The National Student Research Center
E-Journal of Student Research: Science
Volume 6, Number 6, April, 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
- Planting Depth of Wheat
- Do Video Games Increase or Decrease
the Heart Beat of Kids or Adults More?
- Testing the Quality of Water
- Can Red Cabbage Be Used As An Indicator
To Test Whether Solutions Are Acid or Base?
- How Rust Corrodes Various Metals
- Packaging Materials
- The Effects of Fertilizer on Plant
Growth
- Which Type of Light, Sunlight or
Fluorescent, Allows More Plant Growth?
- The Effect of Moisture on the Sprouting
of Seeds and Growth of Plants
Title: Planting Depth of Wheat
Student Researcher: Amy Houdek
School Address: Belleville Middle School
Belleville, Kansas
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis
I investigated how planting depth of wheat affects its rate of
emergence from the soil. My hypothesis stated that seeds
planted to a depth of 2 inches will have the quicker emergence.
II. Methodology
Manipulated variable: different planting depths of seed wheat
Responding variable: seeds that sprouted and came up
Controls: soil, field, variety of wheat, amount of sunshine,
amount of water or rain, day planted, and number of seeds
planted in each row
Materials: calendar, Champ seed wheat-medium coleoptile, metric
ruler, data sheet, my dad's farm field, garden hoe, row markers
Procedure:
1. Gather materials.
2. Find section out in middle of a field for experiment.
3. Using a garden hoe, make five rows about three feet long.
4. Measure row depths in soil-1 inch through 5 inches with
ruler.
5. Plant 25 kernels of wheat at each depth, one inch apart.
6. Cover seeds with soil, so the planting area is level.
7. Make row markers. (Wood markers were used.)
8. Observe the emergence of the wheat plants.
9. Record observations and comments on data sheet.
III. Analysis of Data
My data shows that the wheat planted 2 inches deep had the
quickest emergence. Five plants came up on day 6. The 1 and 3
inch depth plants came up on day 7. The seeds planted one each
deep had a better emergence than 3 inches because the 1 inch
depth had 12 plants emerging compared to the 4 plants in the 3
inch depth. In the 4 inch depth. 8 plants emerged on day 8.
The total plants that grew in the 5 inch depth was only 3. My
observations indicated that the deeper seeds had a yellowish
color as they shot out of the ground. I believe this happened
because the plants were in the ground longer and had a harder
time growing. This kind of seed has an 80 percent germination
rate.
IV. Summary and Conclusion
I found out that the seeds planted at 2 inches had a quicker
emergence, therefore my hypothesis was accepted. Of all the
planting depths tested the 2 inch depth was the best. The order
of emergence from fastest to slowest was 2", 1", 3", 4", 5".
After some of the wheat emerged, grasshoppers chewed off a
couple of plants; however they re-emerged and grew much like the
other plants. The weather was ideal following planting. We had
a perfect 0.70 rainfall on the field which had been very dry.
This created ideal moisture conditions.
V. Application
I now understand that it is important for farmers to not cover
their wheat too deep. Producers also should look at the yield
potential of different seed varieties, disease resistance, and
many other factors; not just the seed depth. In addition to my
experiment, I could have tested more varieties, more depths, and
repeated the procedure again.
TITLE: Do Video Games Increase or Decrease the Heart Beat of
Kids or Adults More?
STUDENT RESEARCHER: Dean Slama
SCHOOL ADDRESS: Mandeville Middle School
2525 Soult St.
Mandeville, Louisiana 70448
GRADE: 6th
TEACHER: Ms. Flanagan
I. Statement of Purpose and Hypothesis:
Do video games increase or decrease the heartbeat of adults (21
years of age & over) and kids (7-20 years of age)? My
hypothesis states that video games will increase the heartbeat
of kids more than adults.
II. Methodology:
For my experiment, I will need one GameBoy playing device, one
game, something to record my data on, ten (10) kids of age 7-20,
and (10) adults of age 21 & over.
First, I will take the subjects pulse from their wrist. Next, I
will let the subject play the game device for three minutes.
After the three minutes, I will take the subjects pulse rate
from the wrist. Then I will let the subject rest for three
minutes. This will allow the subject's pulse to get back to
normal. Last, I will repeat all steps listed above two more
times. I will do this to all twenty subjects.
III. Analysis of Data:
I found out that the average pulse rate before playing the game
for kids was 92 BPM while the average pulse rate after playing
the game was 90 BPM. This told me that the average kid's pulse
rate went down 2 BPM. On the other side, the adult's average
pulse rate before playing the game was 77 BPM and the average
pulse rate after playing the game was 77 BPM.
IV. Summary and Conclusion
I found out that when playing the Gameboy, an adult's pulse rate
stayed the same at 77 BPM, while the kid's pulse rate went down
2 BPM to 90BPM. Therefore I reject my hypothesis which stated
that the video game will increase the pulse rate of kids more
than adults.
V. Application
I can apply this to the real world by telling kids that playing
video games is safe for their hearts.
TITLE: Testing the Quality of Water
STUDENT RESEARCHER: Michelle P. Reeves
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 5
TEACHER: Mrs. Hulin
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know what water is the best to drink: well, city, or
bottled? My hypothesis stated that well water is the best to
drink, overall.
II. METHODOLOGY:
The materials I used to conduct my research included: 3.785
liters (1 gallon) of room temperature Mandeville city water
collected at Mandeville Middle School (tested within 24 hours),
3.785 liters (1 gallon) of room temperature well water collected
at 141 Chinchuba Gardens Drive (tested within 24 hours), 3.785
liters (1 gallon) of Kentwood bottled water (tested within 24
hours of opening), 2 small beakers, Culligan ph Test Box and
Chemical Quantity- enough for 12 trials, 12 Culligan Iron Test
Box and powder packets, Culligan hardness Test Chemical Quantity
- enough for 12 trials.
After I gathered all my materials, I tested the city water, well
water, and bottled water using the following procedures:
#1 pH TEST STEPS:
1- rinse beakers out with water to be tested
2- measure 5 cc (1 tsp.) of water into beaker
3- squeeze eight (8) drops of ph testing chemical into beaker,
and swirl fo three seconds
4- put test beaker in ph testing box
5- turn color wheel on box until water color in test beaker
matches
6- enter ph scale number into testing log
7- repeat this test two (2) more times
#2 Iron TEST STEPS:
1- rinse beaker out with water to be tested
2- measure 5 cc (1 tsp.) water into beaker
3- pour contents of one (1) iron powder packet into beaker and
swirl for three seconds
4- put test beaker into iron testing box
5- turn color wheel on box until water color in test matches
6- enter iron number into testing log
7- repeat this test two (2) more times
#3 Hardness TEST STEPS:
1- rinse beaker out with water to be tested
2- measure 5 cc (1 tsp.) of water into beaker
3- squeeze eight (8) drops of hardness testing chemical #1 into
beaker and swirl for three (3) seconds
4- put three (3) drops of hardness testing chemical #2 into
beaker and swirl for three (3) seconds, if fluid in beaker
turns blue no further testing is needed and this indicates
soft water
5- count number of squeezed drops of hardness testing chemical
#3 into beaker until water turns blue
6- enter number of drops from step 5 into testing log
7- repeat this test two (2) more times
III. ANALYSIS OF DATA:
While testing pH, I found that city water had the highest ph
with an average of 7.8, bottled water had the least ph with an
average of 6.6, and well water was between the two with an
average of 7.2.
City and bottled water had no visible iron, while well water had
0.5 mg/L (milligrams per liter) of iron.
None of the three (3) waters were soft. Well and bottled water
both had 34.2 mg/L of calcium carbonate (hardness). City water
was the closest to soft water with 17
IV. SUMMARY AND CONCLUSION:
Test results for pH, showed that well water is neutral (natural)
water, which is the best. There was not a significant difference
between the three (3) types of waters in regard to iron.
Since some studies have shown that some hardness in water may
reduce the risk of cardiovascular diseases, the well water had a
reasonable amount of hardness.
After considering my results, I came to the conclusion of that
well water is the best drinking water overall. Therefore, I
accept my hypothesis which stated that well water is the safest
to drink, overall.
V. APPLICATION:
If you are unsure about the safety of your water, here are a few
tips to make your water cleaner and healthier:
1. Wait 30 seconds after turning on the facet before drinking
the water.
2. Let your water sit in an open container for a while.
3. Boiling the water helps, also.
TITLE: Can Red Cabbage Be Used As An Indicator To Test Whether
Solutions Are Acid or Base?
STUDENT RESEARCHER: Jeffery Garret
SCHOOL ADDRESS: Mandeville Middle School
2525 Soult St.
Mandeville, Louisiana 70448
GRADE: 4
TEACHER: Ms. McCants
I.STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if the dye from red cabbage could be used
as an indicator of whether different solutions were acid or
base. My hypothesis states that cabbage juice from boiled red
cabbage should change colors when it comes in contact with
solutions that are acids and with solutions that are bases.
II. METHODOLOGY:
The materials used in my experiment were a red cabbage, a knife,
a saucepan, a measuring cup, a spoon, a strainer, a clean glass
jar with a cover, 2 other glass jars, a medicine dosage syringe,
and water. I also used lemon juice, liquid from canned green
beans, baking soda, pineapple juice, orange juice, Windex, egg
white, egg yolk, ketchup, tropical drink mix, vanilla extract,
and milk.
First, I cut the cabbage into quarters and grated it into a
saucepan. Then I added 500 milliliters (2 cups) of water to the
saucepan and boiled the water with the grated cabbage for 5
minutes. Next, I strained the boiled cabbage water into a clean
glass jar and threw away the boiled cabbage. I put 40
milliliters of red cabbage juice into 2 glass jars. I added 20
milliliters of lemon juice to one glass and 20 milliliters of
liquid from canned green beans to the other glass. I noted what
color each one changed to. After that, I cleaned out both glass
jars in order to repeat the experiment with the other foods:
baking soda, pineapple juice, orange juice, Windex, egg white,
egg yolk, ketchup, tropical drink mix, vanilla extract, and
milk. I repeated the tests on each item a total of three times.
Then I reviewed my notes and prepared my report.
III. ANALYSIS OF DATA:
Solutions that are acid, change the indicator color to red.
Each time the lemon juice, pineapple juice, orange juice,
ketchup, tropical drink mix, and vanilla extract was tested,
each one changed the indicator color to red which indicates that
these liquids are acid.
Solutions that are base, change the indicator color to turquoise
blue. Each time the baking soda, Windex, and egg white was
tested, each one changed the indicator color to turquoise blue
which indicates that these liquids are base.
If a solution is neutral (neither acid or base), the indicator
color stays purple. Each time the liquid from canned green
beans, egg yolk, and milk was tested, the indicator color stayed
purple which indicates that these liquids are neutral.
From the table below, you can see that each item was tested
three times and each time the results were the same for each
item.
Item Tested Trial 1 Trial 2 Trial 3 Average
Lemon Juice Acid Acid Acid Acid
Canned Beans Neutral Neutral Neutral Neutral
Baking Soda Base Base Base Base
Pineapple Juice Acid Acid Acid Acid
Orange Juice Acid Acid Acid Acid
Windex Base Base Base Base
Egg White Base Base Base Base
Egg Yolk Neutral Neutral Neutral Neutral
Ketchup Acid Acid Acid Acid
Tropical Drink Acid Acid Acid Acid
Vanilla Extract Acid Acid Acid Acid
Milk Neutral Neutral Neutral Neutral
IV. SUMMARY AND CONCLUSION:
I found out by doing my experiment that the solutions that were
acid turned the cabbage indicator red while the solutions that
were base turned the cabbage indicator turquoise blue. I have
concluded that the dye from red cabbage can be used as an
indicator of whether different solutions were acid or base.
I therefore accept my hypothesis which stated that cabbage juice
from boiled red cabbage should change colors when it comes in
contact with solutions that are acids and with solutions that
are bases.
IV. APPLICATION:
This information can be very useful when someone is trying to
can foods at home. Tasting is not the best way to test whether
a substance is an acid or a base; an indicator dye should be
used. When people can foods at home, low acid foods have to be
boiled longer to kill the bacteria. Bacteria doesn't usually
grow in high acid canned foods, like tomatoes.
Title: How Rust Corrodes Various Metals
Student Researcher: Ashley Phelps
School Address: Belleville Middle School
Belleville, Kansas 66935
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis
The purpose of my research is to investigate how metals corrode
in diverse ways. My hypothesis states that metals with iron in
them will rust more than other alloys.
II. Methodology
While doing my experiment, I kept everything the same except for
the type of metal. I used four teaspoons of bleach with one cup
vinegar in a jar containing the metal. I did the entire
experiment on the same day so the temperature and humidity were
constant. My manipulated variable was the different metal used
for each trial. My responding variable was the quantity of rust
on each metal.
I used the following materials in my experiment: three to five
different metals, vinegar, water, two small jars, measuring
spoons, and paper napkins.
My procedure for testing my hypothesis was a follows:
1. Mix one cup vinegar with four teaspoons bleach.
2. Place the mixture and one of the metals in one of the jars
and wait five minutes. (A reaction should take place.)
3. After the rust has settled in the jar place a napkin over the
mouth of the jar. Pour the mixture of rust and liquid through
the napkin and let the liquid filter through.
4. Wait for the rust to dry and then measure it.
5. Repeat this procedure with all of the metals.
I repeated the experiment three times with each metal.
III. Analysis of Data
In testing my hypothesis, I found that steel rusted the most,
0.423 tsp.. Galvanized steel rusted the second most, 0.193
tsp.. Copper rusted the least, at 0.0025 tsp.. Aluminum
rusted an insignificant amount which waS impossible to measure.
Steel rusted over twice as much as copper did. Each trial of
the same metal gave a consistent result.
Measurement of the amount of rust:
Copper: First trial = 1/100 tsp.
Second trial = 5/100 tsp.
Third trial = 3/100 tsp.
Average = 2.5/100 tsp.
Steel: First trial = 50/100 tsp.
Second trial = 42/100 tsp.
Third trial = 35/100 tsp.
Average = 42.3/100 tsp.
Galvanized Steel: First trial = 25/100 tsp.
Second trial = 15/100 tsp.
Third trial = 18/100 tsp.
Average =19.3/100 tsp.
IV. Summary and Conclusion
Steel rusted the most. Therefore I can accept my hypothesis
which stated that metals with iron in them will rust more than
other alloys. It should be noted that steel is an alloy or
refined iron.
I have found that steel rusted the most and that aluminum, which
is also an alloy, rusted the least. Aluminum I learned is
immune to chemicals and my experiment used chemicals to create
the rust, but I also did some research and found that aluminum
does not rust because of its unique balance of metals.
Therefore I can establish that my experiment's data is correct.
I have concluded, because of this evidence, that alloys do not
rust as much as pure metals.
For further research, it would be helpful to try more alloys
against various types of pure metals. This research would give
a better idea of how much alloys resist rust, compared to pure
metal.
V. Application
Metal is used for many things. It may save people money to
recognize which metals or alloys they should employ in building
metal buildings or even airplanes.
Title: Packaging Materials
Student Researcher: Isaac Hobson
School Address: Belleville Middle School
Belleville, KS
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis
The purpose of my research was to find out what packaging
material works the best to protect fragile objects. My
hypothesis stated that Styrofoam peanuts would work the best to
protect a fragile object.
II. Methodology
I identified the variables in my study. The manipulated
variable was the different packaging materials. The responding
variable was the amount of breakage. The variables that I
controlled for were the same size of boxes, height boxes were
dropped from, the size of eggs, and how I dropped the boxes.
The materials I used to test my hypothesis included: corrugated
cardboard boxes that were four inches by four inches by four
inches in size, fresh eggs, ladder, tape, Styrofoam peanuts,
Styrofoam halfoircles, bubble wrap, small inflated balloons,
crumpled newspaper, fresh popped popcorn, and a data sheet.
My procedure included the following steps:
1. Wrap egg in packaging material to fill the four by four by
four inch box.
2. Tape box lid shut.
3. Measure how high I will drop boxes from. (3 feet, 10.5
inches)
4. Drop boxes on cement and check how much breakage there was
and write it on a chart.
5. Repeat at 5 feet, 8 inches and 7 feet, 8 inches and 10 feet,
8.5 inches and 13 feet, and 16 feet, 7 inches.
6. Repeat steps 1-5 for each packaging material.
III. Analysis of Data
My data show that at five feet, eight inches the egg wrapped
with small balloons broke. And at seven feet, eight inches the
egg wrapped with Styrofoam peanuts broke. Then at thirteen feet
the egg wrapped with Styrofoam half circles broke. Both the
eggs wrapped in crumpled newspaper and the bubble wrap broke at
sixteen feet, seven inches. The egg wrapped with popcorn never
broke.
IV. Summary and Conclusion
I found out that popcorn is a better packaging material for my
egg test because the egg never broke. The eggs wrapped in the
other materials all broke. Therefore, I reject my hypothesis
that Styrofoam peanuts would be a better packaging material.
V. Application
I think that my findings could be used in everyday life for
shipping fragile objects because popcorn would protect them
better and keep them safer for traveling. After all, they sent
the Mars Pathfinder up with a big inflatable balloon to protect
it from breaking on landing. My suggestion for anyone who does
this is to make sure that you pack the egg safely and
consistently the same way.
Title: The Effects of Fertilizer on Plant Growth
Student Researcher: Caroline Martin
School Address: Parcells Middle School
20600 Mack Ave.
Grosse Pointe Woods, Michigan 48236
Grade: 8
Teacher: Marie DeLuca
I. Statement of Purpose and Hypothesis:
The purpose of my experiment was to discover if plant growth
varies with the amount of fertilizer administered. My
hypothesis stated that daily fertilization allows for more plant
growth. I believed this because fertilized plants are usually
taller and healthier than unfertilized plants.
II. Methodology:
The materials necessary for my experiment were thirty identical
plant seeds, three identical pots, soil, water, synthetic plant
food, a ruler, an empty gallon-size bottle of milk, a 1/4
measuring cup, duct tape, a pen, and a 1/4 teaspoon.
The procedure for my experiment was very simple. It follows
below:
1) Make the fertilizer water solution according to the
directions on the package. 2) Poke holes on the bottom of the
pot for drainage. Take 2 cups of soil and pour it into the pot.
Place a piece of tape on the pot and write "Daily" on it. Now,
take ten seeds and sprinkle just below the upper surface of the
soil. 3) Place the pot by a windowsill. 4) Monitor the pot
every day. Water it with 1/4 cup of fertilizer water solution
each day. Make certain it is getting enough sunlight. Measure
the height of the seed sprouts each Sunday with a ruler and
record the week and the height onto a data table. 5) After a
period of 6 weeks, measure the plants for the final time and
record the results. Compare it to the other plants. 6) Repeat
steps 1-6 for the other plants, but, in step 3, write "Weekly"
on the label and, in step 6, water the plant with 1/4 cup of tap
water Monday through Saturday. On Sundays, water the plant with
1/4 cup of fertilizer water solution. 7) Now repeat steps 1-6
for the last plant, but in step 3 write "No fertilizer" on the
label and, in step 6, water the plant with 1/4 cup of tap water
each day.
The independent variable in the experiment was the amount of
fertilizer. The dependent variable was the height of the
plants. The controls in my experiment were amount of water,
amount of sunlight, amount and type of soil, amount and
temperature of water, type of pot, and the type of fertilizer.
III. Analysis of Data:
It took four weeks for the plants to develop an obvious
difference in height. The plants that were fertilized daily
grew about an inch a week, the plants that were fertilized
weekly grew about three quarters of an inch a week, and the
plants that were not fertilized grew about half an inch a week.
At
the end of the experiment, the plants that were fertilized daily
were nine inches tall. They were about one and a half inches
taller than the plants that were fertilized weekly.
IV. Summary and Conclusion:
Daily fertilization allows for more plant growth. My hypothesis
which stated that daily fertilization allows for more plant
growth was accepted. The plants that were fertilized daily
grew nine inches tall, the plants that were fertilized weekly
grew seven and half inches, and the plants that were not
fertilized grew five inches tall.
V. Application:
I would suggest that gardeners apply my research only to plants
grown indoors. For further research, I would like to test the
effects of daily fertilizing over a long period of time and also
observe the effects of fertilization in plants grown outdoors.
I highly suggest giving fertilizer to those growing plants in
pots indoors, since it does allow plants to grow healthier and
fuller.
Title: Which Type of Light, Sunlight or Fluorescent, Allows
More Plant Growth?
Student Researcher: Patrick Cisco
School Address: Parcells Middle School
20600 Mack Ave.
Grosse Pointe Woods, MI 48236
Grade: 8th
Teacher: Mrs. DeLuca
I. Statement of Purpose and Hypothesis
I want to know which type of light, sunlight or fluorescent
light, allows more plant growth. My hypothesis states that
fluorescent light will allow more plant growth. I believe this
because fluorescent light is always constant and clouds effect
sunlight by blocking the bright light of the sun.
II. Methodology
I used the following materials to conduct my research: one
package of plant seeds, two identical pots, water, soil, a
fluorescent light, a ruler, and a 1/4 measuring cup.
My procedure was a follows:
1. Gather materials.
2. Take 2 cups of soil and pour it into a two different pots.
3. Remove the seeds from there packages and sort them into 2
piles evenly.
4. Place the seeds into both pots and pack the soil around
them.
5. Place one plant by the window and one under a fluorescent
light.
6. Supervise the plant everyday and record the height of the
plants in millimeters.
7. Water both of them with 1/4 cup of water everyday.
8. Make sure the light is in the right place and the other
plant is getting enough sunlight.
9. After a period of 5 weeks, measure the plant at its final
stage and record the results.
10. Compare both plants.
11. Draw conclusions for the data.
The independent variable was the type of lighting I used to grow
the plants. One plant was under a fluorescent light and the
other was in the sunlight. The dependent variable was the
height of the plants measured in millimeter. The variable held
constant were the kind of seeds, the pots, the water and amount
of it, and the soil.
III. Analysis of Data
The highest that either of the plants ever got was 119
millimeters and that was the plant under the fluorescent light.
The plant under the fluorescent light grew to be the tallest.
The plant in the sunlight died on the 24th day. The largest the
sunlight plant ever got was 82 millimeters.
There also were some intervening variables in my experiment.
One was that the sunlight plant was next to a window and it did
get a lot of sunlight, but at many times there was no sun on the
plant at all. Also the fluorescent light was a special grow
light for indoor plants. Another intervening variable was there
could have been a slight error in the measurement of the
plants.
IV. Summary and Conclusion
Fluorescent light allows the most plant growth. Therefore, I
accept my hypothesis which stated that fluorescent light will
allow more plant growth.
V. Application
I can now tell people that growing indoor plants under a special
fluorescent grow lamp is better than growing them in sunlight
through a window.
Title: The Effect of Moisture on the Sprouting of Seeds and
Growth of Plants
Student Researcher: Laurie Whistler
School Address: Parcells Middle School
20600 Mack Ave.
Grosse Pointe Woods, MI 48236
Grade: 8th
Teacher: Mrs. DeLuca
I. Statement of Purpose and Hypothesis
I want to know if moisture affects the sprouting of seeds? My
hypothesis states that the more moisture a seed is given the
faster it will sprout and begin to grow.
II. Methodology
I used the following materials in my experiment: 2 cups of the
same kind of soil, 2 plastic growing cups the same size, the
same temperature water, 10 squash seeds, water, and sunlight
My procedure was a follows:
1. Gather materials
2. Fill the growing cups with 1 cup of soil
3. Put 5 squash seeds 1 inch under the soil of each cup
4. Place both cups by a sunny windowsill
5. Put 1 tablespoon of water in each cup
6. Give the first cup 1 tablespoon of water every day
7. Give the second cup of water 1 tablespoon of water once a
week
8. Measure each pant after every week and compare there sizes
The independent variable in my experiment was the amount of
water I gave to each growing cup. My dependent variable was the
sprouting and growth of the plant. The variables I held
constant were the kind of soil, the size of the cups, the amount
of sunlight each growing cup got, and the temperature of water.
III. Analysis of Data
After the 1st week, the seeds watered everyday sprouted and grew
2 cm. The seeds watered weekly didn't grow at all. After the
second week, the plants watered daily grew to 10 cm and the
seeds watered weekly sprouted and grew 1 cm. After the 3rd
week, the plants watered daily grew to 14 cm and the plants
watered weekly grew to 6 cm. After the 4th week, the plants
watered daily grew to 19 cm and the plants watered weekly grew
to 13 cm. After the 5th week, the plants watered daily grew to
20 cm and the plants watered weekly grew to 15 cm.
IV. Summary and Conclusion
In conclusion, the more water a seed is given the faster it
sprouts and begins to grow. My hypothesis which stated that the
more moisture a seed is given the faster it will sprout and grow
is accepted. There could have been many intervening variables
in this experiment. The temperature of the water given to the
two sets of seeds could have been different. One of the cups
may have had healthier soil then the other cup. One cup could
have had more sunlight then the other. One cup could have had
more soil then the other. This research needs to be done again
and these variable controlled better.
V. Application
I think the results in this research are important for people
who grow plants. Seeds that are well watered will sprout sooner
and grow taller as plants.
© 1998 John I. Swang, Ph.D.