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Science Fair Presentation

Transcript: Foam! Jocelyn Arciniegas END Conclusion Record data in data table Measure foam height 237 ml of five test liquids (tap water, Vitamin D milk, 2% milk, egg white, & tap water and egg yolk) Materials Lab notebook If I use tap water plus egg yolk, as opposed to tap water, then the foam produced will be the one with the most amount of height. Five test tubes & stoppers Marker According to my experiments, the water plus egg yolk experiment had the foam with the most amount of height produced than the tap water experiment, which had no foam produced. The results do support my hypothesis. In order to make successful foam, there has to be a hydrogen and a lecithin component. Tap water is a hydrogen-containing component, but does not contain a lecithin, nor was it partnered with one. Vice-versa with both milk and egg white ingredients. The tap water plus egg yolk experiment was a success because it had a hydrogen (the tap water) and a lecithin (the egg yolk) component. Purpose Pour liquid into test tube Metric ruler Shake for forty seconds Above are the results of the experiment I have done. The experiment was trying to see which food ingredient will produce the best height of foam. Each ingredient was put into a test tube and shook for forty seconds each. The height was recorded with a ruler in centimeters. There were three trials in all. The average height is an approximate value. The tap water ingredient did not produce any foam at all, whereas tap water and egg yolk combined produced foam with the most height. The 2% and Vitamin D milk trials were close with almost the same amount of foam produced, but they had about a .1 difference between them on average. The egg white trial produced foam with the most height compared to the tap water, 2% milk, and Vitamin D milk trials, but had a 3.2 difference with the tap water and egg yolk on average. To determine which food ingredients will make foam that has the most height. Stopwatch Hypothesis Procedure

Science Fair Presentation

Transcript: Materials Conclusion Research Does Listening to Music Effect Test Performance? The average test score with music was higher than the average test score without music which proves my hypothesis wrong. One possible explanation of this is many students listen to music at home while doing homework allowing them to adapt to focus better with music. Without music there may have been other distractions such as talking, hallway noises, etc. With those distractions the subjects may not been as well adapted and therefore had a greater impact on their test score. Yet another explanation could be that the students took the test without music first. This could have served as a practice test and allowed them to do better on the second test (with music). Next time I would separate the students into two rooms and alternate who listens to music first in order to control for this variable. I will need: At least 17 girl test subjects in advanced math 2 tests of equal difficulty Music A music player A room to test the subjects in Scratch Paper A clock or watch Data Procedure By Isabel Brazzel Abstract Hypothesis The purpose of my project was to see if music effects test performance. For my procedure, I will have all the test subjects come to the designated classroom with their signed Human Informed Consent Forms where I will split them up into two groups, group A and B. I will give group A test 1 and group B test 2 without music. Later, I will have group A take test 2 and group B take test 1 with music playing. The subjects will have 10 minutes to do each test. The results of my expirement showed that the average test score on test 1 is 68.4% and the average score on test 2 is 67.5 which validates that the two tests were of equal difficulty. The average score with music was 73.1% and the average score without music was 62.8% proving my hypothesis incorrect. While 13 subjects scored better with music, 2 subjects scored better without music, and one subject scored the same on both tests. However, when subjects took the test without music they could hear hallway noises. These noises could have been more distracting than the music, making test concentration harder and effecting their scores. Finally, any test given first, with or without music could have changed my results and made my hypothesis wrong. It is possible that subjects may have remembered math better for the second test after having taken the first test. Results First, I will give out Human Informed Consent Forms. Then, I will collect all the forms. Next, I will have all the test subjects come to one room, I will split them up into two groups, group A and B. After that, I will give group A test 1 and group B test 2 with the music off. Ten minutes later, I will have the subjects switch tests while listening to music. The test subjects will have 10 minutest to do each test. Afterwords, I will grade the tests and put the results into 2 bar graphs. Each test had 10 questions. The questions were of equal difficulty and in the same order. The average score on test 1 was 68.4% and the average score on test 2 was 67.5. This validates that the tests were of equal difficulty. 13 test subjects scored better with music, 2 subjects scored better without music and 1 subject had the same score on both tests. The average score with music was 73.1 and the average score without music was 62.8. Have you ever wondered how some people can multitask three things at once? Well, actually I have and it turns out that multitasking not only hurts your performance your brain actually doesn’t even multitask at all! Life hacker.com says that your brain can’t do two things at once so it “spotlights” by frantically switching between the activities you are doing. It splits the brain by dedicating one half to one activity and the other half to your second activity. That is why your brain can’t somewhat efficiently handle more that two tasks because there are only two hemispheres for task management. Scholastic Parents states that the brain takes in information in different ways. When you're learning new facts, you rely on declarative memory, which is stored in the hippocampus. Memories in the hippocampus are easier to recall in different situations. Though when we're distracted, the brain bypasses the hippocampus and relies on the striatum, which is really designed for recalling how to do tasks you have done so often that they've become second-nature. Information stored in the striatum is tied closely to the specific situation in which it is learned. An example is you will only remember a fact if it is worded the same way. If we know that multitasking is bad and hurts our work then why do we do it? Psychology Today thinks it makes work seem less tedious and boring when we are watching our favorite television show while studying for a math test the next day. And, it makes us feel good when we are doing three things at once when really the only thing it is doing is hurting our performance. Psychology

science fair board

Transcript: 3D Atom which cleans pennies the best lemons or limes Introduction About what my topic is about The Science What juice cleans dity pennies the best lemon juice or lime juice? + The positive aspects about my experiment are it's a cool topic to learn about and the experiment is safe to do. Also you get to learn lot's of fun facts, about lemons and limes, and how lemon and lime juice react to the metals in the penny. Positive Aspects _ The negative aspects are,it might not turn out the way you want it to. For instance the lemon juice might not clean the penny at all, the juices could dirty the penny more, and or the juices could react to the metal in the penny. Negative Aspects My visual research Show & Tell FACTS ABOUT PENNIES Newer pennies are made mostly of zinc. Here's the history, according to the U.S. Mint: From 1837 to 1857, the cent was made of bronze ( 95% copper, 5% tin and zinc). From 1857, the cent was 88% copper and 12% nickel, giving the coin a whitish appearance. https://www.livescience.com/32401-what's-a-penny-made-of. html As you can see I have a PH scale with different food and there acidity. PH scale PH scale lemons and limes acidity is a # 9 on this chart IN the catigory of Citric acids the fruits that fall under the citric acid are lemons, limes, oranges, pineaple, and strawberries. fruit acids fruit acids Fun fact strawberries are not berries. fruits that contain malic acid are apples, bannas, cherrys, watermelon,and red grapes. Acids commily have a sour taste like Lemons and limes, it's not safe to eat most acids. So be carefull. Some Know Properties Of Acids Some Know Properties Of Acids Reactivity chart Reactivity chart different metals and identefying reactions different metals and identefying reactions Metal Reactions Atomic Ideas Zoom My idea is to make a penny cleaner with lemon and lime juice The reaction between the metal on the penny,the aicd from the different juices,and to see which one lemons or limes cleans the dirty penny best. Even the Smallest Details! Go Viral Brainstorm see what ideas you come up with to improve your experement. .?.^__^ ^.^ Make sure your test container is non-reactive to your test materials. This will help with clearer test results. Better test results Better test results Use more than one source and dubble check your references. Good Info Good Info Make sure it's nice and neat More Good Info More Good Info Contact Info Control The lemon juice corroded the meatale in the dime the same way the lime juice corrroded the pennies. Also the lemon juice turned a reddish tone. So what you see here is a penny that has been cleaned , by lemon juice lemon results lemon results lime result lime result The lime juice made the pennies rust.

Science Fair Board Samantha

Transcript: Magnetic Pendulum Patterns "Chaotic Pendulum." Chaotic Pendulum. Web. 14 Mar. 2014. <http://www.maths.uq.edu.au/~infinity/Infinity9/pendulum.html>. "How It Works." How It Works. Web. 14 Mar. 2014. <http://www.calacademy.org/products/pendulum/page8.htm>. "Magnetic Field Basics." Physics4Kids.com: Electricity & Magnetism: Magnetic Fields. Web. 12 Mar. 2014. <http://www.physics4kids.com/files/elec_magneticfield.html>. "University of Birmingham." Chaotic Motion. Web. 12 Mar. 2014. <http://www.birmingham.ac.uk/schools/chemical- engineering/weblab/Introduction-to-Chaos/Chaotic-Motion/index.aspx>. Conclusions Procedure If the pattern of the magnets is changed, will the time of the of the bob's swing change? If the pattern of the magnets is changed, than the time of the bob's swing will change because the magnetic field would have been changed, and the magnetic bob would have been pulled to a different field. Hypothesis First, put the magnets in a triangle pattern. Push the magnetic bob and time it’s swing. After timing the pendulum’s swing 10 times, change the pattern. For, example, you could put the magnets in a line or maybe a circle instead. Do this ten times, recording the time of the bob’s swing. Make sure to watch the pendulum carefully to avoid making a mistake or missing a stopping point. Maybe try a few other patterns for better results. One pattern that I tried was a stacked pattern where the magnets were stacked on top of each other. Materials Question By: Samantha Blackman Results Background Research My hypothesis was correct, and when the magnet’s pattern is changed, the time of the swing will change, too. The difference between the slowest and fastest times averages was 9.5803 seconds, and were not very far from each other. The pendulum’s pattern was very different between stacked and scattered. The stacked kept the bob in one spot, but the scattered moved the bob around more, and further distances. In conclusion, the experiment went well and the results helped to explain what happened to the bob’s pattern, and went well with the background information. Some problems that might have been run into could be the bob getting stuck to the pendulum, which would happen when swinging the bob. The timing may have been off, because when the pendulum slowed down, the timer may have stopped to early or to late, resulting in outliers in the information. Some errors could be the pattern of the magnets from day to day. The pattern would be one way one day, then the next it would be re created, but different, so it might effect the pendulum time. All together, most problems were fixed, like how the magnets would stick together at random times, and the experiment went smoothly. The results helped with the conclusions and other information by adding facts to back up the research and hypothesis. One example is the time of the swing change and average times, like in the first paragraph. The times of the swing’s average helped to show that the slowest and fastest times were not so far apart from each other. To take this a step further, you could experiment with new types of magnets. Stronger magnets may create a new outcome, such as less predictable patterns. Another way you could look into this further would be testing new types of string to see how flexible it may be. Stiffer string may make the bob move in more jolting movement instead of smooth swings. The results can help to take this a step further by comparing your times to the old average. Overall, the results will really help further research and proving a point to information, such as this experiment. In this experiment, the magnets will be put into a different pattern instead of the usual triangle pattern. You will need: • A magnetic pendulum (found on http://howtosmile.org/record/2814) • 4-6 magnets (any kind will work) A magnet is an object that gives off a magnetic field. A magnet works with the poles attracting and rejecting each other’s forces. There are negative and positive charges. The negative charges attract positive charges and the other way around. A pendulum moves using gravity and movements of the earth. The earth’s movement tilts the pendulum’s bob and makes it move one way, then the gravity pulls the bob back down, and back, and down again. The inertia of a pendulum makes it swing out, and then gravity pulls it down. Inertia is the bob’s resistance to a change in motion. Chaotic motion is the movement of random angles and other unpredicted movements. Even though the movements may seem random, the motion has a hard to follow pattern. An example would be a magnetic pendulum, which has a pattern, but the pattern is hard to pick up on. The magnetic pendulum is moved by chaotic motion, which is caused by the magnets attracting and rejecting each other’s forces. Chaotic motion makes the pendulum move randomly in different fashions. When working on this project, you really need to pay attention to due dates and what is due. Make sure to get things

Science Fair Presentation

Transcript: Review of Literature Materials 9 30cm candles lighter ruler timer Procedure First, we put 3 candles into the freezer for a 1/2 hour. Then, we put them in holders and lit them. After that, we put 3 more candles into the microwave for 15 seconds, and put them into holders and lit them. We put three other candles in holders, which were left at room temperature. We let all of them burn for a 1/2 hour. After the timer went off, we blew them out and measured them, and calculated their burn rate. Hypothesis If the temperature is higher, the candle burns faster. Graph of Burn Rate Data Table of Candle Heights (post-test) Burnie, David. The New Way Things Work. Houghtun Mifflin, 1999.“Burning Candles.” The Math Forum - Ask Dr. Math. http://mathforum.org/library/drmath/view/57478.html“Candle making work at home.” Work at Home People. http://www.wahp.in/candles.html“Effect of room temperature on the burn-rate of a candle burns.” All Science Fair Projects. September 24, 2012. http://www.all-science-fair-projects.com/project1244_150_1.htmlHow do I calculate the burn time of my candles?” Candle Science. September 25, 2012. http://www.candlescience.com/faq/11/general-candle-making/how-to-calculate-burn-time/Long, H.V. “Does a Frozen Candle Burn Faster than a Room Temperature Candle?” Love to know Candles. September 24, 2012. http://candles.lovetoknow.com/Does_a_Frozen_Candle_Burn_Faster_than_a_Room_Temperature_CandleNicol, Gloria. The New Candle Book. Lorenz Books, 1999. St. John, Doneen. “Candle Burn Times.” The Candle Cauldron. September 25, 2012. http://www.candlecauldron.com/burntimes.htmlSchreader, Olivia. “Why doesn’t a frozen candle burn slower than a room temp candle?” MadSci Network: Chemistry. September 27, 2012. http://www.madsci.org/posts/archives/2001-01/980279496.Ch.q.htmlStewart, Elaine. Candles. The Guild of Master Craftsman. “The Science of Candles.” The National Candle Association. http://www.candles.org/candlescience.htmlWhy some candles burn fast.” Happy News. September 25, 2012. http://www.happynews.com/news/522007/why-candles-burn-fast.htmWilliams, Brian. Kingfisher Encyclopedia. Kingfisher Publications, 1998.Zimmerman, Burr. “Frozen versus Room Temperature Candle Burn Rates?” Newton - Ask a Scientist! September 27, 2012. http://www.newton.dep.anl.gov/askasci/gen06/gen06704.htm By Madison Murphy and Abena Peasah Also many different types of wicks (braided, twisted, flat) Heated candles burned the fastest (avg. burn rate 8.27 cm/hr) Frozen candles burned the slowest (avg. burn rate 6.07 cm/hr) Room temp. candles were in the middle (avg. burn rate 6.94 cm/hr) Many types of candles (taper, pillar, jar) Combustion Conclusion Results, Conclusion, and Future Study Question How does temperature affect a candle's burn rate? To expand on this, we could test the burn rate of the frozen candles in different places, such as inside, outside, and outside in the shade. Bibliography Candles are incredibly old, were made of flax, but now of paraffin Candles burn through cycles Materials Procedure Question Hypothesis Variables Wax criteria Previous experiments Results Variables IV: Temperature of candle DV: Burn rate Our hypothesis was confirmed, temperature does affect the burn rate of a candle Evidence is prominent in the data Heated candles burned 3.4 cm/hr faster than frozen This is because the wick and the wax do not have time to thaw before burning The atoms inside the frozen candles are stuck together and move slowly Burn, Baby Burn! Future Study

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