The National Student Research Center
E-Journal of Student Research: Science
Volume 6, Number 5, March, 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
- The Effect Of Gravity On Falling
Objects Of Different Weights
- What Is The Effect Of Video Games
On The Heartrate Of A Person?
- Which Cookie Pan Bakes Cookies The
Best?
- Levers and Fulcrums
- A Study Of Surface Tension With Cheerios
- Will The Weight Of A Bob On A Pendulum
Affect The Amount Of Time It Takes The Pendulum To Make One Full
Swing?
- The Effect of Sugar, Caffeine, Carbonated
Water, and Vitamin C On The Growth of Marigolds
- The Effects of Water Temperature
on the Floatation of Objects
- How Color Affects the Absorption
of Heat Radiation
TITLE: The Effect Of Gravity On Falling Objects Of Different
Weights
STUDENT RESEARCHERS: Chris Chugden and Whitney Stoppel
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 gravity on falling objects of different weights. Our
hypothesis states that both the cans of different weights will
hit the ground at the same time.
II. METHODOLOGY:
First, we chose a topic. Next, we wrote our statement of
purpose. Then we conducted a review of literature about falling
objects, weight, mass, velocity, gravity, momentum, inertia, and
force. Then we developed a hypothesis.
Next, we developed a methodology to test our hypothesis. First,
we gathered our materials. We took two cans of clear beef broth
and emptied one of the cans. Both cans were identical in size
and shape. They were 7.5 centimeters in diameter and 11.2
centimeters tall. The full can weighed 411 grams and the empty
one weighed 2.02 grams. Next, we dropped the cans at the same
time from a height of 68.5 centimeters. Then we observed which
can hit the ground first. We repeated this procedure five more
times.
We recorded our data in a systematic way on a data collection
sheet and we analyzed our data using simple statistics, charts,
and graphs. Next, we wrote our summary and conclusion where we
accepted or rejected our hypothesis. Finally, we applied our
findings to the world outside the classroom.
Our control variables were the height that we dropped the cans
from and the shape and size of the cans. Our manipulated
variable was the weight of the cans. Our responding variable
was the amount of time the cans took to hit the ground.
Our materials were; two cans the same size and shape (one empty
and one full), a table, and a data collection sheet.
III. ANALYSIS OF DATA:
For every trial, the two cans hit the ground at the same time.
Which Can Hit First When Dropped From 68.5 Centimeters?
WEIGHT | TRIAL 1 | TRIAL 2 | TRIAL 3 | TRIAL 4 | TRIAL 5 |
Empty Can | Both | Both | Both | Both | Both |
Full Can | Both | Both | Both | Both | Both |
IV. SUMMARY AND CONCLUSION:
We found out that the two cans will hit the ground at the same
time no matter how much they each weighed. This happens because
gravity pulls harder on heavier objects than lighter objects.
Consequently, all objects fall at a rate of 9.8 meters per
second per second. Therefore we accept our hypothesis which
stated that both of the broth cans of different weights will hit
the ground at the same time.
V. APPLICATION:
Our finding could help NASA launch technicians calculate how
much force a satellite will need to counteract the pull of
gravity. Also, we can now tell our friends how fast they are
dropping in the Tower of Terror at Disney World.
TITLE: What Is The Effect Of Video Games On The Heartrate Of A
Person?
STUDENT RESEARCHERS: James Rees and Jack Bell
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 to find out if
video games affect the heartrate of a person. Our hypothesis
states that playing a video games will increase the heart rate
of a person.
II. METHODOLOGY:
First, we identified our topic. Then we wrote our statement of
purpose. After that we reviewed the literature about blood,
blood pressure, heart, stress, pulse, and video games. Next, we
wrote a hypothesis.
Then we developed a methodology to test our hypothesis. We set
up our video game system and each research partner gathered two
children between the ages of 8-13 and two adults between the
ages 36-48. We made the person rest for five minutes before
they played the video game. Then we took their pulse for one
minute by feeling the person's wrist directly under the thumb
with our pointer and index finger put together. After that we
let the person play for five minutes. We took their pulse for
one minute after they finished playing. Again we made the
person rest for five minutes and then we measured their pulse
for one minute. We repeated this procedure for the all eight
people.
We recorded our data on a data collection sheet. Next, we
analyzed our data with simple statistics, charts, and graphs.
Then we wrote our summary and conclusion and accepted or
rejected our hypothesis. Finally, we applied our finding to the
world outside the classroom.
Our control variables were the way we felt for the pulse with
our fingers, the video game that was played, and the amount of
time the game was played. Our manipulated variable was the
playing of the video game. Our responding variable was the
effect of the video game on the heart rate of the people.
Our materials included a Sony Playstation, Twisted Metal 2 (the
video game), a data collection sheet, and a timer.
III. ANALYSIS OF DATA:
Our data show that the resting heart rate of adult one was 75
beats per minute, the heart rate after playing the video game
was 82 beats per minute, and the heart rate after 5 minutes of
rest was 76 beats per minute.
Our data show that the resting heart rate of adult two was 80
beats per minute, the heart rate after playing the video game
was 80 beats per minute, and the heart rate after 5 minutes of
rest was 80 beats per minute.
Our data show that the resting heart rate of adult three was 82
beats per minute, the heart rate after playing the video game
was 83 beats per minute, and the heart rate after 5 minutes of
rest was 84 beats per minute.
Our data show that the resting heart rate of adult four was 84
beats per minute, the heart rate after playing the video game
was 87 beats per minute, and the heart rate after 5 minutes of
rest was 86 beats per minute.
Our data show that the average resting heart rate for the adults
was 80.25 beats per minute, the average heart rate after playing
the video game was 83 beats per minute, and the average heart
rate after 5 minutes of rest was 81.25 beats per minute.
Our data show that the resting heart rate of child one was 92
beats per minute, the heart rate after playing the video game
was 92 beats per minute, and the heart rate after 5 minutes of
rest was 96 beats per minute.
Our data show that the resting heart rate of child two was 90
beats per minute, the heart rate after playing the video game
was 95 beats per minute, and the heart rate after 5 minutes of
rest was 90 beats per minute.
Our data show that the resting heart rate of child three was 73
beats per minute, the heart rate after playing the video game
was 75 beats per minute, and the heart rate after 5 minutes of
rest was 74 beats per minute.
Our data show that the resting heart rate of child four was 76
beats per minute, the heart rate after playing the video game
was 78 beats per minute, and the heart rate after 5 minutes of
rest was 75 beats per minute.
Our data show that the average resting heart rate the children
was 82.75 beats per minute, the average heart rate after playing
the video game was 85 beats per minute, and the average heart
rate after 5 minutes of rest was 83.75 beats per minute.
Heart Rates Of The People (beats per minute)
| After First | After 5 min.|After 5 min. |
| 5 m. Rest | Game Play | of rest |
Adult 1 | 75 | 82 | 76 |
Adult 2 | 80 | 80 | 79 |
Adult 3 | 82 | 83 | 84 |
Adult 4 | 84 | 87 | 86 |
Average | 80.25 | 83 | 81.25 |
| After First | After 5 min.| After 5 min.|
| 5 m. Rest | Game Play | of rest |
Child 1 | 92 | 92 | 96 |
Child 2 | 90 | 95 | 90 |
Child 3 | 73 | 75 | 74 |
Child 4 | 76 | 78 | 75 |
Average | 82.75 | 85 | 83.75 |
IV. SUMMARY AND CONCLUSION:
Our data show that video games do effect the heart rate of
people. When children played the video game their heart rate
increased 2.25 beats per minute. When the adults played their
heart rate was increased by 2.75 beats per minute. Therefore we
accept our hypothesis which stated that video games will affect
the heart rate of people.
V. APPLICATION:
We could apply our findings to the world outside the classroom
by informing people with heart problems that playing video games
will increase their heart rate. Playing video games can also be
used to increase hand-eye coordination. It can also be used in
physical therapy for the hand. So people who are wanting to
increase their coordination might want to play video games.
Video games stimulate the brain as well, so people that have
just gone through brain trauma could use video games to increase
the stimulation of the damaged area.
TITLE: Which Cookie Pan Bakes Cookies The Best?
STUDENT RESEARCHER: Casie McEvoy
SCHOOL ADDRESS: Mandeville Middle School
2525 Soult Street
Mandeville, Louisiana 70448
GRADE: 5
TEACHER: Mrs. Hulin
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out which pan (glass, tin, or foil) will bake the
best Nestle' Toll House cookies. My hypothesis states that the
tin pan will bake the best.
II. METHODOLOGY:
The materials I used for my experiment were 3 different baking
pans (glass, foil, and tin), a spatula, a mixer, a big spoon, an
oven, a timer, a bowl, measuring cups, and the Nestle' Toll
House cookie recipe:
2 1/4 cups of all purpose flour1 teaspoon of baking soda
1 teaspoon of salt1 cup [2 sticks] of butter
3/4 cup granulated sugar3/4 cup packed brown sugar
1 teaspoon vanilla extract2 eggs
2 cups of [12 ounce] package of semi-sweet chocolate morsels
First, I preheated the oven. Second, I made the cookies.
Third, I placed five small mounds of cookie dough (1 tbsp.) on
each of the foil, glass, and tin pans. Fourth, I baked cookies
for 10 minutes. Fifth, I removed the cookies from the oven and
cooled them on a rack. Sixth, I checked all the cookies from
each of the three pans for similarities and differences.
III. ANALYSIS OF DATA
When I baked the cookies on the foil pan, they were a light
brown on the outside and yellow in the middle. They were soft
in the middle and about to fall apart. When I baked the cookies
on the glass pan, they were uncooked. The cookies looked like
melted cookie dough. When I baked the cookies on the tin pan,
they were big and puffy. The cookies were fully cooked. The
color was golden brown.
IV. SUMMARY AND CONCLUSION:
In this experiment, I learned that 3 different pans do not all
bake the same. As expected, the tin pan baked the best and in
the fastest time. The foil pan was similar, but harder to work
with because it was not sturdy enough for the cookies. The
glass pan took longer to cook because the pan took longer to
heat up. This caused the cookies to spread out like pancakes.
I accept my hypothesis which stated that the tin pan will bake
the best.
V. APPLICATION:
I can apply my findings by letting others know that not all pans
cook the same. Some pans are for baking cookies and doughs
while other pans are used for cooking different foods.
TITLE: Levers and Fulcrums
STUDENT RESEARCHER: Luke King
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Mrs. Kabrich
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if the position of a fulcrum affected the
amount of effort needed to lift an object. My hypothesis
stated that as the fulcrum moved closer to an object, less
effort would be needed to lift the object.
II. METHODOLOGY:
The materials I used to conduct my research included lumber,
dowels, nails, saw, a drill, bits, 2.5 and 5 pound weights,
spring weight scale, pencil, and paper.
The steps needed to conduct my research included the following:
Step 1: Build a first class lever with five fulcrum positions
and a level mark.
Step 2: Design a data collection sheet to record the data.
Step 3: Place a 2.5 pound weight (the object) on one end of the
lever.
Step 4: Place a spring weight scale at the opposite end of the
lever from the weight.
Step 5: Put the lever on the fulcrum position farthest from
weight.
Step 6: Pull on the scale until the lever is level.
Step 7: Measure the effort to level the lever by reading the
pounds of effort on the spring weight scale.
Step 8: Record the data on the data sheet.
Step 9: Repeat steps 6, 7 and 8 two more times.
Step 10: Move the lever to next fulcrum position closer to the
weight.
Step 11: Repeat steps 6, 7, 8, 9 and 10 until all five fulcrum
positions are tested with the 2.5 pound weight.
Step 12: Replace the 2.5 pound weight with a 5 pound weight.
Step 13: Repeat steps 5 through 11.
Step 14: Analyze the data.
Step 15: Accept or reject the hypothesis.
III. ANALYSIS OF DATA:
When the fulcrum was 18.5 inches away from the 2.5 pound weight,
it took an average of 13 pounds of effort to level the lever.
At the position when the weight was 14.75 inches from the
fulcrum, the average effort taken was 5.1 pounds to balance the
lever. On an average, it took 2.6 pounds of effort to balance
the lever when the fulcrum was 11 inches away from the weight.
At a point where it took an average of 1.1 pounds of effort to
level the lever, the fulcrum was 7.25 inches from the weight.
It took an average of 0.3 pounds of effort to balance the lever
when the fulcrum was 3.75 inches away from the weight. In each
case, as the fulcrum got closer to the weight, it was easier to
lift the 2.5 pound object.
When the fulcrum was 18.5 inches away from the 5 pound weight,
it took an average of 25.5 pounds of effort to balance the
lever. On average, it took 9.5 pounds of effort to balance the
lever when the fulcrum was 14.75 inches away from the weight.
At the point when the fulcrum was 11 inches away from the
weight, it took an average of 4.7 pounds of effort to level the
lever. It took an average of 2.3 pounds of effort to balance
the lever when the fulcrum was 7.25 inches away from the weight.
At a point where it took O.9 pounds of effort to balance the
lever, the fulcrum was 3.75 inches away from the weight. As in
the 2.5 pound trails, as the fulcrum got closer to the weight,
it took less effort to lift the 5.0 pound object.
IV. SUMMARY AND CONCLUSION:
My experiment proved that as the fulcrum moved closer to the
object, it took less effort to level the lever. As the fulcrum
moved further away from the object, it took more effort to
balance the lever. Therefore, I accept my hypothesis.
V. APPLICATION:
I think my information can have some value any time a person
needs to lift a heavy object. For instance, if a person was
driving in a field and the truck tire got stuck in a hole, the
person could make a lever with a tree limb and use a rock as a
fulcrum and lift the truck tire out of the hole by lifting the
truck.
TITLE: A Study Of Surface Tension With Cheerios
STUDENT RESEARCHER: Rick Dupont
SCHOOL NAME: Mandeville Middle School
2525 Soult Street
Mandeville LA. 70448
GRADE: 6th
TEACHER: Mrs. Bendernagle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if two fresh Cheerios came together in all
liquids like they do in milk because it is weird that they come
together without you moving them. My hypothesis states that
Cheerios will come together in all liquids.
II. METHODOLOGY:
First, I chose a topic. Then I wrote a statement of purpose.
Then I did a review of literature about surface tension. Then I
wrote a hypothesis.
Then I wrote a methodology to test my hypothesis. I took out
two fresh Cheerios from a box. I placed them in the liquids: A)
milk, B) O.J., C) Cranberry Juice, D) Soda, E) Alcohol, and F)
Oil. I looked to see if the two Cheerios came together like
they do in milk.
I recorded the result of each liquid on a data collection sheet.
Then I analyzed my data using simple statistics, charts, and
graphs. Next, I wrote a summary and conclusion. Then I
rejected or accepted my hypothesis. Finally, I applied my
findings to life.
III. ANALYSIS OF DATA:
On the first trial, the two Cheerios in the milk came together.
On the second trial, the two Cheerios came together also. On
the third and final trial with the milk, the Cheerios came
together. The trials with the cranberry juice were the same as
the milk. All of the trials showed that the Cheerios came
together. The soda was exactly the same as the milk and
cranberry juice. The Cheerios came together in all the trials.
The Cheerios in oil came together on the first and second trial.
On the third trial, the Cheerios did not come together. The
movement was slow in the oil. The Cheerios didn't come together
on the second and third trials when placed in alcohol. They
did, however, come together on the first trial. The Cheerios in
water came together on the first and second trials, but not on
the third trial. The Cheerios in orange juice came together on
the first and third trial, but not on the second trial.
IV. SUMMARY AND CONCLUSION:
According to my data, the Cheerios came together more often then
they didn't. Therefore, I accepted my hypothesis that Cheerios
will come together in all liquids.
V. APPLICATION:
These findings can be useful because the force that brings the
objects together is surface tension. I read that surface
tension is in all objects. My experiment proves that in some
liquids it isn't strong enough to pull Cheerios together.
TITLE: Will The Weight Of A Bob On A Pendulum Affect The
Amount Of Time It Takes The Pendulum To Make One Full
Swing?
STUDENT RESEARCHER: George Davis McPherson, Jr
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know if the weight of a bob on a pendulum affects the
amount of time it takes the arm to make one full swing. My
hypothesis states that the period of swing for a pendulum will
increase as the weight of the bob increases.
II. METHODOLOGY:
First, I chose my topic. Then I wrote a statement of purpose.
I then conducted a review of literature about pendulums, weight,
momentum, motion, acceleration, force, gravity, period of swing,
and inertia. Next, I came up with a hypothesis. Then I
developed a methodology to test my hypothesis. Next, I gathered
the materials necessary to conduct my experiment. Then I built
a pendulum out of nails and a ninety centimeter piece of string.
I hung it from the wall with a nail so that it could swing
freely with no friction. I taped a bob to its end. Then I
swung the pendulum three different times with three bobs of
different weights that were 50 g, 100 g, and 200 g. I swung the
pendulum from a one hundred and eighty degree angle. I timed
how long it took for the arm to complete one full swing. Next,
I recorded the results on a data collection sheet. I repeat
this procedure three times for each bob. I then analyzed my
data. Finally, I accepted or rejected my hypothesis, wrote a
brief summary and conclusion, and applied my findings to the
world outside of the classroom.
III. ANALYSIS OF DATA:
In my research, I found that the period of swing while using the
50 g weight was .57 seconds on the first trial, .54 seconds on
the second trial, and .51 seconds on the third trial, with an
average of .52 seconds. The results while using the 100 g
weight were .50 seconds on the first trial, .50 seconds on the
second trial, and .54 seconds on the third trial, with an
average of .52 seconds. The results while using the 200 g
weight were .50 seconds on the first trial, .52 seconds on the
second trial, and .51 seconds on the third trial, with an
average of .52 seconds.
IV. SUMMARY AND CONCLUSION:
In conclusion, I found that the average amount of time it took
the 50 g weight to make one full swing was .52 seconds. The
average amount of time it took the 100 g weight to make one full
swing was .52 seconds. The average amount of time it took the
200 g weight to make one full swing was .52 seconds. Therefore
I reject my hypothesis which stated that the period of swing for
a pendulum will increase as the weight of the bob increases.
V. APPLICATION:
I could apply the knowledge I've gained while doing my research
to the world outside of the classroom by telling someone who is
making a pendulum clock that they don't have to worry about the
weight of the bob, but only the length of the arm if they want
it to have a precise timing device.
Title: The Effect of Sugar, Caffeine, Carbonated Water, and
Vitamin C On The Growth of Marigolds
Student Researcher: Caroline Dann
School Address: Westminster School
3819 Gallows Road
Annandale, 22003, VA
Grade: Eighth Grade
Teacher: Ms. Cynthia Bombino
I. Statement of Purpose and Hypothesis:
I want to know how sugar, caffeine, carbonated water, and
Vitamin C affect the growth of marigolds. My hypothesis states
that sugar, caffeine, carbonated water, and Vitamin C will
enhance the germination and growth of marigolds more than spring
water will.
I used the following materials in my experiment: spring water,
tablespoon measure, mortar and pestle, sugar, centimeter ruler,
Magic Marker, Water Joe, seed flats (10 compartments),
carbonated water (no sugar added), marigold seeds (1 package),
topsoil, 1/8 cup measure, vitamin C tablets, and two empty 1
liter bottles.
I used the following procedure to test my hypothesis:
1) Fill each compartment in the seed flat with topsoil. Plant
2 seeds per compartment one inch below the surface of the soil.
Place the flat in an area exposed to sunlight.
2) With the marker, label 2 compartments "control." Label
each group of two compartments as "Carbonation," "Water Joe,"
"Sugar," or "Vitamin C."
3) Grind 8 Vitamin C tablets to a powder with the mortar and
pestle. Mix the resulting powder with 4 cups of spring water in
an empty 1 liter bottle. Store for future use.
4) Mix 8 tablespoons of sugar with four cups of spring water in
a second empty 1 liter bottle. Store for future use.
5) Pour 1/8 cup of spring water on the first 2 compartments
labeled "Control."
6) Pour 1/8 cup of Water Joe on the compartments labeled
"Caffeine."
7) Pour 1/8 cup of the mixture of Vitamin C and water on the
compartments labeled "Vitamin C."
8) Pour 1/8 cup of the sugar-water mixture on the compartments
labeled "Sugar."
9) Pour 1/8 cup of the carbonated water on the compartments
labeled "Carbonation."
10) Repeat steps 5-9 every 36 hours.
11) When the plants germinate, approximately 7 days after
planting, record the percentage of seeds that germinated.
12) After 2 weeks, record the heights of the plants in
centimeters.
13) Repeat steps 1-12 for two more trials.
III. Analysis of Data
Average Height of Plants After Three Trials
Control Vitamin C Sugar Carbonated Water Joe
Spring Water Water Water Water (Caffeine Water)
5.8 cm 4.8 cm 0 cm 6.3 cm 4.6 cm
Percent of Seed Which Germinated
Control-Water - 7/12 = 58%
Vitamin C - 8/12 = 67%
Sugar - 0/12 = 0%
Carbonation - 8/12 = 67%
Water Joe - 6/12 = 50%
IV. Summary and Conclusion:
My hypothesis which stated that sugar, caffeine, carbonated
water, and Vitamin C will enhance the germination and growth of
marigolds more than spring water was disproved. The sugar
water, for example seemed to prohibit all growth. This may have
been a result of the concentration of the sugar being too great.
Caffeine and Vitamin C caused the average growth of the plants
to be slightly lower than that of the control. However, the
carbonated water resulted in the total average height of the
plants being the greatest of all. It is possible that the
bubbles in the carbonated water contained gases that promoted
the growth of the seeds. Also, during the third trial, the
plants serving as the control failed to germinate. This may
have been the result of lack of sunlight or over-watering.
V. Application
I recommend that people should water their plants with
carbonated or spring water for the best growing results.
TITLE: The Effects of Water Temperature on the Floatation of
Objects
STUDENT RESEARCHER: Capaso D. Casino
SCHOOL: Westminster School
Annandale, Virginia
GRADE: 7
TEACHER: Mrs. Bombino
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I am conducting an experiment to determine the effects of hot,
cold, and room temperatures on the buoyancy of objects in water.
My hypothesis states that, with an increase in water
temperature, the buoyancy of an object in water will increase.
II. METHODOLOGY
I used the following materials and equipment in my research
project: Water, Paper, Pencil, BB's, Stove, Freezer, and Petri
Dish.
In this experiment, the independent variable was the temperature
of the water. The dependent variable was the number of BB's the
petri dish could hold at each temperature before sinking.
I used the following procedure to test my hypothesis:
1. Boil 4 cups of tap water.
2. Refrigerate ( for I 1/2 hours ) 4 cups of water.
3. Lay out 3 containers, each filled with four cups of hot, cold,
and room temperaturewater water
4. Place a petri dish on each container of water.
5. Add BB's to the petri trays until they sink - record
findings concerning number of BB's required to sink petri dish
in each case.
6. Repeat two more times.
III. ANALYSIS OF DATA
Number of BB's Before Petri Dish Sank
Trial Trial Trial
1 2 3 Average
Room temperature 90 96 95 93.3
Boiling Hot 97 99 96 97.3
Refrigerated Cold 93 90 107 96.3
My data show that the petri dishes cold hold more weight when in
hot and cold water. They seem to be more buoyant in hot and
cold water than in room temperature water.
IV. SUMMARY AND CONCLUSION
After finishing this experiment, I have concluded that the
temperature of the water effects only slightly the buoyancy of
objects in the water. I concluded that the extreme water
temperatures, cold and hot, could keep slightly more weight
floating. I am forced to reject my hypothesis since a decrease
in water temperature appears to increase buoyancy as much as an
increase in water temperature. My data may be of limited
reliability since there was no consistency of results for each
water temperature I used in my experiment.
V. APPLICATION
If we know that extreme water temperatures will slightly affect
the buoyancy of objects floating water. I could apply this
finding to the world outside the classroom by informing ship
builders to consider this factor when building ships which would
travel through different temperature zones.
TITLE: How Color Affects the Absorption of Heat Radiation
STUDENT RESEARCHER: Mika Nagasaki
SCHOOL ADDRESS: Westminster School
3819 Gallows Road
Annandale, Virginia 22003
GRADE: 8
TEACHER: Cynthia Bombino
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The purpose of this experiment is to find out which colors
absorb the most heat radiation. My hypothesis states that the
black can will absorb more heat radiation than the others.
II. METHODOLOGY:
The materials I used to test my hypothesis included: paint
(black, red, white, blue, yellow), paintbrush, thermometer,
lamp, 25 mL graduated cylinder, 100 watt light bulb, dropping
pipette, 6 identical soup cans, and marker.
My independent variable was the color of the cans. My dependent
variable was the temperature inside each can. My control
variables included the size and shape of the unpainted cans, the
wattage of the heat source, and its distance from the cans.
My procedure included the following steps: 1) Remove the labels
from the cans. Paint the outsides and insides of each of the
cans with each of the colors. 2) Fill each can with 100 mL of
water. 3) Adjust the lamp to the desired position. Mark the
spot where the light hits the table (where you plan to place the
can). Do not change the positions of the lamp or mark. 4)
Measure the temperature of the water in the can before you place
it under the lamp. Record. 5) Place the can on the mark. Turn
on the lamp. Start the stopwatch. 6) Measure and record the
temperature of the water in the can every 5 minutes for fifteen
minutes. 7) Repeat steps 4-6 with each can.
III. ANALYSIS OF DATA:
The average temperature change of the water in the control which
was not painted was 1.5 degrees Celsius. The average
temperature change for the yellow can was 2.1 degrees. The
average temperature change for the white can was 2.8 degrees.
The average temperature change for the blue can was 2.8 degrees.
The average temperature change for the red can was 3.1 degrees.
The average temperature change for the black can was 4.4
degrees.
IV. SUMMARY AND CONCLUSION:
My results supported my hypothesis. I had expected the black
can to exhibit warmer temperatures than the rest (which it did);
however, I did not expected the blue and white cans to have the
same temperatures as each other.
A few minor miscalculations may have influenced my results.
After the first trial, I realized that one side of the can was
colder than the other side, due to the way I had set up my heat
lamp. Shining the light directly above the can may have
produced more accurate results. A few times I did not leave the
thermometer in the cans long enough. Despite these
miscalculations, I was able to demonstrate that dark colors
absorb more heat than light colors.
V. APPLICATIONS:
In winter, many people wear dark colored clothing to absorb more
heat. In summer, people wear light colored clothing to produce
the opposite effect. Houses in warm climates are often
whitewashed or have light color tones. Refrigerators and
freezers should not be black or dark blue. Likewise, thermoses
should be dark or light colored depending on their purpose.
These are all examples of how people use colors to insulate
things.
© 1998 John I. Swang, Ph.D.