TABLE OF CONTENTS
TITLE: The Effect of Center Beam Length on the Strength of a
Cantilever Bridge
STUDENT RESEARCHER: Jack Woldtvedt
SCHOOL: Sunburst Elementary School
Sunburst, Montana 59482
GRADE: 6
TEACHER: Shawn Christiaens and Lawrence Fauque
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
People have used bridges for many years to overcome any
obstacles they have found. The earliest bridges were as simple
as a log laid across a stream. Through the years, technology
and materials have been improved to make new bridges that can
withstand thousands of pounds of weight. This experiment was
conducted to test one design of bridges, the cantilever bridge.
A cantilever bridge is a kind of bridge with two outside
supporting beams that hold a center beam. My hypothesis stated
that out of bridges with 10, 20, or 40 cm center beams, the
bridges with the 20 centimeter center beam would support the
most live load.
II. METHODOLOGY:
Sample bridges will be built from pieces of balsa wood that are
2.5 centimeters wide by .5 centimeters thick. Elmers Wood Glue
will be used to hold the balsa pieces together. Ten bridges of
each size; 10 cm, 20 cm, and 40 cm, will be built and tested.
The dead load, or the weight of each bridge, will be determined
using a triple beam balance. Clamps will be used to hold each
bridge to a table edge for testing. Weight will be slowly
added to the bucket device attached to the middle of each
bridge until the bridge breaks and the bucket falls to the
floor. A suitable scale will be used to weigh the bucket with
the weight. This is the live load. All bridges will be tested
in this manner. The efficiency of each bridge will be
calculated by dividing the live load of the bridge by it's dead
load.
III. ANALYSIS OF DATA:
The average efficiency of the bridges in Set A with 10 cm
center beams was 111.72. In Set B, with 20 cm center beams, it
was 139.87. In Set C, with 40 cm center beams, it was 219.27.
Bridge Type Average Average Average
Dead Load (g) Live Load (kg) Efficiency
Set A ( 10 cm) 41.43 4.675 111.720
Set B (20 cm) 32.81 4.575 139.867
Set C (40 cm) 35.46 7.825 219.266
The bridges with the 40 centimeter center beams were able to
hold the most weight, proving that my hypothesis was wrong.
IV. SUMMARY AND CONCLUSION:
In Set A (10 cm center beam), half of the bridges broke in two
places: at one joint between the cantilever and the support,
and where the bridge met the table. The bridges in Set B (20
cm center beam) were more varied. They broke in the middle or
at the two joints and the two spots where the bridge met the
table. The most common breaks in Set C (40 cm center beam)
bridges were in the middle, or in the middle along with one
table joint. The Set A bridges had the lowest efficiency:
between 73.53 and 190.22. The bridges in set B were higher
than set A: between 115.09 and 171.34. Those in set C had the
highest efficiency: between 148.65 and 259.07. The set C
bridges may have been the most efficient, or the strongest,
because the pieces were all longer and the same length and
could distribute the live load better and could bend freely.
Another benefit of the longer center beam may be that there is
just more material to handle the tension and compression forces
of a given load. One factor affecting the balsa wood bridges
was the different hardness of the wood. The difference could
be felt with a fingernail. The softer pieces were more
flexible, but if these were real bridges they could not be used
after they bent to the maximum allowable deflection. The
duration of load was noticed when some bridges held a live load
for a minute before suddenly breaking.
V. APPLICATION:
My experiment will be valuable because in later years, someone
might want to know the best way to build this kind of bridge,
and I would be able to tell them.
Title: The Effects of Sugar and Caffeine on Typing Speed and
Accuracy
Student Researcher: Brian Ginsberg
School: Fox Lane Middle School
Bedford, New York
Grade: 7
Teacher: Dr. Sears
I. Statement of Purpose and Hypothesis
I wanted to find out more about the effects of consuming soda
that contains sugar and/or caffeine. Caffeine is a substance
found in coffee, tea, and kola nuts. When it is consumed, it
is a mild stimulant. Sugar is a simple carbohydrate. When it
is consumed, it is used as an energy source. To learn more
about the effects of caffeine and sugar, I studied the typing
speed and accuracy of people who drank soda containing these
substances before typing.
My hypothesis was that because caffeine is a stimulant, it
would cause people to type faster, but that errors would also
increase. I thought sugar as an energy source would also make
people type faster, but not decrease accuracy.
II. Methodology
Ten participants consented to type passages on four different
days. The materials involved in my experiment were: my home
computer and printer, a stopwatch, four passages to be typed by
the participants, and 2 liter bottles of caffeine-free Pepsi,
regular Pepsi, and diet Pepsi. Caffeine-free Pepsi contains
sugar, but no caffeine. Regular Pepsi contains sugar and
caffeine. Diet Pepsi contains caffeine, but no sugar.
Ten people typed four different passages for three minutes on
four different days. For the first trial, the participants did
not drink anything before typing. For the second trial , the
participants drank 8 oz. of caffeine-free Pepsi, 10 minutes
before typing. For the third trial, the participants drank 8
oz. of regular Pepsi, 10 minutes before typing. For the fourth
trial, the participants drank 8 oz. of diet Pepsi, 10 minutes
before typing. It took each participant one minute or less to
drink the sodas.
Each typed passage was evaluated for speed and accuracy. Speed
was measured by counting the number of words typed in three
minutes. Every six letters or spaces equaled a word. Accuracy
was measured by counting the errors.
The variables were the sugar and/or caffeine ingredients of the
sodas. In Trial 1, there was no soda consumed. In Trial 2, a
soda with sugar, but no caffeine, was consumed (caffeine free
Pepsi). In Trial 3, a soda with sugar and caffeine was
consumed (regular Pepsi). In Trial 4, a soda with caffeine,
but no sugar, was consumed (diet Pepsi).
I recorded my data on spreadsheets and graphs. Each
participant was assigned a letter (A-J) for identification.
Each individual's performance was charted and graphed, as well
as the averages of the performances.
III. Analysis of Data
Speed: I compared the typing speed of the passages for Trial I
(no soda) with the typing speed of the passages for Trials 2,
3, and 4 (with sodas). When the participants drank a soda with
sugar, but no caffeine! 70% of the people increased their
speed, 10% stayed the same, and 20% of the people decreased
their speed. When the participants drank a soda with sugar and
caffeine, 70% of the people increased their speed, 10% stayed
the same, and 20% of the people decreased their speed. When
the participants drank a soda with caffeine, but no sugar, 90%
of the people increased their speed, 0% stayed the same, and
10% of the people decreased their speed.
My hypothesis was supported by the data concerning typing
speed. As I had suspected, consuming soda that contains either
sugar or caffeine, or both, increased typing speed. I had
thought that a soda with sugar and caffeine would result in the
greatest number of people typing faster, but the soda with the
caffeine alone produced that outcome.
Accuracy: I compared the accuracy of the passages typed in
Trial 1 (no soda) with the accuracy of the passages typed in
Trials 2, 3, and 4 (with sodas). When the participants drank a
soda with sugar, but no caffeine, 60% of the people increased
their accuracy, 20% stayed the same, and 20% of the people
decreased their accuracy. When the participants drank a soda
with sugar and caffeine, 30% of the people increased their
accuracy, 20% stayed the same, and 50% of the people decreased
their accuracy. When the participants drank a soda with
caffeine, but no sugar, 30% of the people increased their
accuracy, 10% stayed the same, and 60% of the people decreased
their accuracy.
My hypothesis was supported by the data concerning typing
accuracy. I had thought that consuming soda which contains
sugar would not decrease accuracy. This was correct. For 20%
of the people, accuracy stayed the same and for 60% of the
people, accuracy increased. I had also thought that consuming
caffeine would increase errors. This was correct, too.
Accuracy decreased in Trials 3 and 4 when caffeine was
consumed.
IV. Summary and Conclusion
Consuming sugar and/or caffeine before typing had significant
effects on typing performance in this study. Typing speed was
improved generally when soda containing sugar alone, caffeine
alone, or sugar and caffeine together was consumed ten minutes
before typing. Typing accuracy decreased generally when soda
containing caffeine alone or sugar and caffeine together was
consumed ten minutes before typing.
I did not accept or reject my hypothesis based on the trials
performed. I believe that this study was too limited to make
any broad conclusions. One limitation was the number of
participants. A group of only ten people is probably too small
of a group to obtain accurate results. Another limitation was
my inability to control the behavior of all the participants
before they typed the passages each day. I would have liked to
have had each participant type before consuming any food or
beverages, other than themes. Conducting the trials at the
same time each day, if possible, would have also been more
effective. It seems that having the soda as the only variable
in my study was virtually impossible.
V . Application:
If this study could be conducted in a more controlled way and
with a larger number of people, the results might be more
accurate and more useful. The results could be used in the
real world to identify a precise formula for a soda that would
improve typing ability, one that improves both speed and
accuracy. This would be very useful to anyone who types
regularly, such as, secretaries and students. This would mean
that time could be used more efficiently at work, in school,
and at home doing homework.
TITLE: The Effect Of Carbon Dioxide On Air Temperature
STUDENT RESEARCHERS: Meredith Railey, Graham Rees, 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 concerning
the effect of carbon dioxide on air temperature. Our
hypothesis states that an increase in the amount of carbon
dioxide in the air will increase the air's temperature.
II. METHODOLOGY:
First, we wrote our statement of purpose and reviewed the
literature on carbon dioxide, the greenhouse effect, and
temperature. Second, we developed our hypothesis and a
methodology to test our hypothesis. Next, we listed our
materials and made our observation and data collection form.
Then we began our experiment by putting a thermometer on the
inside of a quart size mason jar with a curved piece of white
construction paper surrounding it. The paper did not touch the
thermometer. We did this to shield the thermometer from the
light source. Then we put a 100 watt light bulb on the side of
the mason jar facing the shielded thermometer. The light bulb
was a source of light and heat. Then we filled the jar three
centimeters high with pebbles. Next, we placed a dixie cup in
the jar, with an Alka-Seltzer in it. Next, we poured water
into the cup in order to dissolve the Alka-Seltzer tablet. The
chemical reaction of the dissolving tablet released carbon
dioxide into the jar. Then we quickly shut the top trapping
the gas inside. Then we checked the temperature of the jars
and then turned the lights on. Then we let the jars sit in the
light for three hours, checking the temperature of the jars
every 15 minutes. We repeated this process three times.
Our manipulated variable was carbon dioxide present in one jar
and not in the other on each trial. Our responding variable
was the temperature of the air in the jar as indicated on the
thermometer. Our controlled variables were our light source
and intensity, amount of pebbles, size jar, the shielding of
the thermometer, size of dixie cup, the number of Alka-Seltzers
used, and the kind of thermometer.
There were three sets of data, one from each student
researcher. After we combined the data, we analyzed it. Then
we wrote our summary and conclusion where we accepted or
rejected our hypothesis. Finally, we applied our findings to
the world outside of the classroom.
III. ANALYSIS OF DATA:
In the first trial, when we put carbon dioxide in the jar, the
temperature increased an average of five degrees Celsius from
23O to 27O . When no carbon dioxide was put in the jar, the
temperature increased an average of three degrees Celsius from
23O to 26O. In the second trial, when we put carbon dioxide in
the jar, the temperature increased an average of three degrees
Celsius from 24O to 27O. When no carbon dioxide was put into
the jar, the temperature only increased an average of two
degrees Celsius from 24O to 26O. In the third trial, when we
put carbon dioxide in the jar, the temperature increased an
average of four degrees Celsius from 23O to 27O. When no
carbon dioxide was put in the jar, the temperature increased an
average of three degrees Celsius from 23O to 26O.
IV. SUMMARY AND CONCLUSION:
In summary, the air in the jars with carbon dioxide in them
increased an average of 3.66O degrees Celsius. The air in the
jars without carbon dioxide in them increased an average of
2.66O degrees Celsius. Therefore, we accept our hypothesis
which states that an increase in carbon dioxide in the air will
increase the air's temperature.
V. APPLICATION:
We can apply our findings to the world outside of the classroom
by sending our findings to the leaders of the logging industry
because cutting down trees leads to more carbon dioxide in the
atmosphere. We can also tell people that mass transit or
walking will decrease the amount of carbon dioxide in the air.
Less use of cars on the road would cause less gasoline to be
burned. Gasoline is a fossil fuel which releases carbon
dioxide into the atmosphere. Also, we can tell people to
conserve the electrical energy that they use made from coal
fired plants because the burning of coal releases carbon
dioxide into the air. We can use other sources of energy like
solar, wind, and water, ect. All of this will help prevent
carbon dioxide build-up in the air which will help stop global
warming.
TITLE: The Effects of Water Temperature on Plant Growth
STUDENT RESEARCHERS: Paul Dearing and Sarah Szpak
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
effects of different water temperatures on plant growth.
Our hypothesis states that the plants watered with room
temperature water will grow the tallest.
II. METHODOLOGY:
First, we wrote our statement of purpose and our review of
literature on thermal pollution, plant growth, water types, and
aquatic animals. Next, we wrote our hypothesis and a
methodology to test it. We made a list of materials which are
rye grass seeds, three small planting pots, water, and a ruler.
Our controlled variables are the amount of water, type of soil,
size of pot, type of seeds, and amount of sunlight which our
plants received. Our manipulated variable is the temperature
of the water. The responding variable is how tall the plants
grow, the number of leaves, the color, and the general health
of the plants.
We bought rye grass seeds and planted fifteen in each of three
flower pots. We put them in a sunny place and water them with a
spray bottle by squirting a spray of water fifty times every
day. At 4:00 PM each day, we watered the seeds in one pot with
36 degrees Celsius water, one with 43 degrees Celsius water,
and another pot with 55 degrees Celsius water. We measured the
plants' height each day in centimeters at the center, to the
left, and to the right of each pot. We averaged these
measurements and wrote them down on our data collection form.
There were two sets of data. When the experiment was completed
we combined both sets of data. Then we conducted our analysis
of data and wrote our summary and conclusions. We then applied
our findings to daily life.
III. ANALYSIS OF DATA:
All plants in the second set of data started growing by the
fifth day. The plants watered with hot water grew the tallest
to an average height of 10.6 centimeters. The second tallest
were the plants watered with room temperature water at an
average height of 10.3 centimeters. The plants that grew the
least were watered with cold water at an average height of 8.5
centimeters.
The plants in the first set of data started growing by the
fourth day. The plants watered with hot and room temperature
water both grew the tallest at a height of 11 centimeters. The
plants watered with cold water grew the second tallest at an
average height of 10 centimeters.
In all, the plants watered with hot water grew an average
height of 10.8 centimeters. The plants watered with room
temperature water grew an average of 10.7 centimeters. The
plants watered with cold water grew an average of 9.3
centimeters. The plants watered with hot water had an average
of 10 leaves. The plants watered with room temperature water
had an average of 10.5 leaves. The plants watered with cold
water had an average of 11 leaves. All the plants were
healthy.
IV. SUMMARY AND CONCLUSION:
The plants watered with hot 55 degree Celsius water grew the
tallest. Therefore we reject our hypothesis which stated that
plants watered with room temperature water would grow the
tallest. But there was only one millimeter difference between
the plants watered with hot water and the plants watered with
room temperature water. We conclude that if you water a plant
with warm or hot water it will speed up the plants' growing
process as long as the temperature does not get too hot and
damage the plants' root system.
V. APPLICATION:
We can apply our data to life outside the classroom by watering
certain plants with warmer water so they can grow faster and
better.
TITLE: The Effect Of Different Soils On Plant Growth
STUDENT RESEARCHERS: Keri Beth Schroeder 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 on how
different types of soil affect plant growth. Our hypothesis
states that both plants which are planted in potting soil will
grow the tallest.
II. METHODOLOGY:
First, we chose our research topic. Then we wrote our
statement of purpose. Next, we reviewed literature about soil,
erosion, plants, and root systems. Following this, we
developed our 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.
Our controlled variables were the temperature the plants grew
in, the amount of sunlight the pots received, and the amount of
water that both plants received. Our manipulated variable was
the three different kinds of soil. Our responding variables
were the height of the plants, the color of the plants, the
number of leaves (on the lettuce plants), number of blades of
grass (for the grass), germination date, and the general health
of the plants.
We required three pots each. The pots we selected were the
same kind, size, and shape. In the first set of data, we
placed sand in the first pot, clay in the second pot, and
potting soil in the last pot. We planted ten rye grass seeds
in those pots.
For the next set of data, we placed sand in the first pot, clay
in the second pot, and potting soil in the last pot, as we did
with our first set of data. Instead of using rye grass seeds,
we planted fifteen lettuce seeds in each of these pots.
To water all six plants, we sprayed the seeds or plants with a
household spray bottle. We used three sprays a day for the rye
grass seeds and thirty times a day for the lettuce seeds.
After the experiment was completed, we analyzed our data. Then
we wrote our summary and conclusion where we accepted or
rejected our hypothesis. Then we applied our findings to the
world outside the classroom. Finally, we submitted an abstract
of the project to a national journal to be published.
III. ANALYSIS OF DATA:
After six days, a single blade of grass 3 CM tall sprouted from
the potting soil. For three days, this was the only blade of
grass. A blade of grass sprouted from the clay and grew to 4.5
CM high. In the potting soil, another seed sprouted on the
eleventh day, two more on the twelfth day, another two the next
day, and a one more on the last day of the experiment. The
sand, however, made no progress throughout the experiment. The
final result was seven blades of grass in the potting soil, a
single blade of grass in the clay, and no grass in the sand.
The lettuce seeds in all three soils sprouted on the first day.
The color of the plants planted in clay turned from white to
pale green to green. The plants in the clay ended up with two
leaves per stem. The average height of the plants growing in
clay after ten days was four centimeters. The color of the
plants planted in the sand quickly went from white to light
green to green. The plants in the sand had two leaves on each
stem at the end of the experiment. The seeds in the sand grew
to an average height of four centimeters in ten days. The
plants in the potting soil turned in color from white to light
green to green in three days. They stayed green throughout the
experiment. The plants in the potting soil also had two leaves
per stem. After ten days, the plants in the potting soil grew
to an average height of five centimeters.
IV. SUMMARY AND CONCLUSION:
According to our data, rye grass and lettuce seeds grow the
best in potting soil. Both kinds of seeds grew the tallest in
potting soil and turned dark shades of green faster. Both
kinds of seeds in the clay grew well, but not as well as in
potting soil. Lettuce seeds can grow moderately well in sand,
but rye grass does not grow at all. Since the rye grass and
the lettuce seeds grew the tallest at the end of our experiment
in potting soil, we accept our hypothesis which stated that the
plants that were planted in potting soil would grow the
tallest.
V. APPLICATION:
We can apply our findings to the world outside the classroom by
planting indoor plants in potting soil so that they will grow
better.
TITLE: How Does Temperature Affect The Speed Of A Chemical
Reaction?
STUDENT RESEARCHERS: Michael Pantaleo 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
temperature affects the speed of a chemical reaction. Our
hypothesis states that heat will increase the speed of a
chemical reaction.
II. METHODOLOGY:
First, we stated our purpose, reviewed the literature on
chemical reactions, catalyst, temperature, and the transfer of
heat. Then we wrote our hypothesis, methodology, and list of
materials.
Our controlled variables were the amount of water, the size of
the cups, the amount of the sodium bicarbonate, and the kinds
of thermometer used in creating the chemical reaction. The
manipulated variable is the temperature of the water and the
responding variable is the speed of the chemical reaction.
Then we developed our data collection form. We then did our
experiment. To do that, we got 264 mL of hot water and put it
in a cup. Then we measured the temperature. Next, we dropped
a seltzer tablet in the water because that will cause a
chemical reaction. Then we used a stopwatch to measure how
long it took for the tablet to completely dissolve. We
repeated this entire process twice with three cups of hot
water, three cups of cold water, and three cups of room
temperature water. Then we filled out our data collection
form. There were two sets of data, one from each student
researcher. After we combined our data, we conducted our
analysis of data, wrote our summary and conclusion, and applied
our findings to everyday life.
III. ANALYSIS OF DATA:
The averages below came from two sets of data. There were
three trials for hot water, cold water, and room temperature
water in each set of data. There was a total of six trials for
hot water, cold water, and room temperature water.
It took an average of 18.6 seconds for the seltzer tablet to
dissolve in hot water that was an average of 62.3 degrees
centigrade. It took an average of 42.6 seconds for the seltzer
tablet to dissolve in room temperature water that was an
average of 20 degrees centigrade. It took an average of 1
minute and 32 seconds for the seltzer tablet to dissolve in
cold water that was and average of 0 degrees centigrade.
IV. SUMMARY AND CONCLUSION:
The seltzer tablet dissolved faster in hot water and tap water
than in cold water. Therefore, we accept our hypothesis which
stated that heat will increase the speed of a chemical
reaction.
V. APPLICATION:
We can apply this information by telling people that chemical
reactions occur faster in hot temperatures than in cold
temperatures. For example, an old car starts on a hot day
because the battery is warm and the chemical reaction inside it
is occurring fast enough to produce enough electricity to start
the car. The same car on a cold day may not start. This is
because the battery is cold. Therefore, the chemical reaction
is not occurring fast enough to produce enough electricity to
make the car start.
TITLE: Effects of Broiler Manure and Litter on a Farm Pond
STUDENT RESEARCHER: Dustin J. Rusert
SCHOOL ADDRESS: Acorn Public School
Rt. 3, Box 450
Mena, Arkansas 71953
GRADE: 7
TEACHER: Linda Whisenhunt
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to determine the changes in a farm pond after broiler
manure and litter had been applied to the fields around the
pond. Poultry manure can be a valuable resource or it can be a
pollutant of surface and ground water. The purpose of this
experiment was to establish the chemical changes in a farm pond
where broiler litter had been used on fields around it. My
hypothesis stated that there will be slight pH balance,
ammonia, and nitrate increases without harm to the organisms in
or around the pond.
II. METHODOLOGY:
Water was collected from the test pond (Pond A) before the
litter was applied and weekly thereafter. Water was also
collected from a control pond (Pond B) where litter was not
applied. The water samples were tested for pH balance,
ammonia, and nitrate. In addition, visible plant and animal
life were observed, as well as microorganisms in the pond
water. Results of the sample testing were graphed and compared
to norms.
III. ANALYSIS OF DATA:
The pH level of Pond A increased from 6.8 to 7.0 in the first
two weeks after the broiler litter application. The ammonia
(NH3) level showed no change--it remained at 0 ppm (parts per
million). The nitrate (NO3) level increased from .01 mg/L to
.02 mg/L during the first three weeks.
In Pond B, the ammonia (NH3) level was 0 ppm and the nitrate
(NO3) was .01 mg/L. The pH level remained at 6.8 throughout
the testing period. There were no changes in these variable in
the control pond (Pond B).
IV. SUMMARY AND CONCLUSION:
1. Though the results of pH and nitrates (NO3) for Pond A show
a slight increase, they are still within the normal range.
2. There was no increase in ammonia (NH3) in either pond.
3. No apparent physical or biological changes were seen.
4. Manure management plans need to be established to maintain
safe water quality.
V. APPLICATION:
Poultry manure is a valuable resource when handled and utilized
properly. To protect the environment, it is extremely
important to use good management practices when handling,
storing, and spreading poultry manure. This project shows that
it is a safe fertilizer to use and does not harm the quality of
farm ponds when used properly.
TITLE: The Effect of Music on Plant Growth
STUDENT RESEARCHER: Rachel Effa
SCHOOL: District #10 School
Columbus, Nebraska
GRADE: 8
TEACHER: Anita Long
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The purpose of my experiment is to see which type of Music will
help plants grow. My hypothesis is that classical music will
help plants grow taller.
II. METHODOLOGY:
The materials I used for this experiment are: rocks, soil,
three small flower pots, three contender bush beans, small
trowel, small graduated cylinder, water, masking tape,
permanent black marker, metric ruler, pen or pencil, notebook,
at least two sheets of 1/4 inch square graph paper, tape or CD
player (not a Diskman or Walkman), one classical music tape or
CD, one rock tape or CD, small alarm clock or watch, and three
shallow bowls or lids.
This is the procedure for the experiment:
1. Take a small piece of masking tape and label each pot with
a black marker.
2. Put each pot in a shallow bowl or lid.
3. Put rocks in the bottom of each pot. (Just enough to cover
the bottom)
4. Put 2.5 cm. of soil in the bottom of each pot.
5. Put one bean in each pot on top of the soil.
6. Put another 2.5 cm. of soil on top of the beans.
7. Put 25 ml. of water in each pot. After this, water when
necessary.
8. Put the rock music tape or CD into the tape or CD player.
9. Play rock music for 30 minutes to the plant marked rock.
10. Repeat steps 8 and 9 for the plant marked classical, but
play classical music.
11. Play no music for the control plant.
12. When the plants start to grow, measure the height in cm.
each day.
13. Record the day, type of music, and height in a notebook.
14. After 31 days, display the heights in a line graph. Use a
red line for classical, green for rock, and blue for control.
III. ANALYSIS OF DATA:
My data showed me that music doesn't affect the grow of the
bean plants. During the second week, the classical plant was
the tallest. But during the third week of recorded growth, the
control plant grew the tallest. The plants to which rock and
classical music both grew to a height of 16.5 cm. The control
plant grew to a height of 18.3 cm.
IV. SUMMARY AND CONCLUSION:
The analysis of my data showed me that music will not affect
the growth of contender bush bean plants. A limitation of my
research is that I do not know if this is true for other plants
like orchids, zinnias, and pumpkins. My findings led me to
reject my hypothesis. My hypothesis stated that classical
music will help beans plants grow taller. My conclusion is
that music doesn't affect the growth of contender bush beans
plants.
V. APPLICATION:
This research might be of value to botanists if a certain type
of music could help plants grow taller and faster. If they had
to grow a certain type of plant for medicine, they might have
that plant sooner to make the medicine by playing music to it.
I would suggest further research on this topic.
© 1997 John I. Swang, Ph.D.