two tablets.  Third, shake the 
test tube until tablets were dissolved.  Fourth, compare the 
test tube to the coloruler.  Then multiplied the results by 
1.3.

III.  ANALYSIS OF DATA:

The averaged results for ammonia for the month of March was 
1.225 ppm which was in the acceptable range according to the 
D.E.C.  The averaged results for pH was 7.625 which also was in 
the acceptable range.  

IV.  SUMMARY AND CONCLUSION

The results for pH and ammonia were in the acceptable range 
according to the D.E.C.  To make the study better more tests 
could have been taken on rainy and sunny days.

V.  APPLICATIONS

If people would curb their dogs and pick up their pet 
droppings, which is also required by the law, this would be a 
good first step in the stopping some of the ammonia and other 
pollution going into the water.  A few ways to decrease pH 
levels are to put filters on factories smoke stacks and 
chimneys, have better exhaust systems on cars, or, if your 
destination is not to far you can walk, roller skate or 
bicycle.  This would decrease the amount of acid rain and pH 
levels of water.



TITLE:  Which Substance Makes Ice Melts The Fastest?   

STUDENT RESEARCHERS:  Sarah Szpak and Krysta Ferguson  
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 how 
different substances affect the rate at which ice melts.  Our 
hypothesis states that salt will melt the ice the fastest.

II.  METHODOLOGY:

First, we wrote our statement of purpose and reviewed the 
literature on the three states of matter, physical change, 
water, ice, temperature, Fahrenheit, and Celsius.  Next, we 
developed our hypothesis and wrote our methodology.  Then we 
made our list of materials and data collection form.  Then we 
started our experiment.

Our controlled variables were the amount of ice, the 
temperature of the room and ice, the amount of the substance 
that was applied to the ice, and the type of salt, cat litter, 
and sand used for each trial.  Our manipulated variable was the 
substance applied to the ice.  Our responding variable was how 
fast the ice melted.

To do our experiment, we gathered one/third cup of each of 
three substances: salt, cat litter, and sand.  Our other 
materials were three bowls, a bag of ice, and a clock.  We put 
six ice cubes in each of the three bowls.  Then we evenly 
poured salt onto the ice in one bowl, cat litter on the ice in 
another, and sand on the ice in the third bowl.  We timed how 
long it took for the ice to melt completely in each bowl.  We 
repeated this process one more time.

Next, we filled in our data collection forms and compiled our 
data.  Then we analyzed our data, wrote our summary and 
conclusion, and applied our findings to the world outside the 
classroom.

III.  ANALYSIS OF DATA:

Our data show that the salt made the ice melt the fastest, in 
an average time of 67 minutes.  The cat litter made the ice 
melt, in an average time of 73 minutes.  And the sand made the 
ice melt the slowest, in an average time of 76 minutes.

IV.  SUMMARY AND CONCLUSION:

We found out that salt made the ice melt the fastest, the cat 
litter made the ice melt the second fastest, and the sand made 
the ice melt the slowest.  Therefore, we accept our hypothesis 
which states that the salt will make the ice melt the fastest.

V.  APPLICATION:

We can apply our findings to the world outside the classroom by 
putting salt on ice in our driveways when it is cold and snowy 
so our parents can drive safely.




TITLE:  Dissolved Oxygen and Temperature At Stephenson Brook

STUDENT RESEARCHER(S):  Mindy LePore, Stephen DuBois, Devon
                        Solano, Jemuel Arguelles
SCHOOL ADDRESS:  Isaac E.  Young Middle School 
                 270 Centre Ave.  
                 New Rochelle, N.Y.   10805
GRADE:  8
TEACHER:  Mr.  Liu


I.  STATEMENT OF PURPOSE AND HYPOTHESIS:

Dissolved oxygen is the amount of oxygen dissolved in the 
water.  Dissolved oxygen is important to Stephenson Book 
because if there is not enough dissolved oxygen in the water 
all of the organisms would die.  The reason the dissolved 
oxygen test was taken was to see if the dissolved oxygen levels 
are sufficient .  Dissolved oxygen is measured in ppm (parts 
per million) for Stephenson Brook.  Hypoxia is caused by the 
lack of oxygen in the water.  

II.  METHODOLOGY:

Dissolved oxygen was studied at Stephenson Brook in the month 
of March.  The test were taken from March 1 to March 26, 1996.  
There were 17 test taken during the month and two test each 
time with the same sample.  The materials that were used were: 
sampling bottle, sulfamic acid powder, sodium thiosulfate, 
titration tube, starch indicator solution, alkaline potassium 
iodide azide, spoon, manganous sulfate solution and a titrator.  
First, the titration tube was filled to the 20 milliliter line 
with a "fixed" sample.  Then the bottle was covered.  Second, 
the titrator was filled with sodium thiosulfate solution.  One 
drop was added at a time and swirled after each drop until 
color turned faint yellow.  Third, the titration tube cover was 
removed.  Eight drops of starch indicator solution was added to 
the "fixed" sample.  The sample was titrated until blue color 
disappeared.  Finally titrated scale on the tube was read in 
ppm.

III.  ANALYSIS OF DATA:

The results ranged from 9 to 13 ppm for the month of March at 
Stephenson Brook.  The average for the month of March was 11.1 
ppm.  The temperature ranged from 4.0 to 12.0 degrees Celsius.  
The average temperature for the month of March was 7.0 degrees 
Celsius.

IV.  SUMMARY AND CONCLUSION:

Dissolved oxygen levels were acceptable according to the water 
quality regulations book for the New York State Environmental 
Conservation.  The standard should not be less than 3.0 ppm at 
any time for the lowest classifications of water.  Dissolved 
oxygen levels at Stephenson Brook were all above standard.

V.  APPLICATIONS:

The results of our testing can help people because they can 
feel assured that there is enough oxygen in the water for the 
animals in the surrounding environment of Stephenson Brook to 
live.



Title:  Preventing Apple Oxidation

Student Researcher:  Nathan Lloyd LeZotte
School Address:  Hillside Middle School
                 1914 Alamo
                 Kalamazoo, Michigan 49007
Grade:  7
Teacher:  Barbara A. Minar


I.  Statement of Purpose and Hypothesis:

I wanted to know which household chemicals prevent the 
oxidation of apples the best.  My hypothesis stated that if I 
put lemon juice, vinegar, water, baking soda, and cream of 
tartar on cut apples, lemon juice will preserve it the best.

II.  Methodology:

I used the following materials: 1) Six eight ounce Styrofoam 
cups, 2) Eighteen toothpicks, 3) Brown scale to measure 
oxidation, 4) Apple corer, 5) Timer, 6) Six ounces of tap 
water, lemon juice, and vinegar, 7) Twelve ounces distilled 
water, 8) Three tablespoons of baking soda and cream of tartar, 
9) Styrofoam base (1 "x 2"x 6"), 10) Tablespoon, 11) Measuring 
cup, and 12) Three Red Delicious Apple

My procedure for testing the hypothesis was: 1) Assemble 
materials, 2) Prepare preservative solutions (Water - 6 oz. tap 
water, Vinegar - 6 oz. white vinegar, Lemon Juice - 6 oz. Iemon 
juice, Baking Soda - 6 oz. distilled water and 3 tbsp. baking 
soda, Cream of Tartar- 6 oz. distilled water and 3 tbsp. cream 
of tartar), 3) Pour each solution in 8 oz. Styrofoam cups and 
label, 4) Slice one apple with apple corer, 5) Put one 
toothpick in each of six apple slices, 6) Put each apple slice 
in a solution, 7) Leave apples in solutions for one minute, 8) 
Take apples out of solution, 9) Check apples every 15 minutes, 
for one hour, and 10) Record results.

III.  Analysis of Data:

My data show that the preservatives rank best to worse as 
follows: lemon juice, tap water, cream of tartar, vinegar, and 
baking soda.

IV.  Summary and Conclusion:

As one can see, my hypothesis was supported by my data. The 
lemon juice came in first as I predicted.  The water was the 
second best preservative. Cream of tartar came in third, while 
vinegar came in fourth, and baking soda came in last.  My 
experiment was set up well, but still had a few shortcomings.  
They include things like not controlling for sunlight and 
oxygen.  Did the sunlight affect my results?  Did the amount of 
oxygen getting to the apples affect my results?



TITLE:  Phosphate Levels At Stephenson Brook

STUDENT RESEARCHERS:  Dina Rutto, Anthony Amato, Bernice
                      Rodriguez, and Alvin Achoy
SCHOOL ADDRESS:  Isaac E. Young Middle School
                 270 Centre Ave.
                 New Rochelle, NY  10805
GRADE:  8
TEACHER:  Mr. Liu


I.  Statement of Purpose:

Phosphate levels were studies at Stephenson Brook.  Phosphates 
are phosphoric compounds found in fertilizers and sewage.  
Phosphates are non-point source pollutants dangerous to marine 
life.  When there is a large amount of phosphates in the water, 
it causes algae to bloom.  When this large amount of algae 
grows and then dies, bacteria form and uses oxygen needed for 
marine life to live.

II.  Methodology:

A LaMotte low range phosphate test kit was used to measure 
phosphate levels at the Stephenson Brook outlet.  The procedure 
followed was preformed as listed in the test kit.  

III.  ANALYSIS OF DATA:

The data collected shows if the level of phosphates in the 
water are safe or dangerous to marine life.  Levels were found 
to be 0 parts per million, which shows that there are no 
phosphates in the water.

IV.  SUMMARY AND CONCLUSION:

The test results were O parts per million for every test taken 
in March, 1996.  These levels are safe for Stephenson Brook.  
According to the New York State D.E.C regulations, there should 
not be any amount of phosphates that will cause algae to bloom, 
but there is no specific amount set as a limit.  These results 
were not expected because Stephenson Brook is a storm drain 
which allows fertilizers to pass through.  Phosphates can come 
from sources such as runoff, and also from people who use 
fertilizers for their lawns and gardens.

V.  APPLICATIONS:

Phosphates alone are not harmful, but when it causes large 
amounts of algae to grow it lowers oxygen levels in water.  




TITLE:    Does The Temperature Of Water Affect The Buoyancy Of
          An Object Floating In It?

STUDENT RESEARCHERS:  Paul Dearing and Michael Placito
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 about the 
effects of a liquid's temperature on the buoyancy of an object.  
Our hypothesis states that the colder the water is, the greater 
the buoyancy of an object floating in it.

II.  METHODOLOGY:

First, we chose our research topic.  Then we wrote a statement 
of purpose.  Next, we reviewed the literature about buoyancy, 
liquids, density, fluid mechanics, and temperature.  Following 
this we developed a hypothesis, a list of materials, and a 
methodology needed to test our hypothesis.  Then we developed 
an observation and data collection form on which we could 
record our observations.  Then we began our experiment.  

We took five plastic pots, all the same size.  Each one was 
filled with the same amount of water.  For the first pot, we 
boiled the water so that the temperature was about 93 C.  In 
the second pot, we put the water in the microwave until it was 
41 C. The third pot was kept at room temperature of 22 C.  The 
fourth pot of water was put in a refrigerator till it reach a 
temperature of 28 C, and the final pot was put in a freezer 2 
C.

Once the water was at those temperatures, we floated a plastic 
disc in each.  The discs were lids to different Tupperware 
items, each having a diameter of 11.5 CM.  We then added 
pennies to the discs, one at a time, until the discs sank.  We 
repeated the process two times for each water temperature.  
During the experiment, we recorded the number of pennies on the 
discs until it sank, which indicated its buoyancy. 

The responding variable for all trials was the amount of 
pennies could be held each trial.  The controlled variables 
were the amount water for each, the same type and metals of 
pots, the same kind of thermometers used, the same type of 
plastic Tupperware discs, and the same size of the  pennies.

After the experiment was completed, we analyzed our data, wrote 
our summary and conclusion where we accepted or rejected our 
hypothesis, and applied our data to the world outside the 
classroom.  Finally, we submitted an abstract of the complete 
project to the NSRC's national journal for publication.

III.  ANALYSIS OF DATA:

When we combined our data, there was a total of four trials. 
The disc floating in the hottest pot (93 C) held an average of 
30 pennies before sinking. The disc in the warm pot (41 C) held 
an average of 26 pennies.  As for the disc floating in the pot 
set at 22 C (room temperature), it held about 20 pennies. In 
the cold pot (28 C), the disc held 18 pennies, and the pot with 
near freezing water (2 C), was able to sustain 28 pennies 
without sinking.

IV.  SUMMARY AND CONCLUSION:

The disc in the pot set at 93 C held the most pennies. Since 
that was the pot with the highest temperature, we reject our 
hypothesis which stated that the disc floating in the cold 
water would sustain the most weight. 

V.  APPLICATION:

We can apply our findings to the world outside the classroom by 
telling people who own a watercraft that colder water is less 
buoyant than warmer water is. They therefore should try to boat 
in warmer waters if they have a heavier load.




TITLE:  Fecal Coliform Testing at Stephenson Brook

STUDENT RESEARCHERS:  Michael Cappello, Mike Sims, Clistine
                      Acosta
SCHOOL ADDRESS:  Isaac D. Young Middle School
                 270 Centre Avenue
                 New Rochelle N.Y.  10805
GRADE:  8th
TEACHER:  Mr. Liu


I.  STATEMENT OF PURPOSE:

Fecal coliform is a bacteria that is in the water that comes 
from animal droppings like dogs, birds, etc, and human wastes.  
Fecal coliform comes from warm blooded animals and human 
wastes.  When there is a lot of fecal coliform in the water 
this means that people haven't been curbing their dog.

II.  METHODOLOGY:

The materials that were used to conduct the test were: syringe 
with rubber tube, filtration system, fecal coliform M-FC broth 
ampoules, a suction tube, pre-sterile petri dishes with 
absorbent pads, distilled water, alcohol lamp, alcohol bottle, 
waterproof baggies, forceps, lighter, and filter paper.

The procedure was to first boil the filtration system to make 
sure there was only fecal coliform colonies found.  Then the 
forceps were sanitized with alcohol and flame so it would not 
contaminate the filter paper.  After that the filter paper was 
placed on top of the filter.  Before taking a sample, the 
distilled water was used to rinse the filtration system to make 
sure only fecal coliform colonies were found.  Then the sample 
water was taken with the pipet to the desired volume (2 ml).  
After that the end of the pipet was put into the open hole on 
top of the filtration system.  Then the water was released into 
the funnel.  The suction pump was used to draw all the sample 
water and distilled water through the filter while swirling it 
so that the number of bacteria adhering to the upper filtration 
system was reduced.  Then the top half of the funnel was 
unscrewed and the filter paper was removed carefully with the 
sanitized forceps.  The top of the petri dish was opened and 
the filter paper was slid into the dish with the grid side up.  
The petri dish was then enclosed in a waterproof baggie.  It 
was incubated for 24 hours at 44.5 C.  After incubating the 
dish, the number of colonies were counted and then multiplied 
by 50 to standardize to 100 ml.

III.  ANALYSIS OF DATA:

The results ranged from 450 colonies/100 ml sample to 37,200 
colonies/100 ml sample.  Besides 6 of the tests, all of the 
other ones met the N.Y.S standard.  The average for fecal 
coliform testing at Stephenson Brook was 6,872 colonies/1OO ml 
sample for the month of March.

IV.  SUMMARY AND CONCLUSION:

The results for 3/20/96 and 3/21/96 could have been very high 
because of the fact that before those tests the pipet was not 
sterilized as it should have been.  The New York State D.E.C. 
requires that there should be less than 200 colonies/100 ml 
sample for swimming and 2,000 colonies/1OO ml sample for 
boating and fishing.  Therefore, Stephenson Brook would not be 
good for swimming, boating and fishing.

V.  APPLICATION:

From the results, it is likely the law about curbing dogs has 
not been enforced.  Fecal coliform is a bacteria that comes 
from birds, dogs, human wastes, etc.  There was a lot of fecal 
coliform found at Stephenson Brook.  When people do not curb 
their dog the bacteria that comes from the dogs' wastes is 
washed into sewers when it rains or snows.  There should be 
more signs about curbing dogs to decrease the amount of fecal 
coliform at Stephenson Brook Outlet.

© 1996 John I. Swang, Ph.D.