The National Student Research Center
E-Journal of Student Research: Science
Volume 6, Number 1, September, 1997
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
- What Effect Does Weight Or
Mass Have On Velocity?
- Does Color Affect Temperature?
- Does The Size Of A Magnet Affect
The Amount Of Paper Clips It Can Hold?
- Which Metal Will Conduct Heat
The Fastest?
- The Effects of Alcohol on Mice
- The Influence of Aspirin Consumption
on Physical Activity
- Caffeine Influence On A Mouse
When Exercising
- Does Pyramid Power Exist?
TITLE: What Effect Does Weight Or Mass Have On Velocity?
STUDENT RESEARCHER: Adam Osborn & Rick Dupont
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to do a research project on the effect weight has on the
velocity of an object. Our hypothesis states that heavier
objects will have a greater velocity coming off a ramp than
lighter objects.
II. METHODOLOGY:
First, we choose a topic. Next, we wrote our statement of
purpose. Then we conducted a review of literature about Newton's
Laws, force, mass, motion, momentum, weight, acceleration,
velocity, and inertia. After that we made a hypothesis.
Then we developed a methodology to test our hypothesis: 1) We
stacked 5 bricks up 43 cm. high and placed 3 pieces of wood on
them to form a 10 degree angle at the bottom of the ramp. The
length of the ramp was 2.52 meters. 2) We took a skateboard with
a 1.362 kilogram (three pound) weight on top of it and placed it
at the top of the ramp. 3) We rolled the skateboard down the
ramp and started a stopwatch as soon as it got to the bottom of
the ramp. 4) We stopped the stop watch when it crossed a mark
two meters from the bottom of the ramp. 5) We recorded the time
on our data collection sheet. 6) We then repeated this process
with a 2.270 kilogram (five pound) weight and a 4.540 kilogram
(10 pounds) weight. 7) We did each weight three times and
averaged the time each took to cover the 2 meter distance. 8) We
looked for the weight that had the fastest speed.
We recorded our data on a data collection sheet. After that we
analyzed our data using simple statistics, charts, and graphs.
Then we wrote our summery and conclusion. Then we accepted or
rejected our hypothesis. And last we applied our findings to
life.
Our control variables were: the angle, length, and height of the
ramp and the skateboard we used for each trial. Our manipulated
variable was the weight of the object. Finally, our responding
variable was the velocity of the object.
The materials we used were: A) three pieces of wood, B) 5
bricks, C) one skateboard, D) one three pound weight, one five
pound weight, and a ten pound weight, E) stop watch, F) pencil,
G) paper, and H) clipboard.
III. ANALYSIS OF DATA:
On the first trial, the 1.362 kilogram (three pound) weight took
2.88 seconds to travel two meters. On the second trial it took
2.64 seconds to travel two meters. On the third trial it took
2.53 seconds to travel 2 meters. The average time was 2.68.
On the first trial with the 2.270 kilogram (five pound) weight it
took 2.64 seconds to travel 2 meters. On the second trial it
took 2.5 to travel 2 meters. On the third trial it took 2.35
seconds to travel two meters. The average time was 2.5 seconds.
On the first trial of the 4.540 kilograms (10 pounds) weight it
took 2.41 seconds to travel two meters. The second trial took
2.32 seconds to travel two meters. On the last trial of the
project it took 2.14 seconds to travel two meters. The average
time of the weight was 2.29 seconds.
Weight
Of
Object Time Object Took To Transverse Two Meters
On
Skateboard |Trial One |Trial Two |Trial Three | Average |
1.362 kg |2.88 sec |2.64 sec |2.53 sec |2.68 |
2.270 kg |2.64 sec |2.50 sec |2.35 sec |2.5 |
4.540 kg |2.41 sec |2.32 sec |2.14 sec |2.29 |
IV. SUMMARY AND CONCLUSION:
Our data shows that the 4.540 kilogram (10 pound) weight had the
fastest average speed. The 2.270 kilogram (5 pound) weight had
the second fastest average speed. The 1.362 kilogram (3 pound)
weight had the slowest average speed.
Therefore we accept our hypothesis that the heavier objects will
have the greater velocity than the lighter objects.
V. APPLICATION:
Someone could use this information by choosing the heavier object
when he\she needs something to travel downhill fast. Examples of
this are: Soap Box Derbies, bobsleding, and running the luge.
TITLE: Does Color Affect Temperature?
STUDENT RESEARCHERS: Amber French and Alex Manuel
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project on the effect
of color on temperature. Our hypothesis states that a jar
covered with black colored paper will have the highest
temperature.
II. METHODOLOGY:
First, we decided on our topic. Next, we wrote our statement of
purpose. Then we gathered information of the subtopics we came
up with. Our subtopics were: thermal energy, light, color,
photon, electromagnetic spectrum, heat, calorie, temperature,
thermometer, and British Thermal Unit. Next, our hypothesis was
formed.
After that, we began our experiment. It was performed this way:
the first step was to find a light source of 60 watts. The next
step was to buy our six different sheets of colored paper (red,
yellow, green, blue, black, and white). We brought them home.
Starting with the lightest color (white), we put the piece of
paper around a baby food jar and taped it. We then put a
thermometer in the jar. We did this by poking a hole in the lid
of a baby food jar and screwing the thermometer through it so
that the bulb of the thermometer was half way into the bottle.
We then screwed the lid on. After that we fit the thermometer in
making sure it wasn't touching any part of the jar. We placed
the jar with the thermometer 15 cm. away from the light source.
The light bulb was turned on and left on for five minutes. We
then took the thermometer out and observed the temperature
reading. The temperature was recorded on a data collection
sheet. We repeated this procedure three times for each color of
paper.
When we finished that we took the information on the data
collection sheet and analyzed it. Then we wrote our summary and
conclusion. Finally, we accepted/rejected our hypothesis and
applied our findings to the world outside the classroom.
III. ANALYSIS OF DATA:
In our experiment, we found that red paper wrapped around a jar
and placed 15 cm away from a 60 watt light source had the highest
temperature with an average of 54.6° C. Black came in next with
an average temperature of 54.5° C. Blue had the average
temperature that came next, 54.1° C. Green, white, and yellow
were last with average temperatures of 53.9° C, 53.6° C, and
53.5° C.
The Temperatures (C) of the Jars Covered With
Different Colored Paper
Trial 1 Trial 2 Trial 3 Average
C White | 53.6° | 53.6° | 53.6° | 53.6° |
O Yellow | 53.6° | 53.5° | 53.4° | 53.5° |
L Green | 53.8° | 53.9° | 53.9° | 53.9° |
O Blue | 54.1° | 54.1° | 54.1° | 54.1° |
R Red | 54.6° | 54.6° | 54.6° | 54.6° |
S Black | 54.6° | 54.4° | 54.4° | 54.5° |
IV. SUMMARY AND CONCLUSION:
The information in our charts shows that the darker colors had
the higher temperatures, red having the over all highest.
Therefore, we reject our hypothesis which stated that the jar
covered with black colored paper will have the highest
temperature. The lighter colors (white, yellow, and green) had
an average temperature of 53.7° C. The darker colors (black,
red, and blue) had an average temperature of 54.4° C.
V. APPLICATION:
This information can be used by anyone who is buying a car and
needs to know what color of car to buy in order to keep their car
cool or warm. Also, we can apply our findings by using the
information to buy different colors of clothing for different
seasons. Lighter colors should be worn in summer to keep you
cool and darker colors should be worn in winter to keep you warm.
TITLE: Does The Size Of A Magnet Affect The Amount Of Paper
Clips It Can Hold?
STUDENT RESEARCHERS: Barrett Ainsworth & Matt Kubicek
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
relationship between the size of a magnet and it's magnetic force
field. Our hypothesis states that larger magnets will pick up a
greater number of metal paper clips than smaller magnets.
II. METHODOLOGY:
First, we chose a topic. Then we wrote our statement of purpose.
Next, we wrote our review of literature about magnetism, magnetic
force fields, loadstone, electromagnets, and uses of magnets.
Then we developed a hypothesis.
We then wrote our methodology to test our hypothesis. After we
had gathered our materials and setup the experiment, we took one
of the magnets and added paper clips to it. We added the paper
clips on until the magnet could not hold any more. We counted
the number of paper clips on the magnet and recorded this on our
data collection sheet. We repeated this process with three other
different sized magnets. There were three trials for each magnet.
Next, we analyzed the data using simple statistics, charts, and
graphs. Then we wrote our summary and conclusion. Next, we
accepted or rejected our hypothesis. Finally, we applied our
findings to the world outside the classroom.
Some variables we had to control were the size of the paper clips
and the type of magnets (circle, bar, horseshoe, etc.). The
variable we manipulated was the size of the magnets. There were
four circle magnets. One had a diameter of 1.28 centimeters.
Another had a diameter of 1.92 centimeters. The third had a
diameter of 5.13. The final magnet had a diameter of 6.41
centimeters. The responding variable was the number of paper
clips attracted by the different size magnets.
The materials we used for the experiment were magnets of
different sizes and paper clips of the same size.
III. ANALYSIS OF DATA:
The circle magnet with a diameter of 1.28 centimeter held two
paper clips on every trial giving it an average of two paper
clips.
The circle magnet with a diameter 1.92 centimeter held two paper
clips on every trial giving it an average of two paper clips.
The circle magnet with a diameter 5.13 centimeter held three
paper clips for the first two trials. On the third, it held only
two paper clips. This gave it an average of 2.7 paper clips.
The circle magnet with a diameter 6.41 centimeter held four paper
clips on the first trial and three paper clips on the second and
third trials. This gave it an average of 3.3 paper clips.
Number Of Paper Clips Attracted By The Magnets
Diameter Of
Circle Magnets | Trial 1 | Trial 2 | Trial 3 | Average |
1.28 centimeters | 2 | 2 | 2 | 2 |
1.92 centimeters | 2 | 2 | 2 | 2 |
5.13 centimeters | 3 | 3 | 2 | 2.7 |
6.41 centimeters | 4 | 3 | 3 | 3.3 |
IV. SUMMARY AND CONCLUSION:
The magnet that picked up the most paper clips was the largest
magnet with a diameter of 6.41 centimeters. It picked up an
average of three and three tenth paper clips.
Therefore, we accept our hypothesis which stated that larger
magnets would pick up a greater number of metal paper clips than
smaller magnets.
V. APPLICATION:
We can apply these findings if we ever work in a junk yard. We
would use larger electro-magnets to pick up cars and smaller
electro-magnets to pick up stoves and refrigerators.
TITLE: Which Metal Will Conduct Heat The Fastest?
STUDENT RESEARCHERS: Chris Chugden and Brant Linde
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
conduction of heat in different metals. Our hypothesis states
that copper wire will conduct heat faster than stainless steal
wire and aluminum wire.
II. METHODOLOGY:
First, we identified our topic. Then we developed a statement of
purpose. Next, we conducted a review of the literature about
copper, stainless steel, aluminum, heat conduction, and thermal
energy. Finally, we stated our hypothesis.
Then we developed a methodology to test our hypothesis. Then we
gathered our materials and began our experiment. We put a candle
on the table. Then we took a wax ball 1 centimeter in diameter
and pushed it onto one end of a copper wire that was 10
centimeters long. We placed the other side of the wire directly
over a candle. The wire was supported by two clothes pins.
Next, we lit the candle. Then we timed how fast the copper wire
would conduct heat from the candle to the wax ball. While timing
the speed of the wire's conduction with a stopwatch, we observed
the wax ball until it completely melted off the copper wire. We
repeated this two more times with the copper wire. Then we did
the same thing three times with aluminum wire and stainless steal
wire.
We recorded all of our data in a systematic way on a data
collection sheet. Next, we conducted our analysis of data. Then
we wrote our summary and conclusion where we rejected/accepted
our hypothesis. Finally, we applied our findings too the world
outside the classroom.
The manipulated variable was the type of metal wire. The
controlled variables were 1) the length of the wire, 2) the size
of the wax ball, and 3) the diameter or gauge of the wire. The
responding variable was how fast the metal wire conducted heat
from the end over the flame to the end with the wax ball on it.
Our materials included 1) 3 copper wires, 2) 3 stainless steel
wires, 3) 3 aluminum wires, 4) 9 wax balls, 5) 1 candle, 6) 2
clothes pins, and 7) 1 box of matches.
III. ANALYSIS OF DATA:
On the first trial, aluminum conducted heat at a rate of 10
centimeters per 9 seconds. On the second trial, aluminum
conducted heat at a rate of 10 centimeters per 7.9 seconds. On
the final trial, aluminum conducted heat at a rate of 10
centimeters per 9.3 seconds. Aluminum conducted heat at an
average rate of 10 centimeters per 8.733 seconds.
Copper, on the first trial, conducted heat at a rate of 10
centimeters per 5.6 seconds. Copper, on the second trial,
conducted heat at a rate of 10 centimeters per 3.8 seconds. On
the last trial, copper conducted heat at a rate of 10 centimeters
per 5 seconds. On average, copper conducted heat at a rate of 10
centimeters per 4.8 seconds. It was the metal that conducted
heat the fastest.
Stainless steel, on the first trial, conducted heat at a rate of
10 centimeters per 9.44 second. Stainless steel, on the second
trial, conducted heat at a rate of 10 centimeters per 6.30
seconds. Finally, on stainless steel's last trial, it conducted
heat at a rate of 10 centimeters per 15.95 seconds.
The Time It Took In Seconds For The 10 cm Metal Wires To
Conduct Heat From The Candle's Flame To The Wax Ball
Metal Wires | Trial 1 | Trial 2 | Trial 3 | Average |
Aluminum |9.0 sec |7.9 sec | 9.3 sec | 8.733 sec |
Copper |5.6 sec |3.8 sec | 5.0 sec | 4.8 sec |
Stainless Steel |9.44 sec |6.30 sec |15.95 sec |10.5633 sec |
IV. SUMMARY AND CONCLUSION:
On average, copper's speed of conductivity was 10 centimeters per
4.8 seconds. It was the metal that conducted heat the fastest.
Therefore, we accept our hypothesis which stated that copper wire
will conduct heat faster than stainless steal and aluminum wire.
V. APPLICATION:
Now we know that copper is the best conductor of heat. We could
apply this finding to the world outside the classroom by using
copper tubing instead of aluminum tubing in air conditioners.
This will increase the efficiency of the air conditioner as it
transfers heat from the inside to the outside of the room.
Title: The Effects of Alcohol on Mice
Student Researchers: Thomas Celine and Gourin Martine
School address: Lycee Notre-Dame
Rue principale
49310 La Salle de Vihiers
FRANCE
Grade: Lower Sixth Form
Teacher: Thomas J. C. Richard
I. Statement of Purpose and Hypothesis:
We know that alcohol has an influence on human behavior. We want
to conduct an experiment with mice to see the effects of alcohol
(rum) on these rodents when in activity. Our hypothesis states
that alcohol will increase the physical activity of this rodent.
II. Methodology:
We put one mouse in two separate exercise wheels. The mice were
of the same age and sex. The experimental mouse was given rum.
The control mouse was not. Then we observed and counted the
number of revolutions of the exercise wheel for the two mice. We
also observed the mice's behavior.
III. Analysis of Data:
Five minutes after receiving the alcohol, the experimental mouse
completed 39 revolutions on the exercise wheel. At ten minutes,
it completed 93 revolutions. At fifteen minutes, it completed
100 revolutions. At twenty minutes, it completed 105
revolutions.
At five minutes, the control mouse completed 45 revolutions. At
ten minutes, it completed 80 revolutions. At fifteen minutes, it
completed 79 revolutions. At twenty minutes, it completed 76
revolutions.
After the first five minutes, the mouse which received the
alcohol was much more active than the mouse which did not receive
the alcohol.
IV. Summary and Conclusions:
An increase of physical activity, loss of control, and
aggressiveness was observed in the experimental mouse which
received the alcohol. So, alcohol is a factor which acts on a
mouse's physiology. Our hypothesis is confirmed since we learnt
that alcohol acts on mice's behavior and activity.
V. Application:
These results aren't surprising because phenomena such as lose of
control and aggressivity are the same as with humans. Humans act
in the same way after an abuse of alcoholic drinks.
Title: The Influence of Aspirin Consumption on Physical Activity
Student Researchers: Pierre Baumard and David Reulier
School address: Lycee Notre-Dame
Rue principale
49310 La Salle de Vihiers
FRANCE
Grade: Lower 6th Form
Teacher: Thomas J. C. Richard
I. Statement of Purpose and Hypothesis:
We wanted to find out if aspirin consumption could modify
corporal activity. Our hypothesis stated that aspirin would
increase physical performance.
II. Methodology:
First of all, for five minutes we counted the number of turns
effected in an exercise wheel by white mice of three homogeneous
groups. The following week, two groups drunk a solution of
aspirin. The quantity of aspirin was equivalent to 25 mg/kg/d
for one group and 50 mg/kg/d for the other. Then we assessed the
physical performance of the mice with the same method as the
first time.
III. Analysis of Data:
When comparing the first run of the control mice to their second
run a week later there was a 90% increase in the number of turn
in the exercise wheel. There was an increase of 482% in the
first experimental group which received an aspirin dose
equivalent to 25 mg/kg/d. And there was an increase of 4420% in
the second experimental group which received an aspirin dose
equivalent to
50 mg/kg/d.
IV. Summary and Conclusion:
Our data show that physical activity increases according to the
aspirin dose taken. Therefore, we accept our hypothesis which
stated that aspirin would increase physical performance.
However more data and statistical analysis is needed.
V. Application:
We showed that aspirin consumption increases corporal
performance, in fact aspirin acts against pain and helps blood
circulation and articular movement. Therefore, we can easily
understand why this substance helps a growing number of people
around the world.
Title: Caffeine Influence On A Mouse When Exercising
Student Researchers: Maillet Celine and Chagneau Lucie
School address: Lycee Notre-Dame
Rue principale
49310 La Salle de Vihiers
FRANCE
Grade: Lower 6th Form
Teacher: Thomas J. C. Richard
I. Statement of Purpose and Hypothesis:
We studied physiology as it applies to athletic activity. We
want to carry out some experiments on mice to find out how
caffeine acted upon behavior.
Our hypothesis states that mice given caffeine would be more
stimulated than mice not given caffeine.
II. Methodology:
In order to test our hypothesis, we used a control mouse and an
experimental mouse. We put the control mouse, which did not
receive any caffeine, in an exercise wheel for five minutes. We
counted the number of revolutions that the mouse made and we
observed its behavior. Then we put the experimental mouse, which
had been given caffeine for fifteen minutes, in the exercise
wheel and counted the number of revolutions it completed in five
minutes. We also observed its different behaviors.
We repeated our experiment four times. We then compared the
physiologies of the two mice.
III. Analysis of Data:
In the first trial, the control mouse completed forty revolutions
on the exercise wheel. In the second trial, it completed 45
revolutions. In the third trial, it completed 40 revolutions.
In the fourth trial, it completed 30 revolutions.
In the first trial, the experimental mouse receiving the caffeine
completed 130 revolutions on the exercise wheel. In the second
trial, it completed 110 revolutions. In the third trial, it
completed 130. In the fourth trial, it completed 95 revolutions.
The control mouse spent almost 13% of its time running. The
experimental mouse spent over 65% of its time running.
IV. Summary and Conclusion:
After observing the athletic activity, we noticed that the
experimental mouse made more revolutions than the control one.
In fact, the it made three times as many revolutions as the
control mouse. These results were expected since the caffeine is
an exciting substance. During the athletic activity, we observed
that the behavior of two mice was different. In fact, the
control mouse was quieter than the experimental mouse which was
very restless. These results were expected for the same reason
mentioned above. Our hypothesis is then backed up as the
experimental mouse which received the caffeine completed
more revolutions and was more stimulated than the control mouse.
V. Application:
These experiments allowed us to observe in mice the nervousness
that certain people can have when under the influence of
caffeine. We can inform people that by abusing this substance,
they can become addicted and very nervous and excitable.
TITLE: Does Pyramid Power Exist?
STUDENT RESEARCHER: George Davis McPherson, Jr and John Casey
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 theory
of pyramid power. We want to know if pyramid power exists.
Our hypothesis states that the milk set under the pyramid for one
weeks time will be less acidic than the milk outside of the
pyramid due to pyramid power.
II. METHODOLOGY:
First, we chose our topic. Then we wrote our statement of
purpose and review of literature about milk, pH, and pyramids.
Next, we wrote our hypothesis.
After that we wrote our methodology to test our hypothesis. Then
we gathered the materials needed to conduct our research. First,
we built a pyramid that had a base which measured 30 cm by 30 cm.
The edge of each leg going up to the apex also measured 30 cm.
The height from the base to the apex was 22 cm. Next, we put 15
ml of milk in a clear 170 g jar under the pyramid. We also put
the same amount of milk in an identical jar outside the pyramid.
We place the jar cover on each. We left them there for one week
and then measured the acidity of the milk with litmus tape every
day.
We recorded our data on a data collection sheet. Next, we
conducted an analysis of data using charts and graphs. Then we
wrote our summary and conclusion and either accepted or rejected
our hypothesis. Then we applied our findings to the world
outside of the classroom.
Our controlled variables are the same kind and amount of milk and
same type and size container. Our manipulated variable is the
location of the milk, inside or outside the pyramid. Our
responding variables is the spoilage (sour) of the milk as
measured by the acidity.
The materials we used were: a) pyramid, b) milk, and c) litmus
tape
III. ANALYSIS OF DATA:
Under pyramid I, the pH of the milk on the first day was seven.
On the second day, it was seven. On the third day, it was seven.
On the fourth day, it was 8. On the fifth day, it was eight. On
the sixth day, it was nine. On the seventh day, it was nine.
Outside pyramid I, the pH of the milk was seven on the first day,
seven on the second day, seven on the third day, seven on the
fourth day, eight on the fifth day, eight on the sixth day, and
six on the seventh day.
Under pyramid II, the pH of the milk on the first day was seven.
On the second day, it was seven. On the third day, it was seven.
On the fourth day, it was seven. On the fifth day, it was seven.
On the sixth day, it was seven. On the seventh day, I was not
able to test the milk because it was clogged up at the top.
Outside pyramid II, the pH of the milk was seven on the first
day, seven on the second day, seven on the third day, seven on
the fourth day, eight on the fifth day, eight on the sixth day,
and six on the seventh day.
The pH Of Milk Under And Outside Of The Pyramids For A One
Week Period
Days
Location I | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
Under The Pyramid pH| 7 | 7 | 7 | 8 | 8 | 8 | 9 |
Outside Of The Pyramid pH| 7 | 7 | 7 | 7 | 6 | 6 | 6 |
Days
Location II | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
Under The Pyramid pH| 7 | 7 | 7 | 7 | 7 | 7 | 7 |
Outside Of The Pyramid pH| 7 | 7 | 7 | 7 | 7 | 6 | 6 |
IV. SUMMARY AND CONCLUSION:
On the seventh day, the two milk samples under the pyramid had an
average pH of eight. The two milk samples outside the pyramid
had an average pH of 6.
All four samples began the experiment with a pH of 7.
The milk outside the pyramid soured because the bacteria in the
milk fermented the milk sugar into lactic acid. However the
milk under the pyramid showed no signs of fermentation, but did
become curded and rancid.
Pyramid power kept the milk under the pyramid less acidic than
the milk outside the pyramid. Therefore I accept my hypothesis
which stated that pyramid power would keep the milk less acidic.
V. APPLICATION:
We could use our findings to tell people that pyramid power seems
to reduce the rate of fermentation and the acidity of foods like
milk.
© 1997 John I. Swang, Ph.D.