The National Student Research Center

E-Journal of Student Research: Science

Volume 8, Number 6, April, 2000

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

1. Do Plants Breathe, Too?
2. Which Freezes Faster?
3. How Long Does It Take For Helium Molecules To Seep Out Of A Balloon?
4. Do Certain Liquids Have Fat In Them?
5. What Kinds Of Liquids That We Drink Contain Acids Or Alkalis?
6. Will Plants Grow Faster In The Morning Or Afternoon Sun?
7. How Much Of An Ice Cube Will Melt In Different Locations In The House?\
8. What Are The Sprouting Characteristics Of Certain Types Of Birdseed?
9. What Do My Dogs Prefer To Eat?
10. Which Temperature Of Water Freezes Faster: Hot, Warm, Or Cold?

Title:  Do Plants Breathe, Too?

Student Researcher:  Jeffrey Sonnenberg
School:  Washington Woods Middle School
         Holt, Michigan
Grade:  6
Teacher:  Mrs.  Barbara Lindquist


I.  Statement of Purpose and Hypothesis:

I wanted to find out about the effects of air pollutants on a 
plant's ability to breathe.  To live, plants take two gases from 
the air.  They use carbon dioxide to make food by a process 
called photosynthesis and they use oxygen as fuel for the energy 
that helps them breathe.  Now I want to see how a plant reacts 
when air pollutants are present.   My hypothesis states that I 
could affect a plant's ability to breathe and grow by exposing 
air pollutants to different areas of a plant's leaves. 

II.  Methodology:

To test my hypothesis, I took three bean plants of the same size 
and placed them on a windowsill so they would all get the same 
amount of sunlight and temperature.  I labeled the plants "A", 
"B", and "C."  I rubbed petroleum jelly on the topside of all 
the leaves on Plant A, on the underside of all the leaves on 
Plant B, and left Plant C as it was.  I watered the plants every 
other day with one ounce of tap water.  I measured the height of 
the plants and observed the leaf coloring every seven days for 
28 days. 

III.  Analysis of Data:

After 7 days, Plant A grew 1/4 inch, Plant B grew 1/8 inch, and 
Plant C grew 1/2 inch.  The coloring of the leaves showed no 
difference. 

After 14 days, Plant A had grown another 1/8 inch, Plant B 
another 1/12 inch, and Plant C another 1/2 inch.  The coloring 
of the leaves of Plant A were a lighter green, the leaves of 
Plant B were beginning to curl under and be wilted and had a 
yellowish tint to them, and the leaves of Plant C were a deep 
dark green. 

After 28 days, Plant A had grown another 1/8 inch, Plant B 
showed no growth, in fact, the leaves were curled under and had 
wilted below the edge of the pot, and Plant C had grown another 
1/2 inch.  The coloring of the leaves of Plant A were a pale 
green, the leaves of Plant B were brownish/yellow, and the 
leaves of Plant C stood tall and were a deep dark green. 

IV.  Summary and Conclusion:

In summary, Plant C continued a steady rate of healthy growth, 
plant A continued to grow, however, at a slower unhealthy rate, 
and Plant B showed little growth and began to die.  I concluded 
that a plant's ability to breathe and grow is affected by the 
exposure of pollutants to different areas of its leaves.  I 
found out that air enters the plant through the stomata on the 
underside of the leaves.  When the air is polluted, not allowing 
the plant to breathe through the stomata, photosynthesis cannot 
take place and the plant dies.  When an air pollutant covers the 
top of the leaves of a plant, photosynthesis is slowed down, the 
plant grows very little, is unhealthy, and would also die after 
awhile.  I accept my hypothesis.  I was able to affect a plant's 
growth be preventing it from breathing by applying an air 
pollutant to specific areas of a plant's leaves. 

V.  Application:

In my study, I learned that without plants, animals and human 
beings could not live.  Plants provide us with food, oxygen, 
medicines, building materials, candy, drinks, industrial 
products, and paper.  The effects of air pollutants on plant 
life affects everything.  When the life cycle of plants is 
endangered by air pollutants, when forests and plant life in 
certain areas are torn up or destroyed, we are affected as well.  
It is very important for every human being to do whatever they 
can to reduce air pollution and protect plant life on this earth 
of ours. 



Title:  Which Freezes Faster?

Student Researcher:  Ian A. Coburn
School Address:  Washington Woods Middle School
                 Holt, MI 48842
Grade:  6
Teacher:  Barbara Lindquist, M. A. 


I.  Statement of Purpose and Hypothesis:

My question is how fast do two different liquids freeze.  I 
wanted to find out more about liquids turning into solids.  My 
hypothesis is that the orange juice will freeze faster and would 
take about 1 1/2 hours for the orange juice to freeze. 

II.  Methodology:

I conducted my experiment by filling two glasses with two 
different liquids.  Milk and orange juice were the two liquids.  
Each glass was filled up three-quarters of the way up.  Each 
glass was placed into the freezer at 12:00 noon.  The glasses 
had about 6 to 8 inches of space all around.  Every half-hour to 
an hour I took a look at the glasses.  When one of the glasses 
looks frozen and could be tipped over without spilling, I 
recorded the time and let the glasses sit out for a while until 
they were defrosted and started the experiment again. 

III.  Analysis and Data:

In the second experiments that I conducted I found that the 
orange juice froze first.  This tells me that the orange juice 
must have a lot of water in it so the orange juice will solidify 
faster.  My bar graph shows that in the first experiment, both 
liquids froze at the same time.  My hypothesis was not too far 
off on the second try. 

IV.  Summary and Conclusion:

I concluded that the orange juice overall will freeze faster.  I 
think I can accept my hypothesis because the orange juice froze 
at 1 1/2 hours.  One limitation was the milk supply because we 
were almost out so I had to cut back on the amount limiting the 
orange juice to 75% of a glass.  Another limitation was the 
space in the freezer. 

V.  Application:

People will know what temperature to set the refrigerator when 
keeping milk in it.  Because doing this experiment will tell 
people what temperature it freezes at. 



TITLE:  How Long Does It Take For Helium Molecules To Seep Out
        Of A Balloon? 

STUDENT RESEARCHER:  Sam Hardy 
SCHOOL ADDRESS:  Washington Woods Middle School 
                 Holt, MI 48842 
GRADE:  6 
TEACHER:  Barbara Lindquist, M. A. 


I.  STATEMENT OF PURPOSE AND HYPOTHESIS

I wanted to find out more about balloons.  Specifically, I 
wanted to discover how long it took for the molecules to seep 
out of the latex balloon.  My hypothesis stated that it would 
seep out in 20 hours. 

II.  METHODOLOGY

First, I gathered my materials.  My materials were: a latex 
light balloon filled with helium and a measuring tape.  Then I 
measured the circumference of the balloon each day for one week. 

III.  ANALYSIS OF DATA

After my investigation, I found that most of the helium had 
escaped from the balloon by the end of one week.  My graphs and 
charts show each day of the week that I measured the balloon.  
After one day, the balloon had fallen to the floor, but it was 
still mostly full.  The circumference had only decreased by 2 
inches.  Each day, the balloon got smaller.  But it took a week 
until it was almost flat.  Therefore, my hypothesis was 
incorrect. 

IV.  SUMMARY AND CONCLUSION

In summary, I learned that the latex balloon wouldn't float for 
very long, but it still kept most of its size.  If I did this 
over, I would try to keep the temperature the same because when 
I took the balloon outside it got smaller.  I would use more 
than one balloon. 

V.  APPLICATION

My findings can help people because I learned that latex balloon 
don't last that long.  They keep their size for a few days, but 
they don't stay floating long.  If you need balloons to stay up 
for more than one day, latex balloons aren't a good idea. 



Title:  Do Certain Liquids Have Fat In Them?

Student Researcher:  Meghan Montville
School:  Washington Woods Middle School
         Holt, MI
Grade:  6
Teacher:  Mrs.  Lindquist


I. Statement of Purpose and Hypothesis

I wanted to find out if certain liquids have fat in them.  My 
hypothesis stated that milk would have fat in it.  Orange juice 
with calcium would not have fat in it and caffeine free Sprite 
would have fat in it. 

II.  Methodology

I developed my question from a science fair I went to.  The lady 
there did one liquid and I wanted to find out if other liquids 
had fat in them.  First, I put milk on a smaller plate so that 
it covered the entire bottom of the plate.  I then put four 
colors of food dye in separate areas of the milk.  I then got a 
toothpick and dipped in some dish soap.  I put the toothpick in 
dish soap because the soap will repel the fat in a liquid.  The 
food coloring in the liquid will spread out with the fat when I 
put the toothpick with dish soap in the food dye.  I didn't put 
much dish soap on the toothpick, just enough so that it covered 
the tip of it. 

III.  Analysis of Data

I did my experiment two times with the milk and I also did my 
experiment with orange juice and Caffeine free Sprite.  The soap 
and food coloring in the milk expanded a lot more than it did 
with the orange juice and Sprite.  (I also learnedthat you 
have to use lighter liquids with this experiment otherwise you 
can not see the food coloring.) 

IV.  Summary and Conclusion

The food coloring expanded because the milk does have fat in it.  
Milk has fat in it because it comes from an animal and animals 
have fat on and in them.  In my experiment, I used liquidsthat 
we use almost everyday.  If I did the same experiment with other 
liquids that come from animals, I am sure I will find the same 
results.  So I accept my hypothesis that milk has fat in it. 

V. Application

Now I know that milk has fat in it and why it does.  You should 
drink at least a glass of milk everyday for strong, healthy 
bones.  Milk has good things in it, too.  Such as calcium and 
vitamins that make it harder for us to break our bones. 



Title:  What Kinds Of Liquids That We Drink Contain Acids Or
        Alkalis?

Student Researcher:  Tiffany Heuhs
School:  Washington Woods Middle School
         Holt, Michigan
Grade:  6
Teacher:  Mrs.  Barbara Lindquist

I.  Statement of Purpose and Hypothesis:

I wanted to find out more about acids and alkalis because my mom 
just found out she is allergic to them.  Through some research, 
I found out that acids and alkalis are two important groups of 
chemicals.  They are dangerous when they are strong but weaker 
kinds are found in lots of everyday things including food and 
drinks.  Now I want to find out what kinds of liquids that we 
drink contain acids and alkalis.  My hypothesis states that milk 
and Diet Coke will contain an alkali and that lemonade and 
orange juice will both contain an acid.  Mineral water will have 
neither an acid nor an alkali.  Mineral water will be neutral. 

II.  Methodology:

After I developed my statement of purpose, I read up on my acids 
and alkalis experiment.  Before I began my experimenting, I had 
to make an acid indicator from a red cabbage.  I boiled 1/2 a 
red cabbage cut up in water and used a strainer to collect the 
cabbage water.  I poured the cabbage water into two ice cube 
trays and put them in the freezer to make ice cubes out of them.  
I filled five tall glasses, one with Diet Coke, one with milk, 
one with lemonade, one with orange juice, and one with mineral 
water.  I dropped two indicator ice cubes into each glass and 
observed the liquids. 

III.  Analysis of Data:

The Diet Coke turned a dark purple color.  The milk turned a 
very light purple color.  The lemonade tamed a very bright 
reddish - pink color.  The orange juice turned a cloudy reddish 
- pink color.  The mineral water turned a purple color. 

IV.  Summary and Conclusion:

What I learned from my research for this experiment is that if 
the liquid turns the acid indicator a reddish - pink color, then 
it is an acid.  If the liquid turns a blue - green color, then 
it is an alkali.  If the indicator stays purple, the liquid is 
neutral and is neither an acid nor an alkalis. 

In my experiments, the lemonade and the orange juice contained 
an acid since they both turned a reddish - pink color.  Nothing 
turned a blue - green color so none of the liquids contained an 
alkali.  The Diet Coke, mineral water, and milk all turned a 
purple color so they were neutral and did not contain an acid 
nor an alkali.  Therefore, I had to reject part of my 
hypothesis.  I thought that the Diet Coke and milk would both 
contain an alkali but they were neutral.  I have accepted my 
hypothesis for the orange juice (acid), lemonade (acid), and the 
mineral water (neutral). 

V.  Application:

Now I know a few kinds of liquids that we drink that contain 
acids, such as lemonade and orange juice.  I learned from my 
family doctor that even though the acids found in these two 
liquids are weaker kinds of acids, some people are sensitive to 
them and may actually have a reaction if too much is digested at 
once.  The most common reactions are cancer sores in the mouth 
and stomach aches.  From this, I know that some people need to 
be careful with what they choose to drink and that they need to 
make healthy choices for themselves. 



Title:  Will Plants Grow Faster In The Morning Or Afternoon Sun? 

Student Researcher:  Tyler Holtz 
School Address:  Washington Woods Middle School   
                 Holt, MI.  48842
Grade:  6 
Teacher:  Mrs.  Barbara Lindquist

I.  Statement Of Purpose and Hypothesis 

I wanted to find out if plants would grow better in the morning 
or in the afternoon sun.  I planted marigolds.  Then I put two 
cups in my sister's room in the morning sun and two in the 
afternoon sun.  I wanted to prove that it might matter where you 
plant your plants.  My hypothesis stated that the plants in the 
afternoon sun would grow faster. 

II. Methodology:

I got four cups.  I put three fourths of a cup of potting soil 
in each one.  I put two marigold seeds in each cup.  Each cup 
received the same amount of water, one eighths of a cup.  Each 
cup received the same amount of fertilizer, one fourths of a 
teaspoon.  I grew them for 27 days.  They sprouted in eight days 
after I planted them.  I fertilized them every 9th day. 

III.  Analysis of data:

I put two cups in the morning sunlight and two In the afternoon 
sun and treated them the same.  They both sprouted at the same 
time.  But, the afternoon plants are growing higher and faster.  
The ones in the afternoon sun have four leaves and the morning 
only three. 

IV.  Summary and Conclusion:

I found that the ones in the afternoon sun grew the most.  My 
analysis shows that if you grow them in the afternoon sun they 
might be bigger.  I accept my hypothesis because I thought the 
afternoon sun is up longer.  

V. Application:

My findings could tell you that things grow better in the 
afternoon sun.  It could help people grow more crops.  It could 
keep people from starving by growing crops faster. 



TITLE:  How Much Of An Ice Cube Will Melt In Different Locations
        In The House?

STUDENT RESEARCHER:  Sarah Smith
SCHOOL ADDRESS:  Washington Woods Middle School
                 Holt, MI 48842
GRADE:  6 
TEACHER:  Barbara Linquist, M. A. 


I. Statement of Purpose and Hypothesis:

My topic is about finding out how 2 equal sized ice cubes will 
melt in different locationin my home.  I wanted to find out 
more about how fast the ice cubes would melt in the locations I 
put them in.  My hypothesis stated that  the ice cube placed in 
the partial sun would melt faster than the one placed in the 
kitchen with no sun. 

II.  Methodology:

I testedmy hypothesis by putting 2 ice cubes in separate 
cups at the same time.  I placed one ice cube in a cup and set 
it on the kitchen counter where there was no sun at all.  I 
placed the other ice cube in a cup and put it in front of the 
sliding glass door.  It had little to partial sunlight.  I 
waited for one hour to see what the results of my experiment 
would be.  The materials that I used were 2 plastic cups, 2 ice
cubes, and one measuring teaspoon. 

III.  Analysis of Data:

The data that I collected indicated that my hypothesis was 
incorrect.  After waiting for I hour I checked both cups with 
equal ice in them.  I found that the ice cube in the kitchen 
with no sunlight was melting faster than the one sitting in 
front of the sliding glass door.  I was very surprised to find 
out thatthe ice cube with no sunlight had melted faster than 
the one with little or partial sunlight.  

Both of the ice cubes, after 1 hour, had still not melted, but 
one was doing better than the other.  My bar graph clearly shows 
that the ice cube with no sunlight melted faster than the one 
with partial sunlight. 

IV.  Summary and Conclusion:

I found out that the ice cube in the kitchen melted quicker 
because to my surprise the kitchen was a warmer place.  My 
Mother had turned on the oven to bake a cake and the heat was 
coming out of the oven and making the kitchen warmer.  It was 
melting the ice cube quicker than the other.  The other cup with 
ice in it had also melted, but not quit as much and the one in 
the kitchen.  

I accept my hypothesis knowing now that the heat from the oven 
was helping melt the ice cube.  I didn't plan for this to 
happen.  I really thought that the results would be the other 
way around than they were.  

V.  Application:

I've learned that whenever you have a drink with ice cubes in 
it, you should set it someplace cool where there is no sunlight, 
but do not set your cup by anything hot like an oven.  The ice 
cubes will melt much faster closer to heat.  

I think my study with ice will help people to think about where 
they might put their cups down, if they want to keep their 
drinks cold.  That way, people can save their ice cubes much 
longer. 



Title:  What Are The Sprouting Characteristics Of Certain Types
        Of Birdseed?

Student:  Michelle Nash
School Address:  Washington Woods Middle School
                 Holt, Michigan
Grade:  6
Teacher:Barbara Lindquist, M. A. 


I.  Statement of Purpose and Hypothesis:

I wanted to find out if the birdseed we use to feed the birds 
outdoors in the winter would actually grow if I planted them.  I 
also wanted to find out how many of the seeds would grow and 
what the plants would look like.  I wanted to know what the 
characteristics of the plants would be.  I had a time limit of 6 
days to make my observations.  My hypothesis stated that since 
they were all seeds, they would all grow. 

II.  Methodology:

The brand of birdseed is Krislin.  The seeds were White Millet, 
Red Millet, Thistle, Rape Seed, Oats and Canary Grass.  I made a 
miniature green house out of a plastic container.  I poured the 
seeds from the can onto a paper plate and counted out 10 seeds 
of each type.  I placed the 10 seeds on wet folded up paper 
towels, one for each type and put them in the green house.  I 
sat them on a heat register the first night to keep them warm.  
I wanted to have 12 hours of sunlight on the seeds.  I had to 
use a plant grow light for the early morning and late afternoon 
to extend the sunlight.  I covered the container to keep the 
moisture in.  I checked the seeds each morning and afternoon to 
see how they were doing.  After the seeds sprouted, I planted 
some of each type in peat pellets to watch them grow.  

III.  Analysis of Data:

The first morning, March 16, two of the Red Millet seeds already 
had a tiny sprout on them.  There were no sprouts on any of the 
other seeds.  On the next morning, March 17, all of the Red & 
White Millet seeds had sprouted, 7 of the Rape Seeds had 
sprouted.  The other four types had done nothing.  The Canary 
Grass seeds sprouted on March 19th. 

Some of all the seed types finally sprouted except for the 
Thistle seeds and the Oats.  I continued to keep the new 
seedlings covered at night to keep them warm until some of them 
grew too big to be covered. 

IV.  Summary and Conclusion:

My investigation answered my Central Question about the 
sprouting characteristics of birdseed.  I found that not all of 
the types of birdseed would sprout in the 6 day time limit.  The 
Oats actually fell apart.  The Thistle seed needed more time.  I 
did determine which kinds would sprout first, how many would 
sprout and what the seedlings would look like.  I also learned 
about a process called photosynthesis, which makes plants grow. 

V.  Application

Birdseed is easy to grow, given the right conditions.  You could 
plant some birdseed in the spring and harvest the seeds in the 
fall.  Or you could leave the birdseeds on the plants and let 
the wild birds eat them during the winter right off the plant.  
Some of the seeds will fall to the ground and sprout again the 
next spring. 



Title:  What Do My Dogs Prefer To Eat? 

Student Researcher:  Rachel Porter 
School Address:  Washington Woods Middle School 
                 Holt, MI 48842
Grade:  6
Teacher:  Barbara Lindquist


I. Statement of Purpose and Hypothesis:

I wanted to find out more about what my dog likes to eat.  The 
choices are vegetables, apples, dog food, meat, Cheerios, and a 
half of a donut.  My hypothesis states that she will eat the dog 
food first.  This is the order that I think she will eat them 
in: dog food, apples donut, Cheerios, meat, and then vegetables. 

II.  Methodology:

I tested my hypothesis by setting vegetables, apples, dog food, 
meat, Cheerios, and a donut on plates on the floor.  We cut the 
food into small pieces.  The dog food was dry.  We set the 
plates in a row.  We let her choose what she wanted to eat. 

III.  Analysis of Data:

For the first time that I tested my dog on what she likes,  she 
ate the foods in a certain order.  This is the order that she 
ate them in: donut, meat, Cheerios, apples, dog food.  She did 
not eat the vegetables. 

The second time I tested her she ate them in this order: meat, 
donut, apple, Cheerios, and vegetables.  She did not eat the dog 
food. 

IV.  Summary and Conclusion:

I reject my hypothesis.  I found out that my dog likes to eat 
meat and donuts.  And that she could care less about vegetables 
and dog food.  I think one of the reasons she did not eat the 
dog food is because she normally eats the dog food. 

V. Application:

The research that I did will help me and my dog.  This will make 
my home a better place for me to live because I won't have to 
worry about what to buy for treats.  My dog will also like it 
because she likes that treat. 



Title:  Which Temperature Of Water Freezes Faster: Hot, Warm, Or
        Cold? 

Student Researcher:  Jason Bennett 
School:  Washington Woods Middle School 
         Holt, Michigan 
Grade:  6 
Teacher:  Barbara Lindquist, M. A. 


I. Statement of Purpose and Hypothesis:

I wanted to find out what temperature of water would freeze the 
fastest under the same conditions.  My hypothesis states that 
cold water will freeze faster than warmer liquid because it is 
already cold. 

II.  Methodology:

First, Ilabeled three plastic lunch baggies: H = Hot water, 
W = Warm water, and C = Cold water.  The next thing I did was 
fill each baggie with exactly 6 ounces of tap water at varying 
degrees.  The hot water was 130 F; the warm water was 100 F; and 
the cold water was under 100 F.  (The exact temperature could 
not be determined as my thermometer did not go down past 100 F.)  
I then put the baggies in the freezer on their sides laying 
flat.  The baggies were placed all on the same surfaces in the 
freezer.  I then checked their conditions after every 15 
minutes. 

III.  Analysis of Data:

After the first 15 minutes, condensation appeared on all three 
baggies.  The hot water appeared to have more condensation than 
the others.  After 30 minutes, there was thin, brittleice 
forming inside all the baggies.  All baggies appeared to have 
the same amount of ice formation.  After 45 minutes, the cold 
and warm water baggies were equal in having the same amount of 
ice formation.  The hot water, although thin ice had formed, was 
not progressing as fast as the other two.  After 60 minutes, the 
cold and warm baggieswere frozen solid and I could not put my 
finger through the ice.  The hot water had frozen also, however, 
there were some weak spots where I could stick my finger through 
the ice.  After 75 minutes, the hot was completely frozen. 

IV.  Summary and Conclusion:

My conclusions were very surprising.  I thought the cold water 
would freeze far earlier than the warmer waters.  This did not 
happen.  The warm water froze at approximately the same speed as 
the cold water and the hot water was not far behind.  Therefore, 
I reject my hypothesis as water freezes around the same time 
period despite a water temperature differential of 30 - 60 
degrees.  Larger water temperature differentials could effect 
the freezing ability.  Also, different holding containers could 
also effect the freezing ability. 

V. Application:

I now know that when I am asked to fill up the ice cube tray at 
home, I don't have to wait for cold tap water in order to have 
it freeze fast.