Title: Checkin' Out the Weber Library
Student Researchers: David Gugiliano, Grace Van Voorhis, Tyler Meade,
Josh Lipman and Shelley Liu.
School: Weber Elementary
Iowa City, Iowa
Grade: Grades 5 & 6
Teacher: Chris Rohret
I. Statement of purpose and hypothesis:
We wanted to learn more about students' opinions of the Weber
library and its usefulness to Weber students. Our hypotheses were
that students were going to want more updated sports books and
students would not check out magazines very often.
II. Methodology:
We first decided to conduct a study that would tell us the quality
of our service and resources. We randomly chose 25 boys and 25
girls from Teams 3 and Team 4 (Grades 3, 4, 5, & 6) to complete
our survey. Finally, we compiled data and wrote our abstract.
We also interviewed our media specialist, Mrs. Stein, to find
out about our library.
III. Analysis of data:
We found out that it is easy for most students to find books in
the library. It was interesting to find out that most students
can use the computerized card catalog, dictionary, atlas, and
encyclopedia very efficiently. We learned that lots of students
want more mystery and adventure books. From our surveys, we found
out that 85% of the students find most of the research materials
that they need. The majority of students also find enough books
that fit their reading level.
IV. Summary and conclusion:
Eighty five percent of the students rated the services and selection
of materials in the Weber library very highly. We accept part
of our hypothesis because not very many students wanted the magazines
and only 37% of the students wanted the sports books.
V. Application:
We will share this information with Mrs. Stein because it would
help her decide what books she should order. Also other schools
might get the idea of doing a survey like ours to find out more
about what their kids want in the library.
Title: Don't Drink and Drive
Student Researchers: Amy Whitmore, Carolyn Russell, Donna Marino, Greg Redlawsk,
Stephanie Cool & Vasu Balakrishnan
School: Weber Elementary
Iowa City, Iowa
Grade: 5th and 6th
Teacher: Mrs. Rohret
I. Statement of Purpose and Hypothesis:
We wanted to know 5th and 6th grade Weber student's knowledge
of drinking and driving. Our hypothesis stated that we all agreed
that the students would not know much about drinking and driving.
We decided on this topic because we thought it was important to
our generation and saving lives in our community.
II. Methodology:
We read information and interviewed an Iowa City police officer
to learn about drinking and driving. We then wrote a survey and
picked a stratified random sample group. It consisted of 50 5th
and 6th graders from Weber School but only 30 responded. To make
it even, we had twenty-five boys and twenty-five girls, 10 total
from each of the five classrooms. Next, we looked at all of the
data and tallied all the responses. Then we made circle graphs
to show the results of our research and we wrote our abstract.
III. Analysis of Data:
We learned that not many of the students knew the legal consequences
of drinking and driving. However, the majority knew the correct
age group picked up most often for drinking and driving, which
is 19-23 year olds. About half of the students we surveyed had
learned about drinking and driving in school and the other half
hadn't.
III. Summary and Conclusion:
The majority of 5th and 6th grade students at Weber Elementary
do not know much about drinking and driving. Although, a big 93%
thought that you should learn about drinking and driving in school.
Therefore, we accepted our hypothesis.
IV. Application:
We will be sending our information to the Iowa City Police Department
and the Iowa City Science and Health coordinators, Joan Vandenburg
and Jeanne Bancroft. We hope they will share this with teachers
so they can emphasize the dangers of drinking and driving.
Title: Strength of Plastic Wrap
Student Researcher: Erin Hoops
School Address: Belleville Middle School
Belleville, Kansas
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis
The purpose of my investigation is to determine the strength of different brands of plastic wrap. My hypothesis states that Saran Wrap will be the strongest.
II. Methodology
Independent variable (manipulated variable): different brands of plastic wrap
Dependent variable (responding variable): the strength of the different plastic wraps
Controls: same size of test sheet, same weights, same way of laying the weights on the plastic wrap, same amount of time
Materials:
data sheet
pencil
eight different brands of plastic wrap: Saran Wrap, IGA, Handy
Wrap Clear Johnson, Red Handy Wrap Johnson, Reynolds Wrap Holiday
print, Always Save, and Glad Wrap
weights: nine of them exactly one pound each
two chairs that are exactly the same height
cellophane tape (two inches for each side of the plastic wrap)
centimeter ruler
Procedure:
1. Cut plastic wrap test sheets so they are exactly 5 inches wide and 5 inches long.
2. Gather two chairs with seats that are the same height and place them so that the seats are facing and are exactly 4 inches apart.
3. Tape the plastic wrap to the two chairs with exactly 2 inches of tape for each side of the plastic wrap so that you can put your weights on to measure the strength.
4. Measure where the exact middle of the plastic wrap is.
5. Gather one pound weights and place them one at a time in the middle of the plastic wrap.
6. Lay them exactly the same direction.
7. Keep adding more one pound weights on the different plastic wrap until it breaks, and record your data.
8. Continue this procedure until you have tested all eight brands.
9. Repeat steps #1-#8 four more times for more accurate results.
III. Analysis of Data
My data shows that the Reynolds Holiday wrap held 10.5 pounds average after four trials. After four trials the average for the Saran Wrap was 6.25 pounds. For IGA the average after four trials was 6.75 pounds. For the Glad Cling wrap the average was 6.5 pounds after four trials. After four trials for the Johnson Red Handy wrap, average held was 6 pounds. For the average of the Ziploc Clear Handy wrap after four trials, it held 7.5 pounds. After four trials for Johnson Clear Handy wrap, its average was 9 pounds. Lastly, Always Save held an average of 4.75 pounds after four trials.
IV. Summary and Conclusion
I found out that the Reynolds Holiday wrap was the strongest and held the most weight. Therefore my hypothesis was rejected. The second strongest was the Johnson Clear Handy wrap. Then it was the Ziploc Clear Handy wrap. Next strongest was the IGA brand. Then came the Glad Cling wrap. Next was the Saran wrap, and after that the Johnson Red Handy wrap. The least strongest brand was the Always Save. To make the results more accurate I could have done more trials and could have used more kinds of Plastic Wrap.
V. Application
I now see how important plastic strength is when it comes to packaging. It can be a major factor when it comes to keeping food fresh and packaging items to ship to stores. Industries can use this synthetic material in many different ways. Some of those ways are for packaging when shipping things to another place, and also they can be used in making many different materials that we use today.
Title: Tooth Decay
Student Researcher: Lauren Tipton
School Address: Belleville Middle School
Belleville, Kansas
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis
The purpose of my investigation is to determine the effect of different liquid substances on the decaying of teeth. My hypothesis states that a tooth in the liquid substance orange juice will decay the fastest.
II. Methodology
Independent variable (manipulated variable): different liquid substances- water, milk, orange juice, pop (Dr. Pepper)
Dependent variable (responding variable): tooth decay
Controls: same amount of liquid in each container, same size container, kept in same refrigerator, liquid dumped out every week and replaced with the same amount (30 mL) as the last week
Materials:
pencil
data sheet
pan
latex gloves
stove
old toothbrush
bleach
small bucket
30 mL measuring cup
4 small containers with lids
paper marked with numbers 1-4
refrigerator
water
milk
orange juice
Dr. Pepper
teeth: 4 of the same size and no decayed spots;
(I used dog teeth from a veterinarian)
strainer
Procedure:
1. Gather all materials needed for this experiment.
2. Find the 4 teeth that you are going to be using for this experiment. I found mine at the Animal Clinic.
3. Clean the teeth by soaking them in bleach water for 2 minutes.
4. Scrub the teeth with an old toothbrush. Use latex gloves on your hands. Make sure that you wash your hands thoroughly after touching the teeth.
5. Boil the containers and their lids to remove all germs. Afterwards, dry the containers with a dry, clean towel.
6. Take a piece of paper that has the numbers 1-4 written on
the paper and put #1 tooth in its spot and #2 tooth in its spot
and so on. #1 tooth is the tooth that will be soaked in water,
#2 tooth is in milk, #3 is in orange juice, and #4 is in Dr. Pepper.
7. Fill each container with 30 mL of each kind of liquid: #1 container
with 30 mL of water, #2 container with 30 mL of milk, #3 container
with 30 mL of orange juice, and #4 container with 30 mL of Dr.
Pepper.
8. Now put #1-#4 teeth in each of their containers and close the lids so that no air can escape. NEVER MIX UP THE TEETH!
9. Store the containers in a refrigerator. I used the a bottom storage drawer so that nothing would ruin the containers or spill the contents.
10. After each week, record any changes and/or take a picture.
11. Repeat steps #6-#10 each week, replacing the liquids each week.
12. Once 3 out of the 4 teeth have decayed to a point where the tooth is starting to show decay with cavities, you can stop the experiment and record the findings.
13. Once step #12 is finished, organize the data and record the findings.
III. Analysis of Data
My data shows that a tooth soaked in Dr. Pepper had the most cavities
after 20 weeks compared to the liquids water, milk, and orange
juice. It took one week to show any cavities in the pop tooth.
The others showed cavities in week 20 and the water tooth never
showed any cavities.
The tooth soaked in the liquid water showed that no cavities resulted
overall. The tooth stayed the same color after being taken out
of the water. The tooth soaked in the liquid milk resulted in
1 cavity overall. The tooth had many white spots on it. The tooth
soaked in the liquid orange juice resulted in 1 cavity overall.
The tooth shrunk and became very thin and after being taken out
of the juice, the tooth turned a brownish-orange color. The tooth
that was soaked in pop (Dr. Pepper) resulted in 4 cavities overall.
This tooth turned the same color as Dr. Pepper which is a dark
brown almost black color on one side and the other side turned
a light brown.
IV. Summary and Conclusion
I found out that a tooth soaked in pop resulted in the most cavities, therefore my hypothesis is rejected. Of all the teeth soaked in a liquid, the water tooth had the least cavities and the pop tooth had the most cavities. The number of cavities in each tooth from most to least was #4 pop, #3 orange juice and #2 milk both had the same, and #1 water. To make my results more valid I could have done more trials and used more kinds of liquids.
V. Application
I now understand why it is important for people to drink less products that have sugar in them. Water is one of the best drinks because it has no sugar content in it. Dentists should show the effects of drinking products with high sugar levels and not brushing their teeth to their patients.
Title: Bubbles and Scent
Student Researcher: Shayna VanNortwick
School Address: Belleville Middle School
Belleville, Kansas
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis
The purpose of my investigation is to determine the effect of the different water temperatures on the height of different scented soap bubbles. My hypothesis states that the scent doesn't matter on how high the bubbles get in different temperatures of water.
II. Methodology
Independent variable (manipulated variable): the temperatures of the water
Dependent variable (responding variable): the height of different scented soap bubbles
Controls: same amount of water, same amount of each scent of soap, same container, same day, same method of getting soap and water into the pan, same way of stirring the solution
Materials:
data sheet
pencil
water
liquid soap (I used Sarah Michael's Natural Shower Gel, A Div.
of Laloren, INC.; the scents were peach, freesia, rose and seashore.)
pan
clear centimeter ruler
stirring utensil (I took a beater off of our mixer and used it
to stirred the solution by hand.)
thermometer
measuring cup
Procedure:
1. Gather all materials needed for this experiment.
2. Make sure you have the water the right temperature. Adjust the faucet so that the cold water measures 80 degrees F., and the warm water measures 120 degrees F.
3. Measure out 6 cups of water into a large soup kettle with a flat bottom.
4. Measure how high the water level is by putting a clear centimeter ruler in the center of the pan.
5. Record the data.
6. Then pour in 1 teaspoon of the first scent of soap to be tested into the water.
7. Stir the water and soap mixture for one minute with the stirring utensil. Using a timer.
8. Put the clear ruler in the center of the pan, and measure the top of the bubbles.
9. Record your data.
10. Subtract the height of the water from the height of the bubbles. Record your data.
11. Empty the water out and rinse the pan so there are no more bubbles in it.
12. Repeat steps #2 through #11 for each scent of soap.
13. For each scent run the trials three times with cold water and three times with warm water.
III. Analysis of Data
My data shows the height of the bubbles for Peach scent: at
80 degrees Fahrenheit the height of the bubble average was 3.5
centimeters out of 3 trials, and at 120 degrees Fahrenheit the
height of the bubble average was 4.17 centimeters out of 3 trials.
The height of the bubbles for Freesia scent: at 80 degrees Fahrenheit
the height of the bubble average was 4.67 centimeters out of 3
trials, and at 120 degrees Fahrenheit the height of the bubble
average was 3.83 centimeters out of 3 trials.
The height of the bubbles for Seashore scent: at 80 degrees Fahrenheit
the height of the bubbles average was 5.6 centimeters out of 3
trials, and at 120 degrees Fahrenheit the height of the bubble
average was 4.83 centimeters out of 3 trials.
The height of the bubbles for Rose scent: at 80 degrees Fahrenheit
the height of the bubble average was 4.17 centimeters out of 3
trials, and at 120 degrees Fahrenheit the height of the bubble
average was 4.17 centimeters out of 3 trials.
IV. Summary and Conclusion
I have to partially reject my hypothesis because with my tests the scent does not matter how high the bubbles get. It is the temperature that matters. I found out that the colder water had a higher bubble level, but the warmer water made the scent of the soap smell better. To make my results more valid I should have run more trials, used more scents of soap, and I should have had a variety of brands of the soap.
V. Application
I now understand that it is important to people how high the
bubbles get. The reason is that, if an adult has a small child
that wants to take a bubble bath, they might want to know how
high the bubbles get so they know how high to fill the tub with
water. That is because if the water goes up to a child's chest,
the bubbles won't go near the child's face.
They could use this data for advertising the product. For example,
a company that is advertising a higher bubble level would have
more people buy it rather than a company that has a lower bubble
level.
Title: Water Pressure Effects On The Human Body
Student Researcher: Jake Dozier
School Address: Belleville Middle School
Belleville, Kansas
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis
The purpose of my investigation is to determine the effects of water pressure on a jar full of air (jar represents human lung). My hypothesis states that the deeper an air bubble goes in the water, the smaller the bubble of air will get.
II. Methodology
Independent Variable (manipulated variable): the different depths
Dependent Variable (responding variable): water pressure on the human body
Controls: Use the same jar to measure the pressure, same area tested, same day, and around the same time.
Materials:
one gallon sized glass jar
rubber bands (big enough to fit around the 1 gallon jar)
data sheet
scuba diving equipment (buoyancy compensator, scuba tank, mask,
fins, etc.)
clear lake or ocean with deep water (at least 102 feet)
ruler (one foot, even though I measured in centimeters)
4-pound weight (this keeps the jar straight up and down in the
water)
brass clip (attaches to the string which attaches to the mouth
of the jar)
string centimeter ruler (optional, it can be glued to the jar
to help you measure)
liquid super glue (glue the string centimeter to the glass jar)
camera (optional)
string (attaches to the jar)
nylon ties (to attach the string to the jar)
black permanent marker
Procedure:
1. To set up your jar, get all the materials together. Put the jar right side up and put 12 cups of water into it.
2. With a black marker, trace around the air/water line very carefully making sure not to wiggle the jar and the water.
3. With the string, place it on the outside mouth of the jar. Take the nylon ties and place around the mouth of the jar. Now tighten them until the string won't move.
4. This step is optional. Find a scuba diving depth gauge and place it on the string by sliding the string through the hole.
5. Attach the weight by connecting the brass clip to the string and attach a nylon tie to the weight by tightening the tie about halfway. This allows the brass clip to connect to the nylon tie which holds the weight. This will keep the jar from tipping sideways underwater.
6. With super-glue, place the tip of the measuring tape at the spot where 12 cups of water was marked. Glue the measuring tape to the jar making sure it is straight up and down. Allow to dry and now you are ready to start.
7. Go to diving site. My dad and I did this at the dam at Table Rock Lake in Missouri. Put on diving gear correctly using all safety precautions.
8. Around 3 feet, fill the gallon sized jar about 75% full of air by turning it upside down and putting it in the water. Let the air come out by tilting the jar at the angle to where it lets out enough air to fill it 75% with air.
9. Then on the gallon jar, mark where the air/water line is located with a rubber band. We used a 4 pound weight to hold the jar straight up and down in the water.
10. Descend to 34 feet deep with the one gallon jar and mark where the air/water line is, again.
11. Keep descending to 68 feet deep with the gallon sized jar and again mark where the air/water line is at with another rubber band.
12. Keep descending down to 102 feet and mark where the air/water line is located at with a rubber band.
13. Ascend back to the surface of the water and record your data on a data sheet. Do not move the rubber bands on the glass jar.
14. Measure how many centimeters the line moved between the surface, 33 feet, and 66 feet in centimeters with a ruler. Record your observations on a data table.
15. Repeat procedure to verify first data.
III. Analysis of Data
My data showed the deeper I went in the water the more condensed
the air bubble got. On dive number one, from the surface to 34
feet, the air/water line moved 8.3 centimeters from the time we
were on the surface to the depth we were at. From 34 feet to 68
feet, the air/water line moved another 3.2 centimeters. At 102
feet, the air/water line moved 1.5 more centimeters.
On dive number two, the air/water line moved 8.5 centimeters from
the surface to 34 feet. At 34 feet to 68 feet, the air/water line
moved 3 centimeters. As I descended down to 102 feet, the line
moved another 1.2 centimeters.
The total that the line moved at 34 feet was averaged out at 8.4
centimeters. At 68 feet, it moved a total of 11.5 centimeters.
The average that the line moved was 12.85 centimeters at 102 feet.
IV. Summary and Conclusion
My observations show that the deeper in the water air goes, the
smaller the air bubble gets. Therefore my hypothesis is accepted.
The water pressure in the jar condensed the air making more air
pressure in the top of the jar. The reason I descended to 34,
68, and 102 feet was because those depths are located where the
atmospheres are at.
V. Application
I understand the importance of water pressure on the body. It
can cause injury and even death by forming bubbles in the blood
which go into the heart through the veins and eventually cause
heart failure. There is 14.7 pounds of air pressure per square
inch where we live right now. This is known as one atmosphere.
At 34 feet is two atmospheres, 68 feet is three atmospheres, and
102 feet is four atmospheres. I descended four atmospheres to
collect data for my project. I could have tested my experiment
in different water temperatures and it could have affected the
experiment. Pressure is everywhere in our lives no matter what
we do. We cannot stop it or control it at all.
Title: Different Brands of Detergents and Surface Tension
Student Researcher: Nealy Sandell
School Address: Belleville Middle School
Belleville, Kansas
Grade: 8
Teacher: Jean Jensby
I. Statement of Purpose and Hypothesis
The purpose of my investigation is to determine the effect of different brands of detergents on surface tension. My hypothesis states that Tide (one of the four brands of detergents) will create the lowest surface tension.
II. Methodology
Independent variable (manipulated variable): four different detergents-Tide, Era, Woolite, and Surf.
Dependent variable (responding variable): the surface tension
Controls: the same amount of water, the same amount of detergent, same temperature, same room conditions, same button, and a new thread each test
Materials:
data sheet
pencil
liquid Tide
liquid Surf
liquid Era
liquid Woolite
4 glass or plastic containers
1 stirring rod
several plastic buttons
1 four inch piece of thread
an eyedropper
several quarts of tap water at room temperature
Procedure:
1. Fill the four, 10 ounce, plastic containers with 8 ounces of water to be the in the tests.
2. Loop the thread through the holes of the button. Holding the thread gently, lower the button onto the surface of the water. If the button sinks, try another button until you find one that sits on the surface of the water.
3. Remove the button and dry it thoroughly.
4. Using the eyedropper, place one drop of the first detergent to be tested in the container of water. Stir the solution thoroughly with the stirring rod.
5. Carefully lower the button and rest it on the water's surface. Remove the button and change the thread after ever test.
6. Repeat steps #4 and #5, adding a drop of detergent each time until the button sinks when lowered onto the water. Keep track of the number of drops you added to the water up until the button sank.
7. After the button sinks, record the number of drops of detergent you have added.
8. Next, remove the button, rinse and dry it. Pour the water into the sink, rinse and dry the container thoroughly.
9. Repeat steps #2-#8 for each different brand of detergent. Be sure to use the same button with a clean thread for each new soap brand.
10. All tests should be done several times. Then average the results.
III. Analysis of Data
My data shows that one drop of Tide broke the surface tension in every trial except in trial 4; the average drops of Tide was 1.25. Then I changed the soap to Era and on all the trials it was 3 drops and the average was 3 drops. I then changed my soap a third time to Woolite and on all of the trials were 2 drops except trial 3 where it was 1 drop and the average came out to be 1.75. Next, I changed my soap to Surf and it was different every time. The first trial was 1 drop, the second trial was 4 drops, the third trial was 5 drops, and the fourth trial was 2 drops. The average of Surf was 3 drops.
lV. Summary and Conclusion
I found out that Tide used the least amount of detergent to break the surface tension, which was only 1.25 drops. The data that I collected from my experiment showed that, out of four detergents, Tide was the one that had the least drops of detergents, the second least was Woolite with 1.75 drops, Era and Surf both needed 3 drops to break the surface tension. Therefore, I accept my hypothesis. For additional suggestions, you might need to have a more accurate eyedropper and a better measure of water in a cup and have more trials to see if the tests are accurate.
V. Application
When I apply my research to the real world it would help because if you wash your clothes in only plain water you won't get them clean. So to get them the cleanest you need a detergent. I found out that there is a difference in soap's effect on water. Soap manufacturers should have on-going research to produce a better product. You would probably want to use Tide.
Title: Increasing Jumping Height
Student Researcher: Clark McDonald
School Address: Belleville Middle School
Belleville, Kansas
Grade: 8
Teacher: Mrs. Jensby
I. Statement of Purpose and Hypothesis
The purpose of my investigation is to determine the effect of drop jumping {every other day for two months} on jumping height. My hypothesis states that after two months of drop jumping my jumping height will have increased.
II. Methodology
Independent variable (manipulated variable): drop jumping 400 times
Dependent variable (responding variable): height of jump
Controls: same time of day, hard surface, calendar to record every other day, same method of measuring height of jump
Materials:
Pencil
Calendar
Ruler
Tape
Data Table
Procedure:
Gather all needed materials.
Record current vertical jump. I took the average of 4 jumps. Explanation of vertical jump: stand flat-footed against the wall and mark height of fingertips; then jump and record height of fingertips. The difference is my vertical jump.
Drop jump every other day for the months of February and March for 400 times total on three stairs late in the day before I eat the evening meal. To drop jump 1st time stand on the first step, jump down to the ground and back up to the 1st step, stay on the 1st step. To drop jump the 2nd time stay on the 1st step jump down to the ground and back up to the 2nd step, stay on the 2nd step. To drop jump the 3rd time, stay on the 2nd step and jump down to the ground and up to the 3rd step. The drop jump down gives the pre-stretch to the leg muscles, and the vigorous drive upwards, the secondary contraction. The exercise will be more effective the less time my feet are in contact with the ground.
Record how much my vertical jump improved over the month of
February. [See step # 2.]
Record how much my vertical jump improved over the month of March.
[See step # 2.]
Add the totals from February and March together to see how much
I have improved over all.
III. Analysis of Data
My data shows that drop jumping every other day for the months of February and March increased my vertical jump. My first measured vertical jump was measured on February 12, I had gained a 1/4 of an inch. The second measurement was on February 24, I had gained an additional 1/2 inch. On March 1, I had gained an additional 1/3 inch. On March 31, my last measurement I had gained 1/4 inch.
IV. Summary and Conclusion
I found out that by using the drop jumping exercise my vertical jumping height has improved. To make my data more valid, I should have had other people drop jump with me to get more accurate data. I found out that my hypothesis was accepted because my vertical jumping height was improved. On February 12, I improved 1/4 inch, at the end of the month of February, when I measured to find out my increase, I had gained an additional 1/2 inch. On March 1 I had gained another 1/3 inch. On March 31, I measured my last measurement and it was, 1/4 inch making a total over all gain of 1 1/3 inch.
Note: To begin this project, in October through January I was trying to improve my vertical jump by jumping rope. I had gained 1 inch by jumping rope and was not satisfied, so I looked for more research on how to improve my jumping height. While I was looking for a better way to improve my jumping height I came across a web-site that said drop jumping was the most efficient way of improving a vertical jump. (see bibliography) This is why I didn't have more time to drop jump. If I continue this exercise I believe that I will have better data on drop jumping alone.
V. Application
I now understand that having a high vertical jump can help people with any kind of sport they are involved in. For instance, in basketball it will help with quickness and improve leg power rebounding. I suggest that people who try this should do it for a longer period of time and not drop jump every other day to avoid injury. Jumping every other day got hard to do and got in the way of school activities. I think it was better to drop jump when I got home from school because my legs weren't stiff, like they are in the morning before they were warmed up. Hopefully, these suggestions will help other people who try this exercise.
Title: Herbs - Nature's Memory Boosters?
Student Researcher: Jenna Roe
School Address: Belleville Middle School
Belleville, Kansas
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis
The purpose of my investigation is to determine the effect of certain herbs on the ability to memorize. My hypothesis states that the herbs will improve the quality of the test subjects' memory.
II. Methodology
Independent Variable: different herbs
Dependent Variable: ability to memorize a series of numbers
Controls: same rooms for test, same amount of herbs, same quantity of time to memorize, same stop-watch (time response), same numbers for same test, same brand of herbs, same bottle of herbs used for all participants
Materials:
Data Sheet
Pencil
Subjects
Rosemary
Basil
Thyme
Ginger
Note Cards
Stop Watch
Black Marker
Room with plain walls, ect.
Procedure:
Use note cards and black marker and write number sequences
with 4 - 10 numbers each. When writing these use the same numbers
but in different orders. The number sequences should consist of
the numbers 0-9.
Find a room that is relatively blank and has no decorations or
anything that might call one's attention to it. I am using the
basement of my house. Make sure that your participants aren't
wearing anything that has a pungent smell, such as perfume, cologne,
or deodorant.
Get your stopwatch.
Begin testing your subject using just one set; that set should contain sequences with 4 -10 numbers each. The series with 4 and 5 numbers, give the participant 3 seconds to memorize; 6 and 7, give them 4 seconds; 8 and 9, give them 5 seconds; and 10 give them 6 seconds to memorize the numbers they see before they say the numbers back.
Record data of how many numbers they got right out of the sequence.
Now have the subject smell one of the herbs - rosemary, basil, ginger, or thyme.
Repeat the procedure you used in steps #5 - #6 using a different set of number sequences .
Give the subject a small container holding fresh-ground coffee beans, and instruct them to smell it till he/she doesn't smell the previous herb any more.
When the subject has cleared his/ her sinuses, begin the testing using a different set of number sequences than the ones you used in the previous test and have them smell a different herb. Record data.
Repeat step #9.
Continue this process of testing the subject with herbs and then giving coffee to clear sinuses you have used all the herbs in the testing.
Once you are done with that 1 subject do this same procedure with the other subject repeating steps #5 - #12 testing memory and all the herbs.
III. Analysis of Data
My data shows that the herbs increased the quality of the subject's
memory. The subject's memory increased by having the capacity
to memorize 1 whole, additional number on an average of all of
the subjects' scores. Since all of the subjects got a 100% on
memorizing the sequences with 4-6 numbers, with and without the
herbs, I did not make a graph to represent those results, being,
as they were, irrelevant to my research of finding if the herbs
enhanced the subject's skill to memorize a sequence of numbers.
In the rest of the sequences, those containing from 7-10 numbers,
the subjects missed anywhere from 0-6 numbers. The average percent
of numbers the subjects could recall adequately in a sequence
were: using no herbs - 75.68%, using rosemary - 92.25%, using
ginger - 85.25%, using thyme - 82.68%, and using basil - 85.18%.
IV. Summary and Conclusion
After the testing of 10 subjects of various ages, I found that
my hypothesis was accepted. This is so because the use of the
herbs while the subject memorized a number sequence improved the
quality of the test subject's memory, according to the average
of all the subjects' scores. Even though all of the herbs mostly
helped the subjects' memories, I found that rosemary was the most
distinguished of the herbs in helping the subjects' memories.
My theory about the rosemary is that because rosemary had a more
pleasing scent the subjects' brains accepted the aid more readily.
My theory was confirmed when several of the subjects commented
on the smell of the rosemary and thought its fragrance was the
best. The exact words of one subject was, "I liked the rosemary
the best because it smelled good."
Some defects might have been that: the subjects weren't all the
same age, there were only 10 tests accomplished, and the tests
weren't administered all on the same day.
V. Application
I believe that my findings will benefit the real world by helping
students and/or adults who need to memorize a certain item and
have the memory's quality be superior. This can come in handy
when students are studying for an exam, or when an adult is studying
for an interview and needs facts. I think this new use for herbs
will be promising.
Title: Brick Strength
Student Researcher: Kelly Heitmann
School Address: Belleville Middle School
Belleville, Kansas
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis
The purpose of my investigation is to determine the effect of the size of the sand particles on the strength of the brick. My hypothesis states that the smaller the sand particles the stronger the brick.
II. Methodology
Manipulated variable: Size of the sand particles.
Responding variable: Strength of the brick.
Controls: Use the same recipe, same amount and kind of glue, same volume of sand, same size of container to mold it in, same weather conditions.
Materials:
1 gallon of glue
Rectangular molding container
A 1 Quart Measuring container to compute volume
Paper to record data on (data table)
2 gallons of sand from river, to make three sizes of sifted sand.
Pencil to record data with
Set of standard pound weights
Two tables to balance both ends of the brick on
Procedure:
Gather the materials.
Sift the sand samples into three different sizes small, medium,
and large grains.
Measure the volume of each of the sifted sand samples in the 1
quart measuring container and record it on a piece of paper.
Mix sand and glue together in the rectangular molding container.
Let mixture of the sand and the glue dry for 4 days.
Test bricks strength by setting the brick between the two tables
and adding weights until it collapses.
Record the data on a piece of paper.
Repeat steps 2-7 on each brick.
Calculate which brick was the strongest.
Average the weight that it took to collapse the brick.
III. Analysis of Data
My data shows that the bricks made with the finely sifted sand held an average weight of 21.1 pounds after 3 trials. After 3 trials, the brick made with the medium-size sand held an average weight of 20.3 pounds. The large sifted sand held an average weight of 16.6 pounds after 3 trials.
IV. Summary and conclusion
I found out that the smaller the sand particles the more strength
the brick had. Therefore, my hypothesis is accepted. Of all trials,
the average brick strengths the brick made with the finely sifted
sand was the strongest. The order of strength was fine, medium,
then coarse. One short coming was that I had an outliar, or number
that didn't fit, in the strength of a medium sand brick: it held
30 pounds which was higher than the strongest fine brick. I should
have done more tests, but it was a long process to make all of
the bricks and mold them with only a few molding containers.
V. Application
There is a brick manufacturer close by in the town of Fairbury, Nebraska. They would most certainly need to study this type of research, to get the strength and recipe that they want. Consumers would also want to know the strength and weight of the brick that they are buying, so they get a good buy. After I made these bricks by hand, I have a new appreciation for the millions of people throughout history who have had to build structures by making their own handmade bricks. And I know in Third World countries today people still have to make their own bricks.
Title: Crystal Growth
Student Researcher: Joelle Blecha
School Address: Belleville Middle School
Belleville, Kansas
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis
The purpose of my investigation is to determine the effect of solution strength on crystal growth rates. My hypothesis states that the stronger the solution the more the crystals will grow.
II. Methodology
Independent variable (manipulated variable): solution strength
Dependent variable (responding variable): crystal growth
Controls: same recipe, same room temperature, same day to control humidity, same container
Materials:
Data sheet
pencil
alum powder
5 jars of same brand and height
5 saucers
5 pieces of string (each 5 inches long)
5 unsharpened pencils
saucepan
cloth
paper towels
stove
centimeter ruler
scale
Procedure:
1. Measure out 3 tablespoons of the alum powder for the first
experiment.
2. Pour into the pan.
3. Measure out 1 pint of water and pour into the pan.
4. Heat the mixture to 350 degrees.
5. Add two more teaspoons of alum to the mixture and bring mixture
to a boil.
6. Let the mixture cool to room temperature.
7. Pour 1/4 of a cup of the mixture into the saucer.
8. Put the saucer in a cool place like a room.
9. Pour rest of solution into the jar.
10. Stir another tablespoon of alum into the jar.
11. Cover the jar with a cloth.
12. Set jar in a room.
13. Wait until solution in saucer evaporates. This will take about
3 weeks.
14. Choose the biggest crystal as the seed.
15. Tie one piece of thread to the seed crystal.
16. Hang the crystal into the solution.
17. Put the jar somewhere warm like a window sill.
18. Wait until the liquid in jar evaporates and leaves crystals.
19. Record information about amount of days it took to grow crystals
on data sheet.
20. Carefully take crystals out of the jar.
21. Lay the crystals on a paper towel sheet.
22. Wait until the crystals dry.
23. Record size, weight, and shape of crystals.
24. Repeat steps #1-#22 four more times, each time increasing
the amount of alum by 1/4 teaspoon.
25. Repeat steps #1-#23 five times, thus insuring accurate results.
26. Record all findings.
III. Analysis of Data
After repeated trials of the crystal growth, I found out that Jar 1 (which was the control) had crystals that grew an average of 1 1/2 inches. Jar 2 (weaker than the control), had crystals with an average of 1/2 an inch, and Jar 3 (the weakest solution), grew crystals with an average of 1/4 inch. Jar 4 (stronger than the control) had crystals about 2 inches and Jar 5 (the strongest solution) had crystals of 4 1/2 inches.
IV. Summary and Conclusion
I found out that the strongest solution I used had the biggest crystal growth. My hypothesis, therefore, was accepted. Some of the things that could have been improved upon include more trials, and even stronger or weaker solutions. This could also be repeated with another recipe, to test the accuracy of the results.
V. Application
A way that this could be applied to the real world is if people wanted bigger crystals for their x-rays, but couldn't find them in nature or buy them, chemists could grow them. Also, if someone wanted to sell the crystals to people, they could make more money on larger crystals, so this experiment would definitely help. Crystals are used for x-rays, carved and sold, and are used for other various reasons, so chemists would be looking for better ways to make crystals.