THE CENTRAL UTAH SCIENCE & ENGINEERING FAIR IS PRESENTED BY THE BYU McKAY SCHOOL OF EDUCATION AND THE BYU-PUBLIC SCHOOL PARTNERSHIP
2011 Abstracts: Elementary 2 Division
Following is a list of past abstracts for student science projects. Please feel free to read through these to get ideas for your own project, and to see how to write a well-written abstract.
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2011 Abstracts
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Elementary Division, Day 2
Showing 234 projects.
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| Project Title | Liquefaction: Shake, Rattle and Flow! |
| Category | Earth Science |
| Table Number | E0101 |
| Student Name | Jaydon Anderson |
| Abstract | The Wasatch Fault could soon unleash its terror! Why should you care? LIQUEFACTION! When an earthquake shakes the wet sandy soil right under your house it will liquefy, then your house will start to surf from liquefaction! How much damage would be caused to the houses on the Lake Bonneville Terrace by liquefaction during an earthquake? My hypothesis is, the more moisture in the sandy soil the more damage there will be from liquefaction. For my experiment I created a model of the Lake Bonneville Terrace and valley floor using sand, soil and water. I placed 14 model houses on the mountain, the terrace, and the valley floor. I turned the shaker table on for 15 seconds and then recorded the results. Then I added ¼ a cup more water, shook the table then recorded the results. Then I added ¼ a cup more water, shook the table then recorded the results. The first time I shook the table zero houses tipped or moved. The second time I shook the table 4 of the 14 houses tipped and moved. The third time I shook the table 12 of the 14 houses slid, tipped, flowed or were displaced. I found that the more water in the soil the more liquefaction and damage took place. Most liquefaction took place on the valley floor than the mountain or terrace. I was also able to see how different areas were affected including areas that I live, go to school or have relatives in. |
| Project Title | How can we better understand and comprehend the vast sizes and distances in our solar system, galaxy, and universe? |
| Category | Earth Science |
| Table Number | E0102 |
| Student Name | Shelbie Colton |
| Abstract | The purpose of my science project is to help us better understand the incredible sizes and distances in our solar system, galaxy, and universe. This is important because if we cannot understand the sizes and distances in our solar system, then we won’t be able to comprehend how our solar system works. How can we better understand and comprehend the vast sizes and distances of our solar system, galaxy, and universe? In my project I use a nine inch basketball to represent our sun and I have made models of the planets in our solar system using the same scale. My hypothesis is that by using math to create a small scale model of our solar system, we will then be able to better understand the sizes of the planets and incredible distances in our solar system, galaxy, and universe. I discovered the sizes of our planets and several distances in our solar system, galaxy, and universe. Then using a nine inch basketball as a scale model of the sun, I created a reduction coefficient (with my dad’s help) and used math to reduce all the other sizes and distances. Therefore making these vast sizes and distances easier to comprehend. Because of my science fair project, I have a better understanding of the great sizes and incredible distances in our solar system, galaxy, and universe. |
| Project Title | Melting Snow...the Fun Way! |
| Category | Earth Science |
| Table Number | E0103 |
| Student Name | Becky Cowen |
| Abstract | Living in the higher mountain regions of the state poses a few disadvantages for soccer teams. All other regions and high school teams are able to practice and play soccer outside much earlier than we are. The high school soccer coach in our community wanted to know how to best melt snow on the grass soccer field. Thus, what substance would melt snow the quickest on a soccer field? I experimented with safe materials such as: clear and black tarps, sand, sawdust, peat moss, and red and blue water. On day three we thought to add gypsum, a dark colored soil enhancer to the materials. I measured the snow in each sectioned off area in centimeters, and then systematically applied the various materials, leaving one section untouched as my control variable. Each day, for five days (but fewer for gypsum), I returned to measure the snow. After the five days, even though gypsum had been working for fewer days, it melted 81% of the snow. The black tarp alone melted 87% of the snow, peat moss 86%, sand 80%, and sawdust 71%, while the untreated snow naturally melted only 6.4%. |
| Project Title | Soil Erosion...Mother Nature's Enemy! |
| Category | Earth Science |
| Table Number | E0104 |
| Student Name | CJay Dansie |
| Abstract | As a Boy Scout, it is my responsibility to protect and conserve the environment. I wanted to learn how to prevent soil erosion because it’s very harmful to the environment. The purpose of my project was to find out what causes soil erosion and if the type of erosion affects the rate of erosion. My hypothesis was that a heavy rain and a strong wind will cause the most erosion, but a light rain and a light breeze will also cause some erosion. I also though that through gardening and retaining walls, they will slow down or stop erosion. In my experiment, I filled three totes with dirt. I used two different streams of water to test light rain and heavy rain. I then used a fan and a power blower to test different wind speeds. There was heavy erosion with heavy rain and strong wind, but light erosion with a light rain and light breeze. I then built retaining walls and used gardening in the soil to try to prevent erosion from happening. With gardening, there was about 80-100% less soil erosion . With retaining walls, there was about 80% less erosion with heavy rain and about 50% less erosion with a strong wind. My experiment proved that my hypothesis was correct, except for I expected the light breeze to cause some erosion, and it didn’t. Based on the results of my project, we can now better understand and help to prevent soil erosion in landscaping, construction, and farming. |
| Project Title | Going Green With Veggie Power |
| Category | Earth Science |
| Table Number | E0105 |
| Student Name | Danielle Schulist
Alyssa Fehr |
| Abstract | We did our experiment to find out if fruits and vegetables change their voltage when connected in a series. It is important to try to find more environmentally friendly energy sources. Readers should care because our environment is important. If we don’t try to take care of the environment, it could make it a less enjoyable place to live. We decide the planets future. Will the voltage of fruits and vegetables change when they are connected in a series like batteries? We believe that the voltage will increase as more fruits and vegetables are connected in the series. First, we measured the voltage of one of each fruit and vegetable we were testing. Then we connected two of each item and measured the voltage again. Finally, we connected the items in a series of three and measured the voltage for the last time. After collecting the data, we learned a single potato was the second to lowest in voltage, but the highest in a series of three. The pickle’s voltage did not change much. Our hypothesis was correct. All of the items increased in voltage when they were connected in a series. We were disappointed that the voltage didn’t increase a huge amount. We were hoping that the voltage would increase more so that it might help create a better energy source. By finding renewable energy sources, we wouldn’t have to worry about running out of fuel. It’s important to find inexpensive energy sources for both the environment and economy. |
| Project Title | Going Green With Veggie Power |
| Category | Earth Science |
| Table Number | E0105 |
| Student Name | Alyssa Fehr
danielle schulist |
| Abstract | Summary: We did our experiment to find out if fruits and vegetables change their voltage when connected in a series. It is important to try to find more environmentally friendly energy sources. Readers should care because our environment is important. If we don’t try to take care of the environment, it could make it a less enjoyable place to live. We decide the planets future. Will the voltage of fruits and vegetables change when they are connected in a series like batteries? We believe that the voltage will increase as more fruits and vegetables are connected in the series. First, we measured the voltage of one of each fruit and vegetable we were testing. Then we connected two of each item and measured the voltage again. Finally, we connected the items in a series of three and measured the voltage for the last time. After collecting the data, we learned a single potato was the second to lowest in voltage, but the highest in a series of three. The pickle’s voltage did not change much. Our hypothesis was correct. All of the items increased in voltage when they were connected in a series. We were disappointed that the voltage didn’t increase a huge amount. We were hoping that the voltage would increase more so that it might help create a better energy source. By finding renewable energy sources, we wouldn’t have to worry about running out of fuel. It’s important to find inexpensive energy sources for both the environment and economy. |
| Project Title | Oil Spill |
| Category | Earth Science |
| Table Number | E0106 |
| Student Name | Madison Gallo |
| Abstract | I wanted to find out what materials best clean up an oil spill. There have been oil spills all over the world (locally in the creeks and in the Gulf of Mexico) and if we don’t know how to clean them up, our earth and animals will suffer. If there was an oil spill, I think that human hair will clean it up the best because it absorbs oil on our head. To check, I filled cups with water and oil. I put one material (human hair, sponge, cotton balls) in each cup and waited a few minutes for them to absorb the oil. I took the materials out to see how much oil was absorbed and how much was still in the cup. I determined that human hair worked best. If you squeezed the cotton balls and sponges, then water and the oil came out. With the hair, the oil stuck to it, and wouldn't come off. If spills keep happening, we might lose most of our oil and animals. For birds, the oil sticks to their feathers and is very hard to clean off. Oil is hard to recollect or even recycle. We use oil in a whole bunch of things (like to make cars, plastic, and some medicine)! Imagine the world if we didn’t have oil. What would we have? When I’m older I’m going to try to make a foundation to help donate money and hair to help clean up our oil spill faster and easier. |
| Project Title | Rock Oil Absorbtion |
| Category | Earth Science |
| Table Number | E0107 |
| Student Name | Tanner Gurr |
| Abstract | The purpose of this science fair project is to address the question “what effect does rock type have on oil absorbtion”? The world’s oil reserves are limited. People will sooner or later need to find alternatives to petroleum oil for their homes, construction materials, and transportation needs. The remaining petroleum oil is only found in sedimentary rock such as limestone, sandstone and shale. I did five trials of putting mineral oil and olive oil on three different types of rocks, limestone, sandstone, and shale. After the first trial I tried to measure the oil that was not absorbed by using a syringe to suck off the residual oil, but it didn’t work. Also some oil slid off the rock. I then decided to change the method of measurement. I measured how much oil was not absorbed by using a paper towel to absorb the residual oil from the rock on to the paper towel then measuring the spot. This was done after the oil was on the rocks for 30 minutes. The results showed sandstone absorbed the most mineral oil and limestone absorbed the most olive oil. I found out that shale absorbs very little oil so it is not likely to find mineral oil or olive oil in shale rock. |
| Project Title | Natural Fertilizers |
| Category | Earth Science |
| Table Number | E0108 |
| Student Name | Emily Hammar |
| Abstract | I wanted to find the best way to help the earth starting with an easy way to grow plants with a good fertilizer for the earth. If plants were grown without chemical fertilizers, what other options would make them grow fast? I added two radish seeds to each cup, two cups for each of the following - store bought fertilizer sticks, tea and rabbit pellet mixture, shredded frozen fish, Kool-Aid and a control with no additives. I "watered" each of the cups with either water, tea or Kool-Aid as listed. And measured the grown of each plant for seventeen days. I found that Kool-Aid worked best, however I think there are other options, including the tea mixture. I think the tea mixture was too strong though for the size of the experiment which might have caused the plants to die. |
| Project Title | Sharilee Hill |
| Category | Earth Science |
| Table Number | E0109 |
| Student Name | Bennet Hill
Sharilee Hill Sharilee Hill |
| Abstract | I chose to test dust effects on snowmelt. I heard about this from a story my mom heard from a BYU professor who studies aspen trees and invasive plants in Utah and Colorado. I took bowls of fresh snow and put different dust levels on the snow to measure the effects on the snow melt rates. The bowls of snow with the most dust had a much higher snowmelt rate. It showed me how unusual dust levels that should not be on our snow. It can cause problems with too early bloom time, water share flow, fires in the forest and bug infestation. |
| Project Title | How does Pollution Affect Plants? |
| Category | Earth Science |
| Table Number | E0110 |
| Student Name | Rilee Jensen
Emilie Hill |
| Abstract | The purpose of our experiment was how pollution affects plants. We did this experiment because we wanted to prove that animals aren’t the only thing dieing from pollution created from humans, it’s that plants are also dieing. Our experiment consisted of six plants, two controls and four plants all given some form of pollution. The first plant was given oil, to represent an oil spill. The second Plant was given vinegar water, to represent acid Rain. The third plant was given salt, to represent soil salinization. The fourth plant was given litter, to represent litter. The last two plants were fed water. We hypothesized that pollution would have a detrimental affect on the plants fed with oil, vinegar, and salt but no affect on the plant with litter. We think this because the plants being fed with oil, vinegar, and salt would die because the pollution is being fed to the plants. We thought that the plant with litter wouldn’t die because there is no pollution being fed to the plant. At the end of our experiment we concluded that pollution has a deep effect on plants, and that an oil spill has the most effect, because seaweed gives us the most oxygen of all plants. To help solve this problem start using lava rock or use less salt on sidewalks or streets, help out in oil spills, don’t litter, and to turn your car off when idling. Help save the Earth! |
| Project Title | How Does Pollution Affect Plants? |
| Category | Earth Science |
| Table Number | E0110 |
| Student Name | Emilie Hill
Rilee Jensen |
| Abstract | How does pollution affect plants? Soil salination, litter, acid rain, and oil spills are common types of pollution, and I wanted to know what they each do to plant life. Our hypothesis was that all pollution except litter would kill the plant. To test this, Rilee Jensen and I grew wheat grass in five containers. We fed each plant one of the following forms of pollution every day for 30 days: • One-fourth cup water with 2% motor oil (to represent an oil spill) • One-fourth cup diluted vinegar (to represent acid rain) • One-fourth cup salt water (to represent soil salinity) • One pinch of plastic candy wrappers followed by one-fourth cup water (to represent litter) • One-fourth cup water (to the control plant) We recorded the data weekly during one month. The oil-fed plant died because it could not filter the oil out, so it poisoned the wheat grass. The acid rain plant died because the acid in the vinegar affected the chlorophyll, so photosynthesis could not occur. The salt killed the plant because the salt/water reaction in the plant affected its growth. The litter-fed plant died because the litter blocked the sunlight and it could not get food. Our hypothesis was almost correct--the pollution killed every plant, including the litter-fed plant. We concluded that all pollution affects plants by eventually killing them. Because of my science project, I am now more aware of the effects of pollution and I want to help keep our earth healthy. |
| Project Title | Earthquakes and Moon Phases |
| Category | Earth Science |
| Table Number | E0111 |
| Student Name | Kaitlyn Horne |
| Abstract | My project is titled "Earthquakes and Moon Phases." I wanted to do a science project that had something to do with the moon and the different phases. I wondered if the different moon phases could cause earthquakes because the change the ocean’s tide. That sounded really interesting to me so I said, "Okay, let's do it!" My research question was "Do the moon phases affect the number of earthquakes that occur in Utah?" I searched on the internet to get information about the dates and locations of earthquakes and the dates of the 8 different moon phases. I mapped the earthquakes in Utah for each moon phase for three months. I put the number of earthquakes on a graph by date to see how many occurred during the different moon phases to see if there was a pattern. I used a bar graph and a line graph to get two different looks at the information to come to a conclusion for my project. I found a pattern that showed that there were about the same number of earthquakes (within a range of 5) for four of the moon phases and the other four phases were much more varied. This shows that when the moon is in certain phases there is more of a pattern for the number of earthquakes than in other phases. In order to get a more definite answer, I would have to gather information over a much longer period of time and for more locations. |
| Project Title | The Solar Effect |
| Category | Earth Science |
| Table Number | E0112 |
| Student Name | Abbey Kesler |
| Abstract | My science fair project explores the effect that solar rays have on vehicles. I chose this project because I was curious about the effect that the sun has on objects of different colors. This information could help buyers decide what color of vehicle they would purchase. The project question was, “Does the solar effect on the exterior color of a vehicle have an impact on the interior temperature of the vehicle?” It was hypothesized that the darker the external color of the vehicle, the hotter the interior temperature of the vehicle would be. Three vehicles of the same model were used to test the hypothesis. The temperatures were recorded using an infrared laser thermometer for the exterior surface temperatures and a probe thermometer for the interior air temperatures. Temperatures were taken and recorded in two separate tests. The data revealed that the interior temperature of the red and white vehicles was about 80oF and the black vehicle was about 70oF. The exterior readings showed that the black vehicle had the highest temperature of about 49oF; the red vehicle had a temperature of about 42oF, while the white vehicle had the lowest temperature of about 36oF. It can be concluded from my experiment that the exterior vehicle color does not have a significant effect on the interior vehicle temperature. |
| Project Title | Busy roads and air quality, how does it affect Riverton Schools? |
| Category | Earth Science |
| Table Number | E0113 |
| Student Name | Treven Lowry |
| Abstract | Abstract Air pollution is all around us, right under our nose. Take my school for instance. To the west is Bangeter with speeds of up to 60 mph to the east is Stampin Up Corporation with speeds at 35-40mph and to the north is the IHC South Valley Hospital. Traffic whizzing by emitting carbons for kids like me to breathe.7% of all schools in Salt Lake County share this same scenario. While 80% of all schools in Salt Lake County are near roads that only go 30 mph or lower. I wanted to see for myself the comparison of my school and 3 other Riverton Schools in the area when it comes to pollution. I got to work making laminated signs on stakes. I applied ¼ cup of Vaseline to each sign and stuck them into the ground for 6-7 days. I repeated this process twice and found the same conclusion. By looking at the signs with a magnifying glass the schools next to high traffic had more polluted specks than those in residential areas. For my resolution I believe high traffic schools should have more trees planted around their perimeter. They will trap the oncoming particle pollutants through their leaves where they are filtered and washed to the ground; these pollutants can cause upper respiratory illnesses, Asthma, and other serious health related issues. Trees are a simple solution to this problem. |
| Project Title | What factors affect the freezing time and ability of water |
| Category | Earth Science |
| Table Number | E0114 |
| Student Name | Amberly Perrins |
| Abstract | My science fair question was: What factors affect the freezing time and ability of water. I used identical containers, with lids, to freeze hot and cold water, from the tap. I later added salt and sugar to the water. By timing the freezing times for each container, I wanted to learn which would freeze faster and what would happen to the freezing time when I added salt or sugar. I thought that the cold water would freeze faster than the hot. I also thought that adding sugar or salt to the water would increase the freezing time of the cold water. I filled the containers with cold and hot water, and placed them in the freezer. I learned that the hot water froze faster than the cold. Then I added salt or sugar to hot water. I learned that the freezing time of the hot water increased when I added salt or sugar. I proved my hypothesis incorrect. Hot water from the tap will freeze faster than cold water. I learned that adding salt or sugar increased the time needed to freeze the water. I also made an interesting observation: when salt is added to water, the ice is weaker than normal ice. I researched why my hypothesis was incorrect because it seemed so backwards. I learned that scientists don’t know why warm or hot water can freeze faster than cold, however there are several theories that explain why. I also learned about the Mpemba Effect. |
| Project Title | Benefits of Using Geothermal Energy |
| Category | Earth Science |
| Table Number | E0115 |
| Student Name | Camille Stephens |
| Abstract | Geothermal Energy I wanted to figure out how powerful geothermal energy was. I thought about the ways we generate electricity: Solar cells, hydro-power, and wind turbines. Pumping water into the Earth heats it up, becomes steam which rises, spins the turbine, is condensed, and gets pumped back into the ground. I think if we were to do more of this, we would benefit. To perform my experiments, I took a 3 quart pot and put 2 quarts of water in to leave room for steam inside. Next, I covered the pot with tinfoil and secured it with twine. Then, I poked holes in a can. I marked the pinwheel so I could count the complete rotations. I set a timer for 1 minute, let the water boil, started the timer, poked 5 holes in the tinfoil and counted the number of spins per minute. When I poked 4 holes in the can and 5 holes in the tinfoil it spun 31 times per minute. With 6 holes in the can and 12 in the tinfoil, it spun 43 times. With 8 in the can and 12 in the tinfoil, it spun 59 times. With 10 in the can and 12 in the tinfoil, it spun 64 times. Finally, with 12 in the can and 14 in the tinfoil, it spun 70 times. By doing this project, I learned that if I could let out enough steam from both the pot and the can, I could make the pinwheel spin faster. |
| Project Title | What Freezes First? |
| Category | Earth Science |
| Table Number | E0116 |
| Student Name | Ethan White |
| Abstract | Have you ever wondered how an iceberg ends up floating in the water? How did the water freeze? Is it made from the water in the ocean? Normally water freezes at 32 degrees Fahrenheit. My research indicates that salt does not easily attach itself to ice and this makes it harder for salt water to freeze. I assembled my materials. ½ cup of plain room temperature water was poured into 9 styrofoam cups. 3 cups of plain water were used as the control. Salt was added to 3 of the cups and sugar was added to the remaining 3 cups of water. The salt and sugar dissolved in the water. All 9 cups were placed in the freezer at the same time. A journal was used to track the freeze time for each of the experiments. I predicted that the salt water would take the longest to freeze. This prediction was accurate as the salt water was the last to freeze. The control froze first. This project can be viewed in relationship to issues dealing global warming. The more we understand how temperature affects water’s freezing point, the better we can understand how global warming can impact water levels, Arctic and Antarctic land masses, and melting polar caps affect the environment. |
| Project Title | How Slope Angle Effects Soil Erosion |
| Category | Earth Science |
| Table Number | E0117 |
| Student Name | Jaden Wilcox |
| Abstract | Soil erosion is becoming a major threat to mankind, with increasing death tolls, severe financial cost, and even loss of soil for growing crops. My question was why different areas have more erosion than others. This experiment studied the relationship between slope angle and erosion, to see if soil will erode faster on a steeper slope. My hypothesis stated increasing the slope angle would increase soil erosion. An erosion box was constructed, and different slope angles of 10, 15, 20, 25, and 30 degrees were tested to evaluate the amount of soil lost from the slope over a five minute time period, with the amount of soil and flow of water being constant through all trials. The data showed a significant and rapid increase in the amount of soil eroded as slope angle increased, with over 700 times more soil lost after a total slope increase of only 20 degrees, which confirmed my hypothesis. This information is important to help know where erosion and landslides would be more likely to occur, in order to prevent property damage and lives lost to these problems. |
| Project Title | How Does Human Activity Affect the Quality of Water in the Provo River? |
| Category | Earth Science |
| Table Number | E0118 |
| Student Name | Alison Critchfield |
| Abstract | Does human activity affect the quality of water in the Provo River? This is what I wanted to find out in my project. I did some research to find out what things I could test for and how I could do the tests. I tested the water for nitrate, nitrite, pH, alkalinity and turbidity. My hypothesis was that if I collect samples from upstream and downstream, then the upstream samples would have better water quality. Here is the procedure I followed: 1) Collect five water samples from the Provo River in an upstream location, 2) Cap and label samples, 3) Dip test strips into sample, wait 30 seconds and record the data, 4) Collect 5 samples from a downstream location and repeat steps 2 and 3, 5) Take samples to the Jordan Valley Water Lab for testing of pH and turbidity to compare my field results. In conclusion, my testing showed that there was no significant difference in the samples taken upstream and downstream. I interviewed Lorena Purissimo from the Jordan Valley Water Lab and learned a lot about water quality and testing and some reasons why my hypothesis was incorrect. I was also able to tour the lab and meet analysts and biologists and find out what tests are done on public drinking water. |
| Project Title | Safe Pedestrian Gates at TRAX Crossings |
| Category | Engineering & Computer Science |
| Table Number | E0201 |
| Student Name | James Blake |
| Abstract | TRAX trains will soon start running near our school. Students will be walking across the tracks each day. There is not a physical way to keep them from crossing when a train is coming. My project answered the question: “How do we keep a child off the track when a TRAX train is coming?” I researched gates used at train crossings in other states. Using the engineering design method I made plan drawings, gathered materials and started building the gates. The two electronic gates are a lowering arm that is connected to the arm over the road; and a swinging gate that, when triggered, will swing and block the sidewalk. I built the system using a train track, a light sensor and relay switch, and small motors to power each gate. When the train passes and blocks the light sensor, the motors are triggered to close the gate and lower the arms. I had to redesign one gate because the materials used were too heavy to close. I changed the wiring, and the battery and motor positions to make the system work. I had to test and re-do many times to get the pulley and gate to turn, and the arms and gate to return to their original position. With time and effort you can do things that seemed hard; even an engineer needs to think and work to solve what needs to be done. UTA and West Jordan City can use my model to help make sidewalk crossings safer. |
| Project Title | The Pressure's On |
| Category | Engineering & Computer Science |
| Table Number | E0202 |
| Student Name | Nick Bryan |
| Abstract | Abstract I was curious one day of why waterwheels are no longer common, so I did my science fair project on it. I found out about turbines and how they use jets of water instead of water’s own weight to make one side of the water wheel heavier to cause a waterwheel to rotate downward. I came up with a waterwheel design, which I thought would be a fair, middle-ground design because it doesn’t have the circular, horizontal shape of the turbine, and doesn’t have buckets for holding water like traditional over-shot waterwheels commonly have. The test is simple, just put a chute above the waterwheel and let the water gently go down the chute to measure the amount of work performed and compare these results with the work performed by water under pressure from a garden hose. |
| Project Title | Backup Power System |
| Category | Engineering & Computer Science |
| Table Number | E0203 |
| Student Name | Jonah DeForest |
| Abstract | Abstract I am Jonah DeForest and I’m doing a project on a backup power system. I wanted to know how it was possible to use a battery-operated motor and not use batteries to power the machine. But instead use a drill motor and a crank. The knowledge I found out might help people around the world in a power shortage scenario. My hypothesis was is it possible to power a battery-operated motor without batteries. I couldn’t have done this project without the help of my brother in-law. That’s were I learned I could use a drill motor instead of batteries. First I put my box together, made the crank and put the motor inside the box. The first results from my data analysis showed an average of 3.5 volts. That wasn’t enough to power the radio. So I redesigned the crank with gears and I tried again and got 7 volts on my retesting. I tested the volts on a radio and I couldn’t get the radio to work. So I tried a light bulb and it worked just fine. I installed the light bulb and put it in the box. I learned about how battery operated motors can be powered by something besides batteries. I also learned what electricity is and how it can be generated by magnets and a coil of wire moving rapidly against each other. If there was a power outage and you couldn’t see, you would be able to see if you used my project. |
| Project Title | Human vs. Computer |
| Category | Engineering & Computer Science |
| Table Number | E0204 |
| Student Name | Josh Eaton |
| Abstract | Can you design an unbeatable artificial intelligence program? Download the tic-tac-toe code from www.vbdotnetheaven.com/upload Read and document all of the functions to understand how the code calculates all of the possible combinations of moves. Compile the visual basic code into an executable that can be played on windows computers. Invite everyone to play and keep track of wins, losses, and ties against the artificial intelligence. The computer never lost because the programmer covered every move. |
| Project Title | Strength and Weakness of Wood |
| Category | Engineering & Computer Science |
| Table Number | E0205 |
| Student Name | Shane Ellsworth |
| Abstract | Having already done a science project on wood I was wondering how the grain would change the strength of the wood. I had my first idea from www.sciencebuddies.org and I was now wondering about the grain. I am really interested in architecture so this is a good project for me. In my research I found that the strength would change depending on the direction of the grain. I also found that heavier wood is usually stronger than lighter wood. For my procedure, I built the testing board, which had a piece of plywood on the bottom with two pieces of wood stacked on one end. A hinge was screwed into the two pieces of wood with a hammer attached to the hinge with three u-bolts. On the other side of the board were two pieces of wood lying side by side with notches in the end. To test I put a block of wood on the side (grain side up). Then I tapped about a half a centimeter of a three-centimeter long nail into the wood. Then I lifted the hammer at a 70? angle then dropped it onto the nail repetitively until it couldn’t go in anymore. I tested all of the wood 3 times each, then averaged the results from all three trials. After analyzing my results, I concluded that the grain of the wood does affect the strength. However, I could not accept or decline my hypothesis because not all of the woods performed the same. |
| Project Title | Wind Power |
| Category | Engineering & Computer Science |
| Table Number | E0206 |
| Student Name | Shawn Kumangai |
| Abstract | The focus of my engineering experiment was to build a wind generator and a galvanometer to show how I could generate an electrical current from the wind. In my experiment, I used a fan to simulate the wind blowing on the wind generator which produced an electrical current indicated by the needle on the galvanometer. On my first test, when I turned on the fan, the propeller and the magnet rotated on the wind generator, however, the needle on the galvanometer didn’t move. After more research, I realized I was using the wrong kind of magnet. During my second and third tests, I changed the type of magnet, and also switched the propeller from wood to plastic. I finally got the results that showed the propeller continually spinning and the needle moving on the galvanometer. For my final test, I wanted to see if I could generate more electrical current. I added one more magnet and used a bigger plastic propeller and I showed a 50% increase. I was interested in this type of experiment because I had seen wind turbines near Camp Williams and wanted to know for myself how they worked. I built a model wind generator and a galvanometer to simulate an actual wind turbine. I accomplished my goal in producing an electrical current even though it was a very small amount. |
| Project Title | Biological Filtration |
| Category | Life Science |
| Table Number | E0301 |
| Student Name | Noah Allen |
| Abstract | My dad and I wanted to get a fish tank and we needed to know how to keep the fish alive and healthy. We did some research and discovered that the biggest issue was water quality. One problem is that an aquarium is a closed system so that means the fish are excreting their waste into their own home. This leads to a build up of ammonia, which is toxic and even small amounts can kill the fish. I read that after some time good bacteria will grow and eat the ammonia and turn it into nitrite and then other bacteria will turn the nitrites in to nitrates. My experiment was meant to see if that process is real. After preparing the tank we added fish, which meant a build up of fish waste and uneaten food. We tested the water in the tank every day, recording the results. 8 days after adding fish to our aquarium we saw the ammonia skyrocket to 0.50 ppm. Gradually the ammonia lowered back to 0 ppm. I concluded that biological filtration actually works. Something else I learned is that my aquarium is just a mini ecosystem and that I live in a giant fish tank called Earth because, like the fish in my aquarium, humans rely on the same biological filtration to clean what we flush down the toilet. This made me think more about what happens to our waste and ways that we can live more sustainably. |
| Project Title | Is Snow Safe to Eat |
| Category | Life Science |
| Table Number | E0302 |
| Student Name | Matthew Asay
Lucas Silva |
| Abstract | We wondered if snow is okay to eat. Our hypothesis was that it was okay to eat snow. We collected 5 samples: Sample #1 collected on the day that it snowed. Sample #2 collected 24 hours after it snowed. Sample #3 collected 3 days after it had snowed. Sample #4 collected 1 week after it had snowed. Sample #5 collected 2 weeks after it had snowed. To test our samples we went to The Utah Valley Water Purification Plant in Orem, Utah where Jon Franklin the treatment plant manager taught us how to test the snow. The first test we ran we used a Total Dissolved Solids (TDS) meter. It detects such things as metals, and calcium in the water The second test was to test the water’s clarity using a Turbidimeter. This machine shines a laser through the sample to test for clarity. The third test was the Colilert test. This test detects bacteria from warm-blooded animals. We learned that snow is contaminated with many different bacteria, including Coliform, E_Coli, and Cryptosporidium. These are very dangerous bacteria that can cause infections, kidney failure and death. In conclusion, freshly fallen snow is the only safe snow to eat. But, we still would not recommend it. Animals can quickly contaminate snow, and we SHOULD NOT eat it. |
| Project Title | Is Snow Safe to Eat? |
| Category | Life Science |
| Table Number | E0302 |
| Student Name | Lucas Silva
Matt Asay |
| Abstract | The question for our project was, “Is Snow safe to Eat?”. We thought it would be safe to eat clean looking snow. First we collected 5 samples around our neighborhood that appeared clean. One sample was from freshly fallen snow, the others were older. We took our samples to the Utah Valley Water Purification Plant to test, where Mr. Jon Franklin helped us run the tests. At the plant we first tested each sample for the metal and calcium in the melted snow. All of samples passed the first test. Next we tested for particles in the water. None of the samples passed this test, but sample number five looked the best. For the last test we ran, we put a powder in the water, and poured the water into a quanti-tray. Then it sat in an incubator for 24 hours. We found out from this test that the only sample safe to eat was number one. The rest had coliform, which is found in warm-blooded animals poop, and other bacteria. One sample tested positive for cryptosporidium, which is a bacteria that closed swimming pools a couple of years ago. A different sample contained e-coli, which can cause kidney failure, serious infections, and death. In conclusion, snow is not safe to eat. Our research proved that our hypothesis was incorrect, and we are never going to eat snow again. |
| Project Title | Does Music Affect Plant Growth? |
| Category | Life Science |
| Table Number | E0303 |
| Student Name | Rebekah Avery |
| Abstract | I decided to do my project on ‘Does Music Affect Plant Growth?’ because we have a plant by the piano, and it grows better than any other plants in the house. For my project I decided to play the most popular music genres for a controlled amount of time for different groups of three plants, rotating the other groups to another room while one group was ‘listening’ to the music. After half of my experiment time, I recorded my progress so far. That is when I realized that my hypothesis might be wrong. When the final line was drawn, my hypothesis, that Rock music would do the best, I found out was utterly and entirely wrong on many levels that should have been plain to me from the beginning. I have my thoughts and conclusions on why the other groups didn’t do so well compared to Country music. One of these reasons is sound waves, and the physical attributes that they give plants, which is all found in my research. This can be applied worldly with the way noise affects plant life, or how to get your plants to germinate faster. It can also help people at home to get their plants to grow more efficiently than usual. This project was fun to do, and was a great way to learn about different parts of science. |
| Project Title | The Opposable Thumb |
| Category | Life Science |
| Table Number | E0304 |
| Student Name | Michael Badillo |
| Abstract | I have done my project on the opposable thumb to show with data, the value the thumb has had on evolution and innovation. In this project I wanted to find the average time everyday activities would take without the use of the opposable thumb. My question was how much longer it would take to do everyday activities without the use of the thumb. I hypothesized it would take fifty percent longer to do each activity without the use of the thumb compared to doing each activity with full use of the thumb. I chose eighteen activities and preformed each with full use of my thumb while being timed. I then taped my thumbs to my hands and preformed the same eighteen activities while also being timed. I then compared my data by taking each activities experimental time divided by the control time to get the times longer for each activity. I then totaled all the data to come to a conclusion that without the use of the opposable thumb it takes 2.53 times longer on average to do these everyday activates. Overall this experiment has shown with just a few small everyday tasks that without the evolution of the opposable thumb innovation would not be anywhere close to where it is today. |
| Project Title | "Sticks and Stones may break my bones but words, will they affect me? |
| Category | Life Science |
| Table Number | E0305 |
| Student Name | Alex Baker |
| Abstract | Sticks and stones may break my bones but words will never hurt me” is something that kids say. I wanted to know if words had an affect on people’s performance. My older brother goes to Jr. High and judges his day by how many swear words he hears in the hall. A good day doesn’t have very many swear words. I decided to try speaking negative and positive words to see how the words affected people’s performance. I thought the positive words would have a greater affect. First I read the same instructions to each person. I had them do a silent long jump with no words spoken. I then spoke negative words (not to them) and had them do another jump, followed by positive words and another jump. I noticed that in the positive jump they jumped farther. I was wondering if they were warmed up for the third jump. I decided to mix the jumps around and tried it in the order of negative, positive and silent jumps. The positive words still made them jump farther 32 out of 40 times, that’s 80%! My hypothesis was correct, positive words do have a greater affect on people’s performance. The thing that I didn’t expect is the affect of the negative words. Some people it made them feel bad and they didn’t jump as far, others jumped farther using their anger for energy. Words are a powerful thing! Sticks and stones may break my bones but words do affect me! |
| Project Title | Can Playing Video Games Reduce the Sensation of Pain? |
| Category | Life Science |
| Table Number | E0306 |
| Student Name | Jake Axtell
Ian Connor |
| Abstract | Our hypothesis was "Playing Video Games Will Reduce the Sensation of Pain." In every study we read about, video games helped people who were in pain by diverting their attention away from their pain. In our experiment, we measured pain tolerance by having subjects place their toes in ice water and recording the number of seconds they could tolerate the pain. We did three trials on each subject as a baseline, then repeated the procedure but added a video game as distraction. We disproved our hypothesis. When people were tested with only ice water,their focus was on how long they could stand the pain. A conscious effort was made to keep toes in the water for as long as possible. While playing the video game, their focus changed from increasing their tolerance of pain, to playing the game. Since their attention was diverted and they were not focusing on length of time in the water, their response to pain was probably more accurate which is why a shorter amount of time was recorded in three out of five subjects. While we disproved our specific hypothesis, we did prove that amount of pain can be related to amount of focus that is placed on it. When subjects focused on tolerating pain, they were able to tolerate it for longer periods of time than when they did not focus on it. This does prove that focus and attetion do have an effect on the amount of pain people can tolerate. |
| Project Title | Can Playing Video Games Reduce the Sensation of Pain? |
| Category | Life Science |
| Table Number | E0306 |
| Student Name | Ian Conner
Jake Axtell |
| Abstract | Our hypothesis was "Playing Video Games Will Reduce the Sensation of Pain." In every study we read about, video games helped people who were in pain by diverting their attention away from their pain. In our experiment, we measured pain tolerance by having subjects place their toes in ice water and recording the number of seconds they could tolerate the pain. We did three trials on each subject as a baseline, then repeated the procedure but added a video game as distraction. We disproved our hypothesis. When people were tested with only ice water,their focus was on how long they could stand the pain. A conscious effort was made to keep toes in the water for as long as possible. While playing the video game, their focus changed from increasing their tolerance of pain, to playing the game. Since their attention was diverted and they were not focusing on length of time in the water, their response to pain was probably more accurate which is why a shorter amount of time was recorded in three out of five subjects. While we disproved our specific hypothesis, we did prove that amount of pain can be related to amount of focus that is placed on it. When subjects focused on tolerating pain, they were able to tolerate it for longer periods of time than when they did not focus on it. This does prove that focus and attetion do have an effect on the amount of pain people can tolerate. |
| Project Title | Sprouting Seeds |
| Category | Life Science |
| Table Number | E0307 |
| Student Name | Bela Balser |
| Abstract | Question-What kind of liquid best helps a seed to sprout. Hypothesis-I think the PH of a liquid will effect the sprouting of seeds. Procedure- I created three different controls to sprout the seeds. One acidic, one alkaline, and one neutral. I dipped PH strips in each of my three liquids: Water, Vinegar, and Dish Soap. The water was a neutral PH of 7.0, Vinegar was acidic with a PH of 4.5, and the Dish Soap was alkaline with a PH of 7.5. I soaked a paper towel in each of the three liquids, and placed three seeds on them. Then I placed them in a labeled plastic bag in a sunny area. I monitored them and recorded the data. Data- Day 3, the water and the vinegar seeds began to swell. The dish soap seeds shriveled. Day 7, one of the water seeds sprouted. The vinegar sees had swelled more, and the dish soap seeds continued to shrivel. Day 10, The other two water seeds sprouted. The soap seeds shriveled even more. The vinegar seeds had swelled a little. Day 18, The water seeds had begun to grow leaves. The vinegar and dish soap seeds had not changed. Conclusion- Only seeds in a neutral environment where able to sprout. Acidic environments made the seeds swell but were unable to sprout. In an alkaline environment the seeds shrivel and are unable to sprout. To have a successful garden I will need to have a neutral environment for my seeds to sprout. |
| Project Title | Musical Math |
| Category | Life Science |
| Table Number | E0308 |
| Student Name | Samantha Berg |
| Abstract | Question/Problem What kind of music will help you with math? The music that helps you focus could be played to help you to concentrate on your math homework at home, or a teacher could play it during a math quiz. Hypothesis/Prediction I predict that classical music will help you concentrate on math more. Variables Controlled variable: Multiplication, Time length, People participating Manipulated variable: Type of music Responding variable: #of correct answers Materials/Procedure The materials that I used are: multiplication tests, music (classical,pop,rock,and country), something to play the music, people, something to write with, and a timer. Give people multiplication tests. There were five random tests each with 60 questions each. Give tests with no music, rock music, country music, pop music, and classical music for 2 minutes. Correct tests. Figure out which kind of music helps with concentration, while doing math. Results After testing multiple subjects the ending results added up to be classical music. While doing math, classical music helps you concentrate best while doing math. Conclusion My hypothesis was correct. Classical music helps concentrate while doing math. I was surprised, that the test without music provided the lowest score. To further validate, I would need to test more people with same math skills. To receive more accurate results. |
| Project Title | Like Music? |
| Category | Life Science |
| Table Number | E0309 |
| Student Name | Lauren Bliss |
| Abstract | I found this subject online and was very interested in it since I’m a musician. Can music influence someone’s mood? This is what I’m trying to find out. My hypothesis is this: If I play a song in a major key, it will make the song happy, and then if I play the song in a minor key it will make the song sad. The reason why I think this is because the sound of the chords will change as you play. The key makes the music sound happy or sad. Based on my research the chords in the happy song are usually major chords. The sound will determine how the listener will feel. They will feel different every day that I play in the two different keys. My methods involved having my subjects complete a simply question to rate their mood from 1 being the saddest to 5 being the happiest. Then I would play the tune in the major key and have them complete the question again. Then I would play the tune again but in a minor key and have answer the same questions. From this I determined changes in my subject’s mood based on how the music caused them to feel. |
| Project Title | Age and Time Perception |
| Category | Life Science |
| Table Number | E0310 |
| Student Name | Brett Bodily |
| Abstract | It is often said that “time flies” as you get older. This experiment was designed to find out if older people perceive time differently than younger people. My hypothesis was that when I ask people to estimate the length of a minute, people age 60 and older will think a minute is longer than people age 20 and younger. I asked 10 people in each group to close their eyes and estimate one minute of time. I used a stop watch to record the actual time. The average for the <20 group was 44 seconds and the average for the >60 group was 59 seconds. Though both groups underestimated the length of a minute, the older group’s estimate was longer. In the younger group, accuracy correlated with age. Younger people underestimated the passage of time. Time may not “fly” for older people but it does seem to pass slower for younger people. |
| Project Title | What Kind of Catnip Does Boots Like Best |
| Category | Life Science |
| Table Number | E0311 |
| Student Name | Tessa Barrus
Rachel Miner |
| Abstract | This is an experiment to find the type of catnip Boots likes best. Cat owners buy catnip for their cats’ enjoyment, and so they owners can watch their cats have fun. We hypothesized that she would like fresh catnip the best. We used four identical toys; one for the control group, one for fresh catnip, one for spray catnip, and one for dried catnip. We performed the test on each toy three times so that we could make sure our results were consistent. Boots played with the control toy for a total of 157 seconds, the fresh catnip toy for 550 seconds, the spray catnip toy for 451 seconds, and the dry catnip toy for 903 seconds. Since she played with the dry catnip the longest; our conclusion was that Books likes dry catnip the best. Now we know the best catnip to reward Boots with. We could train her by putting her favorite catnip on a scratching post and she would scratch that instead of the furniture. |
| Project Title | What Kind of Catnip Does Boots Like Best |
| Category | Life Science |
| Table Number | E0311 |
| Student Name | Rachel Miner
Tessa Barrus |
| Abstract | This is an experiment to find the type of catnip Boots likes best. Cat owners buy catnip for their cats’ enjoyment, and so they owners can watch their cats have fun. We hypothesized that she would like fresh catnip the best. We used four identical toys; one for the control group, one for fresh catnip, one for spray catnip, and one for dried catnip. We performed the test on each toy three times so that we could make sure our results were consistent. Boots played with the control toy for a total of 157 seconds, the fresh catnip toy for 550 seconds, the spray catnip toy for 451 seconds, and the dry catnip toy for 903 seconds. Since she played with the dry catnip the longest; our conclusion was that Books likes dry catnip the best. Now we know the best catnip to reward Boots with. We could train her by putting her favorite catnip on a scratching post and she would scratch that instead of the furniture. |
| Project Title | At what age can kids tell the difference between candy and medicine? |
| Category | Life Science |
| Table Number | E0312 |
| Student Name | Madison Child |
| Abstract | My original question was, "Are kids easily tricked by medicine looking like candy?" But to make that a science project, I had to come up with a question that could be tested. My question was "At what age can kids tell the difference between candy and medicine?" For my procedure I went through my medicine cabinet and chose ten medicines that could look like candy. Then I went to the store to find candies that looked like the medicine I picked out. I glued them on a paper and put plastic wrap over them so the kids could choose without touching the samples. I went to my neighbor's houses and asked if I could test their kids. I tested one kid at a time by having them point to which of the two choices was the candy. Then they gradually went down the page one by one. As they chose, I marked on a sheet the ones they got correct. After testing 40 kids, I put the results in a spreadsheet and analyzed their scores. My results showed that it isn't until age eight that kids can pretty well tell the difference between candy and medicine. However, there is no specific age that kids can always tell the difference. |
| Project Title | Mnemonic Tools and Abstract Information |
| Category | Life Science |
| Table Number | E0313 |
| Student Name | Emma Clark |
| Abstract | The question I asked was "Why do mnemonic tools help the brain learn abstract information faster and more accurately?" My hypothesis was that mnemonic tools help the brain learn faster because they connect abstract information with tangible information. I tested human retention of a 14 digit number sequence. I tested 32 individuals and gave them no mnemonic assistance. On average, they retained 6.88 correct digits. Next, I tested the same 32 individuals using a Method of Loci tool in which I provided them a “mental walk” or “memory palace” in which participants were given locations in the narrative story in which to store the 14 digit sequence. In this second test, participants produced 12.66 correct digits on average. The Method of Loci story was: "When you come to school in the morning, your teacher gives you 12 pencils. The first thing you notice is the American flag and its 50 stars. At lunchtime, you eat 1 sandwich, 1 cookie, and 8 carrots. Then you play dodge ball with 7 dodge balls. When you come inside, your teacher gives you 6 pages from your science book to read. At the end of the day, you end up with 4 hours of homework. It takes you 30 minutes to get home. When you get home, you have to go to basketball practice for 2 hours, and then practice the piano for 1 hour." Mnemonic tools help the brain organize and chunk information that is part of artificial memory, not natural memory. |
| Project Title | Methods to Preserve Roses |
| Category | Life Science |
| Table Number | E0314 |
| Student Name | Brooklyn Darby |
| Abstract | There are 1.5 billion roses sold in the US every year. That means that roses are a big business in the U.S. The packets included with flower purchases are not the best way to care for the blooms. Purpose: What is the best method to preserve roses? The purpose of my experiment was finding the best additives to keep roses fresh the longest period. Procedure: Solution 1: one part Sprite with three parts water Solution 2: one copper penny with two tsp. of lemon juice in water Solution 3: one teaspoon dirt with water Solution 4: one aspirin with water Solution 5: one teaspoon bleach with one teaspoon sugar in water Solution 6: distilled water Solution 7: flower preserve packet (Everlast) with water Cut stem diagonally and remove foliage to prevent fungus and mildew Place three similar roses in each solution Place roses in indirect sunlight and 70 degrees temperature Watch, record and photograph data daily for ten days. Data: By day three some of the roses in distilled water and aspirin solutions were wilting surviving less than 50% of the time compared to other rose solutions. The bleach and sugar solution extended the life of the roses by 100% over distilled water and surpassed the rose preserve packet by 30% Conclusion: The Clorox and sugar solution keep roses the healthiest. Cut roses need sugar to replace the glucose they manufacture prior to cutting. Then bleach provides clean water by killing off bacteria and fungus that would normally develop. |
| Project Title | Do differnt types of music effect your concentration differntly |
| Category | Life Science |
| Table Number | E0315 |
| Student Name | Zachary Browning
Jace Salcido |
| Abstract | We had heard that music could help improve your concentration. So we did some research on the internet, but we were left wondering, “do different types of music affect your concentration?” We thought that if we could find the answer to this question it would be really useful in a lot of different circumstances. We each had a different hypothesis. Zac’s hypothesis was that orchestra music would be the best, and Jace’s hypothesis was that jazz would be the best. To answer our question we had to find a group of people to take the test. Our teacher offered to let us test our fifth grade class with a simple one hundred problem division test. We made a CD containing country, jazz, orchestra and rock music. Each day we had our class take one test while listening to a different type of music and recorded their times. Then we graded and recorded our information for each day. We made graphs of the average scores and typed up the times. After carefully examining the results we found that orchestra music was the best for concentrating, in second place was jazz followed by country. Worst for concentration was rock. In conclusion the application of this study is that if you want to have increased concentration while working on a difficult task you might want to turn off that rock music and listen to some orchestra. |
| Project Title | How Do Different Types of Music Affect your Concentration |
| Category | Life Science |
| Table Number | E0315 |
| Student Name | Jace Salcido
Zac Browning |
| Abstract | We had heard that music could help improve your concentration. So we did some research on the inter-net, but we were left wondering, “do different types of music affect your concentration differently”. We thought that if we could find the answer to this question it would be really useful in a lot of different circumstances. We each had a different hypothesis Zac’s hypothesis was that orchestra music would be the best, and Jace’s hypothesis was that jazz would be the best. To answer our question we had to find a group of people to take the test. Our teacher offered to let us test our fifth grade class with a simple one - hundred problem math tests. We made a CD containing country, jazz, orchestra and rock music. Each day we had our class take one test and recorded their times. Then we graded and recorded our information for each day. We made graphs of the average scores and typed up the times. After carefully examining the results we found that orchestra music was the best for concentrating, in second place was jazz followed by country. Worst for concentration was rock. In conclusion the application of this study is that if you want to have increased concentration while working on a difficult task you might want to turn off that rock music and listen to some orchestra. |
| Project Title | Athlete's" heart rate recovery compared to "Non-athletes |
| Category | Life Science |
| Table Number | E0316 |
| Student Name | Haley Dixon |
| Abstract | My question is, “How quickly does my heart rate recover after exercise compared to someone who exercises regularly?” The purpose of this question is to see if my heart rate recovers faster or slower after exercise than people who exercise regularly. I chose this question because my parents like to run and thought it would be a good experience. My hypothesis is “My heart rate will recover slower than someone who exercises regularly.” My methods were: getting seven volunteers and having them take a survey to see whether I should put them into the “Athlete” group or the “Non-Athlete” group. I did this by asking them how many days of the week they exercise. (3 days of less were considered “Non-Athlete”, and 4 days or more were considered “Athlete”.) I had three “Athletes” and four “Non-Athletes”. I took my observations by seeing how long it took them to run ¼ mile, measuring their heart rate after one minute, and measuring their heart rate after three minutes. My results were that “Athlete’s” heart rates recover faster after exercise than “Non- Athlete’s”. My hypothesis supports the idea that “Athlete’s” heart rates recover faster after exercise than “Non-Athlete’s”. |
| Project Title | Exergaming vs. Exercise |
| Category | Life Science |
| Table Number | E0317 |
| Student Name | Kyle Raven |
| Abstract | My earliest question for my project was: If a human were to exercise for five minutes or exergame for five minutes which would be more healthy and beneficial. I went through this procedure. Step one: I selected random volunteers. Step two: I measured each participants resting heart rate and blood pressure. Step three: I had the participants run for five minutes then I measured their heart rate and blood pressure, I also repeated this step with exergaming. Step four: I had each participant fill out a questionnaire for each activity. My results came to this conclusion. Exercising is the most healthy and beneficial but is not liked as much as exergaming. |
| Project Title | Does Microwaved Water Kill Plants |
| Category | Life Science |
| Table Number | E0318 |
| Student Name | Adam Eaton |
| Abstract | I chose this project because of an email that I got a while ago. It stated that microwaved water kills plants. I wanted to know of that was true. I think this is important because, if people are microwaving water is that safe? I wanted to know if microwaved water killed plants. I thought that since microwaves use a form of radiation, it might contaminate the water and kill the plants. In three trials I watered one plant with tap water, one plant with water boiled on the stove, and one plant with water boiled in the microwave, a total of nine plants. For 24 days each plant was given 15 mls of water. I measured plant height every 8 days. With each plant height varying only about 5cm, it appeared that the microwaved water wasn’t killing the plants. My conclusion was that the microwaved water doesn’t kill plants. That is because the radiation used in the microwave only excites the water particles, it does not change the molecular structure of the water. So the next time you want to make hot chocolate, you don’t need to heat up the stove, you can feel comfortable using the microwave. The results of this science fair project imply that, boiling water in the microwave does not make the water harmful. |
| Project Title | Sweets or Salad |
| Category | Life Science |
| Table Number | E0319 |
| Student Name | Allison Ells |
| Abstract | Abstract Spinach or Skittles? Given the choice, most kids would choose the candy. But would it work to use one to encourage the other? I designed my science fair project to see if using dessert as an incentive was an effective way to get kids to eat more healthy foods. My question was: Will children eat more salad if they are promised dessert? My hypothesis was that children would eat more salad if they were promised dessert. I had moms of 30 different children fix their child salad (including at least two fruits or vegetables) with dinner one night. Then on a different night I had them make the same salad but promise them dessert if they ate it all. It turns out that 15 children (50%) ate more salad when they were promised dessert. 13 out of 30 ate their salad even without being promised dessert. That means 24 out of 30 children ate all their salad when promised dessert as an incentive. Only 6 didn’t! I think this could be very important information for almost every family household that wants to encourage healthy eating. If your child likes salad don’t worry about it! If they don’t, you could try a dessert. |
| Project Title | Which Liquid is Worst? |
| Category | Life Science |
| Table Number | E0320 |
| Student Name | Parker Costa
Zaden Thompson |
| Abstract | Which Liquid is Worst for Teeth? It is hypothesized that if somebody put teeth in different drinks of different brands, Diet Coke would rot the teeth the most. We wanted to prove that different liquids can cause discoloration and damage to the roots without even knowing. Step by Step Procedure Get materials and different fluids Put liquids in jars Drop teeth in jars of liquids Once every other week remove teeth and take picture Grade each tooth from 1-5 (based on level of decay or discoloration) Enter grade on spreadsheet After 8 weeks photograph one last time and put pictures on display board Make paragraphs of procedure and conclusion Turn in We observed that certain liquids don’t have a very strong effect on teeth. Other liquids caused major decay and discoloration. Some liquids caused mold growth. The darker liquids had the most effect. Even water can cause decay on teeth. We observed that grape juice caused the most discoloration and water caused the least. |
| Project Title | Which Liquid is Worst? |
| Category | Life Science |
| Table Number | E0320 |
| Student Name | Zaden Thompson
Parker Costa |
| Abstract | Which Liquid is Worst for Teeth? It is hypothesized that if somebody put teeth in different drinks of different brands, Diet Coke would rot the teeth the most. We wanted to prove that different liquids can cause discoloration and damage to the roots without even knowing. Step by Step Procedure Get materials and different fluids Put liquids in jars Drop teeth in jars of liquids Once every other week remove teeth and take picture Grade each tooth from 1-5 (based on level of decay or discoloration) Enter grade on spreadsheet After 8 weeks photograph one last time and put pictures on display board Make paragraphs of procedure and conclusion Turn in We observed that certain liquids don’t have a very strong effect on teeth. Other liquids caused major decay and discoloration. Some liquids caused mold growth. The darker liquids had the most effect. Even water can cause decay on teeth. We observed that grape juice caused the most discoloration and water caused the least. |
| Project Title | Freezing points |
| Category | Life Science |
| Table Number | E0321 |
| Student Name | Spencer Foulger |
| Abstract | My project is about the freezing point of water. I am doing this project because I wanted to know if adding household cooking ingredients to water changes the freezing point of water. You should care about my project because it is exciting to see how different things such as household cooking ingredients can change the freezing point of water. My hypothesis was that after adding the household cooking ingredients to the water (which were baking soda, flour, salt, and sugar) would reduce the freezing point. To do my project I took 5, 5 oz. plastic cups and filled them each with a 1/3 cup of water. I allowed them to get to room temperature (64 degrees). Then I put 1 tablespoon of baking soda, flour, salt, and sugar in each of the cups. I left one with just water in the cup. I then took each cups temperature after adding the ingredients and recorded it. All 5 cups were placed in the freezer which was -6 degrees. I allowed them to sit in there for 30 minutes and then I pulled them out and checked the temperature. I kept repeating this process until all the cups were frozen. The conclusion of my project was that all of the freezing points did lower, except the cup with flour. The flour caused the freezing point increased a bit to 34 degrees. The baking soda was frozen at 28 degrees. The salt never froze, its final temperature was 6 degrees. The sugars froze at 26 degrees. This projected demonstrated that adding household ingredients to water caused the freezing point to lower, thus if you want to melt ice some of these materials would be useful. However, don’t use the flour it will not melt the ice. Since the cup with salt never froze this is why people put it on their driveways to melt ice. |
| Project Title | ExerScience: Does exercise increase the production of carbon dioxide? |
| Category | Life Science |
| Table Number | E0322 |
| Student Name | Zeke Garcia |
| Abstract | I love sports and science so my project “ExerScience” combined them. I have been taught that athletes need to eat healthy and not use alcohol or drugs because their bodies clean out waste like carbon dioxide (CO2). I wondered if athletes need to be healthy to clear out more waste. I asked does exercise increase the production of CO2? To answer this I used pH paper and a color indicator to measure the pH of water (H20). First we measured the pH of tap water, then measured the pH of water after each volunteer blew in the cup for thirty seconds, first after rest and then after running in place for two and half minutes. The data showed that the average pH of the cup of water was 6.0, 5.3 when resting volunteers blew in water and 4.8 when the same volunteers blew in water after exercise. This data proved that exercise increased the production of carbon dioxide, but how? When you exercise the muscles use oxygen and make CO2, your blood then carries the CO2 to your lungs where it can be blown out of the body. In the experiment CO2 was blown into a cup of water. At this point a chemical reaction occurred, the H20 and the CO2 combined to make carbonic acid (H2C03). The carbonic acid in the water lowered the pH of the water because it is a stronger acid than water, proving that exercise increases CO2 production and that jocks can be smart. |
| Project Title | Retention: Reading VS Listening |
| Category | Life Science |
| Table Number | E0323 |
| Student Name | Seth Gardner |
| Abstract | The purpose of this experiment was to see whether individuals have more retention through reading or through listening. In order to find the answer to this question, I researched ten fact based subjects and then typed three questions per subject. I had ten different participants read and listen to each of the subjects. I rotated the different ways the people read or listened to the subject matter by having the first five people listen to the first five subjects and read the second five subjects. The remaining five people would read and listen in the opposite order. I predicted that reading would end up with the better test scores. I believed this will be the result because when I read my comprehension seems to be greater than when I am just listening. Problem: When learning, is it better to listen or read? Question: What provides a higher retention level of fact based information between listening and reading? After totaling the results from my test, I have found that my hypothesis was correct. People on average have a higher retention level when they read the material rather than just when they just listen to it. Out of the 150 total questions that were answered on the reading portion of the test, there were 30 questions missed. That is 80% correct. Out of the 150 total questions that were answered on the listening portion of the test, there were 48 questions missed. That is only 68% correct. |
| Project Title | Does The Amount of Light Affect Bean Plant Growth? |
| Category | Life Science |
| Table Number | E0324 |
| Student Name | Haley Green |
| Abstract | Have you ever wondered how much light your plants and flowers need to grow healthy? My science project can help answer that. My research question was, “Does the Amount of Light Affect Bean Plant Growth?” My hypothesis was that the less light that a plant gets, the less it will grow. For my procedure, I planted 2 seeds in 12 cups. I put 4 cups each in a light window, semi-light room and dark closet. I measured the stem height daily for 20 days. I found the average plant growth for each group each day. I found that the dark closet plants grew tallest and the light window plants grew shortest but had more green leaves. Based on my results, my hypothesis was not supported. During my research, I found that photosynthesis has two phases: a dark and a light phase. The plants in the dark closet grew tall because they performed only the dark phase of photosynthesis. The plants in the light window spent their time during the light phase growing lots of healthy, green leaves but stayed shorter. Over time, the growth of the dark and semi light plants started to level off and the light window plants were still growing taller and leafier. My hypothesis would have been supported if I had measured overall plant growth for more days. Based on the results of my project, I recommend that you put your plants where they get lots of light so they can grow big and healthy. |
| Project Title | Only the Tongue Will Tell |
| Category | Life Science |
| Table Number | E0325 |
| Student Name | Megan McQueen
Hanh Frank |
| Abstract | The purpose of our project was to find out if there is a relationship between how well you taste and how healthy you are. We thought that healthier individuals would not taste food as well causing them to eat less. We measured a persons taste by counting the papillae on their tongue. Our volunteers fell into 3 “taste” categories, “super”, “average”, and “non” tasters. “Super-tasters” had 30+ papillae in the designated area while “average-tasters” had between 15-30 and “non-tasters” had less that 15 papillae. Then we measured our volunteer’s health by calculating their Body Mass Index (weight*703/height) During our procedure these were the steps we took. 1. Have the volunteer stick out their tongue, place 1 drop of blue dye on the tip. 2. Have them rinse and spit water in the sink then make their mouth as dry as possible. 3. Place a paper hole reinforcer (thereby keeping a consistent area on each volunteer’s tongue) on the blue part of tongue. 4. Use flashlight and magnifying glass to count the papillae (they will look light blue or pink) inside the reinforcer. 5. Take weight and height. We then recorded our data and graphed our results. We concluded that taste has nothing to do with health. We realized that many of our volunteers were related and decided that taste was a genetic feature. |
| Project Title | Only The Tongue Will Tell |
| Category | Life Science |
| Table Number | E0325 |
| Student Name | Hannah Frank
Megan McQueen |
| Abstract | Have you ever wondered if your Body Mass Index, or BMI, affects your sense of taste? This is something that my friend, Megan McQueen, and I wondered. We thought that your taste buds would be influenced by your BMI. We also thought that if you are more fit than you do not have as many taste buds. Here is the procedure we did to gain results. 1. We first wanted to find out about our sense of taste so we did some reasearch, then we had the voulenteer stick out his/her tongue. We put one drop of food coloring on the volunteer’s tounge. After we asked the volunteer to try and dry their mouth as well as possible. We then placed a paper hole reinforcer on the tip of their tongue. Then with a magnifying glass and flashlight counted how many papillae we saw. We took the volunteer’s height and weight and caculated their BMI. Your papillae is what holds your taste buds,each papillae contains approximently 150 taste buds. Your BMI also known as your Body Mass Index is how you can tell how fit you are. Our final conclusion is that your BMI has nothing to do with your taste it is more genetic. |
| Project Title | What's Your Style? Do You Learn Better by Seeing or Hearing? |
| Category | Life Science |
| Table Number | E0326 |
| Student Name | Samuel Gwilliam |
| Abstract | The question that I wanted to answer was: Do humans learn more effectively by seeing the material they are to learn or by hearing the material? I went to sciencebuddies.com and found a test designed to test people's learning style and to determine whether their strength was visual learning or auditory learning. I used a random integer generator to make several sets of seven integers, all different.I put them on notecards and then I asked the subjects to memorize the numbers and repeat them back to me. They were tested with both seeing and hearing the numbers. For visual learning, I let them see the numbers for 30 seconds then had them recite the alphabet. After that they were to tell me the numbers while I checked the notecard. For auditory learning,I did not let them see the numbers. I recited the numbers three times slowly and then had the subjects recite the alphabet before repeating the numbers back to me. My results were what I expected. While many subjects were equally strong in visual and auditory memorization, those with one strength were overwhelmingly visual learners. |
| Project Title | The Efficacy of Various Exercise Protocols for Enhancing Pushup Strength and Endurance |
| Category | Life Science |
| Table Number | E0327 |
| Student Name | Mikayla Hall |
| Abstract | I would like to know which push-up exercise program is the most effective for improving pushup performance in 5th graders. I play basketball and if I want to be able to shoot baskets well I need to have upper body strength. In my experiment I used the 28 students in my fifth grade class as test subjects. They were randomly divided into three groups. I explained how to do a proper push up while my teacher demonstrated. (First, start with arms and legs extended, chest above the cup and body rigid. Next, bend arms until chest touches the cup. Last, extend arms again to the first position.) The kids were put into pairs for a pretest. Each pair was given one cup. I set the timer for two minutes and one individual performed as many push-ups as they could while their partner watched to insure that they did them correctly and counted how many they got. After the two minutes were over, the kids switched and the exercise was repeated. For the next four weeks, five days a week, group 1 did as many push-ups as they could in two minutes; group 2 did a set amount of push-ups (8 days they do 10, 10 days they do 20, one day they do 30.); and group 3 didn’t do any push-ups for the exercise, except for the pre and post-test. After the four weeks, we conducted a post-test similar to the pretest. I discovered that group #1 improved the most. |
| Project Title | Does The Appearance Of Food Affect Its Taste? |
| Category | Life Science |
| Table Number | E0328 |
| Student Name | Savannah Harrison |
| Abstract | One day while I was reading the book Green Eggs And Ham, I started to wonder why Sam's friend didn't want to eat the eggs or ham. Was it because of the color? About a month later the science fair was announced. I was thrilled because I already knew what my question was: Does the appearance of food affect its taste? That later turned into my title. My hypothesis is that someone’s perception of taste can be affected by the way something looks. I needed to translate this hypothesis into an experiment. I had the idea to make three Jell-O flavors and dye them colors that wouldn’t match their original flavors. I then had family and friends try each Jell-O sample with a blindfold and tell me what flavor they tasted. Each person tried the same samples again, except this time without the blindfold. I did this with twenty-four people and wrote the data down on an information sheet. I made a graph and was able to look at my data and come to a conclusion. The surprising conclusion I came to is that when people don’t know what flavor to expect and there is no texture, they have a hard time distinguishing the flavor. I also learned that when people can see the color, they usually will try and associate the flavor with the color of the sample. |
| Project Title | The Sound of Music |
| Category | Life Science |
| Table Number | E0329 |
| Student Name | Holly Hill |
| Abstract | "The Sound of Music" answered the question, "Will drinking warm water help you sing higher?" My piano teacher is a professional singer, and I formed my hypothesis after discussing this question with her. It is based on the theory that cold muscles tighten and warm muscles loosen up. Vocal chords are controlled by the larynx muscles of the throat. I tested my hypothesis on three adult men and three adult women. A number was assigned to each piano key. The lowest key was number 1, and the highest was number 88. For each test subject: The person came to the piano, and sang scales until they hit the highest note they could. I wrote down the number of the highest note they could hit. The person then drank cold water (32°F) and sang scales to their highest note again and I wrote it down. (To ensure 32°F water I put ice in the water and left it in the refrigerator for an hour. There was still unmelted ice in the water during the test.) The person then drank lukewarm water (95°F) and sang scales to their highest note again and I wrote it down. ( I used a thermometer to check the water temperature.) The test results showed that the average woman could sing 2.6 notes higher after drinking lukewarm water, and the average man could sign 2.0 notes higher. Knowing this fact can help singers to perform their best. |
| Project Title | Body Proportions |
| Category | Life Science |
| Table Number | E0330 |
| Student Name | Selendra Lewis
Selendra Lewis Keri Gibb |
| Abstract | Our title is: Body Proportions. We wanted to see if people are equally proportioned or not. We wanted to know if your arm span is equal to your height. This might be important to see the growth patterns of different groups of people. We thought that the measurements would only be off by a few inches. So to test this we measured ten adult males and ten adult females from finger tip to finger tip across their chest, and from their feet to their head. We measured without their shoes on and used a folder as a straight edge to make sure we were measuring their height correctly. We found out that the average height was 67 inches and the average arm span was 65 inches. The average person was taller than their arm span. Three people were exactly proportioned. They were all females, and were all 65in by 65in. So that is 15% of our test group. Our hypothesis was correct. Most people were only off by a couple of inches at most. Scientists would want to see if change in diet or activities will effect either height or arm span. The clothing industry wants to make sure that the clothes fit. Both need body proportions. |
| Project Title | Body Proportions |
| Category | Life Science |
| Table Number | E0330 |
| Student Name | Kerina Gibb
Selendra Lewis |
| Abstract | Kerina Gibb 6th grade Nebo School District Sage Creek Elementary Have you ever been told that you have monkey arms? Or do you feel like your arms are too short and you can’t reach that itchy spot on your back? We wanted to find out if people’s height was proportionate to their arm span. Our theory is that the measurements of people’s arm span and height would either be the same or only off by a couple of inches. We measured ten adult males and ten adult females (ages 18-100) from fingertip to fingertip across their chest and from the tip of their toes to the top of their head without their shoes on. We found that on average most people were about two inches taller than their arm span. Only 3 people were exactly proportionate. They were all females and they all measured 65” X 65”. We concluded that our hypothesis was correct. Most people’s height and arm span was either the same or only off by a couple of inches. This information would be very useful to the clothing industry, to make sure that the clothes fit the people correctly. |
| Project Title | Are You Deaf? |
| Category | Life Science |
| Table Number | E0331 |
| Student Name | Evan Hill |
| Abstract | Last fall I got a pretty bad cold. I asked my mom why I couldn’t hear if my nose was stuffy, and she said we could find out for my science fair project. We came up with an experiment that shows what happens when there is fluid behind an ear drum. My hypothesis was that the glove over the jar with water in it would not show any movement. I used two jars covered with latex gloves. One jar had water in it, and one was empty. I sprinkled cookie sprinkles on top of both jars and then I banged on a pie tin at two foot intervals from the jars. We recorded whether the sprinkles moved with each bang. The sprinkles on the jar with water did not move. The sprinkles on the empty jar moved when I wasn’t too far away. My experiment shows that when there is fluid behind an ear drum the ear drum does not vibrate. When I was sick I had mucous in my sinus and that was like the water in the jar. I couldn’t hear because the ear drum couldn’t vibrate. |
| Project Title | The Brain |
| Category | Life Science |
| Table Number | E0332 |
| Student Name | Caralyn Humphrey |
| Abstract | I was interested in learning about the brain. Can we improve any of our brain skills? I focused on two parts; memory and vision. How does the brain work? Do different parts control different things? What part of the brain deals with memory and vision? If we test a couple parts of the brain, can we improve those parts? For my experiment I got a tray and put 15 items on it. I had different people look at the objects for 1½ minutes. I took the tray away and asked what they remembered. I repeated the experiment giving less time to see if they could improve their memory. For vision I had people look at an optical illusion picture that shows two different things to see if they could see both. I repeated with a different picture seeing if it was easier to find both things on their second try. My data showed that we can improve our memory and vision with practice. With the memory experiment 80% improved, 20% didn’t. With the vision experiment 90% improved, 10% didn’t. It is important for us to know that with practice, we can improve our memory. This will help students in school now and in college. Older people can still improve their memory with practice also. It is also important to know that we can improve our vision skills. If we take the time to look at things closely and more than once we can recognize things better and faster. |
| Project Title | Juicy Fruit |
| Category | Life Science |
| Table Number | E0333 |
| Student Name | Joie Hunter |
| Abstract | For my science fair project I wanted to find out which one of my favorite fruits has the highest percentage of water. Because I know that my body needs lots of water I wanted to know what fruits would be the best to eat to add extra water to my diet. My Mom & I went to the store & bought some fruit. I chose tomato, grapes, strawberries, apple, orange, banana, and pear. I weighed all of the fruit and wrote down their weight. I cut all the fruit up into small pieces and laid them out to dry. I let the fruit dry over nine days. On day 7 I put the fruit into the oven on the lowest temperature setting for 30 min. to help it dry faster. I weighed the dried fruit again. To figure out the percentage of water in the fruit I used this formula: (Beginning weight-dried weight)/beginning weight=% water. I documented which of my favorite fruits has the highest percentage of water. The Results were: Tomato=96% water, Strawberries=93% water, Apple=80% water, Pear=78% water, Grapes=75% water, Banana=68% water, Orange=62% water. I found out during my science experiment that the tomato has the highest percentage of water followed by the strawberries and the apple. |
| Project Title | Strawberry DNA Extraction |
| Category | Life Science |
| Table Number | E0334 |
| Student Name | Taitum Johnson |
| Abstract | My question was will the different dish soaps change the DNA samples? My hypothesis is when I add the different dish detergents, the DNA samples will look, and be the same. My procedue was, first I made the extraction liquid. The extraction liquid is one tablespoon of dish soap, half a teaspoon of salt and a third cup of water. I mixed them together in a bowl. Next, I put three strawberries in a ziplock bag. After that, I squished them 50 times with my fingers then 4 times with a potato smasher. After, I put 3 tbsp. of the extraction liquid into the bag. Then, I sloshed it around for 1 minute. After that I dumped the juice into a funnel that was lined with cheesecloth. I rubberbanded the top and gently squeezed out all the juice. After that I poured the juice into a test tube. Then I put two tbsp. of chilled rubbing alcohol over the top. It sat for 5 min. Then I put in a bamboo skewer and pulled out DNA. I put the DNA in a tsp. to measure. My results were not bad. The most DNA was extracted with the dawn dish soap. I used Dawn Ajax and Gain. Gain had 1/2 of a tsp. Ajax had 1/8 of a tsp. And the most Dawn was 1 tsp. I concluded that when I extracted the DNA they looked the same using the different dish soaps. But, the amount produced using the different dish soaps, was different everytime. |
| Project Title | The Decomposition of Organic Spoons |
| Category | Life Science |
| Table Number | E0335 |
| Student Name | Hannah Johnston
Hanh Johnston Allison Kellogg |
| Abstract | Abstract The Decomposition of Organic Spoons Hannah Johnston Allison Kellogg As a team we wanted to explore if organic spoons really do decompose as advertised on their packaging and if certain substances would increase the rate of decomposition. The title of our science project was: The Decomposition of Organic Spoons. Our original question was: Which substances will decompose organic spoons the fastest? Our independent variables that we tested were; Coca Cola, Sprite, Water, Herbal Tea, Apple Juice, and Wet dirt. We decided to test to see if sunlight would affect the decomposition rate, so we set up 7 jars in sunlight and 7 jars in shade. We selected air as our control variable in each of the two groups. Using scientific micrograms we measured the weight of the spoons before we placed them in the jars. We observed the spoons in the jars for 4 weeks. At the end of the 4 weeks we weighed the spoons. We discovered that the spoons actually gained weight, most by at least a gram or more. We observed some mold starting the form in many of the jars. Some of the spoons began to be more bendable, but none of the spoons actually began to decompose. We came to conclude that the spoons actually absorbed liquid from the spoons and that is the reason they weighed more. We believe that with further testing and leaving the spoons in the jars for at least 90 days we might start to see them decompose. |
| Project Title | The Decomposition of Organic Spoons |
| Category | Life Science |
| Table Number | E0335 |
| Student Name | Allison Kellogg
Hanh Johnston |
| Abstract | Abstract The Decomposition of Organic Spoons Hannah Johnston Allison Kellogg As a team we wanted to explore if organic spoons really do decompose as advertised on their packaging and if certain substances would increase the rate of decomposition. The title of our science project was: The Decomposition of Organic Spoons. Our original question was: Which substances will decompose organic spoons the fastest? Our independent variables that we tested were; Coca Cola, Sprite, Water, Herbal Tea, Apple Juice, and Wet dirt. We decided to test to see if sunlight would affect the decomposition rate, so we set up 7 jars in sunlight and 7 jars in shade. We selected air as our control variable in each of the two groups. Using scientific micrograms we measured the weight of the spoons before we placed them in the jars. We observed the spoons in the jars for 4 weeks. At the end of the 4 weeks we weighed the spoons. We discovered that the spoons actually gained weight, most by at least a gram or more. We observed some mold starting the form in many of the jars. Some of the spoons began to be more bendable, but none of the spoons actually began to decompose. We came to conclude that the spoons actually absorbed liquid from the spoons and that is the reason they weighed more. We believe that with further testing and leaving the spoons in the jars for at least 90 days we might start to see them decompose. |
| Project Title | The Effects of Light on Photosynthesis |
| Category | Life Science |
| Table Number | E0336 |
| Student Name | Jade Kilgore |
| Abstract | I did my project on The Effects of Light on Photosynthesis. I wanted to find out if different kinds of light would have an effect on photosynthesis. Photosynthesis is the process in which a plant uses to take sunlight, water and carbon dioxide to produce oxygen and sugar. I put them under 5 different kinds of light – bright, dim, normal, red and black. My hypothesis was that photosynthesis would occur most under the bright light because the brighter the light the more energy it has to produce oxygen and sugar. I filled a test tube with water and 2 tablespoons of baking soda then put a tree branch in side of it then exposed it to a source of light then counted the number of bubbles produced for 10 minutes. I did this 3 times for each light source. The final outcome of the experiment was an average of 15 bubbles under normal light, 3 bubbles under dim light, 43 bubbles under bright light, 4 bubbles under black light and 18 bubbles under red light. I proved my hypothesis that under bright light the greatest number of bubbles were produced concluding that with more intense light photosynthesis speeds up. This is important because without photosynthesis we would have no oxygen to breathe. In an environment with little amounts of light there wouldn’t be enough oxygen for someone to live. About 4 million trees are cut down each year reducing the amount of oxygen for us to breathe. |
| Project Title | Fresh Cut, Cut Fresh |
| Category | Life Science |
| Table Number | E0337 |
| Student Name | Sabrina Kim |
| Abstract | My project is about the best way to cut flowers so that it keeps fresh as long as possible. This method could help those who get flowers for a special occasion or just for everyday decoration. My purpose is “does the way that a flower is cut affect the length of a cut flower?” My hypothesis is “if I freshly cut a flower stem on a slant with a sharp knife, then it will stay fresher than the no cut and scissor cut flowers.” For my procedure, I cut 3 sets of flowers; a horizontal cut using scissors, a no cut, and finally a slant cut with a sharp knife. Then I put them in vases with water. Next, I observed and recorded them daily using my own flower freshness scale. My final observation was that the no cut flower died first, the scissor cut flower died next, and finally the knife slant cut lasted the longest. I illustrated this data onto a graph during the 3 week period. I concluded that my hypothesis was proven correct. I learned that the knife slant cut flower stayed fresh the longest. By applying this method for everyday use, you can reduce cost and more importantly, you can enjoy the beauty of fresh flowers longer. |
| Project Title | Water vs. Gatorade |
| Category | Life Science |
| Table Number | E0338 |
| Student Name | Kyle Larsen |
| Abstract | Question Gatorade vs. Water - Which one provides more energy, and keeps you hydrated during high intensity sports and exercise? I chose this question because I wrestle and it’s important to save your energy and to stay hydrated while you wrestle. Research In my research on the internet I found that this has been a long debate. There has been research concluding both water and Gatorade as better. I found one instance in which a college football coach claimed their tem lost because they didn’t have Gatorade. Hypothesis My Hypothesis is that Gatorade will do better than water, because most of the recent tests say so. Also when I wrestle it’s my personal opinion that I perform better drinking Gatorade than I do when drinking water. Experiment 5 Subjects took their heart rate resting for a control. They then drank eight ounces of water then ran a mile. The next day they drank eight ounces of Gatorade then ran a mile at the same pace as water. After each run I recorded their pulse and compared the difference of their resting heart rate from their running heart rate. Analyze Three of my four subjects had a slower heart rate with Gatorade than with water. The fourth subject’s heart rate was exactly the same following both Gatorade and water. Conclusion Overall in Gatorade vs. Water, I feel the better of the two drinks, for both conserving energy and keeping you hydrated, is in fact, Gatorade. Bibliography www.bikeswimrun.com |
| Project Title | How Long Do You Really Need To Brush Your Teeth? |
| Category | Life Science |
| Table Number | E0339 |
| Student Name | Lexi Magleby |
| Abstract | Dentists say that to get your teeth clean and remove plaque and bacteria you need to brush your teeth for two minutes, but most people don’t take that much time when brushing, they feel like that is just too long. So how long do you really need to brush your teeth? Is it really necessary to brush your teeth for two minutes, or would a shorter amount of time clean your teeth well enough? This project compares the amount of plaque left on teeth from chewing a plaque disclosing tablet after brushing them for one minute versus brushing them for two minutes. My hypothesis was that to get my teeth clean I really would need to brush for two minutes. The results of my experiments supported my hypothesis by showing that the longer I brushed, the less amount of stain I had on my teeth. The experiments also showed that I might need to brush even longer than two minutes to get them all the way clean. Your whole body’s health is affected by your oral health. It is important to make sure you are brushing correctly and for the proper amount of time not just to avoid cavities but also because in very severe cases people have died from diseases caused from not having good oral health. |
| Project Title | Can Coke eat through meat or is it just like any other pop |
| Category | Life Science |
| Table Number | E0340 |
| Student Name | Tess McInelly |
| Abstract | People say that coke can eat through anything so my question was...can coke eat through meat or is it just like any other pop. My Procedure was to cut beef, chicken, and ish into 4 chunks each that weighed exactly 20g. I then put them into seperate glasses and then poured 300 ml. of coke on each type of meat, 7Up, Dr. Pepper, and Mountain Dew. I then waited 5 days to see what would happen. At the end of 5 days, I pulled each one out and weighed them again. To my surprise, coke didn't deteriorate any of the meat but all the other pops were hard on fish. My conclusion was that coke will not eat through meat and other pops are actually worse. |
| Project Title | The Effect of Acid and Alkali on Plant Pigments |
| Category | Life Science |
| Table Number | E0341 |
| Student Name | Wade McMillan |
| Abstract | Vegetable are important in our diet. I observed the color of a vegetable may be different at various times making it more or less desirable. I questioned these changes. My experimental question became, “What effect does acid and alkali have on plant pigments? I hypothesized , “If I change the pH of the liquid from acid to alkali that I cook the vegetables in then, the pigmentation and appearance of the vegetable will change. Pigments in vegetables are classified into four groups, chlorophyll, carotenoids, anthocyanins and anthoxantins. To test my hypothesis, I took vegetables from each pigment group. I prepared a pH 3 acid solution, a pH 13 alkali solution and water with a pH 7 for the control group. Each vegetable was placed in each solution once the temperature reached 212?F. I tested all vegetable samples for 2, 5, 8 and 10 minutes to determine if time or pH caused more change. My hypothesis confirmed true. Acid and alkali do alter the pigments in vegetables. I was surprised to find it also altered the texture. Each pigment category responded differently to acid and alkali. Acid maintains the firmness and texture of vegetables, but the pigments become more dull. Alkali intensifies the color, but causes undesirable softening. In neutral the vegetables remain closest to the original state. The amount of time cooked had minimal impact on the pigmentation. The USDA estimate “eye appeal” in foods represent approximately 45% of consumer acceptance, therefore, altering pigmentation may make our vegetables more desirable. |
| Project Title | Heredity Identity |
| Category | Life Science |
| Table Number | E0342 |
| Student Name | Adam Murray |
| Abstract | Heredity Identity By Adam Murray Project Abstract While looking at my Dads fingers I noticed that his fingerprints were very different than mine but my sisters were similar to mine. The purpose of my Science Fair Project was to determine if certain types of fingerprints are inherited. I thought that even though my Dad’s fingerprint and mine were different that siblings within a family would have similar types. While conducting my research I discovered that there are 3 classifications of fingerprints: an arch, loop, and whorl. I took fingerprint samples from a number of different families and categorized them to the 3 basic classifications. I discovered that loops are the most common type of fingerprint. I then compared the fingerprints between siblings to see how many matched. I then compared unrelated people to see if there were more matches than those that were siblings. When I finished the comparison, I found out that 64% of siblings matched, compared to 36% of unrelated pairs. My hypothesis was proven right. Certain types of fingerprints are inherited. |
| Project Title | Battle of the Beats: Boys vs. Girls |
| Category | Life Science |
| Table Number | E0343 |
| Student Name | Cole Tobler
Kody Nelson |
| Abstract | Battle of the Beats: Boys vs. Girls Whose heart rate is lower after exercise? Are boys or girls more physically fit? Since P.E. is being cut or limited in elementary schools, we think that boys participate in more sports after school; therefore they should be more physically fit. If boys’ heart rate is lower after exercise, then boys are more physically fit than girls. To determine heart rate after exercise, we conducted a 3-minute step test on each subject. First, each subject (ten boys and ten girls) took a 1-minute resting heart rate. Then, he/she completed the 3-minute step test on a 6 inch step. Immediately after, each subject took another 1-minute heart rate. After a minute of rest, he/she took a third 1-minute heart rate. The girls reported a lower resting heart rate and a lower 2-minutes post-exercise heart rate, but had a higher heart rate immediately after the step test. Therefore, since the boys’ heart rate was lower after exercise, then, they are more physically fit. Each subject also filled out a questionnaire describing how often they participate in physical activity. Eighty percent of the boys reported 30 minutes or more each day, only sixty percent of the girls reported the same. Physical activity increases heart health and life expectancy, lowers obesity, and has other health benefits. It improves self-confidence and self-esteem. We feel that although everyone needs to exercise, maybe girls should participate in more sports and that elementary schools should allow more time for daily P.E. |
| Project Title | Battle of the Beats |
| Category | Life Science |
| Table Number | E0343 |
| Student Name | Kody Nelson
Cole Tobler |
| Abstract | The Battle of the Beats purpose was to find out whose heart rate is lower after exercise boys or girls. We believe that boys are more physically active and therefore will have a lower heart rate. To find out whose heart rate is lower we took volunteers from our class to participate in a step test. First, we took their resting heart rates. Then they did a step test for three minutes and then took their heart rate again. Then they rested for one minutes and took their heart rate one last time. Before they took their heart rate they did a survey on how often they participate in physical activity each day. Our data proved that our hypothesis was right. The surveys showed that 80% of the boys exercise 30 minutes each day and only 60% of the girls reported the same. And the results after the three minute step tests showed that the boy’s heart rate was lower than the girls. Being physically activity is very important. We learned that a child’s heart rate can expose hidden health problems. We found out that if you’re an inactive child then you’re most likely to be a inactive adult. We also found out that if you exercise then it decrease the chance of getting diabetes and some cancers. Exercise also improves psychological well-being including gaining more self-confidence and higher self-esteem. |
| Project Title | Listening to Music While Memorizing |
| Category | Life Science |
| Table Number | E0344 |
| Student Name | Kaden Nissen |
| Abstract | My Science Fair project is on how people can memorize based on different learning environments. The question that led me to my research was whether or not people would memorize better with classical music, rock music or silence. My hypothesis is that most people will memorize better in silence. To test my hypothesis, I used Weber classifying cards, a timer, music CD’s, a sound level meter and a journal to record my results. Four people were tested with different music at low and high decibel levels; they were also tested in silence. I made five groups of ten different picture cards with words and gave the subjects five seconds to memorize each card. I did this with each learning environment. Then I had them name as many cards as they could. My results showed that the best learning condition was louder music, which averaged 72.5%. There was no difference between loud rock and loud classical music. Silence was actually my lowest average at 65%. My results also showed that they memorized the words better at the beginning of the deck of cards than the middle. If I could do the testing again, I would have tested more people to see if my original results would have changed. |
| Project Title | Family Fingerprints |
| Category | Life Science |
| Table Number | E0345 |
| Student Name | Morgan Olson |
| Abstract | What do you know about fingerprints? Your fingerprints are formed before you are born. Genetics and environmental factors determine what your fingerprints look like. Fingerprints are unique for each person. Even identical twins fingerprints are different. The only way to alter fingerprints is to create scars. Many criminals try to remove their fingerprints but have not succeeded. Fingerprints are often used as a means of identification. My question is do genes affect your fingerprint patterns. I wanted to find out if family members have similar fingerprints. So I went around and got the fingerprints of my family members, my extended family members, and a close friend’s family. I looked for whorls, arches, double loops, mounds, and radial loops. I copied this information onto my table. Then I compared the attributes of the prints with their other family members and looked for similarities. My hypothesis was that fingerprints will be similar to other family member’s fingerprints. My results supported my hypothesis very well. So in conclusion, I found that genetics do affect your fingerprints. |
| Project Title | Catch and Release...Is it safe for the fish? |
| Category | Life Science |
| Table Number | E0346 |
| Student Name | Tanner Palmer |
| Abstract | I like to go fishing with my family. We eat some of the fish we catch, but often we let the fish go because they are small. If you try to get the hook out of the stomach, it will cause the fish to die. I have been taught to cut my line and leave the hook in. I have wondered if the hook causes harm to the fish. Many people believe that the catch and release program doesn’t work, and that it hurts the fish and causes them to die. Catch and Release…Is it safe for the fish? My hypothesis is that the hook will dissolve and that the fish will live. For my experiment, I researched the pH or acid level of a fish’s stomach. The pH of a fish’s stomach is between 2-4. I then found safe household products that were similar in pH. I chose vinegar, sprite and lemon juice. I placed a size 14 hook in each solution and observed it for 2 weeks. After 2 weeks, the hooks were almost completely dissolved in every solution. My conclusion is that the hooks will dissolve if left in a fish’s stomach. I think with the enzymes and movement in the fish’s stomach, that the hooks will dissolve even quicker. Over 50 million people in America enjoy fishing. A fish is a valuable resource that can live up to 12 years. Catch and release works. It allows a fish to live to be caught another day |
| Project Title | Mnemonics - How much do they help our Memory? |
| Category | Life Science |
| Table Number | E0347 |
| Student Name | Emery Pierce |
| Abstract | How Much Do Mnemonics Help Our Memory? The reason I did my project on mnemonics is because I wanted to find out how much mnemonics can help your memory. Mnemonics can help your memory a lot, especially when doing school work. My hypothesis was that if I get a box of 15 house hold objects and test two groups of people, then the group I taught the mnemonic to will remember more items. I think the control group (without the mnemonic) will remember 7 of the items(47%), because my research shows that 7 is the average number of items, numbers or words that an average person will remember. I think the variable group (with the mnemonic) will get 11 of the items (73%). I had two groups of 5 different people study a box of 15 random household objects for 1 minute. I only taught the variable group a mnemonic and had the control group study it with no help at all. After, I had them write down all the items they could remember. When I had tested everyone individually, I compared their results. My conclusion was that the control group actually ended up remembering an average of 9 (60%) of the objects and the variable group remembered an average of 12 (80%) of the objects. So mnemonics help people remember 20% more. They don’t take much time to make up and can really help when you need to remember something. |
| Project Title | Chicken Chow Main Choice |
| Category | Life Science |
| Table Number | E0348 |
| Student Name | Sarah Powell |
| Abstract | This past year, I got four backyard chickens. They are interesting to observe. While I was watching them one day, I wondered what their perspective is on color. My question was: Do chickens favor one color over another? After doing some research, I hypothesized that they would like the color red. I got five different bowls that were exactly the same except for their color. I placed twelve pieces of string cheese in each bowl. (My chickens absolutely love string cheese!) I set each chicken, one at a time, 5.5 meters away from the line of bowls and documented which bowl each chicken went to first. I performed the experiments five times for each chicken with each colored bowl in every position. I did this because I wanted to make sure they weren’t just going to a particular position instead of a color. To my surprise, the chickens went mostly to the blue and black bowls first. I think this project is important because if farmers know what colors their chickens like, then they might produce more eggs and the farmers can get more money. |
| Project Title | Plant Growth and Rotational Motion |
| Category | Life Science |
| Table Number | E0349 |
| Student Name | Sage Rasmussen |
| Abstract | Plant Growth and Rotational Motion My dad had an old record player laying around at work and so I decided to see what would happen if I tried to grow some plants on it while it was spinning. My question was to see what difference rotational motion had on plant growth. To test this, eight petri dish bottoms were filled with cotton and soaked with twenty-five mls of distilled water. Ten circles of paper towel were soaked and put over the cotton. Eight seeds were arranged on the paper towel in pairs. The seeds were then covered with ten circles of soaked paper towel and the lids taped on. Four petri dishes were taped vertically in an environmental chamber as the control. Four petri dishes were taped to the rotational part of a record player. The record player was stood up so that the petri dishes were vertical and the record player was set to 78 rpm and turned on. The experiment was run for five days. At the end of five days seedling stem length and mass were measured. The experiment was run a second time for three days and the same measurements were taken. The data showed that rotational motion did not affect a plant’s mass but did affect the plants length. |
| Project Title | Do You Remember? |
| Category | Life Science |
| Table Number | E0350 |
| Student Name | Aerin Burns
Margaret Duncan Katie Duncan |
| Abstract | Can adults pass a teen science test? Our hypothesis is that the older you get the worse score you will get on a test because brain cells have died. A big part of our research was having people take the test so we could organize the data and see who did best. Altogether we collected 49 tests. Since college is a big part of your education if you majored in a science related subject you will most likely get a better score. We also came to a conclusion that if you are a working adult you might also get a better score because your brain is exercised in retrieving information. We did not get enough tests to know for sure our results are correct but if you exercise your brain frequently and watch less TV your brain will stay healthy and strong. |
| Project Title | Do you remember? |
| Category | Life Science |
| Table Number | E0350 |
| Student Name | Katie Duncan
Margaret Duncan Aerin Burns |
| Abstract | Our project question is: Can adults pass a middle school science tests? Our hypothesis was that as you grow older your memory fades. We got my science book and put together a test and went around asking people to take our test. After we got all our tests we typed up our conclusion. Our hypothesis was wrong. The oldest people got the second best test scores but the youngest got the best. |
| Project Title | Do you remember? |
| Category | Life Science |
| Table Number | E0350 |
| Student Name | Margaret Duncan
Aerin Burns Katie Duncan |
| Abstract | Our project is can adults pass a middle school science test. Our hypothesis was that as you grow older your memory fades. We got my science book and put together a test and went around asking people to take our test after we got all our tests we typed up our conclusion. Our hypothesis was wrong the oldest people got the second best test scores but the youngest got the best. |
| Project Title | Bacteria Wipeout |
| Category | Life Science |
| Table Number | E0351 |
| Student Name | Hannah Reynolds |
| Abstract | There are many kinds of bacteria out in the world. Some bacteria are really harmful to us and scientists have researched and developed household cleaners to get rid of bacteria. Some cleaners profess to disinfect 99.9% of germs, such as Great Value Disinfectant, Clorox, and Lysol. Some cleaners say they can disinfect but also deodorize like Pine-Sol. Cleaners come in many different colors, scents, and may be expensive or very inexpensive. Some say they are better than others. The question asked was which of the four cleaners listed above will eliminate bacteria from a bathroom countertop most efficiently. Four household cleaners were sprayed on a small section of a bathroom countertop and the countertop was cleaned with a paper towel. A control section was left un-cleaned. Five individual Q-Tips were used to swipe the countertop and spread onto five LB agar plates. The plates were incubated in a 37° incubator overnight. The control agar plate had many colonies of bacteria on it, which shows that the countertop was very dirty. The cleaner that worked the best and had the least colonies was the Great Value disinfectant, which is the brand sold by Walmart. It was the cheapest of all the cleaners and it worked the best! Clorox also worked well but the plate had some growth on it that none of the other plates had. Lysol and Pine-Sol did not work as well as the other cleaners. |
| Project Title | Do Little Squirts Have Growth Spurts? |
| Category | Life Science |
| Table Number | E0352 |
| Student Name | Elise Riley |
| Abstract | Last year my sister's science experiment compared a person's morning and night heights. It made me think about human growth in general. I wondered if kids had growth spurts or if they grew slowly and steadily. My hypothesis is that kids don't have growth spurts, they just grow slowly and steadily until their parents realize how tall they have become. To test my hypothesis, I asked my aunts if they would measure their kids every weekend for ten months. Because many people would be doing the measuring, I provided a kit to keep things as consistent as possible. It included a wall-mountable, centimeter measuring tape for accurate measurements, a drafting triangle to square up the top of the head with the wall when measuring, a ten-month data sheet for each child, and instructions to measure first-thing-in-the-morning. I received data back from 18 of the original 34 subjects. I entered it into a spreadsheet so it would be easier to graph. My dad helped with the graphs and included a linear trend line, which showed how slow-and-steady growth may have looked, as well as a polynomial trend line which helped show actual periods of growth spurts and slow-downs. My conclusion is half wrong. I observed that kids do have growth spurts but they also grow slowly and steadily in between. Since we don't know exactly when a child is having a growth spurt, it's important to keep them well-nourished and healthy all the time so they can reach their height potential. |
| Project Title | Can You Cut an Onion Without Crying |
| Category | Life Science |
| Table Number | E0353 |
| Student Name | Griffin Roberts-Cox |
| Abstract | I decided to do my project on how to cut onions without tears when chopping because my mom cries every time she has to cut onions for dinner. Things a person might do to cut an onion without tears. Everyone could use this information because almost everyone cries when cutting onions. Can you cut an onion without crying. My hypothesis is; yes, I believe you can cut an onion without crying, if you take the right procedures. I took four onions and proceeded to try various methods of cutting onions. I chilled an onion for 10 minutes and took it out and cut it. Then I cooked the onion in water for a few minutes and removed it and cut it. Next I placed the onion under cold running water and cut it. Finally I placed a burning candle next to me while I cut the onion. Chilling and cooking the onions changed the composition of the onion so fewer sulfuric compounds were released during cutting. Cutting the onion under the cold water worked well the water absorbed and neutralized the sulfuric acids. The burning candle did not work to neutralize the acid. My hypothesis is true because there are indeed methods to prevent crying when cutting onions, as I stated in my data. This information can be used by anyone who has need for cutting onions. I found the chilling before cutting onions or cutting them under water to be the best solution for preventing tears while cutting onions. |
| Project Title | The Pressure Of Music |
| Category | Life Science |
| Table Number | E0354 |
| Student Name | Angelina Sanchez |
| Abstract | My question was, is blood pressure effected my music? I choose it because I see people take blood pressure and sometimes they have music playing and sometimes they don't so I wanted to see why they do that. My cousin, Dallas, and my dad, Bert, were my subjects. Both laid down for three country songs, three rap songs, and two rock songs all in a ten minute range. Then my aunt will take their blood pressure and pulse, and I will record them and watch what they do and how they act during each genre.My conclusion proved that my hypothesis was correct and it does effect blood pressure and pulse. |
| Project Title | Testing the Effects of Phosphorous on Indoor Non-blooming Plants |
| Category | Life Science |
| Table Number | E0355 |
| Student Name | Spencer Searcy |
| Abstract | Houseplant fertilizers have three main ingredients: Nitrogen, Phosphorous, and Potassium. Some of these fertilizers have much more Phosphorous than Nitrogen and Potassium, and they claim to be better for green non-blooming houseplants. I wanted to find out whether extra Phosphorous really helps houseplants. Because of the product claims, I suspected extra Phosphorous would make a better fertilizer for green non-blooming houseplants. I selected two indoor plant fertilizers, one having 6-6-6 percentages of Nitrogen, Phosphorous, and Potassium respectively, and another having 6-12-6 percentages of these main ingredients (that is, twice as much Phosphorous). Then I got six of the same variety of young houseplants, all of roughly the same size, height, and health. Two of these were used as “control” plants and were given no fertilizer, two were given the 6-6-6 fertilizer, and two were given the 6-12-6 fertilizer. All six plants were given the exact same amount of water, sunlight, and indoor climate and location. I measured and recorded the growth of the plants over time. At the end of my experiment, I found that the two plants that didn't get fertilized did not grow as well as the four plants that did get fertilized. I also found that the fertilizer with twice as much Phosphorous worked no better than the fertilizer with half as much Phosphorous, at least in these young houseplants. It is possible that extra Phosphorous helps plant root growth, but does not help plant body growth. |
| Project Title | Sprouting Seeds |
| Category | Life Science |
| Table Number | E0356 |
| Student Name | Rachel Shumway |
| Abstract | For my experiment I wanted to see if I did different things to radish seeds if it would affect the way they grow. I think this could help if you are trying to start a garden. My question was: does freezing or baking seeds affect their growth? My hypothesis was that the seeds that were frozen will have more that sprout then the ones that were baked. Each group of seeds had 10 seeds in it. I froze groups of seeds for 10, 20, and 30 minutes. Then I baked seeds at two different degrees, 250° F and 350° F for 10, 20, and 30 minutes. I also had a control group that I did nothing to. After I was done baking and freezing them I put the seeds in a plastic bag with a wet paper towel and taped them to a sunny window for seven days. After the seven days was up I counted the seeds in every bag that had sprouted. In the end my hypothesis was wrong. My control group had the most that germinated or sprouted. |
| Project Title | Got Germs? |
| Category | Life Science |
| Table Number | E0357 |
| Student Name | Kaitlyn Stevens |
| Abstract | Got Germs? Abstract By: Kaitlyn Stevens Each year nearly 72 million school days are missed do to the common cold and 1/5 of the population works or goes to school. This makes schools prime suspects in spreading disease. I wanted to find which frequently touched surfaces in a school are most likely to be spreading disease. My hypothesis was that drinking fountains would have the most bacteria on them because students put their mounts directly on them. Other scientists have tested that common places in a classroom including the pencil sharpener, drinking fountain, and door knobs. In my experiment I tested these and a number of other surfaces. My procedure involved swabbing and then culturing bacteria from the test surfaces in petri dishes. The number of bacterial colonies grown from each of the surfaces swabbed were then counted. Each surface was swabbed and cultured in three separate trials. I found that the monkey bars had the most bacterial colonies with an average of 153 bacterial colonies over the three trials, and the hall door handle had the least with an average of 54.4 bacterial colonies. My hypothesis was proven false as the drinking fountain had the second highest number of bacterial colonies with an average of 92 bacterial colonies. These results provide insight into which surfaces could use more cleaning in trying to prevent the spread of disease at school and remind us that frequent hand washing is a good idea. |
| Project Title | Eggland |
| Category | Life Science |
| Table Number | E0358 |
| Student Name | Patrick Taggart |
| Abstract | This project tested how I could increase the amount of eggs laid by my chickens. The procedure required 18 chickens kept in a chicken coop. THe chickens were exposed to 24 hours of light for 4 days, then 4 days of only natural light, followed by 4 days of total darkness. The chickens could access food and water at all times. Each day the eggs were collected at 3:45 pm, and the amount of eggs was recorded. An average of eggs laid per day was taken for each different amount of light. It was found through this experiment that chickens laid more eggs when exposed to more light. |
| Project Title | We are Family |
| Category | Life Science |
| Table Number | E0359 |
| Student Name | Seder Thacker |
| Abstract | Question: Do Mendelian Traits pass down through two generations? Statement of Purpose: The purpose of this project was to see if My Family has many of the same Human Mendelian traits; as well as, see if dominant and recessive genes are passed down through two generations. I have always been interested in genetics and heredity Genes. I wanted to involve my whole family in this particular project. I thought it would be interesting to survey and see if the Mendelian Traits are progressing through generations on pedigree charts. Procedure: 1. I found a problem to solve and created a hypothesis based on the problem. I researched Medelian Traits, and I predicted that Mendelian traits can go down more than two generations. 2. I researched the five traits: if you had a hitch- hikers thumb, if you had a widows peak, if you had dimples, If you could roll your tongue like a taco, and when you cross your fingers which thumb is on top. 3. I had to research the difference between dominant and recessive heredity traits. As well as, learn how to create a pedigree chart. 4. I made a grid of who had what trait and who did not and I color-coded the names of each the families. I made a pedigree chart as well. I had to collect all the phone numbers for my family. I then called my grandparents, my aunts and uncles from both sides of the Family. I asked 5 questions about the Mendelian traits to each of them, their spouses, and their children. The experiment was to see if Mendelian traits are passed down more than two generations. I created a table to put all of the information on. 5. After creating the tables and understanding the difference between dominate and recessive traits as well as how to make and understand a pedigree chart, I came to a Conclusion. The conclusion was that yes traits can be passed down for two generations. |
| Project Title | The Taste of Ages |
| Category | Life Science |
| Table Number | E0360 |
| Student Name | Carter Walton |
| Abstract | My mom always tells me to plug my nose when taking yucky medicine. I wanted to find out if this really works. I started to research and found out right away that smell and taste are definitely connected. I found out that kids have more sensitive taste buds than adults. So, my question became does age affect how well someone can taste with and without being able smell. Should I plug my nose or does it only work with adults? My hypothesis is that children will be able to identify more foods correctly than adults, when their noses are plugged or unplugged. I tested this by preparing 10 food samples: mild salsa, broccoli, peanuts, peppermint candy, lemon pulp, BBQ sauce, onion, chocolate syrup, honey, and dill pickle relish. I blended/crushed each food sample so that they had similar textures and kept them at room temperature. I tested 12 volunteers, one at a time: six non-smoking adults over 40 years old and six children under 16. Each volunteer was blindfolded and put on nose plugs. They tasted each food sample and I asked them to describe it and then try to identify it. I repeated the testing without nose plugs. I found out that the difference between being successful and unsuccessful was very similar. There was a 0.42% difference between the two groups, not enough for me to say that my hypothesis was confirmed. I guess I should listen to my mom and plug my nose. |
| Project Title | Dream a Little Dream |
| Category | Life Science |
| Table Number | E0361 |
| Student Name | Tatum Ward |
| Abstract | Tatum Ward I wanted to find out if listening to classical music as you are going to sleep affects your dreams. My hypothesis was that yes you do have good dreams with good kinds of music. I thought it would be interesting to see if you could influence a person while they sleep. I made a cd for each person helping me, then made a packet of questions for them to answer. On top of the packet I put instructions and our phone number in case they needed help or had any questions. Then I waited. Each person listened to the music as they were going to sleep every night for ten nights, and then they filled out the packet each morning. I got to watch my brothers during the project, and one thing I noticed is that they went to sleep much faster than usual the whole time they were doing it. I was surprised at how many people still had scary dreams. A lot of people didn't remember their dreams at all. One interesting thing is that a lot of the people said that the music was running through their heads during the day. My hypothesis was wrong, because it didn't look like the music made most people have good dreams. I still think the music might affect people thoughts since some still remembered it when they were awake. There's a connection. I wasn't taking over their minds, but maybe I will with my next project! |
| Project Title | Secret To Success In Basketball |
| Category | Life Science |
| Table Number | E0362 |
| Student Name | Brigham Watt |
| Abstract | When my basketball coach said we have a very poor free throw percentage, I wondered if there was a way to improve. My question was,” Does visualizing making a foul shot before you shoot it help you improve”? My hypothesis was, “If you visualize making a foul shot before you shoot it then you will be more likely to make it.” I tested my basketball team by telling them to shoot ten foul shots. Then I made them sit down and relax then lead them through the visualization process. Then I told them to shoot ten more foul shots, but this time I had them visualize how they want to perform. Seven of the ten people I tested shot better after the visualization. I accept my hypothesis. My experiment showed that when you visualize a foul shot before shooting it, you are more likely to make it. |
| Project Title | The Effect of Temperature on Yeat Fermentation |
| Category | Life Science |
| Table Number | E0363 |
| Student Name | Amanda Whittekiend |
| Abstract | Through my research of Louis Pasteur, I became interested in his experiments with yeast fermentation. Pasteur discovered pasteurization, the process of heating food or beverages to a certain temperature in order to kill unwanted microbes that would cause spoilage. This made me wonder how different temperatures would effect the fermentation of yeast in the rising of bread. My hypothesis for this project: The amount of fermentation is directly related to the temperature of the yeast solution. As temperature increases, so will the amount of fermentation of the yeast. I tested how different temperatures of water effect yeast fermentation in bread. Part 1: using an Erlenmeyer flask, balloon, water, yeast, and sugar to measure the amount of CO2 that collects in the balloon at four different starting temperatures (ice, room temperature, 120?, and boiling). Part 2: bake four different loaves of bread using a standard bread-making machine using the four different starting temperatures of water listed above. To collect data I took measurements at 10 minutes, 30 minutes, 1 hour, and 2 hours of the foam’s height and the circumference of the balloons. I also measured the height of each bread loaf. Flask C (120?) produced the most foam and CO2. Flask B (room temperature) produced the tallest loaf of bread. Based on the results of my experiment, my hypothesis was correct. Temperature does have an effect on the fermentation of yeast. This was evident in the circumference of the balloons and the height of the loaves of bread. |
| Project Title | Preservation Station |
| Category | Life Science |
| Table Number | E0364 |
| Student Name | Alexandra Young |
| Abstract | This experiment answers the question: Which preservation method works best on fruit that has been peeled or sliced? I did this experiment because when my parents cut up fruit, it would frequently brown before we could eat it; resulting in waste. The preservation methods I used for this experiment were: lemon juice, vinegar, salt, sugar, freezing, and refrigeration. I also had a control of each fruit, which had no preservatives and was not refrigerated or frozen. The fruits that I used were apples, bananas, and avocados. My hypothesis was that lemon juice would work best because I had seen my parents use lemon juice on avocados, and it worked well. I also thought it would work best because lemon juice is acidic, which slows microorganisms’ growth. Microorganisms cause fruit to brown quickly. For this experiment, I cut up all the fruit and applied preservatives to each slice except the controls and the slices that were refrigerated and frozen. I sealed each piece of fruit in a separate baggie. I placed those with the preservatives and the controls on my kitchen counter and placed the others in the fridge and freezer. I observed the fruit for a 12 hour period. The experiment results conflicted with my hypothesis. The data showed that the best preservative for fruits is freezing. I also learned that vinegar was, overall, the worst preservative. This data can help people more effectively preserve their fruit, which will save money and reduce waste. |
| Project Title | The Effects of Grooming on a Horse's Pulse Rate |
| Category | Life Science |
| Table Number | E0365 |
| Student Name | Brede Armstrong |
| Abstract | For years I’ve had a genuine love for horses. I started riding at four years old. About two years ago I got my own horse and have been more involved in taking care of him in addition to riding and showing him. I came up with the idea of testing the effects of grooming on a horse’s pulse rate because I thought it would be interesting to see if there would be a difference between grooming and not grooming and how fast his pulse rate would come back down. I thought this information might be helpful when getting my horse ready for shows. I planned to take my horse’s pulse at rest, after working him for 20 minutes, and again after not grooming, grooming, or grooming him while playing music. I performed each test twice for a total of six tests. My hypothesis was that grooming him would cause his pulse to come down quicker than not grooming. Each time I began by taking his pulse, lunged him for 10 minutes on each side and took his pulse, then let him rest, groomed him or groomed him with music for 5 minutes, and then took his pulse a third time. My testing proved his pulse rate actually came down quicker while not being groomed. However, it was grooming while playing music that caused my horse’s pulse to come down quicker than the other two variables I tried. I concluded that music was key in helping my horse relax. |
| Project Title | Beyond the Soda |
| Category | Life Science |
| Table Number | E0366 |
| Student Name | Abigail Chapman |
| Abstract | 3 out of 10 teenagers drink at least 1 energy drink, 160 mg of caffeine a day. Energy drinks are heavily marketed to teens as a safe and cool way to improve performance, but do they have serious side effects? What effect does caffeine have on our bodies, specifically our heart rate? This project plans to answer this. Will the caffeine from drinking a caffeinated soda increase our heart rate (beats per minute)? If a person drinks 55 mg, 12 ounces, of a caffeinated soda, then their heart rate will increase in beats per minute. This prediction is based on research showing that caffeine is a stimulant and considered a drug. Just one jolt of caffeine is enough to cause symptoms of an overdose in a young person which includes rapid heart beat. To test this hypothesis, the heart rates of 16 subjects sitting relaxed were measured and recorded after 5 minutes, again 5 minutes after drinking 12 ounces of soda again 5 minutes later. Putting all this information into a graph, it is easy to see that the heart beat rates went up each 5 minute period. In conclusion, caffeine did prove to increase the heart rate by an average of 7.5 beats per minute. This result was from only 55mg of caffeine, however a common energy drink contains 160 mg of caffeine. Caffeine as a drug can cause dependency and at such young ages would cause continued stress on the heart and possibly a link to heart disease. |
| Project Title | Does writing it down enhance your memory? |
| Category | Life Science |
| Table Number | E0367 |
| Student Name | Emma Knadler |
| Abstract | Does Writing It Down Enhance Your Memory? My dad was helping me study for my vocabulary test. He told me to write the words and definitions down, and he said that I would remember it better. I wanted to see if this was true. As I researched, the articles indicated that writing things down gives the brain extra time to focus on that subject. This enables us to remember things much better than listening alone. I predicted that writing things down would enhance the memory, because my research supported this statement. I then created a test. On Test #1, the participants could write down the information, (the answers), as I gave it to them on the back of the test sheet. Afterwards, they would turn it over and write down all the information that they remembered. On Test #2, the participants could only listen as I gave them the information. Afterwards they could write down all that they remembered. I then checked the answers and recorded the results. All of the participants had similar scores even though their ages ranged from 8 to 60! On the first test everyone scored between 80% to 100%, and on the second test, the scores ranged from 65% to 85%. After the tests, I concluded that writing things down does enhance your memory. If people know this, they can change the way they learn, score higher on tests, perform better in their careers and be more successful throughout their lives. |
| Project Title | Ames Room Optical Illusion |
| Category | Life Science |
| Table Number | E0501 |
| Student Name | Sara Jeffery
Claire Hall Sara Jeffery |
| Abstract | Ames Room Optical Illusion By: Claire Hall and Sara Jeffery We are doing this project to learn more about optical illusions and the Ames room and what you can do with it. I think people would like to see ours because it’s a good opportunity to see an optical illusion and to trick their eyes. Our question was, “Will color effect the outcome of the Ames room optical illusion?” Our hypothesis was that we thought it would. We chose to test our hypothesis in two models: green and black versus black and white. We created two models using templates, adding color and placed similar figurines in the rooms. We questioned fifty one people. We asked them if they saw differences in length, width, volume, and popping out more. Twenty- nine people saw more differences in length, width, and volume, but six people saw differences in popping-out more in the black and white one. Twenty one people saw more differences in the first three questions too, but six of those people saw more difference in popping-out more. So in the end our results contradicted us because the black and white one had more votes for the first three than the green and white one. Turns out our results don’t vary, and so we concluded that our hypothesis was wrong. Color does not affect the outcome of the Ames room optical illusion. This knowledge would be helpful for designers or architects who want to create an illusion for their rooms or buildings. |
| Project Title | Which Food Wrapping Will Preserve Fresh Strawberries Best |
| Category | Life Science |
| Table Number | E0604 |
| Student Name | Mary Fredrickson
Lindsey Tuft |
| Abstract | My science project is: What Food Wrapping will preserve Fresh Strawberries Best? We started off on deciding on what food wrapping we wanted to use. Second, we decided on what food we wanted to use. Then we started the experiment. We wrapped them all up and put them in the same fridge, at the same temp. (67 degrees F),on the same shelf and we tried to keep them as close to each other as possible. We let them sit in there for 2 weeks. During those 2 weeks we kept data on every day of what happened. For the first week and a half nothing happened then on the 11th day they started to shrivel and by the end the tin foil was the moldiest. I think that the tin foil was the worst because it has gasses from the metal and it made it mold more. We had 7 different wraps. Tin foil, zip lock baggie, regular bag, saran wrap, press n wrap, zip lock vacuum, and a glad container. So, we figured out that the press n wrap was the best. When we took it out it almost looked perfect. Tin foil was the worst. Our hypothesis was that the zip lock vacuum was going to win. Well when we took that out it was all slimy and gross! The Glad container came in second. Our final conclusion was that the press n seal kept the strawberry the freshest and the tin foil didn’t keep it fresh at all. |
| Project Title | Water: to be or not to be |
| Category | Physical Science: Chemistry |
| Table Number | E0401 |
| Student Name | Abed Alsolaiman |
| Abstract | Water: To be or not to be Introduction: Water in its purest form is odorless, nearly colorless and tasteless. Water is unique in that it is the only natural substance that is found in all three states -- liquid, solid (ice), and gas (steam). Water is a molecule with one oxygen atom and two hydrogen atoms, bonded together by shared electrons. It is a V-shaped polar molecule attracted to each other because of this polarity, forming a hydrogen bond, which is the reason behind many of water's physical properties. Purpose: To test the possibility of changing water’s properties. Hypothesis: Adding salt could change the properties of water. Procedures: I tested freezing and boiling points, surface tension, electrical conductivity, osmosis, and density for pure water then comparing it to salted water. Data: Adding salt to water made its boiling point higher, freezing point lower, lowers surface tension, made it conductive, changed the movement of the water in osmosis, and raised its density. Conclusion: Adding salt to water changes the properties of the water (boiling point, freezing point, surface tension) by breaking the hydrogen bonds. So by adding a solute to water, it changes its freezing and boiling points. Antifreeze is a solution (water and Ethylene glycol), It has a lower freezing point to stop it from freezing in a radiator and a higher boiling point to help stop it from boiling. Adding salt on icy roads will help it melt faster because its lowers the freezing point of the ice. |
| Project Title | Expansion of Liquids When Frozen |
| Category | Physical Science: Chemistry |
| Table Number | E0402 |
| Student Name | Lake Anderson |
| Abstract | My project was done to learn about the expansion of liquids when frozen because I observed that the top pops off of plastic water bottles when water is converted to ice. I wondered if all liquids expand when frozen. My hypothesis was that all liquids that contain water will expand and other liquids may or may not expand. I chose twelve liquids to prove this hypothesis. Two contained little or no water. I used 3 ml syringes and made a holder for the syringes. I filled the syringes to 2 ml, pulled the plungers down to the 3 ml mark and placed them upside down in the holder. This would allow me to measure expansion in the unfilled 1 ml. I recorded the freezer temperature before and after freezing. After six hours in the freezer, I recorded expansion of each liquid then allowed the liquids to thaw. I repeated the procedure then averaged the results for each liquid. I organized and graphed the data and calculated percent expansion. Water expanded the most at ten percent additional volume, followed by nine other liquids containing water. Olive oil froze but barely expanded. Rubbing alcohol neither froze nor expanded. I concluded that my hypothesis was true. I learned that the expansion of water is important because the crystalline structure that results from freezing makes ice less dense than water so ice floats. If it didn’t, oceans and lakes would freeze from the bottom up and life as we know it could not exist. |
| Project Title | Recreating The Baghdad Batter |
| Category | Physical Science: Chemistry |
| Table Number | E0403 |
| Student Name | Breann Armstrong |
| Abstract | My original question that led me to doing this project was, “Did the Baghdad battery actually work and if so which liquid would help to produce the most amount of electricity?” Procedure: We first made the battery by getting a mason jar and drilling a hole in the top. After we did that we put a steel bolt wrapped in copper sheeting in the hole. Then we secured a piece of copper wire to the bolt using electrical tape. Then we placed the diode in the jar and let it sit in the liquid for one minute. Then we measured the amount of electricity being produced. After I did this I submerged the diode in water for five minutes. We repeated this process three times, at one minute, two minutes and five minute periods. Results: We found that vinegar produced the highest single reading, which was 362.0 MV, but orange juice produced the highest average reading, which was 215.79 MV. |
| Project Title | A Boiling Situation |
| Category | Physical Science: Chemistry |
| Table Number | E0404 |
| Student Name | Preston Baggaley |
| Abstract | I want to know why recipes say to add salt when you boil water. Does it just add taste to my spaghetti noodles, or does it do more than that? My hypothesis is that if you add salt to water before boiling, then the temperature will be higher at the boiling point. Water expands when it is warmer and the salt will weigh it down so the heat cannot rise. Here is the procedure that I followed: fill the pot with water and add the desired amount of salt (if any). Then, start to heat the water on the stove. Last, you measure the temperature of the water when it is boiling and take a picture of it. My control temperature was 96.1°C. Then with two tablespoons of salt, the water boiled at 96.5°C. The third test with four tablespoons of salt read 96.7°C. The last test with six tablespoons of salt was 97°C. Salt increased the boiling point of water. My hypothesis was correct! The more salt you put in a pot of water, the higher the boiling temperature will be. The scientific explanation for this is a colligative property. The increased number of molecules will directly increase the boiling point. In the future, I would apply my knowledge of this experiment and test this property. I’d add different products like baking soda, sugar and flour to see if the results are the same. |
| Project Title | Homemade Batteries |
| Category | Physical Science: Chemistry |
| Table Number | E0405 |
| Student Name | Jared Brighton |
| Abstract | Homemade Batteries By Jared Brighton Have you ever wanted to know if there were other types of batteries? I did this project because I have always been interested in electricity. While researching science project ideas I learned about lemon batteries and expounded on that idea by testing 5 different types of batteries- lemons, potatoes, vinegar, saltwater, and bleach. My question was: which homemade battery will produce the most energy? My hypothesis was that bleach would produce the most electricity. I tested the homemade batteries by connecting them to light bulbs (C7, candle tip and LED) or my timer. I recorded how many of the batteries it took to power my load. My prediction was correct in part. I predicted that bleach would produce the most electricity. Saltwater had the exact same results as the bleach. It took 2 of each of those batteries to power the timer (None of the light bulbs worked because the amperage for the light bulbs was too high.). It was really interesting how the timer reacted to the homemade batteries. The timer malfunctioned some of the time and other times it worked perfectly. The lemon and vinegar batteries made it malfunction. The potato battery didn’t work. The bleach battery and saltwater batteries worked best. If I did this project again I would see how many of each battery it takes to power the light bulbs. I would also try other types of batteries. I am looking forward to going to the Regional Science Fair. |
| Project Title | The Effects of Acid on Limestone |
| Category | Physical Science: Chemistry |
| Table Number | E0406 |
| Student Name | Brandon Checketts |
| Abstract | My project studies the effects of acids on limestone. I decided to do this project because I went to Yellowstone last fall. At some acid pools, I saw fizz coming off the limestone at the edge of the pool. I wondered, "Why was this?" When I got home, I did some research. I found out it was the acidic water that was causing the fizz. A special carbonate deposit in the limestone reacts when it comes in contact with the acidic water. I wanted to find out if the pH of an acid affected the speed of the deterioration. So I did the experiment to find out. First I chose my acids: acidic bowl cleaner (pH: 1.7), lemon juice (pH: 2.4), vinegar (pH: 2.9), and coke (pH: 3.4). I thought the bowl cleaner would do the most damage to the stone, because it was the most acidic. Then I put four 3" by 3" squares of limestone in four bowls. After that, I poured the acids over the limestone. Then I made some observations. After seven observations, I took out the stones. I measured each one, and compared them to their initial measurement. The bowl cleaner had done the most deterioration. My hypothesis was correct. Why did I care? Well, what if I grew up to be an architect? I would have to know that acid rain might fall on my limestone building, and might want to make it out of something else like granite or metal. |
| Project Title | A Sticky Situation |
| Category | Physical Science: Chemistry |
| Table Number | E0407 |
| Student Name | Jani Christiansen |
| Abstract | I chose this project to see how scientists clean up after an oil spill. I also chose it to find out what chemicals worked the best to clean a bird's oily feather. I think you should read more because it is very accurate! And you will learn a lot! My question was, what chemical cleans an oily feather the best? My hypothesis was that Vinegar will work the best. I read the chemical backs of the bottles to be sure what I wanted to use would not hurt the animals. I asked a mechanic to make me a mix that would be close to crude oil. I soaked the white feathers in oil. I set out buckets of hot water and cold water for rinsing.then I dipped a feather in each chemical. I rinsed one feather for each chemical in hot water and one in cold water. I let them dry for 24 hours. Dawn worked best. On a scale of one to ten,ten being the best, one being the worst, Vinegar,worked about a 2. Scientists can use this to learn what chemicals will clean birds after an oil spill. |
| Project Title | Meltdown |
| Category | Physical Science: Chemistry |
| Table Number | E0408 |
| Student Name | Rose Hagerman
Katie Cook |
| Abstract | Our Question: Does vinegar melt ice faster than water? Hypothesis: Vinegar will melt ice faster because vinegar has carbon and carbon goes well with oxygen. Our purpose was to find out if vinegar melted ice faster than water. The procedure went like this: we measured out 20 mL into two beakers. We made sure that they were the same temperature. Then we put in two pieces of ice that were the same size and set the timer. On the first experiment vinegar melted the ice in 1 minute 39 seconds, and the water melted it at 1 minute 51 seconds. The second experiment the vinegar melted the ice at 1 minute 51 seconds, and the water at 2 minutes 1 second. We figured out that vinegar melted fastest because it is very acidic. |
| Project Title | Meltdown |
| Category | Physical Science: Chemistry |
| Table Number | E0408 |
| Student Name | Katie Cook
Rosie Hagerman |
| Abstract | I am interested in chemical reactions, so I decided to do an experiment with chemicals. Our question is “Does vinegar melt ice faster than water?” We researched and came up with a hypothesis. Vinegar melts ice faster than water because carbon forms a covalent bond with oxygen, causing heat, causing the ice to melt. We used water, vinegar, beakers, gram scale, timer, and a thermometer. We poured vinegar and water into each beaker, took cubes of ice, and dropped the ice into the liquids. There was some bubbling with the vinegar and we knew that was caused by a chemical reaction. We recorded the data, and repeated the experiment. The vinegar melted the ice faster than the water. Carbon is in vinegar, and carbon is one of the first eighteen elements. The first eighteen elements follow a rule whereby they gain or lose electrons because they want happy shells. They don’t want to be an ion. Oxygen wants to take electrons, and carbon wants to give electrons, so they share electrons. This forms a covalent bond, a chemical reaction which creates heat and pressure. Heat melts ice! Our experiment supported our hypothesis. Our experiment can be applied to air pollution in our world. When people pollute the air, chemicals go into the air. When it rains, the particles link up with the rain and create acid rain. When acid rain falls on the south or north poles, it melts the ice and the polar bears will lose their habitat. |
| Project Title | Energy and Power of Crystallization of Water |
| Category | Physical Science: Chemistry |
| Table Number | E0409 |
| Student Name | Sofie Czarnecki |
| Abstract | When most substances freeze or turn from liquid to a solid, they will become contract or become more dense. Water is one of the few if not only substance that will expand or become less dense when it freezes (moves to the solid phase). This phenomenon is what causes icebergs to float and lakes to freeze at the top allowing for fish to survive winters underneath the ice. When water freezes, it crystallizes and the crystal structure takes up more room than when the water was liquid. The same amount of water will now take up more space making the ice less dense than liquid water.i The crystallization of water upon freezing should exert some force of it's surroundings and objects touching the water. This information can be useful to us if we know how long it took the rock to flake. The reason being because it's expensive to repair cracked roads. If the city can't immediately fix the cracks, they can know how long it took to start flaking. Although visible cracks did not occur and the rock did not crack as expected, flaking of the rock surface did occur but there was no good way to measure how much rock was flaking off since the flakes rinsed off into the sink. In future experiments, weighing the rock before during and after the experiments might provide better information on how much of the rock was flaking. |
| Project Title | Chicken Thawing Race |
| Category | Physical Science: Chemistry |
| Table Number | E0410 |
| Student Name | Kaylee Darke
Kaylee |
| Abstract | My project idea started when my dad purchased an aluminum drinking straw from Maverick for his soda. I noticed that the straw made the drink colder to my lips and wondered why. My science project compares how different materials conduct heat. Purpose: Does the material that frozen meat rests on while thawing make a difference as to how fast it thaws? Hypothesis: If an equal amount of frozen chicken on 4 different materials were to thaw, then the chicken placed on the material with the greatest thermal conductivity will thaw fastest. I used plastic, glass, aluminum and iron as my different materials. Other variables remained the same, i.e. size of meat, temperature of room and air movement. I noted that as the meat was thawing I felt that my hypothesis was supported by touching the thawing materials themselves. The straws felt extremely cold to the touch, while the cast iron was cold, the glass slightly cool and the plastic unchanged. After 60 minutes the meat on the iron was thawed, but it took 70 minutes to thaw on the aluminum, 105 minutes on the glass plate and 140 minutes on the plastic. I concluded that my hypothesis was mostly correct since the metals were better conductors, but it raised a new question since it appeared that the mass of the iron lid allowed it to outpace the thawing of the aluminum straws. Practical application of this information could be used to improve heating/cooling, insulation and refrigeration. |
| Project Title | How will temperature affect the rate at which Alka-Seltzer dissolves? |
| Category | Physical Science: Chemistry |
| Table Number | E0411 |
| Student Name | Jessica Edmondson |
| Abstract | The main goal of my project is to figure out how the temperature of the water affects how fast Alka-Seltzer dissolves. If you ever need to take Alka-Seltzer you’ll want to know the perfect temperature so you won’t have to spend lots of time just waiting for it to dissolve. My question is: “How will temperature affect the rate at which Alka-Seltzer dissolves?” My hypothesis is: If I drop an Alka-Seltzer in different temperatures of water I think the hottest temperature will dissolve the Alka-Seltzer fastest because I believe the more heat there is the quicker the Alka-Seltzer will react. To carry out this experiment first I dropped one Alka-Seltzer tablet into ½ cup of water at 3? C and timed how long it took to completely dissolve. Then I recorded the data and tested how long it took to dissolve at 21? C (room temperature), 75? C, and 87? C. In conclusion, I found that my hypothesis was incorrect. My high data was 89 seconds for the water at 3? C. My low data was 27 seconds for the water at 75? C. By doing this experiment I learned that the hotter the water, the faster the Alka-Seltzer will dissolve, but if the temperature gets too high it drops back down a little. Hot water dissolves Alka-Seltzer approximately three times faster than ice cold water. After all, you never know when you’ll need to know if you should use hot or cold water to dissolve your Alka-Seltzer. |
| Project Title | Effect of Reactant Particle Size on the Rate of a Reaction |
| Category | Physical Science: Chemistry |
| Table Number | E0412 |
| Student Name | Nathanael Eifert |
| Abstract | Chemical reactions occur at different rates. In manufacturing the rate at which chemical processes proceed is important. This experiment tested the hypothesis that reducing the particle size of an Alka-Seltzer tablet to a fraction of the whole would increase the rate at which the tablet dissolves in water and releases carbon dioxide. The experiment was conducted by cutting Alka-Seltzer tablets into halves, quarters, and crushing into powder. A whole tablet was the control. The different tablet sizes were dropped into a fresh cup (8 ounces) of room temperature water and the times of the reactions were recorded. The experiment was repeated three times. The average time to dissolve for the whole tablet was 77.4 seconds. For the tablets cut in half the average was 50 seconds. For the tablets cut in quarters it was 46.2 seconds. For the crushed tablets the average time was 21 seconds. The average reaction times supported the initial hypothesis that the rate of the reaction would be faster as the size of the particles was reduced. Reducing the particle size of reactants could shorten the time it takes to manufacture something. |
| Project Title | Does Hi-C really have more "C"? |
| Category | Physical Science: Chemistry |
| Table Number | E0413 |
| Student Name | Hailey Johnson |
| Abstract | Abstract Does Hi-C really have more “C”? By Hailey Johnson I was interested to find out if juice beverages were as good for you as pure fruit juice. My research question was "which product has the most Vitamin C in it?" My hypothesis was that the orange juice would have the most Vitamin C in it. I chose to experiment with frozen orange juice, Sunny Delight, and Hi-C drink. I took one ounce of each juice and put them in three separate cups. Then I added 10 drops of a starch mixture (made from one part cornstarch and five parts water) to each cup. Then I took the eye dropper and iodine, and counted how many drops of iodine it took to make the juice change color. The more drops of iodine it took, the more Vitamin C the juice had in it. I found out that the orange juice took the most drops of iodine so I knew it had the most Vitamin C in it. I did the test 2 times. In both tests the orange juice had the highest percentage of Vitamin C. My hypothesis was right. The orange juice in every test marked the highest percentage of Vitamin C. I recommend to people who drink juices that if you want to be healthier and drink something delicious you should buy frozen orange juice. ? |
| Project Title | Measuring Glucose |
| Category | Physical Science: Chemistry |
| Table Number | E0414 |
| Student Name | Hannah Kallaker |
| Abstract | How much glucose do you think you could find in juice? Why do you think that’s important? For people like me with type 1 diabetes, we need to know how much glucose, or sugar, is in the things we eat and drink. If we don’t pay attention to that, we can get very sick. I decided to find out how much glucose is in several liquids that I eat or drink all the time. Question: Which liquid has the highest glucose content: lemon juice, milk, soda pop, orange juice, or salsa? Hypothesis: I hypothesize that the most glucose is found in orange juice. I used a OneTouch Glucose Meter and Bayer Diastix test strips to test my hypothesis. I measured a few drops of each liquid on the meter, and dipped the Diastix strips into small dishes of liquid. The meter gave me numbers for my data. I had to judge the color on the Diastix strips and compare to the scale on the bottle to get the result. Some of the results surprised me, some didn’t. In the end, my hypothesis was close but still wrong. The soda pop had more glucose than the orange juice, but they were very close and still much higher than all of the other liquids. That’s good to know because if my blood sugar gets really low, drinking some soda or orange juice would help me to get it back up quickly. I’d pick the orange juice, though, because it’s healthier than soda. |
| Project Title | You Are What You Eat: at least your pH is! |
| Category | Physical Science: Chemistry |
| Table Number | E0415 |
| Student Name | Taela Laufiso |
| Abstract | When I get to school and eat my lunch kids make fun of me and say things like, “What are you eating?” or “I hate that stuff! That is so gross”. I decided that I needed evidence to prove that it was worth eating a Kashi 7 grain cracker instead of Doritos. I am doing my science project to help people be more aware of what we are putting in our bodies. Will it make a difference? Question: You Are What You Eat: at least your pH is? How does this affect you? Hypothesis: I took 6 healthy food items and 6 unhealthy food items commonly found in school lunches from home. I will test them in a controlled environment using a neutral base and record their pH proving that unhealthy food is more acid forming than healthy food. Therefore, healthy food would provide an alkaline balance in the body, lowering chance of disease. Method: I used homemade pH strips made from coffee filters and boiled cabbage. I blended 12 food items and mixed with distilled water. I tested items with pH strips, dried them and recorded the data. Data: The majority of the healthy foods were alkaline forming and all of the unhealthy foods were highly acidic. Conclusion: The more healthy food items when eaten help the body to sustain a healthy alkalinity protecting us from cancer, heart disease, gout, osteoporosis, kidney and gall stones. Unhealthy food raises acid levels and promotes disease. You are what you eat! |
| Project Title | Chews to Chew |
| Category | Physical Science: Chemistry |
| Table Number | E0416 |
| Student Name | Kayla Miller |
| Abstract | Have you ever eaten a delicious meal, but not had the time or ability to brush your teeth? Did you know there is something you can do to protect your teeth even without a toothbrush? Is chewing gum better than not doing anything for your teeth? These questions led me to my science project this year, Chews to Chew. In order to prove my hypothesis, that chewing gum is better than not doing anything for my teeth, I would need to present this step-by-step procedure. I would eat ¼ of a frosted cupcake, and then do nothing for my teeth, for 30 minutes. Next, I would use a Denture disclosure tablet, examine, record, and wash out my mouth. Next, I would eat ¼ of a frosted cupcake, chew gum for 30 minutes, use a disclosure tablet, examine, and record. Here are the results of my experiments. On a scale of 1-10, doing nothing for my teeth came in at a 9, which is pretty dirty. Chewing Trident gum came in at a 6. My conclusion is, out of the 16 teeth shown when I smile, doing nothing for my teeth made those teeth covered in pink mouthwash. Chewing gums, such as Trident Orbit B-fresh, and Spry, (which are high in Xylitol, a sweetener in sugar free gums) make the 16 teeth only tinted with a pink color. This experiment was fun, and changed the gum I chew. |
| Project Title | Oil Slick |
| Category | Physical Science: Chemistry |
| Table Number | E0417 |
| Student Name | Melanee Mills |
| Abstract | Due to large oil spills that cost billions of dollars in clean-up and damage costs, I wanted to do research on “What is the best environmentally friendly way to clean up oil spills?” There are various materials used to clean up oil spills but most are not environmentally friendly. I decided on using hair, hay, and cheesecloth because they are renewable resources. My hypothesis was, “I think hay will clean up the oil the best because hay floats well on water and attracts oil.” For my experiment I put 1 ½ gallons of clean water into a plastic tub. I poured 8 ounces of oil into the water. I put the material into the water and let it soak up the oil. I wrung out the oil into an oil pan. I took a sample of the remaining water and put it into a labeled cup so I could compare each experiment. The results of this experiment conflicted with my hypothesis. The hair did a better job at cleaning up the oil. The hair had the least amount of residual oil on the surface of the water. The hay had more of a yellow tint than the hair. The cheesecloth left the most residual oil on the surface of the water, and it had a yellow color to it. We only have a certain amount of oil in the world so when we clean up oil spills we need to be able to retrieve some of that oil. |
| Project Title | Cube Saver |
| Category | Physical Science: Chemistry |
| Table Number | E0418 |
| Student Name | Sarah Nelson |
| Abstract | My project started with the question: What type of material would be the best insulator to keep ice from melting? I think if you pack ice in plastic grocery bags then it will insulate ice the best, because the bags packed tightly into the container will not allow any heat to enter the container. First, I took five containers and lined them with five different insulators: plastic grocery bags, cotton fabric, paper, popped popcorn and tin foil. I used an uncovered plate for the control ice cube. I measured six cubes to make sure they were all 6.5 cm. I wrapped the cubes in their insulators, put the lids on tightly, and timed for ten minutes. After the timer beeped, I removed the cubes, measured them, and recorded the data. I did this until the last cube was completely melted. In looking at the tests results, grocery bags had the longest melting time in 3 out of the 4 tests. This confirms my hypothesis, grocery bags are the ultimate cube saver. Popcorn and Cotton Fabric did the second best. Tin foil was not a good insulator, I found it trapped the heat inside instead of expelling it. This experiment connects to real life; if you're coming home from the grocery store and you have an item you need to keep from melting, wrap it in many layers of plastic bags. If you're hiking, or on a picnic, wrap your cold foods in grocery bags to keep them cool. |
| Project Title | Hot Ice? |
| Category | Physical Science: Chemistry |
| Table Number | E0419 |
| Student Name | Cameron Pitcher |
| Abstract | In my science project “Hot Ice?” I explored the scientific question “How do hand warmers make heat?” I was able to find out not only how they work but also that people can actually make their own reusable hand warmers! My hypothesis was that hand warmers make heat because of an exothermic reaction, a chemical reaction that releases heat, light, sound, or electricity. In order to test my hypothesis, I first put 40 mL of sodium acetate trihydrate, found in reusable hand warmers, in a microwavable container and added a few drops of white vinegar. I then microwaved it for twenty seconds and took it out. After stirring, I microwaved the solution for another twenty seconds. The sodium acetate trihydrate turned to liquid. I poured it into another container, a beaker, put plastic wrap over the top, and put it in the fridge for at least 30 minutes. After taking the sodium acetate trihydrate out and removing the plastic wrap, I put in a small piece of solid sodium acetate trihydrate to activate crystallization and inserted a thermometer. I recorded the temperature change. After crystallization, the sodium acetate trihydrate became solid and had the appearance of ice. As it solidified, it released heat. The highest temperature, recorded at 3 1/2 minutes, was 127.7 degrees Fahrenheit. That’s 85 degrees higher than it’s starting point, 42.7 degrees Fahrenheit. My hypothesis was supported. Exothermic reactions do occur in hand warmers and that is how it produces heat. |
| Project Title | What solids and liquids melt ice the fastest? |
| Category | Physical Science: Chemistry |
| Table Number | E0420 |
| Student Name | Veronica Richards |
| Abstract | During the winter ice and snow often cover my driveway. I was wondering what household items would melt ice the quickest. My question was “What solids and liquids melt ice the fastest?” My hypothesis was that rock salt would melt the ice the fastest out of all the substances I used and that the fastest liquid would be hot water. I took 10 solids and liquids and poured a cup of each onto a frozen half-cup of water in separate bowls. Also, I left one ice block without anything added to it so I would know what the normal melting time was. Then I wrote the start time for each on a piece of paper. When an ice block melted completely I wrote down the end time. I organized all my information into a line graph. The fastest melting time for a solid was rock salt (1 hour 58 minutes) and the fastest liquid was hot water (4 minutes). The slowest of the solids was pepper (8 hours 11 minutes) and the slowest of the liquids was root beer (3 hours 47 minutes). My hypothesis was partially correct. The incorrect part was that hot water actually melted the ice the fastest overall, not rock salt. At room temperature hot water worked the fastest. Outdoors where it’s below freezing in the winter, though, I think rock salt would be the best choice. If someone wanted to melt ice on their driveway, they should probably use rock salt. |
| Project Title | I'm Melting |
| Category | Physical Science: Chemistry |
| Table Number | E0421 |
| Student Name | Steven Workman
Steven Workman Brandon Rowe |
| Abstract | I’M MELTING! An Abstract by Steven Workman The hypothesis that we started with was “If ice melt has chemicals to melt ice it should melt ice faster than salt”. We tested our hypothesis using four substances that melt ice. Iodized salt, water softener, sea salt, and ice melt. For the experiment we measured ¼ cup of water and poured it into a muffin pan and froze the water in the freezer, next we crushed the salts and measured 1 tablespoon of each “salt” and placed them into four Ziploc bags. After the water had frozen we took the muffin pan from the freezer and removed the ice cubes. Then the different types of salt were poured over the ice cubes and a timer was used to see which of the salts would melt the ice the fastest. The test was repeated 3 times and an average was determined in minutes and seconds. Our results showed that the iodized salt worked the fastest with an average of 92 minutes and 22 seconds. Sea salt was second at 97 minutes and 35 seconds, water softener was third at 100 minutes and 41 seconds, ice melt was last with an average time of 125 minutes and 36 seconds. Our hypothesis was rejected. Our revised hypothesis is that iodized salt will melt ice the fastest. |
| Project Title | I'm Melting |
| Category | Physical Science: Chemistry |
| Table Number | E0421 |
| Student Name | Brandon Rowe
Steven Workman |
| Abstract | I'm Melting! An Abstract by Brandon Rowe Which salt melts ice the fastest? Our hypothesis is "if ice melt has chemicals in it then we think ice melt will melt ice the fastest". For our test we measured out four types of salts (iodized, ice melt, water softener and sea salt). We measured 1/4 cup of water and poured it into a muffin pan then placed it in the freezer. Next we crushed the salts and measured 1 tablespoon of each salt and placed them into four Ziploc bags. When the water was frozen, we removed the muffin pan from the freezer and placed the ice cubes into four separate bowls. Then we poured the different types of salt over the ice cubes and used a timer to see which one would melt the ice the fastest. We tested each of our salts three times and averaged the times in minutes and seconds. Our results found that iodized salt melted ice the fastest with an average time of 92 minutes 22 seconds. Sea salt came in second with an average time of 97 minutes 35 seconds. Third is water softener salt with an average time of 100 minutes 41 seconds. Last, ice melt came in with an average time of 125 minutes 36 seconds. Our hypothesis was rejected. Our revised hypothesis is that iodized salt will melt ice the fastest. |
| Project Title | HELIUM |
| Category | Physical Science: Chemistry |
| Table Number | E0422 |
| Student Name | JULIA SINGLETON |
| Abstract | How much Helium does it take to lift a small object? First, I weighed different objects: plastic egg, pen, quarter. Then attached each object individually to balloons. Then I recorded how many balloons it took to lift each of the objects. The conclusion was that it took five (9 in diameter) balloons to lift items of four ounces or under. |
| Project Title | Yell Out Yeast Feast |
| Category | Physical Science: Chemistry |
| Table Number | E0423 |
| Student Name | Grace Smith |
| Abstract | Question: How do changes in water temperature affect the amount of carbon dioxide produced by yeast? Hypothesis: If I put yeast in different water temperatures, then the yeast in the 80 degree water will have the most carbon dioxide. I think this is because it won’t be too hot or cold. I think it is the best temperature for yeast to grow. When yeast eats sugar and grows, it gives off carbon dioxide. Method of testing: First, I need to heat up a cup of water on the stove to 80 degrees, testing the water with a thermometer. Second, while the water is on the stove, I will stretch my balloon so the carbon dioxide can fill up the balloon easier (I will stretch the balloon out several times). I will then add 2 1/4 teaspoons yeast, 2 tablespoons sugar and 1 cup water to the bottle and cover it with the balloon. I will repeat these steps for 100, 120, and 140 degrees. Results: My hypothesis did not agree with my experiment. I thought the 80 degree water would produce the most carbon dioxide but it was actually the 120 degree water that produced the most carbon dioxide. The 100 degree water produced the second most carbon dioxide, 80 degree water was third (it was too cold) and the 140 degree water was last (it was too hot). I also learned that when you put yeast and sugar into warm water, it produces foam. |
| Project Title | Longer Lasting Bubbles...Is it Possible? |
| Category | Physical Science: Chemistry |
| Table Number | E0424 |
| Student Name | Kylie Struhs |
| Abstract | Have you ever tried to make bubble solution at home, only to have the bubbles pop quickly? I’ve tried to make my own bubble solution, but the bubbles never seem to last long. The purpose of this experiment is to find what ingredients to use to make a longer lasting bubble solution. My hypothesis is that by adding different ingredients to a bubble solution, the bubbles will last longer because they will help retain moisture in the bubble. This experiment will test various additives to a common bubble solution. These additives are listed in many bubble recipes and are listed as hygroscopic so they should all improve the bubble lifetime. I created a common bubble solution using distilled water and dish detergent. I poured an equal amount of solution in five cups. I labeled four of the cups with the experimental variables glycerin, corn syrup, lemon juice, and sugar water and one with the controlled variable, detergent. I then added ½ tablespoon of the ingredient listed to each cup. I let the ingredients sit for a day to give them time to mix properly. I blew five bubbles from each solution, and recorded the times until the bubble popped. I then repeated the experiment to verify my results. The data collected proved that glycerin lasted the longest of all the additives. Corn syrup and lemon juice tied for second followed by sugar, then detergent. I was able to create a longer lasting bubble solution by adding different ingredients. |
| Project Title | Peanut Power |
| Category | Physical Science: Chemistry |
| Table Number | E0425 |
| Student Name | Crosby White |
| Abstract | I choose to research the “Peanut Power”. My original thought was would the type of peanut effect the amount of chemical energy (Btu) released? I wanted to know if peanuts could harness the ability to heat water? I began my experiment following this procedure. I created an oven by getting a large coffee can, removing the top and bottom. Then punched holes around the bottom for ventilation. Next, I got a small can, removed the top and bottom. Then punched two holes across from each other at the top. I used this for a pan to heat the water. I got a needle to hold the peanut during burning. All peanuts I used were in the shell at first. I removed the shell, then boiled a group for 15 minutes, baked a group at 400 for 15 minutes and used a group as they were. I let all sit for a period of 24 hours. I also got the water and let it sit at room temperature for 24 hours. I put the peanut on the needle and lit it on fire under the water. I took the temperature reading of the water after each burning. I found the peanuts that were not cooked or boiled produced the most chemical energy, raising the temperature of the water the highest. I think this experiment is important for future use. Perhaps, the power of a peanut could be used as an alternative fuel source in the future. |
| Project Title | Ames Room Optical Illusion |
| Category | Physical Science: Physics |
| Table Number | E0501 |
| Student Name | Claire Hall
Sara Jeffrey |
| Abstract | Ames Room Optical Illusion By: Claire Hall and Sara Jeffery We are doing this project to learn more about optical illusions and the Ames room and what you can do with it. I think people would like to see ours because it’s a good opportunity to see an optical illusion and to trick their eyes. Our question was, “Will color effect the outcome of the Ames room optical illusion?” Our hypothesis was that we thought it would. We chose to test our hypothesis in two models: green and black versus black and white. We created two models using templates, adding color and placed similar figurines in the rooms. We questioned fifty one people. We asked them if they saw differences in length, width, volume, and popping out more. Twenty- nine people saw more differences in length, width, and volume, but six people saw differences in popping-out more in the black and white one. Twenty one people saw more differences in the first three questions too, but six of those people saw more difference in popping-out more. So in the end our results contradicted us because the black and white one had more votes for the first three than the green and white one. Turns out our results don’t vary, and so we concluded that our hypothesis was wrong. Color does not affect the outcome of the Ames room optical illusion. This knowledge would be helpful for designers or architects who want to create an illusion for their rooms or buildings. |
| Project Title | Newton's Third Law of Motion |
| Category | Physical Science: Physics |
| Table Number | E0502 |
| Student Name | braxton adams |
| Abstract | Science report Mckade Topic: Newton’s third law of motion, or, action and reaction Why does every action have a reaction? Hypothesis: From what I know, action and reaction are equal and opposite. For example if you were playing golf when you swing at the ball with your club when the two meet there are two equal forces, by equal I mean they both have the same “magnitude” but opposite direction. The reason the golf ball then flies off is because it weighs less than the club. So the action is you hitting the ball with a club and the reaction is the ball flies off. So I believe that prior to my question, the reason there is a reaction is, as stated earlier, that the forces are equal and opposite and the reaction is caused by the ball weighing less. Experiment: To do my experiment, I needed materials including a straw, string, balloon, tape, and a clothespin. My experiment was to show how a rocket flies. The way I did this was by threading the string through the straw. this is like a rocket that hasn’t been ignited. Conclusion: My hypothesis was correct; when I released the balloon it showed a both equal and opposite reaction, and I learned why there is a reaction for every action, that in every interaction (with no exception) there are forces acting upon the two interacting objects that are equal in magnitude but opposite in direction, and that forces cause acceleration, not motion. |
| Project Title | Which Wood is the Strongest |
| Category | Physical Science: Physics |
| Table Number | E0503 |
| Student Name | Jessica Anderson |
| Abstract | My science fair project is "Which Wood is the Strongest." I got this Idea from my Grandpa who works with wood almost every day. He said that he would help me, so we started on my project. First I asked him if we could go to his shop and do the stuff there. Before we went to his shop we looked up online a few facts about wood. When we got there he had cut all of the woods the same size which was 14 inches long , 7/8 inches wide , and 3/4 inches thick. The different types of woods that we used for my project were Pine, Poplar, Oak, Cherry, and Alder. After, we measured the woods, we wrote the different names on the wood. Then, my Grandpa had made this contraption with 2 clamps and we would put the wood in between. Then I would twist one of the clamps until it would break the wood. Then we measured how far the clamp had moved from the time it was closed. The distance between were tested at 11 inches. Where woods broke: Pine 9/16, Poplar 11/16, Oak 3/4, Cherry 11/16, and Alder 5/8. After we broke all of them we did each one a second time and we tried a few that had different grains so it was harder to turn the clamp. After we finished breaking the woods the second time we figured out that oak was the strongest both times, but not by very much! |
| Project Title | To find out if it's possible to build a home made Tesla Coil. |
| Category | Physical Science: Physics |
| Table Number | E0504 |
| Student Name | Autumn Babcock |
| Abstract | Is It Possible To Build A Homemade Tesla Coil? Throughout this Science project I am going to investigate how to build a Tesla Coil that resonates electric energy. I will combine 6 main parts together to collect electric energy and create a magnetic field that will emit corona (sparks) from the discharge sphere. The 6 main parts that I mentioned are the Transformer, Capacitor, Spark Gap, Primary Coil, Secondary Coil, and the Discharge Sphere. These 6 parts all have a different job, The Transformer will build up the electric energy volts, The Capacitor Charges the electric volts and acts like a battery. The Spark Gap takes the volts and the volts jump the Gap. The Primary Coil turns on when the Transformer turns on and starts creating a magnetic field. The Secondary Coil also creates a magnetic field and all the energy goes to the Discharge Sphere. Last of all the Discharge Sphere releases the electric volts and these volts come out as purple corona. |
| Project Title | How Much Friction? |
| Category | Physical Science: Physics |
| Table Number | E0505 |
| Student Name | Brenden Ballard |
| Abstract | Would you go over a cliff attached only to a small piece of metal with a rope wrapped around it a few times? My project examines how much friction there is when a rope is pulled around a carabiner. My hypothesis states that more friction is added when the rope is pulled around more carabiners. I used climbing rope, carabiners and measured weights (marbles) to determine how much friction there was. I started with one carabiner and determined how many marbles it took to pull the rope and lift an empty cup and then a cup with 15 marbles – I did this twice for each one. The empty cup required 14 marbles both times to lift it and the cup with 15 marbles required 54 and 56 marbles to lift it. Next I used three carabiners in the same system to lift the same weight. The empty cup required 64 marbles to lift it and the cup with 15 marbles required 186 marbles to lift it. Pulling the rope through three carabiners required a lot more marbles to lift the weight than just one carabiner. The extra weight was required due to more friction as the rope pulled around additional carabiners. I concluded that there is more friction each time the rope is pulled around a carabiner. There should be enough friction to safely lower you from the cliff. |
| Project Title | Which Weighs More, Hot Water or Cold Water? |
| Category | Physical Science: Physics |
| Table Number | E0506 |
| Student Name | Gavin Bartholomew |
| Abstract | My project is about expanding and contracting molecules. In this case, I am testing water. Does the water weigh more when it’s hot, or when it’s cold? Cold water weighs more because the molecules are closer together, so more molecules can fit in the container. We are not measuring the same amount of molecules; we are measuring the volume of the water. I started out by measuring the temperature of cold tap water, and weighing a 250mL flask, and then weighing a flask of water every ten degrees Celsius until the water reached a rapid boil. Scientists say water boils at 100 degrees Celsius, but that is only at sea level. I did my tests at my home in Spanish Fork, which is above sea level, so the temperature of the water only went up to 95.2 degrees Celsius. This is because at a higher altitude, water boils at a lower temperature. I am also testing to see if there is a difference if I heat the water on a gas stove, rather than an electric stove. This information could be useful for a man selling drinks because there are fewer molecules in hot water than in cold water. This would result in him selling less liquid for more money. Also, if someone is following a recipe that calls for one cup of water, it would be better to use cold water, rather than hot water because hot water would not give a full measure. |
| Project Title | The Heber Hover |
| Category | Physical Science: Physics |
| Table Number | E0507 |
| Student Name | Nyah Heber
Ian Heber |
| Abstract | Have you ever wished you could float on air? My brother, Ian, and I decided to build a hovercraft to make our dream of hovering above the ground come true. We wondered whether or not we could build an apparatus that could lift our weight. The purpose of our project was to see if 1) we could build a working hovercraft and 2) if it was strong enough to lift 75 lbs. (my weight) and then 90 lbs. (my brother’s weight). We completed the following steps for our project: 1) cut a piece of plywood in a circular shape with a pencil and string, 2) duct taped painter’s plastic to the sides of the circle and wrapped it under the bottom 3) cut a small hole in the plywood for the leaf blower (our energy source), 4) cut four circles in the plastic skirt so air could flow in and out, and then finally, tested the hovercraft with increasing weights using my younger brother, myself and Ian as test subjects. We concluded that, yes, the hovercraft, using 220 mph wind, was strong enough to lift up to 90 lbs. of weight. People can build a hovercraft! |
| Project Title | The Heber Hover |
| Category | Physical Science: Physics |
| Table Number | E0507 |
| Student Name | Ian Heber
Nyah Heber |
| Abstract | Have you ever wished you could float on air? My sister, Nyah, and I decided to build a hovercraft to make our dream of hovering above the ground come true. We wondered whether or not we could build an apparatus that could lift our weight. The purpose of our project was to see if 1) we could build a working hovercraft and 2) if it was strong enough to lift 75 lbs. (my sister's weight) and then 90 lbs. (my weight). We completed the following steps for our project: 1) cut a piece of plywood in a circular shape with a pencil and string, 2) duct taped painter’s plastic to the sides of the circle and wrapped it under the bottom 3) cut a small hole in the plywood for the leaf blower (our energy source), 4) cut four circles in the plastic skirt so air could flow in and out, and then finally, tested the hovercraft with increasing weights using my younger brother, Carson, my sister, Nyah, and myself as test subjects. We concluded that, yes, the hovercraft, using 220 mph wind, was strong enough to lift up to 90 lbs. of weight. People can build a hovercraft! |
| Project Title | Hey Wire, You're Fired! |
| Category | Physical Science: Physics |
| Table Number | E0508 |
| Student Name | Rowland Bolman III |
| Abstract | “Hey Wire, You’re Fired!” Why should you care about my project? You should care because this project is important in our modern day civilization! The question is can electricity be transmitted wirelessly? If you can transmit electricity wirelessly, then you can power a light bulb remotely. If you can power a light bulb remotely, you can power practically any electronic device remotely as well. The practical applications are limitless! Nikola Tesla first proved that electricity could be transmitted without wires in 1893. I conducted a similar experiment with the goal of powering a small LED light connected to a Tesla coil on one side with a power source of two 9 volt batteries connected to another Tesla coil on the other side. The two Tesla coils created a magnetic field allowing electricity to flow from one to the other. I was able to successfully light the LED when the two Tesla coils were separated by up to a 4 centimeter gap. I experimented with different gages of magnetized wire and found that 0.30 gage worked the best. I have a neighbor that is an electrician. He hasn’t installed wireless technology devices into homes yet, but I learned that many companies have already released exciting new products that make use of this technology. One of these products is a small pad that you place your cell phone or digital camera on and the batteries charge through inductive coupling. I think that wireless electricity is going to change the world! |
| Project Title | Weight Vs. Flight |
| Category | Physical Science: Physics |
| Table Number | E0509 |
| Student Name | Justin Brown |
| Abstract | In my project I wanted to test the effect that weight would have on the distance a paper airplane would fly. To do this I needed to have a way that I could launch paper airplanes so that each plane was launched with the same force. I came up with the question, “Will the weight of paper used affect the distance the paper airplane flies when it is launched from a paper airplane launcher?” To test this I built a paper airplane launcher using wood and rubber bands. I built three styles of paper airplanes, The Classic Dart, Dart Glider, and the Norton Flyer. Each style was made with three different types of paper, copy paper, construction paper, and card stock. I launched each plane five times and measured the distance of each flight. I was surprised to find that one of the heaviest planes, Dart 3, flew the furthest (31 feet), but on average the heaviest planes flew the shortest distance. These results helped me understand that weight, because of gravity, does have an effect on the distance these paper airplanes flew. I also learned that the style has an affect as well. The “Classic Dart” style is better for distance. These are the same principles that apply to the planes we fly on in real life. |
| Project Title | Solar Car |
| Category | Physical Science: Physics |
| Table Number | E0510 |
| Student Name | Thomas Chappell |
| Abstract | I wanted to compare the speed of a solar car that uses natural sunlight with the speed of a solar car that uses sunlight reflected from a magnified mirror. Question: How much faster will a solar car with a magnified mirror than with natural sunlight? Hypothesis: If I reflect sunlight off a magnified mirror at the solar panel, then it will go twice as fast as it would if it had only natural sunlight. 1. I set the car in the sun so that it could warm up for two minutes. 2. I put the car at the start of the track. 3. I timed how long it took the car to go from the start line to the finish line (a distance of 6 feet). 4. I repeated the procedure. This time I reflected sunlight off of a magnified mirror so that it hit the solar panel on the car. Data: I collected data five times during the day at 1 hour intervals. I did this because I wanted to get an average because the strength of the sun varies throughout the day. As I collected data, I recorded the weather, the time of day, and the motor temperature. I raced the car without the mirror three times. I raced the car using light from a mirror two times. Conclusion: I learned that light from the mirror made the car go faster, but the cloud cover affected the speed of the car the most. |
| Project Title | Electromagnets |
| Category | Physical Science: Physics |
| Table Number | E0511 |
| Student Name | Benjamin Chidester
Kelten Larsen Bowen Olsen |
| Abstract | Introduction An electromagnet is a magnet that works off an electric current through a wire and as a result, creates a magnetic field. Electromagnets are used in computer disc drives, VCRs, tape players, and television cameras. Electromagnets can be strong enough to move cars and large pieces of scrap metal when hooked onto cranes. Question What factors make an electromagnet stronger? Hypothesis Our hypothesis was that an electromagnet would get stronger with increased volts. Experiment We made a simple electromagnet by wrapping wire around a steel core. Then we used different types of batteries like 6V, 9V, D, AA, AAA to power the magnet. We tested each battery to see how many paper clips it would lift. Then we measured the volts and the amps of each battery. We recorded the information on a graph. Results We discovered that our hypothesis was wrong. We thought that the 9-volt battery would have picked up the most paper clips, but it barely picked up one paper clip. Conclusion We discovered that our hypothesis was wrong. Amps are the biggest factor in the number of paper clips a magnet will pick up. |
| Project Title | Electromagnets |
| Category | Physical Science: Physics |
| Table Number | E0511 |
| Student Name | Bowen Olsen
Benjamin Chidester Kelten Larsen |
| Abstract | Introduction An electromagnet is a magnet that works off an electric current through a wire and as a result, creates a magnetic field. Electromagnets are used in computer disc drives, VCRs, tape players, and television cameras. Electromagnets can be strong enough to move cars and large pieces of scrap metal when hooked onto cranes. Question What factors make an electromagnet stronger? Hypothesis Our hypothesis was that an electromagnet would get stronger with increased volts. Experiment We made a simple electromagnet by wrapping wire around a steel core. Then we used different types of batteries like 6V, 9V, D, AA, AAA to power the magnet. We tested each battery to see how many paper clips it would lift. Then we measured the volts and the amps of each battery. We recorded the information on a graph. Results We discovered that our hypothesis was wrong. We thought that the 9-volt battery would have picked up the most paper clips, but it barely picked up one paper clip. Conclusion We discovered that our hypothesis was wrong. Amps are the biggest factor in the number of paper clips a magnet will pick up. |
| Project Title | Electromagnets |
| Category | Physical Science: Physics |
| Table Number | E0511 |
| Student Name | Kelten Larsen
Benjamin Chidester Bowen Olsen |
| Abstract | Introduction An electromagnet is a magnet that works off an electric current through a wire and as a result, creates a magnetic field. Electromagnets are used in computer disc drives, VCRs, tape players, and television cameras. Electromagnets can be strong enough to move cars and large pieces of scrap metal when hooked onto cranes. Question What factors make an electromagnet stronger? Hypothesis Our hypothesis was that an electromagnet would get stronger with increased volts. Experiment We made a simple electromagnet by wrapping wire around a steel core. Then we used different types of batteries like 6V, 9V, D, AA, AAA to power the magnet. We tested each battery to see how many paper clips it would lift. Then we measured the volts and the amps of each battery. We recorded the information on a graph. Results We discovered that our hypothesis was wrong. We thought that the 9-volt battery would have picked up the most paper clips, but it barely picked up one paper clip. Conclusion We discovered that our hypothesis was wrong. Amps are the biggest factor in the number of paper clips a magnet will pick up. |
| Project Title | Measuring The Speed of Light |
| Category | Physical Science: Physics |
| Table Number | E0512 |
| Student Name | Dennis Daly, IV |
| Abstract | My project was to see if the speed of light would slow down as Gelatin gets darker. I read about Snell’s Law, where light refracts when it passes from one medium to another, and how I could use it to calculate the speed of light. My question was what effect does color have on the speed of light when going through a medium other than air? My hypothesis was if light passes through a darker color medium then it impacts the speed of light more (slows down). I built a rig with an arm to mark angles and shoot a laser through Gelatin. Doing this I measured the angles coming in and going out. In my analysis I found the data shows with 2 drops of blue food coloring the speed of light slowed down, but with 4 and 8 drops of food coloring the speed of light didn’t slow down. I repeated this and found the same results. I concluded my hypothesis was correct with 2 drops of food coloring, but with 4 and 8 drops it was incorrect. I realized the food coloring had propylene glycol in it and could have made a difference in the results. There needs to be more research to determine the effect of propylene glycol on the speed of light in Gelatin. A practical application of this project is that it can be used to test materials for fiber optic cables. Using Snell’s Law, you can find the best materials to use. |
| Project Title | JUST COOL IT |
| Category | Physical Science: Physics |
| Table Number | E0513 |
| Student Name | Dylan DeVoogd |
| Abstract | This year my science fair project is titled “Just Cool It”. My experiment is all about conduction and insulators. I wanted to find out what type of cup could keep my Dad’s Diet Pepsi drink cold the longest. My hypothesis states; if I use a styrofoam drinking cup, then it will keep my Dad’s Diet Pepsi colder longer. I based this theory off of past experiences with cups. For my experiment I used six different cups (styrofoam, paper, plastic, stoneware, corelle and glass), and put the same amount of ice and Diet Pepsi into each of them. I placed the cups in a room at a constant temperature and out of direct sunlight. I timed how long it took for the ice cubes to completely melt. I did my experiment twice and averaged the results. Of the materials tested, the styrofoam cup had the best insulating properties. The styrofoam cup kept the ice from completely melting for an average of 167 minutes. The stoneware cup performed the worst with the ice completely melting in an average time of only 82 minutes. The results of my experiment from best to worst are as follows; 1st-styrofoam, 2nd – paper, 3rd – plastic, 4th –corelle, 5th – glass and last place went to stoneware. In conclusion, my hypothesis was correct. The styrofoam cup was the best insulator and was able to conduct the heat at a slower rate, thus keeping the Diet Pepsi colder for a longer amount of time. |
| Project Title | A Corny Project |
| Category | Physical Science: Physics |
| Table Number | E0514 |
| Student Name | Kennidee Disbrow |
| Abstract | I did this project because I love popcorn. I noticed that popcorn is usually stored at room temperature. I began to wonder what impact freezing or chilling the popcorn kernels would have on their ability to pop? I was very confident that changing the temperature of the kernels would cause them to take longer to pop. With this question and hypothesis in mind, I put a testing plan together. I decided to test three groups of kernels and run the test twice to gather more data to support my hypothesis. I added 500 kernels to six identical bowls. I put two in the freezer, two in the refrigerator and two on the counter. I let the bowls sit for 48 hours. One by one I popped them with a hot air popcorn popper. Each time, allowing the popper to cool down to the same temperature so the tests were always the same. Using a stop watch, I timed how long it took for the first pop and how long it took for the last pop. I then recorded the times and repeated the steps for each bowl following the same steps to ensure accuracy. The timings from each test were impressive and showed that my hypothesis was correct. I concluded that the colder the kernel temperature got, the longer it took the oil and moisture inside the kernel to reach the popping temperature of 356 degrees. I had a lot of fun and it was amazing!!! |
| Project Title | Paper + Airplane= Paperairplanes |
| Category | Physical Science: Physics |
| Table Number | E0515 |
| Student Name | Josh Elison
Jantsen Thorpe |
| Abstract | ABSTRACT PAPER AIRPLANES BY JOSH ELISON I have always wondered why some paper airplanes don’t fly as well as others. I was interested in knowing whether the type of the paper affects the distance and airtime of a paper airplane. I thought that the paper that was heavier would go the farthest and stay in the air the longest. We went to 10paperairplanes.com and found a model. Then we made the same model out of three different weights of paper (110#, 65# and 20#). We made six paper airplanes out of each weight to give the experiment a good range. We went to an open space and started to throw. We threw each airplane three times with one person throwing it. We timed each airplane when it left the hand of the thrower and when it hit the ground. We gathered the averages of the distances and found the average of each paper. Then found the averages for airtime for each plane. When the averages were done we concluded that the heavier the paper, the farther it goes. But the heaviest one didn’t stay in the air the longest. The lightest paper stayed in the air the longest and the heaviest stayed in the air the shortest. In conclusion, the heavier the paper the farther the airplane flies, and the lighter the paper the longer the airplane stays in the air. I discovered that when I make a paper airplane choosing the paper makes a difference on how it will fly. |
| Project Title | Paper + Airplane=Paper airplane |
| Category | Physical Science: Physics |
| Table Number | E0515 |
| Student Name | Jantsen Thorpe
Josh Elison |
| Abstract | Paper Airplane Abstract By Jantsen Thorpe Have you ever had a paper airplane contest? Did you want to win? Well, my brothers and I have them all the time and I haven’t won very many of them. I wanted that to change! So that led me to my question, “Does the weight of the paper affect the distance and time in the air a paper airplane has?” So if you want to totally win the next time you have a paper airplane contest just keep reading! With the question, “Does the weight of the paper affect the distance and time in the air a paper airplane has?” I originally thought that the 65lb. paper would do the best. So I made six planes out of three different weights of paper, each from the same model of airplane. I then threw each plane three times for a total of 54 flights to get an accurate average of distance and time in the air. I then calculated the time in the air with a stop watch and measured the distance with a tape measure. I made two graphs showing distance and time in the air of each weight of paper. My conclusion was that the heaviest paper (110lb. paper) would fly the farthest, but the lightest one (20lb. paper) would stay in the air the longest. So now when I have paper airplane contests with my brothers I make airplanes out of the heaviest paper I can find. |
| Project Title | Star Light Star Bright Does Light Pollution Affect the Number of Stars at Night? |
| Category | Physical Science: Physics |
| Table Number | E0516 |
| Student Name | Sage Goff |
| Abstract | Does light pollution at different locations change the number of stars a person can see? By viewing the night sky and counting stars at three different locations, light pollution will affect the amount of stars seen at each location. If a location has more light pollution, then fewer stars will be visible in the sky. The location with the least amount of human light will appear to have the most stars in the sky. Areas with more light pollution will make it harder to see the stars. Using the scientific method, a question, hypothesis and experiment were developed. At each test site, three people counted the stars in a star counter/ toilet paper tube ten times. The number of stars was added together, and an average star count was calculated. The average was multiplied by 104 to determine the total visible stars in the night sky. The experimental variable is the amount of light pollution at each location. The controlled variable is the star counter/ toilet paper tube. The location with the least amount of light pollution had the most visible stars. More stars were visible in the mountains. The home was the next location with the most stars. The least amount of stars was at the store. The streetlights and business lights caused a significant amount of light pollution at the store location. It was difficult to see the stars in the sky. The hypothesis was correct. The location with the most light pollution had the least amount of stars in the sky. Light pollution is a real problem that affects the number of stars seen at night. This problem of too much light pollution is easy to fix. Homeowners, automobile manufacturers, business and government can fix light pollution with their choices of lighting design. People can save energy costs by installing proper lighting. Choosing to fix light pollution problems not only saves money but also preserves the light and dark balance for all living creatures. |
| Project Title | The Joly Photometer |
| Category | Physical Science: Physics |
| Table Number | E0517 |
| Student Name | Daniel Ellis |
| Abstract | This project was done to compare the light intensities of different types of light bulbs. Compact fluorescent (CFL) light bulbs are able to produce an equal light intensity to incandescent light bulbs even though they use a lower amount of watts. The hypothesis states that incandescent light bulbs and CFL bulbs of “equivalent” wattages will have the same light output when measured using a Joly Photometer. The Photometer was made using paraffin wax, cardboard, and aluminum foil. Four incandescent bulbs of different wattages (40, 60, 75, 100W) were measured against four “equivalent” CFL bulbs using two light stands that were placed forty inches apart. Using the inverse square-law it was shown that light intensities were equal between the different types of bulbs. Another trial was done using two incandescent bulbs, one at 40W, and the other at 75W. For the last trial, the Joly Photometer and the inverse square-law, were able to verify light output from the two different light bulbs. |
| Project Title | Grout Cleaning |
| Category | Physical Science: Physics |
| Table Number | E0518 |
| Student Name | Cera Gowans |
| Abstract | Grout. Used in most every home, yet nobody seems to know how to clean it. My project studies which method of cleaning grout works best. I hypothesized that the oxygen bleach would be the best cleaner that I tested. I thought that it would work the best because I read multiple sources claiming that it would. If the oxygen bleach didn’t work the best, then I thought the phosphoric acid would. I thought that if I put the oxygen bleach on and then use the steam cleaner, I would have even better results. I thought that the baking soda would be the worst. The grout cleaners were tested on the grout in the dirtiest section in my kitchen. I applied each grout cleaner to the grout and let them sit for intervals of five, ten, fifteen, and twenty minutes before scrubbing. I tested vinegar, baking soda, oxygen bleach, phosphoric acid, and a steam cleaner. I also tested whether the cleaners were improved if they were steam cleaned off. I observed that steam cleaned vinegar was the best cleaner, and using the steam cleaner by itself was the worst. Each cleaner’s performance improved when combined with the steam cleaner, or with increased time allotments. I was surprised to learn that, despite the fact that so many people recommended oxygen bleach, and discredited vinegar’s cleaning properties, oxygen bleach did poorly, and steamed vinegar worked best. It just goes to show that you can’t believe everything you read. |
| Project Title | Laser versus the magnified laser. |
| Category | Physical Science: Physics |
| Table Number | E0519 |
| Student Name | Jonathan Soto
Jothan Soto |
| Abstract | We wanted to see if a laser pointer would get hotter if we magnified it thru a magnifying glass. First we collected a magnifying glass and thermometer, then we took the laser and pointed it thru the magnifying glass onto the thermometer for 5 minutes, it read 73 degrees, we then pointed the laser directly on the thermometer for 5 minutes, it read 74 degrees. We did this 3 times to make sure the experiments were correct. We found out that the magnifying glass slowed down the heating process and so the laser burned hotter when it wasn’t pointed thru the magnifying glass. We thought that the magnifying glass would make it hotter like it does to the sun, but since the laser was already point focused you can’t focus it more. |
| Project Title | Laser vs Magnified Laser |
| Category | Physical Science: Physics |
| Table Number | E0519 |
| Student Name | Tyson Eyre
Jon Soto Ben Lamoreaux |
| Abstract | Science Fair Abstract Laser vs. Magnified Laser Tyson Eyre Ben Lamoreaux Jon Soto Westland Elementary The purpose of this project is to find out if a magnifying glass can make a laser pointer stronger. The hypothesis is that the laser will get stronger when it is magnified. We placed an electric thermometer on a table. We held two magnifying glasses over the thermometer. We then pointed the laser at the thermometer and held it for five minutes. The temperature was recorded. This was repeated with one magnifying glass followed by no magnifying glass. The data was recorded each time. The entire procedure was repeated two more times. We calculated the average of temperatures with two, one and no magnifying glass on Microsoft Excel and made a graph. The results of no magnifying glass proved to be higher than the results of one magnifying glass and two. An example of this is the average of no magnifying glass was 74.3, 1 magnifying glass was 74, two magnifying glasses was 73.9. This is important information because when lasers are being used in technology, scientists know not to waste the precious glass in magnifying glasses, because the magnifying glass reduces the power of the laser. |
| Project Title | Laser VS. Magnified Laser |
| Category | Physical Science: Physics |
| Table Number | E0519 |
| Student Name | Benjamin Lamoreaux
Jon Soto Tyson Eyre |
| Abstract | We wanted to see if a laser pointer would get hotter if we magnified it thru a magnifying glass. First we collected a magnifying glass and thermometer, then we took the laser and pointed it thru the magnifying glass onto the thermometer for 5 minutes, it read 73 degrees, we then pointed the laser directly on the thermometer for 5 minutes, it read 74 degrees. We did this 3 times to make sure the experiments were correct. We found out that the magnifying glass slowed down the heating process and so the laser burned hotter when it wasn’t pointed thru the magnifying glass. We thought that the magnifying glass would make it hotter like it does to the sun, but since the laser was already point focused you can’t focus it more. |
| Project Title | Slip & Slide |
| Category | Physical Science: Physics |
| Table Number | E0520 |
| Student Name | Brandon Hammond |
| Abstract | How does the type of liquid affect the amount of friction put on an object? I predict that the type of liquid will affect the friction on an object. I predict that soap will be the best at reducing the amount of friction between the ramp and the block and will cause the block to go faster. I think syrup will be the slowest because it is so thick and sticky it will create more friction between the block and the ramp. I got a ramp and a block then slid it down the plain ramp for my control group. I also tested my variables which are water, soap, oil, milk, and syrup. I tested each liquid 5 times and recorded my data. The time for the block to go down the ramp without any type of liquid was an average of 1.46 seconds. When water was applied, the average time was 1.61 seconds. It was a little slower than the control. Milk was slower than both the control and the water. Syrup had the slowest time of 42.12 seconds which was a lot slower than the control or any other liquid type. The soap and oil had the fastest time of all the liquids. Soap was an average of 0.95 seconds. Oil was an average of 1.03 seconds. My hypothesis was correct. Soap did reduce friction the most so it was the fastest to go down the ramp. |
| Project Title | A Shocking Discovery - Stray Voltage |
| Category | Physical Science: Physics |
| Table Number | E0521 |
| Student Name | Dallin Harding |
| Abstract | My dad’s a veterinarian and he has taken care of some dairy cows that got ill because of stray voltage. That made me curious. I wondered if I could find stray voltage in my neighborhood and community. I believe this is important because we all use electricity daily. The effects of stray voltage can cause illness or death in animals and it could have effects on people. The question I asked was “Can I find stray voltage in my neighborhood and community?” My hypothesis is that I believe I can find some stray voltage everywhere and in higher levels near power plants and substations. My procedure was to hammer a copper rod into the ground 10 feet away from something metal at each location. I connected the voltmeter’s wires from the metal object to the ground rod and measured the voltage. I measured in North-South and East-West orientations at each location. The locations I tested were: my home, a park, a sub-station, 2 power plants, a dairy farm, and near some Windmills. I found stray voltage everywhere I looked, and I also found higher levels near power plants. I believe my hypothesis was right. I discovered that voltage can escape and that power generation plants may have higher levels of stray voltage. Because we found some high levels of stray voltage I am worried that some people could get ill or hurt. Cities should check regularly for stray voltage and maybe even make some laws to protect the people. |
| Project Title | Does weight affect the penetration of an air soft bb in ballistics gel |
| Category | Physical Science: Physics |
| Table Number | E0522 |
| Student Name | Dallin Haws |
| Abstract | I chose my science fair project topic because I like shooting airsoft guns and I have always been curious about what the difference is between the types of BBs that you can buy. I also like watching Myth Busters and how they do tests with ballistics gel. The purpose of my project is to see if the weight affects the penetration distance of an airsoft BB in ballistics gel. My hypothesis states that the heaviest BB (.25 g) will go the farthest into the gel. In order to test the hypothesis I made ballistics gel by following the Jello Jigglers recipe on the box. The next day I fired 5 shots at the gel with .12 g BBs, 5 shots with .20 BBs, and then 5 shots with .25 g BBs. I was very careful to make sure that I shot from exactly the same distance. After each shot I measured the penetration distance with a metal cake tester and recorded it on a piece of paper. The data was clear that the heavier the BB the farther it penetrated in the gel. The measurements proved that my hypothesis was right, and I concluded that weight is more important than speed when it comes to penetrating force. My project has helped me to understand the weights of BBs that are good for airsoft wars and which BBs should only be used to shoot targets. |
| Project Title | Heavy or Light? |
| Category | Physical Science: Physics |
| Table Number | E0523 |
| Student Name | Tyler Beckman |
| Abstract | Heavy or Light? By Tyler Beckman Have you ever wondered if your rollercoaster will make it around the tracks? Have you ever wondered which vehicle will stop the quickest in a crash? I had these questions so I chose to do a project to learn more about the laws of physics. Does the weight of a ball effect the distance it will roll? My hypothesis is “If I roll the heavier ball then it will go farther than a lighter ball no matter what size the ball is.” Through my research, I found it takes more force to get a heavier ball going than a lighter ball and more force to slow a heavier ball down. I collected all the materials I needed and went to the experimental area. I rolled each ball down a 1 ft. ramp, four separate times. I measured the distance, weight, and height of each ball and recorded the data. I calculated the averages making it easy to compare the results of the heavy and light balls. After analyzing each set of balls, I discovered that my hypothesis was correct except for the tiniest set. The difference in weight of the tiniest set was too little to effect the distance it rolled and they actually tied. The bowling ball and the play ball were significantly different in weight and the bowling ball went about 30 ft. farther. Now I understand the laws of physics better and can use this knowledge to become a rollercoaster engineer. |
| Project Title | Light Pollution and the Night Sky |
| Category | Physical Science: Physics |
| Table Number | E0524 |
| Student Name | Kathryn Hutchings |
| Abstract | I like to stargaze with my telescope, and am curious how light pollution affects the night sky. When I stargaze, I notice that if there are lights nearby, there are not as many visible stars. I want to find out how much the light pollution in the night sky dims the stars. My hypothesis for this project is: If the nighttime sky has lots of light pollution, then fewer stars are visible than at a location with less light pollution. From my research I learned that I could design an experiment to measure the effects of light pollution. This could be done by determining the limiting magnitude at three different locations with differing levels of light pollution. Those limiting magnitudes would be compared. This would show the impact light pollution has on how many stars are visible. I chose three locations, urban/suburban/dark sky, and counted how many stars I could see in two different constellations at each location. The data I gathered agreed with my hypotheses and showed that light pollution washes out many stars. The night sky is a treasure that should be preserved for future generations to enjoy like I do. We have a responsibility to do things that will limit light pollution now and in the future. Doing things as simple as turning off unnecessary outdoor lights when they are not needed can help. Also encouraging local cities to install streetlights that allow light to only go down toward the ground help greatly. |
| Project Title | Hang Me Out To Dry |
| Category | Physical Science: Physics |
| Table Number | E0525 |
| Student Name | Maviny Jacob |
| Abstract | An Abstract To Hang Me Out To Dry I am doing this project because I wondered what drying my clothes in a clothes dryer would be like, since I always hang dry my clothes. I thought that I might make an interesting find that could change millions of people’s lives and minds about clothes drying. My purpose is : How does hang drying fabric instead of using a clothes dryer affect the condition of the fabric? My hypothesis is: When I hang dry my clothes instead of using a clothes dryer, my fabric will be in better condition. I learned from my research that using a clothes dryer can fade and shrink fabric, cause static cling, and take fibers away from the fabric. First I cut the fabric into 8 equal pieces. Second I took two pieces of fabric and washed them in. Third I hang dried one piece of fabric and put the other in the dryer. After I washed and dried each piece of fabric two times, I measured them. Then I analyzed each piece of fabric, every two washes up to eight times. Then I repeated the process two more times. I have learned a lot about doing laundry. I also learned that hang drying is better for your clothes. It’s safer and better for the eco system to hang dry your clothes. So from now on I am going to hang dry my clothes. It isn’t hard to hang dry your clothes, try it! |
| Project Title | Solar Vs Battery Power |
| Category | Physical Science: Physics |
| Table Number | E0526 |
| Student Name | Jessica Jacobs |
| Abstract | Solar Vs Battery Power Jessica Jacobs Jordan Ridge Elementary I did my project on Solar Vs Battery Power. I chose this topic because I am really interested in renewable energy, and it related to my debate topic this year. I wanted to find out what type of power would be the most economical. I investigated what power source would last longest, and which would be the most efficient to the environment. To do this, I hooked up four power sources to DC motors and tested how long the power would last from each source. The power sources were three different types of batteries and three small solar panels (hooked together). From my collected data, I learned a lot, such as batteries expire and solar panels can be wired multiple ways. I think the most important information I collected was how long each of my batteries lasted compared to solar panels and their cost. I also learned batteries will work anytime while solar panels will only work when the sun is out. I am concluding the use of solar-charged batteries would provide the best of both worlds, renewable power available anytime. This project was really important information for our everyday life because it can help you with anything from how to organize solar panels, to how many batteries you should take on your vacation. The one thing I would do differently is I would try solar-charged batteries; to see if that would really be the way to go. |
| Project Title | What will hapen to the color of an object When viewed under different colors of light? |
| Category | Physical Science: Physics |
| Table Number | E0527 |
| Student Name | Taylor Knorpp |
| Abstract | I am trying to find out what similarities the color wheel and light spectrum have in common, and how they differ. Like a blue object under green light, and vice versa, how will it change color? Does it change like a mixture of two or more colors from the color spectrum or from the color wheel? We may wonder just how a certain color object would look if the same color light that it reflects weren’t there. QUESTION-What will happen to the color of an object when viewed under different colors of light? HYPOTHESIS-If I place a pink object under green light, then it will turn black METHOD-Step 1: Turn off the light in the room after checking the color of six different colored objects and flip a red, blue, or green light on. Step 2: See how that light affects each object, repeat with all of the lights. Step 3: Compare my hypothesis with the results, see how accurate I was. DATA AND ANALYSIS-The colors mixed like color wheel colors, most of the time. Some of them leave me wondering about how they work. CONCLUSIONS-My hypothesis was correct, the pink object turned black under green light. The colors were mixing like the primary colors of the color wheel, and I was right almost 90% of the time in my other predictions. The black object did not change color under any of the lights, and white changed to show the same color light. But there were some unexpected results. |
| Project Title | Lord Kelvins thunderstorm |
| Category | Physical Science: Physics |
| Table Number | E0528 |
| Student Name | Joshua Liddiard |
| Abstract | My name is Joshua Liddiard and I want to tell you a little bit about my experiment. My question was, “can you separate saltwater with an ion separator made from some cans, PVC, and wire?" The way this would work is that the ion separator would sort the elements into two buckets by their charges. This works by dropping water into one of the buckets and the ions charge it up. It then charges the hoop on the opposite side of the machine. The hoop generates an electromagnetic field that attracts more of the opposite charge, then creating a basic circle cycle. I think that this device could be helpful at sea if sailors ran out of water and needed more. The way this device could help is by lowering the salinity of the water to make it drinkable. So, overall, my data concludes that the machine does lower the salinity some, but the water still has significantly higher salinity than regular tap water. |
| Project Title | How long will a hovercraft go? |
| Category | Physical Science: Physics |
| Table Number | E0529 |
| Student Name | Chad Malmrose |
| Abstract | Electricity has become a big part of my life. I love to take apart all sorts of electric objects. I’ve always wanted to be an inventor. I look up online about electricity parts. I’ve looked up transistors, resistors, fans, engines, integrated circuits, lights, and much, much more. And of course, hovercrafts! I have been researching hovercrafts. A question popped up into my head. How do hovercrafts work? I came up with my science fair project Idea after that! How much weight can a small hovercraft hold? I looked up grams, weight, and air. I formed a hypothesis that the hovercraft’s capacity of weight is 350 grams. For my experiment, I had a hovercraft go down a ramp while timing it until it stops. I did that four times and averaged it, then added ten more grams each time. My dad’s a teacher, so I borrowed his gramstackers. I had to build a lot of stuff. My project took a while, because my results ended with 280 grams. During my project, I noticed that the timing for each time got lower. Every once in a while, the times went down and up instead of just keep going down. It still was a big difference from the beginning to the end. Since it ended on 280 grams and my hypothesis was 350 grams, that’s 70 grams off! I reject my hypothesis. I learned that the more weight you put on a hovercraft, the more it compresses the air and touches the ground. |
| Project Title | The Highs and Lows of a Bouncy Ball |
| Category | Physical Science: Physics |
| Table Number | E0530 |
| Student Name | Daria Malovich |
| Abstract | I chose my project to learn more, and be able to experiment. What I am trying to find out with this project is if I change the inside of a bouncy ball, whether or not it will bounce differently. This scientific knowledge could help us create more efficient tennis balls, softballs, and baseballs for better performance and better sports events by making a more light-weight inside, and allowing the ball to absorb it's impact. My purpose/question is: “Does the inside and weight of a bouncy ball effect how high it bounces?” My hypothesis is: “ If the inside of a bouncy ball is changed, it will then bounce differently.” To create the balls, cut 3 balls in half. In one ball, drill a hole in each side big enough to fit half a marble. Repeat with the next 2 balls, but with one cut a hole on each half that will fit a shooter marble, and with the other, drill a big hole on each side that goes all of the way around, leaving about 1 eighth of an inch around the sides. Glue the halves together and bounce each 3 times, while measuring how high it bounces with a ruler. The highest was Control at 8 inches, then Variable 2 at 7.5, Variable 3 at 7 and 1 fourth, then Variable 1 at 7 inches. My conclusion is that my hypothesis was correct. Something that surprised me was that Control bounced the highest even though it was unchanged. |
| Project Title | The Leverage in a Pitch |
| Category | Physical Science: Physics |
| Table Number | E0531 |
| Student Name | Gunnar Martin |
| Abstract | Abstract This project was based on how the leverage in a baseball pitcher’s windup affects the velocity of the ball. I chose this because I was wondering why coaches always nag you about throwing from your knees and throwing from the side. They said it was because then I wouldn’t have my feet set, making less leverage. My question: How significant is the leverage in a pitcher’s windup to the velocity of the ball? My hypothesis: The leverage in a pitcher’s windup is significant to the ball having more velocity. Next, I decided that the best way to test this was to compare leverage to no leverage. I wondered what would be faster and by how much? Throwing from the full windup with the most leverage, to throwing normal with less leverage, then from the knees with the least leverage. In my experiment, I examined the speed difference between the above by throwing in each of the positions four times each from 40 feet away on solid ground. Then, I figured the average miles per hour each pitch had. The full windup was the fastest at 55 mph; standing took second at 40 mph, and lastly the knees at 35 mph. My conclusion: My hypothesis was correct. The leverage in a pitch is significant to the velocity of the ball. |
| Project Title | Which Light Bulb Generates More Electricity Through a Solar Cell? |
| Category | Physical Science: Physics |
| Table Number | E0532 |
| Student Name | Oliver Parkinson |
| Abstract | Which Light Bulb Generates More Electricity Through a Solar Cell? Purpose: The purpose of my project is to compare the electrical generation through a solar cell from incandescent vs. compact-fluorescent light bulbs. Procedure: I built a test fixture to control the distance and angle between the light bulb and the solar cell. I performed the tests in a dark room without windows with the lights off. I tested each light bulb 3 times measuring voltage and amperage with a multi-meter after 2 minutes. Hypothesis: My Hypothesis was that the compact fluorescent light bulb would produce more electricity because it seems brighter. After testing each light bulb three times for voltage and amperage, I determined that the incandescent light bulb actually produces more electricity overturning my original hypothesis. Research: I researched electrical measurements, the electromagnetic spectrum and the science behind incandescent and fluorescent light bulbs. I discovered that a fluorescent light bulb is more energy efficient because it does not use as much energy to produce heat. Incandescent light bulbs work by passing electricity through a filament which has resistance causing the filament to heat up until it is white-hot. A compact fluorescent light bulb passes a stream of electrons through gas causing it to glow. Applications: Although compact fluorescent light bulbs are more energy efficient for producing light, they are not as affective at powering solar cells. It would take much longer to recharge a battery using a solar charger in a room that uses compact fluorescent light bulbs. |
| Project Title | Baseball Pendulum |
| Category | Physical Science: Physics |
| Table Number | E0533 |
| Student Name | Garrison Peck |
| Abstract | I visited the Clark Planetarium and enjoyed observing the pendulum display. My favorite sport is baseball and I have always wondered how baseball pitches work. I currently pitch for a super-league baseball team in West Jordan. For my project, I wanted to research and test the principles used by Major League Baseball pitchers in throwing fast balls and curve balls. I created a baseball pendulum to discover how this affects the ball’s direction. Does spinning and changing the ball’s position on the baseball pendulum change the direction of the ball? Can this explain how pitchers throw different pitches? I transformed a baseball into a pendulum by connecting a baseball to a string and using the string to suspend the ball. A grid was placed below the pendulum to see differences in the direction. I tested the hypotheses by twisting the ball before releasing the ball to swing. We adjusted the ball’s position by placing the sewn seams up, down and to the sides to discover how this affects the baseball’s direction. My results: Twisting the string clockwise and then counter-clockwise, and the placement of the baseball to the string did make the ball go in different directions. This mimics the same physics behind how a pitcher throws a pitch. The placement of the ball is like the pitcher’s hand and depicts the physics of throwing the perfect strike-out pitch. It was fun to see how physics theories can affect a game that myself and my three younger brothers participate in. |
| Project Title | How sound frequencies affect different liquids |
| Category | Physical Science: Physics |
| Table Number | E0534 |
| Student Name | Natalie Pendleton |
| Abstract | How does sound frequency affect different liquids? In my hypothesis I thought that the different liquids would react differently with the different frequencies, my hypothesis was correct but it wasn’t very detailed, I realized that most of the liquids had wave patterns in them when I tested them. In the end it turned out that the thinner liquids made lots of bumps with the lower frequencies and made lots of wave patterns with the higher frequencies. The thicker liquids didn’t really respond with any of the frequencies. The water and cornstarch made lots of bumps and had lots of movement. The materials I used were an old speaker with the cover taken off, audio files with different frequencies, sound system, paper towels, plastic wrap, and different liquids. What I did is I got the speaker and hooked it up to a sound system. I put paper towels under the speaker and put plastic wrap over it. I then poured one of the liquids onto the speaker. I put the CD with the audio files on it into the sound system and played the different frequencies all the same volume. I observed. Doing this project I learned that sound frequency affects different liquids in a lot of different ways, I also learned that sound actually travels better through liquids than it does through the air. Sound waves could be used by doctors or scientists, I think that understanding the wave patterns and frequencies might be helpful to them. By Natalie Pendleton |
| Project Title | Will the number and size of holes affect the rotation of a soda can hero engine? |
| Category | Physical Science: Physics |
| Table Number | E0535 |
| Student Name | Simon Taylor
Dylan Gross |
| Abstract | Question: Will the number and size of holes affect the rotation of a soda can hero engine? We poked 4 holes in the bottom of 3 cans with different size nails. Before we removed the nails we bent the nail to one side. We attached fishing line to each can and then put each can under water. We filled the cans and then brought them out of the water, watching them spin clockwise. We counted the number of times they spun using the bar code on the soda can as an indicator. We also put 2 holes in the bottom of a 4th can using the largest nail we used on can 3. We repeated the same process and made the following comparisons: Can # holes Nail size 1 4 small 2 4 medium 3 4 large 4 2 large Spin trials #1 #2 #3 #4 Can 1 7 6 6 6 Can 2 11 9 9 10 Can 3 17 17 18 17 Can 4 13 13 13 13 The size of nail holes did affect the number of rotations the hero engine made. The number of holes was less significant than the size of the holes. We found that the cans spun in the direction opposite the water’s release. This proves Newton’s Third Law of Motion that for every action there is an equal and opposite reaction. |
| Project Title | Soda Can Hero Engine |
| Category | Physical Science: Physics |
| Table Number | E0535 |
| Student Name | Dylan Gross
Simon Taylor |
| Abstract | Question: Will the number and size of holes affect the rotation of a soda can hero engine? We poked 4 holes in the bottom of 3 cans with different size nails. Before we removed the nails we bent the nail to one side. We attached fishing line to each can and then put each can under water. We filled the cans and then brought them out of the water, watching them spin clockwise. We counted the number of times they spun using the bar code on the soda can as an indicator. We also put 2 holes in the bottom of can 4 using the largest nail we used on can 3. We repeated the same process and made the following comparisons: Can # holes Nail size 1 4 small 2 4 medium 3 4 large 4 2 large Spin trials #1 #2 #3 #4 Can 1 7 6 6 6 Can 2 11 9 9 10 Can 3 17 17 18 17 Can 4 13 13 13 13 The size of nail holes did affect the number of rotations the hero engine made. The number of holes was less significant than the size of the holes. We found that the cans spun in the direction opposite the water’s release. This proves Newton’s Third Law of Motion that for every action there is an equal and opposite reaction. |
| Project Title | Electrical Generator Experiments |
| Category | Physical Science: Physics |
| Table Number | E0536 |
| Student Name | Jax Robbins |
| Abstract | QUESTION: If a magnet is rotated close to a coil of wire, how does the polarity of the magnet (north or south) and the direction of a magnet (towards or away from the coil) effect the polarity (positive or negative) of the electrical current created in the coil of wire by the moving magnet. PROCEDURE: A) Build test set-up consisting of magnet and coil of wire. B) Build an electrical circuit consisting of a LED and Meter to test the amount and direction of electricity moving in the coil of wire. C) Conduct the following tests (steps 1-4) three times to determine the effect of a moving magnetic field on a coil of copper wire. Step 1) Rotate the “north” pole of the magnet “towards” the coil and record voltage and direction of electrical current. Step 2) Rotate the “north” pole of the magnet “away” from the coil and record voltage and direction of electrical current. Step 3) Rotate the “south” pole of the magnet “towards” the coil and record voltage and direction of electrical current. Step 4) Rotate the “south” pole of the magnet “away” from the coil and record voltage and direction of electrical current. RESULTS: My experiments showed that electricity generated in a coil changes direction from positive to negative as the polarity of the magnet and direction of the magnet changes. The electrical output of my experiment is called Alternating Current. |
| Project Title | Polarizers and Sugar |
| Category | Physical Science: Physics |
| Table Number | E0537 |
| Student Name | Orion Sadler |
| Abstract | My project is based on whether sugar molecules will rotate light that is polarized. This is important as many industries use this method to measure the sugar content of solutions. So how does sugar in water affect polarized light? I believe from my research that it will rotate the polarization to the right. To measure the light and to determine the angle of extinction, I made a homemade measurement tool using two plastic polarizer’s, one 360 degree protractor, one light box, and one 400 ml beaker. I then started with 100ml of water and added 1 teaspoon (approximately 275 mg) of sugar at a time. Each time I rotated the polarizer on top to determine the angle when extinction occurred and recorded my results. At 14 teaspoons or 3,850mg the angle started to rotate from 90 degrees to 100 degrees. I then tested aspartame the same way to see if it would act like sugar and it did not. For my last test I compared my results to 100ml of straight corn syrup. I concluded that the polarization does rotate to the right as I had to rotate the polarizer farther to the right to get extinction. This leads me to believe that the content of sugar in a solution can be measured using polarized light. Many industries from candy makers to wine makers use polarization to measure the content of sugar in a solution. This helps them determine when the product is ready for their customers. |
| Project Title | Powering Up |
| Category | Physical Science: Physics |
| Table Number | E0538 |
| Student Name | Mason Scott |
| Abstract | Nearly all of the countries in the world use electricity! With all the demands for electricity (a lot) we need efficient and quick ways to produce it so we can get more power quicker without having to waste all of our natural resources used to make it. I think if we can find a more efficient way to make electricity it would save a lot more work, money, and resources. To perform this test I built a generator and tested it four times. 1) regular 2) 15 more winds of wire 3) with a faster spinning rotor (a magnet) and 4) with 15 more winds and the wires loosened. I decided which method would work best by comparing the 3 altered tests with the one regular test. After all the tests were done I got the final results. On the first test the power generator produced 2.50 volts. On test two 4.25 volts were produced. On test 3 it produced 2.65 volts. On test 4 it produced 2.25 volts. These tests showed me that 1) by speeding up the rotor it caused a huge difference (1.75 volts). In real life that could be thousands or even millions more. 2) more winds of wire and/or winding the wire tighter causes a substantial difference also, like even with extra winds when wound loose it drops .25 volts. This test can prove very useful in the real world of generating electricity that is essential for us to power our everyday lives. |
| Project Title | Coke and Mentos |
| Category | Physical Science: Physics |
| Table Number | E0539 |
| Student Name | Kielle Popham
Jensen Ellis |
| Abstract | Our question was “Which brand of cola will shoot the farthest when mixed with Mentos?” We hypothesized that Diet Coke would spew the farthest or release the greatest amount of carbon dioxide resulting in shooting the cola/Mentos mixture the farthest. We created an experiment area by measuring 1 foot increments on the sidewalk to measure how far the cola spewed. Before we launched the colas we weighed the colas and the Mentos. We then recorded the temperature and barometric pressure. To launch the cola we put the bottle in the launcher, put in 3 Mentos and started a timer when the Mentos went in the bottle. We then stopped the timer when the cola stopped spewing and marked where the cola landed on the pavement. Following the launch we weighed the colas and Mentos again and recorded the change in volume and weight of the colas and the change in weight of the Mentos. Our key findings were that Sam’s cola zero shot the farthest (186.25in) and Sam’s Cola had the longest fizz out time, meaning from the time we started the stopwatch until we stopped it (9.7 sec). The greatest weight change was Sam’s Cola Zero with 57.6 oz. The greatest volume change was Diet Pepsi (1400 ml). Our conclusion was that Sam’s Cola Zero shot the farthest and had the greatest change in weight and the third change in volume not Diet Coke as we hypothesized so Sam’s Cola Zero had the greatest amount of co2 released. |
| Project Title | Efficiency of Insulators |
| Category | Physical Science: Physics |
| Table Number | E0540 |
| Student Name | Pavel Shestakov |
| Abstract | The purpose of my project was to find out what insulator worked best to trap in heat. I used four household items as insulators. I used polystyrene, aluminum foil, hay, and newspaper. First, I would fill a plastic container with one of the four insulators. Next, I would put a smaller container with 192°F water in the container with insulation. After 25 minutes, I would take a temperature reading of the water and record my data. I repeated this twice with each insulator. I also tested the water with no insulation by leaving it out in room temperature. My hypothesis was that polystyrene (foam cups) would work best. However, polystyrene was second best, with an average temperature reading of 150°F. Newspaper turned out to be the best, at 150.5°F, aluminum foil in third with 139°F, and hay being the worst insulator at 137°F. All of the insulators played a part in keeping the heat in. The temperature reading with no insulator was 129°F. Knowing this information can help you when you are away from home or camping. It can help you keep your food warm or cold longer when you don't have other options. You can also use it in your lunchbox or when packing food. |
| Project Title | Home Made Green Batteries |
| Category | Physical Science: Physics |
| Table Number | E0541 |
| Student Name | Tanner Sumens |
| Abstract | Every day thousands of disposable batteries filled with harmful, toxic chemicals are dumped into our landfills creating an environmental nightmare for generations to come. Is there an alternative? If so what are they, how readily available are they and can we make them? These questions are the basis for my project in making homemade green batteries. I believe that it is possible to find an alternative source of energy to the current “alkaline solution.” Although I believe a battery can be produced, how practical they still may be questionable based upon the data from the project. I took every day, non-toxic items and tried to create practical, voltage-producing devices that won’t pollute our ecosystems. For the electrolyte; a potato, apple, and orange were used. For the anode and cathode; iron (nail), zinc (screw), copper (penny), nickel (nickel), and a non-conductive coated screw were used. Each metal (and the control) were used and tested with each electrolyte to test for voltage. A standard multi-meter was utilized for measuring the voltage from each different set of data. It was found that the potato with the iron and zinc yielded the highest voltage rating of .464 (average). While the highest voltage is still only a percentage of that found from an AA battery, it proves that items found in our homes can be used to produce a battery, but they may be impractical until further research can be done. However this type of research can show of the way to a greener future! |
| Project Title | Rainbow Mania |
| Category | Physical Science: Physics |
| Table Number | E0542 |
| Student Name | Noah Turner |
| Abstract | I’m doing my project on rainbows because I’ve always found them interesting. I had some questions like: Why do rainbows always appear after a rainstorm? How do they form? Why are there different colors in the rainbow? I did this project because if someone is interested in rainbows like me or wants to know how to form rainbows on their own. My basic purpose was to find out how light reflects in water, glass, and prism to form a rainbow. My hypothesis was if I shine a flashlight in water, glass, and prism at a wrong angle, no rainbow will form. For my experiment I got a flashlight, a ruler, glass, water, and a prism. Then I took the water, the glass, and the prism and shone the flashlight through each object at a 90 and 45 degree angle. I used the ruler to measure a distance of 2 inches away from each object. Then I recorded and graphed my data. I came up with these results. First, a rainbow was sighted at both angles with the prism. Second, a rainbow was sighted in the water at the 90 degree angle but not at a 45 degree angle. And third, there was a rainbow in the glass at 45 degrees, but not at 90. My conclusion is that I was partly correct. For things like glass and water, it does matter at what angle you shine the light through. But for objects like a prism, any angle will work. |
| Project Title | What Materials Affect a Magnet's Strength? |
| Category | Physical Science: Physics |
| Table Number | E0543 |
| Student Name | Abby West |
| Abstract | For my science fair project, I wanted to find out if a magnet’s strength is affected by different materials. This is important to know because magnets are in many different things, such as refrigerators, computers, televisions, trains, and even credit cards. We need to know if there are certain materials that decrease a magnet’s strength so that we will know if devices using magnets will work efficiently. I hypothesized that if a material was placed in front of a magnet, then the magnet’s strength would decrease. I also hypothesized that, of the materials I used, cardboard would decrease the strength of the magnet the most. To test my hypothesis, I used one round disk magnet and a container of 100 paper clips to see how many paper clips would be picked up by the magnet. I also tested how many paper clips the magnet would pick up when cardboard, wood, plastic, and glass (all each 1/8” thick) were placed, one at a time, in front of the magnet. Each material was tested 3 times. The average number of paper clips picked up by the magnet were: no materials – 25.3, wood – 10.6, cardboard – 11.3, glass – 15.6, and plastic – 16.6. My hypothesis was partially correct. The materials did adversely affect the magnet’s strength. The wood picked up the least, followed by cardboard, glass, then plastic. My research would be helpful to people making products that require magnets, as it shows that plastic and glass affect the strength of a magnet the least. |
| Project Title | Bridges |
| Category | Physical Science: Physics |
| Table Number | E0544 |
| Student Name | Daniel Wight |
| Abstract | Bridges Abstract My science fair project is about which truss bridge design will hold the most weight. I learned that trusses with triangles are stronger because they have 3 sides and won’t bend or lose their shape easily. I built a square truss, a Pratt truss, and a Warren truss out of popsicle sticks and wood glue with an 1/8” oriented strand board (OSB) deck. The square truss is a bridge built as a square. The Pratt truss is made with a square frame and triangular braces. The Warren truss is made with a triangular frame. I thought the Warren Truss would hold the most weight. To test the bridges, I put them on two sawhorses and hung a weighing platform under the bridge. Then I put weights on the platform until the bridge broke. I built and tested each bridge 3 times. The Pratt truss held the most weight with an average of 170 lbs. The square truss averaged 161 lbs, and the Warren Truss averaged 147 lbs. The OSB without the truss held only 16 lbs. I learned that triangles can hold even more weight if they are right triangles like in the Pratt truss. I think that I should have let some of the glue on the bridges dry longer to get more strength before I tested them. |
| Project Title | That's The Way The Golf Ball Bounces |
| Category | Physical Science: Physics |
| Table Number | E0545 |
| Student Name | Jenna Young |
| Abstract | My experiment is on how the temperature of a golf ball affects how high it bounces. For my experiment, I got 15 golf balls, froze 5 of them, heated 5, and left 5 at room temperature. I froze the golf balls for 4 hours, so that I would be sure they were frozen all the way through. I heated the golf balls for 8 minutes at 180 degrees. I dropped all the golf balls off of a 6 ft ladder, and recorded the data. The results showed that the temperature of a golf ball affects how high it bounces. My control group was the room temperature golf ball. The control group bounced 1.7% higher than the heated golf balls, and 5.1% higher than the frozen golf balls, proving that the temperature of a golf ball affects how high it bounces. Since there was a difference in the height of bounce of the golf balls from being dropped from six feet, think how much of a difference it would make if you were hitting a golf ball 200 yards? That is why my experiment is important. |
| Project Title | Attraction Reaction |
| Category | Physics & Astronomy |
| Table Number | E0546 |
| Student Name | McKay Kriser |
| Abstract | A Gauss Rifle (or linear accelerator) is a series of magnets mounted on a track with three steel balls behind each magnet. My question is “What is the optimum spacing between magnets in a Gauss Rifle to shoot a steel ball the farthest?” My hypothesis is that the optimum spacing would be about 5 inches since I could feel the magnetic field using a steel ball at that distance. This project uses ½ in steel balls and four ½ in cube shaped super magnets. I tested spacings from 3 to 13 inches. The steel ball is launched toward the first magnet in the series starting the reaction. The final ball shoots off the end of the track and hits the floor. The distance is measured and recorded. I expected to see a bell type curve but the graph shows a step-like decrease in distance once the maximum was reached. This makes me think there is a wave-like pattern in the magnetic field. The experimental results showed the optimum spacing to be 3.5 inches, fairly close to my hypothesis. The science behind a linear magnetic accelerator could be used in the future to build a silent and powerful weapon or to launch a satellite or some other object into orbit. That would require the use of electromagnets and a way to turn them on and off. My experiment was simply to show that the effectiveness of the linear magnetic accelerator could be maximized if the distance of the magnets was optimized. |
| Project Title | Coke and Mentos |
| Category | Product Testing & Consumer Science |
| Table Number | E0539 |
| Student Name | Jensen Ellis
Kielle Popham |
| Abstract | Coke and Mentos Science Fair Abstract By: Jensen Ellis My partner and I thought that this would be an interesting project to do. We also thought that it would be fun. We wanted to find out which Coke/Pepsi product would launch the farthest. We also wanted to find out what caused the actual eruption. I believe that you should be interested by this because of the procedure and the conclusion. Our question was ‘Which Coke/Pepsi product would launch the farthest’? Our hypothesis was “We thought that Diet Coke would launch the farthest”, since our research showed people used Diet Coke for Coke and Mentos. The methods we used were: We created a launcher at just the right angle that the soda would not spill, we tied it onto the launcher and put three Mentos in the bottle and we watched it explode and calculated the distance that it shot at. The Sam’s Coke Zero launched the farthest. Diet Coke did not launch nearly as far, blowing our hypothesis out of the water. Our conclusion is as follows, Sam’s Coke Zero launched farther than Diet Coke, so our hypothesis was wrong. We did find out what launched farthest, and the reason the eruption happened. |
| Project Title | How Strong is sewing thread? |
| Category | Product Testing & Consumer Science |
| Table Number | E0601 |
| Student Name | Amie Ainge |
| Abstract | Why did I choose my project? My grandmother has a sewing factory. Thread must be strong for quality and to prevent breakage during sewing. She is testing the quality of a new thread on her machines which will save her $4.00 each 12,000 yd. spool. The thread is Continuous Spun Polyester Thread – two strands twisted together. Question “How strong is sewing thread? How much stronger will it be if I add more threads? Hypothesis I think the thread will hold one pound of weight. I think that each thread I add will hold one more pound of weight. I wonder if each thread added will make it even stronger and hold more weight. Procedure I started by using weights of one to three pounds and combining them as I add threads and lbs. I used the leg of a support stocking as a tube to hold the weights and to tie the threads to. I cut the threads 2 ft. long. I tied them to a small dowel so I could lift them without cutting my fingers. I made 52 tests from one to thirteen threads and from ½ to 17 pounds. Conclusion The thread tested consistently strong and using it would save a lot of money. I was correct that one thread would hold a 1 lb. weight. Each added thread held an additional pound – However, The threads did hold increasingly more weight than threads. “There is strength in numbers.” |
| Project Title | Burning times in everyday fabrics |
| Category | Product Testing & Consumer Science |
| Table Number | E0602 |
| Student Name | Parker Alger |
| Abstract | Parker Alger What everyday household products will burn the fastest? In my science fair project I went to the WalMart fabric store and got six different pieces of fabric. The fabrics I chose were fleece, 100% cotton, remnants, flannel, 100% polyester (satin) and muslin. After choosing my fabrics I cut each one into three smaller, equal size pieces. After all the fabric was cut I went to the fire station in Santaquin and burned one piece of fabric completely and timed it and I wrote the time down on paper. Then I got another piece of the same fabric and I treated it with either laundry soap and fabric softener or spot cleaner. I then burned that piece and timed it and wrote the time down on paper. For the final piece of fabric I burned it for a set time. In my hypothesis I thought that the blue 100% polyester would burn the fastest and the remnants would burn the slowest. I also thought that after being treated the fabric would burn slower. In my results the 100% cotton burned the fastest and the remnants burned the slowest. After being treated all but one fabric burned slower. Another interesting fact that I discovered was that the remnants and the fleece fabrics didn’t burn well. They melted more than burned. |
| Project Title | Diaper Project |
| Category | Product Testing & Consumer Science |
| Table Number | E0603 |
| Student Name | Corban Allen |
| Abstract | I thought it would be interesting to determine which diaper holds the most liquid. I decided to compare four different kinds of diapers that were rated the highest in parent surveys. I ran 2 tests with Pampers, Huggies, Luvs, and Parents' Choice (store brand). In the first test I submersed each diaper in yellow colored water and then hung them on a clothes rack for thirty minutes. Huggies was the most absorbant in that test. In reviewing my data, I decided to do a second run and make sure that I held each diaper in the water for the same amount of time (10 seconds). I found that Pampers, Luvs, & Parent's Choice diapers absorbed more in the second test. Huggies abosrbed less, but remained the winner. I calculated the absorbancy by subtracting the wet weight of each diaper from the dry weight. The results of my experiment matched exactly with the parent and expert polls that I read. Huggies was first with 13.4oz., Parent's Choice was second with 10.9oz., Luvs was third with 9.6oz., and Pampers was fourth with 9.4oz. I think this experiment could help parents to decide which diaper really performs the best and would possibly help them to choose a good diaper for their baby. |
| Project Title | What Food Wraping Will Preserve Fresh Strawberries Best? |
| Category | Product Testing & Consumer Science |
| Table Number | E0604 |
| Student Name | Lindsay Tuft
Mary Grace Fredrickson |
| Abstract | My project was What Food Wrapping Will Preserve Fresh Strawberries Best? My Procedure consisted of five things. Namely, we picked seven different wraps, than we picked our food item (strawberries), we finally put the foods in the wraps and in the fridge. We continually checked our food wraps and recorded our data. My partner and I had predicted that the Ziploc Vacuum would prevent spoiling the best. We let our food/wraps sit for two weeks. At the conclusion of the two weeks we summarized our data. (Press n’ Seal won! Than Glad container, Ziploc vacuum, Ziploc baggie, Seran wrap, plastic bag, and finally tinfoil.) Our final conclusion is that Press n’ Seal kept our food the freshest! Our Hypothesis was wrong. Ziploc vacuum came in third not first. We applied this to normal life, our first reason this would apply to normal life was that food is so expensive and we all want to preserve it for the longest time to get our money’s worth. Our second reason was why we picked strawberries; strawberries are one of the most expensive delectable foods so to speak. Because they are so expensive you are even more keen to keep them fresh all the longer. If we were to conduct this experiment again we would keep them in the case they come in and not in a wrap. This project was conducted in the same place at the same temperature. There was only one variable which was wrappings. By: Lindsay Tuft |
| Project Title | Which Battery Lasts the Longest? |
| Category | Product Testing & Consumer Science |
| Table Number | E0605 |
| Student Name | Lexie Auger |
| Abstract | Which battery lasts the longest? I am doing my project because we use a lot of batteries in our house. We want the best batteries with good quality, long runtime and the best price. I am testing batteries to figure out which one lasts the longest. I have tested three types: carbon zinc, alkaline and lithium. The reason people should care is because when low quality batteries are used more of them end up in the landfill. Some people say the more expensive the battery is the better – well maybe not. I am trying to figure out that answer. Based upon popular advertising of the ‘most trusted brand’, my hypothesis is that I think the Duracell will last the longest. In order to test this hypothesis I built a battery tester. This tester uses four batteries, a red light and a measuring device to track and record the voltage levels as the batteries light up the red light. As time passes the voltage level will drop and when the batteries are almost dead the light will go dim and eventually go dark. I have found that carbon zinc batteries do not perform well while the alkaline and lithium batteries significantly out-performed the carbon zinc. The implications of my project t are potentially less waste to the landfill and less money not being wasted on name brand batteries that don’t last any longer than non-name brand. |
| Project Title | Which is a better insulator: wood or syrofoam? |
| Category | Product Testing & Consumer Science |
| Table Number | E0606 |
| Student Name | Jake Bath |
| Abstract | Science Fair Abstract By: Jake Bath Rosecreek Elementary At first I did not know what to do for my project. I didn’t have any ideas so I ended up looking in a book to get some ideas. There were so many choices to choose from. Then I came across one that was called “which is a better insulator: wood or Styrofoam?” I thought this is what I want to do my project on and I knew my Grandpa could help because he is a contractor. I also thought it would be a good choice because it falls under consumer science and it will help people in their everyday lives. I started off by calling my Grandpa to see if he would be able to help me. He said it was no problem and I figured it wouldn’t be because he is so nice. So the next Saturday my mom took me to meet him at his shop. When we got there we headed off to Home Depot to get a few supplies. We built two boxes the same size and thickness, so they would be the same. The only difference is one was made of wood and the other was made of Styrofoam. My mom and I brought the boxes home and I started doing all the research. The next few days I started gathering information and wrote in the journal. After that we went to the store to get a tri-fold board and get that ready. To do the experiment I placed two ice cubes the exact same size in the middle of both boxes and waited for them to melt. I checked the ice every 5 minutes to analyze them and see which ice cube was melting the fastest. I made a graph to show how the ice melted. I did the experiment two more times until I got the data I needed. I took pictures with my mom’s camera every now and then while the ice cube was melting. When I was done with the experiment I put all the information on the tri-fold. I was excited about the outcome because it matched my hypothesis, styrofoam is a better insulator than wood. |
| Project Title | Damaging Drinks |
| Category | Product Testing & Consumer Science |
| Table Number | E0607 |
| Student Name | Baileigh Beebe |
| Abstract | For my science fair project I have chosen to test how different types of drinks that we consume everyday affect our stomach. To represent the stomach I chose to use stew meat and the drinks I used are drinks that our around our house every day. I believe from my research that Pepsi which includes caffeine, carbonation, phosphoric acid, and citric acid will cause the most damage to our stomachs. These ingredients can also be found in my other drinks but not at the same level. I plan to put equal sizes of meat into separate containers and put a ½ cup of Pepsi, 2% Milk, Gatorade, Water, or Apple Juice and then let them sit for three weeks. After three weeks I will remove the meat and compare the pieces to see which ones have been damaged the most by either shrinking or falling apart. |
| Project Title | Branded for Life: How packaging and labels influence kids |
| Category | Product Testing & Consumer Science |
| Table Number | E0608 |
| Student Name | Nathan Bracken |
| Abstract | Does a brand name label affect elementary-age children's opinion of how a product tastes? Research indicates that if kids are attracted to certain brands when they are young then they will often spend more money purchasing those products during their lifetime. This results in those companies making a lot of money off of branding. I had 22 elementary-age children taste 2 samples of Kellogg's Froot Loops, Quaker Granola Bars, and Lay's Potato Chips. Behind the first sample I placed the name brand packaging. Behind the second sample I placed the generic brand packaging. Children were then asked which sample tasted better or if they tasted the same. In the case of the Froot Loops and the potato chips approximately 1/3rd of the subjects picked the name brand, approximately 1/3rd of the subjects picked the generic brand, and just under 1/3rd of the subjects realized the 2 samples were the same. As for the Quaker Granola Bars, 12 subjects chose the name brand product compared to 6 subjects who chose the sample in front of the generic brand packaging. Only 4 subjects realized the samples were the same. My results found that in the case of Kellogg's Froot Loops and Lay's Potato Chips kids didn't have a preference for the brand name over the generic brand. However, kids did show a 2 to 1 preference for the Quaker Brand Granola Bars versus the generic brand. Only the Quaker Granola Bars supported my hypothesis that kids are influenced by branding. |
| Project Title | Are childproof containers really chilproof? |
| Category | Product Testing & Consumer Science |
| Table Number | E0609 |
| Student Name | Jaylynn Brown |
| Abstract | Purpose The purpose of my science project is to find out if childproof containers really are safe. I started my project with the hypothesis that manufacturers made 100% safe containers for the public. To my surprise, my results were shocking. Procedures With the permission of teachers and parents, I decided to use the Hayden Peak Elementary kindergarten class as my test subjects. I tested each student twice, first giving them a container and giving them 30 seconds to open it and second showing them how to open it and giving it back to them for a second try. I recorded the results for the two tests and the four different types of containers. Data The analysis of my experiment indicated that more than 50% of the children were able to open 3 out of the four containers after watching someone open it. There were 13% of the kids able to open 3 out of the four containers on the first try. Conclusion My conclusion was manufacturers of these so called childproof containers should really step it up and produce better lids that are 100% childproof. Although some containers had better results than others, parents need to be aware that they should keep all prescription bottles and cleaning supplies out of the reach of children. I leaned a lot through the experiments in my science project and hope one day I will be able to keep my own kids safe from dangerous chemicals. |
| Project Title | Diaper, Change? |
| Category | Product Testing & Consumer Science |
| Table Number | E0610 |
| Student Name | Taylor Buckner |
| Abstract | I remember when my Dad lost his job last year my family couldn’t spend money as freely. My Mom bought the cheapest diapers during that time, but she wondered if she was getting the best value. For my science fair project, I wanted to find out which store brand and name brand diapers cost the least and are the most absorbent. This information could help people with babies to save money and still use good diapers. Purpose: Which diapers are the most absorbent and cost the least? Hypothesis: If I test 3 name brand diapers and 4 store brand diapers, I think Huggies will be the best name brand diaper and Target will be the best store brand diaper. I poured 55 ml of salt water solution (simulated urine) into each diaper every hour until the diaper leaked. Huggies diapers lasted 5 hours, but they are the most expensive. Sam’s Club diapers are cheaper and they lasted 4 hours, almost as long as Huggies. My results partially matched my hypothesis. I was right when I thought Huggies would be the best name brand diaper, but I was wrong when I thought Target would be the best store brand diaper. Sam’s Club was the best store brand diaper. I think my project could help people with babies who want to save money, but still use an effective disposable diaper. Saving money is really important to people right now because of the bad economy and people losing their jobs. |
| Project Title | Which Stain Remover Gets Stains Out the Best? |
| Category | Product Testing & Consumer Science |
| Table Number | E0611 |
| Student Name | Sienna Chilcutt |
| Abstract | Which stain remover works the best? On the TV commercials, each brand claims their stain remover is the best. I did my project to find out which stain remover my family and others should use. I bought three different stain remover sprays: Shout, Resolve, and Western Family Pre-Wash. I chose three products that I thought would stain clothing: grape juice, mustard, and used motor oil. I did research on each stain remover. I found that Resolve is the only product that guarantees to remove grape juice, mustard, and motor oil the first time. Therefore my hypothesis was that Resolve would work the best. I applied each stain to cotton squares and let them set in over three days. I sprayed the stain removers onto the stains and I left one cotton square from each stain unsprayed for a control. I washed them in my washing machine. I took them out when the washing machine was done, and looked at them to see if the stain removers worked. All of the grape juice stains came out, even the control. None of the mustard stains came out. None of the used motor oil stains came out, except Western Family Pre-Wash lightened the stain a little bit. My conclusion was that none of the stain removers really worked except for Western Family Pre-Wash lightened the motor oil. I will apply this information I learned so that my mom will not spend money on these stain removers anymore. |
| Project Title | Bounce to Safety: “Ground-Breaking” News on Playground Materials |
| Category | Product Testing & Consumer Science |
| Table Number | E0612 |
| Student Name | Emily Colton |
| Abstract | My project explores different playground materials to find which is the safest for children. Five materials were compared: sand, gravel, rubber mulch, bark, and dirt. To find which is the safest, a solid, one-pound ball was dropped from a height of one meter onto each material. The depth that the ball went into each material was recorded. This was repeated three times per material, and the average depth was found. The safest material was the one with the largest average depth, because it was the one that would cause the smallest average force on the ball. Some of the materials (rubber mulch and bark) caused the ball to bounce, so a video camera was placed near the materials to record the bounce. The video was played back in slow motion on a computer to find the maximum depth that the ball went into each material. Based on the measurements, the safest material was found to be rubber mulch, with an average penetration depth of 3.2 inches. The least safe material was the compacted dirt, with an average penetration depth of 0.4 inches. Although the experiments were done with a ball, it would also be true for a child because the softness of the material and the amount of energy it can absorb is the same regardless of what is dropped onto it. |
| Project Title | Water Wonders |
| Category | Product Testing & Consumer Science |
| Table Number | E0613 |
| Student Name | Janae Cronenwett |
| Abstract | I have always wondered, are the commercials for pure, name brand water telling the truth or are they just making a big deal? It is important to know what is in your water. In some health cases such as my mom's, the things that are in drinking water can affect someone's health. Purpose: Many kinds of bottled water are sold with the idea that they are pure. My question is, are they really pure compared to other water? I decided to test four types of water; Aqua Fina, Reverse Osmosis, Icelandic Glacial, South jordan tap water. I also decided to test for seven substances in the water; Alkalinity, PH, hardness, total and free chlorine, nitrate and nitrite. Hypothesis: Icelandic Glacial water will, based on my research, have the highest scores for each test. Reverse Osmosis water will have the least. (Having high scores on alkaline and ph is great but the other tests not as good) I completed my tests by following the instructions. I made sure all the water samples were the same temperature, and I had the same amount of water. I also made sure I didn't contaminate the pads on the test strips so that the readings would be accurate. Data: The tap water had the highest amounts for all of the tests. The purest was, 1st Reverse Osmosis, 2nd Aqua Fina, 3rd Icelandic, 4th tap. Conclusion: Reverse Osmosis water is the purest. Tap water is the least pure. It has 425 mineral pts. and 0.5 nitrate, and none of the others had any nitrate in it. My hypothesis was partly wrong because Icelandic hardly had any minerals in it, only 40 mineral pts. It was purer than I thought. |
| Project Title | What to Wear |
| Category | Product Testing & Consumer Science |
| Table Number | E0614 |
| Student Name | Carly Delbridge |
| Abstract | In the winter time, I always wondered what I should wear on a really cold day or when it gets warmer what would be appropriate to stay the perfect temperature. Living in Utah, it gets very cold and it is important to know how to stay warm. In my experiment I tried to find out what is the warmest type of material by testing 5 common types of fabric. I predicted that wool fabric would be the warmest because people have been using wool for warmth for a very long time. I predicted that the fleece would be the next warmest because it is used in coats. I predicted that cotton would not be very warm because it is very thin. For the experiment I warmed bratwursts in the microwave to about 90 degrees so it was around body temperature. I then put the meat in individual fabric pockets and placed them in the refrigerator. I checked the temperature of the meat inside each fabric every 10 minutes for 50 minutes and then repeated the experiment, but placed the meat outside in the winter weather. I charted the results to find the conclusion. My results showed that on really cold days, when your mom tells you to dress warmly, you should wear wool or fleece. |
| Project Title | Drink Sensation |
| Category | Product Testing & Consumer Science |
| Table Number | E0615 |
| Student Name | Shawnaa Doyle |
| Abstract | The way I came up with doing this experiment was I was wondering what drink would help me know what ones to drink that wont make my pulse and blood pressure go realy high. My question is "What drink will effect you blood pressure and pulse the most?". My procedure is 1st I will collect study group. 2nd I will collect required materials. 3rd I will take my subjects resting blood pressure. 4th I will have my test subjects drink 8oz of the drink for the day. 5th I will take there blood pressure and pulse after 20 min. 6th record data in journal. 7th I will take there blood pressure and pulse after 40 min. 8th I will record data in journal. 9th take blood pressure and pulse after 60 min. 10th record and compare data. 11th I will write down my findings. 12th I will repeat steps with each products. The conclusion to my test shows that each person peaked at different times and on different drinks.All four of my subjects peaked at 40 min but went back down at 60min.This leads me to believe that at 40min the drinks are at there most effectiveness. All of my participants got effected at the same time but not on the same drink. My resources are Fox 13 News,htt://www.consumeraffaris.com, Timpinogas emergency physicians, Wikipedia,and http://today/uconn.edu/?p=17083. |
| Project Title | Emergency Water Activated Batteries |
| Category | Product Testing & Consumer Science |
| Table Number | E0616 |
| Student Name | Jeanette Eldredge |
| Abstract | Alkaline batteries and water activated batteries both use an electrolyte to aid the chemical reaction that creates a voltage across the battery. A water battery is able to be stored at all temperatures and has an infinite shelf life because its electrolyte isn’t activated until you add water. I wanted to know how well a water activated battery worked compared to an alkaline battery. I created 2 tests. In the first test, I used each battery in identical toy trains on identical tracks. I started the trains at the same time and timed how long it took for them to go around the tracks. I took data at least every 30 minutes until the trains stopped. In the second test, I created 2 identical circuits with 10 ohm resistors. I measured the voltage across each battery to start, and at least every 30 minutes until the voltage reached .8, the critical operating voltage. The alkaline train ran for 459 minutes, while the water battery train ran for only 21 minutes. The alkaline battery stayed above critical operating voltage for 1171 minutes, while the water battery stayed above the critical operating voltage for only 115 minutes. In conclusion, the alkaline battery powered the train faster and about 25 times longer than the water battery. Under the 10 ohm resister load, the alkaline battery stayed above the critical operating voltage about 10 times longer than the water battery. Water activated batteries do work, but I will continue to buy alkaline instead. |
| Project Title | Biodegradable Chip bags |
| Category | Product Testing & Consumer Science |
| Table Number | E0617 |
| Student Name | Abbigail Ferrin |
| Abstract | The question that chose was, “Are biodegradable Sun chip bags really more biodegradable then the regular Lays chip bags?” Because the information I gathered my hypothesis became: the biodegradable Sun Chip bags would be the one with the most decomposition. The materials I used was one regular Lays Chip Bag, one biodegradable Sun Chip bag, a shovel, dirt, and a camera. The procedures of my project were: dig a hole about 6-8 inches width and depth. Then, you place the two bags side by side. After that, cover the hole with dirt and once a month uncover the bags and check them. (Be careful you don’t want to rip the bags) The observation of my experiment kind of surprised me. I didn’t see much decomposition in either of the bag chip bags. The Sun chip bag was more wrinkled and cut up more than the Lays, but not by much. The data used recorded the length of time the chip bags were in dirt so that they could start to decompose. The time I used was once every month. I did this for three months. The results of my experiment ended up to be that the Sun Chip bags are more biodegradable then the regular Lays chip bag. My conclusions will start in that my hypothesis was right in that the Sun Chip biodegradable bag did decompose faster than the regular Lays chip bag. |
| Project Title | Fabric on Fire |
| Category | Product Testing & Consumer Science |
| Table Number | E0618 |
| Student Name | Kayley Lyons
Marissa Roper |
| Abstract | We wondered if my cotton pajamas would be consumed by fire faster than Marissa’s (my partner’s) silk pajamas, my brother’s wool coat, or even my sister’s polyester dress. Which type of fabric is most flammable? First step – Take four types of fabric, and cut them into equal squares. 2nd – Hold one square of fabric with tongs. 3rd – Touch a flame to the fabric square. 4th - As the fabric catches on fire, start timer, and when the fire goes out, stop timer. Do this to each fabric a couple of times. 5th – Find the average time for consumption of each of the fabrics, and the fabric that has the fastest time is the most flammable. Our hypothesis is that silk will burn the fastest because it is really soft, thin, and not man-made. The cotton’s average time was 22 seconds and 47 milliseconds and caught completely on fire. The silk’s average time was 29 seconds and 545 milliseconds, and the flame burned up the sides. The wool does not have a time because it would put the flame out by itself. The polyester’s average time was 23 seconds and 985 milliseconds. It was interesting because the polyester would melt and would drop to the floor. It was so hot, that we put a bucket underneath it, and it melted straight through the bucket! Because of the average times, we concluded that our hypothesis was wrong and that cotton is the most flammable fabric out of cotton, polyester, silk, and wool. |
| Project Title | Which Type of Fabric Is Most Flammable? |
| Category | Product Testing & Consumer Science |
| Table Number | E0618 |
| Student Name | Marissa Roper
Kayley Lyons |
| Abstract | We wanted to answer the question “Which Type of Fabric Is Most Flammable?” Our goal was to find out which items, made from several kinds of fabric, would burn most quickly. The items that were consumed by flames first were considered the most flammable. Our hypothesis was that out of silk, polyester, wool, and cotton--silk would be the most flammable because it’s thin, soft, and not man made. We found these four kinds of fabric and cut them into squares of the same size (about 3 inches by 3 inches). Then we held each square of fabric separately with tongs above a bucket, and held a lighter under the square of fabric until it started on fire. We then started the timer and timed how long it took the square of fabric to burn. We stopped the timer when the flame went out. We repeated the experiment for each type of fabric two times and recorded the times. Finally, we calculated the average time it took for each fabric type to burn. Our findings were that cotton was the material that actually was the most flammable. Wool always burned itself out, polyester melted but didn’t burn as fast, and silk burned up the sides of the material only. |
| Project Title | Fluffin' Your Muffin |
| Category | Product Testing & Consumer Science |
| Table Number | E0619 |
| Student Name | Ethan Garff |
| Abstract | Do you like dense, filling muffins or light, fluffy ones? How do you get the type you want? My experiment’s purpose was to find out how different types of flour affect the density of a muffin. My hypothesis was that if four different types of flour (rye, wheat pastry, unbleached, and all-purpose) are used in a muffin recipe, then rye flour will produce the densest muffin and unbleached flour will produce the muffin with the lowest density because of their gluten (or protein) amounts. To test my hypothesis I baked muffins using a different type of flour in each batch. Then I calculated the volume and mass of each muffin. Finally I found the density of each muffin by dividing mass by volume. I performed my experiment two times. The results were similar both times. The rye flour produced the most dense muffin at 0.79 g/cubic cm. The unbleached flour produced the least dense muffin at 0.53 g/cubic cm. I concluded that my hypothesis was correct. The rye flour muffin was the most dense and the unbleached was the least dense because rye flour had less gluten and unbleached had more gluten. This is useful information because the experiment tells the right flour to use if you want a dense and filling muffin or a light and fluffy muffin. |
| Project Title | I'm Melting, I'm Melting |
| Category | Product Testing & Consumer Science |
| Table Number | E0620 |
| Student Name | Nathan Hansen |
| Abstract | The question for my science experiment is “What melts ice the fastest: table salt, sea salt, ice melt, water softener, sugar, sand, or kitty litter?” I chose this question because it is winter and there is always ice on my sidewalk, so I wanted to see what works the best to melt it. My hypothesis is “If you use table salt to melt ice, then the ice will melt faster than if you use the other things.” I began by researching information about melting ice. To perform the experiment I froze 2 cups of water in 8 bowls. For the first experiment I put the bowls out with the testers in them between 5:00 and 7:00 p.m. The temperature was 57 degrees when I started and 41 degrees when I ended. At the end of the time, I measured how much water had melted in each bowl. The ice melt melted the most ice in that experiment. For the second experiment, I put them out between 3:00 and 5:00 p.m. The temperature was 50 degrees when I started and 59 degrees when I ended. The water softener melted the most ice in that experiment. The third experiment was from 12:30 to 2:30 p.m. The temperature went from 53 degrees to 57 degrees. The ice melt melted the most in this experiment. The final conclusion is to melt ice quickly you should use ice melt, if available. If ice melt is not available, water softener will work just as efficiently. |
| Project Title | Is Butter Better? Comparing Lipids in Cookies |
| Category | Product Testing & Consumer Science |
| Table Number | E0621 |
| Student Name | Melissa Hansen |
| Abstract | I chose my science fair topic, “IS BUTTER BETTER? Comparing Lipids in Cookies”, because I enjoy baking and I wanted to learn about the effect of different lipids in baked goods. My mom thought of the idea to bake cookies using butter, margarine, and shortening and compare them afterwards. I decided to use those lipids, and then measure each cookie’s diameter. With my experiment, I wanted to answer the question “Does using butter, margarine, or shortening in sugar cookies have an effect on the diameter of each cookie?” My hypothesis was “If the amount of saturated fat in the lipid of a sugar cookie increases, then the diameter of the cookie will increase.” In my experiment I used a sugar cookie recipe. I made the dough with each of the three lipids. I measured level tablespoonfuls of each type of dough, and placed them on a cookie sheet, labeled each row, and baked them. I measured the diameter of the cookies after they cooled. I needed to use the same amount of dough for each cookie, use the same recipe, and measure all cookies at their widest point. The average diameter of the cookies with butter was about 2.41 inches, with margarine was about 2.27 inches, and with shortening was about 2.06 inches. This is useful for anyone baking because if you don’t have the lipid a recipe calls for or want to change the diameter for any reason, you will know how these replacements will affect your baking. |
| Project Title | Can Playing Kinect Count as Exercise? |
| Category | Product Testing & Consumer Science |
| Table Number | E0622 |
| Student Name | Mia Hicken |
| Abstract | Have you ever wondered if there was a way to make exercise fun? I wondered if playing Kinect, a new gaming system for Xbox that uses your body as the controller, would count as exercise. Many kids dislike exercise, and if Kinect counted as exercise kids could enjoy being fit. My problem was, does playing Kinect burn calories? I wanted to know how many calories I burned doing different types of activities. I thought that playing active video games, like Kinect, would be a good form of exercise. I felt that way because each time I played I got out of breath and felt tired. Using a Garmin Forerunner 305, I played Kinect, ran on the elliptical, and watched television while measuring my calorie burn for each separate activity. I repeated these steps 5 times. On the first day I burned 31 calories playing Rallyball for 9 minutes and I burned 28 calories playing Reflex ridge on Kinect. Then, I ran on the elliptical for 9 minutes and burned 29 calories. Last, I watched television for 9 minutes and burned 10 calories. Each day the calorie burn for Kinect and the Elliptical was about the same. Watching television burned a low amount of calories that always rounded to about 10. In the end I discovered that playing Kinect counted as exercise because it burned about the same amount of calories playing as I did running. So, when it’s to cold to play outside, get off the couch and play Kinect. |
| Project Title | Are Your CDs and DVDs Lost in the Cracks? |
| Category | Product Testing & Consumer Science |
| Table Number | E0623 |
| Student Name | Mary Izatt |
| Abstract | Don’t you hate it when you are watching a movie and you can’t finish it because it is so scratched? I have had that same experience many times at my house. My family likes home remedies and tries to avoid harsh chemicals for skin and environment. I wondered if there was a simple household item that I could use for cleaning our DVDs or CDs? This was my Purpose. In doing my Research I found out that you should never scrub your CD in a circular motion, which causes more scratches; scrub from the inside of the CD and rub outwards (like flower petals). You should not use rough cloth like denim or paper towels. Some websites listed materials they claimed worked on cleaning a CD so I included them in my experiment. My Hypothesis was that metal polish would work the best because it was mentioned in most of the resources I used. For my Procedure, I collected several badly scratched DVDs from our home collection. I viewed each for 10 minutes, tallying skips, if possible, then ranked them on a “damaged” scale from 1-5 (least to greatest skipping). I cleaned each DVD with the various household materials, played each DVD for another 10 minutes (tracking the skipping). My Data compared “Before” and “After” rankings to see if the DVD cleaning had improved. I was able to Conclude that my hypothesis was correct: Metal polish did work the best; however peanut butter and Vaseline were also effective cleaning agents. |
| Project Title | How long do you have to lick your ice cream cone |
| Category | Product Testing & Consumer Science |
| Table Number | E0624 |
| Student Name | Abigail Jackman |
| Abstract | I began my tests by marking three sets of five cups for testing. I marked each of the cups with the amount of cream I was going to add to the cup. I then made a basic vanilla ice cream base. I filled each cup with 1/4 cup of ice cream base. My control cups did not receive any additional cream. For my first cup with cream, I removed one teaspoon of ice cream base and replaced it with the cream. I repeated the process for the rest of the cups but increased the amount of cream for each remaining cup by one teaspoon. I froze all of the cups until solid. I then removed them from the freezer an left them out at room temperature. I recorded in my journal how long it took to melt and the temperature of the liquid when it melted. The test cups were filled with 1/4 cup of homemade vanilla ice cream base. Each cup was labeled with the amount of cream in each cup. For each cup, I added an additional teaspoon of cream to increase the total fat content. Once frozen, I was able to determine if the fat content changed the time it took for the ice cream to melt. I took the temperature of each cup as they were melting. Each cup melted at a different rate. Generally, the cups with more fat content were warmer. My control cups of ice cream (the cups that did not include any cream) melted the fastest. The cups with one teaspoon of cream melted next. Each of the cups melted in order of least cream to the greatest amount of cream in the cup. The temperature of each of the cups were about the same temperature when the cups melted. The cups with more cream tended to be a little bit warmer and clumped together. |
| Project Title | Shampoo pH Testing |
| Category | Product Testing & Consumer Science |
| Table Number | E0625 |
| Student Name | Jessica Jensen |
| Abstract | When I go to the store there are a lot of shampoos to choose. I am doing pH Shampoo testing because I was curious about what shampoo is best for my hair. It also helps people to know what kind of shampoo is good for their hair. My question is, “what shampoo is the best for my hair?” My hypothesis is, “only good brands are good for my hair.” The procedure was: • I collected 12 samples of shampoo and 6 different cleaners • I tested each shampoo and cleaner with pH paper • I compared results to pH Balance chart • I cleaned the hair samples with each shampoo sample. • 3 days later I felt dry hair. The worst shampoos I tested were: Balsam and Protein with pH 3, Matrix E, color protect pH 4.5, Joico pH 4.5. The best shampoos were: Aussie pH 6, Burt’s Bees pH 7, Solutions pH 6.5, Kandesn pH 6. The best shampoos were good because healthy skin and hair should be between pH 5.5 and 6.5. Water is pH 7. After looking down on the chart I realized that not all good brands of shampoo are all good for my hair. My hypothesis was FALSE. This information will help people to know that not all good brands are pH balanced and good for your hair. Also, you can test lotion, conditioners, and soap with the pH paper and balance chart. This project is important for your hair. (no ingredients were tested) |
| Project Title | What tickles your nose more: salt, pepper, or flour? |
| Category | Product Testing & Consumer Science |
| Table Number | E0626 |
| Student Name | Ashley Jensen |
| Abstract | If you are ever dared to sniff anything up your nose and you get to pick, don’t choose pepper! This is why. My question that I chose to use science to answer was “what tickles your nose more: salt, pepper, or flour?” I chose this because it had come up in recent family conversations. To find out more about this, I researched some websites such as loc.gov and highlightskids.com. After the research, I made my hypothesis, “If I follow my procedure as written, then the pepper will tickle my nose the most.” To test my hypothesis, I came up with a procedure that tested all of the products equally. I’d need salt, pepper, flour, nine paper plates, and tissues! First, I put ½ tsp. of salt, pepper, and flour each on a different paper plate. Second, I sniffed the salt and recorded in my journal how it felt in my nose. Then I did the same thing with the flour and pepper. I then rated from 1-5 how much each product tickled, with one being no tickle. Lastly I repeated this on two others. Averaged, the salt was rated 1.83, the flour was rated 3.83, and the pepper was rated 4.25. My conclusion was that when I followed my procedure as written, the pepper tickled the most, the flour came in second, and the salt in third. My hypothesis was correct! Further research showed that this was because piperine, an irritant in pepper, hits the nerve endings and causes sneezing. |
| Project Title | Speed of Sound |
| Category | Product Testing & Consumer Science |
| Table Number | E0627 |
| Student Name | McCall Kelley |
| Abstract | As I tried to decide on a topic for my science project I first thought about the things I like to do. I play the piano so I thought about the high-pitch keys and low-pitch keys and that’s how I thought of my question. My question was; does high-pitch sound travel faster than low-pitch sound? I went to my elementary school and measured 150 feet from the wall. My mom and I went to the 150-foot mark and I hit a high pitch pan and my mom started a stopwatch. I hit the pan again when I heard the echo of the pan. I did this 20 times. My mom stopped the stopwatch when she heard the last echo. I recorded the times and did the same thing about 5 times. I then repeated the same thing except I used a low-pitch pan. When we were all done we calculated the speed the sound traveled. We did this by dividing the length the sound traveled by the time it took to travel. The length the sound traveled was 6,000 feet and the time it took to travel was 9.33 for the high-pitch sound and 9.91 for the low-pitch sound. I divided 6,000 by 9.33 and by 9.91. Even though the times weren’t exactly the same, they were very close. This is because it is hard to do the experiment exactly perfect with the materials I had available. |
| Project Title | Toxic laundrey detergent vs. nontoxic laundry detergent. Which one is more lean, green and clean? |
| Category | Product Testing & Consumer Science |
| Table Number | E0628 |
| Student Name | Zane Lowry |
| Abstract | When people buy laundry detergent they’re usually thinking about one thing. “Will it get my clothes clean?” but at what costs? Toxic detergent threatens the environment, our health, and the health of children. These are all at risk when it comes to a simple load of laundry. Why? Tide has been proven from tests to have the highest level of 1, 4 Dioxane a carcinogen known to cause cancer and other hormone unbalancing chemicals. For this reason, I tested homemade detergent with homemade pretreatment vs. the leading brand, Tide Acti Lift with built in pretreatment. I wanted to see the cost comparable, the effectiveness of both detergents, and the advantage or disadvantage each one has on the environment. My hypothesis is that homemade detergent would be leaner, (less expensive) cleaner, (works better) and green (better for our environment.) I made the detergent using 3 nontoxic ingredients. Borax, natural bar soap, and Washing Soda. The homemade pretreatment is made with Hydrogen Peroxide and Baking Soda. I tested the shirts with stains using both detergents. The first test I didn’t use the homemade pretreatment and Tide came out cleaner. I tested it two more times using the homemade pretreatment and the homemade detergent came out cleaner. You can save money, improve your health, help the environment, and get clothes cleaner if you can take ten minutes out of every month and make your own batch of homemade detergent. |
| Project Title | What's My Charge? |
| Category | Product Testing & Consumer Science |
| Table Number | E0629 |
| Student Name | Madyson Meeks |
| Abstract | For my science fair project I tested several battery brands to see which would last the longest when tested in a flashlight. To do this I needed 4 new batteries of Sunbeam, Duracell, Kirtland, and Rayovac. A multimeter and 4 new flashlights. First I tested the voltage of each battery and wrote down the voltage in my journal. Then I put the batteries in the flashlights and turned them on for 30 minutes. After 30 minutes I turned the flashlights off and measured the voltage again. Then I repeated the process until the batteries died. The Sunbeam died first, then Rayovac, Kirtland and finally Duracell. The batteries started to die between the voltage of 1.10 and 1.15. I performed the test twice so my results would be more accurate. It was interesting that there was an hour difference between when the first flashlight stopped working and the last flashlight. Knowing what battery lasts the longest is important because we all want to know which batteries last the longest. I concluded that the more you paid for the batteries, the longer the batteries lasted. |
| Project Title | Gas Quality |
| Category | Product Testing & Consumer Science |
| Table Number | E0630 |
| Student Name | Austin Miles |
| Abstract | My science fair project tests gasoline quality. Chevron claims their gasoline product is the best quality in their commercial. I decided to put Chevron’s claim to the test. I am trying to find out which gas is the best, because people do not want to spend more money on lower quality gasoline. My question is does price reflect quality in gasoline? I hypothesize that if I use the same amount of different gasoline brands in a motor, then I predict that the Chevron gasoline will run the motor the longest. I put 4oz of gas into a lawn mower and ran it until it died. I did this twice for each brand of gas and recorded the time it took until the motor stopped. Then in my analysis, I made tables and graphs and calculated things like the average running time, price per ounce, minute per ounce, and the price per minute. In my conclusion, I determined that it did not appear that price reflected quality in gasoline. The difference between the average running times resulted in a very small difference in price per minute. The difference was not enough to say that the more expensive gasoline was better or worse. On average, the Costco gas ran the motor the longest and Texaco ran the motor the shortest amount of time. However, Chevron was the second longest and Maverick was the second shortest. This experiment implies that there might be more to quality than how long the motor runs. |
| Project Title | Show Those Pearly Whites |
| Category | Product Testing & Consumer Science |
| Table Number | E0631 |
| Student Name | Madelyn Milner |
| Abstract | My name is Madelyn Milner and I wanted to know If whitening toothpaste really whitens teeth and if so then what kind makes your teeth the whitest. So that is what my project is on this year! I thought that whitening toothpaste would work and that arm & hammer toothpaste would make your teeth the whitest. What I did is I had five people in my family each use a different kind of whitening toothpaste such as Crest, Colgate, Aquafresh, Ultra Brite, and Arm & Hammer. Every week I took a picture of everyone's teeth to see the progress of the whitening of the teeth. At the end of the 5th week I looked at each of the weeks of the different tooth paste and decided what one looked the whitest. I did some research and that is in my procedures, what I found out was that if you really want whitening toothpaste to work you have to undergo the teeth whitening procedures and then the whitening toothpaste will continue to keep the teeth white. My hypothesis was wrong because I thought that whitening toothpaste could drastically whiten your teeth when continuously used and that Arm & Hammer would whiten your teeth the most. We found out that Ultra Brite makes your teeth the whitest but saying that, none of the whitening toothpastes really did much to whiten the teeth because we would have to undergo the whitening procedures. I hope you like it. ? |
| Project Title | Which Brand Of Diaper Will Hold The Most Water |
| Category | Product Testing & Consumer Science |
| Table Number | E0632 |
| Student Name | Amanda Rowe
Chloee Mooy |
| Abstract | 1.We started by putting a 1/4 cup into each brand of diaper. 2.Then we checked to make sure the diapers weren't leaking. 3. Then we put another 1/4 cup and checked to see if it was leaking. 4. We repeated these steps intil diaper actually leaked. 5. Then we took some pictures. 6. We repeated these steps 1-4 but instead we used hot water until diaper leaked. 7. Then we took some more pictures. |
| Project Title | Which brand of diaper holds the most water |
| Category | Product Testing & Consumer Science |
| Table Number | E0632 |
| Student Name | Chloee Mooy
Amanda Rowe |
| Abstract | Which brand of diaper holds the most water? We started our experiment with four different brands of diapers. We placed blue food coloring in a container of cold water and also in a container of hot water. Then we started by pouring ¼ a cup, of cold water, at a time into each diaper until the diaper started to leak. We took pictures of each step. After we tested all the diapers with cold water, we repeated the experiment with dry diapers and hot water. The end result was “Huggies” and “Parents Choice” brand diapers, held up to 5 cups of cold water or 3 cups of hot water before they started to leak. |
| Project Title | How Much Sugar Is In My Drink? |
| Category | Product Testing & Consumer Science |
| Table Number | E0633 |
| Student Name | Erik Olson |
| Abstract | My dad has Juvenile Diabetes and only has sugared drinks when his blood sugar is low. Sugared drinks make his blood sugar too high. This made me wonder; how much sugar am I drinking? I used a glucose meter to see how many mg/dL of sugar drinks contained. My parents taught me that when my dad needs sugar, he reads a nutrition label to see how many carbohydrates are in a serving. 15-30 grams of carbohydrates are needed to raise low sugar levels. I wondered how much sugar drinks have compared to their grams of carbohydrates per serving. I hypothesized drinks with the most carbohydrates would have the highest reading on the glucose meter. I used twelve different drinks, containing between 0-40 grams of carbohydrates. I tested each drink and recorded my findings. I discovered all sodas tested “High, over 600mg/dL” on the meter even though they had 26g-40g of carbohydrates. These results made me wonder if glucose levels would be different in drinks containing only natural sugars instead of the High Fructose Corn Syrup. I hypothesized that the natural sugars would test lower because they were made from real fruit. My hypothesis was wrong, juices tested as high as sodas. I learned sugar is sugar, no matter what the source. This is important to know because moms think it is healthy to give their kids juice. However, my experiment proves that juice contains high amounts of sugar and should be used sparingly. The healthiest drinks are milk and water. |
| Project Title | Which brand of hairspray takes ink out of leather couches the best? |
| Category | Product Testing & Consumer Science |
| Table Number | E0634 |
| Student Name | Kaylee Oyler |
| Abstract | My grandparents saved up their whole life to buy leather couches. Two weeks after they bought them my little brother took a pen to them. We could not get it out so we used a magic eraser that took the color out of the leather. They had to be restained but would never look as good as they did. A friend later told us to use hairspray to take out ink. That led to my question: Which brand of hairspray takes ink out of leather couches the best? In learning about the different ingredients of hairspray online, I thought that the hairsprays with alcohol denate as the first ingredient(professional) would work better than the hairsprays with water as one of the first ingredients(grocery). I cut ten leather squares writing BYU on each one with the same ink pen. I squirted a facial sponge ten times with the hairspray being tested. My mom timed me while i wiped at the BYU on the leather square. I found that all of the professional hairsprays that I tried removed the ink completely, some removed the ink faster than others. It did not make a difference if they were aerosol or pump. None of the grocery store brands removed it. They seemed to be very watered down. Leather couches are expensive and to know how to remove ink from them without damaging them will help them to last longer. |
| Project Title | Lime-a-way- vs crl " The end to hard water" |
| Category | Product Testing & Consumer Science |
| Table Number | E0635 |
| Student Name | Whitney Palmer |
| Abstract | Lime-a-Way VS. CLR “The End Of Hard Water” The reason that I did this science project is because people are always confused about which one will work better on hard water stains. Well, I wanted to figure out which one worked better, and I found out. Out of Lime-a-Way and Clr, Lime-a-Way did work better. With this information, people will soon find out that I am right. But maybe if they did Lime-a-Way against another chemical it may be different. My hypothesis was that Lime-a-Way will remove the hard water stains better and I was right. As I did the project, I saw that CLR left hard water stains and lime-a-way took a lot of it off, and that there was less hard water stains than CLR. One of my Controlled Variables is: The method of washing the shower walls and bathroom walls and the shower doors. And an Experimental Variable is: Type of cleaner. And last but not least, a Responding Variable is: the cleanliness of the shower walls and bathroom doors. Some of the things that I found in both chemicals are: Acid Cleaners, Abrasive Cleaners, Chlorine Cleaners, Specialty Cleaners, All-Purpose Cleaners, Baking Soda, Borax, and Washing Soda. I went to many different websites and read different books on this subject. Some of the sites I went on to find the information is: WWW.ces.ncsu.edu/depts./fcs/housing/pubs/fcs97.html WWW.Selah.k12.wa.us/SOAR/SciProj2001-10 And a site that I went on to make my graph was: Http://nces.ed.gov/nceskids/creatagraph/ And also to get more information I did an interview on my mom, Heather Palmer, and my aunt, Dawn Babbitt, because they both clean professionally. By: Whitney Palmer |
| Project Title | Sweating the Score |
| Category | Product Testing & Consumer Science |
| Table Number | E0636 |
| Student Name | Hunter Ramsey |
| Abstract | Purpose Does a child’s heart rate increase enough to be considered exercise after playing “Exergame” video games? Hypothesis I believe a child’s heart rate will increase enough to be considered exercise when “Exergaming”. Procedure The first thing I did was practice taking a pulse. I used the carotid artery in the neck, and the radial artery in the wrist. I got a stopwatch to keep track of time so I could count the number of heartbeats there were in 10 seconds. Then I multiplied the number of beats by 6, to give me the total number of beats per minute. I gathered my participants individually. I took their pulse and calculated their resting heart rate, and recorded it in my notebook and table. Then I had them play Dance Dance Revolution on the Wii for 10 minutes. I took their heart rate again immediately after they finished, since the heart begins to recover as soon as physical activity stops. I took their “Exergame” heart rate and recorded it in my notebook and table. I followed this procedure 3 times with each child. I calculated the heart rates for each participant. A child’s maximum heart rate is 200 beats per minute. You have to be at 50% or higher of your maximum heart rate to consider the activity exercise, which means the heart rate had to be above 100 bpm. Conclusion I determined that playing “Exergame” video games does raise a child’s heart rate high enough to be considered exercise! |
| Project Title | Child Proofing |
| Category | Product Testing & Consumer Science |
| Table Number | E0637 |
| Student Name | Kaylee Rane |
| Abstract | Child Proofing By: Kaylee Rane Bluffdale Elemetary There are a lot of harmful substances in our world that can hurt children. So I thought it would be a good idea to test some child proof locks and containers to figure out if they really work. My question is: are child proof containers and locks really child proof? My hypothesis is: if I give a child a child proof container and lock then I think that the children four and older will get them open because they’re smarter. For my experiment I gave eight children a child proof container and let them try to get it open for one minute. Then I did the same thing with a lock instead of container. When I tested the children, three of the kids got the lock open. Nobody got the container open though. What I have learned is: my hypothesis ended up being wrong because it doesn’t depend on how old the child is, it’s really whether they’ve seen how to get it open before. Bracken and Sarah both got it open because they’ve seen how to get it open. (Griffin got it open by breaking it.) So just don’t let your children know how to get your childproof containers and locks open and you should be fine. (Unless they break it of course.) |
| Project Title | Trust It Will Rust |
| Category | Product Testing & Consumer Science |
| Table Number | E0638 |
| Student Name | McKell Rawlings |
| Abstract | QUESTION: Out of five different liquids, which liquid will rust a shiny, silver bolt the fastest and the most? PROCEDURE: I started with 5 shiny, silver bolts. Then I placed one bolt in five different liquids (Coke, Lemonade, Gatorade, Vinegar and Water) and the let them soak for 8 days while I tracked their progress every 24 hours. HYPOTHESIS: I think that Coke will rust the most because of the carbonated water and I think that Lemonade will rust the fastest because of the acid from the lemons. END RESULT: The bolt in the Coke liquid ended up rusting the fastest and the most! The bolts in the Vinegar and Lemonade tied and seemed to both be about the same as a dark gray color. The bolt in Gatorade was also dark gray, but it also had dark stripes on it. The bolt in the Water proved to cause the least amount of changes to the bolt and it did not seem to change the bolt at all from its original shiny, silver form. My hypothesis was ½ correct. I guessed Coke for the most, but was incorrect by guessing Lemonade for the fastest – it was Coke that won again by rusting the bolt the fastest and the most!! APPLICATION: As you can see, if Coke can rust a metal bolt, then imagine what it can do to the human body! Water on the other hand, did not change the bolt or cause it to rust at all, so this proves that water is good and healthy for the human body! |
| Project Title | How does it taste? |
| Category | Product Testing & Consumer Science |
| Table Number | E0639 |
| Student Name | Andrew Scharman |
| Abstract | Purpose Does the color of food effect how we think it tastes? Research ItotD.com http://itot.com/articles/629/the-influence-of-color-on-taste-perception/ It was not a secret that the color of food can effect whether we eat it or not. Color can effect the willingness to eat, that is why chef's spend so long making your food look so good. In the book “Fast Food Nation”, by Eric Schlosser, he explains that in the 1970's people were becoming ill because the steak and fries were blue and green. They used special lighting to make it look normal. In recent years, EZ squirt ketchup, a product of Heinz, had ketchup in colors of green, purple, pink, orange and teal. It was made to get kids to eat more ketchup. Another not so successful product was crystal Pepsi that came out in 1992. Introducing clear cola made most people think they were drinking lemon lime soda. ehow.com http://www.ehow.com.how-does_5200576_color-food-effect-way-eat_.html Have you heard the saying, “we eat with our eyes”? This meant that the color effects how we think they taste. Restaurants will use decor to make you come and buy food, which is another way to use colors. Clever restaurants will apply reds to enhance your appetite. Imagine yourself in a dream and you are at a hotdog stand, and you smell your hotdog, and you think it would be long with a red ketchup line, but it has green ketchup. How would you react? Food garnishing is another way to make you enjoy your food more. Sometimes you are given a vegetable to enhance your appetite. washington.edu http://faculty.Washington.edu/chudler/coltaste.html Have you ever had green cherry drink? If you have then it may have been a science project. Someone did an experiment that did just this. The test gave people grape, lemon lime, cherry, and orange sodas to taste but they were not the right color. Most people who tasted grape thought it was grape. The people who tasted lemon lime thought it was lemon lime. The people who only tasted cherry thought it was lemon lime. The people who tasted orange, thought it was lemon lime. Hypothesis If I add food coloring to white cupcakes, then people will think they are a different flavors. In the research I found that people had a harder time guessing flavors if they were different colors. We use our sense of sight when we are tasting. Experiment In my experiment I tested my hypothesis. I used white cupcakes dyed different colors. I had people taste them and write what the thought it was. Materials 1. Two packages of Pillsbury white cake mix 2. Cupcake pans 3. Food coloring 4. bowls 5. Oven 6. Ziploc containers 7. White paper for results slips 8. Pens 9. Neighbors and friends as test subjects Procedure For the experiment I made 2 packages of white cake mix. I separated the mix equally into 3 bowls. I added pink food coloring to one bowl, brown coloring to one bowl and yellow coloring to the last bowl. I then cooked the cupcakes according to the package instructions with the help of my mom. When the cupcakes were cooled, we cut them each in fourths and put each color in a zip-lock storage container, labeled 1, 2 and 3. I cut up papers. On each paper I wrote “what flavor do you think it is” and “What flavor does it taste like” and wrote 1,2 and 3 below each sentence. I took the cupcakes and papers to friends houses with my mom and had their families do the test. I opened each container and had them guess first what they thought the flavor was. Then they tasted each one at a time and wrote down what flavor they thought it tasted like. I used the results from the experiment to put together graphs for my display board. Variables Controlled Variables: 1. oven temperature 2. pan size 3. cupcake size 4. cake batter Experimental Variables: 1. age of participants 2. color of cupcakes Data Raw Data Each person that participated in the experiment was given a paper. The paper had two columns, one said “What flavor do you think it is” with 1,2 and 3 below it. The other column said “what flavor does it taste like” with 1, 2 and 3 below it. Each person wrote their responses. Organizing raw data I used those papers to add up the results. I totaled up how many people thought the first was chocolate and what they thought it tasted like and so on. I tallied the results to make a graph. |
| Project Title | Hollow Point vs. Full Metal Jacket |
| Category | Product Testing & Consumer Science |
| Table Number | E0640 |
| Student Name | Kole Sleight |
| Abstract | My project was to test what bullet would best to hunt with, a hollow point or a full metal jacket? To test this, I asked the question; which bullet will go through a milk jug the furthest a hollow point or a full metal jacket? My hypothesis was that the hollow point would split apart and the full metal jacket would stay in one piece and go the furthest. At the gun range, I lined up 8 milk jugs of water in a row. I shot the hollow point and the full metal jacket three times each through the jugs. Each time, I collected the bullet and recorded the results. The full metal jackets went through 4-5 jugs. The hollow points all reacted the same. Fragments were in the first jug. The base of the bullet was found in the second jug. My data supported my hypothesis. The hollow point went the furthest each time. A full metal jacket had enough energy to go through 4-5 milk jugs. A hollow point delivered and lost all of its energy by the 2nd jug. My conclusion is, for small animals I would use the hollow point because it delivered the most energy the soonest. For larger animals, I would use a full metal jacket because the bullet would go deeper into their body. |
| Project Title | The Effects of Storage Temperature on Popcorn |
| Category | Product Testing & Consumer Science |
| Table Number | E0641 |
| Student Name | Bridger Spendlove |
| Abstract | Hi my name is Bridger Spendlove. I like my project a lot. When I was trying to decide what to do for my projects I looked at some ideas online, and found several that seemed interesting. After talking to my friends and family members I decided to learn about how the storage temperature of popcorn kernels effects the popping. My mom stores our popcorn in the pantry, but my friend stores theirs in the freezer, is there a difference? I decided to store popcorn kernels in four different temperatures, the freezer, the fridge, at room temperature, and under a heat lamp. I put ½ cup popcorn into 12 different bags, three bags were stored in each of the temperatures. Out of the three bags, one was stored for just 1 hour, one for 24 hours, and one for one week. Then I went to work, popping popcorn. Afterwards I would count the left over kernels. Before I started this project I thought the popcorn under the heat lamp would pop the best because it was already warm. I now know that popcorn needs moisture in it to pop. The heat turns the moisture to steam and that’s what causes the popcorn to pop. The cold temperature from the freezer, and hot temperature from under the heat lamp, dried out the popcorn, and less popcorn popped. The best place to store popcorn is in a air tight container in the pantry. |
| Project Title | Shaking for Suds |
| Category | Product Testing & Consumer Science |
| Table Number | E0642 |
| Student Name | Matthew Stead |
| Abstract | Shaking for Suds Abstract The original question that led me to choose my project was: Which water makes the best bubbles? Detailed procedure for how my experiment was conducted: 1. I acquired four gallons of water; distilled water, mineral water, softened tap water, and regular tap water. 2. I brought out four glass jars and marked each one with a mark at two inches from the base (=255ml). 3. I marked the jars five inches from the base (=562.50ml) 4. I labeled jars and determined the method and number of shakes I would make vertically. I decided (5) shakes would be the best. 5. I added one drop of un-concentrated dishwashing liquid to the jar of distilled water. 6. I put the lid on the jar. 7. I shook the jar five times vertically and observed the bubbles level. 8. I continued this procedure of adding one drop of dishwashing liquid and shaking the jar until the bubbles reached the 562.50ml line on the jar. 9. I recorded how many drops it took to reach the 562.50ml line. 10. I did the same procedure with the mineral and the tap waters. 11. I repeated steps 1-10 three times. Findings: Softened tap water did not make the best bubbles. Distilled water made the best bubbles because it has the fewest minerals. |
| Project Title | Baking Soda vs Baking Powder |
| Category | Product Testing & Consumer Science |
| Table Number | E0643 |
| Student Name | Madilyn Trauntvein |
| Abstract | My experiment is on muffins, I wanted to know what the effects would be if I switched out the baking powder and put in baking soda instead. My question was: Can baking powder and baking soda be used interchangeably? Well, I learned obviously yes, but it isn’t the best choice to do it in a recipe when you know that it calls for something different because it could lead to a whole lot of dislikes. My methods were that I made the baking soda recipe first then the baking powder so that I could evaluate between the two muffins. My results were really crazy because the baking soda recipe led they were really tall, they were from a range of 2in to 2 ¾in. The baking powder muffins were not as tall and had the original, much-loved taste. It was obvious that after the family ate the muffins they preferred the original recipe and that though the other muffins weren’t horrid they weren’t loved either. That concludes my science abstract. |
| Project Title | Do childproof containers really keep kids out? |
| Category | Product Testing & Consumer Science |
| Table Number | E0644 |
| Student Name | Riley Warren |
| Abstract | Every 15 seconds a poison control center receives a call. The majority of these calls are due to children eating regular items found in the home. Kids often mistake things like medicine or cleaners for candy and juice. This made me wonder, do childproof containers really keep kids out? I decided to put them to the test. I gathered four different types of empty, clean bottles with childproof lids. I asked 15 kids between the ages of 2 and 5 to help me. I gave each child one minute to try and open each bottle. If after one minute they were unsuccessful, they would watch an adult open the lid, and then try again. My hypothesis was that the childproof containers would work and keep the children from being able to open the bottles. This is what I found: The childproof lids did work 90% of the time. The lid that failed to keep kids out the most is the most common type found in our homes. This lid is the push and twist cap, which only worked 75% of the time. I also learned that age played a big part in how effective the childproof caps were. Kids will be able to get childproof lids off some of the time. So it’s very important to keep medicine, cleaners and other harmful products out of their reach to keep them safe. |
| Project Title | Your cookie's fortune can be told by which cookie sheet you use |
| Category | Product Testing & Consumer Science |
| Table Number | E0645 |
| Student Name | Elise Willmore |
| Abstract | Have you ever wondered which type of cookie sheet will produce an evenly colored, soft, thick cookie? There are many varieties of cookie sheets on the market today. They vary in shape, size, color, and type. For my experiment I gathered five different types of cookie sheets, a dark non-stick pan, an aluminum cookie sheet, a cooking stone, a silicone mat, and a flimsy disposable cookie sheet. Then, I made a large batch of chocolate chip cookie dough. I used a cookie scoop and evenly placed six cookies of the exact same size onto each pan. One pan at a time, I baked them in the same oven at 400 degrees for exactly nine minutes. After letting them cool for one minute I transferred them to a cooling rack. I then lined them up, turning three of the six over, to view the bottom, and compared them to each other. I noted the results and got opinions from eleven different people. From my experiment I found that different cookie sheets will produce different cookies from the same batch of cookie dough. Basically, the flimsy disposable cookie sheet is perfect for the cookie lover who likes a crisp, brown cookie. On the other hand, the cookies that were cooked on the stoneware were cooked thoroughly, yet they produced a very light outside that was consistent from top to bottom. They were also very soft and chewy! The cookies that were baked on the aluminum pan had a very similar look and texture to those baked on the stoneware. Stoneware and aluminum are both great cooking surfaces for those who love a soft, tender treat. The bottom line is that it is important to find the right cookie sheet for the cookies you like to eat! |
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