TITLE: Dark & Light Plant Experiment
STUDENT RESEARCHERS: Amanda Betts, Matt Armstrong, Stevie
Downey. Arthur Hockenberry, Nyera Smith, Abby Cole, Carl Lupo,
Natasia Richardson, April Bradford, Elizabeth Ginzery
SCHOOL: Enfield Elementary School
20 Enfield Main Road
Ithaca, N.Y. 14850
( e-mail: afox@lakenet.org )
GRADE: 2
TEACHERS: Mrs. Leahy & Mrs. Sweet
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out how plants grow with different amounts of
light. We thought that a plant that did not get light would
die.
II. METHODOLOGY:
We put one plant in the light and one in the dark.
III. ANALYSIS OF DATA:
We looked at the plants every day to see how they were doing.
IV. SUMMARY AND CONCLUSION:
Every day the plants in the sun grew a little and the plant in
the dark died a little. We decided that plants grow better in
the sun than they do in the dark.
V. APPLICATION:
If everybody put their plants in the dark we wouldn't have any
vegetables or fruit to eat. This could help make our gardens
better. To make your plants grow even better you could give
them light at night.
TITLE: The Effect Of Gender On The Amount Of Time It Takes A
Gerbil To Get Through A Maze.
STUDENT RESEARCHERS: Chris Frey and Mike Norwood
SCHOOL ADDRESS: Great Falls Middle School
Montague, MA 01351
(jkenney@k12s.phast.umass.edu)
GRADE: 7
TEACHER: Mr. Kenney
I. STATEMENT OF PURPOSE AND HYPOTHESIS
We wanted to do a research project to see if the gender of the
gerbil had an effect on how long it would take to go through a
maze. Our hypothesis stated that the female gerbils would take
the least amount of time to get through the maze.
II. METHODOLOGY
First, we wrote a statement of purpose, reviewed the
literature, and developed our hypothesis. Then we made a data
collection sheet and a list of materials. Next, we made a maze
(35" x 47"). We then put some food in a few places to make a
trap. Then we put one of the gerbils in the maze and let it
try to get to the end. (We made sure that we timed how long it
took the gerbil to get to there.) We recorded in our data
table the amount of time it took the gerbil to get to the
finish. Then we wrote our analysis of the data, summary, and
conclusion and applied our findings to the real world.
III. ANALYSIS OF DATA
We found that female gerbil #1 had taken an average time of 5
minutes 12 seconds to get through the maze, while female gerbil
#2 had taken an average time of 6 minutes 11 seconds to get
through the maze. Male gerbil #1 had taken an average time of
8 minutes 8 seconds to get through the maze and male gerbil #2
had an average time of 9 minutes 48 seconds to get through the
maze.
V. SUMMARY AND CONCLUSION
In our study, we found out that the two female gerbils took the
least amount of time to get through the maze and the two male
gerbils took the most time to get through the maze. Therefore,
we accept our hypothesis which stated the female gerbils would
take the least amount of time to get through the maze, and the
male gerbils would take the most time to get through the maze.
V. APPLICATION
Now that we know female gerbils are a little smarter than
males, based on the investigation, we know not to buy male
gerbils.
TITLE: What Color Of Light Makes Plants Grow Taller?
STUDENT RESEARCHER: Evan Rinehart
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out what color of light will make a plant grow
taller. My hypothesis states that the plants growing in full
spectrum (clear) light will grow taller than the plants growing
in red and violet light.
II. METHODOLOGY:
First, I wrote a statement of purpose. Second, I conducted my
review of the literature on the electromagnetic spectrum,
photon, wavelength, and photosynthesis. Then I developed a
hypothesis. After that, I wrote my methodology to test the
hypothesis. Then I conducted my experiment. I took three
boxes of the same size. I put duct tape on any holes in the
boxes to make sure that normal lighting did not enter the box.
The top of the boxes were open. On the control box, I covered
the top with clear plastic wrap. On the first experimental
box, I covered the top with red plastic wrap. On the second
experimental box, I covered the top with violet plastic wrap.
Then I planted the same amount of rye grass seeds in each of
three identical pots which contained the same amount of soil.
Then I put the pots in each box and put the different colored
plastic wrap over each box. I fastened the wrap with rubber
bands. Each pot received the same amount of light. Each day I
watered the plants with the same amount of water by momentarily
taking the plastic wrap off for not more than 10 seconds. Then
I recorded the height of the plants for two weeks.
III. ANALYSIS OF DATA:
In my experiment, the red and violet light made the plants grow
taller than the plants in the clear light. In the beginning,
the plants in the clear light looked like they were going to
grow the tallest. By the ninth day of the experiment, the
experimental plants in the red and violet light were taller
than the control plants in the clear light. At the end of the
study, the control plants were an average of 17.5 cm tall. The
plants growing in red light were an average of 20 cm tall. The
plants growing in the violet light were an average of 19 cm
tall.
IV. SUMMARY AND CONCLUSION:
My conclusion is that the red and violet light made the plants
grow taller. Therefore, I reject my hypothesis which stated
that the plants growing in full spectrum (clear) light will
grow taller than the plants growing in red and violet light.
V. APPLICATION:
This information can be used to make plants grow taller. If
somebody has a plant store and needs plants to grow taller,
they can use red or violet colored light bulbs.
TITLE: Tasting The Difference Between Regular and Fat Free
Foods
STUDENT RESEARCHER: Jamie Ritzcovan
SCHOOL ADDRESS: Fox Lane Middle School
Bedford, New York 10506
GRADE: 8th
TEACHER: Mrs. Russo
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know if people could really taste the difference
between fat free and regular foods. Some foods are made with
no fat in them and others are made with fat. If they are the
same food, can people tell the difference? If there is no
difference in taste, why not eat the fat free foods instead.
My first hypothesis stated that more than half of the people
will not be able to taste the difference between the fat free
mayonnaise and regular mayonnaise. My second hypothesis stated
the majority of people will not be able to taste the difference
between fat free brownies and regular brownies. My third
hypothesis stated that more than half of the people will not be
able to taste the difference between the fat free ice cream and
the regular ice cream.
II. METHODOLOGY:
First, I wrote a proposal, made a graph and chart, and stated
my problem to my teacher. After she checked it, I was ready to
start. The night before I was going to test, I bought fat free
and regular mayonnaise, fat free and regular ice cream, and
made fat free and regular brownies. I tested twenty people,
and fed them one sample of each food. They told me which one
they thought had fat and I recorded the data on my data chart.
After I tested all twenty people, I recorded my information on
a graph. Lastly, I checked my hypothesis with the actual data.
III. ANALYSIS OF DATA:
More than half of the people did know the difference between
the fat free and regular brownies, ice cream, and mayonnaise.
Seventeen of the twenty people knew the difference between the
fat free and regular brownies. Twelve of the twenty people
knew the difference between the fat free and regular ice cream.
Thirteen of the twenty people knew the difference between the
fat free and regular mayonnaise.
IV. SUMMARY AND CONCLUSION:
I fed twenty people each the same amount of regular and fat
free food. The majority of the people I tested could tell the
difference between the regular and fat free foods. Therefore,
I reject all three of my hypotheses.
V. APPLICATION:
I was not able to taste the difference between the fat free and
regular foods, even though the majority of the people in my
study could. So now when my mom goes food shopping I will tell
her to buy the fat free foods. Personally, I don't think there
is a big taste difference between fat free and regular foods.
So I think everyone should be buying fat free foods instead of
foods full of fat. People should do this because they have to
watch their weight and stay healthy. It is very important to
have a good nutrition to maintain your health.
TITLE: Growth of Carrot Tops
STUDENT RESEARCHER: Jaclyn Maggio and Karen Hirshbien
SCHOOL ADDRESS: Bedford Central School
Bedford, NY 10506
GRADE: 7
TEACHER: Ms. Russo
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out more about what substances carrot tops
would grow better in: soil, sand, gravel, or water. Our
hypothesis stated that the carrot tops would grow better in
soil because it has more minerals and nutrients.
II. METHODOLOGY:
We conducted this experiment with 50 ml of each substance, a
syringe, sunlight, and mini plastic cups. First, we planted 40
carrot tops, 10 in each substance and watered them every three
days with 5 cc of water. We added 3 cc of water to the group
growing in water because we wanted to control how far the
carrot top was under the water Then we measured the growth of
the roots everyday.
III. ANALYSIS OF DATA:
Our data indicated that the carrot tops in the water had the
best results out of the four substances. Ten out of 10 carrot
tops grew in the water and the tallest one was 13.2 cm. Seven
out of 10 carrot tops grew in the gravel and the tallest one
was 12.7 cm. Nine out of 10 grew in the sand and the tallest
one was 9.5 cm. Ten out of 10 grew in the soil and the tallest
one was l2.7 cm.
IV. SUMMARY AND CONCLUSION:
In conclusion, we discovered that water was the best medium for
growing carrot tops. We rejected our hypothesis which stated
that the soil would be the best environment for growing the
carrot tops. One short comings in this study was that when we
put the carrot tops out in front of the window there wasn't
that much sunlight, even though they all had an equal amount of
sunlight, which may have stunted the growth of some of the
carrot tops.
V. APPLICATION:
We could apply our findings to everyday life by making an
assumption that some plants might grow better or faster if they
started growing in water first and were then transplanted to
soil. This would be a good topic for a future research
project.
TITLE: The Effect of High Protein Food on the Weight of Mice
STUDENT RESEARCHERS: Eugene Kornel and Matt Fallon
SCHOOL ADDRESS: Fox Lane Middle School
Bedford, NY 10506
GRADE: 6
TEACHER: Ms. Russo
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out what effect high protein mouse food would
have on a mouse's weight. Our hypothesis was that the mice
with the high protein food and exercise would weigh the most.
The reason for this hypothesis was simple. We know that when
you exercise, you lose fat, but you gain muscle. Muscle weighs
more that fat, so that is the reason for our hypothesis.
II. METHODOLOGY:
We bought 6 mice. We divided them into 3 groups, each
containing 2 mice. Two of the mice got regular mouse food, the
control mice. Two mice got high protein food. Two got high
protein food and exercise. Each mouse was fed once a day.
They got exactly 50 grams of food. They got the same amount of
water and were located in the same room. The exercise mice got
a little exercise wheel. We weighed the mice at about 6 p.m.
every night. We weighed them by putting them in a cage and
recording the weight. Then I subtracted the 46 grams that the
cage weighed. I did the same thing with the food. Last, we
would go to our computers and insert the data.
III. ANALYSIS OF DATA:
At the end of the experiment we found that the mouse that
weighed the most out of all was the high protein, exercise
mouse. We thought this meant that our hypothesis was accepted.
Then we saw something that we had not realized before. It was
that the high protein exercise mouse started out weighing the
most. The ones that gained the most weight were the control
mice, which went from 12 grams to 25 grams. The high protein
exercise mouse, started at 24 grams and ended at 28. So, the
hypothesis was not accepted.
IV. SUMMARY AND CONCLUSION:
We found out that the ones that gained the most weight were the
control mice. The others tied, because there was one mouse
from each of the other two groups that gained the same amount.
There were a few minor shortcomings to this project and there
was one major one. The major one was that one of our cats ate
4 mice. Two of them he ate on the 14th day of the experiment,
and 2 of them he ate on the 16th day of the experiment.
Another problem that occurred was that we did not have a large
enough sample size. We would have needed more in a group to
have been able to really understand the experiment. We might
do it over, because we put so much hard work into it.
V. APPLICATION:
There is only one way to really apply this to modern life. If
you want to go onto a diet, you would want to eat high protein
food and exercise as much as you can.
TITLE: The Effect Of Numerous Variables On The Growth Of
Plants
STUDENT RESEARCHERS: Shaun Jurgens and Logan Middleton
SCHOOL ADDRESS: Fox Lane Middle School
Bedford, New York
GRADE: 7
TEACHERS: Ms. Russo
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know more about the effects of different liquids
on plant growth. We also wanted to know how northern and
southern exposure affected plant growth. We were also
interested in how the temperature of soil affected plant
growth. Finally, we wanted to find out what effect different
types of soil had on the growth of plants.
We were curious if seltzer or Pepsi would make the plants grow
faster. Our hypothesis was that Pepsi would not help the
growth but seltzer would. For the experiment on northern and
southern exposure, we predicted that the plant in southern
exposure would grow better. For the warmth of soil experiment,
we predicted that black plastic would have the greatest warming
effect on soil and that the clear plastic would be second best.
On the last experiment which dealt with plants growing in sand
or soil, we predicted that the soil would have a positive
effect on the growth and that the sand would have a negative
effect.
II. METHODOLOGY:
First we wrote our proposal. Second we planted the seeds
(spinach and snap peas). Then every day for three weeks and
two days we collected data and recorded the plant heights on
our data sheets. Then we graphed our data that we had
collected.
For the experiment which consisted of testing the effect of
different liquids on plant growth, we experimented with
spinach. We gave one of the spinach plants seltzer, one Pepsi,
and the other water. For the northern and southern exposure
experiment, we put one snap pea plant in southern exposure and
the other snap pea plant in northern exposure. For the warmth
of soil experiment, we grew one snap pea plant and one spinach
plant under clear plastic, one snap pea plant and one spinach
plant under black plastic under, and one snap pea plant and one
spinach plant without a plastic cover. And for the richness of
soil experiment we put snap peas in sand and rich soil and we
put spinach in sand and rich soil.
III. ANALYSIS OF DATA:
For the experiment with different liquids and their effect on
plant growth, the spinach given seltzer grew 10 cm, the spinach
given water grew 9 cm, and the spinach given Pepsi grew 0 cm.
For the northern and southern exposure experiment, the final
height of the snap peas that were given northern exposure was
10.5 cm. The final height of the snap peas placed in southern
exposure was 11 cm. For the warmth of soil experiment, the
snap peas which were grown under clear plastic grew 7.9 cm, the
snap peas grown under black plastic were 10.2 cm and for the
snap peas in the regular soil the final height was 7 cm. The
spinach under clear plastic grew to be 6.6 cm, the spinach
under black plastic had a final height of 2.6 cm and the final
height of spinach grown in regular soil was 4.3 cm. The last
experiment on the richness of soil had interesting results.
The final height of snap peas in sand was 7 cm and for snap
peas in soil was 7 cm. The final height of spinach in sand was
4.7 cm and for spinach in soil was 4.3 cm.
IV. SUMMARY AND CONCLUSION:
Our hypothesis in the experiment with different liquids was
accepted because we were expecting the seltzer and water to
have good results and the Pepsi to be horrible. Something went
wrong for the spinach under the black plastic. Besides the
mistake with the spinach under black plastic our predictions
were very accurate with the temperature of soil experiment. we
was shocked to see that the spinach in sand actually grew
taller than the spinach in soil and that the snap peas were
dead even for height. We were extremely off in our prediction
that the rich soil would have a much better effect on the
growth. Our prediction was right for the northern and southern
exposure experiment.
V. APPLICATION:
In the experiment in which we tested different liquid's effects
on plant growth, we learned that seltzer is the best liquid
when growing spinach. We were shocked when we found out this
information. We also learned that Pepsi is not a good liquid
to give plants for growth because it kills the plants. Another
key fact we learned is that southern exposure is helpful when
growing plants because southern exposure provides the most
sunlight. In the experiment with the warmth of soil we learned
that black plastic helps the growth of plants because it keeps
the soil warm and the moisture is retained. However, make
sure that the black plastic is not fully covering the pot so
the plant gets sunlight.
TITLE: The Effects of Chemicals in Shampoos on Human Hair
STUDENT RESEARCHERS: Lauren Miller and Lesley Darbonne
SCHOOL ADDRESS: Academy of the Sacred Heart
Grand Coteau, Louisiana
(castille@ash10.net-connect.net)
GRADE: 10
TEACHER: Anne Castille
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The purpose of this study is to learn the effects of chemicals
in shampoos on the hair and to discover which brand of shampoo
is actually better for a "normal" hair type. The hypothesis is
that there really is no difference in the effects of varying
brands of shampoos on normal hair.
II. METHODOLOGY:
A sample of freshly cut human hair was divided into five
separate locks and banded together. They were then labeled A
through E and designated: A - water, B - Head & Shoulders, C -
Pert Plus, D - Pantene Pro-V, E - Biolage. A preliminary
observation was made of the hair under the micro-scope before
actually washing it. Then each sample was washed with its
designated shampoo, with the exception of the control, sample
A, which was washed with water. Each sample was wet, lathered,
rinsed, and then allowed to "air dry." Observations were then
made on each sample by the eye and the microscope.
III. ANALYSIS OF DATA:
The hair under the microscope before washing appeared very
healthy. The vertical edges were black, the inner color was
light brown, and there were thin gray lines throughout. After
washing, sample A (water) was not tangled, was straight, and
felt dry. Under the microscope, it had more gray lines and the
center was darker. Sample B (Head & Shoulders) was very
tangled, felt brittle, and the microscope showed it to have
dark brown in the center. Sample C (Pert Plus) was somewhat
tangled, not as severe as B, and under the microscope there was
no center line and it was lighter in color. Sample D (Pantene
Pro-V) was not tangled at all, and was much darker under the
microscope. Sample E (Biolage) was the best conditioned, and
was barely brown with a thick outer line under the microscope,
most like the original healthy hair sample.
IV. SUMMARY AND CONCLUSION:
All of the samples were cleaned and rinsed to the same degree.
Yet, the extra ingredients in each shampoo left obvious
differences to the hair as seen by the naked eye and under the
microscope. Each sample was clearly different, and could
easily be distinguished from the others. No two samples had
the same results. The hypothesis was rejected.
V. APPLICATION:
This experiment helps one to become a more educated consumer
and learn which products are actually effective. One can take
these results and use them to purchase the best and most
effective shampoo - Biolage - or a shampoo with similar
ingredients.
TITLE: Which Concentration Of BioSolve Is Most Effective?
STUDENT RESEARCHER: Olivia LeDee and Kara Spatz
SCHOOL ADDRESS: Academy of the Sacred Heart
Grand Coteau, Louisiana,
(castille@ash10.net-connect.net)
GRADE: 10 and 11
TEACHER: Anne Castille
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The following experiment involves the use of BioSolve, an
inoculate bacteria, and its effect on different types of oil.
BioSolve is a water-based biodegradable concentrate related to
Lactobacillus Salivarius. Because BioSolve aids biological
degradation and renders hydrocarbons inflammable, it is used as
a clean-up agent. Our hypothesis is that the greater the
concentration of BioSolve, the more effectively the BioSolve
will act on five types of oil by reducing odor, pH, and
flammability. The purpose of this experiment is to determine
which concentration of BioSolve is most effective in reducing
these factors.
II. METHODOLOGY:
Five series of six cups were filled with 10 ml of different
types of oil including: sewing oil, 5W-30 motor oil, 10W-40
motor oil, vegetable oil, and mineral oil. The ratios of the
concentration of water to BioSolve were 4 ml to 1 ml, 3.75 ml
to 1.25 ml, 3.3 ml to 1.6 ml, 2.5 ml to 2.5 ml, and 0 ml to 5
ml. After allowing the samples of oil mixed with the differing
concentrations of BioSolve to stand in a controlled environment
for a period of eight days, the pH, flammability, and odor were
tested and the results were recorded.
III. ANALYSIS OF DATA:
The pH of all the oils increased at least three levels from a
control of six to, at the highest concentration of BioSolve, a
pH of nine. The odor became more pleasant as the concentration
of BioSolve increased. The flammability decreased for each oil
as the concentration increased. At the highest concentration
of BioSolve, flammability was nonexistent.
IV. SUMMARY AND CONCLUSION:
Our hypothesis proved to be correct in the areas of odor and
flammability. Both experienced greater reduction as the
concentration of BioSolve increased. Our hypothesis proved to
be wrong in the area of pH. The pH increased as the
concentration of BioSolve increased.
V. APPLICATION:
BioSolve is very beneficial for use in extinguishing fires and
preventing oil spill fires. BioSolve is also beneficial in
reducing sewage odor and in clarifying grease traps. BioSolve
is a very safe agent which can be beneficial to humans and the
environment. The only threat which BioSolve poses to humans is
the high pH it creates in some concentrations.
TITLE: The Effect of Music on How People Respond to Math
Problems
STUDENT RESEARCHER(S): Susan Fama, Jenni Golembeski, Jillian
Arsenault
SCHOOL ADDRESS: Great Falls Middle School
Montague, MA 01351
(jkenney@k12s.phast.umass.edu)
GRADE: 7th
TEACHER: Mr. Kenney
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to do a research project to see if kids worked better
on math problems with or without music. Our hypothesis was
that the students would work better with music.
II. METHODOLOGY:
First, we gathered up all of the items we needed: math paper, a
CD, 40 students, CD player, pencils, paper, and the survey for
the teacher. Next, we gave the survey to the teacher to be
filled out after class started. We then had students in the
first class fill out the worksheet without music. When that
class was over, we collected all of the papers that the
students had done. Finally, we did everything the same with
the next class except we put on music for them to listen to
while working.
III. ANALYSIS OF DATA:
We found that the students that had music did better on their
paper.
IV. SUMMARY AND CONCLUSION:
In our study, we found that it is easier to complete our math
homework and get a better grade, while listening to music.
V. APPLICATION:
Now we know to listen to music with our math homework so we
will get a better grade in math.
TITLE: The Effect of Different Soil Types on Where Night
Crawlers Will Choose To Live
STUDENT RESEARCHER: Stephanie Pollen
SCHOOL ADDRESS: Great Falls Middle School
Montague, MA 01351
(jkenney@k12s.phast.umass.edu)
GRADE: 7
TEACHER: Mr. Kenney
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The topic of my investigation was night crawlers. I wanted to
find out if different kinds of soils had an effect on where
they choose to live. My hypothesis stated that the night
crawlers would choose to live in the loam. They had a choice
between sand and loam.
II. METHODOLOGY:
First, I gathered the following materials: one ten gallon
aquarium, one forty pound bag of loam, one fifty pound bag of
sand, Martison coffee grounds, and thirty-two living night
crawlers. The second thing I did was I dumped some loam on one
half of the aquarium. The third thing I did was I dumped some
sand on the other half of the aquarium. I then spread the
thirty-two night crawlers along the center of the two soils.
The fifth step was to sprinkle 1/2 cup of coffee grounds and
1/2 cup of water across the top of the two soils. Every other
day, late in the afternoon, I found the night crawlers, and
record what soil they were in. I gathered data for six days
(every other day). After 6 days of recording where the night
crawlers were, I averaged the numbers for each type of soil.
III. ANALYSIS OF DATA:
I found that when I did my first trials with the night
crawlers, and average of twenty-six of them went to the loam
and only six went to the sand. After the first four trials,
more and more night crawlers moved to the sand. At the end, an
average of twenty-four were in the loam and eight were in the
sand. so My hypothesis was supported by the data.
IV. SUMMARY AND CONCLUSION:
I found that at the end of my investigation, an average of
twenty- four night crawlers were in the loam, and only eight in
the sand.
V. APPLICATION:
Now I know, because of my study, that if I wanted to go
fishing, or start a night crawler farm, I could just find a
place to dig in where there is soft loam and no sand. This
information could be helpful to other people, because if they
needed night crawlers for fishing or something, they would know
where to find them.
© 1996 John I. Swang, Ph.D.