The National Student Research Center
E-Journal of Student Research: Science
Volume 6, Number 3, January, 1998
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
- Salinity Levels at Stephenson
Brook
- Ammonia and pH levels at Stephenson
Brook
- Salinity Levels At Stephenson
Brook
- Nitrate Levels at Stephenson
Brook Outfall
- Phosphate Levels At Stephenson
Brook
- Fecal Coliform in Stephenson
Brook
- pH And Ammonia Levels At Stephenson
Brook
- The Vitamin Plants
- Ice Breakers
- Growing Plants In Sand and
Sponges with Calcium and Hydrated Lime.
- The Incredible Expansion
- The Amount of Pollution In
the Form of Airborne Particles in 10 Different Places of Edgemont
TITLE: Salinity Levels at Stephenson Brook
STUDENT RESEARCHERS: Marcos Ochoa, Aline Gimenes, Michael
Richardson, Jamie Simoes
SCHOOL ADDRESS: Isaac E. Young Middle School
270 Centre Avenue
New Rochelle, N.Y. 10805
GRADE: 8
TEACHER: Patrick M. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Testing was done to find out the salinity levels from Stephenson
Brook's water. Stephenson Brook is located in New Rochelle. It
has two outlets into the sound, one at Stephenson Boulevard and
the other at the east side of Lispenard Ave. The total amount of
salinity varies in different parts of the ocean, depending on how
warm it is. Salinity is important in determining the relative
density of water masses and for the right conditions for the fish
to live. Salinity changes for various reasons such as
evaporation, low and high tide, and rain. Salinity changes when
evaporation occurs, because water is taken from bodies of water
which leaves more salt and less water. The same reason for low
tide, their is less water. Another reason is when it snows.
Salt is used to melt the snow and ice. Then the salt is washed
by the melted snow into Stephenson Brook Storm Drain.
II. METHODOLOGY:
The materials used were: salinity indicator reagent A, salinity
indicator reagent B, demineralized bottle, titration tube, and
two direct reading titrators. The titration tube was filled to
the 10 ml line with demineralized water. 0.5 ml of that water
was dispensed into the titration tube. Then 3 drops of salinity
indicator reagent A were added. The direct reading titrator was
filled with salinity titration reagent B and inserted into the
titration tube. While swirling the plunger, it was slowly
depressed until the color changed from yellow to pink- brown.
Results were read in ppt (parts per thousand).
III. ANALYSIS OF DATA:
The results were tested in ppt (parts per thousand). The testing
started on 3/20/97 and ended 4/9/97. In between the test of
3/26/97 and 4/2/97 it rained which caused the salinity levels to
drop. On 4/7/97 the salinity increased to 10 ppt. The highest
test was 10 ppt and the lowest test was 2 ppt. Temperature can
affect the salinity levels. When it is hot, salinity levels
increase because the water evaporates which leaves less water.
Also, when it rains there is more fresh water.
IV. SUMMARY AND CONCLUSION:
The salinity levels can vary in different seasons and weather
conditions. Salinity increases and decreases depending on the
air temperature and precipitation. For example, on hot days,
water can evaporate causing salinity levels to increase. Also,
in the winter, people place salt on the ground in order for the
snow to melt. When the snow does melt, or if it rains, the
runoff gets into the water making the salinity levels increase.
The next time this test is conducted the weather should also be
recorded.
V. APPLICATION:
Salinity is not a harmful substance, except during the winter.
In the winter, salt can get into the water by runoff from the
salt people use for the snow. People could use less salt on the
snow and prevent the salinity levels from rising so high. People
could also use sand to melt the sow. By using these methods,
salt in the water could be reduced.
TITLE: Ammonia and pH levels at Stephenson Brook
STUDENT RESEARCHERS: April Martinez, Susan Lewis, Juan
Rodriguez, Jackie Williams
ADDRESS: Isaac E. Young Middle School
270 Centre Avenue
New Rochelle, New York 10805
GRADE: 8
TEACHER: Patrick Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Ammonia and pH levels were studied at Stephenson Brook.
Stephenson Brook is a storm drain. pH is the concentration of
the hydrogen ion. It is measured on a scale of 0-14. It
measures the acidity and basicity of a solution. Ammonia is a
colorless, pungent gas or liquid. It can get into the sewer when
a pet, for example, loosens its bowels onto the ground and it
rains. Then the rain can wash the feces into the sewer and cause
an increase in the ammonia levels.
II. METHODOLOGY:
The ammonia and pH test kits were manufactured at LaMotte
Chemical Co. The materials used for the ammonia test were as
follows: test tube, ammonia tablets 1 and 2, and a ColoRuler.
First, the test tube was filled to the 5mL line with the sample
water. Second, ammonia tablets 1 and 2 were added to the
solution. Then it was inverted several times until the tablets
dissolved. Then, facing a natural source of light, the test tube
was held against the ColoRuler and matched to a color. The
readings were recorded as p.p.m.
The materials used for the pH test were as follows: test tube,
wide range indicator, and a color comparator. First, the test
tube was filled to the 5mL line. Second, 10 drops of the wide
range indicator was added to the sample. Then it was capped and
inverted until the drops dissolved. Then, facing a natural
source of light, the test tube was inserted into the color
comparator and matched to a color.
III. ANALYSIS OF DATA:
The results for the pH test ranged from 7.25 to 9.0. The average
was 8.03. The pH scale has a range from 0-14. The lower the
number, the more acidic the water
The results for the ammonia remained 0 throughout the testing
period.
IV. SUMMARY AND CONCLUSION:
In conclusion, the reoccurring result of 0 for ammonia could mean
that ammonia is being released into the water, but it is being
converted too soon for it to be detected. The tide, high or low,
was not correlated with the ammonia results.
The pH results increased and decreased from day to day. The pH
test results showed that the water from Stephenson Brook is basic
since the results from 7.25 to 9.0, which is higher than neutral
7. On the pH scale, a result from 7.1 to 14 indicates a basic
solution. On days when the tide was high, the pH results ranged
from 8.3 to 9.0 with an average of 8.6. On days when the tide
was low, the pH results ranged from 7.25 to 8.25 with an average
of 8.3. On days when the tide was high, the pH results seemed to
be higher than on days when the tide was low. Correlations
between the tide, high or low, and the pH results was detected.
V. APPLICATION:
Although the ammonia levels at Stephenson Brook were not
harmfully high, things can still be done to prevent ammonia
levels from being harmfully high. For example, people can curb
their dogs so that rain will not wash their feces into Stephenson
Brook causing ammonia levels to increase. Although the pH
results did not indicate an acidic solution, things can be done
to make sure that the results do not decrease to a harmful level.
If people would car pool and use public transportation more
often, than the amount of air pollution would decrease so there
would not be as much acid rain causing the pH levels to decrease
to a harmful level.
TITLE: Salinity Levels At Stephenson Brook
STUDENT RESEARCHERS: Stephanie Gutierrez, Mellissa Capossela,
Juan Avila
SCHOOL ADDRESS: Isaac E. Young Middle School
270 Centre Ave.
New Rochelle, NY 10805
GRADE: 8
TEACHER: Patrick M. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Salinity levels were studied and tested at Stephenson Brook.
Stephenson Brook is a sewer drain running the length of New
Rochelle. A test kit from the La Motte Co. was used for the
testing of salinity in the water. Salinity is a physical
component, like humidity, precipitation, water currents and wind
speed. Many of the species living in the water, where the
outfall empties out into Echo Bay, depend on these factors. The
hypothesis of this study was that salinity levels would be very
high in the water because salt is placed on the roads when it
snows. When it rains the salt gets washed out into the storm
drain sewer, which makes the salinity levels rise.
II. METHODOLOGY:
A La Motte salinity test kit was used to perform the tests taken
at Stephenson Brook Outfall. The materials used were salinity
indicator reagent A, salinity titration reagent B, demineralizer
bottle, titration tube, and two direct reading titrators. The
procedure used was as listed in the test kit.
III. ANALYSIS OF DATA:
Twelve tests were taken at Stephenson Brook on the following
dates, 3-20-97 through 4-10-97. The tests ranged from 1.2-5.2
ppt, except one test that resulted in a measurement of 9.2. The
results for this may be that on that particular day it possibly
snowed. When it snows salt is placed on the roads, which get
washed away into Stephenson Brook. As a result the amount of
salinity in the water increased.
IV. SUMMARY AND CONCLUSION:
The results recorded from the titrator showed that the salinity
levels changed. Some of these factors that may have caused
levels to change include precipitation and air temperature. For
example, precipitation can make water levels increase. The
amount of salt stays the same, but the water becomes less salty.
As another example, air temperature can also make the salinity
levels change. This can happen when the water evaporates,
causing the evaporation to make it rain. Rain water is " Fresh
Water ". When the rain water pours down, it makes the water less
salty. Salt is also found in soil, but there isn't a big amount
of it.
V. APPLICATION:
When it snows the amount of salt from the roads drain into the
sewer, this can cause the salinity levels to increase. The water
from Stephenson Brook then empties out into Echo Bay and if there
is too much salt in the water, the fish could be in danger. A
way to solve this problem is that when people put salt down on
the roads they don't have to put that much of it. This way both
people and fish are safe.
TITLE: Nitrate Levels at Stephenson Brook Outfall
STUDENT RESEARCHERS: Paul Arias, Janel Borden, Maria Galeano,
Jacque Pfaff
SCHOOL ADDRESS: Isaac E. Young Middle School
270 Centre Ave.
New Rochelle, NY 10805
GRADE: 8
TEACHER: Patrick M. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Nitrate levels were tested at Stephenson Brook. Stephenson Brook
is a drainage line which runs under New Rochelle, New York. The
structure is manmade and no large inhabitants are in the water
like fish, crabs, etc. Nitrates are nitrogen compounds that are
found in fertilizers. They get into Stephenson Brook through
runoff. Nitrates can be used by algae as nutrients. The algae
is from the Long Island Sound. When there are more nitrates in
the water, algae reproduces more. Bacteria living off the
increasing dead algae use up more dissolved oxygen. The
hypothesis of this study was that the nitrate levels would be low
if it doesn't rain for a long period of time.
II. METHODOLOGY:
The materials that were use for the testing of nitrates were a
test tube, nitrate tablet #1, nitrate tablet #2, a nitrate
nitrogen octa-slide, and an octa-slide viewer. The test kit was
from the LaMotte Chemical Company. The procedure is as found in
the LaMotte nitrate test kit.
III. ANALYSIS OF DATA:
There were twelve testing days. They were tested March and April
of '97. All the testing days recorded a nitrate level of zero
ppm, except on March 21, which was 2ppm.
IV. SUMMARY AND CONCLIJS}ON:
The hypothesis was that nitrate levels would be low when it
doesn't rain for a long period of time, because the lack of rain
doesn't produce runoff. Also, since the study of nitrate levels
was taken in the winter, there weren't as many sources of
nitrates, such as in fertilizers. People use more fertilizer in
the spring and summer. The measurement of 2ppm could have
occurred because it rained the night before. If so, sources of
nitrates might have washed into the water.
V. APPLICATION:
The solution to stopping high nitrate levels is to stop polluting
the ground with cleaners that contain nitrates and to not use as
much fertilizers in the spring. Most of these nitrates enter the
water by runoff.
TITLE: Phosphate Levels At Stephenson Brook
STUDENT RESEARCHERS: Lauren Buono, Joel Diaz, and Alicia Pircio
SCHOOL ADDRESS: Isaac E. Young
270 Centre Avenue
New Rochelle, New York 10805
GRADE: 8th
TEACHER: Patrick M. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The phosphate levels at the Stephenson Brook were studied.
Stephenson Brook is used as a storm drain for New Rochelle.
Phosphates enter the brook by rain bringing the fertilizer from
lawns and fields into the sewers. Phosphates are a compound of a
phosphoric acid and a metal or an organic compound. They are
found in fertilizers and are essential plant nutrients. However,
when there is a large amount of phosphates in the water it can be
dangerous to fish and other aquatic life because of algae bloom.
The bacteria that forms when the algae dies uses up oxygen that
marine life need to live. The hypothesis of this study was that
phosphate levels would average O ppm (parts per million). This
was thought because the tests were taken at the end of winter.
Therefore, fertilizers weren't in great use.
II. METHODOLOGY:
Phosphates were tested from March 20, 1997 to April 10,1997.
Twelve tests were taken. A LaMotte Low Range Phosphate Test Kit
was used to measure the phosphate levels in Stephenson Brook.
The materials used were a test tube, a 1.0 ml. pipet, 1.0 ml. of
Phosphoric Acid Reagent, a 0.l g spoon, one level of Phosphate
Reducing Reagent, and an Axial Reader. The procedure followed
was taken as listed in the test kit.
III. ANALYSIS OF DATA:
The results found in the Stephenson Brook storm drain for
phosphate levels were O ppm for all dates. The New York State
D.E.C. Regulations for phosphates is less than 0.1 ppm. The
data collected shows that the phosphate levels from Stephenson
Brook are not dangerous to marine life in Echo Bay and Long
Island Sound.
IV. SUMMARY AND CONCLUSION:
The results of the twelve tests taken at Stephenson Brook were O
ppm. The hypothesis was proven to be correct and it was found
that these levels are safe for the Brook. The new York State
D.E.C. Regulations claim there shouldn't be over 0.l ppm of
phosphates in the water. If the tests had been taken in the late
spring, summer, or early fall, there would have been a greater
amount of phosphates because of more fertilizer use.
V. APPLICATION:
The results could be used to inform people to not use as much
fertilizer. Fertilizers are plant nutrients which help plants to
grow. Many people use fertilizer for their lawns. When it rains
these fertilizers get washed into Stephenson Brook as runoff.
People can try to prevent this from happening by using less.
Also, homeowners could put a wooden board around their lawns
(2 ft. deep and 1 ft. above ground) to prevent fertilizer from
passing into the drains.
TITLE: Fecal Coliform in Stephenson Brook
STUDENT RESEARCHERS: Nick Carino, Marlene Carneiro, Gerard
Henderson and Amy Maltese
SCHOOL ADDRESS: Isaac E. Young Middle School
270 Centre Ave.
New Rochelle, NY 10805
GRADE: 8
TEACHER: Mr. Patrick M. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Fecal Coliform is an indicator bacteria. By measuring the amount
of fecal coliform it tells how much other pathogenic bacteria is
likely to be in the water. Diseases such as typhoid fever,
hepatitis, gastroent virus, dysentery, and ear infections can be
caused by water highly contaminated by fecal coliform. Fecal
coliform is found in the feces of warm blooded animals and can
enter Stephenson Brook though runoff. Our hypothesis stated
that when it rained, fecal coliform levels would by high because
of runoff containing feces. On dry days, the hypothesis stated
that levels would be low.
II. METHODOLGY:
The materials for the fecal coliform test included forceps,
matches, alcohol, absorbent pads, a syringe, a petri dish, a
sterile filter, a Millipore filtration system, and a 10 ml.
pipette. Before taking the test, all materials were sterilized.
First, forceps were used to place a filter paper on the bottom
half of the filtration system. Then sample water was poured
into the filtration system. Next, the filter paper was placed
into a pertri dish and left in a water bath for 24 hours. When
the time was up, the number of fecal coliform was counted,
multiplied by 20 and recorded as colonies per 100 ml.
III. ANALYSIS OF DATA:
The result for fecal coliform testing on 3-20-97 measured 1,640
per 100 ml. On 3-24-97 it measured 560 per 100 ml. The result
for 3-26-97 was 8,500 per 100 ml. On 4-01-97, it was 990 per 100
ml., and on 4-03-97, it was l,380 per 100 ml. The average amount
of fecal coliform for all the tests taken was 2,325 per 100 ml.
This is within the New York state regulations which runs anywhere
between 2,000 to 5,000 per 100 ml.
IV. SUMMARY AND CONCLUSION:
At the IEY Middle School, fecal coliform tests were taken to
measure the amount of fecal coliform in the waters of Stephenson
Brook. Fecal coliform is found in the feces of warm blooded
animals and can contaminate water. The hypothesis was that when
it rained, fecal coliform levels would be high, and on dry days,
levels would be low. On 3-26-97, the day of the highest reading,
it most likely rained or snowed, but there is no proof of this.
V. APPLICATION:
Because fecal coliform causes diseases, levels should stay low.
A way of keeping levels low in Stephenson Brook is to keep feces
out of the storm drain. An example for this is to use a pooper
scooper after curbing your dog.
TITLE: pH And Ammonia Levels At Stephenson Brook
STUDENT RESEARCHERS: Jermaine Francis, Greg Valvano, Justin
Holland
SCHOOL ADDRESS: Isaac E. Young Middle School
270 Centre Ave.
New Rochelle, NY 10805
GRADE: 8
TEACHER: Patrick M. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
pH is the concentration of hydrogen ions in a solution. If the
pH level is too low or high, some animals wouldn't be able to
survive. The safe pH level in New York is between 6.5 and 8.5, a
weak acid and base level.
Ammonia is the broken down product of liquid and solid waste from
both animals and humans. Ammonia is very poisonous if it is
taken internally by living things.
The hypothesis for our study was that the ammonia levels would
not affect pH levels because pH levels varied, but ammonia stayed
the same.
II. METHODOLOGY:
The procedure for testing for ammonia was followed as described
in Ammonia Nitrogen La Motto test kit: 1) First, a test tube was
filled to the 5 ml line with the sample water. 2) Then one of
the ammonia #1 and #2 tablets was added and mixed until the
tablets were disintegrated. After waiting 5 minutes, the results
were ready. 3) By putting the test tube against the La Motto
Coloruler in a light source, the ammonia levels were determined.
The following procedure was used to test for pH: 1) First, a test
tube was filled with the sample water to the 5 ml line. 2) Then
ten drops of indicator solution were added. 3) It was then
capped and mixed to blend. 4) The test tube was then inserted
into the octet comparator to determine the pH results.
III. ANALYSIS OF DATA
The results of the pH tests ranged from 7.0 to 9.0 and averaged
7.5 over the 11 days that were tested. The results of the
ammonia tests stayed at 0 ppm over the 11 days that were tested.
IV. SUMMARY AND CONCLUSION:
The tests concluded that, because the ammonia levels were 0 ppm
every time that ammonia was tested, there is no ammonia in
Stephenson Brook. pH was within the average acceptable range for
the New York state area. The hypothesis that the ammonia levels
would not affect the pH levels was true. When the pH levels
varied, the ammonia levels didn't. This proved that the ammonia
didn't affect pH levels. The pH levels varied from low to high
every other day, also the ammonia levels could have been low
because no living things live in the water.
V. APPLICATION:
The amount of ammonia might be reduced if people were forced to
pick up their pet's feces. Also, acids from the streets and
other places that can wash into the water could be stopped.
Title: The Vitamin Plants
Student Researcher: Adam Weinstein
School Address: Edgemont Jr./Sr High School
White Oak Lane
Scarsdale, NY 10583
Grade: 7
Teacher: Ms. Russo
I. Statement of Purpose and Hypothesis
In my experiment, I wanted to find out if vitamins affected the
growth of plants. My hypothesis stated that specific vitamins
will help plants grow. Plants given tap water only will grow the
least because there are no specific vitamins in water to help it
grow.
II. Methodology
The materials I used were: plastic cups, Vitamin A, Vitamin C,
Vitamin E tablets, tap water, California Wonder Pepper plants,
soil, plastic spoons, and an eye dropper. I took growing plants
and fed them with different vitamin solutions. The plants were
called California Wonder Peppers. All of my plants were given an
equal amount of sunlight and solution. The different vitamin
solutions served as the manipulated variable. The vitamins I
used to make these solutions were Vitamin A, C, and E. The
controlled variable was the tap water. The responding variable
was the effect of vitamins on plant growth. I did this
experiment in many steps. I first put the 4 plants in 4 plastic
cups which had soil in them. After that, I put hot water and one
vitamin tablet in each cup. The vitamin solutions were formed
when the hot water caused the vitamins to dissolve. I left the
solutions overnight so they could cool down. The next day, I fed
the plants and took their measurements. Every other day I fed
the plants. I recorded their growth every day.
III. Analysis of Data
In my data, I found that the plant given tap water grew the most.
It was the smallest to begin with, but then it had a major
"growth spurt" and grew taller than the others. This disproved
my hypothesis, for I predicted that tap water would grow the
least and Vitamin E would grow the most. In fact, Vitamin E grew
the least. After looking at my charts, the growth of the plants
was uneven. One day they would grow 1 cm and the next day they
wouldn't grow at all. This might have led me to believe that the
plants only grow when they have food, but this was not so. I
can't assume that because there were days they grew when they
weren't fed.
IV. Summary and Conclusion
To summarize, I have found that tap water is a better substance
to use than vitamin solutions when trying to grow plants. The
results totally disproved my hypothesis. What I predicted
happened in the opposite way. In this experiment, when I look at
the results, I begin to believe that maybe the vitamins stunted
the growth of the plants. I now think that if a plant has too
much of only one vitamin, it will not grow as well as it would
with only water. In conclusion, when trying to grow a plant at
home, you should use tap water instead of a vitamin solution.
V. Application
I think that my findings can mainly contribute to the work of
gardeners. It shows that they should use tap water instead of
some kind of vitamin solution. It has also contributed to the
beauty of the world because now I have found a good way to grow
beautiful, healthy plants. I could improve my experiment by
using more than one plant for each substance to compare the
results.
Title: Ice Breakers
Student Researcher: Elena Lalli
School Address: Edgemont Jr./Sr. High School
White Oak Lane
Scarsdale, NY, 10583
Grade: 7
Teacher: Ms. Russo
I. Statement of Purpose and Hypothesis
I wanted to find out more about the methods cities and towns use
in melting excess snow and test these and other substances to see
which was most effective. My hypothesis stated that Rock Salt
would melt the ice the fastest, because I knew it to be a popular
and successful product.
II. Methodology
To test my hypothesis I began by collecting two ice trays, a
measuring instrument, some rock salt, Prestone Ice Melt, sand,
alcohol, baking soda, sugar, a clock, and the data chart I had
made up. Then I used the following procedure to complete the
experiment:
1. Put 25 cubic cm. of water in each ice cube slot and place the
two trays into the freezer.
2. Isolate the ice cubes in the trays so that no spillovers
occur.
3. Add 2 cubic cm. of salt to two of the ice cubes.
4. Time how long it takes to melt each of the two ice cubes and
record time.
5. Repeat steps 3 and 4 using Prestone Ice Melt, sand, alcohol,
baking soda, and sugar.
6. Leave two ice cubes alone and do not add anything to them.
They will be the control.
7. Time how long it takes for the control to melt and record
time.
8. Write down any notes or comments in "Notes" column.
9. Repeat experiment once more.
There were many different types of variables in this experiment.
The controlled variables were the size of the ice cube, the
amount of the substance used, and the room temperature in which
the experiment was conducted. The manipulated variables were the
kind of substances (i.e. rock salt, baking soda etc.) and the
responding variable was how fast the ice cube melted.
III. Analysis of Data
In most cases, it took at least two hours for the ice cube to
fully melt, but the melting time varied greatly, depending on the
substance used. Prestone Heat Ice Melt did the best job in
melting the ice (it took, as an average, 1 hour, 59 minutes)
followed closely by rock salt (which took 2 hours, 19 minutes).
Sand and sugar seemed to actually trap the cool of the ice, which
probably accounts for the fact that they took longer to melt than
the control. Sand's average melting time was 3 hours, 18
minutes, sugar's was 3 hours, 3 minutes, and the control took 2
hours and 59 minutes. Prestone, rock salt, and alcohol seemed to
achieve their fast time by first breaking the bond between the
ice cube and the tray and then worked to melt the cube. To
finish up stating the melting times - alcohol achieved 2 hours,
35 minutes, and baking soda followed with 2 hours, 47 minutes.
IV. Summary and Conclusion
After completing this experiment I found out that Prestone Heat
Ice Melt, a product developed for the purpose of melting snow and
ice, was able to melt the ice cube in the shortest time. Rock
salt, also made for this purpose, came in second. I, therefore,
reject my hypothesis because, while it was close, rock salt
didn't do the fastest job. I feel that I conducted this
experiment in a scientific way and was able to improve it even as
I went along. For example, when I realized that the size of the
ice cube should be exact I made it so for the last two of my
tests. This correction made the results more accurate even
though the relative melting time didn't change.
V. Application
The research I did in my home can be used by cities and towns
when deciding how to dispose of excess snow and ice so as to make
the roads easier to travel on. While I have observed rock salt
being scattered on streets, a more effective approach would be to
use Prestone Ice Melt or another such product because of their
faster melting time. Cities need to realize however, that sand
actually slows the melting time of snow and ice. While it may be
put down for traction, it should not be used if the purpose is to
melt the snow. What this experiment does not analyze is the
environmental impact of the various substances used.
Environmental impact and, of course, the relative cost of the
various substances are factors that every town or city must take
into account. This ice and snow problem arises nearly every
winter and it needs to be dealt with. Scientific research like
mine can help to solve this problem and, as a result, make one
corner of the world a better place.
Title: Growing Plants In Sand and Sponges with Calcium and
Hydrated Lime.
Student Researcher: Samantha K. Rosenberg
School Address: Edgemont Jr./Sr. High school
White Oak Lane
Scarsdale, NY 10583
Grade: 7th
Teacher: Mrs. Russo
I. Statement of Purpose and Hypothesis:
I wanted to find out if plants could be grown without soil, but
with other forms of plant supporting media and nutrients like
calcium and lime. Plants need soil because it supports the plant
and its roots and provides vitamins and nutrients for it. I have
two hypotheses. One is that I think plants can grow with
nutrients in substances like gravel, sand, and clay, etc.
because it can support the plant and its roots. The other
hypothesis is that I do not think plants can be grown in
substances like sawdust, sponge, and straw because it cannot
support the plants and its roots, even with nutrients. If plants
can successfully grow without soil, a lot of money and land can
be saved.
II. Methodology:
Before I started my experiment, I bought some materials. I got
ten Granada marigold flowers, ten pots, four Miracle Grow calcium
sticks, a box of hydrated lime, a bag of coarse sand, and six
sponges (that I later cut up in little squares). The controlled
variables are the flowers (same type), the pots (same size and
type), the sunlight, and the amount of water (the same amount
given to each plant). The manipulated variables are the
different types of media which are coarse sand and sponge. The
responding variable is the height of each plant.
I put four marigolds, each in a pot of the coarse sand and four
marigolds, each in a pot of cut up sponge squares. I put one
Miracle Grow calcium stick in two of the pots with sand and two
of the pots with sponge. I took the hydrated lime and put it in
a gallon of water and I created this lime solution. I poured the
lime solution on the other two plants in the sponge and sand.
The remaining two plants were each put in a pot of soil as the
control. Each day I watered every plant with 3/4 of a liter.
Every day I recorded the height of each plant and my
observations.
III. Analysis of Data:
Over the past twenty-four days, I observed that my marigolds grew
well in the coarse sand with lime. Unfortunately, every thing
else died. One of my hypotheses was half incorrect. Not all the
plants in coarse sand lived. The ones in calcium started off
well, but later died. The other hypothesis was almost correct.
In the sponge with lime, the marigolds did terrible right from
the start. In the sponge with calcium, the marigolds were doing
great. They were even growing new buds. Only one of those died,
the other marigold however, remained alive.
IV. Summary and Conclusion:
I grew ten Granada marigold plants. Half the ones in the coarse
sand died, and all but one of the marigolds in the sponge died.
Therefore, my first hypothesis was half correct and my second
hypothesis was almost correct.
V. Application:
I observed that most of my plants died. Which concludes that
plants really do need soil to grow. They need soil to support
the plants' roots and for nutrients. It's too bad, if plants
could grow without soil, it would be a scientific break through
in irrigation. It could save land for other uses than planting.
The extra land could be used for construction, make an
environmental habitat for animals, anything!
Title: The Incredible Expansion
Student Researcher: Lauren Molisani
School Address: Edgemont Junior Senior High School
White Oak Lane
Scarsdale, NY 10583
Grade: 7
Teacher: Ms. Russo
I. Statement of Purpose and Hypothesis
I wanted to find out about how different kinds of soda produce
different amounts of gas. My hypothesis is that different sodas
will have different levels of gas.
II. Methodology
These materials were used: four 20 ounce plastic soda bottles,
four balloons of the same shape and size, four soda brands-
Pepsi, Minute Maid Orange Soda, Mugs Root Beer, and Sprite, a
string to be used for measurement and a ruler. The manipulative
variable was the different brands of soda, the controlled
variables were the size of the soda bottle, the amount of soda,
the size of the balloons, and the number of times each bottle was
shaken. The responding variable is the size of the balloon.
1. Each of the soda bottles were emptied of four ounces leaving
16 ounces in the bottle for the experiment.
2. Each bottle had a balloon securely attached to the top after
the twist top was removed.
3. (The next step was repeated in the same way for each bottle)
The bottle was taken and shaken up and down 10 times, the balloon
was supported so that it would remain straight enough to allow
the gas to travel into it.
4. As soon as the bottle was shaken the balloon began to expand
as gas escaped into it. With the 10 shakes complete, a string
was used to measure the circumference of the balloon at the
largest part in order to measure the gas filled space. The
string was then measured against a ruler.
III. Analysis of Data
Each of the four soda brands tested did let off a different
amount of gas. The conclusion was based on the different
measurements that were obtained. The Minute Maid had far less
gas that escaped than any of the other soda - the balloon
circumference was only 8.5 cm. The Pepsi and Sprite were the
most alike with the following measurements Pepsi - 21.5 cm,
Sprite- 24.9 cm.. The soda sending off the most gas was the Mugs
Root beer with a circumference of 30 cm.
IV. Summary and Conclusion
The hypothesis I proposed was correct. The different brands of
soda that I tested did have different gas levels. This was shown
visually by looking at the different inflated balloon sizes and
checked by measuring the size of each with a string. It was
difficult to get the balloon to fit securely each time.
V. Application
The gas in soda can be bothersome to some people who drink it.
Perhaps knowing which soda has the least gas in it would help
some people choose a soda they can enjoy and yet not have the bad
effects.
Title: The Amount of Pollution In the Form of Airborne
Particles in 10 Different Places of Edgemont
Student Researcher: Audrey Green
School Address: Edgemont Jr/Sr High School
White Oak Lane
Scarsdale, NY 10583
Grade: 7
Teacher: Ms. Russo
I. Statement of Purpose and Hypothesis:
For my science fair project, I wanted to see which part of town
is most polluted. My hypothesis stated that out of 10 locations,
Burger King on Central Avenue would have the most pollution, and
that Hadden Road would have the least. I thought this because I
considered the amount of traffic that passed by the specific
areas. I thought the location with the most traffic would have
the largest amount of pollution; and the location with the least
amount of traffic would have the least amount of pollution.
II. Methodology:
I tested my hypothesis by placing index cards, smeared with
petroleum jelly, in 10 different locations in Edgemont. The
locations were, Burger King on Central Ave., the corner of
Underhill Rd. and Central Ave., the corner of Longview Rd. and
Fort Hill Rd., the corner of Pheasant Run and Fort Hill Rd., the
intersection of Old Army Rd. and Mount Joy Ave., Hadden Rd., the
front of Greenville School on Glendale Rd., on the comer of
Highland Rd. and Ardsley Rd., and the intersection of Greenville
Rd. and Highland Rd.
I used 10 index cards, 10 wooden dowels, a compass, petroleum
jelly, a hammer, tape (clear tape and duct tape), a small knife,
and a pen. I took my index cards, with the names of the
locations clearly written on them in pen and made a 2 inch
(diameter) circle using a compass. I then smeared petroleum
jelly inside each circle with a small knife. I attached each
note card to a different wooden dowel with duct tape and placed
one in each location.
Each note card had the same amount of petroleum jelly on it and
the circle was the same size. I pounded each dowel into the
ground so that the bottom of the circle was 2 feet above the
ground. Each card faced the road and each card was about 5 feet
away from the road.
Forty-eight hours later, I collected the dowels, and immediately
placed clear tape over the samples. I made a scale of 1 to 5 and
rated each card according to the amount of particles that had
gotten stuck to the petroleum jelly -- 1 meaning no particles and
5 meaning almost full of particles.
The controlled variables were the amount of petroleum jelly, the
size and type of index cards, the height at which the bottom of
the circle of petroleum jelly was placed, the size of the circle
in which the petroleum jelly was placed, the type of tape placed
over the sample, and the distance the sample was placed from the
road. The manipulated variable was the placement of the cards,
and the responding variable was the number of particles that got
stuck to the petroleum belly.
III. Analysis of Data:
I found that the most polluted area of town was on Glendale Road,
by the Greenville School. I rated this spot a 5. I think this
is because of the heavy volume of traffic that travels to and
from Greenville twice every day. There is only one way to access
the Greenville School from the front, which is to drive down to
the end of Glendale Road.
When kids are dropped off and picked up, their
parents/babysitters often have to wait in a long line of cars to
reach the front. These cars stand almost still and so they let
out a huge amount of exhaust.
There is a 2 way tie for the least amount of pollution, (each
receiving a rating of 2) an one of them is by Crane's Pond. This
is on Edgemont Rd. and it leads to the Pipeline. This site isn't
very polluted because when cars pass, they usually go at a fairly
high speed. This doesn't allow a lot of exhaust to stick to the
jelly, and so this area isn't so polluted. The other area is the
corner of Fort Hill Road and Longview Road. This area isn't
polluted for the same reason.
There are 3 other big pollution areas, all receiving a rating of
4. One of them is the corner of Underhill Rd. and Central Ave.
I think this area is polluted because it is on a turn, where
people have to slow down, which causes cars to give off more
exhaust. This spot is also not far from a traffic light.
Another 4 is the intersection of Fort Hill Rd. and Pheasant Run.
This area is polluted because it is close to Jackson Avenue.
Whenever a car enters Edgemont from Yonkers, it has to pass this
intersection. Although the cars often ride at a fast speed,
there are a lot of them which creates more pollution. The last 4
is Burger King. This location also gets a lot of traffic, being
on Central Ave. The volume of traffic also makes this site a
polluted one.
The remaining locations all got a rating of 3. They are not very
polluted, but they are not perfect either. They are on Hadden
Road, Greenville School by Ardsley Road, the corner of Mt. Joy
Ave. and Old Army Road, and the intersection of Greenville Rd.
and Highland Rd. These are mostly busy residential areas with a
moderate amount of traffic. (All observations of pollution
particles were made by using a magnifying glass.)
IV. Summary and Conclusion:
I learned that the most polluted area of Edgemont is the section
of Glendale Road that leads to the Greenville School. This isn't
good for the residents there, because their front yards are more
polluted than some of the busiest intersections in Edgemont.
V. Application:
Now that I have identified a major problem, I think something
should be done to help reduce the amount of pollution and make
the air quality of this site better.
The air quality is important for many reasons. For one, people
who suffer from allergies and asthma may have a problem breathing
in air that is contaminated, such as the air at Greenville.
Another concerns the health of plants, which are important to
humans. If too many plants are killed, that will lessen the
amount of oxygen which people need to survive, and lead to an
increase in carbon dioxide. Plants take in carbon dioxide and
give off oxygen
My experiment helped me to learn a great deal about the air
quality of this town and I hope it has helped you learn more,
too.
© 1998 John I. Swang, Ph.D.