The National Student Research Center
E-Journal of Student Research: Science
Volume 6, Number 8, July, 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 Use Of Designer Health Masks
To Prevent the Spread Of Infectious Diseases Such As the Cold
and Flu In Schools
- The Influence Of Warming Up On Physical
Performance
- Testing The Purity Of Bottled Water
- Does The Amount Of Air Pressure In
A Basketball Affect The Height Of Its Bounce?
- How Different Types Of Polluted Water
Affect A Grass Seed's Germination And Growth
- The Effect Of Increasing Voltage
On The Strength Of An Electromagnet
- The Effect of Solution Temperature
on Crystalline Growth
- Who Is The Coolest? It Depends On
What You Wear!
- Which Liquid Has The Highest Viscosity?
TITLE: The Use Of Designer Health Masks To Prevent the Spread
Of Infectious Diseases Such As the Cold and Flu In Schools
STUDENT RESEARCHERS: Chris Chugden, James Rees, Whitney
Stoppel, and Amber French
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project on how to
prevent the spread of infectious diseases such as the common
cold and flu. We are concerned about this problem in our
community's schools. Our hypothesis states that surgical masks
will significantly reduce the migration of microorganisms from
the nose and mouth to the medium of a petri dish.
II. METHODOLOGY:
First, we identified a problem within our community which was
viral epidemics in schools during the cold and flu season. Then
we developed a statement of purpose. Next, we wrote a review of
literature about epidemiology, viruses, the common cold,
influenza, diseases, and public health. Then we interviewed
numerous community health professionals and school officials
about viral epidemics in schools (the St. Tammany Parish School
Board School nurses, the St. Tammany Parish School Board Census
Department, the St. Tammany Parish Health Unit, and the St.
Tammany Parish Hospital Health Education Program). From the
information we gathered, we developed our hypothesis.
We then developed a methodology to test our hypothesis. Next,
we gathered the materials needed to conduct our research:
sterile plastic petri dishes (with a lid), surgical masks, Knox
plain gelatin, and a data collection form. Then we began our
experimentation. First, we opened a bag of sterile petri dishes
and prepared the Knox plain gelatin which would be used as the
growing medium. We laid down twelve petri dishes on a table.
We filled the petri dishes with 62.5 milliliters of Knox plain
gelatin and immediately covered them. The first 4 petri dishes
were used as controls. They were sealed and received no
treatment of any kind. The second set of 4 petri dishes were
opened and coughed on three times, from a distance of 30
centimeters, with a surgical mask on. The last set of 4 petri
dishes were coughed on three times, from a distance of 30
centimeters, without a surgical mask on. Everyday, for six
days, we observed the dishes to check for microorganisms growing
on the medium of the dishes. We recorded our data on our data
collection form.
After our observations, we analyzed our data using simple
statistics, graphs, and charts. Then we wrote a summary and
conclusion where we rejected or accepted our hypothesis.
Finally, we applied our findings to our school's environment.
Our controlled variables included the type and size of petri
dishes, the type of the surgical masks, the amount of coughs on
the petri dishes, the surroundings where the petri dishes were
put, the time period for observation, and the type and amount of
gelatin used. Our manipulated variable was coughing on the two
sets of experimental dishes with and without the surgical masks
on. Our responding variable was the growth amount of
microorganisms on the medium of the petri dishes.
One set (N=4) of petri dishes served as our control. A second
set (N=4) of petri dishes served as our Experimental Group 1.
We coughed on this set with surgical masks on. A third set of
petri dishes (N=4) served as our Experimental Group 2. We
coughed on this set without surgical masks on.
III. ANALYSIS OF DATA:
On day 6, the final day of our experiment, there was a total of
16 colonies of microorganisms growing on all 4 of the control
petri dishes. There was a total of 21 colonies of
microorganisms growing on all 4 of the Experimental Group 1
petri dishes which we coughed on with the surgical masks on.
There was a total of 137 colonies of microorganisms growing on
all 4 of the Experimental Group 2 petri dishes which we coughed
on without a surgical mask on.
On day 6, the final day of our experiment, the colonies of
microorganisms growing on all 4 of the control petri dishes had
an average diameter of 6.25 mm. The colonies of microorganisms
growing on all 4 of the Experimental Group 1 petri dishes had an
average diameter of 6.50 mm. The colonies of microorganisms
growing on all 4 of the Experimental Group 2 petri dishes had an
average diameter of 8.00 mm.
The Total Number Of Colonies Of Microorganisms On All The Petri
Dishes
Petri Dishes | Day 1 | Day 2 | Day 3| Day 4 | Day 5 | Day 6 |
All: Controls | | | | | | |
(N=4) | 0 | 1 | 2 | 11 | 14 | 16 |
All: Mask On | | | | | | |
(N=4) | 10 | 11 | 13 | 17 | 20 | 21 |
All: Mask Off | | | | | | |
(N=4) | 20 | 58 | 94 | 117 | 130 | 137 |
The Average Diameter (mm) Of The Colonies On All The Petri
Dishes
Petri Dishes | Day 1 | Day 2 | Day 3| Day 4 | Day 5 | Day 6 |
All: Controls | | | | | | |
(N=4) | 0 | .75 | 3.50 | 5.50 | 5.75 | 6.25 |
All: Mask On | | | | | | |
(N=4) | .75 | 2.00 | 2.25 | 5.00 | 6.00 | 6.50 |
All: Mask Off | | | | | | |
(N=4) | 4.00 | 4.50 | 5.00 | 6.25 | 7.00 | 8.00 |
IV. SUMMARY AND CONCLUSION:
Our data show that surgical masks will significantly reduce the
number and growth of microorganisms deposited on the petri
dishes when they are coughed on. Therefore, we accept our
hypothesis which states that the surgical masks will
significantly reduce the spread of microorganisms from the nose
and mouth to the medium of a petri dish.
It should be noted that the microorganisms observed growing on
the petri dishes were probably a mixture of mostly bacteria and
mold spores. We did not identify the microorganisms. The
incubation of viruses would require a different methodology.
This basically demonstrated what it would be like to cough on
someone accidentally. The petri dish could be considered
another person's face. When the surgical mask is on, the
probability that the person which was coughed on will be
infected with common cold and flu germs is greatly reduced.
V. APPLICATION:
Now we know that a surgical mask will reduce the spread and
growth of microorganisms on a petri dish. We can apply this to
our school environment by starting a program that would get
students in schools to wear a surgical masks during the cold and
flu season.
We will design and distribute fashionable health masks with
widely known logos on them such as Nike, Tommy Hilfiger, Reebok,
Polo Sport, Adidas, etc or other works of art. This will
hopefully motivate students to wear the surgical masks during
the cold and flu season.
We will also produce an instructional video which will inform
students about the different ways that they can help protect
themselves from getting colds and the flu such as washing their
hands, keeping thing like pencils and fingers out of their nose
and mouth, not sharing eating utensils, not drinking out of the
same can, cup, or bottle, covering their nose and mouth with
your hands or their arm when they cough or sneeze, ventilating
their classroom, staying away from sick students, and staying
home when they are sick so no one else will get infected from
their disease.
Title: The Influence Of Warming Up On Physical Performance
Student Researchers: Laure Deffois, David Lucas, and Anna
Baumard
School Address: Lycee Notre Dame
Rue Principale
49310 La Salle de Vihiers
FRANCE
Grade: Lower 6th Form
Teacher: Thomas J. C. Richard
I. Statement of Purpose and Hypothesis
We know that warming up is necessary in order to avoid
straining, sprains, and pulling muscles. We can then wonder
what effect warming up has on a person when physically
exercising. Our hypothesis states that a warming up activity
triggers a significant increase in physical performances.
II. Methodology
In order to verify our hypothesis, we have chosen to test the
effectiveness of warming up activities on human beings. We have
chosen several categories of people according to their ages,
their sex, and their sport abilities.
So before each person warmed up, they took the following
position: they stood up with their legs straight and tensed,
then they leaned forward and crossed their arms trying to get
their elbows down as best as they could. We measured the
distance between their elbows and the floor. Then we again
measured the distance between their elbows and the floor after a
warming up activity.
We looked for a difference between the first measurements and
the last ones. This made it possible for us to assess each
subject's performance before and after warming up. In our
experiment, an increase in physical performances is shown by a
decrease of the measured distance between the elbows and the
floor.
III. Analysis of Data
The performance of every individual dramatically got better on
account of the warming up activities. For anyone, whatever
their age, sex or sport ability, the distance between the elbows
and the floor significantly decreased after warming up.
IV. Summary and Conclusion
Our findings indicate that warming up leads to an increase in
physical performance. Therefore, our hypothesis is confirmed.
Warming up favors sport performance. It would be interesting to
repeat our experiment using other warming up exercises, sports
performances, and other sorts of people to see if we get the
same results.
V. Application
We have showed that physical performance increases thanks to
warming up exercises. Indeed, this warming up favors blood
circulation and increases the temperature of muscles. It also
increases the oxygen supply of muscles as well as the
flexibility of muscular fibres. In conclusion, if muscles are
prepared for physical exercise by warming up, performance will
then be better without any risk for the person.
Title: Testing The Purity Of Bottled Water
Student Researcher: Erin Hodges
School Address: Grace Baptist Academy
7815 Shallowford Rd.
Chattanooga, TN 37421
Grade: 8th
Teacher: Miss Tracy Burns
I. Statement of Purpose and Hypothesis
I wanted to find out which bottled water company produces the
purest water. My first hypothesis stated that Laurel Mountain
Spring Water will have the least amount of bacteria in it. My
second hypothesis stated that Deer Park brand water will have
the most bacteria in it.
II. Methodology
I used the following materials to test my hypothesis: sterilized
water, bottled water (Aquafina, Laurel Mountain Springs,
Crystalline Natural Artesian, Deer Park, Evian, and Zephyrhill),
sterile cotton swabs (one per plate), Petri dishes with agar-
agar in them (two for each water sample), camera (optional),
incubator, inoculating loop, Bunsen burner, striker, distilled
water for gram staining, gram staining kit, microscope, and
microscope slides.
The first step is to let the micro-organisms in the bottled
water colonize. That will be done by opening the first bottle
and pouring some water onto a sterile cotton swab. While you
are doing this take care not to let anything touch the rim of
the bottle or get into the bottled water. Then brush the swab
over the agar in two petri dishes. After you have made two
plates for each bottled water and labeled the plates, put them
into the incubator set at 37 degrees Celsius. You also need to
make two plates for the sterile water that will act as your
control. Make sure that you use a different cotton swab for
each plate. Incubate all of the samples for 48 hours. After
you do this count the number of colonies on each plate.
Now you need to put the colonies on microscope slides. You do
this by first cleaning the slides. Next, you need to place a
small drop of water onto the slide. Then you need to sterilize
the inoculating loop by holding it into the flame of the Bunsen
burner. Using the inoculating loop, scrape a small amount of
bacteria off of a colony on the first plate and smear it onto
the microscope slide. Sterilize the inoculating loop after each
smear. Only smear one colony of bacteria per microscope slide.
Repeat this process with every different kind of bacterial
colony. Give all the slides that come from the same plate the
same label. Do this with every plate. Then you need to let the
slides air dry and then heat fix them by running them through
the Bunsen burner flame about six times.
Now you need to Gram stain the slides in order to tell what type
of bacteria is on the slide. Cover the slide with crystal
violet for 30 seconds. Wash the slide off with distilled water.
Next, cover the smear with Gram's iodine for 30 seconds. Wash
this off with the alcohol. Immediately wash the alcohol off
with distilled water. Now stain the slide with safranin and
leave it on there for 30 seconds. Wash off the safranin with
distilled water. Then blot the slide with the paper towels.
Let dry. Repeat this process with each slide.
Now you are ready to analyze the slides under the microscope. If
the slide is purple, it means that it is gram-positive (meaning
that it retained the crystal violet stain) or if it is pink it
means that it is gram-negative (meaning that it retained the
safranin stain).
After you have done all of this you can determine the shape of
each bacteria present. There are three basic shapes: cocci,
bacilli, and spirilla. Look at each slide under the microscope
to tell which shape it is.
After all this is finished, you need to analyze the data, accept
or reject your hypothesis, and apply your findings to the world
outside of the classroom.
III. Analysis of Data
My data show that on plate A1 there were no colonies. Plate A2
showed no signs of growth and plate B1 had no bacterial colonies
either. Plate B2 had one colony that was a deep yellow and
about the size of a pencil eraser in diameter. On plate C1,
there were no colonies. Plate C2 had seven colonies that were a
whitish-beige color and the size of the tip of a pencil. Both
plates of brand D and E had no bacteria on them. Brand F had
bacteria on both of its plates with 8 and 14 colonies,
respectively. The colonies were a whitish-beige in color.
IV. Summary and Conclusion
Brand A is Aquafina. Brand B is Laurel Mountain Springs. Brand
C is Crystalline Artesian Water. Brand D is Deer Park. Brand E
is Evian. Brand F is Zephyrhill.
The findings from this experiment indicated that Brands A, D,
and E were tied for first place. Second place was Brand B.
Third was Brand C. Fourth place was Brand F. The reason that
they were ranked this way was because A, D, and E did not have
any bacteria on either of their plates. Brand B, which was
second, had only an average of .5 colonies per plate. Brand C
had an average of 3.5 colonies on its plates. Brand F had an
average of 11 colonies on each of its plates.
Based upon my findings, I reject my first hypothesis which
stated that Laurel Mountain Springs would be the purist. I also
reject my second hypothesis which stated that Deer Park would be
in last place and have the most bacteria. Laurel Mountain
Springs ended up being in second place and Deer Park tied for
first.
I am thinking that brand B and C might have been contaminated
since only one of their plates had bacteria on it, although the
type of bacteria was the same as all of the others. There is
also the possibility that Brand F was also contaminated. It
would be necessary to run additional test to be sure.
If I could go back and change some of the things I might repeat
my research many times under sterile lab conditions to make sure
that my findings were not contaminated by other bacteria from
the experimental environment.
V. Application
My findings indicate that some bottled water may contain
bacteria. It is important for consumers to know the purity of
their bottled water so that they will not consume any bacteria
that may be harmful. My findings also indicate a need for
government inspection of bottle water just like other food and
drink products.
TITLE: Does The Amount Of Air Pressure In A Basketball Affect
The Height Of Its Bounce?
STUDENT RESEARCHER: Eric Fleekop
SCHOOL ADDRESS: Grant Sawyer Middle School
5450 Redwood St.
Las Vegas, NV 89118
GRADE: 8
TEACHER: Mrs. Hazel
I. Statement of Purpose and Hypothesis:
The purpose of this project is to find if the amount of air
pressure in a basketball changes the height of its bounces. How
high a basketball can bounce is very important when it comes to
the use of a basketball which is used in the game of basketball.
The game of basketball would be greatly altered if the
basketball used in the game bounced too high or too low. I also
have a great interest in this project because I play a lot of
basketball and I am interested in the equipment of basketball.
My hypothesis states that the amount of air pressure in a
basketball will affect the height of its bounce.
II. Methodology:
I used the following materials in my experiment: 1) Two new
Spalding basketballs. They are N.B.A. official size and weight,
made of synthetic leather, for indoor and outdoor use, and the
label on them suggest they be inflated to have air pressure of 7
- 9 pounds per square inch. 2) One new Huffy 12 inch inflating
pump with pressure gauge for all inflatable balls. 3) Two
assistants. 4) Two meter sticks.
I used the following procedure to test my hypothesis: 1) Inflate
one basketball so that it has the air pressure in it of 4 pounds
per square inch. 2) Inflate another basketball so that it has
the air pressure in it of 9 pounds per square inch. 3) Have
your assistant drop the basketball with the less air pressure in
it from 1.3 meters above the ground and have your other
assistant hold a meter stick next to the ball as it bounces. 4)
Observe and record the height of the basketball's first, second,
and third bounce. 5) Repeat steps 3 and 4, but replace the
basketball that has less air pressure with the basketball that
has more air pressure. 6) Repeat the entire procedure five more
times. 7) Compare the heights of the basketball's bounces to
determine if the amount of air pressure in a basketball affects
the height of it's bounces.
III. Analysis of Data:
The data I collected after repeating the procedure of my
experiment six times is described below. The data shows that
the height of the first bounce of a basketball with four pounds
per square inch of air pressure averaged 72.6 centimeters. The
height of the second bounce of the same ball averaged 45
centimeters and the third bounce averaged 21.8 centimeters in
height.
The data also shows that the height of the first bounce of a
basketball with nine pounds per square inch of air pressure
averaged 88.3 centimeters. The height of the second bounce of
the same ball averaged 60.8 centimeters and the third bounce
averaged 32.8 centimeters in height.
I used metric measurements when I measured the height of the
bounces, but I was unable to use metric measurements when I
measured the amount of air pressure in the basketballs. I could
not find any air gauges that had metric standards.
IV. Summary and Conclusion:
When two balls of equal size and constructed of the same
material are dropped from a equal height to the same surface
with the only manipulated variable being the amount of air
pressure, there is a significant difference in the height of the
bounces of the two balls. Therefore, after experimentation and
research I conclude that the air pressure in a basketball is a
major factor on how high a basketball will bounce. I learned
through my research that there is the same gravitational pull on
both balls as they drop. A fully inflated ball has less
available surface coming in contact with the ground and
therefore it has less gravitational pull on the contact area
allowing it to bounce higher. The ball with less air pressure
does have more area coming in contact with the ground and in
turn it did cause it to bounce at a lesser height. Although
there was a degree of human error that could cause some
inaccuracies in my experiment, I found based on the data from my
experiment and my research that my hypothesis was correct. The
amount of air pressure in a basketball does affect the height of
it's bounces. The greater the air pressure, the higher the
bounce.
V. Application
I feel this research can be applied to the real world in
different sports. Any athlete that play sports which use balls
that must be inflated could very well use my research to make
sure their equipment can perform the way it was intended to. I
know this project has helped me inflate my basketballs to the
right extent.
TITLE: How Different Types Of Polluted Water Affect A Grass
Seed's Germination And Growth
STUDENT RESEARCHER: Joshua Foster
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project to find out how
different types of polluted water affect a bean plant's seed
germination and growth. My hypothesis states that the grass
watered with tap water will grow the tallest.
II. METHODOLOGY:
First, I chose my topic. Then I wrote my statement of purpose
and I did a review of literature about water pollution, plants,
germination, acid rain, soap, phosphate, fertilizer, petroleum,
salt water, and sewerage. Next, I developed my hypothesis.
Then I wrote a methodology to test my hypothesis. Next, I
gathered my materials needed to conduct the experiment.
Then I obtained the river water sample by gathering 100
milliliters of water from the polluted Tchefuncte River. I
obtained the eutrophicated water sample by mixing 20 grams of
plant food and 100 milliliters of water. I obtained the salt
water sample by mixing 2 tbsp (25 mL) of salt and 100
milliliters of water. I obtained the acid water sample by
mixing 2 tbsp (25 mL) of vinegar and 100 milliliters of water.
I obtained the oily water sample by mixing 1 tbsp (12.5 mL) of
motor oil and 100 milliliters of water. I obtained the soapy
water sample by mixing 1 tbsp (12.5 mL) of liquid soap and 100
milliliters of water.
Then I filled seven cups two-thirds full with potting soil and
planted thirty grass seeds in each cup. I placed them on a
sunny windowsill. I watered the grass seeds in each cup with a
different water sample: river, acid, salt, oil, tap,
eutrophicated, and soapy. I gave each cup of grass seeds 5
milliters of water each day for two weeks. I recorded the
average height of the grass growth each day.
Then I analyzed my data using charts and graphs. Next, I wrote
my summary and conclusion where I accepted/rejected my
hypothesis. Last, I applied my findings to the world outside
the classroom.
I identified my controlled variables, my manipulated variables,
and my responding variable. My controlled variables were the
kind of grass seeds, the amount of sunlight, the amount of water
given to the grass seeds, the amount of soil, and the depth of
planting. My manipulated variable was the type of water used.
My responding variable was the height each sample grew.
The materials needed to conduct the experiment were two hundred
and ten grass seeds, seven eight-ounce cups, potting soil,
ruler, pencil, data collection form, polluted river water, 5%
acidity vinegar, fertilizer, salt, oil, soap, and tap water.
III. ANALYSIS OF DATA:
Water Type
___________________________________________________
| | Tap |Soap |Eutro|Oily |River|Acid |Salt |
|-------|-----|-----|-----|-----|-----|-----|-----|
|Day 1 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 |
|Day 2 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 |
|Day 3 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 |
|Day 4 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 |
|Day 5 | 1.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 |
|Day 6 | 3.0 | 0.0 | 0.0 | 0.5 | 0.0 | 0.0 | 0.0 | Average
|Day 7 | 4.7 | 0.0 | 0.0 | 2.0 | 0.0 | 0.0 | 0.0 | Height
|Day 8 | 8.8 | 0.0 | 0.0 | 2.0 | 0.0 | 0.0 | 0.0 | In
|Day 9 |11.7 | 0.0 | 0.0 | 3.0 | 0.0 | 0.0 | 0.0 | Centimeters
|Day 10 |12.7 | 0.0 | 0.0 | 3.0 | 0.0 | 0.0 | 0.0 |
|Day 11 |13.5 | 0.0 | 0.0 | 4.0 | 0.0 | 0.0 | 0.0 |
|Day 12 |14.7 | 0.0 | 0.0 | 4.0 | 0.0 | 0.0 | 0.0 |
|Day 13 |16.1 | 0.0 | 0.0 | 5.0 | 0.0 | 0.0 | 0.0 |
|Day 14 |16.1 | 0.0 | 0.0 | 5.0 | 0.0 | 0.0 | 0.0 |
|Sprouts|46.7%|0.0% |0.0% |3.0% |0.0% |0.0% |0.0% |
My data show that the grass seeds watered with soapy water,
eutrophicated water, polluted river water, acid water, and salt
water did not germinate. My data show that fourteen out of
thirty seeds watered with tap water sprouted and grew to an
average height of 16.1 cm. by the fourteenth day. My data show
that one out of thirty seeds watered with oily water sprouted
and grew to an average height of 5.2 cm. by the fourteenth day.
IV. SUMMARY AND CONCLUSION:
My data show that the grass seeds watered with tap water grew
taller than grass seeds watered with soapy, eutrophicated, oily,
polluted river, acid, and salt water. Therefore, I accept my
hypothesis, which states that the grass watered with tap water
will grow the tallest.
V. APPLICATION:
I can apply my findings to the world outside the classroom by
showing that pollutants such as acid rain, oil, feces, sewage,
excessive fertilizer, salt, and soap can hamper or prevent plant
growth from happening.
TITLE: The Effect Of Increasing Voltage On The Strength Of An
Electromagnet
STUDENT RESEARCHER: Jean Elbers
SCHOOL: Mandeville Middle School
2525 Soult St.
Mandeville, La 70448
GRADE: 6th
TEACHER: Mrs. Strain
I. Statement of Purpose and Hypothesis:
I wanted to find out what the effect of increasing voltage would
be on the strength of an electromagnet because this topic
interested me and allowed me to have a fun time experimenting.
My hypothesis stated that increasing voltage to an electromagnet
will increase its magnetic pull.
II. Methodology
First, I wrote my purpose, reviewed my literature, and wrote my
hypothesis. Then I designed my experiment and gathered my
materials: one hollow electromagnet, a steel rod 3 inches long,
a data collection sheet, an adjustable DC power supply, a spring
force gauge, a hook (to secure force gauge to stand), and a
stand.
To test my hypothesis, I first connected the hook to a stand.
Then I hung a spring force gauge on the hook. Next, I attached
a steel rod onto the end of the force gauge. Afterwards, I
placed the steel rod into the hollow electromagnet. Next, I
connected the electromagnet to the adjustable power supply and
applied power to it. Afterwards, I adjusted the height of the
steel rod so that it was two and a half inches inside the
electromagnet. Then I recorded the beginning force gauge
reading, voltage, and magnetic pull (to get the magnetic pull,
subtract the original weight of the steel rod from each
reading). Later, I chose a voltage to begin testing (I would
choose a low voltage in order to repeat changing the voltages
and to not burn out the electromagnet). After doing one test, I
increased the voltage at a constant rate and recorded all new
data. Then I repeated changing the voltages about 10 times.
After that I recorded all new gauge readings and voltages on my
data collection sheet. Next, I created a graph and showed all
of my information. I also noted my observations in a log.
Finally, I drew a conclusion about my hypothesis.
II. Analysis of Data
I found out that when the voltage that powered the electromagnet
increased, the magnetic force (or pull) increased by a linear
rate. This proves that as the voltage doubled the magnetic
force tripled.
Table of Data
Scale Magnetic
Reading Force
Trial Volts (Ounces) (Ounces)
1 0 6.5 0
2 7.5 6.6 0.1
3 10 7 0.5
4 12.5 7.1 0.6
5 15 7.2 0.7
6 17.5 7.6 1.1
7 20 8.2 1.7
8 22.5 8.6 2.1
9 25 9.2 2.7
10 27.5 9.4 2.9
11 30 9.8 3.3
IV. Summary and Conclusion
I found out that an increase of voltage to an electromagnet
would increase its magnetic pull. This is because more
electricity can be shared between the coils of wire. Therefore,
I accept my hypothesis which stated that increasing the voltage
that is to supply an electromagnet will increase its magnetic
pull.
V. Application
I can use this information in the real world by explaining how
electromagnets are useful and are sometimes dangerous. If used
correctly, an electromagnet can provide good and easy work. The
information from this experiment can be applied to the world
also by applying stronger voltages in electric door locks,
useful generators, electric motors, electromagnets, etc. to make
them work stronger.
Title: The Effect of Solution Temperature on Crystalline Growth
Student Researcher: Ashleigh R. Murphy
School Address: Mandeville Middle School
2525 Soult St.
Mandeville, Louisiana 70448
Grade: 4
Teacher: Gayle McCants, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out what water temperature would produce the
most growth of alum crystals: hot, warm, or cold. My hypothesis
stated that crystals will grow larger in a solution made with
hot and warm water than in a solution made with cold water.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I reviewed the
literature about crystals, saturated solutions, evaporation, and
crystal growth. Next, I developed my hypothesis. Then I
collected the following materials to test my hypothesis: 855 ml
of ammonium alum, nine glass containers each holding 450 ml of
water, nine pieces of string, nine metal paper clips, nine
Popsicle sticks, one metal spoon, thermometer, measuring spoon,
and measuring cup. I started by tying nine paper clips to the
ends of nine pieces of string. The strings were then tied to
the middle of Popsicle sticks. I filled each of the nine glass
containers with 450 ml of water. I heated the water of one
glass to 100 degrees C. A metal spoon was in the glass to
prevent it from cracking. I measured 95 ml of alum and stirred
the powder into the hot water. I continued to stir the solution
until all of the alum powder was dissolved and the water was
saturated. The paper clip was dangled in the glass from the
string tied to the popsicle stick laid across the mouth of the
glass container. This same process was repeated with water
heated to 40 degree C and tap water that was 20 degree C.
Crystals began to form on the paper clips and string. I
repeated the entire experiment two more times.
III. ANALYSIS OF DATA
After two weeks, the crystal formations were removed from the
saturated solutions. The crystals in the 100 C and 40 C water
grew to an average length of 44.3 mm and 49.0 mm. Their average
width was 17.6 mm and 16.7 mm. The crystals in the 20 C water
grew to an average length of 8.3 mm and an average width of 5.3
mm.
The clusters that formed in the hot and warm solutions averaged
nearly the same in length and width. The cold water solutions
produced significantly less crystals growth.
Length of Crystal Growth (mm)
Water Trials
Temperature 1 2 3 Average
100 C 42 mm 44 mm 41 mm 44.3 mm
40 C 63 mm 43 mm 41 mm 49.0 mm
20 C 4 mm 10 mm 11 mm 8.3 mm
Width of Crystal Growth (mm)
Water Trials
Temperature 1 2 3 Average
100 C 18 mm 19 mm 16 mm 17.6 mm
40 C 16 mm 17 mm 17 mm 16.7 mm
20 C 5 mm 6 mm 5 mm 5.3 mm
IV. SUMMARY AND CONCLUSION:
I found out that crystals form best in solutions where the water
is heated enough to speed up the movement of the water
molecules. The hot water can then hold more of the alum. I
came to this conclusion because the trials performed with the
water heated to 100 degrees C and 40 degrees C resulted in
nearly equal crystal formations that were much larger than the
crystals growing in the 20 degree C tap water. I therefore
accept my hypothesis which stated that crystals will be larger
from a solution begun in hot water than in cold water.
V. APPLICATION:
It is useful to start a crystal in hot water since it creates a
bigger and better formed cluster. Learning about the properties
of crystalline growth can advance science in medicine,
metallurgy, gemology, cooking, and wherever crystal type
substances are used.
TITLE: Who Is The Coolest? It Depends On What You Wear!
Student Researcher: Chad Ritch
School Name: Mandeville Middle School
2525 Soult Street
Mandeville, LA 70448
Grade: 6th
Teacher: Lori Boydston
I STATEMENT OF PURPOSE AND HYPOTHESIS:
What type of fabric used in making sports uniforms is the
coolest based on water evaporation? I think 100% cotton will
allow the most amount of water evaporation and be the coolest.
My hypothesis states that cotton will be the best fabric for
sports uniforms.
II. METHODOLOGY:
I gathered the following materials for my experiment:
1) Equal-sized pieces of 100% cotton, 100% polyester, 100%
Nylon, 100% Acrylic, 50% Cotton/50% polyester, and 85%
Nylon/15% Spandex. 2) An external heat source. 3) Tap water.
4) Seven pint-size jars. 5) Six rubber bands.
My procedure was as follows: First, I put 180 cc's of tap water
in each pint jar. Second, I put the material over the open jars
and secured it with a rubber band. One of the seven jars was
used as the control jar. That jar had an open top to allow
complete evaporation to simulate a person not wearing a shirt
while exercising. Third, I placed my testing jars on a heated
external heat source with a flat surface. I used an external
heat source to simulate heat produced by the body of a human. I
performed the evaporation test 3 different times. After each
test, I measured the amount of water left using a syringe.
III.ANALYSIS OF DATA:
I conducted my experiment 3 times to get the most conclusive
results. Those results are as following:
Trials 1 2 3 Average
Control 64% 45% 52% 54%
100% Cotton 24% 17% 18% 20%
100% Acrylic 24% 20% 22% 22%
100% Nylon 25% 21% 20% 22%
50% Cotton/50% Polyester 26% 11% 24% 20%
85% Nylon/15% Spandex 34% 16% 18% 23%
100% Polyester 39% 16% 28% 28%
The 100% polyester cloth allowed the greatest amount of
evaporation. Cotton cloth allowed the smallest amount of
evaporation.
IV. SUMMARY AND CONCLUSION:
My results showed that my hypothesis was wrong. I was wrong
that the 100% cotton would allow the greatest amount of water
evaporation. My results indicate that the polyester is the
fabric that would allow the greatest amount of water
evaporation. Evaporation is the key to staying comfortable
during all types of activities and in all weather conditions.
With that in mind, my suggestion for sports uniforms would be to
consider using polyester when choosing a team uniform.
V. APPLICATION:
Since I am active in the local youth sports organizations, I
plan to write a letter to the director of the organization and
report the results of my experiment. I hope that this
information will be useful to the coaches when choosing the
"coolest" fabric for team uniforms.
TITLE: Which Liquid Has The Highest Viscosity?
STUDENT RESEARCHERS: John Casey and Amber French
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
viscosity of different liquids. Our hypothesis states that
water will have the lowest viscosity of the liquids tested.
II. METHODOLOGY:
First, we identified our topic. Then we wrote a statement of
purpose. Next, we wrote a review of literature about viscosity,
density, mass, weight, liquids, molasses, water, petroleum, and
liquid soap. Then we stated our hypothesis.
Next, we developed a methodology to test our hypothesis. Then
we conducted the experiment. The first step was to gather our
materials. Second, we filled a 100 ml. graduated cylinder (21
cm. tall with a diameter of 2.5 cm.) with 100 ml. of molasses.
Then we took a marble that weighed 5.7 grams and had a diameter
of 1 1/2 cm. and dropped it into the liquid from a distance of 1
mm above the surface of the liquid. We timed how long it took
for the marble to reach the bottom of the graduated cylinder.
We repeated this procedure three times. We also tested water,
oil, alcohol, honey, and liquid soap.
We recorded the data on our data collection sheet. We then
analyzed our data using charts and graphs. Next, we wrote our
summary and conclusion where we accepted/rejected our
hypothesis. Then we applied our findings to the world outside
the classroom.
III. ANALYSIS OF DATA:
On trial one with the water, it took .89 sec. for the marble to
reach the bottom of a 100 ml. graduated cylinder that was 21 cm.
tall. On trial two with the water, it took .61 sec. for the
marble to reach the bottom. On trial three with the water, it
took .72 sec. The average was .74 sec. On trial one with the
alcohol, it took .55 sec. for the marble to reach the bottom of
the graduated cylinder. On trial two with the alcohol, it took
.51 sec. for the marble to reach the bottom. On trial three
with the alcohol, it took .62 sec. The average was .56 sec. On
trial one with the oil, it took 4.04 sec. for the marble to
reach the bottom of the graduated cylinder. On trial two with
the oil, it took 3.72 sec. for the marble to reach the bottom.
On trial three with the oil, it took 3.68 sec. The average was
3.81 sec. On trial one with the liquid soap, it took 3.54 sec.
for the marble to reach the bottom of the graduated cylinder.
On trial two with the liquid soap, it took 3.33 sec. for the
marble to reach the bottom. On trial three with the liquid
soap, it took 4.81 sec. The average was 3.89 sec. On trial
one with the honey, it took 71 sec. for the marble to reach the
bottom of the graduated cylinder. On trial two with the honey,
it took 89 sec. for the marble to reach the bottom. On trial
three with the honey, it took 73 sec. The average was 77.67
sec.
IV. SUMMARY AND CONCLUSION:
The longer it took for the marble to reach the bottom of the
graduated cylinder, the higher viscosity of the liquid. Alcohol
had the lowest viscosity and honey had the highest viscosity.
Therefore we reject our hypothesis which stated that water would
have the lowest viscosity.
V. APPLICATION:
We can apply our findings to the world outside the classroom by
using this information when making brake fluid, since we would
want a liquid with a low viscosity. We can also apply our
findings when making shock absorbers and making lubricants,
since we would want a liquid with a high viscosity to make
things work smoother.
© 1998 John I. Swang, Ph.D.