TITLE: How Color Affects the Temperature of Styrofoam
STUDENT RESEARCHER: Susan Travis
SCHOOL: Leroy E. Mayo Elementary
Holden, MA
GRADE: 5
TEACHER: Mr. Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The purpose of this experiment is to find the effect of color
on the temperature of Styrofoam. My hypothesis states that, out
of all the colored plates, the black colored Styrofoam will absorb
the most heat and that the white will absorb the least amount
of heat.
II. METHODOLOGY:
First, I chose my topic and I wrote my statement of purpose. Then I wrote my review of literature. Then I came up with a hypothesis based on the review of literature and wrote my methodology. Then I made a list of materials. Next, I made a data collection form. Afterwards, I started conducted the experiment by taking eight different Styrofoam plates and covering them with a different color piece of paper (white, yellow, red, orange, green, blue, purple, and black). I also left one without color on it, out of curiosity. Then I placed another plate under each one. I took a thermometer and put it between the plates and made sure that the thermometer did not touch the sides (for even exposure). Then I placed the plates 120 cm. underneath the lamp and let it sit for 5 minutes. I then recorded the temperature of the thermometer on a data collection sheet. I let the plate sit at room temperature for one minute. I did this twice for each plate. Next, I wrote my analysis of data. I then wrote my summary and conclusion and applied my findings to the world outside the classroom.
III. ANALYSIS OF DATA:
The average temperature of the white plate was 70.25 F. The average temperature of the blank plate was 73 F (room temperature). The average temperature of the yellow plate was 73.5 F. The average temperature of the red plate was 73.75 F. The average temperature of the green plate was also 73.75 F. The average temperature of the orange plate was 74.75 F. The average temperature of the blue plate was 74.75 also. The average temperature of the purple plate was 75.25 F. The average temperature for the black plate was 76.25 F.
IV. SUMMARY AND CONCLUSION:
I found that the color black absorbed the most heat, then purple, then blue, then orange, then green, then red, then yellow, then the blank plate, and then the white. Therefore, I accept my hypothesis which stated that, out of all the colored plates, the black colored Styrofoam will absorb the most heat and that the white will absorb the least amount of heat.
V. APPLICATION:
I can apply my observations to the world outside the classroom by telling people not to buy black or other colors during the summer, but to buy those certain colored garments in the winter time, as they absorb more heat. Depending on where people live, they should have different colored cars or other ways of transportation. If someone lives in a warm place, their car should be white or a light color. If someone lives a cold place, his/her way of transportation should be black, or a dark color like navy blue, as it will absorb heat. Tents used for camping and sleeping bags should be black or a dark color unless camping in a very warm climate.
TITLE: Parachute Construction and Float Time
STUDENT RESEARCHER: Yuantee Zhu
SCHOOL: Mayo Elementary School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out which type of paper or any other material would stay in mid-air the longest. My hypothesis states that the parachute made out of loose leaf paper (20cm by 19cm) would stay in mid-air longer than a parachute made out of Kleenex, newspaper, tin foil, Syrian wrap, paper towel, or an overhead sheet of the same dimensions.
II. METHODOLOGY:
First, I wrote a statement of purpose, reviewed the literature and developed an hypothesis. Secondly, I cut out a 20cm by 19cm piece of an overhead sheet, loose leaf paper, Kleenex, newspaper, tin foil, Syrian wrap, and paper towel. Third, I attached a 12 centimeter piece of string to the ends of each parachute where I poked holes. After that I taped a penny to the other end of the strings. Finally, I dropped each parachute from a 3 meter height. I recorded the amount of time the parachute took to hit the ground using a stopwatch.
III. ANALYSIS OF DATA:
The parachute made out of loose leaf paper was in the air for 2.0 seconds for trial 1 and 1.9 seconds for trial 2 with an average of 1.95 seconds. The parachute made of Kleenex was in air for 1.8 sec. for trial 1 and 1.7 sec. for trial 2 with an average of 1.75 sec. The parachute made of paper towels was in air for 1.7 sec. for trial 1 and 2 with an average of 1.7 seconds. The parachute made of newspaper was in air for 2.3 sec. for trial 1 and 2.7 sec. for trial 2 with an average of 2.5 seconds. The parachute made of overhead sheets was in air for 1.5 sec. for trial 1 and 1.6 sec. for trial 2 with an average of 1.55 seconds. The parachute made of Saran wrap was in air for 1.8 sec. for trial 1 and 2 with an average of 1.8 seconds. The parachute made of tin foil was in air for 2.1 sec. for trial 1 and 2.2 sec. for trial 2 with an average of 2.15 seconds.
V. SUMMARY AND CONCLUSION:
According to my research, I found out that newspaper would float in mid-air the longest. Therefore, I reject my hypothesis which stated that the parachute made out of loose leaf paper would stay in mid-air longer than a 20cm by 19cm parachute made out of Kleenex, newspaper, tin foil, Saran wrap, paper towel, or an overhead sheet.
V. APPLICATION:
I learned from this experiment that, to make a successful parachute, it would have these characteristics: the material of the parachute's area should be larger than it's density and mass. The material should be strong and durable so the wind doesn't tear through it.
TITLE: Toby's Toys
STUDENT RESEARCHER: Nicole Knight
SCHOOL ADDRESS: Pleasants Co. Middle School
Belmont, WV
GRADE: 6th
TEACHER: Mrs. Strickler
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know what toy my dog, Toby, likes best. I thought he would pick his celery stick or the football because those are the main toys he plays with. He never plays with his red bone, so I thought he wouldn't pick that as much. My hypothesis stated that if I give Toby several toys, he would choose a favorite.
II. METHODOLOGY:
I conducted this project by laying the four toys in a row. The toys were the football, a celery stick, a brown bone, and a red bone.
The celery stick is green and has a black and white smiley face. It's soft rubber, squeezy and makes noise. The football is blue, hot pink, yellow, black and white. It is soft, squeezy and makes noise. The floppy bone is soft and red. It isn't squeezy and does not make noise. The brown bone is hard plastic and smooth. It is not squeezy and does not make noise.
After setting the toys out, I held Toby back and then let him go. He sniffed them, then went for one, and ran away with it or came back with it. I charted his behavior for 22 days.
III. ANALYSIS OF DATA:
Toby sniffed the red bone 3 times and he chose it 0 times.
Toby sniffed the celery stick 3 times and chose it 8 times.
Toby sniffed his football 5 times and chose it 11 times.
Toby sniffed the brown bone 6 times and chose it 3 times.
I laid the toys out on the floor in front of Toby 22 times.
My charts compare how many times he sniffed each toy and how many
times he picked each toy.
III. SUMMARY AND CONCLUSION:
Toby sniffed the brown bone more than the other toys. The toy that Toby likes best is his football. He chose the football the most. His second favorite is the green celery stick. Toby's third pick is the brown bone. The last and least favorite choice is the red bone. Toby doesn't like it very much at all.
My data showed that my hypothesis was correct. Toby chose the football the most times and the red bone the least. Also, he didn't always choose what he sniffed. Sometimes he didn't sniff the toys first, he went straight for the toy he wanted to pick.
IV. APPLICATION:
This experiment is about what choices a dog makes in a given time period. Dog toy companies could test to see if dogs prefer large or small, smooth or rough, hard or soft, squeezy or not squeezy, bright or dull, fragrant or odorless, and taste or tasteless toys.
TITLE: What Makes You Sneeze? STUDENT RESEARCHER: Jeremy Barsema SCHOOL ADDRESS: Morrison Junior High School Morrison, IL GRADE: 8 TEACHER: Mrs. Rena Rickles
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
One day I went to see a movie. When I came out I noticed people were sneezing. This got me to thinking. Do people sneeze when they leave a movie and enter the bright sunlight?
I wanted to answer the question, "Do you sneeze when you come out of a dark theater into the bright sunlight?" I predicted that more people will say no than yes.
I also wanted to answer the question, "Do you get a headache when you sit too close to the screen?" I predicted that more people will say no than yes.
II. METHODOLOGY:
1. I made my observation.
2. I made my hypothesis.
3. I developed a questionnaire with questions.
4. I surveyed twenty people.
5. I recorded the ages and answers from my respondents.
6. I charted my results.
7. I made my conclusion.
8. I published my report.
III. ANALYSIS OF DATA:
| Age | Do you sneeze when you come out of a dark theater into the sunlight? | What makes you sneeze other than a cold? | Do you get a headache if you sit to close to the screen? | Where do you like to sit in the theater? |
| 57 | No | Pepper | No | Middle |
| 60 | No | Sun | No | Back |
| 34 | No | Dust | No | Middle |
| 34 | No | Pepper | No | Middle |
| 30 | No | Pluck eyes | Yes | Middle |
| 31 | No | Pepper | No | Middle |
| 31 | No | Pepper | No | Back |
| 13 | Yes | No | Front | |
| 6 | Yes | Yes | Back | |
| 36 | Yes | Yes | Back | |
| 15 | No | Pepper | No | Front |
| 12 | No | Pepper | No | Middle |
| 30 | Yes | No | Back | |
| 6 | Yes | No | Front | |
| 19 | No | Dust | No | Middle |
| 58 | No | Pepper | Yes | Middle |
| 29 | No | Dust | No | Middle |
| 31 | Yes | Yes | Back | |
| 13 | No | Dust | No | Middle |
| 14 | Yes | No | Front | |
| No | Dust | No | Back | |
Only seven of the twenty people in my survey sneeze when they come out of a dark theater into the sun. Seven people said that pepper makes them sneeze and five said that dust makes them sneeze. Only five said that they get headaches if they sit too close to the screen. Ten people like to sit in the middle of the theater and seven like to sit in the back.
IV. SUMMARY AND CONCLUSION:
I conclude that most people do not sneeze when they leave a dark theater. I also conclude that most people do not get headaches from sitting too close to the screen. So my hypotheses were right.
V. APPLICATION:
I think the theaters should provide lighting that would help people adjust before walking outdoors. They could turn the lights on in the theater and provide an after movie presentation for 3 to 5 minutes to give the lights time to work. Another option is to have theaters post signs on the door advising people to wear sunglasses as they leave to help their eyes adjust to the light again.
TITLE: The Effect of Temperature on the Flight of Golf Balls STUDENT RESEARCHER: Mitchell Parsons SCHOOL: Bellbrook Jr. High Bellbrook, Ohio GRADE: 7th grade TEACHER: Mrs. St. Pierr
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if the temperature of a golf ball would affect the distance it traveled when struck. I thought that the temperature would affect the distance it would travel. The warmer the golf ball, the father it would travel and the colder the ball, the less distance it would travel.
II. METHODOLOGY:
I built a hitting machine that would hit the golf balls with an equal amount of force each time.
Materials
-20in by 24in piece of plywood
-Clay pigeon thrower
-Sawhorse
-18 Maxfli golf balls
-5 iron golf club
-"c" clamp
-pencil
-paper
-yardstick/tape measurer
-6 bolts
-6 nuts
-golf tee
-artificial hitting surface
-2 cinder blocks & 2 chains
Procedure
1. Buy 18 Maxfli golf balls
2. Buy a clay pigeon thrower
3. Put the clay pigeon thrower together
4. Mount the clay pigeon thrower on a 20in by 24in piece of plywood
5. Mount the clay pigeon thrower and the piece of plywood to a sawhorse
6. Clamp a 5 iron onto the arm of the clay pigeon thrower with 3 "c" clamps. Hook two cinder blocks to sawhorse to stabilize it.
8. Put 6 golf balls in a pan of 66 degree Celsius water for 10 minutes
9. Take 6 golf balls and put them in a freezer overnight (-12 degrees Celsius)
10. Take 6 golf balls and leave them at room temperature overnight (23 degrees Celsius)
11. Take all of the golf balls outside and hit them with the hitting machine you constructed
12. Record data
13. Graph results
13. Write conclusion
III. ANALYSIS OF DATA:
| Attempt | 1 | 2 | 3 | 4 | 5 | 6 | Average |
| Hot | 31.50 | 32.10 | 32.18 | 32.63 | 32.70 | 32.00 | 32.350 |
| Cold | 32.70 | 32.78 | 33.53 | 33.98 | 34.64 | 34.50 | 33.685 |
| Normal | 33.98 | 34.65 | 34.98 | 35.30 | 36.53 | 38.20 | 35.604 |
IV. SUMMARY AND CONCLUSION:
I found that my hypothesis was partially correct. The temperature did affect the distance. The colder the ball, the less distance it traveled. I was incorrect when I said that the warmer the ball, the farther is would travel. I did not take into account the cover might melt. Actually, the warmer the ball, the less it traveled. Golf balls are made to perform best in normal playing conditions. This is why the room temperature ball went the farthest.
V. APPLICATION:
In the real world, my results would be very helpful. You now know that when going to play golf never freeze or boil you golf balls. Try to keep them at room temperature. If I were to do this research again, I would test different golf balls, strengthen the hitting machine so it would fully compress the ball, and try less extreme temperatures.
TITLE: Does Music Affect Your Pulse?
STUDENT RESEARCHER: Elizabeth
SCHOOL ADDRESS: Kucera Middle School
Rialto, California
GRADE: 7
TEACHER: Ms. R. Pearce
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I was interested in pulse and how to take someone's pulse. I also wanted to see if music affected the pulse so I did an experiment. My hypothesis was that music does affect your pulse. I believed that loud, rowdier music will speed up your pulse or increase it and soft, mellow music like classical music will slow down or decrease a your pulse.
II. METHODOLOGY:
I tested my hypothesis by actually doing an experiment on pulse. I had each person rest for five minutes before testing them. Then I took their pulse for fifteen seconds and recorded the results. After that I had them listen to contemporary music for two minutes. I took their pulse for fifteen seconds then recorded those results. Following that I had that person listen to classical music for two minutes. After that I took their pulse for fifteen seconds. I then recorded my final results. The materials I used were a watch with a second hand, classical music, contemporary music, pencil, and some paper.
III. ANALYSIS OF DATA:
I found that, in most cases, a person's pulse decreases after hearing classical music. Sometimes, depending on the person, a pulse usually will go up after the contemporary music, but that doesn't always happen. My data show that my hypothesis is half way right because only four out of the eight people's pulses did exactly what I thought would happen and that was for the pulse to increase on the contemporary music and to decrease on the classical music.
IV. SUMMARY AND CONCLUSION:
I partially accepted my hypothesis because only half of the people's pulses did exactly what I thought would happen and the other people's pulses didn't do what I thought would happen. I think I could improve this experiment by testing more people and testing more of an age variety of people. What I did wrong was I didn't test enough people and it would have been better if I tested more people.
V. APPLICATION:
This experiment can apply to real life because people listen to music that might make their pulse go up. If I could do more research, I would want to find out why people's pulses don't all react the same with the same music. This would be important because this could also be the answer to some other people's science questions. Plus, this would be a good question for a research project and also it could be good research.
TITLE: Scented or Regular? STUDENT RESEARCHER: Elba SCHOOL ADDRESS: Kucera Middle School Rialto, Ca 92376 GRADE: Seventh TEACHER: R. Pearce
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if a regular candle or a scented candle lasted longer. I thought that a scented candle would last longer. I already knew both scented and regular candles were practically made the same, but there had to have been something extra in the scented candle in order to make them scented.
II. METHODOLOGY:
I tested my hypothesis by experimenting. I lit a regular and scented candle and then I recorded which candle lasted longer. The materials that I used were a regular candle, a scented candle, and a match or lighter. This is how I tested my idea. I got a regular candle and then I got a scented candle. Then I got a match. I lit both of the candles and put them where they wouldn't burn any thing. I then checked the candles every thirty minutes. Then after each candle burned out I recorded the outcome.
III. ANALYSIS OF DATA:
I found out a scented candle lasts longer than a regular candle in most of the cases. My data showed that my hypothesis was correct. My hypothesis was correct because I predicted a scented candle would last longer than a regular candle.
IV. SUMMARY AND CONCLUSION:
I accept my hypothesis. A scented candle does last longer than a regular' candle. I think I can improve my experiment by adding in other types of candles. I don't think that I did anything wrong in my project. I followed everything according to my plan.
V. APPLICATION:
This experiment can apply to real life because, if you ever needed a long lasting candle, you would pick a scented candle instead of a regular candle. If I could do more research, I would want to find out if the type of scent a candle has would affect it's chances of lasting longer than a regular candle. This would be important because then I would know to buy the longest lasting candle.
TITLE: Photosynthesis - A Plant's Greatest Ability STUDENT RESEARCHER: Robert SCHOOL ADDRESS: Kucera Middle School Rialto, California GRADE: Seventh TEACHER: Mrs. R. Pearce
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I was interested in photosynthesis. My hypothesis was that a plant with 24 hours of indirect artificial light would grow faster than a plant in the sun.
II. METHODOLOGY:
I tested my hypothesis by growing three plants. The materials I used were 3-Polka-Dot Plants, water, a measuring cup, sun light, 2 fluorescent lights, a watch, journal, pencil, 3 flower plants, and 3 name-tag-stickers. The manipulated variable was light because I used sunlight, 24 hour artificial light, and off and on artificial light.
To test my hypothesis, I first gathered the correct supplies I needed. Second, I labeled the three name-tag-stickers with "A", "B", and "C". Third, I stuck one marked name-tag-sticker on each one of the Polka Dot Plant's pots. Fourth, I put plant "A" outside. Fifth, I put plant "B" under the first fluorescent light. Sixth, I put plant "C" under the second fluorescent light. Seventh, I kept the fluorescent light above plant "B" lit for twenty-four hours a day. Eighth, I kept fluorescent light above plant "C" lit for 8 hours at a time a day. Ninth, I watered each plant with I/2 a cup of water every twenty-four hours. Tenth, I wrote down all of my observations in my journal using a pencil. Last, I repeated steps 7-I0 of the way I did my project for 8 days.
III. ANALYSIS OF DATA:
I found out that the plant with 24 hour artificial light grew
faster than the plant with off and on artificial light and the
plant with sunlight. My data show that my hypothesis was
correct.
IV. SUMMARY AND CONCLUSION:
I accepted my hypothesis because the plant with 24-hour artificial light grew faster than the plant with off and on artificial light and the plant with sunlight. What I did wrong was water the plants at different times. For instance, I watered plant "A" 45 seconds before plant "B". I don't really think that it affected my project all that much considering that my project has to do with light.
V. APPLICATION:
This experiment can apply to real life because photosynthesis is essential to all living plants. Perhaps in the future photosynthesis will supply oxygen for space travel or underground living. I think that my project could be used in real life by farmers. With my information, they might be able to speed up the process for crop growing and double our food resources.
TITLE: The Nose Knows STUDENT RESEARCHER: Jamie SCHOOL ADDRESS: Kucera Middle School Rialto, California GRADE: 7th GRADE TEACHER: Mrs. R. Pearce
I. STATEMENT OF STATEMENT OF PURPOSE AND HYPOTHESIS:
I was interested in taste buds and smelling. I also wanted to find out if you can taste better with your nose plugged or unplugged. My hypothesis was that you can taste better with your nose unplugged. I already knew that we taste with what we call taste buds.
II. METHODOLOGY:
I tested my hypothesis by putting 3 different flavor Jellybeans in my subjects' mouths ( at different times ) and plugged their nose and asked what flavor they thought it was. Then I wrote their response down next to the real flavor printed on my data collection sheet. Then I unplugged their nose and asked them what they thought the flavor was. Then I wrote that down, too. The materials I used were a glove, a blindfold, 10 human test subjects, and three different flavored jelly beans for each test subject.
III. ANALYSIS OF DATA:
Out of 10 subjects and 30 guesses with nose plugged, only 5 of the guesses were right. Then with nose unplugged, 14 of the guesses were right. I also found out that 4 subjects were unable to identify the flavor of the jelly beans with their nose plugged and one subject was unable to identify the flavor of the jelly beans with their nose unplugged.
IV. SUMMARY AND CONCLUSION:
I accepted my hypothesis because all of the subjects, except one, could tell the flavor of one or more of the jellybeans with their nose unplugged. I think I could improve this experiment by testing them with more flavors or asking if they can taste it on there tongue.
V. APPLICATION:
This experiment can apply to real life because if someone tries some food and learns that its flavor is gross, than they can plug their nose so they can't taste it.
TITLE: Smelly Candles Melting
STUDENT RESEARCHER: Cassaundra
SCHOOL ADDRESS: Kucera Middle School
Rialto, CA
GRADE: 7th
TEACHER: Ms. R. Pearce
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I was interested in finding out if the smell of a candle effects the melting process. My hypothesis was that the scented candle would melt faster because of the perfume used to create the scent. I thought that the scented candle was going to melt faster because the wax seemed thinner.
II. METHODOLOGY:
I tested my hypothesis by letting an unscented and a scented candle burn for the same amount of time. The materials I used were 4 unscented candles, 4 scented candles, and a lighter. I tested my idea by letting an unscented and a scented candle burn for one hour. Then I blew them out at the same time. I then measured the height of each candle.
Ill. ANALYSIS OF DATA:
I found out that the smell of a candle would effect its melting process by making it melt faster. My data show that my hypothesis was correct.
IV. SUMMARY AND CONCLUSION:
I accept my hypothesis because the scented candle melted faster 3 out of 4 tries. I think I can improve this research by increasing the number of trials that I did.
V. APPLICATION:
My experiment can apply to real life because, if electricity
goes out, you might want a candle that lasts longer. If I could
do more research, I would want to find out what the two candles
were made out of because maybe the scented candle had a different
type of wax which made it melt faster. This is important because,
if you don't want the candle to give off a smell and you want
a long lasting candle, you can use an unscented candle.