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46 Science Fair Projects for the

Evil Genius

http://dx.doi.org/10.1036/0071600272

Evil Genius Series

Bike, Scooter, and Chopper Projects for the Evil Genius

Bionics for the Evil Genius: 25 Build-it-Yourself Projects

Electronic Circuits for the Evil Genius: 57 Lessons with Projects

Electronic Gadgets for the Evil Genius: 28 Build-it-Yourself Projects

Electronic Games for the Evil Genius

Electronic Sensors for the Evil Genius: 54 Electrifying Projects

50 Awesome Auto Projects for the Evil Genius

50 Model Rocket Projects for the Evil Genius

51 High Tech Practical Jokes for the Evil Genius

46 Science Fair Projects for the Evil Genius

Fuel Cell Projects for the Evil Genius

Mechatronics for the Evil Genius: 25 Build-It-Yourself Projects

MORE Electronic Gadgets for the Evil Genius: 40 NEW Build-It-Yourself Projects

101 Outer Space Projects for the Evil Genius

101 Spy Gadgets for the Evil Genius

123 PIC® Microcontroller Experiments for the Evil Genius

123 Robotics Experiments for the Evil Genius

PC Mods for the Evil Genius: 25 Custom Builds to Turbocharge Your Computer

Programming Video Games for the Evil Genius

Solar Energy Projects for the Evil Genius

22 Radio and Receiver Projects for the Evil Genius

25 Home Automation Projects for the Evil Genius

46 Science FairProjects for

the Evil Genius

BOB BONNETDAN KEEN

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San Juan Seoul Singapore Sydney Toronto

http://dx.doi.org/10.1036/0071600272

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DOI: 10.1036/0071600272

http://dx.doi.org/10.1036/0071600272

Bob Bonnet, who holds a master’s degree inenvironmental education, has been teachingscience for over 25 years. He was a statenaturalist at Belleplain State Forest in NewJersey. Mr. Bonnet has organized and judgedmany science fairs at both the local andregional levels. He has served as thechairman of the science curriculumcommittee for the Dennis Township Schoolsystem, and he is a Science Teaching Fellowat Rowan University in New Jersey. Mr. Bonnet is listed in “Who’s Who AmongAmerica’s Teachers.”

Dan Keen holds an Associate in Sciencedegree, majoring in electronic technology.Mr. Keen is the editor and publisher of acounty newspaper in southern New Jersey.

He was employed in the field of electronicsfor 23 years, and his work included electronicservicing, as well as computer consulting andprogramming. Mr. Keen has writtennumerous articles for many computermagazines and trade journals since 1979. Heis also the coauthor of several computerprogramming books. For ten years, he taughtcomputer courses in community educationprograms in four schools. In 1986 and 1987,Mr. Keen taught computer science atStockton State College in New Jersey.

Together, Mr. Bonnet and Mr. Keen have hadmany articles and books published on avariety of science topics for internationalpublishers, including McGraw-Hill.

About the Authors

Copyright © 2009 by The McGraw-Hill Companies, Inc. Click here for terms of use.

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Introduction xi

PROJECT 1: Water, Water, Everywhere 1

The effect of fresh water and coastal saltwater flooding on lawns

PROJECT 2: Who’s Home? 5

Determining whether or not organismsother than birds live in birds’ nests

PROJECT 3: Go with the Flow 9

Lighthouses are cylindrically shaped, sothey can structurally withstand high-velocity winds

PROJECT 4: Kinetic Pendulum 13

Examining the relationship between thearc distance a pendulum travels and theswing period time

PROJECT 5: Melody Camouflage 17

Erroneously perceived sound whilemasked by noise

PROJECT 6: “Vlip!” 21

A pet dog responds to sounds ratherthan understanding the meaning ofwords

PROJECT 7: Got Salt? 25

Comparisons of back bay salt content totide cycles

PROJECT 8: In the Ear of the Beholder 29

The physics and social classification of“noise”

PROJECT 9: Flying in the Wind 33

Wind velocity at ground level may bedifferent at heights above the ground

PROJECT 10: Lighter Struts 37

Making materials lighter, yet still strongenough for the required need

PROJECT 11: Stock Up 41

Concepts of stock market investing

PROJECT 12: A Better Burger 47

Comparing the fat content in differentgrades of ground beef

PROJECT 13: Caught in the Spotlight 51

Devising an insect-collection device,and then evaluating the nocturnal insectpopulation in your area for healthhazards

Contents

vii

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PROJECT 14: Sweet Treat 55

The behavior of ants toward natural andartificial sugars

PROJECT 15: C, a Fantastic Vitamin 59

The effect of boiling on the vitamin Ccontent of carrots

PROJECT 16: Zenith Is Not a Radio 63

Comparing the Sun’s daily zenith to thetime between sunrise and sunset

PROJECT 17: Bold Mold 67

Environment affects the rate at whichfood spoils

PROJECT 18: M&M’s Ring Around the World 71

Determining the validity of sample size

PROJECT 19: Choices 75

Behavior: The position of an item willdetermine the selection by handedness(left hand/right hand) over color

PROJECT 20: Plants Exhale 79

A plant produces more oxygen whenlight intensity is increased

PROJECT 21: Melting Mountains 83

Alluvial runoff from melting mountainice

PROJECT 22: Sounds Fishy 87

Determining if goldfish have watertemperature preferences

PROJECT 23: Parallelogram Prevention 91

Simple bracing can greatly increase astructure’s capability to maintain itsshape under stress

PROJECT 24: A Taste of Plant Acid 95

Determining if a vegetable has a moreacrid taste if it has a higher pH

PROJECT 25: Split and Dip 99

Testing a strategy for making money inthe stock market

PROJECT 26: Johnny Applesauce 105

Cinnamon: A mold inhibitor

PROJECT 27: Backfield in Motion 109

The effect of an electromagnetic field onsingle-celled organisms

PROJECT 28: Green No More 113

Concepts in chlorophyll

PROJECT 29: Not Just Lemonade 117

Determining if the addition of lemon tocleaning products is strictly formarketing purposes

PROJECT 30: Less Is More 121

Determining if pH increases as standingrainwater evaporates

PROJECT 31: Natural Fences 125

Finding natural pesticide substances

PROJECT 32: The Nose Knows 129

Olfactory identification differences by age

viii

Contents

PROJECT 33: Germ Jungle 133

Checking for the presence of bacteria onpublic surfaces

PROJECT 34: Not ’til Christmas 137

Determining adherence to instructionsby gender

PROJECT 35: Space Farm 141

The effect of artificial gravity on radish-seed germination

PROJECT 36: Cooled Off 145

Comparison study between the coolingeffect of evaporating water and alcohol

PROJECT 37: Pass the Mold 149

A study on the capability of commonbread mold to be transferred from onefood to another

PROJECT 38: Hardwood Café 153

Determining if bracket fungi areparasites or saprophytes

PROJECT 39: Web Crawlers 157

Determining the effectiveness of variousInternet search engines

PROJECT 40: Night Watch 161

Circadian rhythms: Training a houseplant to be awake at night

PROJECT 41: Time for the Concert 165

A study of the effect of temperature onthe chirping of crickets

PROJECT 42: Flying, Walking, Crawling 169

Natural bait to keep pests at bay duringpicnics

PROJECT 43: High-Tech Times 173

A study of the willingness of people indifferent age groups to adapt to newtechnology

PROJECT 44: Commercial TV 177

A comparison of programming toadvertising content

PROJECT 45: Sold on Solar 181

The temperature in a climate as itrelates to the amount of possible usable sunlight

PROJECT 46: Getting to the Root of the Problem 185

A study of the effect of low water onradish seedling root systems

Index 189

ix

Contents

Welcome to the exciting exploration of theworld around us. . . the world of science!Researching a project for entry into a sciencefair gives us a glimpse into the marvels ofthis world.

Participating in a science fair is not onlyenjoyable, but it also encourages logicalthinking, involves doing interesting research,develops objective observations, and givesexperience in problem solving.

Before you do any project, discuss it indetail with a parent or science instructor. Besure they understand and are familiar withyour project.

Science fair projects must follow aprocedure called the scientific method. Thisprocedure is also used by actual scientists.First, a problem or purpose is defined. Ahypothesis or prediction of the outcome isthen stated. Next, a procedure is developedfor determining whether or not the hypothesiswas correct. Do not think that your scienceproject is a failure if the hypothesis is provento be wrong. The idea of the science fairproject is either to prove or disprove thehypothesis. Learning takes place even whenthe results are not what you expected.Thomas Edison tried over a thousanddifferent materials before he found one thatwould work best in his light bulb. Edison saidhe failed his way to success!

Generally, school science fairs have 12standard categories under which students canenter their projects: behavioral and social,biochemistry, botany, chemistry, Earth andspace, engineering, environmental, physics,zoology, math and computers, microbiology,and medicine and health.

Some projects may involve more than onescience discipline. A project that involvesusing different colors of light to grow plantscould fall under the category of either botanyor physics. This crossing over of sciencesmay allow you to choose between twocategories in which to enter your project. Itcan give you an edge at winning a sciencefair by entering your project in a categorywhere there are fewer competitors oravoiding a category where other entries are ofparticularly outstanding quality.

In this book, we present a wide variety of project ideas for all 12 science faircategories. Select a topic you find interesting,one you would like to research. This willmake your science fair experience a veryenjoyable one. Many projects in this book aremerely “starters,” which you can expand onand then create additional hypotheses for.

Know the rules of your school’s sciencefair before you decide on a project topic.Projects must follow ethical rules. A projectcannot be inhumane to animals. Never

Introduction

xiCopyright © 2009 by The McGraw-Hill Companies, Inc. Click here for terms of use.

interfere with ecological systems. Usecommon sense.

Safety

When planning your science fair project,safety must be your first consideration. Evenseemingly harmless objects can become ahazard under certain circumstances. Knowwhat potential hazards you are faced withbefore you start a project. Take nounnecessary risks. Have an adult or a scienceinstructor present during all phases of yourproject. Be prepared to handle a problemeven though none is expected (for example,keep heat gloves or oven mitts handy whenyou work around a hot stove). Wear safetyglasses when appropriate.

Be Especially Aware ofThese Hazards

• Sharp objects: Construction tools(hammer, saw, knife, scissors, drill). Becareful how you pick up sharp tools andglass objects, which can fragment andbecome sharp objects.

• Fire: Cooking fat can catch on fire;alcohol has a low flash point. To boilalcohol, use a “double boiler.” First, bringa pot of water to a boil. Next, turn off thestove burner. And then, lower a test tubefilled with alcohol into the water.

• Chemicals: Keep everything out of thereach of children that specifies “keep outof the reach of children” on the label(alcohol, iodine, and so forth). Know

what materials you are working with thathave extreme pH levels (acids, bases).

• Allergens: When growing mold insealable plastic bags, keep the bagsclosed during and after the project. Whenthe project is over, discard the plasticbags without ever opening them, so moldis contained and does not becomeairborne.

• Carcinogens, mutagens: Stand away frommicrowave ovens when in use.

• Water and electricity don’t mix. Usecaution whenever both water andelectricity are present (as with a fish tankheater that must be plugged into a walloutlet). Use only UL-approved electricaldevices.

• Heat: Use heat gloves or oven mitts whenyou deal with hot objects. When using aheat lamp, keep away from curtains andother flammable objects. Be aware thatglass may be hot, but it might not give theappearance of being hot.

• Secure loose clothing, sleeves, and hair.

• Wash your hands. When you return homeafter touching surfaces at public places,be sure to wash your hands to avoidbringing bacteria into your home.

• Rivers, lakes, oceans: Do not work nearor around large bodies of water withoutan adult present, even if you know how toswim.

• Nothing should be tested by tasting it.

• Be aware of others nearby. A chemicalreaction, for example, could cause a glasscontainer to shatter or a caustic materialto be ejected from a container. Keep

xii

Introduction

others in the room at a safe distance orhave them wear proper safety protection.

• Thermometers made of glass have thepotential to break and cause glass toshatter.

• Be aware of gas products that may becreated when certain chemicals react.Such projects must be carried out in awell-ventilated area.

• Never look directly at the Sun. Do notuse direct sunlight as a source of light formicroscopes.

• Loud sounds can be harmful to yourhearing.

Being aware of these possible hazardsand working with adult supervision shouldensure a safe and enjoyable projectexperience.

What Makes a GoodScience Fair Project?

A good science fair project is eithersomething that is unique or it is somethingthat is already common, but done uniquely.For example, many elementary studentsconstruct a small model of a volcano, andthen use the reaction of vinegar and bakingsoda to make it “erupt.” Such a project couldhave a unique “twist” to it by hypothesizingthat some other substance or chemicalreaction would effervesce and give a bettereruption.

A good project is also one where thestudent has done a solid background studyand fully understands the project. It’s fine tohave an adult or even a science professionalassist a student in their project, but a judgewill expect the student to understand theproject and be able to articulate the work tothe judges and others attending a science fair.A project will be judged on its completeness.Students should look at their projects as ifthey are the judges and check for anydeficiencies. Presentation is important, butmany science fairs weigh more heavily on thescience aspect of projects.

Good luck with your project!

xiii

Introduction

Suggested EntryCategories

• Biochemistry

• Botany

• Chemistry

• Earth Science

• Environmental Science

Overview

People often pay a high price to purchaseland and build a house along the coast, oralong a scenic river or stream. The view isalways magnificent; the fresh air and walkingalong the shore are especially healthy.However, not only is the initial cost of realestate expensive, but so is property upkeep.For coastal homes, the salt air and strongwinds act as sand blasters to pit the metal ondoor knobs, window casings, and housepaint. Coastal storms are an ever-presentthreat, too. Another risk for home ownersliving along rivers or oceans is flooding.

1

Water, Water, Everywhere The effect of fresh water and coastal

salt water flooding on lawns

Project 1


Even a small flood can damage the beautifuland expensive lawns around a home.

Is more damage done to a lawn by freshwater river flooding or coastal salt waterflooding?

Hypothesis

Hypothesize that more damage to lawns iscaused by coastal salt water flooding than bythe flooding of a fresh water stream or river.

Materials’ List

• Two large dishpans

• Several pieces of 1�2 lumber

• Small nails

• Use of a hammer and hand saw

• Several feet of cheesecloth

• Instant synthetic sea salt mix (availableinexpensively from school science supplycatalogs)

• Water

• Grass seed

• Potting soil

• Staple gun

• Funnel

• Scissors

• Kitchen measuring cup

• Four empty plastic gallon milk or waterjugs

• A warm, lighted area indoors, but not indirect sunlight

• Several weeks of time, because we aredealing with germination and growth

Procedure

Grass seed will germinate and grow in twowooden frames of potting soil. Both

2

Project 1: Water, Water, Everywhere

GRASS

SEED

“miniature lawns” will be kept next to eachother to maintain the same environment, eachreceiving an equal amount of light and beingkept at the same temperature.

The variable in this project is the exposureof one lawn to severe salt water flooding, andthe other to fresh water flooding.

Locate two large rectangular dishpans,used for washing dishes.

With several pieces of 1�2 wood andsmall nails (or screws), construct tworectangular frames that fit inside thedishpans. Cut a rectangular piece ofcheesecloth to cover a frame. Staple thecheesecloth to the wooden frame, keeping itpulled tight. Repeat for the other frame. Now,turn the frames upside down and fill themwith potting soil. The cheesecloth holds thepotting soil in the frames, but it allows excesswater to pass through.

Place the two dishpans in a warm, well-litarea, but not in direct sunlight. Across the topof each dishpan, lay two pieces of wood, andset a wooden frame over each one. Thepieces of wood will support the frames overthe dishpans. Pour some grass seed in akitchen measuring cup, and then spread theseeds out on the soil of one of the frames.

Pour an equal amount of seed into the cup,and spread over the soil in the second frame.Lightly cover the seeds with soil and moistenthe soil in the frames.

Make observations daily and keep the soil moist (but not soaked), watching forgermination. Equal amounts of water shouldbe given to each lawn frame. Allow the grassto grow until the blades are around one totwo inches tall. When that happens, continueto the next step.

Fill four 1-gallon plastic milk or waterjugs with tap water. To two of the jugs, add asynthetic sea salt mix, as per the instructionson the package. These mixes are available atscience shops and through science catalogsfrom your school science teacher. They areinexpensive. The mix contains all theessential major and minor elements to createa solution that closely matches ocean water.

Remove the two wooden supports on oneflat and lower it into the dishpan. Slowly, soyou don’t cause erosion of the soil, pour thetwo gallons of salt water solution into thedishpan. Leave the water in the pan for onehour, and then pour it off. You can save thesolution by using a funnel and pouring itback into the bottles. Lift the frame out of the

3


Staples

Cheesecloth

dishpan and place the wood supports backunder it, so the soil can drain.

Similarly, lower the other lawn frame intoits dishpan and flood it with two gallons offresh water. Let it sit for one hour, and thenpour off the water and place the supportsback under the frame.

Allow the lawn frames to dry for twodays. Make observations, looking for anychanges in grass (color, turgor, and so forth)Record your observations. If no differencesare observed, repeat the flooding procedureon the third day. Then, again allow to dry forthree days. Continue to repeat the floodingand drying process until you see anobservable difference.

Results

Write down the results of your experiment.Document all observations and datacollected.

Conclusion

Come to a conclusion as to whether or notyour hypothesis was correct.

4


Something More

1. If a lawn is killed by salt waterflooding, can the home owner simplyreplant grass seed on the lawn oncethe flooding has passed, or is the soilmade unfit for growing new plants? Ifthe soil is unfit, how can it be clearedof salt and made ready to support lifeagain? Should a home owner turn onhis lawn sprinklers after a flood todilute and wash the salts and othermaterials left by the sea water?

2. Is one type of seed more tolerant ofsalt water flooding? This would beimportant to know for landscapers andhome owners in seashore communities.

3. Does pouring salt in the cracks in asidewalk or driveway kill any grass orweeds that grow there? If so, thiswould be a safe way to kill unwantedweeds, because salt is not a hazard topeople or pets.

5



• Microbiology

• Zoology

Purpose or Problem

The purpose is to determine if a bird’s nest ishome to more organisms than just birds.

Overview

The Earth is teeming with life. Just think howmany things are alive within 100 feet ofwhere you are right now: worms in theground, flowers, trees, grasses, an insect on awindow screen, a microscopic mite on yourpillow, mold on a piece of bread leftuncovered in the kitchen, perhaps even afamily member in the next room. You mayhear the peaceful singing of a bird building anest outside your window.

Birds lack the carpentry skills of humans,and they obviously don’t have the use ofarms or hands. Yet, they are quite capable of

Who’s Home?Determining whether or not organisms

other than birds live in birds’ nests

Project 2


constructing nests that are structurallysufficient for the laying of eggs and raisingtheir young.

Nature provides all the nest-buildingmaterials a bird needs: twigs, feathers, animalhair, straw, moss, leaves, pebbles, blades ofgrass, and even some items provided byhumans—a piece of yarn, string, or paper.

Because nest building materials comefrom nature, and life is abundant all aroundus, do you think other things are living inbirds’ nests besides birds?

Hypothesis

Hypothesize that you can find other forms oflife besides birds in a bird nest.

Materials’ List

• Bird nest containing baby birds

• Desk lamp that uses a standard 60 to 75watt incandescent bulb

• Large funnel

• Clear jar about the size of a drinkingglass

• High-power hand lens (magnifying glass)

• Microscope

• Small plastic bag

• Ten petri dishes with agar

Procedure

Scout around the trees on your property or inyour neighborhood and look for a bird’s nestwith baby birds inside. The nest must bewithin reach or able to be easily and safelyretrieved (you don’t want one that is 50 feetin a tree top).

Once you locate a suitable nest, watch itonce or twice a day, waiting for the day whenthe last baby bird leaves the nest. Do not gettoo close or disturb the nest in any way.

As soon as possible after you see all thebirds are gone and the nest is no longer usedby the mother bird, carefully remove the nestand place it in a plastic bag.

Take the nest home (or to school), but donot take it inside your house, just in case itcontains insects or microscopic life thatwould not be good to have inside your home.Set the nest on a picnic table, a portable cardtable, or on a workbench in a garage. Tocollect tiny insects that may be living in thenest, place a large-mouth funnel in a clear jar.Then, set the nest in the mouth of the funnel.Position a desk lamp over the top of the nest,but keep a space of several inches betweenthe lamp’s bulb and the nest to prevent thenest from getting hot. The incandescent bulbin the desk lamp should be about 60 or 75watts. The heat from the bulb may drive anyinsects down into the glass, as they try toescape the heat. Leave the bulb on for onehour, and then carefully examine the glass foranything that has been collected. During thetime the light is on, do not leave itunattended. Watch that the nest is notbecoming too hot (to avoid a fire hazard and

6

Project 2: Who’s Home?

harming anything that may be living in thenest). Use a high-power magnifying glass toexamine any material that falls into the jar.Attempt to identify the organisms using fieldguides and other reference materials.

Next, check for the presence of smallerorganisms in the nest. Do this by taking tenpieces from different locations on the nestand wiping them several times on agar inpetri dishes. Cover the petri dishes and placethem in a warm, dark location. After twoweeks, examine each petri dish under amicroscope. Never open any of the petridishes once they have been closed.Eventually, when the project is over, disposeof the petri dishes, continuing to keep themsealed shut.

Results


Conclusion


7

Project 2: Who’s Home?Something More

1. Can you locate other similar nests inyour area that would indicate theywere built by the same species ofbird? The mother bird, the structure ofthe nest, and the size and designs onthe egg shells will help you identifythe species of bird using the nest. Agood book on birds will be necessaryto help you identify the species. Then,run the same tests as you didpreviously. Are the same organismsfound in these nests?

2. What else did you find in the nest:leftover food, a piece of egg shell?

3. What is the composition of the nest?Can you identify other materials usedmaking the nest?

4. How are nests adapted for rain? Howare they adapted to ward off attacksfrom other animals?

9


• Earth Science

• Engineering


• Physics

Purpose or Problem

Lighthouses must be built along the coast andthey must be tall, but that subjects thesestructures to fierce winds. Builders havelearned to make the shape of lighthousesround, causing air to flow around them withless resistance, and allowing them towithstand strong winds.

Go with the FlowLighthouses are cylindrically shaped, so they can

structurally withstand high-velocity winds

Project 3


Overview

Sea coasts are beautiful, but it’s not unusualfor them to experience violent storms withfurious winds. Through the years, buildershave had to take this environment intoaccount when they design lighthouses. Theseunique buildings that have aided storm-drivensailors for centuries must be constructed towithstand hard winds and weather.Lighthouses are also used for identificationby those at sea to help them get theirbearings as to where they are in relation tothe coast, a shoal, or a safe harbor.

A good defense against the wind is tooffer as little resistance as possible and todeflect the moving air past the structure, so itflows smoothly around it. Have you ever helda large sheet of plywood and tried walkingwith it on a windy day? Think about a sail ona sailboat; it presents a lot of resistance to thewind and uses the wind’s force to propel theboat.

A building with the shape of a cylinderguides the air flow around it and allows theair to continue behind it. Such a structure canwithstand higher winds, as it has less forcethan on a similar structure that catches thewind. Therefore, you may have noticed fromseeing pictures or visiting lighthouses thatmost of them are cylindrical in shape. Nowyou know why!

Hypothesis

Hypothesize that moving air flows moreeasily around a cylindrically shaped object

than one with a flat surface facing the windand, therefore, offers less resistance to wind.

Materials’ List

• Thirty-three (33) long straight pins

• Spool of thread

• Piece of plywood 1 foot square

• Piece of balsa wood 1 foot square (orseveral smaller pieces that can be laidside by side to cover a 1-foot-square area)

• Glue

• Ruler

• Pencil

• A cylindrically shaped object between 3 and 31⁄2 inches in diameter (a glass jar ora can of fruit—we recommend acardboard container for bread crumbs)

• Two pieces of 2�4 lumber, each about 5 or 6 inches long

• Hair dryer

• Pair of scissors

• Possible adult supervision needed

Procedure

The constant in this project is the velocity ofthe approaching air. The variable is the shapeof the object around which the air must flow.

For us to see the pattern of air flowaround an object, we must first construct adevice that visually shows us the presenceand direction of air flow (an “air flow table”).Obtain a piece of plywood that is at least 12inches square. Glue a 12"�12" sheet of balsa

10

Project 3: Go with the Flow

wood on top, or attach it by using severalvery small screws or nails. If you cannot geta single sheet of balsa wood that big, useseveral smaller pieces, lay them side by side,and carefully cut them with a utility knife toform a 1-foot-square area. Use extremecaution when you work with a utility knife.

Using a ruler, mark a grid pattern of linesat 11⁄2 inch increments, both horizontally andvertically, on the balsa wood. At the pointwhere each line intersects, carefully push along straight pin into the balsa wood withyour thumb. As shown in the illustration, donot put pins near the front of the board in thelocations covered by the shaded circle. Thisis where the objects under test will be placed.

Tie thread onto each pin, and position itnear the pin’s head. Using scissors, trim thethread to a length of 11⁄2 inches. You can use asmall drop of glue on the pin to hold thethread securely in place. This is helpful ifyou plan to move the project from home to aclassroom or a science fair.

Secure two pieces of 2�4 wood together,each about 5 inches tall (use glue, string,screws, or nails). This makes a structure thatis almost square on four sides. Stand itupright in the empty space on the balsaboard.

Hold a hair dryer in front of the balsaboard and aim it directly at the 2�4 woodblock. Place the hair dryer on a setting thatblows the most air. If the hair dryer has acool setting, use it, because heat is notneeded. Observe the pattern of the threads.Do the threads directly behind the blockmove?

Remove the wood block and replace itwith a cylindrically shaped object that isabout 31⁄2 inches in diameter. A largecardboard bread-crumb container works well.

With the hair dryer in the same positionand at the same setting, do the directions ofthe threads look different? Do the threadsdirectly behind the cylinder now indicate astrong air flow?

11


12 inches

Balsa woodglued ontoa piece ofplywood

Straight pins with11/2 inches ofthread tied tothe top

11/2 inches

11/2 inches

Direction ofair flow

12 in

ches

Results


Conclusion


12


Something More

1. Experiment with structures ofdifferent shapes (try a pyramid, forexample). Observe the flow of airaround them.

2. Construct a stream table, a devicethrough which water can flow andobjects can be inserted to study howshape affects the flow of water. Foodcoloring dye is dropped into thatwater to better visualize the pattern ofwater flow. Prove that the behavior ofthe flow of water and the behavior ofthe flow of air around an object aresimilar because they are both “fluids.”

13


• Math & Computers

• Physics

Purpose or Problem

The purpose is to understand one of theprinciples of pendular motion.

Overview

A pendulum is a weight hung by a tether (arope, string, or rod) from a fixed point, andmade to swing. When the pendulum is pulledaway from its motionless hanging state(perpendicular to the Earth), the weight gainspotential or stored energy. When released, thepotential energy is turned into kinetic orworking energy.

Once released, the pendulum is pulleddown toward the Earth by gravity, but it doesnot stop when it returns to the Earth’sperpendicular plane (called plumb). At thatpoint, the moving pendulum has momentum

Kinetic PendulumExamining the relationship between the arc distance

a pendulum travels and the swing period time

Project 4


(mass multiplied by velocity), which causes itto continue to swing past the plumb point,until the force of gravity slows it to a stop.The pendulum then swings back through theplumb and up to the point where it was firstreleased. This swing out and back is calledone oscillation period. Then, once again,gravity continues its effect, and the pendulumcontinues to swing back and forth.

If it were not for the friction with airagainst the pendulum and the friction at thepoint where it is secured to a fixed point, theswinging would continue indefinitely.

Many early scientists, including LordKelvin (1824–1907), Jean Foucault(1819–1868), and Galileo (1564–1642),devoted time to the study of the natural lawsof pendular motion. Galileo was reported tonote, while sitting in church, that a chandelierswung with the same time period, regardlessof whether it was swinging in a small arc or alarge arc (the sermon must not have beenvery interesting that day!). This project willattempt to prove this natural law of pendularmotion discovered by Galileo.

Hypothesis

Hypothesize that the swing period of apendulum with a fixed rope length is thesame, regardless of the arc distance traveled.(Because of air resistance and other factors,we will state this hypothesis is true for thefirst five oscillation periods of ourconstructed apparatus.)

Materials’ List

• Two bowling balls of the same weight

• Two plastic bags with handles (used atgrocery and retail stores)

• Rope

• String

• Child’s outdoor swing set

• Yard stick or tape measure

• Large, heavy metal washer

• A day with negligible or no wind

• A friend to assist


Procedure

The mass of the bowling balls, the tapemeasure, the length of the ropes, and theenvironment (temperature, humidity, wind)are held constant. The distance each ball ispulled back from the plumb line is varied.

Find two bowling balls of equal weightand set each one in a plastic bag, the kindused at grocery and retail stores to carryproducts home. Although these bags are verythin, they are strong and have convenienthandles. Bowling balls can be hazardous ifthey fall on your feet. Pay extra attentionand take safety precautions when youwork with the bowling balls. Place them onthe ground, never on a table where they couldunexpectedly roll off.

Tie a long piece of rope through the twohandles on one of the bags. Tie another long

14

Project 4: Kinetic Pendulum

piece of rope through the handles on theother bag.

Tie a long piece of string onto a heavymetal washer. From a child’s backyard swingset, tie the other end of the string to the toppipe, letting the washer hang about one ortwo inches from the ground. Be sure thewasher hangs freely and does not touch anyof the swings.

Similarly, tie the two bowling balls intheir bags from the top pipe. Be sure theyhang freely and do not touch any of theswings or each other. Using a tape measure,make the distance from the top pipe to thetop of each bowling ball exactly the samelength.

The washer on a string acts as a plumbline, also called a plumb bob, which is a

weighted line that is perpendicular to theground.

Pull one of the bowling balls back aboutfour feet from the plumb line. Have yourfriend pull the other ball back about one foot.On the count of three, both of you should letgo of the balls at the same time. It isimportant for both of you to let gosimultaneously.

Notice that even though your ball hasfarther to travel, it will cross over the plumb-line point at the same time as the ball yourfriend let go.

Watch the balls swing through fiveperiods, and note they are still hitting theplumb line at the same time, proving thehypothesis correct.

Because of other variables, includingfriction with the air (one ball moves throughmore air than the other and, thus, experiencesmore friction), the balls may eventually stopmeeting at the plumb point.

You may want to measure the distancethe bowling balls travel by measuring thelength of the arcs. When the ball is pulledback one foot from plumb, how manydegrees is the angle from plumb? How manydegrees is the angle when the ball is pulledback four feet?

15


Results


Conclusion


16


Something More

1. A common natural law of gravity andastronomy (celestial mechanics) thatalso applies to pendulums is theinverse-square law, which states thefollowing: if one pendulum is twice aslong as another, the longer one willhave a period that is “one over thesquare of two,” or one fourth, as fast:

1—–4

Prove this expression byexperimentation.

2. Pendular mechanisms have been usedthroughout history to keep time.Construct a pendulum that completesone period in one second (clue: thelength of the string should be about39.1 inches).

3. Research the work of the Englishscientist Lord Kelvin and hisdiscoveries with bifilar pendulums(having two strings instead of one).

4. Research the work of the Frenchscientist Foucault, who used a largeiron ball on a wire to show that theEarth rotates.

5. Could you use pendulums or plumblines to detect earthquakes or othervibrations in the Earth?

17

Suggested Entry Category

• Behavioral & Social

Purpose or Problem

The purpose is to prove that often people“hear” what they expect to hear, even if thesound is not present.

Overview

Have you ever listened to a blank cassettetape on a stereo that had the volume set loud?All you hear is a high-pitched hissing sound.This “noise” is due to the nature of tape as arecording medium.

“Noise” in the reproduction of audio isunwanted sound caused by the tape andelectronic components in the amplifier. Thishissing sound was not part of the originalsource material.

Tape hiss has plagued the music andaudio industry for years. Today, electronicshas advanced to the point that hiss caused by

Melody CamouflageErroneously perceived sound while masked by noise

Project 5


electronic circuitry is almost nonexistent,especially on professional audio equipment.Another technological breakthrough, thecompact disc (CD), has made a tremendousadvancement in reducing audible hiss inrecorded music.

A psychoacoustical masking effect takesplace when music is played at high volumes.Noise such as tape hiss seems to disappearduring loud passages of music.

Another interesting behavioral effect isthat we sometimes hear what we expect tohear. In this project, we record music and“white noise” together, and then graduallyreduce the music until only the white noiseremains. Will people claim to continue to“hear” the music in the presence of whitenoise, even after it is turned off?

Hypothesis

Hypothesize that, when tested, a greaternumber of your friends and classmates willcontinue to “hear” music even after the musichas completely stopped, while the presenceof a high level of white noise remains.

Materials’ List

• Stereo audio mixer

• Blank cassette tape

• Headphones

• Cassette player

• Cassette recorder

• Cassette tape of a popular song all yourtest subjects are very familiar with

• Electronic music synthesizer keyboardwith a white noise sound

• 20 friends and classmates

• Stop watch or a clock/watch with aseconds display

Procedure

The volume level of the white noise will beheld constant. The volume level of the musicwill be varied.

You need to make a cassette tape withwhich to test your subjects. The tape mustcontain white noise recorded at a highvolume, along with a song your test subjectsare very familiar with.

To do this, you need a source of whitenoise, such as a musical instrumentsynthesizer keyboard, which has a whitenoise–like setting. Connect the synthesizer’soutput into an audio mixer. Into anotherchannel of the mixer, connect the output of acassette tape player. The output of the mixermust then feed another cassette recorder thathas a blank tape to record the results.

18

Project 5: Melody Camouflage

Cassette player

Audio mixer

Electronic music synthesizer

Cassette recorder

19

If you do not have access to an audiomixer, you can use a musical instrumentamplifier, such as a guitar amplifier, as longas it has two separate input channels, eachwith its own volume control. Place twomicrophones (for left and right channels) bythe amplifier’s speaker, and plug them into acassette recorder to record the results on ablank tape.

You will make a one-minute recording.Cue the blank tape past the cassette’s leader(the plastic part of the tape at the beginningof the cassette). Set the volume of the whitenoise source fairly high. Set the volume ofthe music being played at about an equalvolume. Start the recorder, the white noisegenerator, the music tape, and a stop watch.After ten seconds, slowly begin to turn thevolume of the music tape down, but leave thewhite noise at a constant level. The musicfade must be very, very slow. Pace yourselfso that at 50 seconds into the song, thevolume will be 100 percent reduced. At 60seconds, stop the tape recorder.

Once you make your test tape, place it ina cassette player with headphones. Have afriend wear the headphones and tell him orher to push the play button. Be sure you havecued the tape up past the leader at thebeginning of the tape, so when the play buttonis pressed, your test recording begins to play.Start timing the instant the tape begins toplay. Ask your friend to tell you as soon as heor she hears the music stop playing.

Remember, at 50 seconds into the tape,the music is gone. Does the tape recordingend (at 60 seconds) before your friend saysthe music has stopped? Does your friend saythe music never stopped?

Test at least 20 friends, and write downwhether each one could correctly identifythat the music ended before the taperecording ended.

Results

Write down the results of your experiment.

Conclusion


Project 5: Melody Camouflage

Something More

1. Does age have any effect on yourresults? In other words, do moreyoung people continue to “hear” themusic when it is gone than do peopleover age 50?

2. Does gender have any effect on yourresults?

3. People may claim to continue to hearwhat they expect to hear, but what ifthe music played to them was a songthey were not familiar with? Wouldthey still claim they were hearingmusic when it was no longer playing?

21



• Zoology

Purpose or Problem

The purpose is to prove that a pet dog who istrained to obey several commands, respondsto those commands because of associationwith the sounds and the action you want from

the animal, not because of any understandingof language.

Overview

Pet owners who train their dogs to obeyseveral commands naturally use words intheir own language. “Sit,” “bark,” and “rollover” are words those who speak the Englishlanguage understand. Although a dog mayappear as though it understands the meaningof commands, it is merely the sound of thesewords that produces the appropriate behavior.

“Vlip!”A pet dog responds to sounds rather than

understanding the meaning of words

Project 6


Hypothesis

Hypothesize that a dog can be trained to obeyseveral command words that are not words inany language, proving the animal is merelyassociating a particular sound with aparticular expected behavior.

Materials’ List

• Pet dog

• Book on how to train your dog

• Time and patience training the dog toobey several commands

Procedure

Decide on several behavioral responses youwant to train your dog to accomplish (sit,stay, run, bark, and so on). Then, make upyour own words to substitute for theseEnglish words. “Vlip,” for example, could be“sit.” Make up simple one-syllable words.

If you can train your dog to respond tothese made-up words, only the two of you(and no one else in the room!) willunderstand the commands.

Get a good book on how to properly trainyour dog to obey voice commands.

Just as most people like to be rewardedfor their achievements, so do your pets.Rewarding (giving a hug or a treat) is thebest motivation for your pet to learn.

Start by giving three rewards when thedog’s response to a command is correct: givea pat on the head, say “Good dog!” and givea food treat. As time goes on, don’t give foodevery time. Eventually, just a pat or hearingthe tone of your voice saying “Good dog!”will be sufficient to let the pet know you areproud of it.

Time and patience are needed to trainyour dog, but it will be fun for both of you.The training will seem more like playingtogether than work.

Results


Conclusion


22

Project 6: “Vlip!”

VLIP!

23

Project 6: “Vlip!”

Something More

1. Children can be bilingual and learntwo different words for the samething. This can happen when oneparent or grandparent speaks adifferent language than the otherparent or family members. Can a doglearn more than one command for thesame behavior?

2. Pet guinea pigs can be taught tosqueal and rattle their cages at thesound of chopping carrots on a woodblock, in their anticipation ofreceiving carrot treats. Can they betrained to get equally excited by avoice command indicating a food treatis coming?

3. Dolphins learn to do tricks bywatching their trainers’ hand signals.Can dogs learn commands by handsignals only?

25



• Earth Science

• Chemistry

Purpose or Problem

Comparing salt content in back bay waterduring high tides and low tides.

Overview

The gravitational pull of the Moon and theSun creates a daily flow of water toward andaway from sea coasts (high tide and lowtide). As water flows toward the coast, thewater level along the shore can be seen torise, and water flows through inlets, fillingback bay areas. Hours later, an ebb tideoccurs, when the water recedes out of thebays and away from the shoreline.

Does this tidal change affect the saltcontent of the water that accumulates in theback bays? If a significant difference existsbetween the salt content at high tide and low

Got Salt?Comparisons of back bay salt content to tide cycles

Project 7


tide, plants and animals living there wouldhave to be tolerant of these changes.

Hypothesis

Hypothesize that a noticeable difference willoccur in the salt content in back bay waterdepending on the cycle of the tide (high tide,low tide).

Materials’ List

• Access to an inlet and bay areas thatexperience tidal changes, fed by an oceanor a large body of salt water

• Four wide-mouth jars (peanut butter,pickle, or other food containers) of equalsize

• Masking tape

• Pen or marker

• About two weeks of waiting time

• Several small twigs

• A sunny window

• Tide chart helpful, but optional


Procedure

The amount of water gathered for eachsample and the location the samples are takenfrom remain constant. The tide cycle is thevariable.

For this project, you must have access toan inlet and a back bay that receives tidal

flows from an ocean or a large body of saltwater. When you work around water, makesafety your number one concern. Knowhow to swim, wear a life preserver, andalways have a friend or an adultaccompany you.

Gather four clear glass or plastic jars thathave wide mouths. Jars of this type include16- or 18-ounce peanut butter, pickle, orsauce containers. All four jars must beidentical.

Place a strip of masking tape on each jarand label each one as to the location and tidalstatus that identifies the water sample theywill contain.

You need to determine the time of highand low tides. Tide tables are often found inlocal marinas, newspapers, or by listening toa National Oceanic and AtmosphericAdministration (NOAA) weather station(weather radios can be purchased at manyconsumer electronic stores). If you do nothave access to a tide table, you can spend aday making note of where the high- and low-tide levels are along bulkheads or other landmarkings. Throwing a small twig in the waterat an inlet and watching the direction it floatstells you whether the tide is flowing in orreceding out.

The figure on the top of the next pageshows two points where you should collectwater samples: one is located in a back bayarea, and the other is at the mouth of theinlet, where the bay meets the ocean.

When the tide is just beginning to flow in(just past the time of low tide), fill a jar withwater from Point A and one from Point B.Secure lids on the jars to keep the water fromspilling as you transport them home.

26

Project 7: Got Salt?

27

Later, when the tide is just beginning torecede (just past the time of high tide), fill ajar with water from Point A and one fromPoint B.

[Optional: If you have access to two inletsthat feed back bay areas, you can enhanceyour project by collecting additional samplesat points shown in the figure below.]

When you get home, place the jars in awarm, sunny window and remove the lids. Ittakes about two weeks for all the water toevaporate. You can decrease evaporation time

by placing them in an area of increased heat,such as near a heat duct or in an oven at alow temperature. Do not place the jarsdirectly on a stove burner, as the jars are notdesigned to be exposed to high temperatures.

When all the water has evaporated, screwthe lids on again to prevent any furthercontamination and to keep the contents intact.

Do you see chunks of salt in the jars? Saltsare crystals, and one of the characteristics ofcrystals is their unique shapes. Do the chunkshave shapes characteristic of crystals? Youmay also want to examine the salt chunksunder a magnifying glass or microscope.

Results


Conclusion



POINT“A”

Inlet

POINT“B”

To the Ocean

Back Bay

POINT“C”

POINT“A”

POINT

InletInlet

“D”

POINT“B”

To the Ocean To the Ocean

Back Bay

28


Something More

1. Is there a difference in salt content inwater near the surface compared towater at a deeper level? Construct adevice that lets you lower a containerto the bottom of the bay, and thenopen the lid to fill it with water. (Usea brick or a heavy object to weighdown the container.)

2. Does heavy rainfall affect the saltcontent in a back bay?

3. Is there any difference in salt contentbetween the water in a back bay andthe water in the ocean that feeds it?

29



• Physics

• Adaptable to Math & Computers

Purpose or Problem

Defining “noise” can sometimes be explainedby the physics of a sound, but it can also bein the mind of the listener, or it can even be determined by the society the listener lives in.

Overview

Some sounds are musical and some are noise.Music is usually made of vibrations that areorganized and come to our ears at regularintervals. A vibrating string on a guitar or apiano is an example. You can feel thevibrations of your vocal cords by placingyour hand on your throat while you sing.

Sounds that make irregular vibrationstend be thought of as noise. Such vibrationsare made when a door is slammed shut or abook falls from a desk to the floor.

But, it is not always easy to classify asound as music or noise. The difference

In the Ear of the BeholderThe physics and social classification of “noise”

Project 8


30

between music and noise may be in the mindof the listener. Young people’s music may beconsidered noise by their grandparents.Hitting a fence with a stick may be noise, butif you walk along a picket fence and hold astick against it, the regular repetitive soundmay be pleasing, as a drum or otherpercussion instrument would be.

Society also determines when a sound ismusical. Do research into the unusualinstruments used in other cultures.

Have you ever listened to someonesqueaking as they learn to play the clarinet,or screeching as they learn to play the violin?That’s hardly music!

Perhaps we can classify sounds as beingmore musical if we enjoy them. A sound mayeven be pleasing at one moment, but not atanother. A doorbell may make a harmonioussound, but if it dings at 3 o’clock in themorning and disturbs you while you aresleeping, you won’t like it. When music isplayed softly, it may be enjoyable, but whenthe volume is turned up to the point where ithurts your ears, the song becomes noise.

The time of day may also affect yourfeelings about a sound. If you are waiting fora friend to pick you up to go to the movies,

the honk of their car horn is welcomed. Butsomeone honking a car horn in front of yourhouse at 4 A.M. can be disturbing. A doorbellringing during the day does not have thesame alarming affect emotionally as it does ifit rings in the middle of the night. When amother knows why a baby is crying (if itneeds a diaper changed or is hungry), heremotions are not the same as when shedoesn’t know what is wrong.

Some sounds always seem to be pleasant:a babbling brook, the wind rustling leavesthrough the trees.

We are surrounded by sounds all daylong, and it is important that we have quiettimes and enjoyable sounds in our daily lives.Too much noise can cause stress and fatigue.

Hypothesis

Hypothesize that in the categorizing ofcommon, everyday sounds as to whether theyare pleasant or noise, many differentresponses will be based on the age group.

Materials’ List

• Paper

• Pencil

• Clipboard

• A day of listening

• Ten friends of high-school age

• Ten adults over age 40

Project 8: In the Ear of the Beholder

MUSIC! NOISE!

31

Procedure

The list of commonly heard sounds will beconstant for all who are surveyed. The agegroups of those surveyed will be varied:teenagers and adults over 40.

For one whole day, pay attention to allthe sounds you hear. Carry paper, a pencil,and a clipboard to make a list of all the dailysounds around your home, school, andneighborhood. Some sounds you may nothave paid much attention to before: forexample, toast popping up in a toaster, a doorchime, a church bell, popcorn popping, a carhorn, the crackling of a fire in a fireplace, thetelephone ringing, birds chirping, someonetapping a pencil on a desk, an umpire orreferee blowing a whistle during a sportingevent, insects buzzing in your ear, the screechof car brakes, the blowing of air across thetop of a soda bottle, or someone driving by ina car with your favorite song playing.

Compile a survey sheet with a list of 50sounds, each followed by a multiple choice

selection of Pleasant, Noise, and NoResponse.

At the top of each sheet, make a place forchecking the two age groups: Tees and Over40. (You can also ask for male or female ifyou want to do the “Something More”suggestion.)

Use a copy machine to make 20 copies,or use a computer word-processing programor desktop publishing program to create yoursurvey sheet, and print out 20 copies.

Have ten high-school-age friends and tenadults over age 40 complete the survey. Totalthe results from each group. Compare theresponses by each group.

Results


Conclusion



Check each sound as to whether that sound is pleasing,“noise”, or neither to you.

1. A door bell ringing in the afternoon.

Age Group:

Sample Survey Sheet

Teens

Pleasant “Noise” No response

3. “Big Band” dance music.Pleasant “Noise” No response

2. A car driving by you as you sit outside your home,with its radio blasting.

Pleasant “Noise” No response

Over 40

32


Something More

1. Expand your survey by categorizingyour results by male and female, inaddition to age. Compare yourorganized data.

2. Sounds and songs may even bringmemories to our minds. Hearing apopular song that was once playedheavily on the radio may cause you toremember a special summer or time inyour life. When you hear the sound ofsleigh bells or a Christmas carol, doesa feeling or picture come to your mindabout snow falling or the excitementof waiting to open presents withfamily?

33



• Earth Science

Purpose or Problem

The purpose is to determine if wind speed isdifferent at ground level compared to 30 or40 feet above ground.

Overview

The rotation of the Earth and differences inatmospheric temperature give birth to aninexpensive and renewable source of energy… the wind.

Down through the centuries, wind hasbeen a powerful source of energy thatmankind has harnessed to do work. The windfills the sails of ships and turns the blades ofwindmills, which once were used to grindgrains and saw wood, and today are used forgenerating electricity.

Flying in the WindWind velocity at ground level may be different

at heights above the ground

Project 9


Studying the behavior of the wind is oneof the most important aspects of meteorology,and it leads to a better understanding ofweather and weather forecasting.

Is the speed of the wind different atdifferent heights above the ground? Have youever been sitting on the ground and, whileyou only felt a slight breeze, you could seethe tops of very tall trees swaying in whatappeared to be a stronger wind? Are theblades of windmills built up high because itis usually windier up high than it is near theground?

Hypothesis

Hypothesize that the wind is often stronger ata higher distance from the ground.

Materials’ List

• Nine feet of ribbon, 2 inches wide

• One-week period of time

• Several clip-type clothespins

• Use of a high flagpole

• Pencil and sketch pad

• Use of a camera (optional, but useful inmaking a science fair presentation)


Procedure

The location of the flagpole, the height ofeach ribbon wind indicator, and the ribbonindicators themselves are constant. The windspeed is the variable.

Get permission to use a tall flagpole thatis away from buildings and other structures.Sometimes, local businesses will have highflagpoles for promotion. Your school mayalso have a tall flagpole.

Cut three 3-foot lengths of ribbon, thekind used for decorative craft work. Theribbon should be about 2 inches wide.

Tie the three pieces of ribbon onto therope that hoists up the flag. Space the ribbonsso that when the rope is pulled up, one ribbonwill be at the top, one at the middle, and oneat the bottom of the pole.

Every day at the same time for sevendays, observe the position of the ribbons. Usea sketch pad to record your observations. Theribbons will give a relative indication of wind

34

Project 9: Flying in the Wind

35

speed. The straighter they stand out (parallelto the ground), the stronger the wind speed.

If there is a day when no wind is blowingand none of the ribbons are moving, do notrecord an observation. Instead, wait untilanother day when there is enough wind tomove at least one of the ribbons.

If stormy conditions exist, do not recordyour observations. Being outdoors in badweather is unsafe, especially during athunderstorm.

If the wind is very strong during one ofyour observation days, and all three ribbonsare standing out straight, try adding weightequally to all of them, so they will not allstand out straight. Weight can be added byclipping one or more alligator-typeclothespins to each ribbon.

Results


Conclusion


Project 9: Flying in the Wind

Something More

1. Compare your ribbon wind indicatorsat different times of the day: earlymorning, noon, and dusk.

2. Can you determine any relationshipbetween the strength or direction ofthe wind and a barometer reading andthe type of clouds?

37


• Engineering


Purpose or Problem

Determining the safety stress range of a 2�6piece of balsa wood, while making it lighterin weight.

Overview

Many times a material needs to be verystrong, because it will undergo a lot of stressor pressure. Sometimes, a material must bemade from a strong substance, like steel, butit may also have a requirement of being aslight as possible. Some bones in birds arestrong, yet they are hollow to make themlight. The struts used in aircraft often havelarge holes in them to make them lighter, yetthey must still be strong enough for the jobthey are required to do.

Lighter StrutsMaking materials lighter, yet still strong

enough for the required need

Project 10


Design engineers must know how muchforce a material can withstand beforebreaking, and whether or not that materialcan be made lighter by cutting holes in it, yetstill being able to support the weight needed.

While engineers may need a certainmaterial for its strength, the material may beable to withstand much more stress thanrequired. Therefore, they can reduce the mass (weight) of the material by cuttingholes in it. A margin of safety must also beincluded to ensure a safe design. Forexample, if 2 pounds of stress is to be exertedon a material, you may want that material tobe able to withstand 6 pounds before itbreaks, giving you a two-thirds margin ofsafety.

Hypothesis

Hypothesize that you can lighten a piece ofbalsa wood by cutting holes in it, while stillkeeping much of its structural strength.

Materials’ List

• Plastic gallon jug

• Two-foot-long piece of strong string

• Wooden sawhorse

• Two pieces of balsa wood, 2 inches wideby 1 foot long

• Piece of 2�4 lumber about 12 incheslong

• Two pieces of plywood about 1 foot by 6 inches

• Wood screws

• Screwdriver (or electric screwdriver)

• Hand saw (or a power saw used underadult supervision)

• Gram weight scale

• Bathroom scale or scale to measurepounds

• Utility knife

• Pitcher of water

• Ruler


Procedure

The wooden box device that holds the balsawood in place is held constant, as is the waterjug device for adding weight to stress thebalsa wood. The mass of the piece of balsawood is the variable.

Cut two pieces of thin balsa wood,2 inches wide by 6 inches long, and set thesestrut-like pieces aside.

Cut two pieces of 2�4 lumber in 6-inchlengths. Cut two rectangular pieces ofplywood into pieces 1 foot wide by 6 inchesdeep.

Using screws, attach one piece ofplywood to the top of a wooden sawhorse.Using that as the bottom piece, make arectangular box by using the 2�4 pieces for

38

Project 10: Lighter Struts

39

sides and the remaining piece of plywood forthe top. Leave two sides of the box open.

Using a utility knife, cut a small V-shapednotch on one of the long sides of the balsawood near the end of the wood.

Stand the balsa wood vertically and insertone end into the opening of the box to adepth of 1 inch. Position the balsa wood sothe end with the notch in it is outside the boxand facing upward.

Tie both ends of a 2-foot-long piece ofstrong string to the handle of an emptyplastic gallon jug, making a loop. Hang thejug from the balsa wood by placing the loopof string in the notch.

Slowly add water to the jug until thebalsa wood breaks. Weigh the water in thejug and record this weight. (If the weight of afull jug is not enough to break the wood, tie asecond jug to the first one and begin addingwater to it.)

Take the second piece of balsa wood andcut a series of holes in the wood, each spaced at equal distances. Each hole shouldbe 1 inch in diameter.

Perform the same weight test. Record theamount of weight needed to break the “swisscheese” balsa wood strut.

Engineers need to know weights,percentage relationships, strengths, and otherimportant factors about a material. Use thedata you have determined by experimentationto compile stress data on the 2�6 pieces ofbalsa wood. The fact sheet you compileshould include these figures:

• Weight of the solid balsa wood piece (usea gram weight scale):_____

• Weight of the lightened “swiss cheese”balsa wood piece:_____

• Breaking weight of the solid balsa woodpiece: _____

• Breaking weight of the lightened “swisscheese” balsa wood piece: _____

• Percent lighter the lightened strut is to thesolid strut (the weight of the lightenedpiece divided by the weight of the solidpiece, times 100 for percent):_____

• The percentage of weight the lightenedpiece breaks at compared to the solidpiece (breaking weight of the lightenedpiece divided by the breaking weight ofthe solid piece, times 100 forpercent):_____

• The maximum weight the lightened piececan safely support, the safety marginbeing two-thirds beyond what is required(breaking weight of the lightened piecedivided by one-third):_____


Results


Conclusion


40


Something More

If the balsa wood was twice as thick,would it be able to hold twice the weight?Laminate two pieces of balsa woodtogether with wood glue. Let dry and test.

41



Purpose or Problem

The purpose is to serve as an introduction tostock market investing, and to develop anenthusiasm for saving and investing.

Overview

Every time you buy something, whether it isa can of soda, a pack of gum, or a pair ofsneakers, you are helping a company growand increase its earnings. Many bigcompanies are publicly traded, that is,individual investors can buy stock in thatcompany and actually own a small piece ofit. When a company does well, thestockholders may benefit from the company’sprosperity by receiving a dividend (a cashpayment) or by the value of their stockincreasing.

Stock UpConcepts of stock market investing

Project 11


There is a lot to learn about investing inthe stock market, but it is something all of usshould do during our lifetime. A portion ofour hard-earned money should be at work inthe stock market, earning us even moremoney. We must learn ways to get the moneywe earn to grow. Putting money in apassbook savings account or a bankcertificate of deposit (CD) is a common wayto invest. Although these forms ofinvestments are very safe (there is littlechance you will lose your principal), theygenerally do not give a very high return on your investment, perhaps paying only 2 percent to 6 percent annually. The stockmarket has always been a place where anindividual can get a much higher return onthe money invested. The catch is this:although the stock market has alwaysperformed well over time, it can suffertemporary drops, and investors can lose themoney they have invested. For that reason,many people invest in a mutual fund, where aprofessional money manager studiescompanies and their stocks, and makesbuying and selling decisions for you andmany other people who have their money inthe mutual fund.

However, there is a thrill of picking astock yourself and watching it on a dailybasis. While you should have a portion ofyour money invested long term (10 to 20years) in the stock market, it can be excitingand often profitable by “playing” the marketfor the short term. To do this will require alittle time every day studying the financialnewspapers and watching the financial newson television, and using the Internet to findcompany news and track your stocks.

Two developments took place in the lastthree years of the 1990s that enabled theaverage person to easily and cheaply get intothe stock market. The first was the explosivegrowth of the Internet and computers,enabling almost every home to be able toafford a computer and be connected to theInternet. The second development was theappearance of high-discount Internet brokers.Previously, an investor might have to pay$100 or more in commission fees to buystock. Using the Internet, a transaction cancost as little as $8, making it very affordableto the masses.

In this project, you gain valuableexperience learning about the stock market.You will do paper trades (pretend trades asopposed to trading with real money). Wehope this will give you a better understandingand insight into the stock market, and makeyou excited about saving and investing!

Hypothesis

Hypothesize that given an imaginary $10,000to invest, you can select stocks to buy andsell, and build your initial investment by 10percent within three months.

Materials’ List

• Computer with an Internet connection

• Daily financial newspaper (The WallStreet Journal or Investor’s BusinessDaily)

• One or two books on an introduction tothe stock market

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Project 11: Stock Up

• Three months’ time

• Calculator

• Paper and pencil

Procedure

Go to a bookstore or your local library andread one or two books on an introduction tothe stock market. Become familiar with someof the terms you encounter.

Pick up a copy of a daily financialnewspaper (The Wall Street Journal orInvestor’s Business Daily) and browsethrough it.

In the project, the initial capital investedis constant. The stocks in your portfolio (youcan buy and sell them anytime during thethree-month period) and the fluctuations ofthe stock market are variables.

These are the rules of our short-termtrading portfolio:

1. You have $10,000 initially to invest. Ifany of your stocks increase in value andyou sell them at a profit, you can use theextra money to buy shares of anotherstock.

2. You can buy and sell any stock at anytime. However, assume there is acommission fee of $10 for everytransaction. When you buy a stock, add$10 to the total cost. When you sell astock, subtract $10 from the profit youreceive.

3. Any money left over from the $10,000that is not invested in stock is assumed tomake 4 percent annual interest, as it is

swept into a money market account byyour broker. Calculate the daily incomefrom that uninvested money and add it toyour three-month total. (4 percent dividedby 365 days in a year is about .01 percentper day earned on the uninvestedbalance.)

4. At the end of three months, sell all yourstocks. Total their value and add anyother profit you made from the selling ofstock during the three-month period. Addmoney market interest. Subtract anylosses you incurred by selling a stock thatwas underperforming.

5. You must maintain at least six stocks inyour portfolio at all times. This will giveyou diversity, which lowers your risk oflosing money by not “putting all youreggs in one basket,” in case one stocktakes a big drop.

To select the initial six or more stocks tobegin your portfolio, you need to make a listof potential stocks to invest in. Start bywriting down the names of companies whoseproducts you like or use. Do you like tocollect Disney toys? Do you like to drinkPepsi Cola? Is McDonald’s your favoritehamburger stop? Is your hobby surfing orrollerblading?

Once you have a list of about tencompanies, do research on each one. TheInternet has hundreds of free web sites whereyou can get information on a company,including a profile, fundamentals (the highestand lowest stock price for the year, Price toEarnings (P/E) Ratio, number of averagedaily shares traded, and so forth), and a pricechart showing the history of the stock.

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Studying a chart is called technicalanalysis and, although a stock’s history is noguarantee of what will happen in the future, itoften gives a good indication of whichdirection the stock is likely to be headed. If achart shows a stock price has been droppingfor the last three months, it is probably acompany you want to avoid.

The Internet, daily newspapers, andfinancial TV programs are good sources forhearing news about your companies. Thisrequires daily monitoring. If a cold winter isexpected, that might be an opportunity toinvest in coat manufacturers. If a company isbeing sued, whether it is in the right or not,this can put a drag on the stock until thematter is settled.

The whole market goes up and down, andit can carry stocks with it. The stock market iscontrolled by perceptions of the investment“crowd.” The least little thing can drive themarket up or down. If the President stubs hisbig toe, the market may drop. But in suchcases, it will probably bounce back up.During times when the whole market takes a

dip, don’t panic and sell all your stocks. Aslong as there is no change to the fundamentalsof your individual companies, stay the course.

At times, there will be important news onyour companies that will affect their price.One of the biggest factors that affects theprice of stock is quarterly earnings, and youshould pay close attention to earnings’estimates.

As you follow your stocks daily, you canlearn about the factors that affect a stock’sprice: earnings, selling off a division of thecompany, acquiring other companies,announcing a stock split, and expandingoverseas operations.

You can also get ideas for your initialportfolio list by reading financial newspapersand magazines. Also, be observant ofproducts around you. What brand of shoesare most of your friends buying? Where arethey buying their school clothes? Who makesyour favorite computer games?

Results


Conclusion


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http://quote.yahoo.comwww.askresearch.comwww.bigcharts.comwww.cnbc.comwww.freerealtime.comwww.iqc.comwww.marketwatch.com (CBS)www.schwab.comwww.stocksites.comwww.stocktools.comwww.vectorvest.com

Internet Web Sites ForFree Stock Market Research

http://quote.yahoo.comwww.askresearch.comwww.bigcharts.comwww.cnbc.comwww.freerealtime.comwww.iqc.comwww.marketwatch.comwww.schwab.comwww.stocksites.comwww.stocktools.comwww.vectorvest.com

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Something More

1. Generally, financial advisorsrecommend buying a stock andholding it for a long time to get themost benefit. Continue your projectfor six months or even one year. Doyour stocks do better over time?

2. Get a book on an introduction to theoptions market. Set up a portfolio ofstocks and paper trade writing coveredcalls, buying Call options, whichrepresent the investor’s right to buystock, and selling Put options, whichrepresent the investor’s right to sellstock.

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• Chemistry

Purpose or Problem

The purpose is to compare the fat content ofdifferent grades of ground beef. Too much fatin our diet may be unhealthy, especially if wedo not get enough exercise. We should beaware of fat in the foods we consume, so wecan make healthier choices when purchasingsuch items as ground beef (lean or extra lean)and milk (whole or skim).

Overview

Fats are substances found in animals andsome vegetables. Fats are used by the bodyfor energy. When the body’s demand for heatincreases, as it does during the winter or incold climates, more fat is required by thebody. Eskimos, for example, consume a greatamount of fat in their diet. When more fat iseaten than the body currently needs forgrowth or energy, the fat is stored in tissues.

Fats are made up of carbon, hydrogen,and other elements. The carbon and hydrogengive fats their capability to give off hugeamounts of heat. Have you ever cooked

A Better BurgerComparing the fat content in

different grades of ground beef

Project 12


chicken still in its skin on a barbecue grill? Ifso, you probably noticed that when thechicken fat fell into the fire, it caused a flare-up of flames.

Hypothesis

Hypothesize there is significantly more fat instandard ground beef than in ground beeflabeled extra lean.

Materials’ List

• Adult supervision (exercise cautionaround a hot stove)

• Package of ground beef

• Package of lean ground beef

• Package of extra lean ground beef

• Spoon

• Small cooking pot

• Kitchen gram-weight scale

• Three paper plates

• Water

• Measuring cup

• Clock or watch

• Pencil and paper

• Use of a kitchen stove

• Use of a refrigerator

Procedure

Fats can be liquefied by heat. When you frybacon in a pan, you have no doubt noticed allthe fat that appears in the pan. Heating baconin a microwave oven yields the same result.

The mass of each meat patty, the cookingtime, and the amount of water used forboiling are all constant. The fat grade ofground beef is the variable.

Obtain three small packages of groundbeef, one simply labeled “ground beef,” onelabeled “lean,” and one labeled “extra lean.”

From each package of meat, mold ahamburger-shaped patty. Use a small kitchenscale to make sure each patty weighs thesame.

Place the first patty in a pot and put it ona stove burner. Add one or two cups of wateras needed to completely cover the patty.Record the amount of water added.

Note the time on a clock or watch. Turnthe burner on its highest heat setting. Bringthe water to a boil. Carefully break up thepatty into small pieces as it is boiling, so the

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Project 12: A Better Burger

boiling water can reach all parts of the meat.Use extreme caution when working aroundboiling water. The heat will extract the fatfrom the meat, and the fat will rise to the topof the water.

After several minutes of boiling, turn theburner off and note how much time haspassed on the clock.

Weigh a paper plate on a kitchen gramweight scale and record the weight.

Place the pot and its contents in arefrigerator. As the fat cools, it will coagulate(change into a thickening mass). After thecoagulated fat has cooled for several hours,scoop it off the top with a spoon and place iton the paper plate. When all the fat is on theplate, weigh it. Subtract the weight of thepaper plate (the tare weight) to determine theweight of the collected fat.

Clean out the pot and repeat the processfor each of the remaining two grades ofground beef. Use an equal amount of water toboil each patty and boil each for the samelength of time.

Compare the weights of the fat collectedfrom each grade of meat. Is the amount of fatsignificantly less in the extra lean grade thanthe other grades?

You know the original weight of thepatties and the weight of the collected fat.What percentage of each patty was fat?Divide the fat weight by the patty weight andmultiply by 100.

Results


Conclusion


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Project 12: A Better Burger

Something More

1. Compare the fat content in meatmixtures (beef and pork are often soldtogether).

2. Ground beef that contains more fatmay not be as healthy, but is it tastier?

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• Medicine & Health

Purpose or Problem

Insects can carry and transmit diseases thatare harmful and even life-threatening forhumans. We should be aware of the types ofinsects in the area we live in and know howto protect ourselves from them.

Overview

To many of us, insects and bugs are merelypests, getting in our food at a picnic or givinga bite that makes us hurt or itch. However,some insects can be very harmful to humans,even causing death. Many people are allergicto bee stings. Ticks can carry Lyme diseaseand Rocky Mountain spotted fever.Mosquitoes can spread deadly diseases,including malaria and yellow fever. It isimportant to know what species of insectslive in your community.

This project attempts to collect arepresentative sample of the type of insects in

Caught in the SpotlightDevising an insect-collection device, and then

evaluating the nocturnal inse

46 science fair projects for the evil genius - planetknob.planet.ee/kirjandus/books/a large...

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