TITLE: How Well We Identify Food By Taste Alone?
STUDENT RESEARCHER: RUGHOO Lakshmi and HEILIETTE Sabrina
SCHOOL NAME AND ADDRESS: Jean-Aguste Margueritte
13, Place Galland
55100 VERDUN
France
GRADE: 11
TEACHER: Miss Valérie GUERIN
I) Statement of Purpose and Hypothesis:
Our experiment is related to one of our main senses: the sense of the taste. We would like to know how well we can identify food by taste alone without the help of smell or sight. Our hypothesis is that the taste of food depends not only on its taste, but also on its smell because when we have a cold and our nose is blocked, we find that foods have no taste.
II) Methodology:
To check our hypothesis, we used flavored drinks as a test food because they come in a variety of flavors and they have the same texture (therefore students will not be able to use touch information to distinguish the different items).
Material:
- 5 plastic cups: one full of water, one full of grenadine syrup and water, one full of orange syrup, and water one full of strawberry syrup and water, one full of lemon syrup and water tap water
- different flavored drinks: grenadine, orange, strawberry, lemon
- 5 tea spoons, a scarf
We had 25 classmates serve as our guinea pigs.
Variables:
- independent variable: type of soda
- dependent variable: success rate in percent (number of students who identified the drinks/ total number of students)
Constants:
- the number of trials allowed to the subjects to identify the soda (2), the concentration of the various drinks
Procedure:
Prepare all drinks in the same way. Put 5 teaspoons of one syrup in a plastic cup, add 15 cl of water and stir the liquid with the tea spoon. Set the 5 cups on a table. Always keep your cups in the same order for all your classmates. Ask your guinea pig to be blindfold by the scarf and to block his or her nose so that he or she cannot see or smell the soda. Hand a cup to the person who is given instruction to drink the soda and identify it. After making the identification, the person is made to drink some water to wash out the taste of the previous drink. Repeat steps 4 and 5 for the other drinks. Repeat the procedure for all the sodas without blocking the persons' nose.
III) Analysis of Data:
|
Type of Soda |
Identification Success Rate |
Identification Success Rate |
|
Taste Alone |
Taste + Smell |
|
| Grenadine |
20% |
48% |
| Orange |
20% |
40% |
| Strawberry |
28% |
60% |
| Lemon |
16% |
80% |
When the sodas are smelt, their tastes are more easily recognized. Actually, we can notice for each drink, that there are at least twice as many people who can recognize the taste whuke drinking and smelling the soda than drinking it with eyes blindfolded and nose blocked. For example, grenadine, which involves 20% for the first category and 48% for the second category, and lemon which involves five times as many people in the second category with 16% and 80%.
IV) Summary and Conclusion:
Our experiment shows how difficult it can be to identify foods and other tasty substances by taste alone without the help of smell.
V) Application:
Some of our classmates only identified the sodas after seeing them. Actually, what food looks like seems to have a strong influence on how we think it will taste. Children for instance often do not want to eat certain foods, not because of their flavor, but because of the way they look (strange-sharped, colored, etc.). However, in the modern world, most foods are specially grown and prepared. There is no excuse for not eating our vegetables (even spinach).
TITLE: Do Boys and Girls Have Similar Smelling Skills?
STUDENT RESEARCHER: Natacha Bérard and Ophélie Piskorski
SCHOOL NAME AND ADDRESS: Lycée Jean Auguste Margueritte
13 place Galland
55107 Verdun
FRANCE
GRADE: 11
TEACHER: Miss Valérie Guérin
1. Statement of Purpose and Hypothesis
The variety of smells we can identify is amazing, but most are too weak for the human nose to detect. Furthermore, we would like to know if we, girls, can detect the same smells as boys. In other words, do boys and girls have similar smelling skills? Our hypothesis is that boys or girls have the same tasting abilities.
2. Methodology
Materials
- 3 items with distinctive smells inside: banana(weak smell), onion( middle-strong smell), and munster cheese(strong smell)
- 15 boys and 15 girls who will test all the different substances;
Procedure
Step 1 : enclose the items in plastic containers so that the odors do not mix.
Step 2 : punch holes in the top of the containers to eliminate the need for a blindfold.
Step 3 : ask the subjects to identify the items they smell.
Variables
- Independent variable : Gender(male or female)
- Dependent variable : Success rate in percent( number of students who identified the item by smell / total number of students)
Constants
- the type of container
- the quantity of banana / onion / cheese enclosed in each container
- the time allowed to the subject to identify the smell
3. Analysis of Data
Percentage of Identification
| GENDER |
Weak Smell |
Middle-Strong Smell |
Strong Smell |
| MALE |
20% |
50% |
73% |
| FEMALE |
33% |
86% |
93% |
We can clearly notice a difference between the two genders; in particular, in the case of middle-strong smell where subjects are exposed to the same onion odor. Here 86% of women who had smelled the ingredient identified it whereas only 56% of men detected it. So, we must notice that females have a more acute sense of smelling than males.
4. Summary and Conclusion
Contrary to what we had expected, this experiment shows some differences between men and women' smelling abilities. It seems that women have a sharper sense of smelling than men for some yet unexplained reasons.
5. Application
It appears that further research comparing the smelling abilities of boys and girls is needed because the differences observed could be related more to individual differences than to gender. Maybe we should suggest this topic of research to our friends who will be in grade 11 next year and ask them to work on the differences between people who smoke and do not smoke.
TITLE: Test Your "Sidedness"
STUDENT RESEARCHERS: Laëtitia KRIANINE
Nathalie BOURGOIS
Anne-Laure DORMOIS
Eugénie VENTURINI
SCHOOL NAME AND ADDRESS: Lycée Jean-Auguste MARGUERITTE
13 Place Galland
55107 Verdun
France
GRADE: 11
TEACHER: Miss Valérie GUERIN
I. STATEMENT OF PURPOSE AND HYPOTHESIS
Most of our friends are right-handed. We would like to know if they also prefer to use their right foot, eye and ear for most tasks. Our hypothesis is that right-handed (resp. left-handed ) students are also right-footed, right-eyed and right-eared (resp. left-footed, left-eyed and left-eared ).
II. METHODOLOGY
After having checked our classmates for handedness (See: Procedure A) we tested them for footedness (See: Procedure B), eyedness (See: Procedure C) and earedness (See: Procedure D).
We asked 30 friends to serve as our experimental subjects. In our experimentation, the independent variable is the part of body and the dependent variable is the percentage of right-handed (resp. left-handed) students who use the right-side (resp. left-side).
PROCEDURE A: Right hand / Left hand
Materials: pen or pencil and paper, paper and scissors, cup with water, fork or spoon, and food
Experiment 1: We asked our subject to write his or her name to see which hand was used to write.
Experiment 2: We asked our subject to cut a circle out of a piece of paper to see which hand was used to hold a pair of scissors when cutting.
Experiment 3: We gave a ball to our subject and asked him or her to throw it to see which hand was used to throw an object.
Experiment 4: We observed which hand our subject used to bring the food to his or her mouth (that is to say which hand holds the fork or spoon)
Experiment 5: We observed which hand our subject used to pick up a cup of water to drink.
PROCEDURE B: Right foot / Left foot
Materials: ball, stairs, and coin
Experiment 1: We observed which foot our subject used to kick a ball.
Experiment 2: We had our subject stand with both feet flat on the ground in front of stairs and asked him or her to step up the first step. We noticed which foot was first lifted up.
Experiment 3: We put a coin on the floor and asked our subject to step on it to see which foot was used.
PROCEDURE C: Right Eye / Left Eye
Materials: cardboard tube, paper with small hole
Experiment 1: We gave our subject an empty paper towel tube to see which eye our subject first put up to the tube.
Experiment 2: We cut a smell circle out of a piece of paper. We gave this paper to our subject and asked him or her to look with both eyes through the hole in the paper at a distant object. We asked our subject to bring the paper closer and closer to his or her face while still looking at the distant object. We observed which eye finally reached the hole in the paper.
PROCEDURE D: Right Ear / Left Ear
Materials: Small box
Experiment 1: We spoke very quietly to our subject and see which ear he or she decided to use to listen to our whisper.
Experiment 2: We took a small box and asked our subject to identify what was inside the box by putting an ear up to the box. We observed which ear he or she decided to use.
Experiment 3: We asked our subject to try to listen through a wall to see whether he or she used the right or left ear .
III. ANALYSIS OF DATA
According to our results, 81% of right-handed students are also right-footed, 71% of right-handed students are also right-eyed, and 73% of right-handed students are also right-eared.
According to our results, only 29% of left-handed students are left-footed, 56% of left-handed students are left-eyed and 44% of left students are left-eared.
IV. SUMMARY AND CONCLUSION
Our hypothesis was almost right because most right-handed people are also right-footed, right-eyed, and/or right-eared.
As for left-handed people, there is no link between their dominant hand and the dominant foot, ear, eye which are preferred.
However we can notice that our study was made on only a small number of subjects (because left-handed people are more difficult to come by). It would be better to do our study again on a bigger scale to obtain significant results.
V. APPLICATION
The background research that we have carried out for our experimentation have brought us to consult different work about the origin of handedness. We can state that the reason or reasons for hand (foot, ear, eye) dominance are still unknown.
TITLE: Short Term and Long Term Memory
STUDENTS RESEARCHERS: Mathieu FRANCART, Alexandre LAFLOTTE, and Mylène WILLAUME
SCHOOL NAME AND ADDRESS: Lycée Jean Auguste Margueritte
13, place Galland
55107 VERDUN
France
GRADE: 11
TEACHER: Miss Valérie GUERIN
I. Statement of Purpose and Hypothesis:
Our brain has an incredible and very selective ability to remember. It is said that there are several types of memory. We would like to check this assertion. Our hypothesis is that we have at least two types of memory processes: 1) a short-term memory which deals with information that we have just received, and 2) a long-term memory for former events.
II. Methodology:
Materials: a list of 20 usual words (e.g. apple, car, book), paper and pencils for our subjects to write down what they remember
We recruited 35 students to serve as an experimental subjects.
Procedure: We read to the students a list of 20 words at a rate of one word every second. They were told to remember as many of these words as possible. Immediately, after reading the list, we asked them to write down the words that they remembered. We collected their list of words to analyze the results of our memory study. To know if there was better recall of words that there were read first or last, we assigned a position to each word of our list; then we calculated the percentage of recall for each of the 20 words (for example if 14 students out of 35 remembered the word "apple", then "apple" (word number 1), had a percent recall of 40%).
Variables:
Independent variable: word position,
Dependent variable: percentage of recall.
Constants: The words used in the list, the time allowed to return the remembered words (20 seconds).
III. Analysis of Data :
Words read first and words read last are remembered better than words read in the middle of the list.
IV. Summary and Conclusion:
Our hypothesis was true. This experiment provides evidence that there are two types of memory processes. Memory is good for the words read last because they are still in short term memory. Memory is good for the words read first because they made it into long term memory. I should be noted that it is possible that some words on our list were very easy to recall for other reasons. Everyone found the word "frog" easy to remember because we studied it just before in our Biology course!
V. Application:
As its name suggests, short-term memory has a very limited time span. It could be interesting to demonstrate with a new set of students. We could ask our subjects to remember the same set of words as before, but immediately after reading the list try to distract then for about 30 seconds. Will distraction cause them to forget the words at the end of the list?
TITLE: Does Fat Insulate an Animal?
STUDENT RESEARCHER: Stephen Levy
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 5th
TEACHER: Mrs. C. Erkel, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a scientific research project to see if the layer of fat under an animal's skin helps to keep it warm. My hypothesis stated that the fat an animal has will keep it warmer than if it did not have a layer of fat.
II. METHODOLOGY:
First, I stated my purpose. Second, I reviewed my literature. Then I developed a hypothesis. Then I wrote my methodology. Next, I made a list of materials which were: 1) a cup of lard, 2) two bulb-type thermometers, 3) two 10 ounce cups, 4) a timer, 5) a data collection form, 6) a pencil, and 7) a freezer. I made my data collection form.
Next, I filled one of the cups with lard. I put one thermometer into the cup filled with the lard so that the bulb of the thermometer was in the center of the lard. Next, I stood the second thermometer in the second (empty) cup. I read the temperature on each thermometer and recorded each temperature on my data collection form. Then I put both cups in the freezer. I read the temperatures shown on each of the thermometers every three minutes for 30 minutes and recorded my temperature findings on my data collection form. I repeated the whole procedure two more times. I analyzed my data, wrote my summary and conclusion, and applied my findings to the real world.
III. ANALYSIS OF DATA:
In trial one, both thermometers started with a temperature of 72 degrees Fahrenheit. After 30 minutes in the freezer, the thermometer with no insulation of fat registered 26 degrees Fahrenheit and the thermometer with insulation had a temperature of 68 degrees Fahrenheit.
In trial two, both thermometers started with a temperature of 73 degrees Fahrenheit. After 30 minutes in the freezer the thermometer with no insulation of fat registered 5 degrees Fahrenheit and the thermometer with insulation had a temperature of 67 degrees Fahrenheit.
In trial three, both thermometers started with a temperature of 74 degrees Fahrenheit. After 30 minutes in the freezer, the thermometer with no insulation of fat registered 0 degrees Fahrenheit and the thermometer with insulation had a temperature of 67 degrees Fahrenheit.
IV. SUMMARY AND CONCLUSION:
In all three trials, the fat kept the thermometer warmer than the thermometer with no fat. Therefore, I accept my hypothesis that stated that the fat an animal has will keep it warmer than if it did not have a layer of fat.
V. APPLICATION:
Now that I know that a layer of fat keeps an animal warmer, I can wear some sort of insulation of clothing to keep warmer when it is cold outside. I'm not going to smear fat all over my body before going outside into cold weather, so I can research a material that has a similar k-value to animal fat to find a good insulation material.
TITLE: Which Freezes Faster... Fresh Water or Salt Water?
STUDENT RESEARCHER: Matthew Meyer
SCHOOL: Mandeville Middle School
Mandeville, LA
GRADE: 5th
TEACHER: Cherie Erkel, MED
I. STATEMENT OF PURPOSE & HYPOTHESIS:
I wanted to find out which type of water, fresh water or salt
water, freezes the fastest. My hypothesis states that fresh water
will freeze the fastest.
II. METHODOLOGY:
The materials needed are a freezer, water, salt, a pencil, a measuring
cup, two containers of the same size, a data collection form,
a toothpick, a teaspoon, tape, a timer, and a marker.
First, you need to gather all the materials. Next, using the measuring
cup, pour 1/4 cup of water into each container. Label one of the
containers by writing "fresh water" on a piece of tape
and placing it on top. Label the other container "salt water".
Then pour one teaspoon of salt into the container of water labeled
"salt water" and stir. After that put the containers
next to each other in the freezer. Using a timer, check the containers
every 5 minutes by poking the toothpick in the water. When the
toothpick does not penetrate the water it is frozen. Write down
on the data collection form how long the salt and fresh water
took to freeze in five minute intervals. Repeat these procedures
for two more trials.
III. ANALYSIS OF DATA:
In the experiment, the fresh water started to freeze and completely
froze before the salt water. As the water froze, I observed that
the fresh water froze in sheets and the salt water froze in little
pieces. In Trial I, the fresh water completely froze in 180 minutes
and the salt water completely froze in 240 minutes. In Trial 2,
the fresh water completely froze in 175 minutes and the salt water
completely froze in 265 minutes. In Trial 3 the fresh water completely
froze in 175 minutes and the salt water completely froze in 365
minutes. The average amount of time for the fresh water to completely
freeze was 176 minutes and the salt water's average time was 290
minutes. In all three trials, the fresh water started to freeze
and completely froze about the same time. The salt water started
to freeze and completely froze at different times.
IV. SUMMARY AND CONCLUSION:
I found out the fresh water froze faster than the salt water.
Therefore, I accept my hypothesis, which stated that the fresh
water would freeze faster than the salt water.
V. APPLICATION:
I can apply my findings to the real world by telling family and
friends that if you want to freeze something faster, use fresh
water. Also, if you want to melt something faster use salt water.
By sprinkling salt on a wet roadway in freezing weather, it may
slow down the time in which ice forms on the roadway. This would
help to make traveling safer.
TITLE: The Stroop Interference Effect and Gender
STUDENT RESEARCHER: Laura Williams
SCHOOL: Mandeville Middle School
Mandeville, LA
GRADE: 5th
TEACHER: Cherie Erkel, MED.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Will there be a difference between males and females when testing
color recognition times and word reading times using the Stroop
interference effect? My hypothesis states that there will be a
difference between males and females in color recognition times
and word reading times using the Stroop interference effect.
II. METHODOLOGY:
MATERIALS:
10 male subjects, 10 female subjects, 1 stopwatch, 1 notebook
to record results, 1 pen, 34- 3"X5" index cards, 1 purple
marker, 1 green marker, 1 red marker, 1 orange marker, 1 yellow
marker, 1 blue marker, 1 black marker, 1 calculator
PROCEDURE:
1. Count out two separate sets of 17 cards. Take one set of cards
and use the black marker to write the names of the following colors
on 16 of the cards. Write one word on each of the 16 cards. Write
the following words: red, yellow, blue, orange, green, purple,
red, yellow, blue, yellow, blue, red, green, purple, orange and
green. The extra card is a cover card. This is the control set
of cards.
2. Using the second set of 17 cards and the six different colored
markers (purple, green, red, orange, yellow, and blue), prepare
the second set of cards. Write a color word on each card according
to this list. The other card will be a cover card.
|
WORD |
MARKER COLOR |
| red | yellow |
| yellow | blue |
| blue | red |
| orange | green |
| green | purple |
| purple | orange |
| red | green |
| yellow | purple |
| blue | orange |
| yellow | red |
| blue | yellow |
| red | blue |
| green | orange |
| purple | green |
| orange | purple |
| green | red |
3. Each set of cards is read separately. Have each subject
read the set of black and white cards first. Then use the colored
set of cards for recognition of the color of the word written
on the cards. The subject must state the color of the marker not
the word written on the card. Finally, read the colored set of
cards for the word written on the cards. The subject must read
the cards as quickly as possible. Use the cover cards to prevent
the subject from starting too soon. Tell the subject when to begin
reading each set of cards and time with a stopwatch. They must
correct any mistakes that are made in reading. Stop the stopwatch
when they have finished reading each set of cards and record the
results. Do not allow the subject to repeat the tests because
the subject can learn to read the cards faster with practice.
This skill can be learned.
4. Separate the reading results into male and female categories.
Average the results of each test for males and females. Then compare
the results to determine whether males or females performed each
test most efficiently.
III. ANALYSIS OF DATA
1. The average reading time of the black and white cards for
males was 18.902 seconds. The average reading time of the black
and white cards for females was 14.532 seconds. The female test
group was faster by an average of 4.37 seconds.
2. The average reading time for reading the colors on the colored
set of cards for males was 24.240 seconds. The average time for
reading the colors on the colored set of cards for females was
20.636 seconds. The female test group was faster by an average
of 3.604 seconds.
3. The average reading time for reading the words on the colored
set of cards for males was 20.082 seconds. The average reading
time for reading the words on the colored set of cards for females
was 13.922 seconds. The female test group was faster by an average
of 6.16 seconds.
4. Female subjects were faster in all reading tests.
5. All subjects had an increased reading time when asked to recognize
the color of the word rather than read the word on the colored
set of cards. This is the result of interference within the brain.
IV. SUMMARY AND CONCLUSIONS:
I accept my hypothesis that there is a difference in color recognition
and word reading times between male and female subjects. In my
experiment, the female subjects were faster in recognizing the
colors and in reading the words than the male subjects. According
to the Stroop Effect, male subjects should be better at reading
the words and female subjects should be better at recognizing
the colors. My experiment's results did not agree with the Stroop
Effect results. All subjects were faster at reading the words
than recognizing the colors. This result agrees with the Stroop
Effect results.
V. APPLICATION:
This experiment can be used to understand how the brain works.
There are differences between male and female brains. It also
may help us to understand if the differences in the brains of
males and females is due to genetic differences or from what we
are taught. Teachers could use this information to teach more
effectively. Would girls and boys do better in school if they
were in separate classes and taught by different methods?
TITLE: Want A Lift?
STUDENT RESEARCHER: David Hotard
SCHOOL: Mandeville Middle School
Mandeville, LA
GRADE: 5th
TEACHER: Cherie Erkel, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out what effect the curve on the top of a wing
would have on the lift of the wing. My hypothesis stated that
the greater the curve of the top of the wing (the longer the length
of the top of the wing) the greater the lift.
II. METHODOLOGY:
I stated my purpose, reviewed the literature, and wrote my hypothesis.
I designed my "wing lift test stand" and gathered the
materials: nails, plastic straw, coat hanger, hair dryer, silver
paint, index cards, clear tape, masking tape, pencil, scissors,
protractor, various pieces of wood, and woodworking tools: drill,
saw, sander and hammer.
First, I designed, and with my Dad's help, constructed the "wing
lift test stand." The test stand consisted of 2 vertical
rods (made from a coat hanger), approximately 10 inches high and
2 inches apart. Two rods were necessary to keep the wing(s) from
rotating around a single vertical rod. A brace was added at the
top of the vertical rods to make sure they were straight and remained
2 inches apart. A straw one-inch high was placed around each vertical
rod to hold the wing(s) above the base of the test stand. A holder
was made for the wind source (a hair dryer) to allow the "angle
of attack" of the wind on the wing to be controlled and measured.
The "wing lift test stand" was assembled from coat hangers,
straws, various pieces of wood and placed on a 6-inch x 12-inch
plywood base, and then painted "aluminum."
Next, I constructed three (3) test wings out of index cards, each
with a little longer length for the top wing. The bottom length
of each wing was 2 1/2 inches; the top length of the three wings
was increased by 1/8 inch, 2/8 inch and 3/8 inch.
I placed each of the wings in the "wing lift test stand,"
and experimented with the best angle of attack for the wind from
the hair dryer using a scale on the "wing lift test stand."
I determined that the best angle of attack was 5 degrees.
I conducted my experiment by placing each wing in the "wing
lift test stand" and turning on the hair dryer to create
the wind with an angle of attack of 5 degrees. I did this three
times for each wing and measured the lift of the wing using a
ruler. I recorded the results on my data collection form and analyzed
it. I wrote my summary and conclusion, accepted or rejected my
hypothesis, and applied what I learned to explain things that
I have observed in the outside world.
Ill. ANALYSIS OF DATA
The results were as follows:
|
Wing |
Test 1 |
Test 2 |
Test 3 |
Test 4 |
|
1/8 inch |
2 in |
2 5/8 in |
2 in |
2 5/8 in |
|
2/8 inch |
3 in |
2 7/8 in |
3 in |
2 23/24 in |
|
3/8 inch |
3 3/8 in |
3 in |
3 in |
3 11/24 in |
The wing with the least curve, or the shortest length on the
top of the wing, rose the least, or about 2 inches. The wing with
the intermediate curve, and the intermediate length on the top
of the wing, rose an amount in between the other two wings, or
about 3 inches. The wing with the greatest curve, or the greatest
length on the top of the wing, rose the most, or about 3 inches.
IV. SUMMARY AND CONCLUSION:
I found that the wing with the greatest curve, or the longest
length on the top of the wing, had the highest lift. Therefore,
I accepted my hypothesis that the greater the curve of the top
of the wing (the longer the length of the top of the wing) the
greater the lift.
V. APPLICATION:
Since my Mom is a flight attendant and flies on a lot of airplanes,
I am glad that I now understand how the airplane lifts into the
air. I can explain this principle to family and friends that might
be flying.
TITLE: What Effect Does Acid Rain Have On Radishes and Onions?
STUDENT RESEARCHER: Brittany Dehart
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 5
TEACHER: Cherie Erkel, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know what effect does the amount of acid rain have
on two bulb vegetables (radish and onion). I will pour 5 cc, 30
cc, and 45 cc of acid rain solution on a radish and an onion.
Then I will observe the effect that the acid rain has on the vegetables
within a time frame of 24 hours. My hypothesis states that 45
cc of acid rain solution will have the greatest effect and show
more deterioration on the radish than the onion.
II. METHODOLOGY:
I wrote my statement of purpose and review of literature on acid
rain. Then I developed my hypothesis. Then I wrote my methodology.
Gather materials: an acid rain solution (90 % water, 10% sulfuric acid, with a pH of 2), 4 radishes, 4 onions, 4 small paper plates, a pair of safety goggles, 2 pairs of safety gloves, protective chemical gown, a clock a pencil, tongs, 6 beakers a data collection form.
Put on your safety goggles, a chemical gown, and 1 pair of
gloves. After this, you pour 15 cc of acid rain solution in 2
separate beakers (marked radish and onion). You then repeated
this procedure with 30 cc and 45 cc of acid rain solution. Next,
you replace your gloves with a new pair. Then you place a radish
and an onion used as a control vegetable on a paper plate labeled
"control." Next label a paper plate Trial 1, 15 cc of
acid rain solution, a paper plate labeled Trial 2, 30 cc, and
another paper plate labeled Trial 3, 45 cc of acid rain solution.
Next, take 3 radishes and 3 onions (about the same size) and place
1 radish in a beaker marked 15 cc, 1 radish in a beaker marked
30 cc, and 1 radish in a beaker marked 45 cc. Do the same with
the 3 onions. After placing all the onions and the radishes in
their assigned beakers, let the vegetables sit in the beakers
for 20 minutes, to absorb the acid rain. Then remove the vegetables
with a pair of tongs and place the vegetables on their assigned
plates, and let them sit there for 24 hours. After 24 hours, examine
the vegetables for deterioration, changes in skin texture, size,
and color. Record your results in a data collection form.
III. ANALYSIS OF DATA
In all three trials, the onion showed no deterioration. The color
of the onion that had 15 cc of solution poured on it had no color
change, unlike the onions with 30 cc and 45 cc. The onions with
these amounts (30 cc and 45 cc) had light brown spots. For all
three trials no holes were seen and the size of the onions didn't
change.
The radish, on the other hand, had much different results from
the onion. In trial 1 (15 cc) and trial 2 (30 cc), the radish
had some deterioration. In trial 3 (45 cc), the radish was completely
deteriorated. In trial 1 and 2, the radish lost it's red color.
Eventually, the radish was blackened (trial 3). No holes were
seen in trial 1, but in trial 2, there was small, 1/4-inch holes
noted. In trial 3, big, 1/2-inch holes could be seen all around
the radish. In trial 1 and 2 the radish had decreased it's size
by 25%). By trial 3, the size had decreased to 50%.
IV. SUMMARY AND CONCLUSION
In this experiment, I found that the amount of acid rain has an
effect on these two bulb vegetables, a radish and an onion. I
thought that the onion with 45 cc of acid rain solution would
least effected and the radish the most, and my data indicated
that I was correct. Therefore, I accept my hypothesis which stated
that 45 cc of acid rain solution will effect the radish the greatest
and the onion the least. In all three trials, the radish had the
most deterioration, loss of color, holes, and size change compared
to all the onions. As the amount of acid rain increased, so did
the deterioration on the radish. The acid rain solution did not
effect the onion, probably because of its protective shell.
V. APPLICATION
This information could be used to help educate farmers and vegetable
growers who live in an area predisposed to acid precipitation.
It gives them vital information about which type of vegetables
to grow if they live in these kinds of areas (for example growing
vegetables with a protective shell or covering like an onion).
TITLE: Will Different Air Temperatures Affect the Size of a Balloon?
STUDENT RESEARCHER: Alex Dessens
SCHOOL: Mandeville Middle School
Mandeville, LA 70448
GRADE: 5th
TEACHER: Cherie Erkel, MED.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out if the temperature of air inside of a balloon affects the size of the balloon. My hypothesis states that hot air will make the balloon bigger.
II. METHODOLOGY:
First, I gathered the materials. Second, I filled the pot halfway with water and heated it over a medium heat on the stove. Third, I filled the bowl halfway with a mixture of ice and water. Then I blew up the balloon and tied a knot in it, and using the marker, placed an X on the widest part. Next, I measured the circumference of the balloon by placing the tape measure on the X. l recorded the original circumference. I then placed the balloon in the ice water for 3 minutes. I took it out and again measured and recorded the circumference. Then, using tongs, I held the balloon in the warm water for 3 minutes. Lastly, I took the balloon out and measured and recorded the circumference. I repeated this procedure three times.
III. ANALYSIS OF DATA:
Results of the trials were as follows:
Original Circumference
Trial 1: 17 7/8 in
Trial 2: 17 3/8 in
Trial 3: 19 in
Cold Water
Trial 1: 17 5/8 in
Trial 2: 17 in
Trial 3: 18 3/4 in
Warm Water
Trial I: 18 in
Trial 2: 17 1/2 in
Trial 3: 19 1/4 in
The average decrease in the circumference of the three balloons in the cold water was 1/4 inch, while the average increase in circumference of the three balloons in the warm water was 1/8 inch.
IV. SUMMARY AND CONCLUSION:
I found out that if the temperature of air inside a balloon is cooled, the balloon will become smaller, and if the temperature of air inside a balloon is warmed, the balloon will become bigger. Therefore, I accept my hypothesis, which stated that hot air inside of a balloon will make the balloon bigger.
V. APPLICATION:
Don't put a balloon outside on a hot day or it will get bigger and pop.