Neuroscience for Kids

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Neuroscience For Kids

Successful Science Fair Projects

By Lynne Bleeker(Science teacher, science fair organizer and judge)

A successful science fair project does not have to be expensive or even terribly time-consuming. However, it does require some planning and careful thought. Projects becomefrustrating to students, parents and teachers when they are left to the last minute and thusdon't have the chance to be as good as they possibly can. You can't rush good science!

A Science Fair Project display usually asks that you include certain sections. Your particularscience fair rules and guidelines may use slightly different words to describe them, but be sureyou address each of them as you go through your project and then again as you write it up.

Sections of a Science Fair ProjectTitle

Ideally the title of your project should be catchy, an "interest-grabber," but it should alsodescribe the project well enough that people reading your report can quickly figure out what

you were studying. You will want to write your Title and Background sections AFTER you havecome up with a good question to study.

Background or Purpose

The background section is where you include information that you already know about yoursubject and/or you tell your project readers why you chose the project you did. What were youhoping to find out from the project?


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The Question (Or Selecting Your Subject)

Probably the most difficult part of a science fair project is coming up with a good subject toresearch. I suggest to my students that they:

A. think about WHAT INTERESTS them.B. think of a TESTABLE QUESTION about the subject.

If you are doing a project about something that interests you, you will likely enjoy the researchmore and stick with it long enough to get some good data. Remember, you are being a

scientist. Scientists go to work each day because they are interested in whatthey are studying and because they are curious to know the answers to the questions they areresearching.

If you are working to ANSWER A QUESTION, you will be doing real research. (Often studentstell me that their parents have suggested doing something such as "volcanoes" or "tornadoes."It is possible to build cute models of these things, but it is pretty hard to come up with questionsabout them that are testable with materials available to the average person and in the timeframe between when the science fair project is assigned and when it is due!) Another problemoccurs when students need special equipment to test a question. For example, it might beinteresting to find out if television commercials really are louder than regular programming ...but how would you test that without a decible-meter?

Some of the best science fair projects I have seen have also been the simplest. For example, Ihad students whose parents bought "off-brands" of cereal. They wondered if those brandswere really any different from the name brands. They bought 3 or 4 different brands of thesame type of cereal and asked permission to test them with the whole class. They had their

peers evaluate them for taste, appearance, and sogginess in milk after 1 minute. They also dida cost comparison. They got a lot of interesting data! (I won't tell you what they found out incase you want to do something similar!) Other students who like sports have done experimentswith the equipment for their sport: Do new tennis balls bounce higher than old ones? Dobasketballs that are fully inflated bounce better than flatter ones? These projects just requiresome tennis balls or basketballs, some volunteer "bouncers" and a meter tape or meter stick!


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There are many good sources for science fair project questions. The Neuroscience For KidsWeb Site has some neuroscience-related questions that might spark your interest. Projectsinvolving food - tasting, smelling etc - can be very simple to set up yet also very interesting."Can blindfolded people taste the difference between ...?" You can also get lots of ideas fromscience trade books, such as Janice Van Cleave's books ("Biology for Every Kid" etc). If youbrowse through these books at a store or library, they may give you some ideas for a project ofyour own.

Project Guidelines

Be sure to carefully read the project guidelines for your particular science fair. Rules varygreatly from fair to fair in what is allowed, both for safety and ethical/animal use considerations.Obviously, experiments should not involve illegal substances or involve clearly preventabledanger to you or your research subjects.

Some situations may require clarification from your teacher and/or parents. For example,suppose you were doing an experiment on the effects of caffeine (or chocolate) onconcentration or reflexes. Think about the possible consequences! You would need to getpermission before providing large amounts of high-caffeine soda pop. Some science fairsdiscourage the use of food in experiments because of food allergies. Again, check with yourscience fair guidebook or your teacher, and be sure you clearly communicate to your (human)research subjects what you will be asking them to consume so they can tell you if they haveallergies.

Some science fairs allow experiments with live animals and others don't. For example, oneclassic experiment (found in most older science fair project books) involves changing thetemperature of fish tank water and seeing what it does to the respiration rate (breathing) ofgoldfish. In some places around the country, that experiment would not be allowed at all. In

others, you would need a special permission form guaranteeing that you will take good care ofthe animal. In other places, they don't yet have such restrictions. Again, use common sense. Ionce had students do a very clever experiment to see if their hamster or their cat could learn togo through a maze more quickly. This experiment, though it had animal subjects, obviouslyinvolved no chance of harming the cat or the hamster so I gave them permission to do it.Generally you are safest if your experiments involve plants or insects, and both types oforganisms can lead to some fascinating studies! If you REALLY want to do an experiment withyour pet, be prepared to explain what information you are hoping to gain from the experimentand how you will ensure the safety of the animal.


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Prediction or Hypothesis

As soon as you come up with a testable question, you will probably instantly have a hypothesis(prediction) about what the results will be from your testing. (Isn't the human brain an amazingthing?!) It's a good idea to write this down before starting, because it may change as you goabout your experimenting.

Materials and Methods

Once you have come up with a question that you can actually test with materials at yourdisposal, you need to figure out how to set up the tests. If you will have a survey for yourparticipants to fill out, get that written up and duplicated. If you will need a chart to write downyour test results, get it made. If you take the time to make it look nice with a straight-edge, youcan include the actual chart or survey instrument in your project write-up. This really impressesthe judges!

Let your teacher or science fair coordinator know what your question is and how you plan to goabout testing it. They will likely have some good suggestions to save you lots of time andtrouble. Once you have their go-ahead, then make a list of your materials, gather them up andGET STARTED! If you are really doing science, you will probably find that some things don't goquite as you had predicted they would. You will have to modify your research methods or evenyour original question. You may have to add more materials to your list. My students often getdiscouraged by this, but actually it is a good thing. This is how science really works!

Keep good notes of the things you have tried and plan to include even the "didn't-works" and"mess-ups" in your project report. Be sure to try your experiment several times to be sure youhave enough data to make a logical conclusion. If you tell me that one brand of cereal getssoggier in milk but you've only tried each cereal in one cup of milk, I would suspect that maybeit was a fluke; you need lots of "trials" (generally at least 3; the more, the better) for believabledata. Remember, too, that you want to keep all of the experimental factors (variables) the

same except the one you are testing. In the cereal experiment, it wouldn't be fair to all of thecereals if you left one brand in milk for one minute and tried the others after two minutes orsomething like that. Again, GET STARTED EARLY on carrying out your project. You can't still


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be doing the experiment the day before the project is due and expect to have a first-class write-

up!

In science fair projects as in life, "a picture is worth a thousand words." Plan to take pictures ofthe materials you used and of the experiment as it is being carried out. If you get started early,you will have time to have the pictures developed and include them as part of your report. (Or ifyou are lucky and your school has cameras that will take pictures and put them right into thecomputer, you will have time to learn how to do that and print them out for your report.)

Results or Data

The results section is where you tell your reader the actual numbers (or other data) that yougot as you were doing the experiment. (In the tennis ball experiment, this would be a table withthe different brands of balls and the actual heights each of them bounced on each trial.) Youmight also include a graph, if your data lends itself to it. But you do not tell your interpretation ofthe data - that's for the last section.

Conclusion

In the conclusion you finally get to tell your readers what you found out from the experiment, orhow you interpret your data. Students often like to use this section to expand upon how muchthey liked doing the experiment (and how wise the teacher was to require such a goodassignment!) or how much they learned from it ... but really this section should be focused onwhat you learned about your original question and hypothesis. For example, DID cheapercereals get soggier in milk faster?

The Display

Project displays tend to be another source of great frustration to students, teachers andparents ... but they don't have to be! Again, what you need to do is PLAN AHEAD and then

THINK OF YOUR AUDIENCE. Remember that they weren't there when you did theexperiment, so what seems obvious to you will not be obvious to them unless you make itextremely clear.


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Check to see if your science fair has any special rules to guide your display. For example, arethere rules about the size of your display? Ideally, choose a display board that is cardboardand a "tri-fold," meaning that it folds into a middle and two side sections. This shape is themost stable and will stand up in the science fair display. These boards can be ordered fromsupply companies and are also usually available at stores like Office Depot. Check and see ifyour school has some from last year that can be re-used. This is good for the environment andfor your pocketbook! I strongly advise against the flimsier posterboard, which tends to fall downeasily and irritates teachers and judges. Also avoid wood backboards, which are VERY difficult

to transport!

Once you have written or typed up all of the above sections, be sure you have TITLES for eachsection that are large and legible (I'd suggest 24 point or so on the computer). That way ifpeople have questions about some part of your project, they can go right to the section theyneed to answer their question. Arrange the sections of the report on the board in a way that isattractive and also logical. The purpose and hypothesis should be easy to see right away. Anart teacher can give you some good suggestions about how to use paper of different colors todraw attention to parts of the report and make it look terrific!


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HOW TO BUILD SIMPLE TELEGRAPH SETS.

W1TP TELEGRAPH & SCIENTIFIC INSTRUMENT MUSEUMS:

http://w1tp.com

Prof. Tom Perera - W 1 T P - Historian and Collector

ClickBACK to

return to

the main

Telegraph

Web

Page.

HOW TOBUILD SIMPLE TELEGRAPH SETS.

The Electric Telegraph is one of the most important inventions in the history of science ! Itdirectly led the way to the development of all digital communications including computers,fax, the internet, email, and text messaging.

I am often asked for help in building a working electric telegraph set for use in schoolprojects, science fairs, displays and demonstrations.

I have tried to outline the process of building a simple telegraph set in the paragraphs below

and I have included several variations as well as a simple wireless telegraph set.

Before you start to build a telegraph set, I STRONGLY SUGGEST that you read HOW ATELEGRAPH SET WORKS.This LINK describes the THEORY and OPERATION of the "electric telegraph".(4KB)

BUILDING A WORKING TELEGRAPH SYSTEMMany people have inquired about how to build a simple telegraph system to approximate the

early systems used in the 19th century. You can view thousands of pictures of telegraph sets in my

main telegraph museum:http://w1tp.com

Here is a photo of one homemade key and sounder that was build to look just like some ofthe telegraph sets that were used from 1844 to the 1950s:
http://w1tp.com/pertel.htmhttp://w1tp.com/pertel.htmhttp://w1tp.com/http://w1tp.com/http://w1tp.com/http://w1tp.com/http://w1tp.com/pertel.htm


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As you can see, this was a carefully thought-out and executed project.

Many peoplejust want tobuild a verysimple set tobecome familiarwith the basic

principles of theelectrictelegraph.

The followingproject is thesimplest functional telegraph system construction project that I could design. It requiresvery few parts and all of them should be commonly available.

The project uses readilyavailable parts:

PARTS LIST:

2 Pieces of wood. (Any kind of wood will do fine.)


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9 Small wood screws or nails.

2 Large IRON nails.(About 2-3 inches long.)

(NOTE: It is important that these be IRON or STEEL nails. Aluminum and copper nails willnot work.)

(You can test these nails to be sure that they are Iron or Steel by making sure that a

magnet is attracted to them or by holding a magnetic compass against them to see if it

deflects the compass needle.)

4 Flat strips of bendable metal.

Three of them should be about 4 inches long.

One should be about 7 inches long.

The long one MUST be iron-bearing or so-called "ferrous" metal which is metal that is

attracted by a magnet.

(This kind of metal is often found in some food cans.)

(Be careful not to cut yourself as you cut the strips of metal !)

(You can test this metal strip to be sure that it is ferrous by making sure that a magnet is

attracted to it or by holding a magnetic compass against it to see if it deflects the compass

needle.

20 ft or more ofINSULATED solid electrical wire.

(22 - 30 gauge.... (the metal part of the wire should be about 1/64 inch or less in

diameter.)

(Radio Shack sells appropriate wire as part number: 278-1345, 278-1215, or 278-502 for

about $4.00 )

(The MORE turns of wire you can wind around the nail, the stronger its magnetism will be

and the better it will work.)

2 Flashlight batteries. (The "D" Cells shown work best.)

CONSTRUCTION:

Construction of the telegraph set is very simple. Just look at the photographs and you will see how

it is put together.


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BE CAREFUL NOT TO CUT YOURSELF ON THE EDGES OF THE METALSTRIPS.

If children will be using the set, you will want to round all sharp corners with a file orsandpaper and perhaps put tape over any exposed sharp edges.

The key is made byscrewing one of the stripsof metal to one of thepieces of wood so thatpushing down on the stripbrings the strip intoelectrical contact with thescrew that is mountedunder it.

The Battery Holder: is madeby screwing two of the metalstrips to the wood so thatthey can make electrical

contact with each end of thelineup of the two batteries. Arubber-band may be used tomaintain pressure on thebattery contacts.,br>

Be sure to put the batteries inthe holder with the positivetip of one battery pushing against the negative bottom of the other battery. This is called a"series connection" of the batteries and adds the 1.5 volt voltage of one battery to the 1.5volt voltage of the other battery to produce a total of 3 volts. Most flashlights are designed

this way.


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The Sounder: requires a bit of care inconstruction and adjustment.

The electromagnet coil consists of one of theiron nails with at least 100 turns of the wire

wound neatly around it. ( If possible wind on200 or more turns to make the magnetic forcestronger. )

The longer iron-bearing strip of metal isscrewed to the wooden base and bent so thatit extends up and over the top of the nail.This piece has been labeled "IRON-BEARING" in the parts photograph to indicate that it is pulled in by the magnet. Manyfood cans are made of this type of metal. Be careful not to cut yourself on any sharp edges.

When the electric current passes through the coil of wire, it makes the nail into anelectromagnet which pulls the strip of metal down to the nail and makes a clicking sound.(You may have to carefully adjust the strip of metal so it is close enough to the nail allow itto be pulled down by the magnet.)

The second nail is important because it keeps the strip of metal from pulling too far awayfrom the electromagnet. It also serves to make a clicking sound when the strip of metal isreleased by the magnet and moves upward.

To complete the telegraph set, simply connect the key, batteries, and sounder with the wiresas shown in the first picture.

SAFETY NOTE:When the coil is deenergized by opening the telegraph key, some stored electricity isreleased.It is possible to receive an electric shock if you are touching both of the contacts of the keywith your fingers while you release the key.(This can not happen if you build the telegraph key as shown in the pictures because thebottom contact can not be touched while pressing the key down.)

There are two ways to eliminate this problem:

1. Make it impossible to touch the lower contact of the key.The key in the pictures has a lower contact that is covered by the top contact and it is notpossible to touch it at the same time that the top of the key is being pressed.


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2. Place a diode between the two contacts on the key. Radio Shack sells a diode that willabsorb the electricity when the key is released. The Radio Shack part numbers forappropriate diodes are: 276-1101, 276-1102, 276-1102 or 276-1104 and they cost about $1.00.Just connect the two wires of the diode to the two contacts on the telegraph key with the

white band on the diode being connected to the side of the key that is connected to thepositive (+) side of the battery. If you have connected the diode incorrectly, opening thekey will not open the circuit. In that case, simply reverse the diode connections.

OPERATION OF THE TELEGRAPH SET:

When you push down on the telegraph key it completes the electrical circuit from the key to one

end of the coil and from the other end of the coil to one end of the battery and from the otherterminal of the battery back to the other side of the key.

Now the sounder magnet should pull down the metal strip and make a CLICKING sound. When you

release the key, the metal strip should spring upwards and make a CLACKING sound.

(If it does not work, please see the "Troublshooting section below.)

You can learn to tell the difference between the dots and the dashes of the Morse code bylearning to tell the difference between the pull-in "CLICK" and the release-"CLACK".

The pull-in "CLICK" is the sound the metal strip makes when it is pulled in by theelectromagnet coil and strikes the nail which is in the center of the coil.

The release "CLACK" is the sound that the metal strip makes when it is no longer pulled bythe electromagnet coil and it moves rapidly upward to strike the upper nail.

The Morse Code Characters are called DOTS (or 'dits') and DASHES (or 'dahs') They aremade from the CLICKS and CLACKS as follows:

A DOT is created when there is just a LITTLE time between the pull-in CLICK and therelease CLACK.Try it now: Push the key and quickly release it.Did you hear the CLICK followed quickly by the CLACK ?

That was a DOT in Morse code.

A DASH is created when there is a LONGER time between the pull-in CLICK and therelease CLACK.Try it now: Push the key and after a short wait, release it.Did you hear the CLICK followed after a short wait by the CLACK ?That was a DASH in Morse code.


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Now let's send the letter "A".In Morse Code, the letter "A" is: DOT DASH. (or Dit Dah).Push down the key and release it quickly to make a DOT and then push down the key, waita bit, and release it to make a DASH.Try it! You have just sent the Morse Code letter "A".

Now let's send your name in Morse Code:Find the letters in your name in this Morse Code table that shows the dot and dashequivalents of letters and numbers in the American Morse Code and the International code:http://w1tp.com/percode.htm(The American Morse Code was mostly used by the railroads and the International codewas used for wireless and radiotelegraphy and in foreign lands.)

TELEGRAPH SETS BUILT BY OTHER PEOPLE:

Here is another version of this set:It was made by 13 year-old Claire Berry in KwaZulu-Natal, South Africa. It won a highgrade in a science project.
http://w1tp.com/percode.htmhttp://w1tp.com/percode.htmhttp://w1tp.com/percode.htm


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Here is another version of this set:


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This is a closeup view of the sounder:


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Here is a third version of this set:


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Here is an excellent Telegraph Science Project by 5th. Grader Katie:


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Here are three students practicing with their telegraph set at a school in England:

NOTES:

You may use up to 100 feet of wire between the key and the sounder.

Please be careful not to hurt yourself while building this set. The improper use of toolsduring construction can cause serious injury. The original designer of the set and themaintainer of this web page accept no liability for injuries caused by the construction oroperation of the set.


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Here is the circuit diagram of the completed telegraph set:The components are all in what is called a 'series circuit'. When the key is closed, theelectricity flows in 'series' from the batteries through the closed key to the sounder andthrough the sounder coil back to the other terminal on the batteries.(The 2 batteries are combined

!-----KEY-----!

! !

! BATTERY 1

SOUNDER BATTERY 2

! !

!-------------!

And Here is one of the circuits which will allow two of these sets

to be hooked together to send messages to a distant friend. You may

use up to about 100 feet of wire to connect to the other set:

This is the circuit which was used in the early land-line telegraph

stations. Please NOTE that ONE KEY must be in the 'closed' positionin order for the other key to operate the sounders. Most of the

early keys had a built-in shorting switch to keep the key circuit

closed and make it possible to receive messages. One advantage of

this circuit is that the battery can be at either end of the wire

or even in the middle.

Wires to other set:

!------KEY------X.......BATTERY........X-----KEY-----!

! !

SOUNDER SOUNDER

! SET 1. Set 2. !

!---------------X......................X-------------!

Wires to other set:

*** NOTE: ONE key MUST be kept CLOSED in order for the other to work. ***

Here is another circuit which was designed by Bill Horne, W1AC.

The advantage of this circuit is that it allows either key

to operate the sounders at any time without wearing down the batteries

and

without the need to close the circuit closing switches on the keys.

NOTE: For this circuit to work, It IS IMPORTANT to wire the batteries

with

the POSITIVE (+) and NEGATIVE (-) Terminals as shown.

If you do not do this, the sounders will close as soonas they are connected.

NOTE: It is also IMPORTANT to use the same voltage..

( ..for example, 2 D-cell batteries.. ) for each battery.

Wires to other set:

!----SOUNDER----!......................!----SOUNDER----!

+ ! + ! ! + ! +

BATTERY KEY KEY BATTERY

- ! - SET 1. ! ! Set 2. - ! -


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!---------------!......................!---------------!

Wires to other set:

*** BE SURE THE (+) and (-) BATTERY TERMINALS ARE WIRED AS SHOWN ***

TROUBLESHOOTING PROBLEMS AND SOLUTIONS

Overheating and dead batteries {CAUSED BY USING UNINSULATED WIRES) One parent emailed that all his completed set did was to have the coil of wire get very hotand that the batteries went dead shortly afterwards.

After asking him a few questions, I found out that he had wound bare (uninsulated) wirearound the nail. I explained that the coil of wire had to be made from insulated wire so thatthe individual turns in the coil did not electrically connect to each other.

Sticking Sounder Won't release quickly or at allOne parent noted that closing the key caused the electromagnet to attract the metal armitureof the sounder but that it did not release after the circuit was opened.

I suggested increasing the strength of the springiness of the metal that pulled the armitureaway from the nail........ ANDINSERTING a very thin piece of plastic sheeting or wrapping materal between the nail and

the armiture to prevent the metal armiture from directly coming into contact with the nail.

Can't tell the differece between a CLICK and a CLACK

Try using a different metal nail as the upper 'stop'.

Try putting a bit of aluminum foil on the upper stop to change the sound of the release CLACK.

MODIFICATIONS AND ADDITIONS:

There are many ways that you can modify this basic circuit.

For instance, you could put a flashlight bulb or a 3-volt sounder or buzzer in the seriescircuit so it would flash or buzz in addition to clicking when you close the key.This might help some people to learn to copy the Morse Code more easily.

You could also mount a pencil on the sounder arm and have it mark a piece of paper witheither a high mark or a low mark while the paper was pulled under the pencil at an


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approximately constant speed. This would work exactly like Samual Morse's very firsttelegraph systems that were used before people learned to copy the Morse Code by ear.Morse invented what he called a "register" which used a clockwork mechanism to pull apaper tape under a pencil which was moved in and out by an electromagnet.

If you use this system it is quite easy to translate the short or long downwards pencil markson the paper into dots and dashes. Registers were used to make Morse Code marks on papertape right up to the time of the American Civil war when people finally discvered theycould copy Morse Code by ear. President Abraham Lincoln had a telegraph office that kepthim informed of the progress of the Civil War by receiving telegraph messages from hisgenerals in the fields of battle.

Good Luck with your project...

HOW THE TELEGRAPH WORKS:

Explanation of how the telegraph works:

BUILDING A WORKING 'WIRELESS' TELEGRAPH SET:

Please click on the following link if you would like to build:

A simple working wireless telegraph set:(15KB)

A CIRCUIT FOR OPERATING AN OLD SOUNDER FROM AUDIO TONES:

If you already have an old telegraph sounder and would like to have it operate in response to

audio tones such as those from a code practice oscillator or short wave receiver, you will find a

simple circuit diagram at this link:

A simple circuit for driving a telegraph sounder from audio tones:(20KB)

----->> ADDITIONS, CORRECTIONS, and COMMENTS ARE WELCOME ! ! ! ! !

Click BACK to return to the main Telegraph Web Page.

Professor Tom PereraMontclair State University

Email Address:

(I receive over 200 spam messages daily.

To help me avoid them, I ask you to type my email address as follows with no spaces

between words:)
http://w1tp.com/pertel.htmhttp://w1tp.com/pertel.htmhttp://w1tp.com/perwirls.htmhttp://w1tp.com/perwirls.htmhttp://w1tp.com/3010.gifhttp://w1tp.com/3010.gifhttp://w1tp.com/3010.gifhttp://w1tp.com/perwirls.htmhttp://w1tp.com/pertel.htm


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PLEASE TYPE: keys

THEN TYPE THE @ SYMBOL

THEN TYPE: w1tp.com

Please NOTE: It is w1tp Not: wLtp or wItp.

Please NOTE: You MUST include the word KEYS in the Email Subject Line.

( Please Inquire Before Sending Attachments Larger Than 100KB ! )

Internet On-Line Telegraph & Scientific Instrument Museum:

http://w1tp.com

or:

http://www.chss.montclair.edu/~pererat/telegrap.htm

Internet ENIGMA Museum:http://w1tp.com/enigma
http://w1tp.com/enigmahttp://w1tp.com/enigmahttp://w1tp.com/enigmahttp://w1tp.com/enigma


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Renal Function Science Fair ProjectThe Effects of Different Liquids on Renal Function?

CATEGORY: Life Science

STUDENT: Jessica

GRADE LEVEL: 9th (High School)

STATE / Country: California, USA

AWARDS:1st Prize Winner of the 2006 Virtural Summer Science Fair Contest - Super Science Fair Projects

Problem Being Investigated: Which types of fluids affect the kidneys in different ways? What is the pH of the

urine excreted? I will research this problem and conduct tests to answer these questions.

To see Jessica'sRenal Function Science Fair Research Report ... look here....

Abstract - Renal Function Science Fair Project

Three types of liquid were ingested (isotonic saline, tap water, and coffee) over five twenty minute intervals to

determine how much urine each beverage would produce, and the pH of each of the urine from these fluids. Of

the three liquids, coffee indeed did produce the most urine.

I. Purpose

The purpose of my Renal Function Science Fair Project experiment is to show the kidneys aptitude to modify

the production of urine in response to the ingestion of different liquids, such as tap water, isotonic saline (whichis Gatorade or any other sports drink), and coffee. Various fluids affect the kidneys in different ways. This

experiment is useful in everyday life because as I ponder on the busy, routines much of us complete daily, it

would be helpful to know which fluids cause us to have to use the restroom more frequently than others. Also,

it will be useful to know if certain fluids can be hazardous to our health by causing dehydration.

II. Procedure

The controls of the Renal Function Science Fair Project experiment are as follows: The participant must not

consume large amounts of liquid at any meal preceding the experiment. This is to empty the bladder in order

not to alter the results. The participant should also not consume drinks (other than the coffee) that contain
http://www.super-science-fair-projects.com/renal-function-science-fair-research-report.htmlhttp://www.super-science-fair-projects.com/renal-function-science-fair-research-report.htmlhttp://www.super-science-fair-projects.com/renal-function-science-fair-research-report.htmlhttp://www.super-science-fair-projects.com/renal-function-science-fair-project.htmlhttp://www.super-science-fair-projects.com/renal-function-science-fair-project.htmlhttp://www.super-science-fair-projects.com/renal-function-science-fair-project.htmlhttp://www.super-science-fair-projects.com/renal-function-science-fair-research-report.html


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theophylline (tea). The participant must control the amount of perspiration and condensation from the body

(Also not to alter the results of experimentation). The independent variables of this experiment are the three

different types of liquid being consumed. The dependent variables are how much urine that is collected at each

interval.

1. Purchase and collect the necessary materials:

(a) 1 Liter of Gatorade or any other generic sports drink that contains isotonic saline.

(b) 1 Liter of Tap Water

(c) 1 liter of regular coffee

(d) 1 500 Milliliter beaker

(e) Strips of pH paper

(f) Drinking cups

(g) Timer

(h) Journal to record results from each experimentation

2. Ingest one liter of tap water rapidly to minimize the total time required for ingestion.

3. Record the time at completion of ingestion4. Collect urine samples at 20 minute intervals for a total of five twenty minute periods. Each collection

and total volume of each should represent a complete emptying of the bladder.5. Record the total volume collected and the color of the urine.6. Test the urine by carefully holding and placing the pH paper in the beaker.7. Record the urines pH.8. After every measurement and color is recorded, discard the urine.

These procedures are to be repeated with each different liquid ingested.

III. ConclusionThrough experimentation, I have discovered that the tap water, isotonic saline, and coffeeconsumed indeed affected the kidneys in different ways. In the beginning of the experiment

with the tap water, the color of the urine had a much darker coloration. As the experimentprogressed, the urine became more dilute and less concentrated. The pH of the urine heldsteady, but fluctuated slightly from 6 to 8.The elimination of substantial amounts of urine is dueto two principal factors. When the tap water was ingested, there was an increase in bloodvolume, which increases blood pressure and the kidneys rate of filtration. This caused agreater output of urine. The increase in blood volume is due mainly to the increase in water.This lowers the osmotic pressure of blood which in turn inhibits the levels of secretion ofantidiuretic hormones. A reduction in the level of this hormone reduces water re-absorptionthus increasing the output of urine. I was able to collect an average volume of 143.06 ML ofurine with the ingestion of the tap water.

With the isotonic saline I saw a result that was similar to that of the tap water. The color of theurine also started out dark in this experiment, but began to lighten towards the end. The pH ofthe urine did not fluctuate highly, but remained between 6 and 7. The effect the isotonic salinehad on the kidneys was much like that of the tap water. The saline in the drink causes thekidneys rate of filtration to increase, as well as the blood volume. The osmotic pressure of theblood changes very little because of the effects of the saline. Through experimentation, I wasable to collect an average excretion volume of 152.53 ML urine.

Towards the beginning of experimentation with the coffee I noticed the same dark coloration ofurine as observed in the two other liquids. With time, the urine changed to a pale yellow-green.Some of the dark coloration could have been attributed to the concentration of the urine, but it


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also may have been because of the pigments in the coffee as certain colors in fluid or foodhave the ability to alter the urines color. The caffeine in coffee dilates the afferent arteriole tothe kidney and greatly enhances the rate of filtration. The net result is an increase in the rate ofurine formation. The pH varied slightly from a 5.5 to a 6. The coffee produced a large volume ofurine. I have discovered that it produced an average excretion of 293 ML.

Here is what I would do different: This year I have learned much about science fair projectsand what is required to complete one, but I have learned a few things that I would like to use inthe future. First, next year I would like to include more controls and variables in my project. Forexample, on the project that I did this year, I realized that another possible control could be theamount of water that is released from my body in perspiration, or exhaled breath. This controlcould possibly have affected the amount of urine that I collected to a minor extent, but it wouldstill be important if I was to continue my project in the future.

In order to prove a scientific experiment, continued testing must be priority. If I was to do this

project again or to continue it, I would like to spend more time testing my project (9 months to ayear rather than six months) and using other liquids as well as the ones included in myexperiment. Thanks Again! Jessica

Renal Function Science Fair Project Bibliography

Ahlstrom, Timothy P. The Kidney Patient's Book. Delran, New Jersey: Great Issues Press, 1991.

Inlander, Charles B. The Consumer's Medical Desk Reference. New York: Stone Song Pres,Inc.,1995. pp 289, 327, 441, 28-30.

Silverstein, Dr. Alvin. The Excretory System. New York: Twenty First Century Books, 1994

The Human Body: The Kidneys: Balancing the Fluids. New York:Torstar Books, Inc., 1985.

Wimer, L.T. Animal Physiology Lab Studies

Zhang, Z. Kindu, C. Yuan.,J Ward, E. Lee. De Mayo, H. Westphal, A. Mukherjee., "SevereFiberonectin Deposit Renal Glomecular Disease in Mice Lacking Uterglobin.", Science 30 May,1997:1408-1412


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More display boards and abstracts will be added like the science fair projects abstracts-1. (Iadd another page as students submit them. So please subscribe to my free monthlynewsletter,Science Fair Enthusiasts, to stay up to date.)...

What do you get when you try four different kinds of popcorn to seewhich one pops the most?

A Fun 2nd grade science project!

Shriek wanted to participate in the science fair this year. The Umpirehelped her. They worked really hard and ended up with a great scienceproject that they had a lot of fun with. I think they also had some reallyfun daddy daughter time.

What they did was choose four different kinds of pop corn

Jiffy Pop
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Microwave Bag

kernals on the stove

Microwave Bucket

They popped them all for the same amount time and counted thekernals that did not pop and the popped corn to see which one was thewinner. Shriek told me she had a lot of fun putting the kernals in littlegroups of ten to count them. I say any time you can make math fun gofor it!

I am not going to tell you the results in case someone else wants to usethis idea for their childs project. because it really was a funsimple science project idea.

Shriek loved learning how popcorn pops and had a lot of fun putting herposter together. I am really glad she participated, even if my house stillsmelled of burnt popcorn for several days after the finished the project

* I am also over atMommy Momenttoday talking about rewardcharts. I like them but they never last too long at my house. I wouldlove some tips!

CHEMICAL CONTAMINATION

OF LAKES AND STREAMS

One way to test for contamination in water from lakes, rivers and streams is with a bioassay.

A bioassay uses a living organism--usually a plant or a bacteria--as a test agent for the presence or

concentration of a chemical compound or adisease. The idea is to choose a test agent that is very

sensitive to the condition you are testing.

Have you ever read about how miners took canaries down into mines to act as early warnings of

gas leaks? Because canaries are more sensitive to gas than people, the birds reacted to very small

amounts of gas and gave miners a chance to escape. You could say canaries were a bioassay for

underground gas.

Different plants are often used as bioassays because they respond in a predictable way and are

often very sensitive to the condition that is being tested. A standard toxic dose--the level at which

no seeds of the bioassay plant sprout or all the plants die--is established as a reference point. Then

samples are tested and compared to the reference standard.

Of all the possible water-quality bioassay organisms, lettuce might be one of the last you would

think of. Lettuce doesn't live in water, so why use it to test water quality? The reason is lettuce

bioassays are inexpensive, easy to do, and the seeds are pretty sensitive to some types of

contaminants in water, including heavy metals, pesticides and other organic toxins. Although any

variety of lettuce may do, Lactuca sativa Buttercrunch is the standard variety recommended for
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bioassays by the U.S. Environmental Protection Agency, the Food and Drug Administration, and

the Organization for Economic Cooperation and Development.

You might try taking a series of samples along one stream or compare streams near industry to

water running though agricultural areas.

Directions for conducting experiments can be found at: Lettuce Bioassay.

(http://ei.cornell.edu/toxicology/bioassays/lettuce/)

ACID RAIN

For most of the following experiments, you will need a pH indicator, such as wide-range litmus or

pH paper, a garden soil pH testing kit, or a pH indicator that you can make yourself in Experiment

3. These pH indicators contain a chemical that changes color when it comes in contact with acids

or bases. For example, litmus and pH paper turn red in strong acids and blue in strong bases.

Because only a few pH indicators measure pH over a wide range of pH values, you will need to find

out the pH range of the indicator you use. Typically, the color chart provided with each pH

indicator kit will show the pH range of that indicator. Color pH indicators provide only an

approximate measure of the pH, or the strength of the acid or base. They are not as accurate as

the expensive instruments scientists use to measure pH, but they are adequate for the following

experiments.

Measuring With pH Paper

When measuring pH with pH paper, dip the end of a strip of pH paper into each mixture you want

to test. After about two seconds, remove the paper, and immediately compare the color at the

wet end of the paper with the color chart provided with that pH indicator. Write down the pH

value and color. Always use a clean, unused strip of pH paper for each mixture that you test.

Measuring Liquids with a Garden Soil pH Test Kit

Soil pH test its are designed to measure the pH of soil, but they may also be used to measure the

pH of liquids, such as water and water mixtures. Most of these kits contain a test solution (liquid

pH indicator), color chart, and clear plastic test container, such as a test tube.

To measure pH, pour 1/4 teaspoon of the mixture you want to test into the test container, and

add 1/4 teaspoon of the test solution provided in the kit. Cover the container and shake once or

twice to mix, or stir if necessary. Compare with the color chart provided with the kit and write

down the result.


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Tips

- Except for pHtest paper, all the materials called for in these experiments, including distilled

water and borax, can be obtained at grocery stores or from local lawn and garden stores or

nurseries.

- pH test paper can beordered online.

- Inexpensive garden soil pH testing kits are available at most lawn and garden stores or nurseries.

These testing kits usually contain a pH indicator solution that covers a range of at least pH 4 to 10,

which is wide enough for most of the following experiments.

- You may substitute baking soda for household ammonia in the experiments. If you do, be sure to

stir well because baking soda does not dissolve easily in water unless heated. The pH of

undissolved baking soda will not be the same as dissolved baking soda.

- You may substitute fresh-squeezed lemon juice for white vinegar. Lemon juice is slightly more

acidic than the vinegar sold in grocery stores. White vinegar is preferred over cider vinegar or

lemon juice because it is colorless and relatively free of impurities.

- Use clean, dry containers and utensils.

Experiment 1: Measuring pH

This experiment will illustrate how to measure the approximate pH of chemicals in water using a

pH indicator. A pH indicator is a chemical that changes color when it comes in contact with acids

or bases.

Materials

- pH paper and color chart (pH range 3 to 12) or garden soil pH testing kit distilled water (available

at grocery stores and drug stores)

- white vinegar

- household ammonia (or baking soda)

- 3 small, clear cups or glasses

- 3 stirring spoons

- measuring cups and spoons (1/2 cup, 1/4 and 1 teaspoon)

- notebook and pencil

Instructions

- Rinse each cup with distilled water, shake out excess water, and label one cup vinegar, the

second cup ammonia, and the third cup water.

- Pour 1/2 cup distilled water into each of the 3 cups.

- Add 1/2 teaspoon white vinegar to the vinegar cup and stir with a clean spoon.- Add 1/2 teaspoon ammonia to the ammonia cup and stir with a clean spoon.

- Do not add anything to the water cup.

- Dip an unused, clean strip of pH paper in the vinegar cup for about 2 seconds and immediately

compare with the color chart. Write down the approximate pH value and set the cup aside. (If

using a garden soil pH tester kit, pour 1/4 teaspoon of the contents of the vinegar cup into the test

container, and add 1/4 teaspoon of the test solution. Cover the test tube and shake once or twice
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to mix, or stir if necessary. Compare with the color chart provided in the kit, and record the

result.)

- Dip an unused, clean strip of pH paper in the ammonia cup for about 2 seconds and immediately

compare with the color chart. Write down the approximate pH value and set the cup aside. (If

using a garden soil pH tester kit, repeat the same process in step 6 using the contents of the

ammonia cup instead of the vinegar cup.)

- Dip an unused, clean strip of pH paper into the water cup for about 2 seconds and immediately

compare with the color chart. Write down the approximate pH value. (If using a garden soil pH

tester kit, repeat the same process above using the contents of the water cup instead of the

ammonia cup.)

Questions and Answers

Is vinegar an acid or a base?

Vinegar is an acid, and in this experiment it will display a pH of about 4. Vinegar at pH 4 turns pH

paper yellow and most other pH indicators red.

Is ammonia an acid or a base?

Ammonia is a base and in this experiment it will display a pH of about 12. Bases turn most pH

indicators blue.

Did distilled water have a neutral pH?

PURE distilled water would have tested neutral, but pure distilled water is not easily obtained

because carbon dioxide in the air around us mixes, or dissolves, in the water, making it somewhat

acidic. The pH of distilled water is between 5.6 and 7. To neutralize distilled water, add about 1/8

teaspoon baking soda, or a drop of ammonia, stir well, and check the pH of the water with a pH

indicator. If the water is still acidic, repeat the process until pH 7 is reached. Should youaccidentally add too much baking soda or ammonia, either start over or add a drop or two of

vinegar, stir, and recheck the pH.

Experiment 2: Determining the pH of Common Substances

In this experiment you will use a pH indicator to measure the pH of some fruits, common

beverages, and borax. Borax is a cleaning agent that some people add to their laundry detergent.

It is available at grocery stores. Many foods and household cleaners are either acids or bases.

Acids usually taste sour, and bases bitter. Household cleaners are poisons so you should never

taste them.

Materials

- pH paper and color chart (range pH 2 to 12) or garden soil pH testing kit

- 3 fresh whole fruits (lemon, lime, orange, or melon)

- 3 beverages (cola, carbonated non-cola, milk)

- 1/8 teaspoon borax

- measuring spoons (1/4 and 1/8 teaspoons)


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- 4 small, clear cups or glasses

- 1 clean stirring spoon


- paring knife

Instructions- Cut each fruit in half, drying off the knife after each cut.

- Place an unused strip of pH paper half-on and half-off the inside of the cut fruit. Leave until wet

(about 2 seconds). Immediately compare with the color chart. Write down the approximate pH

value of the fruit. (If using a garden soil pH tester kit, squeeze 1/4 teaspoon of juice from the cut

fruit into the test container, and add 1/4 teaspoon of the test solution. Cover the test container

and shake once or twice to mix, or stir if necessary. Compare with the color chart provided in the

kit, and record the result.)

- Repeat the same process for the other 2 fruits.

- Label the 3 cups: one cola, another non-cola, and the third milk.

- Pour each liquid into an appropriately labeled cup.- Dip an unused strip of pH paper into the cola, compare with the color chart, and record the

result. Repeat the same process for the remaining beverages. Be sure to use a clean, unused strip

of pH paper for each one. (If using a garden soil pH tester kit, pour 1/4 teaspoon of cola into the

test container, and add 1/4 teaspoon of the test solution. Tightly press your finger over the top of

the test container and shake once or twice to mix, or stir if necessary. Compare with the color

chart provided in the kit, and record the result.)

- Add 1/8 teaspoon borax to 1/4 cup distilled water and stir for about 2 minutes.

- Dip an unused strip of pH paper in the borax mixture, compare with the color chart, and record

the result. (If using a garden soil pH tester kit, pour 1/4 teaspoon of the borax/water mixture into

the test container, and add 1/4 teaspoon of the test solution. Tightly press your finger over the topof the test container and gently shake, or stir if necessary. Compare with the color chart provided

in the kit and record the result.)


Are lemons, limes and oranges acids or bases?

These fruits all contain acids and taste sour. Lemons and limes have pH values near 2. Oranges

may be slightly less acidic than lemons and limes, but your pH indicator may not be accurate

enough to show the difference.

Are colas and non-colas acids or bases?They are both acidic, primarily becasue they both contain carbon dioxide to make them fizz, and

carbon dioxide and water produce carbonic acid. The pH of these beverages varies with the

amount of carbon dioxide and other ingredients in them, but it is usually below 4.

Was the milk acidic or basic?

Milk can be slightly basic or slightly acidic depending on its age and how it was processed at the

dairy.


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Was the borax/water mixture acidic or basic?

Borax contains a strong base and will turn most pH indicators blue. The approximate pH of the

borax/water mixture is 9. Its alkaline properties make it an excellent cleaning agent, which is why

some people use it to wash clothes.

Experiment 3: Making a Natural pH Indicator

In this experiment you will make your own pH indicator from red cabbage. Red cabbage contains a

chemical that turns from its natural deep purple color to red in acids and blue in bases. Litmus

paper, another natural pH indicator, also turns red in acids and blue in bases. The red cabbage pH

indicator can be obtained by boiling the cabbage.

Materials

- sliced red cabbage

- stainless steel or enamel pan or microwave casserole dish

- 1 quart water

- stove, microwave, or hotplate

- white vinegar

- ammonia or baking soda

- clear, non-cola beverage

- 3 glass cups (preferably clear)

- measuring spoons

- 3 clean teaspoons for stirring

- measuring cup (1/4 cup)


Instructions- Boil cabbage in a covered pan for 30 minutes or microwave for 10 minutes. (Don't let water boil

away.)

- Let cool before removing the cabbage.

- Pour about 1/4 cup of cabbage juice into each cup.

- Add 1/2 teaspoon ammonia or baking soda to one cup and stir with a clean spoon.

- Add 1/2 teaspoon vinegar to second cup, stir with a clean spoon.

- Add about 1 teaspoon clear non-cola to the last cup and stir with a clean spoon.

- After answering the first two questions for this experiment, pour the contents of the vinegar cup

into the ammonia cup.

Related Experiment: Neutralizing Acids or Bases Using a Garden Soil pH Tester Kit

- Pour 1/4 teaspoon of the contents of the vinegar cup into the test container, and add 1/4

teaspoon of the test solution. Seal the top of the test container with your finger, shake once or

twice, or stir if necessary, and compare with the color chart. Then pour about 1/4 teaspoon of the

contents of the ammonia cup into the test container. Mix it and compare with the color chart.

What happens to the pH ? What would happen if you added more of the ammonia mixture? (For

answers: see questions 3 and 4.)


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Questions and Answers What color change took place when you added vinegar to the cabbage

juice? Why?

The vinegar and cabbage juice mixture should change from deep purple to red, indicating that

vinegar is an acid.

Did the ammonia turn the cabbage juice pH indicator red or blue? Why?The ammonia and cabbage juice mixture should change from deep purple to blue, because

ammonia, like baking soda, is a base, which reacts chemically with the pH indicator, turning it blue.

What happens to the color if you pour the contents of the vinegar cup into the ammonia cup?

You should find that the acid and base are neutralized, changing the color from blue or red to

purple, which is the original, neutral color of the cabbage juice

If you were to gradually add vinegar to the cup containing the baking soda (or ammonia) and

cabbage juice, what do you think would happen to the color of the indicator? Try it, stirring

constantly.

As you add more vinegar, the acid level increases and the color becomes red.

Is the non-cola soft drink acidic or basic?

It is acidic and turns the cabbage juice pH indicator red.

Experiment 4: Measuring Soil pH

In this experiment you will collect soil and measure its pH. Soil pH is one of several important

conditions that affect the health of plants and animals. In addition, you will also be asked to survey

the plants and animals that live in the area where you collected the soil. Area surveys provide

information about how well plants and animals can live under different conditions.

For this experiment, you will need an inexpensive garden soil pH test kit, which may be obtained

from lawn and garden stores or nurseries.

Materials

- garden soil pH test kit

- distilled water

- 2 cups soil from each of two or three different locations (some of the soil will be needed for the

"Soil Buffering" experiment)

- measuring spoons

- digging tool

- self-sealing plastic bags


Instructions

- Pick two or three different soil locations, such as a garden, wooded area, city park, or meadow.

Ask an adult to go with you.

- At each location, observe the plants and animals living in or rooted on these soils, especially


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those that are in greatest numbers. Write down as much as you can about what you find. Dig

down about 2 inches, scoop out 2 cups of soil, and seal it in a plastic bag for later use. Label each

plastic bag. Be sure to clean your digging tool after collecting soil samples at each location.

- Measure the pH of each soil sample following the directions provided in the garden soil pH test

kit, and record the approximate pH of each soil sample.

- Save the excess soil from each site for use in the "Soil Buffering" experiment.


Were there any big differences between the plant and animal life at each location?

Some types of plants and animals are able to live in acid soils, while others are not. Be aware,

however, that many factors, not just the soil acidity, determine the types of plants and animals

that occur at a particular site.

Were any of your soil samples acidic?

Some plants require acid soils to grow and thrive. For example, pine trees, azaleas,

rhododendrons, cranberries, blueberries, potatoes, and tomatoes prefer acid soils. However, most

plants thrive only in soils of pH 6 to 7.

Were any of your soil samples basic?

Some soils, such as in many midwestern United States, contain a lot of limestone and are alkaline.

In those locations, people often add sulfate, such as ammonium bisulfate to soil to make it less

basic.

Experiment 5: Soil Buffering

Soil sometimes contains substances, like limestone, that buffer acids or bases. Some salts in soil

may also act as buffers. In this experiment you will find out if soil from your lawn, garden, or

school can buffer acids. You will observe the pH change of an acid mixture poured over soil in a

filter. If the water collected from the filter is less acidic than the original mixture, then the soil is

buffering some of the acid. If it does not change, then the soil may not be capable of buffering

acids. Since the buffering capability of soils differs, you may want to do this experiment with

several different soil types including those collected for the "Soil pH" experiment.

Materials

- pH paper and color chart (pH range 2 to 10) or garden soil pH test kit

- about 2 cups of soil from a garden, wooded area, lawn, or school yard

- distilled water- white vinegar

- measuring cups and spoons

- stirring spoon

- large funnel

- 3 coffee filters


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- paper cup


Instructions

- Pour 1 teaspoon of vinegar into 2 cups of distilled water, stir well, and check the pH with either

pH paper or a garden soil pH testing kit. The pH of the vinegar/water mixture should be about 4. Ifit is below that, add a sprinkle of baking soda, stir well, and recheck the pH; but if it is above pH 4,

add a drop or two of vinegar and again recheck the pH.

- Put 1 coffee filter into the funnel, and fill the filter with soil from one location. Do not pack the

soil down.

- Hold the filter over a paper cup and slowly pour the vinegar/water mixture over the soil until

some water collects in the paper cup (the filter may clog quickly, but you need only a small

amount of water).

- Check the pH of the collected water using either pH paper or a garden soil pH testing kit and

record the results.

- Repeat the experiment with other soil samples, using a new coffee filter for each sample.


Did the pH of the collected water stay the same as the original mixture, increase, or decrease?

If the pH stayed the same, the soil did not buffer the acid. Each pH value above 4 indicates that the

soil buffered increasing amounts of the acid. Even soil capable of buffering acids can be

overpowered if enough acid is added. As more acid is added to the soil, the buffering capability

decreases, and the water from the filter becomes more acidic.

What can you add to the soil to increase its buffering capability?

Limestone can be added, but it takes weeks to months for the limestone to work into the soil.

Experiment 6: Observing the Influence of Acid Rain on Plant Growth

Acid rain most often damages plants by washing away nutrients and by poisoning the plants with

toxic metals. It can, however, have direct effects on plants as well. In this experiment you will

observe one of the direct effects of acid water on plant growth. The experiment will take about 2

weeks.

Materials

- 4 cups or jars

- distilled water- white vinegar

- measuring cups

- stirring spoon

- 2 cuttings of a philodendron plant (1 leaf and small amount of stem)

- 2 cuttings of a begonia or coleus plant (1 leaf and small amount of stem)



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Instructions


pH paper or a garden soil pH testing kit. The pH of the vinegar/water mixture should be about 4. If

it is below pH 4, add a sprinkle of baking soda, or a drop of ammonia, stir well, and recheck the pH.

If it is above pH 4, add a drop or two of vinegar and again recheck the pH.

- Measure the pH of the distilled water using either pH paper or a garden soil pH testing kit. If the

pH is below 7, add about 1/8 teaspoon baking soda, or a drop of ammonia, stir well, and check the

pH of the water with the pH indicator. If the water is still acidic, repeat the process until pH 7 is

reached. Should you accidentally add too much baking soda or ammonia, either start over again or

add a drop or two of vinegar, stir, and recheck the pH.

- Put one of the following labels on each cup or jar:

- water philodendron

- acid philodendron

- water begonia (or coleus)

- acid begonia (or coleus)

- Pour about a cup of distilled water into the water-philodendron and water-begonia cups.

- Pour about a cup of the vinegar/water mixture into the acid-philodendron and acid-begonia

cups.

- Put one philodendron cutting into each philodendron labeled cup, covering the stem and part of

the leaf with the liquid.

- Put one begonia cutting into each begonia-labeled cup, covering the stem and part of the leaf

with the liquid.

- Set the cups where they are not likely to be spilled and where they will receive some daylight.

- About every 2 days, check to be sure that the plant cuttings are still in the water or

vinegar/water. You may need to add more liquid if the cups become dry.

- After 1 week, compare the new root growth of each plant in distilled water with the new root

growth of its corresponding plant in acid water. Record the results.

- After 2 weeks, again observe the plant cuttings for new root growth, and record the results.


Which plant cuttings had the fastest root growth, those in distilled water or those in acid water?

The plants grown in distilled water should grow faster than plants grown in acid water. Acid water,

like acid rain, can directly damage plants and slow or stop new growth.

Experiment 7: Observing Buffers in Lakes, Ponds, and Streams

In this experiment you will observe the effects of limestone on the acidity of water. Some areas of

the nation have a lot of limestone in lake bottoms and in soil, which helps neutralize the effects of

acid rain. Crushed limestone is sometimes added to lakes, ponds, and other aquatic areas to help

neutralize the effects of acid rain, thus preserving important aquatic systems until the source of

acid rain can be reduced. Crushed limestone is easily obtained from local lawn and garden stores

or nurseries.


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Materials

- pH paper and color chart (pH range 2 to 7) or garden soil pH testing kit

- white vinegar

- distilled water

- measuring cup and spoon

- 2 stirring spoons

- 1/2 cup crushed hydrated limestone or spray limestone

- 2 cereal bowls (about 2 cup size)

- plastic wrap


Instructions

- Label one bowl vinegar; the other one vinegar plus limestone.

- Pour 1/4 cup crushed limestone into one bowl.


pH paper or a garden soil pH testing kit. The pH of the vinegar/water mixture should be about 4. Ifit is below pH 4, add a sprinkle of baking soda, stir well, and recheck the pH; but if it is above pH 4,

add a drop or two of vinegar and again recheck the pH.

- Pour about 1 cup of the vinegar/water mixture over the limestone in the cereal bowl and stir

with a clean, dry spoon.

- Pour the remaining vinegar/water mixture into the other cereal bowl.

- Check the pH of the vinegar/water mixture over the limestone and record it.

- Cover each bowl with plastic wrap to prevent evaporation.

- Every day for 6 days, stir the contents of each bowl with a clean, dry spoon and about 4 or more

hours later (after the limestone has settled), test the pH of the water mixture in each bowl and

record the result.


Did the pH of the vinegar/water mixture over the limestone become more or less acidic during the

6-day period? Why?

The water mixture should have become less acidic, changing from about pH 4 to as much as pH 6,

depending on the water content of the limestone you used.

Does crushed limestone buffer the acid?

Yes, by neutralizing it.

Did the pH of the vinegar/water mixture in the other bowl (without limestone) change during the

6-day period?

The pH of the bowl without limestone should not have changed.

Experiment 8: Looking at Acid's Effects on Metals


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When acids and metals come in contact with each other, the metal is gradually dissolved away in a

chemical reaction. In this experiment you will observe this reaction for yourself, but you will need

patience. The chemical effect of acids on metals may take at least five days for the human eye to

see, even though the reaction starts as soon as the acid contacts the metal.

Materials- pH paper and color chart (pH range 2 to 7) or garden soil pH testing kit

- 2 small, clear glasses (nonmetal)

- 2 clean copper pennies (use pennies minted before 1983)

- white vinegar or fresh-squeezed lemon juice

- distilled water

- plastic wrap


Instructions

- Label one glass water and the other vinegar or lemon juice depending on which acid you use.

- Place one penny in each glass. Be sure to use pennies minted before 1983 because pennies

minted after that time have a different chemical composition.

- Barely cover one of the pennies with either vinegar or lemon juice.

- Dip a strip of pH paper into the vinegar, or lemon juice, for about 2 seconds, compare with the

color chart, and record the result. Or use a garden soil pH test kit.

- Add enough distilled water to the glass labeled water to barely cover the other penny.

- Dip a strip of pH paper into the distilled water for about 2 seconds and compare with the color

chart. Or use a garden soil pH test kit. If the pH is below 6, add a tiny amount (less than 1/8

teaspoon) of baking soda, or a drop of ammonia, and recheck the pH. Repeat this process until the

pH is between 6 and

- Record the pH of the water.

- Seal the top of each glass with plastic wrap to prevent evaporation.

- Place in a safe, dry place for about 5 days.

- After about 5 days, observe the changes that occurred in each glass.

- At the end of the experiment, wash off the pennies with water, and pour the contents of the

glasses down the sink (do not drink).


What change, if any, took place in the water glass after 5 days?

There should be no change

What change, if any, took place in the vinegar (or lemon juice) glass after 5 days?

The liquid should be bluish-green. The bluish-green substance in the vinegar, or lemon juice,

comes from the copper in the penny. It is a byproduct of the chemical reaction in which the acid in

the vinegar, or lemon juice, very gradually eats away the penny.


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When you rinsed off the pennies, were you surprised that they both looked about the same as

they did at the beginning of the experiment (assuming you used clean pennies)?

The chemical reaction between the acid and the copper penny is so slow that you cannot see any

difference in the shape of the metal in just 5 days, at least not with your eye alone. You may see

some changes after about two weeks, especially at the edge of the penny.

Science projects about plants and botany

Learn how to prepare

award-winningscience

fair projects.

1. How do different

conditions affect the

speed at which fruit and

vegetables ripen?

Temperature, light,

placement in sealed

bags, exposure to other

ripe fruit--all havedifferent effects on

different fruits and

vegetables. Design an

experiment to test two

or more of these

variables.

Background Info:

Ethylene gas is the

ripening agent that

many fruits and

vegetables produce

naturally. Ethylene

causes them to ripen--

and then overripen.

While refrigeration and

humidity slow the
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effects of ripening, they

don't stop the

production of ethylene

gas. The more the fruit

ripens, the more

ethylene gas it makes.

This has a big effect on

how--and when--farmers

harvest their fruits and

vegetables for market.

Most commercial

tomatoes are picked

before ripening is

completed, so the fruit

won't spoil before it gets

to your market. But

picking early also means

the tomato spends less

time on the vine, where

ethylene would help

build more of the sugars

and acids that create tip-

top tomato flavor.

2. How do different

types of fertilizers affect

plant growth?

Fertilizers differ in their

amounts of the nutrients

nitrogen, phosphorus

and potassium. Get

differentfertilizersfrom

a garden shop or nursery

and apply them to

groups of the same

plant. Do the different

fertilizers change how

the plants grow? You

could measure height,
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width, number of leaves,

how fast the plants

grow, number of flowers

or yield.

3. What happens when

you grow sweet

potatoes next to other

plants?

Compare how fast the

other plants grow at

different distances from

sweet potatoes.

Remember to grow

some control plants

nowhere near the sweet

potato.

Background Info:

Allelopathy is a chemical

process that a plant uses

to keep other plants

from growing too close

to it. Some plants thatuse allelopathy are black

walnut trees,

sunflowers,

wormwoods,

sagebrushes, and trees

of heaven.

There are several ways

in which an allelopathic

plant can release itsprotective chemicals:

Volatilization -

Allelopathic

trees release a

chemical in the


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form of a gas

through small

openings in their

leaves. Other

plants absorb

the toxic

chemical and

die.

Leaching - Some

plants store

protective

chemicals in the

leaves they

drop. When the

leaves fall to theground, they

decompose,

giving off

chemicals that

protect the

plant.

Exudation -

Some plants

releasedefensive

chemicals into

the soil through

their roots.

Those chemicals

are absorbed by

the roots of

other nearby

plants, which are

damaged.

4. How do different

treatments change how

fast seeds sprout?


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You can find out how

quickly seeds sprout

under different

temperatures, or after

being soaked for

different times or in

different liquids. Or, see

how one kind of

treatment affects

different types of seeds.

5. How close does a

pesticide have to be to

protect a plant?

Grow a number of

groups of the same

plant. Apply a Bt-based

insecticide directly to

the plant according to

the directions on the

package and at various

distances from the

plants. Compare the

amount of insect

damage to each group of

plants. You might also

look at how big or fast

each group of plants

grows.

6. How does soil pH

affect the pH of waterthat touches the soil?

Gather different types of

soil. Put some of each

type in a cup and check

out the pH. Then add


44/78

water to the cups, and

mix. Wait for the soil to

settle and measure the

pH of the water. Be sure

you use water from the

same source for each

soil. Find out more about

soil.

Background Info: A pH

meter can be found at

almost any garden shop

or nursery.

The pH scale - Just about

every substance is acidic,

basic or neutral. The acidor base nature of a

substance is measured

by a pH scale that runs

from 0 to 14. Substances

from 0 to 7 are

considered acid;

substances from 7 to 14

are basic. Seven, the pH

of pure water, is

considered "neutral."The pH of your blood is

about 7.35. Most plants

grow best around pH

7.0. Some--like

blueberries, azaleas and

rhododendrons--like acid

soil with a pH from

about 5 to 6.

7. Which way is up?

Many seeds and bulbs

have a definite top and

bottom. What happens if

you plant them upside


45/78

down or sideways? Will

the seeds still grow; will

it take longer for leaves

to start showing up?

What happens if youchange a seed's

direction once it starts to

sprout? Many seeds like

beans can be sprouted in

moist cotton or paper

towels. What happens if

you turn the seed 90 or

180 degrees from right

side up every few days

after it sprouts?

You can take it a step

further by using a record

player turntable to

simulate changing

gravity's pull on seeds.

You'll want to know

more about the chemical

auxin, which affects

where roots and stemsgrow.

Sprout bean seeds for 3

days in moist paper

towels inside pieces of

folded aluminum foil.

Then tape one or more

packets on the turntable

and set it for 78 RPM.

Allow the machine to

rotate continuously for 5days. After the 5 days

are up, turn off the

record player and

without changing the

position of the foil, open

them up and observe


46/78

the beans.

The rotating turntable

creates a gravity with an

outward force instead of

the normal down.

8. Roots Restrictions

Does the amount of

room a plant has for

roots make a difference

in how big a plant will

grow, regardless of how

much fertilizer the plant

is given? Plant seeds in a

variety of different-sized

containers using

vermiculite or other soil-

less material, so you will

be able to give each

plant a measured

amount of fertilizer. Or

plant a number of plants

in the same size

containers and vary the

amount of fertilizer and

see what happens. Be

sure to use small enough

containers so that root

growth really will be

constricted.

9. Can different colorsand types of cloth

attract or repel insects

from plants?

Plant a number of

groups of the same type


47/78

of plant near each other,

but far enough apart to

surround each set with

several feet of fabric. Or

select several of the

same kind of bush in one

yard. You want to use

the same type of plant in

the same place, so all of

the plants will have the

same potential for insect

damage.

Surround each group of

plants with a different

color fabric. Be surewater can penetrate the

fabrics. At set intervals,

record all the insects you

can find on each plants

and any signs of insect

damage on the plant. It

is a good idea to check

reference sources for

common insect

problems of the type ofplants you are using.

10. The effects of light

on seedlings

germination

How do light and dark


germination and growth

of seedlings?

Materials: 20 bean

seeds, 2 Ziploc bags, 2

damp paper towels, desk


48/78

lamp.

Procedure: Separate

bean seeds into two

different piles with equal

number of seeds (10seeds in each pile). Wet

the paper towels until

completely dampened.

Place the dampened

paper towels in the

Ziploc bags, and then

place 10 seeds on top of

the paper towels in each

bag. Make sure the

seeds are on the papertowel in the bag and

close the bag, but not

completely (about 3/4

way closed). Wrap one

of the Ziploc bags

completely in aluminum

foil. Leave the other one

uncovered. Place both

Ziploc bags under a desk

lamp. After 7 days, checkthe bag that has been in

the light as well as the

bag that has been

wrapped in aluminum

foil. Compare the

germinated seeds. You

should definitely see a

difference between the

two. You should note

mainly the color and

stem length differences

between the seedlings

that germinated in light

and those that

germinated in darkness.


49/78

What differences did

you observe between

seedlings that

germinated in the light

and in the dark? (color

of leaves, length of

stems, etc.) What caused

those differences?

11. What affect does the

brightness of light have

on the growth rate of a

plant?

How do light and dark


germination and growth

of seedlings?

Materials: Greenhouse

or sunny window sill, 10

bean seeds, 10 small

pots, water, ruler,

potting soil, pencil.

Procedure: Fill the 10

small pots with equal

amounts of dampened

potting soil. With a

pencil, make holes about

2 centimeters deep in

each pot. Place the 10

bean seeds, one per pot,

and cover the seeds with

some of the soil. Place 5of the pots in the

greenhouse or on a

window sill on the sunny

side of the house. Place

the other 5 on a window

sill that does not receive


50/78

bright sunlight. Seeds

will germinate within 7

days, and you can begin

making stem

measurements. Take

stem measurements for

14 days. Be sure to

water the plants as

needed. Note the

difference in stem length

for each set of plants,

and write down your

observations.


you observe betweenseedlings that grew in

the bright sunlight

compared to less bright

light? (color of leaves,

length of stems, etc.)

What caused those

differences?

12. Does crowding

affect plant growth?

Determine the effects of

growing plants close

together vs. growing

plants farther apart.

Materials: 6 medium-

sized pots, 10 bean

seeds, potting soil,water, ruler, large

measuring cup, desk

lamp, pencil.

Procedure: Fill all pots

with an equal amount of


51/78

potting soil. Be sure that

the soil has been

dampened with water.

Using a pencil, make 5

holes about 2

centimeters (cm) deep in

the soil of one pot. Place

seeds in each hole

making sure that they

are spaced relatively

close but equal distance

from each other within

the pot. Place the

remaining 5 seeds, 1 in

each of the remaining 5

pots, about 2 cm deep.

Cover the seeds with

soil. Place all the pots

underneath a large desk

lamp so that each pot

receives full light. Be

sure to water each plant

as needed. The seeds

will germinate in about 7

days, and you will be

able to begin making

stem measurements.

Take measurements for

14 days. Note the

difference in stem length

for each plant and write

down your observations.


you observe between

seedlings that were

crowded and those that

were not? (color of

leaves, length of stems,

etc.) What caused those

differences?


52/78

13. Does Colored Mulch

Affect Soil

Temperature?

To determine if different

colored plastic (or

mulch) on the

soilsurfaceaffects the

temperature of soil.

Materials: Digital

thermometer; potting

soil; 8 pots; colored

mulch in black, white,

and red; window sill with

full sun; tape. For the

colored mulch, you can

use different paint colors

to paint black plastic, or

you might use different

colored plastic bags or

mulch from the store.

Procedure: Fill pots with

equal amounts of soil.Place 2 uncovered pots

on the window sill where

there is full sun. Cover 2

pots with black plastic, 2

pots with white plastic,

and 2 pots with red

plastic. Make sure the

plastic covers the top of

the pot, and tape it to

the pot. Place these pots

on the window sill. In 24

hours, record your first

temperature

measurements. You can

do this by sticking the

temperature probe in
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the drainage hole of the

pot. For 10 days, record

the temperatures for

each pot in the morning

and afternoon. Note the

differences in

temperature among the

colors, and record

observations.

Which pot had the

highest soil

temperature? What

color kept the soil the

coolest? Why do you

think that some mulchcolors make the soil

hotter or cooler? How

does this affect plant

growth (see project 14)?

14. Does Colored Mulch

Affect the Growth Rate

of a Plant?

To determine if colored

plastic (mulch) will affect

the stem length of

plants.

Materials: 8 pots; 8 bean

seeds; colored plastic in

red, black, and white;

ruler; water; toothpicks;

greenhouse or windowthat receives full sun;

tape; potting soil; pencil;

small cup.

Procedure: Fill pots with

equal amounts of


54/78

potting soil. Make a hole

about 2 cm long in each

pot using a pencil, and

place 1 seed in each pot.

Cover seed with loose

soil. Mark where you

planted the seed with a

toothpick. Cut plastic in

pieces large enough to

cov

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