CUSEF | Abstracts

Animal Science (Grade 7-12)

Project Title	Growth of Mealworms
Category	Animal Science (Grade 7-12)
Table Number	J0101
Student Name	Tiffany Blake
Abstract	Growth of Mealworms This study investigates what type of food causes mealworms to gain the most weight. In order to conduct my experiment I obtained two cups each of soy bean flour, garbanzo bean flour, wheat flour, and oat flour. I then put one-half cup of each flour into a glass canning jar, repeating this four times until sixteen jars had been filled with the four types of flour. I then created sixteen different groups of twenty mealworms each, all weighing approximately the same weight. I then put each one of the sixteen groups into one of the jars. Once a week for six weeks I took the mealworms out of their jar, separated them from their flour, weighed them, and recorded their weight. I gave each colony of worms an equal source of moisture by placing a piece of apple in each jar for one day each week. I removed the apple the next day. After six weeks I analyzed my data and determined the results. I averaged the total weight gain of the four colonies of worms of each type of flour. The data revealed that mealworms placed in whole wheat flour gained the most weight over mealworms placed in oat flour, garbanzo bean flour, and soy flour. The investigator’s hypothesis, “If I feed mealworms soy bean flour, garbanzo bean flour, wheat flour, and oat flour, then the mealworms in the soy bean flour will gain the most weight because soy is a super food”, was incorrect.

Project Title	Going Batty; An Extensive Field Study of the Bats Inhabiting Rock Cliff State Park and An Educational Survey About Bats
Category	Animal Science (Grade 7-12)
Table Number	J0102
Student Name	Kenyon Conlin
Abstract	The first part of my project determined whether or not a short presentation and page of facts could alter public opinion about bats; and the second was an extensive field study to determine the bat species living at Rock Cliff State Park and determine which habitats they preferred. I created a survey to determine the public's opinion about bats. It included facts about bats to educate the respondents of their importance. After surveying 483 people, I found that 449 of them had an improved opinion. My field study was very enlightening, I predicted that Brazilian free-tail bats would live at the park since they had been found in Heber 15 miles away. I also predicted that the bats would live in the bat boxes that were farther away from the visitor center. I visually monitored the bat boxes at dusk over a one month period and recorded any activity. I also spread drop cloths beneath the boxes to see if I could detect guano as evidence of inhabitation. I was able to borrow binary acoustics recording equipment from the Department of Wildlife Resources, and record over 1,055 high frequency sounds during six sessions. I used BatScan9 software to determine that 131 of those sounds came from bats. I then matched the sonograms of two bats flying near the visitor center as a Silver-haired bat and a Small-footed myotis. I also found wasp nests within all of the bat boxes and was requested to eradicate them by the Park Service.

Project Title	Out of Season Sheep Breeding
Category	Animal Science (Grade 7-12)
Table Number	J0103
Student Name	Kamrey Olsen
Abstract	My name is Kamrey Olsen and I chose to do my science project on out of season sheep breeding because my family raises and shows lambs throughout the state and throughout the year. I wanted to know which out of season sheep breeding program would be more effective in getting ewes pregnant. The two programs that I used were Syncromate B with PG-600, and MGA(Melengestrol Acetate) with Estradiol 17 Beta. MGA and Syncromate B are birth control which causes the ewes to be on the same cycle. PG-600 and Estadiol 17 Beta are the hormones which cause the ewes to go into heat. What we did when we bred the ewes on MGA was, first we fed the ewes an eighth of a milligram of MGA mixed with a half of a pound of feed(we used rolled barley and molasses) every twelve hours for eight days. Then we injected 2cc’s of Estradiol 17 Beta and introduced the rams. We checked everyday to see which rams bred which ewes,, we could tell because we put a marking harness on the rams with a chalk attached to it. We compared the results to those of our neighbor’s. Seven out of ten ewes treated with MGA lambed and three out of ten ewes treated with PG-600 lambed.

Project Title	Does different feed affect production and size of eggs.
Category	Animal Science (Grade 7-12)
Table Number	J0104
Student Name	McKay Simmons
Abstract	Abstract Does different feed affect production and size of eggs? By: McKay Simmons The purpose of my project was to find out if the different feed affected the size and production of eggs. If I feed my chickens different types of feed like peanuts, sunflower seeds, and dried molasses (4 cups each) feed mixed with corn (16 cups) then dried molasses will have bigger eggs and better egg production. To find out if my hypothesis is right I will feed my chickens 4 cups of dried molasses mixed with 16 cups of corn for a week. The next week I will feed my chickens 4 cups of peanuts mixed with 16 cups of corn for a week. The last week I will feed my chickens 4 cups of sunflower seeds mixed with 16 cups of corn for a week. Each week I will find the average of production, weight, and circumference then see which week was the best. While doing my experiment I found out that my hypothesis was right, dried molasses was the best egg production. But I also found that my hypothesis was wrong, feed doesn’t affect the size of eggs because in weight they all tied and in circumference they were all very close to each other.

Project Title	Equine Blood Testing 101
Category	Animal Science (Grade 7-12)
Table Number	J0105
Student Name	Kelcy Sweat
Abstract	Abstract Objective/Goals The purpose of this report is to find what common equine feed will produce the most energy for the horse judged by the horse's blood sugar (glucose) level. Materials/Methods For my project I used 4 health horses, 20 bales of Grass hay, 10 bales Alfalfa hay,100 lbs 14% protein grain, 1 Diabetes glucose meter, 20 blood testing strips and 20 -3cc syringes. The first time I tested the horses blood sugar I made sure that they had not eaten anything for 12 hours. This would give me an accurate fasting blood sugar level. The horses were then fed various foods, I then waited on average 2.5 hours for them to finish digesting their food and then we drew their blood and measured the blood sugar level. Results The results turned out that the horse I fed alfalfa hay with 14% protein grain produced the most energy in all five trials. On average the horse fed alfalfa hay with 14% protein grain tested at 83.6. On average the horse fed alfalfa tested at 79.8. On average the horse fed grass hay tested at 66.2. On average the horse fed grass hay with 14% protein grain tested at 62. Conclusion I found that the horse I fed Alfalfa hay and grain to showed the highest blood sugar level. I do think that horses have a different metabolism just like humans. The one horse that was fed only grass hay weighed more from the beginning and always maintained a high blood sugar level even though his diet did not contain very much protein. I would say that he had a low metabolism. The horse that was fed Alfalfa hay and grain did have the highest blood sugar level but not as higIn conclusion to my equine blood testing science project, I h as I would have thought. I think that if I would have fed Dutch ( the horse that was only on grass hay) the Alfalfa and grain diet I would have seen a huge increase in his blood sugar level to the point that it would be unhealthy. So I have determined that the hypothesis is accepted due to the fact that the horse fed Alfalfa and Grain showed the highest gain in his blood sugar level.

Project Title	What is the Best Grain for Lambs?
Category	Animal Science (Grade 7-12)
Table Number	J0106
Student Name	Zain Wade
Abstract	Category: Zoology Student Name: Zain Wade Team Members (if any): Project Title: What is the Best Grain for Lambs? Abstract: My problem: What combination of feed will create the highest rate of gain for lambs? While I was at a livestock show for lambs, I looked around and saw that almost everybody fed either Purina Honor Show Chow Lamb Feed, Showmaster Lamb Feed, or a 50/50 mix of Whole Oats and Cracked Corn. I began to think of which lamb feed will create the highest rate of gain, and I decided I wanted to find out which feed was best. I hypothesized that the Purina Honor Show Chow Lamb Feed would have the highest rate of gain, because it was a starter/grower. It has what I thought to be the best ingredients in the grain for the lamb to grow faster than the other two feeds. For my procedure, I fed the three different feeds, to three genetically similar lambs. I fed lamb number one ¼ of a gallon of Purina Honor Show Chow Lamb Feed, and one flake of alfalfa hay. Lamb number two got ¼ of a gallon of Showmaster Lamb Feed, and one flake of alfalfa hay. Lamb number three got ¼ of a gallon of a 50/50 mix of Whole Oats and Cracked Corn, and one flake of alfalfa hay. Each of the lambs got 2 ½ gallons of fresh water each day. Lamb #1 gained 29 lbs in eight weeks, it’s percentage of weight gain was 25.7%. Lamb #2 gained 25 lbs in eight weeks, it’s percentage of weight gain was 20.2%. Lamb #3 gained 36 lbs in eight weeks, it’s percentage of weight gain was 25%. I accept my hypothesis that the Purina Honor Show Chow Lamb Feed had the highest rate of gain, at lest for a 60 day period, which is the required amount of time of ownership before entering most livestock shows. I think my research is important because using the best feeds will be most efficient, saving time and money, while producing the best end product.

Project Title	Good Health on the Fly
Category	Animal Science (Grade 7-12)
Table Number	J0107
Student Name	Matthew Walker
Abstract	Antioxidants are supposed to help prevent certain diseases such as cancer and heart disease. Antioxidants are found in fruits and vegetables as well as some vitamins. If antioxidants prevent disease then eating or drinking them should prolong life in various organisms. What is the effect of antioxidants on the lifespan of insects? My hypothesis is that antioxidants found in fruit juice should prolong the life of fruit flies exposed to this juice in their growth media as opposed to growth media not containing these fruit juices. Flightless Drosophila melanogaster were isolated and placed in various culture media. Two containers containing regular powdered growth media were mixed with 100 ml of filtered tap water. Another two containers of growth media were mixed with 100% pure grape juice and a final two containers were prepared with 100 ml of mangosteen juice. Approximately 20 to 25 flies were placed in each container and their survival was compared over a two week time period. Flies exposed to fruit juices tended to live longer than the flies living off of the media not containing fruit juice thus supporting the original hypothesis. Also, flies exposed to mangosteen juice lived longer than those feeding on the media containing grape juice.

Behavioral & Social Science (Grade 7-12)

Project Title	A Phone Function Destruction
Category	Behavioral & Social Science (Grade 7-12)
Table Number
Student Name	Emelie Bernards Emelie Berrds
Abstract	To find the answer to my question, I tested 10 different people. I had 3 nine year olds, 2 twelve year olds, 1 seventeen year old and 4 adults. First they sang the "Star-Spangled Banner" without texting. Then they sang the same song while texting a short message. I taped it on a video camera then watched it again, counting the number of times they made a mistake singing the words and the number of times they paused. I recorded my results and found out that texting while doing something else, such as singing a song, is a SIGNIFICANT distraction leading the test subjects to make many mistakes and pauses during the test activity.

Project Title	"Don't Eat the Marshmallow!"
Category	Behavioral & Social Science (Grade 7-12)
Table Number
Student Name	Michela Miller
Abstract	My study investigates the ability to delay gratification. My objective was to discover if gender affects the ability to delay gratification. I decided to do this project when my father showed me a TED Talks video. It concerned a Columbian who put 4-year olds in a room alone, gave them one large marshmallow, and promised they would get two marshmallows if they waited 15 minutes. Wanting to do an experiment like that, I modified it for my own purposes. My hypothesis was if children aged 4-6 were left alone in a room with one large marshmallow and a promise that they would get another marshmallow if they hadn’t eaten it in 10 minutes, then boys will be more likely to eat the marshmallow than girls. I sent home permission slips with the kindergarten classes at Rock Canyon Elementary and used some of them in my experiment. I had a total of 26 children participate in this study. My hypothesis that boys would be more likely to eat the marshmallow was correct. The percentage of boys that ate the marshmallow (33%) was slightly higher than the percentage of the girls (29%). The results of my simple study are based on a very small sample that is not statistically significant. My results also differ from larger studies conducted in the past, raising new questions. This was a very interesting and enjoyable project. Someday I hope to be able to follow up with other experiments using larger samples.

Project Title	A Phone Function Destruction
Category	Behavioral & Social Science (Grade 7-12)
Table Number
Student Name	Emelie Bernards Emelie Berrds
Abstract	To find the answer to my question, I tested 10 different people. I had 3 nine year olds, 2 twelve year olds, 1 seventeen year old and 4 adults. First they sang the "Star-Spangled Banner" without texting. Then they sang the same song while texting a short message. I taped it on a video camera then watched it again, counting the number of times they made a mistake singing the words and the number of times they paused. I recorded my results and found out that texting while doing something else, such as singing a song, is a SIGNIFICANT distraction leading the test subjects to make many mistakes and pauses during the test activity.

Project Title	Shape Your Thoughts
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0201
Student Name	Jessica Bastean
Abstract	My project dealt with the Stroop effect; this theory states that if the brain is given conflicting information or data, it slows the brain’s ability to react and to react correctly. My question was how does the concept of interference helps explain the Stroop effect? My hypothesis was that the concept of interference does help to explain and support the Stroop effect. I conducted background research before conducting an experiment so that I could be familiar with the Stroop effect and also the concept of interference. After researching I set up an experiment that involved four tests. The tests used shapes and shape words. For example the word rectangle would be placed inside the shape of a rectangle. The first test showed matching shapes and shape words, the second had only shapes, the third had mismatching shapes and shape words, and the fourth had only shape words. I created a hypothesis for the experiment as well which was, if I change the matching shape words and shapes to mismatching shapes and shape words, it will slow the readers’ ability to complete the test correctly. I gathered 10 people and had the test subjects read the tests aloud as fast as they could. I timed them for each individual test. Test one averaged up to five seconds, test two six seconds, test three eight seconds, and test four came to five seconds. I concluded that the concept of interference does support the Stroop effect and I accepted both of my hypotheses.

Project Title	The Most Accurate Eyewitness Boys or Girls?
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0202
Student Name	Cynthia Beck
Abstract	For my project I decided to study whether girls or boys would be better eyewitnesses if they were present at a crime scene. So my question is, "Does gender affect the accuracy of an eyewitness report?" My hypothesis was I thought girls would be more accurate at remembering details of the crime scene than boys. Procedures: 1. Find crime scene video. (URL: http://www.youtube.com/watch?v=mw1w501b7gg) 2. Make questionnaire with ten questions about video. The sheet should also have a space for them to write down details. 3. Have test subjects watch crime scene video. 4. Tell instructions to test subjects, they can’t work with anybody else and they have to write details they can remember first, and then answer the questions. 5. Hand them questionnaire paper and have them write down as many details as they can remember. Make sure they circle whether they are a boy or girl. 6. Tell them to flip paper over when they are finished and answer the ten questions. 7. Have them hand the paper back into you. Overall, girls averaged better at answering the questions and remembering details, than boys.

Project Title	A Phone Function Destruction
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0203
Student Name	Emelie Bernards Emelie Berrds
Abstract	To find the answer to my question, I tested 10 different people. I had 3 nine year olds, 2 twelve year olds, 1 seventeen year old and 4 adults. First they sang the "Star-Spangled Banner" without texting. Then they sang the same song while texting a short message. I taped it on a video camera then watched it again, counting the number of times they made a mistake singing the words and the number of times they paused. I recorded my results and found out that texting while doing something else, such as singing a song, is a SIGNIFICANT distraction leading the test subjects to make many mistakes and pauses during the test activity.

Project Title	A study of drug residue on money
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0204
Student Name	Danaka Booth Daka Booth Makayla Lundskog
Abstract	Objectives/Goals The purpose of our project was to see if bigger cities had more drug residue on paper money than smaller cities. It is hypothesized that money from bigger cities will have more drug residue on it. Methods/Materials In our experiment we used wipes called Nark wipes. They are used to identify drug residue on money. The test doesn’t show what types of drugs so it’s an inconclusive test. We rubbed the Nark wipe over the money and waited for the test wipe to turn blue. When the wipe turns blue the test is positive. We tested 20 one dollar bills and 3 five dollar bills. We got all this money from 7 different cities Results Our Experiment showed that the biggest city we tested out of the 7 had the most drug residue on the dollar bill. The highest drug residue was from Salt Lake and the lowest drug residue was from Vernal. Conclusion/Discussion The bigger cities had more drug residue than the smaller ones did in the end. On the other hand we thought vernal was going to be up at the top but it was at the very bottom. Our conclusion did support our hypothesis. We accept our hypothesis because the biggest city, Salt Lake, had the most drug residue

Project Title	A study of drug residue on money
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0204
Student Name	MaKayla Lundskog Daka Booth
Abstract	Do bigger cities have more drug residue on their money than smaller ones? Objectives/Goals The purpose of our project was to see if bigger cities had more drug residue on paper money than smaller cities. It is hypothesized that money from bigger cities will have more drug residue on it. Methods/Materials In our experiment we used wipes called Nark wipes. They are used to identify drug residue on money. The test doesn’t show what types of drugs so it’s an inconclusive test. We rubbed the Nark wipe over the money and waited for the test wipe to turn blue. When the wipe turns blue the test is positive. We tested 20 one dollar bills and 3 five dollar bills. We got all this money from 7 different cities Results Our Experiment showed that the biggest city we tested out of the 7 had the most drug residue on the dollar bill. The highest drug residue was from Salt Lake and the lowest drug residue was from Vernal. Conclusion/Discussion The bigger cities had more drug residue than the smaller ones did in the end. On the other hand we thought vernal was going to be up at the top but it was at the very bottom. Our conclusion did support our hypothesis. We accept our hypothesis because the biggest city, Salt Lake, had the most drug residue.

Project Title	The Twist on Tongue Rolling
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0205
Student Name	Gilbert Burns
Abstract	The Twist on Tongue Rolling For my project I wanted to figure out if tongue rolling was really a genetic trait. Both of my parents cannot roll their tongues, but most of my siblings and I can, so whether it was a dominant or recessive gene to not be able to roll your tongue, all of my siblings and I should not be able to roll our tongues. To do this experiment we took pictures of my grandparents rolling their tongues, my aunts and uncles, parents and siblings, and we tried to find a genetic pattern. After this experiment I have figured out that tongue rolling is not a genetic trait and is a matter of practice.

Project Title	Does Talking on a Cell Phone Affect How Quickly You React?
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0206
Student Name	Rachel Butterfield
Abstract	The question to answer with this experiment was: Does talking on a cell phone affect how quickly you are able to react? I thought that if you were talking on a cell phone, your reaction time would be slower. For my experiment I had twenty people catch a ruler while concentrating fully on the ruler, while talking on a cell phone, and, to see if it made any difference, I had them do it while talking on speakerphone. During my experiment, I noticed that people were either at ease doing the test and didn’t care much about their scores or they were really nervous, checked their scores every time and no matter how good their scores were, they thought they were bad. When I averaged all of the people’s scores, most of them proved my hypothesis. Most people doubled their reaction time on the cell. However, there were a few people who did better with the phone. Most of these were because the people were nervous. They thought they were doing horrible on the first test so they concentrated extra hard with the cell phone. Also, one person was really competitive and kept trying to beat her husband’s scores. Another person kept laughing and didn’t calm down until the third test. This experiment might have been better if I had hidden the scores or made sure the person was calm enough not to be distracted. Overall, I was right. Talking on a cell phone slows down your reaction time.

Project Title	Oh, Say, Can You See? A Study of Negative Space
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0207
Student Name	Jessie Buss
Abstract	My project studies whether or not people see negative space in print better as they get older. I did extensive research and found many articles about how to use negative space, in print, photos, logos, advertising, and web page design, but nothing about how people perceive it. I asked the question, “Do people see negative space better as they get older?” My hypothesis was: If age determines whether or not people see negative space, then older people will see it better than younger people, because their eyes are more experienced. I tested 15 people in six different age groups: 0-6, 7-11, 12-17, 18-25, 26-40, and 41 and older. I showed each person three pictures that contained images in both positive and negative space. (For example, Picture 1 had a black elephant (positive space) with a white giraffe, rhino, star, and grass making up the picture of the elephant (using negative space).)Then I evaluated and interpreted the results by age group. The results showed that children saw negative space first more often than adults did (24 to 36%). Adults saw negative space first only 12-19% of the time. Based on my results, I reject my hypothesis, because younger people saw negative space first. I think this is because older people’s eyes get used to seeing positive space (for example, black text on white paper) so they don’t see the negative space as easily. Testing a larger sampling could confirm my initial test.

Project Title	How Personal Space Affects Heart Rate
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0208
Student Name	Brielle Peterson Sara Dent
Abstract	We wanted to know if and how personal space affects one’s heart rate depending on the gender of the subject and the person approaching. We took and recorded the resting heart rate of an individual wearing a heart monitor. We had a female stand at one end with the monitor on and a male stand 9 feet away. The male walked forward until the female felt uncomfortable and said “stop.” We recorded the difference between the female’s heart rate and her previous resting heart rate. In addition to recording the heart rate, we also recorded the distance between the subject and the person approaching at the point when the subject said “stop”. We then repeated this test with 30 different people using different combinations of genders. We then analyzed the data and came to a conclusion. The conclusion was: in the male-male test, most heart rates increased. In the male-female test, about half of their heart rates increased and the other half decreased. In the female-female test, almost all their heart rates increased. In the female-male test, most of their heart rates increased. In addition to the heart rate changes we found the average personal space bubble for all gender situations. Our results were that the average male’s personal space bubble is 12” away, whether being approached by a male or a female. The females, on average, allowed other females within 6” of themselves and allowed males 18”. Citations: Heart rate monitor: www.blogbanquet.com/.../Omron_HR100C_review.htm Scientist: Google images Heart rate line: www.gadgetocracy.com/?p=52

Project Title	How Personal Space Affects Heart Rate
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0208
Student Name	Sara Dent Brielle Peterson
Abstract	We wanted to know if and how personal space affects one’s heart rate depending on the gender of the person approaching and the subject. We took and recorded the resting heart rate of an individual wearing a heart monitor. We had a female stand at one end with the monitor on and a male stand 9 feet away. The male walked forward until the female felt uncomfortable and said “stop.” We recorded the difference between the female’s heart rate and her previous resting heart rate. In addition to recording the heart rate, we also recorded the distance between the subject and the person approaching at the point when the subject said “stop”. We then repeated this test with 30 different people using different combinations of gender. We then analyzed the data and came to a conclusion. The conclusion was: in the male-male test, most heart rates increased. In the male-female test, about half of their heart rates increased and the other half decreased. In the female-female test, almost all their heart rates increased. In the female-male test, most of their heart rates increased. In addition to the heart rate changes, we found the average personal space bubble for all gender situations. Our results were that the average male’s personal space bubble is 12” away, whether being approached by a male or a female. The females, on average, allowed other females within 6” of themselves and allowed males 18” Citations: Heart rate monitor: www.blogbanquet.com/.../Omron_HR100C_review.htm Scientist: Google images Heart rate line: www.gadgetocracy.com/?p=52

Project Title	Tofu or Peanut Butter? Can you determine the food?
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0209
Student Name	Anna Eden
Abstract	I first wondered if “blind taste tests” actually worked and were substantial evidence for an award to a specific restaurant. I asked the question, does a single sense paired with taste help you to determine a food? I believed that taste paired with sight and smell would help you identify a food but, I thought that hearing and feeling were nonessential. Conducting research, I found that a person’s tongue has five sensations—sour, sweet, salty, bitter, and umami—that help to identify foods. Each taste bud has 50-100 taste cells that represent all 5 sensations. After this research, I gathered my materials. I used plain potato chips, cashew, pretzels, seasoned salt, honey, peanut butter, the candy Sour Patch Kids, some lemon, tofu, sunflower seeds, water, disposable cups, and a blindfold. The foods represented all 5 sensations. After I gathered my materials, I gathered a group of 15 adults. Isolating one person in a room, I put the blindfold on the person and had him hold his nose. I gave him every food and a drink of water in between each food. I preformed the same procedure when I had the person unplug his nose and finally, let the person see the food. I found that 83% of people got the food correct with just taste, 68% with smell and taste, and 78% with sight and taste. Therefore, my hypothesis was partially supported because sight helped a lot as did smell, just not as much as I had hypothesized.

Project Title	To Attack or Counter Attack
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0210
Student Name	Lewis Fausett
Abstract	Abstract The purpose of this experiment was to figure out whether or not if counter attacks scored more in fencing. This was more of a thing that has always bugged me since I fence for at least about twelve hours a week usually more. I really don’t think this will really help fencers seeing how there are many different fencing styles. I only used one procedure and it was fairly generic. I had all my fencers get ready to fence a pool as they normally would, but this time they were required to fill out a sheet of the number of attacks and counter attacks. The controls were also tightly enforced. Such as the type of bout and the skill level of the fencer. The data of my experiment was that it was too close to be accepted or rejected. It all really depended on fencing style rather then one was better then the other. I mean the two fencers predicted to win seemed to fence totally different from each other. One attacked to score and one counter attacked. The fencer who had actually won had an almost even number of attacks and counter attacks. My conclusion is that I cannot accept or reject my hypothesis because of the results and there doesn’t really seem to be a way I could really do the test and get results that prove one to be better then the other for in reality it all comes down to style.

Project Title	Mommy I'm Scared
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0211
Student Name	Rebekah Haderlie
Abstract	I came up with the idea from a website that Mrs. Conlin showed us in class. I had gotten the idea of having little quizzes to hand out last year when I was in 6th grade. There had been a 7th grader handing out those for her science project. I thought that as you grow older you mature, so wouldn’t your fears too? So I thought the hypothesis should be that as you grow older (Mature) your fears would become more realistic. I created a small and easy to understand quiz (shown in the data section) making it clear in the directions about how to do it. I decided to hand them out to my past teachers and some of my siblings’ teachers so that they could have students in that age group do it and have the teacher do it for a different age group. My cousin (going to BYU currently) handed out the quizzes to her fellow classmates then emailed them to me. I left about 50 of the quizzes at my dad’s clinic in the waiting area. Then I went to the Senior Citizen’s center where the senior citizens’ were having family home evening. I announced before their program started, how to do the quiz and where to leave it. I then passed it out to them. My sister helped me make a chart that had all of the fears along the top and the age groups along the bottom. I sorted through each and every age group quizzes and then recorded my data on the chart. I made a graph for each of the fears labeling the axes and each age group. I then used them to compare. I also made a bonus graph with the averages for each of the age group’s on it. I finished my science project and then started working on my folder. In the end my conclusion was that my hypothesis was correct but I also found some interesting results, such as that the 5th graders were the most afraid of all of the fears and the 2nd graders were most afraid of the unrealistic fears. I also left a space on the quiz for the people to write a different fear that they are afraid of. I included this in the back of my folder, As well as on my display board.

Project Title	Music Go Round
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0212
Student Name	Jessica Holcombe
Abstract	My project is about the attraction music has on children. I chose five different types of music, rock, pop, jazz, country, and classical. I believed if I play classical it will attract the children's attention the most. My plan was to set out toy cars and have the child come in with their mothers. I asked them to play with the cars and see which one rolls the most. As they were rolling the cars I turned on each type of music. I recorded their reactions and behavior changes. I did this for each child. After I did this for each of the four children I discovered that the pop music got the most attention. My hypothesis that the classical music would get the most attention was incorrect. If I could have changed something, I would get more children.

Project Title	Canceling the Stroop Effect
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0213
Student Name	Truman Jeppson
Abstract	Canceling the Stroop Effect I did my science experiment on canceling the Stroop Effect. I was trying to see if altering the way that the word was written would stop the Stroop Effect. It was a fun and interesting experiment and I enjoyed it a lot. I wanted to have fun with my project, but learn at the same time. So I went on a website called ScienceBuddies. It helps you pick a project based on your interests. I looked around and found this project. The Stroop Effect happens when you look at a word printed in a color other than the color written, for instance, red written in green ink. Two parts of your brain are fighting to do what they do. This is called interference. My hypothesis is that if I alter the way that the word is written, it will stop us from automatically reading the word, and force us to realize what we’re doing, and say the ink color. What I did was got a bunch of people together and sit them down one by one. Then, I showed them a piece of paper with some “Stroop words” on it. There are two sections on it. One section with the regular Stroop words and one with altered words written vertically or in a circle. I recorded their scores and found the average afterwards. My conclusion was that altering the way that the word is written will cancel the Stroop Effect. My hypothesis was correct.

Project Title	The Bouba/Kiki Effect
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0214
Student Name	William Kirkwood
Abstract	I chose to do this project on the Bouba/Kiki affect because I have verbal learning problems, and I think that it has helped me with my verbal learning project. I also chose this project because I think it helped me to understand others and how they think. I made twenty flash cards. Ten cards were pointy shapes (Kiki) and ten were rounded shapes (Bouba). I got twenty volunteers and asked them to identify each shape. I then recorded the results on a graph. Twenty volunteers participated in one showing of the twenty flash cards. The results reveal that 90% of the responses were correct. My hypothesis was to see if I could reproduce the Bouba/Kiki effect (90-98% of people getting the “right” answers). I was able to reproduce this effect.

Project Title	Paralyzed Decision Making
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0215
Student Name	Sydney Mower
Abstract	If people are given two choices (one more desirable than the other) and another desirable option is added, would more people choose irrationally and pick the less desirable option more often than they would with just the two options? To test this question, I did the following procedures: 1. Prepare two separate sheets of questions. Each sheet has five questions with two answers (one more desirable then the other) and five questions with three answers (two more desirable then the other). Both sheets have the same questions but the number of choices are opposite to each other. Option B is always the less desirable option. 2. Survey around 30 adults. Make sure you have the same amount of sheet one as you do of sheet two. 3. Record the data. You count “two options” and “three options” as separate groups. Under three options you have a category where the subject either chose A or C, these are the desirable options, and you also need a category for B, the less desirable option. Under two options you have a category where the subject chose A (desirable) and a category where they chose B (less desirable). 4. Graph the data and find a conclusion. Ultimately, almost three times as many people picked the less desirable option when faced with the uncertainty of two other desirable options. When faced with three choices instead of two, people became uncertain and they picked the less desirable option instead of either desirable options.

Project Title	"Don't Eat the Marshmallow!"
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0216
Student Name	Michela Miller
Abstract	My study investigates the ability to delay gratification. My objective was to discover if gender affects the ability to delay gratification. I decided to do this project when my father showed me a TED Talks video. It concerned a Columbian who put 4-year olds in a room alone, gave them one large marshmallow, and promised they would get two marshmallows if they waited 15 minutes. Wanting to do an experiment like that, I modified it for my own purposes. My hypothesis was if children aged 4-6 were left alone in a room with one large marshmallow and a promise that they would get another marshmallow if they hadn’t eaten it in 10 minutes, then boys will be more likely to eat the marshmallow than girls. I sent home permission slips with the kindergarten classes at Rock Canyon Elementary and used some of them in my experiment. I had a total of 26 children participate in this study. My hypothesis that boys would be more likely to eat the marshmallow was correct. The percentage of boys that ate the marshmallow (33%) was slightly higher than the percentage of the girls (29%). The results of my simple study are based on a very small sample that is not statistically significant. My results also differ from larger studies conducted in the past, raising new questions. This was a very interesting and enjoyable project. Someday I hope to be able to follow up with other experiments using larger samples.

Project Title	"Does Text Messaging on a Cell Phone Affect Reaction Time?"
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0217
Student Name	Naveen Rathi
Abstract	The purpose of my experiment is to find out, “Does text messaging on a cell phone affect an 8th grader’s reaction time?” My hypothesis is that if an 8th grader is texting on a cell phone, then it will affect their reaction time by making it worse. I conducted my experiment by giving all of my eight participants a cell phone and a 25 question test. Each was given a test to take without a cell phone. Then each was given a cell phone and instructed to send a specific text while taking the same test with the questions in a different order. The score and time necessary to complete the test were recorded and analyzed. The results of my experiment show that more time is taken to complete the test while texting than without texting, showing that yes, texting does affect an 8th grader’s reaction time. My hypothesis was supported by my experiment; the brain can only focus well on one thing at a time. Also, the accuracy was lowered when the children were texting. This applies to real life situations because a lot of middle school students do text messaging during class and get distracted and can’t concentrate in class. Students could benefit from my results because by choosing not to text in class. If teachers also prohibit texting, then grades could be dramatically improved.

Project Title	Correlating Learning Styles
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0218
Student Name	Paul Staples
Abstract	Do students get better grades if they have the same learning style as their teacher? I hypothesize this to be true. Three tests were conducted in order to answer my question. Prior to the testing of three classes, permission slips were handed out. The purpose for the permission slips was to inquire the use of the student’s grades anonymously. The students would have their parents sign them if they didn’t allow the use of their grades. All students that gave permission were given a learning style survey based on Howard Gardner’s Multiple Intelligence Model. This survey used basic questions to find someone’s strength in seven different learning styles. Linguistic, logical, musical, kinesthetic, visual, interpersonal, and intrapersonal. The student’s strengths were then compared to their teachers and their grade. I collected all the surveys and transferred them into a graph on Microsoft Excel. I attempted to find correlation between the high scoring students’ learning styles and the teachers learning styles. I found no correlation, but when I researched my topic, I found that motivation of students and teachers could be a major influential factor. Also, that each subject is taught better through a certain learning style regardless of the student’s style.

Project Title	Proving Piaget's Theory of Conservation
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0219
Student Name	Caroman Turner
Abstract	Caroman Turner Science fair project Abstract The purpose of my experiment was to figure out at which age the brain develops so that people can reason equality in mass, volume, and numbers. In order to find out why this works I had to research Piaget’s theory of conservation. According to this theory the brain should develop around the age of seven. This became the base of my hypothesis. For my experiment, I performed three tests. The first test I put two identical glasses of water in front of the child and asked which one had more or if they were the same. I would then pour one glass into a taller thinner glass and ask the same question. The second test is similar but instead of water I used two balls of Play Dough. One ball of dough was elongated and the same question was asked. For the third test I used two identical rows of pennies. The bottom row of pennies was spread out and again the same question was asked. After the results of all three tests were recorded I graphed them and proved my hypothesis correct. I discovered that children do show substantial development at the age of seven. My results were very clear and I am very pleased with the turnout of my overall experiment. I believe that the objectives I wished to obtain were accomplished and my experiment follows Piaget’s theory as closely as I could.

Project Title	The Effect of Music on Word Recall
Category	Behavioral & Social Science (Grade 7-12)
Table Number	J0220
Student Name	Taylor Hill
Abstract	This study investigates the effect of music on word recall. Thirty participants participated in two conditions. The results reveal that on average participants who listen to Mozart while taking the test where able to recall more words. The investigators hypotheses, "If participants listen to classical music written by Mozart, then they will be able to recall the most words." is correct. Of the 15 test subjects that listened to Mozart their average word recall was 7.86 words and of the 15 test subjects that listen to HIP-HOP their average word recall was 7 words.

Biochemistry & Chemistry (Grade 7-12)

Project Title	Tomato Products vs. Galvanized Steel: May the Best Product Win!
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number
Student Name	Allie Fairbanks Allie Fairbanks Carley Evans
Abstract	We are trying to show that tomato-based products can dissolve galvanized steel. My hypothesis is that products containing tomato will completely dissolve the metal touching the product, within two months. The first one to dissolve will be the strip in the tomato paste followed by ketchup, tomato sauce, tomato juice and then V8 juice. I think the thicker the tomato product is the faster it will dissolve the metal. Procedure included putting five 1” x 8 “strips of galvanized steel into 5 labeled glass jars filled with five different tomato based products (V8 Juice, tomato juice, ketchup, tomato paste, tomato sauce). We then removed strips after sixty days and measured them with a snap gauge and documented the results. We learned during our research that pH determines the acid content of something. The higher the pH content the less acid. The lower the pH content the more acid. A pH right around 7 is neutral. Our observation showed us that ketchup made the metal the thinnest because it contains both concentrated tomato (pH 4.6) and vinegar (pH 2.4). Combined together ketchup has a pH of 3.85. According to our research a pH of 3.85 corrodes zinc (a major part of galvanized steel) very quickly. In the end, our hypothesis was incorrect because it would take over a year not just 60 days to completely dissolve the metal strip. And it would be the ketchup because it has vinegar and not the tomato paste to eat away the metal the fastest.

Project Title	Operation Egg Hydration
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0301
Student Name	Aubrey Allred
Abstract	The questions in “Operation Egg Hydration” are: Is water the most hydrating liquid for cells? What energy drinks are the most hydrating compared to water? The original experiment involved soaking an egg in vinegar to dissolve the shell, and afterwards immersing the egg in sugar or salt water. The egg would either shrivel or burst depending on whether the solution was hypotonic, hypertonic, or isotonic. “Operation Egg Hydration,” used a similar process, but instead the eggs soaked in a separate and specific energy drink for two hours. The weight was recorded every ten minutes. After completion the experiment was repeated twice. The results showed tap water as the most hydrating and Gatorade the least.

Project Title	Rates of Gas Diffusion out of Balloons
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0302
Student Name	Sarah Austin
Abstract	Helium balloons lose their helium in one or two days, but air-filled balloons stay full for a week or two. I wanted to know why there was a difference, even though both are gases. To find out I did an experiment. I thought since air and helium were different, that I should try other gases as well. I filled regular latex balloons with 12 different gases, including air, helium, neon, hydrogen, oxygen, carbon dioxide, methane, ethane, propane, isobutane, ammonia, and sulfur hexafluoride. I measured the circumference of each balloon with a string, then calculated the volume of each balloon. Then I made a graph of how the volume of each balloon changed over time. Ammonia and propane leaked out the fastest. Air (my control) and neon leaked out the slowest. The sulfur hexafluoride balloon increased in volume by 50% during the 70 hour experiment, then popped. I looked up the molecular weight and the number of atoms for each gas, but I couldn't find a pattern to explain my results. The sulfur hexafluoride balloon increased because air diffused into the balloon (gases diffuse from high concentrations to low concentrations, and there was no air in the balloon at first). Air is probably diffusing into all the balloons, but most gases diffuse out faster than air diffuses in. When latex stretches, the molecules move apart, making microscopic holes that gas molecules can diffuse through.

Project Title	Facial Skin Cleansers' pH Levels
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0303
Student Name	Lindsay Brown
Abstract	The question I answered in my science project was which type of facial cleaners have pH levels closest to the average skin pH level: higher-end/spa quality, lower-end/grocery store variety; or regular bar soap? My method for testing this question was as follows: I obtained five moisturizers from each of the facial cleanser types—all of them in gel form except for the bar soaps, which I dissolved in water closest to a neutral pH level (7) as possible to create a testable gelatin. Using four different types of pH strips that ranged between pH levels of 1-14, I dipped inch-long pieces of each type into all of the cleansers. The pH strips changed color according to each solution at .5 pH intervals. I cross examined the four different types of pH strips for accuracy. I recorded the data, averaged the totals for each group, and was able to compare the three different categories of cleansers. Our skin's potential of Hydrogen, or pH, is somewhere between 4.2 and 5.6 to maintain a healthy balance of oils and anti-bacterial resistance. An effective facial cleanser should have a pH level the same as that to skin. On average, the higher-end/spa-quality facial cleansers pH level was 4.85. The average pH level of the lower-end/grocery store quality cleansers was 6.094, which fell outside the healthy range. As for the bar soaps, all but Dove and Olay were very alkaline. The bar soaps average pH level was 8.5.

Project Title	Drug Solubility
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0304
Student Name	Allison Chapa
Abstract	I wanted to know what pain killer would give me fastest relief for all of my aches and pains. Which brand of pain killer will dissolve the quickest: Tylenol, Advil, or Aspirin? Hypothesis: My hypothesis is that the Tylenol gel capsule will dissolve quicker than the other capsules since it has a soft coating. Materials: 1 pair of safety glasses, a well ventilated area. 1 liter of hydrochloric acid (0.5 molar) 1 magnetic stirrer 1 non coated Aspirin, 1 non coated Tylenol, 1 gel capsule Tylenol, 1 coated Advil. 1 noted pad and pencil to record results 1 stopwatch Four 200 ml beakers. Procedures: 1. Put on safety glasses and apron with sleeves 2. Gather 1 liter of Hydrochloric acid 3. Heat Hydrochloric acid to 37 degrees Celsius 4. Fill the 200 ml beaker with Hydrochloric acid to the 150 ml mark 5. Place the beaker on the magnetic stirrer 6. Set the magnetic stirrer to the middle of the dials range 7. Drop the fist pill into the beaker of Hydrochloric acid 8. Start the timer as soon as you drop the first pill in. 9. When the pill is dissolved stop the timer. 10. Empty the Hydrochloric acid and clean the beaker with water 11. Repeat steps 4-11 five more times. Conclusion: The pain killer that dissolved quickest was the non coated Aspirin taking 1 minute and 11 seconds. The pain killer that took the longest to dissolve was the Tylenol non coated taking 6 minutes 42 seconds.

Project Title	What Materials are Permanent Markers really permanent on?
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0305
Student Name	Kyra Crenshaw Rachel Crabb Emma Hulsey
Abstract	Summary We decided to do this project because one of our little brothers drew on everything with permanent marker. Our parents said it would not come off of anything, so we decided to prove them wrong. Before the experiment we all took one cleaner from our homes. The cleaners we had were Lysol, Clean, and The Works. We colored three, one centimeter squares with permanent marker on each material, one square for each cleaner. After we colored on the materials, we used one teaspoon of the cleaner and scrubbed one of the permanent marker squares with a sponge. After thirty seconds of scrubbing, we would stop and see how visible the permanent marker was. We repeated this on all of the materials. We found that it was only permanent on the fabric. It wiped off at least a little bit on all the other materials. We had lots of fun doing this project, especially finding out what materials permanent markers are really permanent on! Our question is, what materials are permanent markers really permanent on? Our hypothesis is, if permanent markers are permanent on fabric, wood, granite, carpet, and a toy, then it will not be permanent on the glass because it is sleek and it will wipe right off. Our procedure steps: 1. Color three one centimeter squares on each material. 2. Clean a different square every time on each material with 1 teaspoon of each different cleaner. Only scrub for thirty seconds. 3. See how visible each square is after cleaning it. Rate it on a scale from one to five. (One completely gone, two almost gone, three somewhat gone, four almost all the way there and five completely there, no change) Conclusion, we reject our hypothesis because our data showed that the permanent marker was not permanent on wood, granite, plastic toy, and the glass. It was only permanent on the fabric.

Project Title	The Power of Lemons
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0306
Student Name	Jessica Darcy
Abstract	For my science project I wanted to pick a topic that I was interested in, so I looked through a science fair book and chose a project I was interested in finding the outcome. So I changed the original project from the book until I thought it was mine and not someone else’s, and I called my project; “The Power of Lemons!”. My question was “Does lemon juices in cleaning supplies actually help clean things better than disinfectant wipes without lemon substances?” and my hypothesis was “I think that lemon juice actually helps with cleaning and that it’s not just a marketing gimmick”. For my project I chose fourteen objects( seven objects, two of each) which were; two tarnished pennies, two tarnished necklaces, a two sided sink, a glass window, a dirty pan, a dirty plate, and a dirty plastic spoon. Then I got a lemon and squeezed the juice out of it into a bowl and then I soaked a rag in it and cleaned one of the objects, and then I repeated these steps with the other six objects of the first set. After I cleaned all of the objects I recorded all of the data into my note book. Then I took the second set of objects and repeated the steps above, but instead I used antibacterial wipes with no lemon substances. I found that the lemons cleaned the metal objects the best and the wipes cleaned the plastic and glass better than the lemons did.

Project Title	Let It Glow: A Study of Chemoluminescence in Glowsticks
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0307
Student Name	Katy Ducos
Abstract	Let It Glow! A Study of Chemoluminescence in Glowsticks This project is an extension of a previous project studying the chemical reaction in glow-sticks. My question is: How does increasing and decreasing the amount of Hydrogen Peroxide in a glow-stick affect the duration and brightness of the glow-stick? My hypothesis was that increasing the amount of Hydrogen Peroxide in a glow-stick would decrease the duration, but increase the brightness. My experiment consisted of two trials, each having five glow-stick solutions: control, half, double, triple, and quadruple strengths. The name of each solution states the amount of hydrogen peroxide that was put into the test tube, the control being a normal glow-stick. The solutions were observed every half hour using written observations and/or pictures. During my first trial, all observations were made by the naked eye, and I ranked them against each other. For the second trial, I used pictures and computer software to find average RGB values to compare each of the solutions. My conclusions did not fully support my hypothesis. For trial one, I concluded that while the solution that seemed brightest to the naked eye did go out first, the rest of the solutions went out in a different order than my hypothesis would have predicted. On trial two, rather than the naked eye, pictures and software were used to measure brightness. The solutions that looked brightest to the naked eye did not rank brightest according to average RGB values. Based on my data, my hypothesis was incorrect.

Project Title	How Cool Is It?
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0308
Student Name	Bryce Rutland Gunner Wilhite Ryan Earl
Abstract	Central Utah Science and Engineering Fair 2010 Category: Bio Chemistry & Chemistry Student Name: Bryce Rutland Team Members: Gunner Wilhite Ryan Earl School: Oak Canyon Junior High Teacher: Mrs. Ecalono Project Title: How Cool Is It? Abstract: We wanted to know what flavor of gum changes the temperature in your mouth the most. To answer this question, we chose five different flavors of chewing gum including Polar Ice®, peppermint, watermelon, Big Red® and spearmint. We hypothesized that Polar Ice® flavored gum would raise the temperature of our mouth the most because the mint flavor seems to be the most intense. Each team member took and recorded their normal mouth temperature. After chewing a piece of gum for 2 minutes, we took our mouth temperature with the gum in our mouth. We each chewed the same flavor of gum twice and recorded each temperature. Then we figured out the average temperature for each flavor. Each time we tested, we rinsed our mouths with water until our mouth temperature felt normal. Then we repeated the process for each flavor of gum. The results surprised us. We found that chewing gum does raise the temperature of your mouth. However, it was not the Polar Ice® flavored gum that raised our mouth temperature the most. It was the watermelon flavored gum that raised the temperature of our mouths the most by 1.48 degrees.

Project Title	How Cool Is It?
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0308
Student Name	Ryan Earl Gunner Wilhite Bryce Rutland
Abstract	Have you ever seen commercials on T.V. about gum companies saying that their gum refreshes your mouth? My friends and I wondered if this was really true. Our question was, "Which flavor of gum changes the temperature the most in your mouth?" We thought about this and we came up with a hypothesis. Our hypothesis was, "We think that if the Polar Ice gum makes your mouth feel the coldest, then it will change the temperature the most in your mouth." When we started the experiment, we first took our normal temperatures. Next, we all started chewing on a piece of gum. We chewed each piece of gum for three minutes. Then we took the temperature in our mouths while the gum was still in our mouths. After we chewed each piece of gum, we rinsed our mouths out with water and gave it some time for our mouths to get back to normal again. Each of us did this process twice with each kind of gum. After we finished this, we recorded our results. We calculated the average of the temperature for each test. We found out that the Watermelon gum actually changes the temperature the most in your mouth! We were all very surprised at this! We had a great time doing this experiment! The only thing we didn't like about it was having to through away each piece of gum after we were done with it. Other than that we had a great time!

Project Title	How Octane in Gasoline Affects Exhaust Temperature
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0309
Student Name	Braden Fallon
Abstract	This study investigates how the level of octane in gasoline affects the temperature of the exhaust released. Thirty trials were conducted using 85, 89, and 91 grade gasoline. One liter of gasoline was poured into the tank and the engine was started. The temperature of the exhaust was recorded after running the engine for three minutes, then checking the temperature periodically. The results reveal that the 91 grade gasoline produced the highest exhaust temperature at 151.6 °C and the 85 grade gasoline produced the lowest temperature of exhaust at 80 °C. The hypothesis that if I increase the level of octane in gasoline then the exhaust temperature will increase is correct. My hypothesis is correct because the temperature of the exhaust did increase. The first type of gasoline was the 85 grade gasoline. It had an average temperature of 85.52°C. The next type of gasoline, grade 89, had an average exhaust temperature of 122.73°C. The 91 grade gasoline had an average exhaust temperature of 147.75°C. As you can see, from the 85 to 89 grade gasoline there was about a 37.21°C increase in temperature. From the 89 to 91 grade gasoline, there was a 25.02°C increase in exhaust temperature. From the 85 grade to the 91 grade gasoline, there was a total increase of exhaust temperature of 65.23°C.

Project Title	A Drop in the Bucket
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0310
Student Name	Hayley Ford
Abstract	Several months ago I saw a slow-motion video of a drop of water bouncing off a small puddle. I was intrigued and decided to research and conduct a study on the surface tension of liquids. Using liquids with different surface tensions, I tested how much liquid could sit on a quarter without spilling. My results showed the quarter held significantly different amounts of the different liquids, but almost the same number of drops of each liquid. I wondered; Does the surface tension of a liquid affect the drop size of that liquid? I hypothesized; The less surface tension a liquid has, the smaller a drop of the liquid will be. To test this, I filled a syringe with room-temperature tap water. I held the syringe vertically, slowly pushed the plunger, and counted the number of drops that came out of the syringe. I repeated the experiment with room- temperature soapy water. I thoroughly rinsed the syringe, dried it, then repeated the experiment several times. I confirmed my results by using 3 types/sizes of syringes. I also investigated the affect of holding the syringe vertically versus horizontally. My results supported my hypothesis. The surface tension of a liquid does affect the drop size of a liquid. The less surface tension a liquid has, the smaller a drop of that liquid will be. I believe drop size and surface tension are important concepts that have applications in many fields including medicine, chemistry, geosciences, and environmental sciences.

Project Title	Pendulum of Fire
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0311
Student Name	Adam Gallacher
Abstract	I did this project because I usually go camping, and if you get lost you’ll want to have “strike anywhere” matches. It led me to the question, “What is the best surface to light them on?” The purpose of this experiment was to find the best strike surface for a strike anywhere match. To do this I used the following procedures. 1. Build pendulum to constantly strike matches. (A) Determine height of swing arm. (B) Build it 2. Attach the match with clay. 3. Place strike surface on flat area. 4. Raise swing arm to 18in. 5. Release and watch, record with camera 6. Repeat steps 2-5 for each material on the list 10 times. 7. Review video in slow motion Data: Test results include: (Percentage worked) Sandpaper 70%, Lego 0%, Velcro 0%, smooth plastic 0%, match box 80%, rough plastic 0%, concrete 100%, wood 10%, leather0%, CD-ROM 30%, and zipper 10%. During my experiment I found out that they work best on rough surfaces like concrete or sandpaper. Another thing I discovered was they don’t strike on anything; leather and smooth plastic are not made for the job. My results show concrete worked the best and leather was one of the worst. This is important data because if you’re lost you know which object to strike it on. Instead of testing them yourself and wasting matches.

Project Title	pHantastic pHizzies
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0312
Student Name	AnnaJane Mason Emma Ewell
Abstract	We wanted to know how sweeteners affected the pH levels of 4 different fruit juices. In our initial research we found that the juice acidity would affect the amount of carbon dioxide produced when mixed with baking soda: The lower the acidity or pH, the greater the reaction. Using this as our basis of experimentation, we wanted to kno how adding different sweeteners to the juice would affect the pH level and the reaction, or the amount of foaming carbon dioxide bubbles. For our experiment we chose four fresh citris juices (Orange, Grapefruit, Lemon, and Lime) and five different sweeteners (Stevia, Sucralose, Cane Sugar, Saccharin, and Aspertame). In 2 ounces of each juice we added 1 teaspoon of baking soda and ½ teaspoon of sweetener. We measured the height of the bubbles. We also repeated the experiment without any sweeteners. Each combination was repeated 3 times, and we recorded the average bubble heights. In conclusion, we found that the sweeteners did affect the the pH levels and the amount of carbon dioxide bubbles in most cases. However, the pH levels and the amount of carbon dioxide bubbles did not seem to correlate in any consistent fashion.

Project Title	pHantastic pHizzies
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0312
Student Name	Emma Ewell AnJane Mason
Abstract	For our project, we wanted to see if different sweeteners would affect the pH and acidity level of certain citrus juices. We thought it would, so we tested our hypothesis. We used four different citrus juices. We did twelve tests, three for each juice. For a single test, we put ¼ cup of one of the juices into each jar. We then added ½ tablespoon of one sweetener, and measured the pH. Then we put 1 tablespoon of baking soda into the juice, and recorded the height of the carbon dioxide bubbles it produced. Then we repeated this step with the five sweeteners. After we finished testing the one juice three times, then we repeated all the steps with all four juices. In conclusion, we realized that the pH of the juices, and the height of the CO2 bubbles didn’t always correlate with each other. We thought that if the pH level was lower, then the bubbles would go lower, but that wasn’t always the case.

Project Title	What's In Your Water?!
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0313
Student Name	Miles Hubbard
Abstract	My desire for this project was to determine whether or not water quality differs from city to city. My hypothesis was that water quality does differ between different geographic locations. Through my research, I discovered a fact that supported my hypothesis—different soils possess certain contaminants that may or may not be present in other cities, which I figured would have a drastic effect on the water. My plan was to test my hypothesis by performing pH tests using litmus paper on samples of water from various cities (i.e. Pleasant Grove, Orem, and Salt Lake City). I collected data from the respective cities’ Departments of Public Works to analyze the contaminants found consistently in the given city. If the combination of pH and water reports indicated a variation between cities, then my hypothesis would be correct. I then took the samples from the cities from unfiltered water supplies. When I tested these samples, I became even more convinced that my hypothesis was correct; however, confirmation was necessary in this scenario. As a result, I carefully analyzed the data necessary to confirm my hypothesis. I chose similar contaminants within each city to compare and contrast. These contaminants were: Barium, Fluoride, and Nitrate. As I observed these contaminants, the only exact similarity was with Fluoride in Salt Lake and Orem—both with 4 ppm (parts per million). The high amounts of variation then assured me, that my hypothesis was correct.

Project Title	Home Photography
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0314
Student Name	Chase Mansfield
Abstract	Home Photography Question Can I develop and fix film paper at home using household chemicals and if can, then tell which works the best. Hypothesis I believe it is very possible that you can develop film paper with household chemicals. You just need the right base and acid. Background Research. The main reason that I am doing this project is that I saw a neat Mythbusters in which they developed film with orange juice and ammonia. So it was then when I realized that I will do my project on home photography. I learned on Google that you could develop film with coffee on account of the minerals and caffeine. The rest of the chemicals were supposed to have the right pH levels; so I got started. I needed to get an acid (developer) and a base (fixer). Process What I will do is expose film paper to the same amount of light, then try to develop the photo in the different chemicals that I have selected. If the photo develops to the point of recognition, then I can go to phase two and I will try to fix the picture so it will stay permanent. Conclusion My hypothesis was correct. You can develop film paper with home chemicals. Coffee to develop and ammonia to fix seemed to be the best combo, but I do strongly suggest that if you want to develop a high quality photo or even make film paper photography, then you should ether buy the supplies online for under $50.00 or develop photo in the school dark room for free. Bibliography -http://photo.net/black-and-white-photo-printing-finishing-forum/00Pa5j -A little help from Wikipedia.com -my photography teacher Mr. Marsh -and I thank my parents and grandpa for supporting me with my passion for photography and chemistry.

Project Title	Testing Sweetness Levels in Apples
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0315
Student Name	Tyler McKnight
Abstract	The question I asked myself before I did this project was: How can I test the sweetness levels in apples? This study tested apples to investigate the sweetness levels in several different varieties of apples. If an apple is properly mature when it is harvested, the sweetness level should be around a #7 to #9 score. In this experiment the investigator created a solution of iodine crystals and potassium iodide. Then the investigator dipped the twelve apples in the solution for one minute before taking them out. Next the investigator closely watched the color changes in each apple and compared the changes with an established score determined by pictures from the Internet of apples, which had undergone the testing. The results reveal that different apples do have different starch contents. In the experiment Jonagold and Golden Delicious tested at the top score of #9. Most apples which are sold in the United States have been tested to determine when to harvest them so almost all the apples the investigator tested were mature and had a high sweetness level. The investigator’s hypothesis that different apples taste sweeter than other apples depending on the starch content of the variety of apple and the stage of growth of the apple is correct. The more mature the apple the sweeter the apple should be. The apples proved to be mature and at a high sweetness level when the growers harvest them and put them on the market.

Project Title	Tomato Products vs. Galvanized Steel: May the Best Product Win!
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0316
Student Name	Allie Fairbanks Allie Fairbanks Carley Evans
Abstract	We are trying to show that tomato-based products can dissolve galvanized steel. My hypothesis is that products containing tomato will completely dissolve the metal touching the product, within two months. The first one to dissolve will be the strip in the tomato paste followed by ketchup, tomato sauce, tomato juice and then V8 juice. I think the thicker the tomato product is the faster it will dissolve the metal. Procedure included putting five 1” x 8 “strips of galvanized steel into 5 labeled glass jars filled with five different tomato based products (V8 Juice, tomato juice, ketchup, tomato paste, tomato sauce). We then removed strips after sixty days and measured them with a snap gauge and documented the results. We learned during our research that pH determines the acid content of something. The higher the pH content the less acid. The lower the pH content the more acid. A pH right around 7 is neutral. Our observation showed us that ketchup made the metal the thinnest because it contains both concentrated tomato (pH 4.6) and vinegar (pH 2.4). Combined together ketchup has a pH of 3.85. According to our research a pH of 3.85 corrodes zinc (a major part of galvanized steel) very quickly. In the end, our hypothesis was incorrect because it would take over a year not just 60 days to completely dissolve the metal strip. And it would be the ketchup because it has vinegar and not the tomato paste to eat away the metal the fastest.

Project Title	Tomato Products vs. Galvanized Steel: May the Best Product Win!
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0316
Student Name	Carly Evens Allie Fairbanks
Abstract	In my experiment I decided to test a hypothesis that if the solvent is denser, it will dissolve the metal strip faster due to the raised citric acid level. My primary question before my experiment was whether this hypothesis would turn out to be correct. I believed that it would be correct, since the pH levels would fall, and cause better erosion with the metal strip. I tested this hypothesis by taking five tomato products (Ketchup, Tomato Past, Tomato Juice, Tomato Sauce, and V8) and filled five jars with each product. Next I cut five 1” by 8” strips of galvanized steel, labeled each one and placed it in each jar sitting upright for 60 days. After 60 days, I removed the strips from each product and cleaned each one, individually, gently with cold tap water, not using soap. Then I dried them and laid them next to each other. Using a Micrometer to measure the thickness of each strip I ranked them from thickest to thinnest. The first thing I noticed while doing this experiment was how the strips turned black and all started growing mold. After 60 days, the hypothesis proved to be correct and found that the Ketchup dissolved the most metal and had the most acidic ingredients, while V8 dissolved the least and had the most watered down solution.

Project Title	Fire: Flames Ignite Regardless of Elements
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0317
Student Name	Taylor Murdock
Abstract	Excursions into the backcountry are popular events for many people. However, a simple day hike can suddenly become a struggle for survival if the person becomes lost or disabled. A fundamental item in an emergency situation is a reliable fire starter. I began to wonder what type of simple homemade fire starter would be the best, and most reliable, in facilitating the building of a fire. After reviewing different types of fire starters, I hypothesized that vaseline covered cotton balls would perform the best throughout all of the tests. I tested various homemade fire starters, from cotton balls smothered in vaseline to cotton briefs. I put all of the subjects through several different types of tests including getting them wet, exposing them to wind and requiring them to work in snowy and subzero conditions. The results showed that the top 5 fire starters included both the waxed lint and wood shavings in egg cartons, vaseline covered cotton balls, cotton briefs, and waxed matches. I rejected my hypothesis because the waxed lint in the egg carton indentations burned for approximately 7 minutes longer than the vaseline covered cotton balls. The longer burn time and strong flames provided a much better chance of catching even damp wood on fire under adverse conditions. After seeing the results, I will always carry fire starters with me, even on day hikes. Hopefully this information will help others to know just what they should take with them, in case of a life or death situation.

Project Title	A Penny Saved is a Penny Acid Burned
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0318
Student Name	Margot Porter
Abstract	I’ve always wondered what a penny is worth. The materials would have to cost less than the value to make it practical. How has the composition and weight of a penny changed over time? How much copper is in a penny today? In 1982, pennies changed from being 95% copper to 97.5% zinc. I weighed 60 pennies, 30 minted before and 30 after 1982, to see the weight difference. To calculate the amount of copper in pennies, I filed edges of four post-1982 pennies and let Hydrochloric acid dissolve the zinc. After drying, I compared before and after weights to find copper percentage in the pennies. The average weight of the pre-1982 pennies was 3.0825 grams. The post-1982 pennies average weight was 2.4988 grams. The difference is .5837 grams! The average percentage of copper in the dissolved pennies was approximately 6.5%. This extra weight could be explained by zinc oxides or water still inside the pennies. Pennies are lighter today than they were 50 years ago. Although pennies used to be pure copper, they are now approximately 2.5% copper. Why do we care about dissolved metals? Your stomach contains Hydrochloric acid. There are iron flakes in most fortified foods, and your Hydrochloric acid dissolves them, similar to what happened in my experiment. If I did this project again, I would test more pennies to be able to draw conclusions more accurately. This project encourages interest in science by investigating a common object using the scientific method.

Project Title	How does pH effect the freezing point of water?
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0319
Student Name	Bryson Ritchie
Abstract	Abstract Purpose The purpose of my science project is to determine if the freezing point of water changes when the pH level of the water changes. Procedures Used I studied to find items that could be used to influence the pH level of water. I discovered that lemon juice has a very low pH and bleach has a very high pH. I purchased a pH meter and calibrated the meter to assure that the pH readings were accurate. I took nine 250 mL beakers and decided to use three beakers for three separate groups. Each group began with 200 mL of room temperature distilled water. I then added an additional 12mL of various liquids to influence the pH level, some resulting in a low pH (2.8), others a medium pH(7.0), and others a high pH(11.5). I added the 12 mL of the introduced liquid and placed the beakers in my freezer and checked on and recorded the resulting data in my journal in five-minute increments. Data Low pH Control Group High pH Substance 200 mL Distilled H2O 12 mL Lemon Juice 200 mL Distilled H2O 12 mL Distilled H2O 200 mL Distilled H2O 12 mL Bleach pH Level 2.8, 2.8, 2.8 7.0, 7.2, 7.2 11.5, 11.5, 11.5 Freezing Time 5 hours 25 minutes 5 hours 5 minutes 5 hours 40 minutes Conclusion The freezing point of water does not appear to be influenced by its pH level because low pH and high pH liquids both took longer to freeze and therefore had a lower freezing point than did distilled water with a pH of 7.

Project Title	Waste Not Want Not
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0320
Student Name	Haydn Schaefermeyer
Abstract	Headlines read, “Gas prices increase again!” A moan is heard across the country in response. Biodiesel presents a solution to fossil fuel dependence. It is a useful energy source because it can be produced from an abundant, renewable waste - cooking oil. Prolonged usage in deep fryers breaks the oil down., and, once the oil has been used for a certain length of time biodiesel production is no longer possible. This experiment addresses the question, “How long can oil be used in cooking before it becomes unusable for biodiesel production?” I propose that waste cooking oil becomes increasingly unusable for creating biodiesel the longer it is used for cooking. In order to determine if waste cooking oil can be used in biodiesel production the oil must first be titrated. If the oil titrates too high the probability of biodiesel reaction failure increases and time, money and resources are wasted. After collecting a sample of cooking oil for five consecutive days beginning with the day new oil was put into the fryer, the samples were titrated. Titration was completed for each of the five samples and the results were telling! The experiment supported my hypotheses by demonstrating that the longer the oil is used, the higher the titration and the less usable it is for biodiesel production. It also demonstrated that after about 16 days the oil is unusable for biodiesel production.

Project Title	Nuts and Water
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0321
Student Name	Arye Smith
Abstract	Nuts are a nutritional power house, packed with protein, dietary fiber, healthy fats, vitamins and minerals. A tiny peanut contains stored chemical energy. When you eat peanuts the stored energy is converted by our bodies so we can do work. The chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broke and new compounds with lower energy bonds are formed. For my experiment I wanted to use the energy to see how hot a burning nut would heat up a can of water. I hypothesized that if I burn different nuts to heat up half a cup of water then the walnut will heat up the water the most. My control was the same beginning water temperature for each test, and the same nut weight. My variables were almonds, walnuts, filberts, and cashews. I repeated my experiment 3 times for each nut. For the test, I set up my experiment by sticking a cork on one end of a needle and on the other side I put my nuts. Then I put a tin can of half a cup of water in a bigger can with a skewer so the can with the water in it can hang above the burning nut. My data showed that the walnuts had the highest temperature of water out of the 4 nuts. The water temperature was raised from 72 F to 154 F. Based on the results, my hypothesis was proved correct.

Project Title	GOT CORROSION?
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0322
Student Name	Alan Sorensen
Abstract	My dad strings pianos with wire and so I started to wonder how different metal wires would perform in different situations. I choose this project because I already had wire handy. For my project I tested which type of metal out of copper, aluminum, and zinc-coated steel was the most corrosion resistant in tap water and in salt water. My hypothesis was that in the salt water the copper would be the most corrosion resistant and in tap water the zinc-coated steel would be the most corrosion resistant. I first got the three types of metals and cut them into two pieces each so I then had six pieces of metal: two copper, two aluminum, and two zinc-coated steel. Then I took one of each type of metal and wrapped the end around a pencil. I did this twice. Then I put one pencil over a jar of tap water and the other pencil over a jar of salt water so that the metals would hang into the water beneath. One jar was tap water and the other jar was salt water. I left them like this for a period of two weeks checking their progress and taking notes every day. After two weeks I took the metals out of the water to find which ones were the most corrosion resistant. In the tap water the zinc-coated steel was the most corrosion resistant and in the salt water the aluminum was the most corrosion resistant.

Project Title	Lose the stain, Save the shirt
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J0323
Student Name	Megan White
Abstract	Project: Have you ever been using a marker and gotten the ink on your clothes? Everybody that has used a Sharpie Marker knows the ink just doesn’t come off. Imagine your favorite white shirt with a big black mark right in the middle. Is the mark really permanent or is there a way to get it out? Wouldn’t it be great if there was an everyday liquid that could remove the stain? How “permanent” is permanent ink? This experiment will show how the acid in common household liquids affect permanent ink on clothing. Procedure 1: Assemble required materials. 2: Using the Sharpie marker, draw a single straight line in the center of each cloth. 3: Measure ¼ cup of each liquid and pour into individual bowls. 4: Submerge 1 cloth swatch into each bowl of liquid. 5: Set timer for 5 minutes. 6: Observe and note ink reaction to each individual liquid. 7: While waiting for time to expire, place labels with liquid names horizontally across the towel, this will be used to identify each column of swatches. 8: Once time has elapsed, use a soup spoon to remove the swatch from the bowl. 9: Place the swatch on the bath towel under the appropriate label. Conclusion The hypothesis was proved incorrect. Every liquid tested, regardless of acidity, failed to remove the stain. Further research proved that the ingredients, alcohol and acetone, found in all three liquids most successful in lightening the ink stain are common solvents used in cleaning.

Project Title	Morning verses Night Height
Category	Biochemistry & Chemistry (Grade 7-12)
Table Number	J1004
Student Name	Meagan Smith Sarah Riley
Abstract	Morning versus Night Height By: Sarah Riley and Meagan Smith Why are you shorter at night than you are in the morning? We learned from our research that throughout the day gravity slowly squeezes water out of your intervertebral discs, which makes you shorter. During the night, the discs must re-absorb water from the surrounding tissues because they have no blood supply of their own. We decided to test if exercise, water intake, and amount of sleep affected how short or tall you were that night and the next morning. We hypothesized that exercise would make you shorter, on average, and drinking lots of fluids would make your height bounce back more the next day. We also reasoned that more time sleeping would allow the discs to expand to their full size, thus making you taller the next morning. We recruited family members to record their height, their liquid consumption, and their duration of exercise for two weeks, then compared the results with our hypothesis. We found, on average, that our hypotheses were correct. Exercising does make you shorter at night, on average, than if you hadn't exercised. Drinking more water does help your height rebound more the next morning, and the more you sleep also helps your height rebound. (Of course, these things have to balance out or you would keep growing and growing or shrinking and shrinking...)

Computer Science (Grade 7-12)

Project Title	Solving the Quadratic Formula With Python
Category	Computer Science (Grade 7-12)
Table Number	J0401
Student Name	Spencer Bauman
Abstract	Solving the Quadratic Formula With Python Spencer Bauman Oquirrh Hills Middle School, Riverton, Utah The goal of this project was the design and construction of a Python program to solve the Quadratic Formula. I initially wanted my project to be a normal calculator. I was sitting in my Geometry class when my teacher mentioned the "Quadratic Equation," and immediately knew that's what I wanted to do. I began researching the formula and developed my background knowledge of Python. After many attempts of trial and error I came out with a working program. One limitation of my program is that it only works on Intel-based, Windows computers with Python 2.6 installed. It also cannot export results.

Project Title	RF Digital Modes: Instant Messaging on Steroids
Category	Computer Science (Grade 7-12)
Table Number	J0402
Student Name	Hailey Blackwell
Abstract	Amateur Radio has traditionally been a form of communication using the human voice. New technological advances have made digital transmissions possible when coupling the radio with a computer. Now you can send text via amateur radio. This has become a critical development for emergency communications. Digital communications occur in many forms. Hundreds of digital modes have been implemented and each has its pros and cons. I wanted to determine which of these digital modes (RTTY-45, PSK-31, MFSK-16, MT63-2000) would be most effective for emergency communications based on accuracy, speed, and popularity. I hypothesized that MFSK-16 would be best because of its speed, popularity and use of Forward Error Correction. To test my hypothesis, I sent one volunteer in Nevada a 500 character message in each mode, timing each transmission. I had the volunteer e-mail me what they received and then compared the message transmitted with the message received, and then scored it. I did this with two other contacts in Florida and Michigan until thirty transmissions were completed for each mode. Popularity of each mode was researched. This experiment showed that of the four modes, MT63-2000 was the fastest, MFSK-16 the most accurate, and RTTY-45 the most popular. When analyzing this data, I found that MT63-2000 was the least accurate. MFSK-16 was the next quickest and was also reasonably popular. I concluded that MFSK-16 would be the most effective mode for emergency communications because it is the most accurate mode tested, is reasonably quick, and widely used.

Project Title	Dangerous Drivers
Category	Computer Science (Grade 7-12)
Table Number	J0403
Student Name	Daniel Ertel
Abstract	A leading cause of death in the U.S. is car accidents. Many accidents are caused by distracted or impaired drivers. The advantage of computers over humans is that they are immune to these kinds of mistakes. A computer can perform more consistently than a human. If a computer can be programmed to drive a car this could significantly reduce the number of deaths caused by car accidents. The purpose of my experiment is to see how well an artificial intelligence (AI) can drive. There are many aspects about driving a car that I could have tested. I decided to test how well an AI could navigate around non-moving obstacles. Since building and testing a real car is hard and very expensive I used a Lego NXT robot kit to conduct my experiment. I built my robot vehicle and designed four obstacle courses to use for the tests. I designed three different AIs. Each AI had a different way of deciding how to go around obstacles. I tested each AI with all obstacle courses and scored the driving ability. The results show that an AI driver can drive safely through an obstacle course if the AI is programmed well. The AI could always drive safely and consistently - unlike humans. I also learned that a possible danger exists: If there are any mistakes in the programming then the AI can crash the vehicle. However, once the AI is fixed and tested it can drive safer than human beings.

Project Title	Web Robots: Good, Bad, and Ubiquitous
Category	Computer Science (Grade 7-12)
Table Number	J0404
Student Name	Robert Nay
Abstract	My research question was “What web robots will come to my website, what will they do, and how often will they come?” Web robots are programs that go onto the internet, find web pages, and click links on those pages. Their main use is in search engines, and that is how they find pages related to what you are searching for. My hypothesis was that I would get mostly search engine robots that come about every other week, but also a couple bad robots. I set up a website that I programmed in PHP, and wrote a program to log useful information whenever someone or something visits the page (Useragent, IP address, date, etc.). I also programmed checks to see if they obeyed rules such like the robots.txt file, ACAP, and the robot meta tag. I checked to see if they had different web technologies enabled, such as images, javascript, cookies, and iframes. I logged if they clicked on different types of ads, or submitted a signup form. Then I waited for some to come to my website. I had the site up for over three months, and had a total of five robots come (some more than once). They were Google, Yahoo!, MSN/Bing, Yandex (A russian search engine), and one called SpBot. My hypothesis was mostly correct, because I only had search engine robots and one other. I enjoyed doing this experiment and learned a lot about what web robots are and what they do.

Project Title	Comparison of Different Hashing Algorithm Speeds
Category	Computer Science (Grade 7-12)
Table Number	J0405
Student Name	Ryan Pendleton
Abstract	This study is a comparison of different hashing algorithm speeds. 1,000 trials were conducted using 6 different hashing algorithms: MD2, MD5, SHA1, SHA256, SHA384, and SHA512. The results reveal that the MD5 hashing algorithm required the least amount of time (0.00041 seconds), and the MD2 hashing algorithm required the most amount of time (0.01698). My hypothesis was that the MD5 hashing algorithm will run the fastest, and it was correct.

Project Title	Tic Tac Toe
Category	Computer Science (Grade 7-12)
Table Number	J0406
Student Name	David Roy
Abstract	My hypothesis "If I have two AI’s of equal skill verse each other in Tic Tac Toe, then a computer may win." I quickly thought I proved, using the early forms of my smart AI I had them challenge each other. They could beat each other randomly. Then I thought, "Can a computer of equal skill always beat itself or is there some limit?" That was a challenge though since it meant a lot more programming and a lot more work. At that point I had a lot of fun thinking of how to program what you could easily teach a ten-year-old. After the AI was complete I decided to try it out. It lost a bunch of times till it went on a ridiculous winning streak then it lost and it had to be debugged. After that it kept on winning and hasn’t lost since. The perfect way to test it would be to have an AI that tried every single possibility. I’m in 8th grade so it was way over my head even my father would have had troubles and he programs for a living. So I improvised there are somewhere near 300,000 possibilities. So I ran a random AI against it long after the 300,000 possibilities were likely to have been tried. I analyzed the fact that it hadn’t lost to mean that there was a limit to a computer being able to beat itself. Then I thought to change my hypothesis to "If I have two AI’s of equal skill verse each other in Tic Tac Toe, then a computer may win until a certain point where the AI is unbeatable."

Project Title	Computer Performance
Category	Computer Science (Grade 7-12)
Table Number	J0407
Student Name	Varun Singh
Abstract	The experiment has proven the hypothesis correct. From the problem statement: Does opening numerous Windows exponentially increase the number of milliseconds a computer takes to perform one move in a game? - It was hypothesized that the number of programs open will exponentially decrease the performance of a computer. In the experiment, there was one control and four variables, with a total of five test sets. The first set was conducted with no other programs open, followed by another set with one other Internet Explorer Window open, then with two other explorers open, next with five others open, and finally with ten. Multiple Internet Explorers were opened to reduce the performance of the computer, and the experiment measures to what extent the computer reduces its performance with more and more windows open. The performance is evaluated by measuring the time it took the computer to perform a single move in a game. So, in each set, a move in a game was conducted 15 times, and the average time (in milliseconds) was taken. From one set to the other, the difference in the average times increases exponentially. This experiment would really help anyone. Computer users can learn not to open many windows, allowing their computer to give back better results on what they are currently working on. It can also help corporations to run their computer systems more efficiently, saving money and time, while also bring back much better results. This initial experiment also inspires people to make programs for computers to run more efficiently, or even make a way for computers to share their power the increase performance.

Earth & Planetary Science (Grade 7-12)

Project Title	Comparison of Fuji apple quality
Category	Earth & Planetary Science (Grade 7-12)
Table Number	J0501
Student Name	Chandler Helvey
Abstract	I did my science fair project on the quality of Fuji apples. My question about the apples was, does the type of storage affect the quality of Fuji apples. My procedure was to. First, acquire three Fuji apples from regular cooler stored apples, and three Controlled Atmosphere storage apples. Second, peel off of each apple three to five different areas of skin. Third, I will use the Pentrometer to check the pressure in each apple. Fourth, I will record the data of how much pressure was in the apple, and mark it if it was controlled atmosphere or regular storage. Fifth, I will cut each apple into fourths and drip some juice on to the Refractometer. Sixth, I will record the data of each apple and compare it to the others. Seventh, I will clean the instruments and put them away. Eighth, I will compare results with all the apples. Ninth, I now have found the best apple quality. In the end my conclusion stated that my Hypothesis was correct, Controlled Atmosphere apples have a higher pressure and sugar content.

Project Title	Light Pollution in Utah
Category	Earth & Planetary Science (Grade 7-12)
Table Number	J0502
Student Name	Emma Jensen
Abstract	In this project it was determined which astronomical observatory in Utah; Stansbury Park, Frisco Peak, or West Mountain, was situated in an area with the least amount of light pollution. The question that led me to this project was, “What is light pollution?” Light pollution is artificial light that shines upward and outward into the sky. Light pollution affects observatories because it ruins their view of the sky. For the experiment three pictures were taken at each observatory straight up into the sky. These pictures were taken at night at least 1½ hours after sunset and after the moon had set on clear nights. One picture was taken at a 30 second exposure time, another at 60 second exposure time, and the last at 180 second exposure time. These pictures were developed and then to determine the amount of light pollution the negative was held above a photo sensor. The photo sensor was hooked up to a volt meter and the amount of light pollution was measured in kilohms. I found that the observatory with the least amount of light pollution was the Frisco Peak Observatory in southern Utah. Since Stansbury Park Observatory is located in Stansbury Park near Tooele, it is exposed to more light pollution than West Mountain Observatory and Frisco Peak Observatory. Further experimentation would be testing light pollution in the cities of Utah to see which ones cause the most light pollution.

Project Title	Shedding a light on Skyglow
Category	Earth & Planetary Science (Grade 7-12)
Table Number	J0503
Student Name	Dominic Zappala
Abstract	In this project I consider where the best places are to gaze at stars in Utah County. Light from both natural and man-made sources can obstruct our view of the stars. Using high school physics, you can figure out how much light scatters from a light source, and how much it limits the amount of stars you see in the night sky. Unfortunately, there are so many light sources to consider, that this is not really feasible. Instead, I use a digital camera to take pictures of the night sky and use pixel intensities to figure out how much light there is in the area. The lowest intensity tells me which place has the least light. I list the closest and best spots for people who live in various places of Utah County to go stargazing as results of my experiment.

Energy & Transportation (Grade 7-12)

Project Title	Just Chillin'
Category	Energy & Transportation (Grade 7-12)
Table Number	J0601
Student Name	Morgan Weight Katie Foote
Abstract	The question we decided to test was "What Is the Most Efficient Way to Cool a Drink?" The five different cooling methods we tested were a refrigerator, the freezer, a cooler with ice, a cooler with ice water, and a cooler with salt and ice water. For our procedure, we took fifteen water bottles and let them sit until they all reached room temperature. We then put three water bottles in each cooling container. We let the water bottles sit ten minutes and then measured the temperature of each bottle of water. We then recorded the decrease in temperatures. After we took the temperature of the water, we put the bottles back in their containers and repeated this process for 90 minutes. The results were that the salt and ice water cooler worked the fastest to cool the drink, but if you needed to cool a drink over a long period of time it wouldn't be the best choice because it actually ends up freezing the water.

Project Title	Just Chillin'
Category	Energy & Transportation (Grade 7-12)
Table Number	J0601
Student Name	Katie Foote Morgan Weight
Abstract	The question we decided to test was "What Is the Most Efficient Way to Cool a Drink?" The five different cooling methods we tested were a refrigerator, the freezer, a cooler with ice, a cooler with ice water, and a cooler with salt and ice water. For our procedure, we took fifteen water bottles of the same brand and let them sit until they all reached room temperature (around 15 degrees celcius.) We then put three water bottles in each cooling container. We let the water bottles sit for ten minutes and then measured the temperature of each bottle of water. We then recorded the decrease in temperatures. After we took the temperature of the water, we put the bottles back in their containers and let them sit another ten minutes before taking the temperature again. We repeated this process for ninety minutes until the temperature of the water didn't look like it was decreasing any more. The results were that the salt and ice water cooler worked the fastest to cool the drink, but if you needed to cool a drink over a long period of time it wouldn't be the best choice because it actually end up freezing the water.

Project Title	Distracted Driving 2
Category	Energy & Transportation (Grade 7-12)
Table Number	J0602
Student Name	Christian Lambert
Abstract	Question What distracts drivers the most out of texting, eating, talking with passengers, talking on a cell phone, or multiple distractions. Hypothesis I think that multiple distractions will cause the most infringements Analysis Eating food caused people to swerve more, while texting was overall challenging to drive while doing. Talking to a passenger seemed to make people slow down more. Talking on a cell phone while driving made people speed and swerve more. Multiple distractions had the most infringements overall, with the most crashes by far too. Procedure & Materials 1. Gather willing test subjects ages 16+that have a legal driver’s license. 2. Decide what distractions to test. 3. Gather materials needed for distractions (phones, food, people). 4. Test subjects on accurate driving simulators. 5. Gather and compile data. Conclusion My hypothesis was correct. Multiple distractions caused the most law violations. Worthy of note is that I observed that some people reacted differently to the various obstacles in the course, even after they had been through the course a couple of times. Compared with my earlier experiment, the data is still about the same. Some people did better while using a cell phone or eating. Some did much worse while under those conditions. Unlike my other experiment, I have much more accurate data from this one. My final verdict is that while on average, multiple distractions are the most dangerous.

Project Title	Solar Panel Science
Category	Energy & Transportation (Grade 7-12)
Table Number	J0603
Student Name	Kyle Liechty
Abstract	My project is about the affect of the color of light on solar panels. My question was: "Which celophane filter can make the most electricity from a solar panel?" My hypothesis was that some light colors would result in more electricity from a solar panel than others and all colors of light will reduce the enegy output compared to white light. What I had to do was to get a solar panel, a volt meter, and some different colors of cellophane. I did three tests using four cellophane filters under different light conditions. I concluded that my hypothesis was correct. Yellow light produced more volts from the panel then the other colors, except white. Red light produced the fewest volts.

Project Title	solar energy
Category	Energy & Transportation (Grade 7-12)
Table Number	J0604
Student Name	Aaron Nelson
Abstract	My Question: What type of light works best with a solar panel? Hypothesis: If a solar panel works under sunlight, then it should be able to work with different kinds of light. Procedures: I placed a solar panel under several different kinds of light: sun, black light, incandescent, fluorescent, halogen, LED, and complete darkness. I took readings of direct current (volts) of each source with a volt meter for each test. I took the temperature of the solar panel and the surrounding air during each test, also. Conclusion: My hypothesis is correct, but the sun produces the most energy. this can be applied in real life because solar cars could be charged in peoples garages if they have lights in there garage

Project Title	Under Pressure
Category	Energy & Transportation (Grade 7-12)
Table Number	J0605
Student Name	Haylee Richards
Abstract	My science project is, “How air pressure affects the flight of an airplane”. I was in Hayden, Colorado. As we were leaving the pilot said the flight was unable to take off. It was a beautiful sunny day; I started asking questions, why couldn’t the plane leave? In the process I thought, “This would be a great science project”. I went about doing this experiment using a balloon and my hair dryer for the first experiment. Aiming the hair dryer at the filled balloon I noticed that as the dryer got warmer the balloon got bigger. I took some measurements to show how the balloon expanded and then I took the balloon outside in the cold and watched it contract. I also made a homemade barometer; I used a glass mason jar, a balloon, a straw, and a paper plate. The result inside the mason jar with the hair dryer on it and then taken the jar outside in the cold, were the same as with the balloon. These experiments showed me that when the airplane is flying and it is warm outside the molecules will be spread far apart making it so the airplane doesn’t have enough lift to get off the ground. When it is colder outside the molecules are closer together making it easier for the plane to fly. My end result was when it is cold outside air pressure is higher then when it is warmer. This is how science is put into everyday life.

Engineering (Grade 7-12)

Project Title	Hang with Me!
Category	Engineering (Grade 7-12)
Table Number
Student Name	Stephanie Marston
Abstract	ABSTRACT I think that a parachute’s canopy is the key feature of a parachute system. It is needed to slow a falling object down for a safe landing. Although the strings and other parachute features are critical to the parachute system, they are designed to support a given parachute system. Therefore, can hang times and safer landings be achieved by simply increasing the diameter of a canopy? The goal of this project was to optimize a given payload’s hang time by testing 3 canopy diameters and measuring the rates of descent. I began my testing with research. I learned about the zero air permeable fabrics needed to ‘catch air’, the different shapes, and holes in parachutes. To determine an approximated diameter for starting, I picked an 8” plate and mad a prototype of a plastic bag. I measured the time it took the parachute t land from a given height. Actual tests were conducted with 5”, 8” and 11” parachutes and the actual test fabric. Descent rates and the payload stability were observed. Testing helped me understand it wasn’t air currents in my house that caused the parachute to drift off course and swing the payload crazy like. Turbulence was created from trapped air spilling out of the parachutes. Air resistance was another big concept I had to learn. My results showed that the largest diameter that I tested, 11” provided the slowest descent rate. Reducing turbulence by cutting a hole in the apex of the parachute also helped.

Project Title	Popsicle Bridges
Category	Engineering (Grade 7-12)
Table Number
Student Name	Dawson Zwicky
Abstract	Popsicle Bridge Design (The best bridge design) This science project is all about answering the question of what is the best bridge design. For the type of design, I used the truss design. The truss design is ideal for this project because they are an efficient and economical type of bridge due to it’s use of materials. The truss design is also the oldest design still used in modern construction. Therefore, it has stood the test of time. The two main type of truss bridges from what I’ve seen are straight vertical members (posts) connected with diagonal members. The other is made with polygonal members. (The type of truss with vertical members is called the Warren design, the one with polygonal members is the Parker design, and my own design was a hybrid of both. My hypothesis is my design will be more effective because it is more compact. The bridges were built using the same amount of popsicle sticks, with the same kind of popsicle sticks, with the same type of glue. To conduct the experiment, a board was placed over the bridge to help evenly distribute weight since stability was an issue. Weight was added on top of the board until the bridges shoed signs of breakage. Unfortunately my own design showed no signs of breaking and spontaneously collapsed. The results of the experiment are as follows: Warren = 40 pounds held Parker = 25 pounds held and finally my own design held 30 pounds before I added weight again and the bridge collapsed. After these results, I had to reject my hypothesis that my design was the best. The reason behind the fall of my bridge and the Parker design is because my bridge and the Parker bridge has supports at lesser angles, therefore rendering the supports weaker. In conclusion, I reject my hypothesis and if I were to do this experiment again, I would test other truss designs similar to the Warren and maybe even branch off to a new design type.

Project Title	It's a Mouse Thing
Category	Engineering (Grade 7-12)
Table Number	J0701
Student Name	Amber Barron
Abstract	Problem: Plastic louvers on outside dryer vents often get stuck open allowing rodents to crawl into the dryer exhaust tube. The rodent (1) could die causing odor and unsanitary conditions or (2) gains access to the residence possibly spreading disease. Energy loss occurs when using current louvered dryer vents through conduction (heat transfer through materials) and convection (heat transfer from air flow). Engineering Objective: To design and manufacture a passive (automatic) device capable of preventing rodents from accessing the dryer exhaust through the outside vent while minimizing energy loss between the home and outdoors. Design Criteria: Developed nine different design criteria to evaluate designs: 1) Lowest Possible Air Flow Restriction; 2) Dryer Operates Safely; 3) Energy Efficient/ Reduces Convection; 4) Visually Appealing; 5) Reduce Conduction & Easily Manufactured; 6) Maintenance Free; 7) Passive; 8) Economically Feasible; and 9) Prevent Rodent Access. Designs: Four designs were conceived: 1) Mesh Louvered Vent; 2) Revolving Door; 3) Rodent Deterring Energy Efficient Design (“Magnetic Door”); and 4) Flapper Valve. The Mesh Louvered Vent and “Magnetic Door” meet the most design criteria and were prototyped. Protyping and Testing Design 1: Manufactured and tested the Mesh Louvered Vent design. Lint caught on wire. No improvement with energy loss. No mice entered. Abandoned design as device was not workable according to the design criteria. Protyping and Testing Design 2: Manufactured and tested the “Magnetic Door.” No rodents gained access. Convection minimized (air circulation) as was heat loss from conduction (favorable difference of 2.14 °C over benchmark product).

Project Title	Hologram 1.1
Category	Engineering (Grade 7-12)
Table Number	J0702
Student Name	Parker Gibbons Jason Crandall
Abstract	The goal of our project was to create a hologram. We ended up building a box that was 25” long and 11” wide. The hologram used the Peppers Ghost Technique invented by John Henry Pepper in the 1800’s. At the time it was just used as a means of entertainment; however we changed it to our own use of a practical application. We combined the designs of many resources that we researched and came up with some of our own design criteria like using an LCD screen to project light. This can be used a form of advertisement or a much more unique type of video communication that could make a more realistic experience for companies or government or even the consumer market.

Project Title	Hologram 1.1
Category	Engineering (Grade 7-12)
Table Number	J0702
Student Name	Jason Crandall Parker Gibbons
Abstract	The goal of our project was to create a hologram. We ended up building a box that was 25” long and 11” wide. The hologram used the Peppers Ghost Technique invented by John Henry Pepper in the 1800’s. At the time it was just used as a means of entertainment; however we changed it to our own use of a practical application. We combined the designs of many resources that we researched and came up with some of our own design criteria like using an LCD screen to project light. This can be used a form of advertisement or a much more unique type of video communication that could make a more realistic experience for companies or government or even the consumer market.

Project Title	How Effective Is Your Soundproofing Material?
Category	Engineering (Grade 7-12)
Table Number	J0703
Student Name	Austin Heath
Abstract	Soundproofing materials are used to attenuate or reduce noise by blocking off sound from penetrating or leaving a certain space. While there are many types of materials and methods the problem is finding which material is the most effective at reducing noise. I researched many different types of soundproofing materials and selected a range of different types to test, nine in all. My hypothesis was that the Quiet Rock 545 sound proofing drywall would perform the best because of its many layers and sound blocking materials. I tested the nine different soundproofing materials on how well they attenuate a range of frequencies from low pitched to high pitched sounds, specifically from 50 Hz to 10,000Hz. I powered the various frequencies with a stereo receiver delivering the sound to speakers set inside small-scale model rooms built with each of the different soundproofing materials on the inner walls. With a sound meter I then measured the noise level outside of the room and recorded how many decibels were attenuated. I created a sound transmission class (STC) with the average attenuation for the range of frequencies measured. The results of my test where that the best STC rating was the Quiet Rock 545.The worst material was sheetrock on the exterior wall. My conclusion showed that my hypothesis was correct. This STC rating for different soundproofing materials can be applied from my project and should become a standard that anyone can use to understand noise reduction effectiveness, either in residential or commercial applications.

Project Title	Carpet Gone Green
Category	Engineering (Grade 7-12)
Table Number	J0704
Student Name	Charles Hellige
Abstract	Today we live in a world where it has become important to recycle and reuse things - like paper and plastic. But what about carpet? While the world worries about how long it takes for plastic to decompose in the soil, it takes carpet and carpet pad just as long if not longer. I noticed that carpet kept me very warm when I laid on it, so the thought crossed my mind that it might be a good insulator. Luckily, carpet and carpet pad are easily recyclable as insulation, as shown by my experiment. First I needed something to test the carpet in, so I built a 3’x2’x1’ house mainly out of plywood, with standard size voids in-between the studs. I left an empty space inside the house which would be the hypothetical living space where I would measure the temperature. After that I needed the actual insulators to test. I bought nylon carpet and foam carpet pad, cutting them into 1”x1” pieces. I also bought R17 fiberglass to use as a comparison to current standards. I filled the walls and ½ the attic with one of the insulators and set it outside (about 32°F). Using a digital thermometer, I recorded the temperature change every 15 minutes. As a control I also tested the house without insulation. I found that carpet did well enough to warrant further investigation, but R17 fiberglass insulation did better.

Project Title	"Truss" Me I'm Strong
Category	Engineering (Grade 7-12)
Table Number	J0705
Student Name	Mitchell Kutterer
Abstract	Abstract In this project I wanted to find out what type of truss can withstand the most weight until failure. I chose to test four different types of trusses. The trusses that I chose are the Pratt truss, queen post truss, the vierendeel truss and the hybrid. I chose the Pratt truss because it was the most popular truss that I could find. I chose the queen post because it had a good shape and I thought that it would hold the most. The vierendeel was chosen because it was extremely different from all the trusses that I could find. The hybrid was a truss that I designed myself, I designed it by combining the Pratt truss and the queen post truss. I took the longer beam from the queen post and the shorter from the Pratt. The first thing that I had to do was build a structure with walls and a base for the trusses to sit on. I started with the bottom, I put down a big rectangle piece of wood that I would build the walls from. Next I put in the walls with four pieces for the width and 6 for the length. On top of the walls I put pieces of wood to connect the top of the walls with no ceiling. The next thing that I had to do was build the trusses. I built each truss 18 inches long. With the vierendeel I put in 4 beams in the middle to support. The other trusses had multiple beams in the different shapes and lengths. The way I put them together was taking a top and a bottom beam and cutting a groove all the way across the two beams. From there I fit in the middle beams and hot glued and nailed them in. Once I had every thing built I had to find a way to put enough pressure on the truss not only to make it deflect but to test it to failure. I decided that I would use a car jack. I took the car jack and drilled it into the ceiling and set up my structure underneath it. I then lined up the truss with the carjack. From there I put a metal pole in between the truss and the jack to apply point pressure. After testing the trusses the Pratt truss held the most by holding 400 pound until failure. The hybrid truss held 370 lbs, the vierendeel held 340 lbs, and the queen post held 220 lbs. I concluded that the Pratt truss withstood the most weight until failure and the queen post that I expected to withstand the most held the least amount of weight. I was surprised that the hybrid and the vierendeel withstood as much weight as they did because of the very different design. In this project I learned that even though the different trusses show signs of stress and deflection at different times it did not effect the total amount of weight the truss could bear up.

Project Title	Lucy In the Sky With Dimples
Category	Engineering (Grade 7-12)
Table Number	J0706
Student Name	Jonathon Lauer
Abstract	Will a rocket with golf-ball like dimples perform better than one without? My hypothesis is that a rocket with the most dimples will perform better than one with less dimples, and one with no dimples. To make three rockets, I bought a three foot length of schedule 40 3/4 inch PVC pipe. I cut the pipe into three equal lengths and capped them. Each rocket was painted a different color. One rocket (green) had no dimples. On one rocket (yellow) I drilled approximately 300 dimples, and on another rocket (red) I drilled approximately 600 dimples. I applied 3 fins to each rocket and made them all weigh the same by stuffing clay into the end of the rocket. I hooked up a rocket launcher to an air compressor and set the pressure to 60 psi. I launched each rocket 10 times at a 0 degree angle, measuring the time in the air with a stopwatch. I then tilted the launcher to 48 degrees, and launched each rocket 10 more times measuring the distance in meters and the flight time using a stopwatch. I recorded all the measurements and calculated the flight speed of the 48 degree angled test. My conclusion is that at 60 psi, the yellow rocket with approximately 300 dimples performed better on the average than the red rocket with approximately 600 dimples and the green rocket with no dimples. I reject my hypothesis based on these test results, because the yellow rocket with medium dimples performed better.

Project Title	Hang with Me!
Category	Engineering (Grade 7-12)
Table Number	J0707
Student Name	Stephanie Marston
Abstract	ABSTRACT I think that a parachute’s canopy is the key feature of a parachute system. It is needed to slow a falling object down for a safe landing. Although the strings and other parachute features are critical to the parachute system, they are designed to support a given parachute system. Therefore, can hang times and safer landings be achieved by simply increasing the diameter of a canopy? The goal of this project was to optimize a given payload’s hang time by testing 3 canopy diameters and measuring the rates of descent. I began my testing with research. I learned about the zero air permeable fabrics needed to ‘catch air’, the different shapes, and holes in parachutes. To determine an approximated diameter for starting, I picked an 8” plate and made a prototype out of a plastic bag. I measured the time it took the parachute to land from a given height. Actual tests were conducted with 5”, 8”, and 11” parachutes and the actual test fabric. Descent rates and the payload stability were observed. Testing helped me understand it wasn’t air currents in my house that caused the parachute to drift off course and swing the payload crazy like. Turbulence was created from trapped air caused by cutting a path thru the air. Air resistance was another big concept I had to learn. My results showed that the largest diameter that I tested, 11” provided the slowest descent rate. Reducing turbulence by cutting a hole in the Apex also helped.

Project Title	Get the Dirt on Solar Panels
Category	Engineering (Grade 7-12)
Table Number	J0708
Student Name	Sasha McKee
Abstract	My project “Get the Dirt on Solar Panels” answers the question how do different natural substances affect the efficiency of a solar panel and what is the most effective common cleaning technique. My hypothesis is that syrup, which represented sap, would affect the solar panel the most and window cleaner would clean the solar panel the most effectively. I first determined how much amperage the solar panel actually output – this was my control. I then consecutively placed dust, water, syrup and leaves on the solar panel and recorded the amount of corresponding amperage. I ran five trials for the best cleaning technique using a dry cloth, damp cloth, soap with cloth and window cleaner with a paper towel. After collecting all the data, efficiencies were calculated and the results were then graphed. Of the four substances, leaves most negatively affected the electrical output. Window cleaner provided the best cleaning results for leaves and water, soap with cloth for dust, and a damp cloth for syrup. In conclusion, my hypothesis was partially correct. While the syrup did not affect the solar panel the most, the leaves did due to the importance unobstructed surface area is to proper photovoltaic cell operation. The second part of my hypothesis was partially right; the window cleaner did perform the best, but only for leaves and water. For dust, a cloth with soap worked the best and for syrup a damp cloth performed the best - indicating that the best cleaner depends on the natural substance.

Project Title	The Leaning Tower of Pasta
Category	Engineering (Grade 7-12)
Table Number	J0709
Student Name	McKinley McMullin
Abstract	My Science Fair Project is called the Leaning Tower of Pasta My question is: If I make three noodle buildings with different shaped bases which geometrical shape will hold the most weight? Procedure: 1. Plug in hot glue gun five minutes before beginning project. Read all safety instructions before use 2. While the gun is heating, lay out your materials 3. Proceed to build three noodle buildings Square Building Triangular Building Hexagonal Building (As long as you have the same amount of noodles in the base, beams, and on the roof of the buildings you will have the desired experiment) 4. After the buildings are dry, find several books and weigh them (preferably the same size) 5. Slowly stack the books on the buildings and keep stacking until it collapses. Record the weight 6. When completed compare the results between buildings (Repeat project 3 times for better results) My Results: The triangular building held 857 grams, the hexagonal 1080 grams, and the square held 641 grams of weight. (average strength after three tests) I was very happy with the outcome of the test.

Project Title	What Shape makes an aircraft invisibile to radar?
Category	Engineering (Grade 7-12)
Table Number	J0710
Student Name	Mason Parkin
Abstract	In my science fair project I was trying to figure out if I can determine what shape of paper scatters the most light to radar.(Lux meter) I determined that the "W" shape paper is the most invisibile to a lux meter so that it would be the best shape to scatter the light waves so that the lux meter would not be able to trap the light. I thought that the "W" shape won because of when the light hit a side it bounced off in another direction then it might have hit another side and then it would have bounced the light a totally opposite way then when it first started. While I was working on my science fair project I didn't notice any trends in my data that I got. For my science fair project I needed to have a cardboard box. On the inside of the cardboard box I needed to cover it with black paper.(So that the box color wouldn't affect the light waves) I needed four pieces of white paper for my test objects. I also needed a lux meter and a LED flashlight. I would turn on the LED flashlight and the lux meter and then the light waves from the flashlight would bounce off the sides of the paper and then the lux meter would catch the light waves that bouned back to the Lux meter.

Project Title	RoHS,Lead, and TIn Whiskers
Category	Engineering (Grade 7-12)
Table Number	J0711
Student Name	Tucker Sandbakken
Abstract	My project is RoHS, Lead, and Tin Whiskers. RoHS or Restriction of Hazardous Substances is a European law. We found Tin Whiskers in all kinds of electronics. We found Tin Whiskers in navigational computers, pagers, EKG machines, and cell phones. To make sure Tin Whiskers were really composed of tin we went to BYU and used the SEM or scanning electron microscope. While we were using the SEM we found a tin whisker in a RoHS approved electronic. We found that the whiskers really were mostly tin with and an extremely small amount of copper. My experiment was about at what G-Force Tin Whiskers would break. I found out that Tin Whiskers would break at about 10 cm to 1m. To see what G Force that was we used an accelerometer. The accelerometer was celebrated to go off at 50 Gs which coincidentally was at 10 cm. In my experiment one tin whisker of the ten whiskers mapped would not break. In conclusion I think we should get tin out of out of electronics completely, and replace it with something better, like gold or silver or the new plastic spray that NASA is experimenting with to coat the electronics.

Project Title	Perfect Pitch
Category	Engineering (Grade 7-12)
Table Number	J0712
Student Name	Kyle Schvaneveldt
Abstract	QUESTION: Is a lower pitch or a higher pitch blade more efficient for Wind Turbines in Utah? I used blades that were scaled down to size and put each blade in front of a fan to simulate a real world situation. I turned the fan to ‘low’ speed and ‘high’ speed. I counted each R.P.M (Rotation per minute). I used three different pitched blades. I counted the R.PM’s for each blade for low and high speeds. I recorded the data. The data provided the information to determine which blade was more efficient for wind turbines in Utah.

Project Title	Airplanes!!!
Category	Engineering (Grade 7-12)
Table Number	J0713
Student Name	Alex Swindler
Abstract	This study investigates how changing the aspect ratio of a plane (ratio of wingspan to length) affects the distance it flies and the amount of time it spends in the air. My hypothesis was that the higher the aspect ratio of the plane, the farther the plane would fly and the more time it would spend in the air. A total of 15 planes were flown under the same basic conditions, 3 times each, for a grand total of 45 throws. The results revealed that generally, a plane with a higher aspect ratio will fly farther and spend more time in the air. There were a few outliers, though. My hypothesis that higher aspect ratio planes will fly farther and for longer was only partially correct: the results showed that the plane with the highest aspect ratio flew for the longest time but only took 2nd place in distance.

Project Title	To Sink or Not to Sink
Category	Engineering (Grade 7-12)
Table Number	J0714
Student Name	Joshua White
Abstract	My project was: What type of soil can withstand the most weight? I believed that rocky soil could hold the heaviest weight and that sand could hold the least. I learned that there really isn't a rocky soil, but gravel is added to strengthen different soils. I tested the four main soil types: clay, sand, silt, and loam. The testing was done by constructing a jig made up of a forty-pound weight (a container of water) and a platform screwed onto a one-inch dowel. The soil being tested was placed in a plastic tub. The jig with the dowel side down was placed in each plastic tub, and the weight was placed on the platform. I measured how far the dowel penetrated into each soil type. (The weight over the one-inch surface area could represent a building or its foundation on the soil). I also added a certain amount of water and then retested each soil type since moisture is constantly a factor. My hypothesis was proven partly right and partly wrong. I found that the dowel sunk the least amount in clay, but loam allowed the dowel to sink the most, instead of sand, like I originally thought.

Project Title	air lifter
Category	Engineering (Grade 7-12)
Table Number	J0715
Student Name	Macord Wilson Kyler Ercanbrack
Abstract	Will the air lifter be able to lift up to 300 pounds of salt? We believe that the air lifter will have enough power to lift 300 pounds of salt. Our project is the air lifter which is a hovercraft. We are going to see how much weight it can hold. First we had to cut a circle out of ply wood and then we cut a hole in the wood for the leaf blower to sit in. We had to cut a tarp in a circle a little bit bigger than the wood and then we had to find the center of the tarp and draw a 6 inch circle. Then we drew eight littler circles around the big circle and then we cut the small circles out. We then stapled the tarp to the wood and put some duck tape around it for a tighter seal. A six inch circle was then traced and cut out of wood. You put over you circle that you drew on the tarp then you put the leaf blower in the hole we cut and duck tape it in. After the air lifter was complete we first just added one 50 pound bag of salt at a time and then turned on the airlifter. It worked fine. So we then added 50 more pounds of salt, until we reached 500 pounds of salt. Our Hypothesis was correct. The air lifter was able to lift 620 pounds very easily.

Project Title	air lifter
Category	Engineering (Grade 7-12)
Table Number	J0715
Student Name	Kyler Ercanbrack Macord Wilson
Abstract	Will the air lifter be able to lift up to 300 pounds of salt? We believe that the air lifter will have enough power to lift 300 pounds of salt. Our project is the air lifter which is a hovercraft. We are going to see how much weight it can hold. First we had to cut a circle out of ply wood and then we cut a hole in the wood for the leaf blower to sit in. We had to cut a tarp in a circle a little bit bigger than the wood and then we had to find the center of the tarp and draw a 6 inch circle. Then we drew eight littler circles around the big circle and then we cut the small circles out. We then stapled the tarp to the wood and put some duck tape around it for a tighter seal. A six inch circle was then traced and cut out of wood. You put over you circle that you drew on the tarp then you put the leaf blower in the hole we cut and duck tape it in. After the air lifter was complete we first just added one 50 pound bag of salt at a time and then turned on the airlifter. It worked fine. So we then added 50 more pounds of salt, until we reached 500 pounds of salt. Our Hypothesis was correct. The air lifter was able to lift 620 pounds very easily.

Project Title	Popsicle Bridges
Category	Engineering (Grade 7-12)
Table Number	J0716
Student Name	Dawson Zwicky
Abstract	Popsicle Bridge Design (The best bridge design) This science project is all about answering the question of what is the best bridge design. For the type of design, I used the truss design. The truss design is ideal for this project because they are an efficient and economical type of bridge due to it’s use of materials. The truss design is also the oldest design still used in modern construction. Therefore, it has stood the test of time. The two main type of truss bridges from what I’ve seen are straight vertical members (posts) connected with diagonal members. The other is made with polygonal members. (The type of truss with vertical members is called the Warren design, the one with polygonal members is the Parker design, and my own design was a hybrid of both. My hypothesis is my design will be more effective because it is more compact. The bridges were built using the same amount of popsicle sticks, with the same kind of popsicle sticks, with the same type of glue. To conduct the experiment, a board was placed over the bridge to help evenly distribute weight since stability was an issue. Weight was added on top of the board until the bridges shoed signs of breakage. Unfortunately my own design showed no signs of breaking and spontaneously collapsed. The results of the experiment are as follows: Warren = 40 pounds held Parker = 25 pounds held and finally my own design held 30 pounds before I added weight again and the bridge collapsed. After these results, I had to reject my hypothesis that my design was the best. The reason behind the fall of my bridge and the Parker design is because my bridge and the Parker bridge has supports at lesser angles, therefore rendering the supports weaker. In conclusion, I reject my hypothesis and if I were to do this experiment again, I would test other truss designs similar to the Warren and maybe even branch off to a new design type.

Project Title	Geodesic Dome Strengths
Category	Engineering (Grade 7-12)
Table Number	J0717
Student Name	Matthew Crump
Abstract	Geodesic Dome Strengths by Matthew Crump Question: “How does the amount of times the base triangles of a geodesic dome are divided, affect the amount of pressure (in kilograms) it can support?” Hypothesis: increasing the number of times the base triangles are divided will result in the geodesic dome supporting more pressure. Geodesic domes are made from triangles that connect at vertices to form bigger triangles. Triangles are the strongest figures in geometry so geodesic domes are typically built using them. Geodesic domes are classified by V’s, the number of times the base triangles are divided. The more the base triangles are divided, the more complex each dome is. Geodesic domes are extremely strong, and grow in strength the larger they are built. The importance of this experiment is that it aids engineers trying to develop the strongest shape for the base of a geodesic dome. Procedure: Construct 1V, 2V, and 3V Domes using .48 cm wood dowels, straws, staples, electrical tape. Place 1V dome on electric scale. Push on top of dome until it breaks. Record maximum weight, in kilograms, dome supported. Repair damage, limiting the amount of repair materials. Repeat steps two through four, 14 more times on the 1V dome. Repeat process for 2V and 3V domes. Record results. In conclusion, the hypothesis is correct. The 3V dome held an average of 6.70 kilograms of pressure. The 2V held an average of 5.75 kilograms of pressure, and the 1V supported an average of 4.39 kilograms of pressure.

Environmental Science (Grade 7-12)

Project Title	What Materials are Permanent Markers Really Permanent On?
Category	Environmental Science (Grade 7-12)
Table Number	J0305
Student Name	Rachel Crabb Kyra Crenshaw Emma Hulsey
Abstract	Summary We decided to do this project because one of our little brothers drew on everything with permanent marker. Our parents said it would not come off of anything, so we decided to prove them wrong. Before the experiment we all took one cleaner from our homes. The cleaners we had were Lysol, Clean, and The Works. We colored three, one centimeter squares with permanent marker on each material, one square for each cleaner. After we colored on the materials, we used one teaspoon of the cleaner and scrubbed one of the permanent marker squares with a sponge. After thirty seconds of scrubbing, we would stop and see how visible the permanent marker was. We repeated this on all of the materials. We found that it was only permanent on the fabric. It wiped off at least a little bit on all the other materials. We had lots of fun doing this project, especially finding out what materials permanent markers are really permanent on! Our question is, what materials are permanent markers really permanent on? Our hypothesis is, if permanent markers are permanent on fabric, wood, granite, carpet, and a toy, then it will not be permanent on the glass because it is sleek and it will wipe right off. Our procedure steps: 1. Color three one centimeter squares on each material. 2. Clean a different square every time on each material with 1 teaspoon of each different cleaner. Only scrub for thirty seconds. 3. See how visible each square is after cleaning it. Rate it on a scale from one to five. (One completely gone, two almost gone, three somewhat gone, four almost all the way there and five completely there, no change) Conclusion, we reject our hypothesis because our data showed that the permanent marker was not permanent on wood, granite, plastic toy, and the glass. It was only permanent on the fabric.

Project Title	Is There a Correlation Between Air Quality and School Attendance?
Category	Environmental Science (Grade 7-12)
Table Number	J0801
Student Name	Jacek Adams
Abstract	The purpose of my project was to determine if there was a correlation between air quality and school attendance. In other words, if air quality is bad, will school attendance drop? I hypothesized that air quality affects only how much time students spend outside, not whether they go to school. When PM2.5 levels are above 55.5 ug/m³, students will not go outside as much, but they will still go to school. I collected the school attendance data from Walden School of Liberal Arts. I collected the air quality data from the air monitoring organization of Utah at http://www.airmonitoring.utah.gov/ dataarchive/archpm25.htm. I consolidated the data into a data log and created two line graphs, one of student attendance, and one of air quality. I then ran a correlation analysis and a regression analysis on my log book. I also created lag data and ran the same analyses on that data. From these analyses, I drew my conclusion. I concluded that my hypothesis was correct. Air quality does not affect student school attendance in a statistically significant way based on my data sets. Even with the lag days, the relationship was extremely small with a high chance that the relationship was just a coincidence. My greatest data limitation was that I had very few days that were bad enough that the EPA student recess guidelines recommended students not go outside. Only four days were above the 35.5 ug/m³ level and only one day above the 55.5 ug/m³ level.

Project Title	Illumination Education
Category	Environmental Science (Grade 7-12)
Table Number	J0802
Student Name	Ryley Bailey
Abstract	My science fair project will research the benefits of using fluorescent and LED light bulbs instead of standard incandescent ones. I will show how I can save energy by using alternative light bulbs. This will help the environment by not wasting our resources. I performed a few experiments using an electronic sensors lab which we bought at radio shack. We set up the lab and tested the light and heat output of 3 separate types of light bulbs. They were fluorescent, LED and incandescent light bulbs. All stated that they emit the equivalent amount of light as a standard incandescent 60w bulb. In conclusion the LED and fluorescent light bulbs give comparable light as a standard incandescent light bulb. The difference is that they use less energy which saves valuable resources and money. While the LED light bulb came out as the clear energy saver the overall cost effective bulb is the fluorescent light bulb.

Project Title	Silver Nanoparticles and Daphnia Magna Survival
Category	Environmental Science (Grade 7-12)
Table Number	J0803
Student Name	Brandon Cui
Abstract	Silver nanoparticles have a wide use in our daily lives from deodorizing socks to disinfecting laundry in washing machines. However, its effects on the environment is unknown. The purpose of my project was 1) to find out the toxicity effects of silver nanoparticles on daphnia magna, 2) to find out the effects of different factors, such as the different types of silver nanoparticles, the different concentrations of silver nanoparticles, and the exposure time of silver nanoparticles, on the daphnia magna survival. Two different types of silver nanoparticles solutions, Mesosilver nanoparticles and Invive silver nanoparticles, at different concentrations(0.1ppm, 1ppm, and 5ppm) were used for the testing. All the tests were repeated 5 times. Ten daphnia magna were placed in a petri dish that contained 25mL of testing solution or 25mL of pond water as a control. The daphnia survival rate was recorded every 15 min until 3 hours, then again at 4 hours, and finally at the 6 hour mark. The results indicated that the silver nanoparticles are toxic to the daphnia at all concentrations except the 0.1ppm Invive silver nanoparticles. It also indicated that the Mesosilver nanoparticles is more toxic to the daphnia than the Invive silver nanoparticles. The results showed that the longer the exposure time the higher the fatality rate. The data also demonstrated that the higher concentration of silver nanoparticles are more toxic than the lower concentration silver nanoparticles. It would be more useful to do more tests with the deodorizing socks leeching solutions.

Project Title	"How Safe Are Cleaners for us?"
Category	Environmental Science (Grade 7-12)
Table Number	J0804
Student Name	Preston Eyre Tanner Kunz
Abstract	For my project I asked “How safe are cleaners for the environment”? The materials that I needed were four containers, twenty crickets, vinegar, an egg carton, water, eco friendly cleaner, all-purpose cleaner, a sewing needle, lids off of plastic water bottles, sponges, sweet potatoes, scissors, a table, and tweezers. I got the containers and poked fifteen holes into each with the needle. I wiped down one container with vinegar, one with all-purpose cleaner, one with eco-friendly cleaner, and one with nothing (my control). I put a piece of egg carton, five crickets and a piece of sweet potato in each container. I got the lids and filled them with water and put them in the containers. Then I recorded what happened. By the end of the first day every container had five crickets in it except the vinegar had four. On the second day the results were the same except the all-purpose disinfectant had three. On day three the vinegar had three, the control had four, and the disinfectant was down to one cricket. On the fourth day the disinfectant had one, the vinegar had two, the control had four, and the eco friendly still had five left. At the end of the fifth day the disinfectant had killed them all, the vinegar still had two, the control had three, and the eco-friendly had four. I found that the disinfectant was dangerous for the crickets and may be dangerous for us and the environment.

Project Title	How safe are cleaners for us?
Category	Environmental Science (Grade 7-12)
Table Number	J0804
Student Name	Tanner Kunz Tanner Kunz Preston Eyre
Abstract	For my project I asked “How safe are cleaners for the environment”? The materials that I needed were four containers, twenty crickets, vinegar, an egg carton, water, eco friendly cleaner, all-purpose cleaner, a sewing needle, lids off of plastic water bottles, sponges, sweet potatoes, scissors, a table, and tweezers. I got the containers and poked fifteen holes into each with the needle. I wiped down one container with vinegar, one with all-purpose cleaner, one with eco-friendly cleaner, and one with nothing (my control). I put a piece of egg carton, five crickets and a piece of sweet potato in each container. I got the lids and filled them with water and put them in the containers. Then I recorded what happened. By the end of the first day every container had five crickets in it except the vinegar had four. On the second day the results were the same except the all-purpose disinfectant had three. On day three the vinegar had three, the control had four, and the disinfectant was down to one cricket. On the fourth day the disinfectant had one, the vinegar had two, the control had four, and the eco friendly still had five left. At the end of the fifth day the disinfectant had killed them all, the vinegar still had two, the control had three, and the eco-friendly had four. I found that the disinfectant was dangerous for the crickets and may be dangerous for us and the environment.

Project Title	How does slash and burn agriculture affect the environment?
Category	Environmental Science (Grade 7-12)
Table Number	J0805
Student Name	Natasha Griffin
Abstract	The general question which led to my science experiment was, “How does slash and burn agriculture affect the environment?” which I decided to test with the specific topic: “How does ash affect plant growth?” Based on my research, I made a hypothesis that ash would be a beneficial fertilizer for plants. Then, for my experiment, I filled eight Styrofoam cups with 5.8 pH soil. I sprinkled a thin coating of untreated wood ash across the top of the dirt in four cups. I then planted a Golden Crop Wax Bean seed in each cup. For two weeks, I watered, gave sunshine to, kept warm, and otherwise nurtured my plants. I also measured each plant’s growth daily and kept records of everything I did. At the end of this period, only three of my plants had sprouted. I unearthed the seeds that didn’t sprout and found they never germinated – they were so soggy that they fell apart at my touch, indicating overwatering. But of those that sprouted, the plants without ash grew larger on average than the ones with ash, indicating that slash and burn agriculture has a detrimental effect on plant growth. However, these results may be biased by my small sample base and may have been different if all of my plants had successfully sprouted.

Project Title	Using Hydrogels to Control Erosion and Increase Plant Growth After Forest Fires
Category	Environmental Science (Grade 7-12)
Table Number	J0806
Student Name	John Horton
Abstract	My plan is to make five troughs, and fill them with the same amount of dirt. Then I will distribute seeds in one, seeds and one type of hydrogel in another, seeds and a third type of gel in a third, seeds and the third type of gel in the fourth, and nothing in the fifth. I will give each enough water to saturate it, measure runoff, collect eroded sediment, dry it, and weigh it. From that point on I will give consistent amounts of water each time I do, and record regular height measurements and other observances. I will surround the testing area with a wall to keep out animals, and hang full spectrum florescent bulbs over it for 24-7 light. My hypothesis is that silica gel will hold the most water, and sandbag gel will be the best for plants. My conclusion is that, with the amounts I used, Silica Gel was the best for plants, and Sandbag held the most water. I think sandbag, with a smaller amount, would be best.

Project Title	Radioactive Televisions
Category	Environmental Science (Grade 7-12)
Table Number	J0807
Student Name	Soren Jones
Abstract	My project is aboout Radioactive televisions. My main question is about, “What is making my TV radioactive.” CRT tv’s attract radioactive dust. However, LCD tv’s do not. This dust does not contain Radon but does contain Radons daughters. Unless one disturbs the dust, there is no increased radiation risk to normal TV veiwing, The TV may actually help reduce exposure to Radon because of its ability to attract the daughters .

Project Title	My Green Rainbow
Category	Environmental Science (Grade 7-12)
Table Number	J0808
Student Name	Kellie Leavitt
Abstract	I started my project with the question: Which natural dye would stand up best to machine washing versus hand washing? My hypothesis was that the darker dyes would hold up best to both machine washing and hand washing, but that the hand washing would be easier on the fabrics. 100% homespun cotton was soaked in a mordant bath, made up of water and a mixture of alum and cream of tarter. My natural dyes were made from green tea, black tea, turmeric, yellow onionskin, cranberries, and blueberries. Each of these was boiled for 15 minutes in water and the resulting liquid was the dye. There was a strip of cloth for a control, two for hand washing, and two for machine washing. There were two for each of the types of washing because one was only washed twice while the other was washed four times so as to see the affect of time. The five strips were soaked in the dye for the recommended eight hours and then rinsed with cool water. I washed the machine washing strips with like-colors and the hand washed strips were washed in cold water with shampoo. At the end of my project I concluded that the darker dyes had actually washed out more than the lighter dyes, but the machine washing was harder on the fabrics. We are all so worried about going green and taking care of our earth, and if we used natural dyes it would be better for our environment.

Project Title	Colored Light vs. Plant Growth
Category	Environmental Science (Grade 7-12)
Table Number	J0809
Student Name	Sabrina McCall
Abstract	My hypothesis was “If I change the color of light with three other colors the lighter the color the more the plant will grow.” To test this I made an experiment that tested the growth of grass under different colors of light. I used cellophane to make the grass grow under red, green, blue, and clear light. My analysis showed clear lighted grass grew the best. The other colored light were red, blue, and then green which did not support my hypothesis. My conclusions were my hypothesis was disapproved. My experiment showed I was wrong about lighter colored light worked better at growing plants. Scientists can use my experiment to think of ways to grow plants in different environments. If I ever do this experiment again I will mix the seeds into the soil better. If I did this experiment different I would use colored light bulbs to grow to plants so I can see if the results would be different.

Project Title	Wasps Vs. Miners the rivalry continues
Category	Environmental Science (Grade 7-12)
Table Number	J0810
Student Name	Colton Osguthorpe
Abstract	The purpose of my experiment was to find whether Summit County or Wasatch County has better air quality. To do this I set up two air collection stations in each county. I left the collection tape in for one week in shoe boxes. I found that Wasatch County has worse air quality then Summit County by far. The Wasatch County slides had 109 air particles while Summit County had 56.6. Therefore Wasatch County has worse air quality.

Project Title	Turning up the Heat
Category	Environmental Science (Grade 7-12)
Table Number	J0811
Student Name	Savanah Tiffany
Abstract	My purpose was to find how heat affected how fast biogas is created by biodegradable materials. Biogas is a gas that is made mainly out of methane and carbon dioxide, and can be burned to create energy. I took nine 64 oz. bottles and filled them to the top with horse manure. I then took nine 24 oz. bottles, taped them in groups of three, and put a mark for every ounce. I drilled a hole in the lid of the 64 oz. bottles and put the tubing in so that I could connect it to the 24 oz. bottles. I stuck the tubing through the neck of the 24 oz. bottles and filled them with water. I tipped them upside down into a plastic container filled with water. Every time biogas was created, it would be pushed through the tube and push the water level down. I then split the bottles into groups of three and placed one in a hot tank (100 degrees) one in a warm tank (85 degrees) and one at room temperature (57 degrees). After collecting data every third day for 24 days, the warm tank had produced the biogas the quickest. My conclusion was that the best temperature to make biogas at is 75-90 degrees. Any hotter and the microorganisms creating the biogas will die, and any cooler and the process will be slowed down. Many people in India use biogas to heat their homes or cook, and companies in the U.S. like Johnson and Johnson use biogas to run their companies. While biogas could not be a permanent alternative fuel, it could lower energy bills tremendously if everybody used it.

Project Title	The True Cost of Going Green
Category	Environmental Science (Grade 7-12)
Table Number	J0812
Student Name	Morgan Van Alstine
Abstract	Do some of the world’s new renewable, cost effective, and environmentally friendly products cause more problems in their disposal? Car and Household Batteries and Compact Florescent Lamps.In modern America today we are constantly trying to make more energy efficient and environmentally friendly products. In this journal/research experiment I will demonstrate and prove how some of our Nation’s newest and most advanced products are good for the environment while they are in use. However, when it comes to disposal, these products create new problems. For example, CFL’s (compact fluorescent lamps) contain the element mercury and will prove dangerous over time if not recycled and are dangerous when broken if proper clean-up measures are not followed. If they are not recycled they will most likely end up in a landfill. The same is true for household batteries. The batteries contain toxic elements which could pollute landfills as much as the mercury. These “environmentally friendly” products are good for the environment while they’re in use, but harm the environment if not recycled. In my research I will show you how these products harm the environment and some of the statistics behind it.The procedure that I performed was as follows: First I started with the CFL. My objectives were to find out how a CFL worked, what were some of the health issues behind the CFL, and to see if it was really a good choice for energy saving power. I then researched batteries to find out what dangers were in batteries (acid and toxic elements), and how to properly dispose of batteries. Also, what were some of the environmental issues? I then went to a larger scale. I wondered how a regular battery was different from a car battery, and if some of the newer car batteries were truly cleaner. The last step in my procedure was to see if there were any solutions to these not so green products. I will then show how you can help build a greener future. My conclusion is that CFL’s are a dangerous product that should not be a permanent solution for saving money and going green. As for batteries, batteries will be around for a long time and will continue to slowly pollute the world without proper recycling programs. As long as we keep researching and discovering new technologies for environmentally friendly product we will eventually go green.

Project Title	The Effects of Ice Melt on Concrete.
Category	Environmental Science (Grade 7-12)
Table Number	J0813
Student Name	Jeromy Jarman
Abstract	Abstract I believe that all ice melts will damage concrete. Based on my preliminary research Calcium Chloride should do the most damage to concrete. I tested my hypothesis by mixing concrete for several different test samples. My samples were as follows: • Sample #1 o Added 500 ml of tap water o No ice melt added • Sample #2 o Added 500 ml of tap water o Added 50 g of Morton’s safety power ice melt • Sample #3 o Added 500 ml of tap water o Added 50 g of road runner ice melt • Sample #4 o Added 500 ml of tap water o Added 50g of Extreme Melting Power ice melt • Sample #5 o Added 500 ml of water o Added 50 g of Morton’s rock salt • Control o Nothing added I left the samples outside on a table to experience Utah’s natural freeze and thaw cycles. Observations were made every three days. My experimental results were different than my hypothesis. I found that water did the most damage by getting into the cracks, then freezing and expanding. Ice melts with mixed salts damages concrete more than plain Sodium Chloride or Calcium Chloride.

Project Title	How does slash and burn agriculture affect the environment?
Category	Environmental Science (Grade 7-12)
Table Number	J0814
Student Name	Natasha Griffin
Abstract	The general question which led to my science experiment was, “How does slash and burn agriculture affect the environment?” which I decided to test with the specific topic: “How does ash affect plant growth?” Based on my research, made a hypothesis that ash would be a beneficial fertilizer for plants. Then, for my experiment, I filled eight Styrofoam cups with 5.8 pH soil. I sprinkled a thin coating of untreated wood ash across the top of the dirt in four cups. I then planted a Golden Crop Wax Bean seed in each cup. For two weeks, I watered, gave sunshine to, kept warm, and otherwise nurtured my plants. I also measured each plant’s growth daily and kept records of everything I did. At the end of this period, only three of my plants had sprouted. I unearthed the seeds that didn’t sprout and found they never germinated – they were so soggy that they fell apart at my touch, indicating overwatering. But of those that sprouted, the plants without ash grew larger on average than the ones with ash, indicating that slash and burn agriculture has a detrimental effect on plant growth. However, these results may be biased by my small sample base and may have been different if all of my plants had successfully sprouted.

Project Title	The Effect of Earthworms on Plant Growth
Category	Environmental Science (Grade 7-12)
Table Number	J1308
Student Name	Peter Young Joseph Richardson
Abstract	The Effect of Earthworms on Plant Growth This study investigates the effect of earthworms on plant growth and plant height. 4 pots were filled with soil, seeds, and different amounts of earthworms. We checked the height of the plants every 3 days, and this was repeated until we measured each plant 8 times. The earthworm quantity in each pot varied from 0 worms, 2 worms, 4 worms, and 6 worms. The results revealed that the control group (0 worms) grew a total of 23 centimeters, and had 4 sprouts. The subject that contained 2 worms grew a total of 24 centimeters, and grew 8 sprouts. The subject that contained 4 worms grew a total of 23 centimeters, growing a total of 7 sprouts. The subject that contained 6 worms grew a total of 25 centimeters, growing 5 sprouts. Our hypothesis stated, “If we increase the amount of earthworms in the plant’s soil, then the plant’s size will increase.” By this, we meant that the plant with the most earthworms would grow the tallest. This was technically true in our experiment, but there was no trend based on our data concerning the amount of earthworms in a plant. Our hypothesis was incorrect. The amount of earthworms was not a large contributing factor in the height of plants.

Mathematics (Grade 7-12)

Project Title	The Math of Harmony
Category	Mathematics (Grade 7-12)
Table Number	J0901
Student Name	Keara Hutchinson
Abstract	ABSTRACT Have you ever considered what the world would be like without music? Well I have, which makes this a perfect math experiment for me. I love music and math. This project was the perfect combination. Question: Is the length of a chime mathematically proportional to the frequency it produces? I already knew there were 12 notes in an "Octave" of the Equal Temperament Scale. I found that the frequency doubles every octave higher on this scale. Because of this I could tell that the frequency interval between notes also widens with each higher octave. So simple addition of, or multiplication by a simple constant wouldn't describe the frequency difference between notes. It turns out that the "constant" multiplier is the 12th root of Two! (A number that when multiplied by itself 12 times equals exactly 2.0 12 ? 2 = (1.0057778951...). It turns out that if I can determine the length of material it takes to make a chime of a certain frequency, then the length of another chime to produce a different frequency is shown by the equation: L2=L1*SQRT(Freq1/Freq2) I used this equation to test 14 steel tubes to prove the answer the above question. In doing so I also gained a hands-on education about the multiple harmonics produced simultaneously in a chime along with the basic frequency. These harmonics are natural complimenting tones. In conclusion I accepted my hypothesis, because my results showed that length of a chime is proportional to the frequency it produces.

Medicine & Health (Grade 7-12)

Project Title	Out of Breath?
Category	Medicine & Health (Grade 7-12)
Table Number	J1001
Student Name	Advaith Achan
Abstract	The purpose of my science experiment is to measure lung capacity in people of different age groups. My question is "Does age affect lung capacity?" My research helped me understand that there are different measurements of lung capacity. A spirometer is the instrument used in the health profession to accurately measure lung capacity. Usually you need about one third of your lung capacity to carry out routine tasks that do not require exertion. The hypothesis I formed was that as one gets older as a kid, their lung capacity will increase, but it will decrease when they are around 40. The materials needed for this experiment are as follows: a two-liter soda bottle, a long rubber tube, one large basin, water, and one straw per person. For this experiment, I would fill a soda bottle with water, and put one end of a rubber hose into the bottle, and put a straw in the other end. I would invert the bottle in a basin of water, and would have a person exhale, and see how much water is displaced. My results were that the kids had the lowest capacity of all, but the adults varied depending on health status. My conclusion is that my hypothesis was partially supported because your lung capacity will increase as you grow, but being healthy will contribute to it, but having asthma or being a smoker will hurt it.

Project Title	Wii vs. Exercise
Category	Medicine & Health (Grade 7-12)
Table Number	J1002
Student Name	Dayse Alvarado
Abstract	Abstract The purpose of this is to find a fun yet effective way to get exercise. This could benefit others is by helping them find a way they like to exercise, because a lot of people want to get exercise but give up on it because they get bored doing it. The materials I used were: 1. A game that requires movement (In this case wii sports). 2. A stopwatch. 3. A lab notebook. 4. Graph paper. 5. Volunteers. 6. Video game or computer console (I used the wii console). 1. First, have the volunteer sit quietly for 10 min. Then take their pulse. 2. Next, have them play the wii for 10 min. Then take their pulse immediately after the game for 10 seconds then times the number of heart beats in 10 seconds by 6 to figure out the bpm (beats per minute). 3. Now, record their age if they are less than 20 their maximum heart rate is 200bmp. If their 20 or older than use this equation:220-person’s age= maximum heart rate. 4. Have them to 100 jumping jacks and take their pulse. 5. Lastly figure out how much their heart rate has risen by using this equation: exergaming heart rate over their maximum heart rate and times it by 10 to get the percentage. I accept my hypothesis that wii would quailify as exercise because everyone’s heart rate went up 50% percent or higher.

Project Title	Fractures: a study of orthopedic plate length to fracture fixation strength
Category	Medicine & Health (Grade 7-12)
Table Number	J1003
Student Name	Connor Hines Gordon Hines Gordon Hines
Abstract	My project is entitled “Fractures: a study of orthopedic plate length to fracture fixation strength”. The purpose of this project is to investigate the effects of plate length and number of securing screws on the strength of a plate fracture fixation. I decided to study this topic after I traveled to Kenya on a medical humanitarian mission. While there, I was allowed to observe and photograph several surgeries, including fracture fixations. There, I also had the opportunity to speak with three orthopedic surgeons, which furthered my interest in this subject. The method I used to demonstrate my understanding of this topic was “test and comparison”. I have gathered information on this topic by both speaking with experts on the subject such as Dr. Laird S. Swenson, MD, and by using Google to research the effect of plate length and screw count as well as fracture placement on fixation strength. Through my research and testing, I have found a direct correlation between these two factors and fracture fixation strength. My testing and personal interviews have led me to conclude that the length of an orthopedic plate and the amount of screws securing it does have a direct effect on fracture fixation strength.

Project Title	Morning versus Night Height
Category	Medicine & Health (Grade 7-12)
Table Number	J1004
Student Name	Sarah Riley Meagan Smith
Abstract	Morning versus Night Height By: Sarah Riley and Meagan Smith Why are you shorter at night than you are in the morning? We learned from our research that throughout the day gravity slowly squeezes water out of your intervertebral discs, which makes you shorter. During the night, the discs must re-absorb water from the surrounding tissues because they have no blood supply of their own. We decided to test if exercise, water intake, and amount of sleep affected how short or tall you were that night and the next morning. We hypothesized that exercise would make you shorter, on average, and drinking lots of fluids would make your height bounce back more the next day. We also reasoned that more time sleeping would allow the discs to expand to their full size, thus making you taller the next morning. We recruited family members to record their height, their liquid consumption, and their duration of exercise each day for two weeks, then compared the results with our hypothesis. We found, on average, that our hypotheses were correct. Exercising does make you shorter at night, on average, than if you hadn't exercised. Drinking more water does help your height rebound more the next morning, and the more you sleep also helps your height rebound. (Of course, these things have to balance out or you would keep growing and growing or shrinking and shrinking...)

Project Title	Baby + Heart Rate = Gender?
Category	Medicine & Health (Grade 7-12)
Table Number	J1005
Student Name	Bronwyn Tayler
Abstract	Objectives: The object of my science fair paroject is to determine if the gender of an unborn baby can be predicted using the fetal heart rate. Methods and Materials: With the help of my father, who is a physician, I collected fetal heart rate data from the charts of 60 pregnant women. I did not handle the charts myself in order to maintain patient confidentiality. I added up and averaged the fetal heart rate for every patient throughout the pregnancies. Then I categorized each by gender. Using statistical analysis I then applied the resulting data to the theory that an unborn girl’s heart rate is usually higher than a boy’s. Next, I graphed my results in several different ways. Results: The average heart rate for boys came out to be 141.95 and for girls 140.04. This suggests that there is no statistically significant difference, on the average, between unborn girl’s and boy’s heart rates. Conclusion: From my data, I concluded that there is not a significant difference in heart rate between unborn boys and girls, which supports my hypothesis that fetal heart rate is not a good predictor of gender.

Project Title	Can the right type of music help you learn/
Category	Medicine & Health (Grade 7-12)
Table Number	J1006
Student Name	Tessa Fitzgerald
Abstract	I wanted to know whether or not music really has an effect on us as humans. Does music change the way we learn, study, and obtain knowledge. I thought that if a person listened to soft calming music while studying it would help the subject learn and retain more information, thus benifiting them. Several University studies have shown that if a person is in a Beta brain wave, they are more able to obtain knowleadge. So I wanted to see what kind off music helped students get into a Beta wave. How I tested this was by hooking up a bismonitor to test subjects.In a small room with the lights off, sitting in comfortable chair with all outside destractions cut off. I then got a baseline which is a number 1-100 of their overall concencsenes without music. Once I had receaved a baseline then I played soft music and hard destracting music through an ipod and recorded any changes in the base line. I repeated this process with 11 test subjects. What I concluded was that the soft slow calming music actually has a positive effect on people and the way they learn. Also it will be the most benifical to people if they study with calming mellow music instead of hard destracting music.

Microbiology (Grade 7-12)

Project Title	Is School Making You Sick?
Category	Microbiology (Grade 7-12)
Table Number	J1101
Student Name	Eric Babb
Abstract	This study was performed to determine the presence of microorganisms on commonly touched surfaces at Mountain Ridge Junior High. Samples were obtained from different surfaces at the end of the school day before janitors started cleaning the area. Fifty-three surfaces were sampled. After samples were collected, they were put on agar plates and incubated at 36 Degrees Celsius for 36 hours. The microorganisms were then stained and identified. Results of this study show that 49 of the 53 sites tested, or 92%, had some type of microorganism growing on it. The most contaminated surface was the computer mouse in the library, which had four different types of microorganisms on it. Eight surfaces had three types of microorganism, 16 surfaces had two types, and 23 surfaces had two types. Microorganisms were not found on four surfaces, and all four of these surfaces were connected with bathrooms. Mold was found on six surfaces. Yeast was found on three surfaces.

Project Title	Shopping for Bacteria
Category	Microbiology (Grade 7-12)
Table Number	J1102
Student Name	Tayson Botelho
Abstract	Abstract How much bacteria is transferred from store items to costumer’s hands, and does using hand sanitizer before touching contaminated objects prevent some bacteria from getting on your hand? First, I gathered my materials and received approval from the store that I collected my data from. I received approval from the costumer. I marked the plate into fourths so I could fit two specimens on one plate. Then I marked which object was tested and whether it was before or after contamination, and if I gave them hand sanitizer. I then gave the costumer some hand sanitizer for half of the costumers that I used per object. Then I swabbed there hands before they touched the contaminated object. I did this by swabbing both of their hands from their palm to each of their fingers. I had the costumer touch the object. Then I swabbed their palms to each of their fingers and then rubbed the contaminated swab on the plate, moving it back and forth while going down. I tested a video game controllers and the costumer transaction area. After I was done, I taped the plates up and took them to a lab to incubate. Using the data from the analysis and results, I conclude that the gaming systems have more bacteria that can be transferred than the costumer transaction. I also concluded that my hypothesis was slightly wrong. The average colonies I predicted were 75, which were 28 more colonies on average than it actually was.

Project Title	Nano Life: Using nanotechnnology to preserve fruits and vegetables
Category	Microbiology (Grade 7-12)
Table Number	J1103
Student Name	megan call
Abstract	Problem: When nanosized, will natural nutrients and vitamins make fruits and vegetables last longer? Procedure: To see if nano-nutrient particles will slow the growth of mold on strawberries, I made a formula of known anti-fungus and antibacterial agents, as fungal and bacterial growth lead to mold. I had the agents nano-sized, since in nano form the agents can be broken down so small that they can enter into the cells of the strawberries. I separated a tub of strawberries into three groups: 1) non-treated group; 2) a group treated with water only; and, 3) a group treated with anti-fungal and anti-bacterial agents in nano form. The first group received no treatment. The second group was doused with regular tap water—just once. The third group was doused with my nano formula, also just once. Results: The nano-nutrient formula worked best in all four categories observed. Most importantly, it lasted twice as long as the water-treated group and four times as long as the non-treated group. Test Categories: Days before mold showed: 1. Nano-nutrient treated berries 8 days 2. Water-treated berries 4 days 3. Non-treated berries 2 days Days before leaves wilted: 1. Nano-nutrient treated berries 3 days 2. Water-treated berries 2 days 3. Non-treated berries 2 days Days before berries turned soft: 1. Nano-nutrient treated berries 5 days 2. Water-treated berries 3 days 3. Non-treated berries 2 days Days before berries lost bright-red color: 1. Nano-nutrient treated berries 6 days 2. Water-treated berries 3 days 3. Non-treated berries 2 days

Project Title	Yeast v. Artificial Sweeteners
Category	Microbiology (Grade 7-12)
Table Number	J1104
Student Name	Rachel Duncan
Abstract	Yeast feeds off sugar. As it digests the sugar it emits carbon dioxide. I am testing to see if yeast will give off carbon dioxide when fed various artificial sweeteners, and if so, to see how much carbon dioxide the yeast with the artificial sweeteners will give off compared to real sugar. My question is, will yeast give off carbon dioxide when fed artificial sweeteners, and if so, how much will it give off as compared to sugar? My hypothesis was that the sugar and yeast mixture will give off around 800 ml. of carbon dioxide, and that the sugar substitutes will give off around 500 ml of carbon dioxide. To do my experiment I used a graduated cylinder filled with water to measure the water displaced by carbon dioxide emitted from a mixture made with yeast, water at 115°f., and equal amounts of either Sugar, Sweet and Low, Equal, or Apriva. I found that the sugar substitutes and sugar gave off similar amount of carbon dioxide. The sugar gave off more carbon dioxide than I had anticipated, and the sugar substitutes gave off a bit more than I had expected.

Project Title	Are Sanitizers Giving "Bugs" a Hand?
Category	Microbiology (Grade 7-12)
Table Number	J1105
Student Name	Miranda Jessop
Abstract	Resistant bacteria are a leading cause of hospital-acquired infections. Many hospitals use hand sanitizers to prevent these infections. More of these bacteria become drug resistant all the time. Is it possible that hand sanitizers are creating resistant bacteria? To test this I exposed bacteria to hand sanitizer and tested the sensitivity of any that survived. I placed one squirt of hand sanitizer in each of four tubes, adding a 0.5 MacFarland standard dilution of Staphylococcus aureus in trypticase soy broth. I put two drops of bacteria in Tube 1, four in #2, six in #3, and eight in #4. After two minutes, I swabbed solution from each tube onto a blood agar plate. I used an inoculating loop to streak the plates for isolation and incubated them at 37° C for 48 hours. I repeated this process with Pseudomonas aeuruginosa, Enterococcus faecalis, and Escherichia coli against two hand sanitizers. Brand B, with an ethyl alcohol content of 65%, killed all bacteria tested against it. Brand A, with 62% ethyl alcohol, failed to destroy the Staph. aureus on Plates 3 and 4. I tested the sensitivity of the Staph. aureus growing on these plates. The sensitivity of this bacteria to Ampicillin had changed, but was within the expected range. The bacteria had not become resistant. Neither brand of hand sanitizer created resistant bacteria. However, there is a possibility that, with repeated insufficient exposure to sanitizer, the bacteria’s sensitivity to antibiotics could change significantly, since it changed noticeably after one exposure.

Project Title	Nitric Oxide Gas: Disinfecting Medical Instruments
Category	Microbiology (Grade 7-12)
Table Number	J1106
Student Name	Christian Minton
Abstract	Experimental evidence is accumulating that Nitric Oxide (NO), in various forms including gaseous gNO, has antimicrobial activity against a number of bacteria, fungi, and parasites. Previous work by this researcher has shown successful eradication of bacteria with hand washing of gNO at 5,000 and 10,000 ppm in 10 minutes of exposure. Medical equipment has traditionally been sterilized with high heat in autoclaves. However new heat sensitive, electronics, or fiberoptic equipment do not tolerate high heat. This project was performed to establish a new and safe method for reducing bacterial contamination for cleaning medical equipment using gNO exposure. Commonly used medical equipment such as forceps, clamps, hemostats, etc were cultured and then exposed to 40,000 ppm NO for 45 and 60 minutes. After exposure, the equipment was recultured. I repeated the experiment removing air (O2) with a vacuum pump prior to exposure with gNO to reduce NO2 production. Because of the potential hazardous nature of gNO, this project was performed at GeNOsys. Appropriate biohazard technique was adhered to. All cultures were plated on blood agar petri dishes using the 3 corner dilution method and incubated at 39°c for 48 hours at the UVRMC Microbiology Lab. Using a predetermined grading scale, semiquantitative bacterial growth was estimated. All biological materials were disposed of in the UVRMC Hazardous Waste Disposal Dump. I established that 40,000 ppm of gNO at 45 minutes had statistically significant effect on bacterial growth obtained from medical equipment. The 40,000 ppm dose at 60 minutes removed practically all bacteria.

Project Title	Vapor Caper
Category	Microbiology (Grade 7-12)
Table Number	J1107
Student Name	Jessica Powell
Abstract	Utah is very dry in the winters, so most people try to find ways to keep the air in their homes humid. Humidifiers are a standard solution in most homes. Hot humidifiers use steam to humidify, but there is a risk of youngsters getting scalded. Cold humidifiers are like a fan. Based on my research, I hypothesized that the warm air humidifiers would be healthier for the humans that breathed the treated air. Warm humidifiers boil the water and I knew that most bacteria can’t withstand high temperatures. I decided to test this by collecting water samples of the tank water and vapor of humidifiers. I used Petri dishes to test the output areas of the humidifiers and also the vapor. I was not able to collect the vapor from the cold humidifiers. But the Petri dishes that had the vapor tests on them clearly showed that the warm vapor humidifiers had no bacteria collected. With the cold vapor tests, all Petri dishes had growth but one. I Gram stained all of the Petri dish growths using the simple Gram staining method. My graph showing the relationship between the warm vapor temperature and the cells found in the vapor shows that as the temperature rises, the cells found per milliliter decreases. I believe that the bacteria are practically killed because of the temperature extremes. This information is most likely accurate for the cold humidifiers although water samples were not collectable for the vapor.

Project Title	Bacteria vs Copper
Category	Microbiology (Grade 7-12)
Table Number	J1108
Student Name	Kaylie Chabries Kaylie Chabries
Abstract	Will copper inhibit bacterial growth? The procedure started with gathering the required materials. Using a micropipetor the bacteria was inoculated onto a Petri dish. It was then spread with sterile plating beads. This was repeated 54 times, using different bacterial species. Then copper discs were added to each section of the Petri dish. The Petri dishes were then placed in a 37 degrees Celsius incubator for 24 hours. After 24 hours the zone of inhibition was measured in millimeters, the data was recorded. It was found that certain species of bacteria were inhibited by the copper, and other were not.

Physics & Astronomy (Grade 7-12)

Project Title	In The Sun They Melted, Small, Small, Small
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1201
Student Name	Mitchell Baker
Abstract	My experiment asked the question: “will putting clothes on a snowman make it last longer and if so, which material will be the most effective at slowing the process of melting.” To test this, I made 6 snowmen of equal size and clothed each with different materials, except the control, which did not have any clothing. I placed them in a controlled environment and proceeded to expose them to artificial light and monitored their demise by measuring time and loss of water. I concluded that putting clothing on a snowman will make it last longer and furthermore, wool was the best insulator that was tested.

Project Title	The Mpemba Effect: Does Hot Water Freeze Faster Than Cold Water?
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1202
Student Name	Alexa Bertagnolli
Abstract	In my experiment I was trying to observe the Mpemba Effect. The Mpemba effect occurs when hotter water freezes faster than cooler water. I tested the freezing rate of tap water and distilled water with starting temperatures of about 96ºC and 23ºC. I used a randomized run order with three repetitions for each experiment. I filled a glass jar with 150 ml of each type of water at each starting temperature and then covered the jars with lids. I used a thermocouple to record the temperature every 2 minutes until freezing. The cold tap water reached 0ºC faster than any other type of water. The cold tap water took an average of 58 minutes to reach 0ºC, but the cold distilled water took 66 minutes. The hot tap water took 86 minutes. The hot distilled water took 100 minutes which was the longest time to freeze. This does not show the Mpemba effect because the colder water froze before the hotter water. However, if I looked at the results starting at about 23ºC, the hot water freezes faster than the colder water. This means that if the hotter water would have been allowed to cool down to room temperature then it would have frozen faster than the colder water. I did not see the Mpemba effect the way I expected to, but I saw it when I shifted the data to a starting temperature of 23ºC.

Project Title	Drag'N Eggs
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1203
Student Name	Rachel Finley
Abstract	Abstract Purpose: The purpose of this project was to see which material would cause the least amount of drag on an object as water moves past it. It was hypothesized that the Speedo LZR would cause the least amount of drag as it is said to improve performance by 1.8- 2.2%. Procedure: There were six experimental groups and one control group that tested different surface materials as water flowed past it. I had to redesign the experiment two different times. The object tested was a plastic Easter egg. The different surface materials were: 1) 100 % cotton, 2) 82% nylon and 18% spandex, referred to as 82/18, 3) LZR Racer, 4) 100 % polyester, 5) 82% nylon and 18% spandex with a 100% polyester lining (2 fabrics together), 6) synthetic hair. The control group was the plain egg. I measured the resistance in grams and Newton’s using a spring scale as a jet flow of water passed the object in a three inch plastic tube. There were a minimum of 13 trials for each experimental group. Data: The average resistance in my most accurate tests was as follows: the uncovered plastic egg (control): 1.37 N, 100 % Cotton: 2.37 N, 82/18: 2.5 N, Speedo Fast Skin: 1.27 N, 100% Polyester: 2.11 N, 82/18 with poly lining: 2.18 N, synthetic hair: 8.32 N Conclusion: The results show that my hypothesis was true and that the choice of swimwear can make a big difference in the speed of the swimmer.

Project Title	Keep Your Eye on the Ball
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1204
Student Name	Paul Fitzgerald
Abstract	Abstract The purpose of this project was to discover the difference, no matter how small it may be, between the effects of spin on the motion of a baseball pendulum vs. no spin. Procedure: First, cut 51 feet of PVC pipe in ten sections of 3.5 feet, five sections of 2 feet, and two sections of 2.5 feet. Then assemble the framework (found in journal) to hold the baseball pendulum. Next glue the twine with the Ducco Cement to the baseball so the ball can swing from the string attached to the framework. Now release the ball from a consistent point without spin and measure the distance swayed off of a straight line. Then repeat that procedure 20 times. Next repeat the same procedure but with spin by twisting the ball 75 times to the right. Lastly, repeat that procedure 20 times. My results showed that if you add spin to a baseball it will sway off of a straight line farther than when you do not add spin. My results also showed the distance between the two. Conclusion: I accept my hypothesis that if I add spin to the motion of a baseball pendulum, then the motion or movement of the spinning baseball will change rather than staying on a straight line because according to my data, the motion or movement changed when spun as compared to not spinning the ball.

Project Title	Solar Energy
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1205
Student Name	Melissa Hammond
Abstract	How does changing the temperature of a solar cell affect the amount of power produced from it? Solar cells make energy using the sun. If we can find a way to produce more energy using solar cells that does not affect the environment, then we can reserve the non-renewable resources. This is the procedure that I will use: 1) First I set up light source on flat surface. 2) Set solar cell outside for it to cool. 3) I cooled the solar cell till 20°F 4) Next, I brought the solar cell inside. 5) Put solar cell under light source so light hits it directly. 6) Turn off all lights so that it is dark in the room. 7) Turn on the light source. 8) Start timer at the same time the light source is turned on. 9) Recorded the voltage and temperature every 15 seconds for 11 minutes. 10) Repeat experiment 4 times. My results show that as temperature increases the amount of energy-produced deceases. I found that as the temperature goes up the amount of volts produced goes down. Most likely this occurred because of the silicon in the solar cell. When the solar cell was colder, the electrons did not move very much allowing good conductivity. As it heated up, electrons became less organized and made the solar cell less effective.

Project Title	Core Strength
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1206
Student Name	Jackson Hill
Abstract	My question is: How does the core in a concrete sphere affect the strength? I got this question because I had a bunch of concrete lying around and wanted to do a project that uses concrete. I went online and found the question: How does the core in a concrete sphere affect the strength. First thing I did to start my project was I got all the supplies and then I started making the spheres. I used little ornaments, which broke in half, as the molds. The cores I used were golf balls, rubber balls, ping-pong balls, and just solid mortar. I set up a ladder above a concrete slab in my dad’s video studio. I measured 8ft tall. I dropped each sphere from 8ft and I recorded the data in my notebook. I also took video and pictures to document the experiment. My findings were very surprising. My hypothesis was that the sphere with the golf balls as the cores would break the least. They broke the most and the spheres with just solid mortar held up the best and broke in to no pieces. This happened because the energy molecules had no where to go with the golf ball core spheres because they would just bounce right of the hard shell and the concrete couldn’t hold the stress and it broke. Where as with the solid ball the energy molecules could go everywhere.

Project Title	The Affect of Yo-Yo String Length on Sleep Time
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1207
Student Name	Andrew Hulterstrom
Abstract	The yo-yo is a simple toy that people have loved for over 2,500 years! The first historical reference to a yo-yo was found in China in 500 BC. People of all ages still enjoy playing with this cool toy. Many tricks that can be done on a yo-yo are based on how long you can get a yo-yo to sleep; the longer the sleep time the fancier the trick. This study investigates how the string length of a yo-yo affects the sleep time. Thirty trials were conducted under three conditions. The sleep time of a yo-yo was tested at the string lengths of 120 cm, 90 cm, and 60 cm. The yo-yo was thrown by a robot into a “sleeper”, and the sleep time as recorded. The results reveal that the longest string length had the longest sleep time, while the shortest string length had the shortest sleep time. My hypothesis that the yo-yo with a longer string length will sleep longer than the yo-yo with the shorter string was correct. The evidence shows that the longer string length has an average increase of sleep time of 1.5 seconds when compared to the shortest string.

Project Title	BANG!
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1208
Student Name	Amber Hutchinson
Abstract	ABSTRACT Have you ever wanted to know the velocity of your bullet but couldn't afford a chronograph to measure it? That is why I chose this project. The science I chose to experiment is: "Is it possible to calculate the initial velocity of a bullet by measuring how far it drops at a known distance?" My Dad & I like to hand load our shells. He says it used to be cheaper. But with the infinite powder loads and bullet combinations available, it's difficult to predict how high above you need to shoot to be able to hit it your target dead center! To test my question, I designed an experiment that uses a chronograph and some mathematical equations. I would shoot a bullet level through a chronograph at the target a known distance away, measure how far down from level that the projectile hit, then plug it into some mathematical equations. After this I would compare my accuracy with the chronograph. After finishing my experiment, I came to this conclusion: "Throughout this experiment, I have been very careful to keep the gun and target level. Although, I was able to get pretty close to the actual velocity using the known distance, the drop and some equations. Therefore, I accept my hypothesis that "I predict that it is possible to find the initial velocity of a bullet by measuring how far it drops in a known distance if the projectile is shot horizontal." I was able to nearly pinpoint velocity.

Project Title	Sound to Electricity
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1209
Student Name	Teya Jensen
Abstract	Abstract: This experiment was conducted to determine if the pitch and sound level of a note would affect the amount of electricity produced by a small speaker. I held a small speaker up to the string of a piano, which I played, and recorded the voltages the meter read. At the same time the sound intensity was measured from the same distance from the string as the speaker was held. It was found that while the amounts of electricity did change some between each of the three pitches used in the experiment, the adjustments were so minute they hardly showed any change. It was concluded that while the pitch of a sound has some effect on the electricity output, sound energy in general produces so little electricity that it cannot be used in any practical way.

Project Title	Foiling the Air
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1210
Student Name	Ryan Jensen
Abstract	For my science project, I compared the amount of lift of a smooth airfoil and a dented airfoil. The reason golf balls have dimples in them is to create more lift. My experiment followed this idea, that dimples or dents would create more lift. I started by cutting an airfoil out of insulation board. I built a box with a hole in the back and front to use as a wind tunnel. In the back of the wind tunnel, there was a hole to fit the hose of my dad’s shop vacuum onto. The airfoil was mounted inside the tunnel with metal rods running through it to keep it from being blown over. The rods ran through the bottom of the box and onto an electronic scale, which was used to show how many grams of lift the airfoil generated. The air running through the box, being sucked into the vacuum, generated wind. To dent the airfoil, I used a torch lighter. As the flame moved closer to the foam, a dent formed where the flame had shrunken the foam. The overall result was close, but the dented airfoil generated more lift than the smooth airfoil. With the angle of attack where it was in my experiment and after ten tests with each airfoil, the average lift of the dented airfoil was 11.5 grams, and the average lift of the smooth airfoil was 10.1 grams.

Project Title	Electrocution Solution
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1211
Student Name	Kolby Page
Abstract	Kolby Page C.S. Lewis Academy 5 March 2010 Question: How do a variety of materials used as insulators react to an electrical charge? How do these same insulators react to an electrical charge when subjected to water? Method: I selected the following materials that are used as insulators to determine their insulative value: wood, plexiglass, cardboard, glass, rubber, and fiberglass. With the help of a friend and a family member built a testing device using an electric transformer to safely expose each material to an electrical charge. By direct observation of how each material reacted to the electrical charge and how the electrical charge reacted to each material is was exposed to, I made some conclusions about each materials insulative value. Also, I wanted to see what effect water would have on each material when exposed to an electrical charge, if water affected the insulative value of the material. Results: Glass, rubber, plexiglass and fiberglass deflected the electrical arc the most–suggesting all these materials created the most resistance to electricity. It didn’t matter whether the specific material was wet or dry. Cardboard allowed the most electrical current to pass through it, even to the extent that the cardboard began to burn. Water seemed to enhance the arc on cardboard. Wood allowed a strong, undivided electrical arc to pass through it. To some extent the wood experienced burning but not at the same level as the cardboard. Waters seemed to enhance the arc on wood.

Project Title	The Effects of Water Salinity and Surface Area on Sinking Velocity
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1212
Student Name	Evan Parry
Abstract	I wondered why two differently shaped objects of the same weight sank at different rates. I wondered if surface area played a role, as well as water salinity. My hypothesis was that the greater the surface area of an object and the greater the water salinity, the slower the object would sink. I decided to test this by dropping four clay weights of equal weight into three types of water: fresh water, ocean water (3.5% salinity), and Great Salt Lake water (27% salinity), and timing their descent. I made four shapes: a sphere, a cube, a cone, and a cylinder, and determined the surface area of each shape. Next, I filled a transparent six-foot tall PVC tube with fresh water. I dropped each weight into the tube five times and recorded the amount of time it took for the weight to reach the bottom. Then I repeated the process twice, using 3.5% salt water, and 27% salt water. I entered the data into a Microsoft Excel spreadsheet. When I analyzed the results, I found that my hypothesis was partly correct. Greater surface area and greater salinity did slow down the weights, but the cylinder, which had the greatest surface area, came in as second slowest after the cube, probably due to the cube’s un-hydrodynamic shape. In addition, the cube was actually slowest in ocean water, not in Great Salt Lake water. Otherwise, the experiment worked just as my hypothesis had predicted.

Project Title	The Evaporation Equation
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1213
Student Name	Lauren Routh
Abstract	I decided to build on my evaporation experiment from last year by trying to predict the evaporation rate of rubbing alcohol at different wind speeds. The original question was: Can I develop an equation to predict the evaporation rate of rubbing alcohol at different wind speeds? The procedure follows: First, pour 300 grams of rubbing alcohol into a small bowl. Second, start the fan in the wind tunnel. Third, measure the air and liquid temperatures and determine the wind speed with an anemometer. Fourth, place the bowl into the wind tunnel for 60 minutes. Fifth, record the weight of the remaining liquid and the liquid temperature. Repeat steps 1-6 three times at four different wind speeds (0.2, 0.5, 1.0, 1.5 m/s). Average the evaporation rates for the three different trials at each wind speed. After that, put the averaged data into an Excel spreadsheet and fit the data to an equation. Use the equation to calculate the predicted evaporation rates at wind speeds of 0.7 and 1.2 m/s. To compare the predictions, repeat steps 1-6 for wind speeds of 0.7 and 1.2 m/s. Finally, average the evaporation rate for 0.7 and 1.2 m/s and compare the predicted evaporation rates to the measured rates. After 18 successful trials, I had very accurate results! At 0.7 m/s, I predicted 13.7 grams/hour and measured 13.6 grams/hour. At 1.2 m/s, I predicted 14.4 grams/hour and observed 14.3 grams/hour. An error of only 0.7% means an accurate equation and a successful experiment!

Project Title	The Anatomy of a Pitch
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1214
Student Name	Makayla Soelberg
Abstract	I wanted to learn more about the different physical characteristics of a baseball pitch. In my study, I came across a principle known as the Sequential Summation of Movement. This principle states that the largest body masses move first, followed fluidly by smaller ones during a pitch. So, I came up with a question. How does a persons physical range of motion effect the speed of a baseball pitch? For my experiment, I got a radar gun from the University of Utah (used by the Salt Lake Bees) to measure the mph of the pitches. I gathered three people to consistently throw pitches using different ranges of motion. We selected three ranges of motion, limiting to the throwing arm, then adding hip movement, then adding legs. We did all the trials on the same day, within the same 40-minute period, with the same baseball, at the same distance so the results could be relative or more accurate. I concluded that the greater the range of physical motion used when a pitching a baseball, the greater the speed of the ball. I learned that baseball players use all of their body in the way that they do, to deliver great speed and have a better pitch. I also learned also that applying the Sequential Summation of Movement is what you need to do to have enough force and to get a good pitch, with enough speed. I also learned that I shouldn’t play baseball.

Project Title	Batter Up!
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1215
Student Name	Isaac Van Wagoner
Abstract	Since the beginning of baseball, players have been obsessed with finding the perfect bat. The question is, does wood still beat metal in a distance contest or will metal be the perfect bat? This question led me to the perfect science experiment. My hypothesis was that the metal baseball bat would make the ball travel farther than the wooden bat. My research gave every indication that the metal bat would win. Some of the indicators included; the trampoline effect, the larger sweet spot of a metal bat, and the lighter materials used in metal bats. For my experiment, I had eighteen batters hit five baseballs with a metal bat. I then measured and recorded the distances hit. Then I repeated the procedures using the wood bat. My independent variable was the type of bat being used. My dependant variable was how far the ball traveled after being hit. My control was the metal bat. Eighteen batters later, my hypothesis was proven wrong. The average total distance hit with the wood bat was 109.49 feet. The average total distance hit with the metal bat was 106.83 feet. During the experiment, I learned some of the many laws of physics and how they apply to baseball. Even though the laws of science apply to baseball, the psychology of baseball is equally important as players determine which bat feels best to them. For a baseball player to be most successful, they should combine their personal preferences with the science of baseball.

Project Title	How Newton's Laws of Physics Apply to Rocket Motors
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1216
Student Name	Joshua Ward
Abstract	My project combines learning more about science and my enjoyment of model rockets. I decided to see how Newton’s laws of physics applied to model rocket motors. This would help me better understand Newton’s laws. My hypotheses were: • It would take more force from the motor to get the rocket moving; • It would take less force from the motor to keep the rocket moving; • The forces applied by motors would have the same pattern, but the amount of force would be less for smaller motors and more for larger motors; and • That I could measure the reaction created by the rocket motor’s thrust by using a scale. To gather the information to compare to my hypotheses, I decide I could fire the rocket motor against a scale, record and plot the data. I used the same measuring equipment and methods for all tests, as my controls. I used different sized black-powder model rocket engines as my variables. My first two hypotheses were correct – that the rocket motor would have to apply more power at the start to get a rocket moving, but then less to keep it moving. My fourth hypothesis about measuring a rocket motor’s force was also correct. My third hypothesis was not totally correct because I actually had a smaller motor provide a higher force. However, it didn’t keep that force as long. I later understood this better when I looked into impulse; the measure of force and the time it is applied.

Project Title	"Chillin" Soda Style
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1217
Student Name	Kyler Young
Abstract	My project is “Chillin” soda style. My question I answered was how I could cool a soda the fastest way, using a few different methods. Also the differences between a aluminum can, glass bottle and a plastic bottle of soda. The Reason I choose this project is because I love drinking ice cold soda. Experiments I did, 1: I put a can, glass and plastic bottle of soda in the refrigerator. The refrigerator is my control. I know that it will take longer than 5 minutes to chill a soda so I timed the sodas for 30 minutes. Checking and recording temperatures every 5 minutes. 2: I put each soda in the freezer. I timed the sodas for 30 minutes. Checking and recording temperatures every 5 minutes. 3: I made a spinning device that spins each soda. I spun each of these in crushed ice for 5 minutes. And I recorded the temperatures. Then I spun them again in crushed ice for 5 minutes, but this time I added rock salt then recorded the temperatures. 4: I buried each soda in crushed ice for 5 minutes and recorded temperatures, and then I buried each soda again in crushed ice for 5 minutes and added rock salt, and then I recorded the temperatures. I learned that an aluminum can will cool faster by spinning and by packing the soda with ice. But a glass bottle will cool much faster in the fridge and freezer.

Project Title	Effect of Weight in an Object in Flight
Category	Physics & Astronomy (Grade 7-12)
Table Number	J1218
Student Name	James Talbot
Abstract	Skateboarding led me to my question. I wanted to know how to achieve greater height in my jumps, and wondered whether a heavier or lighter skateboard would do the trick. But I needed an experiment that minimized the variables. So I set up a study to investigate the effects of weight on the height achieved by a light-weight toy car in flight which is lanuched from a ramp with a rubber band. The car is launchyed into a padded wall which allows for impact measurement. The impact point measures the maximum height acheived when the car is launched, first without any weights, and then when weights are added to the car. I conducted twenty trial launches. The first ten were conducted without additional weights attached to the toy car. The next ten trials were conducted with weights attached. All twenty trials were conducted with the same rubber band (30 cm long) pulled back the same distance (48 cm) and the same ramp (44 cm long, 60 degree slope). The results revealed that the average impact point of the weighted car was 40.875 inches, and the average impact point of the unweighted car was 38.225 inches, which is 2.650 inches lower than the weighted car. My huypothesis--that if extra weight is added to the car, then the car will achieve a greater height because of its ability to counteract air friction--turned out to be correct. The weighted car achieved a significantly higher average point of impact. Extra weight helps overcome air resistance and achieve greater height.

Plant Science (Grade 7-12)

Project Title	Venus Fly-Trap: A New Environment
Category	Plant Science (Grade 7-12)
Table Number	J1301
Student Name	Kristie Anderson
Abstract	Throughout my project, I had learned that the venus fly-trap can live in more than one environment, like underwater. My hypothesis was that if I change the environment, then the venus fly-traps wouldn't change much. My hypothesis was correct. The first ten days, I had put a plant in the sunlight and gave it what it would need, such as water. I took care of it like a regular plant. The only trouble was that this first plant wasn't that healthy and didn't change much overtime. At the last ten days, It started to improve. When I put this first venus fly-trap underwater, it wasn't improving any more, it started to look unhealthy. It wasn't used to being underwater. The last ten days of being underwater it started to improve again. One thing about the plant when it was underwater, was that the moss kept growing and growing. By day twenty, you could not see any dirt. A rock had to be placed in, to keep the plant underwater instead of floating, was covered in moss. When I did the experiment again with a different venus fly-trap, I ended up with the same results. The only differences were that this new plant was healthier than the last plant and it's looks. The second plant had shorter stems, less than an inch, and had twice the size of traps than plant one. Plant one had stems reaching to three to four inches, and traps as big as a house fly. The thing I could have done differently with this experiment is, I could have seen what would happen if I took it out from being underwater, to see if it would to adjust to it's new environment again. Another thing is that maybe I could study the plants longer underwater, I could either take the plastic container holding the venus fly-trap off, or put a rock in with plants, like what I had done with this experiment. I should do this to prevent the fly-trap from floating on the water, instead of being underneath. By this experiment I had also got to compare my results to what it had said on the internet. It turns out it didn't matter if it was from the wild or from a greenhouse. They do the same things because they are from the same species. It just took the plants a while to adjust to being underwater. I learned a lot by doing this experiment, such as how long a trap can last and how long a trap is closed. They can live for a long time, more than fifteen days, and can stay closed for up to five days, depending if it is a real bug.

Project Title	What grows your garden the best?
Category	Plant Science (Grade 7-12)
Table Number	J1302
Student Name	Rylee Beckstead
Abstract	What Grows your Garden the Best? By: Rylee Beckstead For my project I tested four model 3.8 Exotic Angel plants by putting ¼ cup of plant grower in each plant. The plant growing substances I chose were Tahitian Noni Juice, Bloom and Root, Miracle Gro, and Water as a control. I chose to use Tahitian Noni because my aunt tossed out some Noni juice on her plants, and said it made her plants grow! Then each day I measured the height and width of the plants to find their areas. I tested the plants for about a week. Then I didn’t give the plants water for 2-3 weeks to see if they could survive without the substance and if the plant grower had salt in it and would pull the water back out and kill it. After the testing was done the water (control) had the most growth. Then came the Miracle Gro, Bloom and Root, and lastly the Tahitian Noni plant, which died.

Project Title	Does the stem size matter
Category	Plant Science (Grade 7-12)
Table Number	J1303
Student Name	Ali Filoso Bailey Hirase
Abstract	Our project is titled, “Does the Stem Size Matter?” We wanted to find out if the diameter of a flower stem made a difference in the actual individual cell size of the stem. We hypothesized that the bigger the stem diameter, the bigger the cells would be inside the stem. To carry out the experiment, we got a microscope and found the field of view. We cut cross sections of 45 different flowers with different sized stems. We took cross-sections of each stem and viewed them under the microscope, then we counted the cells across and divided the number found by the field of view, this number determined the size of the cells. Through our experiment, we found that our hypothesis was incorrect. We found that the stem size was directly related to cell size in the opposite manner; the larger stems actually had the smaller individual cells.

Project Title	Does the stem size matter
Category	Plant Science (Grade 7-12)
Table Number	J1303
Student Name	Bailey Hirase Ali Filoso
Abstract	Our project is titled, “Does the Stem Size Matter?” We wanted to find out if the diameter of a flower stem made a difference in the actual individual cell size of the stem. We hypothesized that the bigger the stem diameter, the bigger the cells would be inside the stem. To carry out the experiment, we got a microscope and found the field of view. We cut cross sections of 45 different flowers with different sized stems. We took cross-sections of each stem and viewed them under the microscope, then we counted the cells across and divided the number found by the field of view, this number determined the size of the cells. Through our experiment, we found that our hypothesis was incorrect. We found that the stem size was directly related to cell size in the opposite manner; the larger stems actually had the smaller individual cells. .

Project Title	JUNIPER and the GREEN Movement
Category	Plant Science (Grade 7-12)
Table Number	J1304
Student Name	Kristian Huff
Abstract	I designed an experiment that addressed the following question: Does Juniperus osteosperma (Utah Juniper) synthesize allelopathic compounds that inhibit the growth of Brassica rapa (Mustard). The procedure that I utilized to complete this experiment was: 1. I sprouted and grew Brassica rapa seeds under controlled conditions. I numbered the plants from 1-27 and made a map of the plants placement. 2. I then located, obtained, and dried root and drupe samples from Juniperus osteosperma. 3. Next I prepared the extracts by grinding the roots and drupes, then weighed the dry samples. I then prepared a rinse apparatus. The next steps I repeated 3 times with both the roots and drupes: placed the dry sample in the mortar, added either acetone or ethanol at different volumes, mixed the liquid and the dry sample with a pestle, poured the mixture into the rinse apparatus and collected the extract into a pre-weighed beaker. 4. After I collected the extracts, I allowed the ethanol and acetone to evaporate then weighed the remaining dried extract. I used distilled water to reconstitute the extract and diluted the solution to 4 mg/ml. I made high and low concentrated solutions of the 4 extracts. 5. Finally I applied 5 ml of each solution to 3 different plants and used distilled water for the controls. After each application, I measured the vertical growth. The results did not support my hypothesis. The root and drupe extracts obtained from Juniperus osteosperma did not inhibit the growth of Brassica rapa.

Project Title	Phragmites, Weed or Paper?
Category	Plant Science (Grade 7-12)
Table Number	J1305
Student Name	Kylie Lincoln
Abstract	Phragmites australis also known as the common reed is an invasive plant that is harmful to the ecosystem around the lake. It traps water, killing fish and it chokes out other plants. A beautiful lake side beech within three years can become over run by the common reed. It can grow as tall as ten feet and I thought it would be perfect for making paper. Paper has been used as early as the time of ancient Egypt. Back then they would make it out of papyrus. Now it is made out of wood and is used in almost everything we do. I believe because of the similar characteristics Phragmites australis and papyrus share that the plant can be made into a usable paper. I created two recipes that used both the stalk and the leaf of the invasive plant. One recipe did not create a paper rather it stayed the same. The second recipe was more successful. I was able to create a paper. While I was able to create a paper out of Phragmites australis I was not able to make a usable paper. This can be contributed to the lack of knowledge of the chemicals used in the paper making process and the inability to grind the common reed fine enough to get the fibers to separate and join to make a usable paper. Instead of pulping the plant like I did, next time the ancient Egyptian way of making paper from papyrus might prove more fruitful.

Project Title	The Use of Urine as a Plant Fertilizer
Category	Plant Science (Grade 7-12)
Table Number	J1306
Student Name	Dylan Maughan
Abstract	My project is on the use of urine as a plant fertilizer. Recently, there have been articles online and in the news about the use of urine as a plant fertilizer. My question was, what effect would it have on plants, and would it be beneficial? In my first experiment, roughly twenty-five beans were placed in a glass of warm water for three hours and then stuck in a plastic bag with a wet paper towel to germinate. Once germinated, twelve of the most consistent bean plants were planted in plastic pots one-inch deep in half a cup of loosely packed potting soil and divided into two rows of six. The top row was decided to be the variable, and the bottom row would be the control. Next, I watered the control with water and the variable with the same amount of liquid, except using a 1:2 urine to water dilution and all of the variable plants were killed. In my second experiment, the same process was repeated, but a 1:10 urine to water dilution was used and the variable plants were either killed or stunted. In my third and final experiment, the plants were given time to grow before the experiment began, and an even smaller urine to water dilution of 1:15 was used on the beans, causing no real discernable difference between the groups. My conclusion was that although urine is not a viable fertilizer for bean plants, it has been proven to work on other plants and increase their growth rates.

Project Title	Orange You Gonna Let Me In?
Category	Plant Science (Grade 7-12)
Table Number	J1307
Student Name	Rylee Ollerton
Abstract	For my project I wanted to answer the question: How permeable are orange peels to water? This question passed my mind one day while I was holding an orange and observing its peel. I had recently been learning, in science class, about diffusion and osmosis. The thought came to my mind that perhaps an orange may behave like and be a model for a giant cell. I began to wonder what things could pass freely through an orange’s peel? Would it behave similar to a cell’s membrane, which I had learned was selectively permeable? To answer this question I placed oranges in several types of liquids, with varying concentrations, to see if the solutions would facilitate water to diffuse through the oranges’ peels. To determine this I measured the change in the oranges’ circumferences to see if their peels are permeable to water. I soaked oranges in seven different liquids for 48 hours. I chose the solutions based on hypertonic and hypotonic principles. I measured oranges’ circumferences before and after the submersion to determine the change in the oranges’ size. Diffusion of water in or out of an orange would cause an orange to increase or decrease in size. After finding the difference between both of my measurements for each orange, I concluded that my hypothesis was somewhat correct. My results support the conclusion that orange peels are to some extent permeable to water, thus making the selectively permeable.

Project Title	The Effect of Earthworms on Plant Growth
Category	Plant Science (Grade 7-12)
Table Number	J1308
Student Name	Gabe Richardson Peter Young
Abstract	The Effect of Earthworms on Plant Growth This study investigates the effect of earthworms on plant growth and plant height. 4 pots were filled with soil, seeds, and different amounts of earthworms. We checked the height of the plants every 3 days, and this was repeated until we measured each plant 8 times. The earthworm quantity in each pot varied from 0 worms, 2 worms, 4 worms, and 6 worms. The results revealed that the control group (0 worms) grew a total of 23 centimeters, and had 4 sprouts. The subject that contained 2 worms grew a total of 24 centimeters, and grew 8 sprouts. The subject that contained 4 worms grew a total of 23 centimeters, growing a total of 7 sprouts. The subject that contained 6 worms grew a total of 25 centimeters, growing 5 sprouts. Our hypothesis stated, “If we increase the amount of earthworms in the plant’s soil, then the plant’s size will increase.” By this, we meant that the plant with the most earthworms would grow the tallest. This was technically true in our experiment, but there was no trend based on our data concerning the amount of earthworms in a plant. Our hypothesis was incorrect. The amount of earthworms was not a large contributing factor in the height of plants.

Project Title	Light Spectrum vs Plants
Category	Plant Science (Grade 7-12)
Table Number	J1309
Student Name	McKay Sperry
Abstract	This experiment was to see how plants will grow under different parts of the light spectrum to help people know the best lighting for starting plants indoors in climates with a shorter growing season. Purple/blue light helps plants grow stems and leaves. Red/orange light helps plants flower and fruit. I predicted that the fluorescent light would produce the best plant starts because of the purple/blue light. Five tomato plants were put under a black light bulb, incandescent bulb, fluorescent bulb, and a commercial grow bulb.The plants were observed under the different types of light for 34 days. Measurements of height and leaf number were taken periodically. At the end of 34 days I calculated the average height and leaf count for each treatment. The plants under the incandescent treatment were the tallest, followed by the grow bulb treatment, the fluorescent treatment, and finally the black light treatment. But the plants under the fluorescent light had the most true leaves. The plants under the black light had the least number of true leaves. The plants under the fluorescent light weren't the tallest, but they had the most leaves and looked the healthiest throughout the experiment. I concluded that a simple fluorscent light bulb is a good light for starting plants indoors so that they can be transplanted into the garden later.

Product Testing & Consumer Science (Grade 5-6)

Project Title	What materials are permanent markers really permanent on?
Category	Product Testing & Consumer Science (Grade 5-6)
Table Number	J0305
Student Name	Emma Hulsey Rachel Crabb Kyra Crenshaw
Abstract	Summary We decided to do this project because one of our little brothers drew on everything with permanent marker. Our parents said it would not come off of anything, so we decided to prove them wrong. Before the experiment we all took one cleaner from our homes. The cleaners we had were Lysol, Clean, and The Works. We colored three, one centimeter squares with permanent marker on each material, one square for each cleaner. After we colored on the materials, we used one teaspoon of the cleaner and scrubbed one of the permanent marker squares with a sponge. After thirty seconds of scrubbing, we would stop and see how visible the permanent marker was. We repeated this on all of the materials. We found that it was only permanent on the fabric. It wiped off at least a little bit on all the other materials. We had lots of fun doing this project, especially finding out what materials permanent markers are really permanent on! Our question is, what materials are permanent markers really permanent on? Our hypothesis is, if permanent markers are permanent on fabric, wood, granite, carpet, and a toy, then it will not be permanent on the glass because it is sleek and it will wipe right off. Our procedure steps: 1. Color three one centimeter squares on each material. 2. Clean a different square every time on each material with 1 teaspoon of each different cleaner. Only scrub for thirty seconds. 3. See how visible each square is after cleaning it. Rate it on a scale from one to five. (One completely gone, two almost gone, three somewhat gone, four almost all the way there and five completely there, no change) Conclusion, we reject our hypothesis because our data showed that the permanent marker was not permanent on wood, granite, plastic toy, and the glass. It was only permanent on the fabric.

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