The National Student Research Center
E-Journal of Student Research: Science
Volume 5, Number 2, December, 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
- Plants and Air
- What Substances Prevent Rust
On Metal Nails?
- Combustibility of Different
Fabrics
- In What Growing Media Do Lettuce
and Radish Seeds Grow Best?
- Electric Charge in Fruits and
Vegetables
- Ozone Depletion
- The Aurora Borealis
- Does Caffeine Affect The Perception
Of Optical Illusions In Fourteen
Through Seventeen Year Old Females?
- The Effect of Different Temperatures
on the Number of Eggs Chickens Lay
- Garden Research
TITLE: Plants and Air
STUDENT RESEARCHERS: Gary Siegard, John Venable, Amy Beth
Carstensen, Trent Lucas, Betty Jane Rollins
SCHOOL: Enfield Elementary School
20 Enfield Main Road
Ithaca, N.Y. 14850
(e-mail: afox@lakenet.org)
GRADE: 2
TEACHERS: Mrs. Sweet & Mrs. Leahy
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out if plants would grow better with air or
without air.
II. METHODOLOGY:
We put one plant in a plastic bag so that it would not get any
air. The other plant was left out.
III. ANALYSIS OF DATA:
The leaves on the plant in the plastic bag got yellow and brown
and droopy. Then the brown stuff started getting crumbly.
IV. SUMMARY AND CONCLUSION:
When we plant our plants next time we will not plant them in a
plastic bag.
V. APPLICATION:
We think it is a good idea to give your plants lots of air.
TITLE: What Substances Prevent Rust On Metal Nails?
STUDENT RESEARCHER: Emily LeBlanc and Amanda Guillory
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to know if coating nails in different substances will
prevent rust from forming. Our hypothesis states that glue
will prevent rust.
II. METHODOLOGY:
First, we developed our statement of purpose. Then we reviewed
the literature on corrosion and rust. Next, we developed our
hypothesis. Then we gathered all the needed materials to
conduct our experiment: oil, plastic wrap, Rustoleum Paint,
Vaseline, tomato sauce, nail polish, toothpaste, glue, nails,
trays, paper towels, markers, paper, pencil, water, and data
collection form. Then we made sure that we were using the same
kinds of iron nails. Then we lined our trays with paper towels
which were moistened with water. Then we coated each nail with
a different substance: nail polish, toothpaste, glue, oil,
plastic wrap, Rustoluem Paint, Vaseline, and tomato sauce. We
did not coat our control nail with any substance. We labeled
each nail and placed them on the wet paper towels in the trays.
Then we covered the tops of the trays with plastic wrap. We
let the nails sit in this humid place for 2 weeks. We poured
water around the trays often, so the paper towels would not dry
up. Then we recorded the amount of rust on each nail covered
with the difference substances. We recorded data for ten days.
We repeated this process 3 times. Next, we analyzed our data.
Then we wrote conclusion and application. Finally, we applied
our findings to the world outside the classroom.
III ANALYSIS OF DATA:
Overall, the control nail, and the majority of the nails
covered with glue, paint, toothpaste, oil, and nail polish
rusted. They were not rustproof. They were not tightly sealed
with the substances covering them. Also, the majority of the
nails coated with Vaseline, plastic wrap, and tomato paste
didn't rust, so they were rustproof. They were sealed by the
covering substance, so that air and moisture could not seap in
and cause rust to form.
IV SUMMARY AND CONCLUSION:
We found out that substances which sealed the metal nail and
prevented air and moisture from reaching its surface stopped
rust from ocurring. Those subsstances were Vaseline, plastic
wrap, and tomato paste. Other substances such as glue, paint,
toothpaste, oil, and nail polish did not completly seal the
metal nail so rust occurred. Since glue was one of the
substances that did not prevent rust, we rejected our
hypothesis.
V APPLICATION:
We can apply our findings by letting metal workers know that
they should coat their metal products with petroleum products
and plastic so they will not rust. This will stop the moisture
and air from getting to the metal surfaces.
TITLE: Combustibility of Different Fabrics
STUDENT RESEARCHER: Melissa Landau
SCHOOL ADDRESS: Fox Lane Middle School
Bedford, New York 10576
GRADE: 7
TEACHERS: Mrs. Russo
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out what kind of fabric commonly used in the
home is the safest in terms of combustibility. My first
hypothesis stated that the silk would be the safest fabric. My
second hypothesis stated that the cotton would be the least
safe.
II. METHODOLOGY:
The materials needed to complete this project are: 6 different
fabrics - silk, 100% cotton, 100% polyester, 100% rayon, cotton
acetate, and 50% cotton/ polyester blend. I also needed a
ruler, scissors and a propane torch. First, I wrote my
statement of purpose and then I collected information about
what kind of fabrics are commonly used in the home. After
buying a 1/4 yard of each fabric that I wanted, I took the
pieces home. Out of every piece, I cut four 5 inch by 5 inch
squares. Next, I burned each square, one at a time. As each
square of fabric was held in the flame, I timed how long it
took for the square to totally burn.
III. ANALYSIS OF DATA:
After burning each fabric four times, I averaged the amount of
time it took for each kind of fabric to totally combust. The
following are the averages for each fabric. Silk took an
average of 11.32 sec. to burn. 100% Cotton to an average of
6.29 sec. to burn. 100% Polyester to an average of 4.69 sec.
to burn. 100% Rayon to an average of 8.03 sec. to burn.
Cotton Acetate took an average of 7.12 sec. to burn. 50%
Cotton and 50% Polyester took an average of 5.95 sec. to burn.
From this data, I observed that the silk took the longest to
burn and the 100% polyester took the shortest time to burn.
IV. SUMMARY AND CONCLUSION:
Because the silk took the longest to burn, it took about 11.3
seconds, I concluded that this was the safest of all the
fabrics I tested. Therefore, I accepted my first hypothesis.
I also found that the 100% polyester was the least safe because
it took the shortest amount of time to burn, 4.69 seconds.
Therefore, I reject my second hypothesis that 100% cotton would
be the least safe fabric.
V. APPLICATION:
My research can solve many safety problems and help people in
the world. For one, people can be safer by knowing what kinds
of fabrics are more fire resistant. Luckily fabrics can be
treated so that they are fire retardant. This is especially
important regarding children's clothing, blankets, etc.
Knowing this information could prevent the damage caused by
rapid combustion of fabrics to people, homes, and furnishings.
TITLE: In What Growing Media Do Lettuce and Radish Seeds Grow
Best?
STUDENT RESEARCHERS: Tim Warden-Hertz and Dominick Curra
SCHOOL ADDRESS: Fox Lane Middle School
Route 172
Bedford, NY 10506
GRADE: 7 +
TEACHER: Dr. Sears
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We did this project to find out if we can use non-biodegradable
Styrofoam and biodegradable newspaper to grow plants. We will
make different growing media from these materials. Our
hypothesis stated that seeds would grow best in the potting
soil, dirt, and the mix of the Styrofoam and newspaper.
II. METHODOLOGY:
We used a blender to chop up the newspaper and Styrofoam to a
certain size. We used 50 clear, plastic cups of the same size
to hold our growing media and the seeds. We used potting soil,
dirt, Styrofoam, newspaper and a mix of the newspaper and
Styrofoam. We put each of the five medias in five cups. The
potting soil and the dirt were all from the same place. We put
5 seeds in each of the 25 cups, for a total of 125 radish and
125 lettuce seeds.
The controlled variables are the amount of sunlight, moisture
level, the spacing of the seeds, the amount of seeds in each
cup, the type of water, size of cups, the amount of growing
media in each cup and the size of the holes in the bottom of
the cups. The independent variable was the growing media.
The dependent variable was the plant growth.
III. ANALYSIS OF DATA:
All our results represent the average growth. The radish seeds
in the potting soil grew 32 mm, the seeds in the dirt grew 30
mm, the seeds in the mix grew 24 mm, the seeds in the
Styrofoam grew 30 mm, and the seeds in the newspaper grew 28mm.
Therefore, the seeds in the potting soil grew the highest, the
seeds in the Styrofoam and the seeds in the dirt were second,
the seeds in the newspaper were third with 28 mm of growth and
the seeds in the mix were last with 24 mm of growth. For the
radish seeds, our hypothesis was accepted in regard to the dirt
and the potting soil, but the seeds in the mix didn't grow as
well as we predicted. We were surprised that all of the seeds
grew. Also the growth of the plants was similar for all the
seeds in the same growing media.
For the lettuce seeds our hypothesis was accepted. The seeds
in the dirt grew 25 mm, the seeds in the potting soil also
grew 25 mm, and the seeds in the mix grew 15 mm. In one of the
Styrofoam cups we forgot to poke holes in it and it over-flowed
with water. In this cup, the seeds didn't grow. We think that
the lettuce seeds have a different seed coat than the radish
seeds, which makes them more susceptible to extremes. The
Styrofoam was too airy, not substantial enough, and the
newspaper was too soggy, but the mix was a good combination of
both.
IV. SUMMARY AND CONCLUSION:
We found that for both types of seeds the potting soil was the
best growing medium. The dirt is a good growing medium, too.
For the radishes, all of the growing medias are pretty much the
same. For the lettuce, the mix was the only one that grew
other than the dirt and the potting soil. We accepted our
hypotheses.
V. APPLICATION:
We think that this project could be important to the
environment because instead of filling up landfills with
Styrofoam we can use it with newspaper to grow food to eat.
TITLE: Electric Charge in Fruits and Vegetables
STUDENT RESEARCHERS: David Carroll and Paul Westcott
SCHOOL ADDRESS: Fox Lane Middle School
South Bedford Road
Bedford, NY 10506
GRADE: 8th
TEACHER: Mrs. Russo
I. Statement of Purpose and Hypothesis:
Our purpose for this project was to find out what fruits and
vegetables could generate an electric charge. We also wanted
to find out which ones had the greatest and least charge. Our
hypothesis stated that the potato would have the greatest
charge.
II. Methodology:
The materials we used for this project were the fruits and
vegetables and an amp meter to measure the current flow in
them. We learned the difference between electrical charge and
conductivity. We measured the electrical charge first and the
conductivity second. First, we looked for current flow in each
of the fruits and vegetables using the micro amp scale on the
meter. Second, we measured resistance in each of the fruits
and vegetables using the ohms scale on the meter. For the
second procedure, we took measurements in the fruit or
vegetable with the probes both close together and far apart,
because we wanted to find out how much the resistance increases
as you move them farther apart. Finally, we graphed and
charted our findings.
III. Analysis of Data:
The fruit or vegetable that had the strongest current flow was
definitely the lemon with 2 micro amps. The least was the red
potato with 0 micro amps. In terms of the resistance measured
in ohms, the potato had the highest resistance rating with the
probes close together with 6.0 to 9.5 ohms. The smallest
rating with the probes close together was the banana with a
rating of 3.0 to 4.0 ohms. Far apart, the highest rating was
the banana ranging from 28.0 to 30.0 ohms. The smallest rating
with the probes far apart was the apple. It ranged from 10.0
to 19.0 ohms.
IV. Summary and Conclusion:
What the data shows is that acidic fruits and vegetables seem
to have a stronger current flow. For resistance, it seemed
that the more water in the fruit or vegetable, the less the
resistance rating. This is because water is a conductor. Our
findings regarding our original hypothesis were totally
different from what we thought would happen. What we found out
from this project is that fruits and vegetables don't have much
electric charge. Obviously our hypothesis was rejected.
V. Application:
If our hypothesis had been accepted, we would had hoped to
apply this knowledge in a way that could allow us to use
natural resources to produce electricity. But we discovered
using fruits and vegetables directly would not be practical.
Not one of these fruits or vegetables could power a small light
bulb!
TITLE: Ozone Depletion
STUDENT RESEARCHERS: Alana Fletcher and Rachel Hadley
SCHOOL ADDRESS: Academy of the Sacred Heart
1821 Academy Rd.
Grand Coteau, La 70541
(castille@ash10.net-connect.net)
GRADE: 11
TEACHER: Mrs. Anne Castille
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The purpose of our project is to determine how bad the ozone
problem has become over the past twenty years. We predict that
ozone depletion has increased.
II. METHODOLOGY:
We have gathered data from NASA, the National Meteorological
Society, different universities, and several atmospheric
information services. We obtained charts and information that
enabled us to draw conclusions on how much of the ozone layer
has been lost. From these charts, we gained specific data and
compared the different ozone mapping spectrums. We determined
the amount of Dobson Units at different time periods, primarily
over Antarctica. Our hypothesis could be verified through
drawing conclusions from these changes.
III. ANALYSIS OF DATA:
In October '79 there was a high amount of 250 Dobson Units of
ozone spread evenly over the studied area in Antarctica. By
October '94 the hole was substantially worse than it was in
'79. The worst area of the map, which indicates a thinning of
the ozone layer to 125 Dobson Units, was the largest it had
ever been. The area surrounding this was also very thin. It
ranged from 150 DU to 250 DU. From '79 to '94 the ozone hole
changed from less than one million square kilometers in area to
over twenty-four million square kilometers.
IV. SUMMARY AND CONCLUSION:
We feel that our hypothesis was verified. The ozone layer over
Antarctica has shown substantial thinning over an increasingly
larger area.
V. APPLICATION:
Through this project, we have learned that ozone depletion is a
major world issue. If affirmative action is not taken to stop
the ozone layer depletion, occurrences of problems such as skin
cancer and cataracts, conditions believed to be caused by
ultraviolet radiation exposure, will be more common. Every
year the ozone hole has continued to become more of a problem,
and it will continue to be one if changes are not made. We
hope that through our research findings people will realize
that the ozone hole is depleting quickly, and that the world
needs to make an effort to control the use of ozone-destroying
materials for the good of all.
TITLE: The Aurora Borealis
STUDENT RESEARCHERS: Lauren Campisi, Katie Venable, Annie
Wingate
SCHOOL ADDRESS: The 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 was to gather information on the
occurrence of the aurora borealis and other climatic conditions
that could possibly be related to auroral activity. The
hypothesis was that the sun has a direct effect on temperature
and auroral activity, causing an increase in temperature and
auroral activity to be simultaneous.
II. METHODOLOGY:
Background information from various Internet sources was
gathered in the hopes of putting together the pieces on what
causes the auroras. The experiment of this project included a
data-gathering process of auroral activity in the Fairbanks
area of Alaska for the months of January and February. This
was tracked with the aid of The University of Alaska's
Geophysical Institute in Fairbanks which provided the
researchers with a weekly summary of auroral activity of
Fairbanks and a map depicting the locations of the auroras.
Information on temperatures for the months of January and
February was gathered, focusing on finding a possible pattern
between the occurrence of the auroras and the average
temperature in the Fairbanks area during that same period.
III. ANALYSIS OF DATA:
In January, auroral activity was average to moderate with
temperatures below normal. However, in February auroral
activity reached a significant high with temperatures rising
from January's average.
IV. SUMMARY AND CONCLUSION:
With an increase of solar activity reaching the earth both the
number of auroras and the average temperatures increased
simultaneously. The hypothesis was verified.
V. APPLICATION:
Hopefully people will become educated and interested in the
many effects that the sun has on the earth, especially with the
auroras.
TITLE: Does Caffeine Affect The Perception Of Optical
Illusions In Fourteen Through Seventeen Year Old
Females?
STUDENT RESEARCHERS: Ashley Begnaud and Hilary Dack
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:
We wanted to find out how caffeine affected a person's
perception of visual images. Our purpose was to discover if
caffeine affected the perception of optical illusions in
fourteen to seventeen year old females. Our hypothesis stated
that the quantity of caffeine consumption would have an effect
on fourteen to seventeen year old females' perceptions of
optical illusions.
II. METHODOLOGY:
First, we gave twenty volunteers coffee. Five volunteers
received two cups of decaffeinated coffee. Five volunteers
received three cups of decaffeinated coffee. Five volunteers
received two cups of caffeinated coffee. Five volunteers
received three cups of caffeinated coffee. We did not allow
the volunteers to know which type of coffee they were
consuming. Creamer and Sweet and Low were the only items that
could be added to the coffee; we determined that these would
not have an effect on the outcome of the experiment. After
waiting thirty minutes, we tested each volunteer by showing
them twelve optical illusions and offering two possible answers
they could see. We recorded the results.
III. ANALYSIS OF DATA:
After organizing the data into charts, we determined that all
the results were inconsistent. We studied the answers of the
volunteers and compared them to each other, taking into account
who had consumed caffeine and who had not. The majority of
volunteers gave the same answer for what they saw in the
optical illusions.
IV. SUMMARY AND CONCLUSION:
The consumption of caffeine proved to have no relation to the
answers of the volunteers. We reject our hypothesis.
Caffeine has no effect on the perception of optical illusions
in fourteen to seventeen year old females.
V. APPLICATION:
Scientists have been attempting to discover whether or not
caffeine has negative effects on the human body since it was
first used in marketed products. Our experiment determined
that caffeine does not affect image interpretation on a basic
level. This information could be useful for the marketers of
caffeine concerned about the negative effects of their products
on their consumers.
TITLE: The Effect of Different Temperatures on the Number of
Eggs Chickens Lay
STUDENT RESEARCHERS: Jeff Masloski & Mark Seaman
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 find out more about the effect of different
temperatures on the number of eggs chickens lay. Our
hypothesis stated that, if the temperature was warmer, the
chickens would lay more eggs.
II. METHODOLOGY:
We needed 18 chickens (1 male and 17 females), at least 70
pounds of laying pellets, several bowls of table scraps, and a
thermometer. Since we were unable to control the temperature
in the chicken coup, we conducted this investigation over a
period of three weeks which included both warm and cold
weather. At 6 A.M. each day, we gave the chickens 5 pounds of
laying pellets and one bowl of table scraps. At 5:30 P.M., we
checked the temperature and rounded it to the nearest 5 degrees
F. We then counted and collected the eggs. We repeated this
procedure until we had 2 observances for each temperature from
20 to 50 degrees. Then we averaged our results.
III. ANALYSIS OF DATA:
All of our data indicates that the higher the temperatures were
associated with more eggs being laid. A temperature of 20
degrees F produced an average of 9 eggs, while a temperature of
50 degrees F produced an average of 16 eggs.
IV. SUMMARY AND CONCLUSION:
Our research shows that chickens will lay more eggs in warmer
temperatures. That is exactly what our hypothesis stated. The
largest shortcoming of this study was the fact that the weather
didn't cooperate. It took a great deal of time to collect all
the data.
V. APPLICATION:
Our findings will mostly benefit chicken farmers who sell their
eggs. If they warm up the environment, their production will
increase.
TITLE: Garden Research
STUDENT RESEARCHERS: Alexander James Teeter, Brandon Anthony
Chaffee, Josh Carlisle, Chrstina Olivia Howell, Shannon Anne
DeSlover, Samantha Lynne Valenti, Hermen Haralson, Jessica
Marie Creswell, Danielle Lee Carlisle, Alicia Myers, Scott
Dashler, Corey Kenerson
SCHOOL: Enfield Elementary School
20 Enfield Main Road
Ithaca, N.Y. 14850
(e-mail: afox@lakenet.org)
GRADE: 2
TEACHERS: Mrs. Sweet and Mrs. Leahy
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to see if a plant could grow better in sand or soil.
Some students thought the plant would grow better in the sand
and some thought it would grow better in the soil.
II. METHODOLOGY:
We planted one plant in the sand and one plant in the soil. We
did the same things to both plant. We gave them the same
amount of water and the same amount of sun.
III. ANALYSIS OF DATA:
The soil plant had green leaves and stood up straight. The
sand plant had brown and yellow leaves. It did not stand up
straight and it shrank.
IV. SUMMARY AND CONCLUSION:
The plants in soil grew better than the plants in sand.
V. APPLICATION:
You should plant your plants in soil if you want them to grow.
© 1996 John I. Swang, Ph.D.