title: which liquid evaporates the fastest · web viewthey were to identify the fruit. we recorded...
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TITLE: The Stroop Interference Effect and GenderI. QUESTION: Will there be a difference between males and females when testing color recognition times and word reading times using the Stroop interference effect?
II. MATERIALS:
10 male subjects, 10 female subjects, 1 stopwatch, 1 notebook to record results, 1 pen, 34- 3"X5" index cards, 1 purple marker, 1 green marker, 1 red marker, 1 orange marker, 1 yellow marker, 1 blue marker, 1 black marker, 1 calculator
III. PROCEDURE:
STEP 1. Count out two separate sets of 17 cards. Take one set of cards and use the black marker to write the names of the following colors on 16 of the cards. Write one word on each of the 16 cards. Write the following words: red, yellow, blue, orange, green, purple, red, yellow, blue, yellow, blue, red, green, purple, orange and green. The extra card is a cover card. This is the control set of cards.
STEP 2. Using the second set of 17 cards and the six different colored markers (purple, green, red, orange, yellow, and blue), prepare the second set of cards. Write a color word on each card according to this list. The other card will be a cover card.
WORD MARKER COLOR red yellow yellow blue blue red orange green green purple purple orange red green yellow purple blue orange yellow red blue yellow red blue green orange purple green orange purple green red
STEP 3: Each set of cards is read separately. Have each subject read the set of black and white cards first. Use the cover card to prevent the subject from starting too soon. Tell the subject when to begin reading the cards and time with a stopwatch. They must correct any mistakes that are made in reading. Stop the stopwatch when they have finished reading the set of cards and record the results. Do not allow the subject to repeat the test because the subject can learn to read the cards faster with practice. This skill can be learned.
STEP 4: Then use the colored set of cards for recognition of the color of the word written on the cards. The subject must state the color of the marker not the word written on the card. Use the cover card to prevent the subject from starting too soon. Tell the subject when to begin reading the cards and time with a stopwatch. They must correct any mistakes that are made in reading. Stop the stopwatch when they have finished reading the set of cards and record the results. Do not allow the subject to repeat the test because the subject can learn to read the cards faster with practice. This skill can be learned.
STEP 5: Have the subject read the colored set of cards for the word written on the cards. The subject must read the cards as quickly as possible. Use the cover card to prevent the subject from starting too soon. Tell the subject when to begin reading the cards and time with a stopwatch. They must correct any mistakes that are made in reading. Stop the stopwatch when they have finished reading the set of cards and record the results. Do not allow the subject to repeat the test because the subject can learn to read the cards faster with practice. This skill can be learned.
STEP 6. Separate the reading results into male and female categories. Average the results of each test for males and females. Then compare the results to determine whether males or females performed each test most efficiently.
STEP 7: Graph the data and write your hypothesis.
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TITLE: Which Liquid Evaporates The Fastest?I. QUESTION: Do liquids evaporate at different rates?
II. MATERIALS: six clear plastic cups, Sprite, milk, orange juice, rubbing alcohol, and water.
III. PROCEDURE:
STEP 1: Place each of the six liquids into separate 300 mL plastic containers. STEP 2: Put 200 mL of each liquid into the containers. STEP 3: Put them in the same place. STEP 4: Check the volume of each liquid each day, and record the data.STEP 5: Graph the data and write a conclusion. ------------------------------------------------------------------------------------------------
Title: Preventing Apple OxidationI. QUESTION: What is the best way to prevent cut apple slices from turning brown?
II. MATERIALS: lemon juice, vinegar, water, Sprite, and Milk, cut apples, plastic cups.
III. PROCEDURE:
STEP 1: Cut apples into 10 slices.STEP 2: Place one slice in each of 10 cups.STEP 3: Label 2 cups vinegar, 2 lemon juice, 2 water, 2 Sprite, and 2 MilkSTEP 4: Place 200 ml of each liquid on the apple slices in the cups.STEP 5: Leave the apples in the liquid for 1 minute and remove.STEP 6: Place the slices on pieces of paper towel labeled with the name of the liquid.STEP 7: Check apples every 15 minutes, for one hour, STEP 8: Photograph each cup and record your results.STEP 9: Write your conclusion.------------------------------------------------------------------------------------------------
TITLE: Temperature and Floating Objects?
I. QUESTION: Does the temperature of water affect the buoyancy of a floating object?
II. MATERIALS: 3 plastic bowls which hold 2 liters of water each, microwave, freezer, 3 plastic lids from margarine containers (all the same size)
III. PROCEDURE: STEP 1: Heat 1 liter of water in the microwave for 5 minutes and pour into a plastic bowl.
STEP 2: Pour one liter of cold tap water into a second bowl.STEP 3: Pour one liter of water that has been in the freezer for one hour into the third container.STEP 4: Take the temperature of the water in all three containers and record it.STEP 5: Place a margarine lid in each container at the same time.STEP 6: Add pennies to the discs, one at a time, until the discs sink, and record the number of pennies needed to sink each lid.STEP 7: Repeat the process two more times, Recording the water’s temperature before each trial.STEP 8: Graph your data and write a conclusion------------------------------------------------------------------------------------------------
TITLE: The Effect Of Gender On The Amount Of Time It Takes A Mouse To Get Through A Maze.I. QUESTION: Does the gender of a mouse affect how long it takes to go through a maze?
II. MATERIALS: a maze, 3 female mice and 3 male mice, rodent food.
III. PROCEDURES:
STEP 1: Put some rodent food at the end of the maze. Then put a female mouse in the maze and let it try to get to the end. STEP 2: Time how long it takes the mouse to get to the end of the maze and record it. STEP 3: Repeat steps 1 and 2 with the rest of the female mice and then the male mice. STEP 4: Continue running mice through the maze until every mouse has had 3 turns.STEP 5: Average the times for all of the female mice and all of the male mice.STEP 6: Graph the data, compare the results and write a conclusion.------------------------------------------------------------------------------------------------
TITLE: Tasting The Difference Between Regular and Fat Free Foods
I. QUESTION: Can people really taste the difference between fat free and regular foods?
II. MATERIALS: bread, regular mayonnaise, fat free mayonnaise, fat free ice cream, regular ice cream, fat free ranch dressing, regular ranch dressing, plastic spoons, plastic knives, carrots
III. PROCEDURE:
STEP 1: Select 20 people to participate in the test.STEP 2: Place fat free ice cream, mayo, and dressing in plain containers. Put a red dot on the fat free foods and a blue dot on the foods with fat. STEP 3: Have each subject taste each of the foods and tell you if they think they are fat free or regular. Record their responses. (When feeding mayonnaise, put it on a small piece of bread. When feeding dressing, have people dip a carrot into it.)STEP 4: After all 20 people have completed the taste test, Graph the number of correct and incorrect responses and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: Growth of Carrot Tops
I. QUESTION: In what medium will carrot tops grow the best, soil, sand, gravel or water?
II. MATERIALS: 40 carrot tops, potting soil, sand, gravel, water, clear plastic cups
III. PROCEDURE:
STEP 1: Plant 10 carrot tops in each substance and water them every three days with 30 ml of water. Add water to the carrot tops growing in plain water if the water gets low. You just want to maintain the water level. STEP 2: Measure the growth of the roots every three days before watering the plants.STEP 3: Continue to measure, photograph and record data for at least 3 weeks.STEP4: Graph the data and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: The Effect of High Protein Food on the Weight of Mice
I. QUESTION: What affect will high protein food have on a mouse's weight?
II. MATERIALS: Kitten chow with the highest protein, regular mouse food.
III. PROCEDURES:
STEP 1: Take 10 mice and divide them into two groups and place them into two different containers.
STEP 2: Weigh all of the mice in the control group and record their total weight.STEP 3: Weigh all of the mice in the experimental group and record their total weight.STEP 4: Feed the control group regular mouse food. Keep the dishes full all of the time, and make sure they always have water.STEP 5: Feed the experimental group high protein kitten chow. Keep the dishes full all of the time, and make sure they always have water.STEP 6: Weigh each group once a week and record the total weight of each group.STEP 7: Continue the experiment for at least 4 weeks.STEP 8: Graph the data and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: The Affect of Different Soil Types on Where Night Crawlers Will Choose To Live
I. QUESTION: What type of soil do earthworms prefer?
II. MATERIALS: 1 ten gallon aquarium or a large, clear Rubbermaid container,32 night crawlers, sand, potting soil, coffee grounds.
III. PROCEDURE:
STEP 1: Dump potting soil in one half of the tank and sand on the other half. STEP 2: Spread the thirty-two night crawlers along the center of the two soils. STEP 3: Sprinkle 1/2 cup of coffee grounds and 1/2 cup of water across the top of the two soils. STEP 4: Every other day, find the night crawlers, and record how many were in each type of soil. STEP 5: Gather data for six days (every other day).STEP 6: Graph your data and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: What Substances Prevent Rust On Metal Nails?I. QUESTION: Can nails be coated with a substance to keep them from rusting?
II. MATERIALS: vegetable oil, plastic wrap, Vaseline, nail polish, toothpaste, glue, 18 nails, paper towel, markers, water, cookie sheet
III. PROCEDURES:
STEP 1: Line a cookie sheet with wet paper towel.STEP 2: Coat each nail with a different substance: nail polish, toothpaste, glue, vegetable oil, and Vaseline. STEP 3: Leave 3 nails uncoated.STEP 4: Label each nail and lay it on the wet paper towel on the tray.STEP 5: Cover the top of the tray with plastic wrap. STEP 6: Let the nails sit in this humid place for 2 weeks. STEP 7: Pour water around the trays often, so the paper towels do not dry up. STEP 8: Record the amount of rust on each nail for ten days.STEP 9: Analyze the data and write a conclusion.
Title: The Effect Of Different Liquids On TeethI. QUESTION: What affect do common beverages have on teeth?
II. MATERIALS: 8 real teeth from a dentist or veterinarian, 8 test tubes, Apple juice, Coke, Mt. Dew, Milk
III. PROCEDURE:
STEP 1: Weigh each tooth and record its weight. Also make notes about its color and photograph each one. STEP 2: Place one tooth in each of the 4 test tubes. STEP 3: Put 10 ml of each liquid in the 4 test tubes with the teeth. STEP 4: Use the other 4 test tubes to create a control group. Place a tooth in each one along with 10 ml saliva. STEP 5: Keep all the test tubes at room temperature and watch the teeth for 10 days. STEP 6: After the 10 days remove the teeth from the test tubes and looked at the color and record any changes. STEP 7: Inspect the teeth with a dental instrument called an explorer. If the instrument sticks in the tooth, the tooth has started to break down. Record the number of teeth that have broken down. STEP 8: Weigh the teeth and record the information.STEP 9: Graph your data and write your conclusion.
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Title: The Effect of Different Liquids On Plant GrowthI. QUESTION: How do different liquids affect the growth of plants?
II. MATERIAL: water, kool-aid, soapy water, vinegar, Mt. Dew, Dixie cups
III. PROCEDURE:
STEP 1: Plant 15 bean seeds in potting soil.STEP 2: Water 5 seeds with 30 ml of water, 5 seeds with 30 ml kool-aid, 5 seeds with 30 ml soapy water, 5 seeds with 30 ml vinegar and 5 seeds with 30 ml of Mt. Dew.STEP 3: After one week, measure the height of each plant and record the data. Photograph the plants and water them with 30 ml of the appropriate liquid.STEP 4: Continue to check plants once a week for 4 weeks, photographing them and recording their height.STEP 5: Graph your data and write your conclusion.------------------------------------------------------------------------------------------------
Title: Which Brand Of Paper Towels Is Most Absorbent?I. QUESTION: Which brand of paper towel absorbs the most liquid?
II. MATERIALS: School paper towel, Bounty, Sparkle, Spartan brand paper towel, water, measuring cup
III. PROCEDURE:STEP 1: Take one equal size sheet of each paper towel and 200 ml of tap water. Then, starting with the School brand paper towel, immerse one sheet into the measuring cup of water for 10 secondsSTEP 2: Remove the paper towel from the measuring cup without wringing it out. STEP 3: Subtract the remaining amount of water in the measuring from the original 200 ml of water to determine the amount of absorption. STEP 4: Repeat 2 more times with the School brand towel.STEP 5: Repeat steps 1-4 with the other brands of paper towel.STEP 6: Average the data and graph the results, then write your conclusion.------------------------------------------------------------------------------------------------
Title: Which Cheese Molds Faster?I. QUESTION: Do some brands of cheese mold faster than others?
II. MATERIALS: Cheddar, American, mozzarella, and swiss cheese, ziplock bags
III. PROCEDURE:
STEP 1: Use a cheese slicer to cut off equal sized pieces of cheese from each type of cheese.STEP 2: Place each piece of cheese in its own ziplock bag and seal it.STEP 3: Place the slices of cheese in the same place and observe every day.STEP 4: Photograph the cheese daily and record any changes.
STEP 5: After all pieces of cheese have thoroughly molded, compare your results and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: Water Freezing ExperimentI. QUESTION: Do different types of water freeze at different rates?
II. MATERIALS: 4 clear plastic cups, distilled water, tap water, sugar water (1 cup water with 2 tsp sugar), salt water ( 1 cup of water with 2 tsp of salt), and a freezer.
II. PROCEDURE:
Step 1: Take 4 clear plastic cups and fill with 1 cup of each kind of water. The tap water will be the control group and the salt water, sugar water and distilled water will be the experimental groups.Step 2: Put all glasses in the same spot of the freezer.Step 3: Record data at 30 minute intervals by checking to see if the water isfrozen. Step 4: Continue until all water is frozen. Step 5: Analyzed the data and wrote a conclusion.Step 6: Make a chart or graph to summarize the data.---------------------------------------------------------------------------------------------
TITLE: A Comparison of Salt and Sugar Crystals
I. QUESTION: Do salt and sugar crystals form into the same shapes?
II. MATERIALS: salt, sugar, distilled water
III. PROCEDURE:
Step 1: Put 1 cup of water into a pot and boil it.Step 2: Pour salt into the water until it will no longer dissolve. Stir constantly.Step 3: Let the solution cool, then pour it into a jar.Step 4: Tie a string to a pencil and let the string hang into the jar. Let it sit. Step 5: Repeat steps 1 through 4 with the sugar. Step 6: Use a magnifying glass to observe the crystals as they grow. Record your daily observations in a journal.Step 7: After the crystals have grown, photograph them and write your conclusion-------------------------------------------------
TITLE: MOLDING OF BREAD
I. QUESTION: Does temperature affect mold growth on bread?
II. MATERIALS:4 quart size ziplock bags, 4 slices of bread, water, measuring spoon.
III. PROCEDURE:
STEP 1: Take ziplock bags and put a piece of white bread, from the same loaf, in each one. STEP 2: Add 10ml of water on each piece of bread, and seal the bags.STEP 3: Number the bags from 1 to 4.STEP 4: Place bag #1 in the refrigerator and record the temperature, place bag #2 in a cupboard and record the temperature, place bag #3 in the freezer and record the temperature, and place bag #4 in a warm location and record the temperature.STEP 5: Check each one and record your daily observations in a journal until all pieces of bread have molded. take pictures of the bread every few days and date the picture for evidence.STEP 6: Write your conclusion.-------------------------------------------------------------------------------
GROWTH OF PLANTS IN DIFFERENT LIGHTS
I. QUESTION: How do different types of light effect plant growth?
II. MATERIALS: fluorescent light, incandescent light, sunlight, 12 plants of the same kind grown from seed.
III. PROCEDURE:
STEP 1: Take 12 plants of the same kind. Place four under fluorescent lights, 4 under incandescent light and 4 in sunlight.STEP 2: Measure and record the height of each plant and photograph each one. STEP 3: Water the plants once a week with the same amount of water.STEP 4: Observe the plants for at least one month, measuring and photographing
them each week.--------------------------------------------
TITLE: DON'T BREAK THE EGG
I. QUESTION: WHICH MATERIAL (PAPER, DIRT, OR STYROFOAM) ABSORBS SHOCK THE BEST?
II. MATERIALS: eggs, 3 coffee cans, paper, styrofoam packing peanuts, 1 ziplock bag, potting soil.
II. PROCEDURE:
STEP 1: Take 3 coffee cans and fill one halfway with paper, another halfway with dirt and a third halfway with Styrofoam packing peanuts in a ziplock bag. STEP 2: Place a raw egg in each one and drop it from a distance of six feet.STEP 3: Record the results by taking pictures, and repeat each test 3 times.------------------------------------------------------------------------------------------------
TITLE: DOES THE ANGLE OF THE WINGS AFFECT THE FLIGHT OF A PAPER AIRPLANE?
I. QUESTION: Do the angle of an airplane’s wings affect the airplane’s flight?
II. MATERIALS: Paper for airplanes, paperclips
II. PROCEDURE:
STEP 1: Build three paper airplanes. One with level wings, one with its wings slanted up, and the other paper airplane with wings slanted down. STEP 2: The plane with the level wings is the control group. Add paper clips to its nose until it flies well.STEP 3: Add the same number of paper clips to the other two planes.STEP 4: Throw them all into the air gently. Try to use the same amount of force every time.STEP 5: Record how far they fly.STEP 6: Repeat the flights until all planes have been tested 5 times.STEP 7: Average the distance of the flights and record data.STEP 8: Make a graph to show the results.STEP 9: Analyse the data and write the conclusion.
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TITLE: DENSITY AND BUOYANCY
I. QUESTION: Does the composition and density of a soft drink effect its buoyancy?
II. MATERIALS: One can of coke, diet coke, sprite, diet sprite, 5 gallon pail, water, camera
II. PROCEDURE
STEP 1: Put a can of classic coke in 1 1/2 gallons of water and record whether it sank or floated, and take a photo.STEP 2: Put a can of diet coke in the bucket of water and record whether it sank or floated and take a photo.STEP 3:Continue placing cans of pop in the water until all cans have been tested.STEP 4: Analyze your data and write your conclusion.------------------------------------------------------------------------------
TITLE: CAN PEOPLE TASTE THE DIFFERENCE BETWEEN DIFFERENT COLAS?
I. QUESTION: Can people identify a particular brand of cola without using the sense of sight?
II. MATERIALS: 2 liters of coke, diet coke, pepsi, spartan cola
III. PROCEDURE:
STEP 1: pour the drinks into cups labeled a,b,c,d. make sure to record which kind of cola is in each cup.STEP 2: Blind fold a person and let them taste each cola and tell you what kind they think it is. Record whether their answers are correct or incorrect on a data chart.STEP 3: Take a picture of the subject and cups of cola.
STEP 4: Repeat steps 1 and 2 with at least 10 different people.STEP 5: Make a graph to record the number of correct and incorrect responses.STEP 6: Analyse the data and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: How Does Age Affect Lung Capacity?
I. QUESTION: Does age affect a person’s lung capacity?
II. MATERIALS: 2 liter bottle, water, box of bendable straws, metric measuring device, large basin to hold water, 5 fifth graders, 5 adults.
III. PROCEDURE:
STEP 1: Take the 2 liter bottle and add 100 ml of water. Mark the bottle. Add another hundred ml and mark the bottle again for 200ml. Repeat until you have marked 2000 ml.STEP 2: Fill the basin with 2 inches of water. STEP 3: Fill the 2 liter with water and insert a bendable straw into it.STEP 4: Tip the 2 liter upside down in the water in the basin.STEP 5: Have a fifth grader take a deep breath and blow into the straw until their lungs are empty. Record the number of ml of air that was in their lungs by measuring the empty space in the bottle.STEP 6: Repeat steps 1-5 until all subjects have taken a turn. Record the age and number of ml that each subjects lungs held.STEP 7: Graph the data.STEP 8: Analyze the data and write a conclusion.-----------------------------------------------------------------------------------------------
TITLE: The Relationship Between Chemical Reactions and Temperature
I. QUESTION: Does temperature affect the speed of a chemical reaction?
II. MATERIALS: 18 denture tablets, water, microwave, coffee mugs, thermometer, stop watch.
III. PROCEDURE:STEP 1: Take six coffee mugs and fill three with hot water and three with cold water.
STEP 2: Put a denture tablet in each one of the cups and time how long each took to dissolve. STEP 3: Repeat this process three times. STEP 4: Record the data on a chart.STEP 5: Make a graph to display the data.STEP 6: Analysis the data write your conclusion. -------------------------------------------------------------------------------
TITLE: REACTION TIME OF BOYS AND GIRLS
I. QUESTION: Do boys and girls have a different reaction time?
II. MATERIALS: 5 boys, 5 girls, 1 ruler
II. PROCEDURE:
STEP 1: Select 5 girls. Test them one at a time. Have one girl hold her first finger and thumb at the bottom of the ruler where it says 0 cm. Drop the ruler and have the student catch it as fast as they can. Repeat 2 more times and record the data.STEP 2: Record whatever measurement the student’s finger and thumb hit upon asshe grabs the ruler.STEP 3: Repeat steps 1 and 2 with the rest of the students. Record the data on a chart.STEP 4: Average the boy’s reaction time and the girl’s reaction time.STEP 5: Make a graph to display your data.STEP 6: analyze the data and write a conclusion. -----------------------------------------------------------------------------------------------------------------------
TITLE: The Effect of Chewing Gum on Heart Rate
I. QUESTION: Does chewing gum affect a person’s heart rate?
II. MATERIALS: 30 pieces of gum, a clock, ten test subjects.
II. PROCEDURE:
STEP 1: Take one subject at a time. Have them read a book for pleasure for 5 minutes, then measure and record their resting heart rate by counting their heartbeats for 15 seconds and multiplying it by 4.
STEP 2: Give each subject a piece of gum and have them sit and chew it for 5 minutes while they read a book for pleasure. Measure their heart rate again and record it.STEP 3: Measure each subjects heart rate again and record it.STEP 4: Repeat the experiment again over the next two days----------------------------------------------------------------------------------------------
TITLE: EXPLORING WATER PRESSURE AND WATER DEPTH
I. QUESTION: Does water pressure changes with the depth of the water?
II. MATERIALS: one 32oz. Styrofoam cup, a ruler, water, a sink, camera
III. PROCEDURE:
STEP 1: Take one 32 ounce Styrofoam cup and punch three holes in the cup with a pencil. The first hole should be 3cm. from the top, the second 6.5 cm down from the first hole in the middle, and a third hole 3.5 cm from the bottom.
STEP 2: Put your fingers on the holes and fill the cup with water up to the top.
STEP 3: Take your fingers off the top hole and measure how far the water shoots out of the cup. Have a partner photograph it.
STEP 4: Refill the cup to the top. Take your finger off the second hole and measure how far the water shoots out. Photograph it and record your data.
STEP 5: Refill the cup to the top. Take your finger off the bottom hole and measure how far the water shoots out. Photograph it and record your data.
STEP 6: Refill the cup to the top. Take your fingers off all three holes at the same time and photograph the results.
STEP 7: Make a graph to show the results.
STEP 8: Write your conclusion.-----------------------------------------------------------------------------------------------
TITLE: Electromagnet Power and Electrical EnergyI. QUESTION: Does the number of paper clips sticking to the magnet increase when more electrical energy is powering the electromagnet?
II. MATERIALS: 6 D- cell batteries, copper wire, a large nail, tape, paper clips.
II. PROCEDURE:
STEP 1: Coil a piece of copper wire around a nail and tape the ends of the wire to one D battery. STEP 2: Put the electromagnet near the paper clips and record how many paper clips it picks up. STEP 3: Repeat this process 5 more times by adding another battery each time. STEP 4: Graph your data and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: Marbles on the MoveI. QUESTION: Does height have an effect on the energy of a moving object?
II. MATERIALS: 3 rulers, a marble, a meter stick or metric tape, paper cup.
II. PROCEDURE:
STEP 1: Take 2 rulers and tape them together in a “V” shape to make a ramp.STEP 2: Hold one end of the ruler ramp up 10cm above the ground. Use a ruler to keep the ramp at the correct height. STEP 3: Place a Dixie cup at the bottom of the ramp to catch the marble. Make sure the mouth of the cup is touching the ramp.STEP 4: Place the marble at the top of the ramp and let it go.STEP 5: Measure how far the marble moves the cup and record.STEP 6: Repeat 2 more times and average the distances.STEP 7: Repeat steps 2-6 holding the ramp at 20cm and 30cm. STEP 8: Graph your data and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: The Rate of Evaporation of Different Liquids
I. QUESTION: Do all liquids evaporate at the same rate?
II. MATERIALS: tap water, Mountain Dew, vegetable oil, 1 graduated cylinder, 3 pie plates
II. PROCEDURE:
STEP 1: Pour 30 ml of water into one pie plate, 30 ml of Mountain Dew in another, and 30 ml of vegetable oil in the third. STEP 2: Observe the pie plates and record the amount of time it take each liquid to completely evaporate from the pie plate. STEP 3: Repeat the experiment at least two more times.STEP 4: Make a Graph to show the data and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: What Materials Make the Best Parachutes?I. QUESTION: What is the best material to use to build a parachute that will stay aloft the longest?
II. MATERIALS: paper, Saran wrap, aluminum foil, cloth, string, metal washer, hole punch.
II. PROCEDURE:
STEP 1: Take a piece of cloth six inches by six inches and punch a hole in each corner and tie a string through each hole. STEP 2: Gather all the strings at the bottom and tie them to a metal washer. STEP 3: Repeat steps 1 and 2 with the paper, Saran wrap, and aluminum foil. STEP 4: Hold one of the parachutes 2 meters from the ground and let it drop. Use a stopwatch to record the time aloft. Repeat 2 more times and average the time aloft.STEP 5: Repeat step 4 with the other parachutes.STEP 6: Graph your data and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: To Freeze or Not To FreezeI. QUESTION: Does adding sugar or salt to water affect how long it will take the
water to freeze?
II. MATERIALS: sugar, water, salt, clear plastic cups.
III. PROCEDURE:
STEP 1: Place ¼ cup of water and 2 tsp of salt into a plastic cup. Stir until the salt is dissolved, and label the cup “salt”.STEP 2: Place ¼ cup of water and 2 tsp of sugar into a plastic cup. Stir until the sugar is dissolved, and label the cup “sugar”.STEP 3: Place ¼ cup of plain water in the third cup.STEP 4: Place them in the freezer and check every 10 minutes. STEP 5: Record the time it takes for each liquid to freeze.STEP 6: Create a graph and write the conclusion.------------------------------------------------------------------------------------------------TITLE: Does Wingspan Affect Paper Airplane Flight?I. QUESTION: How does wing span affect the flight of a plane?
II. MATERIALS: paper, meter stick, paper clips
II. PROCEDURE:
STEP 1: Take three pieces of paper of the same size and weight and fold them into airplanes that have different wingspans.STEP 2: Throw the airplanes in the same method with the same amount of force and record how far each went in meters. STEP 3: Repeat two more times and record the results.STEP 4: Create a graph and write the conclusion.--------------------------------------------------------------------------------
TITLE: The Taste TestI. QUESTION: Do boys and girls have an equal ability to recognize the salty, sweet, and sour tastes of foods without looking at the food or smelling it?
II. MATERIALS: salt, lemon juice, sugar, water, paper cups, 8 boys, 8 girls, blindfold, clothespin, bread
II. PROCEDURE:
STEP 1: Mix up a strong solution of salt water, sugar water and lemon juice. Place each one in a cup.STEP 2: Take one subject to a test area. Blindfold the subject and have them put a clothespin on their nose.STEP 3: Pour a small amount of lemon juice onto a plastic spoon and help the subject put their finger in it and taste it. Record their answer. Have them take a bit of bread and a drink of water.STEP 4: Clean off the spoon and pour a small amount of salt water on the spoon. Have the subject taste it and tell you what it is. Record the answer. Have them take a bit of bread and a drink of water.STEP 5: Repeat with the sugar water.STEP 6: Take a second subject to a test area and repeat the procedure. Continue until all subjects have gone through the taste test.STEP 7: Graph the data and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: What Grows Faster?I. QUESTION: Does liquid plant food really make plants grow better than plain water?
II. MATERIALS: bean seeds, Miracle Grow plant food, water, paper cups, potting soil, graduated cylinder
II. PROCEDURE:
STEP 1: Plant 20 bean seeds. Water 10 with 30ml of water and the other 10 with 30ml of miracle grow plant food water. STEP 2: Water all plants in this way anytime they get dry.STEP 3: Measure the growth of the plants once a week and photograph them. Record any differences between the two groups of plants.STEP 4: Continue monitoring the plants for at least 2 weeks.STEP 5: Graph your data and write your conclusion.
Title: Melting Rate of Different Materials
I. QUESTION: Do all frozen substances melt in the same amount of time?
II. MATERIALS: water, vinegar, orange juice and vegetable oil, Dixie cups or clear plastic cups, graduated cylinder, ice cube tray
III: PROCEDURE:
STEP 1: Pour the liquids in the ice cube tray distributing them evenly so there are the same number of cubes for each liquid.STEP 2: Freeze the liquids for twenty-four hours. After twenty-four hours, take the tray out of the freezer. STEP 3: keep checking the solids. Record the time it takes for each cube to become 100% liquid. STEP 4: After all of them have melted, repeat the experiment twice and average the results. STEP 5: Make a graph and write the conclusion.------------------------------------------------------------------------------------------------
TITLE: Incline Planes and Rolling BallsI. QUESTION: Does the length of an inclined plane affect the distance a ball will roll after it leaves the inclined plane?
II. MATERIALS: poster board, Popsicle sticks, tape, marbles, meter stick
II. PROCEDURE:
STEP 1: Use the poster board to make 3 ramps by cutting strips that are 10 cm wide and bending them in a curved way. Tape a Popsicle stick across the ends to keep the poster board curved. Make sure one inclined plane is 90 cm, 60 cm, and 30 cm in length. STEP 2: Take one of the inclined planes and lift it 20cm off the ground. Let a marble roll down and measure the distance it travels after leaving the inclined plane.STEP 3: Repeat 2 more times.STEP 4: Repeat steps 1 and 2 with the other two inclined planes.STEP 5: Graph your data and write the conclusion.
TITLE: Plant Food, How Much?I. QUESTION: What happens if you water plants with stronger fertilizer than is recommended?
II. MATERIALS: Miracle Grow plant food, bean seeds, paper cups, potting soil.
III. PROCEDURE:
STEP 1: Plant 20 bean seeds in paper cups. Water each plant with 30 ml of tap water.
STEP 2: After plants have grown for a couple weeks, water 10 of the plants with Miracle Grow fertilizer which has been mixed twice as strong as normal. Water the other 10 plants with tap water.
STEP 3: Measure the plants once a week and take photographs.
STEP 4: After 4 weeks, Graph the data and write the conclusion.
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Title: Penny on the GroundI. QUESTION: Does age or sex have anything to do with the value a person places on a penny laying on the ground?
II. MATERIALS: pennies
III. PROCEDURE:STEP 1: Drop a penny on the ground in the cafeteria and record the sex and age of the person who picks it up. If it gets picked up, immediately drop another on the ground. Continue doing this for the entire lunchtime.STEP 2: Drop a penny on the ground on the playground and record the sex and age of the person who picks it up. STEP 3: Go to a store and drop a penny on the ground in the entrance of the store. Watch to see if anyone picks it up. Record their approximate age and sex, then drop another penny.STEP 4: Continue the experiment in a variety of places for at least a week.STEP 5: Graph your data and write a conclusion.------------------------------------------------------------------------------------------------Title: Does Vision Affect TasteI. QUESTION: Does the color of food affect how it tastes?
II. MATERIALS: 900ml unflavored water, 1 large container plain yogurt, food coloring, 60 Dixie cups, sugar, plastic spoons
III. PROCEDURE:
STEP 1: Label 3 cups with A, B, and C. Fill each cup with 30ml of unflavored mineral water. Add 1 drop of green coloring to cup A, 1 drop of red coloring to cup B, and 1 drop of red and one drop of yellow coloring to cup C.STEP 2: Repeat step 1 nine more times.STEP 3: Have ten people taste the 3 different cups of mineral water and record what the subjects say they taste like.
STEP 4: Label 3 cups with A, B and C. Place 1 Tbs. of yogurt in each cup. Mix in 1/4th tsp. of sugar and food coloring. In cup A place 1 drop of red coloring. In cup B put 1 drop of yellow coloring, and in cup C put 1 drop of blue and 2 drops of red coloring.STEP 5: Have ten people taste the yogurt and record their comments.STEP 6: Make a graph and write your conclusion.------------------------------------------------------------------------------------------------
Title: The Effect of Sight and Smell on TasteI. QUESTION: Can a person identify brands of pop by taste alone?
II. MATERIALS: Five two liter bottles of pop (Coke, Dr. Pepper, Pepsi, 7-Up and Sprite), 1 package of small Dixie cups, 1 blindfold, 1 - two quart pitcher of water,1 clothespin
III. PROCEDURE:
STEP 1. Measure and mark small Dixie cups at 40 ml. STEP 2. Fill five cups up to the mark with one of each type of pop. Label each cup A – E. Fill a cup with water for subject to drink in between drinks of pop. STEP 3. Seat and blindfold person being tested and place a clothespin on the person’s nose. STEP 4. Tell the person being tested, "You are being tested on your ability to distinguish between pop brands. There are five sample cups of pop on the table. They contain: Coke, Dr. Pepper, Pepsi, 7-Up, and Sprite. Hand cup A to subject and say, "Please drink all of the contents and tell me what type of pop it is." After naming pop, subject is given a small amount of water in a cup. Then say, "Please take a drink of water and swish it through your mouth to cleanse your taste buds. You may then swallow the water." STEP 5. Repeat step 4 for cups B through E. Record subject's name and answers. STEP 6. Remove blindfold and clothes pin from subject and repeat steps 4.STEP 7. Graph your data and write the conclusion.------------------------------------------------------------------------------------------------
TITLE: Touch and Tell
I. QUESTION: Can a person tell what an object is just by using their sense of touch?
II. MATERIALS: 10 students, pencil, pencil top eraser, pencil sharpener, spoon, ink pen, stick of butter, salt shaker, scissors
III. PROCEDURE:
STEP 1: Blindfold one student and hand them an object. Ask them to name the object. If they cannot name it, record it as an incorrect response, and hand them another item. Continue until the student has named all items.STEP 2: Blindfold another student and repeat step 1.STEP 3: Continue until you have questioned 10 students.STEP 3: Analyze the data and make a graph. STEP 4: Write a conclusion.-----------------------------------------------------------------------------------------------TITLE: Is There A Similarity In My Family's Fingerprints? I. QUESTION: Do all of the members of a family have similar fingerprints?
II. MATERIALS: fingerprint kit, fingerprint classification chart
III. PROCEDURE:STEP 1: Fingerprint every member of your family.STEP 2: Fingerprint all members of at least three more families.STEP 3: Examine and identify each type of fingerprint.STEP 4: Record whether or not the families have similar fingerprints.STEP 5: Write a conclusion.-----------------------------------------------------------------------------------------------
TITLE: What Color Absorbs More Heat? I. QUESTION: How much more heat does black absorb than white?
II. MATERIALS: 2 garbage bags, 1 black and 1 white, water, thermometer
III. PROCEDURE:STEP 1: Fill each garbage bag with 1 gallon of water. STEP 2: Take the temperature of each bag of water and record them.STEP 3: Place the bags outside in the sun for 30 minutes.STEP 4: Take the temperature again and record.STEP 5: Leave the bags in the sun for another 30 minutes and record the temperature.STEP 6: Repeat the experiment once a day for three days.STEP 7: Photograph the experiment and write your conclusion.
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TITLE: Incline RollerI. QUESTION: Does the size of the wheels on a car affect the distance the car rolls when started on an incline plane?
II. MATERIALS:
III. PROCEDURE:STEP 1: Build two identical Lego car bodies. Place large wheels on one and smaller wheels on the other. STEP 2: Measure the diameter of the wheels and record them on the data chart.STEP 3: Weigh the two vehicles and add weight to one if needed to make the cars weigh the same.STEP 4: Use a board as an inclined plane and prop it up so it is 30 cm off the ground.STEP 5: Roll each vehicle down the inclined plane 5 times and record the distance they travel.STEP 6: Graph your data and write a conclusion.
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TITLE: Which Liquids Tarnish TeethI. QUESTION: How do different liquids affect our teeth?
II. MATERIALS: Coke, vinegar, apple juice, tea, 4 teeth from a dentist or veterinarian, Dixie cups
III. PROCEDURE:STEP 1: Place each tooth in a cupSTEP 2: Pour 40 ml of Coke in one cup, 40 ml of vinegar in another, 40 ml of apple juice in another, and 40 ml of tea in the last cup.
STEP 3: Allow the teeth to soak in each liquid for 5 days.
STEP 4: Remove the teeth and observe them with a hand lens and photograph each one.STEP 5: Write your conclusion.------------------------------------------------------------------------------------------------
TITLE: BLIND TASTE TEST
I. QUESTION: Can people identify the food they are tasting if they can’t see it?
II. MATERIALS: vanilla pudding, apple sauce, orange Jello, Dixie cups, plastic spoons.
III. PROCEDURE:STEP 1: Place 2 Tbs. of vanilla pudding, apple sauce and orange Jello into 3 different Dixie cups. STEP 2: Blindfold someone and have them use a plastic spoon to taste the vanilla pudding. Ask them to identify the food and record their response.STEP 3: Make sure their spoon is cleaned off and repeat step 2 with the apple sauce and the orange Jello. STEP 4: Repeat steps 1-3 with 9 more people.STEP 5: Graph your data and write a conclusion.------------------------------------------------------------------------------------------------
TITLE: The Effects of Gender Identity on Short Term Memory
I. QUESTION: When shown a series of pictures, will boys remember more of the masculine pictures, and will girls remember more of the feminine pictures?
II. MATERIALS: Feminine pictures of a heart, teddy bear, flower, doll, butterfly, a ballerina and ballet shoes. Masculine pictures of a soccer ball, skateboard, basketball, motorcycle, football player, monster, and sports car, 20 students.
II. PROCEDURE:
STEP 1: Glue the seven feminine pictures and seven masculine pictures on a poster in random order. STEP 2: Take one student and show the poster for nine seconds. STEP 3: Ask the student to tell you which pictures they rememberSTEP 4: Repeat steps 2 and 3 with 19 more students (10 boys and 10 girls)STEP 5: Graph your results and write your conclusion.------------------------------------------------------------------------------------------------
Title: Planting In Sand and Soil I. QUESTION: Will bean seeds grow better in sand or potting soil?
II. MATERIALS: sand, potting soil, bean seeds, graduated cylinder, paper cups
III. PROCEDURE:
STEP 1: Plant 10 bean seeds in sand and 10 bean seeds in potting soil.STEP 2: Water the seeds with 30 ml of tap water.STEP 3: Place the seeds together near a window.STEP 4: Check the seeds once a week. Photograph the seeds and measure their height.STEP 5: Observe the seeds for at least 4 weeks.STEP 6: Graph your data and write your conclusion.----------------------------------------------------------------------------------------------
Title: Plants With Air and No AirI. QUESTION: Do plants need air to grow?
II. MATERIALS: 20 bean seeds, 20 paper cups, graduated cylinder, potting soil, 10 gallon storage bags, 10 twisty ties
III. PROCEDURE:STEP 1: Plant 20 bean seeds in potting soil in 20 paper cups.STEP 2: Water each cup with 30 ml of water.STEP 3: Place a plastic bag around each of the 10 cups that will be in the experimental group. Try to push all of the air out of the bag before sealing it. Leave the control group without bags.STEP 4: Check the plants once a week. Water with 30 ml if they get dry. Be careful not to let too much air in the experimental group when watering and squeeze out the air before sealing the bag.STEP 5: Check the plants for at least 4 weeks. Photographing each week and measure the height of the plants.STEP 6: Graph the data and write your conclusion.-----------------------------------------------------------------------------------------------
TITLE: The Effect of Gravity on Objects Rolling Down An Incline PlaneI. QUESTION: Does the weight of an object affect the speed of the object as it is rolling down an inclined plane?
II. MATERIALS: 3 marbles or balls of different weights, a ramp, meter stick, tape, paper towel tubes
III. PROCEDURE:
STEP 1: Make a ramp out of 3 paper towel tubes.
STEP 2: Prop the ramp up on a chair.STEP 3: Weigh the three marbles and record their weights.STEP 4: Roll the first marble down the ramp and measure how far it travels. STEP 5: Repeat step 4 four more times and average the distance traveled.STEP 6: Repeat steps 4-5 with the other two marbles.STEP 7: Graph your data and write the conclusion.--------------------------------------------------------TITLE: The Effects of Saltwater Intrusion on Freshwater Plants
I. QUESTION: How will salt water affect freshwater plants?
II. MATERIALS: 20 bean seeds, 20 paper cups, graduated cylinder, salt
III. PROCEDURE:
STEP 1: Plant 20 bean seeds in topsoil in 20 cups.STEP 2: Take 1 cup water and add 2 Tbs salt. Stir until dissolved.STEP 3: Water 10 seeds with 30 ml of tap water. Water the other 10 seeds with salt water.STEP 4: Check the seeds every week for at least 4 weeks. Photograph the plants and measure and record their height.STEP 5: After 4 weeks, graph your data and write your conclusion.-----------------------------------------------------------------------------------------------TITLE: Speedy Slopes and Incline Plane SurfacesI. QUESTION: How does the surface of an inclined plane affect the distance an object travels?
II. MATERIALS: aluminum foil, sandpaper, wax paper,
III. PROCEDURE:
STEP 1: Take a 6 inch wide board and cover it with aluminum foil. STEP 2: Prop the board up 30 cm above the ground.STEP 3: Set a matchbox car at the top of the board and let it roll down. STEP 4: Measure how far the car rolls and record the data.STEP 5: Repeat 4 more times.STEP 6: Repeat steps 1-5 but this time cover the board with wax paper.STEP 7: Repeat steps 1-5 but this time cover the board with sandpaper.STEP 8: Graph the data and write your conclusion.-----------------------------------------------------------------------------------------------TITLE: The Conduction Of Heat In Metals I. QUESTION: Do different metals conduct heat differently?
II. MATERIALS:
III. PROCEDURE:
STEP 1: Take three metal rods (aluminum, iron, copper) 10 cm long and support each one of them by a clothes pin. STEP 2: Then place a 1 cm., in diameter, ball of wax on the end of each of the metal rods. STEP 3: Get a candle and light it. Apply the heat to the opposite end of the rods, recording the amount of time it took for the heat to transfer through the metal rod and melt the wax to make it fall off. STEP 4: Use a stop watch to measure the time. STEP 5: Repeat this procedure three times for each metal rod.STEP 6: Graph your data and write the conclusion.----------------------------------------------------------------------------------------------TITLE: Does Heat Affect The Viscosity of Liquids?I. QUESTION: How does temperature affect the viscosity (thickness) of liquids?
II. MATERIALS: molasses, syrup, vegetable oil, clear plastic cups or graduated cylinders, 9 marbles
III. PROCEDURE:
STEP 1: Pour 1 cup of molasses, at room temperature, into a transparent graduated cylinder or a clear plastic cup. STEP 2: Take the temperature of the liquid and record it. STEP 3: Drop a marble into the liquid and time how long it takes to hit the bottom. STEP 4: Repeat 3 more times.STEP 5: Heat the molasses in a microwave for 1 minute and record the temperature of the liquid.STEP 6: Drop a marble into the liquid and time how long it takes to hit the bottom. Repeat 3 times. Do not try to remove the marble. Just drop another one in.STEP 7: Repeat steps 1-6 for all of the liquids.STEP 8: Graph the data and write your conclusion.------------------------------------------------------------------------------------------------
TITLE: Holding Your BreathI. QUESTION: Can adults hold their breath longer than 5th graders?
II. MATERIALS: stop watch, paper, pencil, 10 adults, 10 5th graders
III. PROCEDURE:
STEP 1: Have your subject take a very deep breath and hold it as long as they can. Start timing the subject as soon as they stop sucking in air. Stop timing as soon as they exhale. Ask them to do it two more times and record the data.STEP 2: Repeat step 1 until all 20 subjects have been tested. Make sure you record the 5th grader’s data separately from the adult’s data.STEP 3: Graph your data and write your conclusion.------------------------------------------------------------------------------------------------TITLE: How Does Water Polluted With Laundry Detergent Affect Plant Growth?I. QUESTION: Does water mixed with laundry detergent affect plant growth?
II. MATERIALS: bean seeds, Dixie cups, ¼ cup laundry soap, water, metric measuring cup.
III. PROCEDURES:
STEP 1: Soak 30 bean seeds in water overnight. STEP 2: Plant the seeds in 30 Dixie cups. STEP 3: Mix up 1 Liter of water with ¼ cup laundry soap. Mix until the soap dissolves.STEP 4: Water 15 of the seeds with 30 ml tap water. Water the other 15 seeds with 30 ml of the detergent water.STEP 5: Place them in the same place near a window.STEP 6: Measure the growth of the plants once a week and record the data. Also, take pictures.STEP 7: Water all plants with 30 ml of the appropriate type of water once a week. STEP 8: After 3 or 4 weeks, Graph your data and write your conclusion. ------------------------------------------------------------------------------------------------
TITLE: The Effects of Water Temperature on Plant GrowthI. QUESTION: Does the temperature of water affect a plant’s growth?
II. MATERIALS: water, bean seeds, Dixie cups, graduated cylinder
III. PROCEDURE:
STEP 1: Plant 30 bean seeds in 30 Dixie cups.
STEP 2: Pour tap water into a container. Take the temperature of the water and record it. Water 10 of the seeds with 30 ml of tap water.STEP 3: Heat water in the microwave for 1 minute. Take the temperature and record it. Water 10 more seeds with 30 ml of hot water.STEP 4: Place water in the refrigerator over night. Remove the water and take its temperature. Water the last set of 10 seeds with the cold water.STEP 5: After a week, measure and record the growth of the seeds. Take photos and repeat steps 2-4.STEP 6: Continue to measure plants and water them once a week for 4 weeks.STEP 7: Graph your data and write the conclusion.------------------------------------------------------------------------------------------------
Title: The Effect of Type of Stain Remover on the Ability to Remove StainI. QUESTION: Which type of stain remover removes stains the best?
II. MATERIALS: grass, chocolate pudding, grape juice, ketchup, 16 handkerchiefs or other pieces of cloth, Shout, Spray n’ Wash, Dissolve It, Clorox stain removers, permanent marker.
III. PROCEDURE:
STEP 1: Take 4 handkerchiefs and rub grass on them. Rub pudding on four, grape juice on four and ketchup on four.
STEP 2: Spray Shout on a handkerchief with grass, chocolate pudding, grape juice and ketchup. Label each handkerchief with Shout.
STEP 3: Repeat step 2 with the other stain removers.
STEP 4: Let the stain remover set for 5 minutes, then rub them in for 2 minutes before rinsing them under cold running water in the sink.
STEP 5: Let the handkerchiefs dry them compare them. Photograph the data.
STEP 6: Write the conclusion.
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Title: The Affect of Acid Rain on the Growth of Bean Plants.I. QUESTION: How does acid rain affect the growth of plants?
II. MATERIALS: bean seeds, Dixie cups, Potting Soil, Lemon Juice, pH test paper
III. PROCEDURE:
STEP 1: Plant 30 bean seeds in 30 Dixie cups.
STEP 2: Take tap water and measure its pH and record it. Pour 30 ml of the tap water on 10 of the seeds and label them control group.
STEP 3: Take 500 ml of tap water and mix it with 20 drops of lemon juice and measure its pH and record it. Pour 30 ml of this liquid onto 10 more cups of seeds and label them.
STEP 4: Take 500 ml of tap water and mix it with 60 drops of lemon juice and measure its pH. Pour 30 ml of this liquid onto 10 more cups of seeds and label them.
STEP 5: After 1 week, measure and photograph all plants and record your data, and repeat steps 2-4.
STEP 6: Continue to observe and water the plants for 4 weeks.
STEP 7: Graph your data and write your conclusion.
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TITLE: Do Boys and Girls Have Similar Smelling Skills?I. QUESTION: Do boys and girls have the same smelling ability?
II. MATERIALS: 3 items with distinctive smells inside: banana, onion, cucumber, sharp cheddar cheese, bread.
- 15 boys and 15 girls who will test all the different substances;
III. PROCEDURE:
STEP 1 : Place each item in a plastic container so that the odors do not mix.
STEP 2 : Punch holes in the top of the containers to eliminate the need for a blindfold.
STEP 3 : Ask the subjects to identify the items they smell.
STEP 4: Record the number of correct and incorrect responses by the boys and the girls.
STEP 5: Graph your data and write the conclusion.
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TITLE: Test Your "Sidedness" I. QUESTION: If a person is right-handed, are they also right-footed, right-eyed, and right eared?
II. MATERIALS:
III: EXPERIMENT 1: Right foot / Left foot
Materials: ball, stairs, and coin
STEP 1: Ask the subject to kick a ball and observe which foot was used to kick the ball. Record the data.
STEP 2: Have the subject stand with both feet flat on the ground in front of a chair. Then ask him or her to step up on the chair. Notice which foot was lifted up first and record.
STEP 3: Put a coin on the floor and ask the subject to step on it to see which foot was used and record.
STEP 4: Repeat with all of the subjects.
STEP 5: Analyze the data and make a graph.
EXPERIMENT 2: Right Eye / Left Eye
Materials: cardboard tube, paper with small hole
STEP 1: Give the subject an empty paper towel tube and ask them to look at something in the room. Record which eye the subject uses.
STEP 2: Cut a small circle out of a piece of paper. Give the paper to the subject and asked him or her to look with both eyes through the hole in the paper at a distant object. Ask the subject to bring the paper closer and closer to his or her face while still looking at the distant object. Observe which eye finally reaches the hole in the paper and record.
STEP 3: Repeat with all of the subjects.
STEP 4: Analyze the data and make a graph.
EXPERIMENT 3: Right Ear / Left Ear
Materials: Small box, marble
STEP 1: Speak very quietly to the subject and see which ear he or she uses to listen to the whisper. Record.
STEP 2: Take a small box and put a marble in it. Ask the subject to identify what is inside the box by putting an ear up to the box. Observe which ear he or she uses.
STEP 3: Ask the subject to try to listen through a door to see whether he or she uses the right or left ear.
STEP 4: Repeat with all of the subjects.
STEP 5: Analyze the data and make a graph.
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TITLE: The Stroop Interference Effect and GenderI. QUESTION: Will there be a difference between males and females when testing color recognition times and word reading times using the Stroop interference effect?
II. MATERIALS:
10 male subjects, 10 female subjects, 1 stopwatch, 1 notebook to record results, 1 pen, 34- 3"X5" index cards, 1 purple marker, 1 green marker, 1 red marker, 1 orange marker, 1 yellow marker, 1 blue marker, 1 black marker, 1 calculator
III. PROCEDURE:
STEP 1. Count out two separate sets of 17 cards. Take one set of cards and use the black marker to write the names of the following colors on 16 of the cards. Write one word on each of the 16 cards. Write the following words: red, yellow, blue, orange, green, purple, red, yellow, blue, yellow, blue, red, green, purple, orange and green. The extra card is a cover card. This is the control set of cards.
STEP 2. Using the second set of 17 cards and the six different colored markers (purple, green, red, orange, yellow, and blue), prepare the second set of cards. Write a color word on each card according to this list. The other card will be a cover card.
WORD MARKER COLOR red yellow
yellow blue blue red orange green green purple purple orange red green yellow purple blue orange yellow red blue yellow red blue green orange purple green orange purple green red
STEP 3. Each set of cards is read separately. Have each subject read the set of black and white cards first. Then use the colored set of cards for recognition of the color of the word written on the cards. The subject must state the color of the marker not the word written on the card. Finally, read the colored set of cards for the word written on the cards. The subject must read the cards as quickly as possible. Use the cover cards to prevent the subject from starting too soon. Tell the subject when to begin reading each set of cards and time with a stopwatch. They must correct any mistakes that are made in reading. Stop the stopwatch when they have finished reading each set of cards and record the results. Do not allow the subject to repeat the tests because the subject can learn to read the cards faster with practice. This skill can be learned.
STEP 4. Separate the reading results into male and female categories. Average the results of each test for males and females. Then compare the results to determine whether males or females performed each test most efficiently.
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Title: Which Temperature Of Water Freezes Faster: Hot, Warm, Or Cold?
I. QUESTION: Does the temperature of water affect the way it freezes?
II. MATERIALS: Ziplock bags, water, microwave, beaker
III. PROCEDURE:
STEP 1: Label three plastic lunch baggies: H = Hot water, W = Warm water, and C = Cold water. STEP 2: Place 100 ml of water in the beaker. Heat in the microwave for 1 minute. Measure the temperature of the water and pour it into the bag labeled hot.STEP 3: Pour 100 ml of room temperature water into the baggy labeled warm. Take its temperature and record.STEP 4: Pour 100 ml of refrigerated water into the baggy labeled cold. Take the temperature of the water and record.STEP 5: Place all baggies in the freezer at the same time. Make sure they are all laying on their sides.STEP 6: Check the baggies every 15 minutes. Record the time that each one freezes.STEP 7: Repeat the experiment 2 more times and average the data.STEP 8: Graph the data and write a conclusion.------------------------------------------------------------------------------------------------TITLE: It's Better Having Two Eyes! I. QUESTION: Is there an advantage of having two eyes rather than only one?
II. MATERIAL USED: trash can, clean trash bag, round ball like a nerf ball, headband to hide eyes, 10 subjects
III. PROCEDURE:
STEP 1: Have your first subject sit in a chair 2 meters from the basket and with both eyes open, try to make the basket. Repeat 2 more times and record the number of baskets made.
STEP 2: Use a headband to cover the subject’s right eye. Have the subject sit in a chair 2 meters away from the basket and try to make the basket. Repeat 2 more times and record the number of baskets made.
STEP 3: Use a headband to cover the subject’s left eye. Have the subject sit in a chair 2 meters away from the basket and try to make the basket. Repeat 2 more times and record the number of baskets made.
STEP 4: Repeat steps 1-3 with all the subjects.
STEP 5: Average the data and make a graph.
STEP 6: Write your conclusion.
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TITLE: Will Different Densities Effect the Speed of a Clay Ball Falling In Liquid?
I. QUESTION: Does the density of a liquid affect the speed at which a clay ball will fall in liquid?
II. MATERIALS: 15 clay balls, 3 tall, clear plastic cups, corn syrup, vegetable oil, water.
III. PROCEDURE:
STEP 1: Pour 500 ml of corn syrup, 500 ml of vegetable oil, and 500 ml of water in tall clear cups of the same size. STEP 2: Drop three clay balls of the same circumference and weight in the three liquids. STEP 3: Time the clay balls falling, using a stopwatch from when the clay ball hits the liquid to when it hits the bottom of the container. STEP 4: Repeat this procedure 2 more times. Then record the data.STEP 5: Graph your data and write a conclusion.------------------------------------------------------------------------------------------------
TITLE: What Liquid Keeps Cut Flowers Alive Longest?I. QUESTION: Is it possible to make cut flowers last longer?
I wanted to find out what will make cut flowers last longer because next time I will know what to put my flowers in. My Hypothesis states that the cut flowers in water and 7UP will last longer then the ones in plain water or 7UP.
II. MATERIALS: 7Up, water, bleach water, cut flower food
III. PROCEDURE:
First, I cut nine mums on the same day. Then I took nine plastic cups and labeled then 1, 2, and 3. Next, I placed one flower in each cup. Afterwards, each day I checked the flowers. Later, on day five, I saw which flowers looked the best and the worst. Finally, I filled in my data on my data collection form. I analyzed the data, wrote my summary and conclusion and applied my findings to the real world outside my classroom.------------------------------------------------------------------------------------------------
Title: How Does Color Affect The Human Heart Rate?I. QUESTION:
I feel the need to pursue how color affects heart rate by seeing how much a human's pulse increased or decreased with the influence of colors. I feel that the human heart rate will react to red by speeding up. I also think blue will make the human heart rate change by slowing down. My hypothesis also states that orange and yellow will increase the heart rate. I also feel white, silver and black will make the heart rate decrease from the normal average heart rate.
II. MATERIALS:
In order to conduct this experiment I will need 8, 22x94 by 28x94 poster board ranging in colors: red, blue, yellow, black, and orange. At least 20 middle school students will also be needed.
III. PROCEDURES:
In order to make the experiment conclusive, one ordinary white room containing one desk and chair will be used. The setting should stay the same to eliminate some of the variables. To make the data easier to collect and record, at least 20 data sheets will be used.
First, have the color cards stacked one upon another in a specific order, on the table. Call one person at a time into the room. The volunteer will then be asked if they mind people touching their wrists. If not, they will then be asked what their favorite color is. This will be recorded on the data sheet. The subject will then be seated and their resting heart rate will be taken and recorded. (To take heart rate: for 15 seconds, place middle and index fingers on the inside of the subjects wrist. Count these beats and multiply that number by 4 to get the actual heart rate.) Then continue to show the subject the color cards one at a time for 30 seconds. After each time interval, take the subjects heart rate and record it on the data sheet. After all 8 color cards are shown to the subject they may be dismissed and another called. The steps will stay the same for all participants.------------------------------------------------------------------------------------------------
TITLE: How Well Can Boys and Girls Identify Fruits By Taste Alone?I. QUESTION:
We would like to do a scientific research project on how well the two genders (boys/girls) can identify fruits by taste. We hypothesize that girls would be better able to identify the fruit by taste because they would be able to tell the acid level in each fruit.
II. MATERIALS:
III. PROCEDURE:
1) We decided on a topic.2) We wrote a statement of purpose.3) We researched the topic we picked and wrote a review of literature.4) We wrote our methodology to test our hypothesis. We had four boys and four girls taste a piece of the fruit while blind-folded. They were to identify the fruit. We recorded their responses. We also tested the pH of the fruit juices with litmus paper to see which one had the highest acidity.5) We then gathered our data and conducted our analysis of data.6) We wrote a summary and conclusion.7) Last, we wrote our application.
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TITLE: Does The Size Of The Lemon Affect The Number of Seeds It Has?I. QUESTION: Do larger lemons have more seeds than smaller lemons?
II. MATERIALS: 1 cutting board, 1 sharp knife, 1 citrus juicer, 1 pad of paper, 1 pen or pencil, 1 juice strainer, 1 drinking glass, 3 different kinds of lemons (in this case I used a Lisbon for my small lemon, a Butwal for my medium lemon, and a Ponderosa for my large lemon). You need 3 lemons of each kind to run the experiment more than once.
The control in this experiment was that every fruit was a lemon,
not another citrus fruit.
III. PROCEDURE:
1. Cut a lemon into halves using the sharp knife on the cutting board.
2. Juice each half of the lemon making sure each seed stays within the juicer.
3. Strain the juice over the drinking glass making sure each seed stays in the strainer.
4. Count each seed. If there are halves of seeds still uncounted, put two halves together and only count as one seed. Also, be sure to count every seed, no matter how deformed or misshapen, because nature doesn't make each seed perfect.
5. Mark the number of seeds for each lemon on a chart using your pencil and pad of paper.
6. Repeat steps one through five with each lemon until all nine lemons have been cut and their seeds counted and marked.
------------------------------------------------------------------------------------------------TITLE: Does Pop Lose Its Fizz Faster In A Fridge Or In Room Temperature?I. QUESTION: Does temperature affect how fast pop will lose its fizz?
II. MATERIALS:
III. PROCEDURE:
The glasses I put the pop in were both the same size and same kind. I filled them so they were the same amount. I used Pepsi.
I tested my hypothesis by putting one glass of pop in room temperature and one in the fridge. I checked them every 10 minuets for an hour by taking a sip.
The control variables are the size of the glasses, the kind of pop, and the amount of pop in each glass. The manipulated variable is the temperature that I put the glasses of pop in. The responding variable is the amount of fizz lost.
Title: The Affect of Fertilizer On PlantsI. QUESTION: Do homemade or natural (manure) fertilizers work as well as commercial (bought) fertilizers seeds? II. MATERIALS:
III. PROCEDURE:
I will plant four plots of grass exactly the same way. One will test the use of a homemade fertilizer, one a natural (manure) fertilizer, and one a bought fertilizer. The final plot I will not use any fertilizer in it so that I can see how much the fertilizer increases the grass growth. I will water them exactly the same. They will have the exactly growing conditions also. In the end, I hope to see which has grown the most and which plot is most green. ------------------------------------------------------------------------------------------------
TITLE: Illusions I. QUESTION: Does gender affect the way people see illusions?
II. MATERIALS:
III. PROCEDURES:
This was my procedure: First, I showed 6 boys and 6 girls five optical illusions. Then I ask them a question about each one. My first question was: "Which cylinder is bigger? The purple cylinder or the blue cylinder?" My second question was: "How do you think they built this staircase picture---like the marble and the block on the side of the wall?" My third question was: "How many faces do you seen in this picture?" My fourth question was: "What animal do you see? Are the edges rounded or curved?" My fifth question was: "Stare at the box with the face in it for a minute, then look at the white box. What do you see?" Then I put all the answers into a graph.------------------------------------------------------------------------------------------------
Title: The Great Paper Towel ChallengeI. QUESTION: Which paper towel brand is the strongest?
II. MATERIALS:
III. PROCEDURE:
1. Soak one section of each brand of towel in 1/4 cup water. We used Smiths, Hi-Dri, and Bounty in our test.
2. Use gram stackers in increments of 20 grams.
3. Continue stacking on wet paper towel until the towel breaks.
4. Record results
------------------------------------------------------------------------------------------------Title: Eyes and The Ability To Judge DistancesI. QUESTION: Are two eyes better than one in judging distances.
II. MATERIALS:
III. PROCEDURE:
1. Using an empty shoe box, cut two holes in one side of the box. Cut one hole on the other side of the box.2. Glue or tape two identical objects at the opposite sides of the hole. 3. Look through the side of the box with one hole in it. 4. Judge the distance it is to the object.5. Look through the side of the box with two holes in it. 6. Judge the distance it is to the object.7. Measure the distance to the object.------------------------------------------------------------------------------------------------
Title: Root DevelopmentI. QUESTION: Which type of water would help plants grow roots the best, salt water, sugar water, distilled water, or tap water.
II. MATERIALS:
III. PROCEDURE:
I tested my hypothesis by purchasing a pothos at Wedel's Greenhouse and asked the sales people which plant would make the
best clippings. I cut off four leaves and kept their stems. I placed one plant clipping in each glass. I filled each glass with 150.0 ml of one of the different types of water. I then put plastic wrap over the mouth of the glass to cover the opening to prevent evaporation. I cut a hole in the plastic wrap and put the stem of the plant into the water. I put all the glasses on the same window shelf in the southern part of our dining room for 52 days and watched the root growth and changes in the plant clippings. I did not take plants out of the water until day 49 for actual measurements. If I had taken them out of the water to measure them, the roots may have been damaged and would affect the growth and the results would have been inaccurate. My independent variable is the water type. The dependent variable is the root development.------------------------------------------------------------------------------------------------
TITLE: Does Carbonation Affect The Freezing Of Water? I. QUESTION: Does carbonation affect how water freezes?
II. MATERIALS:
III. PROCEDURE:
First, I stated my purpose. Then I conducted library research on my topic and developed my hypothesis. The materials I used to test my hypothesis included seltzer water (water with carbon dioxide and no salt), water, two clean clear plastic cups, a one cup measuring cup, clock, and a freezer. I set up my materials on a counter and then poured one cup of water into a clear plastic cup. I then poured one cup of seltzer into a clear plastic cup. I placed both cups of liquid into the freezer at the same time and checked the liquid in the freezer every hour. Every time I checked the cup of water and the cup of seltzer I would write down on a piece of looseleaf paper what I saw. I checked how frozen each cup was every hour. Everything was controlled for except that one cup had pure water and the other cup had carbonated water. I conducted three trials of my experiment.------------------------------------------------------------------------------------------------
TITLE: Does The Presence Of Water Affect The Magnetic Force?
I. QUESTION: Does the presence of water affect magnetic force?
II. MATERIALS:
III. PROCEDURES:
First, we decided on a topic. Next, we wrote our statement of purpose. Then we wrote our review of literature about magnetism, electromagnets, force, mineral water, and water. Next, we developed our hypothesis.
Our methodology was then written to test our hypothesis. First, in our methodology, we gathered our materials. Then we used the following procedure to perform the experiment: 1) We put 20 paper clips into the pitcher covering the bottom in an even layer. 2) We rested the magnet on top of the paper clips. 3) We pulled up the magnet and counted the number of paper clips that stuck to the magnet. 4) We repeated this procedure six times. 5) We recorded our data on a data collection sheet.
Then we repeated steps 1-5 after we filled the pitcher with 4.55 liters of water. We repeated this entire procedure six times.
After we recorded our data in a systematic way on our data collection sheet, we conducted our analysis of data. Next, we wrote our summary and conclusion where we accepted or rejected our hypothesis. Finally, we applied our findings to the world outside the classroom.
Our controlled variables are 1) same magnet, 2) same amount of water, 3) same kind and size of paper clips, and 4) same sized pitcher. Our manipulated variable was whether or not there was water in the pitcher. Our responding variable was the number of paper clips attracted to the magnet.
Our materials were a 4.55 liter pitcher with measuring marks, 4.55 liters of water, a ruler, a data collection sheet, a magnet, and 20 paper clips.